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Unscrambling acronyms: Australia–Japan relationsBookmark

Learning area: History
Year level: Year 10
Country: Australia, Japan
General capability:

This learning sequence explores significant international relations between Australia and Japan as understood through a collection of major treaties, organisations and rulings.

After unscrambling the acronyms, students take on the role of an historian to offer a considered understanding of the continuity and change evidenced by these formal relations between Japan and Australia during and after WWII.

Engage

  1. The bombing of Darwin in May 1943 brought World War II to the shores of Australia. Brainstorm everything you and your class members know or think they know about this significant event in Australia’s history. Use collaborative software such as Padlet, Google Docs or PrimaryPad to collate everyone's ideas.
  2. View The Bombing of Darwin video by the ABC commemorating the 70th anniversary. Continue to use the collaborative software and make notes of any new information. Read the article entitled The Japanese bombing of Darwin, Broome and northern Australia.
  3. In table groups develop questions you would now like to investigate. Use historical concepts of 'continuity and change', 'cause and effect' and 'significance' as prompts when developing questions relating to Australia–Japan relations since World War II.

Explore

  1. Since the end of World War II, Australia and Japan have had many interactions as nations. Acronyms such as SCAP, ANZUS, NARA, ICJ stops JARPA II and JAEPA often make sense to those 'in the know', but could be confusing if a person has to learn them all at once. In this activity, you can work individually or collaboratively to explore what these acronyms stand for and investigate some of the most important international relationships between Australia and Japan.
  2. Download the Spreadsheet (to work alone or in a small group) or import it into Google Apps to gather the information for the first four columns collaboratively.
  3. Do further research to find out what the impact or outcome of the actions/treaties might have been.
  4. Take on the role of an historian to present your argument explaining how each action/treaty chronologically promoted continuity or changed the relationship between Australia and Japan. Be as comprehensive as you can in supporting your argument with specific evidence gathered from primary sources.

Reflect

Australia–Japan relations have changed since the end of World War II. The story of salvaging ships sunk in Darwin Harbour during the Japanese bombing in WWII highlights one interaction less formal than the treaties, organisations and rulings you have just studied.

  • How is the video on salvaging wreckage from Darwin Harbour a good symbolic representation of Australia–Japan relations since hostilities ended in World War II?
  • To support you to reflect on your learning, write a reflection on this period of world history exploring your ideas, learning and insights.
  • What have you learned about yourself as an historian and the nature of making historical interpretations?
  • How would you characterise Australia–Japan relations? Is there a common thread or story that you uncovered that helps shape an understanding of these 70 years of interactions?

It is recommended that teachers preview websites and videos to ensure they are suitable for their students before they are used in class. Content accessed via these links is not owned or controlled by Asia Education Foundation and is subject to the terms of use of the associated website.

Related resources

Australian Curriculum alignment

Learning area: History

Year level: Year 10

Country: Australia, Japan

World War II (1939–45)
The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia (ACDSEH110)

Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)

Cross-curriculum priority:

Asia and Australia's engagement with Asia

  • OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions.
  • OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.
  • OI.3 The peoples and countries of Asia have contributed and continue to contribute to world history and human endeavour.
  • OI.6 Australia is part of the Asia region and our histories from ancient times to the present are linked.
  • OI.7 Australians play a significant role in social, cultural, political and economic developments in the Asia region.

General capability:

Intercultural understanding – Recognising culture and developing respect

Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

Acknowledgements

The Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials which are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence.

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