Download
1 / 41
410 likes | 584 Views
Refugees Unit. Humanities study at year 7 An 8 week unit- but only 4 weeks to teach it Lets redesign!. PPSL Civics & Citizenship Level 5-end of Year 8 Community engagement Physical, Personal & Social Learning Standards:
E N D
Refugees Unit Humanities study at year 7 An 8 week unit- but only 4 weeks to teach it Lets redesign!
PPSL Civics & Citizenship Level 5-end of Year 8 Community engagement Physical, Personal & Social Learning Standards: Students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the different perspectives on some contemporary issues and propose possible solutions to problems. They use democratic processes when working in groups on class and community projects.
Step 1 Audit the unit • Check standards • Review unit elements, higher order competencies • Review focus • Check our context
Unit There are many reasons why people become displaced There are a number responses and a variety of resources to assist with the problems of refugees There are problems associated with being a refugee, both for the refugee and the country in which they take refuge. Revised Unit People become displaced due to war, natural disasters, and political oppression. The world community responds to refugees by organising shelter, systems and processes to provide new homes for them To assimilate refugees into new countries is challenging for all parties involved. Unit Enduring Understandings
Unit What forces people to move? What challenges are faced by people who become displaced? Why Australia? What factors affect the directions that refugees move? Why are some countries more generous in accepting refugees whilst others are more reluctant? In what ways do refugees contribute to their new society? Revised Unit How is fleeing from your home (refugee) different to leaving for a better life (immigrant)? Why are do some countries accept refugees whilst others don’t? Are some refugees more deserving than others? Unit Essential Questions
Know (content) Definitions: refugee, internally displaced person, asylum seeker, migrant Why people may become displaced A variety of reasons for past and current refugee crises; environmental, economic, political, religious A variety of responses by host nations Factors that attract refugees to host nations The role of the UN and charity organisations such as NGOs Historical examples: The Jews, Vietnam War, Cambodia Case Study: Australia 2003 – Baby Overboard, detention centres such as the Wimmera, Sudanese, Congo Do (skills) Empathise with the difficulties they face Acknowledge that they are refugees through no fault of their own Describe the movement of refugees Describe problems and responses of host nations Analyse arguments before and against refugees Content /Skills
Know Definitions: refugee, internally displaced person, asylum seeker, migrant People may become displaced through no fault of their own. Recent scenarios of asylum seekers in the Asian region, and the middle East A couple of case studies of how host nations determine which refugees they will accept The role of the UN and charity organisations such as Care Australia in assisting refugees to find interim shelter and countries to settle Skills Empathise with the difficulties refugees face Explainthe reasons for displacement Analyse the various responses by host countries for fairness, compassion and commitment to the needs of others Evaluate and compare the relative urgency to assist refugees from different world crisis points/hot spots. Correlate a host countries response to refugees with its commitment to freedom of speech, movement, religious beliefs and political views. Explain and correlate causes and effects – political, religious, social and economic causality on the lives of people Content /skills revised
Students will know Definitions: refugee, internally displaced person, asylum seeker, migrant Why people may become displaced A variety of reasons for past and current refugee crises; environmental, economic, political, religious A variety of responses by host nations Factors that attract refugees to host nations The role of the UN and charity organisations such as NGOs Historical examples: The Jews, Vietnam War, Cambodia Case Study: Australia 2003 – Baby Overboard, detention centres such as the Wimmera, Sudanese, Congo Revised Students will know Definitions: refugee, internally displaced person, asylum seeker, migrant People may become displaced through no fault of their own. Recent scenarios of asylum seekers in the Asian region, and the middle East A couple of case studies of how host nations determine which refugees they will accept The role of the UN and charity organisations such as Care Australia in assisting refugees to find interim shelter and countries to settle Content
Skills Empathise with the difficulties they face Acknowledge that they are refugees through no fault of their own Describe the movement of refugees Describe problems and responses of host nations Analyse arguments before and against refugees Skills Revised Empathise with the difficulties refugees face Explainthe reasons for displacement Analyse the various responses by host countries for fairness, compassion and commitment to the needs of others Evaluate and compare the relative urgency to assist refugees from different world crisis points/hot spots. Correlate a host countries response to refugees with its commitment to freedom of speech, movement, religious beliefs and political views. Explain and correlate causes and effects – political, religious, social and economic causality on the lives of people Skills
Step 2 Students Perspective • Your thoughts? • Where are cognitively and emotionally in this topic?
Step 3 Revised FocusHow to create a journey? 1. Create an opportunity to stand in the refugees shoes 2. Create learning tasks that require deep reflection (diaries and thinking routines) 3. Research a real story of a refugee 4. Research the country of origin- what were the conditions causing flight? 5. Create a concept map identifying the complex factors and consequences- correlate/analyse 6. Develop perspective- simulation exercise 7. Meta- reflection- thinking routines 8. Final writing task in class- performance task
Step 3 Which tools may help shape the journey? • Create it online- sense of personalisation • Deep engagement with an online game- bring experiential learning to the surface • Opportunity to investigate a real story • Investigate and research the context- provide tools to help organise information • Use tools to assist concept development • Combine with personal engagement be prepared to work with hidden assumptions- skillfull teaching
Step 4 Check – are tools and goals all aligned? • Consider if the outcomes of the learning task and tools will produce the desired results? In my unit student work will involve • Concept maps • Diaries • Simulation exercise – be a UNHCR panel • Reports • “performance task- writing in class”
Step 5 Begin to evaluate student work • Assessment • Formative • Summative
Dear Dairy • For the last couple of days I have been through a lot I had to think about my every action, my next move, doing to right thing, thinking fast. I have had to sign lots of papers making me say yes or else I will die and the cops will also hit me if I say no. I. ….If I made one false move I would not be able to write this dairy. If only I was the lucky people with everything they want and not having to flee their country because of persecution.
Dear Diary Something terrible has happened. I have given up the right to think differently. I have been taken into questioning, by the secret police. My whole 13 years of life is being determined by a whip. Every question I read, my mind goes insane as I succumb to the idiotic views of this restless government that everyone is overpowered by.
Intelligent tool- “Inspiration” • Helps to organise and arrange thoughts • Helps to link ideas together • Helps to verbalise ideas • Can help organised writing work when the concept map is reverted to headings • When student describes the concept map, searches for words to describe complexity
I used to think that refuges and asylum seekers were just people running away from their country because all of the bad things that has happen and they just want a new life and a new beginning Now I think that refuges and asylums seekers are people running away from their country because of war, persecution and government so if they go to a new country they can have a new life I used to think…. Now I think
Step 5 Evaluate students’ performance Students work – our reflections • Diaries varied in authenticity, empathy • Thinking routines helped to focus • Concept maps showed sophistication and higher order thinking (blooms) • Writing tasks did not express the same complexity as the concept maps- if we want to assess for understanding, visual and screen based tools can help students with thinking and expressing understanding. • Some students required the entire process to arrive at understanding- end pieces were more indicative than material in the formative assessment. • During the simulation game and open debate students distanced themselves from the subject matter- but when challenged, more genuine responses emerged. (the issue of racism)
