Ways in which communities in Australia are responding to change.

Access, collect and interpret electronic information

http://www.rga.org.au/

Student handout : Word meaning list ~ This handout is designed to used across all activities.

Learn abouts
Learn tos

Teaching and learning activities

Assessment: Students demonstrate their learning throughout this unit. Therefore all activities can be used for assessment. Some activities might be selected and included in a school assessment schedule for assessment of learning.

Students learn about at least one Australian community

Factors that contribute to the community's sense of identity

• Define the community in terms of its shared space and/or social organisation

Individuals, groups and levels of government involved in the process of change

• Analyse the strategies and actions of individuals, groups and different levels of government in responding to change

1. Research

Using Student handout A Snapshot of Leeton, a rice growing community, students will research the characteristics of the Leeton community, and design and create a simple database that classifies them under the following headings:

• physical, perhaps include a climatic graph of Leeton
• cultural
• economic
• social
• demographic

In pairs, students discuss their findings and add to their database as necessary.

Factors causing change in the community

• Describe the factors causing change and the impacts of change on the community

2. Report

Divide the class into 8 groups. Each group is to investigate and compile a report about one of the factors causing change in Leeton and how this impacts on the community. The report is to be presented in a word document, should be a maximum of one page in length and must include:

i. an outline of the chosen factor causing change in relation to the Leeton community over time
ii. a summary of the impact of this factor on the Leeton community.

Suggested online resources follow each of the factors listed below.

• changing nature and patterns of work
• cultural integration
• demographic change
• lifestyle expectations
• globalisation of economic activity
• new technologies
• contemporary Aboriginal scene
  • specific nations around the Riverina
    • Nari-Nari
    • Yorta-Yorta
    • Baraba-Baraba
  • general sites
    • Website Indigenous Statistics Education (ABS)
    • Vibe
    • The people's voice: Victoria - NSW
• resource depletion

A representative member of each group is to give a brief presentation to the class outlining their report findings.

Each groups' report is to be collected and distributed to all students. Students are to complete a written exercise that describes and explains the overall impact of the factors of change that accounts for the present day characteristics of the Leeton community. An example of the format is outlined in the 'rice-burger' model. (The 'rice-burger' model can be viewed as an online moving graphic or pdf (pdf - 150kb) for download.)

Individuals, groups and levels of government involved in the process of change

• Analyse the strategies and actions of individuals, groups and different levels of government in responding to change

Community responses to change

• Explain the impacts of change on the community

Purpose, structure and actions of community groups responding to change

3. Information Scaffold

Using the online resources and information scaffold (pdf - 10kb), construct a profile of the following:

• Mr Jo Takasuka
• The Rice Growers' Association
• The Rice Marketing Board

Community responses to change

• Explain the impacts of change on the community

Purpose, structure and actions of community groups responding to change

• Identify a community group and describe how it responds to change

4. Role Play and active citizenship

Scenario

Environmentalists are lobbying the state government to reduce the water supplied to the rice farms.

In groups of 4, each student will have the role of one of the following list of key stakeholders. As the stakeholder, each student will discuss their individual concerns in relation to the above proposal.

(How would the stakeholder react to the issue of reducing water supply on rice farms?)

The key stakeholders are:

• The rice farmer
• Environmentalists
• The Rice Growers' Association
• The Southern Bell Frog

It is suggested that students firstly research their role from the online resources

Media release/announcement:

The state government has requested an independent inquiry into the supply of water to rice farms in NSW. As part of the formal submission they have asked key stakeholders to comment.

The students, in the stakeholders role, will prepare and submit a letter to the state government. the letter will outline the background to the issue, the concerns and indicate what would be the appropriate action for the government to take on this issue.

Extension activity: Formally debate the above issue with the students' in the roles of the key stakeholders. Formulate a class conclusion to the state government inquiry.