HASS, History

Have you heard of migration or immigration?

Where/when did it begin?

What can you tell me about migrants?
 Brainstorm Activity after think, pair and share.
“Who were the people who came to Australia”
“Why did they come?”
 Why did/do people migrate to Australia?
 What thoughts/feelings people undergo when migrating?
 What implications may arise for migrants?
 https://www.theage.com.au/interactive/2008/national/migrants/intro.html
 Migration
 Displaced person
 Free migration
 Immigration schemes
 Assimilation
 New community
•
Random groups of 3 or 4
•
Discuss and determine definitions
•
Your group may use dictionaries, however aim to elaborate and provide
examples of each term
•
Return to desks for sharing of definitions.
•
Record terminology and definitions into your own mind map. Mind maps will
be completed individually in HASS books.
 Reflect on and discuss the diversity of nationalities within this classroom, school,
and community. Are there any first-hand experiences people may like to share?
 Homework task: Inquiry with your family where your family/ancestors migrated
from. Record the name/s of the countries and create a replication of the flag on a
rectangle 5cm x 10cm. Add colour.
 Eg. My sons have an interesting cultural background. Their maternal grandfather
(my father) migrated from the Netherlands in the 50s, their maternal great
grandfather migrated from Ireland, their paternal great grandfather migrated from
Scotland to New Zealand and their father is from New Zealand.
Netherlands
Ireland
Scotland
New Zealand
The Gold Rush was a time in Australia’s history
which encouraged free immigration.
 Students prepare an overview of migration during the gold rush for their portfolio a
minimum of one page of information including:

The Gold Rush Years (dates)

Where migrants came from and where they went.

On a map (provided), mark and annotate the states that people flocked to (students
may like to use Gold Splash)
https://www.sbs.com.au/gold/GOLD_SPLASH_yes.html

In your own words, write a paragraph to answer “Why did the Australian Government
encourage immigration during the Gold Rush?”
Lesson 2
Portfolio MARKING RUBRIC
Lesson 2 - GOLD RUSH Information Overview

The Gold Rush Years (dates)

Where migrants came from and where they went.

On a map mark and annotate the states that people flocked to (students may like to use Gold Splash)

In your own words, write a paragraph to answer “Why did the Australian Government encourage
immigration during the Gold Rush?”
Poor
Not all aspects of this
portfolio task were
submitted. Work
appeared rushed and/or
incomplete.
Good
Exceptional
All aspects were
submitted and correct.
Your work showed good
understanding.
Information was neat and
carefully presented.
All aspects of this task
were submitted. Your
work was
comprehensive. It was
evident that worked hard
and read all the readings
on the advised website.
Your work was beautifully
presented.
Teacher Comments
 Throughout Australia’s History, many people have
migrated and made Australia their home to find peace
and protection from the violence, turmoil and wars of
their homeland.
 Between 1955 and 1975, Vietnam was at war.
 The
government of the South and the
communists’ regime of the North fought for
power. The United State allies supported the
government of the South and the North Vietnam
communists were supported by USSR, China and
North Korea. Conflict was great and the jungles
of Vietnam proved a difficult place to fight war.
It is estimated that millions of Vietnamese died in
battle as well as in crossfire.
 http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/tudo/
 Take notes as you hear the text, write any questions you have about the topic.
 https://www.youtube.com/watch?v=9eyClP5Zxe8
• How did passengers on board the Tu Do as they left Vietnam
• How did passengers feel upon arrival?
• Imagine you travelled on a similar vessel to China or Cambodia. What would you do on arrival?
• Who would you speak to, where would you go?
• How would you feel?
 http://www.multiculturalaustralia.edu.au/doc/immdept_3.pdf
 https://www.destinationaustralia.gov.au/
 http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-
history/1945-1965/index.html
 Analyse pictures and video clips of migrant testimonials to determine feelings,
emotions and physical details of their stories. Make notes in your HASS book.
 Portfolio Task: Write up a short profile entry for the individual’s life you
examined. Include:
•
Year of migration
•
Reason for immigration
•
Transport into Australia
•
Provide a paragraph or two outlining the person’s story.
 Students may choose to present this information as a voice recording.
Lesson 3 – Post-war Migration
Write up a short profile entry for the individual’s life you examined. Include the following information

Country of birth

Year of migration

Reason for emigration

Transport into Australia

Provide a paragraph or two outlining the person’s story.
You may choose to present this information as a voice recording
Poor
Not all aspects of this portfolio task
were submitted. Work appeared
rushed and/or incomplete.
Good
Exceptional
All aspects were submitted and
correct. Your work showed good
understanding. Information was
neat and carefully presented.
All aspects of this task were
submitted. Your work was
comprehensive. It was evident that
worked hard and read all the
readings on the class website.
Your work was beautifully
presented.
Teacher Comments
 Revisit your concept map and place on the information you have gained over the
last 4 lessons. We have focused on free migration and migrating for refuge or
freedom.
 displaced persons / forced migration
 child migrants were sent from Britain over approximately 100 years from the 1860’s
to the 1960’s.
 Many of these children had lost parents during wars and were sent alone over vast
oceans to make a new, fresh start whilst helping to populate Australia. Although
they were promised a happy future, the anxiety and fear that accompanied them
was inevitable.
 Such child migrants are known as forced migrants or displaced persons.
Arriving in Australia 1947
Boys on train to board ship. Image courtesy Woods
Collection, Molong and District Historical Society, 1960
Britain’s child migrants
(Image: Australian
National Maritime
Museum)
 Child migrants were sent without families and had no means to contact families.
 https://youtu.be/qjxBxZn1dME video clip
 https://www.childmigrantstrust.com/our-work/child-migration-history
 http://www.migrationheritage.nsw.gov.au/exhibition/fairbridge-farm-
school/child-migration-to-australia/index.html
 Create a table with 3 columns, label each one with cause, effect and benefits of
child migration.

Cause
Effect
Benefits
Population growth
needed
Children sought from
England
Orphaned children
have a home
 Consider someone you could interview/research for a biography on migration. If
you choose to interview someone they need to have experienced migration firsthand. You will need to approach your selected person and interview them within
the week, to allow you time to complete this project before the end of term. You
may choose to focus on an asylum seeker, refugee or legal migrant.
 Research and write a biography about the life of someone who has migrated into
Australia. (Students may choose to work with a partner to share the workload). The
presentation will include:
 Background of an individual’s migration journey
 An annotated map showing journey taken and significant happenings on the way
 A timeline of the journey
 A factual reflection of thoughts, feelings, and physical happenings along the
journey.
 Any other significant occurrences
 Task break down:
 Prepare a list of questions or search queries and find some reliable websites
 Consider outline provided above and how you will present your project
 Interview the person/ conduct your research and put it all together.
 https://www.ted.com/talks/tan_le_my_immigration_story?language=en Journey of
an asylum seeker.
 https://www.youtube.com/watch?v=teq__HPNpSI A history of migration
 https://cv.vic.gov.au/stories/immigrants-and-emigrants/digital-stories-of-
immigration/heart-of-otara/
 https://cv.vic.gov.au/stories/immigrants-and-emigrants/digital-stories-of-
immigration/ Digital stories of migration
Lessons 7 -9 – BIOGRAPHY
Students research and write a biography about the life of someone who has migrated into Australia. The presentation will include:
 Background of an individual’s migration journey
 An annotated map showing journey taken and significant happenings on the way
 A timeline of the journey
 A factual reflection of thoughts, feelings, and physical happenings along the journey.
 Any other significant occurrences
Poor
Good
Exceptional
Not all aspects of this task were submitted.
Work appeared rushed and/or incomplete.
All aspects were submitted and correct.
Your work showed good understanding.
Information was neat and carefully
presented.
All aspects of this task were submitted.
Your work was comprehensive. It was
evident that you worked hard and have a
clear understanding of the migration
process. Your work was beautifully
presented.
Teacher Comments