ESH360: Advanced HASS - AT1.2 Blog Post Draft
ESH360: Advanced HASS - Using blogs to communicate with parents/carers AT1.2
Liam Ryan - 452002
Centred around Harmony Week, students will study citizenship/history
concepts of perspective, empathy and diversity.
We will investigate Aboriginal and European life before and after arrival
in Tasmania by visiting the Queen Victoria Museum and Art Gallery exhibit of
‘The First Tasmanians: Our Story’, Yorktown’s Historic Site, as well as speak
to a member of the Multicultural Council of Tasmania about multiculturalism. Finally, students will apply their knowledge
and skills in a class debate.
The purpose of linking CCE to History is to allow
students to see the benefits and failures of significant events in the past, and
make morally informed decisions, using the skills of historical thinking, to
benefit the future (Brett, 2019; “Shape of the Australian Curriculum: History,
2009). Our debate will contribute to students’
understanding around the impact
of European
arrival and settlement, and Aboriginal resistance
(ACHASSK086). We will also explore cultural
diversity in our communities, what tolerance
and respect mean, how people shape within their environment, and how we
empathise with people from different periods of time and place (ACHASSK093)(ACARA,
2019).
Debating
is an excellent way for students to promote active citizenship and democratic values
by practicing research skills, public speaking, reasoning and questioning (“How
debating can benefit your child’, 2019; Osborne, 2005). The debate will focus on two key topics;
European arrival in Tasmania and Aboriginal impact/resistance. Students will be grouped into teams of 3-4. Prior to the debate, whilst on excursion, students
will be asked to gather information and resources from knowledgeable community
leaders and tour guides to use in their arguments. Class R4 will welcome a member of the
Multicultural Council of Tasmania to talk to us about community tolerance,
dignity, respect and diversity, and how these concepts may have affected the
relationship between Europeans and Tasmanian Aborigines.
I would like to encourage parents/guardians to talk to
their children about diversity and the values we as a community try to uphold regarding
multiculturalism. This is an important
aspect of CCE, because we want all students to experience aspects of perspective
and empathy, so they too, learn and respect the values and beliefs of all
people within our society. We want our students
to understand the events of the past, so we can learn to create welcoming, safe
and belonging communities. People are a
great resource and I understand that many parents (and students) will identify
as, or have different cultural backgrounds and beliefs, therefore, speaking to
your child about this will only benefit your child’s success towards their
debate.
Liam Ryan - 452002
Blog Post # 1.2
|
Your name: Liam Ryan
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Year: Grade 4
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AC/HASS Topic: Citizenship through History (Week 3)
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Dear Parents/Guardians,
Welcome
to Class R4’s blog! In our continued
study of Civics and Citizenship Education (CCE) this term, we will be looking
at CCE through History. CCE is a major
component of History because it reinforces Australia’s strong influence of multiculturalism,
shared values of freedom, respect and tolerance, while promoting holistic learning
(CCE, 2019; Gilbert & Hoepper, 2014).
Throughout this short unit, our work will focus on early Australian
settlement through the Cross-Curriculum Priority (CCP) of Aboriginal and Torres
Strait Islander Histories and Cultures.
Centred around Harmony Week, students will study citizenship/history
concepts of perspective, empathy and diversity.
We will investigate Aboriginal and European life before and after arrival
in Tasmania by visiting the Queen Victoria Museum and Art Gallery exhibit of
‘The First Tasmanians: Our Story’, Yorktown’s Historic Site, as well as speak
to a member of the Multicultural Council of Tasmania about multiculturalism. Finally, students will apply their knowledge
and skills in a class debate.
The purpose of linking CCE to History is to allow
students to see the benefits and failures of significant events in the past, and
make morally informed decisions, using the skills of historical thinking, to
benefit the future (Brett, 2019; “Shape of the Australian Curriculum: History,
2009). Our debate will contribute to students’
understanding around the impact
of European
arrival and settlement, and Aboriginal resistance
(ACHASSK086). We will also explore cultural
diversity in our communities, what tolerance
and respect mean, how people shape within their environment, and how we
empathise with people from different periods of time and place (ACHASSK093)(ACARA,
2019).
Debating
is an excellent way for students to promote active citizenship and democratic values
by practicing research skills, public speaking, reasoning and questioning (“How
debating can benefit your child’, 2019; Osborne, 2005). The debate will focus on two key topics;
European arrival in Tasmania and Aboriginal impact/resistance. Students will be grouped into teams of 3-4. Prior to the debate, whilst on excursion, students
will be asked to gather information and resources from knowledgeable community
leaders and tour guides to use in their arguments. Class R4 will welcome a member of the
Multicultural Council of Tasmania to talk to us about community tolerance,
dignity, respect and diversity, and how these concepts may have affected the
relationship between Europeans and Tasmanian Aborigines.
Word
Count Total: 500
References:
ABSstatistics - YouTube.
(2017). Australia Today [Video]. Retrieved from https://www.youtube.com/watch?v=uLgKg5mmXwU
Australian National
Maritime Museum - YouTube. (2016). European Impact [Video].
Retrieved from https://www.youtube.com/watch?v=yy30BBZ2xJw
Brett, P. (2019). Claimed
benefits from the study of History. Document, Launceston, TAS.
Brett, P. (2019). Links
between History and CCE concepts. Document, Launceston, TAS.
Civics | About Civics and
Citizenship Education. (2019). Retrieved from https://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html
Gilbert, R., & Hoepper, B. (Eds.). (2017).
Teaching Humanities and Social Sciences: History, Geography, Economics and
Citizenship (6th edn.). Southbank, VIC: Cengage Learning.
How debating can benefit
your child. (2019). Retrieved from https://www.theschoolrun.com/how-debating-can-benefit-your-child
NowThis World - YouTube.
(2015). Who are Australia's Aboriginal People? [Video].
Retrieved from https://www.youtube.com/watch?v=bpAS5f4TjNw
Osborne, A. (2005). Debate
and Student Development in the History Classroom [pdf]. Wiley Periodicals,
Inc. Retrieved from https://www2.gwu.edu/~fellows/GTAP/Online%20Makeup/T-L%20Presentation%20Readings/Debate%20and%20Student_2005-Fall_p39.pdf
Pixabay. (2019).
Retrieved from https://pixabay.com/
Shape of the Australian
Curriculum: History. (2009). Retrieved from http://docs.acara.edu.au/resources/Australian_Curriculum_-_History.pdf
TheSocialStudiesGuy -
YouTube. (2017). Australia's Early Settlers [Video]. Retrieved
from https://www.youtube.com/watch?v=clVaUYCeRCY
UNIC Canberra - YouTube.
(2018). Promoting tolerance, unity and respect for diversity [Video].
Retrieved from https://www.youtube.com/watch?v=vpSOO6PorLw
Hi Liam,
ReplyDeleteYou constructed a clear and concise message to parents and caretakers that demonstrated the essence of CCE very well. It is good to see that you were not afraid in taking a lesson around Australian history and having the confidence to work with some of those darker histories. You probably ran out of word count but something in regards to having a safe place for children to go to if something is seen to be disturbing to the individual. This ensures parent/caretakers confidence in you presenting the lesson. Excellent source of references and use of people in the community.
Well done