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Al Noori Muslim Primary School

Towards Developing a Whole School Approach to Values Education

“Love For Others in Human Society and Its Environment”

Introduction:"Love for Others" is one the main principles or themes of Al Noori Muslim Primary School's Moral Education Program. This program, which was started in 1999, aims at educating the school community: teachers, parents and especially the students about the main principles of morality as reflected in the Islamic faith. These principles, however, are universal in their approach because of the universality of the religion itself. These principles are:

- The love of and the Submission to the absolute truth- Mercy- Love for Others- Will Power- Self Motivation- Patience - Social or Group Motivation- Magnanimity- The Love of Giving

Each of these principles covers a number of values. In addition to these principles the Moral Education Program covers a number of themes that strongly support its objective of teaching about values in real life. These themes are:

- The Character of the person who prays- The Character of the person who fasts- The Character of the person who performs pilgrimage- School Rules (Hard work, Manners, Obedience, Asking Permission, Respect

and Care)- The Noble Principles that should be deeply rooted in the self- Unacceptable social behaviour

Al Noori's Moral Education Program is a whole school program and is taught over a period of around three years or more, thus the school children will be exposed to it twice during their primary education period. Each principle or theme is studied for one term. Weekly messages in the form of wise sayings that represent one aspect of the principle or theme are written on a board in the assembly area and are explained to the student at the beginning of the week. The whole school repeats the message daily

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for the whole week. Parents are informed about the theme and its details and about the related weekly messages in the school News letter. On Fridays, the sermon is used to concentrate on the chosen message and to explain its details through concrete examples or didactic stories. The emphasis, again, is on how to transform values to real behaviour.

Through this program, the student will be exposed to a large number of moral issues and values. Moreover, each value has its opposite and in identifying both virtues and vices, the choice between light and darkness, will hopefully, become easier.

A. Whole School Approach to Values Education

Our current Moral Education Program will be more successful and fruitful if all the teachers were to be involved in it. This demands a good knowledge of the details of the values taught and of the best ways to teach them. It also demands the skills to integrate these values into their teaching and learning programs. The teachers should be able to use the teaching and leaning experiences, the tasks and homework, the methods of assessment and evaluation in order to achieve the outcomes of the required value education.“Love for others”, in this project, attempts at integrating the value of love for other human beings and their environment in HSIE, and to produce teaching materials that can be accessed by all teachers.

When “Love for Others” was taught in term two of 2002 the following message went through the School Newsletter to the parents:

Al Noori Moral Education Program

Term 2, 2002

Term Theme: We love Other People

Assalam Alakum Wa Rahmutallah Wa Barakatu(Peace, Mercy and the Blessing of God be upon you)

As Muslims we believe in the unity of the human race. We are all the children of Adam and Eve. As a consequence of this human relationship, Islam considers love for others as one of its main moral principles. The Muslim has a universal message and he/she should deliver it with love and concern for others. This love is reflected everywhere in

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the Islamic teachings: in the Islamic doctrines, laws and moral values. Prophet Mohammed, Peace be upon him, taught us that “all creatures are the dependents of Allah and that the most loved by Allah among them are the ones who are most beneficial to his dependents”. He also taught us that “No one believes until he loves for his brother what he loves for himself.”

Our love to the others should be for the sake of Allah, as prophet Mohammad (pbuh) taught us. In this way it becomes a wise love. It is defined by an external judge. When people disobey Allah, do evil deeds or become corrupt, we hate their evil, yet still we retain our original love for them as creatures of Allah. We try to help them as sincere doctors who try to help their patients. Even in war we are required to remember the concepts of love and mercy. We then act as surgeons who cut the malignant part of the body for the sake of the whole body.

In today’s world, which has mainly fallen to the evil concepts of hatred and revenge, we would like to educate our students to uphold the Islamic principle of love. We will teach them this concept through stories from the Holy Quran, the tradition of the prophet, and our history.

Please talk to your child/ren about love to other people and discuss with them the lessons they learn from Friday speeches during this term.

May Allah guide us and all humanity to the right path.

1. MethodologyAs this project aims at a whole school approach, the first step was to inform the teachers about the methodology of integrating values in general and the value of love for others in their programs. The following points were communicated to the teachers in a special professional development day held at the last day of school in the year 2004.

As the different syllabuses of the key learning areas in the curriculum have a values component, the values and attitudes presented in the HSIE syllabus will be taken as the starting point (see pages 13 & 14 of HSIE K-6 Syllabus).

This initial step is very important to avoid the confusion between faith or religion and values. People, irrespective of their faith or religion, can agree on many values as being good or bad. The values component in the HSIE syllabus lends well itself to reinforcing this concept with a universal appeal. From an Islamic point of view, human beings share a number of elements:1. The universe2. The intellect3. Freedom of choice4. The will 5. The innate nature or alfitrah, in the Qur’anic terminology. This is the ability to

distinguish between good and evil. Although our nature is affected by our 3

environment, yet deep in ourselves, we can still distinguish between right and wrong. In this way people from different cultural and religious backgrounds can agree on a number of moral values. In Christianity, there is a similar concept. In “Values and Faith at St Monica’s College”, for example, this school adopted the following value among its four key Values: “Values that are about personal development and growth of the individual: These named values flow from the belief that every person is created in the image and likeness of God, and therefore has inherent goodness and worth. The role of education and educational programmes is to nurture this uniqueness and dignity, and foster the potential of every adult.”(See Values Education in Action, p.23)

The above shared aspects of human life and wisdom can be the basis of our moral education program.

2. Values and religionOne of the inherent values in human life is the love for and submission to what is true and right. When one discovers the absolute truth, one has to submit to it. Depending on this very important principle, people choose their faith or religion.

Muslims have clear evidence that the Holy Qur’an is the word and the message of God to humanity. Mohammad (peace be upon him), could not read and write, yet communicated such a miraculous book that is scientifically true more than 14 centuries after its revelation. It is a book that defines the relationship between God, man and the universe, and explains the meaning of life. In doing so, it often refers to scientific truth in many branches of science with amazing accuracy. Science only discovered these truths only in the past century. This book is universal in its address and goes beyond all human limitations of race and geographical boundaries. It answers all the essential questions about the meaning of life. It guides mankind to live in peace and harmony now and in the future. Moreover, the personality of Prophet Mohammad, his love for humanity, and his sincerity, devotion and wisdom makes one morally obliged to follow the teachings of Islam and the guidance of the Holy Qur’an.

Having made this important moral choice and accepted Islam as the universal message from God to humanity, we can use the rich value system in the Qur’an, and the tradition of the Prophet to enrich the values and attitude available in the different syllabuses of the key learning areas. We are able to identify the similarities and differences, and enlighten our students about their moral choices.

When values are presented in a religious context, they acquire a far reaching depth. They give a comprehensive meaning that transcends the limitations of time

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and space. Furthermore, the Isalmic history is full of examples of people who loved and served humanity. We will use them as our role models.

3. The Relationship between God, Man and the Universe in Islam: In secular systems, the relationship between man and God is excluded from the systems that govern human relationships. It only considers the relationship between people, and between them and the universe. Religion adds a divine dimension to these relationships.

The Universe:The Qur’an directs man’s attention to the universe for two purposes:1. To contemplate on the beauty, perfection and harmony in the world. Through

this the innate nature will realise the absolute greatness of God the Creator, and submit to Him.

2. To inform man that the world around him has been dedicated by God for his service. Man needs to use the special gifts from God which He moulded in the creation of the human nature in order to properly and fairly use the world. God’s instructions should be followed, because He is the maker and He knows how His creatures should live. God’s Mercy and Love is evident in His creation and man should learn from the innumerable examples of love and mercy around him.

Man

Man is created by God and is given a special position among other creatures. Unlike animals and other creatures, Man is endowed with the physical, mental and spiritual abilities to develop and build life on earth. Man’s abilities, however, can be destructive, especially with the freedom of choice and the will power at his disposal. The mental, physical and spiritual abilities of man could infatuate him with a false feeling of complete independence from any external forces. This will lead him to excessive selfishness and in the struggle to satisfy this selfishness all types of corruption, oppression, aggression and hatred rules man’s life. For this reason man needs external help to avoid the above rule of excessive selfishness and self infatuation. This has been the role of religion throughout history. All religions are one in their message: worship God and follow his instruction to succeed in the test of life. Arrogance leads to failure in this life and the hereafter.

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The messages from God to humanity acted as manuals to teach mankind how to live in harmony with each other and with the universe. The innate nature (Alfiutrah), helps man to accept the guidance of these divine teachings. This is because of the truth and wisdom they communicate. Man becomes compelled to accept the divine truth when it addresses his real essence and explains his position in the universe.

By Necessity Man depends on God for his survival

Man is one of God’s creatures and his sustenance and existence depends on Him. God did not create man in void, but to be His vicegerent on earth. God observes every minute action and records it. After death there is another life and there will be a fair judgment in accordance with our deeds. Moreover, even with the freedom man has, he is still under God's absolute control through the natural laws that affect his life.The following verses, for example, enlighten us about our existence and its purpose:“ It was We Who created man, and We know what dark suggestions his soul makes to him: for We are nearer to him than (his) jugular vein. Behold, two (guardian angels) appointed to learn (his doings) learn (and note them), one sitting on the right and one sitting on the left. Not a word that he utters but there is a sentinel by him ready to (note it). And the stupor of death will bring truth (before his eyes) ‘This is what you have been avoiding’ “(50:16-19)

“Not one of the beings in the heaven and the earth but must come to (Allah) most gracious as a servant. He does take an account of them (all), and hath numbered them (all) and everyone of them will come to Him singly on the day of judgment” (19: 93-95)

“Did you then think that we had created you in jest, and that ye would not be brought back to us (for account)? Therefore exalted be Allah, the king, the reality: there is no god but he, the Lord of the Throne of Honour!” (23:115-116)

“It is Allah who created you in a state of (helpless) weakness, then gave (you) strength after weakness, then after strength, gave (you) a weakness and a hoary head: He creates as he wills, and it is He who has all knowledge and power.” (30:54) This knowledge of the reality of man is likely to wake him up from the fake feeling of being a God on earth, to the reality of his limited freedom and abilities.

What is man’s position in the universe?

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On the other hand, the Qur’an, shows man that despite these realities about his weakness, he is honored by God and is given a leading position in the universe. “And indeed”, The Qur’an states: ”We have honored the children of Adam, and we have carried them on land and sea, and have provided them with good things, and have preferred them above many of those whom we have created with a marked preferment”.(17: 70)

Finally man in the Qur’an is a servant(a worshipper/ slave) of God. He was created in order to be an evidence of God’s divinity. The honor given to man over other creatures and his responsibility as God’s vicegerent on earth, are but means given to man to worship God by free will in the same way, as he is a slave by necessity. Believing in these values will belittle the arrogant people’s positions and raise the level of the down trodden as they stand in equality as worshippers to God. With this equality in worshipping God, love becomes possible.

4. What is “Love For Others”?

A) In the general context

Love for others is a positive feeling by the individual or the group as they overcome the opposite feelings of selfishness and love of the self.

As a result of this positive feeling, a number of moral values appear:1. Cooperation2. Wishing what is good for all people3. Sharing people's feelings during happy and sad moments4. Love for people what one loves for him/her self5. Treat others as one wants others to treat him/her6. Care for nature and the environment

On the other hand excessive selfishness and love of the self leads to the following negative forms of behaviour or vices:

1. Hatred towards others2. Jealousy3. Grudge4. selfishness and greed5. enmity6. backbiting7. rumour mongering8. wishing harm on others9. Oppression and aggression (Bullying is one of its forms, but it can also be

related to other forms of selfishness and lack of love).

Love brings happiness to the individual or group who practice it, for it brings the feelings of tranquillity, satisfaction and self acceptance.On the other hand, hatred is accompanied with unrest, stress, revolting greed and continuous dissatisfaction with the real world.

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Those who love what is good for all people live in peace and happiness and achieve peace of mind.

As teachers we must be aware of the above human tendencies and choose the appropriate times in our teaching programs to address these issues, encouraging positive behaviour and discouraging the negative. Examples from real life will help students to identify the importance of these values.

5. Love for Others in the Islamic Perspective

Islam is a universal message to all humanity. Although the Qur’an is in Arabic and its message was communicated at first to the Arabs, where it was revealed, yet its address was not restricted to the Arabs, but was for all mankind. In dealing with social issues, it also addresses human relationships and not local issues. For example, it addresses human relationship in the chapter called “Women”. It starts by reminding people to fear God and be good to what it called the human womb. The social relationship it recommends is based on consultation and justice. In the same chapter, the Qur’an rebukes the prophet for listening to those who were trying to incriminate an innocent Jew for theft, and so saved him from punishment. Islam calls for justice for all people.

Love for others is considered a part of faith. “No one believes”, Prophet Mohammad says, “until he loves for his brother what he loves for himself”. This is because faith is a submission to the truth, which is the presence of a creator to this highly sophisticated universe. The generosity and grace, bounties and gifts of the creator to mankind demand love to Him. As a consequence of this love is the love to His creation. He also demands this love and kindness.

6. Love for others in HSIE at Al-Noori Muslim Primary School The following is the scope and sequence of HSIE units of work taught at the school:

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HUMAN SOCIETY AND ITS

ENVIRONMENT

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Term 1 This is me Identifying us

The way we were

Who will buy?

People and their Beliefs

Gold Australian Democracy of Australia

Term 2 Meeting needs

The need for shelter

Wet and Dry EnvironmentOur Environment

AustraliaYour standing in it

Cooperating Communities

Identity and Values

Global Connection

Term 3(Studies of Asia)

Vietnam Malaysia Japan India Indonesia China Study of a Cultural Group:Egypt

Term 4 Places we know

Workers in the community

Celebrations Living in communities

British Colonisation of Australia

State and Federal Government

Global Environments!Deserts

OptionalSchool Days Transport State and

National Parks

Places:Then, Now andTomorrow

Antarctica

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7. HSIE Values Education Program (Teachers in each grade were asked to choose a unit of the above and to answer these questions and then present them)

Unit Title: ………………………. Grade:…. Term: … 200..

Identifying Values in the unit

1. Personal Identity (Physical, mental, social, etc..)

2. Relationship with Others (family, friends, neighbours, community, society, country, humanity etc…)

3. Relationship with the environment (care, neglect, …etc)

4. Positive signs of human relationships (including the self) [cooperation, love, sharing, caring, politeness etc)

5. Negative signs of human relationships (including the self) [hatred, bullying, teasing, …etc.)

6. Suggested Islamic Values (verses, ahadith (sayings of the prophet), stories, historical event, specific teachings … etc.)

7. Main issues related to love for others in the unit

8. Teaching/learning strategies to communicate the above values

9. Teacher’s evaluation and comments on the values education component of the work unit

8. Sample Values Education HSIE Units of workAs a follow up to the above professional development in-service the following two units of work were produced:

*Program cover sheet*

Unit name : Environment Matters Stage: 1 year 2 Duration: 12 weeksStrand : HSIE Links to : English and Science Compiled by: Diala Adra and Doha El Zahab

HSIE Outcomes

ENS1.5 – Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.ENSI.6- Demonstrate an understanding of the relationship between environments and peopleSSS1.7- Explains how people and technologies in systems link to provide goods and services to satisfy needs and wantsSSS1.8- Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.

LOVE FOR OTHERS

OUTCOMES

1. For students to develop a sound understanding and appreciation towards all of Allah’s creations (Flora and Fauna).2. For students to be aware that it is the role of a Muslim to conserve water and care for the resources provided for mankind by Allah.3. For students to understand the effect humans can have on Earth. 4. For students to develop a love and sense of care towards all animals.

Assessment*Highlighted throughout program*Anecdotal notes*Work samples*Discussions*Photographs

Resources *Highlighted throughout the programEvaluation What are the strengths of this unit?

What are the weaknesses of this unit? Did children enjoy the unit? Why/ why not? How can the unit be enhanced? Were the HSIE outcomes met? Were the Love for others outcomes met? Were the resources used appropriate? Were the assessment methods appropriate?

References *Highlighted throughout programAl Noori Muslim Primary School

Values Education in HSIE*Overview*

Week Content Focus1 Australian Flora and

Fauna*What is Flora?*What is Fauna?*Where can Flora and Fauna be found?

2 Australian Flora and Fauna

*The need for plants*Types of Australian plants.

3 Australian Flora and Fauna

*Australian animals

4 Water *What is water?*Where is water found?

5 Water *Why should we save water?

*How can we save water? 6 Water *What happens if water wastage

continues?*Practical ideas on saving water.

7 Endangered Animals *What does endangered mean?*Why do animals become endangered?

8 Endangered Animals *Difference between endangered and extinct.*Why do we have to worry about endangered animals?

9 Endangered Animals *Study of specific endangered species10 Love for animals *Ways to care for animals

11 Love for animals *Neglect of pets12 Love for animals *Caring for the habitat of animals

*Ways of protecting the environment.Extra

LessonsWater *Water and pollution

Endangered Animals *Ways to create change*What can be done to help endangered animals?*What role can students take?

*Content*

The unit ‘Environment matters' introduced students to look more critically at the Australian environment, plants and animals. It is a unit that provides students with a range of activities to develop skills and acquire knowledge to be able to assess the environment and its importance and effect on our life. The program explored various learning processes such as investigating, searching, and designing. The program outcomes can easily be met throughout the term and the activities incorporated were appropriate and relevant for the student’s level. The strength identified in this program is the integration with Islamic ethics and values which allowed the students to relate to their personal and cultural experiences.

Students are provided with a variety of learning activities that suit their needs and interests. Students were encouraged to question, investigate and identify Australian plants and animals, issues surrounding water usage, endangered animals and caring

for animals. They had the opportunity to experiment, touch and feel different types of plants and animals.

Students are enjoying the activities so far and they are given equal opportunities to participate in a variety of learning activities that helped them extend upon their knowledge and develop their understanding about the importance of the environment and its role in our life as Muslims.

*Timing*

The lesson timing for teaching this unit was good and sufficient. Students had plenty of time to investigate, discuss and present information through out each week. They were also provided with sufficient periods of time to read a variety of books and research information about related topics. However, at times, more time was needed when discussing rich concepts such as water and endangered animals. Students had a lot to say, express and ask about. The lesson timing can be enhanced by extending the discussion time to allow students tell and share their opinions and experiences.

*Teaching Strategies*

Throughout this unit a range of teaching strategies are used. The teaching strategies work hand in hand with how the lesson progresses and flows. Students respond and participate actively when strategies such as questioning, brainstorming and investigating are used.

*Grouping Strategies*

Throughout this unit a range of grouping strategies are outlined and used. Students have opportunities to work in small groups (mixed and same ability), large groups, in pairs and individually. Specific grouping strategies have been used to try and promote maximum input and maximum understanding among all students. The grouping strategies used so far through the lessons have helped students develop skills that are necessary to complete tasks cooperatively.

*Resources Used*

All the resources used in teaching this unit were appropriate for student's needs. Resources were rich and relevant to every concept taught in the unit. In addition, the use of additional resources like photographs, posters, books, pictures and videos assisted the students with their learning and understanding of the topic.

On the other hand, more Islamic resources that focus on HSIE concept were needed. Such resources will help the students to see the big picture clearly.

*Program Outcomes*

The HSIE and ‘Love for Others’ outcomes set for this unit are realistic and suitable for the students at Al Noori. Through teaching various lessons from this program it was obvious that students enjoyed learning the content and that the content was set out

to meet the needs of this specific group of students. The outcomes are achievable and the Islamic morals and lessons that are embedded into the HSIE content will be easily achieved. Students responded well and always had plenty of personal experience or insight to share. It was clear that students were able to understand the HSIE content and the Islamic perspective simultaneously.

Integration of Islamic Studies with HSIE

Planning a unit that is aimed at meeting two sets of very different outcomes is a challenge. It is crucial that the topic / s selected are ones that provide opportunity for integration throughout each lesson. Through teaching lessons from this unit it was easily detected by the teacher which lessons had better integration. The topics of Water and endangered animals provided several more opportunities to integrate Islamic Studies and Values. Within the planning process brainstorming and gathering ideas from several different sources is necessary in trying to set a program that will help students achieve the outcomes set. It is also important to have a clear vision of what topics and values will be taught together. And from this point the lesson ideas should be set.

Al Noori Muslim Primary SchoolValues Education in HSIE

HSIE Outcome Teaching and learning experience Resources* ENSI.6- Demonstrate an understanding of the relationship between environments and people

Week- 1 Duration – 120 min Plants ( Wendy Baker & Andrew Haslen, HSIE exercise books, white board, growth chart, ruler,

Focus: Identifying Flora and Fauna Brainstorm animals students know. List

animals on board and ask students where can we find these animals? List places, cities on board and ask students why they think these animals are found in these places

Teacher shows students the globe. Use post- it to locate green areas. Pose the question (do plants only grow in the bush?). Discuss how plants grow in most places on earth( mountains, oceans, bush lands, under ice and snow, deserts)

Show students a book about animals. Read some information about these animals for example (where they are found, what they eat, what kind of environment they live in).

Brainstorm plants students know. Talk about places we can find these plants. Show students a Book (Plants). Read about plants and discuss what it is, place can be found, what they need to grow). Talk about big and small plants, e.g. tree roots, length of trees, some small plants like algae can only be seen with a microscope

Take students for a walk around the school

Grouping strategy

HSIE Indicators

Whole Class __________

Group Work ____________

Individually ___________

- Understands the globe as a representation of Earth- Read, view and listen to texts about caring for environments- Provide opportunities for students to have frequent direct experience with their local area, to make careful observations and to record their observations

carefully_ Highlight the dependence of people on elements of the environment and also the responsibility of humans to value the independence and

consider ways of protecting these elements

and look for some plants. Discuss what it is, what they look like, other places can be found, season they blossom, grow, die.

Ask students to list plants they have learnt about for the day in their HSIE book and draw pictures.

Teacher and students plant an indoor plant. Students go through the process of planting. Make a class rooster for watering the plant. Students will have turn in measuring the growth of the stem and document findings on a plant growth chart.

LFO Outcome

- For students to develop a sound understanding and appreciation towards all of Allah’s creations (Flora and Fauna).

Assessment* Were students able to recognize animals and plants from the environment* Were the students able to reflect on lesson clearly?

LFO Indicators Extra support Extension Evaluation

- Understands Allah has created all Flora and Fauna.- Appreciates and cares for the environment.- Shows an understanding of a Muslims’ role in caring for the environment.

* Teacher to go around and give one to one support to students who are struggling by once again sharing the pictures in the book ‘Plants’

* Students write a post card to a friend. Students draw a picture of Australian plants on one side and tell their friend about these plants on the other side.* Students use match stick to design a model of Australian map locating green environments on the map.

* Did the students enjoy the lesson?* Did I provide equal opportunities for students to participate in discussions?


HSIE Outcome Teaching and learning experience Resources* ENSI.6- Demonstrate an understanding of the relationship between environments and people

Week- 3 Duration – 120 min Dangerous Australian Plants ( Terry Keyt),Plants ( Bruce McClish) magazines, scissors, crepe paper, cellophane, animals and plants pictures, cardboard

Focus: Identifying Australian Fauna and its importance

Provide students with a pre- activity per forma. Students are to list what they already know about Australian animals, what they would like to know about these animals. As a whole class Share information students know about these animals

Brainstorm Australian animals students know. List animals on board and ask students where can we find these animals? List places, cities on board and ask students why they think these animals are found in these places. Discuss what types of animals can be found in Australia. Students can compare animals we can find in Australia and other countries.

Show students a book about Australian animals. Read some information about these animals for example (where they are found, what they eat, what kind of environment they live in). Allow students to compare what they read to their information. Students can add new animals to their list.

Grouping strategy

HSIE Indicators

Whole Class __________

Group Work ____________


- Identifies ways in which people depend on the environment- Differentiate between Australian and other animals and plants_ Identify Australian animals and plants- Identify places Australian animals and plants can be found_ Recognize the important role of animals and plants in the environment

_ Read, view and listen to texts about caring for environments_ Express feeling and values about places that they and others feel are important_ Highlight the dependence of people on elements of the environment and also the responsibility of humans to value the independence and consider ways of protecting these elements

Discuss why we need to have animals in our environment. Talk about their role in the food chain and balancing the environment.

Jointly complete an animal profile about one or two Australian animals highlighting facts, habits, food, etc.

LFO Outcome- For students to develop a sound understanding and appreciation towards all of Allah’s creations (Flora and Fauna).

Assessment* Were the students able to identify some Australian animals and plants* Did the students recognize the importance of animals and plants?


- Understands Allah has created all Flora and Fauna.- Appreciates and cares for the environment.- Shows an understanding of a Muslims’ role in caring for the environment.

* Teacher to work on one to one basis to help students complete animal profile. Teacher will keep information and word bank on board for students to refer to.

* students use pipe cleaners and pictures to design a model of the food chain* Students write a newspaper article about Australian animals.

* Did the students participate actively in class and group discussions?* Was the discussion stimulating and enjoyable for students?


HSIE Outcome Teaching and learning experience ResourcesENS1.5 – Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.ENSI.6- Demonstrate an understanding of the relationship between environments and peopleSSS1.8

Week- 5 Duration – 120 min *The water Kit*Quotes from The Holy Quran*The story ‘Why Should I Save Water’*Coloured cardboard

Focus: Every living thing comes from water

Give students a copy of the before and after chart (page 1 – The Water Kit) ask students to document what they know about saving water – how, when, where.

Select a few students to share their responses with the whole class.

Outline to students that there are numerous references made to water in The Holy Quran. Share with students some quotes about water from the Quran.

Discuss with students how we must work together to take care of all the resources given to us be god.

Read the story ‘Why Should I Save Water’ to the whole class and identify how water was being wasted. Talk about the practical methods suggested in the book. Pose questions such as does this happen in your home? How can water wastage be stopped?

Allow students to complete the before and after chart (page 1 – The Water Kit) by documenting any new information learnt through reading the story.

Ask each student to identify one way water is wasted within their homes. Possible reasons may include taking too long in the shower, leaving the tap running while completing another task or outdoor hose has a leakage.

Discuss where information about saving water can be gathered from, introduce students to the names of places in the local area such as the council or water board that could provide students with information about saving water.

Each students will receive a piece of coloured cardboard to design a sign that can be displayed somewhere around their home to stop water wastage.

As a whole group discuss how to make this sign attractive, outline that it must be

Grouping strategy

HSIE Indicators Whole Class

__________

Group Work ____________


ENS1.5-Describes and categorises place in their local environment e.g. where they could get information from.ENS1.6-Identifies ways in which people depend on the environment-evaluates the result of human change on environments- identifies wise and unwise uses of the

environmentSuggests ways of caring for sites, features, places and

environments to which they can contributeSSS1.8-Identifies similarities between their rights, roles and responsibilities in their family and at school- explains the importance of having rules in the family, at school and in the local community.

distinctive in colour, shape and message. Allow students to take the sign home to

share with their family, explain to students that they will need to report back about their family’s feedback.

Allow students to report back on the following day and outline the reactions family members had and whether or not the student thinks the new rule will be followed.

LFO Outcome- For students to be aware that it is the role of a Muslim to conserve water and care for the resources provided for mankind by Allah.

Assessment*Were students able to identify ways in which water can be saved?*Were students able to share ways they think wastage occurs?*Did students formulate a practical sign that targets a key problem?


- Identifies ways water can be saved.-Understands the essential need for water.-Designs and implements

* Teacher to work with a small group when brainstorming ideas on the sign that will be made and displayed in student’s homes.

*Design a checklist that can be used to identify places where water wastage can occur around the home.*Play the water saver game (page 35- The

* Did the students participate actively in class and group discussions?* Was the discussion stimulating and

ways in which water can be used without causing wastage.-Shows an understanding of their role in saving water.

Water Kit), the person who saves the most water wins.

enjoyable for students


HSIE Outcome Teaching and learning experience ResourcesENSI.6- Demonstrate an understanding of the relationship between environments and peopleSSS1.8- Identifies roles and responsibilities within, families

Week- 9 Duration – 120 min * Book titled Endangered Species* Book titled Extinct or Endangered?* Book titled Targeting Society and The Environment

Focus: Endangered Species

Explain to students that the greatest cause of extinction is the loss of habitat. As the human pollution increases, wildlife decreases, because people develop the land that was inhabited by wildlife

Each student will then receive a copy of Grouping

schools and their local community, and determines ways in which they should interact with others.

page 41 - Endangered Species, discuss how the habitat of the Ivory – Billed Wood Pecker, Giant Panda and Lemurs have been destroyed and caused these animals to either be extinct or endangered.

Have students colour the people and animal cards on page 41.

Divide the class into pairs and give each pair a copy of the game board page 40 - Endangered Species, students can follow instructions to play the game. The aim is to allow students to understand how humans’ occupation of land has caused the endangerment of the animals above.

Allow students to imagine they were the Giant Panda from China and write about the experiences of the Panda when his habitat was being destroyed, ask students to write specifically about what the Panda went through and how the Panda felt.

Using page 51-Endangered Species students will form a personal promise about what they will try and do to help the endangered animals, students will document the promise. Before hand teachers are to brainstorm practical and ongoing things that can be done by students to help this problem. Students will also be required to tick off each day that the promise is fulfilled and cross out the day that it is not fulfilled. Promises may be as simple as informing people about the importance of putting rubbish in the bin to cause less pollution that may affect wildlife.

Teacher is to allow one child to share their promise each day and briefly discuss how many people they may influence just by keeping that promise.

strategy


__________

Group Work ____________


ENS1.6-Identifies ways in which people depend on the environment-evaluates the result of human change on environments- identifies wise and unwise uses of the environment-evaluates results of human change on the environment-Suggests ways of caring for sites, features, places and environments to which they can contributeSSS1.8- explains the importance of having rules in the family, at school and in the local community.-Participates in creating and observing rules -Describes their responsibilities of community workers, both paid and unpaid.LFO Outcome

-For students to understand the effect humans can have on Earth.

Assessment* Were students able to understand the message of the game?* Did students come up with a practical promise?


- Understands that Muslims should not harm animals without reason.-Shows a love towards animals.- Understands that animals have rights.

* Teacher will allow students who require extra support to complete the report on the animal that was discussed in the previous lesson.

*Students can play a matching quiz game about endangered animals where they have to match the information provided to the name of the animal unit 28 ‘Endangered Australian Animals’* Students may read from the variety of books (which will be available in the classroom) about a specific endangered animal.



HSIE Outcome Teaching and learning experience ResourcesENSI.6- Demonstrate an understanding of the relationship between environments and people

Week- 10 Duration – 120 min Small cards, cardboards, colours, butcher paper,

Focus: Love for animals: caring for the Wild

Initiate lesson by telling the students the Islamic story (The woman and the Cat). Discuss the moral of the story with class and what was the wrong thing the woman did, what should she have done instead.

Give each student a small card and ask them to suggest one way of caring for animals. Once students are ready, sit in a circle and allow students to have turns in presenting their ideas or suggestions. List all suggestions on a butcher paper and display in class. As a class go over suggestions

Divide students into small groups and ask each group to think of reasons why we need to care for animals? When groups are ready, ask each group to present their

Grouping strategy


__________

Group Work __________


* Suggest ways to care for animals* Understands the importance of caring for animals* Understands that humans

have a responsibility towards animals*Demonstrate ways in which they can care for animals* Participates in activities that demonstrate personal and shared responsibilities about the care of environment_ Participate in events and activities to promote environmental awareness and care_ Highlight the dependence of people on elements of the environment and also the responsibility of humans to value the independence and consider ways of protecting these elements

reasons to class. Discuss reasons and explain to the students that as human being and Muslims we should care for animals and look after them not kill them.

In pairs students are to design a poster that present one way of caring about animals, e.g. providing a shelter, feeding them, having more veterinary surgery for sick animals. Encourage students to write a message on their poster.

LFO Outcome- For students to develop a love and sense of care towards all animals.

Assessment* Were the students able to suggest reasonable ways for caring for animals?* Were the students able to understand reasons and

expand on it?


- understands that mistreating animals is an unIslamic manner- Identifies positive ways to treat animals-Identifies the role of a Muslim in caring for animals.

* Teacher to go around and support groups.* Ideas, word bank will be kept on board for students to refer to.

* Students can conduct a survey about the importance of caring for animals.* Students can write an acrostic poem telling what caring for animals means

* Were the resources enough and sufficient/* Did the students enjoy the activities? What can I add next time?


HSIE Outcome Teaching and learning experience Resources* Demonstrate ways in which they can care for animals

Week- 11 Duration – 120 min Small cards, cardboards, colours, butcher paper,

Focus: Love for animals: caring for pets

To start off the lesson, ask students to conduct a survey about their favourite pet. Students can make a graph in their HSIE book students can make a graph that represents the most popular pet in the class and draw a picture of their favourite pet. Pose the questions to class (who has a pet at home), (why do you have a pet at home) .Ask the students to tell the class what they do at home to look after these animals. Write the word ‘neglect’. On board. Ask students to look it up in their dictionary. Students are to read the word and write it on board. Ask the students what can happen to these animals if we neglect them.

Divide class into small groups and ask each group to write what can happen to pets if they are neglected? Each group will present their answers to class. Discuss answers and list ways in which animals can be neglected such as: food, cleaning, water, the way we treat them, providing shelter especially in cold weather etc.

Grouping strategy


__________



* Suggest ways to care for animals* Understands the importance of caring for animals* Understands that humans have a responsibility towards animals* recognize that

animals have feeling like humans* neglecting animals can cause their death* Highlight the dependence of people on elements of the environment and also the responsibility of humans to value the independence and consider ways of protecting these elements

Jointly construct a mind map with the heading ‘Neglecting animals can cause’…

Teacher brings a class pet (fish, caterpillar, or a cat for a day). Students are to take turns in looking after the class pet. Jointly construct a ‘looking after our pet’ rules poster.

Brainstorm words that describe the way we should treat pets, e.g. gently, kindly, loving, nicely, carefully, etc. Talk about cruelty and explain to students that animals have feeling too like humans. Ask students how they would feel if someone pulled their hair, hit them, step on their foot, etc. Explain to students that animals feel pain too if we mistreat them Remind students that Allah (swt) punches those who mistreat animals.

Tell the students the story of the (Bird). Discuss the moral of the story. Students will write a narrative from the bird’s point of view telling how mother bird felt when she came back and didn’t find her egg in the nest and how she felt when the man returned the egg to its nest.

Conclude lesson by dividing the students into two groups. Groups will debate on the topic ‘should we care for animals or not?’

LFO Outcome- For students to develop a love and sense of care towards all animals.

Assessment* Were the students able to presents results effectively?* Did the students identify cause and results?* Were the students able to come up with solutions?


- understands that mistreating animals is an unIslamic manner- Identifies positive ways to treat animals-Identifies the role of a Muslim in caring for animals.

** Teacher to go around and support groups.* Ideas, word bank will be kept on board for students to refer to.

* Design a sign about caring for pets* Students design a broacher for a hotel that provides special care for pets.

* Were the activities appropriate for the concept/* What was the strength and weakness of lesson?


HSIE Outcome Teaching and learning experience ResourcesENSI.6- Demonstrate an understanding of the relationship between environments and peopleSSS1.8- Identifies roles and responsibilities within, families schools and their local community, and determines ways in which they should interact with others.

Extra Lesson 2 Duration – 120 min * Book titled Endangered Species* Book titled Extinct or Endangered?* Book titled Endangered Australian Animals’* Book titled Targeting Society and The Environment* Book titled Wombat Stew

Focus: Endangered Species

Read the story Wombat Stew to the whole class; discuss the marsupials featured in this story and how they show love for each other by trying to protect the wombat from being eaten. Outline how they worked together to save the wombat. Identify that the love they shared between each other caused them to save the wombat. Outline that islamically we must love all living things that have been created by God and that all of God’s creation have a purpose on Earth and if we do not understand the purpose they have we should not harm any living things. Outline that Marsupials are native to Australian and that many of them are endangered.

Read the study about the Northern Hairy Nosed Wombat Unit 11- ‘Endangered Australian Animals’. Look at where they were previously found and outline how they are now only found in one colony in Queensland. Brainstorm reasons to why they are now endangered and only found in one place.

Identify ways in which this animal can be helped, discuss what kind of advertising campaigns can be implemented that would help send a message to help save the remaining wombats.

Divide students into small groups, each group will be allocated one advertising medium such as T.V advertisement, newspaper advertisement, poster/ banner,

Grouping strategy


__________



ENS1.6-Identifies ways in which people depend on the environment-evaluates the result of human change on environments- identifies wise and unwise uses of the environment-evaluates results of human change on the environment

-Suggests ways of

caring for sites, features, places and environments to which they can contributeSSS1.8- explains the importance of having rules in the family, at school and in the local community.-Participates in creating and observing rules -Describes their responsibilities of community workers, both paid and unpaid.

magazine article.

Each group will develop an advertisement aimed at trying to save The Hairy Nosed Wombat.

Each group will present the advertisement to the whole class. The group working on the T.V advertisement may present it at the schools assembly and direct students to have a look at the school display (refer to previous lessons) about endangered animals.

Students may them work on signs directed specifically at Muslims (to be displayed in local mosques and Islamic centres) about endangered species and how to protect them signs will include quotes from the Quran which state Muslims should not unnecessarily harm, animals and we should love for ourselves what we love for all other living things.

LFO Outcome-For students to understand the effect humans can have on Earth.

Assessment*Did students understand that it is wrong islamically to harm animals unnecessarily?*Did students come up with good advertisements with clear messages?


- Understands that Muslims should not harm animals without reason.-Shows a love towards animals.- Understands that animals have rights.

*Teacher will work with each small group in coming up with advertising slogans and messages to help endangered animals.

* Students can write a story around the theme ‘If only dinosaurs were not extinct’.*Students can play a matching quiz game about endangered animals where they have to match the information provided to the name of the animal unit 28 ‘Endangered Australian Animals’


Human Society & Its Environment – Year 4 - Term 2: 2005Towards Understanding A Multicultural Australia & Love For Others

COMPILED BY MOHAMED ANIZ

Week Topic Rationale

It is not uncommon for people to have the wrong perception of other communities, cultures and religions when they do not have much interaction with them. The actions of a few people have seen “Islam, Muslims, refugees and foreigners” being made scapegoats and responsible for all that is wrong in the society. Students may have come across news and discussions in the community that may not necessarily have portrayed a correct image of the various situations.

Also, we often tend to overlook the contribution of people from ethnic communities or tend to only notice their existence in Australia through the media under unfavourable circumstances. As such the unit will look at multiculturalism, religious diversity, ethnic Australians contributing to the community and refugees in Australia.

This unit of work has been designed to allow the students to gain a greater understanding of Australia’s multicultural background. It hopes to instill values such as understanding, tolerance, cooperation, understanding, etc. among others. It will provide students with a better understanding of a multicultural Australia

Week 1 Multicultural Australia – A Garden of Flowers I

Week 2Multicultural Australia – A Garden of Flowers II

Week 3Multicultural Australia – Dispelling Some Myths

Week 4Religious Diversity of the Australian People I

Week 5Religious Diversity of the Australian People II

Week 6Australians Serving Their Communities I – Volunteers

Week 7Australians serving their Communities II – Paid Professionals

Week 8Famous Australians of Various Cultures

Week 9Australia and Refugees I - Who Are They?

Week 10 Australia and Refugees II –

Understanding their PlightWeek

11 Australia and Refugees III - Stepping into Their Shoes

through critical thinking, discussion, activities and investigations. There is scope in this unit to further promote love for others in the Australian community.

Outcomes CS2.3: Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.CS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. SSS2.8: Investigates rights, responsibilities and decision making processes in the school and community and demonstrates how participation can contributes to the quality of the school and community life.

Indicators: These are specific to each lesson.

Assessment & Evaluation:The unit will start off with a discussion based diagnostic assessment in which it will gauge the students level of understanding of the contributions of the various cultures in the community. Formative assessment will be in the form of discussions and relevant worksheet related to each lesson. Summative assessment will be in the form of a mid year exam covering the entire unit. Part of this summative assessment as used in the mid year exam has been attached at the end of the unit.

Knowledge & Understanding:Students will: Understand the origins and

backgrounds of people in the local community.

Develop knowledge of the diversity of groups within and between communities.

Develop knowledge of the contributions of paid and unpaid workers and voluntary organizations in the community.

Values & Attitudes: Students will: Identify, clarify, analyze and evaluate

their values and attitudes as well as those of others about issues and events.

Develop informed and responsible attitudes towards people, cultures, religions and societies.

Work cooperatively in groups. Propose explanations using simple

observations and personal research. Show responsiveness to ideas.

Multicultural Australia – A Garden of Flowers IOutcomes Teaching & Learning Experiences Resources Evaluation

CS2.3: Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.

Students will learn about: origins and backgrounds of people in the local community and the diversity of groups within and between communities.

Recall: “Love for your Brother what you love for yourself”(Hadith of Prophet Muhammad SAW), “Love thy neighbour” & “Do unto others as you would have them do unto you” (The Bible).

Introduce lesson with following questions: What is a multicultural society? What makes Australia a multicultural country? Where did it all start? What benefits are there in having a

multicultural Australia? What can we learn from living in such a place?Introduce lesson with question: In what ways do we as Australians benefit from having

people from other cultures living amongst us? Possible responses: greater understanding, empathy with backgrounds and situations, some values we look up to or can ascribe to e.g. care and respect for the elderly, knowledge and wisdom of their speech, professional services such as doctors, teachers, etc.

Brainstorm: What community and multicultural activities are taking

place in the society? Responses could include: Annual Eid Festival, Haldon Street Carnival in Lakemba, Christmas parades, Chinese new year celebrations, dragon boat race, new year celebrations, etc.

What are some other areas that we could work on to improve our relations with other cultures?

What activities could we plan to involve cultures other than ours?

Australian People & Their Beliefs (Islam, Buddhism, etc.) Michael & Jane Pelusey; Macmillan Library.

Australians All (English, Irish, etc.) – Al Grasby & Marji Hill; Macmillan Library.

Religious Celebrations & Festivals in Australia – Rose Inserra; Macmillan Library.

Australian Year Book 2002; Australian Bureau of Statistics.

Famous Australians - Leone Hendry; Heinemann Library.

Celebrate: Islamic Festivals - Khadijah Knight; Heinemann Library.

Religious Events & Celebrations - Victoria taylor; Echidna Books.

Society & Environment (Workbooks C & D) – R.I.C. Publications.

Targeting Society & Environment -

Did students demonstrate an understanding of the term “multiculturalism”?

Were students able to identify some benefits of living in a multicultural society?

Did students demonstrate a respect for other cultures living in their community during class discussions?

Indicators Identifies

some of the community groups that people can belong to.

Compares their own community with another Australian community.

Gives some reasons why their

local community different to others and why it is of value and should be respected.

What have we adopted into our lives that are from other cultures? Examples could include: suit and tie from the English, baklava from Greeks, Falafels from the Lebanese, etc.

In what ways can we make an effort to get along with other cultures that will promote love, tolerance and understanding between various cultural groups?

What are some dangers of not making an effort to understand (ignorance) people of other cultures, religions and socio-economic backgrounds?

Teacher list titles such as “Areas we can improve our relation ship with other cultures, multicultural activities we could participate in. etc” and write responses to each focus question above on the board for students to copy.

Teacher will give students a copy of the handout “Multicultural Australia - A Garden of Flowers” to read and complete the exercises as a background to this lesson and as a lead up to the next lesson on multicultural Australia.

Middle primary PicturePack – Blake Education.

Sydney Maritime Museum

Multicultural Australia – A Garden of Flowers II

Outcomes Teaching & Learning Experiences Resources Evaluation

CS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.


The teacher may decide to choose one or more activity for this lesson.

The aim of this lesson is to step into the shoes of a migrant by either listening to an elders experience or make an effort to understand from role play, video’s and books on early ethnic Australians.

Guest Speaker:Students will listen to a guest speaker from another culture (as we are in Sydney’s SW, consider one or two speakers from Lebanese,


Australian People & Their Beliefs (Islam,

Were student’s questions relevant to the topic of discussion?

Was the lesson paced at a level suitable for the students?

Indicators

Greek, Italian, Indian, Pakistani Yugoslavian, etc) as organised by teacher and class. Students ask relevant questions (prepared in advance with

teacher help) directed at each speaker. Session is to be recorded on video to be analysed and

experiences discussed by students in another session.

Follow up: Following the video session, students share their feelings with

class on hearing the lifestyle of the early arrivals. Discuss some of the problems they faced and overcame. What lessons can we learn from their experiences? What do we

owe them for their struggles in making Australia a better place for us?

Role Play: Suppose you are a migrant. What is some things dear to you that you will leave behind? Consider personal belongings, friends and relatives, lifestyle,

culture and foods, etc. Discuss how the migrants would have coped with the new

environment, lack of friends, unfamiliar foods, etc. was settling in this new land easy?

Discuss and list the various reasons why people may have decided to come to Australia. Discuss possible benefits and sacrifices.

Video Session: Teacher may source a video or books with pictures of early ethnic

arrivals in Australia and discuss the contents. Focus will be on understanding their experiences in the early days of their arrival.

Buddhism, etc.) Michael & Jane Pelusey; Macmillan Library.


Targeting Society & Environment - Middle primary PicturePack – Blake Education.



Did students show an understanding of some of the problems faced by the early arrivals?

Did students show an appreciation for the hardship and sacrifices made by the early ethnic settlers?

Describes the cultural, linguistic and religious diversity of communities within Australia.

Gathers information and explains the various lifestyles and experiences that different groups have within Australia.

Multicultural Australia – Dispelling Some Myths

Outcomes Teaching & Learning Experiences Resources EvaluationCS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.

Students will learn about: origins and backgrounds of people in the local community and the diversity of groups within and between communities.Introduce Lesson with Question: What are some perceptions held by your culture about people of

other cultures that are not correct, healthy or fair?Individual Activity:Teacher will ask students to write about some perceptions they hold about other cultures and races. This is possibly what they have heard from friends at school, from the playground, from adults at home, etc. Students will then be asked to reflect on the focus of the lesson and reflect on why such perceptions are unhealthy. They will write next to their held perceptions why they think it is wrong.Individual responses not to be discussed in class. However, teacher may choose a commonly held perception and attempt to dispel some misconceptions surrounding it.Some discussion questions arising from above activity: How would we feel if some perceptions held by other cultures about

us is not true or fair? How could these perceptions become barriers to forming lasting and

healthy relationships if not attended to and rectified? What activities can we undertake to improve understanding, bridge

the gaps and dispel myths/perceptions held about other cultures? Recall: Harmony Day – department of immigration.

Students’ brainstorm and list practical activities they could adopt to form friendships between people of other cultures. Ideas could include helping an elderly neighbour weed their garden, inviting a child of another culture playing by him/herself to join you and your friends, attending cultural festivals organised by other cultural groups, joining sporting and cultural groups that have no barrier to race, colour, belief, cultures, etc.

Recall: (Qur’an 49:13)


Australian People & Their Beliefs (Islam, Buddhism, etc.) Michael & Jane Pelusey; Macmillan Library.


Targeting Society & Environm

Were students aware of such perceptions existing in the society?

Were students able to identify some perceptions as held by themselves?

Did the lesson allow the students to analyze their own perception as being correct or not?

Did students show an understanding of how to deal with

Indicators Recognize

s examples of systematic unfairness, e.g. discrimination based on race, skin colour, language, religion, gender, etc.

Discusses ways in

which systematic unfairness can be addressed, e.g. anti-racism policies.

Describes different ways in which citizens in communities can value and respect others, e.g. acknowledging that people have the right to hold different viewpoints.

O mankind! We have created you from a male and a female, and made you into nations and tribes, that you may know one another. Verily, the most honourable of you with Allah is that (believer) who fears God. Verily God is All-knowing, All aware. Qur’an 49: 11 – 12)O you who believe! Let not a group scoff at another group, it may be that the latter are better than the former. Nor let (some) women scoff at other women, it may be that the latter are better than the former. Nor defame one another, nor insult by nick names. How bad is it to insult one’s brother after having faith? And whosoever does not repent, then such are indeed the wrong doers.O you who believe! Avoid much suspicion; indeed some suspicions are sins, neither backbite one another. Would one of you like to eat the flesh of his dead brother? You would hat it. And fear God, verily Allah is the One Who forgives and accepts repentance, Most Merciful.Personal Reflection: Students reflect on own areas of weakness. What would others think about them if they knew the same? Students complete the activity sheet for this lesson. Invite a Sheikh to class to talk about Islamic perspectives on dealing

with rumours, stereotyping and incorrect perceptions.What to do when you hear racial jokes, rumors, stereotyping and incorrect perceptions? Ask: Have you seen it? How do you know if it is true? What have you done to check the accuracy of what you’re telling

me? How would you feel if someone was to tell similar things about your

culture?

ent - Middle primary PicturePack – Blake Education.



such perceptions were they to arise in the future?

Did the lesson equip students with ideas on how to breakdown cultural barriers?

Did the students comprehend that having negative perceptions of other cultures is un-Islamic?

Could students recall stories from the Qur’an and Hadith to deal with wrong perceptions and rumours?

Religious Diversity of the Australian People I



Discourse: Belief is the faith in something taken to be correct and accepted to be true. There are a lot of common elements in all religions as they all promote love, respect and tolerance of other people. All religions promote and encourage good values. Islam offers an olive branch to the rest of humanity to unify it under one religion (“Verily the religion for Allah is Submission”). However, while we Muslims have a responsibility to extend this invitation, we cannot and must not impose our faith and belief on other people. This instruction is emphasized in the Qur’an (“La ikraaha fidh deen”: There is no compulsion in religion).

The respect and tolerance of other faiths are aptly demonstrated through the various stories recorded from the life of the Prophet Muhammad (SAW). These include his fair dealings with Pagans, Jews and Christians. Also the existence to this day of other faiths in the predominantly Islamic lands of the Middle East is testimony to this message of respect and tolerance of other faiths and love for humanity. Teacher facilitate a brainstorming session on students neighbours,

friends, teammate, etc who may follow a different faith and those they have contact with. List faith against relationship e.g. Christian neighbour, Buddhist teammate, etc.

List the responses under: “People of Other Faiths I Deal With”

Brainstorm some things they have in common with the people listed above.

List the responses under: “What we have in common”

Latest census results from Australian Bureau of Statistics

Videos of other faiths celebrating their festivals e.g. Christmas, Diwali, Eid, etc.

Religious Events and Celebrations – Victoria Taylor: Echidna Books 2002

The Holy

Were students able to work cooperatively in groups?

Did students show an interest and participate in the discussion?

Were students able to give relevant answers related to the topic and discussion?

Did the students show an understanding, love and respect for other peoples right to practice their faiths without hindrance?

Indicators Describe

s the cultural, linguistic and religious diversity of communities within Australia.

Identifies major world religions (Buddhism, Christiani

ty, Hinduism, Islam and Judaism)

Examines religious groups and forms of spirituality in the community.

Brainstorm some attributes they like about the people listed above.

List the responses under: “What I like about these people”

Students complete the cloze exercise on the above topic. Teacher will discuss explain content to students after marking together as a class.

Qur’an - Chapter 35, verses 27 & 28

Did the students show an understanding for the ayah of the Qur’an (“La ikraaha fidh deen”: There is no compulsion in religion)

Religious Diversity of the Australian People II



Using prior knowledge, teacher will introduce the topic on the importance of love, respect, cooperation and tolerance between teachers and students and then move to include people of various religions and belief systems. The benefits of each of the above and the possible harmful and hurtful scenarios we could avoid through understanding, respecting and cooperating with each other.

Religious Events and Celebrations – Victoria Taylor: Echidna Books 2002

Australian People & Their Beliefs (Islam, Buddhism,

Were students able to give reasons and examples on the importance of each of:LoveRespectToleranceUnderstanding& CooperationIndicators

Notes: Because of the religiously diverse community we live in, there is a strong emphasis on increasing understanding between people of different faiths. To promote this understanding, there are regular interfaith dialogues between leaders of major faiths. The interfaith dialogue promotes the tolerance, cooperation and respect for and among different faiths. The interfaith network organizes visits for community and school groups to the places of worship of different religious groups. These visits are one way to increase understanding and respect for different religious groups. Students in groups of 4/5 come up with as many reasons as

possible on “The importance of love, tolerance, and cooperation between peoples of different religious backgrounds” with share their collaborative efforts with rest of class.

Teacher will list as many reasons as possible on board under Heading “Why We need to Promote Love, Respect & Understanding Between Faiths” for students to copy onto exercise books.

Students brainstorm examples on how they could encourage themselves and others to promote love and understanding between children of other religious backgrounds. Teacher could start the process by hinting activities such as participation in school sports, cultural and religious festivals and carnivals, studying through books and literature, attending various religious functions of other cultures and religions just to observe and understand, etc.

List these under the heading “Ways we could Promote Love, Respect & Understanding between Different Faiths”

Extension Activities Recount: Encourage students to write on an experience when

they were invited to a friend’s place (of another faith) for their celebration.

etc.) Michael & Jane Pelusey; Macmillan Library.

Between different religions, cultures and beliefs?

Did students show an awareness that there are differences within their own community?

Did the lesson create a greater awareness for respecting differences between people and cultures?

Describes the cultural, linguistic and religious diversity of communities within Australia.

Identifies major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism)

Examines religious groups and forms of spirituality in the community.

Where the student has not had an experience with another religion, they could write on what they would like to know about other faiths.

Alternatively, teacher could suggest a topic in line with theme of lessons I & II

Assessment Students prepare a presentation in the form of an audio, video

or written transcript of an interview of a person from another faith. Interview is to discuss background, celebrations, why and how it is celebrated, special foods and costumes, events, etc.

Students research and present as much information as possible on a religious festival of a faith other than their own.Australians Serving Their Communities I – Volunteers


SSS2.8Investigates rights, responsibilities and decision making processes in the school and community and demonstrates how participation can contributes to the quality of the school and community life.

Students will learn about: contributions of paid and unpaid workers and voluntary organizations in the community.

Teacher will introduce the lesson with: The “Love to Give” (or Ithaar in Arabic) is one of the main values and principles that Islam encourages and teaches its followers. “As for him who gives (in charity) and keeps his duty to Allah and believes in paradise, we will make smooth for him the path of ease” (Qur’an Chapter 92, Verses 5-7).

Notes: The community runs smoothly only through the commitment, hard work, dedication, cooperation and responsibilities being shared by members of all ethnic backgrounds making up the community. It is not the domain of any one particular ethnic/cultural group that the affairs of the community runs as smoothly as is does. It is a big task made easy with the cooperation of various cultures, groups and professions. It is important to understand that we could contribute to our communities by giving time, money, skills and experience, etc.Discussion question: How do people from different cultures serve their communities? (e.g. builders, bus drivers, bakers, doctors, etc.).



Internet www.

View “Project Sheet” for Resource Ideas.

Did the students show an understanding that they should want for others what they want for themselves? E.g. love, respect, tolerance, understanding, etc.

Were students able to appreciate the sacrifice made by volunteers?

Indicators

Students individually list at least two people of other cultures that serve their community e.g. Chinese doctor and Greek teacher.

Teacher will randomly select some students and ask for their responses to list on the board. Soon it will become very clear as to how many cultures contribute to our community.

Students copy these responses in their exercise books.Unpaid or Volunteer Community Service What is unpaid or Volunteer Community Service? Who does this and why do they do it? What drives them? How do we recognize their contribution to the community?

Students in groups of 4/5 brainstorm examples of unpaid community service. Some examples include Volunteer fire service, first aiders at games, people giving time at places of worship to clean up, parents running food stalls to raise money for schools, etc. What could be some implications if these people did not offer their

services? How often have we paused to appreciate the services of these

people? Students in same groups brainstorm examples of how they could

provide community service or show some sort of concern for their community in a practical manner. Examples could include: helping an elderly neighbour weed their garden or run an errand for them, taking your pet to the nursing home so the residents can have a cuddle, just having a chat over a cup of tea with an elderly neighbour on a regular basis, taking part in the clean up Australia day, Arbor Day, etc.

Also discuss rewards from undertaking such activities. Examples would include personal satisfaction, contributing something back to society, etc.

Students copy these responses in their exercise books.

Did students show any concern if there were to be no volunteers?

Could the students appreciate how various cultures work closely with each other to keep our community running smoothly?

Identifies the contributions made by some community organizations and groups to the quality of community life.

Australians serving their Communities II – Paid Professionals




Teacher will reintroduce second lesson with: The “Love to Give” (or Ithaar in Arabic) is one of the main values and principles that Islam encourages and teaches its followers. “As for him who gives (in charity) and keeps his duty to Allah and believes in paradise, we will make smooth for him the path of ease” (Qur’an Chapter 92, Verses 5-7).

Hadith – “Give the worker you employ, his dues, before his sweat dries.” & “Allah likes from you when you do a job, to do it well.”

Paid Community Services What is it and why do we need to appreciate it? Students brainstorm examples of professions that serve the

community and get paid for it. Students list examples of cultures they have noticed in paid

community service jobs. Examples could include police, nurses, doctors, teachers, Firemen, etc.

How do these people make a difference in our lives? What could be some implications if these people did not offer

their services or were not paid to offer their services?


Did the students show an understanding for the need for paid professionals in the community?

Did the students appreciate the implications of not having these people in the community?

Were students able to give examples whereby Indicators

Teacher will write responses on the board for students to copy for each of the questions above.

Notes: It is not always possible to have all services for free. Paid community services are professions/vocations that people get paid to do. Services are exchanged for payment. For example, you need to pay if you go to the dentist. We need to value and appreciate these services and service providers, as without them, we would not have essential services. It is also important to pay for such services, as these are essential services that require expertise and intense training to become proficient. Some of these professionals however, also offer free services e.g. some lawyers offer free services to the community on a regular basis. Also, some doctors offer free surgical services to those that can’t afford to pay for it both locally and abroad e.g. Fred Hollows Foundation, MSF, etc.

Although they are paid to serve the community, yet their dedication, sincerity, caring nature and politeness leave good impressions on us. (“And we have you rely on each other” - Qur’an). These people follow strict ethics and values when dispensing their services. It is mainly through love and dedication for their professions and the enthusiasm to serve their community that these people take up their chosen professions.

Teacher will write these notes and other notes resulting from the brainstorming session on the board for students to copy onto their exercise book.

these professionals also did volunteer work as their way of looking after the community?

Could students identify various cultures who represent paid professionals in the community?


Famous Australians of Various Cultures




Lesson Introduction:When we talk about Australians, do we normally think of or picture a particular culture or do we think about a group of dedicated people of various cultures and backgrounds working hand in hand to make the country run in a smooth manner?

Teacher pause this question and hold a brief discussion (2mins) as a lead up to the discourse.

Discourse:People of all cultural backgrounds contribute to the care and development of Australia. These personalities include public figures and the not so famous people. It is the harmony and consistent manner in which they all contribute makes Australia the strong and stable nation it is today.

Australia’s multicultural society is evident through its radio and TV presenters and programs. There are dedicated radio stations providing news and entertainment in various languages. The Australian government and the community recognize this and has a dedicated radio and TV station called SBS.

Internet www.

Were students able to appreciate the contributions by people of various cultures in Australia?

Could students identify other famous people of different cultures contributing to the Australian community?

Could students Indicators

These are just a few examples of how all cultures work together to make Australia a place where everyone is proud to call himself or herself as an Australian.

Teacher will ask students to read worksheet on “Famous Australians of Various Cultures” and answer associated questions.

Discuss contents of the worksheet and discuss responses to questions.

identify the rewards of serving their communities?


Australia and Refugees I - Who Are They?




Discourse: We Muslims believe and must accept that all the land belongs to Allah. No culture, religion, nation or group of people have exclusive ownership and domain over any land in any corner of the world. “All the creatures are dependant on Allah and the best loved by him are those who are most helpful and beneficial to his dependants” (The Holy Qur’an).

Students watch a news footage or documentary on refugees then teacher facilitate a discussion. What does the term “refugee” mean?

Boy Overboard – Morris Gleitzman (Penguin Books).

Australian Issues: Refugees – Stuart Trist (McGraw Hill).

Did students sound out some of the commonly held perceptions in the community about refugees?

Did students show an awareness Indicators

What makes people refugees? What are some experiences faced by refugees in their country? What experiences do they face in Australia?

Understanding How Australians Feel About Refugees. How do Australians perceive refugees arriving at their shores? Are all their perceptions the same? Are all these perceptions right or wrong?

Putting It Right: Do we understand their circumstances, experiences and

backgrounds? Should we try and understand their situation before we cast

aspersions on them? How can we learn more about refugees? How should we behave towards refugees? How can we make refugees feel as important members of our

wider community? Discuss with your family on things we could do as a family to

make refugees feel welcome in our neighbourhoods, homes and schools?

Students complete the exercise sheet for above topic. Teacher will discuss answers to open ended questions with class and prompt students to explain some of their responses.

World Refugee Day – 20th June 2005 (Find out events being organized in Sydney for this day and participate if possible)

www.oxfam. com.au

World Refugee Day Events in Community

that circumstances make refugees and it is not a matter of choice?

Did students show an understanding towards the humanitarian need of refugees?

Were students able to understand the plight of refugees?

Identifies some of the community groups that people can belong to.

Examines the different perceptions that people living within a community have of that community.

Compares their own community with another Australian community.

Examines the different

http://www.oxfam.com.au/


viewpoints that people might have about cultural, linguistic and religous issues that arise in their local community and in other communities.

Australia and Refugees II – Understanding their Plight



Setting the Scene: Question: Do we have the right or authority to take the moral high ground and pass judgments on others without understanding their plight or knowing their circumstances?

Teacher will introduce the session with the scenario below.

Onion Tears (Diana Kidd).

Visiting speaker


Australian Issues: Refugees

Were students able to discuss the plight and circumstances of refugees in the context of the role-play?

Did students show an Indicators

Imagine you have a new classmate from a refugee family. How could you as a class make your new classmate feel

welcome to your class and to the school? What are some things you could help your classmate with,

both in and out of school? Make a list of community and government agencies that

could help refugees. (Consider friendship and social support groups, community colleges, refugee advocate groups, legal advise, physical and mental health providers, etc.).

What are some good values we could pick up from refugees? (Recall how they look after and care for each other at times of hardship and adversity, don’t give up attitudes, nice and polite manners, etc).

Class and teacher organize a visiting speaker from a refugee/refugee advocate background. Class listen to refugee’s personal experiences before and after their arrival in Australia.

Teacher help students to form questions to ask of the speaker. Model questions such as: What assistance do the refugees require when they arrive

in the community? What facilities are there to meet these needs? How do the refugees access these services? Children ask relevant questions arising from the talk.

If no speaker is found, then teacher could tell a brief version of the story “Onion Tears” to the class as a way of making students aware of what refugees go through.

– Stuart Trist (McGraw Hill).

www.oxfam.com .au

understanding why refugees leave their home and country of birth?

Did students show an understanding towards the humanitarian need of refugees?

Were students able to understand the plight of refugees?

Were student’s questions to the speaker show an understanding of the topic being studied?



Recognizes examples of systematic unfairness, e.g. discrimination based on race, skin colour, language, religion, gender, etc.

Examines the different viewpoints that people might have about cultural, linguistic and religous issues that



arise in their local community and in other communities.

Students complete the cloze exercise and then teacher discuss the content of the exercise with explanation.


Australia and Refugees III - Stepping into Their ShoesOutcomes Teaching & Learning Experiences Resources Evaluation



Reflection/Role Play:Imagine you are a student from a refugee family at a new school. Your home life is sad as mum is always crying at the thought of her family and friends back in her homeland. Dad does not have a job as yet and this hurts his pride. Since recently dad appears withdrawn and feels powerless to help mum. You have not had a chance to make new friends in the neighbourhood as you have very little knowledge of the English language. What is going through your mind as the teacher talks to you? What are some things that you would like to the teacher to

do for you? What are some things you would like the teacher not to do

to/for you? What goes through your mind as students talk to you? What goes through your mind as the class laughs (and

students laugh during playtime)? How would you like the students to treat you? What are some things that students could do to help you? What are some things they shouldn’t do?

The role-play may be replaced with a question and answer session or a brainstorming session if the teacher deems fit.

Alternatively, teacher may decide to pause another scenario aimed at a level suitable to ability of children to empathize with the plight of students from refugee families.


Australian Issues: Refugees – Stuart Trist (McGraw Hill).

www.oxfam. com.au

Were students able to understand the plight of refugees as a result of previous exercises?

Did the current exercise help the students to “feel” how a refugee may feel?

Did the student’s language during discussions indicate an increased awareness of the topic?

Indicators






Recognizes examples of systematic unfairness, e.g. discrimination based on race, skin colour, language, religion, gender, etc.

Examines the different viewpoints that people might have about cultural, linguistic and religous issues that arise in their local community and in other communities.

Multicultural Australia – A Garden of Flowers

Australia has people of many cultures living side by side. This has happened as a result of migration from various countries in the past and continues today. “Migration” means moving from one place to live in another. Humans have been migrating to other places for thousands of years.

The Aboriginal people were the first to come to Australia approximately 60,000 years ago. When European settlers started arriving in Australia in 1788, there were over 600 different aboriginal peoples already in Australia. Migrants have been coming to Australia from around the world since 1788. They speak over 200 different languages and practice over 80 different religions.

The main community languages in Australia, each with more than 100,000 speakers are; Greek, Italian, Cantonese, Arabic/Lebanese and Vietnamese. A further 10 languages were spoken by more than 40,000 people.

The easing of the white Australia policy by the government of Australia in the 1970’s saw migrants arrive from other Asian, Middle Eastern and Pacific Island countries among others. Easing of restrictions and Australian sympathy for the plight of refugees saw the arrival of people from Vietnam, Middle East, Afghanistan, etc.

According to the Australian bureau of statistics Year Book 2002, the highest number of arrivals in 2000 were; from New Zealand (80,600), UK (48,100), China (36,300), Yugoslav Republics (28,300), South Africa (21,400) and India (16,400).

Settlers arrived in Australia for many reasons including economic, family reunion, refuge among others. Economic migrants were either people with money to set up business or highly qualified people with knowledge and skills required by the Australia government and its people.

Did You Know?Muslims arrived in Australia in the 1800’s. They came from the middle East and in particular from Afghanistan and worked as camel drivers. They brought camels out to Australia with them. Camels were the best transport around the dry outback because they survive well with little water. Between 1867 and 1910, there were between 2000 and 4000 Muslims providing a camel transport service.

The first Australian mosques in Australia were built in Adelaide, South Australia in 1890 and Broken Hill, New South Wales in 1891. Most old cemeteries also contain graves for the Afghans who died while working in Australia.

Multicultural Australia – Dispelling Some Myths

Factors such as superiority complexes, fear of the unknown, lack of knowledge, etc. may sometimes cause us to hesitate in befriending people of other cultures and races. From this hesitation, many perceptions may arise that may not be correct. Islam encourages people of all colours, tribes and nations to get along with each other (An Arab is not superior to an non-Arab, a white man is not superior to a black, and vice

versa - Hadith). As Muslims, we should make every effort to follow the teaching that “Verily Muslims are brothers to one another” and that our colour, race or culture should not stand in the way of forming healthy relationships with each other. However, is it enough for us as Muslims to have these teachings but not follow them?

When we befriend people of other cultures, it will be a means of dispelling incorrect perceptions that we hold of these people. Also it will be a means for them to understand Muslims and dispel any myths that they may have of us. In its place we will forge strong and lasting relationships that will stand the test of time and circumstances. It is possible to replace myths and incorrect perceptions through love and understanding for one another. Be they Muslims or not.

1. Suppose you are in the park with your friends and you see a child of your age but from another culture playing all by him/herself. In groups of 5/6, construct a role play and present to the class on how you are going to breakdown the barrier and make an effort to befriend them?

Research some Hadith and Qur’an teachings on the question below.2. What are some Islamic values you can apply when you hear things about other

cultures and races that you think is not correct?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Religious Diversity of the Australian People I

In 1983, the High Court of Australia defined religion as “a complex of beliefs and practices which point to a set of values and an understanding of the meaning of existence”. (Source: Year Book Australia 2002, Australian Bureau of Statistics).

Australia being a multicultural ____________ consists of people from different faiths or ___________ living side by side. The major religions practised in Australia have stories, ___________ and traditions that date back over a thousand years. Australia has many places of ____________ for all faiths such as temples (Hindu, Buddhist, Sikh), mosques, synagogues and ___________. All faiths live in peace and __________ alongside each_________. Sometimes people invite other faiths to share in their __________ festivals. By way of an example, Christian and _____________ neighbours invite each other for a meal during Christmas and ___________. Religion has not been a barrier to ___________ lasting relationships in Australia. Workplaces, neighbourhoods, and schools have a _____________ and multi faith dimension to it also. People of ___________ faiths live, work and study _____________ each other. The Australian government has laws to ___________ people and ensure through a special body that there is no discrimination __________ on religious grounds in any field.

protect alongside religions other worship forming religious country Muslim harmony Churches Ramadan teachings different based Multicultural

Famous Australians of Various Cultures

Dr Victor Chang (Australia’s Famous Heart Surgeon)

Victor Chang was born in Shanghai China in 1936. He was only 12 years old when his mother died of breast cancer. This changed Victor Chang’s life as from then on he wanted to become a doctor. At age 15 Victor Chang cane to Australia for education and worked as a service station attendant to support his studies. Years of hard work and study saw Victor Chang succeed in his dream in becoming a doctor. He went on to train under Dr Mark Shanahan who was then only one of three heart surgeons in Australia. Victor Chang traveled to Britain and USA to further his training and became one of Australia’s best heart surgeons. He operated on hundreds of patients.

Dr Chang was known for his confidence and the challenges he loved to take on. His optimism was a key to his success. Dr Shanahan says of Dr Chang “He was a national hero. He was generous and a great team player, which meant that doctors could learn from him and help others. His patients loved him and felt safe and relaxed in his hands. Dr Chang was always positive, bright, breezy and bouncy. He always had a smile on his face.” In 1986, Dr Chang was awarded a Companion of the Order of Australia for his dedication and work in the field of heart transplant. He died in 1991 but his legacy lives on in the form of the “Victor Chang Cardiac Research Unit” which continues to save lives.

Dr Marie Bashir (Governor of New South Wales)

Dr Marie Bashir was born of Lebanese descent in Narrandera in the Riverina district of New South Wales. She takes pride in her Lebanese Heritage and is considered to be the role model for every Lebanese youth. She studied hard at school and went on to gain a degree in medicine and surgery from the University of Sydney in 1956. Dr Marie Bashir worked in the areas of child services, psychiatry, mental health and indigenous health services. She also held teaching positions at the University of NSW and University of Sydney. Dr Marie Bashir has contributed much to the Australian society and this is evident from her involvement with organizations such as Amnesty International, Tandanya Aboriginal Cultural Centre and the National Trust to name a few examples. Dr Bashir’s distinguished career saw her being awarded an Officer of the Order of Australia award in 1988 and an Order of Australia in 2001.

Dr Marie Bashir made history when she became the first person of Lebanese background to be appointed governor of New South Wales. Her appointment was a first for a woman to be appointed into this role. Her appointment was not only celebrated by the Lebanese-Australian community but by all Australian women.

Dr Fred Hollows (Famous Eye Surgeon)Fred Hollows was born in New Zealand in 1929. Fred decided to become a doctor after doing some work in a mental hospital. He specialized in eye surgery and in 1960, found a job in Australia. Five years later, he became the head of the eye department at the Sydney Hospital. Fred observed that most aboriginal people in the outback had eye diseases. These were problems that could be easily avoided. He realized the need for

aboriginal health services in Sydney and being a fair-minded person, he took up the cause and setup the Aboriginal Medical Health Service.

In the 1970’s Fred Hollows inspired doctors to give their time to attack eye diseases in aboriginal Australians. His team traveled all over outback Australia and treated 30,000 people, performing thousands of operations and prescribing over 10,000 pairs of glasses. Fred Hollow’s not only worked in Australia, but he also trained doctors in eye surgery Eritrea in Africa to cure eye diseases. His legacy lives on in the form of more than 60 Aboriginal Medical Service centers across Australia and the eye lens factory he setup in Eritrea.

Questions:

1. What was Victor Chang Famous for?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. What was Marie Bashir doing before she became the Governor of NSW?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Why is Fred Hollows referred to as a “humanist”?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Australia and Refugees I – Who Are They?

Refugees are a product of greed, intolerance, corruption, power struggles, genocide, hatred etc. from around the world. Refugees put all their hope in the generosity and goodwill of the Australian people when they arrive at our shores. As an unselfish, helpful and tolerant society, the Australian people have always been ready to extend a helping hand.

Refugees are a very resourceful group of people as they have had to endure and make do with very little in difficult situations. They have many attributes that we could all adopt and learn from. These include their respect for elders, respect for the law, rules and regulations, ethics of hard work, resourcefulness, optimism, etc. to name a few. They are grateful for the little things in life and work hard to establish themselves as productive members of the community.

Those who are educated and experienced, take up important roles and responsibilities in the community including private and public sector employment, and advocacy roles for their community. For those less educated, they are not shy about taking up tasks and jobs that some people would shy away from, as long as it earns them a decent wage to put bread on the table. Despite language and cultural barriers faced by refugee families, the children work hard and achieve excellent results academically.

Questions:1. List two ways that we as Australian could do to lend a helping hand to the refugees.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why do you think refugees are considered to be optimistic people?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

True or False?

T/F All refugees are uneducated.

T/F We could learn some good values from refugees.

T/F All refugees end up working in factories.

T/F Refugees appreciate the support that the government and the community provides them.

T/F Australians do not like to help refugees.

Australia and Refugees II – Understanding their Plight

Refugees are people who have left their countries of birth and residence due to many reasons. These reasons range from political asylums, escaping from oppressive governments, civil wars, danger to life from enemies, etc. to name a few. For refugees from countries where there is political oppression or civil war, it is not uncommon to hear of death, rape, mutilation, torture, threats, and separation of family members to name a few of these experiences. Some fear persecution, genocide, death and humiliation at the hands of enemies and may have experienced the same.

Often families are separated from each other due to reasons of safety, chaos and turmoil in their countries. Lives are in danger and these families live in hiding for fear of their own and their family’s lives. They manage to get out of their countries often after arduous journeys by land, air and sea often lasting days, weeks or months. These experiences take both physical and emotional tolls on the refugees. Refugees leave behind their relatives, friends, possessions, status, etc to arrive at a totally unfamiliar environment. Some have little or no command of the language or culture of their new adoptive country.

Refugees come to Australia as it provides a safe environment for them to live in. Children are able to grow up without fear, hunger, persecution, discrimination, torture, abuse or violence.

Australians are a kind group of people who are always willing to extend a welcoming hand. Australia has been kind and generous in offering refugees a home where they have freedom of movement and speech. Refugees are given equal opportunities at work and schools to develop their work and language skills, and knowledge. Government agencies provide social services, health services and schooling. Non-government organizations (NGO’s) provide help with social services, familiarization with the community and its resources, etc. Apart from the protection of the law, the various refugee advocate groups also provide refugees with legal and moral support.

Refugees come from wide socio-economic backgrounds. Some are highly qualified in their fields and hold important positions in society. After becoming familiar with the new Australian environment, they often end up as productive members of the wider Australian community.

Questions1. List three areas of help that a refugee may need when they arrive in Australia.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. What could some reasons be for a refugee’s journey to take longer than usual?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Why would refugees require the services of advocacy groups? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Why do you think refugees find Australia a safe and happy place to live and bring up

their families in?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A Research Project

Famous Australians of Various Cultures Contributing to their Community

Students will select a famous personality from a culture other than their own. They will find out as much information as possible about this person. Content of this assignment is to focus on the contribution by this individual to the Australian community. Students are also encouraged to consider people from refugee backgrounds who may have contributed to their community.

The following questions may help with the project. Who is the famous person? When did s/he arrive/was born? What country did s/he arrive from? What are they famous for? What do they do? What fields other than own, did s/he contribute to? In what way have their contribution made a difference to the community? How have the Australian people and the government recognized his/her

contribution? What legacy has s/he left behind? How is the Australian community benefiting from their contribution nowadays?

A good source for list of candidates (but not limited to) would be the: Australian of the Year, Queens Honours List, Sportsman/Sportswoman of the Year Awards, Young Australian of the Year Awards, etc. Medical Institutions Universities Museums Art Galleries Actors/Actresses Religious leaders Sports personalities Etc. Also, some will have “Halls of Fame” where similar information may be derived

from, for contribution made by people of other cultures.

In order to make the assignment and presentation more interesting, students will provide other interesting information on this personality that they think is interesting and is not common knowledge. It will be presented under the Heading “Did You Know?”

H.S.I.E.

MID YEAR EXAMINATION - 2005 YEAR 4

NAME: ______________________ CLASS:

1. State two reasons as to why it is wrong to believe or spread myths you know to be incorrect and degrading to another culture.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Imagine you heard a myth/story you knew to be incorrect and degrading to another culture. Explain one way you would deal with it to discourage it from spreading further.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain two ways we could promote respect, tolerance and understanding between people of different cultures in our community.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. List two advantages of living in a multicultural society.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. List two values that all religions believe in and teaches its followers. (Hint: What values does Islam teach you?)

_______________________________________________________________________________________________________________________________________________________________________________________________________________

/

_______________________________________________________________________________________________________________________________________________________________________________________________________________

6. Identify an ethnic or cultural group (other than your own) and list one characteristic about that culture that you like.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. State a strategy that we could use to breakdown barriers between your culture (religion) and people of other cultures (religions).

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Mark the statements as either (T) true or (F) false in the table below.

9. Using the word bank, complete the cloze exercise below.Statement T/F

Towards Understanding a Multicultural AustraliaA multicultural society is one where many cultures live side by side.We should ignore our neighbours if they are from another culture.It is acceptable to stereotype other culturesWe can learn many good values from people of other religions and cultures.Muslims may consider themselves superior to other Muslims depending on their colour, nationality or tribal background.

protect alongside religions other worship forming religious country Muslim harmony Churches Ramadan teachings different based Multicultural

Australia being a multicultural ____________ consists of people from different faiths or ___________ living side by side. The major religions practised in Australia have stories, ___________ and traditions that date back over a thousand years. Australia has many places of ____________ for all faiths such as temples (Hindu, Buddhist, Sikh), mosques, synagogues and ___________. All faiths live in peace and __________ alongside each_________. Sometimes people invite other faiths to share in their __________ festivals. By way of an example, Christian and _____________ neighbours invite each other for a meal during Christmas and ___________. Religion has not been a barrier to ___________ lasting relationships in Australia. Workplaces, neighbourhoods, and schools have a _____________ and multi faith dimension to it also. People of ___________ faiths live, work and study _____________ each other. The Australian government has laws to ___________ people and ensure through a special body that there is no discrimination __________ on religious grounds in any field.

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