GEOGRAPHY

A Curriculum Framework for Seventh-day Adventist Secondary Schools

ACKNOWLEDGEMENTS

The South Pacific Division Curriculum Unit has enlisted the help of a number of teachers and lecturers in preparing this document. We would like to thank all who have contributed time, ideas, materials and support in many tangible and intangible ways. In particular, the following people have helped most directly in the writing and editing of this document:

First Edition

Steven Cuthbert Adelaide Adventist High School

Deidre Hough Lilydale Adventist Academy

Rodney Krause Avondale College

Avril Lockton Avondale Adventist High School

Harwood Lockton Avondale College

David McClintock South Pacific Division Curriculum Unit

Owen Robinson Newcastle Adventist High School

Philip Ryrie Sydney Adventist High School

Mark Vodell Carmel Adventist College

Second Edition

Rada Afele Sydney Adventist College

Steven Cuthbert Central Coast Adventist School

Paul Fua Sydney Adventist College

Avril Lockton Avondale Adventist High School

It is our wish that teachers will use this document to improve their teaching and so better attain the key objectives of Seventh-day Adventist education.

Sincerely

Barry Hill

Director Secondary Curriculum Unit

South Pacific Division

Seventh-day Adventist Church

Department of Education

148 Fox Valley Road May1997

WAHROONGA NSW 2076 Second Edition

TABLE of CONTENTS

Acknowledgements . . . . . . . 2

What is a Framework? .. . . . . . 4

Objectives of the Framework . .. . . . . .. 4

Using the Framework . . .. . .. . . 5

Section One: Philosophy . .. . . . . . 6

A Philosophy of Geography . .. . . . . . 7

Rationale . . . . .. . . . . . 8

Values-Oriented Objectives . .. . . . . . 11

Section 2 The Planning Process . . .. . . 13

Steps in Planning A Unit . . .. . . . . . 14

Guidelines for Planning a Unit . .. . . . . . 16

Sample Unit Summary — Population .. . . . . . 20

Section 3 Unit Plans . . .. . . . . . 22

Unit – Aboriginal Use of the Envrionment . . . . . . 23

Development of Geographical Programs & Units using this Framework . . 24

Section 4 Appendices . . . .. . . . . 27

Geographical Skills . . .. . . . . . 28

Teaching the Key Competencies . .. . . . . . 30

Sample Yearly Planners . . .. . . . . . 32

Appendix 4 – Values Summary Chart .. . . . . . 35

WHAT IS A FRAMEWORK?

Adventist Framework

In the Adventist secondary school context, a ‘framework’ is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy, which states important ideas about what is real, true and good.

In attempting to present an Adventist perspective, it is clearly understood that some aspects of a course may be taught in similar fashion, no matter where it is taught — state or Christian school. Therefore the objectives and content of many topics taught in Adventist schools may initially seem little different from state syllabi, merely because the content appears relatively neutral in philosophical terms. However, in Adventist schools, there will in fact be differences in approach for most of these topics. These differences will stem largely from the underlying philosophy.

The framework is not designed to do the job of a textbook. Although it contains lists of objectives, skills, and teaching ideas, the main emphasis is on relating values and methods of thinking to teaching topics.

Objectives of the Framework

· One objective of the framework is to show how valuing, thinking and other learning skills can be taught from a Christian viewpoint. The Adventist philosophy of geography influences this process.

· A second is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning relating to values and skills of thinking and learning geography, so it is intended to be a useful planning guide rather than an exhaustive list of “musts”.

The framework has three target audiences:-

· All geography teachers in Adventist secondary schools. These teachers are attempting to bring together values and learning and thinking skills as they implement an underlying Adventist philosophy in their teaching.

· Principals and administrators in the Adventist educational system. The document should be useful in establishing the direction for any curriculum planning, whether it involves creating courses from scratch, adding to state syllabi, or evaluating units and resources.

· Government authorities who want to see that there is an Adventist curriculum emphasis which provides some justification for the existence of a distinctive Adventist school system.

USING THE FRAMEWORK

LAYOUT

The framework is comprised of four sections — philosophy and objectives, the planning process, sample unit plans and appendices. The nature and purposes of each section are set out below.

It is suggested that you read this page now before attempting to use the document for the first time.

Section 1 - Philosophy

Section One is the philosophical section, which shows the world view that undergirds the framework. This section contains a philosophy statement, a rationale, a set of key ideas, which stem from the philosophy, and a set of objectives which have a Christian bias.

This section is meant to help teachers refresh their memories of the Christian perspective they should teach from. They may consult this section when looking at longer-term curriculum planning, and when thinking about unit objectives. They may also consider adapting it or using it as is to form part of their geography program of work.

Section 2 - The Planning Process

Section Two is the “how to” section of the framework. It explains how teachers can plan a topic or unit of work while thinking from a Christian perspective.

Section 3 - Unit Plans

Section Three shows practical examples of how to use the framework in unit planning. It is meant to show how Section 2 can be used to produce a variety of possible approaches to teaching valuing, thinking and other learning.

Section 4 - Appendices

Section Four contains additional information that may be helpful for planning units.

SECTION 1

Philosophy SECTION

INDEX

A Philosophy of Geography . . . . . 7

Rationale . . . . . . . . . 8

Values-Oriented Objectives . . . . . 11

PHILOSOPHY

Geographers study elements of both biophysical and built environments. In Adventist schools, the study of the natural environment assumes the existence of a Creator-God who has created all existing matter. The starting point of geographical knowledge is thus the act of creation. Through studying this creation students are taught to appreciate not only its aesthetic beauty, but also the need to live in harmony with its Creator’s laws. Students also examine dramatic changes in the environment with the assumption that many of these changes have been caused by the intense conflict between good and evil which is the result of people’s separation from God and called Sin.

Because Christian geographers assume the existence of God, they reflect on their relationship to God as they study geography. It follows that their study of the environment should lead to a heightened awareness of their responsibilities in caring for their created environment. Humans have induced changes in that environment. Some of these have been negative changes, which are ultimately from the effects of sin. The environment, therefore, has been partially destroyed because of the alienation of humans and nature after sin entered the earth. Geographical study in Adventist schools will emphasize the importance of the concepts of restoration and stewardship. ‘Stewardship’ or ‘earthmanship’ are terms conveying the idea that for the sake of both their own and future generations people should carefully preserve and wisely manage their environmental resources. Students should be taught to respect and maintain the quality of the natural environment, and to promote the physical and spiritual welfare of the humans in that environment.

The concept of stewardship contains the idea that education should strengthen students’ desire to be of service to the community and to people in general. Students serve by accepting community responsibilities, by preserving and improving the environment, and by finding practical ways to help those in need. They develop their Christian commitment by pursuing responsible and unselfish patterns of action.

RATIONALE

Geography may be defined simply as the study of places and their people - where these places are, what they are like, and what human activities go on in them and between them (Natoli, 1984). Because geographers study a wide variety of physical and human resources in many diverse places, they must explain similarities and differences between these resources. Geography is therefore a subject which requires its students to draw relationships between many different kinds of data, and between many disciplines - particularly the sciences and the humanities. The need to solve problems by thinking about relationships between people and places is one important justification for the study of geography in schools.

Geography is also important in Christian education because it presents students with opportunities to study God’s creation, and to understand the intricate and often fragile relationships that exist in our environment. The student who investigates nature with a Christian perspective can better determine his own place in a world which is largely without a knowledge of God.

Concepts of stewardship and community service are two key values which sensitive geographical study readily develops. There are numerous issues which arise out of geographical study and which further support the place of geography in the curriculum. For example, students may look at the geographical expression of religious values, conflicts of social values in the ecological conservation debate, and the ethics of economic affluence which depends partly on economic disadvantage in the third world. Study of the welfare of humanity in different settings invariably raises issues of social justice and personal lifestyle, issues which are the vehicle for students to clarify, analyse, acquire and judge important personal values. In geography, they also have opportunity to develop empathy for the disadvantaged and tolerance for, but not necessarily acceptance of values of other cultures. In social group work, students can learn values associated with cooperation and consideration of others’ perspectives. Developing the valuing process through studying issues is therefore an important aspect of geographical learning. The intended outcome of such learning is that students will be motivated to act out their values in serving others, in seeking social justice, and in shaping their lifestyle.

In addition to its emphasis on values, geographical study is justified by its skill emphasis. Inquiry skills focus on an array of thinking processes, and on the problem solving cycle, which is taught in other social sciences. So geography demands development of skills in seeing problems, hypothesising, collecting data, and analysing and recording results. Geography also presents a unique opportunity for the development of spatial awareness through the study of maps, photographs and other resources. This study has been termed ‘graphicacy’ which is as necessary to education as are literacy and numeracy (Pinchemel, 1982).

The study of geography is also worthwhile because it naturally fosters understanding of current events and the place of Australia New Zealand and the Pacific in the world. This general knowledge is an important component of general education. Because geography deals with current events and many kinds of phenomena in a global setting, it has the potential to help students recognise and respond to change which may be local, regional, national and international.

Thinking about different kinds of geographical phenomena encourages students to develop a coherent world view, and the development of a reasonable world view is an essential aspect of education. Geographical study is particularly helpful in understanding the world because its content considers human needs, whether they be physical, social or spiritual, and geography students are led to reflect on the causes of such needs, and on the social and religious issues which accompany them. When students possess a coherent world view, they have greater capacity to cope with, and to contribute to that world.

Key Ideas Which Stem From the Philosophy

1. The study of the natural environment assumes the existence of a Creator-God.

2. There is controversy between good and evil seen in the natural and human environments as well as in their interaction.

3. Christians should appreciate the aesthetic beauty of natural environments.

4. There is an obligation to live in harmony with the Creator’s laws.

5. Many changes in the environment are a direct result of human interference with natural processes.

6. People have often had to make a choice between economic development and destruction of the environment.

7. Geography develops a coherent Christian world view which gives a greater capacity to cope with and to contribute to that world.

8. Geography encourages reflection on the student’s relationship to God.

9. Geography develops an awareness of responsibilities in caring for the created environment.

10. The quality of the natural environment will be respected and conserved.

11. Christians will promote the physical and spiritual welfare of others.

12. Stewardship includes the idea of service to others.

13. Economic affluence in the rich countries depends partly on economic disadvantage in the third world and help social injustice.

14. The welfare of humanity in different settings raises issues related to personal lifestyle.

15. Opportunities arise in geography to develop empathy and tolerance.

16. There is a demand for the development of decision-making skills based on sound Christian values.

17. The unfinished task of taking God to those who do not know Him is seen to be enormous but not impossible if each person contributes.

OBJECTIVES

Kwowledge

· To develop understanding both of the interactions within the biophysical environment, and of the interactions between people and their environments.

· To develop understanding of the spatial patterns of the location and distribution of physical features and human activities on the earth’s surface.

· To assist the development of a coherent world view through the study of a variety of communities and environments.

· To increase understanding of the interdependence of nations.

· To make informed judgments about important social, economic, political and environmental issues which have a geographical dimension.

· To develop awareness of the contrasting opportunities and constraints felt by people living in different social, economic, political and physical conditions.

· To comprehend the nature of environmental change in order to know how to cope with the change which operates in the dynamic systems which make up the world.

· To become more familiar with the nature of the environment and cultural and political identity of Australia and New Zealand and their position in the Asia Pacific region.

· To understand the basic concepts and terminology used in geography.

· To understand that various processes in the biophysical and built environments can occur on a variety of scales - local, national and global.

Valuing

· To recognise, understand and describe personal and other value positions.

· To develop concern for and empathy with other cultures, social groups, and environments.

· To grasp the concept of ecological stewardship as it relates to the idea of humans as caretakers of God’s creation.

· To develop an awareness of how sin causes alienation in the world, and to accept responsibility to seek ways to restore alienated relation ships.

· To develop an appreciation for the aesthetic qualities of the environment.

· To develop an appreciation of the Adventist perspective on creationism and earth chronology.

· To increase awareness of the relationships between religious, political and social issues.

· To develop the ability to take responsible action on biophysical and built environmental issues at individual, class, school and community level.

· To develop the ability to evaluate the consequences of actions in relation to environmental issues or situations.

· To develop the ability to use an understanding of value positions in relation to a particular issue, and to apply problem solving skills to suggest possible outcomes.

· To demonstrate a commiment to social justice.

Skills

· To develop a range of skills which focus on the observation and accurate collection and recording of data in fieldwork and classroom settings.

· To develop a range of mapping and graphing skills.

· To develop the cycle of skills required to initiate and conduct geographical inquiry. This cycle includes questioning, stating problems, predicting, hypothesising, collecting and analysing data, generalising, and reporting conclusions.

· To develop basic skills of communicating information in oral, written and graphic form.

· To develop skills of profitably participating in group discussion and decision-making.

SECTION 2

THE PLANNING PROCESS

INDEX

Steps in Planning a Unit . . . . . . . 14

Guidelines for Planning a Unit . . . . . 16

Sample Unit Summary – Population . . . . 20

Unit – Aboriginal use of the Envrionment . . . 22

Development of Geographical Programs

& Units Using this Framework . . . . 23

Planning A Unit

Below is a list of possiblesteps to include in the process of planning a unit.

· Consult your state syllabus.

· Consult texts written for the syllabus, if available, and choose a text useful for your needs and your student needs (eg appropriate reading level).

· Consult with administration regarding standard program requirements for school.

· Talk to another SDA geography teacher in the area.

· Establish a timeline sequence of units for the year (do not do too many). A pro-forma is enclosed on pages 34-35.

· Decide on a format for your unit plan. See both the sample unit plan on Aboriginal use of the environment in the next section of this framework (page 26), and the flow chart on page 27. The beginning of a unit plan on page 27 has five elements: content, time, outcomes, teaching strategies, and resources.

· Decide on your content.

· Decide on the number of periods per unit.

· Decide on objectives and outcomes of each unit. Consult your syllabus and this framework for knowledge, values and skills objectives and outcomes. You could use the planning grid on pages 22-23 to help you get a Christian emphasis at the “objectives level” of planning. Questions to ask include:

• Are these outcomes consistent with an Adventist world view?

• Can the value statements in the syllabus have a deeper significance etc?

· Decide on teaching strategies, resources, and assessment strategies.

· Insert a Christian values perspective in the “teaching strategies” column of your unit plan by referring to the following pages (18-21) of this section of this framework document. The table on pages 22-23 shows you an example of how you could match value prompts with teaching methods. A blank table for your further use is found on page 37 of this framework.

· When planning teaching activities, ensure that there is balance in the unit by consulting the lists of skills and competencies in the appendices to this framework.

A Christian Perspective Of Geography

In studying the world, the Christian teacher is reminded that God created it, and that it was, and still is, beautiful (Gen. 1: 28-30). God expects humanity to be good stewards of His beautiful environment, and to remember Him as creator. Because sin has entered the earth, there is much human misery when human needs are not met. It is the Christian’s responsibility to help the needy and to be of service to the community (Matt. 25: 34-46). In pursuing their tasks, Christians are confronted with all kinds of injustice which must be addressed creatively (See Deut. 16: 18-20). Finally, the fragile ecosystem of the planet will be restored when God recreates it (Rev. 21: 1). As Adventist Christian teachers who possess a