UNIT+OVERVIEW

​
 * ​Key Learning Area **: Human Society and Its Environment


 * Unit Name **: Live Cultures


 * Unit Outcome **: CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.


 * Overview **: Within this unit Students will learn about a variety of cultures, celebrations and cultural practices that take place within their community, and explore how these contribute to Australian and community identities. Through the duration of this unit Students will research these topic areas and create a documentary about the cultural diversity within their community and how this diversity contributes to their community identity.

||< Clip SMART Board or Laptop and Projector Song lyrics HSIE work books Pens ||
 * Lesson Sequence **
 * < **Lesson ** ||< **Description **  ||< **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resource/s ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">1: Introduction (Ella) ||< <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 22px;">Within this lesson students will engage in the topic of culture and identity. As a whole class students will watch the clip 'I still Call Australia Home' multiple times, discussing its content and meanings, the cultures represented in it and how/if it represents Australian identity. On the third viewing students will be given a copy of the lyrics of the song to develop and enhance their interpretation of the clip. From the key themes uncovered in this lesson, the class will create a word bank of key words that represent culture and identity. Students will then construct a comic strip, featuring key themes, ideas or images in the clip that represent what it means to be Australian. Students will use words from the word bank to create meaning between the dialogue and images.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">2: Visual (Mel) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will be presented with two images, portraying two seperate cultures' celebrations. From here, as a whole class, students will brainstorm different celebrations in surrounding cultures, including Aboriginal and Islamic culutres. Make reference to froms of visual literacy found in the images, identifying symbolic meanings,the context of culture in both images, angles, colour and demand. Student's will then explore different ways of presenting these celebrations on either posters or as power point presentation posters. Again, as a whole class, a poster will be made, depicting a celebration in either Aboriginal or Islamic culture. The resources will provide ideas for students to take on board in making their celebrations poster. Encourgae discussion as to what other resources students could use when making their poster. What is culturally significant? What colours? Fabrics? Detail? This will lead to the second half of the lesson where students will research appropriate resources and stimuli to use on their posters.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">2 images (culturally significant) Poster Colours Fabrics Computer Internet Books Library || ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Poster- Cultural celebration Cardboard Colours Fabric Computers Glue Computer Internet || (Layla) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> The students will explore 6 major religions in their community and find out certain facts about each religion, so they can later compare them and identify the similarities between the religions. Students will be looking at the religions; Christinaity, Hinduism, Orthodox, Islam, Judaism and Indigenous (Aboriginal) beliefs. They will explore questions such as 'Is there a representative symbol of the religon/belief?' 'What is identified as the supreme being?' 'When, where and who'? 'What are the beliefs or rites of passage?' The first lesson will involve students in researching as much as they can about each religion, they will be organised in groups of four, a profile has been provided to guide them with their research. As a class, the profiles will then be placed side by side, so the class cna discuss the similarities they can notice and what their thoughts are. ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Computer, Internet, Profile scaffold, pens etc. || ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Workbooks, pens and completed profiles. || |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Range of stories & books from various faiths & cultures.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">3: Visual (Mel) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The lesson sequences on from the introductiory celebrations lesson. Students will use research and resources already gathered to develop a poster/powerpoint poster of their chosen celebration. Students were asked to research either Aboriginal or Islamic celebrations, gather resources based on their findings to create a poster/ powerpoint. Students have been split into groups for the work load. As the introductory part of this lesson, students will share their ideas of aspects of visual literacies, including the use of context culture, symbolic symbols, use of angles, long shots, close shots, layout and placement of images. Students will decode a poster as a whole class. Use this as a point of reference for students to use, when developing their own posters, supporting students understanding of visual grammar, both using poster's and powerpoint. Groups will then present their posters in 2-3 minute presentations, describing the significance of the celebration to their chosen culutre, use of symbols, angles, layout, placement and other forms of visual grammar. Observation, and work samples will be used for assessment and also for the final rich task, the making of the documentary.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">4: Written
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">5: Written (Layla) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">This lesson is a continuation from Lesson 4, students will be using the profiles they completed of the religions to write an information report about their chosen religion and the similarities with other religions they learnt about when they did the comparisions as a class. Students will be encouraged to focus on how these similarities contribute to harmony within the community.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">6: Multimodal Brief (Kathy) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> In this lesson, students will look at the wide scope of narratives in general and how they are different in a range of cultures. They will look at things such as: WHO- writes, reads, listens or tells stories in different cultures. HOW- stories are told, passed on, written and enjoyed by different cultures. This will include taking notice of the different structures or patterns in stories from particular cultures. WHERE- stories are found, told or explored in different cultures. WHAT TYPES- of stories are explored in different cultures. And finally, WHY-stories are told/read and explored in different cultures. this will be done through shared and independent reading of a range of books from different cultures, such as; Japanese picture books, Indigenous dreamtime stories, fairytales (common among European backgrounds), stories of the Prophets of the Islamic, Christian and Jewish faiths, as well as any other stories the students have brought in, to share with the class from their own cultural background. Students will then come together to compare a range of narratives from different backgrounds and compare the similarities or differences between the text types they have studied and their peers'. This will be displayed in the form of an information chart on the wall. For example:

Cardboard, pens and paper for chart. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">7: Multimodal Detailed (Kathy) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> In this lesson, students will explore the narrative genre, with a focus on the schematic structure, including: Introduction, Complication, Resolution and Coda. They will also look at characters, dialogue and settings. In terms of how this lesson links to the outcomes of HSIE, the students will be looking at how the Indigenous culture share their stories and how messages of these stories are intended to cause people to behave in a specific way, in line with the beliefs of that culture and how this in turn shapes the identity of that culture in the wider community. The students will be interacting with a multimodal resource, whereby they are looking at both the written text for its structure and also the video footage and how its visual messages contribute to the overall message. They will then have the opportunity to show what they have learnt by creating their own dreamtime story which reflects their own culture, identity and community and pair this with an image to reflect their understanding of visual grammar. This will be built further in the creation of their rich multi-modal task.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Smartboard, internet, computers, printers, paper, pens, pencils, workbooks. || (Ella) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">In this lesson the Teacher and Students will prepare for the filming of the class documentary. As a whole class they will develop a short sequence of topics and themes that will be covered in the documentary. Students will then be divide into two groups. These groups will be called the 'Cast' and 'Crew'. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Project Information Story Board Script Framing Tools Images Video Camera || (Ella) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> As a whole class students and teacher will film the documentary following the script and storyboard.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">8: Rich task scaffolding
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The 'Cast' group will create a script for the narration of the documentary, using projects they have created during this unit to sequence each subject area appropriately in order to convey meaning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The 'Crew' group will create a storyboard focussing on camera angles, framing and camera movement. They will be assisted in developing this through the use of framing tools and images of different shots, e.g. close up, long shot, medium shot.
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9: Rich task development

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Camera Script Storyboard Projects for display or direct use. ||
 * < <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">10: Rich task complete (Ella) ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> In this lesson the class will split into two groups. The teacher and the 'crew' group will edit the documentary using the basic editing program 'imovie' from Apple Macintosh. The 'cast' group will work independently creating the title of the documentary, the cover and the promotional poster for the DVD.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||< <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Camera and tape Computers Paper Art Supplies ||