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Module 3 Culture and Identity Introduction Culture
and Identity are explored through consideration of the impact
of technological change on different social and cultural groups. In
this module students will brainstorm information technology changes and
consider whether or not they represent advances with
reference to the social group they are considering. Approximate
Duration:
Three weeks Pre-Requisite Skills: 1.
Students have a working knowledge of basic research skills. 2.
Students have a working knowledge of word processing skills. 3.
Students have a working knowledge of accessing Internet Explorer
/ Netscape Navigator.
Modifications
for Differentiated Instruction: Modification for Differentiated Instruction For
the special needs student: Examples
of modification techniques include: extending time on computer,
extending time requirements for completion of assignments, providing a
template, dictating information to a scribe, reducing the number of
areas to research and offering of individual teacher or instructional
aide assistance. For
the gifted student: The
advanced student will be encouraged to organize their 'community poster'
to highlight not only the positive points of their argument, but also
pointing out the weaknesses of the antithesis. The
advanced student may choose to create a publicity poster that convinces a private
company to fund their advanced technology idea. The
advanced student will also be encouraged to analyse the implications of
funding one of the technological advances. They will critically think
about how these advances will negatively impact their community and/or
society. Processes: 1.
Students will brainstorm information technology changes and consider
whether or not they represent advances in the
area of housing, communication, entertainment, daily responsibilities,
transportation, medical advances, currency/money exchanges or other area
as agreed with the teacher, with reference to
the social group they are considering. 2.
Students will surf the web to find sites that relate to their
research advances. 3.
Students will gather and interpret the information for their
project following a research method which includes: questioning,
planning, researching, analysing, synthesizing, and evaluating. 4.
Students will analyse the data they have found and then evaluate
the implications these changes will have on daily lives of people with
reference to the social group they are considering.
5. Students will create a 'poster' to convince a group (students will specify their target audience) of the need for change and specify that change. In Module 4 this can be (optionally) incorporated into a group project multimedia presentation. Curriculum Learning Outcomes: The Core Questions in this module should be based on the following:
Core
learning outcomes: CI
6.1 Students analyse the ways in which various societies inhibit or
promote cultural diversity. CI
6.4 Students describe specific instances of cultural change resulting
from government legislation or policies that have impacted on other
cultural groups.
Discretionary
Learning Outcomes: BY6.2
Students synthesise quantitative and qualitative data on perceptions of
a current cultural issue to develop a community information strategy. Resources: See Below or view Resource List Lesson for Module 3 An overview of difference. The Information Divide. Socio-economic differences. Australia in the 'global village'. At this stage students begin to expand their analysis to determine what differences there may be in this scenario as it affects other cultures. A regional perspective is expanded to a global perspective and analysis of difference begun. Resources Resource 11a Culture and Identity Word Search Resource 11b Culture and Identity Word Search Solution An overview of Australian interdependence with information technology systems. How does the government participate? Rights and Responsibilities through citizenship. Resources Resource 12 Government Web Links B Culture and Identity are explored through consideration of the impact of technological change on different social and cultural groups. Students explore cultural change arising from the advent of information technologies. Resources Resource 13 Culture and Identity Web Links Students
synthesise quantitative and qualitative data on perceptions of a current
cultural issue related to Information Technology to develop a position
and a community information strategy. Resources Resource 14a Win As Much As You Can Instructions. Resource 14b Win As Much As You Can Proforma. Students prepare a community information poster. Resources Resource 15 Community Information Poster proforma Assessment Module 3: Students will create a 'poster' to convince a group (students will specify their target audience) of the need for change and specify that change. In Module 4 this can be (optionally) incorporated into a group project multimedia presentation. For a marking mechanism see Module 3 Assessment This module is developed on the premise that students will be informed of the outcomes by which they will be assessed, before they commence the unit. This allows students to consider from the beginning what process they wish to take through this course and be fully informed. All criteria, both learning outcomes and assessment instruments should be supplied to each student.
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