Chinese influences on Australia
Chinese influences on Australia is about the contribution Chinese Australians have made,
and continue to make to our heritage and culture in a contemporary sense.
HSIE Syllabus references:
EN
CC
CU
SS
Focus outcome:
CUS3.4 Cultural diversity
Examines how cultures change through interactions with other cultures and the environment.
Supporting outcomes:
ENS3.5 Patterns of place and location
Demonstrates and understanding of the interconnectedness between Australia and global
environments and how individuals and groups can act in an ecologically responsible
manner.
SSS3.7 Resource systems
Describes how Australian people, systems and communities are globally interconnected and
recognises global responsibilities
Students will learn about:
• cultural influences and other factors affecting identity, eg peer pressure, popular culture
• the cultural diversity of Australia and other nations
• national symbols (eg national anthem, flags, coat of arms), national culture represented
by ballads, songs and colours, and significant sites (eg the Opera House, Uluru, the
Snowy Mountains Scheme)
• the influence of current events
• colloquial words associated with cultural influences
• varieties of global communication
• traditions, belief systems and practices of Australia as compared with those of at least
one other nation in the Asia-Pacific region
• physical, political and cultural regions and main reference points in Australia and the
world, including the continents and some capital cities
• geographical terminology, e.g. latitude, longitude
• communities, regions and environments in Australia and in the world
• rights and responsibilities of users and producers of goods and services globally
Teaching and learning
Evidence of achievement
Chinese influence in Australia
Alternative case studies could include Japan, Korea or
Indonesia national groups in Australia. Highlight the use of
symbols in representing and identifying the Chinese or
alternaive cultural group in Australia.
For teacher background information review Chinese
Australians, Being Chinese in Australia in the Twentieth
Century, and Records about Chinese Australians as well as
the Asia Education Foundation.
Some of the teaching and learning is based upon the Stage 3
component of the DET teaching resource China Downunder
Teachers book, Part 1 of the student image booklet and Part
2 of the student image booklet. It is recommended that
teachers download these materials.
Before students participate in the teaching and learning
activities, use the What do you think about …? Values and
attitudes grid, p. 43 Celebrating together (DET). Collect and
keep students responses for comparision to the same
questionairre at the the end of the unit.
Assessment: students develop a portfolio of information,
illustrations and personal reflections based on the different
aspects of Chinese in Australia throught out the unit of work.
Chinese in Australia is a page that students can reference.
• Refer to the Harvest of Endurance scroll: Early settlers and
contributions to the early colony.
Review some statistical information on Chinese migration to
Australia, refer to page 116 and 117 of China Downunder
and the student handouts related to these activities. Provide
possible research questions for students to solve. Consider:
- comparing different eras
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• examines a culture that
has influenced Australian
culture and identity
• examines the effects of
Chinese migration, trade,
religion and belief systems
on Australian communities
• identifies migrants who
have contributed to the
Australian community.
Some additional sources:
The people's Republic of China
Chinese Australian museum
Chinatown
Wing Hing Long Store
Assessment: monitor students research strategies, selection
and recording of relevant information throughout the term.
Determine how students are to present this information.
Provide support for the research demands of these activities
including: identifies and locates resources and selects relevant
and accurate information, identifies relevant and valid
resources for research, summarises key information,
discusses how people are represented in texts and whether
these representations are accurate, fair or stereotypical. Uses
reading and comprehension strategies such as skimming and
scanning to access and interpret information from a variety of
factual texts and reads texts demanding a degree of
technicality and abstraction,
Assessment strategy
The teacher:
• observes and analyses students engagement with resource
Teaching and learning
material and their collaboration with others
• questions students on their evaluation of the relevance of
information
Assessment criteria
The student:
• uses a range of appropriate resources
• explains their critical evaluation of aspects of their
knowledge and understandings gained from research and
class discussions
• develops an in depth understanding of the scope of the
contributions Chinese people make to the development of
Australian communities
• develops own point of view on the diversity of Australian
communities.
Evidence of achievement
Teaching and learning
Evidence of achievement
Locating China in the world today.
• Refer to the teaching and learning activities on Mapping in
China Downunder on Mapping, beginning on page 92 and
pages 4 to 9 in the image booklet. Provide students with the
relevant student handouts from this resource and reference
additional maps and atlases as required.
• Locate China in Asia, identify different parts and Asia.
Explain latitude and longitude.
• Identify the countries that border China.
• Identify significant landform features e.g. Gobi desert,
Xizang Plateau, Turfan Depression, Wuyi Mountains,
Yellow Sea, Yangtze River, Pobeba Peak, Practise using
latitude and longitude coordinates to identify and locate
specific places.
• Explore and explain different geographical terms e.g.
plateau, depression, mountain, sea, city, peak, province,
desert, coastline, rural, urban.
• Use settlement or population map to identify the relative
size of different cities in China compared to Australia.
Population map - Australia and Population map – China.
• Note that Perth and Beijing are on the same line of
longitude. This means that these two cities are in the same
time zone, it is the same time in Perth as it is in Beijing.
However all of China uses only one time zone regardless of
longitude. This is equivalent to Australia having one time
zone instead of three, where Sydney would be on the same
time as Perth. Discuss the implications of this for all aspects
of life in both Sydney and Perth. Explore how you think
being on the same time impacts on people in different parts
of China.
• Additional resources:
Undertake a virtual tour of China using images.
World fact book - China
ENS3.5 Demonstrates and
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• uses maps and globes to
locate and describe China
in relation to Australia
• uses different types of map
to analyse landform
features, population using
geographical terminology
• investigates Chinese
provinces, major cities,
significant natural features
and the autonomous
regions of Tibet and Hong
Kong.
Chinese foods
Nearly every suburb and town has a Chinese restaurant.
Chinese food was one of the first non British cuisines
introduced into Australia. Refer to page 117 of China
Downunder and pages 23 and 24 of the image booklet.
• Identify a variety of Chinese foods and utensils. Encourage
students to provide examples. Discuss the familiarity,
purpose and popularity of each product.
• Examine the influence of Chinese market gardens.
• Research Yum Cha and chefs such as Elizabeth Chong and
Kylie Kwong.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment.
• examines the changes to
Australian culture
influenced by another
culture
• examines the contributions
of some migrant groups to
Australian culture and
identity
• researches some specific
aspects of cultural change.
Case studies: Chinese vegetables and tea
• Purchase and prepare a stir fry using Chinese vegetables.
Compare to food and cooking style used at home.
• Explore the contribution Chinese market gardeners have
made to provide fresh produce to the community. If possible
arrange a visit to local markets.
• Investigate the cultural role of the Chinese tea ceremony:
Teaching and learning
prepare and sample some different Chinese teas using a
tea pot and small cups and Chinese tea making procedures.
• Develop a class discussion on the contribution and
importance of Chinese foods to the Australian community.
Use strategic questions to expand student understanding.
Refer to the Harvest of Endurance scroll: market gardens.
Evidence of achievement
Teaching and learning
Evidence of achievement
Chinese beliefs and practices
For information on Chinese beliefs and practices
Feng Shui
Refer to page 118 of China Downunder, the related student
handout and pages 17 to 21 of the images booklet.
• Identify and compare the roof styles of Chinese temple (or
other important buildings roof lines). Investigate the
influence of Chinese architecture on Australian homes and
decoration.
• Give students focus questions to research:
- what are the principles of Feng Shui?
- how does Feng Shui influence design? e.g. kitchen,
garden, bedroom, food, jewellery, house construction,
wealth and prosperity, health and family
- what are some of the symbols used in Feng Shui and
their purpose?
• Discuss with students whether they agree or disagree with
these principles.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• describes how another
culture has changed the
way we live
• considers how a range of
different beliefs and
practices have become
part of the Australian
community.
Chinese medicine
Refer to page 120 of China Downunder, related student
handout and page 26 of the images booklet.
Refer to the Harvest of Endurance scroll: Healing the sick.
Provide background information on the principles of Chinese
herbal medicine. If possible, invite a guest to speak about
Chinese medicine and explore a Chinese pharmacy.
• Ask students to consider:
- who practises Chinese medicine?
- what sort of training do they have?
- can you be trained here in Australia in Chinese
medicine?
- how is Chinese medicine different to western medicine?
Chinese recreation activities
Refer to page 122 of China Downunder and page 25 of the
images booklet.
• Explore various recreation activities including:
- kite flying. Read about the history and purpose of kites in
Chinese culture. Investigate a kite festival e.g. at Bondi.
- Tai Chi. Read about the health benefits of Tai Chi.
View an instruction video or invite a Tai Chi instructor to the
class to take a lesson on Tai Chi.
- martial arts. Identify and list some of the Chinese martial
arts. Individually or in pairs, students research a Chinese
martial art. Students develop a short talk to present to the
class.
- table tennis. Investigate the sport of table tennis in
Australia
Additional information on Traditional Chinese games
• What symbols are used to represent and identify some of
these activities?
• Discuss the availability and inclusion of these activities in
Australian communities.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• investigates a range of
recreation activities that
are now part of the
Australia community
• participates in some
culturally different activities
and identifies the social
and health benefits.
Teaching and learning
Evidence of achievement
Teaching and learning
Evidence of achievement
Chinese religions in Australia
Chinese religions in Australia are diverse. Taoism,
Confucianism, Buddhism and Christianity are some of the
religions of Chinese people. There are also Chinese Muslims
and Jews. For background information, refer to the fact sheets
on world religions.
Refer to the Harvest of Endurance scroll: Religions.
Investigate one of the Chinese religions represented in
Australia today. Reference Chinese religion in Australia
images and data on Chinese religions in Australia. for
information about different Chinese religions in Australia Taoism, Buddhism and Confucianism.
• Consider inviting a community guest to talk about some of
the different Chinese religions to develop an understanding
of their beliefs and how they are practised in Australia.
• Identify religious symbols.
• Identify some places of religious significance to Chinese
people e.g. Sze Yup Temple and Joss House
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• enhances background
knowledge on world
religions
• researches features of
world religions in Australia
• identifies the impact and
influence of some world
religions on Australian
society.
Explore the Racism no way web site for fact sheets on
different religions:
Chinese culture
• Explore how Chinese Australians share aspects of their
culture including:
- Chinese calligraphy and introduction to calligraphy
- Refer to page 133 in China Downunder for notes on
Chinese opera, refer to the link on Chinese Opera and
search YouTube for Chinese opera examples.
• Explore the symbolism used in different expressions of
culture.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• examines how Chinese
culture has been shared
with other cultures.
Chinese New Year
• Compare Chinese New Year in China to Chinese New Year
in Australia. What are the similarities and differences?
Identify and explore the symbols used and their significance
to the celebration and to Chinese culture e.g. dragons, 2011
is the year of the rabbit.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• researches a multicultural
festival in country of origin
and how that festival is
now celebrated in Australia
• identifies similarities and
differences between
country of origin and now
in Australia.
Refer to page 135 of China Downunder for lesson notes,
student handouts and pages 32 to 39 of the images booklet.
Additional References:
Chinese New Year
New Year customs
Chinese New Year in Australia
Chinese customs
Significant contributions to Australia by Australian
Chinese.
• Refer to the Harvest of Endurance scroll, scroll down and
link to 'people' for additional information.
• Reference the teaching and learning in China Downunder
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• develops an understanding
Teaching and learning
beginning on page 109. Research the significant Australians
listed and complete the tasks on
- Bing Lee
- Alice Tay
- Quong Tart
- Jenny Kee
- Victor Chang
- John Ah Kit MLA
- King Fong
- William Liu
- Jian Fang Lay
- Li Cunxin
- Ed Ah Toy
Evidence of achievement
of the contributions
Australian Chinese have
made to the community
• compiles research
information on different
Australian Chinese.
Chinese organisations and their contributions to
Australian society
• Ask: What local Chinese community organisations exist,
and what contributions do they make to Australian society
generally? Use a variety of sources for information
including:
- inviting a representative from an organisation to the class
to talk to role and activities of the organisation Australian
Chinese Community Association.
- the Chinese garden of friendship. Identify the symbols
used in the garden and their significance.
CUS3.4 Examines how
cultures change through
interactions with other
cultures and the environment
• researches how sharing
between different cultures
enriches our lives
• identifies the personal and
community benefits of
cultural organisations in
the community.
Linking Australia with China
• Reference the teaching and learning in China Downunder
beginning on page 100 and page 11 of the image booklet.
• Complete the activities on Trade with China with reference
to the included student handouts. • Developed a balanced
view on trade.
Refer to trade data available on the Department of Foreign
Affairs and Trade site go to the document on Fact Sheet State/Territory trade with China (PDF) and copy relevant
sections for student reference.
SSS3.7 Describes how
Australian people, systems
and communities are globally
interconnected and
recognises global
responsibilities
• examines a variety of
information on trade
between Australia and
China
• explores the impact of
business changes on
workers in Australia and
China.
Conclusion
• Provide students with another copy of What do you think
about …? Attitudes and values grid
p. 43 of the DET resource Celebrating together. Once
completed, hand students back their responses to the first
questionnaire completed at the beginning of term. Ask
students to reflect upon how their attitudes and values
changed while doing this work.