Geography Conference Canberra 20 th July 2006 Methods

Geography Conference, Canberra 20 th July 2006 Methods for Teaching Stage 4 & 5 Geography. Sidsel Groth Farrimond Moriah College

– 4 G 4 Climate Change – 5 A 3 Pyrmont Webquest – 5 A 1 Natural Hazards Rotation – 4 G 3 & 5 A 4 Teaching Controversial Issues Blooms & Anderson Gardne r

Blooms & Anderson • Knowledge Remember recall • Comprehension Understand explain • Application Apply use • Analysis Analyse differentiate • Synthesis Evaluate justify • Evaluation Design create

Picture spatial Body / kinesthetic Logical / mathematical Gardner Musical / rythmic Interpersonal Verbal / linguistic Naturalistic Intrapersonal

Focus Area 4 G 4 Global Issues and the Role of Citizenship Global geographical issues • global geographical issues, which must include: – access to fresh water – climate change – energy use – human rights – indigenous people and self-determination – land degradation – threatened habitats – tourism – urbanisation – use of ocean resources • • recognise global geographical issues describe the nature of global geographical issues the need to promote ecological sustainability explain the links between human actions and the consequences for ecological sustainability on a global scale At least TWO global geographical issues selected from the list above: • the nature of the issue • describe the spatial dimensions of the issue • describe the ecological dimensions of the issue • different perspectives relevant to the issue • identify perspectives and bias about the issue, including in media reports • the responsibility of governments to the issue • describe the actions of individuals, groups and governments in relation to the issue • the actions of individuals, groups and governments • implications for social justice and equity • communicate appropriately with organisations to participate as a global citizen

Climate Change What is it? Task n n What do I know? What do I want to know? How will I find out? What have I learnt? Intrapersonal

Is climate change responsible for Hurricane Katrina? ? ? n No one can say that global warming caused Hurricane Katrina. Gulf Coast, August 29, 2005. n …no single event can be blamed on the weather as it is far too complex however, n Most scientists agree that warmer oceans are a precondition for hurricanes to form.

Definition http: //www. unep. org/themes/climatechange/About/index. asp n Climate change is one of the most critical global challenges of our time. Recent events have emphatically demonstrated our growing vulnerability to climate change. Climate change impacts will range from affecting agriculture, further endangering food security, sea-level rise and the accelerated erosion of coastal zones, increasing intensity of natural disasters, species extinction and the spread of vector-borne diseases.

Picture spatial n Climate mash. . n http: //www. climatemash. org/ Musical / rythmic

It’s a bit like. . & deniers “ my grandmother died of lung cancer, she smoked for 25 years – smoking killed her” n Many people who have never smoked die of lung cancer n ‘. . upping the probability’ n

Perspectives n “the administration (White House) opposes the Kyoto Protocol because its mandatory emissions cuts would punish the American economy… it would also dry up the capital needed to fund the technological research that will ultimately solve global warming. ” Positives – BP Solar research Task Earth Summit, group work, take the position of different nation and research, debate, conclude on issues of climate change. Naturalistic Body / kinesthetic Verbal / linguisti • Comprehension Understand explain • Evaluation Design create

Focus Area 5 A 3 Issues in Australian Environments Geographical issues • geographical issues affecting Australian environments including: – air quality – coastal management – spatial inequality – urban growth and decline – land water management – waste management • describe each geographical issue in relation to: – its nature – its impacts – the responses by individuals, groups and governments to the issue • outline how a range of geographical issues are affecting Australian environments At least TWO geographical issues affecting Australian environments, selected from the list above: – the geographical processes relevant to the issue – the perceptions of different groups about the issue – individual, group and government responses to the issue – decision-making processes involved in the management of the issue – management of the issue and implications for sustainability, social justice and equity • explain the interaction of the physical and human elements of the environment • recognise the responsibility of the levels of government to the issue • propose actions that promote: – sustainability – social justice – equity • evaluate the success of individuals, groups and the levels of government in managing the issue

Pyrmont – Ultimo case study Fieldtrip Including: Teacher guided walk, activities including : line drawings, photo sketches, public survey. Naturalistic • Application Apply use Interpersonal • Comprehension Understand explain

Webquest http: //www. studentnet. au/library/Subjects/Geography/Pyrmont. Webquest. htm URBAN GROWTH AND DECLINE A virtual Lesson for Stage 5 Geography students n Task: You are to take on one of the role of either developer, resident or council member and argue their views towards development considering the history of development in the area.

Body / kinesthetic Picture spatial n • Application Students choose a role, complete questions, web research, p artner work, oral Apply use presentation, written proposal. Developer: You have been given the opportunity to get a huge commission if you can get a development proposal in Pyrmont through the council. Your task is to convince the council to accept the development application. You will need to address the council with an oral presentation and written submission. n Resident: Your family have been living in Pyrmont for several generations and there have been many changes. The local council is considering a new development application and with approval there will be big changes in your area. You need to put forward the view (or views) of the local homeowners and community in opposing further development of Pyrmont. You will need to address the council with an oral presentation and written submission. n Council member: You are a member of council who is responsible for collecting the facts and a fair perspective on development in Pyrmont. It is important for your political career to be aware of previous policies and programs of local councils. You need to address the council meeting with the governments perspective on development in Pyrmont and should it go well you could be up for Mayor in the next election. Future: Redfern n • Synthesis Evaluate justify • Comprehension Understand explain • Evaluation Design create Verbal / linguistic

Focus Area 5 A 1 Investigating Australia’s Physical Environments Physical characteristics that make Australia unique • natural hazards in Australia including: – bushfires – tropical cyclones – earthquakes – floods – storms – droughts • describe the range of natural hazards in Australia and their consequences At least ONE natural hazard from the list above: • the nature of the natural hazard in Australia • the geographical processes involved • the impacts of the natural hazard: – economic – environmental – social • the responsibility and responses of individuals, groups and various levels of government to the impact of the natural hazard

Picture spatial Rotation Farrimond, Kerstens, Matthew, 2006 Musical / rythmic Logical / Why? mathematical n Behaviour management n Development of strong, well resourced, confident classes. Requirements • Application n Cross timetable Apply use n Willing staff • Comprehension Future? Understand explain n Student Evaluation n Assessment • Evaluation n Allow a few catch up, extra lessons Design create Naturalistic Verbal / linguistic

Bushfires Individual n Theory & Comprehension using case studies. n Literacy n

Earthquakes Group work n Introduction – Movie maker n ICT task: Movie maker n

Cyclones n n n Individual Introduction – Moviemaker Case Study – Cyclone Larry Powerpoint Media File online research On the ground roving reporter.

Teaching Controversial Issues Focus Area 4 G 3 Global Change Focus Area 5 A 4 Australia in Its Regional and Global Contexts n Citizens of the future: what that future holds is uncertain. n Some teaching and learning methodologies include discussion and debate, role-play, ranking exercises, and communities of enquiry.

What are controversial issues? ‘Issues that are likely to be sensitive or controversial are these that have a political, social or personal impact and arouse feeling and/or deal with questions of value or belief. ’ n Controversial issues can be local or global, such as bullying, religion, politics, personal lifestyle or values. i. e. examine the effects of multinationals promoting GM crops to farmers in developing countries n • Analysis Analyse differentiate Intrapersonal Naturalistic • Evaluation Design create

Controversial issues can help develop thinking skills ● Information-processing skills enable pupils to gather, sort, classify, sequence, compare and contrast information, and to make links between pieces of information. ● Reasoning skills enable pupils to justify opinions and actions, to draw inferences and make deductions, to use appropriate language to explain their views, and to use evidence to back up their decisions. ● Enquiry skills enable pupils to ask relevant questions, to plan what to do and how to research, to predict outcomes and anticipate responses, to test theories and problems, to test conclusions, and to refine their ideas and opinions. ● Creative thinking skills enable pupils to generate and extend ideas, to suggest possible hypotheses, to use their imagination, and to look for alternative outcomes. ● Evaluation skills enable pupils to evaluate what they read, hear and do, to learn to judge the value of their own and others’ work or ideas, not to take all information at face value, and to have confidence in their own judgements.

Teaching controversial issues will develop students: Skills ● Critical thinking ● Ability to argue effectively ● Ability to challenge injustice and inequalities ● Respect for people and things ● Co-operation and conflict resolution Values and attitudes ● Sense of identity and selfesteem ● Empathy ● Commitment to social justice and equity ● Value and respect for diversity ● Concern for the environment and commitment to sustainable development ● Belief that people can make a difference

Media: a fabulous resource ● Disaster, Doom & Gloom rather than ‘good’ news sell. ● Media, governments and corporations combine to direct and influence global public opinion. For example, a large amount of space is devoted to the war on terror, whereas the threat of climate change, which is likely to affect more people than the war on terror, is given little space in the media.

Headlines promote stereotypes. Sudan is 'most dangerous place' for kids n War has made Sudan, Uganda and Congo the world's three most dangerous places for children, a poll of humanitarian experts shows. SMH 11 June, 2006 North Korean Headlines June 2006 Defiant North Korea rejects UN resolution n North Korea said on Saturday it "totally rejects" a UN resolution imposing sanctions for its recent missile tests and vowed to continue missile launches to bolster its self-defence. n SMH 16 th June, 2006

N Korea has many targets but not us: PM n Many countries are potential targets of North Korean missiles but there is no expectation Australia will be specifically targeted, Prime Minister John Howard says. n SMH 7 June, 2006 North Korea denies hostile intent n Reclusive North Korea is insisting that its missile launches are not an attack on anyone and that it has acted within its rights as a nation. n SMH 7 June, 2006 Bush rings PM over North Korea sanctions n US President George W Bush has rung Prime Minister John Howard to lobby support for potential sanctions against North Korea over its test launch of seven missiles this week. n SMH & June, 2006

A snapshot of current conflicts in the world Afghan War (part of America’s world-wide War on Terrorism)— Al-Aqsa Intifada (Israeli-Palestinian Conflict) (high-risk to become a regional war)-Algerian Civil War—(1992 -Present) Basque Separatist Conflict—(1958 -Present): The rebel group called Basque Fatherland Liberty guerrilla group (ETA) has waged an urban guerrilla movement against the Spanish government. Approx 800 dead attributed to the ETA's campaign. Burma (Myanmar) Civil War—(1948 -Present) Burundi Civil War—(1994 -Present) Colombian Civil War—(1964 -Present) Congo: Second Congolese War (This IS a regional war)—(1998 -Present) “Africa’s World War. ” Chechnya (Russia): Second Chechen War-Israeli Airstrikes on Syrian Forces in Lebanon—Part of ongoing conflict between Israel and Syria in Lebanon. (high-risk to become a regional war)— Israeli –Syrian Border Clashes—Part of ongoing conflict between Israel and Syria in Lebanon. (high-risk to become a regional war)— Israeli-Palestinian Conflict-àSee Al-Aqsa Intifada (above)-- (high-risk to become a regional war)— Kashmir Conflict (high-risk to become a regional war)—(1991 -Present): India and Pakistan Nepal Civil War—(Feb. 13, 1996 - Present) Northern Ireland Conflict—(1969 -Present): Rwandan Civil War—(1994 -Present) Sri Lankan Civil War—(1983 -Present) Sudanese Civil War—(1983 -Present): racial, religious and regional differences. War on Terrorism—Officially beginning Oct. 7, 2001, Ugandan Civil War--

Task: What is terrorism? Intrapersonal Interpersonal War on Terror or War on Poverty n n n n Discuss what terrorism means to different groups, communities Map and summarise recent event and alleged perpetrators. Students will need to research newspapers, CD Roms, library databases and journals available. Create a mindmap which makes links between poverty and terrorism (the population source of willing participants in the activities of ‘terror’). Identify and list the countries identified as fighting the war on terrorism. Identify and list the countries identified as having terrorist links. Give students these one of the above countries to complete a profile on. Compare standards of living, literacy, life expectancy, literacy, GDP. . Class debate: Is it a war on terror or a war on poverty we need? Survey other students, home to establish the school community perspectives. • Synthesis Evaluate justify Naturalistic • Analysis Analyse differentiate • Evaluation Design create

United Nations Declaration of Human Rights Article 26. n (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. n (2) Education shall be directed to the full n (3) Parents have a prior right to choose the kind of development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. education that shall be given to their children.

Picture spatial Social justice and equity. Do boys deserve education more than girls? • Comprehension Understand explain Tasks n Create a media portfolio of countries showing examples of poverty and wealth around the world. Investigate the global inequalities for children around the world. n Research children in other less developed countries and their roles eg. Child soldiers, work, roles and responsibilities. Create profiles for children worldwide to enter onto a database so that comparisons can be made. n Compare life cycles of children around the world, use pictures. • Analysis Analyse differentiate Logical / mathematical

n Produce a report on a country and identify the access boys and girls have to: education, food, health, shelter, water. Use desktop publishing, insert a fact file, table, maps, graphs. This could be an oral presentation, powerpoint or poster. • Synthesis Evaluate justify n Create a webpage as a class which will explore the rights and responsibilities of women around the world. Groups of 2 -3 students to investigate different countries. Create a fact file with the rights of women to education, to vote, work, literacy rates. . n Write 'a day in the life' for the woman. Write what her future holds for her. • Comprehension Understand explain Verbal / linguistic

Sustainable development. Local global question time 1. Using a newspaper report or a magazine article on an environmental issue, such as drought, climate change ● How does it affect people in your local area? • Knowledge ● How does it affect people in Australia? Remember recall ● How does it affect people around the world? ● How does it affect the natural environment? ● What are the causes of it? ● Are the causes the same for people around the world? Interpersona ● What are the solutions to it? l ● Are the solutions the same for people around the world? ● When something happens in one part of the world, does it affect people in other places? ● How is this a global issue? • Comprehension Naturalistic Intrapersonal Understand explain

Globalisation and interdependence. Cartoon Interpretation What do you think this cartoon is about? What are the main differences between the two G 8 statements? Which statement is more likely to be read in the news? Why? • Synthesis Evaluate justify Picture spatial

Cartoons - Nicholson

Community of enquiry 1. Questions that seek clarification: n Can you explain that…? Explaining n What do you mean by…? Defining n Can you give me an example of…? Giving examples n How does that help…? Supporting n Does anyone have a question to ask…? Enquiring 2. Questions that probe reasons and evidence: n Why do you think that…? Forming an argument n How do you know that…? Assumptions n What are your reasons…? Reasons n Do you have evidence…? Evidence n Can you give me an example/counterexample…? Counter examples 3. Questions that explore alternative views n Can you put it another way…? Re-stating a view n Is there another point of view…? Speculation n What if someone else were to suggest that…? Alternative views n What would someone who disagreed with you say…? Counter arguments n What is the difference between those views/ideas…? Distinctions 4. Questions that test implications and consequences n What follows from what you say…? Implications n Does it agree with what you said earlier…? Consistency n What would be the consequence of that…? Consequences n Is there a general rule for that. . . ? Generalising rules n How could you test to see if it were true…? Testing for truth

5. Questions about the question/discussion n Do you have a question about that…? Questioning n What kind of question is it…? Analysing n How does what was said/the question help us…? Connecting n Where have we got to/who can summarise so far…? Summarising n Are we any closer to answering the question/problem…? Coming to conclusions Debriefing n Ask the children for a final statement in relation to the question. Professor Robert Fisher in his book Teaching Thinking 2 nd edition, Continuum 2003

Picture spatial The power of images • Synthesis Evaluate justify Why and how certain images of disasters of world events are used, do they give a complete picture? n What might be the purpose of the photograph? n Who is it appealing to? n What might be going on outside the frame of the photograph? n Who took the picture? n What different photographs could have been used? Are bananas the new flowers? SMH June 13, 2006 Israeli strikes pound Lebanon SMH Sunday July 16, 2006 Mombai, India Train Bombs 2006 11/7/2006 • Analysis Analyse differentiate

Resources • Education for Global Citizenship: A Guide for Schools, Oxfam 2006. • Free to download from www. oxfam. org. uk/coolplanet/teachers/globciti/index. htm • Useful websites – www. oxfam. org. uk/coolplanet – www. qca. org. uk/citizenship – www. citizenshipfoundation. org. uk • Cool Planet (www. oxfam. org. uk/coolplanet) contains many downloadable lesson plans and activities, plus photo-stories, online resources. • © Oxfam GB 2006. All rights reserved.

Out of left field Blooms Activity Treaty of Waitangi Remembering Factual answers, recall and recognition 1. Write a newspaper article about the events of 6 February 1840. Include a map/picture. (5) 2. Draw a timeline to show the key events before and after 6 February 1840 (5) 3. Imagine a group of people involved in the events of 6 February 1840. Write a roleplay of their discussion. (5) Understanding Translating, interpreting, showing understanding 4. Design a pamphlet outlining the purpose of the Waitangi Tribunal. (10) 5. Translate the original English version of the Treaty into modern English. (5) 6. Draw a poster showing the differences between Maori and English at the time the Treaty was signed. (5) Applying Using information gained in different, familiar situations 7. How is the Treaty of Waitangi different or similar to one other Treaty? (15) 8. Write a ‘Rove’ interview with Hone Heke after the chopping of the flag pole. (10) 9. Write an essay explaining how the Treaty of Waitangi applied to the Quota Management System. (10) Analysing Break into parts to examine more closely 10. Identify the controversial words in the Treaty. Explain why the are controversial. (10) 11. Explain why Maori wanted a Treaty with the British Crown. (5) 12. Find two different books or articles on the Treaty. Compare the viewpoints of the authors. (15) Evaluating Judge, use criteria, rank, substantiate 13. Rank all the key people involved in the signing of the Treaty according to a criteria you select. Justify their ranks. (10) 14. Which version (English or Maori) of the Treaty should be honoured? Justify your choice. (10) 15. Design a simple questionnaire about the Treaty. Ask 10 people and analyse the results. (15) Creating Combine information with new situations to create new products, ideas, etc. 16. Create an information booklet on the Treaty of Waitangi suitable for new immigrants to new Zealand. (10) 17. Design a New Zealand flag. Provide a written explanation of the colours and symbols used. (5) 18. Write a role play of the signing of the treaty, with this version Henry Williams provides a more literal/accurate translation. (10) Total points Required: 20

Teaching Practice Summary • Importance of variety • Student engagement • Stimulus & content to be relevant & contemporary • Use technology • Balance teacher & student centered tasks