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Chapter 33: The Cultural Geography of Australia, Oceania, and Antarctica
"Australia"

Introduction
Students have read about Australia's diverse population. In this lesson they will learn about immigration patterns and multiculturalism in Australia. They will also learn about trends in immigrants' regions of origin.

Lesson Description
Students will use information from the Australian Department of Immigration and Multicultural Affairs Web site to learn about multiculturalism and immigration in Australia. Students will answer four questions and then use what they have learned to create graphs and charts from immigration data.

Instructional Objectives

  1. Students will discover how the Australian government promotes cultural understanding.
  2. Students will learn about the evolution of Australia's policies on immigration.
  3. Students will learn about current Australian immigration practices and statistics.
  4. Students will recognize trends in Australian immigration patterns.
  5. Students will apply this knowledge by creating charts and graphs to communicate statistical immigration data.

Applied Content Standards
Standard 6: The geographically informed person knows and understands how culture and experience influence people's perceptions of places and regions.
Standard 9: The geographically informed person knows and understands the characteristics, distribution, and migration of human populations on Earth's surface.
Standard 10: The geographically informed person knows and understands the characteristics, distribution, and complexity of Earth's cultural mosaics.
Standard 12: The geographically informed person knows and understands the processes, patterns, and functions of human settlements.
Standard 17: The geographically informed person knows and understands how to apply geography to interpret the past.
Standard 18: The geographically informed person knows and understands how to apply geography to interpret the present and plan for the future.

Student Web Activity Answers

  1. Skilled workers must meet a points test, have needed work skills, have ties to Australia or be nominated by an employer, or be able to start a beneficial business. Family migrants must be a spouse, fiancÚ, dependent child, or parent of someone already in Australia. Humanitarian migrants must be refugees, although people who have suffered human rights abuses or who are displaced may migrate if they have close links to Australia.
  2. The first phase, assimilation, was also known as the White Australia policy. All non-British immigrants were expected to put aside their cultures and languages and blend into Australian society. During the integration phase from the mid-1960s to 1972, the government allowed more non-Europeans to settle, provided economic assistance to migrants, and encouraged ethnic organizations. Since 1972 the multicultural phase has included greater activity by minorities to preserve their heritages as well as government promotion of cultural understanding and tolerance.
  3. The "Community Grants" program provides funding to community organizations for projects that encourage community harmony, increase racial tolerance, and develop cultural understanding. The program encourages organizations to involve young people, schools, media, police, sports groups, workers, and rural people.
  4. During both periods net permanent migration showed a declining trend.
  5. Students' circle graphs should reflect the percentages shown on the "Fact Sheet 2: Key Facts in Immigration" page for settler arrivals by region of birth. The four regions with declining percentages are Europe and former USSR; Southeast Asia; North America; and South America, Central America and the Caribbean. Five regions that show increasing percentages are Oceania, Middle East and North Africa, Northeast Asia, Southern Asia, and Africa (except North Africa).

Go To Student Web Activity

 


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