Is Australia Part of Asia

Is Australia part of Asia?
Stage 4
Geography
Summary
For Year 9 and 10 Geography
Class share McCulloch/Burt
Weeks 6-10, Term 4, 2106
Unit overview
Based on Stage 2 Unit, written by Laura Egan-Burt, Available: http://ac-units.weebly.com/is-australia-part-ofasia---l-e-b.html
Outcomes
Assessment overview
Geography K-10
GE4-1 locates and describes the diverse features and characteristics of a range of places and
COLLABORATIVE ACTIVITIES
Collaborative learning activities occur as a result of interaction between students engaged in
the completion of a common task. Students work together, face-to-face and in or out of the
classroom. They may use ICT to enable group discussion or complete collaborative tasks within
their school, between schools, locally, nationally and internationally.
environments
GE4-2 describes processes and influences that form and transform places and environments
GE4-4 examines perspectives of people and organisations on a range of geographical issues
GE4-8 communicates geographical information using a variety of strategies
GE4-3 explains how interactions and connections between people, places and environments
result in change
GE4-5 discusses management of places and environments for their sustainability
GE4-6 explains differences in human wellbeing
GE4-7 acquires and processes geographical information by selecting and using geographical
tools for inquiry
PEER AND SELF-ASSESSMENT

Peer and self-assessment strategies can provide teachers with information to plan teaching and
learning opportunities for students. Peer and self-assessment strategies can be formal or
informal. Teachers may choose to incorporate peer and self-assessment into teaching, learning
and assessment to assist students to develop a better understanding of themselves as
learners. Peer and self-assessment can encourage students to reflect on their learning in
relation to the outcomes, and recognise the next steps needed to improve their learning.
TEACHER OBSERVATIONS
Teacher observations can provide information about student achievement in relation to
outcomes. Evidence may be gathered and recorded formally and informally, where:
informal observation and feedback occur during teaching and learning activities
formal observation involves planning for an opportunity to observe specific learning
outcomes.
Content
Teaching, learning and assessment
Resources
Stage 4 - Place and Liveability

Influences and perceptions
Students:
discussion of human factors that influence
perceptions of liveability e.g. culture, income,
employment, crime and safety
investigate the influence of accessibility to services and
Topic 1
People in Cabramatta and their relationship with Asia
In Topic 1, The class could examine the above graph and
brainstorm why they think the demographic make up of
Cabramatta is so diverse. Perhaps the class could compare
and contrast census data with their own geographic area.
http://ac-units.weebly.com/is-australia-part-of-asia---l-e-b.html
Scootle resources
The 7.30 Report - Orchestra Tunes into Mentor
Program, 2005: Violins not guns TFL-ID R9037
http://www.scootle.edu.au/ec/resolve/view/R9037
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
Content
Resources
facilities on the liveability of places, for example:

(ACHGK044)
identification of services and facilities considered important to
people's wellbeing
examination of variations in access to services and
facilities between urban, rural and remote places
Examinations of the reasons refugees seek asylum in Australia

and the social networks or cultural enclaves that develop,
could be examined. It is useful for the teacher to understand
that there was discourse about this, and in particular by
Professor Geoffrey Blayney who was vocal in his antithesis for
Asian immigration in the 1990s (Dunn, 1998, pp. 503-527)
Little Fish, 2005: 'Flame trees will blind the weary

driver' TFL-ID R7933
Environmental quality
Students:
comparison of the impact of environmental quality on
the liveability of places across a range of scales e.g.
The teacher needs could lead a discussion about what kind of

food, music, clothing and festivals could be celebrated in
Cabramatta, as it appears from the graph to be such a diverse
area.
local neighbourhoods, large cities, countries
In Topic 1, the class examines the Ancestry graph and

brainstorm why they think the demographic make up of
Cabramatta is so diverse. Perhaps the class could compare
and contrast census data with their own geographic area.
Examinations of the reasons refugees seek asylum in Australia
and the social networks or cultural enclaves that develop,
could be examined. It is useful for the teacher to understand
that there was discourse about this, and in particular by
Professor Geoffrey Blainey who was vocal in his objections
Asian immigration in the 1990s (Dunn, 1998, pp. 5
Enhancing liveability
Students:
investigate strategies used to enhance the liveability of
places using examples from different countries, for
example: (ACHGK047)
identification of the characteristics of places
considered highly liveable
Stage 4 - Interconnections
How are people and places connected to other places?
What role does technology play in connecting people to
people, goods, services and information in other places?
What are the consequences of a globally connected
world for people and places?
Why are interconnections important for the future of
places and environments?
Students focus on the connections people have to places
across a range of scales. They examine what shapes people's
perceptions of places and how this influences their
connections to places. Students explore how transport,
information and communication technologies and trade link
people to many places. They explain the effects of human
activities, such as production, recreation and travel, on places
and environments in Australia and across the world and
investigate sustainability initiatives and possible futures for
these places.
investigate the way transportation and information and
communication technologies are used to connect people
to services, information and people in other places, for
example: (ACHGK066)
assessment of the impact of increasing global
connectivity on people and places
investigate the ways places and people are
interconnected through trade in goods and services
Children painting at immigration centre TFL-ID R2234

Children playing at immigration centre TFL-ID R2231
In Limbo, 2002: Welcome to Manila TFL-ID R7655
Topic 2
Languages in Cabramatta and their origins in Asia
Cabramatta is recognized as one of the most culturally and
linguistically diverse areas in New South Wales
In Topic 2, the teacher is encouraged to lead the students on

an investigation of language and bi-lingualism. The above
graph was imported from the Fairfield City Council website. It
is date taken from the Australian Bureau of Statistics website
and formulated by a company called id the profile exporters.
The graph shows Asian languages are commonly spoken at
home in Cabramatta with Vietnamese being the most
common.
There is discourse among scholars as to English also being
considered an Asian language (McArthur, 2003, pp. 19-22). If
this has become a more accepted idea, then perhaps the next
table, which examines the amount of Asian languages spoken
in Cabramatta can lead us to conclude that Australia is
linguistically Asian, certainly in Cabramatta!
Source: Australian Bureau of Statistics, Census of Population
and Housing 2006 and 2011. Compiled and presented in
Content
across a range of scales, for example: (ACHGK067)

examination of a country's trade links with other countries e.g.
major trade partners, sources of raw materials
explanation of responses by governments, groups
and individuals to minimise the effects of production
profile.id by .id, the population experts. Excludes languages

with fewer than 20 people speaking them at home, or less
than 0.1% of the total population.(Usual residence data)
A table is shown that was imported from the Fairfield City
Council website. The table was developed for Fairfield City
Council by a company called id the profile exporters. To
exemplify Asian and Austronesian languages spoken at home
in Cabramatta, these specific language groups have been
highlighted in yellow. Dr Peter Hendriks, of the Australian
National University (ANU) states that any language spoken in
Asia can be considered an Asian language (personal
correspondence, date) so use of this linguistic tree might be a
good visual option for Primary School students.
and consumption
Stage 4 - Water in the World

How do natural and human processes influence the
distribution and availability of water as a resource?
What effect does the uneven distribution of water
resources have on people, places and environments?
What approaches can be used to sustainably manage
water resources and reduce water scarcity?
Students examine water as a resource and the factors
influencing water flows and availability of water resources in
different places. They investigate the nature of water scarcity
and assess ways of overcoming it. Students discuss variations
in people's perceptions about the value of water and the need
for sustainable water management. Students also investigate
processes that continue to shape the environment including
an atmospheric or hydrologic hazard.
classification of water resources
analysis of spatial variations in Australia's water resources eg
groundwater, rivers
investigate the economic, cultural, spiritual and
aesthetic values of water for people, including
Aboriginal and Torres Strait Islander Peoples and/or
peoples of the Asia region, for example: (ACHGK041)
comparison of the importance of water to ONE
Aboriginal and Torres Strait Islander community
and/or ONE Asian community
Stage 4 - Place and Liveability

Community
Resources
Topic 3
The Cabrogal clan group and traditional Indigenous Australian
relationships with Asia
Image accessed from
https://neurodrooling.files.wordpress.com/2014/02/cabrogaltribe-1843.jpg
In topic 3, it is important that the Caroga Clan of the Darug
group of Aboriginal people are acknowledged as the first
owners of the land around Cabramatta. Students can use
visual literacy techniques to deconstruct the above picture
and watch this short clip where Karen Maber traces her
ancestors back to the Caroga (Or Cabrigal) tribe in
Cabramatta. She says that her ancestor was the head of this
tribe http://historyofaboriginalsydney.edu.au/southcoastal/tracing-back-eight-generations-karen-maber
Cabramatta was settled by the British as part of a penal
colony and the area was part of a network of agriculture land.
In this picture, some members of the Caroga clan are seated
in front of the ___church. This is a good opportunity to explain
to the students that Aboriginal contact with the wider world,
was not, as popularly believed just during this period, and in
the penal colonies of Sydney but that trading with Asia had
occurred thorn centuries in Northern Australia with Trepang
farmers form Makassar. This is an opportunity to discuss
indigenous/and British history and the fact that Chinese god
miners had been marginalized by the British, together with
Indigenous Australians.
Topic 4
Migrants and refugees: personal journeys and relationships
Content
investigate the influence of social connectedness and

community identity on the liveability of places, for
example: (ACHGK046)
identification of the characteristics of places that
influence community identity eg culture,
environment, public events, religious beliefs
discussion of factors that enhance social
connectedness eg transport, technology, open
spaces, meeting places, employment
Enhancing liveability
Students:
investigate strategies used to enhance the liveability of
places using examples from different countries, for
example: (ACHGK047)
identification of the characteristics of places
with Asia
considered highly liveable

examination of a range of strategies used to enhance
liveability
assessment of the role of governments, nongovernment organisations, communities and
individuals in enhancing liveability
proposal of strategies to improve the liveability of a
place in Australia
investigate the influences on and effects of, people's travel
and recreational, cultural or leisure connections with different
places for the future, for example: (ACHGK065, ACHGK069)
analysis of patterns and trends in people's travel, recreational,
cultural and/or leisure activities
Resources
Migrants and Refugees; personal journeys and

relationship with Asia (Case Study - Quynh Truong)
It is important that students recognize immigrants as
real people who are valuable members of society.
Often, the dialogue about refugees and migrants ends
with a boat reaching the shores of Australia. Quynh
Truongs story is both authemtic and compelling.
Quynh was born in a small village in Vietnam in 1974. She
was the youngest of 6 children, Her parents were farmers.
When she was four, her parents bought passage for 3 of her
brothers on a people smuggling boat.
The brothers made it to The Philippines where, after 6
months, they were sponsored to Yass in country New South
Wales by a Church group.
In 1991, when Quynh was 18, after years and years of
missing her brothers, she and her parents were able to
immigrate to Australia under a family reunion program.
Quynhs parents had trouble adjusting to life in Australia,
however Quynh loved it!
She enrolled in an intensive English College in Canberra and
after that she trained as an interpreter through the
University of Western Sydney.
Quynh worked as an interpreter at Liverpool Girls School,
Canley Vale Public and Cabramatta High before becoming a
Community Liaison Officer with the New South Wales Police
Force.
Quynh is married with 1 child who has just started school.
Quynh is an Australian citizen, however she travels back to
the family farm in Vietnam frequently.
Topic 5
Celebrities in and from Cabramatta and their Asian
backgrounds
In topic 4, students are encouraged to complete group
research about one of four celebrities who identify with
Cabramatta. Students can use retrieval charts, online
blogging or project posters to record their research
journey and findings. The purpose of this is to give the
students a chance to develop research skills and also
to discuss the backgrounds and achievements of these
notable Australians.
Victor Chang was a heart surgeon who was murdered
Content
examination of the impact of people's travel, recreational,
in a foiled extortion attempt in 1991. He worked in

Sydney overseas, however he kept his General Practice
in John Street in Cabramatta until his death.
cultural and/or leisure activities on the future of places

explanation of the impacts of a selected travel,
recreational, cultural or leisure activity on a place,
implications for the future of that place and
strategies to achieve sustainability
Production and consumption
Students:
examination of environmental, social and economic
impacts of production and consumption of consumer
goods
Resources
Luke Nguyen is a celebrity chef who has written

multiple cookbooks and developed television series,
where he examines cooking and the food culture in
Vietnam and France.
Michael Ma is a businessman who claims not to have
good memories of Cabramatta. He is successful in
owning the Indochine chain of restaurants in America
and Asia.
Gough Whitlam was an Australian Prime Minister. He is
famous for removing last of the vestiges of the White
Australia Policy and enabling refugees to access
Australia from Vietnam
Trade
Students:
investigate the ways places and people are
interconnected through trade in goods and services
across a range of scales, for example: (ACHGK067)
identification of trade connections in Australia eg
local farmers markets, inter-state business
examination of a country's trade links with other countries eg
major trade partners, sources of raw materials
analysis of spatial patterns of global trade eg
countries of production and consumption, global
shipping and freight routes
Production and consumption
Students:
investigate the effects of the production and
consumption of goods on people, places and
environments throughout the world, for example:
(ACHGK068)
examination of environmental, social and economic
impacts of production and consumption of consumer
goods
assessment of the effect of production or
consumption of goods on ONE place or environment
explanation of responses by governments, groups
and individuals to minimise the effects of production
Topic 6
Food and street culture in Cabramatta - connections with Asia
The connections with Asia are closest in the physical layout of
John Street in Cabramatta and Freedom Plaza. Within this
precinct there are a myriad of material, food, clothing,
butchers and fishmongers shops. Added to this is illegal street
trade carried out by elderly Vietnamese women, often in
traditional dress, sitting on the side of the road and selling
home grown and home made produce. The smell of
Cabramatta is distinctly Asian due to the number of
restaurants and nature of open air trading. It is a town that is
constantly moving with traffic, restaurant doers, businessmen
scurrying and families shopping. Since the late 1990s, the
entrance to Freedom Plaza has been heralded by gates that
were presented by local businesses. They commemorate
refugees who have made Australia their home.
The Moon Festival is an annual even that is held in
Cabramatta to celebrate the Chinese Lunar New Year. At not
other time could the case for Australias Asians be made
than during this celebration.
As social networking is becoming more popular, a group called
Cabramatta; A taste of Asia has been promoting local
restaurants in Cabramatta. Part of the food culture of
Cabramatta can be accredited to a celebrity chef, Luke
Nguyen, who talks candidly about his life as an Australian
immigrant in his work with the television channel SBS
Content
Resources
and consumption
Stage 4 - Landscapes and Landforms
investigate the aesthetic, cultural, spiritual and
economic value of landscapes and landforms for people,
including Aboriginal and Torres Strait Islander Peoples,
for example: (ACHGK049)
explanation of the aesthetic value of landscapes and
landforms to culture and identity
investigate the human causes and effects of land
degradation, for example: (ACHGK051)
identification of the ways people utilise and change
landscapes
description of the impact of a range of human
activities on landscapes
assessment of the contribution of Aboriginal and Torres Strait
Islander Peoples' knowledge to the use and management of an
Topic 7
Virtual excursion to Cabramatta
Excursions are a valuable part of a students learning
experience. A day trip to Cabramatta, including a restaurant
lunch at one of the many South East Asian restaurants or
eateries is highly recommended, however, if this is not
possible, some excellent research was undertaken by Fairfield
City Council and partners and can be accessed at this website
http://www.fairfieldcity.nsw.gov.au/default.asp?
bypass=1&iSubCatId=2258&iDocID=6771
Australian landscape or landform

Topic 8 and conclusion

Is Australia part of Asia? Does Cabramatta have the answers?
According to Dreher (2006, pp. 99-100), essential places to
visit or discuss include;
1. Clear Paddock Creek, where the Cobdogla people collected
cobra grubs and fished. There is also an ancient birthing
site near the creek
2. The Pai Lau Gateway in Freedom Plaza, built as a symbol
of multiculturalism and community harmonybold letters
spell out Liberty in Chinese, Vietnamese, English, Khmer,
and Lao scripts. It would be an interesting activity for
students to analyse the gates and find the kangaroos and
koalas on the gate that were included as a symbol of
cultural exchange and integration. (Dreher 2006, p. 100)
3. The Phuoc Hue Buddhist monastery has, according to
Dreher (2006, p. 100) links with temples in Asia and North
America, and has become a well-known local institution.
Topic 10 200
Topic 8 - Is Australia part of Asia? Does Cabramatta
have the answers?
Cabramatta, as a case study presents compelling evidence of
Australia being part of Asia.
Cabramatta, as a case study presents compelling evidence of
Content
Resources
Australia being part of Asia.

The rhetoric and discourse surrounding this topic stems from
the invasion narrative in the late nineteenth centrury, through
both world wars and the Cold War. It was not until the 1970s
when though about Australias place in the world and
identification with Asia started to change. The Vietnam War
saw many refugees from South East Asia make their home in
Australia and suburbs such as Cabramatta have developed in
capital cities, whether they be name Chinatown or have
names that blend into other suburbs.
The people in Cabramatta initially settled closely to the
migrant-processing centre nearby. As community networks or
culture, food religion and language developed, so to did a
town. Australia had feared such concentration of migrants,
however, now Cabramatta is celebrated for its vibrancy.
Cabramattas shopping precinct and cultural festival are the
pride of the town and the Fairfield City Council who have
developed multicultural tourism and food branding around
restaurants and events,
Evaluation

Is Australia Part of Asia

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Is Australia Part of Asia

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Is Australia part of Asia?

GE4-4 examines perspectives of people and organisations on a range of geographical issues

GE4-8 communicates geographical information using a variety of strategies

PEER AND SELF-ASSESSMENT

Teaching, learning and assessment

Stage 4 - Place and Liveability

Teaching, learning and assessment

facilities on the liveability of places, for example:

Examinations of the reasons refugees seek asylum in Australia

Little Fish, 2005: 'Flame trees will blind the weary

The teacher needs could lead a discussion about what kind of

local neighbourhoods, large cities, countries

In Topic 1, the class examines the Ancestry graph and

Children painting at immigration centre TFL-ID R2234

In Topic 2, the teacher is encouraged to lead the students on

Teaching, learning and assessment

across a range of scales, for example: (ACHGK067)

profile.id by .id, the population experts. Excludes languages

Stage 4 - Water in the World

Stage 4 - Place and Liveability

Teaching, learning and assessment

investigate the influence of social connectedness and

considered highly liveable

Migrants and Refugees; personal journeys and

Teaching, learning and assessment

examination of the impact of people's travel, recreational,

in a foiled extortion attempt in 1991. He worked in

cultural and/or leisure activities on the future of places

Luke Nguyen is a celebrity chef who has written

Teaching, learning and assessment

Australian landscape or landform

Topic 8 and conclusion

Teaching, learning and assessment

Australia being part of Asia.

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