This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
Using the Social Studies Exemplars:
Goldminers’ Gardens
Processes
NOW
WHAT
WHAT
Inquiry
background
SO
WHAT
Achievement Objectives
Time
Continuity &
Change
Concepts: Heritage, Migration, Culture, Location, Multicultural, Consequences, Distance, Cultural interaction
Level 2: How past events changed the lives of communities
Level 3: How the ideas and actions of people in the past changed the lives of others
Place &
Level 2: How people’s activities influence places and the environment and are influenced by them
Environment Level 3: How and why people express a sense of belonging to particular places and environments
Culture and
Heritage
Level 2: How people interact within their cultural groups and with other cultural groups
Level 3: Ways in which the movement of people affects the cultural diversity and interaction
Inquiry
Collect, process and communicate information about human society
Values
exploration
Explore and analyse values
Learning Intentions:
 Explain why Chinese people came to Otago in 1860 (migration, location, multicultural aspects, distance)
 Describe the daily life of a Chinese goldminer (culture, location, multicultural, consequences, distance, cultural interactions)
 Explain the outcomes of Chinese settlement in Central Otago (heritage, culture, multicultural, cultural interaction)
 Explain why it is significant to people in Otago to have a Chinese Garden in Dunedin (multicultural, location, consequences, cultural
interaction)
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© Ministry of Education
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Key Aspects of Learning:
Ideas about Society
Participation in Society
Personal and Social
Significance
Understands that…
Level 2: the gold rush bought many Chinese people to Otago to find gold
Level 3: Chinese people adapted to life in a new country
Knows how…
Level 2/Level 3: the Chinese people worked as miners a long way from home influencing or contributing and
participating in Otago multicultural society
Explains that…
Level 2/Level 3: the gardens will have significance in terms of our understanding of one group of Chinese
settlers – how they lived, how they were treated, how they are remembered
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© Ministry of Education
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This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
SOCIAL STUDIES UNIT PLAN
RESOURCES
-Illustrious
Energy-film
-Otago Settlers’
Museum visit
-“Righting the
Wrongs – Poll
Tax in NZ” Eva
Wong Ng Part 4,
Number 2, 2003
Achievement
Objectives
Topic: Goldminers’ Gardens
Level: 2/3
STRANDS
PROCESSES
SETTINGS
PERSPECTIVES
ESSENTIAL LEARNING
ABOUT NEW ZEALAND
Social Organisation
Culture and Heritage
Place & Environment
Time, Continuity & Change
Resource & Economic
Activities
Inquiry
Values Exploration
Social Decision Making
Within New Zealand
The Pacific
Europe
Asia
Other Settings
Global Settings
Bicultural
Multicultural
Gender
Current Issues
The Future
1 2 3 4 5 6 7
Specific Learning Outcomes
Learning Activities
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© Ministry of Education
8 9 10 11 12 13
14 15 16 17 18 19
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This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
Strands:
TCC l 2/3
Students will be able to ….
Explain why Chinese came to
Otago in the 1860
PE L2/3
CH l2/3
Explain the daily life of a
Chinese goldminer
Process:
Explain the outcomes of the
Chinese settlement in Otago
Explain why it is significant
to people in Otago to have a
Chinese Garden in Dunedin
Trip to Otago Settler’s Museum
Information gathering – film – Illustrious Energy, Frontier of Dreams (TV series)
“Following the Gold” Journal article Part 4 Number 2, 2003
Pictures, photographs
Document interpretation (Otago Settlers’ Museum)
Reading – stories, letters, newspapers, cartoons, map, timeline,
Journals:
 Chinese Rock Dwellings 1994 Part 2 Number 3
 Discovering Chinatown 1988 Part 4 Number 1
 Following the Gold 2003 Part 4 Number 2
 Righting the Wrongs 2003 Part 4 Number 2
Visiting archaeologist – Kiri Peterson
Role plays generated from themes
Diorama making
Dr James Ng –
Maps
Letters to editor
Documentary on prejudice – attitudes to Chinese
Government reaction
“Righting the Wrongs” Journal article Part 4 Number 2, 2003
View site of the garden
Power point presentation – garden
DCC power point presentation
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© Ministry of Education
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Poster making
Diaries
City Talk article March 2003 – note taking
Design a Chinese Garden
Integrated activities
Map reading
Reading visual information – display- film
Painting
Diorama making
Concepts:
Multicultural, heritage, culture, migration, location, distance,
consequences, culture integration
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© Ministry of Education
Assessment Methods
Exemplar sheet
Letter to the Editor
Letter home from the
goldfields
Page 5
This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
Social Studies Unit Title: Goldminers’ Gardens
Time, Continuity, and Change Level 2
Concepts: Heritage, migration, culture, location, multicultural, consequences, distance, cultural interaction.
LEVEL
IDEAS ABOUT SOCIETY
1
2
3
4
5
PERSONAL AND SOCIAL SIGNIFICANCE
Understands that past events affect the lives of communities

The gold rush bought many Chinese people to
Otago to find gold

Hardships of journey 1

Discrimination by European miners 2

How gold was mined 3
To The Editor
Explains how a past event has affected them
Dear Sir,
I am writing a letter about the Chinese garden. I think the Chinese garden is a great idea. It will attract tourists.
Also they should have a part for children and a part for babies. What plants are going to be there? We should
have a special bit for the Chinese, show we’re sorry for the Poll tax.

The gardens will have significance in terms of our
understanding of on group of Chinese settlers – how they
lived, how they were treated, how they are remembered

Opinion about the gardens and linked to historical Poll tax
Yours faithfully
Letter from the goldfields home to China
1865
WHERE TO NEXT?

Dear family
I have been looking for heaps of gold but I only found a little bit. 1 The long ride was very boring. We did not
have a lot of room. When I got here I had to build a house that was hard, I had to build a house out of wood,
sticks, mud and bricks. I had to build 2 a house two times because the Europeans smashed my first one. All of
the Chinese miners get teased by the Europeans. We get stones thrown at us and it is not fun. 3 It’s very hard
getting gold, we have to get a heap of rocks, then smash them all up, then put them through a sieve, then we
have to mix the dust and water together.
Participation in Society
How did the Chinese contribute to our society?
PARTICIPATION IN SOCIETY
Knows how people (students themselves and/or others) were
involved in a past event that changed the lives of a community

The Chinese people worked as miners a long way from
home and influencing/contributing to Otago’s multicultural
society
EXEMPLIFIED
Explaining a values position
SOCIAL STUDIES
PROCESS
STEPS IN THE LEARNING PROCESS
EXPLAINING VALUES
EXPLAINING
POSITIONS
DIFFERENCES
VALUES
EXPLORATION
Explains their own and/or
others’ values positions
Considers and explains
reasons for any
similarities and
differences
EXPLAINING
CONSEQUENCES
Considers and explains
the possible
consequences of people
holding different values
positions
ACCEPTING AND/OR
RESOLVING
DIFFERENCES
Describing ways of
accepting or resolving
differences arising from
different values positions
CHANGING VALUES
POSITIONS
ESTABLISHING
CRITERIA
Explains how values
positions change over time
Establishes criteria to
evaluate different values
positions
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© Ministry of Education
REFLECTING
AND
EVALUATING
Reflects upon
and evaluates
the learning
process and the
findings
Page 6
This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
Social Studies Unit Title: Goldminers’ Gardens
Time, Continuity, and Change Level 3
Concepts: Heritage, migration, culture, location, multicultural, consequences, distance, cultural interaction.
IDEAS ABOUT SOCIETY
AND PARTICIPATION IN SOCIETY
 The Chinese people worked as miners a long way from home
 Refers to interaction between Europeans and Chinese – jeers
 Teamwork of Chinese
 Maintaining culture in New Zealand
 Diversifying and participating in European culture
 Awareness of culture back home
1
2
3
4
5
PERSONAL AND SOCIAL SIGNIFICANCE
Understands how ideas lead to actions that have changed people’s
lives
 Chinese people adapted to life in a new country
LEVEL
To The Editor
Dear Sir,
I support the Chinese garden to get built in Dunedin. I would rather have a nice Chinese
garden than upgrade Carisbrook. People and tourists will go into the Chinese garden
everyday which with Carisbrook will be used about 12 times in a year. It is also good to
have a Chinese garden to remember all the Chinese gold miners that died and were badly
treated by us. It’s like a present or a gift to tem to have the Chinese garden. It might even
make a better link with us and China. Even if we spend lots of money on the Chinese
garden Dunedin will get money to buy like tourists coming into Dunedin and spending
money round Dunedin while they’re here to go to the Chinese garden. So that us why I
think we should have a Chinese garden built in Dunedin.
PERSONAL AND SOCIAL SIGNIFICANCE
Explains how an idea or action had affected them and/or in society
 The gardens will have significance in terms of our understanding of one group of
Chinese settlers – how they lived, how they were treated, how they are
remembered
- Connect past and present
- Building future relations with China
WHERE TO NEXT?
 Different values positions
Yours sincerely
Letter from the goldfields home to China
1865
Dear family
 The days in New Zealand are harsh and cold. The ship ride was not pleasant. It was
cold and queasy. The Europeans keep making fun of me. I have also started selling
plums from my tree and I also sell vegetables and chickens. In other news I found a
work partner. His name is Tanter Wong. I haven’t found not a trace of gold. The
weather here is brutal. The winters are freezing, the summers are flaming. Many
Chinese people are working on a Joss house and sending money dead on to homeland
because they have been drugged. People are desperate for gold and will do anything
to achieve their goals. Anyway, enough about me how are you? I’m fine apart from not
finding any gold, apart from heaps of crickets. My first chicken was a hen and laid
many eggs. I only took some eggs so that I could have more chickens to sell and eat.
I am thinking of you. I wish I didn’t have to send all the gold I found on to you so I could
come home but as you told me food is scarce back home. And you can’t buy any
unless they have any food. The next day brings more hard work and jeers from the
Europeans. I wish you well.
From Jin Wing
EXEMPLIFIES
Explaining a values position
SOCIAL STUDIES
PROCESS
STEPS IN THE LEARNING PROCESS
EXPLAINING VALUES
EXPLAINING
POSITIONS
DIFFERENCES
VALUES
EXPLORATION
Explains their own and/or
others’ values positions
Considers and
explains reasons for
any similarities and
differences
EXPLAINING
CONSEQUENCES
Considers and explains the
possible consequences of
people holding different
values positions
ACCEPTING AND/OR
RESOLVING
DIFFERENCES
Describing ways of
accepting or resolving
differences arising from
different values positions
CHANGING VALUES
POSITIONS
ESTABLISHING
CRITERIA
REFLECTING AND
EVALUATING
Explains how values
positions change over
time
Establishes criteria to
evaluate different
values positions
Reflects upon and
evaluates the learning
process and the
findings
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© Ministry of Education
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This resource is not aligned to The New Zealand Curriculum (2007). Please use as stimulus to develop units of work to meet the needs of students in your own classroom.
Social Studies Unit Title: Goldminers’ Gardens
Time, Continuity, and Change level 3
Concepts: Heritage, migration, culture, location, multicultural, consequences, distance, cultural interaction.
LEVEL
IDEAS ABOUT SOCIETY
AND PARTICIPATION IN SOCIETY
1
2
3
4
5
PERSONAL AND SOCIAL SIGNIFICANCE
Understands how ideas lead to actions that have changed people’s
lives
To The Editor

Chinese people adapted to life in a new country

The Chinese people worked as miners a long way from home
-
Refers to interaction between European and Chinese
-
Maintaining Chinese culture
Dear Sir,
I think it is a good idea to have a Chinese garden because it means that we really do appreciate the Chinese
and their ancestors that mined in Otago. When we first started I thought learning about Chinese would be
boring but it’s really fun and I’ve learnt a lot about the Chinese gold miners and I think a Chinese garden is a
great way of repaying them for all the things they had to endure. A Chinese garden would be great to have a
look at so we look at the garden we might learn about their culture. At first I thought a Chinese garden would
be silly but now I think they deserve it.
-
Racism
Yours faithfully
Explain how an idea or action has affected them and/or others in
society
The gardens will have significance in terms of our understanding
of one group of Chinese settlers – how they lived, how they were
treated, how they are remembered.

Personal significance – how it affects her

Empathy with other cultures
WHERE TO NEXT?

Give different values positions
Bailey Anna Beecher
Letter from the goldfield home to China
1865
Dear Mum,
We are finally in New Zealand but it has been so hard to settle in. the trip took many long days and we were
all squished up in a tiny little boat cabin with hardly any room at all. The trip from the boat to town lead us
through bushy tussock and over many hills. When we got to town the Europeans weren’t that inviting. They
looked at us with sneers on their faces like we were dirt. Each of us got a claim to live and mine on. Making
a house was hard because we didn’t have much to build with. We used whatever we could find. Stone, old
bits of wood, straw and scraps of tin. But at least the house are good enough to keep us dry and sheltered.
Mining is hard work. Everyday from morning till night we dedicate our time to finding gold. It’s only once in a
while that we actually find gold. Some Europeans buy our vegetables and they try to trick us into not
receiving enough money for the vegetables. Just out of town there is a Chinese village. Chinese people
come here to gamble with crickets and to buy Chinese food (European’s food is so unusual). At the Chinese
village there are joss houses so that we can keep our tradition. The weather here goes up and down from
cold to sunny but the problem is that when it is sunny it is boiling. It’s annoying to think that the Europeans
have invited us to New Zealand and now they are being so racist and unkind. We aren’t even allowed to
come into town or live close to them. I’m sending home all of my money home to you and I hope it gets there
safely. Missing you heaps
So Chung
EXEMPLIFIES
Explaining a values position
SOCIAL STUDIES
PROCESS
STEPS IN THE LEARNING PROCESS
EXPLAINING VALUES
EXPLAINING
POSITIONS
DIFFERENCES
VALUES
EXPLORATION
Explains their own
and/or others’ values
positions
Considers and explains
reasons for any
similarities and
differences
EXPLAINING
CONSEQUENCES
Considers and explains the
possible consequences of
people holding different
values positions
ACCEPTING AND/OR
RESOLVING
DIFFERENCES
Describing ways of
accepting or resolving
differences arising from
different values positions
CHANGING VALUES
POSITIONS
ESTABLISHING
CRITERIA
REFLECTING AND
EVALUATING
Explains how values
positions change over
time
Establishes criteria
to evaluate different
values positions
Reflects upon and
evaluates the
learning process
and the findings
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© Ministry of Education
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