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EEO210 - Humanities Resource Assignment
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References

Baker, J 2010, Mirror, Candlewick Publishing, Massachusetts. DCSF 2010, Evidence of Impact of Sustainable Schools, London.


Do, A 2012, The Little Refugee, Allen & Unwin, Sydney.


Zoos Victoria, Healesville Sanctuary School Programs, viewed 9 May 2012, http://www.zoo.org.au/learning/hs-programs


Hicks, D 2011, Picturing a Sustainable Future, Primary Geography.


Inglis-Gillespie, G 2008, Reconciliation: From Little Things, Big Things Grow, Ethos: Vol 16, No.3.


Kennedy, K 2010, Civics education for the 'Techno' generation: What should we expect young people to know and be able to do as future citizens?, Ethos, vol. 8 no. 2.


Muller, W 2006, The Contribution of 'Cultural Literacy' to the 'Globally Engaged Curriculum' and the 'Globally Engaged Citizen', The Social Educator, Brisbane.


Rudner, J 2010, Children's unsupervised outdoor activity: managing risk and encouraging independence, Journeys, p. 19.


Youtube, Reduce Reuse Recycle!, viewed May 11 2012, http://www.youtube.com/watch?v=loeHhmUh-nE


Welch, M 2011, 'Supporting the 'Asia' cross-curriculum priority in the Australian Curriculum', Primary & Middle Years Educator, 9, 1, pp. 19-23.

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"The 3 R's" - written by Jack Johnson

Three, it's a magic number
Yes it is, it's a magic number
Because two times three is six
And three times six is eighteen
And the eighteenth letter in the alphabet is R
We've got three R's we're going to talk about today
We've got to learn to
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
If you're going to the market to buy some juice
You've got to bring your own bags
and you learn to reduce your waste
And if your brother or your sister's got some cool clothes
You could try them on before you buy some more of those
Reuse, we've got to learn to reuse
And if the first two R's don't work out
And if you've got to make some trash
Don't throw it out
Recycle, we've got to learn to recycle,
We've got to learn to
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Because three it's a magic number
Yes it is, it's a magic number
3, 3, 3
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33,
36 33, 30, 27, 24, 21, 18, 15, 12, 9, 6,and
3, it's a magic number

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"The 3 R's" by Jack Johnson

VELS Humanities Level 1

“Participating in activities such as wearing protection from the sun, saving water, and recycling, they develop their awareness of environmental issues.”


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Branching more broadly into the world: Sustainability" unit of study.

I would put the lyrics to the song on an interactive whiteboard and have the students learn them so they could sing it as a class. It could possibly be presented at assembly for the rest of the school. 

Then, the students would have a class discussion about why it's important that we look after the environment. The students would work in pairs to create a poster depicting the title of the song “Reduce Reuse Recycle” then as a class, write a list of ways everyone can reduce, reuse and recycle.


A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week

Quotes from this weeks readings that this resource relates to are:

"...prepares young people for a lifetime of sustainable living

for oneself (our health and well-being)"

and

"for each other (across cultures, distances and generations), for the environment, both locally and globally."

"sustainability captured the interest of young people because they could see its relevance to their own lives and futures"


DCSF 2010, Evidence of Impact of Sustainable Schools, London.


Hicks, D 2011, Picturing a Sustainable Future, Primary Geography.



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Excursion to Healesville Sanctuary

Excursion to Healesville Sanctuary | Humanities Resources | Scoop.it

VELS Humanities Level 2

By observing the characteristics of different places, and prompted by questions, students think about environment differences, locally and in other parts of Australia and the world, and why these differences exist.


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Living in Australia: The country where I live" unit of study.

Healesville Sanctuary is full of Australian animals and runs lessons for school groups. There are two lessons for prep – grade 4, “Wetlands and Waterways” and “Creature Features”. I would have the students attend one of the lessons, where they would learn about Australian animals, their habitats and their life cycles. As a follow up lesson, I would have the students create a poster on an animal of their choice that they saw at Healesville Sanctuary; combining the knowledge they gained from the excursion and some research using books or the internet.


A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week

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Safety House Incursion

Safety House Incursion | Humanities Resources | Scoop.it

VELS Humanities Level 1

  • They investigate the relative location, direction and distance of local parks, shops and other significant features of their environment and begin to understand the geography of their local area.
  • They learn to give and follow simple directions, and describe location relative to other people and places using everyday spatial terms such as front/back, up/down, right/left, near/far, above/below.
  • They draw simple pictorial maps from their developing mental maps of familiar environments.

 

How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Civics and citizenship" unit of study.

I would first identify the sign as a safety house sign, and explain what a safety house is. I would have previously located the safety house surrounding the school, and would create a simple map denoting the school and the safety houses. I would ask the students to locate the safety house closest to the route they take home, and draw a path to it.


A brief description of how or why your resource/activity responds to an aspect or aspects of the readings for that week
Quotes from this weeks readings that this resource relates to are:
"Can we prepare both teachers and students, who not only know about civics but are also exemplory citizens?"


Kennedy, K 2010, Civics education for the 'Techno' generation: What should we expect young people to know and be able to do as future citizens?, Ethos, vol. 8 no. 2.

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"The Little Refugee" by Anh Do

"The Little Refugee" by Anh Do | Humanities Resources | Scoop.it

VELS Humanities Level 2


  • By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist.


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of an "Asian perspectives" unit of study. 

I would use this text to highlight the difficulties and hardships faced by Asian refugees arriving in Australia. 

The students would first read the text as a class, then discuss which events they think would have been the most difficult. 

The students would then work in pairs to identify the route the characters from the text travelled.


A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week
Quotes from this weeks readings that this resource relates to are:

"Intercultural understanding is attitudinal and behavioural in essence, and ought to mean in practice that all students feel they belong in the school, Australian society and beyond and can see themselves in the curriculum."

"An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australia's social, intellectual and creative capital."


Welch, M 2011, 'Supporting the 'Asia' cross-curriculum priority in the Australian Curriculum', Primary & Middle Years Educator, 9, 1, pp. 19-23.

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"Mirror" by Jeannie Baker

"Mirror" by Jeannie Baker | Humanities Resources | Scoop.it

VELS Humanities Level 2

  • Students develop their awareness of spatial concepts
  • They recognise the globe as a model representation of Earth and can locate Australia and other places with which they have links
  • By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist.


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Multiple ways of living in the global village: Global Education" unit of study.

Mirror is made up of two halves that are intended to be read simultaneously. On one side of the book, we see the life of a young boy and his family Sydney, and on the other we see a young boy and his family in Morocco. Before reading the book, I would ask the students to write down why they think the book is called Mirror. I would have the students read the book (really just study the pictures as there is no text) and discuss whether their guess at the reason behind the book’s title was correct. Then, I would have the students create a Venn diagram, highlighting the differences and the similarities between the two families’ lifestyles.

Then, as a class I would lead a discussion about different cultures or lifestyles that students in the class are part of.


A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week
Quotes from this weeks readings that this resource relates to are:

"the globally, culturally literate person should be capable of analysing the attributes of their own culture in a way that provides some level of objectivity"

"challenges faced when opertating in someone else's culture - the phenomenon which is usually called 'culture shock'"

"the globally, culturally literate person acknowledges and understands the complexity and multidimensional nature of the concept 'culture'"


Muller, W 2006, The Contribution of 'Cultural Literacy' to the 'Globally Engaged Curriculum' and the 'Globally Engaged Citizen', The Social Educator, Brisbane.


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"I Still Call Australia Home" QANTAS television ad, 2009 version

"I Still Call Australia Home" QANTAS television ad, 2009 version | Humanities Resources | Scoop.it

VELS Humanities Level 2

“They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities.”


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Living with others in my country: Indigenous perspectives" unit of study.

The students would watch the video and identify the Australian landmarks shown, and find out who the original land owners of that area were (the name of the Aboriginal tribe) in order to introduce students to the idea that Indigenous Australians settlend in Australia long before Europeans.

As a follow up activity, students would make a map of Victoria and label locations with names of the Aboriginal tribes who first inhabited them.


Video link: http://www.youtube.com/watch?v=ze6D-59bLX0


A brief description of how or why your resource/activity responds to an aspect or aspects of the readings for that week

Quotes from this weeks readings that this resource relates to are:
"Through this unit, students discover the impact of colonization on Indigenous Australians. Students will learn about the culture of Indigenous Australians and their relationship with the environment."
"It also develops a social awareness of issues facing Indigenous Australian people and how we got to where we are today."


Inglis-Gillespie, G 2008, Reconciliation: From Little Things, Big Things Grow, Ethos: Vol 16, No.3.



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Lollipop lady (guest visit)

Lollipop lady (guest visit) | Humanities Resources | Scoop.it

VELS Humanities Level 1

“…draw on their own experience to help them understand the world around them. Through activities such as developing personal and family timelines, examining photographs and buildings, and visits from community members, they learn about the concepts of time – chronology and sequencing, and change and continuity.


How and why the resource would be used in the classroom for HSE learning (prep-year 2)

I would use this as part of a "Living with others locally: Who are the people in my neighbourhood?" unit of study.

I would invite someone employed as a lollipop person at one of the school crossings to come into the classroom and speak to the students about what their responsibilities are, what times they arrive at the crossing in the mornings and afternoons and what times they leave. I would then ask the students to think about the route they take to school, and how many lollipop people help them safely cross the road. Finally, I would have the students work individually to create a thank you card for a lollipop person, which could be delivered on their way home.


A brief description of how or why your resource/activity responds to an aspect or aspects of the readings for that week
Quotes from this weeks readings that this resource relates to are:
"Children have less unsupervised outdoor activity than in the past."

"Children's competence in managing their urban settings is important not just for thir own development but but for longer term goals for urban sustainability in itself."


Rudner, J 2010, Children's unsupervised outdoor activity: managing risk and encouraging independence, Journeys, p. 19.

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