Secondary School Teaching Ideas and Resources - ALWS · Secondary School Teaching Ideas and Resources ... 3 Refugee Stories 3 Before, ... idea or theme that has sparked

Welcoming the Stranger —ALWS Awareness Week 2015

Australian Lutheran World Service Awareness Week 2015

Welcoming the Stranger With a focus on Refugees

For further information contact Email: [email protected]

Ph: 1300 763 407 Web: www.alws.org.au

Dare to Dream a Different World

Secondary School Teaching Ideas and

Resources

When refugees settle in your land with you, you are not to harm them. Refugees who live with you must be treated just as if they were native-born like yourselves, and you

are to love them as you love yourselves. Leviticus 19:33, 34a

mailto:[email protected]

http://www.alws.org.au

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Contents

3 ABC: Long Journey—Young Lives Website

3 Dadaab Stories

3 Discussion Starters

3 Photos and Questions

3 Photos and Questions

3 Refugee Stories

3 Before, During, After and the Future

4 A Refugee Camp

4 UNHCR—Lego Poster and Teachers Guide

4 Debate Topics

5 A Place To Call Home

5 Poster / Cartoon

5 Durable Solutions

5 What Does the Bible Say About How We Treat Refugees?

5 Life in a Refugee Camp

6 Think, Pair, Share

6 Moving Home

6 Refugees in the Media

6 Poetry—Refugees and Asylum Seekers

6 Be an Investigative Reporter

6 Who are These People?

7 The Flight of Refugees

8 Why Do People Leave Their Homeland?

8 Where Do Asylum Seekers and Refugees Make Their New Homes?

9 Novel Study

10 Definitions

10 A Fact-Finding Mission

11 Film Study

11 What is Happening Today?

11 Images

12 Welcome to Our Community Kit (Group Activity)



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Secondary Teaching Ideas and Resources ABC: Long Journey—Young Lives Website This is an interactive documentary website where students can watch video footage of refugees aged 9-18 years retell their experiences and see Australian students being interviewed about their understanding and attitudes towards refugees. http://www.abc.net.au/longjourney/intro_broadband.html

Dadaab Stories This interactive website allows students to understand life in the Dadaab Rufugee camp in Kenya. http://www.dadaabstories.org/

Discussion Starters This is a series of 20 quotes, articles and statements about refugees for students to reflect on. These discussion starters are appropriate for Secondary students after they have some knowledge of refugee issues. They can be downloaded from the Awareness Week materials.

Photos and Questions Download the photos and questions and allow the students time to learn about refugees. They can be downloaded from the Awareness Week materials.

Refugee Stories Download a variety of real stories direct from the field. Challenge the students to walk in the shoes of people who have very difficult lives. They can be downloaded from the Awareness Week materials.

Before, During, After and the Future Have student draw 4 oval shapes with arrows linking on a A3 sheet of paper. At the top of each shape, they are to write one of ‘Before’, ’During’, ’After’, Future’.

1. Have students write what life is like for a ‘typical’ South Sudanese young person before war comes to their village.

2. Have students write about what life is like for that same young person when war comes and they have to flee for their lives. What is the journey like to get to a refugee camp in Kenya?

3. What is life like for the young person in a refugee camp? 4. Write everything you hope for this young person in their future.

Future Before During After



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A Refugee Camp Have groups of students imagine they are in charge of a refugee camp with about 100,000 people (a smaller camp than the Kakuma Refugee Camp in Kenya). Fill in the table below using the given information (minimum requirements to determine the resources and personnel needed to provide for the refugees). Discuss life in a refugee camp. (Source: http://www.sphereproject.org/ )

UNHCR—Lego Posters and Teachers Guide This is a great series of activities based on posters that explore the issues of refugees. Good for an introduction to the topic of refugees. For the teacher guide go to: http://www.unhcr.org/help/HELP/46a755202.html Download the posters from: http://www.unhcr.org/cgi-bin/texis/vtx/search?page=&comid=4a5489166&cid =49aea93aa0&scid=49aea93a4f&title=lego%20poster

Debate Teach students how to conduct themselves in a debate and let them prepare, either positively or negatively, on one of the following topics:

Children are never adversely affected by war—it simply strengthens character.

War enables all people to learn new and productive skills that will help communities for many years to come.

Refugees should be made to return home once refugee camps are full.

Australia should take higher numbers of refugees to meet international obligations.

Children should never be kept in detention centres. Australia has lost compassion in regard to treatment

of asylum seekers and refugees.

Secondary Teaching Ideas and Resources

Needs Minimum requirements in a refugee camp

What is needed to meet the needs of 1000

refugees

What you have access to in Australia

Water 15 litres per person per day (one tap per 250 people)

Food 2100 calories per person per day

Toilet 1 toilet for 20 people

Shelter One sheet of plastic per fam-ily

Health At least one healthcare worker per 5000 people

Education Often there is no school



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A Place to Call Home Talk to the class … Home is a personal place. It is of central importance to all of us. It is the place where we learn to love and care, where we learn to belong, where we are not alone, where we learn about relationships, where we learn our values, where we laugh and celebrate. Ask:

What is your understanding of home? Why is home so important to people? How would you feel if you were displaced from your home? What would be the biggest challenges of having no home? Consider the life of refugees living in refugee camps in another country. What is life like? What would be the major challenges for these people? What is the driving force for the people to return to their homelands when it is safe to do so?

Have students write a reflective piece on the importance of ‘home’ after the discussion.

Poster / Cartoon Have students design a poster or cartoon using some or all of the facts below:

Refugees are not queue jumpers (there simply are no queues for people to jump or join in many countries).

Asylum seekers are not illegal immigrants (it is absolutely legal to enter Australia without a visa if you are seeking asylum).

Most asylum seekers are refugees. We are not being ‘swamped’ by refugees (compare Australia’s intake with that of other countries).

Durable Solutions The United Nations’ three recommended solutions for refugees are voluntary repatriation, local integration and resettlement. Have students research the meaning of these and write three short paragraphs to explain each solution. In a table format, have them research and record the advantages and disadvantages of each of these solutions.

What Does the Bible Say About How we Treat Refugees? After the students have learned about refugees, ask them what the Bible says about how we treat refugees. Use Leviticus 19:33, 34a as a starting point. How should the Bible shape someone’s view on the issue? Allow students time to watch the movie ‘Why Do Christians Welcome Strangers’ or look at the information sheet for further discussion.

Life in A Refugee Camp Talk to students about life in a refugee camp (use Awareness Week materials to help you). Show photos and movies. Ask students to prepare their own page comparing a day in their life to a day in the life of a refugee child.




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Think, Pair, Share Conduct a think, pair, share activity, on one of the following topics:

1. It is not people’s fault that they are born into poverty. 2. No-one chooses to be a refugee. 3. Why don’t we just give poor people money? 4. How can education help people living in poverty? 5. Be thankful for your vegetables!

Moving Home This activity works well in pairs. Ask students to write down as many reasons as you can why people move from their homes. Now sort the reasons into two columns:

Reasons people move voluntarily Reasons people move against their will

Discuss your lists with the whole group. This activity will help students to understand the difference between a migrant and a refugee.

Refugees In The Media After exploring and researching key definitions, students collect news items from television, newspaper or radio sources which mention refugees. In class, or in smaller groups, they can discuss what attitudes are evident towards refugees and asylum seekers. Is the word ‘refugee’ always applied correctly? Why or why not? How are refugees and asylum seekers portrayed in the mainstream media in Australia?

Poetry – Refugees and Asylum Seekers Do an internet search using the key words: “Poems asylum seekers and refugees”. Choose a poem on the theme. Write a brief synopsis of the poem and your response to it. Write your own poem about asylum seekers and refugees or a related topic, idea or theme that has sparked your interest during this study e.g. the journey people make on boats, leaving my homeland, my new home, belonging. You might like to read some of the poems written by Peter Skrzynecki OAM about the migrant experience.

Be an Investigative Reporter Imagine you are a reporter for a television network. State what program and network you are with. Create an interview with an asylum seeker or refugee.

Write an interview list of questions. Write a script providing background information about asylum seekers and refugees and include some

visual material. If you have the opportunity and permission (written), ask the questions in person and film the interview.

Who Are These People? Do an internet search about writers, activists and prominent people involved in the issue of asylum seekers and refugees, e.g. Rosie Scott, Thomas Keneally, Ngareta Rossell, David Manne, Pamela Curr, Malcolm Fraser, Sr Aileen Crowe, Mark Schwarzer, Dr Eileen Pittaway, Virginia Walker, Margot O’ Neill, Anh Do, Phil Glendenning, Paul Power, Julian Burnside AO QC, Peter Skrzynecki OAM, Dr Graham Thom, Professor William Maley, Les Murray, Dianne Hiles, Jessie Taylor, Geoffrey Robertson QC. Type in their name with “asylum seekers and refugees”. Write a report on one of them.




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The Flight of Refugees Experience Flight: Students develop an awareness of the needs of refugees by imagining an experience of being forced to leave home to seek safety. Ask students to: Reflect on a time when you packed up to leave (e.g. going on a holiday, moving house). What did you take? How long did it take to get ready to leave? Imagine you have to leave home in a hurry in fear, the roads are blocked and you cannot use your phone or electricity. What will you take? (Remember: you have a short time to pack, you will have to carry your bag and there may be few other resources to help you until you reach safety.) Where will you go? How will you travel? Use current news reports from a conflict area to expand your ideas. Develop four mind maps showing how being forced to leave home in a hurry would affect your: health, safety, family, future. List the support you might need. Where would you get that support and how easy would it be to obtain? Discuss how likely you might be to receive the required support if you lived in a different country or belonged to a minority group. Write a diary, collect some photos or make drawings with short statements describing the experience of leaving home in fear to escape conflict and travelling to a place of safety. Write a reflection on the experience and list three ways you might change your behaviour when you hear of refugee stories in the media in the future. Protecting The Rights Of Refugees Students examine the definition of refugees and research current events that highlight refugee issues.

Brainstorm words associated with 'refugees'. Compare your lists in a small group and write a definition of the word ‘refugee’. Contrast your definition of refugee with the UN Refugee Convention definition. Examine the definitions of asylum seekers, internally displaced people and other ‘people of concern’ to

the United Nations. Collect television, newspaper or radio news items which mention refugees and asylum seekers.

Discuss in small groups: Is the word refugee always accurately applied? Why or why not? How is the protection of refugees presented? How are the rights of refugees being protected? Survey ten people from varying backgrounds about their attitudes to the care offered to refugees in Australia, and the care offered to Australians who have been forced to leave their homes because of natural disasters. Present your findings and suggest reasons for differences of opinion. Life In A Refugee Camp Students analyse life in a refugee camp as a way of addressing the needs of refugees. Gain an insight into life in a refugee camp using Awareness Week resources. Outline the needs of refugees and how they are addressed. Develop a 'life in a day of a refugee child' timeline with descriptions or drawings. Imagine you are in charge of a refugee camp with about 1,000 people.




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Use the following as minimum requirements to determine the resources and personnel needed to provide for the refugees (Source: Sphere Project):

15 litres of water (per person per day) 2,100 calories of food (per person per day) 1 toilet for 20 people a maximum walking distance of 50 minutes from

shelter 1 tent or plastic sheeting for a family of 5 immunisation against measles education.

Outline how goods will be transported to your camp 90 kilometres from the nearest town, accessed on a dirt road through hostile territory. Discuss in small groups, with people in each group taking on the following roles – local government officials, water specialists, food specialists, healthcare specialists and community leaders:

where to locate the refugee camp how to distribute resources if there is a shortage how to cope with the sudden influx or departure of people how to make sure those most vulnerable (women, children, the disabled, aged) are safe how to help people take control of their own lives as much as possible so they do not become

dependent (e.g. grow own food, earn an income, continue education). Compare your conclusions with other groups.

Why Do People Leave Their Homeland? Why do people leave their homeland in order to seek asylum? List 3 reasons. Where Do The Asylum Seekers and Refugees Come From? Research the original homeland of asylum seekers and refugees that make their way to Australia, look at these countries using Google Earth, then complete the following tasks. On a map of the world:

label and shade these countries; mark in their capital cities; label and shade two countries that border each country or are its nearest neighbours; determine which hemisphere the countries are in (Northern or Southern) and write the letters “NH” or

“SH” in the country; note in which continent the country is situated; choose one country and mark the route people would take to get from there to Australia; list the countries they pass through on their journey; which of the countries through which they pass have signed the UN Convention on Refugees?

Where Do Asylum Seekers and Refugees Make Their New Homes? List 3 suburbs (or towns) in your local area or capital city where asylum seekers and refugees have made their homes. On a map, label and shade these suburbs or towns. What does this indicate? If you were a refugee in a foreign land, what would you look for in the area you make your home in? What would you hope for?




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Novel Study Look in the Young Adult book section of your school library for novels relating to asylum seekers and refugees. Choose 3 books, read the blurbs and write a paragraph on each, outlining the story. As a class group, share and discuss the books you have found. Choose one book and read it. The following are examples of books you might like to read: Mahtab’s Story Libby Gleeson Refuge Libby Gleeson Boy Overboard Morris Gleitzman Girl Underground Morris Gleitzman *Finnikin of the Rock Melina Marchetta *Froi of the Exiles Melina Marchetta *Ferragost Melina Marchetta *Quintana of Charyn Melina Marchetta *(Fantasy, Ages 15+ Years 10, 11, 12) The Arrival Shaun Tan (All Pictures No Text) The Rugmaker of Mazar-e-Sharif Najaf Mazari and Robert Hillman (Senior Students) No Gun for Asmir Christobel Mattingley Escape from Sarajevo Christobel Mattingley Asmir in Vienna Christobel Mattingley Parvana Deborah Ellis Parvana’s Journey Deborah Ellis Parvana’s Promise Deborah Ellis Shauzia Deborah Ellis The Happiest Refugee Anh Do Onion Tears Diana Kidd Soraya the Storyteller Rosanne Hawke illustrated by Neil Curtis Shahana: Through My Eyes Rosanne Hawke Australians All Nadia Wheatley illustrated by Ken Searle From Kinglake to Kabul Edited by Neil Grant and David Williams No Safe Place Deborah Ellis On Two Feet and Wings Abbas Kazerooni The Ink Bridge Neil Grant Credit for book list: Edmund Rice Centre, 2013 Create your own response to the book you have read in and report back to your class. You might like to comment on the following: the themes, issues, values, ideals, and style. How did you feel reading the story? Develop some questions you would like to ask the main character(s) and author. Present this information in an A3 poster using artwork and colour. OR Create a book trailer for the book you have read.










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Definitions Search the websites listed below to find the definitions of the following terms.

An Asylum Seeker A Refugee Mandatory Detention (Immigration Detention) Internally Displaced Persons Visa Overstayer An Unauthorised Entrant Community Detention Offshore Detention A Rejected Asylum Seeker

Read the definitions. List the key points for each one. Websites to search: UNHCR Refugee Council of Australia Department of Immigration and Citizenship (Australian Government)

A Fact-Finding Mission Go to the Department of Immigration and Citizenship website. Examine the Immigration Detention Statistics Summary and then complete the following:

1. The latest figure for the total number of persons in immigration detention facilities and alternative places of detention in Australia is …

2. The number of people in immigration detention who arrived unlawfully by air or boat to seek asylum is… 3. What is the percentage of the total immigration detention population? 4. The current number of people who had arrived in Australia lawfully and were then taken into

immigration detention for either overstaying their visa or breaching their visa conditions, resulting in visa cancellations is …

5. What is the percentage? 6. The current number of people in immigration detention who had

arrived by boat (irregular maritime arrivals) to seek asylum is … 7. The current number of people in immigration detention who had

arrived by air (unauthorised air arrivals) to seek asylum is … 8. The countries that asylum seekers and refugees leave in order to

come to Australia are … 9. The latest figure for the total number of children currently in

immigration detention facilities and alternative places of detention is …

10. The average period of detention for an asylum seeker in Australia is …

11. After examining these tables I conclude … Web search: Australian Government, Immigration Detention Statistics Summary, for 2014 data. Data is updated monthly.










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Film Study Watch the film A Well Founded Fear (November Films, 2008) (Suitable for Ages 15+, Year 9 upwards). Answer the following questions:

1. What will you remember about this film? 2. How did you feel watching this film? 3. What have you learnt by watching this film? 4. Which people’s stories spoke to you? 5. Was there anything about the film that shocked or surprised you? 6. How would you describe this film? 7. Would you recommend that all Australians watch this film? Why/Why not? 8. What questions would you ask Phil Glendenning or any of the people in the film?

Talk about the term advocacy and what it means. Write a letter of advocacy to the Prime Minister and the Minister for Immigration about the issues raised in the film. As a class, discuss petitions. Include all the key elements involved in preparing and presenting a petition to Parliament. Formulate a petition that you would like to present to the Prime Minister and Minister for Immigration. To ensure you word your petition correctly, do an internet search using the key words: “Federal Parliament of Australia Petitions”. You will find guidelines there.

What Is Happening Today? What are the latest developments in Australia with regard to issues pertaining to asylum seekers and refugees? List these. Are any of these changes offering improvement for asylum seekers and refugees coming to Australia? What thoughts do you have about some of these developments?

Images Create a bold and colourful poster or web page to highlight a quote relating to human rights. Choose one of the quotes from your research or one or more of the following: I was a stranger and you welcomed me. Matthew 25:35

A little bit of mercy makes the world less cold and more just. Pope Francis

Aspire not to have more, but to be more. Archbishop Oscar Romero

You must be the change you want to see in the world. Gandhi

While every refugee’s story is different and their anguish personal, they all share a common thread of uncommon courage - the courage not only to survive, but to persevere and rebuild their shattered lives. Antonio Guterres UN High Commissioner for Refugees

Education is the most powerful weapon which you can use to change the world. Nelson Mandela It is very difficult to achieve peace and harmony through competition and hatred, so the practice of kindness is very, very important, and very, very valuable in human society. The Dalai Lama

I speak, not for myself, but for all girls and boys. I raise up my voice, not so that I can shout, but so that those without a voice can be heard. Malala Yousafzai Speech to the UN Youth Assembly, 12 July 2013










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Welcome To Our Community Kit (Group Activity) Prepare a Welcome To Our Community Kit for a family of newly arrived asylum seekers or refugees. Each kit is to include in detail any 10 of the following:

List and provide contact details for the community organisations in the local area that provide services for asylum seekers and refugees e.g. Settlement Services International, Migrant Resource Centre, St Vincent de Paul Society, Salvation Army, Lutheran Community Care.

List relevant information about the Australian Government Department of Human Services e.g. Centrelink and Medicare.

List the hospitals, medical centres, doctors (general practitioners) in your area, including after hours emergency services. Which of these places offer bulk-billing and/or drop-in services?

Provide instructions on how to catch public transport (bus, train, ferry). Include how to read timetables and where and how to buy the correct pre-paid tickets.

Local council services and community activities e.g. library and free internet in the area. Where to find a Justice of the Peace in your local area and available times to access this service. How to use phone books. How to connect to the phone and internet in your home. How to make telephone calls - international, national and local calls. How to rent accommodation - real estate agents. List local service providers for connection of gas, electricity and water. How to use household appliances. Keeping receipts for exchange, refund and the warranty. List local dentists. Where to go shopping for food etc. identifying different foods e.g. milk, bread, vegetables, tea, coffee,

meat, fish, eggs, rice, herbs, flour, frozen foods and how to pay for them. Explain Australian money, the notes, coins and their value. Banks and ATMs in your area. The services they provide. How to apply for a loan or a credit card etc. How to apply for a driver’s licence, rules about driving without a licence and upgrading a licence e.g.

from red P plates to green P plates, then to your full licence. Buying a car, registering a car, servicing a car. Insurance for car, health, home etc. Places of worship e.g. churches, mosques, temples. Information about all the primary and secondary schools in your local area. Explain the school system

levels – general age groups for infants, primary and secondary school etc. Are they, public, private, religious or other schools?

Classes in the local area that teach English. Compile a list of social groups and activities in your local area. Applying for a job and looking for job vacancies on the internet and in newspapers. Explain common signs and what they mean e.g. stop signs and toilet signs. Explain keeping to the left on ramps, escalators, stairs, footpaths etc. Information about educational courses e.g. TAFE, university and community colleges. Emergency contact number 000 for police, ambulance and fire brigade, as well as the local direct

numbers for the closest police, fire and hospital services. Explain an appointment and how to make one. Give examples of services where you need to make an

appointment. Explain services that must be paid for regularly or renewed e.g. paying rent, electricity bill, water bill,

phone bill, licence renewal, car registration, insurance. Access to legal services e.g. Legal Aid. Family and Community Services e.g. State housing organisations

List any other services or information that you think the family would need to know about. Make your kit attractive and easy to follow by including colourful pictures, diagrams, brochures and maps. Present it in a folder.










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Secondary School Teaching Ideas and Resources - ALWS · Secondary School Teaching Ideas and Resources ... 3 Refugee Stories 3 Before, ... idea or theme that has sparked