Rui Qi Ng (20751156)

Why are people leaving their homeland? Year 6

Context Knowledge Skills Processes/Values/Attitudes
The purpose of this unit of work is to develop Year 6 students historical skills as
they relate to:
the sequencing of historical people and events;
the identification of questions to inform historical inquiry;
the identification and location of a range of relevant sources; and
the comparison of information from a range of sources;

This unit of work focuses on the development of students historical knowledge
and understanding relating to migration of people to Australia and the reasons
encompassing it. Specifically, students will explore the reasons for people
leaving their homes which include the push and pull factors of migration.
History
Students will use a range of primary (interviews, recounts
and photographs) and secondary sources (informational
non-fiction books) to understand the push and pull factors of
migration to Australia. They will understand the sequence of
events leading up to war which results in people leaving their
homes. The understanding of this cause and effect will be
demonstrated through the use of virtual timelines and a
range of graphics organisers. Students will also research,
analyse and use a range of sources to study refugees
stories. They will present their research through multimodal
texts.
Literacy
Students will use a range of comprehension strategies and
information literacy strategies to support their understanding
of migration and refugees. They will respond to literal,
inferential and evaluative questions in response to the
various texts they have studied and make reference to prior
understanding of this topic. Students will demonstrate their
understanding of the texts through planning using a range
of graphic organisers and writing.
Arts
Using prior understanding of migration, students will analyse
a given script. They will include costumes, stage props and
vary their dramatisation through reflection to enhance the
portrayal of the main points. Students will understand and
use a range of media techniques to facilitate this
enhancement.
Skills History
Students will demonstrate ability to sequence significant historical events
and people in order of occurrence.
Students will be able to use a range of primary and secondary sources,
available through reliable websites, to support their historical inquiry
Students will be able generate inquiry questions in relation to migration and
refugee. They will be able to use a range of sources to support these
questions.
Students will compare and contrast the past and present and demonstrate
understanding of how the past affects the present
Students will present their understanding through a range of
communication forms.

Skills Literacy
Students will use a range of comprehension strategies to build
understanding of fiction and non-fiction texts.
Students will make comparisons between texts of similar themes and
present this in a verbal and written forms (graphic organisers)
Students will demonstrate ability to use information literacy skills to identify
the authors values and attitudes.
Students will plan, draft and write a journal entry in response to reading a
text.
Skills Arts
Students will use improvisation and costumes to enhance the portrayal of
the main points.
Students will vary their tones and use a range of expression to portray the
characters moods and emotions.
Students will use a range of media techniques to enhance the portrayal of
characters emotions.
General capabilities (Personal and social capability focus)
Students will be able to recognise and express emotions appropriately.
Students will demonstrate ability to work independently or with others.
Students will demonstrate ability to be resilient and adaptable to complete
challenging tasks.


Rui Qi Ng (20751156)

History English Arts (Drama and Media Arts)
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Who are we and where did we come from?

Part 1:Family stories on Migration
A large map of the World will be constructed and pinned onto a cork board. This
map will represent the classs migration heritage. Students place a cork pin on
the map where they, their family or their ancestors came from. A yarn is linked
to from their country of origin cork pin to a pin placed on Perth. Using
photographs or artefacts that they have brought in, students share their stories
about their first ancestor or relative to arrive in Australia. They will also create a
digital timeline, using Capzles (www.capzles.com) as a class to illustrate the
time when they, their family or first ancestors moved to Australia.

Part 2: Reasons on moving to Australia
Students discuss on where they came from and why did they (or their family)
move to Australia. Students also discuss on why their ancestors move to
Australia. A digital mind map is created using Coggle (www.coggle.it) on the
various reason of migration.

Push and Pull factors

Part 1: Push factors
Elicit students prior knowledge about World War 2. As a class, discuss why the
war have encouraged people to migrate; particularly exploring on the reasons
for them to leave their country of origin to come to Australia after World War II.
These reasons are added to the digital mind map constructed from the previous
History lesson. Revisit the timeline constructed in the first lesson and add World
War 2 onto the timeline. Ascertain if anyones family migrated to Australia after
World War 2.

Part 2: Pull factors
As a class, students discuss what they know about the benefits of immigration
to Australia. Build these ideas onto the digital mind map. Students will watch a
short clip from a film, called Australian Diary, produced in 1951. They make
notes and share with the class on the benefits for migrants moving to Australia
and purpose of the short clip. In groups, they explore the problems that migrants
face when they move to a new country. The class will categorise the digital mind
map into two categories: push factors and pull factors.

Part 3: Investigating an immigration story
Introduce Immigration Place website (http://www.immigrationplace.com.au/read-
all-stories/w4/i1001210/) to students and show that a collection of migrants
stories are available. Students investigate migrants reasons for coming to
Australia. They will choose a migrant that came after 1945 (after World War 2)
and explore the reasons for coming to Australia. Students will enter these

Guided reading: The Arrival by Shaun Tan
Students will participate in guided reading sessions to analyse a graphic novel,
The Arrival by Shaun Tan.

Part 1: Exploring the wordless book I
Chapter 1 and 2 of the graphic novel illustrates of a man who left his family to a
different country with better job prospects. However, he encountered some
difficulties as he moved to a new country where he did not understand their
spoken language. In this guided reading session, students explore the difficulties
in reading and interpreting a wordless novel. They make reference to their mind
map constructed from History lessons to discuss the reasons for leaving his
family. During this guided reading session, students discuss how the illustrations
bring out the main point of the chapters. Students will also discuss the change in
facial expression of the protagonist changes through the chapters. They also
explore the symbolic meaning of the dragons tail present in the background of his
homeland.

Part 2: Exploring the wordless book II
Chapter 3, 4 and 5 illustrates how the protagonist worked hard to get a job, made
friends with other migrants and adjusted to life in the new country. This guided
reading session focuses on how the colour of images expresses the mood and
brings across the main point. In particular, students will explore the use of sepia
coloured images throughout the novel and black and white images in images
when there are dangers associated with it. The paper crane symbol should also
be discussed as a class.

Part 3: Responding to the text I
In response to the novel, students will discuss the perspectives of the man upon
arrival to a new country. As a class, a range of questions in relation to how the
character felt and the struggles he faced will be brainstormed. Students will be
given a five-senses chart to explore the characters emotions and analyse how
sensory language could be used to help visualise the scene the author is trying to
portray. This will be done in group before sharing their brainstorm with the class.
Using the brainstorm, students will write a journal entry depicting what he sees as
he walks through the city, his experiences and events which he encountered, the
challenges he faced and his thoughts and feelings upon arrival to a new place.
Students will be encouraged to include factual information that they achieved from
their research in History lessons.

Part 4: Responding to the text II
As a class, explore how the journal entry of the protagonist may vary from a
migrant from the 21
st
century. Students will use a graphics organiser (Venn
diagram or table) to display the similarities and differences.


Dramatise The Arrival by Shaun Tan

Part 1: Drama
Using the script written by Landon-Smith (2013) based on
the graphics novel The Arrival by Shaun Tan, students will
perform a drama. They use a range of skills and
techniques to portray the characters in the book. They will
rehearse, use improvisations and create costumes to
enhance their drama. Students will rehearse, reflect and
perform this drama.

Part 2: Media
The drama will be recorded digitally. Whilst students
dramatise the act, they will explore the use of close-ups
and medium close-ups to focus on the characters
emotions, power and mood. During editing of the drama,
students will include music to heighten the tension.

Part 3: Presentation
Students work will be presented during the school
assembly.
Rui Qi Ng (20751156)

details, and other relevant stories, onto a Facebook profile template. The
completed work will be printed and students will present their findings. In
presenting their work, other peers will compare and contrast on similarities and
differences in reasons for migrating to Australia. They will also build on the
digital mind map constructed from previous lessons. Individually, they create a
cause and effect chart depicting the push and pull factors of migration.

Understanding refugees and their experiences

Part 1: Events that caused people to become refugees
Review on the push factors affecting families to leave their country of origin.
Students explore the term refugee and discuss the reasons for refugee to
leave their homeland. They will make reference to novel Boy Overboard by
Morris Gleitzman and Clay Marble by Minfong Ho and discuss the similarities in
the characters situation. Provide students with scenarios in which migrants
came to Australia for various reasons. Students will sort these scenarios into
two categories: leaving country of origin voluntarily and leaving country of origin
non-voluntarily. They discuss on the hardships they may experience as they
leave their homeland.

Part 2: Incursion Guest speaker
Brainstorm ideas on how students could find out more about the migrant
experience. Write students responses on the whiteboard. In groups of four,
students formulate questions that they would ask a migrant or refugee. Each
group will then choose one question to ask the migrant or refugee. Introduce the
guest speaker to the class. Each group representative would ask the question
for the guest speaker. Students reflect on what they had learned and how their
experiences differ from the speakers story.

Part 3: Refugees experiences Part A
Students conduct an independent research on refugee experiences. Students
will conduct a research on a refugees story retrieved from either the Research
for Asylum Seeker website (http://www.ras.unimelb.edu.au/stories.html) or from
other relevant sites. They must answer the following questions: what was the
reason for leaving their country of origin, how he/she/they got to Australia, what
he likes most about Australia, and what he misses most.

Part 4: Refugees experiences Part B
Students will input details onto a cube network. They will be encouraged to
include relevant pictures as well as some relevant information about the refugee
and the country of origin.
An example 3D cube will contain the following information (1 information per
face):
(i) Country of origin and the sequence of events leading up to war.
(ii) What was the reason for leaving their country of origin?
(iii) How he/she got to Australia?
(iv) What he/she likes most about Australia?
(v) What he/she misses most about their country of origin?
(vi) A picture of the war that occurred in their country of origin. Include a
reflection on how the picture may help you understand what citizens
living in that country are feeling.
Completed cube networks will be folded to form a cube and hung on the walls of
the classroom.

Summative assessment:
Students design and create a model of a personal item brought to
Australia by a migrant. Explain the significance of the item and how they
may use it.
Summative assessment: (ACELT1800)
Students will complete a journal entry upon the completion of analysing the
text. This assessment will explore the effective use of sensory language to
portray the characters feelings and to create a vivid picture of the setting.

Guided reading: Soraya the storyteller by Rosanne Hawke
Students will participate in guided reading sessions to analyse the fictional novel,
Soraya the storyteller by Rosanne Hawke. This text is based on twelve year old
Soraya who was an excellent storyteller and told her story on how she escaped
Afghanistan.

Part 1: Understanding the difficulties of studying in an Australian school
Chapters 1 to 3 of the book will be read to students. Through the use of this text,
students will firstly discuss about the difficulties of that Soraya faced as a student
studying in an Australian school. They will discuss on the difficulties being an ESL
student and how her other Afghanistan friends assimilate into the Australian
culture. Students will relate back to their research done on refugees and evaluate
the authenticity of the story. Based on their understanding on war in Afghanistan,
they will make predictions on the push factors for Soraya to leave her homeland.
Students will also explore ways in which they may help an international friend who
have just enrolled into their school.

Part 2: The push factors of leaving Afghanistan
Chapters 12 to 14 of the book will be read to students. In this section of the book,
students will explore the push factors leading Afghanistan people to leave
Afghanistan. Students will explore why Soraya left Afghanistan, the journey to
Australia and the difficulties she and her family encountered through the journey.
Students will make comparison of push and pull factors for Soraya and the
protagonist from The Arrival by Shaun Tan. Using their knowledge from history
lessons, students evaluate these differences. Students will also explore the
belongings they may bring with them, if any, when escaping the country.

Part 3: Responding to text
Students identify the similarities and differences between the real life stories they
have researched on during their History lessons. They will construct a Venn
diagram to compare and contrast how authentic experiences differ from the
characters experiences. In response to the text, students will choose a chapter of
the novel and develop a comic strip on the main ideas presented. On completion
of work, students work will be displayed on the class wall.

Guided reading: Refugees stories in words, paintings and music: Out of
Iraq by Sybella Wilkes

Part 1: Image study
Students will first explore the layout of page 8 and 9 of this non-fiction book. They
discuss how some information may have bigger font than the rest of the text and
how the title explains the main ideas of the text. They read the text and explore
inequality people from Iraq faced and how this contributes to the push factors of
Iraqi leaving their homes. Students also explore how information about the Gulf
War explains for people leaving home. Students then look at the image from page
9 and make predictions on why it might be placed there intentionally. They will
discuss what pictures that they might replace the original image with.

Part 2: Safaas story
Students will explore Safaas story about being a teacher in a home-based school
on page 42 and 43 of this non-fiction text. Whilst reading this book, students will
make comparison with their educational experience in Australia. Drawing on prior
understanding, students will explore the problems that Iraqi students face.

Rui Qi Ng (20751156)

Part 3: Responding to texts
Students compare the experiences that Soraya went through from Soraya the
Storyteller by Rosanne Hawke and the experiences documented in Safaas story.