Teaching White Australia Policy and Migration Experiences in the Secondary Classroom

Suitable for: Years 9–12

These activities will build student understanding of the White Australia Policy through learning about the life of Setsutaro Hasegawa and his family.

Students will

Digitally experience objects from the museum’s collections belonging to Setsutaro.
Investigate impact of the White Australia policy on Setsutaro’s life, as well as his later internment during World War II.
Make connections to their own experiences of belonging in a diverse society, and intergenerational impact of belonging.

The activities can also be used as pre or post visit activities to prepare and enhance the experience of students who are booked into the Waves of Migration program at the Immigration Museum.

Bookings & more information

Activity 1: Watch the animation as a class

A) Think-pair-share

Who was Setsutaro Hasegawa and why did he move to Australia? What is one memorable thing about his life?

B) Discuss as a class

To know who I am, I had to know who Setsutaro Hasegawa was. Andrew Hasegawa (Grandson of Setsutaro)

What could this mean?

He didn’t bring many possessions to Australia… Look at the calligraphy. It’s beautiful... the suits made by a Japanese tailor… Andrew Hasegawa

What do these objects tell us about Setsutaro?
What is so important about them?
How do they help tell his story?

C) Think of a personal object in your life that could be placed in a museum. It could be a photograph, a drawing, a special pen, a gift or anything else that might tell a story. Write a short description explaining what story it shares and how it can be used to tell their story.

Activity 2: Return to the video and read the article individually

A) Create a fact file on Setsutaro Hasegawa listing all notable events in his life.

B) Write a paragraph or discuss in small groups

What was the White Australia Policy?
How did Setsutaro build community and belonging during a time when anti-Asian sentiment in Australia was high?
What was the impact of the White Australia on Setsutaro’s life?
Why was Setsutaro interned at Tatura camp during WWII?
What was the impact of his internment and the anti-Japanese atmosphere after the war on the Hasegawa family?

Write a letter to the editor for an Australian newspaper in the 1940s responding to the internment or release of a Japanese Australian resident (like Hasegawa) during WWII.

Consider your purpose

Are you criticising the policy?
Are you asking the public to reconsider their views?
Are you reflecting on what this means for justice, identity, or belonging?
Reference public attitudes and policies of the time

Activity 3: Watch the animation again

A) Read Andrew’s quote below and write reflective dot points on the questions below

Over decades, I've been assembling a jigsaw puzzle… There’s a couple missing.

What do you think Andrew is assembling in his jigsaw puzzle?
What does this story tell you about the missing pieces of Australian history?
How does Setsutaro’s story help you to understand White Australia Policy, migration experiences or WWII experiences better?

B) In small groups, create a mind map titled “Hidden Histories”. List examples of individuals or communities whose stories are often left out of Australia’s immigration narrative, and suggest why this may be the case.

C) In your groups, select a theme to dive into deeper:

White Australia Policy
WWII internment in Australia

Discuss or research different perspectives on that theme, particularly those of people or communities directly affected (e.g. non-European migrants, First Nations Australians, Pacific Islanders, or Japanese Australians like Hasegawa).

There are a range of sources that offer deeper insight into the experiences of different communities during this period, which can be used to support and extend your group discussion. You can begin by looking through the museum collection, where you’ll find more information and perspectives to explore.

D) Add findings to “Hidden Histories” mind map, including names, quotes, or reflections

Activity 4. Reflective practice

Throughout this resource, you have learnt about Setsutaro’s life and the ways in which his experience as a Japanese migrant was shaped by the policies of the time, particularly the White Australia Policy. You have explored how these policies affected his opportunities, identity, and sense of belonging as an Australian.

To bring everything together, reflect on the following prompt and respond in a way that shows your understanding of both personal stories and broader historical contexts.