Professional Learning Program on - Pacific Neighbours: Understanding the Pacific Islands
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Professional Learning Program on
Pacific Neighbours: Understanding the Pacific Islands
Funded by the Global Education Project, supported by the Australian Governmentʼs
Overseas Aid Program
Contents
Page
Background ……………………………………………………………………………………………………… 3
Advice for Presenters ……………………………………………………………………………..…… 4
Module 1: Introducing our Pacific neighbours …………………………...……… 6
Module 2: Living in a Pacific paradise: Reality or Myth? ………….…… 12
Module 3: Stories of the Pacific …………………………………………………………….… 20
Module 4: Living in the Pacific: Unique Lifestyles …………………….…….… 27
Module 5: A sustainable future for Pacific countries ……..……………..… 33
Written by: Syd Smith, Consultant, Environmental Education
Consultant: Cathy McNicol, Project Manager, Global Education, Curriculum Corporation
© Commonwealth of Australia 2009
This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the
inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for purposes other
than those indicated above requires the prior written permission from the Commonwealth. Requests and inquiries
concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney
Generalʼs Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at
www.ag.gov.au/cca
Professional Learning Program on Pacific Neighbours: Understanding the Pacific Islands has been funded by the
Global Education Project, which is supported by the Australian Governmentʼs Overseas Aid Program. The views
expressed in this publication are not necessarily those of the Global Education Project, or the Australian
Government.
Page 2 of 39
PACIFIC NEIGHBOURS: UNDERSTANDING THE PACIFIC ISLANDS
PROFESSIONAL LEARNING PROGRAM
Background
Along with Asia, the countries of the Pacific are geographically Australiaʼs closest
neighbours. Yet despite this proximity, many Australians know very little about this diverse
region.
AusAID has initiated a project that aims to:
• support and promote the study of the Pacific in secondary schools, Years 7-10
• develop teacher and student knowledge, understanding, and appreciation of the
Pacific
• engage students with events in the region and understand Australiaʼs role in the
Pacific.
The project includes the development of a Pacific Neighbours: Understanding the Pacific
Islands (Pacific Neighbours) text and CD ROM; a national train-the-trainer program; these
professional learning activities, and the delivery of subsequent professional learning
programs around Australia.
The Asia Education Foundation (AEF) was commissioned by AusAID to implement the
project. The AEF, in collaboration with Curriculum Corporation, has developed the Pacific
Neighbours text and CD ROM. To support teachers in including a study of the Pacific, the
AEF commissioned the development of a flexible professional learning program on these
resources.
The AEF will collaborate with the Australian Federation of Societies of Studies of Society of
Environment (AFSSSE) to deliver professional learning activities for secondary teachers
7-10 from October 2009 to December 2010. In addition, the Global Education Professional
Learning providers will deliver activities as part of their work.
The project is underpinned by Global Perspectives: A framework for global education in
Australian Schools, revised 2008, (Global Perspectives) and informed by the Melbourne
Declaration on Educational Goals for Every Young Australian, 2008, Ministerial Council for
Education, Early Childhood Development and Youth Affairs (MCEECDYA) and The Shape of
the Australian Curriculum, 2009, Australian Curriculum, Assessment and Reporting Authority
(ACARA)
In addition to the above resources, AusAIDʼs Global Education website includes a range of
resources on the Pacific, including fact files, case studies and lesson plans for junior and
upper secondary students at http://www.globaleducation.edna.edu.au/globaled/page1.html
Page 3 of 39
The Pacific Neighbours text is organised into 6 chapters and supported by further resources
on a CD ROM. The text includes the following chapters:
• Chapter 1: Letʼs get specific about the Pacific
• Chapter 2: Responding to globalisation
• Chapter 3: The Pacific way?
• Chapter 4: Pacific stories and human rights
• Chapter 5: Working together to build peace
• Chapter 6: Pacific challenges
The CD ROM provides additional resources and support for teachers and students in the
form of:
• Teacher information including detailed chapter information, geographical and
historical inquiry methods and useful websites
• Pacific Neighbours book which can be downloaded chapter by chapter
• Student resources including PDFs of graphic organisers and worksheets
• Gallery of maps and images
• Pacific interactive, including an interactive map, fact files and related content from the
book arranged by country.
A national train-the-trainer program was held in Canberra in October 2009. The program
was attended by teams assembled by the Global Education Project Professional Learning
providers, the AEF, and AFSSSE. These participants will subsequently deliver the
professional learning nationally.
Advice for presenters
This professional learning program has been developed for experienced educators who
participated in the national train-the-trainer program. The aim of the professional learning
program is to:
• provide secondary teachers with an overview of the text;
• increase teachersʼ knowledge and understanding of the Pacific islands, and
• support teachers to develop engaging and authentic classroom programs for their
students in line with local curriculum documents and priorities.
Five Modules have been developed, each containing a series of activities which presenters
can deliver as is or adapt to suit local needs. The Modules can be delivered flexibly: as a
one-day program, or as separate one-to-two-hour activities. Presenters of this program are
encouraged to develop their own activities that reflect their expertise building on their
assessment of local needs.
The focus for each Module is outlined below and may serve to guide presenters in the
creation of a professional learning program; for example, for Geography teachers, History
teachers, etc. The Global Perspectives learning emphases are also identified for each
chapter.
Page 4 of 39
Module 1: Introducing our Pacific neighbours
Pacific Neighbours text: Chapter 1
Curriculum Focus: Geography, Social Education
Global Perspectives, Learning emphasis: Interdependence and globalisation
Module 2: Living in a Pacific paradise: Reality or Myth?
Pacific Neighbours text: Chapters 1 and 2
Curriculum Focus: Geography
Global Perspectives, Learning emphasis: Interdependence
Module 3: Stories of the Pacific
Pacific Neighbours text: Chapters 3, 4 and 5
Curriculum focus: History
Global Perspectives, Learning emphases: Identity and cultural diversity; Social justice and
Human rights; Peace-building and conflict resolution
Module 4: Living in the Pacific: Unique Lifestyles
Pacific Neighbours text: Chapters 3, 4 and 5
Curriculum Focus: Social Education
Global Perspectives, Learning emphases: Identity and cultural diversity; Social justice and
Human rights; Peace-building and conflict resolution
Module 5: A sustainable future for Pacific countries
Pacific Neighbours text: Chapter 6
Curriculum focus: Environmental Education, Education for Sustainability
Global Perspective, Learning emphases: Sustainable futures; Identity and cultural diversity;
Social justice and Human rights
The professional learning activities have been written with the assumption that teacher
participants have:
• not read the Pacific Neighbours text nor viewed the CD ROM prior to attending any
activity, and
• varied knowledge and understanding of the Pacific prior to attending.
Participants in the professional learning programs will be provided with one copy of the
Pacific Neighbours text and CD ROM. Those attending subsequent training sessions can
also access the materials from the Global Education website.
Where possible presenters should consider including local representatives of cultural groups
from Pacific island communities. Presenters should also investigate relevant resources held
in museums and galleries that could be utilised to bring alive aspects of the activities.
Presenters should ask participants to consider the links between the resources contained in
the Pacific Neighbours text and CD ROM and local curriculum documents and priorities.
To gain optimum benefit from the training program, it is recommended that the participants
have access to a laptop/computer with a CD ROM player and the Internet.
Depending on the activity that is delivered, presenters should ensure that each participant
has access to key documents including a map of the Pacific, Global Perspectives, AusAID—
which can be downloaded from the Pacific Neighbours CD ROM under Teacher
Information—Melbourne Declaration on Educational Goals for Every Young Australian
(MCEECDYA), which is available at
http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html and documents
relating to the local and/or National Curriculum published by ACARA, available at:
http://www.acara.edu.au/publications.html
Page 5 of 39
MODULE 1: Introducing our Pacific neighbours
Time Activity Resources
0-30 INTRODUCE yourself and welcome participants.
INTRODUCE the project and the key resources; Pacific Neighbours Pacific
text and CD ROM and Global Perspectives. Neighbours text
ASK participants to share with each other their reasons for attending and CD ROM
the activity. EXPLAIN that this session has been planned to give an
overview of the contents of the Pacific Neighbours project and Global
materials. Perspectives
IDENTIFY any prior knowledge or expertise in relation to the Pacific.
REFLECT on and respond to these motivations and the skills of the
participants throughout the activity.
Slide 1.1
SHOW Slide 1.1
OUTLINE Module 1 aims:
• Introduce the resources developed for AusAIDʼs Pacific project
• Consider the benefits of studying the Pacific in secondary
classrooms from Years 7-10
• Increase participantsʼ knowledge, understanding and
appreciation of the Pacific.
ACTIVITY 1: Ice-breaker activities
The following two activities will help to identify participantsʼ knowledge
and expertise and facilitate communication between participants.
1. Pacific Quiz
DISTRIBUTE Handout 1.1 Handout 1.1
ASK participants to work in pairs to complete the Pacific quiz. Once
participants have completed the quiz, seek responses from the group.
ASK participants to reflect on the level of their knowledge and
understanding of the Pacific.
SEEK feedback from participants and indicate that the activities in
this Module will add to this knowledge and support the development
of classroom programs.
2. Pacific Bingo
DISTRIBUTE to each participant a copy of the Bingo chart, Handout 1.2, Handout 1.2
which is also on the CD ROM under Student Resources.
ASK participants to move around the room and find fellow participants
who have engaged with the Pacific. The first person who completes
one line across or one line down must call out BINGO. The winner
could be provided with a prize related to the Pacific.
ASK participants to reflect on the level of expertise in the room.
SEEK input from participants as to the support and resources they
require to increase their knowledge and understanding of the Pacific.
Presenters note that you could develop your own quiz or bingo
activity based on the interests of your audience i.e. with a History,
Geography or Social education focus. Alternatively you could ask
participants to construct a quiz relevant to their student cohort using
the Pacific Neighbours text as a source.
Page 6 of 39
30-70 ACTIVITY 2: How can a study of the Pacific support the
implementation of curriculum priorities?
SHOW Slide 1.2 and outline the key documents and extracts that Slide 1.2
highlight how the study of the Pacific supports these documents:
• Global Perspectives, AusAID
• Melbourne Declaration, MCEECDYA
• The Shape of the Australian Curriculum, ACARA
Presenters note that this document could be substituted with more
up-to-date material from ACARA that may relate to specific learning
areas. Alternatively, presenters may choose to use local curriculum
documents.
OUTLINE the key opportunities to focus on the Pacific that each
document presents.
SEEK further input and response from participants.
SHOW Slide 1.3, which summarises each Chapter. Slide 1.3
70-110 ACTIVITY 3: Overview of the resources
This activity aims to provide participants with an overview of the
Pacific Neighbours text and CD ROM.
ASK participants to form groups of 6. Allocate each person one
Chapter of the Pacific Neighbours text. Draw participantsʼ attention
to the resources on the CD ROM, particularly:
Teacher information – Structure and key concepts – Summary of
chapters and outcomes and useful websites
Student Resources
Interactive Pacific – Interactive map and resources
ASK participants to move to Chapter groups.
DISTRIBUTE Handout 1.3 Handout 1.3
ASK participants to read the chapter and record three key learning
opportunities for students that connect with the participantsʼ interests
and expertise. Time permitting, participants could review the
supporting resources on the CD ROM.
DISCUSS your responses with the Chapter group and prepare a
one-minute statement that ʻsellsʼ the learning opportunities for
students and teachers to your fellow participants. In preparing your
statement consider the needs, interests and abilities of the students
you are teaching and the most appropriate pedagogical approaches
that you find works effectively in this context.
RETURN to your original groups and ask all participants to share
their one-minute statement about each of the six Chapters.
SEEK responses from several groups on the learning opportunities
offered by the Pacific Neighbours text and CD ROM.
Page 7 of 39
HANDOUT 1.1 Pacific Quiz
Questions about the Pacific Response
1. Name three countries of the Pacific and the European 1
countries that first colonised them.
2
3
2. Besides Australia and New Zealand, what is the largest
island in the Pacific?
3. What are the 3 main ways that islands in the Pacific were 1
formed?
2
3
4. What Pacific country has the smallest island in the
Pacific?
5. What Pacific country has the largest population?
6. What Pacific country is a territory of France?
7. What is the capital of Vanuatu?
8. What are three major natural hazards that have affected 1
life in the Pacific region?
2
3
9. What are the three major groups of people who inhabit 1
the Pacific region, based on generalisations of languages
2
spoken, their appearances, and similarities in their cultural
practices? 3
10. What is the Pacific Islands Forum?
11. Name the top four aid donors to Pacific countries. 1
2
3
4
(see Chapter 1 for answers)
Page 8 of 39
HANDOUT 1.2 Pacific Bingo
Find someone who…
A B C D
Has visited a Pacific island. Corresponds with someone in a Know some words of a Pacific Can name a sportsperson from a
Pacific country. language. Pacific country.
Name Name Name Name
Country Country Country Country
E F G H
Has seen a film set in a Pacific Can name a music group from the Has a friend or neighbour who was Can name a food that comes from
country. Pacific region. born in a Pacific country. the Pacific region.
Name Name Name Name
Country Country Country Country
I J K L
Can name a celebrity from a Pacific Owns a handicraft made in a Pacific Has met someone recently from a Has read a novel set in a Pacific
country. country. Pacific country. country.
Name Name Name Name
Country Country Country Country
M N O P
Has seen a recent news item about Can name three capitals of Pacific Is wearing clothes made in a Pacific Can name an environmental issue
a Pacific country. countries. country. facing a country in the Pacific region.
Name Name Name Name
Country Country Country Country
HANDOUT 1.3 Chapter summary
1. READ your allocated Chapter.
2. IDENTIFY three learning opportunities for students that connect with your expertise
and the subjects/classes currently being taught and share this with the group.
3. DEVELOP a one-minute statement to ʻsellʼ the learning opportunities for students and
teachers to your fellow participants. In preparing your statement consider the needs,
interests and abilities of the students you are teaching and the most appropriate
pedagogical approaches that you find works effectively in this context.
CHAPTER TITLE _________________________________________________________
Three learning opportunities:
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One-minute statement:
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Page 11 of 39MODULE 2: Living in a Pacific paradise: Reality or Myth?
Time Activity Resources
0-15 INTRODUCE yourself and welcome participants
EXPLAIN to participants that this Module has been developed Pacific
predominately for Geography teachers but you may have teachers Neighbours text
from other learning areas present. Ascertain the composition and and CD ROM
background of your group before you begin.
INTRODUCE the project and the key resources: the Pacific
Neighbours text and CD ROM and Global Perspectives
ASK participants to share with each other their reasons for attending
SHOW Slide 2.1 Slide 2.1
OUTLINE Module 2 aims to:
• Develop a greater knowledge of the geography of the Pacific
and the resources to support the development of engaging
classroom activities
• Develop a greater appreciation of how Geography contributes
to an understanding of the Pacificʼs spatial dimension
• Increase participantsʼ understanding of how Geography
contributes to an appreciation of the Pacificʼs ecological
dimension
ASK participants to discuss, in pairs, the issues that teachers may
need to consider prior to teaching about the Pacific. (Consider
studentsʼ background knowledge, current issues affecting the Pacific
countries, prevailing stereotypes, how the topic relates to local
curriculum, how it facilitates traditional geographic pedagogical
approaches etc.)
SEEK responses from participants and consider how they may
engage studentsʼ interest and expand studentsʼ knowledge and
understanding of the Pacific.
Page 12 of 39
15-45 ACTIVITY 1: Developing Geographic skills
REFER a map of the Pacific - the Pacific Neighbours text map on Pacific
page 57 or the interactive map on the CD ROM, or Handout 2.1. Neighbours
REFER to Handout 2.2 CD ROM
ASK participants to work in pairs and identify a particular year level Handout 2.1
of students to have in mind for this activity. For each question, ASK
participants to consider their own knowledge of the topic and the Handout 2.2
information available in the text and CD ROM, CONSIDER student
background knowledge and the level of their personal
connectedness to the Pacific e.g. through the media and IDENTIFY
what teaching and learning strategies they would use to support
students in developing their geographic skills. Participants should
also consider the resources required.
ASK participants to join with another pair, forming a group of 4, and
share their teaching and learning strategies.
SEEK responses from the groups about some of the innovative
approaches and key resources that would support their studentsʼ
learning.
RECORD the strategies and resources on butcherʼs paper or
electronic whiteboard or photograph them digitally in order that they
can be e-mailed later to participants.
45-85 ACTIVITY 2: How do humans interact with their environments in
the Pacific?
This activity has been developed to support participants to explore
the issues for four key Pacific islands and then develop engaging
student research activities about how humans interact with their
environments.
EXPLAIN that Pacific islands are not homogenous in terms of their
inhabitants, landscapes, or economies. The reasons range from
differences in their histories, natural resources, locations, exposures
to natural hazards, geological histories, climates, and economic
conditions.
DISTRIBUTE Handout 2.3 Handout 2.3
ASK participants to form groups of 4 and form a research unit
Pacific
selecting one of the following Pacific Islands: Tuvalu, Samoa, Nauru,
Neighbours text
or Papua New Guinea. Once participants are familiar with the text
and CD ROM
and locate the information:
ASK participants to then consider how they would develop engaging Global
activity/ies for students that would focus them on learning about the Perspectives
populations of these islands have adapted to their environments.
REFER to these island countries in the Pacific Neighbours text,
pages 10-15 the CD ROM, and Global Perspectives.
DISCUSS how this activity could be delivered in other ways in your
classroom or how it might be modified to suit your studentsʼ needs.
RECORD the ideas on butcherʼs paper or electronic whiteboard or use
a digital camera so that these can later be e-mailed to participants.
Page 13 of 39
85-110 ACTIVITY 3: How can we engage students in contemporary Pacific
issues?
This activity is designed to show how climate change affects different
Pacific island countries. Discussion of this issue is in the context of
the Pacific Islands Forum Climate Change statement of August 2009.
The activity also explores the unique benefits of collaboration
between island states and of Australiaʼs role in the region. Learning
outcomes draw on students comparing and contrasting the
differences and similarities between countries.
Presenters note: The Pacific Islands Forum comprises 16
independent and self-governing states. The leaders meet annually to
collectively develop responses to regional issues.
REFER to page 20 of Pacific Neighbours and the website at
www.forumsec.org.fj/index.cfm for information on The Pacific Islands
Forum (PIF). The actual Secretaryʼs record of the statement is
available at:
www.forumsec.org.fj/resources/article/files/SISLeaders_Outcomes_o
g.pdf
REFER to page 52 of Pacific Neighbours for information on Climate
Change and UN Millennium Goals, page 54 of Pacific Neighbours,
and also the website www.undp.org/mdg/basic.shtml
DIVIDE participants into groups of four and allocate each person one
of the Pacific countries as happened in Activity 2 (viz: Tuvalu,
Samoa, Nauru or Papua New Guinea).
DISTRIBUTE Handout 2.4 to each group. Handout 2.4
ADVISE participants on the importance of the work of the PIF,
particularly regarding the way in which decisions are made. (See
page 53 of Pacific Neighbours).
DISCUSS the wording of the statement with the whole group.
ASK each group to research and discuss how climate change will
affect the Pacific country theyʼve been allocated; consider issues like
the relative influences of topography, height above sea level,
economy, and susceptibility to natural hazards (see pages 16 to 17
of Pacific Neighbours).
RETURN to the original groups and ask each person to present their
country-specific issues in relation to the climate change PIF
Statement and to the whole group.
ASK participants to reflect on:
• The similarities and differences between the issues each
country faces
• The similarities and differences between the way Australia is
responding to climate change and the approach of PIF.
• How were the island countries able to reach a compromise to
suit them all? That is, what processes might they have had to
go through?
Page 14 of 39HANDOUT 2.1 Map showing Pacific Island Forum Countries
Page 15 of 39HANDOUT 2.2 Developing Geographic skills
Key questions Teaching and learning strategy/ies
1. There are three types of island formation in •
the Pacific: continental islands, volcanic islands,
and coral atolls. How can each formation
influence land use and economic viability on
different islands? Find and name 3 island nations
for each formation type. List island nationsʼ
formations in order from the oldest to the
youngest. Page 13
2. Melanesian, Micronesian, and Polynesian are •
used to describe people that inhabit the Pacific
region. Each tends to occupy a major location in
the Pacific. How might these different dispersals
of peoples be explained? Page 18
3. One of the natural hazards of living in the •
Pacific is a tsunami. While difficult to avoid, how
can communities minimise their impact? Page 17
4. How do the hazards of cyclones impact upon •
humans? Would the after-effects be mostly
climatic, geological, or environmental? Page 16
5. What type of hazard is a volcano? What is its •
impact on societies? Page 16
6. Examine the climate graph of Pt Moresby, •
PNG and the table of Apia, Samoa (Page 15).
Draw a graph of the climate for Apia then
compare the rainfall and temperatures of both
capital cities. Explain and record the reasons for
the differences.
7. What is the distance between the most •
southern island and the most northern in the
Pacific? Estimate how long it would take you to
fly that distance. What is the time difference
between eastern Australia (in winter) and Easter
Island?
Page 16 of 39HANDOUT 2.3 How do humans interact with their environments in
the Pacific?
Using the data from the Pacific Neighbours text (pages 10-15), and CD ROM, complete the
table for either: Tuvalu, Samoa, Nauru or Papua New Guinea. Identify the following major
features: hazards, population, language/culture, climate, social issues, and landforms. What
makes this island unique and how have people adapted to the challenges listed in the table?
Country Name:
Hazards
Population
Language/Culture
Climate
Social Issues
Landforms
Page 17 of 39HANDOUT 2.4 Engaging students in contemporary Pacific issues
DIVIDE into groups of four and allocate one of the Pacific island countries to each group
member (viz: Tuvalu, Samoa, Nauru or Papua New Guinea).
REFER to the importance of the work of the PIF, particularly regarding the way in which
decisions are made (see page 53 of Pacific Neighbours).
DISCUSS the wording of the statement. Is it formal/informal, generic, legal etc?
ASK each member to RESEARCH and DISCUSS how climate change will affect your Pacific
island country. Consider issues like the relative influences of topography, height above sea
level, its economy, and susceptibility to natural hazards (see pages 16 to 17 of Pacific
Neighbours).
RETURN to your original group. Each group member then presents their country-specific
issues in relation to the climate change PIF Statement.
REFLECT on the following questions:
• The similarities and differences between the issues each country faces.
• The similarities and differences between the way Australia is responding to climate
change as opposed to the approach of PIF.
PACIFIC ISLANDS FORUM POSITION STATEMENT ON CLIMATE CHANGE
The following is a summary of the position taken at the August 2009 meeting held in
Cairns, Australia. (The verbatim Secretaryʼs record of the statement is available at:
www.forumsec.org.fj/resources/article/files/SISLeaders_Outcomes_og.pdf)
• We have deep concern for the serious impacts and growing threat posed by climate
change to the economic, social, cultural, and environmental wellbeing and security of the
Forum Island Countries.
• We are committed to the ongoing development and implementation of Pacific-tailored
approaches to support national adaptation, mitigation and relocation measures to
combat and respond to the adverse effects of climate change.
• We call on our regional and international partners to significantly increase and intensify
assistance to the Forum island countries. Such assistance would enable our countries
to take action on adaptation in sectors that are already facing developmental challenges,
including food, energy and water security, agriculture, fisheries, tourism, and health and
also the capacity to deal with extreme climatic events such as tropical cyclones, flooding
and droughts, while simultaneously delivering on sustainable development goals.
• We are committed to strengthening our ecological systems from the impacts of climate
change and adopting ecosystem-based adaptation and community-based management
approaches to the effects of climate change. This includes supporting food security and
biodiversity conservation in Forum island countries.
• We have advocated consistently for global emissions to be reduced by 85% from 1990
levels by 2050, and for developed countries as a group to commit to emission reductions.
• We call on the international community to facilitate and promote the development, transfer
and dissemination of appropriate technologies and practices to address climate
change to Small Island Developing States.
• We call for the active assistance of both national and regional stakeholders, with the
support of development partners, towards facilitating stronger regional coordination
through mechanisms such as the Pacific Climate Change Roundtable.
Page 18 of 39PowerPoint presentation
Page 19 of 39MODULE 3: Stories of the Pacific
HISTORY YEARS 7-10
Time Where is the Pacific? Resources
0-15 INTRODUCE yourself and welcome participants
This session has been planned mainly for teachers of History Years Pacific
7-10 but a number of non-historians may be in your group. Ascertain Neighbours
the composition and background of your group before you begin. CD ROM
SHOW Slide 3.1 Global
Perspectives
OUTLINE Module 3 aims to:
• Stimulate teachersʼ interest in the Pacificʼs past Slide 3.1
• Explore the rich history of the Pacific from a range of
perspectives
• Develop activities and strategies for developing studentsʼ
knowledge of Australiaʼs relationship with our Pacific
neighbours over time.
15-45 ACTIVITY 1: How can we engage students in history?
EXPLAIN to participants that this module aims to support the
teaching of History in Years 7-10.
EXPLAIN that this activity provides teachers with strategies to
investigate the past by examining items of historic evidence.
EXPLAIN to participants that there are two main eras relating to the Pacific
history of the Pacific. Neighbours text
The first era relates to the early migration of people across the
Pacific and how they came to be distributed across the numerous
islands, as they are today (see page 30 of Pacific Neighbours). To
trace historic evidence from this era we can examine the dating of
artefacts, genetic links, and the spread of languages.
The second era is more recent: the European explorers and changes
during the 19th and 20th Centuries. From this second era we have
evidence of written records, oral and written stories, electronic and
print media, modern day national flags and current economic and
cultural links with the rest of the world.
Therefore when studying historic events in the Pacific we must
engage with different forms of evidence according to the era we are
investigating.
Page 20 of 39
DISTRIBUTE HANDOUT 3.1 Handout 3.1
INDICATE that there are many pieces of evidence that tell us about
what happened to Pacific countries in the past. Participants will
complete the following activity for students and reflect on how they
may modify or extend the activity for their classrooms.
ASK participants to work in pairs to consider the items of evidence in
the table and suggest what each one may tell us about past events.
ASK participants to THINK about how different languages, races,
artefacts and stories all provide different types of evidence about the
past. Reflect on the evidence provided about the Pacific in the text
and how accurate or reliable are these items of evidence.
SEEK responses from participants and ASK participants to consider
how this could be used or modified for different students.
ASK participants what additional resources could be used to
enhance this activity and where these would be found (e.g. photos,
old charts, evidence of similar customs across the Pacific, ship logs,
diaries, items of dress and belief systems).
RECORD the ideas on butcherʼs paper or electronic whiteboard so
that these can be e-mailed later to participants.
Presenters note: an alternative activity would be to ask participants
to look at the flag of each of the Pacific countries and consider the
origins of the flag. (e.g. Which flags have similar symbols or designs
and why?) See Pacific Neighbours pages 10 to 11 and the CD ROM
under Pacific Interactive).
45-75 ACTIVITY 2: Key moments in time
This activity is designed for students to reflect on their knowledge of
the Pacific and undertake some research.
DISTRIBUTE Handout 3.2 and SHOW Slide 3.2. This handout and Handout 3.2
slide outline a number of selected events that help explain the
influence of past events on what is happening in the Pacific today. Pacific
The events as described in Pacific Neighbours are: Neighbours text
and CD ROM
• Pre-history in the Pacific (Page 31)
• The colonial period in the Pacific (Pages 36-37) Slide 3.2
• World War II in the Pacific (Page 41)
• Nuclear testing in the Pacific (Page 42)
READ about each of these events in Pacific Neighbours and on the
CD and then complete the table in the handout.
ASK the participants to think about the concepts of social justice and
human rights, consider how they were infringed upon when the
above events took place. Material on Human rights and Social justice
can be found in Global Perspectives Statement on page 10.
Page 21 of 39ASK participants to consider how they would engage their students
in applying, synthesising and evaluating the information noted in
the text and on the CD. For example, the teacher could ask:
Who gave us this information and whose voice is missing?
How different would the story be if multiple voices were used?
ASK participants, in groups, to suggest other resource materials that
would help them to respond to the questions. In particular, look at the
relevant History curriculum Years 7-10 to identify outcomes and
content to support further learning about the history of the Pacific.
75-105 ACTIVITY 3: Australia and the Pacific
This activity prompts exploration of Australiaʼs role in the region
through consideration of Australiaʼs response to four conflicts.
DISTRIBUTE Handout 3.3 and SHOW Slide 3.3 Handout 3.3
ASK participants to form groups of 4 with each group representing Slide 3.3
one of the conflict situations listed below.
ASK participants to familiarise themselves with these events:
• World War II in New Guinea, 1942 - 1945 (Pacific Neighbours
Page 41)
• Pacific islanders brought to Queensland to work on the sugar
plantations, 1863 - 1904 (Pacific Neighbours Pages 38-39)
• Conflict in Guadalcanal, 1998-2003 (Pacific Neighbours
Pages 45-47) and
• Civil War in Bougainville Papua New Guinea,1989-1998.
(Pacific Neighbours pages 47-48)
ASK each group to complete Handout 3.3.
INVITE feedback and comments on the pattern of relationships in
each of the four events between Australia and countries of the
Pacific and as a whole group THINK about and respond to the
following questions:
• How did these historic events influence Australiaʼs
relationship with the selected Pacific islands today?
• How has Australia changed in terms of policies, relationships,
and support?
• Why did Australia become involved in these events?
ASK participants to make suggestions on other resources, and how
the history of the Pacific could be incorporated into current national
history syllabuses.
RECORD the ideas on butcherʼs paper or electronic whiteboard or use
a digital camera so that these can later be e-mailed to participants.
Page 22 of 39HANDOUT 3.1 How do we know what happened?
There are many pieces of evidence that tell us about what happened to Pacific countries in the
past. Look at the items of evidence in the table below and suggest what they may tell us
about past events.
Type of evidence What it may tell us about the past
A carving tool. This item can be carbon-dated scientifically to tell us how
long ago it was used. Links could be made with the Pacific
region and beyond. It could give us an idea of how long
humans have been living there.
The DNA of people.
The similarities in indigenous languages.
Evidence of European languages,
religions, and cultures.
Similar pottery found in different locations.
Indigenous stories of the past.
Thor Heyerdahlʼs Kon Tiki expedition.
Former American military bases are still
to be found on some islands.
Rusted wartime artillery is found in the
sea around Vanuatu.
Further investigation:
• Why did the missionaries go to the Pacific? (Ref page 37 Pacific Neighbours:
Understanding the Pacific islands). List some changes to Pacific island culture and
society made by the missionaries. Decide whether each change was positive or
negative and write an overall impact of the missionaries. (Page 37 Pacific Neighbours.)
• How might people in these islands have responded to the arrival of explorers? Find
some accounts of European explorersʼ first encounters with Australian Aboriginals. Are
there any similarities in their responses?
• What evidence has been used to develop an understanding of Pacific migrations?
Page 23 of 39HANDOUT 3.2 How has the past affected peoplesʼ cultures and
environments in the Pacific?
This activity helps to explain how past events in the Pacific inform our understanding of their
contemporary society.
Answer the questions in the table below. Refer to Pacific Neighbours where necessary.
K H W
What do I already How do I know it? What do I want to find
know? out?
Pre-history in the Pacific.
The colonial period in the
Pacific.
World War II in the Pacific.
Nuclear testing in the Pacific.
Note: The KHW Chart is available on the CD ROM in Student Resources.
Page 24 of 39HANDOUT 3.3 Events that involved Australia with its Pacific neighbours
The following events have influenced Australiaʼs domestic and regional policies and changed our society. This is because of Australiaʼs unique
relationship with various Pacific islands.
Event 1: World War II in New Guinea, 1942-1945 (Page 41 Pacific Neighbours)
2: Pacific islanders brought to Queensland to work on the sugar plantations, 1863-1904 (Pages 38-39 Pacific Neighbours)
3: Conflict in Guadalcanal, 1998-2003 (Pages 45-47 Pacific Neighbours)
4: Civil War in Bougainville, 1989-1998 (Pages 47-48 Pacific Neighbours)
Event: ………………………………………………………………………………………………………………………………………………………………………………………………
Describe key incidents of the event and how Why did this event happen? What are some of the impacts of the event today?
local people and Australians were involved.PowerPoint presentation
MODULE 4: Living in the Pacific: Unique Lifestyles
SOSE/ HSIE YEARS 7-10
Time Activity Resources
0-15 INTRODUCE yourself and welcome participants. Pacific
INDICATE that the Module will focus on identity and cultural Neighbours
diversity.
REFER the group to Pacific Neighbours: Understanding the CD ROM
Pacific Islands text and CD ROM and the Global Perspectives
document that are available to support teaching about the Global
Pacific. Perspectives
EXPLAIN that this session has been planned for teachers
wishing to introduce a general integrated unit supporting the
SOSE or HSIE key learning areas. This activity will ask
participants to plan an outline of a Unit of work in groups. Slide 4.1
OUTLINE Module 4 aims to:
• Develop participantsʼ understanding of the culture of
some Pacific countries and how this affects their
response to current challenges they face
• Explore how different Pacific islanders manage conflict
and build peace
• Support teachers to develop classroom programs.
ACTIVITY 1: Develop some understandings of Pacific
cultures and identify appropriate teaching and learning
strategies to use when developing a unit of work
(a) INTRODUCE the cultures of the Pacific with a speaker or
cultural group from one of the Pacific countries; someone
with some detailed knowledge (eg academic, someone who
has worked or volunteered) or a collection of images and
artefacts from various Pacific countries.
(b) USE resources from the CD ROM (Teacher information:
Geographical inquiry, Historical inquiry, Surveys and Student
resources: Developing a Pacific profile; Photo interpretation)
to explore learning and cultural diversity, from Global
Perspectives and the particular learning opportunities it
offers students.
ACTIVITY 2: Apply the learning strategies to a specific
culture or issue in the Pacific
DIVIDE participants into four groups and ASK them to
BRAINSTORM strategies suitable for teaching and learning the
Challenges to our Pacific Neighbours using the following
headings:
Page 27 of 39• Teaching and Learning Strategies based on some of
the Opportunities to Learn on page 9 of Global
Perspectives.
• Knowledge, skills and attitudes
• Resources including those from the CD ROM under the
heading, Student
RECOMMEND to participants that they explore their local
community for any connections, physical or human, to Pacific
countries and to look at ways to integrate the findings into their
work.
15-50 ACTIVITY 3: To apply knowledge and understanding of the
unique and diverse cultures of the Pacific countries
EXPLAIN that this activity aims to clarify the notion of culture
and the unique ways it is expressed in some Pacific countries.
SHOW SLIDE 4.2 Slide 4.2
DRAW attention to the learning emphasis in identity and cultural
diversity. EXPLAIN what is meant by identity and cultural
diversity in the context of this program.
REFER to page 5 of Global Perspectives:
Understanding and valuing ourselves is the first step to valuing
others. If we have a position sense of self, we are able to be
open and accepting of diversity. By exploring personal identity
and cultural diversity students learn about and connect their own
cultural identity and heritage with those of others in different
times and places.
DISCUSS this emphasis with the group and ask how it might be
applied to a study of Pacific cultures.
GROUP participants into four and ASK them to PLAN a unit of
work on cultural diversity.
EXPLAIN that each group is free to choose a Pacific country
from Pacific Neighbours e.g.,
• Samoa, pages 32, 34, 44 ;
• Papua New Guinea, pages 33, 42, 47, 54;
• Solomon Islands pages 22, 23, 45, 46;
• Fiji pages 23, 39;
• Marshall Islands page 42 (and CD ROM)
Highlight the fact that the information is collected by country in
the interactive section of the CD ROM.
Alternatively groups might choose a theme that affects a number
of countries in the Pacific eg
• Managing disasters pages 22, 23;
• Climate change pages 20, 21, 52;
• Meeting the Millennium Development Goals p54
Page 28 of 39DISTRIBUTE HANDOUT 4.1 Handout 4.1
DESCRIBE the planning headings for the content of a unit of CD ROM
work plan. Note that participants may wish to use an existing Local curriculum
template that is commonly used. The plan in Handout 4.1 materials
includes the following elements:
• Name country focus or theme of unit
• The key learning area and perspectives the unit supports
• Student year level
• Proposed outcomes
• Knowledge, skills and attitudes to be developed
• Teaching and learning strategies
• Assessment strategies
• Resources (e.g. from Pacific Neighbours text and CD
ROM)
ENCOURAGE participants to share alternative resources and
strategies.
ASK each group to REPORT on its plan, briefly emphasising
how the unit supports the development of studentsʼ knowledge
and understanding of identity and cultural diversity in the Pacific.
Page 29 of 39HANDOUT 4.1 Planning a unit of work on identify and cultural diversity
PLAN a unit of work focussed on a case study of one of the Pacific countries in Pacific
Neighbours (eg Samoa, Pages 32, 34 and Page 44; Papua New Guinea, Pages 33, 42, 47,
54; Solomon Islands Pages 22-23, 45-46; Fiji Pages 23 and 39, Marshall Islands Page 42
(and CD ROM).
WRITE your notes of the discussion in the table below:
Country focus or theme
focus
Key learning area/s and
perspectives the unit
supports
Student year level
Proposed outcomes •
•
•
Identify knowledge,
skills, and attitudes to
be developed
Teaching and learning
strategies
Assessment strategies
Resources from the
Pacific Neighbours CD
ROM and other
resources
Page 30 of 39HANDOUT 4.2 Applying the learning strategies to a specific culture or issue of the Pacific
In groups complete the table below. You may REFER Pacific Neighbours (pages 50-53) and Global Perspectives (pages 14-18 and 20-23).
CHALLENGES CHALLENGES CHALLENGES
OF CLIMATE CHANGE OF MIGRATION OF PEACE-BUILDING AND CONFLICT
TEACHING AND
LEARNING
STRATEGIES
KNOWLEDGE
SKILLS AND
ATTITUDES
STUDENT
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