About this module

The resource highlights key aspects of Chinese life during the mid-to-late modern period including the territorial extent of Qing China, the role and influence of the Emperor, literature, art, architecture and contact and conflicts between the Qing and European powers.

The resource gives teachers flexibility. Activities are provided to focus students on key historical people and events that were significant during the Qing Dynasty. The highlight of the resource is the selection of sources from the exhibition Celestial Empire: Life in China 1644-1911 presented by the National Library of Australia and the National Library of China.

Each of the five key sources introduces a theme. The student activities that support the sources cater for a variety of classroom contexts and learning styles. Teachers can explore all five themes, or choose specific themes to meet their teaching and learning objectives.

Module learning activities

Introductory activities

This activity aims to facilitate a shared understanding of the themes and concepts relevant to experiences during the Qing Dynasty, as explored in the Australian Curriculum. It provides a context for students before they begin to explore specific sources from the Celestial Empire exhibition.

Getting to know the major ethnic groups in China 1644-1911

Short summaries have been provided here. Organise students into groups and have them give a short oral presentation on one of the ethnic groups in China during this time period. Have students focus particularly on how their group was brought into (or came to rule) the Qing state.

Manchu

Founded as an amalgamation from different tribes in the late 16th century from what is today known as Manchuria, throughout the Qing dynasty they continued to develop their sense of identity. As the rulers of Chinese territory, they adopted culturally Chinese methods of rule, but they also remained sensitive to the different needs of some of their other territories.

The nature of being Manchu evolved during the nearly three centuries of the Qing dynasty as, like all dynasties, it engaged with and even sought to emulate high points of the past. The court did not entirely abandon its warlike origins, but members of the Manchu elite were expected to be competent horsemen and archers while also demonstrating cultivation of the gentlemen-scholar world.

Han

The definition of the Han identity has varied over time, although throughout most of history Han Chinese have comprised the largest ethnic group in China. During the Qing dynasty Han Chinese who had entered the Eight Banners military system were considered Manchu. In the latter period of the dynasty many groups seeking to overthrow the imperial system emphasised their Han identity in order to promote nationalist sentiment.

Mongol

The term Mongol generally refers to the East-Central Asian ethnic group of tribesmen brought together under Genghis Khan's reign during the thirteenth century. Mongols were known for their horsemanship and fierce military prowess, although their power began to wane during the fourteenth century. During the late sixteenth century and early seventeenth centuries the Manchus were able to subjugate the Mongols and absorb their troops. Eventually, the Qing ruled the entire territory that comprises modern day Mongolia.

Item list

The Trove list: Celestial Empire contains many of the items featured in the exhibition Celestial Empire: Life in China 1644-1911. It is recommended for students to explore this as an introduction to the content contained in this learning resource.

Concluding activities

Before and after the Qing

In order to situate the Qing dynasty in its global historical context ask students to create a diagram similar to those in Tim Urban's article 'Horizontal History'. What else was happening in the world during the Qing dynasty and immediately before and after?

Short summaries of the political systems preceding and following the Qing dynasty are included to kickstart the process.

Ming Dynasty (1368-1644)

The Qing dynasty replaced the Ming dynasty. The Ming had continued dominance through military rule, which was contrary to the Confucian tradition of civilian control. However, economic growth under the Ming led to increasing literacy and expanded consumption of elite culture: more people had money and time for leisure; there were fewer positions in the civil service; those failing the civil service examinations had high levels of literacy and turned to literature, medicine or teaching; and there was an increase in printed material.

Republic of China (1912-1949)

The Xinhai Revolution broke out on 10 October 1911 In Wuchang, when a republican–minded military unit mutinied. Forced prematurely into action, the uprising spread to other provinces and by December Nanjing was taken. Sun Yat-sen returned to China on Christmas Day and he was installed as interim President on 29 December 1911. The Republic of China was declared on 1 January 1912. The Emperor abdicated in February 1912 and power was transferred to the Republic.

Curriculum links

This resource has been developed with reference to four History content descriptions for Year 9 students in the Australian Curriculum: Humanities and Social Sciences - 'The making of the modern world'. It is aimed specifically at those teachers and students undertaking the depth study on 'Asia and the world'.

• Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
• Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
• The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism (ACDSEH142)
• The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141)

The resource also has relevance to the General Capabilities of Intercultural Understanding, Asia and Australia's Engagement with Asia, Critical and Creative Thinking, and Personal and Social Capability.