Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A: Defining hope
30 minutes	Part B: Where does hope come from?
10 minutes	Reflection

Part A: Defining hope

Step 1.

Write HOPE on the whiteboard in large letters. Ask students to spend one minute sitting quietly, looking at the word, thinking about what it means to them. When the minute is up, give students another minute to write down on their Student Worksheet their definition of hope. This might be a sentence, or it might be a series of words.

Step 2.

Ask students to find a partner, and to share their words or sentences about hope. If their partner has something on their worksheet that is different, ask students to note this down on their Student Worksheet.
Repeat the partnering and sharing process two or three more times, until students have a range of ideas written on their worksheet.

Step 3.

Facilitate a discussion with the class about the ideas that came up in sharing their thinking with different partners. As students share ideas, note these down on the whiteboard, creating a word cloud.

Step 4.

As a class, use the ideas created to write your own definition of what hope is. Ask students to write this down on their Student Worksheets.

Part B: Where does hope come from

Step 1.

Invite your students to consider the word hope and facilitate a brief conversation about why hope is a vital attribute for all people even during difficult times such as disaster.

At the end of the conversation, ask ensure your students to suggest various ways people tap into that stream of hopeful thinking during distressing times and where the strength to foresee a brighter future comes from.

Step 2.

Explain to students that today they will be exploring where hope stems from, and what creates hope in a community through researching individuals and organisations that have shown hope in their actions and initiatives in a disaster situation.

Step 3.

Ask your students to work individually or in pairs, and select five different individuals and organisations from the list found on their Student Worksheet (they will need a digital copy if they are to utilise the links effectively). They should fill out the fact sheet table with their findings.

Step 4.

Provide students time to read, research and complete the table.

Reflection

When students have completed their tables, ask them to think, pair and share the following question - Why is hope an important aspect of rebuilding, of creating social impact, change and a more resilient country?

When they have finished sharing, ask students to write down their answers on their Student Worksheet.

Differentiated learning

Extension

Some of the articles linked in the worksheet are complex and lengthy and should allow students to self-extend as necessary. However, some students might like to do their own research on individuals or organisations who have created hope.

Provisions for learning support

Students with individual needs may find it more accessible to use the youtube and Vimeo video links for their research rather than text-based articles. Some links are to shorter and more accessible content, too, which could be more appropriate, depending on their needs.

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Resilient Australia - In Hope Of Creating A Resilient Country

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