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Double Dragons Teacher Resource Pack Primary Program | Stages 2 and 3 History / Geography

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Double Dragons Teacher Resource Pack Primary program | Stages 2 and 3 History / Geography 1 The Double Dragons program has been designed for Sydney Learning Adventures and the Chinese Garden of Friendship. We gratefully acknowledge the assistance of King Fong from Chinatown Promotions and Public Relations Pty Ltd, and Michael Hor, previously from the Chinese Garden of Friendship. Sydney Learning Adventures is an initiative of Place Management NSW. Materials within this resource pack may only be reproduced for educational purposes relating to a program booked with Sydney Learning Adventures. © 2016 Koi carp feeding, Chinese Garden of Friendship, Sydney 2 Double Dragons Contents 1. Introduction 4 2. Curriculum outcomes—Stage 2 5 3. Curriculum outcomes—Stage 3 6 4. Place Management NSW 8 5. Sydney Learning Adventures 9 6. The Chinese Garden of Friendship 10 7. Learning with us 11 8. Background information 12 9. Chinese Garden Design 17 10. Chinese culture and the arts 19 11. Resources to photocopy 23 12. Glossary 32 13. Map of Darling Harbour and China Town 35 11. The Rocks map 23 12. Bibliography and suggested resources 36 13. Contact us 37 Twin Pavilion, Chinese Garden of Friendship, Sydney 3 Double Dragons 1. Introduction Thank you for choosing to bring your class to a Sydney Learning Adventures education program. This Teacher Resource Pack is a practical guide to assist you in planning your excursion. It contains a curriculum links and outcomes table, background information relevant to the program, teaching suggestions and activity worksheets, a glossary for students and a resources reference guide. The Double Dragons program is offered for Stages 2–3 and provides effective, practical links to the new History and Geography syllabuses for 2016 and 2017. The program enables students to experience contemporary Chinese- Australian culture while learning why and when Chinese people first came to Australia, and how they have adapted and flourished as a community. Students will explore Chinatown and the Chinese Garden of Friendship, solving riddles and finding clues to piece together the legend of the Chinese zodiac. It is intended that students will gain a sound understanding of the role played by people of diverse backgrounds in the development and character of local communities. Zig Zag Bridge, Chinese Garden of Friendship, Sydney 4 Double Dragons 2. Curriculum outcomes—Stage 2 Students will: • explore the contribution of Chinese Australians in the development of Australian identity and heritage • develop an understanding of the past and its impact on the present • develop skills of historical inquiry • take an interest in, and engage with, the world around them • develop an understanding of the interactions between people, places and environments. Key inquiry questions • What is the nature of the contribution made by different groups and individuals in the community? • What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander peoples and early traders, explorers and settlers? • How can people use places and environments more sustainably? Double Dragons inquiry question • How have Chinese individuals and groups contributed to changes in our community over time? NSW Syllabuses for the Australian Curriculum History and Geography K–10 STAGE 2 Topics & Outcomes Content Concepts & Skills HISTORY The role that people of diverse backgrounds Continuity and change: some things change have played in the development and character over time and others remain the same Community and Remembrance of the local community (ACHHK062) Cause and effect: events, decisions or Identifies celebrations and Celebrations and commemorations in other developments in the past that produce later commemorations of significance in places around the world; including those that actions, results or effects Australia and the world HT2-1 are observed in Australia, Perspectives: people from the past will have Describes and explains how e.g. Chinese New Year, the Moon Festival different views and experiences significant individuals, groups and (ACHHK064) events contributed to changes in Empathetic understanding: developing an The nature of contact between Aboriginal the local community over time understanding of another’s views, life and people and/or Torres Strait Islanders and HT2-2 decisions made others, for example, the Macassans and the First Contacts Europeans, and the effects of these Significance: importance of an event, interactions on, for example, families and the development Describes people, events and environment (ACHHK080) or individual/group actions related to world exploration and its effects HT2-3 Describes and explains effects of British colonisation in Australia HT2-4 GEOGRAPHY Investigate the settlement patterns and Place: the significance of places and what they Places are similar and different demographic characteristics of places and the are like Examines features and lives of the people who live there (ACHGK019) Space: the significance of location and spatial characteristics of places and - Examination of the varying settlement distribution, and ways people organise and environments GE2-1 patterns and demographics of places manage spaces that we live in Describes the ways people, places - Comparison of the daily life of people from and environments interact GE2-2 different places 5 Double Dragons 3. Curriculum outcomes—Stage 3 Students will: • explore the contribution of Chinese Australians in the development of Australian identity and heritage • develop an understanding of the past and its impact on the present • develop skills of historical inquiry • take an interest in and engagement with the world • develop an understanding of the interactions between people, places and environments. Key inquiry questions • What do we know about the lives of people in Australia’s colonial past, and how do we know? • How did an Australian colony develop over time, and why? • What were the significant events and who were the significant people that shaped Australian colonies? • How did Australian society change throughout the twentieth century? • Who were the people who came to Australia? Why did they come? • What contribution have significant individuals and groups made to the development of Australian society? • How do people and environments influence one another? • How do people influence places and the management of spaces within them? Double Dragons inquiry question How has Australia’s Chinese contributed to Australian society, and what key challenges have they experienced as individuals and as a community? View from the Peace Boat Pavilion, Chinese Garden of Friendship, Sydney 6 Double Dragons NSW Syllabuses for the Australian Curriculum History and Geography K–10 STAGE 3 Topics & Outcomes Content Concepts & Skills HISTORY The impact of a significant development or event on a colony, Continuity and change: some things e.g. the gold rushes (ACHHK095) change over time and others remain The Australian Colonies the same The reasons people migrated to Australia from Europe and Describes and explains the Asia, and the experiences and contributions of a particular Cause and effect: events, decisions significance of people, migrant group within a colony (ACHHK096) or developments in the past that groups, places and events to produce later actions, results or the development of Australia - Identify the European and Asian countries from which people effects HT3-1 migrated to Australia during the nineteenth century and reasons for their migration Perspectives: people from the Describes and explains past will have different views and different experiences of - Investigate the experiences of a particular migrant group experiences people living in Australia over and the contributions they made to society time HT3-2 Empathetic understanding: The role that a significant individual or group played in developing an understanding of Australia as a nation shaping a colony (ACHHK097) another’s views, life and decisions Identifies change and Key figures and events that led to Australia’s federation, made continuity and describes the including British and American influences on Australia’s Significance: importance of causes and effects of change system of law and government (ACHHK113) an event, development on Australian society HT3-3 Experiences of Australian democracy and citizenship, or individual/group Describes and explains the including the status and rights of Aboriginal people and/or Contestability: historic events or struggles for rights and Torres Strait Islanders, migrants, women and children issues may be interpreted differently freedoms in Australia HT3-4 (ACHHK114) by historians Stories of groups of people who migrated to Australia Develop knowledge and (including from ONE Asian country) and the reasons they GEOGRAPHY understanding of the features migrated (ACHHK115) and characteristics of places and A diverse and connected Diversity across Asia environments across a range of world scales Investigate the diversity in geographical characteristics within Explains interactions and the Asia region (ACHGK031, ACHGK032) Develop knowledge and connections between people, understanding of interactions places and environments Examination of economic, demographic and social differences between people, places and GE3-2 between countries of the Asia region environments The world’s cultural diversity Apply geographical tools for Investigate the world’s cultural diversity, including the culture geographical inquiry of indigenous peoples
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