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EN2-UARL-01

Understand that literature is created by drawing upon personal, social and cultural contexts and perspectives.

Identify and describe ways in which perspective is represented in literature.

EN3-UARL-02

Explore how perspective is influenced by personal social and cultural contexts.

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STAGE 2 & 3

UARL FOCUS LINKS:

This book provides teachers with an example of how the author has chosen to use language & characterisation to convey perspective. It also shows how themes can influence perspective.

DISCUSSION POINTS:

What does 'Tok, Tok' Tok' mean at the early part of the story? Does it's meaning change by the end?

Why has the author chosen a cicada as the character? Do you know what a cicada represents?

What themes come up in this story (bullying, lonliness, belonging, transformation, resilience)? How are these themes helping us understand the perspective of the cicada?

BLURB:

Cicada tells the story of a hardworking little cicada who is completely unappreciated for what he does. But in the end, just when you think he's given up, he makes a transformation into something ineffably beautiful. A metaphor for growing up? A bit of inspiration for the unappreciated striver in all of us?

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STAGE: 2 & 3

UARL FOCUS LINKS:

This book offers the teachers a way to identify and describe ways in which perspective is represented in literature and how perspective is made evident through authorial choices.

DISCUSSION POINTS:

Who do you think would have the greatest understanding of these events? eg First Fleet landing

Is it possible to rank these events in order of impact? (depends on perspective)

How has the author used a 'dual narrative' to convey his message?

BLURB:

In every corner of Australia, history happened. The pages of this book are a journey through tens of thousands of years. Our history is recorded in ancient rock art, in the flag flown at the Eureka Stockade, by Burke and Wills’ tree. All around our coastline history unfolded in shipwrecks and ship arrivals. Sometimes tragic, often regrettable, always formative, history is commemorated from Tasmania and throughout the mainland at the sites of prisons and massacres. From the birthplace of a new federated nation at the beginning of the twentieth century in Sydney’s Centennial Park to Eddie Mabo’s struggle for acknowledgement of land rights in the 1990s, history happened all around Our Country.

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STAGE: 3

UARL FOCUS LINKS:

Students can explore the perspective of Archie, the orphanage staff and government. What are they bringing that is shaping their lens of the world? Context can be addressed by sharing Kevin Rudd's Sorry speech and BTN videos on the topic.

DISCUSSION POINTS:

Archie Roach discusses the context for this book: https://www.abc.net.au/news/2020-11-08/archie-roach-explains-took-the-children-away/12851328

“It’s one story, not just my story, it’s also an Australian story. It’s a part of this Country’s history.” Discuss this quote from Uncle Archie. Why is it important to learn all of history?

What was the understanding/perspective of the government and orphanage staff? Why did they think this way?

What impact do you think this song had on non Indigenous Australians?

BLURB:

Archie Roach AM’s deeply personal song, ‘Took the Children Away’, from his 1990 debut album, Charcoal Lane, was the first song ever to receive a prestigious Australian Human Rights Award. Its impact was immediate, shining a stark light on Australia’s shameful past practices of removing children from their families. The song also speaks of love and reconnection and has travelled across seas into the hearts of First Nations communities everywhere.

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STAGE 2 & 3

UARL FOCUS LINKS:

This book offers teachers the perspectives of people from a small town in Australia on important historical events over time, starting with a First Nations perspective.

DISCUSSION POINTS:

Would the story of this town be the same for every person (eg foundation person, First Nations, gold miner, settler etc)?

Why did the author 'invent' this town?

How does the 'note from the author' assist us in understanding their purpose for writing and their perspective?

BLURB:

Happy times, sad times, boom times and gloom times!

From the First Peoples’ camp at the river crossing in the 1820s through to Carols by Candlelight at the showground in today’s world, this is a decade by decade wonderfully illustrated story of a small country community.

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EN3-UARL-2

analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

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STAGE 2 & 3

UARL FOCUS LINKS:

This texts provides an opportunity to explore how perspective is influenced by personal, social and cultural contexts and to explore ways in which perspective is represented in literature. It helps students understand how context informs the setting within a text.

DISCUSSION POINTS:

Why is context so important in this book?

Why did the author call the book 'Mirror'?

What do you know about Morocco? Let's have a quick look at facts and images of this country? Has this changed your understanding/perspective of this story?

BLURB:

This innovative picture book is comprised of two parts, designed to be read simultaneously – one from the left, the other from the right. Page by page, we experience a day in the lives of two boys and their families – one from inner city Sydney, Australia and the other from a small, remote village in Morocco, North Africa. These worlds couldn’t be further apart, yet with the showing of the parallel lives of the two families, we see a simple truth. We see that in the context of strikingly different lifestyles, remotely different countries, landscapes, differences of clothing and all, the families are essentially the same. They care for each other, they need to belong, to be loved by their loved ones and be a part of their community. The simple truth is that even with all these differences, in the ways that really matter, we are all the same. We are the mirror of each other.

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EN3-UARL-02

Recognise how perspective is made evident through authorial choices.

Explore how perspective in influenced by personal, social and cultural contexts.

Describe how Aboriginal & Torres Strait Islander authors' language promotes a shared understanding of cultural context.

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History - Australia As a Nation

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EN2-UARL-01

Understand that literature is created by drawing upon personal, social and cultural contexts and perspectives

Identify and discuss the purpose of a text, and its intended audience, mode and medium

Understand how context informs the setting within a text, and experiment with setting fo different contexts when creating texts

EN3-UARL-02

Recognise how perspective is made evident through authorial choices.

Explore how perspective in influenced by personal, social and cultural contexts.

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PDH

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History:

Stage 2 - First Contacts

HT2-4 – Describes and explains effects of British colonisation in Australia.

Stage 3 - Australian Colonies & Australia as a Nation

HT3-1 Describes and explains the significance of people, groups, places and events to the development of Australia.

HT3-2 Describes and explains different experiences of people living in Australia over time.

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EN2-UARL-01

Understand that literature is created by drawing up personal, social and cultural contexts and perspectives.

Identify and describe ways in which perspective is represented in literature.

EN3-UARL-02

Identify how perspective is made evident through authorial choices.

Explore how perspective is influenced by personal, social and cultural contexts.

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History:

Stage 2 - First Contacts

HT2-4 – Describes and explains effects of British colonisation in Australia.

Stage 3 - Australian Colonies & Australia as a Nation

HT3-1 Describes and explains the significance of people, groups, places and events to the development of Australia.

HT3-2 Describes and explains different experiences of people living in Australia over time.

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STAGE 3

UARL FOCUS LINKS:

An excellent text to show how literature is created by drawing upon personal, social and cultural contexts and perspectives. This book presents the result of our perspectives and how they can impact on real life events. It opens up discussion around personal social and cultural contexts and perspectives in a real and thought provoking manner.

DISCUSSION POINTS:

How is it possible to see the same event so differently?

Look closely use of the television screens in the illustrations: who is ‘watching’ the television?

Whose voice is loudest and most aggressive? How this is created through the repetitive use of the rhetorical questions?

BLURB:

This book is beautifully designed and eloquently written. It keeps readers transfixed by provoking them to re-evaluate the historical Chamberlain case, as well as question expectations of justice, truth and scientific evidence. The main character, Lindy Chamberlain, is developed through multiple perspectives; as a police suspect, a character in the media and, eventually, as a human. Carefully selected words and phrases create impact in making sure mistakes of the past are recognised but not repeated and that a heavy topic is made accessible. The sophistication of the illustrations and design are striking and match the tone of the text with the colour palette reflecting the Uluru setting (CBCA).

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EN2-UARL-01

Understand that literature is created by drawing upon personal, social and cultural contexts and perspectives

Identify and describe ways in which perspective is represented in literature

Identify and discuss the purpose of a text, and its intended audience, mode and medium

Understand how context informs the setting within a text, and experiment with setting for different contexts when creating texts

EN3-UARL-02

Identify how perspective is made evident through authorial choices

Explore how perspective is influenced by personal, social and cultural contexts

Also presents examples of the textual concepts - Theme & Narrative.

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STAGE 2 & 3

UARL FOCUS LINKS:

This text provides a fresh perspective on love and self-denial, which many children of immigrant families may recognise, and for other children should help build empathy. It is an excellent example of literature that is created by drawing upon personal, social and cultural contexts & perspectives.

DISCUSSION POINTS:

Explain that The Little Refugee is written using first-person narrative voice. Give example. Do you think the author is writing about his own experiences (he is)?

Look closely at elements of Asian culture that are included in the illustrations. For example, bonsai trees on the first page opening, crockery pattern on the first and second page opening. Discuss the connotations of these elements and how they indicate the author-illustrator’s heritage. Ask students to share any connotations that indicate the author-illustrator’s contexts that they notice in the illustrations

Even though the parents in this book are different to many, how are they the same as your parents? (Did their best for children, love their children etc).

Why are the parents happy to give a part of themselves for their child? Does the child offer to give their centimetres to the parents/traders? Why are their perspectives different?

Why have we chosen to share this book to discuss perspective and context? (PETAA).

BLURB:

It goes without saying that all children believe their parents to be strange. Mine were unusual for a different reason...
One boy's parents travel from far-off lands to improve their son's life. But what happens next is unexpected. What does it mean when your parents are different? And what happens when your parents sacrifice a part of themselves for you?

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STAGE 3

UARL FOCUS LINKS:

This text offers an opportunity to spark debate around perspective and historical laws in Australia. It provides an opportunity to explore how perspective is influenced by personal, social and cultural contexts, while identifying the purpose of a text.

DISCUSSION POINTS:

Were attitudes different in the 1960s to today? Why?

What happened to change the attitudes of people?

‘It’s just not fair’ is a repeated line in the text. What constitutes fairness and justice? Do people always view fairness in the same way?

How many different points of view can you see in this text?

How does Paul Seden convey perspective in his images?

BLURB:

Once there were two little girls who were best friends. They did everything together. As they got older they weren't allowed to do the same things anymore. Because they looked different. Because of the law...This is a story about the landmark 1967 Referendum, the two women who came together to change the law ... and how the Australian people said YES.

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HSIE

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EN2-UARL-01

Understand that literature is created by drawing upon personal, social and cultural contexts and perspectives.

Identify and describe ways in which perspective is represented in literature.

EN3-UARL-02

Identify how perspective is made evident through authorial choices; Explore how perspective is influenced by personal social and cultural contexts;Reflect on and explain how personal social and cultural context is expressed in texts.

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HSIE - migrants

PDHPE - bullying

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EN3-UARL-02

Recognise how perspective is made evident through authorial choices.

Explore how perspective in influenced by personal, social and cultural contexts.

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HSIE - Democracy - 1967 Referendum