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Australia's Global
Connection
Planning
Grid Questions
Overview
This organiser provides an
opportunity for students to consider how social and institutional structures
can be improved in the interests of social justice in a global context.
It places multicultural, global, technological and futures perspectives
on the key ideas in the strands. It puts special emphasis on our
political, economic and cultural links with Asia and the Pacific region.
Since Australia is connected
to the world through technology and the global movement of people and
culture, we share the consequences of political, economic and environmental
action taken in other parts of the world. Reference should be
made to the Essential Learnings about Australia on
the SOSE Planning Grid and within the SOSE Statement.
The questions in this organiser
enable teachers to design programs that challenge stereotypes, draw
attention to contemporary issues and heighten awareness about the contributions
made by the peoples of the world. An Asian focus is emphasised and Studies
of Asia: A Statement for Australian Schools (1995) provides guidance
on Australia's relationships with Asian peoples and cultures.
A cultural-diversity perspective
provides students with an understanding
of our linguistic and cultural heritage and the contributions that individuals
and groups from various ethnic and cultural backgrounds have made to
Australia's development. For instance, the question of how cohesion
between cultural groups in an international setting is maintained might
be addressed.
A global perspective provides
students with a rationale for international cooperation. It encourages
an understanding of the global market place. The interdependence
of nations, Australia's place in the world community,
or the rights and responsibilities of global citizens might be issues
that
could be explored.
A futures perspective equips
students to project various possible and preferred futures, to develop
skills of creative problem-solving and cooperation, and to adapt to
a rapidly changing world. How development
can meet the needs of the present without compromising the ability of
future generations to meet their own needs is the kind of question that
might be pursued.
A technological perspective
encourages students to explore the impact of technology on their own
lives, on the local environment and in varied contexts. Students
can identify the technology that has been used in the
past and consider its impact. They can assess what is currently
available, consider appropriate ways in which this technology can be
used, and
explore the probable impact of future technologies. This perspective
demands a consideration of ethical issues. The extent to which
technology has developed a global youth culture (or green culture, or
Internet culture) is the kind of issue that might be explored.
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The Australia's Global Connection Organiser as depicted
on the SOSE Planning Grid
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Strand
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Australia's
Global Connection
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Time,
Continuity and Change
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Key ideas to be developed
- ways of organising
and recording time
- patterns of change
- evolution and revolution
- heritage
- the nature of change
- predicted and unpredicted
- intended and
unintended
- cause and effect
continuity, change and discontinuity
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- How has Australia's
role in the international arena changed over time?
- What has been the
impact of decisions made in other places and times?
- In what ways can
we appreciate and value the contribution of migrants to Australia?
- What are the achievements
and contributions of individuals and groups of various ethnic
and cultural backgrounds to Australia's development and to world
heritage?
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Place
and Space
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Key
ideas to be developed
- spatial patterns
- reason for location
and distribution
- interaction between
features or components of places
- valuing places
- interdependence
within
and between natural
and built spaces
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- In what ways can
we assist students to identify and analyse problems that have
a broad national and regional interest and relevance?
- In what ways do
people in other places use and value their place and space?
- How do patterns
of land use in other places differ from Australian patterns?
- What environmental
issues connect all people on the globe?
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| Culture |
Key
ideas to be developed
- construction of
personal and group identity
- diversity within
and
between cultures
- nature and purpose
of cohesion
- development and
consequences of belief
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- In what ways do
people's beliefs shape their cultural practices, symbols and
ideas?
- To what extent has
technology developed global cultures in groups - for example,
youth culture, green culture, Internet users?
- In what ways can
students challenge the stereotypes that persist as obstacles
to the achievement of an understanding of the modern world?
- What attributes
do groups and individuals need to develop to take action on
issues of global significance?
- What images and
stories do the media use to represent other peoples' cultures?
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| Resources |
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Key
ideas to be developed
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- In what ways do
resources satisfy people's needs in a local context?
- What are the global
issues involved in the equitable use and distribution of resources?
- What is the global
market place?
- In what ways can
the potential of the world's human resources be developed?
- In what ways do
land use and management practices in specific places affect
everybody on the globe?
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Systems
- Natural, Legal, Political
and Economic
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Key ideas to be developed
- human community
systems
- decision-making
and conflict resolution systems
- interrelationships
and integration of all systems
- power and authority
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- In what ways are
we all part of the global natural system?
- How are world economies
interconnected ?
- What are the rights
and responsibilities of global citizens?
- How do nations cooperate
at a global level to ensure peace, harmony and the rights of
individuals?
- In what ways does
changing technology assist the nature and development of global
systems?
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