Lesson summary
In this lesson, students complete a 3-2-1 Bridge visible thinking routine to establish their understanding of the issue of youth homelessness. They view a short clip featuring Owen, a young man who experienced homelessness in his childhood. Students will create a set of questions about the topic of affordable housing, then build a deeper understanding of the topic by reading articles and factsheets. They will draw conclusions about the impact of affordable housing, and share their reasoning with their classmates before reflecting on their new understanding of the issue of youth homelessness by completing the second part of the 3-2-1 Bridge visible thinking routine.
Learning intentions:
Students will...
- understand the role that the media plays in influencing public opinion on social issues
- understand that citizens can influence government policies on social issues
Success criteria:
Students can...
- describe the link between homelessness and human rights
- make connections between how the media represents the issue of homelessness and the way the issue is addressed by democratically elected governments
Lesson guides and printables
Lesson details
Curriculum mapping
Australian curriculum content descriptions:
Year 9 Civics and Citizenship:
- The process through which government policy is shaped and developed, including the role of Prime Minister and Cabinet (ACHCK103)
- Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
General capabilities: Literacy, Ethical Understanding, Critical and Creative Thinking, Personal and social capability
Relevant parts of Year 9 achievement standards: Students analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life. When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues
Unit of work: Life After The Oasis – Civics & Citizenship
Time required: 80 mins
Level of teacher scaffolding: Medium – facilitate class discussion
Resources required
- Student Worksheets – one copy per student
- Device capable of presenting a video to the class
- Handling Sensitive Topics And Controversial Issues Factsheet (optional)
- A4 paper (optional – one piece per student)
- Enough web-enabled devices for one between two students
- Strongly Agree/Strongly Disagree Signs (printed)
Skills
- Adaptability
- Collaboration
- Communication
- Empathy
- Social skills
Additional info
This resource has been adapted from ‘Teaching Social Issues Through English’ developed with the English Teachers Association NSW and the ‘Youth Homelessness Matters Resource’ developed by Janice Atkin. You can find these resources here.
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