Recovering from bushfires
Lesson: Sharing stories
Secondary (levels 7-10) /
Time: 50 minutes (approximately)
Curriculum areas:
·  Critical and Creative Thinking
·  English
Learning intention:
Students will hear the stories of people who have experienced bushfires and learn how sharing such experiences with others can assist in recovery.
Resources required: Access to linked resources.
Please note: Teachers are advised that some students may find aspects of the following activities personally disturbing. Teachers ought to review all materials prior to use and carefully choose and/or adapt the activities and resources that are the most appropriate for the context, background and experience of students in their particular classroom.
Activities
Starting
Introduce the storyThe Black Saturdayfrom the bookFrom Kinglake to Kabul (excerpt available in ‘Videos/Audio, Interactives section, Resources). Explain that the story was published in a collection of young people′s stories about frightening experiences in the Black Saturday fires and in the war in Afghanistan. The stories reflect resilience, courage and hope.
Have students read ′The Black Saturday′ and note down some short answers to the following questions.
1.  What were the factors that made the Nguyens′ experiences on Black Saturday especially stressful?
2.  While the story outlines a terrifying ordeal, there are some positive aspects. Identify parts of the story that seem positive or hopeful, and suggest reasons for this.
Exploring
Students share their answers in a group or class situation then go on to discuss: Why and how do people find it helpful to write about frightening, traumatic experiences?
You might like to introduce this statement from the book′s editor David Williams into the discussion: ′In sharing our stories we have helped ourselves and others make sense of what happened′. During the discussion, record the reasons suggested for telling stories as a way of recovering from a traumatic experience.
Divide the class into small groups and make sure each group has access to the findings recorded in the ′Recovery tasks list′ from the class discussion in thePeople recovering from bushfireslesson. Have each group choose one of the film clips from the list of resources below.

Bronwyn and Patrick (from the Whittlesea area)
Wes from Strathewen
When they have viewed their chosen clip, ask students to answer the following questions as a group. If there is a difference of opinion over how to answer a question, the group must come to an agreement about how to phrase an answer to reflect all members′ views.
1.  Who is the storyteller?
2.  Where and when does the story take place?
3.  Briefly outline the content of the story.
4.  What message does the storyteller want to get across to the audience?
5.  What sorts of values are expressed by the storyteller (e.g. responsibility, respect, compassion, honesty)?
6.  What problem/s did the storyteller face and how were they overcome? Go beyond the external problems and also consider any problem the storyteller might have experienced internally.
7.  What does the choice of images, content details, special effects and music tell you about the storyteller′s feelings?
8.  How did you feel during the story?
9.  Was there anything that surprised you about the story?
10.  What else would you like to know about the storyteller or to ask him or her about?
Bringing it together
In a whole-class plenary session, one representative from each group reports on their story. Other students discuss the answers with the members of the group. If time permits, allow students time to view the stories viewed by other groups.
Extending
Have students complete one of the following writing tasks.
1.  Using the bushfire stories you have heard and read as a stimulus, write a reflective essay in support of the following statement:
Words have the power to heal and the ability to inspire.
2.  Using the bushfire stories you have heard and read as a stimulus, write a short story or short film script (with storyboard) that shows a character recovering from a traumatic experience.
© VCAA 2015 / Page 2