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Contents Synopsis ...................................................................................................................................................... 3

Focus questions .......................................................................................................................................... 3

Summary of the AUSVELS learning focus and standards ............................................................................ 4

1. History: Migration Experiences (1945-present) .............................................................................. 4

2. Civics and Citizenship ...................................................................................................................... 4

3. Information and Communications Technology ............................................................................... 5

Learning activities ....................................................................................................................................... 6

Activity one: What is immigration and who is an immigrant? ................................................................ 6

Excursion: Immigration Museum ................................................................................................................ 7

Activity two: Life-sized timeline – the waves of immigration ................................................................. 9

Activity three: Calling all skilled immigrants ......................................................................................... 10

Activity four: Australia’s changing views of immigration ...................................................................... 11

Assessment rubric: Australia’s changing view of immigration .......................................................... 12

Activity five: Go Back to Where You Came From .................................................................................. 13

Activity six: Contributing to our national identity ................................................................................. 14

Excursion: Footscray Walking Tour ........................................................................................................... 19

Activity Seven: Choose your own policy................................................................................................ 21

Assessment rubric: Choose your own policy ..................................................................................... 22

Resources.................................................................................................................................................. 23

General unit resources: ..................................................................................................................... 23

Activity specific resources ................................................................................................................. 23

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Synopsis This unit will support students to explore immigration to Australia from 1945 up until to the present day

and the impacts and influence it has had on Australian society. Students will investigate the definitional

and socially constructed meaning and connotations of immigration, the many types of immigration and

the diverse nature of immigrants. A range of key issues will be discussed and analysed during this unit

including:

The many types and waves of immigrants including colonialists, post-war immigrants, skilled

immigrants and humanitarian immigrants.

The drivers of immigration, i.e. war, economic factors, skilled migration and displacement

Why people choose to settle in Australia

Australian and international immigration and humanitarian policy

Australian responses to immigration including the white Australia policy, multiculturalism and

assimilation. This will include consideration of the different responses to white immigrants

(British, NZ, American citizens) compared to non-white immigrants

Links between national identity and immigration

Racism in modern Australia

The current population debate

Seven activities have been provided below to explore these issues. These activities are based on the

theory of authentic learning and aim to make the content useful and meaningful to students. These

activities and related assessment strategies have also been designed to cater for the different learning

styles, skills, interests and strengths of students.

These activities should be supported by additional class discussions and lessons that focus on the

meaning of terms raised, theory and historical context of the issues.

There is minimal formal written assessment provided for this unit as the class and group discussions and

the work undertaken during the activities are deemed to be more valuable than returning individual

marks. Throughout the unit, students will be required to write and post a series of reflections on the

class blog. These reflections, together with teacher observations and completed work handed in will

constitute the bulk of the evidence used to assess student performance. Students will synthesise and

cement their learning through a final assessment activity that has been designed to draw on all themes

discussed during the unit.

Focus questions The following four questions will provide a framework for student learning and engagement in this unit.

They are purposefully broad in nature to enable students to identify and explore the many possible lines

of inquiry under each question.

1. What is an immigrant and why do they immigrate to Australia?

2. How has Australia, the nation state, and the Australian people responded to immigration from 1945

until now?

3. How has immigration influenced Australia?

4. What should the future of immigration in Australian look like?

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Summary of the AUSVELS learning focus and standards The following section sets out the learning focus and standards of this unit as per the AUSVELS

curriculum.

1. History: Migration Experiences (1945-present) a. Learning Focus

i) The waves of post-World War II migration to Australia, including the influence of significant

world events (ACDSEH144)

ii) The impact of changing government policies on Australia’s migration patterns, including

abolition of the White Australia Policy, ‘Populate or Perish’(ACDSEH145)

iii) The impact of at least ONE world event or development and its significance for Australia, such as

the Vietnam War and Indochinese refugees (ACDSEH146)

iv) The contribution of migration to Australia’s changing identity as a nation and to its international

relationships (ACDSEH147)

b. Standards

i) Students refer to key events, the actions of individuals and groups, and beliefs and values to

explain patterns of change and continuity over time.

ii) They analyse the causes and effects of events and developments and explain their relative

importance.

iii) They explain the context for people’s actions in the past and the significance of events and

developments from a range of perspectives.

iv) Students sequence events and developments within a chronological framework, and identify

relationships between events across different places and periods of time.

v) When researching, students develop, evaluate and modify questions to frame an historical

inquiry.

vi) Process, analyse and synthesise information from a range of primary and secondary sources and

use it as evidence to answer inquiry questions, drawing conclusions about the usefulness of the

information and source. Develop and justify their own interpretations about the past.

vii) Students develop texts, particularly explanations and discussions, incorporating historical

argument.

2. Civics and Citizenship a. Learning focus

i) Australia’s multicultural society; past and present policies of government in relation to ATSI

people and immigration, and the values and beliefs which support a harmonious multicultural

society.

ii) The concept of Australian identity and the contributions of various cultural groups.

iii) Link understanding of multiculturalism to contemporary issues, such as the global refugee

problem and population growth.

iv) The nature and history of the concept of human rights including national and international

legislation designed to protect those rights.

v) Students apply their knowledge about representative democracy and systems of government by

researching and proposing possible action on an issue relevant to them at the local, state or

national level.

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vi) They explore the potential impact of the issue on different groups within the community, and

the effectiveness of the democratic process in balancing individual and community rights in

resolving the issue.

b. Standards

i) Students explain how citizens influence government policy through participation in political

parties, elections and membership of interest groups.

ii) Students explain the development of a multicultural society and the values necessary to sustain

it.

iii) Students take a global perspective when analysing an issue, and describe the role of global

organisations in responding to international issues.

3. Information and Communications Technology a. Learning focus

i) They use complex ICT tools and techniques to visually represent, model, reframe and refine

their thinking to assist in developing new understanding. For example, they can represent causal

reasoning by using graphic organisers.

ii) Working in real and virtual teams, students collaboratively develop conventions for storing and

presenting information (such as style guides, filenames, file structure, file access rights) to

create information products and solve problems set in real-world contexts in all areas of the

curriculum.

iii) Students, individually and in teams, use ICT to make detailed project plans that sequence tasks

to be done, resources needed and timelines for completion.

b. Standards

i) Students are efficient and effective in their use of appropriate ICT tools and editing techniques

for assisting in visualising thinking.

ii) Students use ICT to devise detailed plans that sequence tasks to be done, resources needed, and

timelines for completion. They annotate their plans to explain changes made during the project.

iii) Students apply strategies that protect their files from being corrupted, stolen or accidentally

lost.

iv) Students exchange ideas and considered opinions with others through online forums and

websites

v) Students apply techniques to locate more precise information from websites, including

searching general and specialised directories, and applying proximity operators.

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Learning activities

Activity one: What is immigration and who is an immigrant? Learning outcome: Students have understood what immigration is and identified some of the many

characteristics of immigrants. Students have also started to develop an understanding of some of the

main drivers of immigration.

Allocated time: one 70 minute lesson

Warm up: Students will be shown the top image of a migrant family depicted on the title page of this

unit outline. Using inferential questioning, the class will discuss who these people are, when this photo

was taken, what the photo depicts, where they are going/coming from, why they are going somewhere

etc. This process will then be followed again with the bottom image, comparing the answers to the

discussion around the first image. The intent of this exercise is to activate prior knowledge regarding

immigration and to demonstrate two different immigrant stories and identities.

Process/instructions:

Provide the following instructions to students:

Today you will be learning about what immigration is and who immigrants are. When completing the

following activity, think about the photos we have just discussed and images your might have seen,

heard or read about before.

Your task…

In small groups, use the internet to find and agree on a definition of immigration.

Using this definition and what you already know about immigration, create a collage of who immigrants

are and why they might immigrate to Australia.

You can use any means to create yours collage, for example the internet, magazines, newspapers, create

drawings, write statements or devise questions.

You have 30 minutes to complete your collage and 3 minutes to present it to the class.

Assessment: Given this is an introductory lesson, the assessment will be formative and primarily consist

of teacher observations from the discussion and contributions of the group members. Students will also

be assessed on their understanding and engagement with the concept of immigration during their

presentation back to the class.

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Excursion: Immigration Museum Company name Immigration Museum

Company address Immigration Museum, Old Customs House, 400 Flinders St, Melbourne, Victoria, 3000

Phone number 13 11 02

Fax number n/a

Email enquire online at http://museumvictoria.com.au/footer-links/contact-us/school-visits-and-bookings/?view=book

Cost Free to students. A $22 service fee is paid by the school to the museum.

Resources provided n/a

How does this excursion support student learning in your unit?

This excursion will be undertaken at the beginning of the unit to assist students in developing an

understanding of what immigration is, who immigrants are and why they immigrate.

During this excursion, students will explore three exhibitions:

Journeys of a lifetime

Immigrant stories

Getting in

These exhibitions have been chosen as they give a broad perspective on all the types of immigration and

reasons why people move between countries. They also present a series of real case studies that

demonstrate the diversity of people and reasons why they immigrate.

Which part(s) of AUSVELS is this excursion linked to?

This excursion is primarily linked to the AUSVELS history unit: Migration Experiences (1945 – present). It

relates to all the learning focuses and standards listed on page 3.

This excursion also relates to the ICT standard: Students exchange ideas and considered opinions with

others through online forums and websites.

What is your expectation of this excursion?

I expect this excursion will be an interesting way for students to engage with the unit content and begin

to develop a more detailed understanding of the many variations of immigration.

What activities will the students do during this excursion?

Students will be asked to take photographs of the following (at least two photos of each):

two completely different immigration stories

what motivates immigration

things or stories that shocked you

things or stories you can identify with

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Note: class ipads will be taken for those students who do not have smart phones. Also, this activity

assumes students are allowed to take photographs in the museum.

Describe any pre and post activities related to this excursion?

Students will upload the photos taken during the excursion to the class blog with at least 4 sentences

explaining why they chose these particular elements of the exhibitions to demonstrate the category.

Students will also be asked to vote on whether they found the excursion interesting and informative.

How will you evaluate the excursion?

I will evaluate the excursion based on the level of interest in exhibitions and the engagement of students

with the photo activity. I will also evaluate the impact of the excursion on student understanding and

their opinion of the excursion through their blog posts.

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Activity two: Life-sized timeline – the waves of immigration Learning outcome: Students have identified the main waves of immigration in chronological order and

explained the drivers that brought people to Australia during each wave.

Allocated time: 2 x 70 minute lessons

Process/instruction:

In small groups, students will research a particular wave of immigration and construct a case

study/personal story for one of the following fictional people:

Name Year of arrival Country of origin Wave

Antonio Ricci 1947 Italy Italian prisoner of war sent to Australia as agricultural worker

John Smith 1949 England A £10 Pom

Lee Tran 1976 Vietnam Refugee escaping Vietnam after the fall of Saigon

Ali Hassani 1991 Iraq Young woman leaving Iraq after the Gulf War

Dr. Elaine Goodman 2012 America Skilled worker coming to work as a doctor in regional Australia

Students will be given one lesson to research their fictional case study:

Why they came to Australia

Who they came with

How they got to Australia

What they brought with them

How hard or easy is was to get here and why

What was the Australian Government’s role in their immigration

How did people respond to their arrival

What happened to them during the first five years of arrival

During the second lesson, students will organize themselves into a circle arranged in chronological

order. They will take it in turns to present their story to the class. They will need to dress in character

and bring props to explain their story. Students will need to demonstrate the use of primary and

secondary sources during their presentation.

A photograph of each group will be taken to create an immigration timeline posted on the class blog.

Assessment: Each student will be assessed based on their contribution to the presentation back to the

class and from teacher observation during the research lesson.

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Activity three: Calling all skilled immigrants Learning outcome: Students have understood the concept of skilled migration and its contributions to

and impacts on Australian society.

Allocated time: one 70 minute lesson

Process/instructions:

Students will research the process of migrating to Australia for skilled workers and create a poster

advertising the Australian skilled migration program to international workers. Students will be required

to use the Skilled Migrant website and the Department of Immigration and Citizenship website to inform

their advertisement. When researching and making their poster, students will need to address:

Who does the advertisement target? What nationality are they, what kind of family unit do they

belong to, are they young or older?

What skills is the Government seeking based on current Australia labor market needs?

How will they attract people to come to Australia?

What image of Australia will they portray to potential workers?

What contribution are the workers expected to make to Australia?

How will the workers (and their families) get to Australia?

How will the workers be supported when they first arrive to Australia?

Assessment: Students will participate in a short one-on-one Q&A session with the teacher during the

following lessons to discuss their poster and how they have addressed all of the considerations listed

above. This style of verbal/auditory assessment has been chosen to ensure inclusive assessment

processes and also to reduce the amount of work for both the student and the teacher in creating and

marking written text.

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Activity four: Australia’s changing views of immigration Learning outcome: Students have explored and discussed the various political views on immigration in

Australia.

Time allocated: 3 x 70 minute lessons

Process/instructions:

Divide the class into six groups and assign each group to one of the following political party:

Single Nation – bringing back the White Australia policy.

Multiculturalism for Everyone – valuing the diversity in Australia.

Assimilation Rulz – protecting Australia’s national identity.

Provide students with the following instructions:

Dear Town Council Members,

As you know, immigration policy is one of the key issues facing Australia today. In an attempt to hear all

sides of the debate, the Australia Federal Government is seeking views from all towns across Australia

on immigration.

Government representatives will attend a town council meeting in your electorate to hear your views.

As town council members, you now have two lessons to prepare. You will need to research your political

view and come up with a policy position to complete the following statement:

“Australia’s policy position on immigration should be…”

Please come to the town council meeting prepared to debate the issue with your colleagues to come up

with recommendations to the Federal Government on immigration policy. The Town Mayor, Ms Eayrs,

will chair the meeting and agree the final recommendations.

Yours sincerely,

The Hon. Julies Hillard

Prime Minister of Australia

Assessment: In addition to teacher observations over the three lessons, Students will be required to

submit a two page reflection outlining:

an historical overview of their allocated policy

the main arguments of their allocated policy

the main flaws of their allocated policy

who they think should have won the Town Council debate and why

their own perspectives on working as a group – did everyone contribute, used time wisely, any

disagreements and how they were resolved.

This reflection will be marked in line with the following assessment rubric:

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Assessment rubric: Australia’s changing view of immigration

Criteria Not demonstrated

Partially demonstrated

Mostly demonstrated

Fully demonstrated

Party arguments evidenced by research

No party arguments evidenced by research sources

Some party arguments evidenced by at least one source

Each party argument evidenced by at least one source

Each party argument evidenced by at least two sources

Critical analysis of own party arguments

No discussion of the arguments against their party position

Described some of the arguments against their party position

Described a range of arguments against their party position

Described and discussed the value of arguments against their party position

Clear contention on which party should have one and why

No discussion of which party should have won

Clear statement on which party should have won

Clear statement on which party should have won evidenced by at least two reasons

Clear statement on which party should have won evidenced by at least three reasons

Assessment of group work including contributions of members, effective use of time and resolution of disagreements

No discussion of the identified components of group work

Some discussion of the identified components of group work

Detailed discussion of all three identified components of group work

Detailed discussion of all three identified components of group work and suggestions to improve group work

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Activity five: Go Back to Where You Came From Learning outcome: Students have understood and can articulate what humanitarian immigration is and

the reasons why people seek asylum in Australia.

Allocated time: 4 x 70 minute lessons

Process/instructions:

Students will watch the TV series Go Back to Where You Came From (Series one). After each episode,

there will be a free-flowing class discussion to talk about any issues that were raised for students, how

they would feel in the circumstances, things they didn’t agree with, things they didn’t know etc.

Note: although there is a range of classroom materials provided on the Go Back To Where You Came

From website I actually think there is more value, in the context of this unit, in watching all the episodes

as opposed to the suggested clips and then having a reflective discussion.

Assessment: Students are to play the Interactive Simulation game provided on the Go Back To Where

You Came From website (http://www.sbs.com.au/asylumexitaustralia/). They will then be required to

post a reflection of their game, the decisions they made and the outcome on the class blog.

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Activity six: Contributing to our national identity Learning outcome: Students have critically analysed a range of primary and secondary materials related

to the Australian identity and have developed their own expression of identity that is inclusive of all

Australians.

Time allocated: 2 x 70 minute lessons

Process/instructions:

During the first lesson students will review the four resources provided on the following pages. They will

critically consider each resource and what it says about Australian identity. In pairs, students are to

answer the following questions for each resource:

1) What is Australian identity shown in this text/image? Explain using examples from the text/image.

2) What type of evidence is this and can you trust it is factual? Why/why not?

3) Is this portrayal inclusive of all Australians? Explain why or why not using examples from the

text/picture.

4) Do you agree this is a fair representation of Australians? Explain why or why not using examples

from the text/picture.

During the second lesson, students will be asked to create their own representation of Australian

identity through any means they choose (poem, song, drawing, collage, video, essay, play etc). They will

need to explain what their national identity is and how it is inclusive of all Australians.

Assessment: The work submitted during this activity (question answers and own representation of

identity) will be included in the body of evidence used to assess student performance at the conclusion

of the unit.

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Australian Values Statement – Provisional and Permanent

Source: The Australian Government Immigration Values Statement - 2013

Applicants for provisional, permanent and a small number of temporary visas are required to have read,

or had explained to them, material made available by the government on life in Australia which is

contained in the Life in Australia book. These applicants are also asked to understand what may be

required of them if they apply for Australian citizenship. This statement is included in affected visa

application forms and all applicants aged 18 years and over will need to sign the statement.

Australian Values Statement

You must sign this statement if you are aged 18 years or over.

I confirm that I have read, or had explained to me, information provided by the Australian Government

on Australian society and values.

I understand:

Australian society values respect for the freedom and dignity of the individual, freedom of

religion, commitment to the rule of law, Parliamentary democracy, equality of men and women

and a spirit of egalitarianism that embraces mutual respect, tolerance, fair play and compassion

for those in need and pursuit of the public good

Australian society values equality of opportunity for individuals, regardless of their race, religion

or ethnic background

the English language, as the national language, is an important unifying element of Australian

society.

I undertake to respect these values of Australian society during my stay in Australia and to obey the laws

of Australia.

I understand that, if I should seek to become an Australian citizen:

Australian citizenship is a shared identity, a common bond which unites all Australians while

respecting their diversity

Australian citizenship involves reciprocal rights and responsibilities. The responsibilities of

Australian Citizenship include obeying Australian laws, including those relating to voting at

elections and serving on a jury.

If I meet the legal qualifications for becoming an Australian citizen and my application is approved I

understand that I would have to pledge my loyalty to Australia and its people.

Signature of Applicant

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Source: Charles Meere, Australian Beach Pattern, 1940

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Source: The Aussie Gentleman (author unknown)

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I Am Australian

Source: I Am Australian - Lyrics by Bruce Woodley and Dobe Newton, written in 1987

I came from the dream-time, from the dusty red soil plains I am the ancient heart, the keeper of the flame. I stood upon the rocky shore, I watched the tall ships come. For forty thousand years I've been the first Australian. (Chorus) We are one, but we are many And from all the lands on earth we come We share a dream and sing with one voice: I am, you are, we are Australian I came upon the prison ship, bowed down by iron chains. I cleared the land, endured the lash and waited for the rains. I'm a settler, I'm a farmer's wife on a dry and barren run A convict then a free man, I became Australian. (Chorus) I'm the daughter of a digger who sought the mother lode The girl became a woman on the long and dusty road I'm a child of the depression, I saw the good times come I'm a bushy, I'm a battler, I am Australian (Chorus) I'm a teller of stories, I'm a singer of songs I am Albert Namatjira, I paint the ghostly gums I am Clancy on his horse, I'm Ned Kelly on the run I'm the one who waltzed Matilda, I am Australian (Chorus) I'm the hot wind from the desert, I'm the black soil of the plains I'm the mountains and the valleys, I'm the drought and flooding rains I am the rock, I am the sky, the rivers when they run The spirit of this great land, I am Australian (Chorus)

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Excursion: Footscray Walking Tour Company name Discover Footscray Tours (Footscray Life)

Company address n/a

Phone number (03) 9688 0200

Fax number n/a

Email n/a

Cost Free

Resources provided n/a

How does this excursion support student learning in your unit?

Working with the Discover Footscray Tours, I would develop a tour of Footscray that explores the links

between immigration and the Australian national identity. This would include:

Aboriginal history, land ownership, identity and perspectives

Surface level links between immigration and identity - multiculturalism shown through range of

ethnic cafes and restaurants, Footscray markets, The Heavenly Queen Temple etc

Deep links (not so easily seen) between immigration and identity – immigrant contributions to

building Australia for example the railroad (Footscray railway station), labor movement and the

role of immigrants in the waterfront strikes (Docklands), development of business and local

economy (T Cavallaro & Sons Shop), role of immigrants in reinvigorating the Australian

manufacturing industry (Kinnears Ropeworks) etc.

The influence of immigration on sport – Western Bulldogs Football and local soccer team

Footscray JUST (established by Yugoslavian immigrants in 1950).

This tour will encourage students to think about how immigrants have influenced the Australian national

identity and whether the notion of a “True Blue Aussie” is inclusive of all Australians.

Which part(s) of AUSVELS is this excursion linked to?

This excursion is primarily linked to the AUSVELS history unit: Migration Experiences (1945 – present). It

relates to all the learning focuses and standards listed on page 3.

This excursion also relates to the Civic and Citizenship learning focus: the concept of Australian identity

and the contributions of various cultural groups.

What is your expectation of this excursion?

I expect this excursion will have lots of interesting stories and examples about how immigration has

shaped the suburb of Footscray, and also Australia. This will provide an authentic experience for

students to consider how immigrants have also influenced the Australian identity.

What activities will the students do during this excursion?

Students will be given an electronic map of Footscray and asked to annotate and illustrate the impact of

immigration on the suburb using photos, pictures and words. Students will be provided with one ipad

between two to complete this task.

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Describe any pre and post activities related to this excursion?

Students will be required to complete their annotated map and upload it to the class blog.

How will you evaluate the excursion?

I will evaluate the excursion based on the level of interest in the tour, questions asked and the

engagement of students with the mapping activity. I will also evaluate the impact of the excursion on

student understanding through their blog posts.

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Activity Seven: Choose your own policy Learning outcome: Students have demonstrated their understanding of immigration and its influence on

Australian society by developing a political campaign that draws on the material and issues discussed

during the unit.

Time allocated: 6 x 70 minute lessons

Process/instructions:

Provide the following instructions to students and work through the task in detail, discussing the

purpose and nature of political campaigning:

We have spent the last term looking at the issues around immigration and the Australian society. You must now synthetize all of that learning into developing and running your own political campaign addressing the issue of immigration. In small groups, imagine you are a one issue political party campaigning on immigration policy. You will work together to come up with a party name, core values of your party, the story of how and why your party was created and a motto or catch-phrase. You will also need to produce:

A project plan setting out tasks, roles/responsibilities and timeframes

A team file on the shared network

A policy document that sets out: o Your position on immigration (both skilled worker and humanitarian) o How immigration positively and/or negatively effects Australia o What factors influence immigration to Australia o The role of immigration (or not) in the future population of Australia (thinking about the

past and current population debates) o Other non-immigration policies that complement your position (think health, education,

Industrial relations)

A brochure to hand out to voters at the rally

A frequently asked questions pack preempting and answering the tough questions the electorate might ask

Visual aids for your booth at the campaign rally REMEMBER - YOU CAN BE AS CREATIVE AS YOU LIKE!!! The class will hold a campaign rally during the fifth lesson where each group will set up a booth to advertise their policy platform. The class will invite local Members of Parliament, people from the community and the other year 10 classes to attend the rally and vote for the political party they think should win office based on their immigration policy platform. Each group member must be present for the rally, in character and available to answer questions from the public about their policy platform. The sixth lesson will be used to reflect on the project, the unit, what you have learnt, whether your understanding and opinions on immigration have changed and what you would like to learn more about.

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Assessment: This is the final and summative piece of assessment for the unit and groups will be marked

used the following rubric.

Assessment rubric: Choose your own policy

Criteria Not demonstrated

Partially demonstrated

Mostly demonstrated

Fully demonstrated

Broad consideration of immigration issues

Campaign materials address two or less topics raised during unit

Campaign materials address three or four topics raised during unit

Campaign materials address at least five topics raised during unit

Campaign materials address more than five topics raised during unit

Effective use of evidence

Two or less primary and secondary sources used to evidence policy.

Two-five primary and secondary sources used to evidence policy.

Five to ten primary and secondary sources used to evidence policy.

More than ten primary and secondary sources used to evidence policy.

Effective use of project planning tools

No evidence that project planning tools were used

Evidence that project planning tools were used but were not updated

Evidence that project planning tools were used and updated during the course of the project

Clear evidence that project planning tools were used and regularly updated

Presentation at campaign rally

Presentation and campaign materials were unorganized and low quality

Presentation and campaign materials were unorganized or low quality

Presentation and campaign materials were organized and good quality

Presentation and campaign materials were well organized and of very high quality

Level of group engagement in task

Majority of group members did not participate in all aspects of the project

Some group members participated in the project more than others

Most group members participated in all aspects of the project

All group members participated in all aspects of the project

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Resources General unit resources: http://students.adelaidehs.sa.edu.au/Subjects/Issues/immigration.pdf

http://museumvictoria.com.au/immigrationmuseum/

Activity specific resources Activity two: Life-sized timeline – the waves of immigration

The following resources provide information on the waves of immigration to Australia since World War

Two:

http://www.immi.gov.au/media/fact-sheets/04fifty.htm

http://waves.anmm.gov.au/Immigration-Stories/Immigration-history.aspx

Activity three: Calling all skilled immigrants

The following resources provide information on skilled migration to Australia:

http://www.skilledmigrant.com.au/

http://www.immi.gov.au/skilled/skilled-workers/

http://www.visabureau.com/australia/why-australia.aspx

Activity four: Australia’s changing views of immigration

The following resources provide information on multiculturalism, the white Australia policy and

assimilation policy:

http://www.immi.gov.au/media/publications/multicultural/agenda/agenda89/whatismu.htm

http://www.amc.gov.au/multicultural-policy.htm

http://www.multiculturalaustralia.edu.au/hotwords/unpack/White.Australia.Policy

http://www.onenation.com.au/

http://www.skwirk.com/p-c_s-14_u-120_t-328_c-1126/what-was-assimilation-/nsw/what-was-

assimilation-/changing-rights-and-freedoms-aboriginal-people/stealing-a-generation-asssimilation-

Activity five: Go Back to Where You Came From

The following resources provide information on humanitarian immigration and asylum seekers in

Australia:

http://www.un.org/en/humanitarian/

http://www.aph.gov.au/binaries/library/pubs/bn/sp/seekingasylum.pdf

http://www.sbs.com.au/goback/schools/resources/series/1

http://www.asrc.org.au/

Phaedra Eayrs Humanities Integrated Unit

24

http://www.immi.gov.au/media/fact-sheets/60refugee.htm

Activity six: Contributing to our national identity

The following resources provide information and perspectives on Australian national identity:

http://www.immi.gov.au/living-in-australia/values/statement/long/

http://australianidentity.net/

http://vibewire.org/tag/australian-identity/

Activity Seven: Choose your own policy

The following resources provide information on Australia immigration policy, the population debate and

developing and running political campaigns:

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

http://apo.org.au/research/australias-migration-trends-2011-12

http://www.liberal.org.au/issues/national-security/immigration

http://greens.org.au/policies/care-for-people/immigration-and-refugees

http://www.alp.org.au/what_we_re_for

http://www.skwirk.com.au/p-c_s-16_u-132_t-383_c-1337/migration-policy-and-the-face-of-

australia/nsw/migration-policy-and-the-face-of-australia/australia-in-its-regional-context/challenges-

for-australia-population

http://www.transitionthegrove.org.au/index.php/component/kunena/population/561-dick-smith-

presentation-followed-by-tony-jones-population-debate?Itemid=0

http://www.localvictory.com/strategy/best-political-campaign-strategy.html