humanities resources
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humanities resources
a page created to help with resource ideas and lesson plans when teaching humanities topics aimed at early years education
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REFERENCING

GLOBAL EDUCATION 

 

- 1st image of students (Kenya) - 'Kenya school children attempt to break world handwashing record' 2010, Retrieved 1st June 2012< http://washafrica.wordpress.com/2010/10/18/kenya-school-children-attempt-to-break-world-handwashing-record/

- 2nd image of students (USA)- 'Teaching village' 2011, Retrieved 1st June 2012 < http://www.teachingvillage.org/2011/11/17/a-global-classroom-is-born-by-deb-frazier/

- 3rd image of students (china)- 'Culture and Edu' 2007, Retrieved 1st June 2012< http://news.xinhuanet.com/english/2007-09/04/content_6661572.htm

- Paper cut out picture - http://www.google.com.au/imgres?q=boy+and+girl+paper+cut+outs

 - Tudball, L, Stirling, L 2011, ‘Making it happen: ideas into action’, Bright sparks leading lights : snapshots of global education in Australia 2011, Social Educators' Association of Australia , Melbourne, Australia, pp. 17-22 

 

INDIGENOUS PERSPECTIVES 

 

- Hodge, R 2005, 'Aboriginal Australia', Echidna Books, Port Melbourne.

- Reconciliation wall picture- http://www.parkes-h.schools.nsw.edu.au/news/reconciliation-wall

- Price, K 2008, ‘Aboriginal studies and Torres Strait Islander studies’, Studies of society and environment: exploring the teaching possibilities 2008, Pearson Education Australia, Frenchs Forest, pp. 362-387

 

ASIA STUDIES 

 

- Kaboose, 2012, Disney online, Retrieved May 30th 2012, http://crafts.kaboose.com/chdragoneasy.html

- Marsh, C 2011, ‘Multicultural education’, Teaching the social sciences and humanities in an Australian curriculum 2011, Pearson Australia, Frenchs Forest, NSW, pp. 356-391

- Spinskybolt, 2006, Youtube, Retrieved May 30th 2012 < http://www.youtube.com/watch?feature=player_detailpage&amp;amp;amp;v=4WUnWPpRslM

 

 

LIVING IN AUSTRALIA

 

- ‘Google Earth' 2012, US Dept of State Geographer, Retrieved May 27th 2012 < http://www.google.com/earth/index.html

 

 

LIVING LOCAL

- Rudner, J 2010, ‘Children's unsupervised outdoor activity: managing risk and encouraging independence’, Journeys, no. February, pp. 19-22

- Tanner, J 1987, Nikis Walk, The Macmillan Company of Australia, South Melbourne

 

SUSTAINABILITY

- Ceres community Environment park, 2012, Ceres, May 27th 2012 http://sustainability.ceres.org.au/wasteincursions

- Marsh, CJ 2010, ‘Studies of Society and Environment (SOSE): does it have a future?’, Ethos: the journal of the Victorian Association of Social Studies Teachers, vol. 18, no. 4, pp. 10-14, 34

 

CIVICS AND CITIZENSHIP

- Tudball, L 2009, ‘The shifting sands of civics and citizenship education in Australia: what principles, policies and practices should be enacted in the times ahead?’, Ethos: the journal of the Victorian Association of Social Studies Teachers, vol. 17, no. 2, pp. 9-13

 

Victorian Essentials Learning Standards -VELS

 

Victorian Essentials Learning Standards, retrieved May 25th 2012,<http://vels.vcaa.vic.edu.au/vels/humanities.html>;

Victorian Essentials Learning Standards, retrieved May 25th 2012,<http://vels.vcaa.vic.edu.au/vels/civics.html>;

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Indigenous Perspectives

Indigenous Perspectives | humanities resources | Scoop.it

Vels Humanities level 2

 

By examining artifacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence. They begin to make basic comparisons between ‘then’ and ‘now’ and learn to construct simple timelines to show their understanding. By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia… 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. They explore what their local area might have looked like before European settlement.

 

How and why these resources would be used in the classroom for HSE learning.

 

Aboriginal Australia is a non-fiction book educating kids on multiple aspects on aboriginal history and way of life. The Reconciliation page will be studied at the beginning of this specific lesson, focusing on teaching indigenous perspectives. This book will show kids briefly how the indigenous used to live and give them an insight on why we celebrate reconciliation week. After reading the book a discussion will be made about reconciliation and what it means. Over the next few lessons students will construct a reconciliation wall either in the classroom or somewhere around the school consisting of indigenous facts, paintings, students handprints and messages. Whilst engaging in an investigation during the journey of creating a reconciliation wall students will not only become educated on the stolen generation and the importance of reconciliation but also on aspects of indigenous culture, paintings and beliefs. The non-fiction book is a great tool to use right throughout the year when needing to find any facts about indigenous perspectives.

 

Readings reference 

 

“Aboriginal studies and Torres Strait Islander studies can become an everyday part f the learning…and do not have to be relegated to a unit within a subject” (Price, 2008) a recreation wall could be an ongoing project throughout the year not just specific indigenous lessons. it could also branch of into other teaching aspects such as peace in a classroom, civics and citizen ship, living in Australia and so on.

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Asian studies

Asian studies | humanities resources | Scoop.it

VELS humanities level1

 

Through reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures and histories…. by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own.

 

How and why these resources would be used in the classroom for HSE learning.

 

This short clip would be introduced to students after already being introduced to basic Asian traditions and celebrations. The clip shows a traditional Chinese dragon dance which of usually takes part on Chinese New Year. This clip continues to educate children on Asian cultures and their celebrations and traditions. After viewing the video the class will take part in making there own Chinese dragons, using the traditional colours of red and gold which are associated with Chinese new year. These dragons will be used to decorate the classroom and inn future classes the meaning of the dragon will be further investigated.

 

Relation to Readings 

 

‘There is increasing awareness in education systems that is young people are to achieve their potential as future citizens they need to be able to negotiate the cultural, social, political and economic ties that connect them to the global and regional community’. (Marsh, 2011) This article reiterates the importance of global education and in specific the studies of Asia. By educating students on different cultures it helps them look beyond their own nation and become open to new different things.

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Living locally

Living locally | humanities resources | Scoop.it

( This image shows one place Niki visits on his walk as you can see its very detailed and lifelike )

 

 

Vels learning focus Humanities level 1

 

Students investigate the relative location, direction and distance of their home, school, classroom, 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 'Nikis Walk' would be used in the classroom for HSE learning.

 

Nikis walk is a picture book which is set up with real life look paintings and has no text, it shows a journey that Niki takes through his neighbourhood and what he passes on the way. I would use this picture book as an introduction into the unit of living local. Having no text in this picture book allows students to create ideas and interpret the story there own individual way. Student have the chance to compare scenery they see in the book to that of there local community. We would discuss things they saw in the book and where they have seen them before in real life. Students would then take part in a walk outside the school in the neighborhood to make comparisons and links with what they saw in the book and what they saw in there community. This book is great as it can always be interpreted differently depending on your students and the aim of education.  As a follow up lesson I would get the children to create their own maps to somewhere in particular such as a family members house they often visit and along the map they can draw everything they would pass on the way. 

 

How the book responds to the readings on living locally.

 

Students may not get the chance to walk to school or explore there outside environment as much as they would like manly due to safety aspects, if parents aren’t often available to accompany there child in things like going to the park and walking home from school children may miss out on this. “Physiologists have pointed out that students who lack direct access to there environments have difficulty in learning the necessary spatial, physical, psychological, social and analytical skills required to negotiate urban settings” (Rudner,2010). This comment reiterates the importance of familiarisation with you local area and surroundings, and I believe this book is a great resource as it broadens their minds on different peoples local environments from there own.

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Global education

Global education | humanities resources | Scoop.it

Vels humanities level 1

 

Students draw on their own experience to help them understand the world around them…. Through reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures….. by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own.

 

How and why these resources would be used in a classroom for HSE learning.

 

Early in the year Students can be introduced to a PowerPoint made by the teacher. PowerPoint would include images of students learning in schools all around the world. Whilst studying this PowerPoint students can discuss what they see is different and what they see to be the same as the school they are at. This enables students to grasp the idea that people all around the world go to school just like them however many are in different environments they all have different uniforms and all learn in different ways. If this was being done with older years (grade2-4) the PowerPoint might incorporate, along with the photo of the school, the national flag of that specific county, this helps students make connections with what flag belongs to what country. After exploring the PowerPoint students can make cut outs of themselves, students will be asked to colour the cut outs as best they can to match their own personal feature. These cutouts can then be put up on a classroom wall and added to throughout the year including facts and interests about the students some of which might be multicultural and then further explored. Eg. Johnny might have a favorite food of pizza this could branch off into where pizza originated and even cooking in the classroom!

 

Relation to Readings 

 

‘Young Australians to broaden their perspective, see realities in their communities and wider world ….have the capacity to see that their world view is only one of many’ (Tudball & Stirling). By giving the students an insight on all the different ways people learn all over the world it enables them to see other people do and see things different to them however we are all sharing this world together.

 

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Civics and Citizenship

Civics and Citizenship | humanities resources | Scoop.it

Vels Humanities level 1

The classroom is a community...Rules and why they are needed at school, in the home and in the community. 

 

Vels Civics and citizenship level 1

They are introduced to the idea of the classroom being a community and they learn about respect and concern for others and being fair. They learn about classroom rules and why they are needed. They begin to compare classroom and family rules and other rules that they know about such as those for games and sport. Students explore their responsibilities and rights and those of others in familiar contexts such as the family, the classroom, the school playground and local recreation areas.

 

How and why these resources would be used in the classroom for HSE learning.

 

A foam dice- on each side the numbers would be covered up with places in the school and community. For example:

Libary 

Canteen 

Playground 

Home

Classroom 

Supermarket 

This word dice would be used to educate children on rules and get them thinking about them, the game is called beat the clock, once the dice is rolled the students have 2 minuets to write or draw as many rules they no for whichever place is rolled. Different environments on the dice will get children thinking about why places have different rules. In follow up lessons we could explore who makes what rules and consequences if they arnt obeyed. 

 

Links to readings

 

‘As members of the world community, educators have a responsibility to ensure that education contributes to promotion of equity, peace, social justice and the universal realization of human rights.’ (Tudball 2009) Working towards allowing children to understand rights, rules and equity they must start at the basics and understand the fundaments of rules.

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Living in Australia

Living in Australia | humanities resources | Scoop.it

 

Google Earth.

 

Vels humanities Level 2

 

Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map. They recognise the globe as a model representation of Earth and can locate Australia and other places with which they have links. Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour.

 

How and Why Google Earth online program would be used in the classroom for HSE learning.

Google Earth would be used to explore the states and territories, which make up Australia. By using the Google Earth program it gives children an accurate inside on spatial concepts and what our country looks like from the outer. it is a very interactive program as it would be done as a whole class and students could participate by typing in the states and watching the camera zoom in . Google Earth would be explored after an introduction of the states and territories has already taken place in previous lessons it would be a fun and new way to explore the parts of Australia giving children a more real life perspective. After exploring Google Earth students could be asked to re build paper Broken down states and territories of Australia into the correct shape then mark where they think they live.

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Sustainability

Sustainability | humanities resources | Scoop.it

Vels Learning focus 1

 

Students explore how and why natural factors and human activities affect their lives. They develop basic narratives that link events in their own experience. Participating in activities such as wearing protection from the sun, saving energy, saving water, and recycling, they develop their awareness of environmental issues. 

 

How and why the resourse would be used in the classroom for HSE Learning.

 

Ceres is a community environmental park which has a range of educational programs on multiple sections of sustainability. Considering I was seeking a resource aimed at acheiving Vels level one students I choose to use a Incursion about waste. This Incursion would be used at the begining of the topic to educate students on the 4 Rs (rehink, reduce, reuse and recycle) what a rubbish free lunch is, what is healthy for us and what is healthy for the environment. It would provide the kids with a great introduction to waste and how to help our environment. I would follow up this lesson with a lesson on what happens to our rubbish? This topic could then thread on to Clean up australia Day and other programs which work to aid a sustainable future. 

 

How Ceres incursion responds to the readings on sustainability.

 

Waste incursion will begin to provide students with lifetime knowledge on being sustainable now and in the future. In 2009 the UKs Cheif Scientific Advisor, John Beddington, warned that we could face problems ahead in relation to food, water  and energy unless we learn to live more sustainably (Marsh 2010). Recycling and waste will play a big part in a sustainable future therefore it is important to educate children on this right throughtout schooling, later education would look into the greenhouse effect and global warming however to understand this children need to be taught the basics. 

 

FUN FACT - Did you know: "Australians throw away about 7,150 recyclable plastic bags a minute, with 429,000 recyclable plastic supermarket bags dumped into landfill every hour" (source: Clean Up Australia 2010)

 

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