STAGE 2 HSIE PROGRAM TERM 3, 2013
Unit Title: Believing and Belonging
General Overview:
Students will explore the beliefs and cultural
practices of different cultures that have
migrated to Australia and how they contribute
to Australian society.
Outcomes:
Duration: 9
Time Allocation: 3
weeks
periods/week
Resources:
Immigration to Australia booklet
Stage: 2
CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and
community identities.
Assessment strategies:
The teacher:
 Make observations, listen to language use, use questioning
 Evaluate learning from work samples
Evaluation:
 End of unit assessment
 Observation
 Questioning
 Sample pieces of work
Differentiation Strategies:
Content:
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Using spelling lists catering for the individual
Presenting ideas through both auditory and visual
means
Using groups to cater for student needs to provide
assistance for struggling learners or extension work for
advanced learners.
Process:
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Using tiered activities that focus on same skills and
understandings, but utilising different levels of support,
challenge or complexity where needed.
Developing personal agendas e.g. extension activities
and personal to-do lists.
Literacy support teacher is used to provide hands-on
support for students who need them.
Varying the length of time a student may take to
complete a task to cater for struggling and advanced
level learners.
Product:
Giving students options of how to express required learning, e.g.
students can choose a holiday recount or a narrative based on
the previous term’s novel study.
 Opportunities provided for individual, paired and group work.
 Encouraging students to create their own product assignments as
long as the assignments contain required elements. E.g. Comic
strip.
Learning Environment:
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Places provided in the room for working quietly as well as places
that invite student collaboration.
Clear guidelines are set for independent work that matches
individual needs.
Routines that allow students to get help when the teacher is busy.
Encouraging understanding of individual learning needs.
Unit Overview Plus Integration of Thinking Skills
Week 1
Unit title page
Simultaneous Padlet activity
Week 2
Different viewpoints and how we treat others with different viewpoints.
Voice Thread and Popplet small group activty
Week 3
Turkey
Week 4
Turkey
Placemat activity – Food
Students complete a Venn diagram - similarities / differences of Turkey to Australia
Week 5
China
Popplet – religious beliefs
Ipads – apps for atlas activity
Week 6
China
Hot Spots – China consolidating information learnt
Week 7
India
Week 8
India
Week 9
Assessment
Week 1
HSIE
Resources
Focus: Unit title page
Paste unit title page into books and state that this term we are looking at different cultures, what
they believe and how they have contributed towards Australia.
PADLET wall… Using this site the whole of Stage 2 will simultaneously add their knowledge of the
concept / definition of multiculturalism. Try and print out as a classroom display.
Title page
Week 2
HSIE
Focus: Multiculturalism and Community identity
Learning experience 1:
Discuss the term ‘multicultural’. What does it mean? What is the word made up of?
Is Australia multicultural? Discuss the fact that we have always been multicultural.
What has brought different people to Australia? Discuss various historical events and trends. Create a timeline as
a class showing events which have led to immigration to Australia.
Read booklet about immigration to Australia. – OR Voice thread.. Staff record their voices with the pictures
overlaid. Students work in small group to listen to the VT and create their own group POPPLET on a laptop. (ie
each group will then need an ipad and a laptop.) The popplet will be a timeline AND cause and effect
flowchart - see example on staff popplet accounts.
What do these people bring with them? Discuss language groups, food, music, religions, other aspects of culture.
Create a multicultural Australia collage featuring food and people from all over the world.
Resources
Learning experience 2:
What are the advantages and problems associated with living in a multicultural country? Brainstorm and record.
Do any other cultures seem strange to us? Are there things we don’t understand about other cultures? Brainstorm
a list of questions for extension work for fast finishers.
Maps of Australia and world
Discussion work sample from modules.
Booklet on Australian immigration.
Pictures of different peoples, foods, instruments, costumes, religious symbols.
Week 3
HSIE
Focus: Turkey – Geography, beliefs and culture
Learning Sequence 1 – Geography
Watch the introductory video on Turkey. http://www.youtube.com/watch?v=1W2HF-2Sucw 5:59secs A Taste Of
Turkey - Lonely Planet Travel Video NOTE: MAKE SURE YOU SKIP THE NT ADD AT THE BEGINNING!
Discuss what the students learned, what they already knew and some things they were familiar with.
http://www.youtube.com/watch?v=yFtJsENONcE
http://www.youtube.com/watch?v=2n8T93LG-dg
Students use Brittanica to look up Turkey in the purple Primary section. They are to double click on the map and
use it to fill in the photocopied blank map (on staffroom desks) label the capital city (Ankara), Istabul and some
of the surrounding countries and seas.
Students paste in the mpa of Turkey and a map of the world with Turkey coloured (on staffroom desks) and draw
the Turkish flag into their books under the heading Turkey.
Learning Sequence 2 - Beliefs
Read “Islam in Turkey” to the students (use the notes for teachers and parents in the back to expand on each
page – definitely do this for page 6 and 7.
Most people in Turkey are Muslim. That means their religion is Islam.
The name for their god is Allah and they believe Muhammad was his messenger.
Their holy book is called the Qur’an.
Every week Muslims go to a mosque for lessons, here they learn the five pillars of their faith.
1. The declaration of faith.
2. Praying five times after washing.
3. Zakat: giving money to people who need it.
4. Hajj: travel to Mecca.
5. Fast during Ramadan.
Muslims celebrate Ramadan and Seker Bayrami.
Use sheet on server to fill in about the major beliefs and practices of Islam.
Learning Sequence 2 – Culture
Define culture. “The people’s way of living. It is the way in which people identify themselves as a group, separate
and different from any other. Culture includes a group’s spoken and written language, social customs and habits
as well as the traditions of art, craft, dance, drama, music literature and religion.”
Design a costume for an Islamic woman or man. Students colour in religious dress with pencil and fill out sheet.
Resources
Week 4
HSIE
Look at pictures on server for information. Look at pictures in ‘Islam in Turkey.’
Discuss why they wear these things.
Student atlases
Worksheets on server.
Pictures on server.
Islam in Turkey book
Figures
You Tube video and projector.
Focus: Turkey – History, similarities and differences and cultural impact.
Learning Sequence 1 – History
Cut out and sequence these historical events in Unit book. You will need to discuss the meaning of each event,
challenge students to give you the information about each event, you may need to give them clues.
2006: 30,490 Turkish people were now living in Australia.
1915: The Anzac’s arrived at Gallipoli to fight in World War 1.
1999:Two earthquakes in Turkey kill more than 17,000 people.
1911: 300 Turkish people lived in Australia.
1967: Fighting in Turkey meant that more Turkish people moved to Australia.
47-57: Paul tells the people of Antioch about Jesus.
(Sheet on server)
Learning Sequence 2 – Cultural Impact
Clickview video: The World on a Plate: Multicultural Influences on Australia. The two chapters on Turkey.
Students fill in the comprehension sheet on server while watching the video. / Placemat activity – write main
idea in the middle of the placemat and then students write different ideas on each section of the worksheet.
Discuss what foods they have eaten or heard of. Draw a meal on a plate.
Have some Turkish bread and/or Turkish delight!
Learning Sequence 3 – Similarities and Differences
Students complete a Venn diagram about the similarities and differences of Turkey to Australia.
Resources
Historical sheet – on server
Venn diagram – on server
Clickview video and projector
Comprehension sheet – on server
Turkish bread and/or delight
Week 5
HSIE
(NOTE :Book Week –
Wednesday.
From recess
through until the
end of the day.)
Focus: China – Geography, Beliefs, Culture
Learning Sequence 1 – Intro.
Ask students what they know about China and Chinese culture. Create a list of facts. Discuss with students
questions they might have and like to find answers too about China and Chinese people. Create a list of
questions. Turn these two lists into a posters and place in the room. For the facts, create a column for true/false.
For the questions, leave room for answers to be written. Refer to posters throughout study of China.
Learning Sequence 2 – Geography – Use ipads??? National Geographic Atlas app or Google Earth Staff – have a
look and see if questions can be answered from the app. OR alter questions to suit the app.
Use a globe or world map to locate China with the class.
Students are to use an outline map of China and class atlases (page 84). Students are to complete the following
tasks:
1. Choose 5 surrounding countries and label them.
2. Find and label China’s capital city, Beijing.
3. Label the Himalayas and draw mountain symbols. Colour the Plateau of Tibet orange.
4. Draw and label the Yangtze River.
5. Use the key and count how many cities in China have a population of over a million.
6. Which lake can be found in E3 (page 84)?
7. Why is Turfan in C4 coloured pink?
8. Label the Yellow Sea, East China Sea, South China Sea and Pacific ocean.
9. Colour rest of land green and water blue.
Learning Sequence 3 - Beliefs
Students complete cloze activity for Buddhism which summarises basic beliefs. (On server.)
Students read summary text on the ‘Middle Path’ and ‘Eightfold Path’ and compare the Eightfold Path and Ten
Commandments. OR Create a Popplet in small groups on laptops.
Learning Sequence 4 – Culture
Voice thread – they read their info over a series of photos.????(Further review to see if its possible!)
In small groups of 3-4 students use selected texts to find out more about different elements of Chinese culture.
Food, work, school, clothing, famous landmark, writing/calligraphy and leisure activities. Each summarises their
research into a short powerpoint presentation and presents to the class.
Resources
Optional Extra
Watch the ‘Seven Wonders of China’ on Clickview. Goes for 44 minutes and covers significant man-made
structures. Touches on significant historical events and culture.
World map or globe / ipads apps
Map of China
Jacaranda Primary Atlas
Buddhism Cloze
Buddhism – Eightfold Path worksheet
http://www.woodlands-junior.kent.sch.uk/Homework/religion/buddhism.htm
http://ancienthistory.mrdonn.org/Buddhism.html
http://www.icteachers.co.uk/resources/resources_re.htm#Buddhism
Week 6
HSIE
Focus: China – History and Impact
Learning Sequence 1 – History
Read pages 18-19 (stop at Chinese history in Australia) of This is My Culture: China, Carmel Reilly, Henemann
Library Vic. 2008.
Students work by themselves, then in pairs, then in small groups matching important dates from China’s history
onto a timeline. In each situation they should be discussing why they order different events in the way they have.
End with a class discussion.
Learning Sequence 2 – Cultural Impact
Read page 19 from This is My Culture: China. Discuss with students the impact of Chinese culture on Australia.
Discuss the things that are now a part of Australian culture. Students work individually to create a poster
advertising one of these things as though it was only just being introduced to Australia, i.e. New Productchopsticks! Amazing new animal – the panda! Discuss some ideas. Draft in unit book and publish on paper.
Clickview video: The World on a Plate: Multicultural Influences on Australia. The two chapters on China.
Comprehension sheet.
Youtube video: http://www.youtube.com/watch?v=WO2JUIoC82E Bendigo’s Chinese History details the
influence of the Chinese in Bendigo and Australia’s biggest Chinese museum.
Learning Sequence 3 – Similarities and Differences
Read pages 4- 9 from This is My Culture: China. Create a table and list differences and similarities between
Australia and China:
Differences
Similarities
Resources
Students imagine they are like Mei (from This is My Culture: China) and have moved to Australia from China. They
need to write a short journal entry, describing their initial adventures in Australia. Students should include some of
the similarities and differences mentioned in the table.
Timeline Worksheet
This is My Culture: China, Carmel Reilly, Henemann Library Vic. 2008.
http://www.heinemannlibrary.com.au/culture/
Week 7
HSIE
Focus: India
Learning Sequence 1 – Geography
Ask students what they know about India and Indian culture. Create a list of facts.
Students are to use class atlases (page) to locate India on the world map. Discuss where in the world it sits.
Neighbouring countries, hemisphere and oceans. Then colour India on their own map and label the capital city
(New Delhi) and some of the surrounding countries, mountain ranges and seas and oceans.
Students draw the Indian flag into their books under the heading India and write some general facts. Can be
done as a cloze passage. See Resources.
Learning Sequence 2 – Culture – Daily life in India.
Resources
Look at youtube videos on India to get a feel for the culture. Also Many photos on the history of India web site.
Look at photos from CIA world facts, variety of books or National geographic site. Then read the book ‘Living in
India’ or ‘India’.
(See ‘Culture in India’. By Melanie Guile ) Focus on living in cities, living in the country, traditional food, clothing,
transport, Music, art and craft, famous buildings e.g The Taj Mahal, ‘Bollywood’.
Complete work sheet 1- ‘India’s Culture’ and dress paper doll with traditional costume. Use link for students to
dress dolls. Use sequins, colour paper, pencils etc.
Living in India’by Ruth Thomson
Picture a country ‘India’ by Henry Pluckrose
‘Culture in India’. By Melanie Guile.
http://kids.nationalgeographic.com/kids/places/find/india/
http://www.woodlands-junior.kent.sch.uk/Homework/india/
https://www.cia.gov/library/publications/the-world-factbook/
http://www.neok12.com/php/watch.php?v=zX43405958537b4d790d706b&t=History-of-India
http://home.freeuk.net/elloughton13/routemap.htm
http://www.culturequest.us/hotlistindia.htm
Week 8
HSIE
Focus: India – Beliefs
Learning Sequence 3 - Beliefs in India.
Have students list anything that they, or members of their family, do that is important to them and is based on a
belief.
They should identify, if possible, whether it is a religious belief or a belief in a particular cause or issue.
Make it clear that the students will be investigating how beliefs influence people’s lives.
Discuss Hinduism as the controlling factor that affects the customs and practices of many Indian People.
Students complete worksheet activity for Hinduism which summarises basic beliefs. Use the link below as resource
for the information.
For more detail look at book ‘World religions’ –Hinduism. By Katherine Prior Pages 26-29 Show the Daily Religious
life.
Look at clickview Video- Feast of India –Dwali- As a major religious celebration.
Learning sequence 4 – Cultural Impact
Look briefly at Indian migration to Australia and the growth of communities here. In groups or as a class
complete a timeline.
Create a table and list differences and similarities between Australia and India
Differences
Similarities
In groups students role play similarities and/or differences an Indian child may experience in everyday life in
Australia. e.g at school, during family celebrations(Marriages, Religious festivals).How does their religion effect the
way they live in Australia? What does this contribute to Australian culture?
If Possible ask a Indian family to talk to us about their Indian life in Australia.
Resources
http://www.woodlands-junior.kent.sch.uk/Homework/india/
http://museumvictoria.com.au/origins/history.aspx?pid=26
http://indians.australians.com/
http://home.freeuk.net/elloughton13/routemap.htm
‘World religions’ –Hinduism. By Katherine Prior( Good resource)
Worksheet –Hinduism
Clickview Video- Feast of India –Dwali-
Week 9
HSIE
Resources
Focus: Assessment