This short project will cover our Reading, Writing and Discovery session for the week.
Research a migrant in Australia who has gained great success. Start to take notes about your selected migrant.
Things to consider- Who, What, When, Where Why.
Make sure you record all sources of information.
Think about how you will present this information.
Suggestions: poster, Book Creator, paper booklet, IMOvie
For the first 2 hours each day you will be working on this and on Thursday and Friday you will be presenting.
Make sure your final report includes a title, subheadings, factual information (date of birth, year of arrival, reason for migrating, picture of your person, transport into Australia), some interesting facts, pictures or diagrams, any struggles your person endured and a bibliography.
Choose a famous refugee from the following list: (If you have someone else in mind, you must have this approved by Mr. Blain)
Khoa Do: actor, film director, charity worker and Young Australian of the Year. (Brother of Anh Do) Dr Karl Kruszelnicki: Scientist & author often shown on tv and radio explaining scientific concepts to the people. Tan Le: technology entrepreneur. Young Australian of the Year. Les Murray: "Mr Football", sports journalist and famous broadcaster. Julia Gillard: Australia's first female Prime Minister Aliir Aliir: Professional AFL player for the Sydney Swans, came to Australia as a refugee from Kenya. Changkouth Jiath: Professional AFL player for Hawthorn, of Sudanese heritage but was born in an Ethipian refugee camp. Judy Cassab: One of Australia's best known portrait painters & two time winner of the Archibald prize Gustav Nossal: A distinguished medical scientist & Australian of the year Ajak Deng: Australian model & the face of The Body Shop's 2017 Christmas campaign that aims to raise funds for Syrian refugee children in Lebanon. Thon Maker: NBA Player
Immigration
Who are the people who came to Australia and why did they come?
This is a really helpful website with lots of different immigration stories from varying countries:waves.anmm.gov.au/Immigration-Stories/Stories-from-our-collection.aspx YOU ARE WELCOME TO USE THESE PROMPTS IF YOU ARE STUCK WITH WHAT TO ADD IN YOUR IMMIGRATION STORY... Why did (name) leave (your chosen country). What was the reason for (name) to come to Australia? Was it a push or pull reason? (Go on to explain)
Talk about (name’s) family Did they travel with their family or did they have to leave them behind? How old was (name) when they left their home country? What year was it? How did (name) get to Australia? What did (name) take with them? How did they feel about leaving their home country?
What was the journey like?
living conditions
food
money
did they make friends?
How did they fill in each day?
How long did the journey take?
Where did (name) land in Australia? What did they do when they got off the boat? Where did they settle? What was (name’s) initial thoughts on Australia (use 5 senses)? Where did (name) end up living? Did (name) end up finding a job?
Week 6
Lesson 9 LI: We are learning to understand how wars have affected Australian Immigration. SC: I can explain the impact the Vietnam War had on Australian Immigration.
Vietnam War Watch BTN clip “Vietnam War” (4:34) What did you learn from this story? What did you hear about the impact this war had on immigration to Australia? Student Task: We are going to watch this news clip together as a whole class: Anh Do: news clip (7 mins) https://www.youtube.com/watch?v=Z0gt1pA3F-E After watching, you are going to answer some questions (On a worksheet) about this news clip, so make sure you are paying attention!
Reflection: Share answers to Anh Do questions. If time, discuss with students that It is not just WWII and The Vietnam War that resulted in immigration to Australia! Many other wars have lead to increased immigration and refugees seeking safety in our country. Watch this 6 minute video about 12-year old girl from Kosovo.
Lesson 2: LI: We are learning to understand how wars have affected Australian Immigration. SC: I can explain at least one effect WWII had on Australian Immigration.
We know that the Australian government’s changing policies caused significant changes in Australia’s immigration and therefore changed the Australian population. What do you remember about the two policies we learnt about yesterday? This week we will look more closely at the impact of war on immigration to Australia.
Activity: Ten Pound Poms Between 1945 and 1972 over one million migrants from the British Isles arrived in Australia as “ten-pound Poms”. Individually or in pairs, you are going to watch the following two commercials, and look at two posters used to advertise this scheme. While you explore these advertisements, answer the following questions in your discovery book:
How is Australia presented?
Who are these advertisements aimed at?
What persuasive strategies do you notice?
Do you think these advertisements were successful?
One of the first groups to be offered a temporary home because of the war in Europe were British children from towns and cities like London and Birmingham, which had been bombed by Germany. The damage had left many thousands without homes and many children were left in vulnerable situations. A decision was made to move children out of the major cities and towns to the countryside or overseas.
You are now going to have some time to explore the website, “On Their Own”, particularly looking at “The Departure” “The Voyage” and “New Land, New Lives” pages.
Be prepared to share some of the most interesting facts you learn with the class! (Before you start, decide how you are going to take notes, or record the interesting facts you read- Book Creator, In your Discovery Book?)
Lesson 1: LI: We are learning to understand how Immigration policies, acts and schemes changed our nation. SC: I can explain the aims of the White Australia Policy, and the Populate or Perish Policy.
First of all- each student needs to rule a table up that is identical to this on a new page of their Discovery Book.
Go through Teach Starter timeline (display in classroom) - Each student needs to write down one fact, thought or question. Then Using their Discovery Book, students roam and meet with two different students. They discuss the timeline and give one fact, thought or question, and receive one fact, thought or question with each of these three students and write these in their table. Altogether: Governments around the world generally consider it their responsibility to decide who can and who can't come and live in their countries. This was not always the case in Australia. Until the 1860s, immigration was uncontrolled. People who wanted to come to the colonies could and, of course, hundreds of thousands did, especially during the gold rushes. After that time some of the colonies introduced measures to control migration from particular countries. But since the Federation of the Australian colonies into a single nation in 1901, Australia has had national policies to control migration.
Today we are going to learn about two of these policies in particular:
The White Australia Policy
The Populate or Perish Policy
Think, pair share: just from hearing the names of these two policies, discuss what you think they might be about. Can you hypothesise what the purpose of these policies was?
Student Learning Task: White Australia: The Immigration Restriction Act of 1901 led to the restriction of non-European migration, which became known as the White Australia Policy. Read throughWhite Australia Policy - ABC Education digibook. Discuss students’ thoughts and reactions. Then: Give One, Get One - White Australia Students roam & meet with two different students, sharing facts, thoughts or questions about the White Australia Policy and add these to their table. Populate or Perish: Australia called for protection from USA during World War II, but this required the Immigration Restriction Act to temporarily change. After the war, Australia launched a massive immigration program believing it had narrowly avoided a Japanese invasion. The belief was the country needed to increase the population before another country tried to take over. So, the White Australia Policy was abolished, and the new policy was to bring more migrants to Australia. Populate or Perish! Watch: YouTube - Episode 2 Part 1 of Immigration Nation (Just the start - up until 5:50 when the man says: “...we can’t make enough Australians internally, we need to look to migration.”. ) This clip is aimed at an adult audience but is fine for the kids - you may need to stop and explain some vocab and other things at times)
Then: Give One, Get One - Populate or Perish Students roam & meet with two different students, sharing facts, thoughts or questions about the Populate or Perish Policy and adding these to their table.
Reflection: Note-Taking frame to display in the classroom, in order to collect their reactions and questions as well as the facts/information they have learnt. In your final discussion, discuss the changing aims of Australia's migration programs:
After Federation: to maintain Australia's European culture and ethnic background (the White Australia Policy, 1901-66)
After WWII: to increase population quickly to ensure national survival (late 1940s to 1960s)
More recently: to attract people with skills that are needed in Australia and to reunite families (1978 to the present).
Week 5: Australia’s Immigration History: Why do people immigrate to Australia?
Lesson 1: LI: We are learning to understand different reasons why people have immigrated to Australia SC: I can explain different reasons why people have immigrated to Australia in the past, and can identify if these reasons are forced or voluntary.
Today we are going to focus on a certain type of immigrant - refugees. Read “Refugees” (left side of p. 6) and “The Journey” (left side of p.7) Activity:
Today you are going to work in pairs, choosing one of the following BTN clips to watch and take “window notes”.
Reflection: Share with whole class: Go through each of the four sections of the window frame, and select students to share from their notes. Whole class: read this one page cartoon: Different perspectives - p. 14 Discuss which characters are giving facts and which ones are giving opinions.
Week 4: Australia’s Immigration History: Why do people immigrate to Australia?
Lesson 1: LI: We are learning to understand different reasons why people have immigrated to Australia. SC: I can explain different reasons why people have immigrated to Australia in the past, and can identify if these reasons are forced or voluntary.
We already know some times throughout history when a large number of people immigrated to Australia. What can you remember? Let’s go through some of the times when the largest numbers of people immigrated here.
Slide 8-13
We are going to watch a short film that profiles three immigration stories, one from Sudan and two from Serbia/Croatia.
Before we watch, let’s look at this Window Note-Taking frame. After we watch the short film we will reflect and have a discussion as a whole class. During this discussion we will organise our thoughts using this window frame. If you wish to take your own notes while watching you can, however you may prefer to just watch for now.
Why did these people immigrate to Australia?
Were there push factors involved in the decision to immigrate? What about pull factors?
What impact has their immigration had on their life?
What emotional experiences did these people endure?
Lesson 1: LI: We are learning to make considered inferences about immigration stories, based on artefacts SC:
I can use the thinking frame: See, Think, Wonder when examining artefacts.
I can use evidence and prior knowledge to make considered inferences.
Introduction: Let’s take the objects and photographs out of the kit. Look at each object briefly and consider these questions:
What is the object, and what is it used for?
Where might it have come from? Why do you think that?
How old is it? How could we find out?
Who does it belong to? What story can it tell? Do you or your family own something similar?
Why is it in the kit? Why is it important?
How much is it worth? How much would you pay for it? Why might an object be more valuable to one person than it is to another?
Activity 1:
As a group, you are going to closely examine a set of items (artefacts) belonging to one person. Take high quality photos of each artefact. Look closely at each item and discuss:
What do you see?
What do you think?
What does it make you wonder?
Activity 2: You need to put together the clues and tell the story (Brief) of the owner of these items. You need to include:
Where they are from.
Why they migrated to Australia.
What kind of life they lead.
Why each object is important to them, and what it tells us about their life.
Remember:Think back to when we learnt about using evidence to make inferences (the shoes and the rubbish tasks). Detectives cannot make up completely random stories! They must use the evidence alongside their prior knowledge to put their case together.
Lesson 2: LI: We are learning to understand how artefacts can tell a story. SC: I can read and understand a true migration story, and discuss how each artefact
Introduction: Before lunch we had a look at the objects in the suitcase. In this session you are going to read about the true owner of these items. For this task you will be working in the same groups as the previous lesson. With your group members, read your biography together. There are also photographs for you to look at, relating to your immigrant.
Activity 1: Provide students with links to the following biographies:
After reading, discuss with your group how, when and where each artefact relates to the story of its owner.
Task 2: You are now going to work together in your group to create an A3 poster about your person and their migration story. You need to include:
A photo of the person
A photo of each artefact, labelled with a caption.
A small world map showing the country of origin.
A summary of their migration story. This could be written in paragraph form, or in dot points, but needs to be in your own words - make sure nothing is copied and pasted from the website please.
Before you begin you need a plan of: - How you will set out your work on the poster to ensure it is neat and tidy with clear headings. - How will all five of you work collaboratively to get this task done? You will need to split up and delegate some jobs… how can you do this whilst making sure everyone stays in the WITH box?
Week 2: Introduction To Immigration
Lesson 2: LI: We are learning to understand and use precise vocabulary related to immigration. SC: I can explain the difference between:
refugees and asylum seekers.
push and pull factors
Task 1: Vocab match up You have a jumbled up list of words and definitions. With your partner, you need to cut these up, discuss the words, and try to match up each word with its correct definition. It’s ok if you don’t know… have a go!
Task 2: Now we are going to learn a little more about each of these words.
We will now go through our answers to our vocab match. Answers - on p. 2
Reflection: SC: I can explain the difference between:
refugees and asylum seekers.
push and pull factors
Can we now explain the difference between refugees & asylum seekers? What about push and pull factors?
Lesson 1: LI: We are tuning in to what we already know about Australia’s immigration history, and exploring how we fit in to the big picture of Australia. SC: I can participate in discussions, share what I know, and think about what I would like to learn.
Activity 1: Firstly we are going to create 2 circles. The outside circle will be the boys. All of the boys need to face towards the centre of the circle. Inside this circle we are going to create a circle that faces outwards towards the boys.
I will then ask some questions that you are going to discuss with the person you are facing towards. This will only be for 1 minute.
Activity 2: What do you already know about Australia's Immigration History? We will be adding these to our chart.
Activity 3: Where do we fit in the big picture of our nation? Let’s explore this website: Choose your own statistics. - Country of Birth
What are the top 6 countries that most migrants come from? Why do they come from these countries?
- Refugees & Asylum
If you had to flee your home country, what would you take with you?
What is the difference between refugees and migrants?
Discussion: What countries do our families originate from?
Activity 4: We are going to add our ‘wonderings’ to the second column on the poster (next to what we already know).