About this lessonIn this lesson students will continue to learn about the impact of changing government policies on Australia's migration patterns with a particular focus on explaining why the government attempted to attract more migrants to Australia. Students have learnt about the changing government policies within Australia and the reasons for Australia's dire situation with reference to the term 'Populate or Perish'. In these series of activities students will examine artefacts and sources and partake in short answer questions and a critical reflection which gives students opportunities to explore perspective, empathic understanding and understanding the emergence of Australia communities in developing learning about historical concepts with particular attention to significance and perspective.
Using the sources above and your own knowledge discuss Calwell's attempt to persuade Australians to support Australia's increase in population. What argument is Calwell suggesting about the Australian society at this moment in time?
Source C
The following posters were advertised all around Europe to promote migration to Australia:
Land Of Tomorrow Poster (1948) Bring Out a Briton! (1951) Build Your Children's Futures (1950's) You Can Help Someone Become an Australian Citizen (1950's) Choose ONE and evaluate a Post-World War II artefact poster and exploring what makes the source appealing to migrants? What impressions to you think the poster makes and what is it suggesting about life in Australia?
Critical Reflection
Imagine you were an Australian citizen post World War II. What would your opinion be about the idea of 'Populate or Perish'? Reflect upon this using your own knowledge and think about what key concerns you would have at the time. For example, post- World War anxiety about invasion, is there a large anti- migrant opinion, discuss social and economic implications of migration and how would your overall way of life be altered.
(400 words maximum). Extension Task:Sequence the appropriate dates to the corresponding place it needs to be on the timeline. After you have done this look at the following source of Arthur Calwell's speech and answer the following question.
'It is my hope that for every foreign migrant there will be ten people from the United Kingdom’ Arthur Calwell Minister for Immigration, 1947 Using the two sources above and your own knowledge what does the evidence tell you about the impact of Australia's change of migration patterns? Explain the previous policies prior to WWII and subsequent polices to determine why 'Populate or Perish' evolved migration patterns beyond the desired British?
Ask for help
ReferencesAshton, A. (2011) Macmillan History 10. Retrieved from http://cdn-media.macmillan.com.au/mea/downloadpdfs/9781420230772.pdf
Australia Land of Tomorrow (1949) [Image]. Retrieved August 28, 2016, from https://upload.wikimedia.org/wikipedia/commons/c/c3/Australia_%E2%80%93_Land_of_Tomorrow_poster.jpg Board of Studies Teaching and Educational Standards. (2012). History Syllabus. Retrieved from https://syllabus.bostes.nsw.edu.au/hsie/history-k10/ Bring Out a Briton. (1951) [Image]. Retrieved August 31, 2016, from http://www.daaag.org/node/60 Build Your Children's Futures (1950) [Image]. Retrieved August 31, 2016 from http://www.migrationheritage.nsw.gov.au/cms/wp-content/uploads/2011/11/migration-office-poste.jpg Cameron, K., Lawless, J., & Young, C. (2002). Investigating Australia’s Twentieth Century History. Melbourne, Victoria: Thomson Neslon. Darlington, R. (2012). History Alive 10. Victoria, Australia: Jacaranda Dennett, B., & Howitt, B. (2015). Oxford Insight History: Australian Curriculum For NSW Stage 5 Year 10. Melbourne, Victoria: Oxford University Press. Howitt, B. (2013). Pearson History Student Book 10. Melbourne, Victoria: Pearson Australia. Migration History. (n.d.). Background: Populate or Perish. Retrieved from http://migration.history.sa.gov.au/content/background-populate-or-perish You Can Help Someone Become an Australian Citizen. (1950) [Image]. Retrieved August 31, 2016 from http://www.daaag.org/node/60 |