Celestial Empire | National Library of Australia (NLA)

Celestial Empire

About this module

Using an inquiry-based approach, this module develops students' skills as historians through engaging historical sources. Featuring sources from the National Library's collections, the resource caters for flexible approaches to suit diverse classroom contexts and learning styles.

Copyright for teachers

You can download all collection materials in this resource for education purposes. For more information, go to copyright for teachers.

Digital Classroom: Celestial Empire

Topics in this module

This module covers 5 key topics.

Each topic includes an introduction to key concepts, links to key resources in our collection and a series of learning activities that cater for a variety of classroom contexts and learning styles.

Many items featured in the exhibition, Celestial Empire: Life in China 1644-1911, are listed in Trove. It is recommended for students to explore this as an introduction to the content contained in this learning resource.

french hand inked map of China and Tibet

Jean Baptiste Bourguignon d'Anville & Henri Scheurleer & Gerardus Condet, Carte la plus generale et qui comprend la Chine, la Tartarie chinoise, et le Thibet, nla.gov.au/nla.obj-232293356

Territory

Topic

The Qing dynasty, sometimes referred to as the Empire of the Great Qing, or the Manchu dynasty, was the last imperial dynasty of China.

Digital Classroom
Hand inked landscape of the Five Palace Gardens

The Five Palace Gardens 1904, National Library of China

Emperors

Topic

The Qing dynasty ruled China for nearly 270 years, lasting from 1644 until 1911; it was the last of China’s so-called conquest dynasties, the country being governed in this period by the Manchus, an ethnic group from beyond its frontiers.

Digital Classroom
Chinese illustration

The Story of the Stone (Dream of Red Mansions), Suzhou: Book Room of Collected Literature 1791, National Library of China

Literature

Topic

The Story of The Stone is regarded by many as the greatest example of Chinese literature, and as one of the masterpieces of world literature.

Digital Classroom
Painting Manual of the Mustard Seed Garden

Wang Gai (1645–1707), Painting Manual of the Mustard Seed Garden, Nanjing 1679, National Library of China

Art

Topic

Emperor Shunzhi, the first emperor of the Qing dynasty (since the taking of China proper in 1644) died in 1661. His son, Kangxi, took over at the age of seven and reigned for 61 years. He encouraged painting, porcelain making and literature.

Digital Classroom
A colour lithograph showing chinese houses on either side of a long, wide boulevard with block rows of soldiers on horseback as far as the eye can see.

The Earl of Elgin's entrance into Pekin on the 24th of October last to sign the Treaty of Peace between Great Britain and China / sketched by our special artist from the An-Tin Gate (Gate of Peace) of the Tartar Quarter, 1861, nla.gov.au/nla.obj-128383685

Contact and conflict

Topic

In relation to the West, when the Qing dynasty began in 1644, access to Chinese markets for the Portuguese, Spanish, Dutch and English had been restricted to Canton since 1550.

Digital Classroom

Introductory activity

China's ethnic groups (1644–1911)

Summaries about different Chinese ethnic groups of the last 3 centuries. 

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.

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.

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.

Activity 1: Group presentation

  1. Divide students into small groups.
  2. Assign each group one of the major ethnic groups from Qing China.
  3. Ask them to prepare a short oral presentation on their group.
  4. Encourage students to explain how their group came to be part of (or rulers of) the Qing Empire.

Concluding activities

Before and after the Qing

Summaries of the political systems preceding and following the Qing dynasty.

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.

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.

Activity 2: Group presentation

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?

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'

  • 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)
Page published: 20 May 2025

Need help?

Our librarians are here to guide you.

Ask a librarian