- Curriculum Resources
- Civics and Citizenship
- Economics and Business
- Health and Physical Education
- National History Challenge
- Chinese contributions in Australian history
- Year 7 History: Ashoka and the Mauryan empire
- Year 7 History: Learning from Confucius
- Year 7 History: Terracotta Warriors
- Year 9 History: Chinese ANZACs - a missing history?
- Year 10 History: Unscrambling acronyms - Australia-Japan relations
- Go Korea student activities
- Alignment resources: Primary
- Alignment resources: Secondary
- The Arts
Migration plays a part in the family histories of most Australians. This unit listens to the stories of people who have migrated to Australia – particularly from the Asian region – and highlights their valuable contribution to Australian society. By coming to grips with these people’s experiences, students will deepen their understanding of the shape of change and continuity over time. Students will test their ability to gather and interpret evidence, especially through oral interviews.
- Gathering, exploring and interpreting
- Responding, reporting and reflecting
Stage of Schooling
Historical knowledge and understanding: The Australian colony
Historical skills: Historical questions and research
Please see the attached alignment document.
- Australia Kaleidoscope (Curriculum Corporation, 2003)
- In Our Own Backyard (Curriculum Corporation, 2007)
- The Really Big Beliefs Project (Curriculum Corporation, 2005)
- The Really Big Food Project (Curriculum Corporation, 2004)
- The National Centre for History Education website, Making History: Upper Primary Units, History at Home
- Making History - A Guide for the Teaching and Learning of History in Australian Schoolswww.hyperhistory.org
- Fiona Chui: Chinese family tree, Curriculum Corporation, 2003, The Le@rning Federation learning object L614
- Nhu Minh: multiculturalism in Australia, Curriculum Corporation, 2003, The Le@rning Federation learning object L361
- The journey of Hong Hai: design a museum exhibition, Curriculum Corporation, 2003, The Le@rning Federation learning object L684
- Immigration Museum (Victoria), www.immigration.museum.vic.gov.au
- An Introduction to the Traditional Performing Arts of Asia, Video 4, A Cultural Fusion (Department of Education and Training, Victoria, 2002)
- Map of the world and of Australia
- Wool, textas, butcher's paper
Accessing the Learning Federation materials
The Learning Federation provides teachers with online learning objects. Teachers will need to contact their State/Territory representative to register and gain access to these objects. The process for accessing learning objects is further explained on The Learning Federation's website, www.thelearningfederation.edu.au.
What are some of the reasons people from the countries of Asia migrate to Australia? How have they contributed to their local community?
Most peoples in Australia have family histories that include migration within the last 200 years. This unit focuses on the stories of people migrating to Australia, in particular from the countries of the Asia region, and it highlights their valuable contribution to Australian society. By studying people's narratives, students will deepen their understanding of the shape of change and continuity over time. They will further develop skills focusing on gathering and interpreting evidence, especially through oral interviews.
Notes to teacher
It would be valuable to explore the cultural background of students in your class as part of this unit. However, this process requires sensitivity as there may be a number of sub-cultures within students' families, issues with regards to photographs of deceased members of Aboriginal students' families and reasons why students may not wish to talk about their family background.
If your class group does not include students with an Asian background, it may be necessary to make connections within the school and beyond, to the wider community. If possible, you may wish to teach this unit of work during a student exchange visit to your school. This would provide opportunities for oral questioning activities.
This activity should be completed over a term of two one-hour blocks per week, especially as time is required to research using a range of online resources and you may wish to involve members of the ethnic community.