Copyright for teachers

You can download all collection materials in this resource for education purposes. For more information, go to copyright for teachers.

Activity 1: What could Federation mean for Australia?

Tell students they will take part in a game that explores what life was like before Federation. Begin by introducing key factors that led to the uniting of the colonies.

The game works best with 26 students. If you have fewer, reduce the number of cities represented. With more students, consider adding Hobart or combining roles (for example, customs officer and tax collector).

Roles

Assign roles to students and identify each with coloured scarves, hats or labelled signs. Suggested colours:

• Train drivers – blue
• Customs officers – red
• Tax collectors – green
• Defence force members – black

Roles required

• 5 train drivers
• 3 (or more) passengers (e.g. farmers or manufacturers)
• 4 tax collectors
• 4 customs officers
• 5 defence force members
• 2 bushrangers
• 1 representative from France
• 1 representative from Germany
• 1 representative from an Asian country

Props

• One ‘box’ of goods per passenger (wool, wheat, or cloth)
• Fake money

Game setup

Create 5 city teams:

• Brisbane (train driver, defence force member only)
• Sydney, Melbourne, Adelaide, Perth (each with a train driver, customs officer, tax collector and defence force member)

Arrange the city teams in a geographically accurate layout. Mark each with a sign or icon.

Passengers (from Brisbane) form a train and attempt to transport goods to Perth, changing trains and navigating taxes and inspections at each city. Passengers leave and rejoin the train at each station, paying taxes and submitting to customs checks. Bushrangers can rob the train at any stop. Foreign representatives may attempt invasions, which are repelled by the local defence force.

Repeat the game, sending goods from Perth to Sydney and beyond. Students can rotate roles. Afterwards, discuss what slowed down or complicated their journey.

Round 2: Federation in action

Play the game again, this time with:

• One national train and driver
• No tax collectors or customs officers
• A unified defence force made up of the former city-based members
• Police officers (former tax collectors) protecting the train from bushrangers

Discuss the differences between the two rounds. What changed? What felt easier or more efficient? List student observations and reflect on the motivations for Federation, including:

• A united defence force
• Standardised railways
• Removal of trade barriers between colonies

Activity 2: Create a country

Ask students to imagine and design their own country. They should:

• Name their country and define its government structure
• Map out major features and infrastructure
• Describe cultural aspects, values and community life
• Identify notable figures in the country’s history, arts, sport or leadership

Activity 3: A life well lived

Introduce students to the Australian Dictionary of Biography and explore the lives of key figures like Sir Edmund Barton, Sarah (Fanny) Durack or Henry Lawson. Then, ask students to:

• Write their own biography in third person
• Imagine their life up to age 85
• Include key achievements, challenges, travels and contributions to Australian society