STAGE 3
Australian Identities and Values
This unit provides opportunities for students to explore the contribution of different cultural groups to Australian identity. The unit focuses on the diversity of Australian life, what has influenced it in the past, present-day influences and the changing nature of these influences.
OUTCOME: CCS3.1 Strand: Change and Continuity: Significant Events and PeopleExplains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage
Content:
· Origins of dedicated days, weeks, events and places remembered nationally
· World achievements by Australians, past and present / OUTCOME: CUS3.3
Strand: Cultures: Identities
Describes different cultural influences and their contribution to Australian identities
Content:
· Cultural influences and other factors affecting identity
· The cultural diversity of Australia and other nations
· National symbols
· National culture represented by ballads, songs and colours
· Significant sites / OUTCOME: CUS3.4
Strand: Cultures: Cultural Diversity
Examines how cultures change through interactions with other cultures and the environment
Content:
· Origins of place names and other words and expressions
· Colloquial words associated with cultural influences
· Traditional belief systems and practices of Australians, including celebrations
· Nationally remembered days
Implications for Learning
/Skills
/Values and Attitudes
Children will have opportunities to:· Investigate the ways in which people express their identity through clothes, language or activities
· Investigate Australian characteristics, features and symbols that have been recognised both nationally and internationally
· Examine life in Australia for particular groups
· Reflect, acquire information, form judgements and express points of view about issues and influences in Australia
· Investigate the characteristics of various cultural groups
· Examine different viewpoints about significant events and issues and demonstrate these viewpoints
· Identify the development of the rights and responsibilities of being a good Australian citizen
· Appreciate the strengths and weaknesses of Australia’s democracy
· Critically discuss and provide opinions on local, national and global issues, problems and trends / Children develop skills in:
· Acquiring information from a variety of sources through locating, accessing, selecting and critically evaluating information
· Using an inquiry process when participating in meaningful research related to important social and environmental issues which involves initiating an investigation, gathering, analysing, synthesising, applying information and reflecting on their learning
· Social and civic participation that will allow them to accept and fulfil their social responsibilities / Children develop:
· Responsibilities for one’s own actions
· A concern for the rights, welfare and dignity of all people
· An understanding of the negative experiences associated with racism, sexism and other forms of prejudice
· An empathy with people of different cultures and societies
· An appreciation beliefs and moral codes in the lives of individuals and groups
· Respect for different viewpoints and choices, and a commitment to peaceful ways of resolving conflict
Topic: Australian Identities and Values
Links with Other Key Learning Areas· English: the unit provides opportunities for students to explore factual recounts
Resources:
· Websites: Board of Studies (http://www.boardofstudies.nsw.edu.au),
· Cathy Freemen’s Story in Big Mob Books for little fullas
· A case study about living in Australia and experiencing racism, eg Onion Tears (Kidd 1991),
· Five Times Dizzy (Nadia Wheatley), My Place (Sally Morgan), Thunderwith (Libby Hathorn), The Man from Snowy River (A B Patterson), Henry Lawson books
· Books, videos, music, art, poems radio and television program, newspapers and magazines that show past and present images associated with the following categories: indigenous, outback, Anzac, beach, multicultural, sporting, artistic, business, scientific, pop culture
· Material from The Powerhouse Museum
· Society and Environment RIC Publications Workbook F
· People Places Past and Present Book 5 – Gary Kay
· Decades of Change Series – Ethyl Bereson
· Snuggle Pot and Cuddle Pie – May Gibbs, Seven Little Australians - Ethel Turner
Topic: - Australian Identities and Values
Outcome and Indicators / Teaching and Learning Sequence / CompletedCCS3.1
· Outlines the contributions and influences that people, groups and events have had on Australia and Australians today
· Identifies some links between events in the world and the arrival and plight of immigrant groups
· Refers to the motivating factors behind the actions of significant groups
CUS3.3
· Examines some of the cultures, ideas and traditions that have influenced Australian culture and identity, including migration
· Examines the contributions of some migrant groups to Australian culture and identity
CUS3.4
· Examines cultures within another nation· Explores cultural change within their country of origin
· Identifies ways in which education, religion and culture influence the viewpoints people have about their own culture and identity
· Describes the cultural diversity that exists in Australia today
· Recognises examples of stereotyping, sexism and racism
Assessment Task CCS3.4
· Examines cultures within another nation and indicates that country’s contribution to Australian culture / 1. Australia Has Many Cultures
· Revisit the first inhabitants of Australia to establish understandings about the cultural diversity of Aboriginal people and the fact that Australia has always been culturally diverse. Discuss their contribution to Australian culture, eg connection and appreciation of the land.
· Brainstorm and list the cultural backgrounds of the Australian population today. Add to list as new cultures discovered.
· Explain that Australian has a population of approximately 18 million people from 140 different cultural backgrounds, speak 100 languages and follow about 80 different religions.
· Assist students to recognise that the cultural diversity of Australia has changed, eg abolishment of White Australia Policy has brought about change, globalisation and various tensions (wars) in the world, need for skilled workers etc.
· Develop a time line showing the arrival of significant migrant groups, and possible reason for coming, eg
· On a large class map of the world have students link countries that migrants come from to Australia. Include flag of country.
· Discuss, and on a retrieval chart, list the contributions of migrant groups on our culture, eg food, clothes, beliefs/special days, music, language, dance, etc., eg
Multicultural Australia
Cultural Origins / Food / Clothes / Language / Events / Music/Songs/ Dance
British
Chinese
Greek
Italian
Indian
Vietnamese
Choose a cultural group and using the retrieval chart, write an information report outlining the contributions to Australian culture of that group.
· Display pictures of various cultural groups and their activities.
· Discuss the positives and negatives of multiculturalism in Australian society.
· Interview local migrants and have them explain why they came to Australia and their positive and negative experiences.
Topic: - Australian Identities and Values
Outcome and Indicators / Teaching and Learning Sequence / CompletedCCS3.1
· Evaluates the significance of some Australian world achievements in the past and present
· Identifies places associated with nationally significant events and people
· Refers to the motivating factors behind the achievements of some significant people
· Identifies the origins of events, days and actions of national significance, including Anzac Day, Australia Day and NAIDOC, and examines these from different perspectives
CUS3.3
· Identifies examples of Australian culture, eg music, literature, art
· Examines the contribution of women to Australian culture and identity
· Examines the contribution of aboriginal people to Australian culture and identity
· Identifies origins of place names and other words and expressions used in everyday language and experiences
· Demonstrates an understanding of nationally remembered days
Assessment Task CCS3.1
· Evaluates the significance of some Australian world achievements in the past and present
Assessment Task CCS3.3
· Demonstrates an understanding of the different viewpoint about what is an Australian identity and gives their own impressions and points of view / 2. Investigating Australian Identities, Past and Present
· Discuss the images that people have, both inside and outside Australia, that are identified as being Australian, eg Bondi Beach, flora, fauna, Sydney Harbour Bridge, Opera House, Uluru, ANZAC Day, art works, thongs, Aboriginal music, didgeridoo, language, (Coo-ee, digger) BBQs, Waltzing Matilda, etc. Create a concept map, or a montage, to display, categorising images of Australia under headings, eg Places and Events, Australian Environments, Ways of Life, Australian Personalities, Language, etc.
· Explain that some images have changed as people and lifestyles have changed but that others have endured, eg the outback, Aboriginal people living in the outback, Anzac, the beach.
· Display images of Australia, both past and present, for students to evaluate and give opinions on. Discuss: Why images have changed? Where they came from? Which can be found in other parts of Australia? Why/why not? What are some of the ways in which the images have changed? Why is this happening? Which images do students value most?
· List and investigate the origins of dedicated days and weeks, eg Australia, Anzac, Remembrance, Labour, Wattle Day, NAIDOC, etc.
· Discuss how other cultures might view the same event. Look at events from another cultures perspective, eg how do the Aborigines view Australia Day, and Turks view ANZAC Day.
· Brainstorm and list any Australians who have achieved something significant on the world stage, eg Dawn Frazer, Ned Kelly, Dr Victor Chan, Cathy Freeman, etc. include both historical and contemporary Australians, both men and women, who hold a special place in Australia’s history.
· Categorise into groups, eg sport, medicine, Aboriginal, Pioneers (Caroline Chisholm), War Heroes, Entertainers, etc.
Choose an Australian identity and write a biography of their life, their achievements and how they contributed to Australian culture or society.
Have students explain and illustrate the Australian image to which they can relate best and give reasons for their choice.
Topic: - Australian Identities and Values
Outcome and Indicators / Teaching and Learning Sequence / CompletedCUS3.3
· Identifies the influence of factors such as peer pressure, popular culture, technology and media on cultural change / 3. What Influences Australian Identities today?
· Examine the influences on the identity of students, eg what influences their fashion choices, their music preferences, clothing, television programs they watch, food, drink, idols, recreation, etc? These include advertising, peer pressure, technology, multiculturalism, etc.
· Examine several advertisements to discover if stereotyping of Australian images has been used
· Ask students, how they think these will change over time, eg students age, fad changes, etc.
· Identify a popular image or fad. Discuss the origin of the fad or image, why it is popular, who benefits from this popularity and whether the fad/image is a local, national or global trend.
CUS3.4
· Describes the cultural diversity that exits in Australia today, including languages spoken / 4. Australian Slang and Aboriginal Influence on our Language· Explain that a third of Australia’s place names are derived from Aboriginal words.
· Create a list of such place names, their meanings and locate on a map of Australia.
· List any words or expressions that are typically Australian, their meanings and origin if possible, eg stickybeak (nosy), never, never (outback), G’day (good day)
· Compile a list of any other words of expressions that we have adopted from other languages, eg croissant, pasta, yah, doh
CUS3.3
· Examines the various national symbols and colours that are associated with Australia
· Identifies examples of Australian identity
Assessment TaskCUS3.3
· Identifies the various national symbols and colours that are associated with Australia / 5. Reflection and Culmination· Pose the question: How do you tell an Australian? Are there any distinguishing features that indicate a person is Australian?
· Read the poem ‘Common Ground’ by Bruce Woodley (see resources) and highlight the possible attributes of Australians (raises issues of skin colour, religion, sense of humour, mateship, freedom).
· Reflect on the various symbols, colours, ideas, etc that are representative of Australia and Australian culture.
Design an outfit that reflects the Australian identity that could be worn at an international event
Unit Evaluation:
Australian Identities and Values
Name:______Date: ______
Outcome: CCS3.4
· Examines how cultures change through interactions with other cultures and the environment
Task:
· Choose a cultural group and using the retrieval chart, write an information report outlining the contributions to Australian culture of that group. Include a recipe of food we now eat that originated from that culture, pictures or illustrations of dress, celebrations etc. that have become part of our culture.
My Information Report on……………………….……culture and their contribution to Australian culture.
Teachers Comment:
Evaluation
Indicator of Achievement / HD / C / D / ED· Examines cultures within another nation and indicates that country’s contribution to Australian culture
HD – Highly Developed C – Competent D – Developing ED – Experiencing difficulty
Australian Identities and Values
Ned Kelly
Name:______Date: ______
Outcome: CCS3.1
· Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage
Task:
· Choose an Australian identity and write a biography of their life, their achievements and how they contributed to Australian culture or society.
My Biography of ……………………………..
May Gibbs
Australian Lifesavers Edmund Barton
Teachers Comment:Evaluation
Indicator of Achievement / HD / C / D / ED· Evaluates the significance of some Australian world achievements in the past and present
HD – Highly Developed C – Competent D – Developing ED – Experiencing difficulty
Australian Identities and Values
Name:______Date: ______
Outcome: CCS3.3
· Describes different cultural influences and their contribution to Australian identities