scope and sequence -...

Depth Study 5c: Migration Experiences Unit of Work Australian Curriculum: History Developed by Christopher CLIFTON Pre-‐Service History Teacher | University of Newcastle Available Online: History Education Research Network http://hermes-‐history.net Distributed under a Creative Commons Attribution Non-‐Commercial 2.5 Australia License CC BY-‐NC 2.5 AU | http://creativecommons.org/licenses/by-‐nc/2.5/au/

Scope&and&Sequence&Based&on&NSW&Syllabus&for&Australian&Curriculum:&History&

!!

Stage&4&–&Year&7&–&Overview&&The&Ancient&World&

5!hrs!=!300!mins!6!x!50!minute!lessons!

3!lessons/week!=!2!weeks!!

! !Depth&Study&1&

Investigating*the*Ancient*past*(Including*ancient*Australia)*



!Depth&Study&2&

The*Mediterranean*World*15!hrs!=!900!mins!

18!x!50!minute!lessons!3!lessons/week!=!6!weeks!

!Topic!2b:!GREECE!

!

!Depth&Study&3&The*Asian*World*15!hrs!=!900!mins!


!Topic!3b:!CHINA!

!

W1! W2! W3! W4! W5! W6! W7! W8! W9! W10! W1! W2! W3! W4! W5! W6! W7! W8! W9! W10!SCHOOL!TERM!1!or!3! SCHOOL!TERM!2!or!4!

!!

Stage&4&–&Year&8&–&Overview&&The&Ancient&to&the&Modern&World&



! !Depth&Study&4&

The*Western*and*Islamic*World*15!hrs!=!900!mins!


!Topic!4a:!THE!VIKINGS!!(c.!AD!790!–!c.!1066)!

!

!Depth&Study&5&

The*Asia:Pacific*World*15!hrs!=!900!mins!


!Topic!5a:!ANGKOR/KHMER!EMPIRE!!

(c.!AD!802!–!c.!1431)!!

!Depth&Study&6&

Expanding*Contacts*15!hrs!=!900!mins!


!Topic!6a:!MONGOL!EXPANSION!!

(c.!AD1206!–!c.!1368)!!!

!


!&

!!

Stage&5&–&Year&9&–&Overview&&The&Making&of&the&Modern&World&



! !Depth&Study&1&

Making*a*better*world?*15!hrs!=!900!mins!


!Topic!1b:!! MOVEMENT!OF!PEOPLES!

(1750Y1901)!!

!

!Depth&Study&2&

Australians*and*Asia*15!hrs!=!900!mins!


!Topic!2b:!ASIA!AND!THE!WORLD!!

(1750Y1918)!

!Core&P&Depth&Study&3&–&Part&1&

Australians*at*War*(WWI*)*15!hrs!=!900!mins!


!!

!


!!

Stage&5&–&Year&10&–&Overview&&The&Modern&World&and&Australia&



! !Core&P&Depth&Study&3&–&Part&2&

Australians*at*War*(WWII)*15!hrs!=!900!mins!


!!

!Core&P&Depth&Study&4&

Rights*and*Freedoms*(1945*–*present)*15!hrs!=!900!mins!


!!

!Depth&Study&5&

The*Globalising*World!!!15!hrs!=!900!mins!


!Topic!5c:!MIGRATION!EXPERIENCES!

(1945Ypresent)!!!

!


!Scope!&!Sequence!assumes!HISTORY!is!taught!two!terms!per!year,!and!GEOGRAPHY!is!taught!the!other!two!terms!per!year.!

YEAR 10 HISTORY - UNIT PLAN

STAGE: 5

Year 10

DEPTH STUDY 5: THE GLOBALISING WORLD

TOPIC 5c: Migration Experiences (1945-present)

TIME ALLOCATION: 18 Hours

(3 lessons per week over 6 weeks)

UNIT DESCRIPTION:

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INQUIRY QUESTIONS:

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HISTORICAL CONCEPTS:

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HISTORICAL SKILLS:

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OUTCOMES OVERVIEW:

Stage 5 History - Depth Study 5

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OUTCOMES: CONTENT: TEACHING, LEARNING and ASSESSMENT:

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Scope and Sequence Based on NSW Syllabus for Australian Curriculum: History

Stage 4 – Year 7 – Overview The Ancient World

5 hrs = 300 mins 6 x 50 minute lessons

3 lessons/week = 2 weeks

Depth Study 1

Investigating the Ancient past (Including ancient Australia)



Depth Study 2

The Mediterranean World 15 hrs = 900 mins

18 x 50 minute lessons 3 lessons/week = 6 weeks

Topic 2b: GREECE

Depth Study 3

The Asian World 15 hrs = 900 mins


Topic 3b: CHINA

W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 SCHOOL TERM 1 or 3 SCHOOL TERM 2 or 4

Stage 4 – Year 8 – Overview The Ancient to the Modern World



Depth Study 4

The Western and Islamic World 15 hrs = 900 mins


Topic 4a: THE VIKINGS

(c. AD 790 – c. 1066)

Depth Study 5

The Asia-Pacific World 15 hrs = 900 mins


Topic 5a: ANGKOR/KHMER EMPIRE

(c. AD 802 – c. 1431)

Depth Study 6

Expanding Contacts 15 hrs = 900 mins


Topic 6a: MONGOL EXPANSION

(c. AD1206 – c. 1368)


Stage 5 – Year 9 – Overview The Making of the Modern World



Depth Study 1

Making a better world? 15 hrs = 900 mins


Topic 1b: MOVEMENT OF PEOPLES

(1750-1901)

Depth Study 2

Australians and Asia 15 hrs = 900 mins


Topic 2b: ASIA AND THE WORLD

(1750-1918)

Core - Depth Study 3 – Part 1

Australians at War (WWI )




Stage 5 – Year 10 – Overview The Modern World and Australia



Core - Depth Study 3 – Part 2

Australians at War (WWII)



Core - Depth Study 4

Rights and Freedoms (1945 – present)



Depth Study 5

The Globalising World 15 hrs = 900 mins


Topic 5c: MIGRATION EXPERIENCES

(1945-present)


Scope & Sequence assumes HISTORY is taught two terms per year, and GEOGRAPHY is taught the other two terms per year.

YEAR 10 HISTORY - UNIT PLAN

STAGE: 5

Year 10

DEPTH STUDY 5: THE GLOBALISING WORLD

TOPIC 5c: Migration Experiences (1945-present)

TIME ALLOCATION: 18 Hours

(3 lessons per week over 6 weeks)

UNIT DESCRIPTION:

This unit of work encourages students to explore the experiences of migrants to Australia after World War II. It

begins with an overview of the waves of post-World War II migration to Australia in relation to significant world

events. Students then explore what impact government policy has had on migrants to Australia, in particular the

‘White Australia Policy’ and ‘Populate or Perish’ campaign. The unit then focuses on the impact of the Vietnam

War on Australia’s migration policy and how Australian’s and media responded and continue to respond to the

arrival of refugees. The experience of one group of refugees will be explored in depth through historical inquiry

and source analysis. Finally, students will examine the contribution of migration to Australia’s changing national

identity and its relationships with countries around the world.

INQUIRY QUESTIONS:

How did world events influence Australia’s immigration

policies?

In what ways did the Vietnam War play a role in the

abolishing of the ‘White Australia Policy’?

How have migrants changed Australia’s national identity

and its relationships with other countries in the region?

HISTORICAL CONCEPTS:

Continuity and change

Cause and effect

Perspectives

Empathetic understanding

Significance

Contestability

HISTORICAL SKILLS:

Comprehension: chronology, terms and concepts

Analysis and use of resources

Perspectives and interpretations


Research

Explanation and communication

OUTCOMES OVERVIEW:

Stage 5 History - Depth Study 5

› HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia

› HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

› HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia

› HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process

› HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia

› HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past

› HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences


HT5-1

HT5-4

The waves of post-World War II

migration to Australia, including the

influence of significant world events

(ACDSEH144)

Students:

describe the size and

composition of Australia's

population in 1945

sequence the main waves of

migration to Australia in the 40

years following World War II,

Students:

Locate where they, or their families come from on a classroom map. Share any experiences or family

stories with the class: Using the SmartBoard to annotate maps and images.

Think-pair-share: why their family made the move to Australia? Or why anyone may make such a move?

Students to bring along a picture of a person who represents Australia to them – Class discussion – why

did you choose this person? Students explain their thinking.

Students construct a classroom timeline that identifies significant world events since 1945 that could have

lead to people migrating to Australia.

Students will be handed ‘passports’, which they will use as their metacognitive learning journals

throughout the unit of work. They are to collect visa stamps each lesson (for meeting milestones in their

learning, assessment activities, and behaviour).

Students define the different types of migration to Australia and explain how world events such as the


identifying numbers of migrants

and countries of origin

Cold War, Vietnam War, and unrest in the Middle East were factors in the waves of migration to Australia.

Students will use an affinity diagram to gather and categorize their ideas.

Questioning: Ask students where they think most migrants come from in Australia? (Links to ABS Website

and Museum of Victoria). Look at the ABS Census data, which shows numbers of the population born

overseas from 1947-2011.

Students undertake internet/library research to answer the following questions:

How many migrants entered Australia between 1945 and present day?

Where did these migrants come from?

HT5-3

HT5-4

HT5-7

identify significant world events

which influenced post-World War

II migration to Australia, e.g.

World War II, the Cold War, the

Vietnam War, the Gulf Wars and

the war in Afghanistan

Historical Skills Activity: Significance - What is significant to them and why? Teacher presentation and

scaffolding. Students circle a timeline of world events they find significant. How do their ideas of what is

significant compare and contrast?

Right Angled Thinking Activity – Groups of 4: What were the push and pull factors leading to migration and

what were the long-term effects?

Using a range of primary and secondary sources, students undertake a variety of reading and writing

activities that look at the impact of migration on Australians and migrants – using diary entries, media

reports, biographies and immigration records from the National Archives of Australia (NAA).

ASSESSMENT: Photo Essay – Students will be tasked by the ABC to select 6 iconic images that reflect

significant world events that influenced migration to Australia.

Source Analysis– students to analyse a range of sources (from a source book provided) that outline


The impact of changing government

policies on Australia's migration

patterns, including abolition of the

White Australia Policy, 'Populate or

Perish' (ACDSEH145)

Students:

outline government policies and

practices that restricted migration

to Australia before World War II,

such as the White Australia

Policy, and explain subsequent

policies since 1945

Australia’s point of view towards migrants in the 1940s and 50s. Using the 6C’s Source Analysis Template

Students to research different migration policies in Australia (Jig Saw Activity in groups of 5 – exploring

how migration policies influenced other policies).

Fishbone diagram (Cause and Effect) – What evidence can you find to suggest that Australia’s

immigration policies had both a negative and positive impact on migration to Australia? What were the

causes of these + and – effects?

Teacher presentation of the White Australia Policy – highlighting the complexities of migration policy and

modelling a historical inquiry into migration policy

Video clips – Immigration Nation http://www.sbs.com.au/immigrationnation/interactive#/scene/Home and

https://www.youtube.com/watch?v=ptxlehKaBE4 (Immigration Nation Ep1: White Australia Policy) and

video analysis template sheet assessing bias.

SWOT: students undertake SWOT analysis to evaluate the Strengths, Weaknesses, Opportunities, and

Threats associated with the White Australia Policy. Compare and contrast this with a SWOT analysis of

current migration policy in Australia.

HOMEWORK: students and parents undertake a White Australia style dictation test. The following website

has an example test: http://tenpoundpom.com/dictation.php - Share with the class their result and how this

would have made them feel?

Can students think of any other policies around the world, which were founded on racism? For example,

compare and contrast – White Australia Policy to Apartheid in South Africa? Slavery policy in America and

http://www.sbs.com.au/immigrationnation/interactive#/scene/Home

https://www.youtube.com/watch?v=ptxlehKaBE4

http://tenpoundpom.com/dictation.php


UK using a Compare and Contrast Grid.

HT5-3

HT5-5

HT5-7

explain why the government

attempted to attract more

migrants to Australia during the

1950s and 1960s, with reference

to the slogan 'Populate or Perish'

using a range of sources,

describe the hardships faced by

migrants, with a particular focus

on the experiences of ONE

group who came to Australia

between 1945 and 1970

Class case study of the Snowy Mountains Hydro-Electric Scheme: What migrant groups came to Australia

and contributed to this scheme? What hardships did they endure? What evidence is there from the NAA of

their life in the Australian Alps? For example, illegal gambling http://naa.gov.au/collection/snapshots/find-of-

the-month/2009-october.aspx

Source analysis – Propaganda and immigration posters (using an online virtual museum and ‘Museum Box’).

ASSESSMENT: Students create an advertising campaign to attract migrant workers to the snowy mountains

scheme, using their knowledge and analysis of migration posters in the 1940s and 50s.

Global Café Activity: Students will label their group (café) with a name that represents a different migrant

groups country of origin. Students must then circulate around each café discussing the pros and cons of

migration to Australia from different perspectives. Such as, the government, migrant groups, Australians,

other countries.

Compare and Contrast hardships faced today and in the past by migrants? Students watch a series of

interviews and videos (YouTube) that show migrants talking of their experiences/hardships from 1945-1970

and present day: Students can then pose questions using the template sheet provided and undertake a

‘Spot the Difference/Spot the Similarities’ style activity.

http://aso.gov.au/titles/documentaries/letters-ali/clip1/ Letters to Ali (2004) – Students to watch the video

http://naa.gov.au/collection/snapshots/find-of-the-month/2009-october.aspx

http://naa.gov.au/collection/snapshots/find-of-the-month/2009-october.aspx

http://aso.gov.au/titles/documentaries/letters-ali/clip1/


clips and complete the work sheet provided: a documentary source analysis and ‘thinking’ exercise.

ASSESSMENT: Flipped Classroom - Students create a documentary video that tells of the experiences and

hardships faced by migrants to Australia between 1945 and 1970. For example:

http://www.viewingprotection.org/2008/to-be-a-refugee/ - Students would use iMovie and the school iPad’s

to record and edit their movies (Online tutorials would be provided for the students – which teach them about

the experiences and hardships faced by migrants to Australia, which would be watched at home. They would

then use their new understanding to produce their documentary video in class time).

HT5-4

HT5-5

HT5-7

HT5-9

HT5-10

The impact of at least ONE world

event or development and its

significance for Australia, such as the

Vietnam War and Indochinese

refugees (ACDSEH146)

Students:

describe the impact of the

Vietnam War or ONE other world

event on Australia's migration

Engage students by displaying artifacts and images at the front of the class that represent the Vietnam War:

Can they guess what they represent? Can they sequence them in chronological order? Students can then

position themselves and their chosen artifact along a human timeline, applying the chronological skills.

Video clips of the Vietnam War and resultant migrations to Australia.

Individual research (using ICT) – What were the causes of Vietnam War and what influence did it have on

the abolition of the White Australia Policy?

ASSESSMENT: Historical Inquiry (Interpretation of Evidence) – Students will become a Spy for the

Australian Government. They are to report back to the government their findings and research into what was

happening in Vietnam in the 1970s and 1980s. Why were the Vietnamese fleeing? Students must evaluate

http://www.viewingprotection.org/2008/to-be-a-refugee/


policy

discuss the response of

Australians, including the

Australian media, to the arrival of

refugees from Indochina in the

1970s and 1980s OR refugees

from Afghanistan and Iraq since

2001

using a range of sources,

describe the experiences of ONE

group of refugees on their

journey to Australia and their

experiences on arrival after 1975

all evidence and produce a report. It must include analysis of the contestability of sources and an evaluation

of what perspectives are being represented.

Role-play using the 6 thinking hats – In groups of 4 students will use the 6 thinking hats (Facts, feelings,

negatives, positives, alternatives, metacognition) to discuss the arrival of ‘boat people’ in Northern Australia.

The situational context shall be a group of Australian’s gathering at friends place to talk about a boat people

arriving in their city of Darwin.

Class debate: why do you think the government of today has taken the stance it has towards ‘boat people’.

Compare this to its views in the 1970s and 80s

http://www.abc.net.au/archives/80days/stories/2012/01/19/3415230.htm

MUSEUM VISIT – Sydney (Australian Maritime Museum – to look at the Tu Do Refugee Boat)

Students each write a letter that will be sent to newly arrived refugees to Australia at a detention center in

Australia (Empathetic understanding).

ASSESSMENT: Stories of Refuge (Story-Map) – Students are to document the journey and experiences of a

group of refugees from Vietnam after 1975. Source Analysis and Presentation of Sources using Prezi and a

Virtual Museum.

HT5-1

HT5-7

The contribution of migration to

Australia's changing identity as a

Stories from YouTube and other websites (showcasing Ahn Doe and other notable migrants to Australia):

What contributions have migrants made to Australia and its identity? Can students think of other notable

http://www.abc.net.au/archives/80days/stories/2012/01/19/3415230.htm


HT5-10 nation and to its international

relationships (ACDSEH147)

Students:

assess the contribution of

migrant men and women to

Australia's social, cultural and

economic development and

Australia's changing identity

explain how Australia's changing

migration policies have affected

relationships with other nations

migrants?

ASSESSMENT: Students to write a biography of a migrant to Australia

Think-Pair-Share Look at the Australian of Year Awards database– How many were not born in Australia?

What do students think this says about Australia and its attitudes to migrants?

How can we use the Australian of the Year Awards results as evidence of Australia’s changing attitudes to

migrants? Source Analysis Discussion – Thinking like an Historian.

Students will tell their own story of their family’s migration (If not, a story of their own view on migration) – as

a cartoon, a diary entry, or a video diary entry. Then present it to the class and a local community group.

Community Group Visit to the school/ talk by 2 or 3 community leaders. Q&A following. Students will prepare

a list of questions they would like to ask the guest speakers (Interview style), as well as present their own

stories.

Research task looking at the relationship between Australia and Indonesia: how could this relationship be

improved? Pose solutions. Find sources (using the source booklet provided and old newspapers from

http://trove.nla.gov.au ) that document Australia’s relationship with Indonesia and how it has changed over

time.

Students to bring along another picture (like they did at the start of the unit) of a person who represents

Australia to them now at the end of the unit.

http://trove.nla.gov.au/


Focused class discussion around the questions: Who is an Australian? How can Australian Identity be

defined? How has it been defined in the past? How will it be defined in the future?

ASSESSMENT: Students are to write a letter to the Immigration Minister on behalf of a refugee advocacy

group, or a certain individual refugee. Outlining why they are seeking refuge and how accepting them as

refugees will help improve regional relations etc.

YEAR 10 - HISTORY LESSON PLAN

STAGE: 5 DEPTH STUDY: The Globalising World TOPIC: Migration experiences (1945-present) LESSON: 1 of 3

LESSON FOCUS: The impact of changing government

policies on Australia’s migration patterns:

- Outlining of the government policies and practices that

restricted migration to Australia after 1945

- Impacts of these policies on migration patterns

CONCEPTS:

Cause and effect

Continuity and change

Significance

SKILLS:

Comprehension: chronology, terms and

concepts


Research


OUTCOMES:

HT5-3 – explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the

modern world and Australia

HT5-4 – explains and analyses the causes and effects of events and developments in the modern world and Australia


Starter activity: students will each be given a picture, artefact or other primary source when they enter the

room. They will silently look at their source and write a description of what they see. Using the scaffold sheet

provided.

Sources & Scaffold Sheet

(Appendix 1)

Introduction to the lesson and recap on previous lesson: ensure all students know the lessons focus and

outcomes, and what the expectations for learning are.

Ask the question: What does your source tell you about Australia’s attitude towards migrants after World War

II?

A few students will be randomly selected to tell the class what they think their source tells them about

migration. Write the classes ideas on the board.

Categorising Activity: What group of migrants do the sources relate to? What time period do they come from?

Students will be asked to come up to the board (one by one) and categorise their source under the boxes

drawn on the board. It shall be made explicit that there is no right or wrong answer. It is open to

interpretation.

Whiteboard and colour

markers to create the

categories on the board.

Case Study: Australia’s attitudes towards migrant groups post-World War II

Students will be asked to get into groups of 5 in order to undertake a Jig Saw Activity.

Each group shall be provided with a source booklet or sources. Each group will have to research different

attitudes of Australians towards migrants since 1945 (in line with the framing question they are provided).

One person from each group shall then move to another group and teach that group what they found out

about during their research, while the group learns from another group member.

Students ask questions such as: What impact did Australia’s migration policies have on migrants? How did

What evidence is there to suggest that Australian’s had a negative and a positive view of migrants

Source booklets

(Appendix 2)

Pre-arranged group list and

group/table layout plan

A list of questions for each

group to consider when

researching attitudes to

migrant groups

(Appendix 3)

Group Work Reflection: students are to reflect on how successful their group work was using the check sheet

provided? Students to give themselves a mark and identify areas for improvement in next group work activity.

Would you add anything to the checklist? Lesson recap and close.

Group Work Evaluation

Checklist Sheet

(Appendix 4)

YEAR 10 HISTORY LESSON PLAN

STAGE: 5 DEPTH STUDY: The Globalising World TOPIC: Migration experiences (1945-present) LESSON: 2 of 3

LESSON FOCUS: The impact of changing government policies

on Australia’s migration patterns:

- Explain why the government attempted to attract more

migrants to Australia during the 1950s and 1960s

- ‘Populate or Perish’ Campaign and Propaganda

- Hardships faced by migrants to Australia

CONCEPTS:

Cause and effect

Perspectives


SKILLS:


Perspectives and interpretations



Research

OUTCOMES:

- HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern

world and Australia

- HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia


Introduction: Recap on previous lesson, which looked at Australia’s migration policies how they impacted

migration patterns and public attitudes towards migrants. Students each handed a migration poster to look

at.

Immigration posters of the

1940s and 1950s

(Appendix 5)

Class discussion: A students to look closely at their migration poster: Teacher poses the question, How did

you think potential migrants viewed Australia when considering emigrating here, when this poster was

produced? What bias is there? Do you think they got what was offered on their arrival?

Source analysis: propaganda and immigration posters – Teacher guided but student-centred source

analysis activity using the 6Cs Source Analysis template.

Global Café Activity:

Students get themselves into groups of 4. The teacher then hands the students an envelope, which

contains either the name of a migrant group, a government official, an everyday Australian, or someone

from another country.

Students will circulate around the ‘cafes’ to engage in a discussion about the pros and cons of migration to

Australia (from the perspective of the person/group each group has been given).

Source book (Appendix 2)

Whiteboard and pens

Butcher paper and pens

Envelopes with names of

person/group (Appendix 6)

Case Study: Snowy Mountains Scheme: Old enemies working together. Multiculturalism or assimilation?

What would you do activity: Get students to look at the booklet ‘Australian History Mysteries 3’ and

Australian History Mysteries 3 –

Booklet (Appendix 7)

complete Activity No. 6 on pages 96-97. If they finish that they can have a look at Activity No. 1.

Pose the question: Can it be said that the government was just ‘using’ migrant workers to get the job done?

What happened to the workers after? Were they given a fair go in Australia?

Video clips are shown of the Snowy Mountains Scheme.

Students fill in a question sheet during the video clip.

Video clip and associated

activities:

http://splash.abc.net.au/media/-

/m/102912/the-snowy-

mountains-scheme-1949

(Appendix 8)

Reflection: Students to fill in their ‘Passports (reflective journal). What have they learnt? What do they want

to know? How will they find it out?

Student Passports

(Appendix 9)

http://splash.abc.net.au/media/-/m/102912/the-snowy-mountains-scheme-1949



YEAR 10 HISTORY LESSON PLAN

STAGE: 5 DEPTH STUDY: The Globalising World TOPIC: Migration experiences (1945-

present)

LESSON: 3 of 3

LESSON FOCUS: Contribution of migration to Australia’s changing

identity as a nation and to its international relationships:

Assesses the contribution of migrant men and women to Australia’s

social, cultural and economic development and changing identity.

CONCEPTS:

Perspectives


Significance

SKILLS:

Perspectives and

interpretations


Explanation and

communication

Research

OUTCOMES:

- HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia

- HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia

- HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past


Introduction to the lesson: Recap on last lesson and put on the blackboard the aims of todays lesson. Play

YouTube Clip – Ahn Doe (Pictures of Me)

YouTube Clip – Ahn Doe

(Pictures of Me)

https://www.youtube.com/w

https://www.youtube.com/watch?v=HNI6aRwXFwY

Pose the Question: Looking back over this unit and thinking about the experiences of refugees on their journey

to and in Australia. What can you tell me about people like Ahn Doe? How have they used their negative

experiences to their advantage? What lessons can you take from their experiences?

atch?v=HNI6aRwXFwY

What contributions have migrants made to Australia and its identity?

Get students to look at past recipients of the Australian of Year Awards (How many were not born in Australia?)

Pair Activity: each pair will be given a list of 4 recipients from the AYA Honour Roll and tasked to make a tally of

the recipient’s country of birth.

Class Activity: the teacher shall tally of everyone’s findings using an Excel spreadsheet on the class

SmartBoard in order to produce a graph.

Australian of Year Awards

List and Honour Roll

(Appendix 10)

Looking at the graph, ask students to think about what this says about Australia’s attitude towards migrants?

Does it reflect the nations changing attitudes accurately?

In pairs students are to write a short biography of Australian (who was not born in Australia). What have been

there experiences? Provide evidence of their social, cultural or economic contribution to Australia.

Students are given the choice of either writing their biography as a newspaper-interview (Q&A) or recording

Provide an example of a

newspaper and radio

interview with an overseas-

born Australian.

https://www.youtube.com/watch?v=HNI6aRwXFwY

their biography as a radio-interview (Q&A). Students will use their laptops to research their migrant of choice

and then write or recording the answer using appropriate ICT software (e.g. Microsoft Word).

Wrap Up: Recap on the lesson and instruct students that for their homework they should finish their short

biography and hand it in next lesson. Encourage students to read ‘Ahn Do’s – The Happiest Refugee’

For example:

http://mpegmedia.abc.net.a

u/local/sydney/201008/r62

9285_4277611.mp3

http://mpegmedia.abc.net.au/local/sydney/201008/r629285_4277611.mp3



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