21.LA.8 learn to analyse sources, perspectives, theories and gaps in narrative accounts of Australia and Australians

Contribute your ideas and responses to the immigration story you have read.

4.LA.7  debate complex moral situations and ethical dilemmas and reflect on conflicts or tensions within such dilemmas (e.g. what makes ‘fairness’ difficult to apply)

4.LA.8  take a stand within a range of moral or ethical dilemmas and justify that stand on the basis of their personal moral principles

When considering the White Australia Policy, place your post-it note on the section of the continuum that most accurately reflects how strongly you feel and debate your position with your classmates.

4.LA.12  understand the social construction of actions such as prejudice, marginalisation, homophobia, discrimination and exclusion and of categories such as race, gender and disability

4.LA.13    critically reflect on the key features of law and government policy in Australia in relation to social justice and human rights for Indigenous Australians, people with a disability, racial discrimination, sex discrimination and other areas of human rights

Discuss on the Wiki site how immigrants were viewed by the Australian people, identifying the social pressure that made these ideas acceptable.

On your cause and effect chart, note what impact the White Australia Policy had on the human rights of immigrants

22.LA.9    describes changes in Australian citizenship over time and reasons why people choose to become Australian citizens

Describe changes in Australian citizenship over time and identify reasons why people choose to become Australian citizens.  

23.LA.2 learns about significant social justice or human rights issues around the world

23.LA.3  the role of international agreements and organisations in protecting human rights

Create a poster that explains why people leave their countries

Identify what freedoms the UN Universal Declaration of Human Rights protects, particularly in relation to refugees

21.LA.3    the development of multiculturalism in Australia and changes in government policies on issues including immigration and their impact

21.LA.6    ways in which Australia is presented, nationally and internationally (e.g. stereotypes of Australian people and places).

Complete your cause and effect map identifying the role of marketing in attracting migrants to Australia in the 1940s, 1950s and 1960s.  Include information that shows what type of migrants the government was trying to attract and what images and ideas of Australia were presented in their advertisements. 

21.LA.6    ways in which Australia is presented, nationally and internationally (e.g. stereotypes of Australian people and places).

In your advertisement, use stereotypes and images to convey ideas about Australia that would have been used to attract immigrants.

Students discuss their responses in small groups and share with the class using the 'Noisy Round Robin' strategy.   (Kagan)

Noisy Round Robin - students brainstorm topic in groups with one person recording their ideas.   Ideas are shared with the whole class by each group sharing an idea, without duplicating what another group has said, until all the ideas have been shared.   Groups who duplicate or run out of ideas are elimnated from the 'game'. 

Why would people want to leave their home country? 

Discuss why people would want to leave the the country their were born and brought up in to move to a completely new country?   Discuss your responses in your groups and share with the class.   

Students watch a short video clip 'Why don't you go back to your own bloody country?' from "They're a Weird Mob" and respond using Think/Pair/Share.  

http://australianscreen.com.au /titles/theyre-weird-mob/clip2/

In this clip a drunken Anglo-Australian abuses an Italian migrant family on a Sydney ferry. Italian immigrant, Nino Culotta, watches the incident in discomfort.

The purpose of this activity is to gauge student responses to a clip that demonstrates a particular attitude towards immigrants.  Later in the unit, another clip will be shown in order to observe any transformation in student attitude.

Students record how they feel or what they think about in response to the clip on the class wiki.

Watch a short video clip from "They're a Weird Mob" and discuss your responses with your partner and then your group. 

Record a reflection on the clip in the class Wiki.

What is your reaction to the clip?  Did you find it amusing?  Why?

Do you think that the drunk man's behaviour can be justified? 

Make sure that you explain your answers.  

Students are allocated /choose a different country from a list of the the countries with the highest rates of immigration post WWII.   They research a variety of reasons why people would have left that country at the end of WWII. 

Guide students to look at their involvement in the war and any major events following WW2. They create an A4 poster to display in a classroom gallery.  This may be a virtual gallery on the wiki if computer access permits.

Students tour the poster gallery and make a tally of the most common reasons for leaving a country at that time.  

Research what was happening in the country that you have been assigned that might make people want to leave that particular country at the end of WWII.   Create a poster to communicate the main reasons for this move and display it in the classroom gallery.  

Tour the poster gallery and make a tally of the most common reasons for leaving a country at that time.  

Using the tally results students theorise about the most common reasons for people to leave their country at the end of WWII.   

This helps to consolidate the understanding of the major reasons that people were fleeing their home countries in the 1940s and 1950s. 

Students are each allocated a different post WWII immigration story.   After reading and thinking about their story they compare the details in the 'poly ethnic bingo' activity.   

Assuming the identity of the person in their story they share details about their life with others by completing a bingo card which is designed to get them to seek information about other identities.    

If you have access to a computer lab, this activity can be completed using instant chat available through moodle. 

Students record the  names and countries of origin of their identities and a class display world map and on the class wiki.     

Sources for immigrations stories come from:

Immigration Bridge Australia: http://www.immigrationbridge.com.au/www/248/1001127/displayarticle/read-all-stories--1001210.html At the time of the writing of this learning element, the bridge has not been built.  If teaching in or near Canberra, an excursion to the bridge might be a productive experience. 

Read the immigration story that you have been given.   Using the bingo fact sheet, move around the room to fill out the details using the information that other students have been given.     

Record your identity's name and country of origin on the world map and on the class wiki.  

They create a story from their own history and post it on the Wiki.   Students who do not have access to this information may create a story using information from one of the sources viewed in the previous activity.    

Find out about your country of origin and add it to the world map and the class wiki.  

Create a story from either your own history or someone you know that you can interview and post it on the Wiki.

Read the stories on the wiki and respond to the stories of at least two other students. 

In your responses comment on similarites or differences and interesting or emotionally touching facts. 

This activity asks students to imagine what it would be like to have to move.  It is scaffolded from a small, close move to a distant move to a country that they don't know much about and where English is not the official langage.  The places were named for students at Lanyon High - substitute appropriate equivalents to take them slowly out of their comfort zones.

What if you had to move schools to Calwell High? How would you feel? What or who would you miss?

What if you had to move to Belconnen? How would you feel? What or who would you miss?

What if you had to move to Perth? How would you feel? What or who would you miss?

What if you had to move to Canada? How would you feel? What or who would you miss?

What if you had to move to Peru? How would you feel? What or who would you miss?

Using a placemat, students brainstorm the reasons why people at the end of WWII might come to Australia rather than other countries in the world.

In your section of the placemat, brainstorm the reasons that people at that time might have come to Australia rather than other countries in the world. 

Show students a series of posters (there are 6 saved in the resources folder) and analyse one together using mode, field and tenor.  You can scaffold this activity further by filling in some of the boxes for them.

Field includes the action, what's going on, the characters, themes, topics, settings and processes.

The mode is the mode of communication.  It may be linguistic, visual, audio, gestural and spatial.

The tenor involves evaluating the text to understand how it impacts on an audience especially how it might position an audience or make the respond with feelings such as empathy, suspense, judgment and humor.

Using a mode, field and tenor chart, analyse each of the posters you look at.  Consider the use and effect of colour, headings, slogans and images.

Students examine a data set of post WWII advertising material, aimed at encouraging people to migrate to Australia. 

Using a cause and effect map (in the resource folder - it is locked for editing, except for the required fields so that it can be uploaded to wiki and submitted electronically) they look at the impact that it has had on Australian Society. 

Source Advertising material from Learning Federation Resources and Scootle.  

Look at the advertising material which was used to encouragie people to migrate to Australia. 

Record the impact that this advertising had on Australian Society using the cause and effect map.  

This should see students connecting who their target countries are and the incentives that would likely encourage them to come to Australia.

Choose a country to target and create a storyboard for an advertising campaign to attract people from that country to emigrate to Australia.

 Students examine the attitudes towards migrants in the 1950s.   Watch the clip "A Dago Just the Same" from "They're a Weird Mob" and other video footage from Scootle, as well as the story of Bonegilla Migrant centre from Screensound Australia to examine different attitudes towards migrants in Australian society.  

http://dl.screenaustralia.gov.au/module/1599/

http://australianscreen.com.au/titles/theyre-weird-mob/clip3/

 The next activity can be completed either as a retrieval chart as students watch or immediately after watching the clips.

Watch the video clip that shows attitudes towards migrants in Australia during the 1950s.   

Using a think/ pair share students identify the values shown in the clips.   

Using Think, Pair, Share students discuss why people had these attitudes.

This can be linked back to the empathising with immigrants activity - where students think about cultural and linguistic differences, lifeworld experiences (including experiences during war years).  

Write a reflection on your discussion in the class wiki.  

Respond to the reflections of at least two other students.  

Using Think, Pair, Share students theorise about the reasons for these attitudes.  

• Why people hold these values?
• Are these judgements still made about immigrant groups?
• Why were these attitudes acceptable at the time?
• Why?

Write a reflection on your findings in the class wiki.

Give students primary source material about the White Australia Policy.    For example letters from government departments, cartoons from the time and speech transcript.  

Each group has a different primary source and they analyse what they believe it means.   Using the expert groups strategy, they reform new groups (with one representative from the original group in each new group) and they discuss and construct an understanding of what the White Australia Policy was and how it was maintained, and what the public opinion of it was.  

Students respond on a post-it note.  They then rank their responses on a continum (represented as a line on the board) from negative to positive.

Look at and discuss primary sources from the White Australia Policy. Share your discussion and ideas with your new group and identify the answers to the following questions:

• What was the White Australia Policy?
• How did it work?
• What was public opinion of it?

Write on your post-it-note what your opinion of the policy is.  Include any justificaiton (if any) you can see.

Rank your responses on the continum line.

Discuss your reasons for these rankings.

This activity asks students to consider how the White Australia Policy might have affected different people in Australian society.  They can choose from Indigenous Australians, Anglo-Australians, Migrants from Non-English-Speaking European Countries, Migrants from Asian Countries, Politicians, etc.

Select 3 different groups of Australians and complete a cause and effect diagram about the White Australia Policy for each of them.

This activity consolidates what students understand about the White Australia Policy and challenges them to see some positives in it (why would it have seemed like a good idea??).  The aim here is to open dialogue about why 'bad' policies are implemented in the first place.

PCQ is an acronym for pros, cons and questions.   A PCQ charts is a critical thinking tool that assists students in analysing a topic from many different perspectives.  

Analyse the impact of the White Australia Policy on Australian Society by filling in the PCQ chart.  

Reflect on the White Australia policy in a Wiki reflection, focussing on who gained and who lost as a result of the policy.

Stories can be found at: http://www.refugeeaction.org/stories/refugee_stories.htm

Read and view extracts from Australian Government Immigration Policies and media reports about them.  

If you do not have a class wiki, then students can read a few stories and glue one into their books with a reflection.

Read and view stories about refugees in modern Australia.  Choose a story to respond to - copy and paste a portion of the story to the wiki site and explain why you chose it and what your response was when  you read it and how it relates to governement policies.  

This activity requires students to identify exactly what difficulties refugees face when they come to Australia, whether they follow legal channels or by other means.

Add to your wiki post or reflection what challenges the refugee faced in coming to Australia.

Discuss the difference between the language "asylum seeker" and "refugee" - what do you think the difference is?

This can be done within the classroom or on the wiki site.  Students can complete a poll to "have their say" but look for informed reasoning behind their conclusions.

Weigh up whether it was easier to come to Australia to escape hardship in the 1950s or whether it is more difficult to come as a refugee now.  Explain your answer.

At the end of this activity, we will have a wiki page dedicated to the universal human rights that the class has determined to be important - we should end up with around 20 in total.  This will give students a platform from which to consider the United Nations Universal Declaration of Human Rights and how this impacts on peoples' decisions to leave a country and Australia's obligations to people applying to come to this country.

In pairs, decide upon 10 rights that you think should be "universal" - that you think should apply to everyone - make a copy each.

Join pairs with a pair from a different table and identify the rights that both pairs came up with.  For the rest, negotiate what to include in the top 10.  One group at a time will enter their list to the wiki site - each subsequent group will add to the list.

Students can search for the UN's Universal Declaration of Human Rights themselves.  They should see some similarities in what they decided.  Some guidance may be required to have students discussing both reasons for coming to Australia and Australia's obligation to those requesting asylum.

There is a plain english version and an official version available.

Read the United Nations' Universal Declaration of Human Rights.  Compare it with what the class came up with and identify any differences or similarities that you can see.  Write your opinion on these differences and similarities.

In groups, brainstorm current world events that could could cause people to consider leaving their home country.

This activity links what students already know about world events to the issue of refugees.  

If your students are not familar with these current issues you can substitute an expert groups activity here. 

With your group, brainstorm current world events that could could cause people to consider leaving their home country.

Examine multimodal sources that present a perspective 'the children overboard' incident.  

These resouces need to show multiple perspectives, to illustrate how the medial portrayed the events around the incident and refugees in general.     

Examine the news reports about 'the children overboard' incident. 

• What do you think went on?
• Do you think it was fair?

This is where students really think about immigration policy and the motivations and effects of the policy on all those involved, including the government (they can go so far as to consider the effect that this incident had on the government's credibility).  Use news reports as the primary source of information - encourage "reading between the lines"

As you learn about the "children overboard" incident, think about what motivated those involved:

The people smugglers, the refugees, the government, the media, etc.

In your chart, add a note about how this incident impacted on these same groups.

Did the Australian Government violate the Universal Declaration of Human Rights through their actions with 'boat people'?

Students create a visual represntation of the issues facing immigants to Australia during the 20th and 21st Centuries.  

Allocate different time period to pairs of students who write a rationale of the story. 

The issues are presented as either digital stories, films, Powerpoint presentations or using a website format.    They are uploaded to the class wiki.

With your partner, create a multimodal visual represntation of the issues facing immigrants to Australia during the 20th and 21st Centuries.  

Your presentation can be in form of a digital story, film, Powerpoint presentation or website.   Upload your work to the class wiki.  

Working in groups, students create an action plan suggesting ways of support new immigrants to Australia.  The action plans are presented in the formate of a mock parlimentary committee meeting.  

This will be conducted using the Parliamentary debating format.  Groups submit a proposal to the class prior to the  debate.  Each group must prepare questions for the other presenting groups.   During the debate all policy suggestions are presented and questions disucssed.   Each member of the group must either present or field questions during the debate. 

At the end of the debate a silent ballot will determine the  policy which should be implemented.  

In groups, research current refugee policies. Create an action plan either suggesting ways of support new immigrants to Australia or a policy to balance population growth and border security with a humane approach to refugees.  Present your action plan in a mock parlimentary committee meeting.   This will be conducted using the Parliamentary debating format.    

Vote for the policy which should be implemented.  

Students will be assessed on their particiaption in a range of group discussion activities including:

• noisy round robin
• poly-ethnic bingo
• white Australia policy continum
• general class discussions
• contribution to class wiki

You will be assessed on your particiaption in a range of group discussion activities including:

• noisy round robin
• poly-ethnic bingo
• white Australia policy continum
• general class discussions
• contribution to class wiki

Completion of a retrieval chart about immigration stories. 

Completion of a retrieval chart about immigration stories. 

Research and design a poster about why people left their countries at the end of WWII.

Create a tally summary of the most common reasons for immigration. 

Research and design a poster about why people left their countries at the end of WWII.

Create a tally summary of the most common reasons for immigration. 

Contribution to the placemat about 'Why Australia?' and  contribution to the group decision about the most central reason.

Contribution to the placemat about 'Why Australia?' and  contribution to the group decision about the most central reason.

Comparison of past and present imigration stories.

Comparison of past and present imigration stories.

Cause and effect map showing you understanding of the effect of immigration advertising on Australian society.

Cause and effect map showing you understanding of the effect of immigration advertising on Australian society.

Wiki reflection about attitudes towards migrants during the 1950's and 1960's.   

Wiki reflection about attitudes towards migrants during the 1950's and 1960's.   

Prepare and present an immigration policy in a Parliamentary style debate. 

Prepare and present an immigration policy in a Parliamentary style debate.