Stage 5 School Developed Depth Study

Where is Home?
The Global Refugee Crisis, with a focus on Syria

Contents
Justification p. 2

Unit Outline p. 6

Resource 1:
Week 1, Lesson 2
Virtual Site Study Worksheet – Humans of New York p. 21

Resource 2:
Week 2, Lesson 5
Feedback Cards (peer reviewing) for the street art source analysis activity p. 27

Resource 3:
Week 4, Lesson 11
Assessment Task example OR template – Weebly p. 31
Justification

(Words 528)

The following unit engages with the cross curriculum priority of ‘sustainability’ in order to

develop students understanding of the relevant issue of the global refugee crisis using a range

of historical skills. By focusing on the location of Syria and the historical event of the Arab

Spring, students learn deeply about the significance of historical events using and practicing

subject specific skills (Rodriguez, 2015).

Throughout this unit, students encounter and engage with a variety of sources including a site

study ‘Refugee Camp Auburn’. By the end of this unit, students will have practiced their

skills in analyzing and synthesising information from a range of primary and secondary

sources and be able to use this information as evidence in historical arguments (Australian

Curriculum Assessment and Reporting Authority, 2016). They will be able to frame historical

inquiry questions and analyse and draw conclusions about sources and their usefulness using

high quality communication (Australian Curriculum Assessment and Reporting Authority,

2016). The decision to make this a skills based unit was based on the inquiry based learning

model, requiring high order thinking (Wallace & Husid, 2016). The unit develop students’

competencies in their use of historical inquiry skills and general capabilities using a variety of

inquiry based learning activities. In terms of general capabilities, this unit gives students the

opportunity to develop in their personal and social, ethical and intercultural understanding, a

crucial aspect of learning according to Calder (2014). Empathic understanding is also an

identified historical skill (Australian Curriculum Assessment and Reporting Authority, 2016).
The choice of assessment task shaped the design of this unit according to the backwards

mapping ‘Understanding by Design’ model (Mctighe & Wiggins, 2012; Hung, Jean Chiu &

Yeh, 2013). The ICT based nature of the task is based on the research of Callow and Zammit

on engaging students from low SES backgrounds through the use of multimodal texts, and

Livingstone’s work on integrating ICT into education (Callow & Zammit, 2012; Livingstone,

2012). Requiring the use of ICT throughout the unit reflects the research of Cohen (2006) on

the possibilities of the web and ‘gathering, preserving and presenting history’ and provides

students with the opportunity to communicate digitally.

Differentiation is addressed within a Universal Design for Learning framework (National

Center on Universal Design for Learning, 2014). There are various indications of

differentiation throughout the unit outline. Tasks are predominantly inquiry based which

gives teachers the scope to develop the task into extension activities or scaffold the task

according to the needs of a specific group. There are various modes of representation utilized

throughout the unit to support students in their learning and promote deep understanding

(National Center on Universal Design for Learning, 2014).

Finally, the resources that I have developed show a wide range of skills. Resource 1

exemplifies an inquiry based pedagogy developing students’ critical literacy (Meacham,

2014). This is a digital resource within an ICT based task, developing students’ digital

literacy skills and ICT capabilities. Resource 2 utilizes a model of peer feedback that supports

students in their learning and develops skills in evaluation (NSW Department of Education,

n.d.). Finally, the web-based resource of the Weebly shows a clear expectation of the

assessment task that shapes the unit, and models how I would support students via explicit

expectation instruction and modelling (Cawsey & Anderson, 2008).

Reference List

Rodriguez, T. (2015). A Content Area Reading Course Re-Imagined: A Situated Case Study

of Disciplinary Literacies Pedagogy in Secondary English Teacher Education.

Literacy Research and Instruction, 54(2), 1-22.

Australian Curriculum, Assessment and Reporting Authority. (2016). History. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-

sciences/history/

Wallace, V. L., & Husid, W. N. (2016). Collaborating for inquiry-based learning: school

librarians and teachers partner for student achievement, 2nd edition. Retrieved from

http://ebookcentral.proquest.com

Calder, Wendy. (2014). "My story": Valuing the personal narratives of refugee students in

New Zealand schools. Knowledge Cultures, 2(5), 47.

Mctighe, J, & Wiggins, G. (2012). Understanding By Design Framework. Association for

Supervision and Curriculum Development. Retrieved from:

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Hung, Hsiu-Ting, Chiu, Yi-Ching Jean, & Yeh, Hui-Chin. (2013). Multimodal assessment of

and for learning: A theory-driven design rubric. British Journal of Educational

Technology, 44(3), 400-409.

Callow, J., & Zammit, K. (2012). 'Where lies your text?': (Twelfth Night Act I, Scene V):

Engaging high school students from low socioeconomic backgrounds in reading

multimodal texts. English in Australia, 47(2), 69.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

Review of Education, 38(1), 9-24.

Cohen, D., & Rosenzweig, R. (2006). Digital history: A guide to gathering, preserving,

and presenting the past on the Web.

National Center on Universal Design for Learning. (2014). About UDL: The Three Principles

of UDL. Retrieved from http://www.udlcenter.org/aboutudl/whatisudl/3principles

Meacham, M., Vetter, Amy, Carlone, Heidi, Cooper, Jewell, & Fairbanks, Colleen. (2014).

Opening and Entering Critical Spaces: Exploring How High School Students and

Their English Teacher Navigate the Critical Literacy Classroom, ProQuest

Dissertations and Theses.

NSW Department of Education. (n.d.). Retrieved October 2, 2018, from

https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-for-the-

future/nested-content/futures-learning/nested-content/accordions/pbl-implement-

assessment-of-learning/critique-and-peer-feedback

Cawsey, C., & Anderson, M. (2008). Strategies for Building Sustainable Leadership

Learning. Learning for Leadership: Building a School of Professional Practice, 80.

 UNIT OUTLINE
Subject: HSIE Course: Stage 5 History Depth Study 6: School Developed Topic Number of Weeks: 8
Unit title: Where is Home? A study of the global refugee crisis focusing on Syria
Key Concepts/ Big Ideas The importance of this learning
This unit explores the global refugee crisis which is a relevant aspect of This unit develops students’ general capabilities in literacy, numeracy, ICT
the cross-curriculum priority ‘sustainability’. Throughout this unit, students capability, critical and creative thinking, personal and social capability, ethical
learn about how the global refugee crisis has shaped Australia and the understanding and intercultural understanding through relevant content, skills
modern world, focusing on Syria and the events of the Arab Spring. based learning activities and an immersive site study. With reference to the
Students develop skills in thinking critically and creatively about the historical skill of comprehension, students will encounter a variety of historical
chronology and significance of events that shape our understanding of the texts and will be expected to sequence these events and analyse the
past. The site visit featured within this unit, ‘Refugee Camp Auburn’, relationships between events using skills in numeracy and historical terms
deepens students’ understanding of the experiences of refugees in appropriately. Students will develop their critical skills of analysis by analysing a
Australia and prompts students to challenge their own assumptions and range of sources, synthesising information and making historical arguments.
perspectives in light of the personal and social experiences gained from Students will evaluate different perspectives and interrogate the reasons why
the site visit. By exploring the issues in Syria through the key events of some historians have interpreted events in particular ways using their personal
the Arab Spring, students learn deeply about the causes, consequences and social, ethical and intercultural learning. By engaging with the site visit,
and factors that led to the global refugee crisis and the population of students will develop their empathic understanding. They will develop an
Syrian refugees in Sydney. Engaging with content that is relevant to increased understanding of the reality and experiences of refugees, and critical
students, students develop skills in critical literacy, numeracy, critical and skills of reflection. Throughout this unit, students will develop their skills in
creative thinking, historical research, communicating across culture and research, learning to ask critical questions to develop their skills in historical
historical inquiry. inquiry which demonstrates their higher order thinking. Students will be required
to communicate in a variety of modes, developing their skills in literacy and ICT.
Content
Students Investigate: The cross curriculum priority of sustainability refers to ‘actions that support more
1. the global refugee crisis and how the crisis of ‘home’ has shaped sustainable patterns of living require consideration of environmental, social,
Australia and the modern world (literacy, ethical understanding, cultural and economic systems and their interdependence’. The global refugee
personal and social capability, intercultural understanding, numeracy). crisis is central to this learning and is a critical aspect of students’ experiences in
2. the issues in and out of Syria and how the events of the Arab Spring the modern and global world. This unit therefore contains highly relevant
have impacted Syria, Australia and the modern world (literacy, learning.
personal and social capability, numeracy).
3. the causes and consequences of the differing motives and
perspectives of key players in Syria (literacy, ICT capability, personal
and social capability, intercultural understanding).
4. their own assumptions versus the personal and social experiences of
Syrian refugees in Australia
5. the response of Australia to the global refugee crisis (literacy,
 personal and social understanding, ethical understanding,
intercultural understanding)
6. their own re-evaluated perspectives on the global refugee crisis and
the experience of Syrian refugees in Australia following their site visit
(literacy, personal and social understanding, critical and creative
thinking, intercultural understanding).
7. Alternate ways of communicating one’s personal perceptions,
reflections and experiences of the global refugee crisis (ICT
capability, personal and social understanding, ethical understanding,
intercultural understanding).
Unit context within Scope and Sequence/Purpose
This unit is situated as the final unit of the Stage 5 Scope and Sequence
for Year 10 and develops students critical and creative skills in
preparation for Stage 6 course work. This unit is a depth study of ONE
school-developed topic drawn from the content presented in the Stage 5
overviews, 'The Making of the Modern World' or 'Australia and the modern
world'. So far in the Stage 5 Scope and Sequence, Year 10 students have
studied Depth Study 4: Rights and Freedoms (1945–present) and Depth
Study 5: The Globalizing World, Migration Experiences. This depth study
develops students’ understanding of how events have shaped Australia
and the global, modern world.
A critical learning piece of this unit is the site study which requires
students to develop in their understanding of the experience of Syrian
refugees in Australia, challenging their own assumptions and beliefs. By
the end of Stage 5, students will be able to describe, explain and assess
the historical forces and factors that have shaped Australia and the
modern world. They will be able to sequence and explain the significant
patterns of continuity and change in the development of Australia and the
modern world. They will be able to explain and analyse the motives and
actions of past individuals and groups in the historical contexts that
shaped Australia and the modern world. Students will be able to explain
and analyse the causes and effects of events and developments in
Australia and the modern world. Students will be able to explain the
context for people’s actions in the past. They will be able to explain the
significance of events and developments from a range of perspectives.
They will be able to explain different interpretations of the past and
recognise the evidence used to support these interpretations. Students
Syllabus Outcomes
Students learn about the issues in and out of Syria in order to explore the nature
of history and to explore the significant changes and developments that have
affected Syria, Australia and the modern world. Students learn about the ideas,
movements, people and events that have shaped Syria, Australia and the
modern world evaluating cause, consequence and impact. Students learn about
the global refugee crisis and how key events shape our understanding of the
past and the modern world.
Students learn to:
• HT5-1 explain and assess the historical forces and factors that shaped
Syria, Australia and the modern world
• HT5-2 sequence and explain the significant patterns of continuity and
change in the development of Syria and the modern world
• HT5-3 explain and analyse the motives and actions of past individuals
and groups in the historical contexts that have shaped Syria Australia
and the modern world
• HT5-4 explain and analyse the causes and effects of events and
developments in Syria, Australia and the modern world
Students learn about the skills required to undertake the process of historical
inquiry by engaging with a variety of skills based learning activities.
Students learn to:
• HT5-5 identify and evaluate the usefulness of sources in the historical
inquiry process
• HT5-6 use relevant evidence from sources to support historical
narratives, explanations and analyses of Syria, Australia and the modern
will be able to sequence events and developments within a chronological world
framework, and identify relationships between events across different • HT5-7 explain different contexts, perspectives and interpretations of
periods of time and places. When researching, students will be able to Syria, Australia and the modern world
develop, evaluate and modify questions to frame an historical inquiry. • HT5-8 select and analyse a range of historical sources to locate
They will process, analyse and synthesize information from a range of information relevant to an historical inquiry
primary and secondary sources and use it as evidence to answer inquiry
questions. Students will be able to analyse sources to identify Students learn about the skills required to communicate their understanding of
motivations, values and attitudes. When evaluating these sources, they history using the general capability of ICT capability.
will analyse and draw conclusions about their usefulness, taking into
account their origin, purpose and context. They will be able to develop Students learn to:
and justify their own interpretations about the past. Students will be able • HT5-9 apply a range of relevant historical terms and concepts when
to develop texts, particularly explanations and discussions, incorporating communicating an understanding of the past
historical arguments. In developing these texts and organizing and • HT5-10 select and use appropriate oral, written, visual and digital forms
presenting their arguments, students will be able to use historical terms to communicate effectively about the past for different audiences and to
and concepts, evidence identified in sources and they reference these the requirements of the formal Assessment Task.
sources. Finally, this unit allows students to engage in a relevant site
study that will develop their understanding of the content and develop
their skills of historical inquiry towards key outcomes.
Literacy Focus Numeracy Focus ICT Focus Differentiation
In the selection of, Data is central to this unit. Throughout this unit, The worksheets that accompany learning activities are highly
comprehension of, analysis of Students will learn to students will be required scaffolded and give scope for teachers to differentiate tasks
and evaluation of written, visual interpret statistical to investigate using ICT, according the abilities of their class. The unit utilises the
and aural sources, students information and recognise create using ICT and principles of the Universal Design for Learning (UDL) and
develop their skills in literacy. patterns and relationships communicate using ICT in backwards mapping or Understanding by Design (UbD) which
Students demonstrate their in their analysis of data by preparation for the formal supports students with a range of ability levels to achieve in this
knowledge of grammar, word, completing specific assessment task which is unit. By incorporating regular visual and auditory elements into
vision and text by completing worksheets targeting skills an ICT based multimodal the learning sequence (using clips and podcasts), this unit
ADAMANT scaffolds in source in numeracy. They will composition. Students will shows a diversification of communication modes that support
analysis activities and other learn to interpret the be required to use ICT lower academic ability level students. Learning activities are
relevant, targeted and significance by responding responsibly and manage predominantly inquiry based which gives all students the
differentiated worksheets. to targeted and operations in ICT based opportunity to learn deeply, and higher ability students the
Students show that they can differentiated worksheets. inquiry tasks and in the opportunity to extend their knowledge through research. The
comprehend texts through Students will demonstrate development of their subject of refugees requires intercultural understanding. This
listening, reading and viewing their skills in numeracy formal assessment task. may support EAL/D students who have themselves sought
by participating in class through their participation asylum, validating their experiences in the classroom space and
discussions, group projects and in the numeracy based supporting their learning. The use of ICT also provides scope for
engaging with the site study. site study activities. differentiation for students with specific needs who may benefit
from visual or auditory personalisation of class work.
Wk Syllabus Content
1 Students investigate:
1. the global refugee crisis and
how the crisis of ‘home’ has
shaped Australia and the
modern world (literacy,
ethical understanding,
personal and social
capability, intercultural
understanding, numeracy).
2. the issues in and out of
Syria and how the events of
the Arab Spring have
impacted Syria, Australia
and the modern world
(literacy, personal and social
capability, numeracy).
Outcomes:
Students learn to:
HT5-1 explain and assess the
historical forces and factors that
have shaped Syria, Australia
and the modern world
HT5-2 sequence and explain the
significant patterns of continuity
and change in the development
of Syria and the modern world
Teaching and Learning Strategies including Resources
assessment for learning
Lessons 1-3
Introduction
Lesson 1
The concept of ‘home’
Driving question:
• What is ‘home’? How would you describe the word
home?
Literacy based, inquiry based task: individual or class
wide brainstorm or word association in response to this
question, ‘What is home?’. Follow up project based task:
students compose a visual or written representation of
what ‘home’ means to them.
Revision: What is a refugee? Students review the UN UNHCR definition of a refugee and introductory
definition of a refugee by exploring the UNHCR website. statistics:
Students record the definition and statistics in their https://www.unrefugees.org/refugee-facts/what-is-a-
workbooks. refugee/
Literacy based, inquiry based task: students examine the Home inspired art:
home-inspired art composed by refugees using the board http://www.greaterdandenong.com/section/32429/hom
or their own devices. Students discuss the artwork in e
pairs, more groups or a class discussion.
Differentiation: higher ability students may wish to develop More art by refugees:
their understanding of the themes expressed in the https://www.rmccaustralia.org.au/refugee-art-
artwork by completing an extended writing task in expressing-experience-through-creativity/
response to this question: What themes are explored in
the artwork, and what does this show about what home
might mean to a refugee?
Literacy based task: students complete a venn diagram on Venn diagram template
the similarities and differences of the refugee art about
home and their own.
Lesson 2
The global refugee crisis + perspectives
Driving questions:
• What does the global refugee crisis refer to and who
does it involve?
• Give reasons for and analyse the different
perspectives on the global refugee crisis.
Literacy based task: students take notes while watching The European Refugee Crisis and Syria Explained
the following clip. Explicitly teach the skill of ‘active note- https://www.youtube.com/watch?time_
taking. Following this, students respond to this question: continue=376&v=RvOnXh3NN9w
What does the global refugee crisis refer to and who does Active Notetaking:
it involve? http://this.deakin.edu.au/study/students-take-note-and-
ace-your-exams
Inquiry based task: students complete a virtual site study Virtual site: Humans of New York
of the Humans of New York using the following worksheet. http://www.humansofnewyork.com/tagged/refugee-
At the conclusion of this task, students should be able to stories
respond to these questions 1/ what do we learn about the Worksheet*
experiences of refugees through this source? 2/ what do
we learn about the perspective of the website creator? 3/
evaluate the usefulness of this source. How valuable is it
for knowing the truth about refugees and asylum seekers?
What are the possibilities and limitations.
Literacy based task: students read the following article ABC article
and answer the following question: Why did this artist do http://www.abc.net.au/news/2018-09-03/artist-burns-
what they did? Individual reflection or class discussion in ground-for-refugees/10191298
response to the article around this question: What are the Worksheet
key perspectives on the global refugee crisis represented
in this article? What are the factors that cause these
perspectives to differ?
Lesson 3
Syria, Australia and the modern world
Driving question:
• How has the global refugee crisis shaped the modern

2 Students investigate:
• the issues in and out of
Syria and how the events of
the Arab Spring have
impacted Syria, Australia
and the modern world
(literacy, personal and social
capability, numeracy).
Outcomes:
Students learn to:
HT5-4 explain and analyse the
causes and effects of events
and developments in Syria,
Australia and the modern world
HT5-6 use relevant evidence
from sources to support
historical narratives,
explanations and analyses of
world?
ICT and literacy based task: students complete a virtual Virtual site: Road to Refuge
site study of the Roads to Refuge site using the following http://www.roads-to-refuge.com.au/
worksheet. Question: What is the impact of the global Worksheet
refugee crisis on the modern world? Encourage students
to consider the impacts on people, politics and the
environment.
Literacy based task: students listen to the following The Daily Podcast Episode:
podcast and complete the worksheet outlining how the https://www.nytimes.com/2018/04/23/ podcasts/the-
crisis has affected the globalised world. daily/syria-chemical-attack.html
Worksheet
Critical and creative thinking and personal and social Graphic organiser template
understanding based task: students evaluate the impact of
the global refugee crisis using a graphic organiser or
table: individual, home town, suburb, country, other
countries, world.
Lessons 4-6
Causes and consequences of ONE event (the Arab
Spring) on Syria, Australia and the modern world
Lesson 4
The Arab Spring
Driving Questions:
• What caused the Arab Spring? How would you
categorise these causes using the terms personal,
political, economic and environmental?
• What were the main events that led to the Arab
Spring? In your opinion, which event was most
significant and defining?
• What was the outcome of the Arab Spring? How did
the Arab Spring affect Syria, surrounding countries
and the modern world?
Literacy based task: students take notes while watching https://www.history.com/topics/arab-spring
PPT
Syria, Australia and the modern
world
the following clip and working through the PPT slides. Active Notetaking:
Explicitly teach the skill of ‘active note-taking’. http://this.deakin.edu.au/study/students-take-note-and-
ace-your-exams
Critical and creative thinking based task: students create a Graphic organiser template
graphic organiser that demonstrates their learning on the
causes and consequences of the Arab Spring. This should
be modelled and scaffolded from the board and the
headings used should be causes, consequences,
personal, political, economic and environmental.
Interdisciplinary learning: students transfer the information Map worksheet
on the Arab Spring from timelines to a map.
Inquiry based task: students consider the main events that
led to the Arab Spring timeline and make an argument for
the event that was most significant and defining for 1/
Syria and 2/ the modern world. Students must reference
data and/or statistics in their arguments. Differentiate this
task according to the abilities of the class. Options
include: extended persuasive writing, personal reflection,
a class debate, or a Think, Pair, Share or small group
discussion.
Lesson 5
The Arab Spring + Syria
Driving Question:
• What were people’s experiences of and perspectives
of the Arab Spring in Syria? What evidence do we
have for this?
Literacy based task: students take notes while watching https://www.history.com/topics/the-history-of-syria
the following clip. Explicitly teach the skill of ‘active note- Active Notetaking:
taking’. Following the clip students respond to this http://this.deakin.edu.au/study/students-take-note-and-
question in a Think, Pair, Share or small group discussion ace-your-exams
or private reflection: How did the Arab Spring impact
Syria? Encourage students to use the categories:
personal, political, economic and environmental.
Inquiry based source analysis activity: students locate and Google search: Arab Spring street art
analyse images of local street art inspired by the Arab https://www.google.com.au/search?q=arab+spring+str
Spring, using the ADAMANT source scaffold resource. eet+art&source=lnms&tbm=isch&sa=X&ved=0ahUKEw
Students share their source, annotations and completed jBua20tevdAhUNDHwKHamZB3EQ_AUIDigB&biw=11
scaffold on the Google Classroom. 12&bih=596
ADAMANT Scaffold
Social learning: students review the images collected by Feedback cards*
the group (using a self directed activity, or by viewing the
images from the front of the room as a class, or creating a
simulated exhibition using devices and students roam
around the roam writing on feedback cards).
Critical and creative, literacy based task: students discuss
how these sources shape our understanding of the
historical event of the Arab Spring in a Think, Pair, Share
or small group discussion or private reflection. Question:
What did we learn about 1/ the Arab Spring and 2/ Syria
via these sources?
Lesson 6
Consequences of the Arab Spring
Driving Question
• How did the Arab Spring contribute to the global
refugee crisis?
• How did the Arab Spring impact Syria in the years to
follow? Argue for or against: The Arab Spring still has
continuing effects on Syria today.
Literacy based, inquiry task: students investigate the http://www.therefugeeproject.org/
interactive Refugee Project map for data and statistics on Worksheet
Syria and Australia, responding to the numeracy based
questions on the Worksheet.
Critical and creative, literacy based task: students discuss
how the event of the Arab Spring contributed to the global
refugee crisis in a Think, Pair, Share or small group

3 Students investigate:
3. the causes and
consequences of the
differing motives and
perspectives of key players
in Syria (literacy, ICT
capability, personal and
social capability, ethical
understanding, intercultural
understanding).
Outcomes:
Students learn to:
HT5-3 explain and analyse the
motives and actions of past
individuals and groups in the
historical contexts that have
shaped Syria, Australia and the
modern world
HT5-5 identify and evaluate the
discussion or private reflection. Key terms: cause, effect,
evidence, significance. Students to take notes on their
own perspectives or scribe the discussion for a later
activity.
Literacy based, inquiry task: students watch the following SBS clip – Immigration in Australia
clips, composing a list of ‘What followed the Arab Spring https://www.sbs.com.au/news/a-brief-history-of-
in Syria?’ referring to both events and experiences. immigration-to-australia
ABC clip – Syrians in Australia
http://education.abc.net.au/home#!/media/598881/youn
g-australian-of-the-year-akram-azimi
Critical and creative, literacy based task: students review
their prior discussion of how the events of the Arab Spring
contributed to the global refugee crisis in a Think, Pair,
Share or small group discussion or private reflection.
Question: How did these sources influence your
perspective?
Lessons 7-9
Motivations
Driving Question:
• What are the key motivations of the different
perspectives in Syria?
Literacy and ICT based task: students complete this https://play.kahoot.it/#/k/f229e8b2-
revisionary Kahoot to consolidate their learning in the unit 6d9c-4241-ae8e-0f5acd6c075b
so far.
Project based, critical and creative, ICT based inquiry Project examples:
task: students are challenged to create a multimodal https://www.youtube.com/watch?v=K5H5w3_QTG0
presentation in 3 lessons: ‘The situation in Syria – key https://www.youtube.com/watch?v=JFpanWNgfQY
motivations explained in 5 mins’. Students view the https://www.youtube.com/watch?v=JDMuwJYwYs0
following examples of presentations to inspire their own https://www.youtube.com/watch?v=QO1fQtKbw1w
and must use more than one mode (one has to be written)
including images, video, sound and/or animations.
This task can be highly scaffolded using the following Scaffolded project
guide.
 usefulness of sources in the
historical inquiry process
4 Students investigate:
4. their own assumptions
versus the personal and
social experiences of Syrian
refugees in Australia
5. the response of Australia to
the global refugee crisis
(literacy, personal and social
understanding, ethical
understanding, intercultural
understanding)
Outcomes:
Students learn to:
HT5-7 explain different contexts,
perspectives and interpretations
of Syria, Australia and the
modern world
HT5-8 select and analyse a
range of historical sources to
locate information relevant to an
historical inquiry
Lessons 10-12
Site Study Preparation
Lesson 10
The experience of Syrian refugees in Australia
Driving Question:
• What are the experiences of Syrian refugees in
Australia? What might their journey to Australia have
involved and what are their prospects in Australia?
Literacy based task: students read and share their SMH Article:
learning in the following article in a Think, Pair, Share or https://www.smh.com.au/politics/federal/half-of-
small group discussion or private reflection. Question: australias-12000-syrian-and-iraqi-refugees-to-be-
What is the situation for Syrian refugees in Australia, settled-by-just-one-sydney-council-20170116-
according to this source? gts7i0.html
Ethical understanding: section of the Racism No Way! Racism No Way! Lesson Resources
lesson plan on Institutional racism: Teacher’s notes [DOC]
1. What is an institution? Worksheet 1: Wheel of discrimination [DOC]
2. Name key institutions in Australian society.
3. What is institutional racism?
4. Write a definition of institutional racism.
5. Worksheet Wheel of discrimination: consider how
racism in a range of social institutions e.g. health,
education, employment, can compound disadvantage
for particular groups. Discuss whether Australian
institutions have had positive or negative effects on
Syrian refugees
Literacy based task: students read the following article ABC clip
and watch the accompanying clip. Students discuss their http://education.abc.net.au/home#!/media/2735854/syri
learning in a Think, Pair, Share or small group discussion an-refugees-in-australia
or private reflection. Question: What is the situation for
Syrian refugees in Australia, according to this source?
Lesson 11
Expectations of the site study
Driving Question:
• What are your assumptions about Syrian refugees in
Sydney?
• What are your expectations of the site visit?
Issue the assessment task, notify students of the due Assessment Task
date (Week 8) and unpack the task. Have students review Graphic organiser template
the expectations of the task, summarising the Show the Assessment Task example*
requirements outlined in the marking criteria in a graphic
organiser.
Literacy based activity: introduction to the site study. Refugee Camp Auburn Schools Website
Students learn about the site visit via the content from the http://refugeecampauburn.com.au/schools/
Refugee Camp Auburn site. Students may wish to explore
the site independently (inquiry based), via teacher-led YouTube clip: Refugee Camp Auburn
instruction from the front of the room involving the teacher https://www.youtube.com/watch?time_continue=846&v
unpacking the content with students. Students watch the =SFDO82Hp4wY
YouTube clip on the site.
Literacy based, critical and creative self reflection task: Scaffold
expectations – students write a preliminary reflection on
their expectations for the site visit, their assumption about
Syrian refugees and what they expect they will learn.
Differentiation: this can be a highly scaffolded task, or
private extended writing and can be presented as a
creative task for students. The task must be completed
individually and will support students in preparation for the
requirements of their formal assessment task. Question:
How will this reflection help me complete the formal
assessment task?
Lesson 12
Australia’s response
Driving Question:
• Evaluate Australia’s response to the global refugee

5 Students investigate:
• their own assumptions
versus the personal and
social experiences of Syrian
refugees in Australia
Outcomes:
Students learn to:
HT5-1 explain and assess the
historical forces and factors that
shaped Syria, Australia and the
modern world
HT5-2 sequence and explain the
significant patterns of continuity
and change in the development
crisis. What are the differing perspectives that have
informed this response?
Historical skills based task: review the sources we have PPT
looked at throughout the unit. Have students make an
argument for why the sources chosen were included in
this unit. Analyse the different types of sources. Consider
the usefulness of these sources. Discuss the limitations
and possibilities of the different sources used. Discuss the
type of source of the site study and the usefulness,
possibilities and limitations of this source.
Inquiry based, project based learning: students analyse Australia’s policy on refugees:
current policy related to refugees by investigating material https://www.aph.gov.au/About_Parliament/Parliamenta
from from an Australian government site, making notes ry_Departments/Parliamentary_Library/pubs/rp/rp1617/
according to the scaffold provided. Students share their RefugeeResettlement
learning on an ICT platform (e.g. google classroom or a Scaffold
class Weebly)
Personal and social learning: evaluate Australia’s
response using a virtual site study of the Parliament using
a class debate: Has Australia done enough in response to
this issue? What are the different perspectives?
Lessons 13-15
Site Study
Day 1
Excursion. Students will experience the journey of a Resources provided by Refugee Camp Auburn
refugee as they flee their home, experience life in a
refugee camp, make a choice to come to Australia and
start their new life. Interactive activities provided as well
as debrief included.
Learning intention: students will learn about and gain
empathy for the experiences of refugees and asylum
seekers via immersive activities and primary and
secondary sources.
Day 2
 of Syria and the modern world Single period incursion. Speaker 1
Syrian refugee / asylum seeker tour guide shares their Resources provided by Refugee Camp Auburn
HT5-3 explain and analyse the personal stories and experiences with students.
motives and actions of past Interactive activities provided by the speaker.
individuals and groups in the
historical contexts that have Learning intention: students will develop insight into the
shaped Syria Australia and the experiences of a refugee / asylum seeker by engaging
modern world with an individual’s primary and secondary sources.
HT5-4 explain and analyse the Day 2
causes and effects of events Single period incursion. Speaker 2
and developments in Syria, Refugee advocate shares their personal stories and Resources provided by Refugee Camp Auburn
Australia and the modern world experiences with students. Interactive activities provided
by the speaker.
HT5-5 identify and evaluate the
usefulness of sources in the Learning intention: students will deepen in their
historical inquiry process understanding of the issues related to refugees and
asylum seeks in Australia and evaluate Australia’s
HT5-6 use relevant evidence response.
from sources to support
historical narratives,
explanations and analyses of
Syria, Australia and the modern
world
HT5-7 explain different contexts,
perspectives and interpretations
of Syria, Australia and the
modern world
HT5-8 analyse a range of
historical sources to locate
information relevant to an
historical inquiry
6-7 Students investigate: Lessons 16-18
6. their own re-evaluated Site Study Analysis and Follow Up
perspectives on the global
refugee crisis and the Lesson 16
experience of Syrian Literacy based, social learning tasks: classes debrief the
 refugees in Australia site study, discussing the value of the ‘site’ and what was
following their site visit most impactful for them using a Think, Pair, Share, small
(literacy, personal and social group or class-wide discussion format.
understanding, critical and
creative thinking, Lessons 16-18
intercultural understanding). Students prepare to write and compose their Assessment Assessment Task
Task.
Outcomes:
Students learn to:
HT5-7 explain different contexts,
perspectives and interpretations
of Australia and the modern
world
HT5-9 apply a range of relevant
historical terms and concepts
when communicating an
understanding of the past
HT5-10 select and use
appropriate oral, written, visual
and digital forms to
communicate effectively about
the past for different audiences
8 Students investigate: Completed assessment task virtual exhibitions (class wide
7. Alternate ways of or cohort wide) or presentations (class wide with the
communicating one’s option to showcase projects at a cohort level)
personal perceptions,
reflections and experiences This can be followed by an optional (time permitting) Go Back to Where You Came From Classroom
of the global refugee crisis classroom viewing of Go Back to Where You Came From. Resources:
(ICT capability, personal Students complete the accompanying tasks drawn from https://www.sbs.com.au/learn/go-back-to-where-you-
and social understanding, the Classroom Resources alongside their viewing. came-from
intercultural understanding).
Outcomes:
Students learn to:
HT5-5 identify and evaluate the
usefulness of sources in the
historical inquiry process
 HT5-7 explain different contexts,
perspectives and interpretations
of Australia and the modern
world
HT5-8 analyse a range of
historical sources to locate
information relevant to an
historical inquiry
Assessment Details Outcomes HT5-1, HT5-3, HT5-4, HT5-5, HT5-7, HT5-9, HT5-10
Students are required to write and create an ICT based multimodal A student:
reflection on how they have developed in their understanding of the global • explains and assesses the historical forces and factors that shaped Australia
refugee crisis and the experiences of Syrian refugees and asylum and the modern world HT5-1
seekers in Australia in light of the site visit and this unit. Students will be • explains and analyses the motives and actions of past individuals and groups
rewarded for recognizing their own assumptions about the global refugee in the historical contexts that shaped Australia and the modern world HT5-3
crisis and the experiences of refugees in Australia prior to the site visit, • explains and analyses the causes and effects of events and developments in
and recognizing what changed following the site visit. The ICT based Australia and the modern world HT5-4
multimodal reflection contain at least 600 words and must include more • identifies and evaluates the usefulness of sources in the historical inquiry
than one of the following modes (one of these modes must be text): process HT5-5
• Text • explains different contexts, perspectives and interpretations of Australia and
• Images the modern world HT5-7
• Sound • applies a range of relevant historical terms and concepts when
• Animations and other graphics communicating an understanding of the past HT5-9
• Visual design • selects and uses appropriate oral, written, visual and digital forms to
Students will be rewarded for providing a critical and sophisticated communicate effectively about the past for different audiences HT5-10
reflection (60%), and for producing a highly creative ICT based
multimodal composition (40%).
Unit Evaluation
Students should respond well to this highly relevant and engaging and interactive unit. Subject to the experiences of the class, the site visit may be more
impactful earlier in this unit and may then shape the learning for this unit. The current outline assumes that the majority of students in a given class will have
a limited or adequate understanding of the experiences of refugees and therefore develops students’ foundational knowledge prior to the site visit to ensure
deep learning at the actual site visit. The entire unit is backwards mapped according to the requirements of the final formal assessment task and includes
various opportunities to practice the skills required for success in the task. Work can be done to create scaffolds that may be used across the faculty for
formative tasks to ensure consistency and deep learning.
Your task is to investigate the Humans of New York website as a virtual source.

Firstly, follow this link and explore the site:

http://www.humansofnewyork.com/

1. Context: Who developed this website? When and where?

2. Purpose: What is the purpose for this website?

3. Audience: Who is the audience for this website?

4. Type: What types of sources are included in the website?

5. Effect: Why are these types of sources included? How useful are these types of
sources?

Now, read the foreword for the ‘Refugee Stories’ series on the Humans of New York
website:

http://www.humansofnewyork.com/post/130067528046/for-context-on-the-upcoming-
stories-it-is

6. What do you expect these stories will be about?

7. Why do you expect this? Pinpoint exactly what on the page led you to this
conclusion.

Follow this link to explore the ‘Refugee Stories’ series:

http://www.humansofnewyork.com/tagged/refugee-stories

8. Perspective: Who’s perspectives are represented in these sources? How do you

know this?

9. Communication: List and describe the visual components that make up this page.
What does the page include and how is the page set out?

10. Communication: How does the visual design of the website influence your
understanding of the source(s)?

11. Communication: How does the website creator make this page accessible to the
user? What functions are included?

12. Communication: How does the usability of the site impact on how you interact
with the source(s)?

Content
13. Create a table below with two columns (see example). Choose two stories that
interest you on this page:

Step 1: Summarise what the source captures

Step 2: Identify how the source captures this. Find three techniques or evidences
used by the website creator and the speakers to represent their stories. Include
evidence AND the effects of your evidence in your table.

You may wish to refer to the following visual and literary techniques:
Visual techniques
Colour – what colours are used?
Composition – what makes up the
image?
Vectors – the line that your eye takes
when looking at the image.
Props – what props are used?
Salience – the part that your eye is first
drawn to.
Rule of thirds – where are people and
objects placed in the photo?
Point of view – the angle from which you
view the image
Framing – the type of camera shots and
angles (e.g. close up, low angle)
Contrast – opposite elements
Literary Techniques
Simile or metaphor
*when an object or experience is described
as something that it resembles but is not
(literally) e.g. the moon is a lamp.
Repetition
*when a word, phrase or idea is used more
than once.
Symbolism
*when something represents something
else e.g. a flag represents a country
Hyperbole
*exaggeration, when something is
described as more than it is to
communicate intensity e.g. I’m so hungry I
could eat a thousand cookies
Adjectives
*words that describe someone or
something, e.g. she was beautiful
Verbs
*words that describe the action of someone
or something, e.g. she ran or walked
For example:
Summary:
This source includes an image of a
woman upset and text that is attributed
to her. The story involves a wife
(pictured) and her husband who saved
enough money to leave Turkey, but the
boat they took filled with water and
eventually she lost her husband in the
escape.
Visual:
1. Framing: close up photo (evidence) –
emphasises her emotion (effect)
2. Props and symbolism: Wedding ring
(evidence) – shows her commitment to
her husband and the tragedy of her loss
(effect)
Literary:
3. Quote:
“The waves were high. I could hear him
calling me but he got further and further
away”: repetition (evidence) –
emphasises their distance and
separation (effect)
Summary:
This source includes an image of a
man, a kid and a cat as well as text. The
text is written by a father (the man
pictured) who reflects on how his
daughter cried for her mother when they
boarded a boat. He regrets that his
daughter never had a childhood.
Visual:
1. Framing: the photo frames their
happy facial expressions (evidence) –
contrasts to the sadness of the story
(effect)
Literary:
2. Quote:
“Her life has been nothing but struggle”:
all or nothing language /hyperbole
(evidence) – emphasises the hardships
of this child’s life (effect)
3. Quote:
“When we were getting on the plastic
boat, I heard her say something that
broke my heart”: adjective ‘plastic’
(evidence) – shows that the journey was
unsafe (effect)
[SPACE FOR YOUR TABLE]
Analysing the source and drawing conclusions:

14. What did you learn about the experiences of refugees from this website?

15. Having investigated the ‘Refugee Stories’ series, what did you learn about
perspective of the website creator towards refugees?

16. Evaluate the usefulness of this source. How valuable is this source for knowing
the truth about refugees?

17. What are the possibilities and limitations for using a source like this?
Feedback Card:

How well have I analysed my source?

The Harvard The citation is The citation The citation The citation is
Citation perfect! 3 has been has been not included. 0
attempted and attempted but
is nearly needs a bit of
perfect! 2 work! 1
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Author There is a lot There is some There is little There is no

of quality information information information
information about the about the about the
about the artist, but it’s artist. I think artist. Get to it!
artist! OR not very you need 0
there is a clear thorough. 2 some more! 1
identification
that this
artwork is
anonymous 3
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Date and There is a lot There is some There is little There is no
location of quality information information information
information about the date about the date about the date
about the date and location, and location. I and location.
and location! but it’s not very think you need Get to it! 0
OR if there is detailed. 2 some more! Or
no date or you should
location have chosen
availability, the another
context and source! 1
region is still
listed 3
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Audience There is a There is some There is basic There is no

sophisticated information information information
and detailed given about about the about the
analysis of the the audience audience audience. Get
audience of for this given. I think to it! 0
this artwork. artwork. More you need to
Well done! 3 information think about this
needed? 2 point a little
more. 1
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Message There is a There is a There is some There is no
sophisticated and detailed information information
detailed analysis analysis of the given about about the
of the message of message of the message message. Get
this artwork and this artwork. of the artwork, to it! 0
an understanding Slightly more but the
of the different analysis information is
perspectives. needed? 2 limited. More
Well done! 3 work needed, I
think! 1
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Agenda There is a There is a There is basic There is no

sophisticated detailed information information
and detailed analysis the about the about the
analysis of the reasons reasons agenda. Get
reasons behind behind the behind the to it! 0
the artwork and artwork and a artwork and a
a clear clear but a limited
understanding of limited understanding
the point of view. understanding of the point of
Well done! 3 of the point of view. Quite a
view. A little bit more to do,
more work I think. 1
needed! 2
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Nature There is clear There is some There is limited There is no
identification of information information information
the source type given about about the about the
and a the source effect of the audience. Get
sophisticated type and some source type to it! 0
understanding of idea of the and no
the source type effect of the identification of
on the content of source type. the source
the source. Well An attempt has type. 1
done! 3 been made. 2
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Techniques There is a There is a There is basic There is very

sophisticated detailed analysis of the limited or no
and detailed analysis source and analysis
analysis of the provided about little or no provided. Get
source. the artwork. evidence to it! 0
Evidence is Some provided. This
provided and it evidence is needs more
is perfectly provided. It work. 1
written. Well needs a little
done! 3 more refining.
2
Student 1
Student 2
Student 3

Comments

Student 1: Student 2: Student 3:

Resource 3:

Week 4, Lesson 11

Assessment Task, to be used as an example and/or a template

https://history-thoughts.weebly.com/