Migration since 1945 for Teachers

Lesson Plans

Download a word version of the Unit Outline, with lesson plans and assessment details.

Purpose: This unit of work has been designed to provide students with a supported, scaffolded approach to develop texts that incorporate historical argument to tell the story of migration for an identified nationality to Australia between 1945 and the present. This process is also designed to provide students with a strong level of understanding of the impact that both national government policies and global events have had.

It is an opportunity to work towards achieving a year ten standard in the Australian Curriculum: History. The focus area for Knowledge and Understanding is the depth study The globalising world, the elective Migration experiences (1945 – present), incorporating the content descriptions and historical skills: ACDSEH144, ACDSEH145, ACDSEH146, ACHHS186, ACHHS187, ACHHS192, ACHHS193

Lesson One: Who has migrated to Australia?

Outcomes

    Students wll be able to:
  • Identify some countries from which people have migrated to Australia
  • Use numerical data to create a visual representation of migration patterns
  • Analyse visual data to identify trends and patterns

Lesson Sequence:

  1. Introduce - the class to the concept of migration - seek definitions from the class, look it up in dictionaries and online. Decide upon an agreed meaning for the class.
  2. Determine/activate prior knowledge - ask students to create a mind map about migration to Australia from the 1900s until now. Invite students to include ideas about the reasons for migration, and the people who migrated here. Using the ideas from the mind maps, create a class list of the countries of origin from migrants to Australia.
  3. Get the facts - Using the Australian Government Department of Home Affair's Historical Migration Statistics (2014) create a graph (as a class, and with acknowledgement of the source), of migration from New Zealand between 1945 and 1959.
  4. Individual graphs (Assessment Task 1) - students then create their own graph of migration from one of the countries listed on page 19 of the Department of Immigration and Multicultural Affairs' (2001) Immigration: Federation to Century’s end 1901-2000 between 1945 and 2013/14.
  5. Identifying trends - students work in pairs to look at their graphs and identify the years or collection of years during which there were large changes in migration numbers. These ideas are then brought back to the class, and the main trends are noted on the board. Organise students into small groups, each of which is assigned one of the identified years or eras to research and find out what global events were taking place during those times.
    Groups post their findings to a class timeline (set up using timeglider.com or a similar online timeline) prior to the next lesson.

Lesson Two: Global Events

Outcomes

    Students wll be able to:
  • Identify the major global events during the period 1945 to the present
  • Discuss the relationship between some of these key events and migration patterns to Australia
  • Describe the impact of these global events on people from a particular country
  • Create a timeline of major world events and their subsequent impact (or otherwise) on migration patterns from a particular country

Lesson Sequence:

  1. Recap and Review - Students use their migration graphs to share with class periods of change in the numbers of migrants moving to Australia. The main periods are noted on the board. Then open up the class timeline (set up using timeglider.com or a similar online timeline) and give students time to finish updating it. Review the timeline, asking and responding to questions about the key events identified, focussing on why these events may have influenced migration numbers to Australia.
  2. Application and connection - Students use the class timeline to identify the key global events that had an impact on the immigration patterns for their nationality (matching periods on their AT1 graph). Students then use these two sources (AT1 graph and Class Timeline), plus any additional sources of their own, to create a timeline of world events from 1945 to 2015 that provides an explanation of the impact of each of these events on the migration patterns of their chosen nationality. This timeline will be the students' AT2.
  3. Preparation - Towards the end of the class, have a discussion with the class about which of these events they would like to look at in more detail - focussing on why and how the event impacted on migration. This event will then be the focus of the next lesson.

Lesson Three: Major event (e.g., The Vietnam War & Indochinese refugee crisis)

Outcomes

    Students wll be able to:
  • Describe the main reasons for a selected global event
  • Identify the main elements of Australia’s response to the event
  • Explain how the consequences of the event in relation to the movement of people, and Australia’s response to this affected migration patterns to Australia

Lesson Sequence:

  1. Focus - Explicitly teach about the significance of the global event chosen by the class in the previous class. **This website contains some ideas for teaching about the significance of the end of the Vietnam War, and the Indochinese refugee crisis.
  2. Introduction/Knowledge Sharing - In small groups, ask students to look at the mindmap 'Impact of the Vietnam War on Australian Society' and to highlight the concepts that they are not familiar with, or would like to know more about.
  3. Discussion - As a class, discuss the items each group highlighted, enabling students to share current knowledge and understandings.
  4. Building knowledge - Students read and summarise (dot points suitable) a number of articles and reports about the Indochinese refugee crisis and Australia. It may be useful for them to organise their ideas around three key ideas:
    Reasons for the crisis;
    Australian responses to the crisis; and
    Who immigrated to Australia.
    In addition to reading the reports, students may also find it useful to watch one or more of these videos in order to get a sense of the personal perspectives of those who migrated.
  5. Homework - Students complete Assessment Task 3 for submission prior to or at the start of the next lesson.

Lesson Four: White Australia Policy

Outcomes

Students wll be able to:

  • Summarise the key elements of the main immigration policies that Australia has had since 1945

Lesson Sequence:

  1. Introduce - Write 'White Australia Policy' on the board and ask students to discuss, in small groups, what this makes the think of, and what they might know already about it. Share back some ideas to the class. Then, handout the worksheet (located at the end of this document) and read through the questions, making sure everyone understands what information is being asked for. Students make notes on ideas about what they think the answers will be. Watch the Reflections on White Australia Policy Abolition video, and complete the Reflections on White Australia Policy Abolition worksheet. Discuss the responses and come to agreement over the answers in small groups.
  2. Policies and timing - Give students the Australia’s immigration policies from 1945 to present worksheet. In groups students ‘guess’ order and government of implementation. As class, negotiate final order of policies.
    (Answer Sheet)
  3. Jigsaw activity using Pietsch's (2013) summary of each policy - each group then uses the information from their section(s) to completes the relevant parts of the table of Australia's Immigration Policies since 1945.
  4. Groups then use these notes to contribute to class table. (This activity could be completed at the same time as the preceeding small group one using a shared document (e.g. using Google docs)
  5. Review features of a good summary - students contribute their ideas about what should be included. Note these on board.
    Review assessment criteria with students (Each of the relevant policies was mentioned (LO3); Information was clear and comprehensible (LO2); Sources of information were referenced (LO1); Summary was factual, not opinion (LO1, LO3)).
    Students use information from class table (plus research) to complete AT4.

Lesson Five: Visualising Migration Patterns and Connections

Outcomes

    Students wll be able to:
  • Evaluate digital tools for a given purpose
  • Use a digital technology to visually communicate relationships between two sets of chronologically sequenced data

Lesson Sequence:

  1. As a class, brainstorm different tools for creating a ‘visual artefact’ (eg PowerPoint/Prezi/Animoto presentation, Powtoon, timeline)
  2. Ask the class to work in small groups to rate each option in relation to how well they can compare two related data sets. Groups share back and explain to the class how this would be done for the tool they rated highest.
  3. Review AT5 description and criteria
  4. Students create visual artefact showing connection between migration patterns of their chosen country and Australia’s immigration policies (using one of the tools the class rated highly).
  5. Students submit AT5 by end of lesson

Lesson Six: Migration Stories

Outcomes

    Students wll be able to:
  • Describe key aspects of a story of migration
  • Locate a primary resource connected to migration to Australia
  • Analyse a primary resource for suitability to task

Lesson Sequence:

  1. Students locate a primary resource (photo, letter, interview, government records, newspaper article, etc.) that helps tell the story of migration to Australia of an individual/family from their chosen country
  2. Students describe the resource and explain the historical context using the Source Analysis for History worksheet
  3. Introduce final/summative assessment task description and rubric
  4. Students decide on format, and begin organising/drafting content, with advice from teacher

Lesson Seven: Story of Migration Assignment

Outcomes

    Students wll be able to:
  • Explain a pattern of migration to Australia from 1945 to the present using evidence from a range of sources
  • Select a communication form suitable for demonstrating their understanding of relationships between global events and migration to Australia
  • Discuss the impact of changing government policies on migration patterns to Australia

Lesson Sequence:

  1. Students work individually to complete their first draft of their story of migration, with advice from teacher.

Lesson Eight: Peer Review

Outcomes

    Students wll be able to:
  • Explain a pattern of migration to Australia from 1945 to the present using evidence from a range of sources
  • Use a communication form to demonstrate their understanding of relationships between global events and migration to Australia
  • Discuss the impact of changing government policies on migration patterns to Australia

Lesson Sequence:

  1. In pairs students use the rubric to give peer feedback on drafts and then review the feedback they received, asking questions for clarification.
  2. Students individually complete final draft of their major assignment, ready for submission next lesson.

Migration Story Assessment Rubric

Assessment Criteria
A - well above expected standard
B - above expected standard
C - meets expected standard
D - approaching expected standard
E - below expected standard
Evidence from suitable and relevant primary and secondary sources was provided and referenced (LO1)
The quality, relevance and range of sources used ensured a convincing, accurate and engaging pattern and story of migration was presented.
The approach to referencing ensured ease of engagement with the story as well as access to the sources
The pattern of migration presented was both accurate and detailed
Sources of information were acknowledged using a common approach to referencing (eg. Chicago Style)
A number of different types of credible and relevant sources were used effectively to support the story
The pattern of migration for the nationality was mostly accurate
Most sources of information were acknowledged using a common approach to referencing (eg. Chicago Style)
The selected sources were credible and relevant
The pattern of migration for the nationality contained inaccuracies
The sources of information were not clearly acknowledged, or a common referencing style was not used when referencing them
Many of the sources of information and evidence were either not credible, or not relevant to the topic and task
The pattern of migration for the nationality was inaccurate
Sources of information were not acknowledged or the acknowledgement was not meaningful
Sources of information and evidence were irrelevant or lacked credibility
The influence of major and minor global events on the pattern of migration were considered (LO1, LO2)
Migration patterns for the nationality were clearly explained, and their relationship(s) with the direct and indirect impacts of both minor and major global events were examined effectively
Analysis of the reasons for some major global events having no apparent impact on the nationality’s migration pattern was insightful
Migration patterns for the nationality were explained with reference to the direct and indirect impacts of both minor and major global events
Major events that appeared to have no impact on migration patterns for the given nationality were identified, and the lack of apparent impact was clearly explained
Global events were identified in the explanation of the patterns of migration
Explanations about the influence of global events on migration patterns were specific to the relevant nationality
Where major global events appeared to have no impact on the migration pattern, some explanation was given
Global events were mentioned, but were not well connected to an explanation of the patterns of migration
Explanations about the influence of global events on migration were general and were not effective in explaining the patterns of the given nationality
No explanation was given for migration patterns being unaffected by some global events
When included, reference to and discussion of global events did not connect to the migration patterns of the nationality
The influence of Australian policies on the pattern of migration were discussed (LO1, LO3)
Insightful analyses of the impacts that Australian immigration policies and laws have had on the patterns of migration from the nationality were presented
The way in which Australian policies and global events worked together to influence the migration pattern was discussed
Shifts in the pattern of migration for your nationality were explained with reference to Australian immigration policies
The contribution of Australian policy to migration numbers was examined
Shifts in the pattern of migration for your nationality were connected to corresponding immigration policies
Suggestions were made about whether Australian policy may have contributed to any significant increase or decrease in migration numbers
Australian immigration policies were mentioned, but were not used effectively to explain the changes in migration patterns for your nationality
Discussion of the contribution of Australian immigration policy to any significant increase or decrease in migration numbers was limited.
Information about Australian policies was unclear or inaccurate
Connections to migration patterns of the nationality were misleading, or unconvincing
Information and ideas were presented clearly (LO2)
The chosen mode of presentation, the use of language, and the choice and style of content told the story of migration to Australia for a nationality, including the influence of global events and Australian policy, at a professional standard, suitable for publication
The pattern of migration to Australia throughout the period was quickly and easily identifiable
Spelling and grammar enhanced ease of comprehension
Connections between migration patterns, global events, and Australian immigration policies, were easily understood
The chosen mode of presentation told the story of migration at a professional standard
It was easy to understand what the pattern of migration to Australia was throughout the period
Spelling and grammar did not detract from ease of comprehension
Connections between migration patterns, global events, and Australian immigration policies, were understandable
The chosen mode of presentation was effective in telling a story of migration
The pattern of migration to Australia for the whole period was not always clear
Spelling and grammar errors made comprehension difficult at times
The connections between migration patterns, global events, and Australian immigration policies were often unclear
The chosen mode of presentation did not work well in telling a story of migration
The chosen mode of presentation, coupled with the content, did not enable an audience to engage easily with the story of migration to Australia for the nationality