Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Conflict

No description
by

Ruby J Brown

on 28 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Conflict

Conflict
Week One - Introduction to the concept of conflict
My lesson focuses on introducing students to the concept of conflict. Students will be encouraged to think about what conflict means and how it applies to them through teaching strategies of class discussion, pair work and class presentation.
Archie Roach Took the Children Away
Scope and Sequence for our unit
Me and the conflict of stereotypes
Intellectual Quality: Students develop a deeper understanding of the through demonstrating their grasp of central ideas and concepts by exploring relationships and problems.


Quality Learning Environment: Social support is evident through the teacher and student behaviors that encourage and value effort, participation and viewpoints.


Significance: All aspects are addressed.


Quality teaching

Syllabus Outcomes:

Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning. Students learn about: 4.8 the ways in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts.
 

Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds. Students learn about: 9.7 the ways personal perspective is shaped by social, cultural and historical influences.
 

Outcome 10: A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning. Students learn about: 10.7 the language used to express contemporary cultural issues


Outcomes

Through listening, reading and discussion the class will present their own understandings of the conflicts that were faced by the Aboriginal people.
How is this done? Through listening to the music, reading of the interview with Archie Roach and discussion students will develop an awareness of how peoples personal and cultural well-being was not taken into consideration during the era of the Stolen generation.
How did the government create the conflict? The lyrics tell the story, through words the impacts are highlighted.


How is it deconstructed so all students are made aware of the conflict?
Class discussion, this can be ongoing through the lesson as students during individual activity time are welcome to ask questions that al students are welcome to contribute to through their response.

Deconstruction of the lyrics

Cultural
Political
Personal

Who has the power and what is the conflict?

Archie Roach through his music highlighted the conflict that were initiated by the government and affected the Aboriginal peoples personal and cultural rights.

Took the Children Away

How political agenda can ultimately impact on peoples personal and cultural rights and create conflict.


Conflict

Conflict Through Visual Texts
A form of conflict ALL students will have
Empowerment within the classroom
recognise difference and acknowledge individuality
Begins to look at conflict in a new light, and the impact stereotypes can have on us.

Why Identity Conflict?

With these categories, write down some examples of stereotyping and attributes to these categories, which could be wrong or conflicting. E.g. Aussie blokes drink and swear.

In the next lesson these lists and examples will be used in discussing the rejection of stereotypes and how we can either take on or reject identity discourses.

Concluding Brainstorm

Bring class back to a discussion around the types of things people wrote down. Begin a list on the board of the different types of things written and categorise them. Gender, Culture, Ethnicity, Religion, Sexual Orientation, Lifestyle, Occupation etc. Students should write down some of the categories as we discuss.

What do these categories all mean?

Can they be conflicting?

Do we like fitting in with these categories to form our identity?


Class Discussion

Have Students individually create a brainstorm or list of their ‘identity’ beginning with their name in the middle. Do one as well to show students your identity/example.


Written activity

As a class begin to discuss the concept of identity. What influences identity? Who decides our identity? Can we change our identity?


Class Discussion

Introduce the lesson order of:

Identity – What is it? What is my identity?

My Identity Flag – Creating our identity flag

Identity Categories and Conflict – What is it?

Brainstorm – Stereotypes and negative discourse


Lesson Introduction

Students introduced to identity and conflict.

Explore the identities and positions placed on students.

Evaluate positive and negative impacts of identity grouping and stereotyping in the media.


Lesson Outcomes

Identity Conflict



Tim’s Week (week 5 in unit)

Students can turn their brainstorms into identity flags. Using symbols, colours and words to describe their identity. Possible examples might be using the Australian flag as a start but changing the stars to symbols of their identity

Creative activity

Lesson Outcomes
By the end of the lesson students will be able to:
• Understand the way in which debate is a form of positive conflict
• Understand how conflict of this nature can help facilitate change and broaden perspective.
• Understand that conflict can be positive and negative
The structure of debate within conflict
Introduction
This lesson continues on from work completed in previous lesson in which students have been studying the debate as a form of conflict, looking at its flaws and merit. Students have previously been researching specific debate topics in the lead up to this lesson so that they are adequately prepared. Three short debates will be conducted during this lesson with 5 students per team, 3 students are to present an argument, 1 student will present a summarizing statement and 1 will be responsible for writing rebuttals during the opposing sides argument. If need be more time will be allocated next lesson to allow for all debates to take place.
Rationale
This lesson is designed to fully engage all students, despite any cultural, linguistic or literary differences. The sharp focus on group work allows for students from ESL backgrounds to engage with the content via dialogue with their peers, which aids in overcoming any literacy barriers. This also enables students of low literacy levels greater access to the content and the use of peer-to-peer discussion and collaboration fits in with Aboriginal Learning styles as it allows for them discover information verbally and for them to also hear various perspectives from their peers, as well as allowing for their perspective to be presented. The presentation of debates and discussion around these debates also allows for information and concepts to be presented in a way that has been shown to be most effective for engagement of Aboriginal students.
Conclusion
The questions being debated are also ones that are relevant in today’s society but are also relevant to the Aboriginal community. This demonstrates to Aboriginal students that their culture is being valued within the classroom and can aid in them feeling included, which can help with engagement and motivation. The task itself provides students with understanding on how to be more analytical and the realization that multiple perspectives exist. In relation to the topic on Kevin Rudd’s ‘Sorry’ speech, this can enable students to engage with the idea that a white perspective and an Aboriginal perspective are often present but both are not always heard. This insight is beneficial for all students as it invokes empathy and better understanding of current issues as they respond to various perspectives presented by themselves and their peers.
Introduction
Outcomes
Lesson Activities
Pedagogy Principles
Through discussion students are working together to construct their own idea of what conflict is. By forecasting the unit students will have a ‘big picture’ approach to the unit where they will know what is coming next. This pedagogy of deconstruct-reconstruct is central to creating holistic thinking in this unit. This unit is also cyclical in nature as it starts and ends with the identifying concepts of conflict. What students will notice by the end is how much their understanding of conflict has developed throughout the unit.
Lesson Plan
Outcome 1
: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Outcome 2
: A student uses a range of processes for responding to and composing texts.
Outcome 7
: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Outcome 11
: A student uses, reflects on and assesses individual and collaborative skills for learning.
Full transcript