Asian Studies Program
La Trobe University
Victoria 3086
AUSTRALIA Tel: +61 3 9479 1315 Fax: +61 3 9479 1880 Email:cha@latrobe.edu.au
Asian Studies Program
Chinese Australia
A Workers' Paradise? The Chinese community
and their experience of work in Australia.
Unit title:
A Workers' Paradise? The Chinese community and their experience
of work in Australia.
Year level:
Middle secondary
Key learning areas:
Studies of society and environment
Curriculum emphases:
From: Studies in Asia: A Statement for Australian Schools:
- Developing concepts of Asia
- World contributions by the peoples of Asia
Duration:
Two to three 50-minute lessons
Description:
Students look at the working lives of Chinese-Australians
at the turn of the 20th century, the different areas in which
they worked and their successes. This is followed by an examination
of the impact of the Australian Commonwealth Government's
approach to work practices and treatment of non-whites through
legislation.
Student outcomes:
Students will:
- compare and analyse primary sources
- draw conclusions based on their observations and analyses
- develop a knowledge of the Immigration Restriction Act
and the implications for Chinese-Australians
- develop an appreciation of the broader contribution of Chinese-Australians
to Australia.
Materials required:
Computer/s with internet access. Alternatively could use a
cached version of the site or print the relevant pages and
copy onto overheads or handouts.
Procedure: 1. Introduction
What is a 'worker's paradise'? In order to have students consider
this, place the terms on the board and have students brainstorm
these concepts.
After initial feedback, present students with the documents
(handout 1) and then
renew the question.
Reset the question asking students to define 'worker' and
ask them to consider who would have been regarded as a worker,
and why. This should help make the links for them between
the overtly white consideration and the following part of
the unit which focuses on how Chinese-Australians experienced
the workplace in Australia.
Ask students if they know anything about the Immigration
Restriction Act (or White Australian Policy).
3. Task
Distribute handout 2.
Under each of the websites are specific questions and directions
for the group.
4. Discussion and review
A brief round up of the information found by each research
group followed by a discussion asking students to
- describe what the Immigration Restriction Act involved,
(including the dictation test, its rationale [the reasons
for it], how long it was active, and
- consider how this legislation would have affected the lives
of Chinese-Australians.
- consider how the Chinese community responded to these changes.
5. Looking at the work and broader contributions of Chinese-Australians
in Australia during the early 1900s.
Dependent on the class, this following task could form the
basis of group or individual research. Again students will
have to access the web address and consider the documents
presented. As above, each address is accompanied by research
questions listed in Handout
3.
*Please note that this link has many choices. You may wish
to limit students choices or develop a number of extra groups.
6. Drawing the information together.
Each group will produce a poster (on butcher's paper with
little regard to pretty presentation, but focused on presenting
information legibly and clearly - encourage the use of different
colour, headings, underlining etc to enable greater accessibility
of the information for other students) and these will be pinned
around the room. The class will have to walk around the classroom
stopping at each poster to read information and finalise their
answers to:
- What were the contributions of Chinese-Australians?
- What work were they involved in?
- How did they combat the discrimination they experienced?
- Of the information you considered, which work, contribution
or action stands out as the most significant (important)?
Provide reasons for your answer.
7. Summation of activity and review.
A discussion covering the following points may be a useful
way to draw the unit's elements together.
- Was Australia a working man's paradise for Chinese-Australians?
- What problems did they experience?
- Did this prevent their ability to make contributions to
the community? Explain.
- Each student will have to be able to explain at least one
point or reason why it was or wasn't. (A good idea to start
with the weakest, or most quiet student so their answer will
not be already presented by others - a good idea to warn them
first!)
Extension activities: 1. Discussion
Hold a discussion on the Immigration Restriction Act
and the reasons for its creation.
- Should the Immigration Restriction Act be re-enacted?
Why? Why not?
- What does this legislation tell us about the attitudes and
values of the Commonwealth government during this period?
2. Essay
Write an essay on "Was Australia a working man's paradise
for Chinese-Australians?" where students must include
and analyse the evidence they encountered in the tasks above.
3. Mural
Paint a mural depicting the contributions of Chinese-Australians
and their battle against discrimination.
4. Debate
Hold a debate - "Australia is and always has been a racist
country".
Consider the Woomera detention centre issue - could this
be seen as a continuation of the Immigration Restriction
Act? All responses would need to be supported with evidence.
Use The
Australian newspaper website to obtain access to letters
to the editor and associated articles.
Define the difference between refugees, asylum seekers and
migrants. Look at the reasons for migration to Australia and
try to establish whether most Australian arrivals since 1788
were refugees, asylum seekers or migrants.
Summary of websites used in this lesson:
Chinese Heritage of Australian Federation website - http - Brief History of the Chinese in Australia
- education/history.htm
- Stories - stories.htm
- Historical backgrounds - education/about.htm
- 'A Chinese reformer at the birth of a nation: Liang Qichao
and the Chinese Heritage of Australian Federation' exhibition
- exhibition.htm
