Pre-visit Activities. Pre-visit Activities. Tuning in. Journeys. Story time

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1 Pre-visit Activities Tuning in Journeys Ask the students to recall a time when they packed a bag to travel somewhere. Pose the following questions: Where did you go? Who went with you? What did you take? What was the journey like? How long did you stay? Why did you go on this journey? Listen to a range of responses from the students. Some may even share immigration stories. Establish the difference between travel and migration. Story time For a selection of texts that focus on the migration experience, refer to the resource list on page 6. Discuss each text with the students. What was the story about? Describe the main character. What were their fears, hopes, joys? Why did they go on a journey? What objects, skills, stories from the past did they bring with them? Use the questions below to compare the texts What is the title of the book? How would you describe the main character? What are the main events of the story? When was this story set? Where did the character come from? Where did they go (migrate to? Why did they leave their home to go to another country? Pre-visit Activities 12

2 Finding out Guest speaker Invite a staff member, parent, grandparent or friend to share their immigration story at school. Encourage this person to bring with them photographs or objects that help tell their story. Prior to the visit, as a class, prepare a list of interview questions that can be forwarded to the guest speaker eg. When did you come to Australia? How old were you? Did you come with family members or travel alone? What form of transport did you take to come to Australia? How long did the journey take? What do you remember about the journey? What were you able to bring with you? Why did you decide to come to Australia? What were your first impressions when you arrived? Was it hard to settle into your new life? What are your strongest memories of your country of origin? Where do you call home? Shared writing Reflect on the story told by the guest speaker. Record information about his/her experiences under the headings of Leaving, Journey, Arrival, Settling, Impact. Use this information as the basis of a shared writing session, modelling recount or narrative text. Why do they come? Discuss motivations for leaving one country and going on a journey to a new land, to find a new home. List and display these motivations under the heading Why people come to Australia. How do they get here? Discuss the methods of transport used by people to come to Australia. Ask students to consider the reasons for the use of different forms of transport over time. Pre-visit Activities Pack a bag Pose the following question: Imagine you were leaving Australia to journey to a new home. What would you take with you? Invite the students to illustrate one object that they would like to pack in the class bag or suitcase. Students take turns to discuss their item, stating its purpose and the reason for choosing it. 13

3 Sorting out Immigration art Students represent their visit to the Immigration Museum visually, using various art materials in two or three dimensional form. Sentence starters Students respond to sentence starters in written or visual form. At the Immigration Museum I heard the story of...who... My favourite object at the Museum was...because... In the ship I saw... At the Museum I touched... Something interesting I learned at the Immigration Museum was... Making connections Reflection Ask students to reflect on what they have learned about the topic of Immigration. Students then complete the section below. What I have learned about... Why people come to Australia What it is like to move to Australia Where people have come from to make Australia their home My family s immigration story...why Celebrating our stories Create a display of students stories, maps, timelines, flags and motivations. Conclude with a celebration where family members and the school community are invited to this display of immigration stories a mini Immigration Museum! Promoting our stories The content gathered as part of this unit of work can provide an excellent opportunity for building a sense of community. Have your display in place for Open Day or Parent/Teacher interviews. Submit reports of the class visit to the Immigration Museum for inclusion in the school newsletter or magazine. 14

4 What s your story? Set the students the task of finding out about their own or family immigration story. Use the following interview tools for the students data collection. Students of indigenous background can research their family story to share with their class mates. This will provide an excellent springboard for discussion of the impact of immigration on Aboriginal people. Students use the data collected to write their family immigration or indigenous story, in a text type nominated by the teacher. Details can be checked for accuracy with the family once the draft form of the text has been completed. Journeys map Locate Australia on a world map. Ask students who have an indigenous story to locate where it is their family came from, share the Aboriginal name for this area and label this on the map. Ask students who have an immigration story to name their countries of origin and locate these on the map. Set up a class display connecting these countries to Australia. Timeline Set up a timeline representing settlement and beyond, ensuring that you appropriately acknowledge Aboriginal history of 40,000+ years. Ask each student to record their family name, countries of origin and date of arrival in Australia on a tag, and place it along the timeline. Make observations and ask students if they can identify any patterns. This information can be used as the basis of simple graphing activities. Flags Research and prepare a display of flags of the countries of origin of the class group. Motivations Refer students to their interview sheet and the question Why did you come to Australia?. After interviewing a family member, are there any additions they can make to the class list Why people come to Australia? 15

5 Family History Student Name The following questions will assist students in their interviews of family members. Who was the first member of your family to come to Australia? When did this person come here? Where did he/she come from? How old was this person at the time? How did they travel to Australia? Where did he/she settle? 16

6 Family Interview Student Name An interview with... When did you come to Australia? What country did you come from? How old were you at the time? Who did you travel with? Why did you come to Australia? What do you remember about the journey? 17

7 Did you bring anything special with you? What did you think about Australia when you arrived? Was it difficult to settle in? What are your memories of your home country? Where do you call home? 18

8 Research activities Writing home You have found gold during the 1850 s Goldrush. Write a letter to your family in England telling them the good news. Consider: How you managed to find it? When you struck gold? Where you found it? Geographic location included. What will you do with your fortune? Job application Write a letter applying for a job in Australia as: a domestic girl OR a farm hand Refugee Profile Fill in the details from a story you saw or heard at the museum. Refugee ID Card Name: Age: Country of birth: Name of Refugee camp: Time spent in refugee camp: Travelled to Australia by: Arrived in Australia: Design a brochure Create a 'Live in Australia' brochure, convincing people to live here. Make a label/tag You have decided to live in Australia, put your details on a suitcase. Name: Port of Departure: Port of Arrival: State: Country: Glossary Develop a list of terms related to immigration, journey, shipping terms etc. Students provide meanings/definitions to complete the glossary. 19