Wednesday, April 8, 2015

The issue of issues!!


Image above: Heading for the pro/con article on the issue in the Adelaide Advertiser on 31 July 2014. It's always good when the newspapers provides some great resources to support the teaching in the classroom.



Middle years HASS Methodology tutorial

 9/4/15 Civics and Citizenship and Economics and Business PowerPoint


A posting relevant to Assignment 4: Oral task

The task is to provide a 5 minutes oral presentation on a HASS related issue to the tutorial group and lead the group discussion on the issue.


The study of HASS should be contentious and dynamic in the classroom. In fact HASS is not value free and we should provide opportunities for students to research, deconstruct and develop points of view on a wide range of geographical issues. As  Robert Butler said in the The Economist in 2010:
“It is getting harder and harder in conversation to raise one or other of the most basic subjects
in geography—agriculture, rivers and population—without a flicker of panic crossing the other 
person’s face. You are no longer talking about a neutral subject."


As HASS teachers we should be on the look out for contentious issues, especially some local ones for the students to research and relate to.

 Here are just a few local issues:

Some hot local geography topics to explore

  • Desalination plant in Adelaide
  • Giving the go-ahead for the Hillside mine on Yorke Peninsula
  • Mining in the Flinders Ranges
  • Wind Farm expansion
  • Changing our time zone
  • Attracting a major event to SA, such as the Commonwealth Games
  • Strategies to make it harder for people to take their car into the CBD of Adelaide and encourage the use of other forms of transport (bikes, public transport)
  • Increasing the cost of water and electricity to discourage use
  • Expanding the Roxby Downs Mine
  • Changing inner-city zoning regulations to allow more high density housing (reduced block size and high rise).
  • Others?
Some hot current history topics?









Some hot local/national Civics and Citizenship topics?




Some hot Business and Economics topics?






Two examples of contestability in geography.

1. A South Australian issue

Contestation between a mining or farming future for a place in South Australia


Geography is not just a 'telling' subject about learning 'stuff' but is and should be taught in a dynamic and contestable way. This week in Adelaide a fascinating contestable issue has hit the headlines (even though research will show that it has been going on as an issue on Yorke Peninsula since at least 2011). The issue is a great example of a topic with a multitude of geographical views and values involved.  The following posting provides the classroom materials for a Stage 2 Geography class studying resource use and sustainability.  I hope you find it useful as an example of geographical contestability. Ironically the week I was teaching this issue I was caught in a protest from angry Yorke Peninsula farmers outside Parliament House in Adelaide protesting at the go-ahead for the mine - it's always great when classroom activities meets reality! 

A contestable resource issue has hit the headlines on the Yorke Peninsula which provides an excellent opportunity for an issue analysis. The nub of the issue is that the State Government has giving permission for Rex Minerals to mine on Yorke Peninsula on agricultural land. The community is divided about whether the State Government has made the correct decision on this matter dealing with the resources of our state. 

Initially students are to do some 'harvesting' on the issue (read all they can from the sources below) and then complete the Deconstructing an issue’ template.

We will be interested what conclusion and recommendations the students come up with on this very current hot issue in South Australia. 
.
Background resources on the issue:

* Article from the Advertiser on Wednesday 30 July 2014.

* Editorial from the Advertiser on Wednesday 31 July 2014.

* Issue analysis article from the Advertiser on Wednesday 31 July 2014.


Internet reporting on the Yorke Peninsula mine issue












Audio from ABC on the mine


Audio from 5AA in the mine


Speech from Mark Parnell: Green MP

http://markparnell.org.au/speech.php?speech=1290

YouTubes

https://www.youtube.com/watch?v=eMIU9vPOQis

 https://www.youtube.com/watch?v=6xD4o1CUTfA


2. A Queensland issue to explore



Image above: The resource issue of dredging to develop a coal port at Abbot Point in the Great Barrier Reef Marine Park.

Background on the Great Barrier Reef Marine Park Authority

ABC 4 Corners program on the issue

The Great Barrier Reef Marine Park Authority (GBRMPA) is responsible for ensuring the Great Barrier Reef Marine Park – one of the world's greatest natural treasures - is protected for the future.

An ecosystem based approach is used, and the Great Barrier Reef Marine Park is widely recognised as one of the best managed marine protected areas in the world.
The Marine Park is a multiple-use area that supports a range of communities and industries that depend on the Reef for recreation or their livelihoods. Tourism, fishing, boating and shipping are all legitimate uses of the Marine Park.
The entire Marine Park is covered by a Zoning Plan that identifies where particular activities are permitted and where some are not permitted.
The Zoning Plan separates conflicting uses, with 33 per cent of the Marine Park afforded marine national park status where fishing and collecting is not permitted.
In high use areas near Cairns and the Whitsunday Islands, special Plans of Management are in place in addition to the underlying Zoning Plan,
In addition, other Special Management Areas have been to created for particular types of protection, such as the Dugong Protection Areas.

 
The GBRMPA coordinates a range of activities to protect and manage the Great Barrier Reef. They are focused on 12 broad management topics:

This all sounds great as a way to ensure the Great Barrier Reef is sustained as a valuable environmental and heritage resources for all Australians, and as a World Heritage listed area, for the world. However as is often the case, the Great Barrier Reef is also an area with competing and  conflicting demands in the areas of transport, mining and tourism, to name just a few. Over recent years there has been a decline in the health of the Great Barrier Reef and serious threats now face the ecology of the reef into the futureABC Four Corners on 18 August 2014 highlighted the latest controversy created by the plan to dredge a coal port at Abbot Point. 

 
Background on the dredging and dumping for a Coalport in Great Barrier Reef area



The nub of this issue is that in December 2013, Greg Hunt, the Australian environment minister, approved a plan for dredging to create three shipping terminals as part of the construction of a coalport at Abbot Point. According to corresponding approval documents, the process will create around 3 million cubic metres of dredged seabed that will be dumped within the Great Barrier Reef marine park area. On 31 January 2014, the GBRMPA issued a dumping permit that will allow three million cubic metres of sea bed from Abbot Point, north of Bowen, to be transported and unloaded in the waters of the Great Barrier Reef Marine Park. 




Potential significant harms have been identified in relation to dredge spoil and the process of churning up the sea floor in the area and exposing it to air. New research shows the finer particles of dredge spoil can cloud the water and block sunlight, thereby starving sea grass and coral up to distances of 80 km away from the point of origin due to the actions of wind and currents. Furthermore, dredge spoil can literally smother reef or sea grass to death, while storms can repeatedly re-suspend these particles so that the harm caused is ongoing.  It is also proposed that a disturbed sea floor can release toxic substances into the surrounding environment.



Commentators say that the decision by the Great Barrier Reef Marine Park Authority has shocked and angered the scientific community. There seems to be deep divisions between the scientists and bureaucrats behind the decision. It seems that the dumping was approved despite previous recommendations from senior scientists that it be rejected.

"That decision has to be a political decision. It is not supported by science at all, and I was absolutely flabbergasted when I heard." - Dr Charlie Veron, marine scientist 

The Chairman of the Marine Park Authority denies the decision was political and the Federal Environment Minister insists it will take place under the strictest environmental conditions.

As you will see in the video, this certainly is an interesting and confusing debate re: the protection of the Great Barrier Reef and the development of infrastructure for resource development. The issue deconstruction template attached may be useful for students to clarify their thinking on the issue.

What will students think should happen?


Here are some great resources on the issue:

* ABC online  
* ABC News, June 2014 on Abbot Point
* ABC News, July 2014
* Mining Australia website 
* Sydney Morning Herald, March 2014
* Sydney Morning Herald, May 2014
* The conversation  
* Australian Marine Conservation Society
* Canberra times, August 2014
* The Australian, December 2013

Youtubes
https://www.youtube.com/watch?v=0UNLU4GuqmY
https://www.youtube.com/watch?v=qkOssflEft4 
https://www.youtube.com/watch?v=OYbsguttxBU 
https://www.youtube.com/watch?v=CTpfzohxbUc
https://www.youtube.com/watch?v=CdLUKU6Uspk

... and many more   https://www.youtube.com/results?search_query=abbot+point+dredging







Tuesday, April 7, 2015

Resources, where do you start?


Related sites to Humsteach blog 
Spatialworlds
Australian Curriculum Portal
GeogSpace
AC History Units
Geogaction
DECD Learning Resources for Australian Curriculum
DECD Achievement Standards Charts 
Australian Geography Teachers' Association website

Geography Teachers Association of South Australia
History Teachers Association of South Australia
History Teachers Association of Australia

Scoop.it 

malcolm.mcinerney@flinders.edu.a


Resource presentation day!


The focus of the resource presentation is to select a resource and do the following when showcasing to the workshop:

* connect the resource to the Australian Curriculum: HASS
* describe the resource and its purpose
* justify the use of the resource
* discuss any limitations of the resource
* be creative in showcasing the resource.


Internet resources showcased

* My Place in History

* Ollie’s World

* Geography Associations ‘Planet Sport

* YouTube clips - ‘Guess that Gadget’ series

* Rouse Hill House – Historic Houses Trust NSW

* National Museum Australia

* Google Earth

* Migration Museum of SA

* Whyalla Maritime Museum

* Scootle resource    http://www.blogger.com/img/blank.gif

* Geoscience Australia

* Australian folksongs

* Language map

* How well do you know your world?

* Australian history mysteries

* Australian War Memorial

* Classroom photographs over time - and many more photos

* Kidsgeo games  The Oceana game

* Bound for South Australia

* This day in history and history orb

* Instagram as a teaching tool


Non-Internet resources

* The Aboriginal flag.

* 'Letters from Felix': Annette Langdan.

* An Inquiry suitcase of artefacts from India.

* 'The camel that crossed Australia': Alex_Anne Hemphill.

* "Are we there yet? "by Alison Lester and a YouTube to accompany the reading of the children's picture book , 'Are we there yet?' by Alison Lester (2004). Powerpoint on this by resource  is available if you click her (thanks to Ellen Barr for allowing this presentation to be posted)

* My "Story book" collection

* If the World were a Village by David Smith


Storybooks to consider


 'Window on a changing World' storybook: great to 'tease' out the geographical concepts with students


The power of story telling in HASS

In her excellent article on storybooks in geography called Reading the world, Anne Dolan says:

"While the value of picture story books in language and literacy is widely accepted, picture story books also provide a powerful medium in the teaching of geography. They demonstrate meaningful concepts and represent the world a child is coming to know."

In this posting I have listed and linked to a range of such books and resources that may provide teaching materials for primary school teachers wanting to 'do geography' a little differently with a literacy bent. Whilst on about using literature for teaching geography I must again refer to the excellent Global Words resource from the Primary English Teachers Association Australia (PETAA) - developed in collaboration with World Vision.


The 'Geography through Storybooks' resource 

The following sites are useful to start searching for a picture story book/s to teach geography, whether about place, space, change, sustainability, interconnection, environment or scale.

* Our Geography Through Story resources: Storybook collection

* A bibliography of storybooks for geography

* Books for junior geography

* Popular geography children's book

* Children's books for the geography buff

* Geography storybooks from other cultures

* Storybook son Pinterest


My Place storybook:  a great resource to teach about the importance of place to people.

* Here also is a list of books (with links to purchasing details) suggested for the primary years of the Australian Curriculum: Geography (compiled by Sue Mann from the DECD Torrens Partnership)

Foundation
Stella's star liner
Clementine's walk
Henry's map
Looking down
My place in space

Year 1
The great expedition
ABC book of seasons
Ernie dances to the Dideridoo

Year 2
Lately Lily- Adventures of a traveling girl
Ruffy and me
Remembering Lionsville

Year 3
Memorial Gary crew

Year 4
Here is the African Savannah
Up and down the Andes
We're roaming in the rainforest
Where the forest meets the sea

Year 5
Fire - Jackie French
Belonging

Year 6
If the world were a village
Where children sleep

Year 7
Window on a changing World
One well (Citizen Kid Series)
A cool drink of water
Paddock
My Place
Dr Seuss - where will you go?




 


Learning theory and technology








                            
                                                               

Related sites to Humsteach blog 
Spatialworlds
Australian Curriculum Portal
GeogSpace
AC History Units
Geogaction
DECD Learning Resources for Australian Curriculum
DECD Achievement Standards Charts 
Australian Geography Teachers' Association website

Geography Teachers Association of South Australia
History Teachers Association of South Australia
History Teachers Association of Australia

Scoop.it 

malcolm.mcinerney@flinders.edu.a


Making technology meaningful in the geography classroom

Over the years I have often mentioned in geography workshops that if we use technology it needs to be meaningful for learning - not just for technology sake. In our workshop today we explored the area of ICT in the classroom in terms of enhancing learning. Considerable research has been conducted in recent years about the value of GIS in the classroom in terms of improving learning. All of us who use GIS with our students are convinced that it does, but it seems that the research jury is still deliberating. The naysayers in terms of the mandatory use of GIS in the classroom jump on this lack of research validation\verification of the value of GIS for learning. I think it is really more a reflection of the stage we are at in the acquisition of quantative data on the matter and those willing and able to research the impact of GIS on learning.

What did attract my attention when preparing the workshops with the students, was the TPACK model.

The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006), underpins much of the national directions for describing use of ICT in learning.

The TPACK framework “attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge”. Specifically it highlights the complex relationships between three forms of knowledge: Pedagogical knowledge (PK), content knowledge (TK); and technological knowledge (TK).

When TPACK is applied to the use of spatial technologies in the classroom such as GIS it all makes sense. The TPACK model highlights that an idea for using ICT in classrooms must have a sound curriculum fit and meet the pedagogical needs for implementing the idea. Technological Pedagogical Knowledge (TPK)is about the special pedagogical considerations for using technology within your teaching strategies or perhaps for considering new pedagogical approaches afforded by the qualities of the software – what new things can you do, pedagogically?
TPACK is a way of describing how technology pedagogy and content fit together to enable powerful learning. Maybe our “gut feeling” about how good and meaningful for learning GIS is in the classroom can be seen a little clearer though the TPACK framework.

Whilst not wanting to get bogged down in models and theory, maybe the TPACK offers a structure for those wishing to use GIS to develop a learning model to provide the much needed curriculum and pedagogical validation for the use of GIS in the classroom. In fact, way back in 2002 I developed a Spatial Learning Model for the use of GIS in the classroom (see above and attached Powerpoint) which, whilst not using the TPACK terms, was trying to develop a framework to describe the use of GIS in the classroom. Here is a brief summary of the model.

GIS Skill Development
Objective: Students learn the manipulation and potential of the GIS software.
Activity: Demonstration of GIS skills and student self-progression through GIS Skill Development activities. Development of hypothesis methodology introduced.
Outcomes: Students engage with the processes of GIS and develop skills that can be used for a wide variety of applications.

Spatial context
Objective: Students introduced to Geographical concepts such as global referencing, scale, projections, symbols, directions and GIS application concepts such as, geo-referencing, proximity, adjacency, buffering, over-layering etc.
Activity: Experiences and learning involving written material, Internet, workplace visits, videos, quest speakers/demonstrators, examples of GIS work
Outcomes: Students have a spatial context and concepts within which to use GIS skills.

Application
Objective: To provide the opportunity for students to apply their GIS skills in a meaningful way via project development and application.
Activity: Student generated applications of skills and concepts. Students to develop a spatial enquiry in response to a problem or issue and to apply GIS skills to explore and develop possible ways forward.
Outcomes: Students have an understanding of the “real-life” application of GIS to solve/explore spatial questions.

Spatial Understanding
Objective: To reflect on process for the purpose of developing an understanding of spatial trends/processes that enhanced or constrained the spatial decision making of the completed project.
Activity: Students to undertake a report on the developed GIS application that involved analysis of spatial patterns and processes. Report to involve a degree of future projection involving recommendations/social action as outcomes. This stage could include elements of testing to ascertain the levels of understanding of spatial concepts.
Outcomes: Students to have an awareness of spatial concepts such as distribution, patterning, trending, agglomeration, proximity and interdependency as a result of their project analysis.


Combining the TPACK and GIS learning model could provide the much needed framework when we get to the implementation of spatial technology in the Australian Curriculum.

Connecting curriculum


Image above:  YouTube video of the trial at Nuriootpa Primary School.

Related sites to Humsteach blog 
Spatialworlds
Australian Curriculum Portal
GeogSpace
AC History Units
Geogaction
DECD Learning Resources for Australian Curriculum
DECD Achievement Standards Charts 
Australian Geography Teachers' Association website

Geography Teachers Association of South Australia
History Teachers Association of South Australia
History Teachers Association of Australia

Scoop.it 

malcolm.mcinerney@flinders.edu.au 




 Connect or not to connect?

 I thought this posting may be useful for your Unit planning.


Is connected curriculum the way to go for HASS in the primary school

Go to http://www.youtube.com/watch?v=qZ8Q9jTRjaM&feature=youtu.be and listen to Sue Toone, Principal of Nuriootpa Primary School talk about the connected curriculum Geography trial conducted at her school in October 2011.

The trial focused on the integration of the draft Australian Curriculum: Geography into the schools connected curriculum. A thematic curriculum focused in 2011 on the theme of Past, Present and Future, with geography and history being integrated into the learning modules from Foundation to Year 7.

Thanks to the generosity of the Nuriootpa Primary School students and teachers in giving permission for their teaching materials and reflections to be part of this blog. In particular, thanks to Sue Toone, the Principal for the trial at Nuriootpa Primary School.