📊 Part 1: Interpreting Sources (Population graphs & Map)

Use the provided population graphs (1945–1975) and the migration origins map to answer Questions 1–4.

Success criteria (Part 1): I can interpret changes on a population graph (1945–1975), identify major migrant source regions on a map, and explain basic push/pull factors.

Differentiation strategies: Provide labelled graph excerpts for students who need visual support; allow students with literacy needs to answer verbally or use bullet points.

Extension activity: Calculate the percentage increase in migrant arrivals between two labelled years on the graph and justify historical causes in a short paragraph.

✏️ Part 2: Short Answers & Historical Skills (Narrative & Timeline)

Read the short migrant narrative below before answering Questions 5–8.

Excerpt — Nguyen family, 1975: "In April 1975 our village was terrified. My father heard the news in the market that the city had fallen on 30/04/1975. We left with only small bags, travelling by boat to neighbouring countries. In Australia we were greeted by volunteers; it took time to find work, but our children went to school and learnt English quickly. We remember both fear and relief."

Event A: End of the Vietnam War — 30/04/1975

Event B: Start of large-scale European assisted migration (post‑WWII) — c.1945–1960

Event C: Phasing out of the White Australia policy (official end 1973, final changes 1975)

Success criteria (Part 2): I can summarise a first‑hand narrative, select appropriate sources for verification, and sequence key events on a timeline using dates.

Differentiation strategies: Provide sentence starters for students who need support (e.g. "The family left because..."); allow advanced students to produce a short oral presentation instead of a written answer.

Extension activity: Create a two‑minute oral history interview plan to collect testimony from a migrant in your community. Include three questions and ethical considerations (consent, accuracy).