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Hass Weeks 2 - 4

Curriculum

Big-Idea: How can we support migrants who have just come to


Australia?

Hass-History:

Stories of groups of people who migrated to Australia since Federation (including


from ONE country of the Asia region) and reasons they migrated (ACHASSK136)

Drama:

Develop skills and techniques of voice and movement to create character, mood and
atmosphere and focus dramatic action (ACADRM036)

Explore dramatic action, empathy and space in improvisations, playbuilding and


scripted drama to develop characters and situations (ACADRM035)

Individuals:
Ahn Do
Tan Le
Victor Chang
Hue Van Lee
Luke Nyugen
Li Cunxin (Maos Last Dancer)
Poh-Ling-Yeow
Sang Nguyen
Adam Liaw

Assessment:

In your groups recreate the story of your individual showing why and how they
travelled to Australia. Show links and comparisons to Australia from different angles
to support the story and give examples of why other people may have migrated from
that country. Use a keynote or other visual props to help support and show the story
and comparisons as you recreate your individuals story. At the end of your
performance you need to hand up a keynote which includes the slides used for your
performance as well as your research information drawing comparisons from the
countries. (First half used for performance second half of keynote research
demonstration)

Country
Information about the individual
Situation urging them to leave
Information around the country incorporating comparisons between Australia
and the country of your individual

Lesson 1:

Storybook Maos Last Dancer read through to group

Explicit

What is migration? What does it mean when someone migrates? Why would someone
want to migrate? Can migration be dangerous? Why? Why not?

- Groups of 3-4 assign individuals from list above


- Research on individual
o What country where the born in?
o Why did they migrate? What sort of situation was the individual in?
o How old where they when they migrated?

Get students to form new groups of 3 to get to know other individuals


- Ensure students know this is not their final group they will be staying with
their original group
- Students are to introduce their individual to the new group discuss about why
they migrated
- As a group come up with their own definition butchers paper or card
o Migrant
Reasons for migration
o Refugee
o Immigrant
o Emigrant

Lesson 2 Countries and Culture

Resources: Research Suggestions word document converted to pages for students to


work on.

Video https://www.youtube.com/watch?v=lJx4SkDhh7I (cut off end of video as its


just advertising)
http://www.roads-to-refuge.com.au/whois/whois_definitions.html
Discuss with class:
What did you notice in the video?
What are some of the differences between the bedrooms shown and your
bedroom?
In their original Individuals Groups answer:
What are the differences between refugees and immigrants?
What are the differences between their situations?

Explicit Definitions after discussion from groups:

Migrant: A migrant is someone who voluntarily chooses to leave his or her


own country and make a new life in another country. However this does not
mean that they aim to stay their permanently.
Emigrant: a person who leaves their own country in order to settle
permanently in another. Remember: Coming from somewhere
Immigrant: A person who comes to live permanently in a foreign country.
Remember: Going to somewhere.
Refugee: A person who has been forced to leave their country in order to:
Escape war,
Escape persecution due to race religion nationality,
Escape natural disaster.

In their groups students are then to research more about their Individuals country and
comparing it to Australia.

Website I gave them in this lesson to look at: https://www.ifitweremyhome.com/

Lesson 3: Research time

Students are to continue researching their country and Australia in groups.


Discussion on effectively working as a group,
- delegation of roles
- What do I need to look out for when researching?
- How do I know the information I am looking at is useful to my research?
- Referencing expectations

Resources:
https://www.cia.gov/library/publications/the-world-factbook/geos/as.html
https://www.ifitweremyhome.com/
http://www.indexmundi.com/

Lesson 4: Keynote Creation

Aim of this lesson is to get students creating their keynotes. Students were to put the
slides showing backdrops and information they will use during their performance first
and their research after that for hand in.

Keynote discussion
- What are we using these keynotes for?
- How can they help you in telling a story or narrative?
- What creative ways can you show information using your keynote?
- Who is your audience?
- What are you trying to tell your audience?
- What genre is this story?
- How can we show different angles to a story using images?

What to include in your keynote?

Your keynote should include:


Information about why your individual decided to move, this could be
text or image based or both
A map showing the country
This could also show the journey your individual took to get to
Australia
Information that supports your story such as background information
interweaved with your story
Remember to include your references at the end of your keynote

Lesson 5: Rubric Creation

Resources: Empty Rubric with questions for consideration, rubric slides


Discussion of what the assessment will be:
Recreating your individuals story through drama
Handing in a keynote as a group which includes all your research into
comparisons

Demonstrate how we can use the language of a rubric at different levels.

In groups students are to focus on different areas of a rubric identifying how an


element can be demonstrated at different levels.

One group each on:


- Performance
- Individuals Story and Information
- Country Comparisons

Once students have finished creating their sections of the rubric they are to go on
working on their keynotes.

Lesson 6: Performance Preparation

This lesson students are to consider what is important to show in their performance.

Discuss:
What are some of the elements of drama we should use in delivering a story.
Stage representation, voice, tone, body language, movement (how are we
using facial expression posture action to create our roles)
Drama focus: where is the current attention of the audience to help frame the
main idea of the drama
How is a narrative structured?
Narrative Dilemma
Think of a key part of your story which tells us how and why your individual
left
Keeping that in mind, you have 5 minutes to create a 30 second improv based
on how and why your individual left, feedback from class
Make sure students know this is not their final performance but just to get
them being creative

After they perform their improv students are then to begin creating
storyboards to show key sections of their performance. What should
happen in the beginning middle and end of their story. Where could they
include comparisons?

Lesson 7- 9 (Depending on student progress)

Students are to go on rehearsing and incorporating information and elements that they
need to add to their performance and research. Students will need to create a script for
homework to get them thinking about what each character could say and do split up
between group members such as beginning, middle and end.

Lesson 10 Performance
Students are to complete their performance and give feedback to each other on their
performances. Nominate some students to give comments to attach to rubric for
assessment.

Lesson 11 What Now? (Under development)


Resources: www.therefugeeproject.org

Discussion on how many people arrive into Australia each year, what are some of
ways we could help and support individuals, do they know about local customs and
culture? Services? Government support?

Students are to reflect upon the unit and in their groups, generate ideas on how they
could help refugees and immigrants/migrants coming into Australia that they might
like to undertake. Students should evaluate what they have learned over the unit to
then design their own program or ideas which could help individuals who may need
help in settling into Australia.