Sample Evaluation Only: Chapter 1: Valuing Diversity
Sample Evaluation Only: Chapter 1: Valuing Diversity
Sample Evaluation Only: Chapter 1: Valuing Diversity
Contents
1.1 My identity
1.2 Developing a positive identity
1.3 Valuing and appreciating diversity
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1.4 Developing empathy
1.5 Celebrating diversity
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Review
ICT activities
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Note to students and teachers: This PDF has been provided as an offline solution for times
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when you do not have internet access or are experiencing connectivity issues. It is not
intended to replace your eBook and its suite of resources. While we have tried our best to
replicate the online experience offline, this document may not meet Jacaranda's high
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standards for printed material. Please always refer to your eBook for the full and latest
version of this title.
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might discriminate against them or bully them. We can embrace differences by becoming more
self-aware (that is, forming our own identity), engaging in rich and respectful conversations,
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investigating and researching other people’s point of view, and being open minded. Valuing and
understanding diversity will assist you to create a smooth pathway from childhood to adulthood.
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Watch this video
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Valuing diversity
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A positive identity contributes to health and wellbeing for ourselves and others.
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STARTER QUESTIONS
1. What is unique about you?
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2. How is your identity formed?
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3. How is your identity shaped by your family, culture and traditions?
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4. How can respecting diversity help communities become healthier?
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INQUIRY SEQUENCE
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1.1 My identity
Review
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1.1 My identity
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In this section you will explore the ways in which each of us is unique and how we develop our
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for example, you and your friends may play the same
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sport, like the same music or dress in a similar way.
Understanding who I am
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How are you unique? How you see yourself and what
you believe about yourself forms your identity. We Searchlight ID: doc-15649
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express our identity in various ways such as in the
way we dress, how we behave, how we interact with
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others, how we treat other people and through the things we enjoy or dislike.
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Use the Wordle weblink in your Resources section to create a word cloud that describes
you.
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influenced by attributes that parents/carers value and model. During later school years, peer values
and peer pressure become important components in shaping identity.
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Many factors shape our identity – for example, our physical characteristics, skills, abilities and
interactions with others. How these factors influence us varies as we move through different stages
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of our lives. When we are children, our family has the greatest influence on our identity. As we
reach adolescence
adolescence, our peers have an increasing influence on our behaviours, attitudes and
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beliefs.
How our peers treat us can have a major impact on the way we feel about ourselves. We all want to
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be accepted by others, so as adolescents we dress and behave in ways that can make us more
popular with our peers. This is because society, through the media, often promotes a belief that
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you must look a certain way to be valued and accepted as a male or female. If you are a male, this
means being muscular and handsome; if you are a female, it means being slender and beautiful.
The ‘perfect’ mould the media creates is not possible for most people to achieve. It is important to
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look at the whole person – that is, who they are, not only what they look like. Value and appreciate
the unique qualities that each person has to offer.
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Our sense of self and identity changes as we grow older. It develops as we start to experience a
wider range of relationships and situations that affect our thoughts and feelings about who we are.
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We learn to recognise our personal qualities and characteristics, and what is important to us. Our
sense of self and identity can also vary in different situations. For example, we may feel very
confident and self-assured when we are with our family but less confident with our peers at school.
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Acceptance, respect, appreciation and being valued all remain strong contributors to a person’s
sense of personal identity at all ages. We all feel a sense of belonging when we feel accepted,
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It’
It’ss gr
great
eat to be dif
differ
ferent!
ent!
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Look around you. Are you exactly the same as anyone else? We are all different in many ways. The
physical
physical, social and emotional changes that we experience during adolescence happen at different
rates and times for each of us. For some, it will be an easy journey to adulthood; for others, it may
be quite a challenge.
There are a number of reasons why no one is exactly the same as anyone else. When we are
conceived – that is, when an egg from our mother and a sperm from our father unite – we receive
genes from both our parents. Our genes determine many of our physical characteristics, such as
the colour of our eyes, hair and skin; our biological sex; our height and blood type; and whether we
are born with certain diseases or disabilities.
We live in a very diverse society. The differences are not just in the way we look; they include
culture, religious beliefs, language, diet, sexuality, gender, ability, intelligence, wealth and many
other aspects of who we are. Remember, we are all unique! Embracing diversity enhances the
richness of human life and our overall health and wellbeing.
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Beliefs about what it means to be a boy or a girl are influenced by the media, peers, family, religion
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and culture.
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ACTIVITIES
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1 This is me!
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1. Using the Prezi weblink in your Resources
section, compile a profile of yourself. This profile
should show how you see yourself, your beliefs
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about yourself, and what you value in yourself and
Weblink
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others. Share your profile with other members of Prezi
your class. You may wish to include photos,
videos or a collage of words that describes you.
When compiling your profile, consider:
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• who you are
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• where you come from (your cultural background)
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• things you are good at, not so good at and would like to improve
• your family
a. Write down all of the similarities and differences that you notice.
b. Explain the factors that may have influenced the similarities and differences.
2 Identity statements
Complete the following sentence stems:
• I have…
• I like…
• I am…
• I remember…
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3 The changing natur
naturee of our identity
It is common for people to feel differently about themselves in different situations (social
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contexts). In a group of three or four, discuss how you feel and act when you are with people
you know well compared with when you are around people you do not know well. Then
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answer the following questions.
1. Does your identity vary when you are in different social contexts (for example, with your
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family as opposed to at school with your peers)?
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2. How does your behaviour change in different social contexts?
3. Describe another social context you have experienced in which your identity has varied.
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Explain the factors that influenced your identity in this situation.
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Explain
1. Define the term ‘identity’.
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Evaluate
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2. Describe your identity. Identify three things that have influenced the development of your
identity and then explain how they did so.
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Explain
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3. List some characteristics we inherit from our parents genetically and some
characteristics we have because of our environment.
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1.2 Developing a positive identity
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There are many factors that shape our identity. In this lesson you will explore how family, peer
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group, cultural identity and school environment all play a significant role in the development of a
positive identity.
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ENGAGE AT
Many factors help to shape our identity. Our beliefs about what it means to be a boy or a girl,
for example, are influenced by a number of factors, including gender stereotypes, culture,
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media images, peers and family. These factors can also be interdependent – that is, they can
influence the effect of another factor. If, for example, a student is bullied by their peers at
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school every day and then criticised by their parents at home, the combined effect will be
greater. He or she will most likely have a poor identity. Conversely, if a person is praised by
their parents and teachers, and respected by their peers, the combined effect will most likely
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be a more positive identity. What are some of the other factors that shape your identity?
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EXPLORE
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• Family. Young people who are encouraged and supported by their family tend to feel good about
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themselves.
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Your self-esteem develops positively as a consequence of your interactions with your parents in
early adolescence, and later with your peers. If you view these interactions as positive
experiences, then you tend to develop confidence, which is a factor in a positive identity.
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• Peer group. Having a close friend or group of friends is very important for young people. Good
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friends will listen, be supportive and help you when you need it. The things you say to your
friends and how you treat them can affect how they think about themselves.
Being a good friend means treating your friends with respect. Developing positive relationships
with your friends is important, so considering the qualities of these relationships is essential.
Positive relationships have the following qualities:
• mutual respect
• trust
• honesty
• fairness/equality
• separate identities
• good communication.
• Culture and traditions. The original inhabitants of Australia are Aboriginal and Torres Strait
Islander peoples who have been living here for at least 45 000 years. The majority of Australians
now are of Anglo-Celtic ethnicity, but there are also migrants from more than 200 countries
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around the world. In fact, 43 per cent of Australians were born overseas or have a parent who
was born overseas. This makes Australia a culturally rich and diverse society.
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Cultural background is one of the most significant influences that shapes our identity. Each
person’s culture consists of their customs, beliefs, values, language and behaviour. Australia is a
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multicultural society and diversity is found in many aspects of the Australian lifestyle. Most of
you will experience and interact with a range of people from cultural backgrounds different from
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your own. However, you sometimes may feel more comfortable being with people from a similar
cultural background to yourself because you will have common interests and traditions. There is
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much to be learnt, however, from interacting with people from different cultural backgrounds.
Resources section for some tips on how to understand different cultures, and to hear teenager
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• School. Schools that provide interesting and challenging learning opportunities help students
succeed. Acknowledgement of this success helps students feel good about themselves. For
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many adolescents, school is a place where they can feel supported and connected
connected.
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• Gender
Gender. These beliefs influence our identity. They can
shape our attitudes and behaviours. Sometimes, there is
a lot of pressure on us to behave in certain ways or to fit a
certain ster
stereotype
eotype. For boys, this stereotype may mean Worksheet
being strong, tough and unemotional; for girls, it may
Gender stereotypes
mean being sensitive, delicate and meek. Young people
who do not fit these stereotypes may be bullied and Searchlight ID: doc-15651
teased by their peers; this has a negative influence on
their identity.
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• Sexuality. Adolescence is a time when young people become physically and sexually attracted to
others. These attractions can be for people of the opposite sex or people of the same sex. When
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a young person is sensitive about their sexuality, they can feel unhappy about themselves.
Treating everyone with respect and accepting difference will have a positive influence on young
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people’s identity.
• Body image
image. What we look like and what other people think of our looks contribute to our beliefs
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about who we are. People who are not happy with their body shape, size and/or weight are often
not happy with themselves. Some young people, in an effort to change their body image, may
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develop poor eating habits or eating disorders. It is important to remember that we all come in
different shapes and sizes, and that we are worthwhile and valuable people regardless of how we
look.
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• Physical development. The rate at which we mature or grow can affect our identity. For example,
girls who develop breasts or get their period before their friends sometimes feel uncomfortable
or embarrassed. Boys who mature early are often more confident with their peers than those
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• The media. We are influenced by the stereotypes of males and females that we see on television,
and in movies and magazines. Some young people compare themselves to these unrealistic
images, and this comparison can have a negative influence on their identity.
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• Success and failure. For the majority of people, if we are successful at the things we do, we will
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feel good about ourselves. Some of us avoid activities we are not as good at because we may
feel embarrassed. It is important we identify areas in which we can improve and achieve success
in a variety of activities as this will have a positive influence on our identity.
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There are many factors that affect how we feel about ourselves and that shape our beliefs about
who we are.
a. List the characteristics of males and those of females that are portrayed in the
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pictures.
b. Discuss the messages that are given about what males should be like and what
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females should be like.
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2. As a whole class, discuss each of the following.
a. Do you think the images of males and females shown in the media are accurate
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representations?
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b. Are these healthy images?
c. Do you think these images and messages will have a positive or a negative effect on
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young people’s identity? Explain why.
d. What can young people do to counteract the negative images and messages?
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e. What kinds of images do you think should be shown to encourage young people to
develop a positive identity?
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2 Cultural similarities
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As a class, brainstorm the different cultural groups to which students belong (including
interest groups such as a football, horse riding, dance or drama). Complete the following.
2. List the ways in which cultural groups influence the people who belong to them. (Think
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about people’s beliefs and behaviours, such as the clothes they wear.)
3 Family traditions
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2. Explain how you think each of the traditions you have identified may have already and
will continue to influence your identity.
4 Cultural identity
‘Many people believe that Australia’s Aboriginal heritage and a deep knowledge of Aboriginal
cultural identity is important to all Australians.’ Write a 300-word personal reflection on your
thoughts about this statement.
2. Describe how a person’s culture can influence the way in which they think and feel about
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themselves.
Explain
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3. Define the term ‘body image’. How do friends influence body image?
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4. Explain how a person’s body image can influence their identity.
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5. Explain, using an example, how factors that
influence identity are interdependent.
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Elaborate AT eLesson
6. Identify who and what influences your identity. Body image
Explain, using examples, how these factors
Searchlight ID: eles-0721
influence your attitudes, beliefs and behaviours.
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Weblink
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Evaluate
Advertising and body image
7. There is a move in the fashion industry and media
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the topic, view the Body image eLesson in your Resources section.
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We can help all people to feel valued by appreciating who they are and understanding that their
differences enrich our society. There is much to enjoy and learn from the differences that exist
between people and groups of people.
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The diversity that exists in every society is something
that should be valued and celebrated. It offers us opportunities to experience different
lifestyles and alternative ways of thinking.
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Use the Valuing diversity weblink in your Resources section to investigate how Australia
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embraces diversity.
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EXPLORE
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Although diversity brings many positive things to our society, it is not always valued. Not everyone
is treated with respect and fairness or has the same opportunities. This leads to discrimination and
inequities in the way people are treated and in their level of health and wellbeing. Inequities occur
when some people in society receive better treatment than others – not because they are hard-
working or in need, but because they look or act in a particular way. For example, wealthy people
in Australia receive better health care than poor people because they can afford to pay for
expensive medicine. Aboriginal people in rural Australia receive limited medical care because they
live far away from the best hospitals and doctors and often cannot afford to travel to these
facilities. Inequities can be based on factors such as a person’s religion, sexuality, gender, ability,
race, sex, age or culture.
• educate yourself. Respect and value the differences between people and understand when
language or actions may discriminate against them.
• advocating for others. Take action to support those who are treated unfairly. For example, let
bullies know that their behaviour is not right or acceptable and that you do not agree with it.
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• role modelling inclusive language and behaviours. This means ensuring you treat others fairly and
practise using respectful language. Language is very powerful and can be a great tool to change
stereotypes and attitudes.
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DID YOU KNOW? Weblink
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Tonight 105 000 Australians will not know Homelessness statistics
where they will sleep. About half of Australia’s
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homeless population are under the age of 25.
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HEALTH FACT
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In a socially inclusive society all people feel valued and their differences are respected.
(Source: VicHealth.)
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A recent VicHealth survey revealed that 90 per cent of Victorians agreed that it is a good thing for
society to be made up of different cultures. Only 5 per cent rejected this statement.
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way, challenging discrimination can have a positive impact on health and wellbeing of both
individuals and communities. People’s health and wellbeing are enhanced when they feel valued
and appreciated.
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Dif
Differ
ferent
ent cultural ‘mind-body-spirit’ connections to health and
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wellbeing
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Wellbeing encompasses many aspects, not just the physical body. Looking after your mind, body
and spirit is about creating balance in your life by nurturing your whole self, which includes
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spiritual, mental, emotional, and physical needs. Different cultures see the link between the mind,
the body and the spirit in different ways, whether that be through activities such as yoga,
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meditation, prayer and tai chi. The traditional Chinese approach to health and illness focuses on
the balance between body, mind, and spirit, commonly expressed as yin and yang. Through
embracing diversity, Australia has benefited from the introduction of traditional and contemporary
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movement activities from the Asia region.
Aboriginal and Torres Strait Islander mind-body-spirit values are about their connections to place,
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people and ways of being. Traditional Australian Aboriginal medicine is holistic and recognises the
social, physical and spiritual dimensions of health and life. It considers the personal, family and
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community issues surrounding illness. It looks at how the whole person became sick and the
reasons underlying the sickness.
Kinship
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The network of social relationships that form an important part of the lives of humans in most
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societies is known as kinship. Kinship systems define how a person fits in to the community.
Australians were multicultural long before European settlers came to Australia. In Australian
Aboriginal culture the richly complex system of classes or skins puts everybody in a specific
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kinship relationship. All of these relationships have specific roles and responsibilities attached to
them and have a significant influence on the development of identity. The Aboriginal kinship system
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has strict rules and laws for people to follow and live by. This system tells people who they can and
can’t marry, who their relatives, skin names and totems are and where their traditional lands are
located. It is similar to a modern family tree, except that the learning of customs, tradition,
language, Dreamtime stories and songs connected to traditional lands is also an important part of
Aboriginal kinship.
The strong sense of identity fostered through kinship relationships can help support health and
wellbeing. A positive sense of identity encouraged by strong connections to family, extended family
ACTIVITIES
1 Identifying and challenging inequities
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In pairs, undertake the following tasks.
• Identify and discuss inequities that exist between people and groups of people in your
school or local community. For example, your school might have better sporting facilities
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than another local school; this may give you an advantage in sporting matches.
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• Suggest why such inequities have developed.
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• What could you do to advocate for the rights of people who are not being treated fairly, or
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who are being discriminated against, within your school and the wider community?
2 Winter Sleepout
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In groups of three or four, use the Sleep at the ‘G
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weblink in your Resource section to investigate Weblink
Melbourne City Mission’s annual appeal.
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Sleep at the ‘G
• What cause does the Sleep at the ‘G appeal
advocate?
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• How do you think the campaign would encourage you to think about the inequities in
society?
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• Use the information you find to create a flyer advertising a similar event at your school.
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• racism
• disability discrimination
• homophobia.
Note: You will need to research the following points in relation to your chosen topic:
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- Why are some people racist, sexist, disability discriminatory or homophobic?
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- Why is it a problem?
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- What can you do to challenge it?
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4 Kinship tr
tree
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Develop your personal kinship tree of your family to as far back as your great grandparents.
Include any traditions, customs and values that have been passed down and are important to
the development of your identity. AT
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Explain
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3. List three ways you can advocate for others when they are discriminated against.
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Evaluate
4. How could you become a role model for people looking to challenge inequities? Give
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some specific examples. (For example, you could donate to the canned food drive run by
a local charity to help provide food for the poor.)
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Elaborate
6. What effect can discrimination have on people’s identity?
ENGAGE
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Can you think of an example where people have been abused, hurt, discriminated against or
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neglected and you have felt sad or upset for them? Even though we don't know the people
personally, we can feel empathy for them. This is because everyone has felt emotions such
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as fear, anger, delight and sadness.
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When empathy is dif
difficult
ficult AT
Sometimes we focus too much on our own problems and cannot see or appreciate other people’s
feelings and situations. Trying to understand the problems other people are experiencing will help
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you to know, respect and connect with that person, creating better relationships with them.
Sometimes it is harder for us to feel empathy for people we are close to or know well because our
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own feelings and judgments get in the way. The following strategies can help you better
understand other people’s situations and what they may be feeling.
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• Seek information. Ask your parents, friends or teachers what they think it might be like to suffer
unfair treatment or whether they have their own experiences with it.
• Use active listening skills. Allow the person time to tell you about their feelings and the situation.
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Clarify things you don't understand by asking questions, but don't interrupt or try to solve their
problem. Remember to focus on their feelings and experiences, and refrain from giving advice.
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• Imagine what it might be like. Put yourself in another’s situation and think about what it would
feel like to be treated unfairly.
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Articles 1 and 29 of the Universal Declaration of Human Rights state that all human beings
are born free and equal, and we have a duty to other people and we should protect their
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Lear
Learning
ning to be inclusive
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Being inclusive is about valuing difference and respecting others regardless of factors such as
gender, sexuality, ability or culture. It encourages us to try to understand other people’s views and
situations, which makes it easier to feel empathy.
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The use of discriminatory language can make some groups of people seem less important or
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acknowledged than other groups. In the past, the use of the word ‘man’, for example, was used in
a generic sense such as mankind, policeman, fireman, salesman and businessman. This historical
use of the word ‘man’ leads people to associate males with these positions and exclude females.
Using terms such as ‘sales assistant’ or ‘police officer’ ensures there is no dominant gender and
everyone is included.
The behaviours you adopt in your treatment of others can have an enormous impact on their
wellbeing. Everyone has a responsibility to respect the rights of others. This includes showing
respect for privacy, not harming, harassing or threatening others, not putting others down and
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ACTIVITIES
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1 What is empathy?
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Read the following scenario and record your answers to the questions in your workbook.
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Sebastian’s parents fought regularly. His father would come home from the pub drunk
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and demand his dinner and yell at his mother if it wasn't ready. A couple of times, he put
his fist through the wall and smashed some ornaments. When this happened, Sebastian
would try to stop his dad. One night, when things were really bad, Sebastian’s dad threw
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him across the room.
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It was really hard for Sebastian to get up each day, go to school, do his work and pretend
nothing was wrong. His grades were falling and most of his teachers were getting
concerned that something was wrong.
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and told the teacher to get off his case and that she was a useless teacher. He didn't
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really mean it — Sebastian actually thinks she is a good teacher and generally they get
on well. Both Sebastian and his Science teacher were upset about their exchange.
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1. What prevented the Science teacher from feeling empathy for Sebastian?
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2 Building empathy
Divide into groups of three. Read the following scenarios and discuss each of the questions
below.
A new student, Tanya, enrols in your class. She has poor eyesight and has to wear thick
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glasses. Her doctor has told her she must sit at the front of the class so she is closer to
the board. Tanya hasn't made any friends in the class and sits by herself.
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Scott is in Year 8. He is not very sporty and prefers to go to the library and play on the
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computer during lunch time. Scott is hassled every day by a group of boys in Year 9 who
call him names. One day they trash his school bag and empty its contents in the toilet.
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Scott starts to cry and the boys laugh at him.
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Timor and his family have spent the last two years in an immigration detention centre.
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Timor and his friends are transported to the local school each day to attend lessons.
Timor doesn’t mix with the other students as his level of English is not proficient to hold a
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conversation.
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2. List some of the feelings or emotions the person may be experiencing in each situation.
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3. What would it feel like for you if you were in each situation?
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4. Suggest ways in which the treatment of each person could be changed. What effects
might this have on each person’s relationships with others?
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3 Inclusiveness
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• What are the different ways you can show empathy?
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CHECK & CHALLENGE
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Elaborate AT
1. Describe a time in your life when the ability to feel empathy would have helped to avoid a
conflict.
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Explain
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Evaluate
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3. Do you think adopting inclusive behaviour and language in your interactions with others
will support their identity? Why or why not?
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The diverse nature of Australian society is something to be affirmed and celebrated. Diversity
brings many opportunities to learn about lifestyles and experiences that differ from our own.
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different groups and subcultures. But even within Searchlight ID: eles-0722
each of these groups, there is diversity. Diversity
provides variety and it gives us options from which to
Worksheet
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choose – it makes life interesting.
Celebrating diversity
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Discrimination is the result of learned prejudice and
stereotyping. We can all learn to be more inclusive of Searchlight ID: doc-15652
others and groups of people who are different to us.
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By celebrating diversity, we are contributing to the
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positive identity of others. For more information, watch the A refugee’s story eLesson and
complete the Celebrating diversity worksheet in your Resources section.
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EXPLORE
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Af
Affirming
firming diversity
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find it difficult to affirm diversity because their peer group has certain beliefs or because they feel
they will be judged if they do. You may not agree with your peers, for example, when they exclude
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other students for being different, but you may find it difficult to tell them to stop.
The first step in developing positive relationships with people who are different from you is taking
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time to get to know them, and not judging them because they belong to a particular group. Having
an understanding of people’s lives, their culture and beliefs can help you to appreciate the
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Imagine what it would be like if everyone you met put you down or thought you were worth less
than them because you were different from what they thought was ‘normal’. When people belong
to a particular culture, speak a different language, have different coloured skin, or are poor,
disabled or same-sex attracted, they are more likely to be discriminated against. One of the
significant factors contributing to this discrimination is stereotypes. Our society often stereotypes
groups of people. However, even within these groups, there is great diversity.
Including everyone
It is everyone’s role to make people feel worthwhile and included in our society, and to affirm
difference. At both the state and federal levels, the government has passed anti-discrimination
legislation to ensure people are treated fairly. Within many workplaces, there are policies that
ensure everyone has equal access to work opportunities and is treated fairly by employers and
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workmates.
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HEALTH FACT
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Stereotyping people because they belong to a certain group of people can lead to
discrimination. When people are discriminated against and treated badly, their identity can be
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negatively affected. This can lead to depression, poor relationships and other health
problems.
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Using inclusive language is another way you can affirm diversity. Using non-sexist language – for
example, ‘police officer’ rather than ‘policeman’ — affirms both males and females in this role.
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Using the word ‘partner’ affirms both heter
heterosexual
osexual and homosexual relationships.
Being inclusive means not making assumptions about people. For example, young people often
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discuss their attractions and relationships with their peers and, in most cases, assume everyone is
heterosexual. For a young person who is gay or unsure of their sexuality, this assumption can make
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them feel that who they are is not important or that they are excluded from the group.
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ACTIVITIES
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1 Inclusive actions/behaviours
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1. As a class, brainstorm a list of words that people associate with each of the following
groups.
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a. Aboriginal people
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c. Asian people
d. Muslim people
e. Disabled people
4. Identify strategies that individuals and groups could use to affirm difference and diversity.
2 Af
Affirming
firming diversity
Use the Do One Thing For Diversity and Inclusion
weblink in your Resources section to watch a short Weblinks
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animation about diversity. Use the Go animate • Do One Thing For Diversity
weblink to make your own video that shows the and Inclusion
diversity that is represented in your school. Be sure to • Go animate
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include key messages about embracing, appreciating • Racism — it stops with me
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and valuing diversity. • All Together Now
• Rainbow Network
3TTake
ake action to challenge pr
prejudice
ejudice • SCOSA (Supporting South
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and ster
stereotypes
eotypes Australians with disabilities)
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• SCOPE for people with
Research a local, national or global organisation that
disability
aims to embrace and celebrate diversity, then create a
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report by completing the following.
and Equal Rights
1. What is the name of the organisation? Commission
• UNICEF
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2. What are the guiding aims and objectives of the
organisation?
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5. What are some ways that you can support the organisation in achieving its aims and
objectives within your own community?
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Follow the weblinks in your Resources section for examples of organisations you could
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research.
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2. Identify a group of people who have been or are currently discriminated against. Explain
the reasons behind the discrimination.
Evaluate
4. How can you personally improve your acceptance of others who are different to you?
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Elaborate
5. Why is it important to celebrate diversity?
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Review
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What have I lear
learned?
ned?
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• Diversity is the richness and uniqueness of human life, and it helps makes life interesting and
rewarding. AT
• Everyone is unique, with their own set of characteristics.
• Valuing and appreciating diversity starts with us being curious and open-minded about
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difference.
• Discrimination has a negative impact on the health of communities and individuals. Being
connected or having a sense of belonging to a place or people will help your physical and mental
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health.
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• Wellbeing involves the link between the mind, the body and the spirit, and different cultures value
this in different ways.
• The strong sense of identity created through kinship relationships and extended family can help
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• Accepting people for who they are and appreciating the difference between people and cultures
can help everyone feel valued.
• When you start to find yourself judging others, try to feel empathy for them or their situation. This
will help you to be more accepting of others’ differences.
• Learning to be inclusive will help others feel less isolated or inferior. This is one strategy in
valuing the diversity that exists in our society.
4. Valuing the difference between people is important for the health and wellbeing of both
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individuals and Australian society. Outline strategies to build inclusion.
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Interactivity Interactivity Interactivity
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Multiple choice quiz True/false quiz Crossword
What is the importance of valuing diversity in navigating your way through adolescence and
developing a positive identity?
Evaluate your initial response to the essential question now that you have studied the topic.
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ICT activities
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Giving is living
SEARCHLIGHT ID: PRO-0051
Scenario
As a member of the Giving is living team, you have been asked to design an event which aims to
raise awareness and money for a charity that helps young people.
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• clear instructions on how to register for the event
• a contact page.
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Some of the event options you are considering are:
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• a fun run
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• a big breakfast
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• a ‘Race your mates’ day
• a fete or festival. AT
However, you are open to other suggestions that your team may make. You are very excited about
creating a charity event and are ready to start organising it straight away.
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Your task
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Create and deliver a presentation to inform young people about your charity event. Your
presentation should encourage participation and educate people about the cause. It should also
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include an information kit for people who would like to participate. You must ‘sell’ your charity
event to the class, as students will be deciding which charity event they want to attend.
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Process
ocess
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• Open the ProjectsPLUS application for this chapter in your Resources section. Watch the
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introductory video lesson, click the ‘Start Project’ button and then set up your project group. You
can complete this project individually or invite other members of your class to form a group.
Save your settings and the project will be launched.
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• Navigate to your Research Forum, where you will find a series of topics that will help you to
complete the task. Select the topics you wish to research. Alternatively, you may add new topics
if you or your team find other charity initiatives you wish to consider.
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• Research. Make notes of important facts and ideas that you discover during your research. Enter
your findings as articles under your topics in the Research Forum. You should each find at least
three sources of information (including offline resources such as books, newspapers or
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magazines). You can view and comment on other group members' articles and rate the
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information they have entered. When your research is complete, print your Research Report to
hand in to your teacher.
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• Visit the Media Centre and download the PowerPoint sample, the information kit template, the
fundraising template and the PowerPoint planning template. These will help you prepare your
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presentation. The Media Centre also includes images that can help to liven up your
presentations.
• Use the information kit template to start creating your event. Make sure you address all the
requirements.
• Use the PowerPoint template to develop your presentation. Remember that you are trying to
convince the class to attend your charity event. Make sure you include all the information
requested and that your presentation grabs your audience’s attention.
SUGGESTED SOFTWARE
• ProjectsPLUS
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• Microsoft Word
MEDIA CENTRE
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