HASS · Year 10

Active learning ideas

Australian Response to Vietnamese Refugees

Active learning works for this topic because the emotional and political complexity of Australia’s response to Vietnamese refugees cannot be grasped through lectures alone. Students need to confront conflicting perspectives, analyze primary sources, and test their own assumptions through role play and debate to develop a nuanced understanding of this historical turning point.

• ACARA Content Descriptions
• AC9H10K08

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Response Layers

Divide class into four expert groups on public reactions, Fraser policy, resettlement programs, and international comparisons. Each group analyzes assigned primary sources like speeches and news articles. Experts then regroup to share insights and build a class summary chart.

Analyze the public and political reactions to the first boat arrivals in Darwin.

Facilitation Tip

In Jigsaw Expert Groups, assign each member a distinct role—political advisor, community leader, journalist, or refugee—to ensure balanced contributions and accountability.

What to look for

Pose the question: 'Imagine you are a resident of Darwin in 1976 when the first refugee boats arrived. Based on the historical context, what are two reasons you might feel welcoming towards the refugees, and two reasons you might feel concerned?' Facilitate a class discussion where students share their perspectives.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Mock Trial
• 40 min · Pairs

Carousel Debate: Public vs Political Views

Post stations with sources on boat arrivals, protests, and policies. Pairs rotate, noting arguments for and against acceptance. Conclude with whole-class debate where students defend positions using evidence.

Explain the Fraser government's approach to resettling Indo-Chinese refugees.

Facilitation Tip

During the Carousel Debate, post opposing arguments on separate walls so students can physically move between them, deepening engagement with diverse viewpoints.

What to look for

Provide students with a short excerpt from a political speech or a newspaper editorial from the period. Ask them to identify the author's main argument regarding Vietnamese refugees and list one piece of evidence or persuasive technique used. Collect responses to gauge understanding of differing viewpoints.

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Activity 03

• Press Conference
• 35 min · Small Groups

Press Conference: Darwin Arrival

Assign roles as refugees, locals, politicians, and journalists. Students prepare questions and responses based on historical accounts. Hold a 10-minute simulated conference, followed by reflection on biases in reporting.

Compare Australia's response to that of other Western nations during the crisis.

Facilitation Tip

For the Role-Play Press Conference, provide press badges and name tags to immerse students in the 1976 context, helping them embody their roles authentically.

What to look for

On an exit ticket, ask students to write one sentence explaining the Fraser government's primary goal in establishing resettlement programs for Indo-Chinese refugees, and one sentence comparing Australia's response to that of another Western nation discussed in class.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Decision-Making

Activity 04

• Mock Trial
• 30 min · Pairs

Comparison Matrix: Nations' Responses

In pairs, students research and chart Australia's intake against US, Canada, and France using provided data tables. Discuss factors like geography and alliances. Share matrices in a gallery walk.

Analyze the public and political reactions to the first boat arrivals in Darwin.

Facilitation Tip

In the Comparison Matrix, give pairs access to a shared digital document so they can co-construct their charts in real time and resolve disagreements through discussion.

What to look for

Pose the question: 'Imagine you are a resident of Darwin in 1976 when the first refugee boats arrived. Based on the historical context, what are two reasons you might feel welcoming towards the refugees, and two reasons you might feel concerned?' Facilitate a class discussion where students share their perspectives.

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

A few notes on teaching this unit

Teachers should introduce this topic by acknowledging the discomfort of grappling with humanitarian decisions amid public anxiety, which builds trust and prepares students for complex discussions. Avoid framing the topic as a binary of right or wrong responses, as this oversimplifies the political and moral dilemmas faced. Research suggests that using primary sources like editorials, letters, and policy drafts helps students see the human stakes and fosters critical analysis over passive recall.

Students will demonstrate historical empathy by distinguishing between public fear, political caution, and humanitarian action. They will use evidence from multiple sources to explain policy shifts and compare Australia’s approach with other nations, showing they can evaluate cause and consequence in human terms.

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Watch Out for These Misconceptions

• During Jigsaw Expert Groups: 'Australia rejected all Vietnamese boat arrivals.'

  During Jigsaw Expert Groups, have each expert group map the timeline of key policy decisions and humanitarian actions on a shared poster, forcing students to confront evidence of acceptance alongside initial hesitation.

• During Role-Play Press Conference: 'Public opinion was entirely hostile.'

  During the Role-Play Press Conference, provide students with actual letters to the editor and poll data as props, then ask them to field questions reflecting both supportive and critical voices to reveal the spectrum of public reactions.

• During Comparison Matrix: 'Australia's response matched other Western nations exactly.'

  During the Comparison Matrix, require pairs to calculate and compare resettlement rates per capita using data from different nations, highlighting Australia’s higher proportional intake and prompting students to question generalizations.

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Methods used in this brief

• Jigsaw
• Mock Trial
• Press Conference