River VoicesA social inquiry

Michael HarcourtWellington High School

SocCon 2011

Collective class biography Spend a minute thinking about the most significant

personal experience you have had with a river anywhere in the world, at any stage of your life, positive or negative,

literal or imaginary, that you are prepared to share. Discuss you memory with your neighbour.

#1 The social inquiry

approach

Two approaches to teaching social studies

#2 The traditional

approach

Terms Description

Values Deeply held beliefs about what is important or valuable

Viewpoint An opinion or point of view

Values Position A stance taken in regard to an issue or proposal

Perspective A worldview or ideology

Keown, 2005 in BCUSS series, Approaches to Social Inquiry

Exploring values and perspectives

Approaches to Social Inquiry, BCUSS series

Terms Description

Values Deeply held beliefs about what is important or valuable

Viewpoint An opinion or point of view

Values Position

A stance taken in regard to an issue or proposal

Perspective A worldview or ideology

Ngai Tahu and North Canterbury Federated Farmers’ values and perspectives

With those around you, develop an activity, or the outline of an activity, that uses these clips to explore values and perspectives.

?

Choose the most useful of these activities to think about individually or discuss in a group:

Finding out about your local river: What would you need to do to start answering the kinds of questions on page 10 with your students?

Curriculum links:

Look at the AOs on p.6. From what we have done so far, what do you think would work best in your teaching programme, or with your department/syndicate?

General discussion

– Problems and possibilities of using values and perspectives when teaching social studies?

– Problems and possibilities of using this resource and/or your local river to teach social studies?