About the series
Series editor acknowledgements
Author acknowledgements
Introduction
CHAPTER 1
‘Something for the rising generation’: Australia 1900-17
CHAPTER 2
‘The land of opportunity’: 1918-29
CHAPTER 3
‘Would you give me two days work?’: 1929-38
CHAPTER 4
‘A tiny drop in a coloured ocean’
CHAPTER 5
‘Australia is also at way’: 1939-45
CHAPTER 6
A new Australia
Conclusion
Sarah Mirams has taught history in secondary and tertiary settings, worked as an education officer for cultural and heritage institutions, and has contributed to numerous textbooks for secondary students. Sarah is the author of Nelson’s successful Twentieth Century History 1900–1945 for VCE Unit 1 and Twentieth Century History 1945–2000 for VCE Unit 2. She is also the author of Nelson Modern History titles, Civil Rights in the United States of America and co-author of Australia 1918-1950s, to be released next year. Sarah now works as an independent historian.
Merredith Southee has taught History in Western Australian government and private schools and also developed teaching and learning resources for the Department of Education, the Maritime Museum, Freemantle, and the National Trust of Australia. She currently lectures in the UWA Graduate School of Education.
The Nelson Modern History series is an extensive suite of full colour topic books developed for Australian senior students. Each title draws on recent scholarship, historiography and history specific pedagogy to ensure relevance and teachability. Providing flexibility for schools and students, Nelson Modern History is the up-to-date and relevant history education solution for senior students
The front cover of each title features a line drawing associated with the topic. Functioning as a topic starter, this iconic image is unpacked with a photograph and commentary with a link to a key individual and an illustrated timeline
The introduction to each book includes a brief overview of the topic and a handy reference sequence that includes profiles of major figures and organisations, definitions of key concepts and summaries of major documents
Each Chapter is structured around inquiry questions and includes age appropriate language, recent research in the field, diagrams, maps and illustrations, discussions of historians and schools of interpretation and biographical profiles that incorporate activities
Chapters close with a topic summary, suggestions for further reading and review activities that consolidate content knowledge and build historical skills
Each title closes with a brief summation and a set of activities that encourage students to draw on their learning and reflect on the topic as a whole.