values

What do we value?



Topic In this unit students explore how to distinguish between values and actions that

support diversity and democracy and values and actions that lead to prejudice,

oppression and denial of human rights.

This unit considers cultural comparisons and examines the values that underlie

different cultural groups.

The unit explicitly promotes the value of understanding and respecting cultural

diversity by enabling students to investigate how cultural or ethnic stereotypes

are formed, perpetuated and prevented.



Standard 4

Stages 10, 11, 12

Year Level(s) 7-8

Curriculum area Society and History English



Strand(s) 1 – Identity, relationships and culture 1 - Reading and viewing

2 – Democratic values and processes 2 - Writing and representing

7 – Philosophical inquiry 3 – Speaking and listening



Understanding Goal(s)

1. Students will understand why tolerance and respect for cultural

diversity are fundamental to a democratic society.





2. Students will understand the shared values and beliefs of particular

cultures and how this influences their identity.





3. Students will understand the influence of values and beliefs in

developing fair judgements about controversial issues.





4. Students will understand how to create a variety of effective text types

with a clear sense of audience, purpose and form.









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 1

UGS Learning opportunities Teacher notes and assessment



1, 2 Introduction Teacher note:

Students share dictionary and other definitions of Values are a highly contested area of

the term ‘values’. Discuss, and reach a shared, study with many definitions and links with

accurate definition. Students may wish to change areas including ethics and morality.

their definition through the unit of work. Considerable explicit teaching of these

concepts may be required during this

Students work in pairs to construct a Venn diagram. unit. The Values for Australian Schooling kit

has many support materials and

In the left circle students list what they consider to discussion starters.

be their personal values (students could colour http://www.valueseducation.edu.au/values/

code their responses if there are differences with

their partner).



In the right hand circle students list what they

consider to be the current values of our society. Assessment for learning

Assess whether students list values as

In the intersecting area students list those values significant concepts e.g. honesty, work

which are common to themselves and society. ethic, empathy

This task provides information about

What does our culture value? students’ current understanding.

Use a placemat process to gather information about  Are common, core values

cultural values identified by students. included in each group’s list?

Discuss the idea that individual values may vary but  Do responses show accepted

there are core values that can be held by society as cultural values or students’

a whole. personal values?

 It will be revisited later to assess

Ask these questions and discuss using ideas how student thinking has

from the placemats: developed throughout the unit.

 What different cultural groups did you think  If a high level of understanding is

about to identify values? indicated by the class in general

 Are personal values of young people today some of the following

compatible with society’s values? experiences may need to be

 What do Tasmanians value? adapted (see notes).

 What is valued in a democracy?



Students record their own individual responses to Assessment for learning

these questions in their journals. Assess students understanding of values

in different contexts.









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 2

UGS Learning opportunities Teacher notes and

assessment



1, 2 Introduce the values statement provided in the Tasmanian Curriculum. Teacher note:

These are the result of extensive collaboration. Students could also access

descriptions of values from

Connectedness - developing a sense of community through

other sources including the

friendship, care, compassion, cooperation, acceptance, belonging

Values for Australian

and sharing.

Schooling.

Resilience - developing self-confidence and self-respect, optimism,

perseverance and wellbeing. http://www.valueseducation.e

du.au/verve/_resources/9_poi

Achievement - attaining success, pursuing excellence and being nt_values_with_flag_only.pdf

proud of personal achievement.

Creativity - valuing original ideas and demonstrating enterprise

and innovation.

Integrity - acting honestly, ethically, and consistently.

Responsibility - accepting individual and collective responsibility

and contributing to sustainable community development.

Equity - developing tolerance, respecting difference and

encouraging distinctiveness.

1, 2 Students return to their groups and discuss these values while Assessment as learning

considering their own list from the placemat activity. Assess whether groups use

feedback from peers to

Groups add to and refine their list and their working definition of inform reflection on their

values. Seek a class consensus about the values of Tasmanian people. work.

Students could explore the Tasmania Together website and resources to

examine what the community values.

http://www.tasmaniatogether.tas.gov.au/schools



Students read the United Nations Universal Declaration of Human

Rights

http://www.unhchr.ch/udhr/lang/eng.pdf



Think / pair / share

 Are our agreed Tasmanian values consistent with this

declaration of human rights?

 What is similar?

 What is different?



Display both the list of values that students identified as those of

Tasmanian people and the UN Declaration of Human Rights for Teacher note:

reference throughout the unit. Use cultural groups and

values that are relevant for

your class when making up

Data Chart (Kath Murdoch, 1998) this data chart. Cultural or

2 Use the list generated by the placemat activity to begin a data chart ethnic groups on the chart

which can be added to throughout the unit. The chart could list would include those which

information about values from different cultures. (See example in are the focus for class

Appendix 1) investigation and those

which are the focus for

Beliefs, values and lifestyles (Vietnam) from Society and Culture pp 161- individual or group inquiry.

163 could be used as a starting point for this.

This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 3

UGS Learning opportunities Teacher notes and

assessment



1, 2, 3 Beliefs and values in Asia Teacher note:

Brainstorm with students the religions they know of. Create a Students may find using a world

class mind map – religions of the world. Share with students map, atlas or globe useful during

some other belief systems of some Asian countries from Images the brainstorm session.

of Asia (see resources).

Divide the class into eight groups. Have each group undertake

some preliminary research about one of these religions or

belief systems:

 Animism

 Buddhism

 Christianity

 Confucianism

 Hinduism

 Islam

 Sikhism

 Shintoism

Have each group address these questions in their research: Teacher note:

 What is the main philosophy of the belief system? Photocopy for each group the

 Where did this belief system originate and where is / information from the text relevant

was it widely practiced? for their country, pp 11-17.

 How does this belief system influence the cultural

identity / values of people in this / these countries today?

 What do you find personally challenging or puzzling

about this belief system?

 How might these beliefs be accommodated in Australian

society and values? Teacher note:

This could possibly be linked to the

Each group is then to focus on the main beliefs / values of one particular religion that they focused

of the following countries of Asia: on.

 China

 India

 Indonesia Research should focus on both

 Japan majority and minority belief

 Korea systems / religions in each country.

 Philippines

 Thailand

 Vietnam

1, 2, Each group is given the pictures relating to their assigned Assessment of learning:

3, 4 country from Images of Asia (see resources). Students Assess students’ ability to:

investigate these images using the following questions:  address each question in depth

 How are beliefs supported in the culture of the country?  give the viewer / audience a

E.g. lifestyle, buildings, legends, events and celebrations? clear picture about the values /

 What do you find challenging or puzzling about this beliefs of the chosen group

culture?  make fair judgements and justify

 How might this culture be accommodated in Australian their opinions

society and values?  choose a mode of presentation

that allows them to fully

Groups present their research to the class with a view to demonstrate their understanding

increasing understanding, respect and inclusion.



This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 4

UGS Learning opportunities Teacher notes and assessment



1, 2 Case Study Assessment for learning

Students use Handout 10.1, Misunderstanding from Look Assess students’ ability to identify

Global, p156 and work in pairs to examine the article for information related to values.

evidence of different cultural values.



Focus question:

What do these extracts say about the cultural values?



A chart may be useful to organise this information.

Cultural value Evidence from text









1, 2, 3, Students discuss the following questions in groups and Assessment:

4 then record responses individually in journals: Assess students’ ability to:

 Do others in this extract show respect for  analyse the actions of those in the

Kerim’s cultural beliefs? extract

 How do you know this?  offer different suggestions

 What could have been done to help Kerim adjust  develop fair judgements

to his new environment?

 What would you have done if you had been a

member of Kerim’s class?





Dear Kerim Assessment:

Students choose one aspect from the extract (first day at Assess students’ ability to:

school, the party, the incident with the bread) and write a  show respect

letter to Kerim explaining one perspective on the  show empathy

situation, reflecting on both his and other cultural values  create an effective text for the

and explaining how he might handle similar situations in purpose

the future.



1, 2, 3 Cultural Stereotypes Teacher note:

Round Robin: Adapted from materials on website,

 Display graffiti sheets around the room. Understanding Stereotypes

 Label each graffiti sheet with the name of a http://school.discovery.com/lessonplans/progr

cultural group. ams/stereotypes/

 Number the sheets to facilitate group changes. http://school.discoveryeducation.com/lessonpl

 The number of graffiti sheets corresponds with ans/pdf/stereotypes/stereotypes.pdf

the number of groups.

 Students work in groups of 4.

 Each group begins at a separate graffiti sheet.



Brainstorm and record adjectives to describe each

cultural group. When instructed groups move on to the Teacher note:

next graffiti sheet, read what has been written by the Emphasise the nature of brainstorming

previous group and add their own ideas. Continue until i.e. that all responses are recorded

all groups have worked on each graffiti sheet. without judgements being made about

the relative merit of responses.





This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 5

UGS Learning opportunities Teacher notes and assessment



1, 2, 3 Group discussion questions: Assessment:

 Are all of these responses true for the majority Assess students’ ability to:

of the cultural groups? (introduce and define the  show awareness of the concept of

term ‘stereotype’ using examples) How could we stereotype

be certain?  differentiate between generalised

 Which could be called stereotypes? characteristics and stereotypes

 What might be the origin of these stereotypes?  consider the causes and effects of

 Do these stereotypes influence the attitudes or stereotyping

actions of people?  argue with empathy and respect

 How would people from these cultural groups

feel about the stereotypes?

 Are stereotypes always negative? Explain

Students record in their journal their understanding of

the term stereotype and the connection between this and

showing tolerance and respect for cultural diversity.



1, 2, 3 Academic Controversy Teacher note:



Scenario: Definition of Academic Controversy:

Kazhal and her family have immigrated to Australia from English Learning Area

Baghdad 3 years ago. Although they have found it difficult http://www.discover.tased.edu.au/english/

leaving behind many Iraqi traditions and practices, they accont.htm

have tried very hard to adopt Australian cultural ways.

Kazhal has attended a local high school and is now

preparing for her year 10 leavers’ dinner. With the help

Assessment:

of her best friend, Kazhal shops for just the right dress

Assess students’ ability to:

for the leavers’ dinner.

 justify group consensus with

She finally finds a lovely dress which she buys and takes reasoned arguments

home. Joining in the excitement of the occasion Kazhal’s

parents ask her to model her new dress. Kazhal comes  show empathy and respect for

out of her bedroom looking stunning in a strapless gown. both viewpoints

Her parents faces drop. Her father leaves the room. Her

mother tells her that the dress must be returned to the  understand concepts of identity

shop; she cannot go out in public wearing a sleeveless and culture using a scenario

dress. She points out that there are many things which

they have done which have conflicted with their  attempt to find win-win solutions

traditional values and beliefs but in this case they will not to a complex problem

compromise. Kazhal is not to wear that dress to her

leavers’ dinner or anywhere else. What is Kazhal to do?

Role Play

4 In groups of 5, students create a role play which depicts

Kazhal and members of her family addressing the conflict Assessment:

in the situation outlined above. Assess students’ ability to:

Roles will include Kazhal, her father and mother, a sibling  present arguments from the

and Kazhal’s friend. Scripting the role play will be an point of view of their character

important aspect of planning this activity.  demonstrate respect

throughout the role play

 find a creative solution and

clearly resolve the conflict





This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 6

UGS Learning opportunities Teacher notes and assessment



1, 2, 3, Individual inquiry Assessment of learning:

4 Have students choose a cultural or ethnic group they Assess students’ ability to:

would like to investigate further.  address each understanding

question in depth

Explain that the purpose of this task is to demonstrate  give the reader / viewer / audience

their understanding of previous learning in a new context. a clear picture about the values of

the chosen group

Their brief is to research and present their work to  make fair judgements and justify

demonstrate their understanding of five questions (see their opinions

Appendix 2)  choose a mode of presentation

that allows them to fully

demonstrate their understanding



1, 2, 3 Reflection Assessment for learning:

Students revisit their Venn diagram and use it as an Assess students’ ability to:

indication of their thinking at the time.  identify and describe a change in

their thinking

Think / pair / share  identify how their learning will

 How has your understanding developed inform their attitudes and decision

throughout this unit? making in the future

 describe how they have felt about

Written reflection in journals: the issues raised during the unit

 What have you learnt about how your own  identify areas of interest that may

personal values influence your views? be the focus for future individual

 Describe how your understanding has changed. or group inquiry

 How will your understanding influence your

actions in the future?

 Describe any emotional responses you had to

any of the activities or information presented

during this unit.

 What questions has this learning raised – what

would you like to explore further?









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 7

Appendix 1



Enacting values / beliefs in different cultures





Value / How value /belief is enacted in each culture

belief



Western culture Aboriginal & Iraqi culture Japanese culture

Torres Strait

Islander culture

Eye contact Avoid eye contact Look down to show

during conversation respect

Respect









Use of names and

titles Constant eye contact

signifies challenge









Predominance of Extended family units Early marriage

nuclear family live and work encouraged

together

Family

Conflict resolution









Girls and boys Constitution

separated at school stipulates equality

and in recreation between sexes. In

Equity









reality this has not

been achieved.









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 8

Appendix 2

What do I value?



Individual Inquiry



Choose a cultural or ethnic group which interests you.



Your task is to research your chosen cultural or ethnic group using the following questions:



1. How are the values of cultures or ethnic groups similar or different?

i.e. How are your chosen group’s values similar to or different from the Tasmanian values

we identified at the beginning of this unit?

2. How do the values and beliefs of this cultural or ethnic group influence their identity?

3. Why is it important to understand and respect similar and different cultural values?

Examples from your research can be used as examples to justify your answer.

4. Do all cultural values have a place in Australian society?

Your opinion here must be clearly justified with evidence from your research and previous

learning experiences.

5. What are some different perspectives about cultural diversity in Australia? What logical arguments

(if any) can be put forward to justify these views in a fair- minded way?



How you present your understanding can be negotiated with your teacher. You may choose to

present your work as:

 a pictorial essay with annotations

 a drama production

 an essay / report

 a power point / website

 an oral presentation











This is your opportunity to show the development of your understanding throughout this unit.

Choose a style of presentation that will best allow you to do this.









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 9

Resources (All websites accessed October 2007)



Resources to support this learning sequence from the Department of Education Library and

Information Centre (DELIC) Media Collection, (available to Tasmanian teachers).

http://www.education.tas.gov.au/mediacollection/ltag_resources/whose_values_do_you_value



Values for Australian Schooling: kits have been provided free to all schools in Australia. Additional

materials are available through the website:

http://www.valueseducation.edu.au/values/



Bennett, B. & Rolheiser, C. (2001) Beyond Monet: The Artful Science of Instructional Integration,

Bookation Inc., Toronto.



Giligan, B. (1998) Voices and Values: Citizenship in Asia, Curriculum Corporation, Vic. ISBN

1863664149



Hamston, J. and Murdoch, K. (2004) Australia Kaleidoscope, Curriculum Corporation, Vic., ISBN

1863665846. In particular – see Chapter three – Buddhism and Chapter four – Chinese medicine



Murdoch, K. (1998). Classroom Connections: Strategies for Integrated Learning. Eleanor Curtain,

Melbourne.



Guy, R. (1999) Look Global: Global Perspectives in the Upper Primary Classroom, Curriculum

Corporation, Australia. ISBN 1863663614



Hattensen, S. (2004) Images of Asia Teachers’ Guide, Curriculum Corporation, Vic. (plus set of 8

images about beliefs) See: http://www.asiaeducation.edu.au/index_flash.htm



Howitt, B. and Julian, R. (2005) Society and Culture, Heinenmann, Vic. ISBN 0864628102

see: Beliefs, values and lifestyles (Vietnam) pp 161-163



Universal Declaration of Human Rights

http://www.unhchr.ch/udhr/lang/eng.pdf



Discovery School - stereotypes

http://school.discovery.com/lessonplans/programs/stereotypes



Order a laminated wall poster of the Declaration of Human Rights

http://www.newint.com.au/shop/universal-declaration-hu-673.htm?gclid=CPWo657YjZACFRX-

egodWRzRyg



Tasmania Together

http://www.tasmaniatogether.tas.gov.au/schools









This learning sequence can be accessed through the Society and History curriculum document at www.education.tas.gov.au 10