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Society & EnvironmentEducation/Curriculum
EDUC2007
ETHICProof Read
Final Assignment
Developing a Unit of Work in
Society and Environment
Genuine Inquiry Booklet
1
Your Name: Brooke Parsons
Your Tutor’s Name: Ian Stewart
Your Tutorial Day and Time: Monday 5-7pm
UNIT TOPIC/ TITLE: Asylum Seekers & Refugees
YEAR LEVEL: 6/7
TIME FRAME: 10 weeks
RATIONALE:
The social issues relating to asylum seekers and refugees is a relevant and
important topic to teach students because there is a large level of
misunderstanding in society about these issues. These misunderstandings
lead to discrimination, racism, disadvantage and distrust. It is important that
students are exposed to a comprehensive level of ethical inquiry about these
issues so they can make a well informed choice about their beliefs and
behaviour. It is also important that students learn that refugees are not a new
phenomenon, which many may believe, instead people have been fleeing
persecution throughout history.
AIM:
The aim of this unit is for students to think for themselves, rationally, logically
and ethically about the social issues relating to asylum seekers and refugees.
GUIDING QUESTIONS:
This unit is guided by two questions which will assist the students to complete
both an empirical and an ethical study on the social issues surrounding
asylum seekers and refugees.
2
1. What is an asylum seeker and a refugee and how do people become
asylum seekers and refugees?
2. Should asylum seekers and refugees be treated any differently to other
Australians? Why/ Why not?
EMPIRICAL UNDERSTANDINGS
The following is a brief summary of the empirical understandings that students
will develop during this unit of work.
Asylum seekers and refugees are not illegal immigrants, instead asylum
seekers are people who have fled their country and apply for recognition as a
refugee. Refugees are people who under the United Nations 1951 Convention
relating to the Status of Refugees are recognised as someone who is outside
of their country of origin, and ‘…owing to the well-founded fear of being
persecuted for reasons of race, religion, nationality, membership in a
particular social group or political opinion, is unwilling to avail themselves of
the protection of that country.’ Whereas illegal immigrants are people who
have entered Australia legally to work or travel, but have overstayed their visa
or have not met the conditions of their visa.
Australia is a signatory of the United Nations 1951 Convention relating to the
Status of Refugees and the 1967 Protocol which extended the 1951
Convention to assist refugees from any country. Being a signatory of both the
1951 Convention and the 1967 Protocol means that people who are seeking
asylum and meet the requirements of the Convention and Protocol are
provided with refugee status.
People become refugees because of war or oppression caused by their
religion, ethnicity or culture. Oppression can also occur through conflict of
political beliefs. Asylum seekers and refugees are forced to leave their country
because of threats to their life and freedom.
3
Currently Australia accepts 12,000 people each year under the Refugee and
Special Humanitarian program, with this number set to rise to 13,500 from
2009. In 2007 Australia granted 10,700 people with refugee status, with
approximately 1500 of these settling in Adelaide. Worldwide there are over 14
million asylum seekers and refugees and in the past ten years Australia has
accepted over 122,000 of them.
Different countries treat asylum seekers and refugees differently. Some
countries require asylum seekers to be held in mandatory detention or
refugee camps while other countries allow them to enter the community upon
their arrival. In Australia we have a policy of mandatory detention for any
person that arrives ‘illegally’ either by plane or boat without the appropriate
documentation.
Asylum seekers and refugees have rights which are governed by the United
Nations 1951 Convention relating to the Status of Refugees and the 1967
Protocol, the Universal Declaration of Human Rights and the Convention on
the Rights of the Child.
ETHICAL UNDERSTANDINGS
Should “boat people” and illegal immigrants be allowed to stay?
Is it fair that asylum seekers and refugees are housed in camps and detention
centres?
Are asylum seekers and refugees treated the same as you and I? Why/ why
not?
Should everyone be treated equally? Why/why not?
Who is entitled to human rights? Why/ why not?
Is it okay to violate people’s human rights?
What can be done so the rights of asylum seekers and refugees aren’t
violated?
ASSESSMENT
4
Assessment of the student’s empirical and ethical understanding for this unit
of work will occur using the following means;
1. Teacher evaluation of empirical understanding.
The teacher will evaluate the students empirical understanding through
observation and work samples, in particular the Photo Story that the students
will produce. The assessment rubric for this can be found as Appendix 1.
2. Teacher evaluation of ethical understanding.
The teacher will evaluate student’s ethical understanding my observing
students during ethical inquiry lessons. A report reproduced by The Hutchins
School Philosophical and Ethical Inquiry Program, to record student’s skills
and behaviour, can be found as Appendix 2.
3. Peer evaluation during ethical inquiry.
Students can observe other students behaviour during ethical inquiry lessons.
This is best achieved by removing two students from the group and having
them record on the Philosophy Class Report form (Appendix 3) student’s
behaviour during the lesson. This is simply a tool to record student behaviour
not for other students to comment on their behaviour.
5
SOCIETY AND ENVIRONMENT UNIT PLANNER (SACSA FRAMEWORK)
SELECT STRAND(S) Time, continuity and change Place, space and environment Societies and cultures Social Systems
IDENTIFY CURRICULUM PERSPECTIVESTO BE EMPHASISED
Aboriginal and Torres Strait Islander peoples Multicultural Gender Socioeconomic Disability Rural and Isolated
IDENTIFY ESSENTIAL LEARNINGSTO BE EMPHASISED
Futures Identity Interdependence Thinking Communication
KEY COMPETENCIES TO BE EMPHASISED
KC1: collecting, analysing and organising information KC2: communicating ideas and information KC3: planning and organising activities KC4: working with others in teams KC5: using mathematical ideas and techniques KC6: solving problems KC7: using technology
IDENTIFY VALUES Democratic Process LITERACY FOCUS √ Social Justice NUMERACY FOCUS Ecological Sustainability ICT FOCUS
6
SEQUENCE OF IDEAS / LESSONS
Lesson Activities Aim Resources
1. Read ‘A True Person’
Small group discussion about
whether the book could be
true. Why/why not?
Determine student’s prior
knowledge about asylum
seekers/refugees. Determine
what students know about
detention centres.
A True Person by
Gabiann Marin
2. Class discussion
Is it fair to keep people in
detention centres?
To think further about the
fairness of people living in
detention centres. To share
current knowledge and
opinions about asylum
seekers and refugees.
3. & 4. Empirical research about
refugees and asylum seekers
Further research can occur in own time if
student wishes
Students to understand what
an asylum seeker/refugee is
and why people need to seek
asylum
http://www.equity.qut.edu.au/
issues/refugees/
http://www.unhcr.org/
home.html
www.refugeecouncil.org.au/
arp/faqs.html
http://
www.racismnoway.com.au/
classroom/factsheets/
index_bytheme.html#Migration
andrefugees
http://news.bbc.co.uk/hi/
english/static/in_depth/world/
2001/road_to_refuge/
5. Read ‘Boy Overboard’*
Chapters 5 – 9 (pp 23-47)
Have class discussion about
what’s happening in the book.
To provoke thought about
previous research, including
why people flee their homes.
Boy Overboard by Morris
Gleitzman
6. & 7. Further empirical research
about asylum seekers and
Students to gain an
understanding of why people
http://www.refugees.org/
article.aspx?
7
refugees in Australia and
around the world.
Further research can occur in own time if
student wishes
need to seek asylum and
what happens to asylum
seekers when they arrive in a
new country
id=2114&subm=19&ssm=29&
area=About%20Refugees
http://www.refugees.org/
article.aspx?id=2182
http://
www.globaleducation.edna.
edu.au/globaled/go/pid/1681
http://www.immi.gov.au/
managing-australias-borders/
detention/_pdf/immigration-
detention-statistics-
20081017.pdf
http://
www.detentionwatchnetwork.o
rg/
http://www.survival-
comparisons.org.au/
http://www.unhcr.org/
home.html
8. & 9. Read ‘Boy Overboard’*
Chapters 16-21 (pp 83-110)
Have a class discussion about
what is happening in the book
To cement students
understanding of what
happens when someone
needs to flee their country.
Student have the opportunity
to refer to their prior
knowledge and predict what
may happen during the story.
Boy Overboard by Morris
Gleitzman
10. Introduction to terms relating to
international law and refugees
Provide students with the
opportunity to learn the terms
and words used in
international law before
completing empirical study
into the 1951 Convention and
the 1967 Protocol, Universal
Declaration of Human Rights
and the Rights of the Child.
Activity Sheet (Appendix
4)
11. –
13.
Empirical research about
human rights and how these
rights can be violated.
Students to understand the
basic human rights that
everyone is entitled to,
http://www.ohchr.org/EN/
Issues/Pages/
WhatareHumanRights.aspx
8
Further research can occur in own time if
student wishes
Ethical Inquiry: Equal
Treatment
including asylum seekers and
refugees.
To put into perspective how
easily people’s rights can be
violated
http://
www.humanrights.gov.au/
human_rights/immigration/
asylum_seekers.html
http://www.unhchr.ch/html/
menu3/b/25.htm
http://
www.humanrights.gov.au/
info_for_students/index.html
http://www.unicef.org.uk/
youthvoice/pdfs/uncrc.pdf
http://www.un.org/
cyberschoolbus/humanrights/
resources/plain.asp
Discussion Plan: Equal
Treatment
14. Work on final assignment
15. Read Boy Overboard
Chapters 22- 27 (pp. 111- 132)
Class discussion about what is
happening in the book
Students to read about an
environment that rights are
being violated and identify
this
Boy Overboard by Morris
Gleitzman
16. &
17.
Ethical Inquiry about rights Students to participate in an
ethical discussion about
human rights, cementing who
has these rights and what is
and isn’t acceptable when it
comes to violating rights
Discussion Plans
Who has human rights?
Duties and Rights
18. Read Boy Overboard
Chapters 35, 40-42 (pp 156-
160 & 173-189)
Ethical Inquiry: Should a
violation of human rights be
allowed?
Students to participate further
in an ethical discussion about
violating human rights
Boy Overboard by Morris
Gleitzman
Discussion Plan;
Should a violation of
human rights be
allowed?
19. Ethical Inquiry: What can we
do about the rights of asylum
seekers and refugees?
Students to participate in an
ethical discussion about
changing our behaviour to
ensure people who need to
Discussion Plan: What
can we do about the
rights of asylum seekers
and refugees?
9
seek asylum are supported
by the Universal Declaration
of Human Rights
20. Complete final assignment
21. Watch everyone’s photo story’s
Complete an overview of the
findings the class has
expressed during this
assessment.
To collate the research that
has occurred and see how
asylum seekers and refugees
are treated differently in
different countries
22. Evaluation lesson
Return to guiding questions
and complete an overview of
the findings the class has
made during the unit of work.
Determine students ability to
answer the guiding questions,
showing that the research
and the process the class
undertook was effective.
* Boy Overboard will be read at other times outside of what is detailed, however for the purposes of
discussion about asylum seekers, these chapters have been used in this unit of work.
10
Lesson 1
Read picture book, ‘A true person’ by Gabiann Marin.
This book tells the story of a mother and daughter who escape their war torn country and are looking
for safety in Australia. They find themselves in a detention centre where the daughter struggles to
understand the reason for their punishment.
After reading the book, separate the students into small groups and have them discuss whether they
think the book could be true, why/why not?
Have each group share with the class their belief of whether the book is true or untrue and their
reasons for this. Record all groups thoughts on the whiteboard.
If students have not been introduced to the concept of asylum seekers in detention centres it will be
necessary to advise them that the book could be true and people who arrive in Australia ‘illegally’ to
seek asylum are held in detention. Discuss with the students the nationality of the most recent
asylum seekers, ensure you cover people from Afghanistan, Iraq, Iran and Africa (in particular Sudan,
Ethiopia, Somalia, Sierra Leone).
Lesson 2
Class Discussion based on the question, is it fair to keep people in detention centres? Why/why not?
Ask the students to answer this question as yes, no or don’t know and their reasons for their answer.
Draw a table on the whiteboard that looks similar to the following;
Yes No Don’t know
-
-
-
-
-
Have students share their answers and reasons and record them in this table. Once all students have
completed their answers in the table, group common answers. Students should assist in grouping
and share with the class in more detail their reasons. Reasons for keeping people in detention
centres may vary greatly because the question does not ask about asylum seekers in particular.
11
Lessons 3 & 4
Students to complete empirical research about refugees and asylum seekers, in particular what an
asylum seeker and a refugee are and why people need to seek asylum. Students can find their own
information using search engines on the internet or they can use the following links;
http://www.equity.qut.edu.au/issues/refugees/
http://www.unhcr.org/home.html
www.refugeecouncil.org.au/arp/faqs.html
http://www.racismnoway.com.au/classroom/factsheets/index_bytheme.html#Migrationandrefugees
http://news.bbc.co.uk/hi/english/static/in_depth/world/2001/road_to_refuge/
Introduce students to their assessment item, a photo story about refugees. See appendix 1 for
assessment rubric
Conclude the lesson by having a short discussion to ensure students understand what an asylum
seeker and a refugee are and why people seek asylum.
Lesson 5
Read chapters 5 – 9 (pp 23-47) from Boy Overboard by Morris Gleitzman.*
This novel tells the story of a brother and sister who along with their parents flee Afghanistan for the
safe haven of Australia. Jamal, narrates the story, speaking of his disgust towards the government in
their home land, and then of their sometimes dangerous journey to Australia, onboard an old
aeroplane and a refugee boat.
After reading these chapters to the class have a discussion based on the following questions;
What do you think is happening in Jamal & Bibi’s village?
Why did they need to leave when the government found out about the school?
Do you know if there are other reasons why asylum seekers need to leave their homes?
If you had to leave your home quickly what would you pack?
Do you think all asylum seekers get to pack their belongings?
How would you feel if this happened to you?
Lessons 6 & 7
Students should complete their empirical research about asylum seekers and refugees in Australia
and around the world; why these people are seeking asylum and what happens when they arrive in a
new country. As a class look at the following website, explain to the students that the website details
all the countries who have accepted refugees and where the refugees came from.
http://www.refugees.org/article.aspx?id=2114&subm=19&ssm=29&area=About%20Refugees
12
Separate the students into groups of 3 (with a group of 2 if need be). After looking at the above
website determine a list of countries people flee from and where they go, record on whiteboard.
Allocate student groups to the list on the board.
The list on the board should have the following on it, but is not limited to;
Sudan – Australia
Sudan - Ethiopia
China – USA
China – Canada
Iraq – Syria
Afghanistan - Australia
Somalia – Syria
Somalia – Ethiopia
Palestine – Lebanon
Palestine – Syria
Somalia – South Africa
Ethiopia – South Africa
Students can complete their own research by using the search engines on the internet, or they can
use the following links;
http://www.refugees.org/article.aspx?id=2182
http://www.globaleducation.edna.edu.au/globaled/go/pid/1681
http://www.immi.gov.au/managing-australias-borders/detention/_pdf/immigration-detention-statistics-
20081017.pdf
http://www.detentionwatchnetwork.org/
http://www.survival-comparisons.org.au/
http://www.unhcr.org/home.html
Students should determine that people seek asylum because of crisis, war or conflict. They should
also determine that when asylum seekers arrive in a new city or country, they are sometimes
subjected to mandatory detention in detention centres and jails, other times they must stay in camps
with limited resources. This lesson will see the students determining the harm that is caused to the
refugees and asylum seekers by putting them in these circumstances.
Ensure students use this time to begin collecting information for their assessment, including collecting
photographs and pictures for their photo story.
Lesson 8 & 913
Read chapters 16 & 17 (pp 83-92) from Boy Overboard by Morris Gleitzman.
After reading these chapters have a class discussion based on the following questions;
Where are Jamal and his family?
What must it be like?
What is Jamal’s father doing?
Will they make it to Australia?
Who is going?
Read chapters 18-21 (pp 93-110) from Boy Overboard by Morris Gleitzman.
After reading these chapters continue the class discussion based on the following questions;
Do you think this really happens? Why/why not?
Do people who are desperate pay people to get them to a safe place? Why/why not?
Lesson 10
This lesson has been adapted from the Oxfam Refugee Realities Education Kit
Students will be introduced to terms relating to international law and refugees so when they complete
their empirical study they are familiar with the terms.
Cut out the terms and definitions (Appendix 4) in advance and provide groups of three with the set.
Have the students match the terms with the definitions. Once all groups have completed this, provide
them with an answer sheet (Appendix 4) and have them check their answers.
Conclude the lesson with a discussion about terms that students still don’t understand or want further
clarification on, it may be necessary for the class to complete some empirical research together to
gain this clarification. Reinforce definitions like refugees, asylum seekers, internally displaced person
and returnees.
Lessons 11 - 13
Students to complete empirical research about human rights. Students to use the following websites
to find the Declaration of Human Rights and the Rights of the Child.
http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx
http://www.humanrights.gov.au/human_rights/immigration/asylum_seekers.html
http://www.unhchr.ch/html/menu3/b/25.htm
http://www.humanrights.gov.au/info_for_students/index.html
14
Provide students with time to read through these rights and begin to understand them, these child
friendly versions will assist them.
http://www.unicef.org.uk/youthvoice/pdfs/uncrc.pdf
http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp
Discussion Plan: Equal Treatment
(original resource)
Is there a right under the Declaration of Human Rights about treating everyone equally?
What does this mean?
Does it mean that people shouldn’t be discriminated against?
Against what? Race? Religion? Nationality? Gender?
Should people who have different colour skin be treated the same? Why/why not?
Should people from different countries be treated the same? Why/why not?
Should a monk and a catholic be treated the same? Why/why not?
Should a man and a woman be treated the same? Why/why not?
What happens when someone is discriminated against?
In advance cut out each of the rights detailed in the child friendly versions of the Declaration of
Human Rights (Appendix 5). Provide each child with one right, give them some time to think about
what that right means and a situation where that right could be violated, in particular how it could be
violated for a asylum seeker/refugee. For example, number 15. You have the right to belong to a
country and nobody can prevent you, without a good reason, from belonging to a country if you wish.
This could be violated when someone seeks asylum within a country that is a signatory of the 1951
Convention and the 1967 Protocol, but is not allowed to stay.
Lesson 14
Students to spend this time working on their photo story, they should already have collected their
photographs and pictures. This lesson would be an ideal time for the students to begin to draft their
voice over, including the rights these asylum seekers and refugees have and how they may possibly
be violated.
Lesson 15
Read chapters 22- 27 (pp. 111- 132) of Boy Overboard by Morris Gleitzman.
After reading these chapters to the class have a discussion about the boat trip. Ask the following
questions;
What happens to the asylum seekers?
15
How are the asylum seekers treated?
Is this fair or unfair?
Who has rights and who doesn’t?
What are the rights of children?
Lessons 16 & 17
Complete an ethical inquiry about everyone’s rights by following these discussion plans.
Discussion Plan: Who has human rights?
(original resource)
What are the basic human rights?
Who has these human rights? Why/why not?
Do you have these human rights? Why/why not?
Do other children your age have these rights? Why/why not?
Do/did you parents have these rights? Why/why not?
Do/did your grandparents have these rights? Why/why not?
Do your pets have these rights? Why/why not?
What rights do your pets have? Why/why not?
Do all pets have these rights? Why/why not?
Does the old Italian couple who live across the road have these rights? Why/why not?
Does a newborn baby have these rights? Why/why not?
What about a newborn baby living in a detention centre? Why/why not?
What about children your age in detention centres? Why/why not?
What about their parents? Why/why not?
What if they arrived on an aeroplane as opposed to a boat? Why/why not?
Who has human rights?
Discussion Plan: Duties and Rights
(adapted from Matthew Lipman’s discussion plan: Duties and Rights. Those questions in italics are
original questions)
Did you ask to be born? Do you know anyone who did?
Do your parents owe you food and clothing and shelter?
Do you have a right to share in your family’s meals?
Would your parents have the right to eat all the food and leave none for you?
What if your family had very little money, would you still have the right to food?
Do you have the right to shelter?
What if your family was homeless, do you still have the right to shelter?
Do you have a duty to be grateful for your parents for providing you with food and shelter?16
Do they have a duty to you to be grateful for anything?
Do people sometimes do things for you, even though they don’t really want to, but they think it’s their
duty?
Do you sometimes do things for other people just because you think it’s your duty?
Do children have a right to be protected against kidnapping?
Do children have a right to be protected against starvation? Malnourishment?
Do children have a right to an education?
What about children who have fled their homes, do they still have a right to an education in their new
country?
Do you think children have the right to privacy?
Do you think children have the right to form their own opinions about their favourite baseball teams?
About their favourite books? About their favourite countries? About their favourite religions?
Do you think children have a right to their own friends?
Do you think children have the right to ride bicycles? What about to own bicycles?
Do you think children have the right to decide for themselves what their rights are?
Lesson 18
Read chapters 35, 40-42 (pp 156-160 & 173-189) of Boy Overboard by Morris Gleitzman. After
reading these chapters, complete an ethical inquiry based on the following discussion plan.
Discussion Plan: Should a violation of human rights be allowed?
(original resource)
What are the basic human rights?
Does anyone have the right to persecute or harm you?
Can people choose their nationality? Do you know anyone who has?
Can people choose their race?
Do others have the right to harm someone because of their nationality or race?
No one gets to choose their nationality or race, so why can/can’t that person be harmed?
Can people choose their religion?
Do others have the right to harm someone because of their religion?
What if someone did choose their religion, later in life, does someone have the right to harm them
because of the religion they chose?
Can people choose their gender?
Do others have the right to harm someone because of their gender?
What if someone chose to change gender, would someone have the right to harm them because they
chose which gender to be?
17
Is it fair that someone can persecute or harm another person because of their nationality, race,
religion or gender? Why/ why not?
Do asylum seekers have to flee or do they have a choice?
If asylum seekers flee their country, should they be allowed to live in another country? Why/why not?
What rights does the asylum seeker have in this new country?
Should their rights be the same no matter where they are?
Should their rights be the same no matter how they arrived?
What about if they haven’t got the right ‘papers’, should they still have the same rights?
Is it okay that those people who arrive without ‘papers’ have to live in a detention centre until the
Department of Immigration decides if they are eligible for refugee status?
Is it okay for children to be held in detention centres?
Is there a “Right of the Child” that says that children can’t be imprisoned?
What about a right under the Declaration of Human Rights?
Do refugee camps and detention centres offer the basic human needs of life, safety, food and
shelter?
If they do offer these, why do people say these places violate the Declaration of Human Rights?
Lesson 19
Discussion Plan: What can we do about the rights of asylum seekers and refugees?
(resource has been adapted from Cassandra Burgess Discussion Plan: What should we do about
child labour?)
In Australia are asylum seekers and refugees rights violated? (refer to the research students have
completed through their empirical study)
Does anyone think they have contributed to asylum seekers or refugees rights being violated?
Have you ever spoken negatively about a person that you think may be an asylum seeker or
refugee?
Have you ever called someone who isn’t the same race as you a name, because of their race?
What bout someone who isn’t the same nationality as you?
If an adult votes for a political party that supports keeping asylum seekers in detention centres does
that mean they advocate a violation of rights? Why/ why not?
Is it our responsibility to ensure the rights of asylum seekers and refugees aren’t violated? Why/why
not?
If we could do something so asylum seekers and refugee rights weren’t violated, should we?
What can we do about the rights of asylum seekers and refugees?
-use our heads to complete research into organisations that help those in need and to find ways to
educate ourselves on issues about human rights
18
-use our hands to write to members of parliament and to newspapers when we know rights are being
violated
-use our voice to call talkback radio stations, members of parliament and newspapers to discuss
issues
-use our feet to participate in marches and demonstrations about fighting for Human Rights
-use the virtual world to participate in online forums and write blogs
-use our hip pockets to donate money to organisations that assist those who are seeking asylum and
those who need their rights met
-use our imagination to find other ways to ensure peoples rights are met.
(The above ‘use our…’ have been adapted from the Oxfam Refugee Realities Education Kit)
-share our findings with family, friends and peers
-ask our parents to vote for a party that supports human rights
-be involved with organisations like, International Rescue Committee (IRC), the Refugee Council,
United Nations, Amnesty International and Human Rights Watch
-treating others as we would like to be treated
What would need to happen for asylum seekers and refugees to be treated the same as other
Australian’s?
Lesson 20
Students should take this opportunity to complete their assessment. Refer appendix 1 for
assessment rubric which details what students should include in their assessment.
Lesson 21
Watch everyone’s photo story’s and complete an overview of the findings the class has expressed
during this assessment.
Record each groups findings on the board under the headings;
Where did the asylum seeker/refugee come from?
Why did the asylum seeker/refugee have to flee?
Where did the asylum seeker/refugee go?
Where did the asylum seeker/refugee have to stay?
What are the rights of asylum seekers/refugees?
How were their rights violated?
What can we do about upholding asylum seekers/refugees rights?
After all photo story’s have been watched and all finding recorded, discuss the similarities and
differences of being an asylum seeker or refugee in different countries.
19
Lesson 22
Complete and evaluation of the unit of work. Return to the guiding questions and complete an
overview of the findings the class has made during the entire unit of work. Ensure the students are
able to answer both guiding questions. ETHIC
Have the class vote on the photo story’s that are most effective in representing what human rights
are and how they are violated (in regard to asylum seekers and refugees), then show these photo
story’s at the next school assembly to raise their awareness of the rights of asylum seekers and
refugees.
20
References
Burgess, C 2006, ‘Child labour around the world’, The Social Educator, vol. 24, no. 1, pp. 13-24.
Gleitzman, M 2002, Boy Overboard, Puffin Books, Camberwell, Vic.
Lipman, M & Sharp, A 1985, Ethical inquiry: Instruction manual to accompany ‘Lisa’, University Press
of America, Upper Montclair, New Jersey.
Marin, G 2007, A true person, New Frontier Publishing, Frenchs Forest, NSW.
Websites
http://news.bbc.co.uk/
www.detentionwatchnetwork.org/
www.equity.qut.edu.au/
www.globaleducation.edna.edu.au/
www.humanrights.gov.au/
www.immi.gov.au/
www.ohchr.org/
www.oxfam.org.au/
www.racismnoway.com.au/
www.refugees.org/
www.refugeecouncil.org.au/
www.survival-comparisons.org.au/
www.un.org/
www.unhchr.ch/
www.unhcr.org/home.html
www.unicef.org.uk/
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Appendix 1
Assessment rubric – Photo Story about asylum seekers and refugees
Name: John Smith
Excellent Good Satisfactory Not satisfactory
Is no longer than five
minutes
Uses photographs and
pictures that truly
represent asylum
seekers and refugees
Voice over is clear and
audible
Describes the place of
origin of the asylum
seeker/refugees
Describes why these
people needed to flee
their homes and
countries
Describes which
country these refugees
went to
Describes what their
accommodation was
like
Describes their rights
under the Declaration
of Human Rights
Describes how these
rights have been
violated
Describes what we can
do to ensure asylum
seekers/refugees rights
are upheld
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Appendix 2
Philosophy Individual Report form
Name of Student: Class: Date:
Skills and Behaviour Comments: Yes/No
Skills of Inquiry
Can discuss issues with objectivity
Asks relevant questions
Shows sensitivity to context in discussion
Understands the need for supporting opinion with
reasons
Demonstrates ability to find relevant examples
Shows openness to new ideas
Skills of Logical Reasoning
Can detect underlying assumptions
Can distinguish between definitions and examples
Displays consistency when developing a point of view
Skills of dialogue
Can build upon another’s ideas
Discusses issues with objectivity
Able to take another’s ideas seriously
Accepts correction by peers willingly
Behaviour
Shows respect for members of the community of
inquiry
Works well in small groups
Works well independently
Is cooperative, sensible and courteous member of the
class
Reproduced from The Hutchins School Philosophical and Ethical Inquiry Program
23
Appendix 3
Philosophy Class Report form
Name of Reporter: Class: Date:
Class List Listens
consistently
Asks
questions
Contributes
thoughts
confidently
Shows
respect for
others’
opinions
Backs up
opinions
with
reasons
Offers
examples
and/or counter
examples
Changes
opinion when
good reasons
are given
Reproduced from The Hutchins School Philosophical and Ethical Inquiry Program
24
Appendix 4
Refugee Law Is the branch of international law which deals with the rights of protection
of refugees.
Human Rights Law A body of laws that set out the fundamental human rights.
Universal Declaration of
Human Rights
A declaration of human rights drafted by member nations of the United
Nations in 1948 following World War II.
The Convention of the
Rights of a Child
A convention entered into force in 1990 aiming to specifically protect the
rights of children.
Humanitarian Law Also known as the “Law of Armed Conflict”. This type of law places limits
on how war is conducted for humanitarian reasons. The main
international agreements underpinning this lawa re the Geneva
Conventions.
A Convention An agreement between countries often about a specific issue, ie
Refugees
A Protocol An add-on section of a convention or other international agreement.
A Humanitarian Actor A person, organisation or act that helps to improve or save other people’s
lives eg Oxfam is a humanitarian organisation.
An Internally Displaced
Person
Someone who has been displaced by war, conflict or persecution but is
still in the country of origin
A Refugee A person who is outside his/her country of origin; has a well founded fear
of persecution because of his/her race, religion, nationality, membership
in a particular social group or political opinion; and is unable or unwilling
to avail himself/herself of the protection of that country, or to return there,
for fear of persecution.
An Asylum Seeker Someone who has applied for refugee status but whose decision is
pending, or who is otherwise registered with the UNHCR as an asylum
seeker.
A Returnee Refugees or internally displaced people who have been returned to their
place of origin during the calendar year.
The United Nations High
Commissioner for
Refugees
Has a mandate to ensure the protection of refugees which includes
provision of services and aid to refugees.
Conflict Disagreement between groups which can turn into fights, battles,
struggles and war.
Advocacy To speak up in support of a particular cause in order to influence power
25
holders to change a policy or practice.
Durable Solutions The three known permanent solutions for refugees and internally
displaced people are;
1. Repatriation or return to their home country
2. Local integration into the country or community that they have fled
to
3. Permanent resettlement in a third country
Civilians Any person who does not take an active part in warfare.
A Visa A stamp or document allowing a person to enter and stay in a country.
War Crimes Crimes committed during a war in violation of international conventions
intended to protect civilian populations and prisoners of war.
Combatant People who are soldiers or fighters and actively engaged in warfare.
Non-combatant People who are not soldiers or fighter and are not actively engaged in
warfare.
Resettlement The movement of a person/people to a new settlement, often a new
country.
Persecution Causing continuous harassment and suffering to a person or a group of
people often because of race, religion, gender, sexuality or political
beliefs.
Genocide Deliberate extermination of a group of people because of their race,
political views, sexuality, culture, etc.
Repatriation To return to your home or country of origin.
Integration To become part of a country or community.
Warehousing When no durable solution is able to be found for refugees and they are
obligated to remain in refugee camps indefinitely and are not allowed to
integrate into the country or community.
This worksheet has been adapted from the Oxfam Refugee Realities Education Kit
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Appendix 5
1 When children are born, they are free and each should be treated in the same way. They have
reason and conscience and should act towards one another in a friendly manner.
2 Everyone can claim the following rights, despite
- a different sex
- a different skin colour
- speaking a different language
- thinking different things
- believing in another religion
- owning more or less
- being born in another social group
- coming from another country
It also makes no difference whether the country you live in is independent or not.
3 You have the right to live, and to live in freedom and safety.
4 Nobody has the right to treat you as his her slave and you should not make anyone your slave.
5 Nobody has the right to torture you.
6 You should be legally protected in the same way everywhere, and like everyone else.
7 The law is the same for everyone; it should be applied in the same way to all.
8 You should be able to ask for legal help when the rights your country grants you are not
respected.
9 Nobody has the right to put you in prison, to keep you there, or to send you away from your
country unjustly, or without good reason.
10 If you go on trial this should be done in public. The people who try you should not let
themselves be influenced by others.
11 You should be considered innocent until it can be proved that you are guilty. If you are accused
of a crime, you should always have the right to defend yourself. Nobody has the right to
condemn you and punish you for something you have not done.
12 You have the right to ask to be protected if someone tries to harm your good name, enter your
house, open your letters, or bother you or your family without a good reason.
13 You have the right to come and go as you wish within your country. You have the right to leave
27
your country to go to another one; and you should be able to return to your country if you want.
14 If someone hurts you, you have the right to go to another country and ask it to protect you. You
lose this right if you have killed someone and if you, yourself, do not respect what is written
here.
15 You have the right to belong to a country and nobody can prevent you, without a good reason,
from belonging country if you wish.
16 As soon as person is legally entitled, he or she has the right to marry and have a family. In
doing this, neither the colour of your skin, the country you come from nor your region should be
impediments. Men and women have the same rights when they are married and also when
they are separated.
Nobody should force a person to marry.
The government of your country should protect your family and its members.
17 You have the right to own things and nobody has the right to take these from you without a
good reason.
18 You have the right to profess your religion freely, to change it, and to practise it either on your
own or with other people.
19 You have the right to think what you want, to say what you like, and nobody should forbid you
from doing so. You should be able to share your ideas also—with people from any other
country.
20 You have the right to organize peaceful meetings or to take part in meetings in a peaceful way.
It is wrong to force someone to belong to a group.
21 You have the right to take part in your country's political affairs either by belonging to the
government yourself or by choosing politicians who have the same ideas as you. Governments
should be voted for regularly and voting should be secret. You should get a vote and all votes
should be equal. You also have the same right to join the public service as anyone else.
22 The society in which you live should help you to develop and to make the most of all the
advantages (culture, work, social welfare) which are offered to you and to you and to all the
men and women in your country.
23 You have the right to work, to be free to choose your work, to get a salary which allows you to
support your family. If a man and a woman do the same work, they should get the same pay.
All people who work have the right to join together to defend their interests.
24 Each work day should not be too long, since everyone has the right to rest and should be able
28
to take regular paid holidays.
25 You have the right to have whatever you need so that you and your family: do not fall ill; go
hungry; have clothes and a house; and are helped if you are out of work, if you are ill, if you are
old, if your wife or husband is dead, or if you do not earn a living for any other reason you
cannot help. The mother who is going is going to have a baby, and her baby should get special
help. All children have the same rights, whether or not the mother is married.
26 You have the right to go to school and everyone should go to school. Primary schooling should
be free. You should be able to learn a profession or continue your studies as far as wish. At
school, you should be able to develop all your talents and you should be taught to get on with
others, whatever their race, religion or the country they come from. Your parents have the right
to choose how and what you will be taught at school.
27 You have the right to share in your community's arts and sciences, and any good they do. Your
works as an artist, writer, or a scientist should be protected, and you should be able to benefit
from them.
28 So that your rights will be respected, there must be an 'order' which can protect them. This
‘order’ should be local and worldwide.
29 You have duties towards the community within which your personality can only fully develop.
The law should guarantee human rights. It should allow everyone to respect others and to be
respected.
30 In all parts of the world, no society, no human being, should take it upon her or himself to act in
such a way as to destroy the rights which your have just been reading about.
These definitions have been taken from this website http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp
29