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TEACHER Rowena Taylor, Pauline Wood
YEAR
9-10 |
LEVEL
6 |
DURATION
5 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Time, Continuity & Change
How past events have influenced relationships within and between groups of
people and continue to influence them
Time, Continuity & Change
How people find out about the past and how records of the past reflect
particular experiences and points of view.
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Students will be able to:
Identify and explain reasons why the New Zealand government imposed various laws such as the poll tax which discriminated against the Chinese immigrants in the
late nineteenth century and early twentieth centuries.
Describe ways people found out about the poll tax.
Explain how records of the past reflect the experiences and points of view of a range of Chinese people affected by the poll tax before and after.
Describe the reactions, effects and implications of the apology on the Chinese community in New Zealand.
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Supporting Achievement Objectives
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Learning Outcomes
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Culture and Heritage
The effects of cultural interaction on cultures and societies.
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Students will be able to:
Identify how the discriminatory laws of the New Zealand Government
affected the lives of Chinese New Zealanders in the late
19th and early 20th century and continued to influence their descendants.
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Processes
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Learning Outcomes
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Inquiry
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Conduct a mini inquiry into the poll tax imposed by the New Zealand, Australian and Canadian Governments on Chinese entrants.
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Values Exploration
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Demonstrate how people may share some values and agree to differ about others in relation to the apology by the New Zealand Government on 12 February 2002.
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Social Decision Making
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Generate a range of possible solutions that Governments could take in relation to calls for compensation for past injustices.
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Requirements
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| Settings: | New Zealand and Beyond |
| Perspectives: | Multicultural; Current Issues; the Future. |
| Essential Learning About New Zealand Society (ELANZS): |
- Current events and issues within New Zealand
- Characteristics, roles and cultural expressions of the various groups living in New Zealand
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Assessment
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Design your own assessment using the template provided.
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Introduction
This unit should be used in conjunction with
Fortune's Cookie which deals
specifically with the Chinese gold miners of the 19th century.
Teacher Background Reading
TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
- Starter - Sorry for what?
Create a fact file using
5Ws and one H about the
historic apology offered
to the New Zealand Chinese Community by Prime Minister Helen Clark on 12
February 2002.
See also: Chinese poll tax apology just a start: PM
from the NZ Herald.
- Why 12 February?
Create a mind
map or concept
map:
- What is significant about this date for Chinese?
- Why did Helen Clark select this date?
- What year was 2002 in the Chinese calendar?
- Identify the key events that occur during the fifteen days of this celebration.
- Identify 5 key points that are different between the Chinese
calendar and the traditional calendar.
- Why is this time special for Chinese families?
- How do they celebrate this special time?
- Words
What is meant by poll tax? Look up five definitions
in a dictionary and write your own
definition which must include three key points.
- Poll taxes in other times and places
Construct a T-chart to record information about two times in the history of
England when a poll tax was imposed. What reaction
was there by the people to this idea by Margaret Thatcher? Would it have affected
one group of people or all people - equally or unequally?
- Australia and Canada taxed the Chinese too
Mini Inquiry - use the graphic organiser to compare the
poll tax imposed on Chinese entering
Australia,
Canada
and New Zealand.
- Find out about how events in the past have impacted on the lives of Chinese New Zealanders
A Search in the Past
- Unwelcome aliens
Why did people discriminate against the Chinese? Write a
letter to the Prime Minister Richard John Seddon in 1894
explaining why the Chinese hordes had to be kept out and how he, as Prime
Minister, could do that.
- What was it like to be the butt of this discrimination?
Find out about the impact on the life of
Van Chu - Lin
(close the window to get back to this unit).
Create a passport about her life.
- Well done Helen or election year ploy?
Reactions to the apology - were all Chinese New Zealanders pleased
with Helen Clark's apology?
Values Exploration Activity.
- What happens now?
- Words associated with formal apologies seem to start with R - restitution,
reparations, reconciliation. Create a
word map for each and make up an
acrostic for
"reconciliation".
- Consultation Meetings
Follow up to apology to Chinese
- More of the same?
Work in groups to run mini debates. Each group needs five salient points.
Record the points for each side of the debate on a chart and present
to the class.
- Transfer to other contexts
Compare Helen Clarks' apology to the Chinese
to the apologies to other groups.
RESOURCES
Electronic
Print
- Bloomfield, R. (1993). China: Tradition and Change. Auckland: Longman Paul
- Childs, R. et al (1999). Going Places in East Asia. Auckland: Longmans
- Farthing, B. & Dixon, L. (1994). One Nation Many Cultures. Auckland: Longman Paul
- Nauman, R. (1990). The Tauiwi: The Later Immigrants. Auckland: New House
- Nauman, R. (1999). Culture and Heritage. Auckland: New House
- Ng, E. & Thomson, J. (1992). Amongst Ghosts: memories and thoughts of a New
Zealand-Chinese family. Wellington: Learning Media.
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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