Banksy CCTV image – Flickr user http://flickr.com/photos/nolifebeforecoffee/Presentation will be available online.
http://www.youtube.com/watch?v=SMTz9nIUkGcCitizenship has become a political beast. Let’s forget this for a while.
Conserve image – Flickr user http://www.flickr.com/photos/greenpeace_esperanza/Bruce Parry quote: Parry, B (2008) Amazon, p253, Penguin, LondonOur core purpose as the teaching profession is learning. This presentation is based around this principle, the aim? To improve learning. Not a political statement of standpoint.
Conserve image – Flickr user http://www.flickr.com/photos/greenpeace_esperanza/Bruce Parry quote: Parry, B (2008) Amazon, p253, Penguin, LondonLink to the conference theme – It’s today’s geography teaching that can influence Tomorrow’s decision makers. How does the whole world change – has to start somewhere. Should our pupils stand back and be passive observers in life?
Image created using www.wordle.netData from a survey of 50 educators in October 2009 using www.surveymonkey.comWordle from questionnaire – what leaps out?. 50 responses from a range of educators. Hostility toward citizenship Do we as geographers wash our hands of the subject / issue – it’s not in here! Do we feel bitter about ‘stolen’ subjects? Difficult to decide but often poorly taught, but is considered important. This workshop will focus on another way.
A 16 year old pupil asked at the end of half term.
Curriculum for Excellence: http://www.ltscotland.org.uk/curriculumforexcellence/index.aspI think that as Geography teachers these are good aims to go for – let’s forget about the barriers for a moment. These are worthwhile learning objectives – let’s use them as learning objectives : How to contribute effectively to the school building project.
Duct tape image – flickr user http://www.flickr.com/photos/houseofsims/Duct tape quote, Hostetter, K (2007) Don’t Forget the Duct Tape, p17, The Mountaineers Books, SeattleGeography is perfectly positioned to lead the deliver citizenship THROUGH geography, the answer is not in the descrete delivery of citizenship as a separate subject. As we know Geography can provide a rich context for informing young people, this workshop will share some simple but effective ways of challenging young people to engage with issues.– Just as ‘Duct tape is the single most useful repair tool you can carry on a backpacking trip’ Geography is the perfect subject for delivering. We can’t the model citizens mentioned by the Curriculum for Excellence as we are only a small part of their school experience (in terms of time) and school is a one of many influences in young people lives. However, we can deliver quality learning experiences that make pupils stop and think, to look at something from a different perspective
Needs an image?Doesn’t ness have to be labelled as such to pupils
I’m with the Bear – Flickr user http://www.flickr.com/photos/benkamorvan/Citizenship through Geography has two principles. We are talking about sustainable, embeddable teaching – not large gestures that may be false and reflect the values and attitudes of teaching staff
Foot image – Flickr user http://www.flickr.com/photos/hamed/Individual action – choosing a different
Thanks to @tecahernz for the link to http://msn.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10605171&ref=rss `If pupils start doing something, we may be surprised at the result!
Image of Banksy work – Flickr user http://www.flickr.com/photos/walkercleaveland/Simple ideas that may need a slightly different outlook
Gorilla Image created by Tom Morgan-Jones and sourced from www.geographycollective.comLittle Notices activity based upon an idea in Smith, K (2007) The Guerilla Art Kit, Princeton Architectural Press, New YorkLittle Notices – giving unpermeament comments about learning space – what about this room? Catalyst for change – present to governors or SLT meeting by pupils – this is what we have found, this is what we are unhappy about. Command signs . Doorstep Geography and Mission: Explore, images of example from pupils.
Gorilla Image created by Tom Morgan-Jones and sourced from www.geographycollective.comLittle Notices activity based upon an idea in Smith, K (2007) The Guerilla Art Kit, Princeton Architectural Press, New York
Gorilla Image created by Tom Morgan-Jones and sourced from www.geographycollective.comLittle Notices activity based upon an idea in Smith, K (2007) The Guerilla Art Kit, Princeton Architectural Press, New YorkDelegate Activity – what do you Notice about this room? What would you highlight? How would you do it?Pupil instructions – idea based upon The Guerilla Art Kit by Keri Smith
Making a statement about space – what might an outside visitor think?
Favourite image – during the reflection stage of the lesson, pupils realised that they had been thinking about space in a different way – they chose features that they were unhappy about, or thought were great. So what do we do with this energy
Of course, we need our pupil’s to communicate their ideas directly to the Headteacher, teachers etc in a responsible way. Imagine an inbox of well written and argued emails calling for a better place.
Action Manifesto based on an idea from Acme Climate Actiion (2008), Provokateeur, Harper Collins, LondonImage : David RogersThe Guerrilla Geography was great fun and did explore space and the school, but – pupils ended the lesson wanting to change the school. What can we do? Use the experience to take action. One action has already been done in putting the notices up – however, would the message be lost or inaccessible to some?Have to make a promise to do something about it – link to political manifesto – promises. If we feel strongly about it then let’s do something!We needed an action manifesto! Based upon the ACME Climate Change ManifestoPupils working in pairs then snowballing the idea into 4’s. Each group of 4 submit their manifesto. Using dotocracy the class chose the best one – democratic process in action – learning point – could we have made the decision any other way? Limited to simple bullet points in order to improve communication – media savvy darling ;-) Winning manifesto.Explore – the area to find out what needs doing.Highlight – the problem we have with the area by using Little NoticesSuggest – be positive and give a solution, give reasons whyPass it on – From Jamie Oliver and ACME – tell people about it – get them on board, convince them you’re right
Kenyan picking photo – Flickr user http://www.flickr.com/photos/franz88Activity from Citizenship Through Geography p42Theory into Practice: Moral Dilemmas http://www.geography.org.uk/shop/shop_detail.asp?ID=22 Individual action – kenyan green beans, climate change, informed Mandela quote with image – single dude outline
Man at a gat – Fliickr user http://www.flickr.com/photos/seanstayteLeads to individual action, fighting poverty by making informed choices about purchases. Making people aware of positions. Making informed choices – not our choices.
Created using reader comments from: http://edinburghnews.scotsman.com/edinburghtransportplans/Laying-of-tram-tracks-in.5643772.jp Image created using www.wordle.net Delegate activity – Spot the Topic! Beat the teacherTram lines, power lines, google reader, inform classes – track the story and provide a display timeline: what happened? What did we do about it?
http://edinburghnews.scotsman.com/edinburghtransportplans/Laying-of-tram-tracks-in.5643772.jp Edinburgh tram : Flickr user http://www.flickr.com/photos/freefoto/Students should be adding to the debate – adding comments and exploring feelings.
http://edinburghnews.scotsman.com/edinburghtransportplans/Laying-of-tram-tracks-in.5643772.jpA wealth of information available including contentious issues and opinions
http://peterclaridge.me/blisters-and-hangovers Also able to explore other peoples views of a place http://peterclaridge.me http://peterclaridge.me/blisters-and-hangovers
http://www.youtube.com/watch?v=NGazwxB1CJg&feature=player_embeddedRich variety of resource about local issues with minimum effort – what do our pupils think about these issues? Get our students to create a stand up routine about a local issue. Film it, perform it, YouTube it.Pupils going on to university and college needing portfolios of work – this could be an example. Confident, successful learners
Moon image – Flickr user http://www.flickr.com/photos/_belial/Geographical enquiry – asking questions. Challenging the status quo – start with our lessons. Moon image and quote. Asking ‘Why?’ Leads to ‘What can we do about it?’ ‘ Who is responsible?’ ‘How can I change their mind?’
Video: David RogersHave to experience something to be able to understand and talk about it. We are all products of our personalexperiences and as a result our perspective changes because of it.
Image: David RogersSchool allotment, climate change blogs, eat sustainably – live the dream . Photo of allotment visit, Grow something and eat it. Create a blog that contains your eco pledge and then try to meet it. Understand why politicians often have to U-turn and change – is it THAT easy? http://daviderogers.blogspot.com/2007/01/year-7-carbon-footprint-project.html
Image: David Rogers
Image David RogersSchool allotmentPhoto of allotment visit, Grow something and eat it. Create a blog that contains your eco pledge and then try to meet it. Understand why politicians often have to U-turn and change – is it THAT easy?So how easy is it to eat local???
Image: Tom Morgan-Jones, Mission:Explore www.geographycollective.com http://missionexplore.wordpress.comDoorstep GeographySchool access and feel – happiness mapping – photo orienteering – find this place – how do you feel about it? Leads to contact with headteachers (fill their inboxes!) and suggestions to change – ‘any fool can critisise, condemn, and complain – and most fools do’ Dale Carnegie, Photo of someone laughing and pointing, show students how their evaluation of a place can lead to suggesting change – high level skills of evaluation, analysis . Google Graph of Priory’s siteIs everyone’s access to school the same – explore the school using rules e.g. Find the geography department by only using signs. Get to maths without using steps. Find the main entrance only using signs. Report back to the headteacher - change
Google Graph used to map (un)happy places. Confident learners as they can use data to support their arguments
http://twitter.com/Oxfam/status/5092498163SimpsonsIdentity. Oxfam Tweet, quote from newspaper. Why? Place, Space.Identify – 5 photographs that represent the local area / school / street – e.g. Manchester, Edinburgh airport
Last Tram but Flickr user http://www.flickr.com/photos/lodekka/I grew up in the Rhondda, my father was under manager at Mardy Colliery during the strike. Flying pickets, conflict
Sweatshops in the UK – human rights act. Cit through geography news quote – where? Use the language of rights. For example – p48Delegate activity – Where, what?
What rights are being violated? Freedom, Torture, protection from slaveryImage Flickr user: http://www.flickr.com/photos/anabadili/
Pat on strike: Flickr user http://www.flickr.com/photos/cute-is-what-i-aim-for/Thanks to Jeff Stanfield, Geography Advisor for Hampshire, his term ‘Floating Topicality’Change is coming - Obama – cross curricular links with history, History teach the black rights movement in the 1960’s. Geography takes on the batton by looking at Obama, Royal Mail strikes – workers rights?. Take a moment to reflect on what is NOW.
Image created using www.worde.netDelegate activity – who’s speech? When?
Quote taken from The Rough Guide to a Better World, DFID and Rough GuidesIn your classroom – are the pupils aware of their ‘entitlement’ to education?Set Learning objectives based upon the Curriculum for Excellence – engage them with the document.
Image: Flickr user http://www.flickr.com/photos/joriel/
Lesson idea: http://daviderogers.blogspot.com/2009/07/twitter-facebook-and-teachers-tv.htmlThank you to Tony Cassidy for the inspiration: www.sharegeography.com
Image: Tom Morgan-Jones and the Geography Collective: Mission:Explore www.geographycollective.com http://missionexplore.wordpress.comWorld, Scotland, Edinburgh, School, Classroom, Yourself e.g. As a teacher – get into meetings, my first HoD ‘ Make friends with the Head’s PA, the reprographics lady, data manager and the caretaker. Everyone else you can afford to **** off’ Our classrooms should encourage risk taking and chanenge. A forum to express and develop opinions – big difference between this and GIVINg the opinion to pupils – rewrite a textbook to make it more balanced. OAPs in hoodiesDon’t encourage an unequal view of the world where there are ‘right’ and ‘wrong’ answers
The Girl Effect http://www.girleffect.org/ vs Dan Raven-Ellison, www.geographycollective.comSummary – awe and wonder, relevance, small changes
Covert action<br />Creative<br />Thought provoking<br />What’s the point?<br />
Scout the locations<br />Design the flyer<br />Attach the Guerrilla Geography<br />Make people think about space, be located in a place where they will be read and be not be offensive<br />Little Notices<br />
#4 Moral Dilemmas<br />Is it right to make a reduction in our carbon emissions by buying local while putting Kenyan farmers out of business?<br />
‘I have been asked a question many a time, ‘who is your hero?’ I say, my hero does not depend on the position a person occupies. My heroes are those simple men and women who have committed themselves to fighting poverty wherever it is found in the world’Nelson Mandela<br />
Being British is about driving in a German car to an Irish pub for a Belgian beer, then travelling home, grabbing an Indian curry or a Turkish kebab on the way, to sit on Swedish furniture and watch American shown on a Japanese TV that was built in China. <br />And the most British thing? <br />Suspicion of anything foreign.<br />
#11 Use the language of rights<br />‘I found illegal workers in shocking conditions. I spoke to someone who was being paid an illegal wage. She was working 12-hour days, seven days per week! I snuck into the factory. The conditions were horrible – no heating!’<br />Write down one development indicator of this country<br />
Freedom to be protected from slavery and forced labour<br />