The Chinese Question

Overview

Illustration showing a large crowd with about twenty men standing on a stage in a central position and holding a banner that says, 'The Chinese must go'. — Protest march and sea of hands from the great anti-Chinese agitation. State Library of NSW, F8/48-F8/49

The year is 1901 and it’s time to celebrate. At long last Federation has arrived! The colonies are finally united to form the independent nation of Australia.

In Sydney, half a million people watch a five-mile federation parade wind its way through the city and out to Centennial Park. In Victoria, hundreds of thousands of Melburnians gather at the newly-built Citizen’s Arch waiting for the appearance of the Duke and Duchess of Cornwall.

But away from all the great processions in Sydney and Melbourne and the celebrations across the new country, there is one simmering issue that will not go away:

How do you solve the Chinese Question?

For nearly half a century now, there has been tension between the European and Chinese residents of the colonies. Occasionally, this ill feeling has boiled over into open hostility, as with the ‘Afghan Incident’ in 1888. This collection of sources will give you some idea of the tension.

Get organised

You are a member of a small committee in 1901 that has been established to examine the ‘Chinese Question’. Your task is to produce a report (in the form of a website) that examines the impact of Chinese migration to Australia in the nineteenth century. Unlike many Australians living at the beginning of the twentieth century, your committee is to closely examine the available sources and then base your conclusions on the evidence provided. In other words, ignore the often-hysterical and/or racist opinions of this time.

There should be three or four people in your group. Set up a Google document with these sub-headings:

Reasons for migration
Chinese at work
Criticisms of the Chinese
Conclusions and recommendations

You have already looked at some primary sources and in the ‘investigate’ section you will examine a lot more. Divide the sources between the group and all members are to make notes in a shared Google document. Set a time limit, maybe, two 40-minute periods plus homework.

Roles in your group

Assign roles for each member of the group:

Main writer: this person refers to the notes made by the group and writes most, or all of the online content.
Google Sites expert: this person needs to familiarise him/herself with how the Google sites template works, be responsible for site design and advise other group members, especially the graphic designer. If you are new to Google Sites, this beginner’s guide will be helpful. The Google G Suite Learning Center also has tutorials to help get started with Sites.
Graphic designer: this person needs to choose all the appropriate images/primary sources to be used as well as accurately sourcing and acknowledging all items used, and ensuring that the writer refers to these items.

* All team members should consult with each other as roles will overlap.

Additional roles:

Second writer, who would do some of the writing along with the main writer
Editor, who would not be one of the writers. This person can bring a fresh perspective to what has been written.

The sources

Wordle containing the words: check out, check over, check up, consider, delve, dig, dive, examine, explore, inquire, inquisite, inspect, interrogate, look into, look over, inquiry, probe, test, question, read, reconnoiter, research, review, scout, scrutinize, search, sift, study.

A large range of sources have been gathered to assist your group in compiling its report. These include letters, photos, leaflets, cartoons, contracts, sketches, items and extracts. They have been organised into different categories (tabs). Examine the sources and make notes in your group’s Google doc.

As you are being asked to weigh up the positives and negatives of Chinese migration. Make a table in a Google doc to help organise and share your thoughts.

Screen grab from Google Docs. Image shows a table with the heading, 'what did Chinese migration to the colonies do for Australia'. There are three columns titled: plus points, minus points and interesting points. — Use a PMI table to organise and summarise

Questions to consider

As you examine the sources, here are some questions you might ask yourself:

What factors encouraged the Chinese to come to the colonies, and where did they come from?
How has their contribution ‘value added’ to the colonies?
Have there been any problems with, or criticisms of Chinese migrants, and if so, do these outweigh their positive impact?
Are any criticisms legitimate, or are there other factors involved?
Have there been successful Chinese migrants in the colony, and if so how were these individuals different?
If there is any hostility between the Chinese and Europeans, and can you suggest ways to resolve these conflicts?

Now it’s time to go right back to the beginning of the twentieth century and examine the sources.

Many of the Chinese migrants have come from the same part of China.

Map showing the location of Canton (now Guangzhou) in south-east China. Inset map shows the location of China compared to Australia. — Map of Guandong. Graphic design, ©Sydney Living Museums

Painting of Canton Harbour. In the foreground, three men load goods onto a small boat while two others sit on te edge of the water front.There are a number of other boats and ships in the harbour. In the background are some of the buildings of Canton. — The waterfront at Canton with the American, British and Danish factories and the Protestant Church. Studio Tingqua, c1847-56. Caroline Simpson Collection, Sydney Living Museums

The Chinese Question compares life in China to living in Australia.

Front cover of a book called 'The Chinese question in Australia 1878-79'. Other text reads, 'edited by L Kong Meng, Cheok Hong Cheong, Louis Ah Mouy' — The Chinese Question in Australia, Lowe Kong Meng, 1888. State Library of Victoria

The next two sources are scenes from the gold fields.

Artwork showing seven Chinese men working on the gold fields. In the left foreground two men work with a cradle, in the right foreground three men are panning and in the background two men are carrying pails of water. — Washing tailings, artist unknown, 1870s. Rex Nan Kivell Collection, National Library of Australia

Artwork showing a scene from the Lambing Flat Riots. In the foreground several Chinese miners are fighting with five Europeans. One European is pulling a Chinese man along the ground by his ponytail. There is more fighting in the background. — Might versus right, John Thomas Doyle and Samuel Thomas Gill, 1861. State Library of NSW PXA 1983 no 14

Not every Chinese migrant has come to the colonies seeking gold.

Document that details the agreement between Thomas Beckford Simpson and his Chinese worker. — Agreement with Chinese labourers, Thomas Beckford Simpson, 11 October 1851. State Library of NSW Ac 124, nos 76-77. Click to enlarge the contract or read a text version of Thomas Simpson's deal (.PDF 371KB) with Kae Penn.

Photo of Chinese market garden with gardener in the foreground watering plants and various farm buildings in the background. — Man watering garden with two buckets on yoke. State Library of New South Wales PXE1467 No.15

Photograph of market garden with crops in the front right, new seedlings in the front left, and farm buildings in the background. — WJ Nomchong's market gardens, Goulburn, NSW. Nomchong Family Photograph Collection, National Library of Australia

Read what the authors of The Chinese Question had to say about market gardening in the colonies.

Black and white sketch showing a smiling Chinese hawker dealing with a mother and her baby daughter. The hawker wears a coat and carries a bag over his shoulder and is giving a small umbrella to the child. In the background are houses and a coach. — Christmas in Melbourne. A Chinese pedlar making presents to his customers. The Graphic, 24 December 1887. Chinese Museum Collection

Photo of grocery and drapery store. Signage on top says, 'On Gay and company general storekeepers Sydney branch'. Four men stand in front of the store and two on the right hand side. — On Gay and Co's grocery and drapery store, Hill End. American and Australasian Photographic Company. State Library of New South Wales ON 4 box 7 no.18723

Photo of old boarding house belonging to Sam Hand. Standing in front of the boarding house is Sam Hand, his wife and daughter. — Sam Hand's boarding house, Home Rule, 1872. State Library of New South Wales, ON box 3, no.18332

Photo shows a Chinese hawker standing in front of a house with his basket of goods. — Chinese hawker with baskets, Sydney, Arthur K Syer, 1885-1890. State Library of NSW PXA 394, no.22

Black and white compilation of sketches showing scenes related to Sydney's food supply. These scenes show a Chinese market gardener, greengrocery man delivering goods, traders beginning their journey to Sydney with horses and carts, more traders at the busy Central market, vegetables being loaded off a ship from Melbourne, the fruit market in George Street, a milkman, and the early train delivering milk at Redfern. — Sydney food supply, The Illustrated Sydney News, 2 August 1884, p.12. State Library of NSW, F8/35-F8/38

This is a letter about Charlie Hing, written by Inspector Donahue of the Gladesville Police Station.

Copy of the letter from J Donahue Esq. Inspector, Customs house, Sydney — Police reference letter from Constable Ross for Charlie Hing, 23 January 1906. National Archives of Australia ST84/1; 1906/21-30; 07473965. Click to enlarge the source or read a text version (.PDF 409KB) of the reference letter.

Cartoon showing a Chinese hawker holding a basket on his head while talking to a mother and her two children. Cartoon titled, 'a difference'. The customer says, 'you Christian John?', to which he replies, 'no fear, Plesbytelian me!' — Christian John, The Bulletin, 3 February 1900. State Library of NSW F079/51

Black and white photo showing a narrow side lane with a cabinetmaker's workshop on one side and several poor-looking residential buildings on the other. Five children sit on the curb on the left-hand side of the photo. — Stephen St, Surry HillsCity of Sydney Archives CRS 51/3963

The Chinese cabinetmaking industry was in the part of Sydney most affected by the smallpox epidemics of 1881-82 and 1900. The next two photos were taken while this area was being ‘cleansed’ during the latter epidemic.

Black-and-white photo showing cabinetmaker's workshop and yard. The yard and roof are cluttered with wood planks as well as a table, several buckets and worker's tools. — No.14 Robinson Lane. Views taken during Cleansing Operations, Quarantine Area, Sydney 1900, Vol. V/under the supervision of Mr George McCredie, FIA, NSWState Library of NSW PXE 94, vol.5, no.323

Black and white photo showing a cabinetmaker's workshop. The rooms have concrete floors with some rocks scattered around and includes tables, chairs, some boxes and barrels. — 325 No.14 Robinson Lane, dining-room, cooking, WC. Views taken during cleansing operations, Sydney 1900State Library of NSW PXE 94, Vol.5, no.325

There were concerns from unions that Chinese businesses were taking jobs from ‘white Australians’ as well as ignoring other work practices.

Black and white photo showing the outside of the Chung Lee furniture factory. Working class residential buildings are in the background — Chung Lee furniture factory, 124 Crown St Darlinghurst. City of Sydney Archives

Black-and-white sketch showing six Chinese workers and a customer in a carpentary workshop. One worker on the left looks at a picture, another is using a hammer, another is writing, another is sanding a wooden plank and another holds up a finished frame-side to a mirror. The customer looks on at the workout with the hammer. — Chinese carpenters at work, Emerald Hill, c.1873. National Library of Australia

The Sydney smallpox scare of 1881-82 created a great deal of fear and suspicion.

Combination of sketches of the smallpox scare in Sydney in the Town and Country Journal. Dated July 2, 1881. First sketch shows Underwood Place. Second sketch shows a Chinese man sitting down, with the caption underneath saying, 'lost the confidence of the public'. Third sketch shows the first sufferer, a young Chinese boy. Fourth sketch shows a large crowd waiting at the Town Hall for free vaccination. The sketch shows a suffering civil servant. Six sketch shows the removal of Mr Guildford, a victim of smallpox who is wrapped in a body bag and being loaded into a coach. — Sketches of the smallpox scare in Sydney. Illustrated Sydney News, 9 July 1881, p.12.State Library of NSW

Read the newspaper article, 'The smallpox outbreak' (.PDF 104KB) from The Bathurst Times. Was the fear of the Chinese justified when assessing the reasons for the smallpox epidemics?

The ponytail on the ghost in the next source makers it very clear who the cartoonist thought was responsible for the epidemic.

Black and white cartoon titled, 'By appointment, successor to the Kiama ghost'. The cartoon shows a large scary ghost with the word smallpox on it, hovering over nineteenth century Sydney. The ghost's tail originates in a house on the far left-hand side of the cartoon. — By appointment, successor to the Kiama Ghost, c.1981. State Library of NSW PXE 1467

Cartoon showing a Chinese man walking with a basket that has a smallpox label inside it. The man has a skeleton with its hands around his neck. Behind him are two more Chinese men and a walking skeleton. — The Mongolian Millennium

Black and white sketch shows lady lying on bed, Chinese man sitting to the right; two inspectors, one standing with a candle the other coming through an entrance in the floor. — An opium den in Sydney. Julian Rossi Ashton, published in The Australasian Sketcher, 26 February 1881. State Library of Victoria

Black-and-white sketch of a Chinese opium den titled, 'Chinese in Sydney: opium eating. Three Chinese people can be seen; one sits on the left, in the middle a man smokes an opium pipe, and on the right another man is half lying. — Chinese in Sydney: opium eating. The Illustrated Sydney News, 3 October 1868, p.60. State Library of NSW, F8/39-F8/40

The following letter reveals the concerns in the community about the use of opium.

A group of people look through the bars and window of a Chinese gambling house where several Chinese people are playing a game. On the bottom right-hand side of the picture is nine lines of Chinese text. — Chinese lotteries: drawing the lottery, The Australasian Sketcher, 15 April 1876. State Library of Victoria

Black and white sketch titled, 'a raid on a Chinese gambling house'. It is a chaotic scene with a few policemen trying to apprehend several Chinese gamblers. In the foreground one policeman pulls on the pony tail of a Chinese man while another policeman draws at his baton on a second Chinese gambler. — A raid on a Chinese gambling house, September 1872. National Library of Australia

Public concerns about Chinese gambling led to a Royal Commission in the early 1890s.

Front page of the report of the Royal Commission into Chinese gambling and immorality, 1891-92 — The Royal Commission's report

Read a summary of the Commission’s findings.

Quong Tart had come to the Colonies looking for gold but he soon diversified into other business interests. The Nom Chong family and Dr On Lee were also prominent in colonial society.

Photo of Quong Tart standing outside one of his tea rooms. Inside are several employees standing around a table. — Quong Tart outside his grill room at 777 George Street, c.1891. Tart McEvoy papers, 11/6/6/26 no.3. Society of Australian Genealogists

Photograph showing Quong Tart and two waitresses in one of Quong Tart's tea rooms. In picture at several tables and chairs. — Quong Tart and staff, Loong Shan tearooms, 1889-1903, Tart McEvoy papers, 11/6/6/26 no.6. Society of Australian Genealogists

Trademark of a Quong Tart and Company which reads, 'All teas under this trade mark are guaranteed to be finest. Quong Tart and Co, Sydney. — Quong Tart and Co tea label. Society of Australian Genealogists

A teapot from a Quong Tart tea room illustrated by garden scenes and for Chinese people on and below a balcony. — Porcelain teapot. Private collection. Photograph (c) Jamie North

Pamphlet that reads, 'To the ladies of Sydney Mr Quong Tart, 137 King Street, has much pleasure in notifying to the ladies of Sydney that he has decided to add to their comfort and convenience by establishing a reading room (on first floor) in connection with his tea rooms in King Street. This room has been tastefully furnished, and a plentiful supply of magazines and journals of interests to Lady provided for their perusal. Another feature is the provision of writing material for their use. Mr Tart desires that ladies who may have business in town will freely avail themselves of these conveniences, and wishes it to be distinctly understood that its benefits are at their disposal entirely free of cost. Although the room is set apart for ladies, it will not prevent gentlemen, accompanied by ladies, being admitted. Ladies who may require to remain in town, waiting the arrival of steamers, will find this part of Mr Tart's establishment a pleasant and profitable resting place. — Ladies reading room pamphlet, Scrapbook 41, p.114, Society of Australian Genealogists. Click to enlarge the reading room source or read a text version of the pamphlet (.PDF 443KB).

Away from his commercial interests, Quong Tart and other Chinese figures have also shown concern for the social issues of the day. For example, his tea rooms have regularly hosted meetings of the growing suffragette movement. One of his other big causes was abolishing the use of the opium drug in the colonies.

Front page of a booklet that reads, 'a plea for the abolition of the importation of opium by Quong Tart. Sold in aid of the Bulli Relief Fund. Sydney, John Sands printer, George Street 1887. — A plea for the abolition of importation of opium. Tart McEvoy papers, 11/6/4/380. Society of Australia Genealogists

Leaflet that reads, 'An anti-opium meeting will be held in the Congregational Church, Pitt Street, Thursday, April 5, 1894. The chair will be taken at 8 PM by Dr T Storie Dixson. The leaflet then lists the order of proceedings which is: coronation hymn, Miss Ackerman's address, Reverend and Soo Hoo Ten's choir sings in Chinese, 'Work for the night is coming', Mr Quong Tart to move the first resolution, Rev James Hill to second it, Rev Soo Hoo Ten to support it, Ren Young Wai's choir sings in Chinese 'Blessed assurance', Rev FB Boyce to move second resolution, Rev Young Wai to support it. Other gentlemen are expected to address the meeting. South Sea Island Home choir sings, 'There will be showers of blessing'. Benediction. — Anti-opium meeting leaflet. Society of Australian Genealogists

For his efforts, Quong Tart has received great praise and status in both the Chinese and Australian communities. The Chinese Emperor appointed him to the position of Mandarin in 1887.

Photograph of several men and two children. Sitting are Quong Tart and Dr On Lee in full mandarin uniform. — Quong Tart and Dr On Lee, on the deck of the Australian, 1898. Tart McEvoy Papers, 6/25 no.1. Society of Australian Genealogists

Sketch of the Chinese Commissioners being met by several people both Europeans and Chinese on board their ship. One Chinese man bows in front of one of the commissioners. — Reception of the Chinese Commissioners, A Collingridge, Illustrated Sydney News, 15 June 1887. State Library of NSW F8/48-F8/49

Drawing entitle, 'The new Governor's arrival and the Levee at Government House'. In attendance are Quong Tart and other Chinese mandarins, the Governor and other officials. — The Governor's arrival and levee at Government House. Illustrated Sydney News, 3 June 1893, State Library of NSW

What do you notice about these photos of ‘Chinese’ families?

Photo of George Ah Poo (sitting) and wife Emma — George Ah Poo and Emma, his wife. Powe family collection

Outdoor family photo of the Shing family. — Group portrait of the Shing family, Canterbury 1909-10. Nomchong family photo collection, National Library of Australia

Outdoor photo of Quong and Mary Tart and their four daughters and one son. — Portrait of the Tart family, Gallop House, Ashfield, Creelman Studios, Sydney 1899. State Library of NSW PXD660/20

A card from Mr and Mrs Quong Tart featuring several scenes from inside and outside their home. Caption at the bottom says, 'With compliments of Mr and Mrs Quong Tart, Gallop House, Ashfield Sydney. — With compliments of Mr and Mrs Quong Tart, 'Gallop House', Ashfield, Sydney, Creelman Studios. State Library of New South Wales SV1A / Ashf / 2

Pamphlet titled, 'Better side of the Chinese character'. — Pamphlet: Better side of the Chinese character, 1905. 11/6/4/380. Society of Australian Genealogists. Click to enlarge the 'Better side of the Chinese character' or read a text version of the pamphlet (.PDF 371KB).

Article in The Young Australian magazine titled, 'We wish our friends a Happy New Year'. Sub-heading says, 'Four little Tarts' and there is a photo of Quong Tart's four children. — The Young Australian magazine article on the Tart kids (Tartlets) 11/6/4/380. Society of Australian Genealogists. Click to enlarge the newspaper article.

Present

It’s now time to present your research findings. Each group will be given a copy of the website template for this task. Make sure you give your group’s site a unique name (see the sample below). You will notice that the home page has been done for you.

Each group’s website is to be set out in the four sections mentioned earlier, that is:

Reasons for migration
Chinese at work
Criticisms of the Chinese
Conclusions and recommendations

Your task is to complete these four sections based on your examination and interpretation of the primary sources. Your website must make use of these sources as they are the evidence for your conclusions. As well, you should make use of different Google apps in your presentation. For example you could embed a Google Map to indicate where Chinese migrants came from.

Remember, you are assessing the value of Chinese migration to the colonies in the nineteenth century.

Part of sample webpage called 'Zoe's Chinese Question. Side navigation lists the pages: home, reasons for migration (with a subpage called 'where did they come from'), Chinese at work, criticisms of the Chinese, and conclusions and recommendations. The page text is a sample of what students might write and there is a painting showing Chinese miners on the gold fields. — Sample webpage

Evaluate

So what were your conclusions? How did you assess the contribution of Chinese migrants to the colonies in the nineteenth century? Compare your findings and recommendations with other groups. Was your report different, and if so, discuss why you disagreed.

At the beginning of this task, you were asked to apply a modern perspective to your assessment. How different were your opinions on Chinese migration to what actually happened in Australia in the early twentieth century? The following sources will give you a snapshot of the prevailing attitudes during this period in Australian history and the laws that these feelings produced.

Exiles and ancestors

As you examine these sources, ask yourself, what is the dominant message?

The White Australia Game. A new Australian game for new and old Australian people. Instructions for the game. — White Australia Game, 1914. National Archives of Australia A1336; 3368; 6974245. Click to enlarge the source or read a text version of the White Australia game (.PDF 528KB) and its rules.

Advertising poster for William Anderson's play called, 'White Australia'. It is described as a 'powerful, patriotic play'. Images show Australia being invaded in the 'empty north'. — The King's Theatre, William Anderson's 'White Australia or the Empty North' in four acts, theatre poster, 1909. State Library of Victoria

Read a review of the play from The Argus newspaper.

Poster called, 'March of the great white policy. Composed by WE Naunton composer of the national song, 'White Australia'. — White Australia: March of the Great Policy. WE Naunton, Melbourne. Published for the composer by AM Dinsdale, 1910. National Library of Australia

The next source is the front cover of a catalogue from the Sydney department store Anthony Horderns’. The source after that comes from within the catalogue.

Front cover of a department story shopping catalogue. The source reads: Price list, Anthony Horderns', Furniture, Mainly of Australian manufacture and entirely the product of white labour. Anthony Horderns' and Son Limited, Only universal providers, New Palace Emporium, Springfield Hill, Sydney, January 1915. — Anthony Horderns' furniture catalogue, April 1915. Caroline Simpson Collection, Sydney Living Museums

Page from the Anthony Horderns' shopping catalogue. — Anthony Horderns' furniture catalogue, April 1915. Caroline Simpson Collection, Sydney Living Museums. Click to enlarge the catalogue or read a text version of the Anthony Horderns' information (.PDF 370KB).

A desk drawer that says, 'Made by Foy and Gibson, Collingwood European labour only. — A desk drawer from Foy and Gibson

Cartoon called, Piebald Possibilities — a little Australian Christmas family party of the future. Main image shows a long dinner table with a white man (the father) at one end and a coloured woman (the mother) at the other. Seated are eight children and one grandchild, depicting multi racial stereotypes. First small picture at the top shows 'my family tree' i.e. the father showing Adam and Eve. Second picture says, 'my wife's family tree' and shows three monkeys. Third picture says my great great great great great great grandfather and shows a human hunting an elephant. Fourth picture shows son-in-law Achmed. Fifth picture says cannibal relative by marriage. — Piebald possibilities - a little Australian Christmas party of the future, The Bulletin, 13 December 1902.

In the nineteenth century, most of the colonies introduced laws restricting the flow of Chinese migrants to Australia, starting with Victoria in 1855. In 1881 a tax on arrivals from China also slowed down the numbers. One of the first priorities after Federation in 1901 was to bring in similar legislation for the newly formed nation of Australia. The consequence was the Immigration Restriction Bill, which became known as the White Australia Policy.

A key feature of the White Australia Policy was the Dictation Test, which could be given in any language. Find out more about the Test and see if you can pass, and read some sample passages.

Teaching notes

This resource is designed to support student centred project based collaborative learning that utilises Google G Suite for Education and other online tools.

Screenshot of Google G Suite for Education, NSW Departmetn of Education splash screen showing apps organised under three headings.

Note: if you or your students do not have a Google account, it’s easy to sign up.

Syllabus links

The resource supports students in Stage 5 NSW Syllabus for the Australian Curriculum History K-10.

Outcomes

A student:

explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1
sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2
explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia HT5-3
explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4
identifies and evaluates the usefulness of sources in the historical inquiry process HT5-5
uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6
explains different contexts, perspectives and interpretations of the modern world and Australia HT5-7
selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10

Content

The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)

A student:

explains why ONE of the non-European groups came to Australia
describes how the chosen group lived and worked in Australia
describes the contribution of non-European workers to Australia's development to 1900.

Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090)

A student:

uses a range of sources, to investigate the living and working conditions of men, women and children around the turn of the twentieth century in Australia.

Legislation 1901–1914, including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092)

A student:

identifies key features of the Harvester Judgment, pensions legislation and the Immigration Restriction Act and discusses what they reveal about the kind of society the Australian government aimed to create.

Explanatory notes

This unit has the students role-playing a 1901 committee (i.e. prior to the White Australia Policy). Their task is to complete a report (in the form of a website) that examines the impact of Chinese migration to Australia in the nineteenth century. Unlike many Australians living in 1901, they are to base their conclusions on the evidence provided, ignoring the often-hysterical and/or racist opinions of the time, i.e. apply a modern perspective.

Get organised
- Divide the class into groups of three or four students. Instruct each group to set up a Google document with these sub-headings:
  - Reasons for migration
  - Chinese at work
  - Criticisms of the Chinese
  - Conclusions and recommendations
- Students may need guidance on how to structure and work effectively in groups. They need to:
  - understand why they are working in small groups
  - establish the roles of individuals within their group
  - engage in collaborative processes and workflows.
- Divide the primary sources in the ‘investigate’ section between the students in each group and all are to make notes in their Google document. Set a time limit, say, three 40-minute periods plus homework.
- Assign roles for each member of the group, for example:
  - Main writer: student to refer to the notes and write most, or all of the online content
  - Google sites expert: student to familiarise him/herself with how the Google sites template works, be responsible for site design and advise other group members. A series of helpful tutorials can be found here.
  - Graphic designer: student to choose all the appropriate images/ primary sources to be used as well as accurately sourcing and acknowledging all items used, and ensuring that the writer refers to these items
    
    * All team members should consult with each other as roles will overlap.
- Additional roles:
  - Second writer
  - Editor
Investigate
- There are six themes (indicated by tabs) in the ‘investigate’ section. These are:
  - Goldminers
  - (Market) gardeners
  - Cabinetmakers
  - Neighbours, i.e. the use of opium, gambling and smallpox
  - Merchants, including a number of sources relating to Quong Tart
  - Families.
- Divide the six themes between the students in each group. Instruct them to set up a Google doc in which they will make their notes.
Present
- Each group’s website is to be set out in the four sections mentioned above, i.e.
  - Reasons for migration
  - Chinese at work
  - Criticisms of the Chinese
  - Conclusions and recommendations
- Teachers must first make copies of the general template for their student groups.
- Student groups create their own website (giving it a distinctive name) starting with the template version given to them by their teacher. The home page is already created for them from the general template. Each group’s task is then to add content to the rest of the side navigation items which are initially blank.

Students are encouraged to use other Google apps and must include images from the themes to support their websites.

Google apps

List of Google Drive app icons, including: folder, document, presetation, spreadsheet, form and drawing. — Apps within Google Drive

Some examples of using Google Apps:

Share documents on Google Docs with group members and edit them together in real time. For example, a journal of work that has been completed, self-evaluations and reflections.
Use Google Maps to indicate where Chinese migrants came from.
Use Google Forms to create an online survey to send to research participants and use Flubaroo to automatically return your results in a Google Spreadsheet.
Contribute to a Google Site (set up by a teacher).
Seek advice and information from Google Contacts.
Create work plans and track project achievements and milestones using Google Calendar.
Save and tag websites using Google Bookmarks.
Use Google Docs to write on a reading.

Evaluate
- Students judge the websites of other groups as well as a teacher assessment. Teachers can make comments at any stage of the task in the ‘comments’ field of each page.
- Students are also provided with sources from ‘Exiles and ancestors’ showing what actually happened.
- As a follow up exercise, teachers might like to discuss comparisons/contrasts with other issues such as:
  - why were Quong Tart and the Nomchongs regarded so differently to most other Chinese migrants in the nineteenth century
  - legitimacy of asylum seeker claims today
  - is there xenophobia in modern Australian society
  - nineteenth century Chinese versus twenty-first century Middle East refugees/migrants
  - compare the experiences of the Chinese with the treatment of other migrant groups in Australia in the nineteenth and twentieth centuries, for example, Greeks and Italians in the 1950s and Vietnamese in the 1970s.
- The Teacher's Toolkit wensite suggests some peer and self assessment strategies.

Learning across the curriculum

Personal and social capability

Students develop personal and social competence as they learn to understand and manage themselves, their relationships and their lives more effectively.
This includes establishing positive relationships, making responsible decisions, working effectively in teams, and understanding and handling challenging situations constructively, including interacting confidently and with empathy in social situations and functioning within the 'real world'.
Allows students to assess and adapt their individual and collaborative skills for learning with increasing independence and effectiveness.

Information and communication technology capability

Students use ICT effectively and appropriately when investigating, creating and communicating ideas and information, while problem solving and working collaboratively.
Students learn to access information, collect, analyse and represent data, model and interpret concepts and relationships, and communicate ideas, processes and information.

Work and enterprise

Students develop work-related knowledge, skills and understanding through a variety of experiences and develop values and attitudes about work environments including working in groups, oral and written skills, finance, safe work conditions, and rights and responsibilities in the workplace.