Geography Conference, Canberra 20th July 2006

Methods for Teaching Stage

4 & 5 Geography.Sidsel Groth Farrimond

Moriah College

– 4G4 Climate Change– 5A3 Pyrmont Webquest– 5A1 Natural Hazards Rotation– 4G3 & 5A4 Teaching Controversial Issues

Blooms & Anderson

Gardner

Blooms & Anderson

•EvaluationDesign create

•KnowledgeRemember recall

•SynthesisEvaluate

justify

•AnalysisAnalyse differentiate

•ApplicationApply use

•ComprehensionUnderstand explain

Gardner

Musical /

rythmic

Interpersonal

Logical / mathemati

cal

Body / kinesthetic

Picture spatial

Verbal / linguisti

cNaturalistic Intrapersona

l

Focus Area 4G4 Global Focus Area 4G4 Global Issues and the Role of Issues and the Role of

CitizenshipCitizenshipGlobal geographical issuesGlobal geographical issues•• global geographical issues, which must include:global geographical issues, which must include:– – access to fresh wateraccess to fresh water – – climate changeclimate change – energy use– energy use– – human rightshuman rights – indigenous people and self-determination– indigenous people and self-determination– – land degradationland degradation – threatened habitats– threatened habitats – tourism– tourism– – urbanisationurbanisation – use of ocean resources– use of ocean resources

•• recognise global geographical issuesrecognise global geographical issues•• describe the nature of global geographical issuesdescribe the nature of global geographical issues•• the need to promote ecological sustainabilitythe need to promote ecological sustainability•• explain the links between human actions and the consequences for ecological sustainability on a explain the links between human actions and the consequences for ecological sustainability on a

global scaleglobal scale

At least TWO global geographical issues selected from the list above:At least TWO global geographical issues selected from the list above:•• the nature of the issuethe nature of the issue •• describe the spatial dimensions of the issuedescribe the spatial dimensions of the issue•• describe the ecological dimensions of the issuedescribe the ecological dimensions of the issue•• different perspectives relevant to the issue different perspectives relevant to the issue •• identify perspectives and bias about the identify perspectives and bias about the

issue, including in media reportsissue, including in media reports•• the responsibility of governments to the issue the responsibility of governments to the issue •• describe the actions of individuals, describe the actions of individuals,

groups and governments in relation to the issuegroups and governments in relation to the issue•• the actions of individuals, groups and governmentsthe actions of individuals, groups and governments•• implications for social justice and equityimplications for social justice and equity •• communicate appropriately with communicate appropriately with

organisations to participate as a global citizenorganisations to participate as a global citizen

Climate ChangeClimate ChangeWhat is it?What is it?

TaskTask

What do I know?What do I know? What do I want to What do I want to

know?know? How will I find out?How will I find out? What have I What have I

learnt?learnt?

Intrapersonal

Is climate change responsible Is climate change responsible for Hurricane Katrina???for Hurricane Katrina???

No one can say that global warming No one can say that global warming caused Hurricane Katrina. Gulf Coast, caused Hurricane Katrina. Gulf Coast, August 29, 2005.August 29, 2005.

……no single event can be blamed on no single event can be blamed on the weather as it is far too complex the weather as it is far too complex however,however,

Most scientists agree that warmer Most scientists agree that warmer oceans are a precondition for oceans are a precondition for hurricanes to form.hurricanes to form.

DefinitionDefinition

http://www.unep.org/themes/climatechange/About/index.asphttp://www.unep.org/themes/climatechange/About/index.asp

Climate change is one of the most critical global Climate change is one of the most critical global challenges of our time. Recent events have challenges of our time. Recent events have emphatically demonstrated our growing vulnerability emphatically demonstrated our growing vulnerability to climate change. Climate change impacts will range to climate change. Climate change impacts will range from affecting agriculture, further endangering food from affecting agriculture, further endangering food security, sea-level rise and the accelerated erosion of security, sea-level rise and the accelerated erosion of coastal zones, increasing intensity of natural disasters, coastal zones, increasing intensity of natural disasters, species extinction and the spread of vector-borne species extinction and the spread of vector-borne diseases.diseases.

Climate mash..Climate mash.. http://www.climatemash.org/http://www.climatemash.org/

Picture

spatial

Musical / rythmic

It’s a bit like.. & deniersIt’s a bit like.. & deniers

“ “ my grandmother my grandmother died of lung cancer, died of lung cancer, she smoked for 25 she smoked for 25 years – smoking killed years – smoking killed her”her”

Many people who Many people who have never smoked have never smoked die of lung cancerdie of lung cancer

‘‘..upping the ..upping the probability’probability’

PerspectivesPerspectives

““the administration (White the administration (White House) opposes the Kyoto House) opposes the Kyoto Protocol because its Protocol because its mandatory emissions cuts mandatory emissions cuts would punish the American would punish the American economy… it would also dry up economy… it would also dry up the capital needed to fund the the capital needed to fund the technological research that will technological research that will ultimately solve global ultimately solve global warming.”warming.”

TaskTaskEarth Summit, group work, take Earth Summit, group work, take

the position of different nation the position of different nation and research, debate, conclude and research, debate, conclude on issues of climate change.on issues of climate change.

Positives – BP Solar research

Naturalistic

Body / kinestheti

c

Verbal /

linguistic

•EvaluationDesign create

•ComprehensionUnderstand explain

Focus Area 5A3 Issues in Focus Area 5A3 Issues in Australian EnvironmentsAustralian Environments

Geographical issuesGeographical issues•• geographical issues affecting Australian environments including:geographical issues affecting Australian environments including:– – air qualityair quality – coastal management– coastal management – land and water management– land and water management

– – spatial inequalityspatial inequality – – urban growth and declineurban growth and decline – waste management– waste management

•• describe each geographical issue in relation to:describe each geographical issue in relation to:– – its natureits nature – its impacts – its impacts – the responses by – the responses by

individuals, individuals, groups and governments to the issuegroups and governments to the issue•• outline how a range of geographical issues are affecting Australian environmentsoutline how a range of geographical issues are affecting Australian environments

At least TWO geographical issues affecting Australian environments, selected from the list above:At least TWO geographical issues affecting Australian environments, selected from the list above:–– the geographical processes relevant to the issuethe geographical processes relevant to the issue–– the perceptions of different groups about the issuethe perceptions of different groups about the issue–– individual, group and government responses to the issueindividual, group and government responses to the issue–– decision-making processes involved in the management of the issuedecision-making processes involved in the management of the issue–– management of the issue and implications for sustainability, social justice and equitymanagement of the issue and implications for sustainability, social justice and equity

•• explain the interaction of the physical and human elements of the environmentexplain the interaction of the physical and human elements of the environment• • recognise the responsibility of the levels of government to the issuerecognise the responsibility of the levels of government to the issue• • propose actions that promote:propose actions that promote:

– – sustainabilitysustainability– – social justicesocial justice– – equityequity

• • evaluate the success of individuals, groups and the levels of government in managing the evaluate the success of individuals, groups and the levels of government in managing the issueissue

Pyrmont – Ultimo case studyPyrmont – Ultimo case study

FieldtripFieldtrip

Including: Teacher guided walk, Including: Teacher guided walk, activities including : line drawings, activities including : line drawings, photo sketches, public survey.photo sketches, public survey.

Interpersonal

Naturalistic

•ApplicationApply use

•ComprehensionUnderstand explain

WebquestWebquest

http://www.studentnet.net.au/library/Subjects/Geography/PyrmontWebquest.http://www.studentnet.net.au/library/Subjects/Geography/PyrmontWebquest.htmhtm

URBAN GROWTH AND DECLINEURBAN GROWTH AND DECLINE

A virtual Lesson for Stage 5 Geography studentsA virtual Lesson for Stage 5 Geography students Task: You are to take on one of the role of either Task: You are to take on one of the role of either

developer, resident or council member and argue developer, resident or council member and argue their views towards development considering the their views towards development considering the history of development in the area.history of development in the area.

Students choose a role, complete questions, web research, pStudents choose a role, complete questions, web research, partner work, artner work, oral presentation, written proposal. oral presentation, written proposal.

Developer: You have been given the opportunity to get a huge commission Developer: You have been given the opportunity to get a huge commission if you can get a development proposal in Pyrmont through the council. if you can get a development proposal in Pyrmont through the council. Your task is to convince the council to accept the development application. Your task is to convince the council to accept the development application. You will need to address the council with an oral presentation and written You will need to address the council with an oral presentation and written submission.submission.

Resident: Your family have been living in Pyrmont for several generations Resident: Your family have been living in Pyrmont for several generations and there have been many changes. The local council is considering a new and there have been many changes. The local council is considering a new development application and with approval there will be big changes in development application and with approval there will be big changes in your area. You need to put forward the view (or views) of the local your area. You need to put forward the view (or views) of the local homeowners and community in opposing further development of Pyrmont. homeowners and community in opposing further development of Pyrmont. You will need to address the council with an oral presentation and written You will need to address the council with an oral presentation and written submission.submission.

Council member: You are a member of council who is responsible for Council member: You are a member of council who is responsible for collecting the facts and a fair perspective on development in Pyrmont. It is collecting the facts and a fair perspective on development in Pyrmont. It is important for your political career to be aware of previous policies and important for your political career to be aware of previous policies and programs of local councils. You need to address the council meeting with programs of local councils. You need to address the council meeting with the governments perspective on development in Pyrmont and should it go the governments perspective on development in Pyrmont and should it go well you could be up for Mayor in the next election.well you could be up for Mayor in the next election.

Future: Redfern Future: Redfern

•ComprehensionUnderstand explain

•ApplicationApply use

•EvaluationDesign create

•SynthesisEvaluate

justify

Picture spatial

Body / kinestheti

c

Verbal / linguisti

c

Focus Area 5A1 Focus Area 5A1 Investigating Australia’s Investigating Australia’s Physical EnvironmentsPhysical Environments

Physical characteristics that make Australia uniquePhysical characteristics that make Australia unique•• natural hazards in Australia including:natural hazards in Australia including:

– – bushfiresbushfires – – tropical cyclonestropical cyclones – – earthquakesearthquakes– – floodsfloods – storms– storms – droughts– droughts•• describe the range of natural hazards in Australia and describe the range of natural hazards in Australia and their consequencestheir consequences

At least ONE natural hazard from the list above:At least ONE natural hazard from the list above:•• the nature of the natural hazard in Australiathe nature of the natural hazard in Australia•• the geographical processes involvedthe geographical processes involved•• the impacts of the natural hazard:the impacts of the natural hazard:

– – economic economic – – environmentalenvironmental– – socialsocial

•• the responsibility and responses of individuals, groups and various the responsibility and responses of individuals, groups and various levels of government to the impact of the natural hazardlevels of government to the impact of the natural hazard

RotationRotationFarrimond, Kerstens, Matthew, 2006Farrimond, Kerstens, Matthew, 2006

Why?Why? Behaviour managementBehaviour management Development of strong, well resourced, confident Development of strong, well resourced, confident

classes.classes.RequirementsRequirements Cross timetableCross timetable Willing staffWilling staffFuture?Future? Student EvaluationStudent Evaluation AssessmentAssessment Allow a few catch up, extra lessonsAllow a few catch up, extra lessons

Naturalistic

Logical / mathemati

cal

Verbal / linguisti

c

•ApplicationApply use

•EvaluationDesign create

•ComprehensionUnderstand explain

Musical /

rythmic

Picture spatial

BushfiresBushfires

IndividualIndividual Theory & Theory &

Comprehension Comprehension using case studies.using case studies.

LiteracyLiteracy

EarthquakesEarthquakes

Group workGroup work Introduction – Introduction –

Movie makerMovie maker ICT task: Movie ICT task: Movie

makermaker

CyclonesCyclones IndividualIndividual Introduction – Introduction –

MoviemakerMoviemaker Case Study – Case Study –

Cyclone Larry Cyclone Larry Powerpoint Powerpoint

Media File Media File online researchonline research

On the ground On the ground roving reporter.roving reporter.

Teaching Controversial IssuesTeaching Controversial IssuesFocus Area 4G3 Global ChangeFocus Area 4G3 Global ChangeFocus Area 5A4 Australia in Its Focus Area 5A4 Australia in Its Regional and Global ContextsRegional and Global Contexts

Citizens of the future: what that Citizens of the future: what that future holds is uncertain. future holds is uncertain.

SomeSome teaching and learning teaching and learning methodologies include discussion methodologies include discussion and debate, role-play, ranking and debate, role-play, ranking exercises, and communities of exercises, and communities of enquiry. enquiry.

What are controversial What are controversial issues?issues?

‘‘Issues that are likely to be sensitive or Issues that are likely to be sensitive or controversial are these that have a controversial are these that have a political, social or personal impact and political, social or personal impact and arouse feeling and/or deal with questions arouse feeling and/or deal with questions of value or belief.’of value or belief.’

Controversial issues can be local or global, Controversial issues can be local or global, such as bullying, religion, politics, personal such as bullying, religion, politics, personal lifestyle or values. lifestyle or values.

i.e. examine the effects of multinationals i.e. examine the effects of multinationals promoting GM crops to farmers in promoting GM crops to farmers in developing countriesdeveloping countries

IntrapersonalNaturalistic

•AnalysisAnalyse differentiate

•EvaluationDesign create

Controversial issues can help Controversial issues can help develop thinking skillsdevelop thinking skills

● ● Information-processing skills enable pupils to gather, sort, classify, sequence, Information-processing skills enable pupils to gather, sort, classify, sequence, compare and contrast information, and to make links between pieces of compare and contrast information, and to make links between pieces of information.information.

● ● Reasoning skills enable pupils to justify opinions and actions, to draw Reasoning skills enable pupils to justify opinions and actions, to draw inferences and make deductions, to use appropriate language to explain their inferences and make deductions, to use appropriate language to explain their views, and to use evidence to back up their decisions.views, and to use evidence to back up their decisions.

● ● Enquiry skills enable pupils to ask relevant questions, to plan what to do and Enquiry skills enable pupils to ask relevant questions, to plan what to do and how to research, to predict outcomes and anticipate responses, to test how to research, to predict outcomes and anticipate responses, to test theories and problems, to test conclusions, and to refine their ideas and theories and problems, to test conclusions, and to refine their ideas and opinions.opinions.

● ● Creative thinking skills enable pupils to generate and extend ideas, to suggest Creative thinking skills enable pupils to generate and extend ideas, to suggest possible hypotheses, to use their imagination, and to look for alternative possible hypotheses, to use their imagination, and to look for alternative outcomes.outcomes.

● ● Evaluation skills enable pupils to evaluate what they read, hear and do, to Evaluation skills enable pupils to evaluate what they read, hear and do, to learn to judge the value of their own and others’ work or ideas, not to take all learn to judge the value of their own and others’ work or ideas, not to take all information at face value, and to have confidence in their own judgements.information at face value, and to have confidence in their own judgements.

Teaching controversial issues Teaching controversial issues will develop students:will develop students:

SkillsSkills● ● Critical thinkingCritical thinking● ● Ability to argue effectivelyAbility to argue effectively● ● Ability to challenge Ability to challenge

injustice and inequalitiesinjustice and inequalities● ● Respect for people and Respect for people and

thingsthings● ● Co-operation and conflict Co-operation and conflict

resolutionresolution

Values and attitudesValues and attitudes● ● Sense of identity and self-Sense of identity and self-

esteemesteem● ● EmpathyEmpathy● ● Commitment to social Commitment to social

justice and equityjustice and equity● ● Value and respect for Value and respect for

diversitydiversity● ● Concern for the Concern for the

environment and environment and commitment to sustainable commitment to sustainable developmentdevelopment

● ● Belief that people can Belief that people can make a differencemake a difference

Media: a fabulous resourceMedia: a fabulous resource● ● Disaster, Doom & Gloom Disaster, Doom & Gloom

rather than ‘good’ news rather than ‘good’ news sell.sell.

● ● Media, governments and Media, governments and corporations combine to corporations combine to direct and influence global direct and influence global public opinion. public opinion.

For example, a large amount For example, a large amount of space is devoted to the of space is devoted to the war on terror, whereas the war on terror, whereas the threat of climate change, threat of climate change, which is likely to affect which is likely to affect more people than the war more people than the war on terror, is given little on terror, is given little space in the media.space in the media.

Headlines promote Headlines promote stereotypes.stereotypes.

Sudan is 'most dangerous place' for kidsSudan is 'most dangerous place' for kids War has made Sudan, Uganda and Congo the War has made Sudan, Uganda and Congo the

world's three most dangerous places for children, world's three most dangerous places for children, a poll of humanitarian experts shows.a poll of humanitarian experts shows.

SMH 11June, 2006 SMH 11June, 2006

North Korean Headlines June 2006North Korean Headlines June 2006

Defiant North Korea rejects UN resolutionDefiant North Korea rejects UN resolution North Korea said on Saturday it "totally rejects" a UN North Korea said on Saturday it "totally rejects" a UN

resolution imposing sanctions for its recent missile tests and resolution imposing sanctions for its recent missile tests and vowed to continue missile launches to bolster its self-defence.vowed to continue missile launches to bolster its self-defence.

SMH 16SMH 16thth June, 2006 June, 2006

N Korea has many targets but not us: PMN Korea has many targets but not us: PM Many countries are potential targets of North Korean missiles Many countries are potential targets of North Korean missiles

but there is no expectation Australia will be specifically but there is no expectation Australia will be specifically targeted, Prime Minister John Howard says.targeted, Prime Minister John Howard says.

SMH 7 June, 2006SMH 7 June, 2006North Korea denies hostile intentNorth Korea denies hostile intent Reclusive North Korea is insisting that its missile launches are Reclusive North Korea is insisting that its missile launches are

not an attack on anyone and that it has acted within its rights not an attack on anyone and that it has acted within its rights as a nation.as a nation.

SMH 7 June, 2006 SMH 7 June, 2006 Bush rings PM over North Korea sanctionsBush rings PM over North Korea sanctions US President George W Bush has rung Prime Minister John US President George W Bush has rung Prime Minister John

Howard to lobby support for potential sanctions against North Howard to lobby support for potential sanctions against North Korea over its test launch of seven missiles this week.Korea over its test launch of seven missiles this week.

SMH & June, 2006SMH & June, 2006

A snapshot of current A snapshot of current conflicts in the worldconflicts in the world

Afghan War (part of America’s world-wide War on Terrorism)—Afghan War (part of America’s world-wide War on Terrorism)—Al-Aqsa IntifadaAl-Aqsa Intifada (Israeli-Palestinian Conflict)(Israeli-Palestinian Conflict) (high-risk to become a regional war)--(high-risk to become a regional war)--Algerian Civil WarAlgerian Civil War—(1992-Present)—(1992-Present)Basque Separatist ConflictBasque Separatist Conflict—(1958-Present): The rebel group called Basque Fatherland and Liberty —(1958-Present): The rebel group called Basque Fatherland and Liberty

guerrilla group (ETA) has waged an urban guerrilla movement against the Spanish government. guerrilla group (ETA) has waged an urban guerrilla movement against the Spanish government. Approx 800 dead attributed to the ETA's campaign.Approx 800 dead attributed to the ETA's campaign.

Burma (Myanmar) Civil WarBurma (Myanmar) Civil War—(1948-Present)—(1948-Present)Burundi Civil WarBurundi Civil War—(1994-Present)—(1994-Present)Colombian Civil WarColombian Civil War—(1964-Present)—(1964-Present)Congo: Second Congolese WarCongo: Second Congolese War (This IS a regional war)—(This IS a regional war)—(1998-Present) “Africa’s World War.”  (1998-Present) “Africa’s World War.”  Chechnya (Russia): Second Chechen WarChechnya (Russia): Second Chechen War----Israeli Airstrikes on Syrian Forces in Lebanon—Part of ongoing conflict between Israel and Israeli Airstrikes on Syrian Forces in Lebanon—Part of ongoing conflict between Israel and

Syria in Lebanon. (high-risk to become a regional war)—Syria in Lebanon. (high-risk to become a regional war)—Israeli –Syrian Border Clashes—Part of ongoing conflict between Israel and Syria in Lebanon. Israeli –Syrian Border Clashes—Part of ongoing conflict between Israel and Syria in Lebanon.

(high-risk to become a regional war)—(high-risk to become a regional war)—Israeli-Palestinian Conflict-àSee Al-Aqsa Intifada (above)-- (high-risk to become a regional war)Israeli-Palestinian Conflict-àSee Al-Aqsa Intifada (above)-- (high-risk to become a regional war)

——Kashmir ConflictKashmir Conflict (high-risk to become a regional war)(high-risk to become a regional war)—(1991-Present): India and Pakistan —(1991-Present): India and Pakistan Nepal Civil WarNepal Civil War—(Feb. 13, 1996- Present)—(Feb. 13, 1996- Present)Northern Ireland ConflictNorthern Ireland Conflict—(1969-Present):—(1969-Present):Rwandan Civil WarRwandan Civil War—(1994-Present)—(1994-Present)Sri Lankan Civil WarSri Lankan Civil War—(1983-Present)—(1983-Present)Sudanese Civil WarSudanese Civil War—(1983-Present): racial, religious and regional differences. —(1983-Present): racial, religious and regional differences. War on TerrorismWar on Terrorism—Officially beginning Oct. 7, 2001, —Officially beginning Oct. 7, 2001, Ugandan Civil WarUgandan Civil War----

Task: Task: What is terrorism?What is terrorism?War on Terror or War on PovertyWar on Terror or War on Poverty

Discuss what terrorism means to different groups, Discuss what terrorism means to different groups, communitiescommunities

Map and summarise recent event and alleged perpetrators. Map and summarise recent event and alleged perpetrators. Students will need to research newspapers, CD Roms, library Students will need to research newspapers, CD Roms, library databases and journals available. databases and journals available.

Create a mindmap which makes links between poverty and Create a mindmap which makes links between poverty and terrorism (the population source of willing participants in the terrorism (the population source of willing participants in the activities of ‘terror’). activities of ‘terror’).

Identify and list the countries identified as fighting the war on Identify and list the countries identified as fighting the war on terrorism.terrorism.

Identify and list the countries identified as having terrorist Identify and list the countries identified as having terrorist links. links.

Give students these one of the above countries to complete a Give students these one of the above countries to complete a profile on. Compare standards of living, literacy, life profile on. Compare standards of living, literacy, life expectancy, literacy, GDP..expectancy, literacy, GDP..

Class debate: Is it a war on terror or a war on poverty we Class debate: Is it a war on terror or a war on poverty we need?need?

Survey other students, home to establish the school Survey other students, home to establish the school community perspectives. community perspectives.

•EvaluationDesign create

•SynthesisEvaluate

justify

•AnalysisAnalyse differentiate

Intrapersonal

Naturalistic

Interpersonal

United Nations United Nations Declaration of Declaration of Human RightsHuman Rights

Article 26.Article 26. (1) (1) Everyone has the right Everyone has the right

to educationto education.. Education shall be Education shall be free, at least in the elementary and fundamental free, at least in the elementary and fundamental stages. Elementary education shall be stages. Elementary education shall be compulsory. Technical and professional compulsory. Technical and professional education shall be made generally available and education shall be made generally available and higher education shall be equally accessible to higher education shall be equally accessible to all on the basis of merit.all on the basis of merit.

(2) (2) Education shall be directed to the full Education shall be directed to the full development of the human personality and to development of the human personality and to the strengthening of respect for human rights the strengthening of respect for human rights and fundamental freedoms. It shall promote and fundamental freedoms. It shall promote understanding, tolerance and friendship among understanding, tolerance and friendship among all nations, racial or religious groups, and shall all nations, racial or religious groups, and shall further the activities of the United Nations for further the activities of the United Nations for the maintenance of peace.the maintenance of peace.

(3) (3) Parents have a prior right to choose the Parents have a prior right to choose the kind of education that shall be given to their kind of education that shall be given to their children.children.

Social justice and equity. Do Social justice and equity. Do boys deserve education more boys deserve education more

than girls?than girls? TasksTasks Create a media portfolio of countries Create a media portfolio of countries

showing examples of poverty and wealth showing examples of poverty and wealth around the world. Investigate the global around the world. Investigate the global inequalities for children around the world.inequalities for children around the world.

Research children in other less developed Research children in other less developed countries and their roles eg. Child soldiers, countries and their roles eg. Child soldiers, work, roles and responsibilities. Create work, roles and responsibilities. Create profiles for children worldwide to enter onto profiles for children worldwide to enter onto a database so that comparisons can be a database so that comparisons can be made. made.

Compare life cycles of children around the Compare life cycles of children around the world, use pictures. world, use pictures.

Picture spatial

Logical / mathemati

cal

•AnalysisAnalyse differentiate

•ComprehensionUnderstand explain

Produce a report on a country and identify Produce a report on a country and identify the access boys and girls have to: the access boys and girls have to: education, food, health, shelter, water. education, food, health, shelter, water. Use desktop publishing, insert a fact file, Use desktop publishing, insert a fact file, table, maps, graphs. This could be an oral table, maps, graphs. This could be an oral presentation, powerpoint or poster. presentation, powerpoint or poster.

Create a webpage as a class which will Create a webpage as a class which will explore the rights and responsibilities of explore the rights and responsibilities of women around the world. Groups of 2-3 women around the world. Groups of 2-3 students to investigate different countries. students to investigate different countries. Create a fact file with the rights of women Create a fact file with the rights of women to education, to vote, work, literacy rates..to education, to vote, work, literacy rates..

Write 'a day in the life' for the woman. Write 'a day in the life' for the woman. Write what her future holds for her. Write what her future holds for her.

•Synthesis Evaluate justify

Verbal / linguisti

c•ComprehensionUnderstand explain

1.1. Using a newspaper report or a magazine article on an Using a newspaper report or a magazine article on an environmental issue, such as drought, climate changeenvironmental issue, such as drought, climate change

● ● How does it affect people in your local area?How does it affect people in your local area?● ● How does it affect people in Australia?How does it affect people in Australia?● ● How does it affect people around the world?How does it affect people around the world?● ● How does it affect the natural environment?How does it affect the natural environment?● ● What are the causes of it?What are the causes of it?● ● Are the causes the same for people around the world?Are the causes the same for people around the world?● ● What are the solutions to it?What are the solutions to it?● ● Are the solutions the same for people around the world?Are the solutions the same for people around the world?● ● When something happens in one part of the world, does it When something happens in one part of the world, does it

affect people in other places?affect people in other places?● ● How is this a global issue?How is this a global issue?

Sustainable development. Sustainable development. Local Local global question global question

timetime

Interpersonal

Intrapersonal

Naturalistic

•KnowledgeRemember recall

•ComprehensionUnderstand explain

Globalisation and interdependence. Cartoon InterpretationGlobalisation and interdependence. Cartoon Interpretation What do you think this cartoon is about?What do you think this cartoon is about?What are the main differences between the two G8 statements?What are the main differences between the two G8 statements?Which statement is more likely to be read in the news? Why?Which statement is more likely to be read in the news? Why?

•SynthesisEvaluate

justify

Picture spatial

Cartoons - NicholsonCartoons - Nicholson

Community of enquiryCommunity of enquiry

1. Questions that seek clarification:1. Questions that seek clarification: Can you explain that…? ExplainingCan you explain that…? Explaining What do you mean by…? DefiningWhat do you mean by…? Defining Can you give me an example of…? Can you give me an example of…?

Giving examplesGiving examples How does that help…? SupportingHow does that help…? Supporting Does anyone have a question to Does anyone have a question to

ask…? Enquiringask…? Enquiring

3. Questions that explore alternative views3. Questions that explore alternative views Can you put it another way…? Re-Can you put it another way…? Re-

stating a view stating a view Is there another point of view…? Is there another point of view…?

SpeculationSpeculation What if someone else were to suggest What if someone else were to suggest

that…? Alternative viewsthat…? Alternative views What would someone who disagreed What would someone who disagreed

with you say…? Counter argumentswith you say…? Counter arguments What is the difference between those What is the difference between those

views/ideas…? Distinctionsviews/ideas…? Distinctions2. Questions that probe reasons and 2. Questions that probe reasons and

evidence:evidence: Why do you think that…? Forming an Why do you think that…? Forming an

argumentargument How do you know that…? AssumptionsHow do you know that…? Assumptions What are your reasons…? ReasonsWhat are your reasons…? Reasons Do you have evidence…? EvidenceDo you have evidence…? Evidence Can you give me an example/counter-Can you give me an example/counter-

example…? Counter examplesexample…? Counter examples

4. Questions that test implications and 4. Questions that test implications and consequencesconsequences

What follows from what you say…? What follows from what you say…? ImplicationsImplications

Does it agree with what you said Does it agree with what you said earlier…? Consistencyearlier…? Consistency

What would be the consequence of What would be the consequence of that…? Consequencesthat…? Consequences

Is there a general rule for that...? Is there a general rule for that...? Generalising rulesGeneralising rules

How could you test to see if it were How could you test to see if it were true…? Testing for truthtrue…? Testing for truth

Professor Robert Fisher in his book Teaching Thinking 2nd edition, Continuum 2003Professor Robert Fisher in his book Teaching Thinking 2nd edition, Continuum 2003

5. Questions about the question/discussion5. Questions about the question/discussion Do you have a question about that…? Do you have a question about that…?

QuestioningQuestioning What kind of question is it…? AnalysingWhat kind of question is it…? Analysing How does what was said/the question How does what was said/the question

help us…? Connectinghelp us…? Connecting Where have we got to/who can Where have we got to/who can

summarise so far…? Summarisingsummarise so far…? Summarising Are we any closer to answering the Are we any closer to answering the

question/problem…? Coming to question/problem…? Coming to conclusionsconclusions

DebriefingDebriefing Ask the children for a final statement Ask the children for a final statement

in relation to the question.in relation to the question.

The power of imagesThe power of imagesWhy and how certain images of disasters of world events are Why and how certain images of disasters of world events are

used, do they give a complete picture?used, do they give a complete picture? What might be the purpose of the photograph?What might be the purpose of the photograph? Who is it appealing to?Who is it appealing to? What might be going on outside the frame of the photograph?What might be going on outside the frame of the photograph? Who took the picture?Who took the picture? What different photographs could have been used?What different photographs could have been used?

Are bananas the new flowers?SMH June 13, 2006

Mombai, India Train Bombs 200611/7/2006

Israeli strikes pound LebanonSMH Sunday July 16, 2006

Picture spatial

•AnalysisAnalyse differentiate

•SynthesisEvaluate

justify

Resources• Education for Global Citizenship: A Guide for Schools,

Oxfam 2006. • Free to download fromwww.oxfam.org.uk/coolplanet/teachers/globciti/index.htm• Useful websites

– www.oxfam.org.uk/coolplanet– www.qca.org.uk/citizenship– www.citizenshipfoundation.org.uk

• Cool Planet (www.oxfam.org.uk/coolplanet) contains many downloadable lesson plans and activities, plus photo-stories, online resources.

• © Oxfam GB 2006. All rights reserved.

Out of left fieldBlooms ActivityTreaty of Waitangi

RememberingFactual answers, recall and

recognition

1. Write a newspaper article about the events of 6 February 1840. Include a map/picture.

(5)

2. Draw a timeline to show the key events before and after 6 February 1840

(5)

3. Imagine a group of people involved in the events of 6 February 1840. Write a role-play of their discussion.

(5)

UnderstandingTranslating, interpreting,

showing understanding

4. Design a pamphlet outlining the purpose of the Waitangi Tribunal.

(10)

5. Translate the original English version of the Treaty into modern English.

(5)

6. Draw a poster showing the differences between Maori and English at the time the Treaty was signed.

(5)

ApplyingUsing information gained

in different, familiar situations

7. How is the Treaty of Waitangi different or similar to one other Treaty?

(15)

8. Write a ‘Rove’ interview with Hone Heke after the chopping of the flag pole.

(10)

9. Write an essay explaining how the Treaty of Waitangi applied to the Quota Management System.

(10)

AnalysingBreak into parts to examine

more closely

10. Identify the controversial words in the Treaty. Explain why the are controversial.

(10)

11. Explain why Maori wanted a Treaty with the British Crown.

(5)

12. Find two different books or articles on the Treaty. Compare the viewpoints of the authors.

(15)

EvaluatingJudge, use criteria, rank,

substantiate

13. Rank all the key people involved in the signing of the Treaty according to a criteria you select. Justify their ranks.

(10)

14. Which version (English or Maori) of the Treaty should be honoured? Justify your choice.

(10)

15. Design a simple questionnaire about the Treaty. Ask 10 people and analyse the results.

(15)

CreatingCombine information with

new situations to create new products, ideas, etc.

16. Create an information booklet on the Treaty of Waitangi suitable for new immigrants to new Zealand.

(10)

17. Design a New Zealand flag. Provide a written explanation of the colours and symbols used.

(5)

18. Write a role play of the signing of the treaty, with this version Henry Williams provides a more literal/accurate translation.

(10)

Total points Required: 20

Teaching Practice Summary

• Importance of variety

• Student engagement

• Stimulus & content to be relevant & contemporary

• Use technology

• Balance teacher & student centered tasks