HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage
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My Place

My Place | HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage | Scoop.it
Sonja Shuttleworth's insight:

My Place is an ABC3 television series based on the children's picture book of the same name by Nadia Wheatley and Donna Rawlins.

(http://www.walkerbooks.com.au/Books/Walker-Classics-My-Place-9781921150654)

It tells the story of one location in Sydney over a period of 240 years, providing rich material for the outcomes related to CCS2.2 ‘Time and Change’ in the HSIE syllabus.

 

The series begins in 2008, and stretches back past 1788 to ‘Before Time’. It features 26 children, all linked to the one place by a fig tree, and each with a story to tell.

 

From the website:  ‘It's a rare view, through a child's eye, of the history of Australia.’

 

Trailer for Series 1:

http://youtu.be/1v0uNwapXNA

 

TEACHING RESOURCES

 

The stories are told in 26 half-hour episodes and supported by an interactive website, which features excellent and comprehensive teaching resources with links to timelines, worksheets, activities and images.

 

Themes that are particularly relevant to CCS2.2 in the Stage 2 HSIE syllabus include the following:

 

- Multiculturalism

http://www.myplace.edu.au/themes/multi-culturalism.html

 

- Culture

http://www.myplace.edu.au/themes/culture.html

 

- Customs and traditions

http://www.myplace.edu.au/themes/customs_traditions.html

 

- Indigenous perspectives

http://www.myplace.edu.au/themes/indigenous_perspectives.html

 

SAMPLE RESOURCES

 

Topic: Islamic migrants in Australia

- Episode 2 – 1998: Mohammed

http://www.myplace.edu.au/teaching_activities/1998/1/ramadan.html

 

- Activities outlined on the resource sheet, which are aligned to history outcomes. These activities incorporate introduction, discovery and reflection phases, and are complemented by a list of aligned resources.

http://www.myplace.edu.au/downloads/download.asp?strFilePath=/downloads/episode/1998/history.doc&strFileName=History_1998_resources

Activity 4: Culture clash

Activity 5: Fasting

 

Activity sheet H2.4: ‘Ramadan facts’ and H2.5 ‘Fasting during Ramadan’

http://www.myplace.edu.au/downloads/download.asp?strFilePath=/downloads/episode/1998/history.doc&strFileName=History_1998_resources

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Catherine Heil's curator insight, March 30, 2015 3:13 AM

The My Place educational website can be used in conjunction with the

literary text of the same name and will help students who benefit from an additional visual stimulus to support their reading development.

 

My Place tells the story of one location in Sydney over a period of 240 years, providing useful material for the outcomes and subject matter related to CCS2.1 in the HSIE syllabus. The site offers teaching ideas based on scenes from the program with links to timelines, worksheets, activities, and further resources. The website presents both Aboriginal and Global perspectives, including issues on human rights, and can be incorporated into subjects right across the curriculum.

 

Themes most relevant to CCS2.1 outcomes include:

 

Indigenous perspectives:

http://www.myplace.edu.au/themes/indigenous_perspectives.html

 

Historical events:

http://www.myplace.edu.au/themes/theme_landing.html?tabRank=1&subTabRank=6

 

Relationships:

http://www.myplace.edu.au/themes/relationships.html

 

Beliefs:

http://www.myplace.edu.au/themes/beliefs.html

 

I think it would be beneficial for the teacher to read the book first but read it backward to students (starting with the last page that begins with the Dreaming and then to 1788, 1798 and so on until the present day). This way the students can more fully appreciate the effects and changes to people and places since British colonisation.

 

The teacher could then play the My Place episodes featuring characters around the time of British colonisation such as the Aboriginal characters (Barangaroo, Bunda and Waruwui), the cabin boy from the First Fleet (Dan), and convict boy (Sam).

 

After watching the episodes with these characters, one such idea for the classroom would be getting students to take on the life of an Aboriginal person, convict or cabin boy using primary sources to locate additional information. They would then be required to write a short paragraph on how life changed and/or stayed the same for that person and then share their findings in a broader classroom discussion. The teacher could provide a graphic organiser (such as a Venn Diagram or a Consequences Chart) to help students organise their knowledge and ideas.

 

Evidence of learning for students would be to identify different points of view on the colonisation of Australia and identify some of the changes and consequences that have occurred as a result.

 

REFERENCES:

 

Walker Books (2014). Walker Books Classroom Ideas. My Place

Overview. Retrieved March, 30, 2015, from http://walkerbooks.com.au/statics/dyn/1218001059961/My-Place-Classroom-Ideas.pdf

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World Vision: 'Get Connected' migration lesson plan

World Vision: 'Get Connected' migration lesson plan | HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage | Scoop.it
Sonja Shuttleworth's insight:

World Vision Australia has a range of school resources linked to its magazine 'Get Connected'. The resources related to migration and asylum seekers are notable for their global perspective.

 

The migration lesson plan is a series of six lessons designed to accompany the issue of 'Get Connected' focusing on migration. The lesson plan covers the following aspects of migration:

- Australia’s immigration story

- Push and pull factors

- Types of migration

- Asylum seekers and refugees

- The migrant experience

- The role of government and NGOs.

 

The magazine itself  includes a number of personal narratives in the form of written case studies, and the lesson plan links to digital migration stories, part of acmi’s digital storytelling project: http://generator.acmi.net.au/education-themes

 

MODIFICATION

The migration lesson plan does not specify a target stage or age group, and seem to be geared towards upper primary and lower secondary students.

 

This means that some of the content and activities would need to be modified for Stage 2 students. This could be done by:

- limiting the amount of independent research that students are expected to complete for activities

- supplying the information instead, either as printouts or links to websites.

 

Lesson 6, ‘the role of government and NGOs’, may be more suitable for Stage 3 students, who look at ‘structures, roles, responsibilities and decision-making processes of State and federal governments’ (SSS3.8)

 

However, many of the activities in the lesson plan are already suitable for Stage 2 students. These include:

- creating a class graph or chart showing the regions that families come from

- making a poster of push-pull factors

- examining and interpreting maps.

 

RESOURCES

Although the lesson plan is free to download, the magazine itself is not available to download. It can be ordered from World Vision for $9.90 per copy.

http://www.worldvision.com.au/Libraries/School_Resources/Get_Connected_Order_Form_2012.pdf

 

SUPPLEMENTARY MATERIALS 

Asylum seekers fact sheet

http://www.worldvision.com.au/Libraries/School_Resources/Asylum_seekers.pdf

 

The refugee journey

http://www.worldvision.com.au/Libraries/School_Resources/The_refugee_journey.pdf

 

LINKS TO OTHER SYLLABUS OUTCOMES

Stage 2 teachers could consider using texts with personal narratives to link this global perspective on migration to the English syllabus. Suggested texts include:

 

The Little Refugee, by Anh Do and Suzanne Do, illustrated by Bruce Whatley

- Anh Do's story about his family's escape from war-torn Vietnam and his childhood in Australia, told especially for children

http://www.allenandunwin.com/default.aspx?page=94&book=9781742378329

http://www.allenandunwin.com/_uploads/BookPdf/TeachersNotes/9781742378329.pdf

 

Harmony and understanding

http://www.blake.com.au/Harmony-and-Understanding-s/773.htm

A nonfiction series that fosters understanding, inclusion, tolerance and respect for the multicultural experience. Created in partnership with the Australian Multicultural Foundation

 

World Vision Australia and the Primary English Teaching Association Australia have also developed a unit of work called ‘Global people’

http://www.globalwords.edu.au/units/Refugees_UPY6_html/documents/GlobalWords_Refugees_UPY6print.pdf

 

The ‘Global people’ unit of work is based on the following texts:

‘Ziba Came on a Boat’, by Liz Lofthouse, illustrated by Robert Ingpen

‘Mahtab’s Story, by Libby Gleeson

‘Parvana’, by Deborah Ellis

‘Boy Overboard’, by Morris Gleitzman

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The Rocks Dreaming Aboriginal Heritage Tour - The Rocks

The Rocks Dreaming Aboriginal Heritage Tour - The Rocks | HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage | Scoop.it
Sonja Shuttleworth's insight:

The Rocks Dreaming is an excursion around The Rocks in Sydney, focusing on how Aboriginal people in The Rocks are connected to the Dreaming. It has been developed by Margret Campbell, a Gurrii Saltwater woman, with Dunghutti-Yuin heritage. The site notes that the tour is led by Aboriginal guides who have her permission to share her cultural knowledge.

 

Taking Stage 2 students on this excursion allows them to deepen their understanding of Australian heritage, reflected in the HSIE syllabus under ‘Change and Continuity’. It is a valuable way of learning how to regard the heritage of a place (in this case The Rocks) from an Aboriginal perspective. This is important for many reasons, including as a starting point for further discussions and insights into the way that migration has had an impact on Australian heritage and identity.

 

Introductory video for the excursion

https://www.youtube.com/watch?v=0d86eDQAq98

 

RESOURCES

 

The teacher’s resource pack http://www.shfa.nsw.gov.au/content/library/documents/B96331DE-C2CA-6DA4-6A6845263C3416CB.pdf

incorporates syllabus links to stage 2 and 3 for both HSIE and English. It includes background information on the following topics, related to the tour:

- The nature of Dreaming, belonging, and respect of lands and waterways

- The Dreamtime Creation Story

- Aboriginal peoples of Sydney Cove and archaeological evidence

- First contact with Europeans

- Shell middens

- Aboriginal place names around Sydney Harbour

- The Rocks discovery museum

 

The resource pack also includes pre- and post-excursion strategies for integrating the tour into a unit of work, including ideas for group work, materials to photocopy and links to further resources.

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Webquest: What contributions have immigrants made to the Australian way of life?

Webquest: What contributions have immigrants made to the Australian way of life? | HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage | Scoop.it
Sonja Shuttleworth's insight:

 This is an excellent webquest that aligns closely with ideas of heritage, identity and migration explored by Stage 2 HSIE students in NSW. The objective of this webquest is to ‘explore the journey undertaken by migrant families and come to understand their contributions to Australia.’ (http://jesselda-webquest.wikispaces.com/Introduction)

 

WEBQUESTS

 

A webquest often takes the form of a mystery or problem for students to solve online. It generally features a task for students to complete using pre-provided links to information.

 

Lamb (2004, p. 38) has described a webquest as ‘a particular type of inquiry-based activity that asks students to use Web-based resources and tools to transform what they are learning into meaningful understandings and real-world projects.’

 

Webquests also have the following benefits:

- most or all of the information is found on pre-selected websites

- learners do not have to spend substantial time using search tools

- web-based information is used to address high-level questions.

(Lamb, 2004, p. 38)

 

OVERVIEW

 

The webquest sets five tasks for completion under the following headings:

- The history of immigration in Australia

- Why did/do people migrate to Australia?

- What are the contributions/impacts of immigration in Australia?

- Preparation for the interview [with someone who has migrated to Australia from another country]

- The interview

 

In completing these tasks, students hear narratives told by migrants to Australia, and identify occupations, skills and culinary traditions migrants have brought with them.

 

Students carry out the following exercises in their journey through the webquest:

- define terms

- create a timeline, survey, graph and mindmap

- collaborate with classmates

- conduct an interview.

 

MODIFICATION

This webquest has been developed for Victorian primary school students in year 4, and makes excellent use of local resources from  Museum Victoria. The content is relevant to Stage 2 (year 3 and 4) students in NSW, however some of the activities may need to be modified for younger students – for instance, tasks 4 and 5 might be changed to ask students to formulate interview questions, rather than conduct the interview itself. 

 

ASSESSMENT

The five tasks in the webquest are designed to stand as assessment tasks, and an evaluation rubric is provided: http://jesselda-webquest.wikispaces.com/Evaluation

 

RESOURCES

The webquest author (unfortunately uncredited) has created a comprehensive resources and links page

http://jesselda-webquest.wikispaces.com/Credits

 

The Teacher’s Page (http://jesselda-webquest.wikispaces.com/Teachers+Page) features teacher resources and outlines links to the Victorian curriculum.

 

REFERENCES

Lamb, A. (2004). WebQuests. School Library Media Activities Monthly 21 (2), p. 38

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Behind The News: New Migrants

Behind The News: New Migrants | HSIE Stage 2 CCS2.2 The contribution of people and groups from other countries to Australian heritage | Scoop.it
Sonja Shuttleworth's insight:

Behind the News is a unique ABC news service that produces short, professional current affairs stories specifically geared towards school students in upper primary and lower secondary school. As a service, it runs thoughtfully counter to Neil Postman's argument that electronic media tends to trivialise the subjects it presents (Postman, N. in Gilbert, R. & Hoepper, B., 2014, p. 34). 

 

‘New Migrants’ aired in October 2011, and follows a family arriving as refugees in Australia from Liberia. It is a useful resource to integrate into a unit of work that investigates ideas of migration, heritage and identity, such as in the Stage 2 HSIE syllabus.

 

The episode introduces the Williams family and describes their journey from Liberia to Australia via a refugee camp. It shows (or refers to) some of the experiences common to families migrating to Australia and settling in, including interacting with the Migrant Resource Centre, and gaining access to social services, healthcare, transport, libraries and schooling.

 

LESSON INTEGRATION

 

The ‘New Migrants’ episode could be used in units of work that look at the following elements:

- patterns of migration to Australia

- the difference between the terms ‘migrants’, ‘asylum seekers’ and ‘refugees’

- migrants and social services in Australia

- the origins of migrants in Australia

- the skills and attributes migrants bring to Australia

- changes in immigration policy over time.

 

There are a number of other related videos and resources on the BTN site that complement these investigations:

 

- ‘Refugee kids’

http://www.abc.net.au/btn/story/s3230871.htm

 

- ‘Population debate’

http://www.abc.net.au/btn/story/s2876851.htm

- Teacher resources to accompany ‘population debate’

http://www.abc.net.au/btn/resources/teacher/episode/20100420-populationdebate.pdf

 

- ‘Asylum seekers’

http://www.abc.net.au/btn/story/s2551598.htm

 

RELATED RESOURCES

 

1. Key facts about immigration

http://www.immi.gov.au/media/fact-sheets/02key.htm

 

The Department of Immigration and Border Protection has produced a fact sheet with key immigration and migrant settlement statistics. This could be simplified and used as source material for students. For example, teachers might ask students to create tables or graphs reflecting

- the countries/regions of origin of migrants to Australia

- change in migration over time

- major source countries.

 

2. ‘Knocking on the Door of White Australia’

http://education.migration.history.sa.gov.au/activity2.htm

 

The Migration Museum education service in South Australia has also produced a game based on the White Australia policy, called ‘Knocking on the door of White Australia’ . In the game, players are asked to select the person who should knock on the (white) door labelled ‘Australia’ ­in a particular year – e.g a ‘Pacific Islander from New Hebrides 1863’, or a ‘black person, English-speaking’. A note is then posted on the door, detailing why the person is or isn’t accepted into Australia.

 

The game is fairly basic, and has a few flaws – there is no accompanying information related to the White Australia policy, for example. Nevertheless, it is an interactive way in which to introduce ideas around immigration policy, which can then be expanded and built upon in class.

 

REFERENCES

Gilbert, R., Hoepper, B. (eds) (2014). Teaching humanities and social sciences: history, geography, economics and citizenship in the Australian curriculum. South Melbourne: Cengage Learning Australia 

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