Teacher plan for “Tolerance: Valuing difference – Towards ...
Teacher Plan for
'Tolerance: Valuing Difference – Towards Reconciliation'
The daily two-hour literacy block was used:
to teach the necessary genres – letter writing, biography, envelopes, poster and persuasive speech;
for students' spelling journals, to teach specific words;
for reading comprehension activities (taken from the Australian Readers);
to study the Six Thinking Hats by Edward de Bono.
Note: Source details of resources listed are provided at the end of the Teacher Plan.
|Week |Activity |Resources |Assessment |
|Week 1 |View Pocahontas, discussing the reasons for exploration |Video: Pocahontas[i] |Observations |
| |and the impact of settlement. Discuss the similarities to | | |
| |other countries. | | |
| | | | |
| |View Part 4 of Under the Skin – KLW. Discuss racism as a | | |
| |global issue. | | |
| | |Video: Under the Skin[ii] |KLW in reflective journal |
| |Vocabulary study – spelling words include: stereotype, | | |
| |discrimination, prejudice, ethnocentrism. | | |
| | |Macmillan Australia's |Spelling journal |
| | |Aboriginal People | |
| | |Encyclopaedia; | |
| | |Discovery Democracy Units Key | |
| |Read Pilawuk. |Terms[iii] | |
| | | | |
| | |Pilawuk[iv] | |
| |Play 'Clumps' – the game about belonging to a group. | | |
| |Discuss how Pilawuk felt. | |Reflective journal |
| | |'Belonging' unit from SOSE | |
| |Family Concept Map: compare diversity of families. |modules | |
| |Students write the sentence 'My idea of family is …'. | |Discuss feelings; reflective |
| |Share sentences and words used. | |journal |
| | | | |
| |View the United Nations Family Logo and discuss. Students | | |
| |design a family logo based on their family's beliefs and | | |
| |what they do. | | |
| | | | |
| |Literature study. | | |
| | |United Nations Family Logo[v] | |
| | | | |
| |Students find out where their ancestors came from and why | |View logos |
| |they came to Australia. | | |
| | | | |
| |Study media releases about Rabbit-Proof Fence. |Two Hands Together[vi] | |
| | | | |
| | | | |
| |Analyse posters from Queensland Health. These posters | |Literature review |
| |cover the five time spans/policies since European | | |
| |settlement. They give an overview of actions and reactions| | |
| |to some of the policies. |Newspaper articles |Share information and record on |
| | | |class chart |
| |Read The Rabbits. Students complete the Six Thinking Hats | | |
| |literature review. | | |
| | | | |
| |Read My Girragundji. Students complete the Six Thinking | | |
| |Hats literature review. | | |
| | | |Reflective journal |
| |Technology lesson: how to create graphs using statistics | | |
|Week 2 |about Indigenous Australians. Students to create a chart | | |
| |showing a range of statistics and graph types. | | |
| | | | |
| |Yarrabah timeline: cut out pictures from 'Reaching Back' | | |
| |newspaper clippings; paste them onto the Federation |The Rabbits[vii] | |
| |timeline and write in the 'Indigenous' history, and | | |
| |government legislation and policies. | | |
| | | |Attitudes displayed in their |
| | |My Girragundji[viii] |comments on the literature review|
| | | | |
| | | |Attitudes displayed in their |
| |Research the HREOC website and answer questions about the | |comments on the literature review|
| |Discrimination Acts. | | |
| | | | |
| | | | |
| |Study of famous Indigenous Australians. | |Chart: demonstrating their |
| | | |understanding of each graph type |
| | | |and correct interpretation of the|
| | | |statistics |
| | | | |
| |Myths/Facts: students copy down the myth and read the |'Reaching Back' newspaper | |
| |facts and summarise. |clippings on Yarrabah, | |
| | |Indigenous Library Services, | |
| | |State Library of Queensland | |
| |Read Paul Keating's speech; discuss what the 'Redfern | |
| |Statement' was about. What is reconciliation? |lippings.htm[ix] | |
| | | | |
| | |.au/racial_discrim| |
| | |ination/face_facts/index.html[x| |
| | |] | |
| | | | |
| | |Aboriginal People Encyclopaedia| |
| |Investigating changing attitudes: view 'marriage proposal'|and Teachers' Guide; | |
| |from early convict days and 1915 rules for female |also online sites[xi] | |
| |teachers. Discuss change, challenging traditions, | | |
| |Discrimination Acts, etc. | | |
| | |Anti-racism course booklet, | |
| |Study and discuss the 'Exemption Certificate', otherwise |Rebutting the Myths |Students' interpretation of the |
| |known as 'Dog Tags'. | |facts as written down |
| | | | |
| |Draw a 'typical Aussie'. Discuss stereotyping. Discuss |Speech available online at | |
| |'minority'. Students form groups and fill in the table: | journal |
| |stereotypes, discrimination and harassment. |fern.htmll[xii] | |
| | | | |
| |Locate various places on the Yarrabah map – give | | |
| |coordinates. | | |
| | | |Observation of discussion |
|Week 3 |Students write descriptive letters about themselves for | | |
| |the students of Yarrabah. |OHT: 'Marriage Proposal' | |
| | |and 'Rules for Female Teachers'| |
| |Locate the various islands in the Torres Strait. |'Belonging' unit – SOSE | |
| | |modules. | |
| |Discuss the possible Rich Tasks. Students select a task | | |
| |and brainstorm an action plan. | | |
| | | | |
| |Worksheet: Separated Families. |OHT of an exemption certificate|Observations of drawings and |
| | | |descriptions |
| |Worksheet: Aboriginal flag and Torres Strait Islander | | |
| |flag. Draw in notebooks and discuss symbols etc. | | |
| | | | |
| |Finish watching the anti-racism video. | | |
| | | | |
| |Indigenous crossword and wordfind. | | |
| | | | |
| | | | |
| |Watch the 'Freedom Rides' segment of the DD video. Discuss|OHT: Yarrabah map | |
| |'People Power'. | | |
| | | | |
| |Research: people and achievements, bush tucker, legal and | | |
| |political issues, Wave Hill. | | |
| | | | |
| |Students use the computer to find out about the Freedom | | |
| |Rides. |OHT: map of Torres Strait | |
| | | | |
| |Research: Aboriginal organisations. |Aboriginal People Encyclopaedia| |
| | | | |
| | | | |
| |Formulating appropriate questions to ask the Indigenous | | |
| |guests. | | |
| | | |Reflective journal: |
| | |Pictures of flags |What I know … |
| |Visiting Indigenous teachers from Indigenous Education | |What I need to find out … |
| |Unit – Cross-Cultural Workshop. | | |
| | | | |
| |Generic structure of a persuasive speech. | | |
| | |Video: Under the Skin; | |
| |Students write speeches. |Aboriginal Studies[xiii] | |
| | | | |
| | | | |
| | | | |
| | |Discovering Democracy Primary | |
| | |Video[xiv] | |
| | | |Reflective journal |
| |Listen to students from Yarrabah speaking Aboriginal |Aboriginal People Encyclopaedia| |
| |English. Discussion on language and dialect. | | |
| | | | |
| | | |Reflective journal |
| |Watch Behind the News about Rabbit-Proof Fence. Students |Stories of Democracy CD-ROM[xv]| |
| |write a report. | | |
| | |Aboriginal People Encyclopaedia| |
| |Visit cinema to see Rabbit-Proof Fence. | | |
| | | | |
| | |Set of five posters from | |
| |Poster lesson: view Indigenous posters; write criteria, |Queensland Health depicting | |
| |what makes a good poster; students make a plan. |Indigenous history and the Acts| |
| | | | |
| |View Return of the Titans, discuss the issues and 'people |Model lesson, using teacher | |
| |power'. |notes | |
| | | | |
| |Michael Quinn from Kuranda gives a talk and tells | | |
| |Indigenous stories. | | |
|Week 4 | | | |
| |Visit Yarrabah – bus trip. | | |
| | | | |
| |Read The Binna Binna Man. |Cassette player; literature | |
| | |about Aboriginal English | |
| |Thank you letters for Yarrabah school, council, museum. |Class excursion notes and | |
| | |organisation |Anecdotal: questions |
| | | | |
| | | | |
| | | | |
| |Continue educational experiences (plays, bush tucker | |Reflective journal |
| |garden, PowerPointTM displays). | | |
| | | | |
|Week 5 | | | |
| |Research: Aboriginal language terms and Aboriginal artist |Study Guide: Rabbit-Proof | |
| |profile. |Fence[xvi] | |
| | | |Structure of speech; knowledge of|
| |'Caring for the Land' cloze activity. | |Indigenous history; positive |
| | | |attitudes |
| |Read Growing Up at Uluru, and answer the questions. | | |
| | | | |
| | |Copies of Indigenous posters | |
| |Read Desert Dreamings. Discuss art types from different | | |
| |regions. Students create a dot painting on black paper and| | |
| |a poster using symbols. | | |
| | |Video: Return of the Titans | |
| |'Significant Places' crossword. | | |
| | | | |
| | |Michael Quinn | |
| | | | |
| |Queensland Arts Council: 'An Indigenous Rap' by Phil Geia.| | |
| | | | |
| |Research into what Aboriginal people are doing to keep |The Binna-Binna Man[xvii] | |
| |their languages alive. Compile an 'Author Profile'. | | |
| | | | |
| |Media study: front-page story about 'Park' people. Discuss|Writing and phoning individuals| |
| |facts, stereotypes, point of view, what can be done. |and organisations for help with|Film review assessment task |
| | |protocol | |
| |Media study: editorials from the weekend paper and from | | |
| |Friday's paper. Discuss points of view. | | |
| | | | |
| |Research: Aboriginal and Torres Strait Islander religions | | |
| |and culture. | | |
| | | |Criteria sheet and assessment |
| |Visit Tjapukai – Cultural Park, Cairns, North Queensland. | |task; |
| |Discuss Rich Task activities with elders. |Aboriginal People Encyclopaedia|message depicted in their poster |
| | | | |
|Week 6 |Watch Saltwater video about the Phil Geia's people. | |Reflective journal |
| | |Growing Up at Uluru[xviii] | |
| | | | |
| |Myall Creek Trials. Groups discuss and answer the |'Central Desert Art' kit; |Reflective journal |
| |questions. |Desert Dreamings[xix] | |
| | | | |
| | | | |
| |Should people be equal before the law? |Aboriginal People Encyclopaedia| |
| | | | |
| | | | |
| |Read and discuss Wik newspaper article. | | |
| | | | |
| |Presentation of Rich Tasks to audiences: | | |
| |Speeches | | |
| |Play | | |
| |Bush Tucker Garden | | |
| |PowerPointTM presentations | | |
|Week 7 | |Aboriginal People Encyclopaedia| |
| |Evaluation of Rich Task. | | |
| | |OHT: Cairns Post front page | |
| |Students finish writing their Rich Task Report. | | |
| | | | |
| | | | |
| | |OHT: Editorials | |
| | | | |
| | | | |
| | | | |
| | | | |
| | |Aboriginal People Encyclopaedia| |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | |Video: Saltwater |Reflective journal |
| | | | |
| | | | |
| | | | |
| | | | |
| | |DD Upper Primary Units | |
| | |Assessment Resources[xx] | |
| | | | |
| | |DD Upper Primary Units, 'The | |
| | |Law Rules'[xxi] | |
| | | | |
| | | | |
| | |OHT: article from Cairns Post | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | |Observations of comments |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Week 8 | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | |Understanding of the law and |
| | | |attitudes through their answers |
| | | | |
| | | |Observation of attitudes |
| | | | |
|Week 9 | | | |
-----------------------
[i]Pocahontas, Film, Disney, 1995
[ii] Under the Skin: Combating Racism in Queensland Schools
Professional development package
The State of Queensland (Department of Education) 1999
[iii] Discovering Democracy Units, Key Terms:
[iv] Pilawuk – When I Was Young, Janeen Brian, Era Publications, 1995
[v] International Year of the Family Logo
[vi] Two Hands Together, Diana Kidd, Puffin, 2000
[vii] The Rabbits, John Marsden and Shaun Tan, Lothian Books, 2000
[viii] My Girragundji, Meme McDonald and Boori Pryor, Allen and Unwin, 1998
[ix] 'Reaching Back' newspaper clippings on Yarrabah, Indigenous Library Services, State Library of Queensland
[x] Face the Facts, Human Rights and Equal Opportunity Commission (HREOC), ................
................
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