Society	  and	  Environment	                      	           EDU286	                	                	                   ...
Society	  and	  Environment	                                                                  	     EDU286	  	  	  SECTION...
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SOSE Programme: Recognition, Respect, Reconciliation

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SOSE Programme: Recognition, Respect, Reconciliation

  1. 1. Society  and  Environment     EDU286       SEMESTER  1   2012              EDU286  –  Primary  Curriculum  IV  (Society  and  Environment,  Science)  SOSE  Programme               Due  Date:  21st  May,  2012   Student:  Sharon  McCleary   Student  Number:  31886735       Lecturer:  Professor  Barry  Down         1          
  2. 2. Society  and  Environment     EDU286      SECTION  1:  Topic  Title    Unit  Title:  “The  3R’s  -­‐  Recognition,  Reconciliation  and  Respect”    Year  Group:  Year  5/6  (Current  Practicum  Year  Group)    Themes:  Reconciliation,  Sustainability  (Social,  Economic,  Cultural,  Ecological),            Active  Citizenship.         2          
  3. 3. Society  and  Environment     EDU286      SECTION  2:   Rationale  This  topic  has  been  chosen  to  fit  in  with  the  recommended  Year  5/6  curriculum  of  Colonisation,  and   the   topical   themes   of   Reconciliation   and   Sustainability:   National   Sorry   Day   is   on   26th   May,  followed  by  National  Reconciliation  Week  (27th  May-­‐3rd  June)  and  NAIDOC  Week  (1st-­‐8th  July).    The   United   Nations   has   nominated   2012   the   International   Year   of   Sustainability,   which   is   a  concept  that  includes  several  dimensions:  ecological,  social,  economic  and  cultural,  each  of  which  can  be  studied  in  relation  to  Indigenous  heritage  and  culture.  The   National   Reconciliation   Week   discussion   topic   for   2012   is   “Let’s   Talk   Recognition”,   which  lends   itself   to   investigating   Recognition   as   the   first   step   in   building   respect   and   deepening  understanding   of   Reconciliation,   which   is   essential   for   social   sustainability.     The   programme  uses  Role-­‐play  to  create  links  to  students’  personal  experiences  of  recognition,  reconciliation  and  respect/disrespect,   allowing   students   to   express   their   feelings/reactions   in   different   ways   and  build   empathy   with   the   experiences   of   Indigenous   people.     In   this   way   it   is   democratic,  participatory  and  affective,  and  emphasises  the  interdependence  of  self  and  society  (Shor,  1992).  Active  inquiry  into  historical  events  is  used  to  enable  students  to  gain  an  understanding  of  the  skills  and  processes  required  to  critically  evaluate  various  perspectives,  determine  how  to  detect  stereotypes   and   bias,   and   develop   insight   into   how   past   events   affect   the   present   day.     By  considering   historical   or   topical   issues   (i.e.   Canning   Stock   Route),   problematising   their  representation   through   a   single-­‐cultural   perspective   (i.e.   inverting   hegemony),   students   are  encouraged   to   critically   view   everyday   accepted   culture,   and   challenge   or   better   it   by  incorporating   different   perspectives,   striving   for   social   justice   and   sustainability.     This   aims   to  move   students   “beyond   simple   understandings   and   tolerance   of   others   to   a   much   more  respectful   inclusion   of   a   range   of   different   values   and   traditions   of   others”   (Netherwood   et   al.,  2007,  pg  105),  and  the  realisation  that  multicultural  perspectives  enrich  their  own  world-­‐views  and  have  the  power  to  improve  their  life  and  society  as  a  whole.  The  inquiry  process  is  intended  to  illustrate  to  students  that  questions  are  generative,  invariably  leading   to   more   questions,   uncovering   additional   layers   of   knowledge   and   providing   a   deeper  understanding   of   the   issues   behind   why   things   are   the   way   they   are.     Collaborative   learning  strategies  encourage  students  to  explore  their  own  values  in  relation  to  the  context,  learn  how  to  effectively  articulate  and  communicate  these  in  various  ways,  and  compare/contrast  them  with  others’   values.     Journaling   allows   opportunity   for   evaluation,   reflection   and   realisation   that  values   are   complex,   situated   in   a   sociocultural   world,   and   can   change   as   a   result   of   increasing  knowledge  and  understanding.  The   experiences   are   essentially   democratic,   allowing   students   the   autonomy   to   select   their  preferred  topic  for  deeper  inquiry,  to  voice  their  opinions  in  their  chosen  form  and  be  exposed  to  the  opinions  of  others,  learning  to  accept  and  value  them.    In  this  way,  students  are  empowered  through   acquiring   knowledge,   skills   and   values   to   enable   participation   in   the   world,   connect  different  perspectives  and  develop  civic  responsibility  and  social  competence.    These  outcomes  correspond  directly  with  those  presented  in  the  Society  and  Environment  Syllabus.         3          
  4. 4. Society  and  Environment     EDU286      SECTION  3:   K-­10  Syllabus  The  topic  is  relevant  to  several  K-­‐10  Syllabus  Learning  Outcomes  (DET,  2007)  for  Middle  Childhood  (Year  5/6),  investigated  through  the  main  Social  Science  disciplines  of  Sociology,  Anthropology  and  History.    The  relevant  overarching  understandings  and  outcomes  are  given  below:  1.  INVESTIGATION,  COMMUNICATION  &  PARTICIPATION:    Planning:  Preparing  for  an  investigation  –  ways  to  reflect  on  current  understandings  of  a   topic;  ways  to  identify  factors  to  be  considered.    Conducting:  To  relate,  compare  and  evaluate  information  gained  from  sources;  to  judge   the  reliability  of  evidence;  to  identify  cause  and  effect.    Processing  and  Translating:  How  to  process  and  translate  information  and  develop   critical  thinking-­‐to  interpret  a  variety  of  sources;  to  make  links  between  elements  and   describe  cause-­‐effect  relationships;  ways  to  present  information;  acknowledge  and   respect  the  views  of  others.    Applying  and  Communicating  Findings:  How  to  apply  and  communicate  findings  by   reflecting  on,  applying  and  sharing  information  with  an  audience-­‐findings  from  an   investigation  may  lead  to  further  investigation;  findings  may  include  different   perspectives.    4.  CULTURE:  Students  understand  that  people  form  groups  because  of  their  shared  understandings  of  the  world,  and,  in  turn,  are  influenced  by  the  particular  culture  so  formed.    Beliefs  &  Culture:  Cultural  groups  demonstrate  their  values,  beliefs  and  culture  in   different  ways.    Personal,  Group  &  Cultural  Identity:  Australian  identity  is  presented  using  iconic   stories,  events,  people  and  symbols.  5.  TIME,  CONTINUITY  AND  CHANGE:  Students  understand  that  people’s  actions  and  values  are  shaped  by  their  understanding  and  interpretation  of  the  past.    Understanding  the  Past:  Methods  for  sequencing  the  past  –  how  sequencing   chronologically  helps  to  identify  relationships  between  people,  events  and  ideas.    Interrelationships  between  people,  events  and  ideas:  How  historical  narratives   reflect  the  range  of  people,  social,  cultural,  religious  and  ethnic  diversity  in  different  time   periods  and  places.    Interpretation  and  perspectives:  Interpretations  and  perspectives  of  history  may  vary;   -­‐  there  are  different  historical  narratives  about  people,  events  and  ideas  that  reflect                differering  perspectives;   -­‐  why  as  more  information  is  gathered,  personal  perspectives  may  vary.  7.  ACTIVE  CITIZENSHIP:  Teach  the  use  of  the  democratic  process  to  evaluate  social  situations,  decisions  and  change.    Identify  actions  that  can  be  taken,  in  independent/collaborative  investigations.    Critically  reflect  on  planned  actions  and  potential  consequences  when  participating  in   society  –  consider  how  it  may  impact  on  others  and  their  rights.         4          
  5. 5. Society  and  Environment     EDU286      SECTION  4:   Learning  Experiences  (Teaching  Strategies)    LEARNING  EXPERIENCE  1:  Tuning-­in:  Role-­play,  Brainstorm  &  Fishbone:  Students  will  be  given  various  scenarios  for  role-­‐play  (Groups  of  4-­‐6).    The  scenarios  translate  examples   of   past   &   present   social   injustice   experienced   by   Indigenous   peoples   to   familiar  elements   of   students’   everyday   lives,   enabling   them   to   experience   feelings   of   oppression   and  injustice,   and   understand   how   everyday   routines   and   practices   contribute   to   social   inequities  (Reid,  1992)  e.g.  playground  exclusion  scenes  discriminating  due  to  superficial  factors,  bullying;  parents/teachers   asserting   power-­‐insisting   who   students   can   be   friends   with,   unequal/unfair  homework   conditions;   lack   of   recognition   for   difficult   achievements   etc.     Students   will  collaboratively  analyse  and  brainstorm  the  feelings  generated  by  power-­‐holders,  the  oppressed,  and  observers.    Whole-­‐class  discussions  will  aim  to  examine  the  importance  of  ‘Recognition’  in  the  context  of  Reconciliation  identifying  cause-­‐effect  relationships  using  a  fishbone  diagram.    LEARNING  EXPERIENCE  2:  Deciding  Directions  Story-­Response  (Picture  Book)  &  Time  Line  Students   will   view   and   read   “Once   There   Was   A   Boy”   (Leffler,   2011).     They   will   then   work   in  pairs  to  discuss  each  character’s  feelings,  the  main  idea  of  the  book  (Reconciliation),  and  identify  the  analogy  with  colonisation,  generating  examples  of  key  historical  events  (written/drawn)  to  place  on  a  class  timeline  (e.g.  Indigenous  people  living  harmoniously  on  the  land,  arrival  of  first  fleet,   disputes   over   food,   displacement   from   the   land,   Maralinga,   exclusion   policies,   1967  Referendum  etc.    Students  will  be  guided  towards  accessing  various  resources  and  verifying  the  reliability   of   the   sources   (e.g.   Reconciliation   Australia   Timeline,   government   &   museum  websites,   books,   interviews).     Focus   questions   will   enable   students   to   discuss   the   impact   of  colonisation   on   Indigenous   peoples,   the   role   of   Recognition   in   the   Reconciliation   process,   the  importance  of  Reconciliation  in  healing  damage  and  being  able  to  move  forward  as  a  nation.           5          
  6. 6. Society  and  Environment     EDU286      LEARNING  EXPERIENCE  3:  Organising  Ourselves  Photographs  &  KWL  (Know,  Want-­to-­Know,  Learn)  Students   will   be   shown   photographs   of   people   and   places   that   represent   Australia,   past   and  present,   including   non-­‐Indigenous   and   Indigenous   people   who   have   contributed   to   our   shared  history,  and  asked  to  “Recognise”  them  (e.g.  Governor  Phillip,  Yagan,  Truganini,  Cathy  Freeman  and   less   known   figures-­‐World   War   I&II   soldiers,   inventors,   Joan   Winch   etc).     Discussion   will  focus  on  contribution  to  society,  different  forms  of  recognition,  stereotypes  and  biases  and  why  recognition  is  important.    Students  will  collectively  select  a  biography  to  read,  which  will  be  used  to  illustrate  ‘Recognition’  as  the  first  step,  and  promote  the  realisation  that  even  when  we  think  we   know,   there   is   always   more   to   find   out.     Students   will   then   select   a   person   or   event   in  Australian   history   (e.g.   Canning   Stock   Route,   Maralinga,   1946   Pilbara   Strike),   and   working   in  pairs,  use  a  KWL  Chart  to  identify  what  they  know,  and  want  to  know  about  it.  LEARNING  EXPERIENCE  4:  Finding  Out  Exploring  Different  Information  Sources  -­  Bias  Identification  Students   will   be   introduced   to   methods   for   detecting   bias   in   information   sources,   including  considering   authorship   (who’s   perspective   is   being   presented?),   context   (time-­‐period   it   was  written),  stereotypes  (references  to  genetic  or  cultural  superiority).    The  main  emphasis  will  be  on   conducting   comprehensive   research   (i.e.   finding   alternative   information   sources   such   as  interviews,  biographies,  websites,  articles)  inclusive  of  different  perspectives,  particularly  those  of   ordinarily   suppressed   minority   groups.     Students   will   be   encouraged   to   uncover   multiple  realities  and  investigate  the  diverse  social,  cultural,  and  historical  experiences  of  people,  in  order  to   demystify   cultures   and   remove   barriers   to   find   commonalities.     The   embedded   nature   of  respect  and  care  for  country  in  Indigenous  culture  will  be  used  as  a  prominent  theme  to  promote  inter-­‐cultural   knowledge   exchange   as   a   process   which   enriches   and   assists   all   people   in  addressing  common  problems  (such  as  sustainability).    LEARNING  EXPERIENCE  5:  Sorting  Out  Graphic  Organisers,  Compare  &  Contrast,  Jigsaw  Students  will  be  introduced  to  various  relevant  graphic  organisers  useful  for  presenting  different  types  of  information  effectively.    They  will  be  asked  to  compare  and  contrast  the  diverse  social,  cultural   and   historical   perspectives   investigated   above   in   order   to   create   connections   between  the   experiences   and   produce   valid   and   comprehensive   historical   accounts.     Students   will   be  required   to   communicate   their   findings   to   the   class,   through   a   method   of   their   choosing   i.e.  powerpoint   presentation,   art,   poetry,   music,   posters,   oral   presentation,   written   report,  graphs/tables,   comic   strips,   photographs,   plays   etc,   indicating   where   their   topic   fits   on   the  timeline.     In   this   way   the   class   will   collaboratively   exchange   in-­‐depth   research   on   a   variety   of  topics,   expanding   overall   the   knowledge   base   and   exposing   students   to   various   methods   of  research  and  presentation  of  findings.           6          
  7. 7. Society  and  Environment     EDU286      LEARNING  EXPERIENCE  6:  Drawing  Conclusions  Value  Line  &  Fishbowl  Debate  Students   will   be   presented   with   the   question   “Are   gestures   such   as   The   Apology   and   National  Sorry   Day   meaningful?”,   and   asked   to   stand   on   a   Values   Line   to   represent   their   view   (i.e.  continuum   from   Extremely   Meaningful   to   Pointless).     Students   will   then   engage   in   a   fishbowl  debate,   discussing   issues,   and   presenting   different   perspectives   which   they   have   gained   from  their  investigations.    If  these  events  are  meaningful  –  how?    Have  they  had  a  positive  effect  on  “bridging   the   gap’   and   achieving   equality   in   health,   education   and   employment   for   all  Australians?    If  not,  why  not?    What  is  the  role  of  Recognition  and  Reconciliation  in  this  process?    Following   the   debate,   students   will   be   asked   to   re-­‐evaluate   their   position   on   the   values   line,  providing  reasons  why.      LEARNING  EXPERIENCE  7:  Considering  Social  Action  5  Step  Decision  Making  Model,  Elimination  Draw  Students   will   be   asked   to   work   in   groups   of   4-­‐6   to   identify   how   they   as   individuals,   and   as   a  class/school,   could   contribute   to   achieving   supporting   the   Reconciliation   process   in   Australia,  and   improving   social   justice   and   sustainability?   The   5-­‐step   decision   making   model   will   be  introduced:   A-­‐ssess   problem,   B-­‐rainstorm   alternative   solutions,   C-­‐onsider   consequences   of   each,  D-­‐ecide   and   act,   E-­‐valuate   the   consequences.     Each   group   will   contribute   to   the   brainstorm,   with  alternative   solutions   listed   on   the   board,   and   an   Elimination   Draw   (voting   system)   held   to  identify   the   preferred   course   of   action.     Resources   such   as   the   Reconciliation   Action   Plan   from  Reconciliation   Australia,   can   be   used   to   assist   the   students   with   ideas   for   action,   such   as   a  School/Community   Reconciliation   Wall,   Welcome   to   Country   ceremony,   public   forums,   letters,  extending  school  relationships  to  build  connections  with  Indigenous  schools/organisations.    LEARNING  EXPERIENCE  8:  Reflection  and  Evaluation  Whole  Class  Discussion  &  Journaling  Students   will   be   asked   to   collaboratively   and   individually   reflect   on   their   learning   and   the  implementation  of  their  knowledge  to  promoting  social  justice  and  sustainability  using  the  5R’s  Model  (Bain  et  al.,  2002):    Report,  Respond,  Relate,  Reason,  Reconstruct.    How  did  their  actions  contribute   to   society,   influence   social   justice   and   promote   Recognition,   Reconciliation   and  Respect   for   Indigenous   people   and   their   culture?     How   has   it   broadened   the   perspectives   and  world-­‐views   of   non-­‐Indigenous   people   and   assisted   their   ability   to   solve   problems   in   society?    How   do   they   think   their   own   opinions   have   changed   since   investigating   histories   from   an  Indigenous   perspective?     Has   the   inquiry   process   increased   their   respect   and   value   for   the  longevity   and   resilience   of   Indigenous   cultures?   What   kind   of   on-­‐going   changes   will   this  knowledge  make  to  their  everyday  lives?             7          
  8. 8. Society  and  Environment     EDU286       REFERENCES     Bain,  J.,  Ballantyne,  R.,  Mills,  C.  &  Lester,  N.  (2002).  Reflecting  on  practice:  Student     teachers’  perspectives.    Flaxton,  Queensland.        Department  of  Education  (2010).  K-­10  Syllabus:  Society  and  Environment.  Department  of     Education,  WA.   FORM,  (2012).    Canning  Stock  Route  Project.    Retrieved  from     http://www.form.net.au/aboriginal-­‐development/canning-­‐stock-­‐route-­‐project,     May  2012.   Freire,  P.  (1970).  Pedagogy  of  the  Oppressed.  Herder  and  Herder.  New  York.   Healey,  J.  (  2001).  Issues  in  Society:  Towards  Reconciliation,  Volume  140.  The  Spinney     Press.    Sydney.   Holland-­‐McNair,  L.  (2007).  Red  Dust  in  Her  Veins:  Women  of  the  Pilbara.  University     of  Western  Australia  Press.  Australia.      Kincheloe,  J.  (2008).  Critical  Pedagogy,  2nd  Edition.  Peter  Lang  Publishing.  New  York.   Leffler,  D.  (  2011).  Once  there  was  a  boy.  Magabala  Books  Aboriginal  Corporation.     Broome.  Western  Australia.   Martin,  G.  (1998).  Society  and  environment:  Conducting  investigations  in  the  primary     classroom.  Perth:  Murdoch  University.        Ministry  of  Education,  Victoria  (1987).  The  Inquiry  Process:  Social  Education  Framework,     P-­10.    Victorian  Ministry  of  Education.      MOADOPH  (Museum  of  Australian  Democracy  Old  Parliament  House).  Marnti     Warajanga:  a  walk  together.  Retrieved  from  www.moadoph.gov.au,  May     2012.   Netherwood,  K,  Buchanan,  J.,  Palmer,  D.,  Stocker,  L.  &  Down,  B.  (2007).  Valuing  Diversity     in  Children’s  Voice  –  Case  Study  of  the  Western  Australian  Cluster.  In  T.  Lovat  &  R.     Toomey.  (Eds)  Values  Education  and  Quality  Teaching:  The  Double  Helix  Effect.     David  Barlow  Publishing.  Terrigal.  NSW.   Reid,  A.  (1992).  Critical  teaching?  Education  Links,  43,  pp9-­‐12.         8          
  9. 9. Society  and  Environment     EDU286       Reynolds,  R.  (2009).  Teaching  studies  of  society  and  environment  in  the  primary  school.     Oxford  University  Press.  Melbourne.        Shor,  I.  (1992).  Empowering  Education:  Critical  Teaching  for  Social  Change.  The     University  of  Chicago  Press.  Chicago.        Stevens,  L.  &  Bean,  T.  (2007).  Critical  Literacy:  Context,  Research  and  Practice  in  the  K-­12     Classroom.    Sage  Publications.  United  States.        Weber,  T.  &  Nichols,  R.  (2010).  Yiwarra  Kuju:  The  Canning  Stock  Route.  National  Museum     of  Australia.      Yalata  and  Oak  Valley  Communities  &  Mattingley,  C.  (2009).  Maralinga:  The  Anangu     Story.  Allen  &  Unwin  Press.    Australia.       Additional  Websites:     http://reconciliation.org.au     http://www.naa.gov.au  (National  Archives)     http://www.pictureaustralia.org     http://www.uncommonlives.naa.gov.au     http://www.nma.gov.au   http://www.hyperhistory.org   http://www.nationalwomenslibrary.org.au             9          

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