Teaching Sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Recording observations

20 minutes

Find Out: Identifying stereotypes

20 minutes

Take Action: Revealing misconceptions

5 minutes

Reflection

Learning Intentions and Success Criteria

Students will:

reflect on their own preconceived ideas and understanding of homelessness
explore common stereotypes, misconceptions and beliefs about homelessness.

Students can:

use their reflections about homelessness to better understand the complexity of this social issue
discuss and unpack stereotypes, misconceptions and beliefs about homelessness in preparation for watching Some Happy Day.

Tune In: Recording observations

Step 1

Gather students in a talking circle on the floor to create an inclusive space for discussion.

Step 2

Explain to students that they will be exploring the issue of homelessness based on a narrative film, Some Happy Day, which will be shown in the next lesson. Advise that today’s lesson will focus on exploring common stereotypes, misconceptions and beliefs about homelessness in preparation for the film screening.

Literacy extension: You may want to establish students’ understanding of key terms used in this lesson, specifically ‘stereotype’, ‘misconception’, ‘assumption’ and ‘bias’.

Step 3

Invite students to form small groups to discuss their prior knowledge of homelessness, based on personal experience/observations, as well as through the media. If students need help starting their discussion, you could write some focus questions on the whiteboard such as, ‘What are the different types of homelessness?’, ‘What do you know about street homelessness?’ and ‘What have you noticed about how homelessness is represented or discussed in the media’? Use the delivery recommendations outlined in the Teacher Content Information to help facilitate respectful discussions and establish a safe and supportive learning environment.

Step 4

After gauging students’ prior knowledge about homelessness through their discussion, spend a moment highlighting the different types of homelessness (noting that Some Happy Day focuses on street homelessness):

street homelessness
couch surfing
living in a car, tent or squat
living in a motel
living in inadequate, unaffordable, overcrowded housing, etc.

Also note that youth between the ages of 12 and 24 represent almost a quarter of those experiencing homelessness (38%).

Ask students if they have heard about Australia’s housing crisis. What does this mean, how do they think it impacts homelessness?

Step 5

Provide each student with a copy of the Student Worksheet, which they can complete independently or in collaboration with their group. Regardless of how they choose to work, students should have their copy, as they will be asked to refer back to it in another lesson. Using the student worksheet, students can express their thoughts and feelings about homelessness by focusing on what homelessness 'looks like', 'sounds like' and 'feels like' (in terms of their own emotions) when thinking about or encountering unhoused individuals. They should also include any assumptions they have based on media portrayals.

Find Out: Identifying stereotypes

Step 1

Initiate a discussion with students about stereotypes and ask them to identify some common stereotypes relating to people experiencing homelessness.

Examples:

They are lazy and don’t want to work
They are drug addicts
They are violent and/or criminals.

Step 2

Guide students to critically evaluate the stereotypes they've identified by encouraging them to distinguish between truths and myths. Prompt them to consider questions such as:

What evidence do we have to support these stereotypes?
Have we personally encountered situations that challenge these stereotypes?
How do these stereotypes align with our understanding of homelessness based on reliable sources or personal experiences?
Are there any underlying assumptions or biases influencing these stereotypes?

Step 3

To help reveal underlying assumptions and identify some of the root causes of homelessness, ask students, ‘Why do you think people experience homelessness?’. Project a copy of The 5 Whys visual on the whiteboard to help them delve deeper into their responses, which they can verbalise or record on their Student Worksheet.

Step 4

Invite students to present their responses to the class and facilitate a discussion about the complexity of homelessness. Explain the importance of understanding the crux of the issue rather than making judgements based on stereotypes.

Take Action: Revealing misconceptions

Step 1

Provide students with hyperlinks to blog articles featured on Some Happy Day’s website. Alternatively, you can provide students with the Factsheet copies of these articles.

Step 2

Encourage students to read 1-2 of these real-life accounts as they provide a more nuanced understanding of homelessness, and can help them explore alternative perspectives and challenge misconceptions.

Step 3

Invite students to choose one of the real-life accounts they have read and complete the ‘Step In, Step Out, Step Back’ thinking routine on their Student Worksheet. This thinking routine is designed to help students better understand others’ perspectives beyond initial assumptions or first impressions. If you need to clarify ‘Step Back’, explain that this step invites students to explore how prior knowledge, experiences, and cultural and/or linguistic perspectives can shape their interpretation(s).

Reflection

Wrap up the lesson and help prepare students for the film screening (to be shown before commencing Lesson 2) by asking the following reflection questions:

Do observations and media portrayals of homelessness accurately depict the issue? Why/why not?
How can reading and listening to real-life stories of homelessness contribute to our understanding of the issue?
How can stereotypes be damaging for both individuals and society?

Exploring Stereotypes and Misconceptions of Homelessness

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Summary

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