First Published 2012 By

First published 2012 byJohn Wiley & Sons Australia, Ltd42 McDougall Street, Milton, Qld 4064Typeset in 10.5/13 pt Times New Roman John Wiley & Sons Australia, Ltd 2012The moral rights of the authors have been asserted.ISBN 978 0 7303 37744 (workbook)ISBN 978 1 118 324752 (eWorkbook)Reproduction and communication for educational purposesThe Australian Copyright Act 1968 (the Act) allows a maximum of onechapter or 10% of the pages of this work, whichever is the greater, tobe reproduced and/or communicated by any educational institution forits educational purposes provided that the educational institution (or thebody that administers it) has given a remuneration notice to CopyrightAgency Limited (CAL).Reproduction and communication for other purposesExcept as permitted under the Act (for example, a fair dealing for thepurposes of study, research, criticism or review), no part of this bookmay be reproduced, stored in a retrieval system, communicated ortransmitted in any form or by any means without prior writtenpermission. All inquiries should be made to the publisher.Front cover image: Corbis/Parker Haeg/DemotixCartography by MAPgraphics, BrisbaneIllustrated by various artists, Aptara and the Wiley Art StudioTypeset in India by AptaraPrinted in Singapore byCraft Print International Ltd10 9 8 7 6 5 4 3 2This textbook contains images of Indigenous people who are, or maybe, deceased. The publisher appreciates that this inclusion may distresssome Indigenous communities. These images have been included sothat the young multicultural audience for this book can betterappreciate specific aspects of Indigenous history and experience.In this book, the word ‘Aborigine’, rather than ‘Koori’ or any otherregional term, is used when referring to Indigenous Australians. Theissues raised are not unique to any particular region of Australia so thecountry-wide reference has been maintained.It is recommended that teachers first preview resources on Aboriginaltopics in relation to their suitability for the class level or situation. It isalso suggested that Aboriginal parents or community members beinvited to help assess the resources to be shown to Aboriginal children.At all times the guidelines laid down by the relevant education authoritiesshould be followed.

ContentsIntroduction vAcknowledgements viCHAPTER 1The modern world and Australia(1918 1939)After the Great War 1Prosperity and freedom? 2A depressed decade 3Communism — dream ornightmare? 4Worksheet 1.5 Fascism — another solutionto post-war problems? 5Worksheet 1.6 Analysing a political cartoon 7Worksheet 1.7 Analysing a painting 8Worksheet 1.8 Crossword 9Worksheet 1.9 Summing up 10Worksheet 1.10 Reflection 11Worksheet 1.1Worksheet 1.2Worksheet 1.3Worksheet 1.4CHAPTER 2World War II (1939–1945)Worksheet 2.1 The rise of Nazism 13Worksheet 2.2 Australia — ready for war?Worksheet 2.3 Australians in the PacificWar 15Life as a POW 16The home front 17War’s end 18Analysing a propagandaposter 19Worksheet 2.8 Word search 20Worksheet 2.9 Summing up 21Worksheet 2.10 Reflection 22Worksheet 2.4Worksheet 2.5Worksheet 2.6Worksheet 2.7CHAPTER 3The modern world and Australiasince World War IIWorksheet 3.1 After World War IIWorksheet 3.2 The Cold War 24Australia joins the Cold War 25After the Cold War 27Fights for rights 28Interpreting historians’perspectives: text 29Worksheet 3.7 Interpreting historians’perspectives: images 31Worksheet 3.8 Crossword 33Worksheet 3.9 Summing up 34Worksheet 3.10 Reflection 35Worksheet 3.3Worksheet 3.4Worksheet 3.5Worksheet 3.62314CHAPTER 4Rights and freedom (1945–present)Worksheet 4.1 Australia Day — celebrationor mourning? 37Worksheet 4.2 Civil rights around the world 39Worksheet 4.3 The Freedom Ride — impact 40Worksheet 4.4 Being counted 41Worksheet 4.5 Land rights 42Worksheet 4.6 Understanding a historicaldebate 43Worksheet 4.7 An artist’s impression 45Worksheet 4.8 Word search 46Worksheet 4.9 Summing up 47Worksheet 4.10 Reflection 48CHAPTER 5Popular culture (1945–present)Post-war Australia 49Fads and fashions 51Identity and belonging 52Messages in music — writean essay 53Worksheet 5.5 The evolution of television 55Worksheet 5.6 The Australian film industry 56Worksheet 5.7 Becoming a historicalinvestigator 57Worksheet 5.8 Crossword 59Worksheet 5.9 Summing up 60Worksheet 5.10 Reflection 61Worksheet 5.1Worksheet 5.2Worksheet 5.3Worksheet 5.4

CHAPTER 6CHAPTER 7The environment movement(1960s–present)Worksheet 6.1 Growing impacts onthe environment63Worksheet 6.2 Contemporaryenvironmentalism 64Mother Earth 65Picture power 67Big versus small 69Government response,people’s response 70Worksheet 6.7 Becoming a historicalinvestigator 71Worksheet 6.8 Word search 73Worksheet 6.9 Summing up 74Worksheet 6.10 Reflection 75Worksheet 6.3Worksheet 6.4Worksheet 6.5Worksheet 6.6iv ContentsMigration experiences (1945–present)Waves of migration 77White Australia 78Welcome to Bonegilla 79Immigration from Asia 81Little Vietnam 82A safe haven 83Becoming a historicalinvestigator 85Worksheet 7.8 Crossword 87Worksheet 7.9 Summing up 88Worksheet 7.10 Reflection 89Worksheet 7.1Worksheet 7.2Worksheet 7.3Worksheet 7.4Worksheet 7.5Worksheet 7.6Worksheet 7.7

IntroductionHistory Alive 10 for the Australian Curriculum Student Workbook is a fill-in workbook to be usedalongside the History Alive 10 for the Australian Curriculum textbook. The student workbook is designedto deepen and enhance students’ learning and understanding of the rich content found in the textbook.Key features Worksheets for classwork, homework or revision Worksheets to reinforce students’ study of specific spreads in the student textbook Skills worksheets to practise and refine key History skills Thinking tools worksheets to explore a range of thinking tools Vocabulary worksheets to develop subject-specific language and terminology Visual learning worksheets to foster visual literacy Summing up worksheets to help students check their understanding of key content and concepts Reflection worksheets that provide a structured way for students to reflect on the progress of theirlearningAnswers to all worksheet questions and activities are provided in the History Alive 10 for the AustralianCurriculum eGuide.Introductionv

AcknowledgementsThe author and publisher would like to thank the following copyright holders, organisations andindividuals for their permission to reproduce copyright material in this book.Images Alamy Limited: 53 (lower)/ Marc Tielemans Albury City Council: 79 (upper left, upper right,centre left, centre right, lower left)/ Albury City Collection Australian War Memorial: 19/ AustralianWar Memorial Negative Number RC02368 AAP Image: 42 (3)/ National Gallery of Australia / PRImage Corbis Australia: 7/ Clifford Kennedy Berryman; 42 (1)/ Swim Ink 2, LLC/Percy Trompf;42 (7)/ Ludo Kuipers Coo-ee Picture Library: 42 (5) DIAC — Department of Immigration andCitizenship: 85 Getty Images: 31 (left)/ Time & Life Pictures/ Howard Sochurek MAPgraphics PtyLtd, Brisbane: 1, 3/ (top, centre, bottom), 24 (left, right) National Archives of Australia: 42(4)/ F1, 1968/2735O, 79 (lower right)/ A12111,1/1949/22/13 Newspix: 42 (6); 82 (right)/ NewsLtd. Observer Tree: 53 (top)/ Used with permission of the Observer Tree, 71 Steveway Real EstatePty Ltd: 82 (left)/ Supplied courtesy of Steveway Real Estate Pty Ltd. 123RF.com: 53 (centre)/ Claudio DiviziaText: ABC: 85/ ‘Christmas Island detention centre criticised’ is reproduced by permission of the AustralianBroadcasting Corporation and ABC Online 2012 ABC. All rights reserved. Copyright AgencyLimited: 57/ ‘We aren’t just larrikins’, by Oliver Hartwich, appearing in The Australian, 24thDecember 2009 Associate Professor Daniel Reynaud: 43 (lower) Hansard: 43 (top)/ From MinisterBrendan Nelson, MP — Apology to Australia's Indigenous peoples, Wednesday, February 13, 2008,Parliament of Australia, Department of Parliamentary Services Observer Tree: 71/ Used with permissionof the Observer Tree and Green Left Weekly.Every effort has been made to trace the ownership of copyright material. Information that will enable thepublisher to rectify any error or omission in subsequent editions will be welcome. In such cases, pleasecontact the Permissions Section of John Wiley & Sons Australia, Ltd.viAcknowledgements

CHAPTER 1: The modern world and Australia (1918 1939)After the Great WarWorksheet 1.1General CHistory Alive 10: pages 6–9Student: . Class: . . Due date: . . Various post-war treaties attempted to sort out disputed borders, clarify ongoing relations between nations anddemand reparations.1Complete the following summary of treaties and their outcomes:Treaty of Versaillesa When? .bWho? Who were the signatories?.cWhat? What was the outcome for Germany?.dGermany’s role and responsei How did Germany participate in the forming of the treaty?.ii Why, then, do you think the German people were upset by the terms of the treaty? .Treaty of Saint-GermainTreaty of TrianonOutcome? .Outcome? .Treaty of NeuillyTreaty of SèvresOutcome? .Outcome? .2 A new-look Europe.3aWhich central European empire ceased to exist?.bHow do you think its citizens would have felt? .cWhich nations were re-established?.dHow do you think their citizens would have felt? .eWhich nations were created? .Describe the League of Nations by completing the following:aWhat was its primary aim? .bWhat were some of its other goals? .cAlthough the League had 42 members, why do you think it was sometimes called a ‘toothless tiger’?.John Wiley & Sons Australia, LtdHistory Alive 10 for the Australian Curriculum Student Workbook1

CHAPTER 1: The modern world and Australia (1918 1939)Prosperity and freedom?Worksheet 1.2General EHistory Alive 10: pages 10–13Student: . Class: . . Due date: . . Capitalism is an economic system in which goods and services are produced by private companies or individuals tomake a profit. In many countries, this economic system was fast on the rise in the decade following World War I.12What were the pros and cons of capitalism post–World War I? Complete the following table.ProsCons.Boom in.manufacturing,.including.assembly lines.Increased.prosperity.Also on the rise was socialism — an economic system that aims to share wealth and benefits equally amongstall citizens.aWhich social classes feared the rise of socialism? Why?.b.Why do you think that, in the 1920s, socialism was an attractive option for some?.3a.Describe some new aspects of life, during this period, in which women experienced freedom andindependence.b Why do you think post-war women behaved this way?.4.Why do you think that, post-war, many colonies also wanted freedom and independence?.2 History Alive 10 for the Australian Curriculum Student WorkbookJohn Wiley & Sons Australia, Ltd