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Chinese Labourer: Could this man migrate to Australia during the early years of settlement? Why/Why not?
(Location, Age, Status, Race, Profession, Contribution)

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Young, European Women
(Does location in Europe effect migration? Class, Age, Profession, Marital Status etc)

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1. Historical Context (i.e what was happening in the country your character was from during this time, if character is women, how did gender roles influence her freedom/migration?
2. Ethics (i.e Was the initial screening process ethical? Explain)
3. Social/cultural context (Was the screening policy inclusive/exclusive? How may this affect your character?

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1. Place students into 5 groups of 4
2. Allocate each group with an image of a 'character' in which they have to critically analyse the image and develop a profile i.e what way might this character contribute to install growth? What may be his skill set?
3. Mock trial presentation (teacher will act as judge or head officer of an immigration office) and students must articulate arguments for accepting individual into Australia
4. Class reflection
5. Homework allocation/Evaluation of task (i.e what was challenging, process of character profiling)

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Cirriculum Link, VCAA , Making a people and a nation, p.52

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Curriculum Link,Year 9 History, Development of the modern world

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History - Scope and Sequence - Victorian Curriculum

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The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of students.