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TIME ALLOWED FOR THIS PAPER: Working time for this paper: 2 hours MATERIAL REQUIRED / RECOMMENDED FOR THIS PAPER: To be provided by the supervisor

- Exam booklet

To be provided by the candidate - Pens, pencils, eraser and/or correction fluid

IMPORTANT NOTE TO CANDIDATES No other items may be taken into the examination room. It is your responsibility to ensure that you do not have any unauthorised notes or other items of a non-personal nature in the examination room. If you have any unauthorised material with you, hand it to the supervisor BEFORE reading any further. All iPads and mobile phones must be turned off and in your bag along with any other devices and notes. Bags are to be closed and placed under the desk. INSTRUCTION TO CANDIDATES

1. Read through the paper to familiarise yourself with all of the questions. 2. Use a blue or black ballpoint/ink pen. Do not answer in pencil.

AT THE END OF THE EXAMINATION - Any planning sheets or other pieces of paper MUST be handed in with this booklet. - At the end of the examination make sure that your name is on your booklet and any other pieces

of paper used.

STRUCTURE OF THIS PAPER

Section Number of questions available

Number of questions to be attempted

Suggested working time (minutes)

Marks available

Section One: Writing

2 1 60 50

Section Two: Reading (Multiple Choice)

35 35 40 35

Section Three: Reading (Short Answer)

2 2 20 20

Total Marks 105

INSTRUCTIONS TO CANDIDATES

1. Make sure you write the number of the question being answered.

2. Write your answers in the appropriate section of this exam booklet. Section 1: Write on lined pages Section 2: Circle the correct letter next to each question Section 3: Write answer on lines provided under question

3. You must be careful to confine your responses to the specific questions asked and to follow any

instructions that are specific to a particular question. If you fail to comply you will be penalised.

Do not turn the page until you are asked to do so.

SECTION ONE: WRITING Allow 60 minutes for this section (50 marks) Choose ONE of the two questions in this section. You are expected to write approximately 2-4 pages. You should leave yourself enough time to edit your work thoroughly.

Question:

1. Various conventions are used in documentaries to present messages to the viewer.

These messages may support or challenge the viewer’s values. Identify the values

conveyed in a documentary you have studied in class and discuss the documentary

conventions used to present these values to the viewer.

OR

2. Consider how ONE OR MORE TEXTS YOU HAVE STUDIED IN CLASS employ elements

of narrative, including structure, to position the audience to accept a particular way

of seeing the world.

Plan and write your answer on the following lined pages only.

SECTION 1: WRITING

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SECTION TWO: READING (Multi Choice) Allow 40 minutes for this section (35 marks)

‘White Meets Black’ is a short story which explores Aboriginal Culture written by T.L.

Read the below text then answer questions 1-15.

White Meets Black

What happened when Europeans first settled Australia? According to most history books, they

gradually settled the land, overcoming such obstacles as fire, drought, rugged country, and

hostile Aborigines. It is meant to be a story of courage against great odds. But the people who

told this story-the writers, singers, poets and film makers-had two things in common: they were

white and they usually ignored the point of view of Aborigines.

The original owners of the land saw things differently. Dalaipi, a Queensland tribal elder,

described the coming of the Europeans this way:

“Before the white man came we wore no dress, but knew no shame, and we were all free and

happy. There was plenty to eat and it was a pleasure to hunt for food. When the white man

came amongst us, we were hunted from our ground, shot, poisoned and had our daughters,

sisters and wives taken from us. Could you blame us if we killed the white man?”

So what happened when Europeans settled the country was exactly what you would expect

when one group takes land from another group-war.

The land

Although there were hundreds of different Aboriginal tribes in Australia at the time of white

settlement, they all shared a strong link with the land.

Apart from providing food, the land held a special place in the lives of Aborigines. E.W Stanner,

an anthropologist, described the link: “There are no English words good enough to give a sense

of the links between an Aboriginal group and its homeland. Our word home, warm though it

may be, does not match the Aboriginal word that may mean camp, hearth, country, everlasting

home, totem place, life source, spirit centre and much else, all in one. Our word land normally

means something we own and use. The Aboriginal would speak of the earth and use the word

in a richly symbolic way to mean his shoulder or his side.”

As well as being a source of survival, land was central to Aboriginal spiritual life. When they

were forced off their land, they had nowhere else to go - neighbouring groups of Aborigines did

not want their land taken either. As soon as it became obvious in a particular region that whites

intended staying, conflict began between the blacks and whites.

Resistance

There is much evidence to show that Aborigines all over the continent made every effort to

hinder the Europeans who claimed their country. As early as 1790, settlers farming near Sydney

complained of attacks by Aborigines. One Aborigine, called Pemulwy, was declared an outlaw

by Governor King in 1801 and a reward for his capture offered. When the Hawkesbury area was

settled, whites so feared for their lives that the area was placed under martial law. This meant

that whites could kill Aborigines without fear of facing murder charges. And yet it took four years

to break Aboriginal resistance in this area. Even as recently as the 1930s, there were regions in

the Northern Territory through which white cattlemen, prospectors and police were reluctant to

go because they feared attack by Aborigines.

Eventual defeat

Aborigines had some victories. In Tasmania, guerrilla warfare raged until 1830, when Governor

Arthur decided to solve the problem by moving all Aborigines to a remote corner of the island.

To do this, he had a cordon of troopers and settlers march across the island to drive the

Aborigines down on to a narrow peninsula where they could be captured. This attempt cost $35

000, a huge amount in those days and resulted in the capture of one Aboriginal adult with one

small child.

However, Aborigines all over Australia were eventually defeated. The main reason for this was

the difference in power. Spears were no match for guns. Although many attempts were made by

Governors of the Colonies to reserve land for Aborigines, they always failed. Settlers expanded

into any area which was suitable for grazing.

Disease

Aboriginal numbers fell dramatically in many areas of white settlement. Apart from warfare,

disease played a major role. Smallpox, measles and „flu became widespread after white

settlement and Aborigines had little or no resistance to these diseases. New diseases,

combined with a legal system which encouraged the killing of Aborigines, resulted in the

disappearance of most Aborigines form areas of heavy European settlement.

The future

Why bother telling the story of the first contacts between Europeans and Aborigines? After all, it

is history and we can‟t live in the past. The first reason is to tell the story of white Australian

settlement from both points of view. The achievements of European settlement were built on

blood and it is important to realise what was destroyed in the name of progress and

development. One Aboriginal writer stated that the Aborigines were, “hit by the intolerance and

uncomprehending barbarism of a people intent only on progress in material terms, a people who

never credited that there could be cathedrals of spirit as well as of stone.”

The second reason for retelling the story form a different point of view it to improve

understanding of the responsibility of Europeans. Because Aboriginal culture in many areas has

been largely destroyed, especially in Victoria, it is up to the present-day Europeans to make

amends. Only then can the dominant group in this country, the Europeans, prove to the worlds

that they are what they claimed to be while destroying a nation - civilised.

QUESTIONS Circle the correct answer for each of the following questions.

1. History books describing early white settlement in Australia usually tell their story

a. From the Aborigines’ viewpoint.

b. From the Europeans’ viewpoint.

c. From both Aboriginal and European viewpoints.

d. Without bias or prejudice of any sort.

2. Most historical accounts of white-black encounters in Australia are

a. Impartial.

b. Untrue.

c. Prejudiced.

d. Fair and accurate.

3. Dalaipli was

a. A tribal elder.

b. A white settler.

c. An observer of Aboriginal customs.

d. A writer of historical accounts.

4. According to Dalaipi, his people were far better off

a. After the whites’ arrival and settlement.

b. Before the arrival of the whites.

c. After they left their hunting grounds

d. When their women were taken away.

5. Unlike whites, Aborigines have very strong bonds with their land. These bonds are

a. Physical.

b. Emotional.

c. Spiritual.

d. All of the above.

6. The English word closest, in meaning, to the Aboriginal word for ‘homeland’ is

a. Land.

b. Territory.

c. Home.

d. Property.

7. To take away his land from an Aborigine was also to remove

a. A part of his identity and his means of raising crops.

b. A part of his identity and his hunting territory.

c. A part of his identity and his farms and livestock.

d. His means of raising crops and his hunting territory.

8. As white settlement in Australia expanded, Aboriginal tribes all over the country

______________ the whites’ land takeover.

a. Assisted.

b. Resisted.

c. Excused.

d. Hastened.

9. The imposition of martial law during white settlement of the Hawkesbury area suggests that

a. No European could be arrested (or tried) for murder.

b. White settlers owned their land.

c. The Colonial Government could not control the conflict.

d. White justice treated Aborigines harshly and unfairly.

10. Aboriginal resistance to white dominance still occurred as late as the 1930s in areas of Australia

which were

a. Remote and thinly populated.

b. Around Darwin and Alice Springs.

c. Populated equally by whites and blacks.

d. Originally cattle and gold-mining territories.

11. Governor Arthur’s attempt to “round up” Tasmania’s Aborigines for resettlement

a. Took far too long.

b. Was badly planned.

c. Failed dismally.

d. Offended Aboriginal land rights supporters.

12. The Aborigines failed to stop white settlement and the seizure of their lands because of

a. Their peaceful and friendly nature towards all people.

b. The Colonial Governor’s support of the white settlers.

c. The whites’ unfriendly and selfish nature and behaviour.

d. Their inferiority weapons and military equipment.

13. Many Aborigines died from disease introduced by Europeans because

a. These diseases were fatal anyway, killing both races.

b. These illnesses always struck in epidemic proportions.

c. They had no earlier contact with and immunity to the diseases.

d. They were not inoculated against such illnesses, while the whites were.

14. Most Aborigines eventually disappeared from white-settled areas as

a. They were murdered or died from white contact.

b. They were forced into other, weaker tribes’ areas.

c. Thy lacked the knowledge necessary to farm these areas.

d. They gave up their land and migrated inland.

15. According to the author of this article, other countries regard white Australians in their

treatment of Aboriginals as

a. Civilised.

b. Uncivilised.

c. Domineering

d. Responsible.

Read the below text and answer questions 16-25.


16. Gough Whitlam seems to want people to understand that the dismissal is about

a. His government’s failure to govern.

b. Malcolm Fraser being evil.

c. the budget being blocked, meaning he is too expensive to be Prime minister.

d. The Governor General going too far and dismissing an elected government against the

people’s wishes.

17. Why does the author have the journalist explain where he is at the beginning of the interview?

a. To provide historical brief facts and details about the Whitlam Dismissal

b. To explain the causes of the dismissal

c. To tell an interesting story about the Governor General

d. To point out the different people around Parliament House that day.

18. According to the interview, Gough Whitlam and Malcolm Fraser both believe that

a. It was wrong to block the budget.

b. Gough Whitlam was elected by the people and is the only person who should be allowed

to be Prime Minister.

c. Time will result in things moving in their future.

d. The Governor General was wrong.

19. From details in the interview, you can draw the conclusion that

a. Whitlam is happy about the turn of events.

b. The Governor General has done something controversial

c. Malcolm Fraser believes Whitlam was right.

d. The Governor General was paid by Fraser.

20. Whitlam says that the Governor General treated the government like recalcitrant children, which

means the Governor General finds the government to be

a. in need of punishment.

b. unfriendly.

c. amusing and playful

d. Immature.

21. Which of these statements includes and opinion?

a. “My government has lost its majority in the senate…”

b. “I plan to remain both leader of the ALP and the Prime Minister of Australia…”

c. “The Governor General overstepped his powers…”

d. “We are standing in front of Parliament House in Canberra.”

22. From what Malcolm Fraser says about his role in the dismissal, you can conclude that he

a. regrets becoming Prime Minister without being voted in.

b. doesn’t really know why Whitlam is so upset.

c. probably dislikes the Governor General as much as Whitlam does.

d. believes agreeing to form a government was the right thing to do.

23. Which of these caused the Governor General to dismiss the government?

a. the new budget

b. Gough Whitlam saying that nothing will save him

c. the government being unable to govern for several weeks due to the opposition blocking

them

d. the outcome of the election

24. When Malcolm Fraser says “Time will tee”, he means

a. Time is running out for the Australian people.

b. The future will reveal the truth.

c. It is late, and he is tired.

d. Time is important.

25. Which of these sentences belongs in a summary of the interview?

a. Liberal leader Malcolm Fraser was asked to form a caretaker government after John Kerr

dismissed Gough Whitlam

b. The liberal government will restore the public’s trust in Australian government.

c. This is a crisis for the Australian people.

d. They have made a mockery of good government in this country.

Read ‘Crab the Peasant’ and answer questions 26-35.


26. How can you tell this is a folktale and not another form of fiction?

a. The setting is long ago.

b. A problem sets the plot in motion.

c. The overall tone is humorous.

d. Characters are easily fooled.

27. At the time this folktale was first told, astrologers were probably

a. Scientific thinkers.

b. Astronomers.

c. Advisers.

d. Peasants

28. Crab “busied himself turning the leaves of the book and scribbling on the paper…” Why?

a. To pretend to be wise and learned

b. To find the kings lost ring

c. To study astrology

d. To try to learn to read and write

29. What effect do Crab’s “severe glances” have on servants?

a. They become fearful.

b. They steal the ring.

c. They decide to confess.

d. They realise he is a phony astrologer.

30. Which of these events happens first?

a. The first servant hears a strange voice saying, “That’s the one.”

b. Crab’s wife hides under the bed.

c. Crab confirms his suspicions about the servants.

d. The servants make a turkey swallow the ring.

31. Which of these details helps you predict that Crab will figure out what has happened to the

king’s ring?

a. Crab takes “it into is head that he wanted to be the astrologer to the king”.

b. The king says. “we shall see what kind of astrologer you turn out to be”.

c. Crab is “as cunning as any peasant”.

d. Crab tells the king, “A turkey has swallowed it.”

32. When does Crab receive a second purse of money?

a. When he accepts a bribe from the servants

b. When he accepts the kinds challenge to study alone in a room

c. When he agrees not to betray the servants

d. When he shows the king that he has found the ring

33. When the servants tell Crab that they will be “undone”, they meant that they will be

a. Poor.

b. Punished.

c. Guilty.

d. Revealed.

34. Which of these statements belongs in a summary of the folktale?

a. Crab is proclaimed the greatest astrologer in the world.

b. Crab somehow knows that the rare things in the plate are called crabs.

c. The king is amazed that someone who cannot read nor write can solve puzzles so

cleverly.

d. The king says “You, who are an astrologer, must be able to tell me the name of these

things which are in this dish.”

35. What was the most likely reason this folktale was told?

a. To describe palace life for listeners who could never see it for themselves

b. To entertain listeners with a ridiculous series of events

c. To get listeners involved in the life of a main character like themselves

d. To teach listeners the value of learning

SECTION THREE: READING (Short Answer) Allow 20 minutes for this section (20 marks)

Read the fables ‘The Hen and the Fox’ and ‘The Wolf and the Goat’ then answer the questions.

The Wolf and the Goat

Late one afternoon, a hungry wolf spied a goat grazing on the precipice of a

cliff. “Oh, my dear, dear friend,” hollered the wolf from down below. “Please be

careful so high up. I think it would be very easy for you to get dizzy and lose your

balance. If you were to fall, you would most certainly get hurt. I would never want

that to happen to one as dear to me as you.”

The goat ignored the wolf and went on grazing.

The wolf, whose stomach began to growl, was not yet ready to give up. He

hollered up to the goat again. “It must be so cold up there, and there is no place

for you to take shelter. I believe the wind is picking up, as well. One strong gust

could push you over the edge.”

Still, the goat paid the wolf no mind and continued munching grass.

Finally, the wolf tried one last play. “My friend, I know that you are a

connoisseur of fine grass. The grass down here is much greener, thicker and

surely more tasty. Why don‟t you come down here to finish your supper?”

With that the goat looked up. “I suspect,” the goat shouted down to the wolf,

“that you are more interested in what you are eating tonight for dinner than what I

am eating.”

Recognising that the goat was not coming down, the wolf went on his way.

Moral: Be wary of friends who have hidden motives!

QUESTIONS

1. Show similarities and differences between the two fables using a compare and contrast diagram below. Remember to label the diagram correctly. (10 marks)

2. Write two PEEL paragraphs stating how the fables are alike and different. (10 marks)

- - - END OF EXAM - - -

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