RELIGIOUS STUDIES CURRICULUM Topic: Refugees

1 RELIGIOUS STUDIES CURRICULUM Topic: Refugees Strands: bible and Christian Belief; Christian Ethics and Ethical Theory; World Religions Stage of Development: Middle Childhood (MC) Rationale: This unit encourages students to explore the Christian hallmark of hospitality and how this may apply to those who seek refuge in our land. They reflect on some very early refugee stories from biblical times. While learning that Refugees are migrants, they are led to understand that not all migrants are Refugees . Students are also encouraged to consider more recent examples of refugee movements in particular parts of the world, noting the impact displacement has on people and their families, without examining in depth the political issues which face many Refugees in our own time and country. They will also begin to appreciate that Refugees and migrants together help make our nation the multi-cultural / multi-faith society that it is.

2 Australian CURRICULUM : 1. General Capabilities Literacy, Numeracy, Critical and Creative Thinking, Intercultural Understanding 2. Cross-Curricula Priorities Asia and Australia s engagement with Asia Links to other Learning Areas: English, Mathematics, History, Geography Key Questions: Why do people leave their homes and almost everything they have to seek a new home in another country? What are some of the hardships which people in these situations are forced to face? Where in the world are some of the major movements of Refugees ? How can we assist others who are Refugees ? Key Concepts: Refugee Migrant push factor pull factor Global patterns of Refugees Multi-cultural Multi-faith Knowledge & Understanding: Understand there is a difference between being a migrant and being a refugee Know that some people are migrants, and how this differs from those people who are Refugees Understand some of the causes which force Refugees to leave their homes and look for other places to live Know some of the wonderful stories where people have triumphed over hardship and have eventually made a new life for themselves Know that there is still a great need in our world to assist Refugees .

3 Attitudes and Values: Students are encouraged to develop an appreciation for the plight of those who have lost virtually everything and who need to re-build their lives Appreciate that though the refugee numbers are very large, students should not become overwhelmed by this a sense of perspective and of what is reasonable in terms of assisting others, is important. Skills: Investigate where major global pattern of movements of Refugees occur Examine some of the reasons which contribute to people becoming Refugees Research examples of Refugees who have made Australia their home and of how they have contributed to our society Refugees Lesson Lesson Structure Resources Notes & Assessment 1 Introduction Students are told they have a very short period of time [ 10 minutes] to take their most precious belongings and to leave their homes for good this may be because of a flood or some other catastrophe [see notes].

4 They discuss how this might feel, and whether they would be able to take everything they would like to. The teacher then uses this as an introduction to the idea of Refugees people who have to leave their homes and go somewhere else to live. What is a refugee? And what is a migrant? How is a refugee a special type of migrant? Are there people in our towns or cities who may be something like a refugee? Awareness of the life story of class members is important Refugees , migrants, those affected by fires or floods .. In some cases homeless people in our own towns are Refugees social, economic 2 Moses and Jesus .. were they Refugees ? Students work in small groups to find out about stories of Refugees in the bible : 1. In the Old Testament they discover Moses leading the people of Israel out of Egypt.

5 2. In the New Testament they learn about Mary, Joseph and the child Jesus fleeing to Egypt. Students are asked to note: Who is involved in these stories? Are the people moving Refugees or migrants ? Where are they coming from and where are they going? Why do they need to leave their home regions? How might these people feel in such circumstances? bible Exodus Matt .. followed by Matt 3-4 Modern day Refugees across the world The tables accompanying this unit include much data. Students can use these to find: Countries Refugees come from Countries Refugees go to How many Refugees there are around different parts of the world The part Australia plays in assisting Refugees Students could analyse this data by creating graphs, annotating world maps, or considering how many Refugees are still left after countries have taken the number they agree to.

6 UNHCR Refugee data sheets This lesson can be as mathematical as the teacher believes the students are capable. 5-6 Refugees across Africa Students read a book[s] relating stories of the plight of young Refugees in Africa. Once again students are asked to note: Who is involved in these refugee stories? Where are they coming from and where are they going? Why do they need to leave their home regions? How might these people feel in such circumstances? What hope for the future do you think there is in these stories? For students who may benefit from extended work, the maps associated with this unit provide a more spatial and graphic set of information relating to recent movements of Refugees in Africa as well as the rest of the world. One Day We Had To Run: Refugee children tell their stories in words and paintings (1995) by Sybella Wilkes Brothers in Hope: Story of the Lost Boys of Sudan (2005) by Mary Williams Maps of Refugees in Africa 7-8 Refugees in Australia In this lesson, students focus on Refugees much closer to home and to the present day.

7 As well as considering the questions which have been used in previous lessons, this is an opportunity to look at some further aspects relating to Refugees : Onion Tears by Diana Kidd The Little Refugee (2011) by Anh Do 1. What might be the things which cause people to leave their home push factors? 2. What might be the things which attract people to make their home in a new and different country pull factors? 3. How have the Refugees been treated by those around them in their new homes? 4. Do any of the Refugees feel happy in their new homes? 5. Are there any ways in which the Refugees bring some benefits to their new towns / cities / countries? There may also be people in the school or local community who may be willing to come and share something of their story A class discussion on what might be included as push and pull factors may be helpful 9 Students could round off this unit by presenting images of hope by writing class prayers, by creating a play to tell the story of Anh Do or others like him.

8 Assessments: possible tasks