The document provides an orientation for a history unit on imagining Australia. It outlines the four areas of study which include the settlement of Port Phillip District from 1830-1860 and the concepts of citizenship and nationhood from 1888-1914. It provides expectations for students, including completing source analysis, essays, research projects and practice exam questions. The document summarizes the first area of study on the settlement of Port Phillip District, including the motives for migration, impact on Indigenous populations, and how the Victorian gold rush dramatically changed the region in the 1850s-1860s through a population and economic boom.

1. AustralianAustralian
History Unit 3History Unit 3
ImaginingImagining
AustraliaAustralia

2. Orientation – Week 1
Lesson Foci:
1.Students will be able to familiarise themselves
with the four areas of study.
2.Students will be able to get their knowledge of
AOS#1.
Success Criteria:
I know what the topics for the year will be.
I can get my knowledge ready about the first AOS.

3. What will youWhat will you
need?need?
Text book: Imagining Australia
Pens, pencils etc.
Highlighter
Folder / Book
Plastic display folder for
handouts
Come to class on time ready to learn.
Do the required reading and
homework.
Chapter summaries.
Note taking.
Stay organised and don’t fall behind.
Take responsibility for your learning!
Use of GenEd.
ExpectationsExpectations

4. The 4 OutcomesThe 4 Outcomes
 Unit 3 Area of Study (AOS) # 1 (Document Analysis)
A new land: Port Phillip District 1830 -1860
 Unit 3 AOS # 2 (Research Project)
Nation, race and citizen 1888–1914
 Unit 4 AOS # 1 (Essay)
Testing the New Nation 1915-1950
 Unit 4 AOS # 2 (Historiography)
Debating Australia’s Future 1960-2000
(Format of SACS)

5. School Assessed Coursework (SAC)School Assessed Coursework (SAC)
The following four assessment tasks must be taken over
Units 3 and 4:
• analysis of visual and/or written documents
• research report
• essay
• historiographical exercise
The SACs make up 50% of your study score.
The other 50% is your EXAM!
You will be completing practice exam questions each
week on Wednesdays to get you ready!

6. KnowledgeKnowledge
Content
SkillsSkills
 Document analysis – written and visual
 Paragraph writing
 Using evidence
 Historian perspective
 Answering exam questions
 Essay writing
 Historiography
 Report writing
 Historical conventions – bibliography
and footnotes

7. Unit 3 OverviewUnit 3 Overview
This unit focuses on the European experience
in Australia from the early years of the Port
Phillip District (later Victoria) through the
nineteenth century and up to the eve of
World War I. Students are introduced to the
visions and ideas which underpinned colonial
society and will examine the ways in which
they changed over the colonial period. The
latter part of the unit focuses on the nature of
Australian society around the turn of the
twentieth century.

8. Unit 3 OverviewUnit 3 Overview
Area of Study (AOS) # 1
A new land: Port Phillip District 1830–1860
On completion of this unit the student should be able to explain the motives and
hopes underlying the settlement of the Port Phillip District (later the colony of
Victoria) up to 1860 and the impact on the Indigenous population.
 AOS # 2
Nation, race and citizen 1888–1914
On completion of this unit the student should be able to analyse the vision of
nationhood that underpinned the concepts of citizenship, and evaluate its
implementation in the early years of the new nation.

9. Area of Study (AOS) # 1Area of Study (AOS) # 1
A new land: Port Phillip District 1830–1860A new land: Port Phillip District 1830–1860
 On completion of this unit the student should be able to explain the
motives and hopes underlying the settlement of the Port Phillip District
(later the colony of Victoria) up to 1860 and the impact on the
Indigenous population.
What are the two main themes of this outcome?
1) Motives and hopes of settlement up until 1860
2) The impact of this settlement on the Indigenous population.

10. Getting Knowledge ReadyGetting Knowledge Ready
– KeyVocabulary– KeyVocabulary
Terra Nullius
Push
Pull
Port Phillip District
Colony
Egalitarian
Frontier
Indigenous
Expansion
Squatter
Migration
Immigrant
Emigrate
Warfare
Gold Rush
Hopes
Fears
Miner
Imperialism
Digger
Aborigine
Melbourne
Vision
Victoria
Motive
Settlement
Impact
New World
Social Class
Social Mobility
Explorer
Lubra
Bearbrass
Uprising
Eureka Stockade

11. Word Cloud Task
What summary can you make about these
words?
What words stand out to you?
What terms do you not know?

12. People
Henty family
John Batman
Katherine Kirkland
S.T Gill
Penelope Selby
Sarah Davenport
Richard Broome
Henry Reynolds
Charles Faye
Geoffrey Spencely
Manning Clark
Historians

13. Historical and Political
Context – PPD 1830
Summarise

14. 'Here and There; or, Emigration a Remedy'– a'Here and There; or, Emigration a Remedy'– a
19th century poster promoting emigration.19th century poster promoting emigration.
 Is this a primary
or secondary
source?
 Where is ‘HERE’?
 Where is
‘THERE’?
 What are the
strengths and
limitations of this
source?
 How would an
audience respond
to this image?
Punch, 15 July 1848

15. Area of Study (AOS) # 1Area of Study (AOS) # 1
A new land: Port Phillip District 1830–1860A new land: Port Phillip District 1830–1860
Prior to 1830
Settlement 1788
Explorers
Convicts
Indigenous Relations – Bennelong, Pemulwuy
John Batman 1835
Read pages 1-7 of textbook
Map ofVictoria

16. Settlement of and migration to theSettlement of and migration to the
PPD andVictoriaPPD andVictoria
Questions to explore:
What sort of ideas and beliefs stimulated the migration and
settlement of the Port Phillip District?
What were the factors which encouraged migration to Port Phillip?
(Why do people usually move?)
Are there any similarities and differences among the groups and
individuals who migrated to the Port Phillip District between 1835-
1860?
How are we going to find the answers to these questions?

17. DO NOW

18. Task – Source AnalysisTask – Source Analysis
Source 1.1 pages 9-10
Source 1.2 pages 10-11
Source 1.3 page 11
Complete questions
Select quote(s) from each source which sum up motivation
for migration.

19. Chapter 1 SummaryChapter 1 Summary
What sort of ideas and beliefs stimulated the migration
and settlement of the Port Phillip District?
What were the factors (push – pull) which encouraged
migration to Port Phillip?
Are there any similarities and differences among the
groups and individuals who migrated to the Port Phillip
District between 1835-1860?

20. Chapter 2 pages 18-30Chapter 2 pages 18-30
Aborigines and Settlers in PortAborigines and Settlers in Port
PhillipPhillipTraditional Aboriginal Lifestyle
Create a brainstorm
Traditional
Aboriginal
Lifestyles
Hunting
Method
s
Food
Famil
y
Roles
Drea
mtim
e

21. Traditional Aboriginal LifestylesTraditional Aboriginal Lifestyles
 What was the traditional Aboriginal way of living?
 Use the library to find out.
 Tools & Weapons
 The Dreamtime
 Food
 Hunting
 Ceremonies & Gatherings
 Magic & Medicine
 Family life (including different roles for men, women & children)
 Clothing
 Aboriginal Art
 Language

22. Aborigines and settlers in PortAborigines and settlers in Port
PhillipPhillip
Questions to explore
What was the relationship between the land, daily
life, cultural and social practices of the Aboriginal
communities across Port Phillip?
What was the impact of European farming practices
and attitudes to land ownership on cultural
practices, traditional food sources and food
gathering techniques of Aboriginal communities?
In which ways did Aboriginal communities respond
to the changes brought by the Europeans?

23. What kind of source is it?
Who created it?
What is its viewpoint?
How useful is the source in
understanding the past?
What can be learned about the
growth of the colony up until this
time?
Melbourne Morning Herald, 11 November 1850
(State Library of Victoria, H38464)

24.  1834 – The Henty family arrive in Portland.
 1834 – 1851 – Primarily a pastoral community
 1850 – PPD separates from New South Wales. Smaller towns and
communities are emerging with a focus on agricultural economy.
 1851 – The Gold Rush begins
 1854 – Eureka Stockade (political reform)
 1850s – Building of cultural institutions ie Library making Melbourne a
metropolis rather than a colonial outpost.
 1860 – Melbourne has suburbs of Richmond and Fiztroy.
 By 1860 – the population was “highly literate, urbanised and affluent”
(Serle).
 Due to the Gold Rush, the people’s visions for the future had shifted
from a pastoral community to something greater. It is your job to find
out how the Gold Rush dramatically changed the PPD
Towards a “Marvellous Melbourne”

25. Melbourne 1836
Melbourne 1836
This early view of Melbourne, looking north from an elevated perspective, shows the buildings and dwellings close to the
river, including the residences of both John Batman and Captain William Lonsdale, and the tent of surveyor WW Darke.
The Library also holds a larger version of this painting that includes a legend identifying the buildings and other features
depicted. Both versions are executed in a naive style.
Melbourne 1836, Reinhold Hofmann

26. Melbourne, 1836

27. Melbourne from
Collingwood, 1843, J.S. Prout

28. William Strutt, print after Native Police, Pt. Phillip 1851 from The
illustrated Australian Magazine (Melbourne: Ham Brothers, vol. 2,
no.9, 1851)

29. Mount Alexander Goldfields
1852 S.T Gill

30. Forest Creek 1852 S.T Gill

31. ‘Canvas Town’ 1850s

32. Collins St Melb 1853 S.T Gill

33. Swearing Allegiance to the Southern Cross by Charles A
Doudiet 1854

34. Queens and Coles Wharf, Melbourne 1857
S.T Gill and J. Tingle

35. An intercolonial cricket match between Victoria and New South
Wales, Melbourne Cricket Ground, 1858.

36. By Antoine Fauchery and Richard Daintree between late 1857
and early 1859

37. Resources:
http://www.sbs.com.au/gold/
http://ergo.slv.vic.gov.au/explore-history/golden-victoria
Textbook
Michael Spurr handout
Richard Broome ‘The Colonial Experience’
Sources

38. The Victorian Gold Rush
1851 - 1860
Due to the Gold Rush, the people’s visions for the
future had shifted from a pastoral community to
something greater. It is your job to find out how the
Gold Rush dramatically changed the PPD
By 1851, the PPD had grown rapidly. Already there
were small towns, businesses, a shipping dock and
Melbourne was growing into a city.
However, gold brought a huge influx of people from
Britain, European countries, American and the
China. Wealth and a disposal income allowed for
Melbourne to become the “metropolis” (Mirams) of
the Southern hemisphere.

39. Gold is Found!
July, 1851
Clunes, Victoria
James William Esmond.

40. Population Boom!
Statistics = increases from 77,000 to 540,000 (1850 – 1860)
Emergence of canvas towns to accommodate the people.
Legalised by Governor LaTrobe in 1852 and rented at 5 shillings
per week.
Men deserted their homes in Melbourne and other areas of
Victoria and left for the diggings.
Diverse and multicultural.

41. A Digger’s Life
Sometimes the fantasy of gold did not become
reality.
Hot and dusty, cold and wet, hard labour, mud,
flies, sly grog, dysentery and sometimes gold.
The gold fields was a very “masculine society”.
(Mirams)
Diggers on way to Bendigo'.
Image: S.T Gill

42. Women and Children on the
Gold Fields
Too rough for the respectable woman.
However, many women joined their
husbands in the search for gold.
Lack of medical care.
An 1854 census of the Ballarat goldfields found there
were 4023 women compared to 12,660 men living on the
diggings and only 5 percent of these women were single.
Bush scene, three women panning for gold
Courtesy of the La Trobe Picture Collection
State Library of Victoria
• Escaped and ex-convicts, prostitutes,
temporary brides and sly grog sellers
made up a large part of the female
population on the gold fields.

43. The Chinese
 “New Gold Mountain”
 Retained their identity and customs on the gold fields unlike the other
immigrants.
 Resented by the other diggers due to –
 Belief they would take the gold out of Australia
 Mostly, only the men came to Australia
 Distinct cultural differences – habits of living and values. Especially religion.
 Working as a group instead of mixing with the other diggers
 1854 – 2,000 in Australia
 1861 – 25,000 in Victoria

44. The Chinese
Stereotyped and treated as second class
citizens.
Violence and riots against the Chinese.
Bendigo 1854
Generic terms like Chin, Chow, Ching Chong Chinaman, Johnny and
Celestial were used to describe the individuals and groups of Chinese alike
Poetry and literature reflected this sentiment. Henry Lawson wrote "He was
meaner than a goldfields Chinaman and sharper than a sewer rat".
"general and unanimous rising should take place… for the purpose of driving
the Chinese off the goldfield".

45. Chinese leaving for the diggings. Cobb`s caoch, Castlemaine
Courtesy of the La Trobe Collection
State Library of Victoria

46. Chinese Rites At The Graves Of Their Countrymen by Robert Bruce
Courtesy of the La Trobe Collection
State Library of Victoria

47. Social and Cultural Changes
 Entertainment on the gold fields
 Sport – enjoyed at ‘tea’ (break) time
 Theatre – only the lucky could afford
 Artworks – S.T Gill
 Photography
 Melbourne – a cultural mecca – Museum, Library and University of Melbourne.
The vision of Melbourne as a centre for arts and culture was endorsed with
the funding of buildings and strong structures on which the arts and
sciences would flourish. This funding of cultural institutions, such as the
State Library of Victoria, the National Gallery of Victoria and the University
of Melbourne was a way for the city to display its importance to the world
and ensure Melbourne was recognised for the sophisticated,
cosmopolitan place it aspired to be. It also created a strong link to the
culture of the mother country from which Melbourne sought approval.

48. Social Changes Cont.
Historian Richard Broome states that culture changed from “a
hierarchical pastoral society of big land holders to a bristling
gold-driven democracy of small business enterprise”.

49. Economic Changes
Wealth = growth of Melbourne, Ballarat and Bendigo.
The most successful people on the gold fields were the store
keepers.
Production = Sheep and cattle for meat, wheat and
vegetables.
Profits put back into the towns
Shortage of labour
Increase in wages in both country and city
Banks and lending facilities built in 1857
According to Henry Brown, who ran a store at Bendigo:
"Business did not require any very nice calculations. The plan was
to usually to double and treble the Melbourne price."

50. Economic Cont.
Historian Geoffrey Blainey says before the discovery of gold, graziers
were at the mercy of fluctuating overseas prices for wool. But the new
population brought by the gold fields meant they could profit from
local demand for meat and hides.
"The demand for meat and hides meant that Victoria’s cattle
population doubled and the breeding of horses as ‘engines’ for
puddling machines, drays and coaches became profitable."

51. Economic Impact
Higher cost of labour – wages doubled = higher
income for people
Building a domestic market
Changes to agriculture and transport
Transport revolution – trains to Bendigo and
Ballarat
Skilled migrants

52. Political Changes
The miner’s wanted political representation
Charles A Doudiet, Swearing allegiance to
the Southern Cross, 1854, watercolour,
pen and ink on paper.

53. Eureka ‘Rebellion’ Stockade
1-3 December 1854, Ballarat
Miners (diggers) not happy with taxation without
representation
The license fee needed to mine was seen as just
a revenue raiser for the Government
No representation for miners
No obvious improvement in infrastructure
Rebellion sparked by murder of James Scobie
and arson attack on the Eureka Hotel
According to Peter Lalor, 22 people died
Aftermath, the license fee changed to a miner’s
right – pay one pound per year and receive a
vote.

54. Environmental Change
Historian Geoffrey Bolton, the impact of the gold
rushes on the environment was ‘almost entirely
destructive’.
Images show: mounds of mining waste, treeless
hills, mine shafts, races and mud and dust.
No vegetation or greenery to be seen.
Deforestation, pollution, erosion and siltation
came with the gold rush.

55. Impact on Aborigines
Second wave of dispossession which had lasting
environment impacts.
Many diggers had a low opinions of the Aborigines
Diggers experience both positive and negative
interactions.
• it was a period of continued social dislocation and almost complete
government neglect," says historian Michael Christie.
• Many worked on the sheep stations, provided their expertise of the land
to gold hungry diggers, engaged in trade with the miners or were
members of the Native Police Corps.

56. The Native Police Corps
One of the most significant and best-documented impacts Aboriginal
people had on the gold fields was through the role of the Native Police.
Members of the Native Police Corps were the first police on the gold fields.
John Chandler recorded his reaction when he first saw the Native Police
Corps in Melbourne.
"They looked enough to frighten any one; their black faces, big white eyes,
long moustache, long swords, carbines, and a pair of pistols in their
holsters, was a caution to timid people".
Cohunguiam [and] Munight
Courtesy of the La Trobe Collection
State Library of Victoria

57. Visions for the Future
1. Government Reform
2. A ‘Pure’ Victoria
3. Powers of the Victoria Government to be limited
4. An intelligent and informed society
5. Creating a city of knowledge and culture
6. Constructing a metropolis
7. The 8 hour working program

58. 1. Government Reform
Representative and responsible government
Ballarat Reform League – vision of a democracy
“Taxation with representation is a tyranny”
Developments –
- Secret Ballot 1856
- Male Suffrage 1857
- Parliaments must be every three years

59. 2. A Pure Victoria
Governor Hotham wrote on the continued arrival of the
Chinese:
“Some restrictions should be interposed to the scourge of
Chinese immigration with which the colony is threatened.”
Belief that the Chinese were immoral
Beginning with the
“Melbourne Punch” which
published this cartoon in
1857 and the Lambing Flat
riots of 1861 there has
been a century and a half of
racism in Australia.

60. 3. Powers of the Victorian
Government to be limited
Creation of a Victorian Constitution
The First Parliamentary
Election, Bendigo, 1855,
by Theodore King

61. 4. An Intelligent and
Informed Society
First ‘Age’ editorial:
‘We are desirous of producing in Melbourne a
newspaper that shall correspond in point of
literacy, talent and generally completeness and
efficiency with the first-class journals of
London…”

62. 5. Creating a city of
Knowledge and Culture
State Library of Victoria 1854
University of Melbourne 1854
Exhibition Building 1854
Melbourne Museum 1857
Historian Don Garden – “generally affluent, self-confident,
progressive and at times even aggressive”.
“These cultural institutions, built with the wealth that came with
gold, demonstrated to the world that Melbourne was a civilised
nineteenth-century city”. (Mirams)

63. 6. Constructing a Metropolis
Building boom
Gothic and neoclassical styles used
Pentridge Prison
Parliament House
- GPO
- State Library
- Melbourne Grammar
Pentridge Prison built in 1850 closed in 1997

64. 7. The 8 Hour Working Day
Campaign initiated by stone masons in February
1856
Campaign culminated in a demonstration on 21st
April 1856

65. Question d) Mini Essay
Introduction – state contention (argument)
Explanations and evidence – these will support
your contention
Conclusion – include a however sentence.
Remember you must show both sides of your
contention.