Studies of Society and Environment Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes



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Systems, Resources and Power


Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes.

The following elaborations are examples only of what students know and can do, and should not be considered prescriptive or exhaustive.
Key concept: Access to power

Key process: Reflecting






Level 5

Level 5

Level 6

Level 6

Learning outcome

Core SRP 5.5

Students apply the value of social justice to suggest ways of improving access to democracy in Queensland or other Australian political settings.



Geography SRP 5.4

Students explain ways in which government and economic systems respond to issues related to population and settlement.



Core SRP 6.5

Students apply understandings of social justice and democratic process to suggest ways of improving access to economic and political power.



Geography SRP 6.4

Students identify Aboriginal and/or other community approaches to environmental management and investigate ways in which values are incorporated in government policy.



Students know:
Access to power

principles of social justice

(refer to SOSE syllabus)


access to democracy in Queensland or other Australian political settings

varying sizes of Queensland and Australian electorates

distance from centre of power in capital cities

political boundaries and relation to population characteristics e.g. age, ethnicity, gender, etc, or others such as natural boundaries e.g. catchments

access to various media across Queensland and Australia

social justice implies assisting/acknowledging

marginalised/minority groups e.g. Aboriginal & Torres Strait Islanders, rural/urban

dispossessed/homeless e.g. ethnic groups/others



government and economic systems

level of government

local

state


federal

economic system

capitalist

socialist

communist

population and settlement

developed nations

rural decline

coastal expansion

suburban expansion

inner city gentrification/decline

marginalised groups/privileged groups and their distribution in particular areas/suburbs

developing nations

shanty towns

rural decline (in some areas)

increase in disparity between rich and poor – urban and rural

migration within and beyond national boundaries.

pollution/health concerns


economic power

of interest groups e.g. consumers, shareholders, workers, global businesses

of majority/minority groups

of wealthy/poor



political power

related to geographical location and socio-economic status

related to ethical position

related to membership of influential organisation



access

influence of education

isolation through distance, inadequate infrastructure, etc.


Aboriginal/other community approaches to environmental management

the land is the mother of the Aboriginal people and must be accorded an appropriate level of respect. Consequently, management practices are minimally intrusive

other communities have different values from traditional western approaches to the value of land and many indigenous populations throughout the world have a similar relationship with the land to that of the Australian aborigines e.g. Inuit of Canada and Alaska, natives of South American countries.

how values are incorporated in government policy

meetings – to gauge public opinion

special government committees – to develop strategies to address particular concerns

lobbying by special interest groups.

formal arbitration processes which demand the valuing of previously ignored ideas/individuals

legislation



Students can
Reflect

apply the value of social justice to make suggestions

discuss the social justice implications for equitable access to decision making processes using student produced maps showing electoral, media and population distributions and suggest how it may be improved

determine which geographic regions contain significant populations alienated from the democratic process and which centres need targeting by governments to increase participation in social/economic/political arenas


explain

study the population and/or settlement patterns of an area and outline how a level of government has responded to improve or aggravate the current situation



apply understandings to suggest ways of improving access

share information collected on claims of a minority group e.g. Torres Strait Islanders, Palestinians, West Irianese and devise a plan for improved access to economic and political power e.g. making contact with the group (via email), writing to the governments /organizations, making others aware of the issue



identify approaches and investigate values

brainstorm controversial environmental issues during the past decade or at present

deliver an oral presentation outlining how different value positions gain the ascendency, at different times. Trace the history of particular viewpoints by particular groups and determine the impact of such groups on government policy, over time




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