Culture+Resources

Websites:
= = =Cyberschoolbus - United Nations Global Teaching and Learning Project= A fantastic website which provides a wide range of resources including information about global issues, webquests, online games and quizzes, news and webcasts to name just a few features. []

(Katie Nicolls)



//Anti-racism resources for teachers to use in the classroom.// http://www.racismnoway.com.au/

//Anti-prejudice resources for K-3 students.// http://www.prejudicenoway.com.au/

-both by NSW Department of Education and Training.

(Elise Cummins)

**__Resource:__** Crawford, J. & Tantiprasut, L. (2003). //Australian Aboriginal Culture//. Geraldton: R.I.C Publications. //Directly related to SOSE//: ELA 15 ( The student communicates with intercultural understanding), ELA 21 (The student understands about Australia and Australians). //Cross-curricular//: ELA 1 (The student uses a range of strategies to think and learn), ELA 2 (The student understands and applies the inquiry process), ELA 3 (The student makes considered decisions), ELA 4 (The student acts with integrity and regard for others), ELA 5 (The student contributes to group effectiveness), ELA 6 (The student creates, presents and appreciates artistic works), ELA 10 (The student writes effectively).
 * __Description:__** This resource comprises of four books, each with the same title but for different age groups (5-6, 7-8, 9-10, 11+).Each book is divided into five headings that specifically relate to Australian Aboriginal culture, they are: //In the Past//, //Cultural Identity//, //Communication//, //Using the Environment//, and //Rules and Responsibilites//. Each section comprises of activities and exercises that deepen students knowledge on Indigenous culture such as artwork and history.
 * __Learning Outcomes__**

The article posted by Lucy Bondaruk on Australia’s culture discusses many points relating to Australia’s historical and present influences on what helps define our culture today.From Indigenous heritage to our local sporting heroes and multiculturalism the article outlines what makes Australia unique, why these things are important to us as Australians, and thus why we consider them a part of our culture.

My article relates to considering students cultural backgrounds, and in particular those of Indigenous heritage.It discusses points that teachers need to keep in mind when teaching students of an Indigenous background such as understanding that they may be very independent and that their learning styles and interests are likely to largely differ to those of the students around them.

Though these two articles cannot be directly related the resource I have selected connects them by supporting the informative points that are drawn from each. //Australian Aboriginal Culture// assists student learning in an array of areas such as learning about famous sporting personalities and famous inventions as mentioned in Lucy’s article.It also supports students from an Indigenous background by bringing their culture to the classroom and helping students around them understand why certain things are done a certain way, e.g. using story telling as a form of learning.

Sladjana Jovanovic (u3008543)



__Resource Recommendation- [|This house: settling in Ballarat]__ *Week 3 interest group contribution by Lucy Bondaruk (u3026271). __Discipline__- Culture __Year level__- 3, 4 & 5 __Curriculum link__- ELA 21: The student understands about Australia and Australians ELA 23: The student understands world issues and events __Culture concepts within resource__- · Studies of society and environment/Social change · Studies of society and environment/Social impact · Studies of society and environment/Timelines · Studies of society and environment/Migrants · Studies of society and environment/Identity · Studies of society and environment/Individual characteristics · Studies of society and environment/International context · Studies of society and environment/Cultural background · Studies of society and environment/Cultural differences · Studies of society and environment/Cultural pluralism · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Studies of society and environment/Australian history · <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Studies of society and environment/Biography <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">This interactive resource is fantastic in the sense that it is rich in educational value. It integrates a number of SoSE aspects, but is strongly based on cultural characteristics. Basically, the student follows a timeline of events based upon a house in Ballarat. The timeline begins in 1857, and finishes in 2000. The interactive game explores the life stories of migrants from Scotland, Germany, India and Greece. Students can explore how these people came to Victoria, and why. students can also learn about various culturally valued objects in the game, and challenge themselves by trying to figure out which family household they fit into. I chose this resource, as it combines aspects of both Elise Cummins' precis [|'What the fish saw'], and my own [|About Australia: Australia's culture]. Students need to be culturally aware of differences amongst people, and respect, understand and acknowledge these. Although it is important to know the history of Australia, and where we have culturally stemmed from, it would be ignorant to hold students back from learning about other countries and cultures in depth; as children cannot fully immerse themselves in being cultually aware of others if they are 'stuck in their own fishbowl'. **The Le@rning Federation Schools Online Curriculum Content Initiative Website:** [|**http://econtent.thelearningfederation.edu.au/ec/p/home**]
 * __Sourced from:__**

<span style="font-family: 'Times New Roman',serif; font-size: 13pt; line-height: 19px;">__Resource Recommendation- Kids Space Connection(pen pals)__ <span style="font-family: 'Times New Roman',serif; font-size: 10pt; line-height: 14px;">** Glyn Hupalo 3024677 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">__Year level__- 4,5,6

The precis, which I have chosen to combine with my own (The Death of French Culture), is "What the Fish Saw" , written by James Buik. I feel it has a connection with my article because people of all cultures need to learn about other cultures than their own to respect theirs more.

As stated in my precis, the new generation of French citizens are not as interested in promoting and expression typical French culture in their every day lives. This has proved concerning to the French government, and a major part of the French population. This results seems, in part due to the domination and introduction of foreign culture to France. I feel that by adopting the views mentioned in What the Fish Saw and learning about other cultures, as opposed to taking a single-minded approach; French culture would be more appreciated by the newer generations.

The resource I have chosen to use with these two articles is the website Kids Space Connection. I think that the best way for students to gain an understanding and information on other cultures is to directly speak to children their own age from other cultures. Kids Space Connection allows students to have multiple pen pals from various countries. Students are able to log on and write a description about themselves for others to see and choose to write to them. Or they can browse other students descriptions from around the world and make the choice to contact them. Through these communications students will have the chance to gain more information about other cultures. Furthermore this resource increases students ICT skills.

Website: []**
 * Kids Space Connection

__Resource Recommendation and Precis **(u3011402)** Indigenous Curriculum & also Gold Rush studies__ Based on Nichol, R. (2004). To grow up in the ashes: responses of Indigenous teachers to a pedagogy for social education. The Social Educator, March, 6-18. (Available on e-reserve) Precis by James Buik on the article (but with a bigger focus on simulations) Edwards, J. & Tudball, L. (1999). What the fish saw: innovative strategies for developing intercultural understandings: towards a humane world. The Social Educator, Sepember, 41-49. (Available on e-reserve). Indigenous children traditionally learnt hands-on and in context. Simulations such as those suggested in Edwards and Tudball (1999), provide a way of teaching using hands-on experience and help to contextualise (historical) events. While it is not learning 'in context,' it is a pretty close second. If the simulation is to do with Indigenous people, then asking an Indigenous person to be involved will further the learning and appreciation of events for all children, perhaps especially for the Indigenous children. On the first excursion for this unit, Kristine was telling us about how they did a simulation at the Theodore axe grinding site where students were told to make a home for themselves. They really got into it, decorating, creating little pretend fires and so on. Then the teachers kicked them out of their homes and pushed them further up the hill, away form the water source etc. Over the ocurse of the day they pushed them further and further up the hill away from the water source. The children were very angry about this. Then they debriefed. They had an Indigenous person and the school cousellor available to help the students talk through their experiences. When discussing with Kris about this, she also pointed out to us that an experience like this helps children with the feelings that people would have felt. From there DeBono's thinking hats could be used to explore the situation in more depth.

If you are not prepared to do a simulation day, but would like to explore Indigenous culture (or would like some information on the Ngunnawal People), a teaching resource that has recently been written is availabe online at [] (It is called **Understanding the Land through the Eyes of the Ngunnawal People**). There is supposed to be a DVD to support this resource at ACT Libraries. Hopefully this will be made available shortly (at the time of writing, they are not available).

I happened to meet one of the creators of this resource on an Aboriginal walk. She told me that they are also preparing a PD relating to this which would be very interesting I think. There will be one in August (2010) which I'm not sure that we are able to go to, but no doubt there will be other ones. She was talking about running one for pre-service teachers at the uni, but we will have to see if that happens. It may be next year, so hopefully we can hear about it through GradConnect.

Back to simulations: I know from experience how effective a simulation can be, except this was to do with the gold rush. I highly recommend the **Gold Field Investigations** Camp run by **Birrigai** for an in-depth look at life on teh gold fields. Experiences of the Chinese and women are explored along with how to pitch the basic tents they would have had. They also get to experience what it would have been like going to school. The simulation day at the end combines the knowledge the students have gained through the previous two days. Debriefing at the end is a little brief, so this could be followed up on the way home on the bus or at school, but otherwise a fantastic program.

Books:
 * "Australian Ethnic Heritage Series"** Available from the TEC @ UC

Including: The Afghans in Australia, The Americans in Australia, The Baltic People of Australia, The Cornish in Australia, The Czechs in Australia, The Dutch in Australia, The Scandinavians in Australia, The Scottish in Australia, The Germans in Australia, The Hungarians in Australia, The Italians in Australia, The Jews in Australia, The Lebanese in Australia, The Maltese in Australia, The Poles in Australia and The Spanish in Australia. Published by AE Press, Melbourne from 1983-1987.

These books outline a brief and easy to understand history pre-British colonisation for the specific culture, followed by the movement of people and that culture to Australia. The books outline how certain ethnic groups have influenced Australia and its culture, and how Multiculturalism has become part of Australia.

Aspects of culture that these books outline include; Visual and Performing Arts, Science, Education, Religion, Celebrations, Government, Uses of Land, Food, Entertainment, Business, Commerce and Industry, Social groupings including youth and adult groups for specific purposes or with a specific theme, Welfare Organisations, Museums, Historical Societies, Clothing preferences just to name some. The reason I have included aspects such as Government, Business, and Industry is that the ways in which some cultures undertake these aspects of their lives have influenced what we now know as being "an Australian way" or an "Australian View".

Although these books are dated 20-30 years ago, they provide an easy to read and understand view of cultures and their influence on Australia, and as a result Australia becoming Multicultural. You an take the knowledge up until date of publication and follow on with more current and up to date info by searching online, with other books and contacting various organisations including ethnic Clubs and Groups. by Christina Loeve


 * DVDs/videos:**

__Understanding the Land through the Eyes of the Ngunnawal People__ Curriculum package has a support DVD. The DVD is supposed to be available in ACT Libraries, but was not available when I went to look. Hopefully this will change soon. The booklet that contains the units of work can be found at the following URL:- [] u3011402


 * Articles to Get You Thinking about Culture and Teaching about Culture:**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**__How welcome would Aboriginal and Torres Strait Islander families feel at your service?__** From reading a précis regarding teaching Indigenous children by Joanne Streatfeild //(To grow up in the ashes: responses of Indigenous teachers to a pedagogy for social education)//, is it evident that having a deep understanding of the culture of the children you are teaching is essential. As its title suggests, this article from the National Childcare Accreditation Council’s magazine emphasises the importance of inclusive practices in early childhood education. It discusses the value of building relationships, engaging the community and including Indigenous staff members. It highlights the need to critique our own perceptions of culture – ours and others – in order to achieve an inclusive learning environment. It also mentions the ability for children to be influenced by multiple cultures, as previously discussed in a précis by [|Christina Loeve] //(// //Learning from weaknesses in teaching about culture: the case study of a Japanese school abroad), // while still forming a strong identity. I found this article an interesting springboard in critiquing my own ideas about culture and becoming more sensitive to the needs of Aboriginal and Torres Strait Islander families in early childhood education.

References: Mundy, L. & Peters, J. (2010) How welcome would Aboriginal and Torres Strait Islander families feel at your service? Putting Children First, 34 (June), 12-14. Accessed on 1 July, 2010 from: [] Nichol, R. (2004). To grow up in the ashes: responses of Indigenous teachers to a pedagogy for social education. The Social Educator, March, 6-18. Sato, C. (2007). Learning from weaknesses in teaching about culture: the case study of a Japanese school abroad. Intercultural Education; Dec 2007, Vol. 18 Issue 5, p445-453

** Cultural Resource - by Katie Nicolls: ** [] This is a link to the Australian Government webpage [|www.culture.gov.au] – which was closed 1st July 2010 but archived in a static format through Pandora Archive.

This website is a great place to identify an extensive range of teaching resources relevant to ‘culture’. Features of the website include: - Australian Stories A collection of stories and articles about Australian history and culture - Australian Culture Websites A collection of over 4’000 websites about Australia’s culture Easy to navigate browse options based on category, location or audience - OzIndigenous Search An online search of collections of publicly available Indigenous material
 * What features are found on the site?**

I selected this resource as it brings together a wide range of material which is relevant to the teaching of culture. Resources found within this website extend from Indigenous culture, popular Australian culture as well as a range of sub-cultures within society. The resource encompasses several points made in my précis, as well as that of Shiri Marx. Shiri Marx wrote her précis on an article titled //What’s the deal with the white middle-aged guy teaching hip-hop? Lessons in popular culture, positionality and pedagogy// by Derek Greenfield//.// Highlighted in Shiri’s précis, the article suggests that integrating popular culture into the curriculum “//engages, motivates and therefore enhances students’ academic performance”// (Marx, 2010). The article further discussed the need for teachers to find out about their students’ backgrounds and interest in order to engage them with learning meaningful to their lives. Through ensuring lessons are meaningful to students’ lives, deeper connections of learning can occur and controversial issues in culture can be safely discussed and debated. Through teaching students about their own culture, and sub-cultures such as popular culture, students can develop 3 of the 11 attributes of a globally, culturally literate person as discussed in my précis. My précis was written on an article by W. Muller titled //The Contribution of ‘cultural literacy’ to the ‘Globally Engaged Curriculum’ and the ‘Globally Engaged Citizen//. The 3 attributes which can be taught through the integration of popular culture are: -An acknowledgement and understanding of the complexity and multi-dimensional nature of the concept of culture, including an awareness of the wide range of sub-groups which can be identified. - The ability to investigate their own culture with a degree of objectivity. - An awareness that cultural perspective is significant in analysing, discussing and researching cultures; meaning there is always a different interpretation of the culture from the perspective of ‘insiders’ and ‘outsiders’. I have therefore selected this resource as it gives a large number of additional websites which can be used when teaching culture to the Primary classroom. Regardless of what students’ individual and collective interests may be, the website will most likely contain appropriate resources. Through the ‘Browse by Category’ option, sub-categories include: Architecture and design, Art, Events and exhibitions, Government and Community, History and Heritage, Media Books and Music, Reference and Resources, Science and Sport and Recreation. It is therefore easy to find resources for teaching cultural education through a variety of perspectives and sub-cultures. It also provides ‘traditional’ cultural resources based around Indigenous heritage and non-Indigenous Australian heritage.
 * Why did I select this resource?**


 * Resources:**
 * Greenfield, D. (2007). What’s the deal with the white middle-aged guy teaching hip-hop? Lessons in popular culture positionality and pedagogy. //Pedagodgy, Culture & Society,// 15(2), 229-243.
 * ** Muller, W. (2006). The Contribution of ‘Cultural Literacy’ to the ‘Globally Engaged Curriculum’ and the ‘Globally Engaged Citizen’. //The Social Educator//. **

Nicole Minshull Murdoch, K 2002, ‘Becoming Somebody: Exploring Identity and Difference Through An Integrated Curriculum, //The Social Educator// vol. 20, no.1, pp34-43 Location: Education Centre, University of Canberra. Becoming Somebody: Exploring Identity and Difference Through an Integrated Curriculum

In my previous posting, I wrote about the article ‘** The Contribution of ‘Cultural Literacy’ to the ‘Globally Engaged Curriculum’ and the ‘Globally Engaged Citizen’ by Wayne Muller. ** I feel Muller’s article links in well with one written by Murdoch. Murdoch writes an article which outlines the consequences faced with teaching/representing culture, history and lived experiences in the classroom. Murdoch argues that despite the curriculum being discursive and issues of social relationships are described, discussed, argued for, researched and contested, the choices made by teachers of how to represent culture and history in the classroom are often limited to the knowledge of the teacher. Murdoch therefore contests that this issue concerns and affects what knowledge student acquire. To overcome this issue, Murdoch believes that adopting an integrated approach when teaching/representing culture, history and lived experiences in the classroom is the most beneficial solution. This however, does not mean less planning. Each lesson should still have a focus and cater for the different learning styles of the students. I personally think that the lesson focus should be made known to the students, so they know what they are learning and see the purpose. In addition, a lesson focus will provide the opportunity for students to make connection in their learning. An interesting point Murdoch makes is that ‘texts (visual, written and oral) play a key role in the development of our understanding of difference and identity’ (p, 38). This means Social and Cultural differences are embodied in texts and the richness and complexities of difference can easily be reduced in text (p. 38). By providing students with such texts, teachers would be aiding students to understand different identities and how different groups contribute to society. In summary, Muller discusses the many attributes a globally, culturally literate person should possess and Murdoch outlines that the curriculum and gaps in teacher’s knowledge can prevent students from developing into a globally, culturally literate person. However, by adopting an integrated approach, lessons with a key focus and using texts that embody difference, students will have the opportunity to grow into globally, culturally literate people. _ __The first resource I chose is an interactive ICT game called “Save the Day” This game involves matching characters with jobs that they are best suited. Students are asked to select out of four character the person that is best suited to the job e.g. firefighter, doctor, builder and cook. The stereotyped characters can be misleading and will challenged students ideas. Students can learn not to judge peoples abilities by their physical appearance, gender and ethnicity. The second resource chosen is also an interactive ICT game and is called “What’s your job? Let’s find out who does what around the house?” This game involves students looking at five different families to investigating the family members contribution and roles in the family house chores. This activity highlights family and cultural differences. The end of this activity involves students making their own chart of how their family shares the chores. Students can also talk about how chores are shared in the classroom. These differences can be compared. This activity can be a good introduction to how families and cultures are all different from one another. This activity involves the students sharing their own experiences which as the articles highlighted is vital in making lessons meaningful.
 * Muller describes **several attributes that a //globally engaged citizen// should have. Each of the eleven attributes Muller explores the concepts of: culture, identity, ethnicity, nationality, gender, society, community, civilisation and ideology. Muller believes that people will develop these aspects if there was a ‘Globally Engaged Curriculum’.

These recourse are suitable for students ranging from early childhood to later primary as lessons that follow the activity can be adapted to meet the needs, ages and abilities of the students.__

[] []

__Shiri Marx__

Kirby Watts
 * Resource recommendation** .[|NHU MINH]

After reading [|Katie Nicolls] precis//.// and comparing this to my precis [|Aboriginal Culture] I have selected a resource that promotes and teaches cultural awareness. The resource covers topics directly related to cultures education such as Cultural awareness Cultural identity Multiculturalism National identity

The learning objectives of this resource are to; get students to understand the physical and cultural transitions involved in immigration get students to understand how migrants enrich Australia's identity with their skills, cultures and experiences.

Essentially this resource is about NHU MINH, a vietnamese Australian studying in Melbourne. The resource allows interaction through exploration, multimedia, historical notes and materials along with a self constructed storyboard. This resource is from *[| The Learning Federation]