GO BACK TO WHERE YOU CAME FROM

Unit Summary
This unit will allow students the opportunity to explore the basic human need to belong and some of the influences over our sense of identity. They will look at the issues of exclusion and prejudice and the power groups extend of individuals. Through this unit we aim to deepen students understanding of how language features and functions can strengthen the ways messages and ideas can be conveyed and arguments constructed. They will have opportunities to better understand, analyse and produce a persuasive text.

Big Ideas & Understandings

BIG IDEAS

UNDERSTANDINGS

Belonging, Fairness Identity Prejudice Exclusion

Our identity is shaped by a range of factors, including who and what we belong to. How we get to belong or not belong is connected to decisions by ourselves and others. The motivations to include or exclude are often linked to values, beliefs and identity.

Driving Questions

Driving Question
Who doesnt belong?

FOCUSSING QUESTIONS

Whats your story? What do we value? Who decides who does and does not belong? What is prejudice? What causes prejudice and why might we be prejudiced either for or against some thing. What enables belonging and/or exclusion. What are our motivations to either include or exclude.

Provocations/General Resources Specific Learning Foci Learning Goals & Standards

The Happiest Refugee by Anh Doh ;Go Back to Where You Came From SBS documentary series; Lets debate the issues. Writing an expository essay.
KNOWLEDGE (KNOW)
Humans have a strong need to belong. Our sense of identity is in part formed by the groups to which we belong. Individuals have the power to affect others sense of belonging. How and why this power is handed over to others or taken by them in subtle and requires permission from both parties. Smaller communities can exist within a larger community, each with its own mores, culture, religions, and traditions. All Australians other than our indigenous people have migrated here from other places around the world. New arrivals bring many positives to add to our cultural identity.

SKILLS (DO)
Domain Specific
ENGLISH Listening & speaking Writing Reading identifying themes, concepts of belonging and exclusion, making connections between texts
Power of One, Stolen Generation, The Happiest Refugee Producing - Control a range of elements in a multi-media piece (video) to convey complex and finely nuanced meaning.

General Capabilities
THINKING PROCESS Reflection, evaluation and metacognition

DISPOSITIONS (BE)
COLLABORATION

Assessments

- Work with a group of people in a respectful and inclusive way that is time efficient and on task. LISTENING AND SPEAKING READING TASK: METACOGNITION:

COLLABORATION:

WRITING TASK:

Literature Circles, Socrative Circles and group discussions around the texts and the issues they raise throughout the unit.

Select and analyse 3 different types of Texts to respond to our Driving Question: (novel; poem or song lyric; article form the newspaper or a web site; non-fiction book or article; film or documentary; or other negotiated with your teacher). Why this text & insights

Students choice of thinking tools and organisers

Reflective journals will be used throughout the unit for students to collect evidence of growth in their collaboration skills. I will collect video and photographic evidence at various points.

See Meagans Humanities Unit the persuasive essay they are writing there will be used as their writing assessment here.