Teaching Sequence

Work through this resource material in the following sequence:

10 minutes	Part A: A Journey to Where?
15 minutes	Part B: Introducing Anh Do
25 minutes	Part C: Learning from Individual Stories
10 minutes	Reflection

Part A: A Journey to Where?

Step 1.

Watch the opening sequence from Chasing Asylum with the class. Before (or immediately after) you watch the clip, establish with students that this is the opening three minutes from the 2016 documentary Chasing Asylum, a documentary about people seeking asylum in Australia, the people who have worked with such individuals, and the relevant policies, practices and responses of the Australian government at the time. Foreshadow the next step of the lesson by asking students to ensure that they note what they see, think and wonder while they watch the clip.

Chasing Asylum Clip 14 (https://vimeo.com/184264451/1c18aba6d2)

Step 2.

After watching the clip, ask students to complete the ‘See, Think, Wonder’ visible thinking routine on the Student Worksheet. This thinking routine encourages students to carefully and thoughtfully observe and interpret information and begin developing curiosity for future inquiry.

Responses can be shared in a class discussion. Students might refer to the different footage of people on the boat and how this made them think about about how dangerous it looks; or they may wonder about the montage of different politicians talking about the issue.

Part B: Introducing Anh Do

Step 1.

Before watching the interview between Anh Do and Adam Hills (7:00 mins), ask the class if they know of any Australians who migrated to Australia or came to Australia as refugees. Some well-known examples include businessman Frank Lowy; radio personality, author and doctor Dr Karl Kruszelnicki; AFL player Aliir Aliir and telecommunications entrepreneur and former Young Australian of the Year Tan Le. If someone mentions Anh Do, this would be a good segue to introduce the interview.

Step 2.

Ask students if they have heard of Anh Do and encourage them to share their thoughts. Contextualise the interview by explaining that Anh Do is an Australian comedian who came to Australia via boat from Vietnam when he was very young. He has since gained prominence as a comedian and author, writing and publishing a memoir The Happiest Refugee in 2010. While watching the interview, foreshadow the next activity by asking students to identify the issues, challenges and experiences that are raised throughout the interview.

Adam Hills IGST | Anh Do - Episode 4 | 8.30pm Wednesdays, ABC1 (https://youtu.be/WhGETRI81DE)

Step 3.

Ask students to complete the concept map (individually or in pairs) by listing the issues, challenges and experiences they identified - especially those they think are related to refugees - around the centre bubble. Students could refer to the pirates and the dangers of being at sea, the anecdote about the German captain not being able to rescue them until their boat was sinking (legal issue), or the generosity they received after arriving to Australia. Then in a quick re-cap, invite the class to share their responses.

Part C: Learning from Individual Stories

Step 1.

Explain to students that they will watch another interview with Anh Do, this time from "7:30" (7:18 mins). Contextualise this by explaining that this is a news and current affairs program, whereas "Adam Hills In Gordon Street Tonight" is a comedy chat show. Ask students to think about the difference between these two types of interviews while watching. There is some similar information that is discussed in both interviews. Ask students to again think about the issues, challenges and experiences raised and foreshadow that they can add these to their concept map.

Anh Do Honoured by Major Literary Prize (https://youtu.be/Z0gt1pA3F-E)

Step 2.

Following the interview, ask students to review their concept map and add or refine some issues, challenges and experiences that are addressed. Students could add information about Anh Do’s parents, the additional challenges he encountered in education or not being a spokesperson for refugees in Australia.

Discuss the responses and issues raised by the class and explain that Anh Do’s ‘story’, as discussed in both interviews, is an example of many different stories that highlight Australian people who have experienced seeking asylum and refugee status.

Reflection

Ask students to think broadly about what that have observed and learned and draw on this knowledge to answer the following questions about Anh Do’s story. Discuss answers briefly as a class.

Where is Anh Do from and why did Anh Do and his family have to leave their home?
What challenges or experiences did Anh Do and his family face when coming to and settling in Australia?
How did Anh and his family react or respond to these challenges and experiences?
What contemporary issues are raised by Anh Do’s story?
What do you think Anh Do’s story reveals about Australia and its values?

Extension

Explain that during and after the Vietnam War, Australia resettled over 70,000 Vietnamese people seeking asylum under the leadership of Coalition Prime Minister Malcolm Fraser. Watch the clip below from Chasing Asylum with the class. Pre-empt the activity by asking students to think about what they know about the topic, what they find puzzling, any questions they have about it and ways they can explore the topic further.

Chasing Asylum Clip 11 (https://vimeo.com/184275993/ad1b352ae9)

Ask students to share their immediate thoughts about the clip in a brief class discussion. Then, invite students to complete the 'Think, Puzzle, Explore' activity on the Student Worksheet. 'Think, Puzzle, Explore' is a thinking strategy that links prior knowledge with new information to develop curiosity and provide some foundation knowledge and thinking for future inquiry. Encourage the class to share their extended thoughts - they might have noticed the difference between this clip and the opening clip, or the difference between the messages of Malcolm Fraser and current politicians.

Assessment

Use the Stories of Chasing Asylum - Assessment Task Lesson so that students can demonstrate their knowledge and understanding of the topics and English outcomes explored throughout the unit.

Take Action

Use the Stories of Chasing Asylum - Social Action Lesson so that students can apply their knowledge and design a social action project. Students can raise awareness by organising a screening of the film or take action to promote positive change in their own community.

Stories of Chasing Asylum - Stories of Triumph

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