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: Cultural diversity
Key process: Investigating
Core CI 5.1
Students investigate aspects of diverse cultural groups, including Aboriginal or Torres Strait Islander groups, and how others perceive these aspects.
Geography GCI 5.1
Students evaluate how material and non-material aspects of one culture may have been derived from other cultural groups.
Core CI 6.1
Students analyse the ways in which various societies inhibit or promote cultural diversity.
Geography GCI 6.1
Students participate in strategies to promote the values of equity, tolerance and cultural diversity in Australian and global contexts.
multinationals and economic capacity to homogenise e.g. similarities in character of CBDs of major cities
globalisation and weakening of traditional political entities, especially national/state governments
migration and assimilation or domination e.g. Aceh Province in Indonesia
lack of employment in regions resulting in migration e.g. migration of male labour force to cities in South Africa
strategies to promote values of equity, tolerance and cultural diversity
promote awareness of the cultural diversity within Australia
recognise that Australian Government policy is to encourage ethnic groups to maintain former identity and culture while being asked to accept Australian principles associated with such notions as ‘A Fair Go’, freedom, friendship
foster understanding of different cultures through education and recognition of the valuable contribution the cultures have made to Australian heritage
Students can Investigate
the demographic characteristics of a particular area e.g. life expectancy, birth/death rates, (including GIS manipulation of data available from Australian Bureau of Statistics) and establish significant cultural groups within this community
carry out local surveys to establish evidence of the diversity of cultural influences on e.g. housing, street signs, businesses, style of dress, food
survey local community/class members/school members regarding e.g. perceptions of a particular cultural group; degree of tolerance of cultural diversity
survey the class on diet and determine the cultural origin of foods consumed
investigate the global impact of a multinational fast food or clothing company by:
plotting distribution of outlets
discussing how it changes the cultural practices within countries
determining how the company may try to appropriate elements of the culture of the country in which it is operating
conduct an inquiry which focuses on analysis of phenomena e.g. the way in which different societies respond to cultural diversity e.g. gather and sort information, analyse information and consider evidence, identify hidden and marginalised perspectives
analyse change process, through time, in a local area e.g. the extent to which a society has inhibited or promoted cultural diversity
investigate print or other media to identify ways different societies/groups in society respond to diversity
the cultural diversity within Australia
-by conducting interviews with people of different cultural origins to determine their contribution to Australian heritage
-by visiting the web site of the Australian Government Department of Immigration and Multicultural affairs, New South Wales Department of Aboriginal Affairs, and Multicultural Affairs Queensland to determine policy and practices. This is also a source of data on multicultural Australia
participate in the Australian Government activities on Harmony Day, March 21st