Pre-visit learning: student activities, project ideas and questions

Background Knowledge

Ideally, prior to their investigation into the Crocodile Creek Uprising, students should have, or should develop, a sound understanding of the uniqueness and ‘different-ness’ of life in China and the push and pull factors (Worksheet 1) that led them to the Australian goldfields.

Before they begin any form of research about the Chinese culture, perhaps students could make an entry into their Learning Logs about their perceptions of the Chinese, their culture and their history in Australia. Students should be provided with the opportunity and encouraged to make entries in their Learning Log regularly throughout the unit. It is important for students to reflect on what they are learning about and to allow that learning to impact their thinking about historical events and their preconceived notions about other cultures.

Students could work individually or in small teams to research and create posters, illustrations, tabulated lists, oral presentations, dramatizations or informative essays which highlight the differences between ‘white’ culture and the culture of the Chinese (Worksheet 2), and the push factors (problems experienced by the Chinese at home - Boxer Rebellion, famine, etc) and pull factors (gold rush, business opportunities, etc) that led them here.

The Chinese in Australia

At this point it would be useful for students to develop a timeline of significant Chinese history in Australia (Worksheet 3). The website Racism - No Way is an excellent resource for this. Their timeline has multiple foci, but students should be able to select relevant material to formulate their own timeline of events.

The contents of the timeline can be reinforced through the reading, viewing and deconstructing of primary documents. Primary sources illustrating anti-Chinese sentiment are in abundance in many SOSE texts, (see resources list) and some interesting examples are located in Worksheet 4. This will provide the teacher with an opportunity to teach important skills in the deconstructing of non-written primary sources as well as written sources.

As many of these documents originate from the media of the day, students may at this point like to discuss/debate the roll of the media in the dissemination of misinformation about the Chinese and their cultural practices, and their role in the development of widespread anti-Chinese sentiment.

Students may then like to focus on the aspects of early mining life that may have contributed to the perceived need of a ‘whipping boy’. What were conditions like on the goldfield? What was the accommodation like, especially for new/latecomers? What were the sources of entertainment? What was the culture?

Students may like to develop 3D models of a mining camp (Worksheet 5), draw a picture or write poetry to describe their impressions of a mining camp in the 1860’s. They can take the opportunity to evaluate and revise these models after they visit the ‘real thing’ in Mount Morgan.

Students could then investigate the items on their timeline further by researching other anti-Chinese riots that pre-date the Crocodile Creek Uprising. The best documented of these is the riot at Lambing Flat near Young in NSW in 1861. At this point, teachers may like to introduce the video The Mandarins of New Golden Mountain, or use excerpts for consolidation of learning to date (Worksheet 6).

Students could then read the narrative of the Crocodile Creek Uprising, (Worksheet 7).

As a consolidation activity before they go on their excursion to Mount Morgan, students could access the Slideshow attached and attempt to imagine themselves as a Chinese miner living in a strange land. They could perhaps write a letter home, telling of their adventures, their fears and their hopes.