Teaching Sequence

20 minutes	Part A: Introduction to THE OASIS
40 minutes	Part B: See? Think? Wonder? question posing
40 minutes	Part C: Guest speaker search and invitation
20 minutes	Reflection

Work through this resource material in the following sequence:

Part A: Introduction to THE OASIS

As a class, watch the opening sequence of THE OASIS.

THE OASIS Part 1 - (https://www.youtube.com/watch?v=40f2p5JQ57s)

Part B: See? Think? Wonder? question posing

Step 1.

Guide students in the exploration of some questions that the clip raises for them about youth homelessness. Write the following questions at the top of the whiteboard, and ask students to respond to each on a separate sticky-note, then stick it under the question.

What did you SEE in the clip?
What does the clip make you THINK?
What does the clip make you WONDER?

The third question should be a prompter for students to develop questions about the issues that surround youth homelessness more generally. You could guide students by suggesting some themes for their questions, including marginalisation, poverty and youth support services. It may be useful to discuss with students that all (well-intended) questions are reasonable. Some starter questions to prompt student thinking are:

What causes homelessness?
Why can’t young people just go and live with somebody else?
Where do young people sleep if they’re homeless?
Do people have to be on the street to be homeless?

The question posing exercise could be supplemented by students being permitted to explore the internet for extra question ideas. They may find some information that creates intrigue and this will enable students to develop richer questions. A good place to start is here: Homelessness Australia, what is homelessness?, or here: Different types of homelessness factsheet.

Step 2.

Ask students to read their questions out, then working collaboratively invite them to organise the questions into themes by moving each sticky-note to reflect groupings.

Invite students to form pairs and choose a question that they would really like to find out about. They then refine the question so that it is open-ended (the questions should be distinct from each other). Students can then note down their question on the Student Worksheet.

Part C: Guest speaker search and invitation

Step 1.

Using an online search, students research an organisation that they think aims to address the issue of youth homelessness. Guide students to start their search for support organisations using the term 'Youth Homelessness'. Students should make a list of relevant organisations on the Student Worksheet.

Step 2.

Students take steps to invite a number of people from local youth organisations to address the class's questions about the issues surrounding youth homelessness. (Further instructions in Tuning In Part 2). A discussion about how best to contact the potential guests, what to ask, how to ask it, etc. is recommended (i.e. initial contact via email with a follow-up phone call). Students could give the people they’re contacting a list of options for the date and time to visit/call into the class (this will require some forethought so that students have this information). If using Skype or similar, a teacher account should be used for privacy reasons.

Once students have invited a guest speaker/s to the session (either in person or via web link), they should work collaboratively to produce a document that collates all of their questions, and send it to the guest speaker/s so that they have some idea of what they’ll be chatting with students about. This will also be the document upon which students take notes when they are speaking with their guest/s.

The potential guest speakers may require a follow-up call from you to firm up the details of their visit to the class.

Reflection

The opening clip of THE OASIS is really confronting, especially for people who have not been exposed to the issue of youth homelessness previously. In a written reflection, students could describe the aspect of the opening sequence that they found most confronting, as well as their initial reaction to it. They could then reflect on how their view did or didn't change after speaking about the sequence with their classmates throughout this activity.

Differentiated Learning

Extension: Select students could be responsible for negotiating a meeting time with potential guests, especially if they are willing to visit via web link.

Provisional Learning Support: Ask students to cooperatively create a running sheet so that each student asks at least one question of the guest speakers. It could also be helpful to have a practice session wherein students have the opportunity to ask their question before the guests are in the classroom.

The Oasis - Asking Questions About Youth Homelessness

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