The Social & Cultural World
NESA NSW Society and Culture Stage 6 Syllabus, Sydney, 2013
Work Booklets for Term 1
_social_and_cultural_world_unit_booklets_1-3.pdf | |
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_social_and_cultural_world_-_concepts_booklet.docx | |
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Note: Page numbers may vary to the paper copy given in class
Fundamental Course Concepts
Persons
Society
Culture
Environment
Time
Society
Culture
Environment
Time
None of these course concepts can be studied in isolation.
An understanding of this interaction underpins the core and depth studies in both the Preliminary and the HSC courses
An understanding of this interaction underpins the core and depth studies in both the Preliminary and the HSC courses
AUSTRALIA DAY ACTIVITIES
Watch: 'BBQ at Richie's' lamb ad https://www.youtube.com/watch?v=NM39rnBTBFc...
List some things that you notice
Can any be identified with the 5 fundamental concepts
Discuss who is represented and who is not?
Watch: https://www.youtube.com/watch?v=-9Ka3a7cdYw
What’s the best thing about diversity? Everything! You Never Lamb Alone
Note the differences between the two adds?
Who is represented?
Why these differences may have occurred?
How can this be related to the fundamental concepts?
Persons who feel excluded on Australia Day
Steven Oliver "Hate, he said" https://www.youtube.com/watch?v=xurO_YulJ4c
The Day I feel most un-Australian is Australia Day https://theconversation.com/the-day-i-dont-feel-australian-that-would-be-australia-day-36352
Activity: Read the article and watch the clip
Link to ideas discussed to the course concepts using the grid.
Write: 11/2 - 2 page response using the ALARM scaffold provided to help you plan your essay.
Discuss the impact of Australia Day celebrations on 26th January for our First Nations peoples and in what way does this reflect on mainstream Australia.
Social and cultural literacy
Society and Culture is designed to facilitate the development of a student’s social and cultural literacy. Achieving social and cultural literacy is a developmental process that requires the student to synthesise personal experience and public knowledge at the micro, meso and macro levels of society. Social and cultural literacy refers to the idea that people should possess a body of knowledge, understanding and skills that allows them to share, communicate effectively, and respect themselves and others. The process of gaining social and cultural literacy is reflected in the diagram below
Society and Culture is designed to facilitate the development of a student’s social and cultural literacy. Achieving social and cultural literacy is a developmental process that requires the student to synthesise personal experience and public knowledge at the micro, meso and macro levels of society. Social and cultural literacy refers to the idea that people should possess a body of knowledge, understanding and skills that allows them to share, communicate effectively, and respect themselves and others. The process of gaining social and cultural literacy is reflected in the diagram below
See also: Focusing on Micro, Meso and Macro
Social and Cultural Literacy
Personal experience refers to the knowledge gained from reflecting on individual experiences.
Public knowledge refers to general knowledge and the knowledge available to everyone. The term also refers to all the knowledge found in the public domain that is the work or research of other people.
Micro-level interactions are personal and occur between individuals and their family, peers and individuals in the community.
Meso-level interactions occur between the micro and the macro levels of society. Meso-level structures are groups in the community, village, school, workplace, local interest club, branch, organisation and state. The meso level is also known as the middle level.
Macro-level interactions are impersonal and relate to large institutions, the media, law and
government and are evident at a national and international level.
Interactions exist between micro and meso, micro and macro,and meso and macro levels.
Interactions should be viewed as two-way.
Personal experience refers to the knowledge gained from reflecting on individual experiences.
Public knowledge refers to general knowledge and the knowledge available to everyone. The term also refers to all the knowledge found in the public domain that is the work or research of other people.
Micro-level interactions are personal and occur between individuals and their family, peers and individuals in the community.
Meso-level interactions occur between the micro and the macro levels of society. Meso-level structures are groups in the community, village, school, workplace, local interest club, branch, organisation and state. The meso level is also known as the middle level.
Macro-level interactions are impersonal and relate to large institutions, the media, law and
government and are evident at a national and international level.
Interactions exist between micro and meso, micro and macro,and meso and macro levels.
Interactions should be viewed as two-way.
The additional course concepts are:
Power
Power is the ability or capacity to influence or persuade others to a point of view or action to which they may not always agree. Exercising power is important in initiating or preventing change.
Authority
Authority is linked to power and the right to make decisions and to determine, adjudicate or settle issues and disputes in society. Authority is best understood as the legitimate use of power. The use of authority is important in the process of decision-making and in initiating change and maintaining continuity.
Gender
Gender refers to the socially constructed differences between females and males. Social life including family life, roles, work, behaviour and other activities is organised around the dimensions of this difference. Gender also refers tothe cultural ideals,identitiesand stereotypes of masculinity and femininity and the sexual division of labour in institutions and organisations. Gender reflects the value a society places on these social constructs, which are particular and unique to a society.
Identity
Identity refers to the sense of self and can be viewed from a personal, social and cultural level. Identity is formed over a period of time and is the result of interactions at the micro, meso and macro levels of society. An identity has dimensions or layers that create a sense of inclusion in a group or culture. Contributing factors to one’s identity may be gender, sexuality, family, class, ethnicity, beliefs, social status, group membership and national pride.
Technologies
The term ‘technologies’ refers to all the tools that we use to assist our interactions in society. Technologies can lead to innovation and can initiate change to micro, meso and macro operations in society. The value placed on technologies at any level of society influences the rate of change to society and culture. Technologies are constantly changing and adapting and their impact varies over time. Communication-based technologies facilitate the interaction between the micro, meso and macro levels of society.
Globalisation
Globalisation is the process of integration and sharing of goods, capital, labour, services,
knowledge, leisure, sport, ideas and culture between countries. Globalisation is evidenced in the emergence of global patterns of consumption and consumerism; the growth of transnational corporations; global sport; the spread of world tourism; and the growth of global military and economic systems. Globalisation is assisted by technologies and media integration, resulting in an increasing consciousness of the world as a single place.
Power
Power is the ability or capacity to influence or persuade others to a point of view or action to which they may not always agree. Exercising power is important in initiating or preventing change.
Authority
Authority is linked to power and the right to make decisions and to determine, adjudicate or settle issues and disputes in society. Authority is best understood as the legitimate use of power. The use of authority is important in the process of decision-making and in initiating change and maintaining continuity.
Gender
Gender refers to the socially constructed differences between females and males. Social life including family life, roles, work, behaviour and other activities is organised around the dimensions of this difference. Gender also refers tothe cultural ideals,identitiesand stereotypes of masculinity and femininity and the sexual division of labour in institutions and organisations. Gender reflects the value a society places on these social constructs, which are particular and unique to a society.
Identity
Identity refers to the sense of self and can be viewed from a personal, social and cultural level. Identity is formed over a period of time and is the result of interactions at the micro, meso and macro levels of society. An identity has dimensions or layers that create a sense of inclusion in a group or culture. Contributing factors to one’s identity may be gender, sexuality, family, class, ethnicity, beliefs, social status, group membership and national pride.
Technologies
The term ‘technologies’ refers to all the tools that we use to assist our interactions in society. Technologies can lead to innovation and can initiate change to micro, meso and macro operations in society. The value placed on technologies at any level of society influences the rate of change to society and culture. Technologies are constantly changing and adapting and their impact varies over time. Communication-based technologies facilitate the interaction between the micro, meso and macro levels of society.
Globalisation
Globalisation is the process of integration and sharing of goods, capital, labour, services,
knowledge, leisure, sport, ideas and culture between countries. Globalisation is evidenced in the emergence of global patterns of consumption and consumerism; the growth of transnational corporations; global sport; the spread of world tourism; and the growth of global military and economic systems. Globalisation is assisted by technologies and media integration, resulting in an increasing consciousness of the world as a single place.
Note: There is continual interaction between the five fundamental course concepts and the six additional course concepts. None of these course concepts can be studied in isolation.
An understanding of this interaction underpins the core and depth studies in both the Preliminary and the HSC courses
An understanding of this interaction underpins the core and depth studies in both the Preliminary and the HSC courses
Activity:
What is your personal Society and Culture?
Jot down some ideas against the 11 concepts.
Contribute to class discussion
What is your personal Society and Culture?
Jot down some ideas against the 11 concepts.
Contribute to class discussion
Applying the 11 Concepts to our School Setting
Ted Ed lesson - Where power comes from
In what ways has the video increased your understanding of the concept of power
Read:
Rothman, J. (2014). The Meaning of “Culture”. The New Yorker
How do the ideas discussed therein may be applied to the 'gun culture' in the US?
Can you think of any other negative applications of the word culture?
In what ways has the video increased your understanding of the concept of power
Read:
Rothman, J. (2014). The Meaning of “Culture”. The New Yorker
How do the ideas discussed therein may be applied to the 'gun culture' in the US?
Can you think of any other negative applications of the word culture?
Cross Cultural Comparison
gleninnis_amish_pp.pptx | |
File Size: | 994 kb |
File Type: | pptx |
References and further reading
Thompson, K., Davidge, E., Leaver, M., Lovat, T., Martirena, N., & Webster, P. (2015). Society and culture. Preliminary and HSC. (2nd ed.). South Melbourne: Cengage Learning.
NESA NSW Society and Culture Stage 6 Syllabus, Sydney, 2013. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture
Image Credits
Costello, C. (2018). Diagram of Fundamental Concepts reworked from BOSTES 2013 Society and Culture Stage 6 Syllabus