S & E - Refugees & Asylum Seeker Unit Plan Year 6/7

Society & Environment Education/Curriculum EDUC2007

ETHIC Proof Read

Final Assignment

Developing a Unit of Work in Society and Environment Genuine Inquiry Booklet

Your Name: Brooke Parsons Your Tutor’s Name: Ian Stewart Your Tutorial Day and Time: Monday 5-7pm

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UNIT TOPIC/ TITLE: Asylum Seekers & Refugees YEAR LEVEL: 6/7 TIME FRAME: 10 weeks RATIONALE: The social issues relating to asylum seekers and refugees is a relevant and important topic to teach students because there is a large level of misunderstanding in society about these issues. These misunderstandings lead to discrimination, racism, disadvantage and distrust. It is important that students are exposed to a comprehensive level of ethical inquiry about these issues so they can make a well informed choice about their beliefs and behaviour. It is also important that students learn that refugees are not a new phenomenon, which many may believe, instead people have been fleeing persecution throughout history.

AIM: The aim of this unit is for students to think for themselves, rationally, logically and ethically about the social issues relating to asylum seekers and refugees.

GUIDING QUESTIONS: This unit is guided by two questions which will assist the students to complete both an empirical and an ethical study on the social issues surrounding asylum seekers and refugees. 1. What is an asylum seeker and a refugee and how do people become asylum seekers and refugees? 2. Should asylum seekers and refugees be treated any differently to other Australians? Why/ Why not?

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EMPIRICAL UNDERSTANDINGS The following is a brief summary of the empirical understandings that students will develop during this unit of work. Asylum seekers and refugees are not illegal immigrants, instead asylum seekers are people who have fled their country and apply for recognition as a refugee. Refugees are people who under the United Nations 1951 Convention relating to the Status of Refugees are recognised as someone who is outside of their country of origin, and ‘…owing to the well-founded fear of being persecuted for reasons of race, religion, nationality, membership in a particular social group or political opinion, is unwilling to avail themselves of the protection of that country.’ Whereas illegal immigrants are people who have entered Australia legally to work or travel, but have overstayed their visa or have not met the conditions of their visa. Australia is a signatory of the United Nations 1951 Convention relating to the Status of Refugees and the 1967 Protocol which extended the 1951 Convention to assist refugees from any country. Being a signatory of both the 1951 Convention and the 1967 Protocol means that people who are seeking asylum and meet the requirements of the Convention and Protocol are provided with refugee status. People become refugees because of war or oppression caused by their religion, ethnicity or culture. Oppression can also occur through conflict of political beliefs. Asylum seekers and refugees are forced to leave their country because of threats to their life and freedom. Currently Australia accepts 12,000 people each year under the Refugee and Special Humanitarian program, with this number set to rise to 13,500 from 2009. In 2007 Australia granted 10,700 people with refugee status, with approximately 1500 of these settling in Adelaide. Worldwide there are over 14 million asylum seekers and refugees and in the past ten years Australia has accepted over 122,000 of them.

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Different countries treat asylum seekers and refugees differently. Some countries require asylum seekers to be held in mandatory detention or refugee camps while other countries allow them to enter the community upon their arrival. In Australia we have a policy of mandatory detention for any person that arrives ‘illegally’ either by plane or boat without the appropriate documentation. Asylum seekers and refugees have rights which are governed by the United Nations 1951 Convention relating to the Status of Refugees and the 1967 Protocol, the Universal Declaration of Human Rights and the Convention on the Rights of the Child.

ETHICAL UNDERSTANDINGS Should “boat people” and illegal immigrants be allowed to stay? Is it fair that asylum seekers and refugees are housed in camps and detention centres? Are asylum seekers and refugees treated the same as you and I? Why/ why not? Should everyone be treated equally? Why/why not? Who is entitled to human rights? Why/ why not? Is it okay to violate people’s human rights? What can be done so the rights of asylum seekers and refugees aren’t violated?

ASSESSMENT Assessment of the student’s empirical and ethical understanding for this unit of work will occur using the following means; 1. Teacher evaluation of empirical understanding. The teacher will evaluate the students empirical understanding through observation and work samples, in particular the Photo Story that the students will produce. The assessment rubric for this can be found as Appendix 1. 4

2. Teacher evaluation of ethical understanding. The teacher will evaluate student’s ethical understanding my observing students during ethical inquiry lessons. A report reproduced by The Hutchins School Philosophical and Ethical Inquiry Program, to record student’s skills and behaviour, can be found as Appendix 2. 3. Peer evaluation during ethical inquiry. Students can observe other students behaviour during ethical inquiry lessons. This is best achieved by removing two students from the group and having them record on the Philosophy Class Report form (Appendix 3) student’s behaviour during the lesson. This is simply a tool to record student behaviour not for other students to comment on their behaviour.

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SOCIETY AND ENVIRONMENT UNIT PLANNER (SACSA FRAMEWORK) SELECT STRAND(S)    

Time, continuity and change Place, space and environment Societies and cultures Social Systems

IDENTIFY CURRICULUM PERSPECTIVES TO BE EMPHASISED      

Aboriginal and Torres Strait Islander peoples Multicultural Gender Socioeconomic Disability Rural and Isolated

IDENTIFY ESSENTIAL LEARNINGS TO BE EMPHASISED     

Futures Identity Interdependence Thinking Communication

KEY COMPETENCIES TO BE EMPHASISED       

KC1: collecting, analysing and organising information KC2: communicating ideas and information KC3: planning and organising activities KC4: working with others in teams KC5: using mathematical ideas and techniques KC6: solving problems KC7: using technology

IDENTIFY VALUES  Democratic Process  Social Justice  Ecological Sustainability

LITERACY FOCUS NUMERACY FOCUS ICT FOCUS

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√  

SEQUENCE OF IDEAS / LESSONS Lesson Activities 1. Read ‘A True Person’

Aim Determine student’s prior

Resources A True Person by

Small group discussion about

knowledge about asylum

Gabiann Marin

whether the book could be

seekers/refugees. Determine

true. Why/why not?

what students know about detention centres.

2.

Class discussion

To think further about the

Is it fair to keep people in

fairness of people living in

detention centres?

detention centres. To share current knowledge and opinions about asylum seekers and refugees.

3. & 4.

Empirical research about

Students to understand what

http://www.equity.qut.edu.au/is

refugees and asylum seekers

an asylum seeker/refugee is

sues/refugees/

and why people need to seek asylum

http://www.unhcr.org/home.ht ml www.refugeecouncil.org.au/ar p/faqs.html

Further research can occur in own time if

http://www.racismnoway.com.a

student wishes

u/classroom/factsheets/index_ bytheme.html#Migrationandref ugees http://news.bbc.co.uk/hi/englis h/static/in_depth/world/2001/ro ad_to_refuge/

5.

Read ‘Boy Overboard’*

To provoke thought about

Boy Overboard by Morris

Chapters 5 – 9 (pp 23-47)

previous research, including

Gleitzman

Have class discussion about

why people flee their homes.

what’s happening in the book.

6. & 7.

Further empirical research

Students to gain an

http://www.refugees.org/article

about asylum seekers and

understanding of why people

.aspx?id=2114&subm=19&ss

refugees in Australia and

need to seek asylum and

around the world.

what happens to asylum 7

m=29&area=About%20Refuge es http://www.refugees.org/article

seekers when they arrive in a

.aspx?id=2182

new country

http://www.globaleducation. edna.edu.au/globaled/go/pid

Further research can occur in own time if

/1681

student wishes

http://www.immi.gov.au/manag ing-australiasborders/detention/_pdf/immigr ation-detention-statistics20081017.pdf http://www.detentionwatchnet work.org/ http://www.survivalcomparisons.org.au/ http://www.unhcr.org/home. html

8. & 9.

Read ‘Boy Overboard’*

To cement students

Boy Overboard by Morris

Chapters 16-21 (pp 83-110)

understanding of what

Gleitzman

Have a class discussion about

happens when someone

what is happening in the book

needs to flee their country. Student have the opportunity to refer to their prior knowledge and predict what

10.

Introduction to terms relating to

may happen during the story. Provide students with the

Activity Sheet (Appendix

international law and refugees

opportunity to learn the terms

4)

and words used in international law before completing empirical study into the 1951 Convention and the 1967 Protocol, Universal Declaration of Human Rights 11. –

Empirical research about

and the Rights of the Child. Students to understand the

13.

human rights and how these

basic human rights that

rights can be violated.

everyone is entitled to, including asylum seekers and refugees.

http://www.ohchr.org/EN/Issue s/Pages/WhatareHumanRight s.aspx http://www.humanrights.gov.au /human_rights/immigration/asy lum_seekers.html

Further research can occur in own time if

http://www.unhchr.ch/html/men

student wishes

u3/b/25.htm http://www.humanrights.gov.au

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/info_for_students/index.html http://www.unicef.org.uk/youth voice/pdfs/uncrc.pdf http://www.un.org/cyberschool bus/humanrights/resources/pla in.asp

Ethical Inquiry: Equal

To put into perspective how

Discussion Plan: Equal

Treatment

easily people’s rights can be

Treatment

violated 14. 15.

16. &

Work on final assignment Read Boy Overboard

Students to read about an

Boy Overboard by Morris

Chapters 22- 27 (pp. 111- 132)

environment that rights are

Gleitzman

Class discussion about what is

being violated and identify

happening in the book Ethical Inquiry about rights

this Students to participate in an

Discussion Plans

ethical discussion about

Who has human rights?

human rights, cementing who

Duties and Rights

17.

has these rights and what is and isn’t acceptable when it 18.

Read Boy Overboard

comes to violating rights Students to participate further

Boy Overboard by Morris

Chapters 35, 40-42 (pp 156-

in an ethical discussion about

Gleitzman

160 & 173-189)

violating human rights

Discussion Plan; Should a violation of

Ethical Inquiry: Should a

human rights be allowed?

violation of human rights be 19.

allowed? Ethical Inquiry: What can we

Students to participate in an

Discussion Plan: What

do about the rights of asylum

ethical discussion about

can we do about the

seekers and refugees?

changing our behaviour to

rights of asylum seekers

ensure people who need to

and refugees?

seek asylum are supported by the Universal Declaration of Human Rights 20. 21.

Complete final assignment Watch everyone’s photo story’s

To collate the research that

Complete an overview of the

has occurred and see how

findings the class has

asylum seekers and refugees

expressed during this

are treated differently in 9

22.

assessment. Evaluation lesson

different countries Determine students ability to

Return to guiding questions

answer the guiding questions,

and complete an overview of

showing that the research

the findings the class has

and the process the class

made during the unit of work.

undertook was effective.

* Boy Overboard will be read at other times outside of what is detailed, however for the purposes of discussion about asylum seekers, these chapters have been used in this unit of work.

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Lesson 1 Read picture book, ‘A true person’ by Gabiann Marin. This book tells the story of a mother and daughter who escape their war torn country and are looking for safety in Australia. They find themselves in a detention centre where the daughter struggles to understand the reason for their punishment. After reading the book, separate the students into small groups and have them discuss whether they think the book could be true, why/why not? Have each group share with the class their belief of whether the book is true or untrue and their reasons for this. Record all groups thoughts on the whiteboard. If students have not been introduced to the concept of asylum seekers in detention centres it will be necessary to advise them that the book could be true and people who arrive in Australia ‘illegally’ to seek asylum are held in detention. Discuss with the students the nationality of the most recent asylum seekers, ensure you cover people from Afghanistan, Iraq, Iran and Africa (in particular Sudan, Ethiopia, Somalia, Sierra Leone).

Lesson 2 Class Discussion based on the question, is it fair to keep people in detention centres? Why/why not? Ask the students to answer this question as yes, no or don’t know and their reasons for their answer. Draw a table on the whiteboard that looks similar to the following; Yes -

No -

-

-

Don’t know -

Have students share their answers and reasons and record them in this table. Once all students have completed their answers in the table, group common answers. Students should assist in grouping and share with the class in more detail their reasons. Reasons for keeping people in detention centres may vary greatly because the question does not ask about asylum seekers in particular.

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Lessons 3 & 4 Students to complete empirical research about refugees and asylum seekers, in particular what an asylum seeker and a refugee are and why people need to seek asylum. Students can find their own information using search engines on the internet or they can use the following links; http://www.equity.qut.edu.au/issues/refugees/ http://www.unhcr.org/home.html www.refugeecouncil.org.au/arp/faqs.html http://www.racismnoway.com.au/classroom/factsheets/index_bytheme.html#Migrationandrefugees http://news.bbc.co.uk/hi/english/static/in_depth/world/2001/road_to_refuge/ Introduce students to their assessment item, a photo story about refugees. See appendix 1 for assessment rubric Conclude the lesson by having a short discussion to ensure students understand what an asylum seeker and a refugee are and why people seek asylum.

Lesson 5 Read chapters 5 – 9 (pp 23-47) from Boy Overboard by Morris Gleitzman.* This novel tells the story of a brother and sister who along with their parents flee Afghanistan for the safe haven of Australia. Jamal, narrates the story, speaking of his disgust towards the government in their home land, and then of their sometimes dangerous journey to Australia, onboard an old aeroplane and a refugee boat. After reading these chapters to the class have a discussion based on the following questions; What do you think is happening in Jamal & Bibi’s village? Why did they need to leave when the government found out about the school? Do you know if there are other reasons why asylum seekers need to leave their homes? If you had to leave your home quickly what would you pack? Do you think all asylum seekers get to pack their belongings? How would you feel if this happened to you?

Lessons 6 & 7 Students should complete their empirical research about asylum seekers and refugees in Australia and around the world; why these people are seeking asylum and what happens when they arrive in a new country. As a class look at the following website, explain to the students that the website details all the countries who have accepted refugees and where the refugees came from. http://www.refugees.org/article.aspx?id=2114&subm=19&ssm=29&area=About%20Refugees

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Separate the students into groups of 3 (with a group of 2 if need be). After looking at the above website determine a list of countries people flee from and where they go, record on whiteboard. Allocate student groups to the list on the board. The list on the board should have the following on it, but is not limited to; Sudan – Australia Sudan - Ethiopia China – USA China – Canada Iraq – Syria Afghanistan - Australia Somalia – Syria Somalia – Ethiopia Palestine – Lebanon Palestine – Syria Somalia – South Africa Ethiopia – South Africa Students can complete their own research by using the search engines on the internet, or they can use the following links; http://www.refugees.org/article.aspx?id=2182 http://www.globaleducation.edna.edu.au/globaled/go/pid/1681 http://www.immi.gov.au/managing-australias-borders/detention/_pdf/immigration-detention-statistics20081017.pdf http://www.detentionwatchnetwork.org/ http://www.survival-comparisons.org.au/ http://www.unhcr.org/home.html Students should determine that people seek asylum because of crisis, war or conflict. They should also determine that when asylum seekers arrive in a new city or country, they are sometimes subjected to mandatory detention in detention centres and jails, other times they must stay in camps with limited resources. This lesson will see the students determining the harm that is caused to the refugees and asylum seekers by putting them in these circumstances. Ensure students use this time to begin collecting information for their assessment, including collecting photographs and pictures for their photo story.

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Lesson 8 & 9 Read chapters 16 & 17 (pp 83-92) from Boy Overboard by Morris Gleitzman. After reading these chapters have a class discussion based on the following questions; Where are Jamal and his family? What must it be like? What is Jamal’s father doing? Will they make it to Australia? Who is going? Read chapters 18-21 (pp 93-110) from Boy Overboard by Morris Gleitzman. After reading these chapters continue the class discussion based on the following questions; Do you think this really happens? Why/why not? Do people who are desperate pay people to get them to a safe place? Why/why not?

Lesson 10 This lesson has been adapted from the Oxfam Refugee Realities Education Kit Students will be introduced to terms relating to international law and refugees so when they complete their empirical study they are familiar with the terms. Cut out the terms and definitions (Appendix 4) in advance and provide groups of three with the set. Have the students match the terms with the definitions. Once all groups have completed this, provide them with an answer sheet (Appendix 4) and have them check their answers. Conclude the lesson with a discussion about terms that students still don’t understand or want further clarification on, it may be necessary for the class to complete some empirical research together to gain this clarification. Reinforce definitions like refugees, asylum seekers, internally displaced person and returnees.

Lessons 11 - 13 Students to complete empirical research about human rights. Students to use the following websites to find the Declaration of Human Rights and the Rights of the Child. http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx http://www.humanrights.gov.au/human_rights/immigration/asylum_seekers.html http://www.unhchr.ch/html/menu3/b/25.htm http://www.humanrights.gov.au/info_for_students/index.html

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Provide students with time to read through these rights and begin to understand them, these child friendly versions will assist them. http://www.unicef.org.uk/youthvoice/pdfs/uncrc.pdf http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp Discussion Plan: Equal Treatment (original resource) Is there a right under the Declaration of Human Rights about treating everyone equally? What does this mean? Does it mean that people shouldn’t be discriminated against? Against what? Race? Religion? Nationality? Gender? Should people who have different colour skin be treated the same? Why/why not? Should people from different countries be treated the same? Why/why not? Should a monk and a catholic be treated the same? Why/why not? Should a man and a woman be treated the same? Why/why not? What happens when someone is discriminated against? In advance cut out each of the rights detailed in the child friendly versions of the Declaration of Human Rights (Appendix 5). Provide each child with one right, give them some time to think about what that right means and a situation where that right could be violated, in particular how it could be violated for a asylum seeker/refugee. For example, number 15. You have the right to belong to a country and nobody can prevent you, without a good reason, from belonging to a country if you wish. This could be violated when someone seeks asylum within a country that is a signatory of the 1951 Convention and the 1967 Protocol, but is not allowed to stay.

Lesson 14 Students to spend this time working on their photo story, they should already have collected their photographs and pictures. This lesson would be an ideal time for the students to begin to draft their voice over, including the rights these asylum seekers and refugees have and how they may possibly be violated.

Lesson 15 Read chapters 22- 27 (pp. 111- 132) of Boy Overboard by Morris Gleitzman. After reading these chapters to the class have a discussion about the boat trip. Ask the following questions; What happens to the asylum seekers? 15

How are the asylum seekers treated? Is this fair or unfair? Who has rights and who doesn’t? What are the rights of children?

Lessons 16 & 17 Complete an ethical inquiry about everyone’s rights by following these discussion plans. Discussion Plan: Who has human rights? (original resource) What are the basic human rights? Who has these human rights? Why/why not? Do you have these human rights? Why/why not? Do other children your age have these rights? Why/why not? Do/did you parents have these rights? Why/why not? Do/did your grandparents have these rights? Why/why not? Do your pets have these rights? Why/why not? What rights do your pets have? Why/why not? Do all pets have these rights? Why/why not? Does the old Italian couple who live across the road have these rights? Why/why not? Does a newborn baby have these rights? Why/why not? What about a newborn baby living in a detention centre? Why/why not? What about children your age in detention centres? Why/why not? What about their parents? Why/why not? What if they arrived on an aeroplane as opposed to a boat? Why/why not? Who has human rights? Discussion Plan: Duties and Rights (adapted from Matthew Lipman’s discussion plan: Duties and Rights. Those questions in italics are original questions) Did you ask to be born? Do you know anyone who did? Do your parents owe you food and clothing and shelter? Do you have a right to share in your family’s meals? Would your parents have the right to eat all the food and leave none for you? What if your family had very little money, would you still have the right to food? Do you have the right to shelter? What if your family was homeless, do you still have the right to shelter? 16

Do you have a duty to be grateful for your parents for providing you with food and shelter? Do they have a duty to you to be grateful for anything? Do people sometimes do things for you, even though they don’t really want to, but they think it’s their duty? Do you sometimes do things for other people just because you think it’s your duty? Do children have a right to be protected against kidnapping? Do children have a right to be protected against starvation? Malnourishment? Do children have a right to an education? What about children who have fled their homes, do they still have a right to an education in their new country? Do you think children have the right to privacy? Do you think children have the right to form their own opinions about their favourite baseball teams? About their favourite books? About their favourite countries? About their favourite religions? Do you think children have a right to their own friends? Do you think children have the right to ride bicycles? What about to own bicycles? Do you think children have the right to decide for themselves what their rights are?

Lesson 18 Read chapters 35, 40-42 (pp 156-160 & 173-189) of Boy Overboard by Morris Gleitzman. After reading these chapters, complete an ethical inquiry based on the following discussion plan. Discussion Plan: Should a violation of human rights be allowed? (original resource) What are the basic human rights? Does anyone have the right to persecute or harm you? Can people choose their nationality? Do you know anyone who has? Can people choose their race? Do others have the right to harm someone because of their nationality or race? No one gets to choose their nationality or race, so why can/can’t that person be harmed? Can people choose their religion? Do others have the right to harm someone because of their religion? What if someone did choose their religion, later in life, does someone have the right to harm them because of the religion they chose? Can people choose their gender? Do others have the right to harm someone because of their gender? What if someone chose to change gender, would someone have the right to harm them because they chose which gender to be? 17

Is it fair that someone can persecute or harm another person because of their nationality, race, religion or gender? Why/ why not? Do asylum seekers have to flee or do they have a choice? If asylum seekers flee their country, should they be allowed to live in another country? Why/why not? What rights does the asylum seeker have in this new country? Should their rights be the same no matter where they are? Should their rights be the same no matter how they arrived? What about if they haven’t got the right ‘papers’, should they still have the same rights? Is it okay that those people who arrive without ‘papers’ have to live in a detention centre until the Department of Immigration decides if they are eligible for refugee status? Is it okay for children to be held in detention centres? Is there a “Right of the Child” that says that children can’t be imprisoned? What about a right under the Declaration of Human Rights? Do refugee camps and detention centres offer the basic human needs of life, safety, food and shelter? If they do offer these, why do people say these places violate the Declaration of Human Rights?

Lesson 19 Discussion Plan: What can we do about the rights of asylum seekers and refugees? (resource has been adapted from Cassandra Burgess Discussion Plan: What should we do about child labour?) In Australia are asylum seekers and refugees rights violated? (refer to the research students have completed through their empirical study) Does anyone think they have contributed to asylum seekers or refugees rights being violated? Have you ever spoken negatively about a person that you think may be an asylum seeker or refugee? Have you ever called someone who isn’t the same race as you a name, because of their race? What bout someone who isn’t the same nationality as you? If an adult votes for a political party that supports keeping asylum seekers in detention centres does that mean they advocate a violation of rights? Why/ why not? Is it our responsibility to ensure the rights of asylum seekers and refugees aren’t violated? Why/why not? If we could do something so asylum seekers and refugee rights weren’t violated, should we? What can we do about the rights of asylum seekers and refugees? -use our heads to complete research into organisations that help those in need and to find ways to educate ourselves on issues about human rights 18

-use our hands to write to members of parliament and to newspapers when we know rights are being violated -use our voice to call talkback radio stations, members of parliament and newspapers to discuss issues -use our feet to participate in marches and demonstrations about fighting for Human Rights -use the virtual world to participate in online forums and write blogs -use our hip pockets to donate money to organisations that assist those who are seeking asylum and those who need their rights met -use our imagination to find other ways to ensure peoples rights are met. (The above ‘use our…’ have been adapted from the Oxfam Refugee Realities Education Kit) -share our findings with family, friends and peers -ask our parents to vote for a party that supports human rights -be involved with organisations like, International Rescue Committee (IRC), the Refugee Council, United Nations, Amnesty International and Human Rights Watch -treating others as we would like to be treated What would need to happen for asylum seekers and refugees to be treated the same as other Australian’s?

Lesson 20 Students should take this opportunity to complete their assessment. Refer appendix 1 for assessment rubric which details what students should include in their assessment.

Lesson 21 Watch everyone’s photo story’s and complete an overview of the findings the class has expressed during this assessment. Record each groups findings on the board under the headings; Where did the asylum seeker/refugee come from? Why did the asylum seeker/refugee have to flee? Where did the asylum seeker/refugee go? Where did the asylum seeker/refugee have to stay? What are the rights of asylum seekers/refugees? How were their rights violated? What can we do about upholding asylum seekers/refugees rights? After all photo story’s have been watched and all finding recorded, discuss the similarities and differences of being an asylum seeker or refugee in different countries. 19

Lesson 22 Complete and evaluation of the unit of work. Return to the guiding questions and complete an overview of the findings the class has made during the entire unit of work. Ensure the students are able to answer both guiding questions. ETHIC Have the class vote on the photo story’s that are most effective in representing what human rights are and how they are violated (in regard to asylum seekers and refugees), then show these photo story’s at the next school assembly to raise their awareness of the rights of asylum seekers and refugees.

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References Burgess, C 2006, ‘Child labour around the world’, The Social Educator, vol. 24, no. 1, pp. 13-24. Gleitzman, M 2002, Boy Overboard, Puffin Books, Camberwell, Vic. Lipman, M & Sharp, A 1985, Ethical inquiry: Instruction manual to accompany ‘Lisa’, University Press of America, Upper Montclair, New Jersey. Marin, G 2007, A true person, New Frontier Publishing, Frenchs Forest, NSW.

Websites http://news.bbc.co.uk/ www.detentionwatchnetwork.org/ www.equity.qut.edu.au/ www.globaleducation.edna.edu.au/ www.humanrights.gov.au/ www.immi.gov.au/ www.ohchr.org/ www.oxfam.org.au/ www.racismnoway.com.au/ www.refugees.org/ www.refugeecouncil.org.au/ www.survival-comparisons.org.au/ www.un.org/ www.unhchr.ch/ www.unhcr.org/home.html www.unicef.org.uk/

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Appendix 1 Assessment rubric – Photo Story about asylum seekers and refugees Name: John Smith Excellent

Good

Satisfactory

Is no longer than five minutes Uses photographs and pictures that truly represent asylum seekers and refugees Voice over is clear and audible Describes the place of origin of the asylum seeker/refugees Describes why these people needed to flee their homes and countries Describes which country these refugees went to Describes what their accommodation was like Describes their rights under the Declaration of Human Rights Describes how these rights have been violated Describes what we can do to ensure asylum seekers/refugees rights are upheld

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Not satisfactory

Appendix 2 Philosophy Individual Report form Name of Student:

Class:

Skills and Behaviour

Date: Comments: Yes/No

Skills of Inquiry Can discuss issues with objectivity Asks relevant questions Shows sensitivity to context in discussion Understands the need for supporting opinion with reasons Demonstrates ability to find relevant examples Shows openness to new ideas Skills of Logical Reasoning Can detect underlying assumptions Can distinguish between definitions and examples Displays consistency when developing a point of view Skills of dialogue Can build upon another’s ideas Discusses issues with objectivity Able to take another’s ideas seriously Accepts correction by peers willingly Behaviour Shows respect for members of the community of inquiry Works well in small groups Works well independently Is cooperative, sensible and courteous member of the class

Reproduced from The Hutchins School Philosophical and Ethical Inquiry Program

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Appendix 3 Philosophy Class Report form Name of Reporter: Class List

Class:

Date:

Listens

Asks

Contributes

Shows

Backs up

Offers

Changes

consistently

questions

thoughts

respect for

opinions

examples

opinion when

confidently

others’

with

and/or counter good reasons

opinions

reasons

examples

Reproduced from The Hutchins School Philosophical and Ethical Inquiry Program

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are given

Appendix 4 Refugee Law

Is the branch of international law which deals with the rights of protection

Human Rights Law Universal Declaration of

of refugees. A body of laws that set out the fundamental human rights. A declaration of human rights drafted by member nations of the United

Human Rights The Convention of the

Nations in 1948 following World War II. A convention entered into force in 1990 aiming to specifically protect the

Rights of a Child Humanitarian Law

rights of children. Also known as the “Law of Armed Conflict”. This type of law places limits on how war is conducted for humanitarian reasons. The main international agreements underpinning this lawa re the Geneva

A Convention

Conventions. An agreement between countries often about a specific issue, ie

A Protocol A Humanitarian Actor

Refugees An add-on section of a convention or other international agreement. A person, organisation or act that helps to improve or save other people’s

An Internally Displaced

lives eg Oxfam is a humanitarian organisation. Someone who has been displaced by war, conflict or persecution but is

Person A Refugee

still in the country of origin A person who is outside his/her country of origin; has a well founded fear of persecution because of his/her race, religion, nationality, membership in a particular social group or political opinion; and is unable or unwilling to avail himself/herself of the protection of that country, or to return there,

An Asylum Seeker

for fear of persecution. Someone who has applied for refugee status but whose decision is pending, or who is otherwise registered with the UNHCR as an asylum

A Returnee

seeker. Refugees or internally displaced people who have been returned to their

The United Nations High

place of origin during the calendar year. Has a mandate to ensure the protection of refugees which includes

Commissioner for

provision of services and aid to refugees.

Refugees Conflict

Disagreement between groups which can turn into fights, battles,

Advocacy

struggles and war. To speak up in support of a particular cause in order to influence power

Durable Solutions

holders to change a policy or practice. The three known permanent solutions for refugees and internally displaced people are; 1. Repatriation or return to their home country 2. Local integration into the country or community that they have fled

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to Civilians A Visa War Crimes

3. Permanent resettlement in a third country Any person who does not take an active part in warfare. A stamp or document allowing a person to enter and stay in a country. Crimes committed during a war in violation of international conventions

Combatant Non-combatant

intended to protect civilian populations and prisoners of war. People who are soldiers or fighters and actively engaged in warfare. People who are not soldiers or fighter and are not actively engaged in

Resettlement

warfare. The movement of a person/people to a new settlement, often a new

Persecution

country. Causing continuous harassment and suffering to a person or a group of people often because of race, religion, gender, sexuality or political

Genocide

beliefs. Deliberate extermination of a group of people because of their race,

Repatriation Integration Warehousing

political views, sexuality, culture, etc. To return to your home or country of origin. To become part of a country or community. When no durable solution is able to be found for refugees and they are obligated to remain in refugee camps indefinitely and are not allowed to integrate into the country or community.

This worksheet has been adapted from the Oxfam Refugee Realities Education Kit

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Appendix 5 1 When children are born, they are free and each should be treated in the same way. They have reason and conscience and should act towards one another in a friendly manner. 2

Everyone can claim the following rights, despite - a different sex - a different skin colour - speaking a different language - thinking different things - believing in another religion - owning more or less - being born in another social group - coming from another country It also makes no difference whether the country you live in is independent or not.

3

You have the right to live, and to live in freedom and safety.

4

Nobody has the right to treat you as his her slave and you should not make anyone your slave.

5

Nobody has the right to torture you.

6

You should be legally protected in the same way everywhere, and like everyone else.

7

The law is the same for everyone; it should be applied in the same way to all.

8

You should be able to ask for legal help when the rights your country grants you are not respected.

9

Nobody has the right to put you in prison, to keep you there, or to send you away from your country unjustly, or without good reason.

10

If you go on trial this should be done in public. The people who try you should not let themselves be influenced by others.

11

You should be considered innocent until it can be proved that you are guilty. If you are accused of a crime, you should always have the right to defend yourself. Nobody has the right to condemn you and punish you for something you have not done.

12

You have the right to ask to be protected if someone tries to harm your good name, enter your house, open your letters, or bother you or your family without a good reason.

13

You have the right to come and go as you wish within your country. You have the right to leave your country to go to another one; and you should be able to return to your country if you want.

14

If someone hurts you, you have the right to go to another country and ask it to protect you. You lose this right if you have killed someone and if you, yourself, do not respect what is written here.

15

You have the right to belong to a country and nobody can prevent you, without a good reason, 27

from belonging country if you wish. 16

As soon as person is legally entitled, he or she has the right to marry and have a family. In doing this, neither the colour of your skin, the country you come from nor your region should be impediments. Men and women have the same rights when they are married and also when they are separated. Nobody should force a person to marry. The government of your country should protect your family and its members.

17

You have the right to own things and nobody has the right to take these from you without a good reason.

18

You have the right to profess your religion freely, to change it, and to practise it either on your own or with other people.

19

You have the right to think what you want, to say what you like, and nobody should forbid you from doing so. You should be able to share your ideas also—with people from any other country.

20

You have the right to organize peaceful meetings or to take part in meetings in a peaceful way. It is wrong to force someone to belong to a group.

21

You have the right to take part in your country's political affairs either by belonging to the government yourself or by choosing politicians who have the same ideas as you. Governments should be voted for regularly and voting should be secret. You should get a vote and all votes should be equal. You also have the same right to join the public service as anyone else.

22

The society in which you live should help you to develop and to make the most of all the advantages (culture, work, social welfare) which are offered to you and to you and to all the men and women in your country.

23

You have the right to work, to be free to choose your work, to get a salary which allows you to support your family. If a man and a woman do the same work, they should get the same pay. All people who work have the right to join together to defend their interests.

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Each work day should not be too long, since everyone has the right to rest and should be able to take regular paid holidays.

25

You have the right to have whatever you need so that you and your family: do not fall ill; go hungry; have clothes and a house; and are helped if you are out of work, if you are ill, if you are old, if your wife or husband is dead, or if you do not earn a living for any other reason you cannot help. The mother who is going is going to have a baby, and her baby should get special help. All children have the same rights, whether or not the mother is married.

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You have the right to go to school and everyone should go to school. Primary schooling should be free. You should be able to learn a profession or continue your studies as far as wish. At school, you should be able to develop all your talents and you should be taught to get on with 28

others, whatever their race, religion or the country they come from. Your parents have the right to choose how and what you will be taught at school. 27

You have the right to share in your community's arts and sciences, and any good they do. Your works as an artist, writer, or a scientist should be protected, and you should be able to benefit from them.

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So that your rights will be respected, there must be an 'order' which can protect them. This ‘order’ should be local and worldwide.

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You have duties towards the community within which your personality can only fully develop. The law should guarantee human rights. It should allow everyone to respect others and to be respected.

30

In all parts of the world, no society, no human being, should take it upon her or himself to act in such a way as to destroy the rights which your have just been reading about.

These definitions have been taken from this website http://www.un.org/cyberschoolbus/humanrights/resources/plain.asp

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