Outline of activities for SOSE programme.

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. 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. 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. 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. 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. 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. 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. 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
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http://www.uncommonlives.naa.gov.au
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