One question I am occasionally asked about my Australian Frontier Wars rules is why anyone would want to write or play rules dealing with such a difficult and confronting period of Australian history. My answer is that, when designed properly and supported by sound historical research, wargaming can do considerably more than provide an entertaining afternoon moving miniature figures around a tabletop. It can become both a history lesson and, just as importantly, a lesson about history itself.

That idea lies at the centre of the entire four-volume Australian Frontier Wars project. The rulebook, scenario book, campaign book and educators guide should not be regarded as four separate publications that happen to address the same subject. They are intended to be read and used as a coherent whole, with each volume performing a distinct function within the same historical and educational framework. The rulebook establishes the basic historical model. The scenario book applies that model to particular situations and, where possible, specific historical events. The campaign book connects those individual encounters over time and demonstrates how violence, resistance, retaliation, settlement and displacement developed across a broader historical landscape. The educators guide then draws these strands together by showing how the rules, scenarios and campaigns can be used to examine evidence, interpretation, uncertainty and the ways in which historical knowledge is constructed.

Seen in this way, none of the four volumes is truly complete without the others. The rulebook, without the scenarios, risks becoming an abstract collection of mechanics, while the scenarios, without the campaign framework, may reduce the Frontier Wars to isolated clashes that appear disconnected from the broader processes of colonisation and resistance. The campaign book provides that wider continuity, but without the educators guide there is a danger that players may experience the historical narrative without being encouraged to question how that narrative was constructed in the first place. The four volumes are therefore different parts of the same argument.

At the first level, they are intended to teach something about the Australian Frontier Wars themselves. They explore the importance of Country, movement, intelligence, livestock, firearms, water, settlement patterns, communication and the very different objectives pursued by the people involved. They also seek to demonstrate why the conflict was rarely symmetrical and why conventional wargaming assumptions about equal forces, decisive battles and casualty-based victory conditions are often inappropriate. At the second level, however, the four volumes are intended to teach something about history as a discipline. They encourage players and students to ask how we know what happened, what evidence survives, whose voices dominate the surviving record, what is missing, where uncertainty remains and how different interpretations can emerge from the same body of evidence. This second purpose is particularly important when studying the Australian Frontier Wars because the surviving documentary record is uneven and often overwhelmingly European in origin. Police reports, settler correspondence, government records, newspapers, station journals and later reminiscences can provide valuable evidence, but they also reflect the assumptions, interests and language of those who created them. Aboriginal perspectives may survive through oral traditions, cultural knowledge, later testimony, archaeology and careful reconstruction from colonial records, but the imbalance in the available evidence remains a fundamental historical problem.

The rulebook begins this process by translating historical interpretation into game mechanics. Movement distances, combat outcomes, morale, concealment, intelligence and victory conditions are not simply technical decisions. They represent judgments about what mattered historically and how those factors should interact. In that sense, every rule is an interpretation of the evidence, even when it appears to be nothing more than a number on a table. This is why the rules were never intended to produce a conventional encounter in which two roughly equal forces line up on opposite sides of the table and fight until one is destroyed. The Frontier Wars did not usually operate according to that model. European settlers, police, military detachments and other armed parties possessed different strengths and weaknesses from the Aboriginal groups opposing them, while both sides often pursued entirely different objectives.

Firearms could be decisive under particular circumstances, but they did not eliminate the problems of distance, poor intelligence, unfamiliar Country or opponents who could choose when and where to fight. Knowledge of Country, mobility, concealment, access to water, communication and surprise could be just as important as the nominal range of a musket. The rulebook therefore needs to encourage historically plausible behaviour rather than merely provide statistically balanced forces. The scenario book then places these general principles within historical situations. This is where abstract rules begin to acquire context, because the player is no longer simply commanding a generic force across a generic landscape. The scenario introduces particular objectives, geography and circumstances, while the supporting material explains why those factors matter. A raid on livestock, for example, should not be treated merely as an opportunity to score victory points by moving model cattle off the table. It can become a way of examining the growing importance of livestock to the pastoral economy, the disruption of Aboriginal access to traditional food sources and the strategic value attached to stock by both sides. A patrol searching for an Aboriginal group can similarly demonstrate the enormous difference between possessing firearms and actually being able to locate an opponent in Country that the patrol does not understand.

The scenario book also provides an opportunity to make historical uncertainty visible. Some events are well documented, while others are known only through fragmentary or contradictory accounts. Rather than concealing those gaps in order to produce a neat game, the scenario notes can identify what is known with reasonable confidence, what remains uncertain and what has had to be inferred in order to make the scenario playable. That process immediately turns the game into something more than a reconstruction, because players are being asked to consider the evidence upon which the reconstruction rests. The campaign book adds another essential layer by showing that these encounters did not occur in isolation. A clash that appears important when viewed as a single event may look very different when placed within months or years of settlement, resistance, retaliation and movement across Country. Decisions made in one incident can shape the conditions of the next, while seemingly small events can contribute to larger patterns of escalation. Campaign play can therefore demonstrate how historical processes develop over time. Livestock losses, casualties, displacement, increased policing, access to Country, changing levels of hostility and the movement of settlers can all influence later scenarios. A tactical victory may create strategic problems, while a force that appears to lose an encounter may nevertheless preserve its capacity to continue resistance.

This makes the campaign book essential to the coherence of the whole project because it prevents the Australian Frontier Wars from being presented as a sequence of disconnected skirmishes. Instead, individual encounters become part of an evolving historical landscape.
The educators guide completes the structure by making explicit what is already implicit in the other three volumes. It encourages teachers, students and players to examine not only what happened during a game but also why the scenario was constructed in a particular way, what evidence supported the design and where alternative interpretations might be possible. Students can compare the outcome of a scenario with the historical record, identify differences and ask why they occurred. They can consider whether the victory conditions reflect the objectives of the historical participants, whether the rules privilege one interpretation over another and whether changing an assumption about numbers, terrain or motivation would alter the result.

This is where the four-volume structure becomes particularly valuable, because the same historical problem can be examined from several directions. The rulebook asks how the problem should be modelled. The scenario book asks how it operated in a particular event. The campaign book asks how it fitted into a longer process. The educators guide asks how we know any of this and how confidently we can claim to understand it.Used together, the four volumes therefore encourage a form of historical inquiry rather than passive consumption. Players are not simply told that a particular event occurred and asked to reproduce it. They are encouraged to think about evidence, causation, uncertainty, alternative decisions and consequences. That is especially important because history can sometimes appear inevitable when read backwards. We already know what happened, which can make historical actors appear either foolish for failing to predict the outcome or powerless to change it. A simulation reminds us that people made decisions without knowing the future and often with incomplete information, limited resources and conflicting assumptions about what was happening around them.

The Australian Frontier Wars also demand a particular degree of caution because they involved dispossession, killing, the destruction of communities and profound suffering. The four-volume series is therefore not intended to turn frontier violence into a colourful colonial adventure or to provide a convenient setting for another generic skirmish game. The historical context must remain central throughout. That is another reason the volumes need to be understood as a coherent whole. The scenario book provides context, the campaign book prevents incidents from being detached from broader processes, and the educators guide encourages critical reflection on the evidence and its interpretation. Together, they provide safeguards against reducing a complex and difficult history to nothing more than miniature combat.

The aim is not to claim that a tabletop game can reproduce the lived experience of the people involved, because it cannot. What it can do is create an environment in which players are encouraged to ask better questions about the past. Why was this particular place important? Why did one group choose to fight while another withdrew? Why were livestock targeted? Why did apparently superior armed parties struggle to locate their opponents? How did previous violence shape later decisions? Why did conflict develop differently across different districts? What evidence supports a particular account, and what happens when the sources disagree? These questions belong equally to the history of the Frontier Wars and to the study of history itself.

For me, that is the real purpose of the four-volume Australian Frontier Wars project. The rulebook, scenario book, campaign book and educators guide are not separate products but parts of a single historical framework. Each volume adds something that the others cannot provide on its own, and together they are intended to move the reader from mechanics, through events and broader historical processes, to questions about evidence, interpretation and historical knowledge. If the project works as intended, the player should finish with more than a better understanding of what happened on the Australian frontier. They should also understand something about how historians attempt to reconstruct what happened, why certainty is sometimes impossible, why sources need to be questioned and why interpretations of the past should never simply be accepted without examination.

The four volumes therefore form a single educational journey. They provide not only a history lesson but also a lesson about history. The coherence of the four volume sets the central thesis, rather than treating the extra books as supplements to the rules.