INDAUS Indonesian Unit Plan April 23 - May 7, 2012
Main Topic: Food (Makanan) Exploring the importance of food in Indonesia and Australia and what influences what/how/where/when/with whom we eat. By exploring the changing influences on food in Indonesia and Australia (climate, culture, religion, history), students will become more aware of how food shapes identity in both countries and internationally. Assessment task: Produce a pamphlet on how to accommodate visiting Indonesian students in our local environment. The pamphlet will provide information that demonstrates an understanding of commonalities and differences between food and eating in the two cultures.
In groups, students will design key questions on what they would need to know about food and eating in Indonesia: each group to choose a sub-topic. Questions to be in Indonesian.
Work collaboratively with a group of students from the Indonesian class in Indonesia to explore information on their topic. Write down answers in Indonesian (and English where necessary)
Students will be required to produce a pamphlet which focuses on explaining a certain aspect (sub-topic) of food and eating, showing understanding of the different cultural contexts and traditions.
The pamphlet will be presented to class and include information on their chosen topic, highlighting both the commonalities and differences between food and eating practices in the different cultures. It can include photos, information, tips from their Indonesian peers to ensure it is contemporary and informative according to the task.
ICU – Journal The aim of the ICU journal is to demonstrate the students’ understanding of the role of food in an intercultural context. It will also explore any challenges the students may have had in terms of intercultural differences and whether the cultural exchange has changed or enhanced their view of the world. Assessment tools:Pamphlet ICU written journal Subtopics:
Indonesian
English
1
Filosofi makanan Indonesia (arti/makna)
Philosophy of food in Indonesia:
2
Akses pada makanan: harga
Access to food: price, availability
3
Cara pembuatan : bahan-bahan; cara memasak; dengan apa memasak (Foto-foto/gambar)
Ways of preparing food: ingredients – ways of cooking – who cooks? (Photos/picture)
4
Suasana saat makanan: siapa pengunjung?
The environment around eating: Who do you eat with? When? Where? How?
5
Pengaruh globalisasi terhadap makanan local/khas Indonesia
The influences of globalisation on local food: McDonalds
6
Apa yang mengaruhi perbedaan makanan dan tradisi Indonesia dan Australia: iklim, suasana, kebudayaan, agama?
What influences the differences between Indonesian and Australian food and eating: climate, culture, religion?
7
Makanan dan gaya hidup: kesehatan, gizi
Food and lifestyle: health, nutrition
8
Perbedaan Generasi
Generational differences
Timeline: 1) Introduction to unit: Content and Inter-cultural understanding including timeline, expectations, assessment 2) Create a Wikispace and invite students. 3) Students given their journals to work on throughout the unit and students write their research questions.
4) Teachers groups students according to topic (3-4 students per group from both Aus and Ind) 5) Before April 16th have students grouped, briefed on the unit and given contact details of their international peers. 6) Over the Easter holidays, students will make first contact using ICT. - Students will be given guiding questions for this to use as a catalyst for dialogue - Students create their own profile on the wikispace. 7) Term 2 begins: Ongoing conversations with their international peers to gain necessary information for their assessment tasks. 8) Create and present their assessment tasks.
Preparation:
Common positives/negatives of food in both countries. Brainstorm stereotype on the board.
Show pictures of food in Indonesia: what do we determine from the pictures? Create vocabulary list on board (nouns/adjectives/verbs). What words/expressions do we need to learn?
What do we need to know? Students to design questions.
Language: ways to address/vocabulary/ how we use slang/colloquialisms.
Clear directions around assessment: pamphlet and journal.
Journal Ideas:
Contact log
What do you know about Indonesian food? Stereotypes.
What were their attitudes at the beginning and how did they change?
What new things did you learn about Indonesian culture/food/language?
What difficulties did you experience in this project?
_
Draft of the Indonesian project by Louise Crowe from Loyola College
Reaching beyond the border:
AIM: to develop intercultural understanding by enabling students from Indonesia and Australia to engage in a dialogue and sharing of information about common perceptions in each country regarding issues relevant to both Australia and Indonesia. Students would conduct community surveys about issues (under some catchy headings) such as: Religion:What is the religion of most people in your school/community/country? Describe some of the important features of the major religions in your country? Who are the religious leaders? How was this religion introduced to your country? How does religion affect your daily life? How do people of different religions relate to each other? Employment:Do you know what you want to do when you finish school? Is it hard to choose what to study or where to work when you leave school? Is it difficult to get the job you would like? Does it matter where your work is located? What would happen if you do not get the job you want? What would you like to achieve in your work? Modern Youth Culture:What is your favourite music/film/sport/hobby? What do you like to do in your spare time? How do you catch up with your friends? Do you get enough free time? How is your social life different to your parents/grandparents?Are there lots of things for young people to do in your community? Environment:Have you been affected by environmental problems in your community? What are some of the major environmental issues that face our country today? Is enough being done to overcome these problems? What changes could we make at a local/national/regional level? What are the issues that face our neighbouring country of Indonesia/Australia? Others?
1. I am trying to change how students perceive and understand different issues that affect their life by engaging with students who are faced with the same issues but view them with ‘different eyes’. This unit aims to encourage students to develop an ability to observe difference and similarity; to acknowledge that others may view the same issue very differently and to build the capacity to explore the reasons why this might be ie what questions do we need to ask? Why do I/they think this way? What factors are influencing my/their opinion? What do we take for granted and what challenges us? It aims to step beyond acquiring cultural information to developing understanding of the factors that shape our own and others, cultural identity.
2. To achieve this, students in Indonesia and Australia would collaborate to design a survey of key issues that they feel are important to them in their lives. Facilitated by teachers, they would develop questions that are appropriate to use in both countries, explaining why/why not to cover particular topics and/or ask certain questions/who to interview/appropriate language etc. They would then conduct interviews around the chosen topics, collate the answers and share the information with their partner students – eg: skype/wiki/blog. This exchange would form the basis of a comparative study between students in both countries that would highlight common and different attitudes in the two countries and identifying any changes in their own perceptions/attitudes with examples . They would then collaborate on an article that reflects on their findings and what they have learned on an individual level.
At the VILTA (Victorian Indonesian language Teachers Association) conference in March there was a presentation on a newspaper project where students in Indonesia and Australia write articles and they are actually published in a fold-out section of an Indonesian newspaper. Copies, both electronic and hard copy, can be sent to the schools involved to use as an educational tool and to promote the relationship between the countries. A student from Santa Laurensia had an article published within this project. I would like to explore integrating with this project to broaden the output of our own project.
3. Students will develop their ability to look for and understand the factors that contribute to cultural similarities and differences by exploring issues of common interest through a personal and meaningful engagement with fellow students. It will build their competencies in critical thinking through the content of the unit and through a process of communication and dialogue with other students. They will acquire an appreciation of how these factors inform different perspectives and attitudes to issues faced by both societies. Through this interaction they will gain a first-hand experience of how each of us is shaped by our history, culture and environment. Competencies will include identifying what is different/similar/ what factors influence this? How do I feel about this personally? What shapes my own attitudes and perceptions?
4. This will develop students’ skills in the field of enquiry. It is informed by VELS LOTE Standard Pathway 2 Level 6 to: ... demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use. They use illustrative examples in the language to explain the differences and similarities between languages. Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an understanding that language is a complex system. They test the validity of their understanding by referring to other speakers of the language, by research and by observation. Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language. They identify general cultural patterns that flow across specific settings and times. In the language, students describe some of their present personal values and opinions, and compare them with previously held views.
INDAUS Indonesian Unit Plan
April 23 - May 7, 2012
Main Topic: Food (Makanan)
Exploring the importance of food in Indonesia and Australia and what influences what/how/where/when/with whom we eat. By exploring the changing influences on food in Indonesia and Australia (climate, culture, religion, history), students will become more aware of how food shapes identity in both countries and internationally.
Assessment task:
Produce a pamphlet on how to accommodate visiting Indonesian students in our local environment.
The pamphlet will provide information that demonstrates an understanding of commonalities and differences between food and eating in the two cultures.
- In groups, students will design key questions on what they would need to know about food and eating in Indonesia: each group to choose a sub-topic. Questions to be in Indonesian.
- Work collaboratively with a group of students from the Indonesian class in Indonesia to explore information on their topic. Write down answers in Indonesian (and English where necessary)
- Students will be required to produce a pamphlet which focuses on explaining a certain aspect (sub-topic) of food and eating, showing understanding of the different cultural contexts and traditions.
- The pamphlet will be presented to class and include information on their chosen topic, highlighting both the commonalities and differences between food and eating practices in the different cultures. It can include photos, information, tips from their Indonesian peers to ensure it is contemporary and informative according to the task.
ICU – JournalThe aim of the ICU journal is to demonstrate the students’ understanding of the role of food in an intercultural context. It will also explore any challenges the students may have had in terms of intercultural differences and whether the cultural exchange has changed or enhanced their view of the world.
Assessment tools:Pamphlet ICU written journal
Subtopics:
Timeline:
1) Introduction to unit: Content and Inter-cultural understanding including timeline, expectations, assessment
2) Create a Wikispace and invite students.
3) Students given their journals to work on throughout the unit and students write their research questions.
4) Teachers groups students according to topic (3-4 students per group from both Aus and Ind)
5) Before April 16th have students grouped, briefed on the unit and given contact details of their international peers.
6) Over the Easter holidays, students will make first contact using ICT.
- Students will be given guiding questions for this to use as a catalyst for dialogue
- Students create their own profile on the wikispace.
7) Term 2 begins: Ongoing conversations with their international peers to gain necessary information for their assessment tasks.
8) Create and present their assessment tasks.
Preparation:
Journal Ideas:
_
Draft of the Indonesian project by Louise Crowe from Loyola College
Reaching beyond the border:
AIM: to develop intercultural understanding by enabling students from Indonesia and Australia to engage in a dialogue and sharing of information about common perceptions in each country regarding issues relevant to both Australia and Indonesia. Students would conduct community surveys about issues (under some catchy headings) such as:
Religion: What is the religion of most people in your school/community/country? Describe some of the important features of the major religions in your country? Who are the religious leaders? How was this religion introduced to your country? How does religion affect your daily life? How do people of different religions relate to each other?
Employment: Do you know what you want to do when you finish school? Is it hard to choose what to study or where to work when you leave school? Is it difficult to get the job you would like? Does it matter where your work is located? What would happen if you do not get the job you want? What would you like to achieve in your work?
Modern Youth Culture: What is your favourite music/film/sport/hobby? What do you like to do in your spare time? How do you catch up with your friends? Do you get enough free time? How is your social life different to your parents/grandparents? Are there lots of things for young people to do in your community?
Environment: Have you been affected by environmental problems in your community? What are some of the major environmental issues that face our country today? Is enough being done to overcome these problems? What changes could we make at a local/national/regional level? What are the issues that face our neighbouring country of Indonesia/Australia?
Others?
1. I am trying to change how students perceive and understand different issues that affect their life by engaging with students who are faced with the same issues but view them with ‘different eyes’. This unit aims to encourage students to develop an ability to observe difference and similarity; to acknowledge that others may view the same issue very differently and to build the capacity to explore the reasons why this might be ie what questions do we need to ask? Why do I/they think this way? What factors are influencing my/their opinion? What do we take for granted and what challenges us? It aims to step beyond acquiring cultural information to developing understanding of the factors that shape our own and others, cultural identity.
2. To achieve this, students in Indonesia and Australia would collaborate to design a survey of key issues that they feel are important to them in their lives. Facilitated by teachers, they would develop questions that are appropriate to use in both countries, explaining why/why not to cover particular topics and/or ask certain questions/who to interview/appropriate language etc. They would then conduct interviews around the chosen topics, collate the answers and share the information with their partner students – eg: skype/wiki/blog. This exchange would form the basis of a comparative study between students in both countries that would highlight common and different attitudes in the two countries and identifying any changes in their own perceptions/attitudes with examples . They would then collaborate on an article that reflects on their findings and what they have learned on an individual level.
At the VILTA (Victorian Indonesian language Teachers Association) conference in March there was a presentation on a newspaper project where students in Indonesia and Australia write articles and they are actually published in a fold-out section of an Indonesian newspaper. Copies, both electronic and hard copy, can be sent to the schools involved to use as an educational tool and to promote the relationship between the countries. A student from Santa Laurensia had an article published within this project. I would like to explore integrating with this project to broaden the output of our own project.
3. Students will develop their ability to look for and understand the factors that contribute to cultural similarities and differences by exploring issues of common interest through a personal and meaningful engagement with fellow students. It will build their competencies in critical thinking through the content of the unit and through a process of communication and dialogue with other students. They will acquire an appreciation of how these factors inform different perspectives and attitudes to issues faced by both societies. Through this interaction they will gain a first-hand experience of how each of us is shaped by our history, culture and environment. Competencies will include identifying what is different/similar/ what factors influence this? How do I feel about this personally? What shapes my own attitudes and perceptions?
4. This will develop students’ skills in the field of enquiry. It is informed by VELS LOTE Standard Pathway 2 Level 6 to:
... demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use. They use illustrative examples in the language to explain the differences and similarities between languages.
Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an understanding that language is a complex system. They test the validity of their understanding by referring to other speakers of the language, by research and by observation.
Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language. They identify general cultural patterns that flow across specific settings and times.
In the language, students describe some of their present personal values and opinions, and compare them with previously held views.