Activity Introduction

Smiling ManQuick summary: In this lesson, students are guided through a range of scripted scenarios that will help them understand the difficult decisions refugees and asylum seekers face after arriving in Australia. This lesson safely guides students and teachers through this challenging topic by shining a light on the fact that the challenges of being a refugee don’t end on the first day after arriving in Australia.

Our Stories - Empathy and Education Leading to Action LogoThese lessons have been created in partnership with Stand Up: Jewish Commitment to a Better World to be used alongside their Our Stories project.

 

 

 

Learning intentions:

  • Students will reflect on, and empathise with, the lived experiences of refugees who are building a new life in Australia
  • Students will consider their attitude towards newly arrived refugees
  • Students will understand why it is important to treat refugees with compassion, respect and kindness, so that we can celebrate our multicultural society and share values of inclusivity and tolerance

21st century skills:

Skills Infographic

Australian Curriculum Mapping

Content descriptions:

Year 8 Civics and Citizenship

  • Citizenship, diversity and identity: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
  • Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
  • Analysis, synthesis and interpretation: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
  • Problem solving and decision-making: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS071)
  • Communication and reflection: Reflect on their role as a citizen in Australia’s democracy (ACHCS074)

Year 9 Civics and Citizenship

  • How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
  • Analysis, synthesis and interpretation: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
  • Problem solving and decision-making: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086)
  • Communication and reflection: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)

General capabilities: Ethical understanding, Intercultural understanding, Critical and creative thinking, Personal and social capability.

Relevant parts of the Year 8 achievement standards: Students identify the diverse belief systems in Australia and analyse issues about national identity and the factors that contribute to people’s sense of belonging. They explain different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and develop solutions to an issue. Students develop and present reasoned arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They identify ways they can be active and informed citizens in different contexts.

Relevant parts of the 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. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.

Topic: Social issues

Unit of work: Our Stories – Building a new life in Australia – Years 8 & 9

Time required: 60 mins.

Level of teacher scaffolding: Medium – teacher reads a range of scripted scenarios and facilitates class discussion.

Resources required: Student Worksheets – one copy per student (optional). This Teacher Worksheet or the Our Stories Situation Script – one teacher copy. Equipment to project an online clip for the whole class to watch. A stopwatch, timer app or whiteboard countdown.

Keywords: human rights, social action, community, asylum seeking, refugee, migrant, immigrant, emigrant, persecution, citizenship, statelessness.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

Students will...

  • ...reflect on, and empathise with, the lived experiences of refugees who are building a new life in Australia
  • ...consider their attitude towards newly arrived refugees
  • ...understand why it is important to treat refugees with compassion, respect and kindness, so that we can celebrate our multicultural society and share values of inclusivity and tolerance

Success criteria:

Students can…

  • ...make a range of social and ethical decisions based on a given scenario 
  • ...work in teams to make a decision 
  • ...justify their decisions based on the expected outcomes

Make the learning intentions and success criteria visible for students throughout this lesson. 

Teacher content information: Australia has a long history of migration. The movement of people has occurred for many different reasons, including family connections, employment opportunities, and in the case of refugees, leaving their home countries due to the

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Student Worksheet

Student Worksheet

Reflection

Consider the scenarios and discussions you have engaged with throughout the lesson and respond to the following questions:

1. Were your decisions influenced by the fact that you came as a family, with a partner or by yourself?



2. How did it feel to have to make such major decisions in such a short time?



3. Did your group have any disagreement? How was that disagreement resolved?



4. How did it feel to make all these decisions and not progress very far across the room? It you had to choose two words to describe your feeling about this, what would it be?



5. Do you have any other comments, thoughts, feelings or questions to share?





Additional resources:

Our Stories video (https://vimeo.com/293047379/5002988795) 
Our Stories website

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