# data[].attributes.body
This Padlet has, by and large, been designed as a teaching resource rather than a student resource. By that, a source for teachers to draw upon when creating Unit/Lesson Plans/ Learning Activities.
With this said, this resource can still be supplied and used within the classroom - scaffolding student learning and revision - we just feel that such a resource should not be presented in this first lesson.

# data[].attributes.body
There is little (outside of Wikipedia) by way of simple introductory explanations of the Imperial Federation League. In our own words it is best described as a pro-British, Pro-Imperial collective with branches throughout the world and is epitomised by the following 'OBJECTS of the League' graphic: -

# data[].attributes.body
Making a people and a nation 1890–1920

What visions drove the formation of the Australian nation?

Key knowledge

the visions underlying the Imperial Federation League, the Australian Natives Association, the Bulletin magazine, the Heidelberg School and Australian literature that drove the formation of the Australian nation up to 1901, including:

the desire for economic progress and a uniform tariff policy

ideas about the existence of a distinct national identity as well as a conviction of also being both Australian and British with cultural, economic, political, military, ethnic and kinship ties to Britain

# data[].attributes.body
use questions to inform historical inquiry into the making of a people and a nation

analyse the significance of visions and actions that shaped the formation of the new nation

analyse the measures Australians introduced to implement their visions for the new nation

evaluate the extent to which the visions had become reality by 1914

evaluate the perspectives of people from the period on the changes introduced by Federation and World War One

use primary sources as evidence to analyse the visions Australians held for the new nation and the impact of World War One

evaluate historical interpretations of the changes resulting from Federation and World War One

construct arguments about the transformation of Australia during the period 1890–1920 using primary sources and historical interpretations as evidence.

# data[].attributes.body
Following graphic retrieved from http://handle.slv.vic.gov.au/10381/186915

# data[].attributes.headline
Overview - Trends in Australian Literature

# data[].attributes.subject
Overview - Trends in Australian Literature

# data[].attributes.body
Like the artists, early 19th-century writers had tended to portray Australia as an alien and threatening place. By the 1880s and 1890s poets and storytellers were writing positively about Australia. Stories of men who roamed the land and tamed the bush became popular. Drovers, selectors, shearers, even bushrangers, filled tales in magazines such as The Bulletin, The Queensland Worker, and Dawn, a magazine edited by Louisa Lawson who was the mother of Henry Lawson. Writers such as Henry Lawson, Joseph Furphy, Barbara Baynton and Banjo Paterson portrayed the bush as a good and welcoming place to be. This was often at the expense of the city.

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

# data[].attributes.body
Keep in mind the relevance of the visions that were underlying Australia's Federation throughout the entire area of study.

How did participation in World War One affect Australians’ visions for the new nation?

the ways in which World War One confirmed, added to or disrupted the visions underpinning the new nation, including ideas of identity, the political and sectarian outcomes of the conscription debates, and consequences for women, families and returned soldiers.

# data[].attributes.body
The original lyrics were written in 1895 by Australian poet Banjo Paterson, and were first published as sheet music in 1903.

Original lyrics:

Oh there once was a swagman camped in the billabong
Under the shade of a Coolabah tree
And he sang as he looked at the old billy boiling
Who'll come a waltzing Matilda with me

Who'll come a waltzing Matilda my darling
Who'll come a waltzing Matilda with me
Waltzing Matilda leading a tucker bag
Who'll come a waltzing Matilda with me

Down came a jumbuck to drink at the water hole
Up jumped the swagman and grabbed him in glee
And he said as he put him away in the tucker bag
You'll come a waltzing Matilda with me

You'll come a waltzing Matilda my darling
You'll come a waltzing Matilda with me
Waltzing Matilda leading a tucker bag
You'll come a waltzing Matilda with me

Down came the squatter a riding on his thoroughbred
Down came policemen one, two and three
Where is the jumbuck you've got in the tucker bag
You'll come a waltzing Matilda with me

You'll come a waltzing Matilda my darling
You'll come a waltzing Matilda with me
Waltzing Matilda leading a tucker bag
You'll come a waltzing Matilda with me

But the swagman he ups and he jumps in the water hole
Drowning himself by the Coolabah tree
And his ghost can be heard as it sings in the billabong
Who'll come a waltzing Matilda with me

Common, altered version:

Once a jolly swagman camped by a billabong
Under the shade of a coolibah tree,
And he sang as he watched and waited till his billy boiled:
"You'll come a-waltzing Matilda, with me."

Chorus:
Waltzing Matilda, waltzing Matilda
You'll come a-waltzing Matilda, with me
And he sang as he watched and waited till his billy boiled:
"You'll come a-waltzing Matilda, with me."

Down came a jumbuck to drink at that billabong.
Up jumped the swagman and grabbed him with glee.
And he sang as he shoved that jumbuck in his tucker bag:
"You'll come a-waltzing Matilda, with me."

(Chorus)

Up rode the squatter, mounted on his thoroughbred.
Down came the troopers, one, two, and three.
"Whose is that jumbuck you've got in your tucker bag?
You'll come a-waltzing Matilda, with me."

(Chorus)

Up jumped the swagman and sprang into the billabong.
"You'll never catch me alive!" said he
And his ghost may be heard as you pass by that billabong:
"You'll come a-waltzing Matilda, with me."

(Chorus)

# data[].attributes.body
IMPERIAL FEDERATION LEAGUE. VICTORIAN BRANCH. TEMPORARY OFFICES : TOWN HALL, MELBOURNE, WHERE MEMBERS ARE ENROLLED DAILY. SANDS & MCDOUGALL LIMITED. LITHOGRAPHERS, MELBOURNE

# data[].attributes.body
The Australasian Federation League used this Australian flag badge to promote federation in the referendum of 1898. Source: MS 47, National Library of Australia

# data[].attributes.body
"The Australian Natives Association (ANA) began in Melbourne in 1871 as a benefit or friendly society to encourage thrift and educational improvement among those born in Australia, 'natives'. Non-sectarian and politically impartial, it later campaigned for political reform and patriotic causes. In Tasmania it operated briefly in the mid-1880s and supported political reform, and developed more strongly from the 1890s. ANA branches fervently supported federation. In 1904 a statewide conference resolved to form a Tasmanian Board of Directors with RJ Meagher, a prominent municipal reformer, as president. By 1908 membership totalled 901, higher pro rata than other states."

Petrow, S. (2006). Australian Natives Association. Retrieved from http://www.utas.edu.au/library/companion_to_tasmanian_history/A/Australian%20Natives%20Association.htm.

# data[].attributes.body
"The Australian Natives' Association (ANA) was formed in Melbourne in 1871. Its focus was political. Composed of native-born Australians, it aimed to develop a direction for Australia that was independent of Britain, and to develop quality educational facilities for native Australians who appeared to be disadvantaged by a lack of British education."

Museum Victoria (2016) Retrieved from https://collections.museumvictoria.com.au/articles/1852

In turn, referencing: -
Williams, Melvin, 'A Very Australian Friendly Society', NMAA Journal, 8, pp.59-64.

# data[].attributes.body
Australian Natives' Association's allegorial display, Brisbane, 1901 The float was participating in Australian Commonwealth celebrations.

# data[].attributes.body
An Australian Natives' Association banquet held in 1901 to honour Prime Minister Edmund Barton, following his return from the United Kingdom.

# data[].attributes.body
Delegates to the A.N.A. Intercolonial Conference, January 1890

Johnson, 1984).

# data[].attributes.headline
"One Nation With One Destiny: The role of the Australian Natives’ Association in the Federation of Australia." by Judy Johnson (1984)

# data[].attributes.subject
"One Nation With One Destiny: The role of the Australian Natives’ Association in the Federation of Australia." by Judy Johnson (1984)

# data[].attributes.body
Johnson, J. (1984). One Nation With One Destiny: The role of the Australian Natives’ Association in the Federation of Australia. Melbourne: Australian Natives Association. Retrieved from http://www.australianunity.com.au/~/media/About%20Us/Publications/ANA%20and%20Federation.ashx

# data[].attributes.headline
Key Figure Profile and Overview of the Bulletin Magazine:

# data[].attributes.subject
Key Figure Profile and Overview of the Bulletin Magazine:

# data[].attributes.body
John Feltham Archibald:
John Feltham Archibald (1856-1919) was a key figure in the literary and publishing life of the Australian colonies in the late 1800s and early 1900s. He played a significant role in raising awareness of an Australian national identity. In 1880, Archibald established the Bulletin magazine, which he used to promote Australian art and literature. Nicknamed the 'bushman's bible' the Bulletin was read in shearing sheds, country pubs and all the capital cities around Australia. It was the first Australian magazine to pay real attention to local issues. It was also the first to support values and characteristics that were distinctly Australian. Archibald died in 1919, having left a bequest for an annual portrait prize. This Archibald Prize has become one of Australia's most prestigious art awards.

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

Image: J. F. Archibald (left) with Henry Lawson.

# data[].attributes.body
In the 19th century, Australians began to show their growing national identity through art and literature. Appreciation grew for new styles that were distinctly Australian. In the early 19th century, painters tended to see the Australian landscape through European eyes. Landscapes were usually dark and hostile. Human figures tended to be dwarfed by high mountains or trees. Town scenes were often similar to those in Britain. Cottages were quaint and the people were neatly dressed. It was not until the 1870s and 1880s that artists began to show the landscape and people as they really were. there work was also becoming more popular and respected. Painters of the Heidelberg School (now referred to as the Australian Impressionists) started painting in the open air. For the first time, the true colours of Australia were captured - the blues, golds and greyish greens. This can be seen, for example, in Tom Roberts Slumbering Sea, Mentone. Late 19th century Australian painters presented simpler, everyday themes and ordinary people. Subjects included bushfires and floods, drovers and shearers. Instead of looking threatened by their environment, people looked 'at home'. The beach was increasingly becoming a part of the Australian way of life. In Charles Conders A Holiday at Mentone people are depicted using the beach recreationally, but are still in formal poses and dressed in European-style clothes.

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

# data[].attributes.headline
Overview of key artists and the Heidelberg School:

# data[].attributes.subject
Overview of key artists and the Heidelberg School:

# data[].attributes.body
In their nationalistic pictures Roberts, Streeton, McCubbin and Sutherland portrayed the working people of the bush, shearers, swagmen, pioneer settlers, splitters, bee-keepers and miners, as heroic figures, exemplifying the egalitarian spirit and identity of the emerging nation. The artists themselves, however, while they saw themselves as ‘bohemian’, were at the centre of a milieu of musicians, academics, doctors and lawyers – the educated middle class.

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource - Historic Framework. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/insights_historic.html

# data[].attributes.body
The fashionable life

Charles CONDER
A holiday at Mentone 1888
oil on canvas
46.2 x 60.8 cm
Art Gallery of South Australia, Adelaide
South Australian Government grant
with the assistance of
Bond Corporation Holdings Limited
through the Art Gallery of
South Australia Foundation,
to mark the Gallery’s Centenary, 1981

# data[].attributes.body
Arthur STREETON
Near Heidelberg 1890
oil on canvas
53.7 x 43.3 c
National Gallery of Victoria, Melbourne
Felton Bequest, 1943

# data[].attributes.body
Arthur STREETON
Princess & Burke & Wills
1889
oil on wood panel
21.5 x 16.5 cm
National Gallery of Victoria, Melbourne
Purchased though the NGV Foundation with
the assistance of The Hugh D. T. Williamson
Foundation, Honorary Life Benefactor, 2005

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/index.html

# data[].attributes.body
I want to stay here [Australia] but not in Melb. If I can raise the coin I intend to go straight inland (away from polite society) and stay there 2 or 3 years and create some things entirely new, and try and translate some of the great hidden poetry that I know is here, but have not seen or felt.

Arthur Streeton, letter to Tom Roberts mid 1891 quoted in Robert Henderson Croll Smike to Bulldog, Letters from Arthur Streeton to Tom Roberts, Ure Smith, Sydney, 1946

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/index.html

# data[].attributes.body
Theme: Celebration of rural labour.

Tom ROBERTS
Shearing the rams 1890
oil on canvas on composition board
122.4 x 183.3 cm
National Gallery of Victoria, Melbourne
Felton Bequest, 1932
4654-3

# data[].attributes.body
Tom ROBERTS
Slumbering sea, Mentone 1887
oil on canvas
51.3 x 76.5 cm
National Gallery of Victoria, Melbourne
Purchased with the assistance of a special grant
from the Government of Victoria, 1979

# data[].attributes.body
… being in the bush and feeling the delight and fascination of the great pastoral life and work I have tried to express it. If I was a poet instead of a worker with the brush, I should have described the scattered flocks on the sunlit plains and gum-covered ranges, the coming of spring, the gradual massing of the sheep towards that one centre, the woolshed, through which the accumulated growth and wealth of the year is carried…but being circumscribed by my art it was only possible to take one view...So, lying on piled up wool bales, and hearing and seeing the troops come pattering into their pens, the quick running of the wool carriers, the screwing of the presses, the subdued hum of the hard, fast working and the rhythmic click of the shears, the whole lit warm with the reflection of Australian sunlight, it seemed that I had there the best expression of my subject, a subject noble enough and worthy enough if I could express the meaning and spirit – of strong masculine labour, the patience of the animals whose year’s growth is being stripped from them for man’s use, and the great human interest of the whole scene.

Tom Roberts, letter to the editor, The Argus, 4 July 1890.

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/index.html

# data[].attributes.body
Frederick McCubbin
Down on his luck 1889
oil on canvas
145.0 x 183.3 x 14.0 cm (framed)
State Art Collection,
Art Gallery of Western Australia, Perth
Purchased, 1896

# data[].attributes.body
The National Gallery of Victoria. (2017). Australian Impressionism Education Resource. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/index.html

Australian Government. (2017). Heidelberg School. Retrieved from http://www.australia.gov.au/about-australia/australian-story/heidelberg-school

# data[].attributes.body
1. Free trade
2. Defence
3. Immigration
4. Interstate Transport
5. National pride
6. Strong cultural, societal, political similarities.

# data[].attributes.body
West Australians complete the union by voting yes, 1900, National Library of Australia, nla.pic-vn3302372.

# data[].attributes.body
"By 1890, the population of non-indigenous native-born Australians, many of whom were the children of the gold immigrants, far outweighed those who had been born elsewhere. This group, who became known as 'currency lads and lasses' had known no other home. For them, the idea of national unity seemed a logical progression."

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

# data[].attributes.body
Substantive Concepts

Federation

Nationality

Identity

Cultural

Political (Governance)

Social

National

Economic (Trade)

The making of a nation and of its people

Inclusion & Exclusion

Marginalisation

Discrimination

Segregation

Pro/Anti-ethnicity sentiments

Independence

Political and Social Representation

Meta-Concepts
(We do want students to grasp and use the language of history)

Analyse Cause and Consequence

Establish Historical Significance

Identify Continuity and Change

# data[].attributes.body
Nationalism is the feeling of unity and the shared sense of belonging among members of a nation. For some, it is also the belief that one's own country is better than another's. At a moderate level, nationalism is a positive and productive force. However extreme nationalism has contributed to some of the most disastrous wars and conflicts in human history.

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

# data[].attributes.body
This is a useful activity for placing students into groups around specific, separate and often conflicting sources,
and then splitting them up off into new groups which include a member from each of the previous groups (who have studied a particular source).
In this latter group formation, each member can share their understanding of their specialised source.
Enclosed here is a PDF with A Historical SIgnificance Worksheet and four separate primary sources relating to the political decision to Federate the states, and the contentious nature of this decision at the time.

There is here on teasing out the anxieties/hopes that lead these opposing sides of discourse, but also, added, clear emphasis on how such anxieties inform contemporary society - debates around race, employment, freedoms, representation, economy.

# data[].attributes.body
1. Representation imbalance
2. Power Imbalance
3. Distribution of Wealth
4. Disagreement over social laws

(e.g. Women were allowed to vote in SA (1895), yet this was not recognised at a Federal level until 1902)

5. Disagreeing policies

# data[].attributes.body
Essay Question (20 marks):
Analyse the extent to which constitutional, legislative and judicial measures were successful in implementing

the visions that shaped the new nation.

Essay Question (20 marks):
‘Australia’s participation in World War I confirmed the visions that underpinned the new nation.’

To what extent do you agree with this statement?

Essay Question (20 marks):
To what extent was the vision of a ‘White Australia’ the dominant force that shaped the new nation between 1890 and 1920?

Essay Question (20 marks):

To what extent did the Australian experience in World War I disrupt the optimism underpinning the new nation?

2016 sample exam:
http://www.vcaa.vic.edu.au/Documents/exams/history/history-aus-spec-samp.pdf

2016 exam:
http://www.vcaa.vic.edu.au/Documents/exams/history/2016/2016histaus-w.pdf

# data[].attributes.body
This is the pages.doc version of the JIGSAW worksheet for teachers to edit or keep as a template.

# data[].attributes.body
First Order Question(s): -
[based off of the study design phrase ]

What visions and actions shaped the formation of the Australian nation?

Who was included in, or excluded from, these visions of a new nation?

What were the distinct values and attitudes present in this new national identity?

What were the consequences of the constitution and subsequent policies?

Second Order Questions:-
[based off of the study design phrase]

To what extent had these visions become a reality by 1914?

To what extent had these perspectives changed, or remained the same, by the time of World War One?

Third Order Questions
Students will create their own questions in the response to their own historical inquiry and interpretation.

# data[].attributes.body
Historical Empathy and Historical Thinking.
Each table group is given an 'identity cap', associating them with a member (white anglo-saxon, asian, indigenous, etc) of Australian society at the time of Federation.

Based on their new 'identities', Table groups are to think & write down what they hope Federation will mean for them.

Reveal the terms of Federation

Get students to write and explain their reactions to it. (Knowing this, what do you think now)

This could easily grow into a classroom debate style of activity.

# data[].attributes.body
Create a table on a Google Doc that resembles the following, attached PDF document (five columns, with: i) the Imperial Federation League,
ii) the Australian Natives Association,
iii) the Bulletin Magazine,
iv) the Heidelberg School and
v) Australian literature
at the top of each column.

Students can research as a table groups one of the columned groups and provide: -
- dot point summaries of the groups involvement in the issue of Federation (in the case of Australian Literature - the table group would look at how key figures in contemporary Australian Literature wrote about/thought about the issue of Federation - key figures like; A.B. (Banjo) Paterson, Henry Lawson )

# data[].attributes.body
Children celebrating federation, Melbourne 1901.

# data[].attributes.headline
Opening the First Commonwealth Parliament of Australia

# data[].attributes.subject
Opening the First Commonwealth Parliament of Australia

# data[].attributes.body
Charles Nuttall (1872–1934) The Duke of Cornwall and York opening the First Commonwealth Parliament of Australia, May 9th 1901, 1902.
Gifts Collection, Parliament House Art Collection, Canberra, ACT.

# data[].attributes.body
Tom Roberts (1856–1931) Opening of the First Parliament of the Commonwealth of Australia by H.R.H. The Duke of Cornwall and York (Later King George V), May 9, 1901, 1903, oil on canvas. On permanent loan to the Parliament of Australia from the British Royal Collection.

# data[].attributes.headline
The impact of Federation on Australia's economy

# data[].attributes.subject
The impact of Federation on Australia's economy

# data[].attributes.body
As Melbourne's economy devoted itself increasingly to supplying a new generation of manufactured goods its potential market extended well beyond Victoria's boundaries. Federation put an end to the customs barriers between the states and gave Melbourne businessmen a greater opportunity of selling their products in Sydney, Adelaide or Brisbane. Manufacturers in these other cities also attempted to sell in Melbourne, but the economic advantages of size were such that Sydney and Melbourne firms enjoyed a competitive edge, despite the high costs of transport. The result was a growing concentration of Australia's manufacturing into its largest cities. As early as 1909 Victoria contained a third of Australia's population but over half of Australia's jobs in textiles, boot and shoe manufacture, brass and copper industries and chemicals - and most of them were in Melbourne.

Tony Dingle

# data[].attributes.body
SPEECH AT MAFFRA

…the great sugar beet industry would not be strangled, but if the Bill became law, it would surely be strangled… make no mistake about it.

Maffra Spectator, 12 May 1898.

# data[].attributes.headline
Allan McLean - Arguing against federation

# data[].attributes.subject
Allan McLean - Arguing against federation

# data[].attributes.body
New South Wales and Victoria, with a population of 2,500,000, and contributing £1,200,000 to the revenue of the Commonwealth, will have 12 representatives in the Senate, whilst the three small colonies, with a population of 660,000, and contributing £350,000 to the revenue will have 18.

The Argus, 7 May 1898.

# data[].attributes.body
MAINTAINING THE STOCK TAX

The abolition of the Stock Tax—a necessary sequence of Federation—will destroy the only protection beneficial to farmers. The farmers of this district are absolutely dependent on stock-raising. It is their salvation. Destroy it, and their prosperity is blighted… Blinded by the glamour of a federated Australia some may affirm that the removal of the Stock Tax won’t affect the price of stock, and herein they tacitly admit that if it does, heaven help the farmers.

Daniel Toland, Letter to the editor, Omeo Standard, 20 May 1898.

# data[].attributes.body
…What we have to ask ourselves is whether we can afford indefinite delay. Do we lose nothing by a continuation of the separation between state and state? Do not every year and every month exact from us the toll of [being separate]? Do not we find ourselves hampered in commerce, restricted in influence, weakened in prestige…

Cited in JA La Nauze (ed), Alfred Deakin, The Federal Story: The Inner History of the Federal Cause 1880–1900, Melbourne University Press, Melbourne, 1963.

# data[].attributes.body
caption:
SERVICE (able seaman) — “Well mates, you wouldn’t federate when I wanted you to; but if yonder craft comes this way, Federation or no Federation, you’ll have to work together.”

(‘SERVICE’ is a reference to Victorian Premier James Service [8 March 1883 – 18 February 1886])

Australian Tit-Bits, Vol 1, No 42, 26 March 1885, National Library of Australia.

# data[].attributes.headline
R.J. Alcock, President, Melbourne Chamber of Commerce - Arguing for Federation

# data[].attributes.subject
R.J. Alcock, President, Melbourne Chamber of Commerce - Arguing for Federation

# data[].attributes.body
…with the union of the colonies a new era would open up to the trade and commerce of Australia, which was only too sadly hampered by the barriers which ignorant jealousy had erected between the colonies… [the] energy and ability of the merchants of Melbourne might then be relied upon to restore to the city the [dominance] in trade which its geographic position insures… under conditions of intercolonial freedom…

The Age, 29 April 1898.

# data[].attributes.body
ABOLISHING BORDER DUTIES

The abolition of the border duties would be the releasing of the farmers from the fetters with which they had for so long been bound. The duties had done more harm than good in the past… for in good seasons they had compelled them to take ruinous prices for their produce. What had the farmers of this colony to fear from the competition of the farmers in the neighbouring colonies?… So long as the border duties remained these other markets were practically closed to them… The people of Australia had a great chance to build up a mighty nation.

Councillor Noske, Letter to the editor, The Argus, 20 May 1898.

# data[].attributes.headline
Comment on defence - Rivers and Railways

# data[].attributes.subject
Comment on defence - Rivers and Railways

# data[].attributes.body
RAILWAYS AS DEFENCE

The break of gauge which exists between the colonies would be fatal to [speed] of movement; it would practically prevent Victoria and South Australia coming to the assistance of New South Wales or Queensland, nor for the same reason could the two latter colonies render assistance to Victoria or South Australia… a uniform gauge must be established…

British Major General’s Report on the Military Forces of the Australian Colonies, 1889.

# data[].attributes.headline
Comment on defence - Rivers and Railways

# data[].attributes.subject
Comment on defence - Rivers and Railways

# data[].attributes.body
RAILWAYS AS DEFENCE

The break of gauge which exists between the colonies would be fatal to [speed] of movement; it would practically prevent Victoria and South Australia coming to the assistance of New South Wales or Queensland, nor for the same reason could the two latter colonies render assistance to Victoria or South Australia… a uniform gauge must be established…

British Major General’s Report on the Military Forces of the Australian Colonies, 1889.

# data[].attributes.body
MURRAY RIVER AS A RIVER FOR TRADE

The points of arrival and departure of the river traffic are very rarely in the same colony. The traffic of the Murray and its tributaries is therefore in its essence inter-colonial, and one would, therefore, suppose that it was properly open to, and required, federal control.

Alfred Deakin, Australasian Federal Convention, Melbourne, 21 January 1898.

# data[].attributes.body
Our allegiance is to our own population first, and we cannot be bound by any consideration to abstain from legislation which the moral welfare of that population demands. We are not bound to receive criminals or to admit leprosy or small-pox, and by the same argument we may exclude any persons whose habits of life and social customs are not only alien to our own, but are incompatible with the public welfare.

The Age, 2 May 1888.

# data[].attributes.body
Caption:
Victoria. — ‘Girls, there’s but one way to rid ourselves of this unsightly thing, and that’s by all taking hold together. A strong unanimous heave with this lever and the job is done.’
Chorus. — ‘Yes and if John should be the means of bringing us together, we’d have something to thank the Chinese question for after all.’
(‘John’ is an abbreviated version of ‘John Chinaman’ – a racist term commonly used by white colonists at the time.)

Cartoon of Victoria urging the Federation to get rid of the ‘Chinese pest’, Melbourne Punch, 10 May 1888, National Library of Australia.

# data[].attributes.body
The Visible Thinking Website explains the activity like so: -

“Ask students to make an observation about an object--it could be an artwork, image, artifact or topic--and follow up with what they think might be going on or what they think this observation might be. Encourage students to back up their interpretation with reasons. Ask students to think about what this makes them wonder about the object or topic.

The routine works best when a student responds by using the three stems together at the same time, i.e., "I see..., I think..., I wonder...." However, you may find that students begin by using one stem at a time, and that you need to scaffold each response with a follow up question for the next stem.

The routine works well in a group discussion but in some cases you may want to ask students to try the routine individually on paper or in their heads before sharing out as a class. Stu-dent responses to the routine can be written down and recorded so that a class chart of observations, interpretations and wonderings are listed for all to see and return to during the course of study…

…The strategy can be used at any time during a unit of work. It may be used at the beginning of a new unit of work to engage or motivate student interest, or at the end of a unit to help encourages students to further apply their ideas.”

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html

This works well for primary source textual documents, and for graphics (photographs, paintings, artworks - even use the activity on the following primary source – a "board game Around the Commonwealth by aeroplane, c.1911. South Australia administered the Northern Territory until 1911 when it was transferred to Commonwealth control."
Excerpt and graphic retrieved from: - http://www.slsa.sa.gov.au/federation/slides/16/1map_game.htm

# data[].attributes.body
Watch Federation

# data[].attributes.body
NSW - 1,348,400
VIC - 1,162,900
QLD - 482,400
SA - 370,700
TAS - 182,300
WA - 171,030

Souvenir of the Inauguration of the Australian Commonwealth, 1901, State Library of New South Wales.

# data[].attributes.body
The evolution of Australia's states and territories.

# data[].attributes.body
Punch, 2 June 1888. Some colonists wanted to maintain the 'British' heritage of the colonies.

Caption: Mrs. Australia (to John Chinaman).
"I've had enough of you! 'No admittance,' - not even 'on business' !"

# data[].attributes.body
A sketch published in The Argus newspaper in 1898 urged the colonies to federate.

The Argus, 1 June 1898, p5, National Library of Australia, NX11

# data[].attributes.body
Australian Government. (2017). Heidelberg School. Retrieved from http://www.australia.gov.au/about-australia/australian-story/heidelberg-school

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/index.html

The National Gallery of Victoria. (2017). Australian Impressionism Education Resource - Historic Framework. Retrieved from https://www.ngv.vic.gov.au/ausimpress/education/insights_historic.html

Taylor, T. (2009). Oxford Big Ideas - History Level 6. Victoria, AUS: Oxford University Press.

https://www.peo.gov.au/learning/closer-look/federation-cl.html

http://www.aph.gov.au/Visit_Parliament/Art/Top_5_Treasures/Tom_Roberts_Big_Picture

https://www.peo.gov.au/multimedia/videos.html

https://www.peo.gov.au/learning/fact-sheets/federation.html

http://www.vcaa.vic.edu.au/Documents/vce/history/HistorySD-2016.pdf

https://getting-it-together.moadoph.gov.au/victoria/road-to-federation/resource-1.html

# data[].attributes.headline
IMPERIAL FEDERATION LEAGUE OF VICTORIA : PRESIDENTIAL ADDRESS / DELIVERED BY MR. JUSTICE HOLROYD, AT THE TOWN HALL, MELBOURNE ON FRIDAY 31ST JULY, 1903.

# data[].attributes.subject
IMPERIAL FEDERATION LEAGUE OF VICTORIA : PRESIDENTIAL ADDRESS / DELIVERED BY MR. JUSTICE HOLROYD, AT THE TOWN HALL, MELBOURNE ON FRIDAY 31ST JULY, 1903.

# data[].attributes.body
Holroyd, E. (1903). Imperial Federation League of Victoria : presidential address / delivered by Mr. Justice Holroyd, at the Town Hall, Melbourne on Friday 31st July, 1903. In Imperial Federation League of Victoria. Melbourne: C. W. Burford. Retrieved from http://handle.slv.vic.gov.au/10381/172283

# data[].attributes.attachment_link.title
PRESIDENTIAL ADDRESS DELIVERED BY MR. JUSTICE HOLROYD, AT THE TOWN HALL, MELBOURNE ON FRIDAY 31ST JULY, 1903.

# data[].attributes.body
Committees

Imperial Federation League

The Australian Natives Association

The Bulletin Magazine

The Heidelberg School

Persons

Henry Parkes

Edmond Barton (1st Prime

Minister)

Alfred Deakin

Self-Governing Seperate Colonies

QLD

NSW

TAS

SA

VIC

WA

NZ

FIJI

# data[].attributes.body
Ballot Box

'If you do not understand the Bill you should vote no.'

Weekly Herald 4 June 1898

Retrieved from

http://www.slsa.sa.gov.au/federation/slides/9/1vote_no.htm