Resources

• Confirming understanding of definitions of social, moral and ethical
• Identifying social, moral and ethical positions within in texts
• Building skills around text analysis and annotation
• Develop an understanding of social, moral and ethical positions expressed from refugees

Students will use NHOA stories to evaluate the social, moral and ethical positions represented in texts.

1. Students will select a story from the NHOA facebook page or website
2. Students will annotate the story to identify social, moral and ethical positions expressed in the text. It is suggested that students identify a secondary source about the same context and also annotate this for comparison

• Understanding representation of people and places in texts
• Building presentation skills
• Develop skills around presentation of information 

Students select a story from the NHOA website or facebook page and summarise the story then present in a persuasive manner.

1. Students select a story they identify with from the NHOA website or facebook page
2. Students will summarise their story in notes form.
3. Students will use these notes to create a short presentation to others
4. Students will present a 1 min summary of their story to a small group of peers or their classmates

• Identifying primary and secondary sources
• Researching and locating primary and secondary sources
• Develop skills around source and bias identification

Students select a story from the NHOA website or facebook page and select other primary and secondary sources that support its accuracy.

1. Students select a story they identify with from the NHOA website or facebook page
2. Students will identify if the story is a primary or secondary source and why
3. Students will identify if the source is reliable and why
4. Students will use the internet/library to search for other primary or secondary sources that further support the story they have chosen from the NHOA collection.

• Understanding different motivations for moving, emigrating or seeking asylum
• Empathising with varied cultures
• Locate similarities between self and others
• Understanding the varied individual stories that make up conflict

Diversity- Who and Why.

Students explore several stories focusing on the varied reasons people chose/are forced to move, comparing these experiences with their own. Students will recognise the diversity that exists within their classes and reflect that this diversity exists in society, recognising that Australia is a country of immigrants, and that anyone without indigenous heritage was, at some point a New Human of Australia

1. Students play the ‘NHOA Bingo’ game. Allow students 5 minutes to move around the classroom and try to finish their bingo card. They should write the name of the student who matches the box on their card.
2. Teacher led discussion, how many students have moved to a new house, moved to a new country etc. Who speaks a different language at home? Who has family in other countries etc. this should highlight diversity and help students to recognise how common it is to come to Australia. If you have a map in the classroom use this in your discussion.
3. Brainstorm, students should work in pairs and brainstorm reasons why people might move to a new home, new school or new country.
4. Myth Bust – online task (printable if needed)
5. Read and make notes on one story or read and compare two stories from the NHOA book. Students will then write their own story and analyse the diversity within their classroom, locating shared experiences and different views on identity and life as an Australian.

• Understanding representation of people and places in texts
• Building knowledge of others points of view
• Develop skills around language skill use and identification

Students select a story from the NHOA website or facebook page and analyse language features used. Students summarise the effectiveness of these features.

1. Students select a story from the facebook page or website
2. Students indicate why they identified with this story e.g. age, gender, nationality, experiences etc
3. Students identify language features used within the story to create feeling or emotion
4. Students suggest if language use was effective and why