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 Community Groups and Elders (Civics)Year Levels: 3-4Lessons: 5 Relevant Victorian Curriculum Content DescriptorsCitizenship, Diversity and Identity (Levels 3 and 4)Describe the different cultural, religious and/or social groups to which they and others in the community may belong (VCCCC007)Investigate why and how people participate within communities and cultural and social groups(VCCCC006) HYPERLINK "; Intercultural Capability (Levels 3 and 4)Explain the role of cultural traditions in the development of personal, group and national identities(VCICCD007)Key QuestionsKey Objectives (knowledge and skills)Suggested AssessmentWhat different community, social and cultural groups exist in our community?Why do people get involved with community, social and cultural groups?What are some of the groups in our local Aboriginal communities?What is the role of elders in our Aboriginal community? What is the motivation for elders to contribute to our community? Knowledge:Students will be able to:Identify different groups within their community. Analyse the reasons individuals get involved in these groups.Identify groups within our local Aboriginal communities.Explore the role of elders Skills:Students will be able to:Research different groups.Ask questions of local community members.Articulate the type of community and groups they wish to be part of. Students drawings of ‘their community’ (see last lesson).Possible extension is to ask students how they would like to participate when they are older. You may like to combine some of these lessons/activities. #FocusObjectivesResources Activities1Community Groups SWBAT identify different groups that exist in our community.SWBAT sort the different groups. SWBAT consider the groups they would like to be part of.Online resources to facilitate research.Opening ActivityAre students part of any groups outside of school? Are their parents part of any groups?Add ideas to a mind map on board.Brainstorm and InvestigationIn groups, students develop mind maps of different community groups they can think of.If suitable, students can research groups online.After students have researched, regroup as a class and share ideas to a class mind map on the board. Classifying groupsAs a class, now work on sorting the groups into categories. Categories to think of - social groups, sport groups, cultural groups, charities. Final DiscussionGet students to think about and share responses to this question - of the groups you have learnt about today, which would you most like to be part of?2Why do people join community groups?SWBAT consider and analyse the different reasons Behind the News Video - Volunteering: further exploration:The Giving Wheel is a online resource helps students think about the different ways they can contribute. ActivityShow students the video on Volunteering from Behind the News. Have a class discussion after the video considering the key points of the video (e.g. what is National Volunteering Week? How many people volunteer each year?) and also why do you think people volunteer?Student AnalysisRecap the different categories of community groups you came up with as a class last lesson.Get students to prepare a table in their books - one column for the different categories and the other column for reasons people participate.Give students time to come up with reasons. They might do this in small groups.Go over reasons as a class. 3Aboriginal Community Groups and Elders SWBAT identify community groups within our Aboriginal CommunitiesSome groups you may come up with:Sport - Black Eagles Basketball Club, Rumbalara Football and Netball Club Cultural - Dhungala Children’s Choir, Individual Spirits Dance Group, Wannik Dance Group Community Supports - Rumbalara Aboriginal Cooperative, Ganbina Elders videosVideo - Aunty Faye discusses the importance of elders - Aunty Ella discusses the importance of elders DiscussionAsk students if they know of any groups within our Aboriginal community? You may have prepared a list of groups earlier for you to look at with your class. Some groups (this is not an exhaustive list) you may look at are:Sport - Black Eagles Basketball Club, Rumbalara Football and Netball Club Cultural - Dhungala Children’s Choir, Individual Spirits Dance Group, Wannik Dance Group Community Supports - Rumbalara Aboriginal Cooperative, Ganbina Think-Pair-Share: why do Aboriginal young people and adults participate in these groups?Introduction to Elders Show the videos in the resources column.Have a class discussion about what we learnt from the videos about the importance of elders. Take notes on board. 4Elder Guest Speaker SWBAT consider the role of Aboriginal elders in our community. Your KESO will be able to support with identifying an appropriate elder to speak with your students.When arranging the guest speaker, please keep in mind these protocols provided by VAEAI:(page 24)Questions you may like to discuss with the elder:What does it mean to be an elder?What type of roles to they play in a community?Does it mean anything different when it comes to their family?Can anyone be an elder?What do community members tend to call elders? Why do they do this? Where did they go to school? What was school like when they went?Is there anything else they would like the students to know/think about?5Their Community SWBAT analyse the community they would like to be a part of.What groups would you like to be part of as an adult?Student complete a drawing of the community they want to be a part of when they are older? What groups do they want to be part of?Discussion - students explain their drawing HYPERLINK "; ................
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