CR282 #3 Blogging

Topic 5: Time in Persia

Studying the Empire within the Ancient World provides the opportunity to learn from previous ‘empires’ and their framing stories (stories that reflect the society/time through the individual/empire/community). In Brueggemann’s chapter ‘Doin’ Time in Persia’ in his book ‘Out of Babylon’ he addresses the mind sets and framing stories of various characters within the Persian empire and challenges their extent of accommodation.

Accommodation is the extent to which one changes themselves (or in these cases their heritage and belief e.g. being of Jewish decent) and affects their ‘empire’. To be radical and challenging or just doing your own business and slipping by unnoticed. In Brueggemann’s book he mentions four different characters who all lived within the Persian Empire and who all ‘accommodated’ to living there in varying extents. While Joseph completely accommodated to the ‘empire’ he lost his identity and within a couple hundred years his people were slaves to the Egyptians (Brueggemann, 2010). On the other hand there are characters like Ezra and Nehemiah who accommodated enough to not cause trouble but could still manipulate the empire to get supplies and resources (Brueggemann, 2010).  Neither one of these are good, completely losing your identity and cultural heritage or just doing enough or not enough to just slip past without bothering anything or anyone. The best character to be like is Daniel, he showed respect for the Persian Empire but did not hesitate to stand for what he believed in and for that he was given great power and responsibility (Brueggemann, 2010).

Each of these stories and characters reflect a framing story or the mindset of an empire. The honest truth is that every empire will come to ruin and fall, but it is the mindset of the empire that affects its strength and its duration of power. Jerusalem (the holy city to the Jews) was being directly affected by the powerful influence of the Persian Empire and its mind set and framing story.

(Bible History, 2013).

When looking back at empires’ mindsets and framing stories we can see the issues and problems that are being ignored and neglected, we can predict that the empire will fall and the reasons for it. Mindsets are important; they predict the future of a nation. In as much as Jerusalem was affected by the Persian mindset and framing story so are we in Australia affected and developed according to the mindset and framing story of America.

(Grant, 2013).

In as much as Persia influenced Jerusalem and the surrounding cities, so America influences Australia. As Australians we adopt American mindsets and framing stories. As Americans struggles with Globalisation so do we as Australians.

When we look at the Persian Empire we can see the issues coming to rise that will break Persia as a nation, the mindsets of the individuals hold the power of the empire/nation. The Persian Empire ignored the issues in the mindsets of its people and fell to ruin, we as Australians can learn from previous empires mistakes and identify our current mindsets and the issues that we ignore because of them. In this way we as a nation can learn from the empire’s mistakes and fight globalisation and the preconceived mindsets we as individuals have about it.

Identifying mindsets as shown in the history of empires and educating and informing ourselves and others will help us to overcome Globalisation and give us hope of a sustainable future. “The Sustainability priority is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action” (ACARA, 2011).

In Genesis 2:15 God gave man the responsibility to care for and take care of this world. “The Lord God took the man and put him in the Garden of Eden to work it and take care of it” (Bible Gateway, 2011, Genesis 2:15).

Thus it is our responsibility to take care of and sustain this world that we have been given. It is up to us to identify the mindset of our nation and make a change, to stop Globalisation and create a sustainable future for generations of tomorrow.

References

ACARA. (2011). Cross curriculum priorities. Retrieved 30th October 2013 from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html.   

Bible Gateway. (2011). New International Version. Retrieved 30th October 2013.

Bible History. (2010). Map of the Persian Empire (550-486 B.C.). Retrieved 31^st October 2013 from http://www.bible-history.com/maps/maps/map_persian_empire.html.

Brueggemann, W. (2010). Out of Babylon. Nashville: Abingdon Press.

Grant, P. (2013). The size of Australia vs. the USA. Retrieved 31^st October 2013 from http://petergrantfineart.wordpress.com/2010/06/21/the-size-of-australia-vs-usa/.

CR282 #3 Blogging
Topic 4: The City as a  Character

In Christopher Nolan’s Batman Begins (2005) Gotham City is portrayed as a dark, shrouded character that is in need of care and protection. With Batman having left Gotham to its own devices it has reached one of its darkest moments. On Batman’s return he finds Gotham in desperate need of his care and protection.

Gotham city is separated into three main sections: Uptown, midtown and downtown accentuating and giving visual representation of the segregation between classes (Roberson, 2008).

  

(Roberson, 2008).

Gotham City is a dark and overcrowded city represented by the shadows and oversized buildings throughout the city. 

(Centives, 2012).

Gotham sets the scene for the movie of Batman Begins. Gotham City is a vital and core character within Batman Begins; it affects each and every character within the movie. Gotham is a highly complex city both economically and socially. Separation between social classes has created a lot of prejudice within the city contributing to all of the city’s troubles. The economy issues are worsening, with crime taking over the city and making it poorer than ever.

Gotham City plays a much larger character than just that the darkness and turmoil of the city but it represents the darkness and pain within Batman’s own heart, and through serving and protecting Gotham Bruce Wayne is able to find peace and refuge within his own life and heart. Thus Gotham is not just its own character but an extension of the character of Bruce Wayne, meaning that as Batman wipes away the crime and darkness from Gotham he is also wiping away the darkness and pain from his own heart.

Within Gotham City there is a variety of people groups with varying backgrounds and traditions. Gotham City is the perfect example of a city that should be respecting and appreciating varying cultures and countries. Every culture and people group add to the city and make it what it is. “The Asia and Australia’s engagement with Asia priority provides the opportunity for students to celebrate the social, cultural, political and economic links that connect Australia with Asia” (ACARA, 2011). This priority shows the value in every person and culture, respecting and valuing each culture/country.

A Christian perspective on appreciating each and every culture and person is “Treat others the same way you want them to treat you” (Bible Gateway, 2011, p. Luke 6:31). Every person is valuable and important and contributes to the/a city to make it all that is and can and will become.

The character of Gotham is much more than a dark city faced by crime and its society falling apart. Gotham represents the framing story (the story of the society through the individual/city/community) as well as representing the darkness and turmoil in Batman’s own heart. Gotham City is a visual representation of Batman overcoming his past and facing his internal pain,. Gotham City has saved Batman as much as Batman has saved Gotham City.

References

ACARA. (2013). Cross curriculum priorities. Retrieved 30^th October 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.    

Bible Gateway. (2011). New International Version. Retrieved 25th October 2013.

Centives. (2012). Is Batman keeping Gotham city poor.  Retrieved 30^th October 2013 from http://www.centives.net/S/2012/is-batman-keeping-gotham-city-poor/.

Roberson, C. (2008). Mapping Gotham. Retrieved 30^th October 2013 from http://www.chrisroberson.net/2008/05/mapping-gotham.html.

CR282 Task #3 Blogging

Topic 2: Mapping Paradox

Maps are a core element displayed throughout literature. Maps have been used in literature in stories such as ‘Lord of the Rings’ or ‘The Chronicles of Narnia’ in much the same way they would be used in ‘reality’. Maps are a collection of symbols gathered and arranged on a page to represent things or places. Maps are ‘meant’ to reflect reality, bringing questions to rise as to why they are utilised in fictional stories so often.

In the Chronicles of Narnia C.S. Lewis represents the land of ‘Narnia’ on a map at the start of his books.

 

(Wiki Narnia, 2013).

When reading a fictional story with a map the words and description in the novel add meaning to the symbols in the map, and the map adds realism and meaning to the story. Reading the novel with only one of these (map, or just the description) the reader does not get the same feel for the land or story. The map paradox is the most integral reason maps appear throughout fictional literature. “A map is a paradox in that physically it is mere marks on sheets of paper, yet visually it brings to mind a multidimensional world, containing objects and even emotions not perceived directly on the piece of paper” (Muehrcke & Muehrcke, 1974, p. 323). The map paradox contains the simple explanation of how and why maps in fictional literature work so well, and why they appear so often.

My personal reflection on the use of maps in literature is to engage the reader to a greater extent, connecting the author’s descriptions and story to a map and creating more meaning for the reader. Most people read to escape into another ‘world’, maps greatly help with this form of ‘escapism’ creating a map makes the land/setting more believable while adding meaning to the author’s text.

The Aboriginal and Torres Strait Islander cultures show their historical and cultural understandings of places through similar means of ‘maps’ and symbols through their dreamtime stories and cultural paintings. “Q.1.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing” (ACARA, 2013).

A Christian perspective on Aboriginal and Torres Strait Islanders and their culture and history is shown in Genesis 1:27 “So God created mankind in his own image, in the image, of God he created them; male and female he created them” (Bible Gateway, 2011, Genesis 1:27). No matter where people come from or ones culture or history everyone is made in God’s image and is special and unique in their own right.

While maps add meaning and give opportunity for diversity of culture they also allow people from different cultures or backgrounds to find and identify with their own culture or history within the text and ‘reading’ (interpretation of symbols)  of the map, adding to the map paradox and showing the core elements and reasoning for maps within literature.



References

ACARA. (2013). Aboriginal and Torres Strait Islander histories and cultures. Retrieved 25^th October 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.

Bible Gateway. (2011). New International Version. Retrieved 25^th October 2013.

Wiki Narnia. (2013). Map of Narnia C.S. Lewis. Retrieved 25^th October 2013 from http://narnia.wikia.com/wiki/File:Map-of-Narnia-cs-lewis-1434807-700-528.gif.

Australia and Asia Relationships in History - Blog Post 3

Australia’s Relationship with Asia in History

Blog Post 3

  (Australian Government, 2013).

Established in 1981, AIYEP [Australia and Indonesia Youth Exchange Program] is a longstanding program of the Australia-Indonesia Institute in the Department of Foreign Affairs and Trade. It is run in partnership with Indonesia’s Ministry of Youth Affairs and Sport. (Australian Government, 2013).

Students learning about the Youth Exchange Program in Australia and Indonesia can develop their knowledge and understandings of Australia and Asia relationships and develop knowledge and appreciation of our countries historical pasts.

‘In the Australian Curriculum: History, the priority of Asia and Australia’s engagement with Asia provides rich and engaging content and contexts for developing students’ historical knowledge, understanding and skills’ (ACARA, 2013).

The AIYEP allows students to go to Australia or Indonesia and learn about the culture, history and biodiversity of a nation.

The Australian Curriculum: History enables students to develop an understanding of histories of the diverse peoples of Asia and their contributions to the region and the world, and an appreciation of the importance of the region for Australia and the world. This happens as students learn about the importance of the traditions, beliefs and celebrations of peoples from the Asia region and through the study of ancient societies, trade, conflicts, progressive movements and migration to Australia by people from Asia (ACARA, 2013).

The Bible says:

‘Love does no harm to a neighbor. Therefore love is the fulfillment of the law’ (Bible Gateway, 2011, Romans 13:10).

‘If you really keep the royal law found in Scripture, “Love your neighbor as yourself,”^[a] you are doing right’ (Bible Gateway, 2011, James 2:8).

Australia, Asia relationships are important because we both bring different things to the table. As cited below:

‘The White Paper recognises the value of Australia’s rich network of people-to-people links in building comprehensive relationships with the countries in our region’ (Australian Government, 2013).

‘In the Australian Curriculum: History, the priority of Asia and Australia’s engagement with Asia provides rich and engaging content and contexts for developing students’ historical knowledge, understanding and skills’ (ACARA, 2013).

Australia and Asia relationships are about recognising the influence, individuality and importance of individual nations and creating an appreciation for our nations strengths and that we can be stronger together.

 ‘AIYEP aims to provide wider opportunities for young people of Indonesia and Australia to appreciate the culture, development and way of life of each other’s country’ (Australian Government, 2013).

More information on the AIYEP and Australia's relationship with Asia is available on the following sites:

·         AYIEP

·         Relationships

·         The White Paper

References

ACARA. (2013). Asia and Australia’s engagement with Asia. Retrieved 25^th May 2013 from http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities.

Australian Government. (2013). Youth exchange program benefits Australia and Indonesia. Retrieved 25^th May 2013 from http://asiancentury.dpmc.gov.au/case-studies/youth-exchange-program-benefits-australia-and-indonesia.

Bible Gateway. (2011). New International Version. Retrieved 25^th May 2013.

Teaching about Aboriginal and Torres Strait Islanders in History - CR181 Blog Post 2

Teaching about Aboriginal and Torres Strait Islanders in History

Blog Post 2

Uluru

(Banyan Tree, 2013).

Uluru is an amazing natural land formation that we all identify with as Australians. Uluru is one of the great wonders of the world and is an Australian emblem that everyone can identify with.

‘Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view’ (ACARA, 2013).

Learning about Uluru we can discover our past histories and how we as Australian share identity within our natural landscape.

‘The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia’ (ACARA, 2013).

Teaching History is about teaching contexts; reasons and meanings behind events and decisions. As Australians many of us come from different cultures and nations but being an Australian is not about where you were born or how you got here but about our shared identity.

“The Australian Curriculum: history values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians” (ACARA, 2013).

In the Bible God said:

^“The Lord God said, “It is not good for the man to be alone. I will make a helper suitable for him” (Bible Gateway, 2011, Genesis 2:18).

God created us for community; not to be alone but to be a part of something bigger than ourselves. He told us that we are to love and care for one another.

“Be devoted to one another in love. Honor one another above yourselves” (Bible Gateway, 2011, Romans 12:10).

While we all have different stories about Uluru and may identify with it in different ways, whether through the dreamtime story or through learning about Sir Henry Ayers discover of Uluru we can all identify as Australians through our shared identity.

Sites for further information and research are listed below:

Uluru Dream Time Story

Sir Henry Ayers

References

ACARA. (2013). Aboriginal and Torres Strait Islander histories and cultures. Retrieved 17^th May 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.

Banyan Tree. (2013). Ayers rock (Uluru). Retrieved 24^th May 2013 from http://www.banyan-tree.com.au/recommendations/uluru.html.

 Bible Gateway. (2011). New International Version. Retrieved 17^th May 2013.

Teaching Sustainability in History - History CR181 Blog Post 1

                                               Teaching Sustainability in History    

            

(McCoy, 2013).

Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment (ACARA, 2013).

The Great Barrier Reef is heritage listed in Australia and is known about all around the world. We have heritage listed this Australian icon so that it will be there for generations to come.

‘The History curriculum enhances personal and social capability by providing opportunities for students to engage with understandings such as historical empathy, contestability, perspectives, cause and effect, and continuity and change’ (ACARA, 2013).

Sustainability is an important component in teaching History in the classroom. History involves looking at all aspects of events and people. Sustainability is shown throughout history in the same ways; looking back to our nation’s history and the methods they used and policies they implemented for sustainability and what we as a nation are doing to be sustainable for future generations.

Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence (ACARA, 2013).

The Bible tells us that:

“The Lord God took the man and put him in the Garden of Eden to work it and take care of it” (Bible Gateway, 2011, Genesis 2:15).

God has entrusted us as his children to look after and care for this world. It is our responsibility to care for this world to the best of our abilities and ensure that we do our best to make it sustainable and viable for the generations to come.

‘The Great Barrier Reef is the largest coral reef ecosystem on earth and one of the best managed marine areas in the world. At 348 000 square kilometres, the reef is one of the richest and most diverse natural ecosystems on Earth’ (Australian Government, 2012).

Australia is proud of the way we look after our world heritage properties. We have an excellent track record managing the Great Barrier Reef as a multi-use property, and are committed to sustainable development that ensures the outstanding universal value of the Great Barrier Reef is not compromised (Australian Government, 2012).

It is important that students can engage with Sustainability in History that it does not just become a topic but it becomes something that they are passionate about and want to help outwork in their community and nation. Teaching sustainability in History is not about students learning facts and ideas but about them being inspired that they can change and make a difference in our world.

References

ACARA. (2013). Sustainability. Retrieved 16^th May 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability.

Australian Government.. (2012). The Great Barrier Reef, Queensland. Retrieved 24^th May 2013 from http://www.environment.gov.au/heritage/places/world/great-barrier-reef/.

Bible Gateway. (2011). New International Version. Retrieved 16^th May 2013.

McCoy, M. (2013). Hardy reef, Great Barrier Reef, QLD. Retrieved 24^th May 2013 from http://www.australiangeographic.com.au/journal/images-of-australia-hardy-reef-great-barrier-reef.htm.

Teaching about Aboriginal and Torres Strait Islanders in Geography

Teaching about Aboriginal and Torres Strait Islanders in Geography is important because students can learn about the history and culture of Australia. Aboriginal and Torres Strait Islanders have a very close bond with their heritage it is passed down from generation to generation and it is important for students to learn and respect that heritage .In Geography its important that students can connect to the history and culture of the land and not just be learning about maps. In the Bible God talks about loving people:

 “If you really keep the royal law found in Scripture, “Love your neighbor as yourself,” you are doing right” (Bible Gateway, James 2:8, 2011).

Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view (ACARA, 2013).

The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia (ACARA, 2013).

                  (Reconciliation South Australia, 2011).

                            (Tropical Medical Training, 2010).

Learning about Aboriginal and Torres Strait Islanders provides students with different perspectives and outlooks. Bringing an appreciation and respect to Aboriginal and Torres Strait Islanders and the background and culture they bring to the land. As is shown in the below video link studies learn values and respect.

http://www.youtube.com/watch?v=u2PwPlYA4w0

Students should be encouraged and supported in researching and discovering and building their own views. We as teachers should support and guide students in their further research of Aboriginal and Torres Straight Islanders. Credible further research includes the sites below:

http://www.comlaw.gov.au/Details/C2012C00258

http://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4943

Aboriginal and Torres Strait Islander culture in Geography is not just about learning history but about learning values and morals. Respecting everyone and their different origins and cultures: Recognizing the fact that everyone has something different to bring to the group and that everyone can contribute.

References

ACARA. (2013). Aboriginal and Torres Strait Islanders histories and cultures. Retrieved 12^th April 2013 from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.

Australian Government. (2012). Aboriginal and Torres Strait Islander Act  2005. Retrieved 12^th April 2013 from http://www.comlaw.gov.au/Details/C2012C00258.

Bible Gateway. (2011). New International Version. Retrieved 12^th April 2013.

Parliament of Australia. (2012). Aboriginal and Torres Strait Islander Peoples Recognition Bill 2012. Retrieved 12^th April 2013 from http://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4943.

Reconciliation South Australia Inc. (2011). Aboriginal Australia  map. Retrieved 12^th April 2013 from http://www.reconciliationsa.org.au/learn%20map.html.

Tropical Medical Training. (2010). Torres Strait  region. Retrieved 12^th April 2013 from http://www.medicaltraining.com.au/page/Regions/Torres_http://www.medicaltraining.com.au/page/Regions/Torres_Strait_Region/Strait_Region/.

VEA Australia – New Zealand. (2012). Integrating Aboriginal and Torres Strait Islander perspectives in schools. Retrieved 12^th April 2013 from http://www.youtube.com/watch?v=u2PwPlYA4w0.