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Year 9: Chinese migrants and the gold rushBookmark

Learning area: History
Year level: Year 9
Country: Australia, China

Students explore through primary sources, why Chinese migrated to Australia in the nineteenth century and what life was like on the goldfields.

Key inquiry questions

  • What were the experiences of the Chinese in Australia prior to the 1900s?


Harvest Endurance scrollChinese migrants at work

Acknowledgements

Image: National Museum of Australia: See copyright information

Related resources

Activity 1: Chinese experiences prior to 1900s

Look to learn

Key inquiry question:

  • What were the experiences of the Chinese in Australia prior to the 1900s?

Prior to 1900 many Chinese migrants travelled to Australia.

  • Explore Scootle digital images using the links below to investigate what life was like for the Chinese on the goldfields during the nineteenth century.
  • Can you name the locations across Australia where there were goldfields?
  • What connections does your local community have with the Chinese?
  • Consider these questions prior to commencing the activity below.
Access to Scootle digital content

Digital content has been incorporated into these learning sequences to support student learning.

A link is provided to open each of these Scootle digital resources

You need to login to Scootle to access the digital content in these learning sequences.

Instructions
  1. Using the links below open each image in turn. These are primary sources so provide us with a rich source of evidence on what life was like for the Chinese.
  2. Choose one image to look at as a class or small group. 
  3. Select two of the Thinking Routines below the gallery and focus on each step of the routine, one at a time. You can use other Thinking Routines listed below as well.
  4. A range of opportunities exist to utilise ICT to support collaboration with your classmates. Explore the ICT suggestions below  to investigate how to use a range of tools to enhance your collaboration.
Thinking Routines
See-Think-Wonder Claim-Support-Question
What do you see? Make a claim about the topic.
What do you think is going on? Identify support for your claim.
What does it make you wonder? Ask a question related to your claim.
The 5 W's Seeing Themes
Who would have drawn this? What is the main subject or action shown?
What were they for or against? What things in the image are important?
Where did this take place? What are stereotypes shown?
When did this happen - what was going on? What are the main feelings the cartoon is targeting?
Why was this drawn?  
Additional thinking routines

Thinking Routines are used from Harvard's Visible Thinking initiative and Cultures of Thinking.

Technology integration – Group analysis tools

The following ICT activities can be used to support student collaboration.

EtherPad / PrimaryPad for collaborative writing

You can choose your favourite collaborative writing software, but the one currently recommended is an EtherPad variant called PrimaryPad and you can read detailed instructions on using it in the Resources section of this curriculum resource.

Diigo for social bookmarking and sticky notes

Diigo is a powerful tool for gathering favourite sites and collaboratively researching and analysing online posts. You can read detailed instructions on using it in the Resources section of this curriculum resource.

Level 1: Conclusion

From the images you have explored consider with your classmates your response to the question:

  • What were the experience of the Chinese in Australia prior to the 1900s?
  • Prior to continuing to the next level, Knowledge Building complete a K W L chart. to capture your learning to date and to guide future activities.

You are now ready to move onto Knowledge Building.

Activity 2: Anti-Chinese attitudes

Knowledge building

Now that you have experienced Look to Learn, it's time to explore further.

Key inquiry question:

  • What were the experience of the Chinese in Australia prior to the 1900s?
Access to Scootle digital content

Digital content has been incorporated into these learning sequences to support student learning.

A link is provided to open each of these Scootle digital resources

You need to login to Scootle to access the digital content in these learning sequences.

Your earlier close examination of digital images probably gave you some insights about what life was like for Chinese immigrants who travelled to Australia in search of gold. To get an even better understanding, this activity will build on your knowledge by comparing and contrasting two images. This is called "juxtaposition," which means placing together two objects, which often leads to seeing each in better detail.

Instructions

Below are links to Scootle digital content showing sets of matched images that address what life was like for the Chinese. Each link lets you view an image and also get more information about what is shown. It may be best to work with a partner and share opening the two images. You can then work together looking at both images.

Click the title of the work to find out more about it.

Because you will be comparing the two images it is recommended that you use a Venn diagram. You may also choose to use a brainstorming tool as a way to capture your thoughts as you investigate the images below. Both can be accessed below in the resources section.

One Thinking Routine follows each pair of images. The Connect - Extend - Challenge routine was chosen, but you can also choose others from the Reading Images resources.

Two views of success

Not all who joined the rush came back with gold. Some who did, "found their gold" away from the fields and mines. Using the links provided view the two imagess and the links to additional information as you compare the images using the thinking routine below.

Question: How could these two images, taken together, suggest a reason for the racism some miners felt toward Chinese immigrants.

Images:

Connect / extend / challenge
  1. How are the ideas and information presented connected to what you already knew?
  2. What new ideas did you get that extended or pushed your thinking in new directions?
  3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

More on connect / extend / challenge

Living in a hut

Sometimes paintings and photographs on similar subjects highlight different things.

Using the links provided view the two pictures and the links to additional information as you compare the images using the thinking routine below.

Question: Even though the huts below are similar, how do the two works tell different stories?

Images:

Connect / extend / challenge:
  1. How are the ideas and information presented connected to what you already knew?
  2. What new ideas did you get that extended or pushed your thinking in new directions?
  3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

More on connect / extend / challenge

Travelling for gold

Men came from all over the world, lured by Australia's gold. Using the links provided view the two pictures and the links to additional information as you compare the images using the thinking routine below.

Question: How are the Chinese depicted in these two images? What does this tell us about attitudes toward them?

Images:

Connect / extend / challenge:
  1. How are the ideas and information presented connected to what you already knew?
  2. What new ideas did you get that extended or pushed your thinking in new directions?
  3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

More on connect / extend / challenge

Digging beneath the surface

Sometimes images are similar in their use of colour and composition, but send a different message when you look a little deeper. Using the links provided view the two pictures and the links to additional information as you compare the images using the thinking routine below.

Question: How do the titles and depiction of the people suggest bias or racism against Chinese?

Images:

Connect / extend / challenge:
  1. How are the ideas and information presented connected to what you already knew?
  2. What new ideas did you get that extended or pushed your thinking in new directions?
  3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

More on Connect / Extend / Challenge

Making it work: Teamwork and technology

Sometimes images seem very different, especially when one is a painting and another a photograph.

Using the links provided view the two pictures and the links to additional information as you compare the images using the thinking routine below.

Question: What is the intent or reason for the painter and the photographer to capture the image they did? What story do you think each was trying to tell in their work?

Images:

Connect / extend / challenge
  1. How are the ideas and information presented connected to what you already knew?
  2. What new ideas did you get that extended or pushed your thinking in new directions?
  3. What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

More on connect / extend / challenge

Extension activity

To learn more about how to look at images

To learn more about how to look at images to understand their meaning you may wish to explore the sites below.

Reading images
Technology integration – thinking tools
Venn diagram tools
Brainstorming tools
Level 2: Conclusion

Now that you have further investigated what life was like for the Chinese of the goldfield return to your  K W L chart. and add in your new understandings.  If you are ready to get creative and take on a challenge, try the Level 3: WebQuest where you will be guided to explore a different kind of "Gold Rush" in 21st Century Australia and China.

Activity 3: Boomtime in Western Australia

WebQuest challenge

Now that you have experienced Look to Learn and Knowledge Building on what were the experiences of the Chinese in Australia during the Australian gold rushes, you are ready to try a Challenge. This WebQuest challenges you to take your insights and knowledge of the early gold rushes that took place in Australia during the 1800s with what can be seen as "Today's Gold Rush" for wealth in a different kind of mining.

Access to Scootle digital content

Digital content has been incorporated into these learning sequences to support student learning.

A link is provided to open each of these Scootle digital resources

You need to login to Scootle to access the digital content in these learning sequences.

For this Challenge you will explore the past, consider the present and then make a decision on which migration you would pursue should you have the opportunity.

  1. The Past – Gold rush in Western Australia
  2. The PresentMining boom in Western Australia and Internal migration in China
  3. The Challenge – Compare and choose
1. The past

In the 1890s, gold was discovered in Western Australia.

Open this link to watch a Scootle video resource for background on the discovery and its impact.

goldrush-wa-video

"Pipe Dreams" Episode from Constructing Australia.

The Coolgardie gold fields were approximately 600 km east of Perth and as the railway line did not reach there until 1896, thousands of hopeful gold prospectors used various means, including those shown in the sketch, to travel a route that was little more than a track in the earliest days of WA's greatest gold rush. Opening this link will show you a Scootle digital image that shows the different means of transport used by prospectors to get to Coolgardie.

TLD ID R6597 - The rush to Coolgardie, 1894 + details and a photograph showing Swampers on the road, 1890s - TLD ID R4923 plus background details.

Boom times in Western Australia

On 24 August 1893, less than a year after Arthur Bayley and William Ford's discovery of gold at Fly Flat, Coolgardie was declared a town site, with a population of 4,000. The gold rush transformed the WA economy as gold production soared from 22,806 ounces in 1890 to 1,643,876 ounces in 1900 and this was matched by the fourfold increase in WA's population from 46,290 in 1890 to 184,124 reported in the 1901 census.

TLD ID R5503–First train to Coolgardie, 1896 plus details

Open this link to a Scootle digital resource that will help you understand the following text.

On 23 March 1896, the train line was completed between Perth / Southern Cross to Coolgardie. The opening of the extension was a cause for much celebration and was described as heralding a 'new era in the history of Western Australia'. WA's Governor, Sir Gerard Smith, told the 10,000-strong crowd that the opening was an event of worldwide importance and that the news would be telegraphed to every capital of every great nation. From the details for TLD ID R5503)

Additional information
2. The present

Western Australia is in the midst of a different kind of "gold rush."

A video from Al Jazeera gives an overview of how China's demand for Australian minerals have spurred a new Australian mining boom.

If you prefer to read about this in Iron ore monthly indexes, the graph and text provide background and show the dramatic increase in the price for iron ore since China began its massive nation building projects.

Such increases have lead to a "Boom" in mining in Western Australia. A quote from the CIA World Factbook provides some background on what's happening:

Australia's abundant and diverse natural resources attract high levels of foreign investment and include extensive reserves of coal, iron ore, copper, gold, natural gas, uranium, and renewable energy sources. Continued demand for commodities, especially from China, helped the Australian economy rebound after just one quarter of negative growth.

According to the Wikipedia entry on "Iron ore mining in Western Australia"

Iron ore in Western Australia experienced unprecedented growth in 2008-09, with the state's output growing by 8.5 percent, to 316 million tonnes of ore. In terms of value, the industry grew by 53 percent. The bulk of Western Australian ore went to China, which imported 64 percent of the 2008-09 production, or A$21 billion in value.

In the article "The Economy of Australia", the section on Chinese investment states:

There is substantial export to China of iron ore, wool, and other raw materials and over 120,000 Chinese students study in Australian schools and universities. China is the largest purchaser of Australian debt. In 2009, offers were made by state-owned Chinese companies to invest 22 billion dollars in Australia's resource extraction industry.

The passage above was supported by an article from The New York Times:  Australia, Nourishing China's Economic Engine, Questions Ties.

3. The present – mining boom in Western Australia

Just like the earlier era when people from around the world travelled to Western Australia in search of gold, many Australian workers are now chasing high-paying jobs in the WA mines. Because of the remote locations of the mines, many workers FIFO, or fly-in, fly-out.

History and resources on FIFO in Western Australia
Town's perspective
Workers' perspective
Company's focus on fly-in, fly-out
Additional resources to explore
4. The present – internal migration in eastern China

Eastern China is in the midst of a different kind of "gold rush." People from the rural areas and farms are migrating to the new urban cities so they can improve their lives. View the videos in bold below.

Additional resources
5. The challenge – compare and choose

You should now see that "Gold Rushes" are not only something from the past and centred in gold fields. "Booms" and "rushes" have happened throughout history and across the globe. You saw that two are happening right now in Western Australia and Eastern China. These migrations are affecting real people, their lives and families.

So that you can get a deeper understanding of such modern "rushes for gold," you are challenged to:

  • compare and choose which of the migrations you would pursue
  • complete a venn diagram from the resources listed below
  • write a report on which "rush for gold" you would most like to be part of
  • provide evidence to justify your decision.
Technology integration – thinking tools

Use one of the sites below to create a Venn diagram to assist you in comparing past and present gold rushes.

The Exploratree version has the most help features and once you register, you can use many other graphic organisers.

Venn diagram tools
6. Conclusion

There is a common saying that "history repeats itself".  This Challenge has provided you with the oppportunity to explore the similarities and differences of the gold rushes of the 1800s and 21st Century.  We hope that you now see that such migrations that occurred during the late 1800s in Australia are an important part of history, but that the human motivation to find a better life is alive in people today, all over the world.

Acknowledgements

Videos: Pipe Dreams, episode from Constructing Australia; Al Jazeera video of how China's demand for Australian minerals have spurred a new Australian mining boom. 

Teacher notes

For each China learning sequence there are three activities to engage students. These can be completed as a sequence of learning or teachers may choose to have students complete different activities depending on curriculum program, student achievement level and time available in class.

Access to Scootle digital content

Digital content has been incorporated into these learning sequences to support student learning.

A link is provided to open each of these Scootle resources.

You need to login to Scootle to access the digital content in these learning sequences.

Look to learn for ongoing engagement and inquiry

Look to Learn uses short immersion activities to draw students into the key themes and concepts through the use of rich digital content and a range of thinking prompts or questions.

The main idea behind the Look to Learn activities is for students to develop more sophisticated critical thinking skills when they engage in focused analysis of one artefact and apply a small set of thinking routines that "make their thinking visible."

Thinking Routines are one of the core approaches developed by Project Zero at Harvard University's Graduate School of Education. This early work has been progressed by Professor Ron Ritchhart at Cultures of Thinking.

Images are used throughout these activities. The following additional resources are available to support image analysis.

Reading images

Knowledge building for developing deeper understanding

Knowledge Building activities enable students to delve more deeply into the topic. Through access to key resources, students explore the topic in more depth, engage in research and conduct greater analysis of the resources through compare and contrast. Where appropriate students are encouraged to use ICT as part of their learning process.

WebQuests for challenge-based problem learning

When students and teachers want to extend and enrich learning, authentic and rich challenges help focus students on transforming information into new understanding through creative problem-solving. A long-standing eLearning approach is the WebQuest construct. In each of the WebQuests, the significant activity is referred to as "The Challenge" that requires students to create a new understanding or justify a new viewpoint.

Additional notes

These learning sequences rely on the rich content generously made available to educators and students in Australia.

Throughout many of the activities, the longstanding work of the Harvard Project Zero team on Artful and Visible Thinking has been embedded. Particularly Thinking Routines prompt much of the learning in the Look to Learn and some Knowledge Building activities.

The Year 6 sequences depend on the Harvest of Endurance Scroll © National Museum of Australia 2003-2010 – The National Museum of Australia.

Most of the archival resources come from the rich collection hosted through the National Digital Learning Resources Network and accessed through a variety of means by students and teachers across Australia. Each educational jurisdiction can view the resources once logged into the appropriate portal. Although the direct links come from the Scootle interface for the Learning Federation, the NDLRN's "resolver" will present the correct links once you are logged-in.

Useful websites

Throughout the China eLearning sequences, a number of learning opportunities are provided for students to collaborate with each other through the use of ICT. A range of applications are available to support this process, some of which are listed below.

Diigo for social bookmarking and sticky notes

Diigo is a powerful tool for gathering favourite sites and collaboratively researching and anlaysing online posts. There are two main parts: a browser toolbar and your account. Teachers can also create student groups which allows students to have their own account, but also contribute what they find and share their comments to classmates.

It is suggested that a teacher start an educator account (see the FAQ link below), add all students and then place Thinking Routines into Sticky Notes on which all student can contribute their thinking.

Primary Pad

A set of instructions are provided on how to use How to use PrimaryPad.

When students have access to computers or personal devices (Netbooks or updated iPads) a real-time collaborative writing page can easily be created and generate word clouds of the dominant terms used by students.

Here are the steps:

  1. Go to PrimaryPad: Click on the link or the image below and then click on the "Create New Pad" button.

  2. Copy the URL ie the web address that is automatically generated for your page.

  3. Paste the URL into your blog post so students can all access the same page.
  4. Edit the PrimaryPad page to include any instructions or prompts you want students to respond to, such as a "See–Think–Wonder" thinking routine. Then turn off the Authorship Colors so that only students' writing is colored.

    >

  5. Have students type their names at the top of the screen to sync their comments with their colour.

  6. Now you are ready to engage the students in a Look to Learn learnig sequence.
  7. Once students have completed the writing, you can have them read through it, edit or select the most insightful passages.

One additional way to explore this collaborative brainstorming is to copy the collective text and paste it into Wordle or ABCya. This creates a word cloud, highlighting the dominant or keywords students used to explore the topic. This Wordle option is an embedded feature in PrimaryPad if you join and potentially become a fee-paying user.

Venn diagram tools

Wikis

Blogs


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

The full resource can not be displayed on a mobile device.

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