List All Resources

How to use this website

Three groups of voices are included on this website: students from Arabic-speaking backgrounds; parents of students from Arabic-speaking backgrounds; and the teachers of students from Arabic-speaking backgrounds. These extracts come from extended interviews conducted between 2003 and 2005. The groups are, within themselves, culturally diverse – the backgrounds of students and parents interviewed are rich and sometimes complex. Students and parents come from a variety of national, ethnic and religious groups, many are Iraqi Muslim and many Christian of Assyrian ethnicity, while some families are of Chaldean descent and others are Australian-born Lebanese. Consequently, the excerpts reflect a range of perspectives. They represent an attempt to gain insight into the challenges and advantages of culturally diverse environments. While the term 'Arabic-speaking background' is adopted throughout, it should be noted that some students from Middle-Eastern backgrounds have home languages other than, or alongside Arabic; for example, Assyrian or Kurdish language. While this website draws primarily from interviews with Victorian students and teachers at levels 9 and 10, the questions, issues and challenges that arise are relevant to all teachers working in culturally diverse settings. Teachers can explore a range of resources, including lesson plans and ideas, information about relevant curriculum, policy and theoretical perspectives. We hope that you find this website thought-provoking and useful.

Click on a heading in the right-hand menu to learn more about the features of this website.

Download and print out a brief guide to this website: TSM_Brief_Guide_180506.pdf (pdf file, 95kb).

Click here to learn more about this research project.

Click here to start exploring this resource.

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English, Civics and Citizenship, and Humanities Resources

There are numerous texts with teenage protagonists from Arabic-speaking backgrounds, with themes centred around identity, racism, dislocation and human rights issues. Many of these texts feature heroines who exhibit independence and equality, often at odds with existing cultural norms. Librarian Judy Blyton from the Languages and Multicultural Education Resources Centre (LMERC) has written a summary of texts involving themes of cultural diversity and identity. This summary, and the texts themselves are available from LMERC at http://www.sofweb.vic.edu.au/lem/lmerc/about.htm

Examples include:

  • Hawke, Rosanne (2004) Soraya the storyteller. Lothian Books. Soraya, an Afghani refugee, must adjust to life in her new home Australia.
  • Jamal, Nadia and Taghreb Chandab (2005) The Glory Garage: growing up Lebanese Muslim in Australia, Allen & Unwin. This is a collection of true stories in which Australian teenage girls reflect on their lives and issues which concern them.
  • Al-Windawi, Thura (2004) Thura’s Diary. Penguin. The diary of an Iraqi teenager during the bombing of Baghdad.
  • Tolbert, Steve (2005) Dreaming Australia. Ginninderra Press. Soraya is forced to flee Afghanistan alone. After travelling through Pakistan and Indonesia she eventually arrives in Australia only to be locked up in Woomera as an illegal immigrant.
  • Ellis, Deborah (2000) Parvana. Allen & Unwin. Parvana details a young girl’s fight to survive in Afghanistan under the Taliban.

Teacher notes are often available from publisher’s websites. For an example, see the teacher’s notes for The Glory Garage at http://www.allenandunwin.com/Teaching/glorygarage.tns.pdf

Use the Racism. No Way site to source a variety of lesson plans.   Go the the site using this link http://www.racismnoway.com.au and then use the lesson plan number to search to go directly to a printable lesson plan:

  • Satellite Self (English and Humanities).  Students identify important aspects of their identities and consider associated stereotyping.  Students examine some stereotype cliches and explore their origins.  Search using 20030928.
  • Icons (LOTE, Humanities and Arts).  Students explore different cultural influences and their contribution to Australian identity. Search using 20001011.
  • V-R-A-N-T-S-I-S and Me (Enlgish, Health and Physical Education, and Arts).  This lesson engages with the importance of a person's name for their self-esteem.  Students discuss themes and issues of culture, identity and self-esteem and construct responses to them.  Search using 20000930. 

Muriel’s Wedding is an example of a film which can be used to explore issues of identity and belonging. It could be used in both English and ESL (English as a Second Language) classes to also examine peer group pressure, family relationships, and Australian culture and morality. Looking for Alibrandi, both the film and text, could also be used to explore similar themes, this time from the perspective of a girl with an Italian background. Study notes by ATOM (Australian Teachers of Media) for the film are available through Metro Magazine http://www.metromagazine.com.au/metro/default.asp

Florida Geographic Alliance   has a collection of lesson plans that explore physical and cultural environments from a spatial perspective.   This link will take you to a lesson plan 'The World in the Classroom' focused on the geographic theme of movement.   Students explore their ethnic and cultural backgrounds and resources by interviewing one another: http://fga.freac.fsu.edu/misc/world.htm

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Resources on Critical Race Theory

Critical Race Theory Resource Guide:

http://www.pages.drexel.edu/~jp49/

Critical Race Theory and Whiteness Studies:

http://www.unm.edu/%7Eexa10/Critical%20Race%20Theory%20links.htm

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Interpersonal Development Resources, Humanities and English Resources

Create connections through Student to Student Workshops, debates and informal conversations. In Culture Club (Moreland City College), for example, students talk about identity, expectations, cultural diversity –this comes with brief teachers’ notes.

Available for purchase from Video Education Australasia: www.vea.com.au

The Racism. No Way site - http://www.racismnoway.com.au  has a wide of lesson plans, with resources:

  • An English activity A Mixed Bag of Apples that focuses on students recognising that individuals and groups have both common and differing attributes, and that each individual may be a member of many different groups.  Go to the site then search using 20040914 for the lesson plan.
  • A further activity from the same site, World Geography and the Rainbow Alliance,  includes stories, poems, articles and teacher notes in a lesson focused on examining the issue of belonging.  For the direct link to this lesson plan search using 20040624.
  • English and Humanities teachers can use the lesson Aussie Legends where students are assisted to appreciate the contribution of members of various communities in Australia, their own role in their community and Australia generally, and their support of particular causes.  Get to this lesson plan by searching using 20010928.

 

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English, Humanities and The Arts Resources

The Racism. No Way site offers a range of lesson ideas, including handouts:

  • This ESL lesson called Journeys from Afar allows students to explore the significance of their own and others' life journeys.  Use this link to reach the site  http://www.racismnoway.com.au/  then search using 20041029 to gain the direct link to the lesson plan.
  • Another lesson Our Paths to Australia allows students to identify their feelings about coming to a new country.  Again, use this link to reach the site, then search using 20040915 to gain the direct link to the lesson plan.
  • Dual Existance is an English lesson in which students read a short story by Sonia Mycak and consider the emotional and social implications of not being able to speak English in Australia.  Search using 20011129.
  • English, Mathematics, Humanities and Technology teachers can draw on the lesson Swamped by Refugees in which students gather information from fact sheets and the internet to gain an understanding of issues relating to refugees. Worksheets and fact sheets are included.  Get access to the lesson plan by search using 20001012.

 

By the Light of the Moon (Refugee stories of students at Broadmeadows Secondary College)

TEACHER: It began with kids telling their stories because they wanted people to know that you can’t leave your past, you’ve got to be proud of your past even when you’re in the present and the future.

Available for purchase from Broadmeadows Secondary College http://www.broadmesc.vic.edu.au

Watch a video of this snapshot

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Cross Disciplinary Resources

Many non-government agencies provide excellent resources for teaching students about refugee and asylum seeker issues. Materials cover topics such as human rights, racism, debt, poverty, persecution, war, starvation, famine, AIDS, women’s rights and immigration. There are also many refugee stories, from both adults and children, and descriptions and visuals of daily life in refugee camps.

* The Victorian Foundation for Survivors of Torture Inc.
Taking Action - Human Rights and Refugee Issues Teaching Resource (2005) – 11 lesson unit for Years 5-9
http://www.survivorsvic.org.au

* World Vision teacher resources has many lesson plans and activities for all secondary levels on issues such as refugees, landmines, famine, and war. For example, see the Afghanistan slideshow at http://www.worldvision.com.au/resources/teachers/

* Global Education has a resource section on refugees in which students can “live” in a refugee camp
http://www.globaleducation.edna.edu.au

* Doctors Without Borders (MSF) education resources covers themes of refugee issues and includes an on-line exhibition and activities
http://www.msf.org.au/education/activities/index.html

* The Refugee Council UK has accessible classroom resources for teaching understanding and tolerance to 11-18 year olds. It includes a teaching kit http://www.refugeecouncil.org.uk

* Amnesty International UK has human rights education activities e.g. The Great Escape, Border Control and Time to Flee which can be used to help students empathise with the plight of refugees
http://www.amnesty.org.uk


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Professional Development Resources

Information for teachers and schools about teaching refugees:

The Victorian Foundation for Survivors of Torture Inc.
http://www.foundationhouse.org.au/publications_work.php

  • School’s In for Refugees: Whole-School Guide to Refugee Readiness (2004)
  • Education & Refugee Students from Southern Sudan (2005)

CMYI (Centre for Multicultural Youth Issues) publications include:

  • Resource Gateway: A Guide to Working with Young People Who are Refugees (1996 & 2000)
  • Beattie, A. & Ward, S., The Horn of Africa: Background information for workers with young people, CMYI (1997)
  • Navigating their journey: A guide for workers with Sudanese young people (1999) http://www.cmyi.net.au/ResourcesfortheSector

http://www.cmyi.net.au/EducationTrainingandEmployment

The state government organisations LMERC and Multicultural Education regularly run professional development workshops and learning activities relating to cultural diversity in education. For Multicultural Education 2006 PD see http://www.sofweb.vic.edu.au/lem/multi/mprof.htm and for LMERC PD check their current newsletter at http://www.sofweb.vic.edu.au/lem/lmerc/newsletter.htm

The LMERC site includes the printable file “Dos and Don’ts when teaching about cultural differences” http://www.sofweb.vic.edu.au/lem/multi/musa.htm#teacher and links to sources which describe how to teach children about war and terrorism.

The LMERC site also includes a comprehensive library of resourses. Some useful texts include:

  • Parker-Jenkins, M., Children of Islam: a teacher’s guide to meeting the needs of Muslim pupils, Trentham Books, London, 1995. 371.8282971 PAR
  • Cope, B., Managing cultural diversity across the whole school: a professional development module in support of the Victorian Department of Education’s 1997 multicultural education policy, Centre for Worplace Communication and Culture, Sydney, 1998. 370.117 COP
  • Save the Children Fund, Home from home: a guidance and resource pack for the welcome and inclusion of refugee children and families in school, Saulsbury World, London, 2004 371.826 HOM
  • Not a Matter of Choice: Information about refugees for schools and teachers. Workbook included. Victorian Department of Education & Training, 2002, 371.82691 NOT VIDEO.

http://www.sofweb.vic.edu.au/lem/lmerc/lib_online_cat.htm

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Humanities, Civics and Citizenship, Health and Physical Education

Use the Racism. No Way http://www.racismnoway.com.au site to access a range of resources including the following lesson plans:

  • History teachers can use Significant Events to engage students in identifying events in Australia's history and speculating how they have influenced the development of our culturally diverse nation. Search for this lesson plan using 20021023.
  • Cultural Mapping is a lesson plan for English, Humanities and Heath and Physical Education teachers. Students become more aware of the cultural diversity in Australian society. Students become more familiar with some key terms used in discussing multiculturalism.  Students explore their own cultural backgrounds as a way to develop a deeper understanding of their own cultural identity and in the process build their sense of cultural self-esteem in their classroom, community and the broader society.   Search for the plan using 20020911.
  • Pieces of the World is a lesson plan for English teachers that enables students to consider the journeys that Australians have made and the emotional and practical consequences of those journeys.  Resources include stories and poems and plan can be accessed by searching using 20011015.

The Victorian Foundation for Survivors of Torture Inc run programs for schools, for example: Klassroom Kaleidoscope.

“This ten lesson unit is adapted from the Kaleidoscope Program for the mainstream classroom. Suitable for years 7 – 9, the unit is designed to increase students’ understanding of their own cultural background and the diversity of other cultural backgrounds in their classroom. The activities explore identity issues, promote an understanding of emotions and their influences on health, and help develop trust and belonging through inclusive teaching approaches. Curriculum and assessment links can be made to the Key Learning Area of Health and Physical Education, National Goals for Schooling and Civics and Citizenship.”

http://www.foundationhouse.org.au/schools.php

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Personal Learning Resources

Government and non-government organisations have produced useful materials for educating and engaging parents about the Australian education system. Some of these resources are specifically targeted at refugee and culturally and linguistically diverse (CALD) parents.

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Interpersonal Development and Personal Learning Resources

To open students’ eyes to the opportunities in the TAFE system, teachers could organise guest lecturers from the sector, visits from ex-students, or texts describing successful transition stories. Role models from the same cultural background could be identified. Academic success shouldn’t always be emphasised, but rather success in life and society.

TEACHER: Keep tabs on success stories - kids that have gone on to do TAFE courses, kids that have gone to TAFE to do VCE… Those success stories need to be kept and brought back into the system, to hear from one of their own that they’ve done it this way, they’ve followed this path. “This is my story. I made it!”

TEACHER: It’s a change for them to see someone coming in who speaks their language, someone in authority. They’re able to present very balanced views. I think a lot more of that needs to happen…

TEACHER: It’s also good when the speakers aren’t much older than the students. Role models with similar backgrounds. They can come in and say “this is what you can aspire to if you want to.” “This is what life is all about in Australia”, rather than coming from someone like a teacher.

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Professional Development Resources

The Centre for Multicultural Youth Issues (CMYI) in Melbourne has published a 2nd Edition of the  Guide for newly arrived young people: Understanding the Victorian Education and Training System (2003).   The Guide is available in English and a PDF is available in thirteen other languages including Arabic.  Go to http://www.cmyi.net.au/ResourcesfortheSector and scroll down to Training and Resource Kits.

Teachers seeking information about the education systems of other countries will find booklets produced by the federal government organisation Australian Education International useful. See for example the Subcontinent and Middle East booklets. Updates exist for: Egypt, India, Iraq, Jordan, Lebanon etc. Go to     http://aei.dest.gov.au  and use the tab for Publications and Resources.

LMERC (The Languages and Multicultural Education Resources Centre) is also a good starting place for information about cultures and education systems. They keep country files and a range of texts. The catalogue is at http://www.sofweb.vic.edu.au/lem/lmerc/lib_online_cat.htm

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Interpersonal Resources

In Pastoral Care there are opportunities for classes to discover their similarities and concentrate on what unites them. Such an exercise can lead to the selection and adoption of class and individual values.

TEACHER: For the school magazine each class had to submit a page about themselves. 9B chose to celebrate their cultural diversity and called themselves “9B the multicultural class” in recognition of the fact that the 22 students came from 14 different countries. They put together a page with a photograph of the class in the centre surrounded by student reflections on the class. Flags from the 14 countries were depicted underneath. As part of Pastoral Care the students determined the values the class would follow for the year. They also had to choose an individual value to follow based on the initial letter of their first names. Throughout the year the class would review the class and individual values.

Wilderdom is a site with hundreds of games and group activities for adults and children of all ages. Of particular interest for teachers trying to build group harmony and inclusiveness is its section on multicultural, cross-cultural and intercultural games: http://wilderdom.com/games/

MindMatters is a mental health promotion resource for Australian secondary schools. The booklet Enhancing Resilience 1: Communication, Changes and Challenges looks at developing connections, friendship and belonging, and can be downloaded at:  http://cms.curriculum.edu.au

Visit The Transcultural Mental Health Centre in New South Wales for a wide range of resources, some free, including monographs, reports, wellbeing booklets, video and audio resources: http://www.dhi.gov.au/tmhc/

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Health & Physical Education and Interpersonal Development Resources

MindMatters is a mental health promotion resource for Australian secondary schools which includes kits, booklets, professional development, classroom activities and other links: http://cms.curriculum.edu.au/mindmatters/

Bullying No Way is a site set up by the Australian education community (governments, schools, teachers, students, parents and agencies) to promote safe learning environments free from bullying, violence, harassment and discrimination. It includes links to information about policy, resources and issues: http://www.bullyingnoway.com.au/default.shtml

The Racism. No Way site offers a lesson plan titled Playing the Game for English and Health & Physical Education teachers. This audio visual resource depicts racial conflict taking place during a basketball game at a secondary school. It serves as a resource for other teachers in showing how the teacher deals with the situation. The anticipated lesson outcome is for students to recognise racial conflict at school and explore its roots and consequences. Use this link to reach the site http://www.racismnoway.com.au and then source the printable lesson plan using 20001012 in the search engine.

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Professional Development, Humanities and Interpersonal Development Resources

Languages Multicultural Education Resources Centre (LMERC) has many videos and texts relating to religions and cultures. For example, useful information about Islam:

  • Muslims in Australia, Video Education Australasia, 2001. 305.6971094 MUS video
  • Muslim Communities in Australia, UNSW Press, Sydney, 2001. 305.6971094 MUS text
  • Negus, G., The World from Islam, Harper Collins, Sydney, 2003. 261.2 NEG text
  • Ben Jelloun, T., Islam explained, New York Press, New York, 2002. 297 BEN text

Check LMERC’s catalogue at http://www.sofweb.vic.edu.au/lem/lmerc/lib_online_cat.htm

Many religious and welfare organisations can provide information, guest speakers and workshops. These organisations can also assist with excursions. For example the Australian Intercultural Society, which seeks to promote interfaith dialogue and harmony, has a website which carries information about religions and festival dates. This site also includes an events calendar which has information about matters such as mosque open days: www.intercultural.org.au

There are many organisations which support students from Arabic-speaking backgrounds, for example:

  • Victorian Arabic Social Services: http://www.vass.org.au/index.html
  • Australian Lebanese Welfare Inc: Level 1/ 233 Sydney Rd, Brunswick 3056, ph: 9380 9637; Welfare Services: 11 Munro St, Coburg 3058, ph: (03) 9383 3166.

The Australian Federation of Islamic Councils has information about the Islamic religion and Muslims in Australia. This information is pitched at a level which could be adapted without difficulty for the secondary classroom: http://www.afic.com.au/apislam.htm

Islamic Network Groups (ING), a US based group, seeks to eliminate stereotypes through education. It has compiled tips for teachers covering: how to deal with personal views; information about the backgrounds of Middle Eastern and Muslim students; and how to discuss current Middle Eastern political issues in the classroom:
http://www.ing.org/prevent_hate/pdfs/tips.pdf

Professor Abdullah Saeed of Melbourne University, as part of a federal government project looking at the role of religion in Australia, has written a brief introductory text aimed at the secondary school student: Muslim Australians: their beliefs, practices and institutions (2004). It is available at http://www.amf.net.au.

The British Broadcasting Corporation (BBC) website has brief, clear overviews of many religions, including Islam. It also includes links to related sites both within the BBC and externally. See http://www.bbc.co.uk/religion/religions/

The Islamic Council of Victoria website has information about its services which include social and community activities and Islamic education as well as general information about women and Islam, the history of Muslims in Australia etc. http://www.icv.org.au/index.shtml

The University of Western Sydney’s 39 page publication Working Together with Muslim Clients (2004) focuses on three key areas: cultural diversity awareness theories, Islamic history and teachings and intercultural communication. It is an excellent resource for teachers seeking background information about religion and culture and advice on improving cross-cultural communication, for example, discussions with Muslim parents. Use this link to reach the website, then search for Working Together: http://www.adcet.edu.au

Visit 'Australian MADE' - a not-for-profit organisation concerned with Muslim adolescent development and education. They offer a range of programs that will provide ideas to assist teachers working with Australian Muslim students : http://www.australianmade.org.au/index.htm

The US based website IslamiCity.com is a huge general site on Islam. Among other sections it has an education centre with general information about Islam and Arab culture, history and language: http://www.islamicity.com/education/

The American Public Broadcasting Service (PBS) has produced well-presented, accessible multimedia resources associated with its DVD Islam Empire of Faith. The DVD and resources focus on Islamic arts, faith and culture. Although obviously designed to work with the film, the website houses educational resources which come with suggestions on how activities can be altered for use without the film:http://www.pbs.org/empires/islam/index.html

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English, Technology, Humanities and Interdisciplinary Resources

Racism No Way is a useful site for discussion of the media and racism. This site provides suitable newspaper stories and a student checklist to guide the process of analysing media reports.

“Focus on the media: Articles presented in the media report on current and sometimes controversial events which often do not reflect the breadth of perspectives on a particular issue. This section features articles relevant to contemporary issues of cultural, linguistic and religious diversity, including racism, and encourages students to analyse these articles critically.”

http://www.racismnoway.com.au/classroom/focus/

The Racism. No Way site is also home to a range of lesson plans including:

  • Who Participates? Identifying Diversity. This audio-visual resource films Nick Giannopoulos - producer/director of 'The Wog Boy' giving insights into the non-representations of Australia's cultural diversity in the popular media. Students develop an understand of stereotypical portrayals of cultural groups. To access all the resources, use this link http://www.racismnoway.com.au then search the site using 20001010.
  • Culture of Peace is an English or Humanities lesson that explores the concept of peace through research into the content of television programs and the United Nations Declaration on A Culture of Peace. All resources are provided: use the link to the site then search the site using 20030822.
  • Gangs or Cliques? is an English or Humanities lesson that engages with the popular view that young people from ethnic minorities are more likely to be involved in groups coming together specifically for anti-social activities. While this position is not supported by the available research the media continues to encourage and exaggerate such concerns. This resources focuses on Asian youth but can readily be translated to other groups. Search for the lesson and resources using 20010731.

The Australian Children’s Television Foundation has more than 3000 items about children, young people and the media, accessible through on-line searches at http://www.actf.com.au/resource_centre/about.htm

The American site, Tolerance.org has a wide range of resources for teachers as well as young and older students and their parents. The resources can be searched by type, year level and theme. For instance, the link below takes you to a media literacy activity that challenges students to replace passive consumption of images with critical analysis: http://www.tolerance.org/teach/web/ptolerance/plan.jsp?cid=53

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The Arts, English, Humanities, Mathematics, LOTE and Interpersonal Development Resources

P L Duffy’s Resource Centre at Trinity College, Perth has an extensive list of links to websites relating to Australian culture, stereotypes and perceptions:

http://www.trinity.wa.edu.au/plduffyrc/cross/culture.htm http://www.trinity.wa.edu.au/plduffyrc/issues/stereo.htm

There are also subject outlines, teacher notes and resources for a Year 9 Society & Environment/IT subject Australian Identity.

The Genie From Down Under, an Australian Children’s Television foundation production, is a 26-part comedy-fantasy series for Years 5-10. It contrasts two national cultural stereotypes exemplified through upper class English girl Penelope and two Australians, Bruce and his son Baz, who also happen to be genies. For sale with free teachers’ notes: http://www.actf.com.au/index.htm

Australian cultural stereotypes can be explored through films such as Muriel’s Wedding, Crocodile Dundee and The Adventures of Barry McKenzie. The Australian Government’s Culture and Recreation Portal, a directory and resource for Australian history and culture, carries an overview of Australian films and links to relevant websites: http://www.cultureandrecreation.gov.au/articles/film/

The Edmund Rice Centre, an Australian community education and advocacy group, has published Debunking Myths about Muslims in Australia in conjunction with the School of Education at the Australian Catholic University. This two page fact sheet confronts some of the major misconceptions and stereotypes about Islam and Muslim Australians: http://www.ajustaustralia.com/informationandresources_researchandpapers.php?act=papers&id=84

The American Arab Anti Discrimination Committee has a lesson plan Images and Reality designed to confront students’ perceptions of Arabs. It can easily be adapted for use in Australian classrooms: http://www.adc.org/education/aastreotype.htm

A brief, but insightful article Arab Stereotypes and American Educators is also available from this site. It discusses the portrayal of Arabs in popular culture and the effects this has on Arab American students. It also offers some classroom solutions: http://www.adc.org/arab_stereo.pdf

The US Department of State English Language Programs has a 50 minute lesson plan Building a Civil Society: Breaking Down Stereotypes which, with limited adjustments, is suitable for Australian use: http://exchanges.state.gov/forum/journal/civ10activities.htm

The Racism. No Way site offers:

  • the lesson Turn it up on Anti-racism which includes audio-visual resources in the form of an anti-racism radio show written by a group of young Australians in Sydney. Students will question, challenge and evaluate cultural assumptions that contribute to racism. Use this link to reach the site http://www.racismnoway.com.au then search using 20040505 for the direct link to the lesson plan.
  • the lesson Roads to Refuge: Refugees in Australia. This is an English or Humanities lesson in which students examine the terms asylum seeker, refugee and migrant and discuss the differences. Students understand the significance of persecution in the refugee context, examine the concept of human rights and discuss some of the key articles from the Universal Declaration of Human Rights. Students participate in a simulation activity to assist understanding of human rights and the refugee experience. It includes worksheets, articles and teacher notes - search for the lesson using 20030729.
  • Investigating our multicultural world is an English or Humanities lesson where students compare a perceived view of 'Australian life' with the reality of their own life. Students are introduced to the notion that when studying other cultures the convenience of generalising and stereotyping may lead to misconceptions. Available by searching using 20030324.
  • English, LOTE, Mathematics and Humanities teachers could draw on the lesson plan Diversity of Languages. Students interpret graphs and statistics to recognise and understand the cultural and linguistic diversity of Australia. Use 20001012 to access the link to this lesson plan.

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English and Humanities Resources, Science, Civics and Citizenship & Interpersonal Development Resources

The Racism. No Way site has a series of lesson ideas, including handouts, which engage with the perpetuation of stereotypes and discrimination. The lessons demonstrate that a person's perception or judgement of something or someone, is greatly influenced by one's frame of reference.  This frame of reference includes values, beliefs, experience and country. Use this link to reach the Racism. No Way site and then search for the direct link to the lesson plan as noted: http://www.racismnoway.com.au/

  • Perceptions - Frame of Reference: Search using 20050809
  • Perceptions - Accuracy: Search using 20050627
  • Perceptions - Difference: Search using 20040730
  • Using posters and art work, the lesson Boat People has an outcome which encourages students to empathise with refugees and dispel some of the myths associated with boat people. To consider this lesson plan, search using 20001010.
  • The site also offers a lesson for Science teachers. Blood Brothers provides graphs and charts that allow the teacher to focus an examination of blood types in the human population to explore the notion of shared characteristics in people who look different. Search using 20020430.

Visit Teaching Tolerance, a site from the USA, promotes itself as the leading online site for people interested in dismantling bigotry and creating communities that value diversity. The site has sections for teachers, parents, teens and kids. Go to http://www.tolerance.org/index.jsp and click on the teacher tab for free lesson plans and resources. You can search by year level, subject or tolerance topic.

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Health and Physical Education, Interpersonal Development, Humanities, Civics and Citizenship and English Resources

Many of the resources relating to intercultural education post-September 11 reside in the United States.  A huge range of teaching activities and resources can be found with a Google search.  The resources cover such topics as politics, history, tolerance, peace, war, religion, media, cultures and racism. Some of the best sites are:

Each Monday the ABC's Behind the News service provides new teaching guides to link with current events.  Search for current events, or for lesson plans from earlier in the year.  For instance, on 18 July 2006 the site featured a workplay directly linked to the Middle East conflict. http://www.abc.net.au/tv/btn

The Racism. No Way site offers a range of lesson ideas.  These include handouts and cover such topics as terrorism.  One lesson, Do We Kill the Mosquitos or Try to Drain the Swamp?, can be accessed using this link to reach the Racism. No Way site.  Search using 20041109 to get the direct link to the lesson plan. http://www.racismnoway.com.au

There are some excellent resources aimed at creating cultural harmony on the sports ground and getting people from culturally and linguistically diverse backgrounds (CALD) involved in sport:

 

More generally, both federal and state governments have established websites that provide resources and ideas for schools when dealing with racism. These include:

  • Racism No Way, an excellent starting point for teachers seeking classroom materials regarding anti-racism. The classroom section has interviews with well-known Australians about their experiences with racism, lesson plans across key learning areas, media analysis activities and fact sheets. Other sections include a library, news port, policy and program strategies and games room with printable quizzes and competitions: http://www.racismnoway.com.au/classroom/
  • Australians Against Racism website also carries ideas for anti-racism classroom activities: http://www.australiansagainstracism.org
  • The Queensland government’s anti-racist curriculum Under the Skin has two secondary school units 'The Stolen Generation' and 'Immigration and National Identity'. Both units have lesson plans, resource and activity sheets and web activities designed to make students more aware of the various forms of racism in history and contemporary society: http://education.qld.gov.au/soc-sci/soc-grp

 

Jane Elliott’s famous Blue Eyes Brown Eyes Exercise, whilst being more than 30 years old, is still a highly accessible introduction to racism.  In particular, it gives participants some understanding of what it is like to be part of a minority. In this exercise participants are labelled as inferior or superior based upon eye colour and treated accordingly by the group. For information and some learning resources see her website: http://www.janeelliott.com/index.htm

 

The Australian Arabic Council website has information about promoting diversity in education. It includes tips for educators on how to make their curricula more culturally inclusive and ways to teach students about racism and bias: http://www.aac.org.au/issues.php?section=projects&IssID=1

There are several websites that deal exclusively with issues relating to women and Islam.

  • For a huge range of links see Islam for Today’s section on women which covers such topics as Islamic clothing, women’s rights, websites by Muslim women and updates on the situation of Islamic women in many countries: http://www.islamfortoday.com/women.htm
  • The story of the hijab, as told by Muslim women in Australia, India, Pakistan and England, is at the centre of the film My Journey, My Islam (2000). Purchase from: http://www.roninfilms.com.au/
  • Amnesty International UK has some general resources on women’s rights which centre on inequality, discrimination and stereotyping: http://www.amnesty.org.uk

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Health and Physical Education Resources, English and Humanities Resources

The Racism. No Way site offers lesson ideas including a lesson called Sledging Heroes that engages with the issue of racism in sport in Australia using the particular lens of 'sledging.'   Handouts are included.  Use this link to go to the site  http://www.racismnoway.com.au/  then search for the direct link to the plan using 20050415. 

English teachers can also find lesson plans on the Racism. No Way site.  Use the link above and search using 20020319 to get access to the Growing in Harmony lesson.  This plan includes poetic resources to be used to allow students to explore and respond to poetry which reflects upon our cultural diversity. 

Teaching needs to be inclusive otherwise students may feel marginalised - resulting in loss of interest in the subject:

TEACHER: I made an effort when I was planning the course [International Studies] to cover all continents, so we did Asia and we did Africa… I think you’ve got to be very careful that if you start putting in Middle Eastern perspectives, the non-Arabic kids don’t think this is just an Arabic school. You’ve got to be very very careful because I’m very conscious of the fact that you have to teach for Australia too…

 

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Interpersonal Development Resources

 

The Victorian Foundation for Survivors of Torture Inc run programs for schools, for example: Klassroom Kaleidoscope, which are aimed at including all students, of all cultural backgrounds.

“This ten lesson unit is adapted from the Kaleidoscope Program for the mainstream classroom. Suitable for years 7 – 9, the unit is designed to increase students’ understanding of their own cultural background and the diversity of other cultural backgrounds in their classroom. The activities explore identity issues, promote an understanding of emotions and their influences on health and help develop trust and belonging through inclusive teaching approaches. Curriculum and assessment links can be made to the Key Learning Area of Health and Physical Education, National Goals for Schooling and Civics and Citizenship.”
http://www.foundationhouse.org.au/schools.php

 

The World Wise Schools programs US, carries stories and teaching activities about cultures around the globe and includes primary resources from Peace Corps volunteers: http://www.peacecorps.gov/wws/

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Interpersonal Development, Civics and Citizenship, English and Humanities Resources

There are several federal and state government sites designed to promote cultural inclusion and harmony. These revolve around the annual Cultural Diversity Week, 17-23 March, 2006 and Harmony Day 21 March, 2006, and include suitable school and classroom activities, and information about grants and competitions.

The Federal Government website is:
http://www.harmony.gov.au/schools/index.htm

The Victorian Government website is:
http://www.culturaldiversity.vic.gov.au/

The Victorian Education Department also has useful information:
http://www.sofweb.vic.edu.au/lem/multi/mcdw05.htm

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Communication, Interpersonal Development and English Resources

Through debates students learn to work in teams and understand that there are a multiplicity of viewpoints surrounding each topic. To challenge their own viewpoints, students could argue positions that they may not personally endorse, for example, Muslim girls arguing that the hijab should be banned in schools.

 

Confront the language of racism. Use the online slang edition of the Macquarie Dictionary http://www.macquariedictionary.com.au  to look at the etymology of racist labels before engaging students in anti-racist activities from websites such as Racism No Way http://www.racismnoway.com.au/classroom/ and Human Rights and Equal Opportunity Commission, Face the Facts teaching resources:
http://www.hreoc.gov.au/info%5Ffor%5Fteachers/face_facts/index.html

 

Save the Children, UK has a range of teaching activities designed to help students from a diverse range of backgrounds work well together. The activities have been created by the Interfaith Education Group which includes Jewish, Christian and Muslim organisations: search http://www.savethechildren.org.uk

 

The American site Teachers First.com has many links to multicultural resources and teaching strategies designed to create harmony, tolerance and greater understanding of diversity. These are across key learning areas. For instance there is a link to Multicultural Math Games which has a collection of games from around the globe for those in grades 8-12: http://www.teachersfirst.com/multicult.htm

The Association for Living Values Education International, a non-profit association of educators, supported by UNESCO and other organisations have created Living Values: An Educational Program which includes activities and methodologies for teachers, students and parents centred around 12 key values: Cooperation, Freedom, Happiness, Honesty, Humility, Love, Peace, Respect, Responsibility, Simplicity, Tolerance, and Unity. See http://www.livingvalues.net/index.html or the Australian site http://www.livingvalues.net/australia/index.html

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Humanities, Mathematics, Technology, Interpersonal Development & Civics and Citizenship Resources

The following is an exposition of the methodology used by one Year 9 SOSE teacher in a class with many students from culturally and linguistically diverse (CALD) backgrounds. The task set for the students was to write and give a presentation on an historical or contemporary theme. This teacher shows how themes of cultural diversity and tolerance can be incorporated into existing curriculum. Here the SOSE teacher has drawn upon her own, and her students’ experiences to draw out and confront issues of values and racist beliefs.

TEACHER: The kids did peer assessment, peer feedback stuff, where they gave each other a grade and talked about what was helpful about what they’d learnt, and where they’d like to learn a bit more, and how they’d like to learn a bit more. We had one kid in the class who’d only been in the country for three months when he came over to us and his language skills were still very limited and computer skills were not real flash. And they supported each other and helped each other through it and created a fantastic assignment.

Discussion and teacher questioning on three topics follow: Racism in America; the Gulf War; and Islam and Christianity.

  • Racism in America: What is racism? Is it putting someone down? Is it racist if I put my husband down because he is black? What should we do if someone says something racist? Tell a teacher, ignore, get physical? When looking at racism we should look at culture to consider history, songs, terminology such as “nigger”…
  • Iraq versus America, the Gulf War: The teacher stressed that this was not to become a discussion of blame. “Can you do this without hatred?” she asked, and urged the two students who had chosen this topic to strive for balance and fairness and to look at historical and media themes, beyond their own political beliefs. She asked the class where they and their families were during the Gulf War? This lead to a short discussion of life stories and the teacher mentioned her experiences of watching the Gulf War unfold through the eyes of Turkish television, where she was living at the time. Discussion included themes such as: Why should we share experiences? Tolerance, openness and understanding were some of the responses. How many of you feel comfortable about talking about these experiences? Why? Why not?
  • Similarities between Islam & Christianity: The class discussed and defined monotheism as something common to both religions and to Judaism. Then they thought of other similarities between the three such as the Ten Commandments. Does it surprise you, the teacher asked, that these religions have values in common? And yet what about the Middle East situation?

The Languages and Multicultural Education Resources Centre (LMERC) have a number of videos which look at the educational experiences of CALD students including those of Arabic students. For example Our Boys (2003) is a series about CALD boys from Canterbury Boys High School in Sydney. One program focuses on Roni, a refugee from Iraq and another on Mohamed, a Lebanese Muslim. See the LMERC catalogue for details: http://www.sofweb.vic.edu.au/lem/lmerc/lib_online_cat.htm
http://www.sofweb.vic.edu.au/lem/lmerc/about.htm

Delta College in the USA offers a range of multicultural maths lessons including this lesson 'Islamic Inheritance Mathematics' which describes how a woman's estate is divided among her beneficiaries according to Islamic law:

http://www.deltacollege.edu/dept/basicmath/Islamic.htm

The Racism. No Way website offers a Cultural Diversity Mini Webquest that allows students to research Australia's development as a multicultural nation.  Use this link http://www.racismnoway.com.au and then gain the direct link to the lesson plan by searching using 20040505.

Other lesson plans you can access through the site are:

  • Harvest of Endurance for English, Technology or Arts where students explore the history of the Chinese in Australia and some of the significant events which have contributed to shaping Australia as a nation.  Search using 20010228.
  • Migrants and Immigration Jigsaw for Humanities and Technology where students examine facts relating to immigration and explore how racism, prejudice and discrimination can result from ignorance. Search for the link to this lesson plan using 20001219.
  • Australian Settlers for Mathematics, Humanities and Technology were students interpret graphs and research events to identify links between events in the world and the arrival and plight of immigrant groups.  Use 20001012 to reach the direct link to this lesson plan.
  • Marking Time for Mathematics, Technology and Humanities.  In this lesson plan students examine the influence of interaction with other cultures and the environment in relation to calendars.  Search using 20001012.

Revisit the Australian government's Human Rights and Equal Opportunity website http://www.hreoc.gov.au/info_for_teachers/index.html.   Here you will find a structured online human rights education program which includes education modules, flexible resources sheets, free classroom resources that can be order and so on.  The education modules include Face the Facts, a teaching strategy that includes sections on refugees and asylum seekers, migrants and multiculturalism and indigenous peoples.  All lessons include curriculum links for all Australian states.

The Department of Education, Science and Training's Asia Education Foundation also have a wide range of professional development and curriculum resources.   While these are focused on Asia, they also engage with the question of working interculturally and with tackling belief in the classroom.  Go to http://www.asiaeducation.edu.au/index_flash.htm and use the left hand menu to select either professional development or curriculum resources.

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Civics and Citizenship, English and Humanities Resources

The City Centre programs, part of Education Foundation, connect students with their community and are specifically aimed at Years 9-10:
http://www.thecitycentre.org.au/

The Federal Government’s Civics and Citizenship education web portal: http://www.civicsandcitizenship.edu.au/cce/ 
Promoted as 'Australia's pre-eminent website' for civics and citizenship education, here teachers will find resources, classroom activities, project materials, professional development and links to State and Territory curricula.

Film Australia offers a free and effective search engine for teachers looking to use Film Australia archives in lesson planning.  The Resource Finder features free education video clips from what the site describes as a 'remarkable archive - one of the nation's largest and most historically significant collections.'  Each film clip is matched with  print-friendly two-page resource sheets that include background information, student research and classroom activities that have been written by leading teachers.  Curriculum links by state are included.  Check out the site by using this link: http://dl.filmaust.com.au/

Teachers can draw on the United Nations Universal Declaration of Human Rights in this English/Humanities lesson International Human Rights Day.    Students read the plain language version of the Universal Declaration of Human Rights and consider its relevance today.  Follow this link to the Racism. No Way site: http://www.racismnoway.com.au  then search for 20051031 and you will be taken to the direct link.

 

The Racism. No Way site also offers a lesson National Symbols which allows students to explore symbols of nationalism and consider their relevance today : http://www.racismnoway.com.au then search for 20040301 for the direct link.

On the same site, in the lesson Grass Roots Human Rights, students examine a ten point plan for human rights action and consider what initiatives they can take either individually or as a group.   Use this link to reach the site  http://www.racismnoway.com.au/  then search for 20040202 for the direct link to the lesson plan.

In the lesson The United Nations,  students examine the history of the organisation and its influence on world politics and peace.  Link to http://www.racismnoway.com.au/ then search for 20030627 for the direct link to the lesson plan.

Fair Dinkum! is a lesson plan focused on the consideration of issues such as social justice and equity in the school.   The intended outcome is that students understand that there are different interpretations of fairness, justice and equity: Use this link to reach the site  http://www.racismnoway.com.au    then search for 20020828 for the direct link to the lesson plan. 

The lesson plan Commonwealth Racial Discrimination Act (1975) focuses on students becoming familiar with the Act which underpins all anti-racism legislation and education in Australia.   Again use http://www.racismnoway.com.au and search for 20010831 to be given the direct link to the lesson plan. 

Also focusing on policy documents, the lesson United Nations International Declaration of Human Rights (1947) involves students using the Declaration to explore the concept of basic human rights in relation to past and present world situations.  Go to the site   http://www.racismnoway.com.au  and search for 20001012 to get the direct link to the lesson plan. 

 

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Health & Physical Education, Interpersonal Development and Personal Learning Resources

Teachers at schools with significant Muslim student populations have found that Health and Personal Development topics such as Alcohol, Sex Education and Drugs must be adapted to include these students and to take into account their cultural sensitivities. Some teacher suggestions for accomplishing this follow:

Alcohol: This could be discussed from a cultural perspective, for instance a teacher with an Italian background introduced her own experiences of being socialised as a child into the Italian cultural practices of drinking wine with food, by being given wine mixed with water. This is also a chance to investigate and refute stereotypes, for instance the pervasive media image of the “Aussie” drinker. (Click here for more resources.) Exploring the linguistic origins of the English word “alcohol” could be educational for students as many would be surprised to find that its etymology lies in Arabic. See http://dictionary.reference.com

Teachers need to be aware too that when organising work experience placements for Muslim students interested in employment in the hospitality sector, these students may have preferences for environments where no alcohol is served.

Drug Education: Visit the Victorian Department of Education & Training website for upcoming information on engaging parents of culturally diverse students in processes of drug education: http://www.sofweb.vic.edu.au/druged/schools/projects.htm.   The Australian Drug Foundation Drug Info Clearning House offers multicultural resources that school staff can download for use: http://www.druginfo.adf.org.au/multicultural/

Sex Education: A question box could be used, thus ensuring student anonymity. Before playing films and videos in class teachers should consider whether what is being portrayed on screen is at odds with the students’ own sense of morality. For instance in one class in Melbourne a teacher found that her Year 10 female students from an Arabic-speaking background were uncomfortable watching sex scenes in Muriel’s Wedding in a mixed sex class.

The Royal Women’s Hospital, Melbourne hosts WellWomen’s Website, a site with information about upcoming events, health fact sheets, newsletters, contacts, library resources and a separate section for young mothers. Information on this site is available in many languages including Arabic:
http://www.rwh.org.au/wellwomens/index.cfm?doc_id=2278

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Mathematics and Humanities Resources

The Racism. No Way site http://www.racismnoway.com.au  offers a lesson Australia's Religious Diversity for Mathematics or Humanities teachers.   The lesson plan includes teacher notes and student worksheets.  You can access the plan by linking to the Racism. No Way website and then searching using 20020124.

The ABC's Behind The News resource is worth a regular visit for resources to enhance religious understanding.  For instance, on 19 September 2006 they provided a teaching guide focused on the significance of Ramadan.  Search the site:

http://www.abc.net.au/tv/btn

The Council on Islamic Education is an American site that offers a range of resources for teachers including comprehensive and free lesson plans-

See the full range of resources for educators at  http://www.cie.org/Audiences.aspx?id=ed

While some Arabic-speaking background (ASB) parents may worry that exposing their children to the subject of religion may ‘corrupt’ young minds, some teachers who work with ASB students have found that they are curious about other religions. They also feel that through knowledge comes understanding and tolerance of difference.

TEACHER: The kids have to be able to explore those issues. They need to be able to develop their own views about it.

TEACHER: So we’d look at ethical problems through different religious perspectives. We’d take an issue like murder and say “how would the basic tenets of each religion react to it?” Through that the kids had a greater awareness and sensitivity. It helped them to grow…

TEACHER: I always try a little bit to teach cultural tolerance through anecdotes or stories of my own experiences and it’s amazing that kids don’t know anything about religion, about other religions and they’re very keen to learn… I don’t teach religion, I teach about religion. I’m not converting; these are the bases of Judaism, of Christianity. It’s just more awareness so that people know each other’s cultural values. I say that I’m a Buddhist… but when I say this to the kids they say “oh that fat guy”, they don’t have any cultural understanding. But once they see that all religions have the same basic precepts, don’t kill each other, be kind to each other and respect nature and life… I try and reinforce those basic humanistic principles, through informal class discussion and materials if they arise… In my Year 9 SOSE class the girls expressed a strong desire to know about religion. I brought in a couple of books and they formed the basis of a really stimulating discussion and it seems to me that they grew in their awareness and therefore respect for other religions. The kids, the Arab girls in particular, were just enthralled and excited to find out things about other religions, to have some understanding and therefore reference point... I try and get them to think and challenge their own beliefs and values. It seemed to stimulate and create more interaction. Often kids just don’t communicate with each other because they’re in those semi-tribalised groups… They seemed to be very, very engaged. They wanted to know.

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Interdisciplinary Resources

The American site Tolerance.org offers a wide range of resources for teachers, as well as for young and older students and their parents.  This link takes you to a media literacy activity focused on skills of critical analysis: http://www.tolerance.org/teach/web/ptolerance/plan.jsp?cid=53

 One language centre in a high school uses the following cross-cultural activity to increase students’ awareness of differences in classroom and school culture, between their previous education experience and Australia.

TEACHER: With the advanced English class we do a little unit on school rules and punishment in their country. They love it because they all compare what happened to them when they were naughty. Usually it’s widely exaggerated but they love sharing it with each other – “At our school they made us kneel on the ground on pebbles”, “At our school they hit us and punched us”… Often what they find out is that a lot of the things are the same… Then we get a guest speaker from the high school and they get to ask as many things as they like about what they can and can’t do at high school and what the punishments will be. So it starts with them, then they share it with others and the last step is what is going to happen when they move to high school.

TEACHER: And often they’re quite relieved by the rules here….

TEACHER: When they come to Australia they learn there’s no punishment here, so they think they’re allowed to do anything, because you can’t hit them. So they have to learn that yes in fact you are being punished. It just doesn’t feel like it.

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Year 11 and 12 International Studies Resources

Although the methodology outlined below was employed in a Year 11/Year 12 class to tackle the topic of the Arab-Israeli conflict, it could be modified for other year levels and other subjects.

TEACHER: The subject that I did teach was International Studies and that was highly successful… we had 100% retention rate… And I think the reason for its success is in that format we were able to directly tackle…the Middle East, we did the Arab-Israel conflict…what we did is start with the present, and some of them had so much prejudice, no knowledge, lots of prejudice and lots of anger.. I felt terrified when I started. Everyone in the staffroom here said “Jeez you’re mad, you are so mad, you know, you are so mad…” And the first lesson we just filled the whiteboard with all racist insults... We called them this, we called them that, and they filled the board and I said “Gee isn’t that interesting because [that is] the way the Jews were seen, and they were persecuted, and look what happened in the Holocaust…” And then we analysed what the prejudice was, and it was all on… none of it was individual-based, it was all on, they were saying things like, oh they’re really greedy for money, and they’ve got little eyes, and they look like rats, and all these sorts of things. And you look at them and say, what’s the basis of this hatred, such intense hatred. Is it your hatred, or is it your parents’ hatred…. What’s the basis of prejudice, really? It’s a basis of how they’re perceived. And we did look at the whole thing of the scarf and how people perceive the scarf [racism against Muslims]… And I think they slowly… They got a real buzz out of working backwards because in International Studies, what you do is you look at the present and you go back… I had lots of times when I thought, what have I done? But, in the end, when they got such a buzz out of being able to pick up a newspaper and to understand what was going on, and I think there was a bit of empathy…

TEACHER: … at the beginning… Student X was so upset with me… “You don’t know what you’re talking about! You don’t know anything, you don’t know what it’s really like! I’ve been there, I’ve seen the Israelis…” Anyway, it was lots of abuse. At the end of it, in the exam, she wrote, “You have taught this really well and I’ve really learnt a lot.”

 

 


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Humanities, Science, Arts and English Resources

The Shrine of Remembrance, Melbourne has lessons for Years 9 and 10 which focus on Australia’s global peacekeeping activities since World War II. Teachers’ manual and classroom resources are available from: http://www.shrine.org.au/content.asp?Document_ID=1

The Racism. No Way site offers:

  • a science lesson plan Good Heavens where students look at the history of science to identify some of the scientific ideas that different cultures have contributed to science throughout history, to describe, using examples, ideas developed by different cultures to explain the world around them, to explore some models and theories that have been considered in science and then modified or rejected as a result of available evidence and discuss examples where societal, religious or ethical values have had an impact on scientific developments.  Use this link to reach the site http://www.racismnoway.com.au  then search for the link to the lesson plan using 20031027.
  • a lesson plan called Let's Look at Groups.  This is an English or Health and Physical Education lesson that involves students identifying the many groups to which they belong and to consider how groups are formed, group dynamics and how group rules influence individual choice.  Students will develop strategies that might influence their groups.   For this lesson plan, search the Racism. No Way site using 20020621.
  • an English or Humanities lesson plan called Racist Behaviour.  Students work with definitions of racism, discuss the meaning of racism and its forms and effects.  This lesson plan will be found by searching using 20010512.

The Council on Islamic Education is an American site that offers a range of resources for teachers including comprehensive and free lesson plans including -

The Asia Society AskAsia.org website (http://www.askasia.org/) an educational site concerning the some 30 countries that comprise 'Asia' today.  The site is full of inspiring ideas for lesson plans that would work well for other areas with minimal adjustment.   For instance, this link:

http://www.askasia.org/teachers/lessons/plan.php?no=72&era=&grade=04&geo=

will take you to a lesson plan where students curate an exhibition based on a theme and using on-line collections of artwork such as the Islamic collection held by the Metropolitan Museum of Art (for the collection see website http://www.metmuseum.org/Works_Of_Art/department.asp?dep=14) .  

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Student Snapshot 7

FEMALE STUDENT: My expectations at home are to take care of my little brother and my little sister and also to respect my parents and sometimes to be like my older sister.

Watch a video of this snapshot

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Health and Physical Education Resources

The AFL Heritage Curriculum Resources available from  http://afl.com.au/default.asp?pg=schools include an activity The True Australian Game in which students conduct research to make a data chart of information about the contributions of various players to Australian Football.   The site includes a range of other resources for teachers, all linked to key learning areas.

The AFL site also provides a link to the AFL's Multicultural Program: http://afl.com.au/default.asp?pg=community

Celebrate diversity through International Food Days where students bring foods from their cultures, or create International Recipe books in which each student contributes a recipe from his/her place of birth or culture. For recipe ideas check sites such as:

http://www.cooksrecipes.com/category/international.html

Revisit Racism. No Way for further lesson plans including The Olympic Games: beyond the medals. This lesson draws on the Olympic movements advocacy of sport as more than physical activity and as a means of educating people through good sportsmanship, fair play and respect for fellow atheletes.   Use this link to reach the Racism. No Way site http://racismnoway.com.au  then search using 20040817 for the direct link to the lesson plan.

 

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