social studies 2.5 internal assessment resource_blown away

8/8/2019 Social Studies 2.5 Internal Assessment Resource_Blown Away

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Internal assessment resource reference number SocStud/2/5 A2PAGE FOR TEACHER USE

2005

Internal Assessment Resource

Subject Reference: Social Studies 2.5

Internal assessment resource reference number:SocStud/2/5 A2


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Teacher Guidelines:

The following guidelines are supplied to enable teachers to carry out valid and

consistent assessment using this internal assessment resource.

Context/setting:This assessment task is part of a study of landmines and their impact on peopleglobally.

Blown Away addresses:

Level 7 Strand Achievement Objectives:

Time, Continuity and Change 7.1: how events have short-term and long-termcauses and consequences;

Social Organisation 7.1: how and why international organisations becomeestablished and influence people and societies.

Concepts derived from the Level 7 Achievement Objectives could include;Aspirations, beliefs, time, evidence, identity, memory, perspectives, elites andnon-elites, past, present and future, ideas, forces and movements,interrelationships, values, change, continuity, cause and effect, imagination,records, interpretation, authority, cooperation, competition, family, group,integration, leadership, processes, roles, society, status, political systems,community, democracy, franchise, government, human rights, justice,organisation, laws, responsibilities, socialisation, sovereignty, treaties, and class.


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International Campaign to Ban Landmines web site and kit (can be ordered freefrom: http://www.icbl.org)

Adopt-A-Minefield (http://www.landmines.org/)International Committee of the Red Cross (http://www.icrc.org/eng)Oneworld.net Guides: Landmines(http://www.oneworld.org/guides/landmines/index.html)Landmine Survivors Network (http://www.landminesurvivors.org/)Exposing the Source: US Companies and the Production of Antipersonnel Mines(http://www.hrw.org/campaigns/mines/index.html)

The United Nations Mine Action Service (UNMAS)(http://www.un.org/Depts/dpko/mine/)Schools De-mining Schools)(http://www.un.org/Pubs/CyberSchoolBus/banmines/index.html)War Child Landmine Project (http://www.warchild.org/projects/mines/youdo.html)Safelane (http://www.mines.gc.ca/english/index.html)New Zealand Campaign Against Landmines (CALM)(http://www.protel.co.nz/calm/)

Students Against Landmines (http://cyberfair.gsn.org/mine/index.htm)

Prior Learning:The students will have developed knowledge and understanding of:

The Social Decision Making Process at Level 7-8 Social Studies in the NewZealand Curriculum.

Students will demonstrate skills as they:
http://www.icbl.org/http://www.landmines.org/http://www.icrc.org/enghttp://www.oneworld.org/guides/landmines/index.htmlhttp://www.landminesurvivors.org/http://www.hrw.org/campaigns/mines/index.htmlhttp://www.un.org/Depts/dpko/mine/http://www.un.org/Pubs/CyberSchoolBus/banmines/index.htmlhttp://www.warchild.org/projects/mines/youdo.htmlhttp://www.mines.gc.ca/english/index.htmlhttp://www.protel.co.nz/calm/http://cyberfair.gsn.org/mine/index.htmhttp://www.icbl.org/http://www.landmines.org/http://www.icrc.org/enghttp://www.oneworld.org/guides/landmines/index.htmlhttp://www.landminesurvivors.org/http://www.hrw.org/campaigns/mines/index.htmlhttp://www.un.org/Depts/dpko/mine/http://www.un.org/Pubs/CyberSchoolBus/banmines/index.htmlhttp://www.warchild.org/projects/mines/youdo.htmlhttp://www.mines.gc.ca/english/index.htmlhttp://www.protel.co.nz/calm/http://cyberfair.gsn.org/mine/index.htm


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Internal assessment resource reference number SocStud/2.5 A2PAGE FOR STUDENT USE

2005

Internal Assessment Resource

Subject Reference: Social Studies 2.5

Internal assessment resource reference number: SocStud/2/5 A2

Blown Away

Supports internal assessment for:Achievement Standard 90275 Version 2Plan social action in relation to a social issueCredits: 4

Student Instructions Sheet

Background

You are to formulate a plan of social action in relation to the social issue oflandmines, and describe how the plan of social action will address the landmine

iss e


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Social Organisation 7.1: how and why international organisations becomeestablished and influence people and societies.

Concepts derived from the Achievement Objectives could include;

Aspirations, beliefs, time, evidence, identity, memory, perspectives, lites andnon-lites, past, present and future, ideas, forces and movements,interrelationships, values, change, continuity, cause and effect, imagination,records, interpretation, authority, cooperation, competition, family, group,

integration, leadership, processes, roles, society, status, political systems,community, democracy, franchise, government, human rights, justice,organisation, laws, responsibilities, socialisation, sovereignty, treaties, and class.

Understandings ofperspectives on current issues and perspectives on the futureare required for the completion of this assessment.

The setting is Asia / Other. You can draw examples of the social issue of

landmines from either of these settings to complete this assessment activity.

ConditionsAll work is to be completed individually with the exception of Task One (a).

This activity requires classroom/library/ICT time over a two-week period.This comprises of two one-hour periods of library/ICT time to collect thei f ti /d t i d f th l ti f T k O ( ) d th h


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Oneworld.net Guides: Landmines(http://www.oneworld.org/guides/landmines/index.html)

Landmine Survivors Network (http://www.landminesurvivors.org/)Exposing the Source: US Companies and the Production of Antipersonnel Mines(http://www.hrw.org/campaigns/mines/index.html)The United Nations Mine Action Service (UNMAS)(http://www.un.org/Depts/dpko/mine/)Schools De-mining Schools)(http://www.un.org/Pubs/CyberSchoolBus/banmines/index.html)

War Child Landmine Project (http://www.warchild.org/projects/mines/youdo.html)Safelane (http://www.mines.gc.ca/english/index.html)New Zealand Campaign Against Landmines (CALM)(http://www.protel.co.nz/calm/)GINIE: Landmine Awareness Education (http://ginie.sched.pitt.edu/lm/index.html)Students Against Landmines (http://cyberfair.gsn.org/mine/index.htm)

Where possible you should use the templates provided.

Task Section

Task One: Outlining the Issue and Need for Social Action

(This task is not assessed but helps you to focus on the landmine issue. It may becompleted as an individual or group task.)
http://www.oneworld.org/guides/landmines/index.htmlhttp://www.landminesurvivors.org/http://www.hrw.org/campaigns/mines/index.htmlhttp://www.un.org/Depts/dpko/mine/http://www.un.org/Pubs/CyberSchoolBus/banmines/index.htmlhttp://www.warchild.org/projects/mines/youdo.htmlhttp://www.mines.gc.ca/english/index.htmlhttp://www.protel.co.nz/calm/http://ginie.sched.pitt.edu/lm/index.htmlhttp://cyberfair.gsn.org/mine/index.htmhttp://www.oneworld.org/guides/landmines/index.htmlhttp://www.landminesurvivors.org/http://www.hrw.org/campaigns/mines/index.htmlhttp://www.un.org/Depts/dpko/mine/http://www.un.org/Pubs/CyberSchoolBus/banmines/index.htmlhttp://www.warchild.org/projects/mines/youdo.htmlhttp://www.mines.gc.ca/english/index.htmlhttp://www.protel.co.nz/calm/http://ginie.sched.pitt.edu/lm/index.htmlhttp://cyberfair.gsn.org/mine/index.htm


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Action Plan Template

Summary of key features of the landmine issue:

Purpose of your action plan:


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(c) Identify at least three possible actions that you could take in relation to the

landmines issue. Remember a social action is a strategy or approach thatmay influence a desired outcome in relation to an identified social issue.

(d) Identify and evaluate the strengths and weaknesses of the possiblecourses of action. Justify your points with accurate and detailed evidence.

Course of action 1 Strengths Weaknesses


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Course of Action 2 Strengths Weaknesses

Course of Action 3 Strengths Weaknesses


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Task Two: Formulate a detailed plan of social action in relation to thelandmine issue.

(a) Decide on the most appropriate course of action in relation to thelandmine issue.

(b)Formulate a detailed plan of social action in relation to the landmineissue.

You must outline at least THREE specific steps that you could use inrelation to the landmine issue

A detailed explanation of what is involved at each of the steps of youraction plan includes:

i. Specifics on who you will contact / who you will try to reach.ii. How you will implement your plan.

iii. Where your action will take place.iv. Why you use or do certain things.v. What things you will need to incorporate.

Most appropriate course of action:

Step One Detailed explanation of what is involved: Consider i v above.


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Step Two Detailed explanation of what is involved: Consider i v above.


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Task Three: Justify how the plan of social action will address the landmineissue

(a) Through the use ofperspectives on current issues and/or perspectives onthe future, and using social studies concepts, explain with reasons, howyour plan of action will address the landmine issue. You must provide, atleast, two likely consequences of your social action, and support youranswer with accurate and detailed supporting evidence.

Likely consequences could include short term, long term, positive andnegative.


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ASSESSMENT SCHEDULE

Assessment for SocStud/2/5 A2 Blown Away

Task: Criterion:

One Not assessedTwo Judgements for Achievement Judgements for Achievement with

MeritJudgements for Achievement with

ExcellenceStudents will

Formulate a plan ofsocial action inrelation to a social issue.

A plan means students need to identifythe action(s) that can be undertaken

relevant to the social issue.

Social actionis a strategy or approachthat may influence a desired outcome inrelation to an identified social issue.

Students will

Formulate a detailed plan of socialaction in relation to a social issue.

A detailed planmeans studentsidentify relevant specifics of the

social action.

Relevant Specifics could include,outlining of steps to achieve the actiongiving detailed explanation of specificson who you will contact, who you willtry to reach; how you will implementyour plan; where your action will takeplace; why you use or do certainthings; what things you will need toincorporate.

Students will

As for Achievement for Merit.

Evidence statements forAchievement

Evidence statements for Merit Evidence statements for Excellence

Students will

Formulate at least one strategy or

Students will

Formulate at least one strategy or

Students will

As for Achievement for Merit

Crown 2005


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approach that may influence the effectsof landmines.

The strategy or approach must be

relevant to achieving the social issue.

Sample Responses:

We will get posters from organisationssuch as the International CampaignAgainst Landmines (www.icbl.org) andthe Red Cross(http://www.icrc.org/eng). We will alsocreate our own. Posters will be placedup around the school to start students

thinking about landmine victims.

approach that may influence theeffects of landmines and identifyrelevant specifics they would take toachieve it.

Sample Responses:

As for Achievement.

And

Step One: We will contact a range oforganisations involved in this issue andask them to send us posters. Thiscould include the International

Campaign Against Landmines(www.icbl.org) and/or the Red Cross(http://www.icrc.org/eng). This willmean that we have posters that areaccurate and that are used worldwideto portray this issue. We will contactthem using email/fax/web or telephoneat the school. We will do this becausethen students will see that this is a realissue and one that is an issueworldwide. What we will need toconsider here is cost, the number ofposters that we will need to make sureour message is getting across. We willneed to check if the posters arelaminated and hence waterproof, what

Crown 2005

Thestudent hasformulateda plan ofsocialaction(strategy)relevant tothe social

issue.

Student hasidentifiedrelevant specificson whom they

will contact, andwhom they willtry to reach.

Students have statedrelevant specifics whythey would include thisstrategy in their plan.

Steps used tooutline ways toachieve action.

The student has identifiedrelevant specifics that theywill need to incorporate intotheir planning.
http://www.icbl.org/http://www.icrc.org/enghttp://www.icbl.org/http://www.icrc.org/enghttp://www.icbl.org/http://www.icrc.org/enghttp://www.icbl.org/http://www.icrc.org/eng


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size they will be and if they appropriateto be displayed in the school.

Step Two: We will also create posters

of our own that put the messageacross. Here we will seek theassistance of our art department toassist us in our making of these. Ourteacher has taught us how to makemessages simple but dynamic andbecause of this people will be able tounderstand what we are trying to say.By doing this the students will realisethat this is a real concern for us andone that we care about. We will be ableto use language that they understandand put it in a context they willrecognize. Here we will need to makesure we use colours that draw peoplesattention, clear messages and bigenough so that people take note.

Step Three: We will put up/display theposters around the school, targetingthe main places where people hang

out, canteen etc. We will also put aposter up in each classroom so ourmessage is being seen by all. What wewill also do here is have attentionbrought to the posters in assembliesand in daily school notices. Before we

Crown 2005

Students have stated relevant

specifics on who they willcontact for assistance.

The student hasstated relevantspecifics about

where the action willtake place, and howthey will implement itinto their plan.

The student has identifiedrelevant specifics onwhom they willtry and

reach with their actions.

The student has identifiedrelevant specifics on whom

they willhave to contact.

Students have statedrelevant specifics about whythey would include thisstrategy in their plan.

The student has identifiedrelevant specific s that theywill need to incorporate into

their planning.


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do all this we will need to check withthe principal and the teachers to makesure that they are happy to have theseposters up in their classrooms. Once

the posters are up, we will need tocontinually check them, making surethey have not been taken down,defaced, or ripped. Because we willhave a variety of posters what we willthen do is every couple of days movethem around to make sure that peopleare seeing all the posters, which willgive them a deeper understanding ofthe issue.

Three Judgements for Achievement Judgements for Achievement withMerit

Judgements for Achievement withExcellence

Students will

Describe how the plan of social actionwill address the social issue.

Describe means to give an accountthrough the use of social studiesconcepts and perspectives.

To address a social issue includesconsideration of the likelyconsequences. Likely consequencescould include short term, long term,positive and negative.

Students will

Explain how the plan of social actionwill address the social issue.

Explain means to give an account,supported with reasons, through theuse of social studies concepts and

perspectives.

Students will

Justify how the plan of social action willaddress the social issue.

Justify means to explain, evaluatealternatives, and support with accurateand detailed supporting evidence.

Crown 2005

The student hasidentified relevantspecific s on why theydo and use certainthings in their action andwhat they will need toincorporate in theirplanning.


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Evidence statements forAchievement

Evidence statements for Merit Evidence statements for Excellence

Students will

Describe through the use of socialstudies concepts and perspectives oncurrent issues and or perspectives ofthe future how their plan of action willaddress the landmines issue.

The description must included at leasttwo likely consequences.

Sample Responses:I.e. Consequences =By presenting our message through aposter campaign, and backing it up byhaving students made aware of it in avariety of ways, we will, hopefully, teachvirtually all our fellow studentssomething about one of the majorcurrent humanitarian issues facing theworld today. In the short term they willat least be aware of the impact oflandmines on people and groups

around the world. They will seeevidence why it is important to us, andwhy we have brought their attention toit. They will come to realize through oursocial action that it is a current issuethat is concerned with a major issue that

Students will

Explain through the use of socialstudies concepts and perspectives howtheir plan of action will address thelandmines issue.

The explanation must include at leasttwo likely consequences

And

Support with at least two reasons

Sample Responses:i.e. Consequences from Achievementand supporting with reason =

The reason that people will be aware ofthis issue will be because they willhave had drummed into them loads ofinformation about the landmine issue.We will make sure that every student

knows who is effected and why.

The reason that people will becomeinvolved in some form of social actionagainst landmines will be because theysaw through our efforts how much of a

Students will

Justify the plan of social action byexplaining with reasons, through the useof social studies concepts andperspectives how their plan of action willaddress the landmines issue.

The explanation must included at leasttwo likely consequences

And

Support with at least two reasons

And

Evaluate alternatives to their actionplans.

And

Support their answers with accurate and

detailed supporting evidence.

Sample Responses:I.e. Consequences from Achievementand supporting with reasons from Merit,evaluation of alternatives =

Crown 2005

The student

has describeda likelyconsequence

Thestudentstates howthe socialaction isaddressingthe issue.

The studentdescribeshow theirperspectiveson currentissues haveled to themaddressingthe landmineissue.

The student hassupported their answerwith a reason.

They have addressed it by providing an informed judgement and trying to build students interest in current events andissues, and at the same time showing the development that this has had on their own knowledge and understanding.


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faces us today, and why it needs to beaddressed to prevent further problemsin the future. They will see that is anissue that is part of the past, present

and future, They will see that we feelthis needs to be done if we as membersof the world as it is today are going toface up to our rights andresponsibilities.

In the long term they may be fired upenough to become involved in someform of social action against landminemanufacturers and those who ignorethe basic human rights of people to live

in peace and safety in their own lands,and drop or plant antipersonnel mines.Thus becoming involved as we were ina form of problem solving. Developing instudents the confidence that they toocan contribute to the future just like wehave for society.

They might become involved in someform of leadership/projects aimed at

clearing landmines or helping landminesurvivors to ensure the future forgroups, people, families that areaffected by these, whereby examiningthe possible future impact of landmines.

prominent issue this is. We would havealerted them to partake in furtheraction and alerted them as to how theycould do so. We will provide them with

the means to continue.

Having done this at our school andhaving prepared all thisinformation/material we could set up a

pack that goes out to all other schools inNew Zealand, hence making all NewZealand secondary students aware ofthis important issue. But, really whatshould have been done is that thisshould have already have been set upand what we could have started by doingis putting an action plan into place toaddress why a pack was not availableand that we had to develop one. Thestrengths of this would have been that anationally available resource pack wouldbe available to all New ZealandSecondary Schools; Schools would beable to all make their students aware ofthis important issue; More people,hopefully all Secondary School agedstudents in New Zealand would knowabout the issue. The weaknesseshowever of this would be that therewould be a cost in putting this pack

together and that schools may not see itas something that they use funds on thatcould be better used elsewhere; Ifschools ran the action every year at theirschool students and teachers could getsick of it and its purpose would get lost;

Crown 2005

A secondlikelyconsequence hasbeendescribed.

Thestudent hasdescribedhow theyareaddressingthe issue. The student has

drawn on anaspect ofperspectives onthefuture whenconsidering howthey haveaddressed thesocial issue.

Supports answer with asecond reason.

Thestudentprovides anevaluationof analternativesocialaction.

The studenthas supportedhis/her answerwith accurateand detailedevidence byconsideringstrengths andweaknesses.

The studentprovidessupportingevidence.

The student hasdrawn on anaspect ofperspectives onthefuture whenconsidering how

they haveaddressed thesocial issue.


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Other groups who are campaigningagainst landmines could use our webpage and PowerPoint presentation.This could mean that our work is seen

outside the school.

After a while information in the packwould become dated and this might putpeople off.

Another thing we could do is investigatethe online adopt-a-minefield campaignand get our school involved in that.The strengths of this being that thestudents would then have someownership around the issue and bewilling to learn about it; Our school couldbe seen to be doing something veryworthwhile and this could be advertisedin the local media bringing people fromaround the area into discussion aboutthe issue and why we are doing this; Weare doing something that is helping thissocial issue. The weaknesses howeverof this could be that people are notinterested because they think it is a thingfor geeks being that it is done on thecomputer; People will not know thebackground as to why we have adopteda minefield; Only a few people will beinvolved directly and some might feel

that it doesnt concern them so not beinterested in it.Hence the one that we choose was themost effective. Its strengths were, allstudents were made aware of thelandmine issue; It reached a wide variety

Crown 2005

Underlined words are the concepts ofwhich the student has chosen todemonstrate a knowledge andunderstanding. The student has

described through the use ofconcepts how s/he has addressed thelandmine issue.

The studentprovides an

explanation ofanotherpossible SocialAction.

The studentprovides anevaluation(consideration ofstrengths andweaknesses of the

social action)supported withaccurate anddetailed evidence.

The studentprovides anevaluation(consideration ofstrengths and

weaknesses of thesocial action)supported withaccurate anddetailed evidence.


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of people; People came to understandwhy we were doing this and were willingto help. While the weaknesses were onlyminimal. Posters getting ripped down

and tagged on; people pretending theydidnt know about it when clearly theydid. So in this case the social issue wasclearly addressed, and the strengthsoutweighed the weaknesses.

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social studies 2.5 internal assessment resource_blown away

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