Citizenship learning within History

What is the relationship between citizenship and history?

            As children begin to understand citizenship, they must first be introduced to the idea of it through community involvement in the early years. To broaden their understanding, the next step is to explore the connections people have with their community and land by learning about the how these connections where made in the past (ACARA, 2017). Through teaching grade 2 history, the students develop key concepts including continuity and change, cause and effect, perspectives, empathy and significance (ACARA, 2017). With the understanding of these concepts, students will naturally be able to form opinions and seek to make a difference. Making a difference doesn’t mean on a global level, but aiming to communicate their view and knowledge persuasively (Brett, 2005)

How does it look in our classroom?

The class participated in a natural walk around our school grounds and local park. Before this activity, we spoke about what it would feel like to live off the land and how valuable natural objects would be to us. During the walk the students were asked to collect one natural object they found most interesting, meaningful or useful.

Back in the classroom we watched a short slide show relating to our nature walk and collection special objects, in this case the collection of shells to use for stringing necklaces. This lead to a discussion about the types of things we could make from, or use our special objects for. This activity teaches children to understand how objects are valuable to people for different reasons and to understand and acknowledge Indigenous cultures (MCEETYA, 2008).

Figure 1: Stringing shells resource

The students created a display in the classroom and completed the questions below, to display with their object.

My special object is: Helicopter (maple seed).                                          Name: Chris

Why is it special to me? Because I like the shape and how it spins.

I could use it for? To make earrings.

I hope other people….. Are gentle with them because they are fragile.

As part of our display we also have a photo of a Truganini, a Tasmanian Aboriginal wearing a shell necklace and also a photo of a Tasmanian Aboriginal shell necklace. The students also write one sentence to display with these images and invite another class to come and view. This is the ‘making a difference’ factor, sharing knowledge and views with others in persuasive presentation (Brett, 2005).

I hope other people: ‘Don’t break them!’ – Sam ‘Love the colours too’ – Alice ‘Appreciate all the work’ - Toby

     

                  

                               Figure 2: Truganini                Figure 3: Shell necklace

How can we support their learning?

One of many approaches to enhancing both historical learning, and becoming an active and effective citizen, is community involvement and local history. Children learn history best when learning through doing (Brett, 2005). Some local sites you may like to visit with children, to encourage them to consider how people lived in the past and how it affected the community in the past, present and future, are listed below (ACARA, 2017). There is always something we as adults can learn too! Also, if you would like to document a trip in photos, like the example I provide on this blog, please send in a photo or two to class for show and tell, our class would love to hear about it. 

Launceston	Hobart
·         Queen Victoria Art Gallery and Museum ·         Brady’s Lookout ·         Beaconsfield Mine and Heritage Centre	·         Tasmanian Museum and Art Gallery ·         The Cascade Female Factory ·         Port Arthur Heritage Site ·         The Tench

References

       Australian Curriculum Assessment and Reporting Authority (ACARA) (2017). The Australian Curriculum: Humanities and Social Sciences. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/structure

       Education Services Australia. (2017). Scootle: Learning to string shells [Figure 1]. Retrieved from: http://www.scootle.edu.au/ec/viewing/S4533/string_shells_snappy/index.html

       Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. (5th ed.). South Melbourne, VIC; Cengage Learning Australia

       Ministry council on education, employment, training and youth affairs (MCEETYA). (2008). Melbourne declaration on education goals for young Australians. Retreived from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

       National Museum Australia. (n.d). Tasmanian Aboriginal shell necklaces. [Figure 3]. Retrieved   from: http://www.nma.gov.au/collections/highlights/tasmanian-aboriginal-shell-necklaces

       Original people. (2017). The story of Truganini: one of the last full blooded Aboriginal Tasmanians (Palawa). [Figure 2]. Retrieved from: http://originalpeople.org/story-truganini-full-blooded-aboriginal-tasmanians-palawa/

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Civics and citizenship

What is it & why teach it?

              In a world with easy access to news on current international and local affairs we (educators, parents, family and community) have a duty to prepare children for the part they will play in society. Civics and Citizenship Education (CCE) promotes and encourages students to become informed and active citizens (MCEETYA, 2008). CCE does this by equipping them with:

Knowledge of…	Skills	Values
Democracy Environment Community Political and legal systems Law	Analyse information Question Consider multiple perspectives Form evidence based opinions	Freedom                    Equality Tolerance                  Justice Respect                      Rights Inclusion                    Fairness Responsibility

                The development of some of these skills, values and knowledge begin from birth with children’s experiences within communities of families and early childhood settings (DEEWR, 2009). When we create a setting in which children can experience caring and respectful relationships with people and the environment, children will respond accordingly (DEEWR, 2009). 

Figure 1: Outcome 2, Early Years Learning Framework (EYLF) (DEEWR, 2008)

Although the EYLF is aimed at children aged 0-5 and civics and citizenship is not specifically introduced until grade 3 in the Australian curriculum, we are working to strengthen and develop the students’ knowledge, skills and values for their own lives now and in the future.

How does it look in our classroom?

The grade one students discussed what would ensure the safety and wellbeing of everyone in the class. Students identified the need for ‘rules’ be established. Students justified their ideas with the great importance on values (fairness and respect) and feelings.

“It’s not fair when people push in.” – Tom

“It makes me feel sad when people say I can’t play with them” – Rachael

To establish our top 5, we used the ideas we all agreed to be important and made a democratic decision through a class vote. This not only involves students making decisions and forming opinions (Gilbert & Hoepper, 2014) but understanding the elements of democracy, being part of a majority or minority.

We are lucky to have Toby’s Dad, a local police officer, visiting to talk to the students about how acting with respect and being thoughtful of others is important in our community. This understanding contributes to children’s ability to act with moral and ethical integrity (MCEETYA, 2008).

How can we support their learning?

           
            During this year we have excursions planned within our local community. This will include a visit to the local history museum and performing at the nearby aged care facility. These are fantastic opportunities for students to make a difference in other people’s lives, develop self-esteem and a sense of community (Gilbert & Hoepper, 2015). I encourage you to come along to support the students’ learning and to reinforce ‘Our respectful agreement’ out in the community. As the students developed the agreement, they came to a general consensus that these ideas applied ‘all the time’. As we all aim for students to become knowledgeable, reasonable and caring citizens (Marsh, Clarke & Pittaway, 2014) at school, home and in the community, I have plenty of copies of ‘Our respectful agreement’ in our classroom. Please feel free to take one to support the development of the students’ knowledge, skills and values in all of their day-to-day environments.

References.

                Civics and citizenship education Retrieved from: http://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html

Australian Curriculum Assessment and Reporting Authority (ACARA) (2017). The Australian Curriculum: Humanities and Social Sciences. Retrieved from: 

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/structure

Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments (DEEWR) (2009). Belonging being & becoming. The Early Years Learning Framework for Australia. Barton, ACT: Author.

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. (5^th ed.). South Melbourne, VIC; Cengage Learning Australia

Marsh. C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6^th ed.). Frenchs Forest, NSW: Pearson

Ministry council on education, employment, training and youth affairs (MCEETYA). (2008). Melbourne declaration on education goals for young Australians. Retrieved from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

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