Citizenship learning in the context of the History curriculum
TERM 3
What is happening in our Year 6 …
In
Humanities and Social Sciences (HASS) students will take a journey back in time
as we learn how Ulverstone has changed and how these changes have effected
citizenship. This adventure will help
your child understand citizenship past and present and learn what makes a good
citizen (Australian Curriculum Assessment and
Reporting Authority [ACARA],
2016).
We
will begin our learning adventure by watching two interesting videos about good
citizenship in the 1950’s and the present day.
Then we will delve into a class discussion about citizenship 100 years ago.
This will guide student’s research of our local history and help develop
questions ready for our guests from the Ulverstone Senior Citizens. Your child will be fascinated by their
stories of what it was like growing up in Ulverstone.
This should inspire lots of interesting questions at home too, especially as they seek out family to interview. Supporting your child through these interviews will help them think deeply about their questions and by search out old photos, slides and artefacts you will maximise your child’s ability to imagine the challenges and benefits of the past (Taylor et al., 2012).
Working
in groups, students will be given a survey to analysis the benefits and
challenges of growing up in this community.
This will elicit critical thinking skills as they make comparisons between
the generations and draw conclusions that develop empathy and multiple
perspectives (Groundwater-Smith, 2011).
As groups make presentations of their findings, students will make meaning of the history and citizenship they have uncovered. Group work is an opportunity
to practise good citizenship as it teaches students to work collaboratively,
communicate socially and have respect for other people’s opinions, (ACARA,
2016; Marsh, Clarke, & Pittaway, 2014).
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A highlight of this unit of work will be an excursion to the Ulverstone museum to experience local history in a tactile manner, eliciting empathy and deeper understanding of how citizenship has changed over time (Yunkaporta, 2009). Group evaluative work at the conclusion of the excursion will enable students to tell their own stories of what they saw and how it made them feel, which will expand and consolidate their learning (Gilbert & Hoepper, 2014; Yunkaporta, 2009).
At the conclusion of this unit of work students will write a “note to self” about the type of citizen they desire to become. These notes will be shared with the class as students collaboratively discuss and draw from past and present to develop their understanding of good citizenship. This activity has strong links with the aims of the Australian Curriculum in developing responsible citizens and will positively affect student’s ability to make confident decisions about their future (ACARA, 2012; Rogers, 2011). Understanding what good citizenship looks like is a precursor to students acting out that behaviour (Edwards & Watts, 2008).
By linking history and citizenship students can understand the significance of the past and appreciate the present, develop empathy and build connections to local community, producing changed views and action (Brett, 2017).
Links to the Australian Curriculum
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Word Count: 503
References
Aussie Towns (2017). The
shop facades at the Ulverstone Local History Museum. [Online Image].
Retrieved from http://www.aussietowns.com.au/town/ulverstone-tas
Australian Curriculum Assessment and Reporting Authority.
(2009). The Shape of the Australian
Curriculum: History.
Retrieved from https://acaraweb.blob.core.windows.net/resources/Australian_Curriculum_-_History.pdf
Australian Curriculum Assessment and Reporting Authority.
(2016, December 16). The Australian Curriculum: HASS (Version 8.3), Year 3-6, all curriculum elements, all
curriculum dimensions. Retrieved from
file:///Users/regina/Downloads/AustralianCurriculum%20(24).pdf
Australia
For Everyone (2013). Ulverstone History
Museum. [Online Image]. Retrieved from http://www.australiaforeveryone.com.au/tasmania/northwest-museums.htm
Brett,
P. (2017, March 13). Week Three: Citizenship through History [Powerpoint
slides]. Retrieved from
https://mylo.utas.edu.au/d2l/le/content/186678/viewContent/2195156/View
Coast To Canyon (2016). Ulverstone History Museum.
[Online Image]. Retrieved from https://www.centralcoasttas.com.au/attractions/
Edwards, C. H., & Watts,
V. J. (2008). Classroom discipline
& management. Milton, Qld: John Wiley & Sons.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. South Melbourne, VIC: Cengage Learning Australia.
Groundwater-Smith, S. (2014). Understanding learning. In R. Le Cornu, R. Ewing, & S. Groundwater-Smith (Ed.), Teaching Challenges and Dilemmas. South Melbourne, Vic: Cengage Learning Australia.
Groundwater-Smith, S. (2014). Understanding learning. In R. Le Cornu, R. Ewing, & S. Groundwater-Smith (Ed.), Teaching Challenges and Dilemmas. South Melbourne, Vic: Cengage Learning Australia.
Historia – Bel99TV. (2013,
February 3) Conformity at School - the Survival Answer - 1950's [Video File].
Retrieved from https://www.youtube.com/watch?v=N2S3BlEBlg4
Marsh,
C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. Frenchs
Forest, NSW: Pearson Australia.
Rogers, B. (2009). How to manage children's challenging
behaviour. Los Angeles, London: SAGE
School Calendar. (2012,
August 16) What is a good citizen?
[Video File]. Retrieved from https://www.youtube.com/watch?v=egkW2t3MBZ4
Taylor, T., Fahey, C.,
Kriewaldt, J., & Boon, D. (2012). Place
and time: Explorations in teaching geography and history. Frenchs Forest,
NSW: Pearson Australia.
Think
Tasmania (2016) Ulverstone Museum. [Online Image]. Retrieved from https://think-tasmania.com/ulverstone-photos/
Yunkaporta,
T. (2009). Aboriginal pedagogies at the cultural interface. Townsville, QLD:
James Cook University. Retrieved from http://researchonline.jcu.edu.au/10974/2/01thesis.pdf
This comment has been removed by the author.
ReplyDeleteHi Regina,
ReplyDeleteGreat work on your second blog post. You have covered the what, why and how outlined in the assessment description well.
A strength in your blog posting is how you have provided parents with clear, evidenced reasoning for your choice in teaching pedagogy and lesson content. You have backed many of your lesson ideas and general HASS information with relevant research and literature, increasing the validity of your content (Panda & Gupta, 2014).
I noticed you only used one example of how parents can be involved in their child's learning e.g. being interviewed. You may want to consider including a few more ways as this is outlined as a significant point to cover in the Assessment Task outline.
I like your idea about keeping their ‘note to self’, however, it may be rather impractical for the school to keep, store and find the note four years later. Providing students with the opportunity to share their reflection in a school assembly and then take their note home could be an alternative approach. Assembly attendance could then be another way parents could support their child’s learning. According to the Australian Department of education and Training (2006), assemblies are an effective and non-threatening way to provide parents with relevant and current information about their children’s learning, including ways they can be involved.
Incorporating images and potential videos into your post will strengthen the aesthetics and overall appeal of your blog immensely (I know you intend to fix this). I also noted a few spelling errors, so be sure to re-read carefully over your post, you should read over the two paragraphs after Figure 2 in particular.
One last thing, remember to use italics for the title when referencing.
Overall you have created a relevant and well planned blog.
Regards,
Katelyn
References:
Panda, A. & Gupta, R. (2014). Making academic research more relevant: A few suggestions. IIMB Management Review, 26 (3), 156-169. doi.org/10.1016/j.iimb.2014.07.008
Australian Government Department of Education and Training. (2006). Parent partnerships: Parent involvement in the later years of schooling. Retrieved 10th April, 2017, from http://www.education.vic.gov.au/documents/school/teachers/health/parentpartner.pdf