HSIE -Stage 3- Global Interconnections and Interdependence: Aid (SSS3.7-8)
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HSIE -Stage 3- Global Interconnections and Interdependence: Aid  (SSS3.7-8)
Resources for understanding and teaching about Australia's aid programs. Fulfilling HSIE outcomes SSS3.7 and SSS3.8.
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AusAID - Home

AusAID - Home | HSIE -Stage 3- Global Interconnections and Interdependence: Aid  (SSS3.7-8) | Scoop.it

The AusAID site is a good place to find current information about the Australian government’s aid program. It answers the fundamental questions of what, how, where, why and who with its various pages and interactive map. There are pages specifically devoted to each country, specific aid issues such as education and health, how this relates to the Millennium development goals and more.

 

Some of the information provided on the site is a bit dense and may not be appropriate for the literacy levels of primary aged students, and some of the information is completely irrelevant, so there is a need for discretion. Despite these difficulties, the site is an excellent source for teachers and students to find out what aid is and more specifically what AusAID does, and who we are connected to through aid.

 

Using information from this site, students could ‘adopt’ a particular country found on the interactive aid map and find out what, how, where, why and who is involved in the process of aid. If each child chooses a different country (out of a hat if necessary) they can become the expert on that country. Using a world map (either on the IWB or a large printed or made map), students could then ‘pin’ their information to the country they have studied.

 

This task could also satisfy other outcomes depending on how the questions were asked and how the task was presented. As well as the knowledge, the task would use skills in ‘acquiring information’, ‘using and inquiry process’ as well as values and attitudes, in ‘social justice’, ‘intercultural understanding’, ‘moral codes’ and ‘lifelong learning’.

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Australia's aid | Global Education

Australia's aid | Global Education | HSIE -Stage 3- Global Interconnections and Interdependence: Aid  (SSS3.7-8) | Scoop.it

This site, developed collaboratively by AusAID, the Global Education Project, Education Services Australia and the Asia Education Foundation provides quick facts, case studies, images, videos, more detailed information and links to other resources in relation to global education in Australian schools.

 

The site’s page about Australia’s aid provides details on how ‘Australia’ (the government) gives and how ‘Australians’ (the people) give. It addresses why and what we give, how and where it is delivered, and who is involved. The site is a good resource for both teachers and students; being simple to navigate and using language that is easy to understand, excepting some vocabulary specific to aid that would need to be discussed beforehand. The inclusion of case study videos and images adds to the appeal of this site as a resource. 

This site could be used to pre-inform the teacher; to find information and resources, as well as an in-class teaching tool, and a research platform for students, depending on the specific task.

 

Students could discuss the difference between their lives and the lives of people their age living in areas Australia provides aid to. They could potentially draw on personal or family experiences of poverty, conflict or disaster to help others understand what these things are like. A discussion or set task on the five questions why, what, how, where and who could be undertaken to better understand the reasons and the process for/of aid. 

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Australia Gives Aid

Australia's aid program assists developing countries to reduce poverty and achieve sustainable development in line with Australia's national interest. This v...

 

This youtube clip would be a helpful introduction for an upper primary class studying Australia's gobal interconnectedness. It has the message "because people need help, and we can help, Australia gives aid". It explicitily explains why we give aid, how it works, where it is sent, what we are doing, emergency responses, and who is involved in our aid programs.

It may be necessary to explain some of the vocabulary used in the video (Millennuim Development Goals, non-govenment oranisations etc) and to narrate as it presents text, rather than spoken English. 

Following a discussion of isses found in the video, students could work groups to specifically address one of the five points  (why, how, where, what and who) and present their found knowledge back to the class. As a class students could work towards the goal of producing something (a video, poster, mural, collage, essay etc) to share their knowledge with the school or wider community. 

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DUST - Picture Book

DUST - Picture Book | HSIE -Stage 3- Global Interconnections and Interdependence: Aid  (SSS3.7-8) | Scoop.it

'For all children who do not wake up safe and comfortable'
(Cover inscription)

This picture book is poignant and confronting, inspired by famine and crisis, and emotively depicts the death of a child. The book was written and illustrated in response to the food shortages affecting 3.6 million people in Niger in 2005. The proceeds from the sale of the book go to ‘Save the Children Australia’, to provide aid to those who need it most.   

 

It is the simplicity of the text and the quality of the images that make this book so powerful. The book is distressing, but so is the plight of the people it represents. It is about stillness, and sadness and the impact of hunger, but leaves us with the feeling that we can change. The second to last image I think is the most confronting, a man scrapes his leftover food into the bin where there is a newspaper with the headline ‘Famine claims more...” the image is accompanied by the text, “the world has shut its ears and moved on”.

This book would be helpful in understanding the seriousness of the situations that require international aid. It is about a child, and therefore should resonate with the children in the class, and although it is sad, there is still hope at the end, that we might be able to change it if we change ourselves. The book could address more outcomes than SSS3.7 and SSS3.8 depending on how it was used.

 

Students could create their own images to tell a similar story about a current aid issue. They could gather information from NGOs (including save the children) and other sites (such as AusAID and news sites) to locate and find out about the situation, before presenting their case study visually. 

 

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T.Heynes's curator insight, April 6, 2014 7:45 AM

Outcome: SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities.

 

Content: Global interconnections and interdependence, eg communications, trade, international human rights agreements and organisations

 

“In a perfect world, this book would not exist. But we do not live in a perfect world. Even if we all learn to live in peace, there will still be millions of people who need our help.” (back cover).  This picture book depicts the plight of a child who is struggling to survive with the resources that they have, highlighting the need for overseas aid for development. Development is “'the way in which the quality of human life and society is improved' and as integrally linked to both growth and equity” (Eldridge, 1985).

 

The subject matter is emotionally confrontational, based on the 2005 drought in Niger, which in itself is enough to drive the message home that Australia should give aid to other countries in need. The book has many illustrators, who hadn’t seen the other pages of the book before submitting their work, which means is that there is little linking the illustrations together except for the theme of famine and the need for aid. For this reason, you will have to judge whether this book is suitable for your stage 3 class as, due to this subject matter, it won’t be a book that can be used with all children.

 

If you do use this resource though, visual literacy (which can be found under EN4-2A) is an important skill that can be developed, as there are few words in the book and the pictures are the main form of conveying the story. Starting a discussion about other global issues that need Australia’s aid can end with students creating their own version of the book. As a class, students can decide on another aid issue that has been talked about and write a short 20 line story (or however many students there are in the class) so that each student gets a line on which they create an accompanying image. This gets students thinking about their visual literacy while ascertaining their level of understanding about the topic. There is a need to examine the complex relations between pedagogy, technology and learners, whilst remembering that technology itself…is embedded in existing social relations which can replicate existing inequaliites”  (Younie, 2001, p.211) when using ICT in education. By having a resource that can be accessed without technology, which anyone can access, you are eliminating this inequality.

 

This links to SSS3.7 as various charity organisations are involved in the interconnections and interdependence of countries. The proceeds of the book go towards the ‘Save The Children’ charity (since being published in 2007, the book has raised over A$250,000 according to Colin Thompson’s website) highlighting the aid connections Australia has with other countries in order to improve their quality of life.

 

Resources

Eldridge, P. (1985). The Jackson report on Australia's overseas aid program: Political options and prospects, Australian Outlook, 39, 23-32.

 

Younie, S in Leask, M. (2001). Issues in Teaching Using ICT. New York, NY: Taylor & Francis Group.

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8ways - home

8ways - home | HSIE -Stage 3- Global Interconnections and Interdependence: Aid  (SSS3.7-8) | Scoop.it

8 ways was developed by indigenous teachers in western NSW so that other people (especially non-indigenous teachers) could better support the learning of indigenous students in their classes. The site provides details on how a teacher could incorporate the 8 identified ways of learning in their classrooms, how this relates to Western pedagogy, and how to teach through, rather than about indigenous culture.

 

The 8 ways principle could easily be applied to teaching about aid. The summary of the 8 ways provided by the site is “Tell a story. Make a plan. Think and do. Draw it. Take it outside. Try a new way. Watch first, then do. Share it with others”

Michelle Wheeler's insight:

So, following those directions, and using the sites ‘scooped’ below, here is an example of how it could be done.


Read the story, “Dust” with your class, then in a ‘yarning circle’ have a discussion about the issues that are found in the book, and ask students to share any of their own stories that relate to these issues. This is heavy stuff, so may need to end the day’s lesson there, however the collaboration involved in the production of this book should also be discussed for the future task.

 

In the next class, show them the video, “Australia Gives Aid”, providing narration if required. This should also be followed by a discussion in the ‘yearning circle’. Talk to them about what they are going to do with the information (and probably questions) they have just acquired and collaboratively make a plan of action (learning map).

 

The task should still be about “Dust”, and the students could be working towards producing something similar, but about a more current issue. For this they will need to research (could use AusAID, and Global Perspectives among others) to find a current aid situation, compose a story board and then produce the images. This could be done in two groups, so that there were two books produced in the end. The final product should include an aspect of how Australia is involved in aid, and have a focus on hope.

 

Students could use whatever materials are available, including found objects to produce their images, and to place text over them.  Finally the images can be displayed or photographed to make a digital book that can be shared with others to inform them about the particular aid issue.

(I haven't included land links, open to suggestion)

 

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