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Social Actions and Parliament Social Actions and Parliament This resource is for use with Social Studies achievement standard 91599 (3.4), and also covers how the Education Team at Parliament can help support learners working on this achievement standard. It aligns with the New Zealand Curriculum: Social Sciences Level 7 Understand how communities and nations meet their responsibilities and exercise their rights in local, national and global contexts Level 8 Understand how policy changes are influenced by and impact on the rights, roles and responsibilities of individuals and communities This resource is for teachers and students to use and contains: Page 1. A brief overview of the key parts of Achievement Standard 91599 (3.4), especially social 2 actions which can be used to influence policy change. a. Understanding vocabulary chart b. Linking to the overall context of the standard: continuum chart 2. Linking to the previous information: Some examples of critical social actions and active 5 citizenship and where they can link to Parliament a. Ladder of citizen participation and ideas about social actions b. Linking to the Achievement Standard 3. Support from the Education Team at Parliament for students social actions 9 4. Appendices 17 a. PDF – Ladder of citizen participation b. PDF – Guide to Petitions c. Making a submission diagram NB If an activity is starred then this could be used as evidence of your planning and/or understanding for the 3.4 assessment criteria. Check with your teacher for details eg in a journal log, in a report. From NZQA Clarifications: Although group work is permitted, specific evidence must be provided of individual contribution to both planning and the social action 1 Social Actions and Parliament 1. A brief overview of the key parts of the achievement standard, especially social actions which can be used to influence a policy Achievement standard 91599 Examine personal involvement in a social action(s) that aims to influence policy change(s) Achievement criteria Achieved: Examine personal involvement in a social action(s) that aims to influence policy change(s) involves using social studies concepts and giving specific evidence to: • describe an issue and the policy the action aims to influence • develop a plan for a social action(s) that considers ethical implications • justify the selected social action(s) taking into account the points of view, values and perspectives of self and others • give an account of personal participation in planning and carrying out the social action(s). Merit: Examine, in depth, personal involvement in a social action(s) that aims to influence policy change(s) involves explaining the strengths and weaknesses of their personal involvement and anticipating the real and potential consequences of the social action(s). Excellence Examine, comprehensively, personal involvement in a social action(s) that aims to influence policy change(s) involves critically evaluating the effectiveness of the social action(s) by comparing it with possible alternative actions to influence the policy change. 2 Social Actions and Parliament Suggested activities a) Making sense of the words in the standard: • Select what you think are the important words or statements in this standard and write them in the left hand column of the following chart • Then explore what the definition could be – you could do a quick dictionary search and rephrase it in your own words, and add this to the middle column of the chart • Provide an example of what the word or phrase could mean. Include an image or a weblink if you’d find that helpful. This information can go in the right hand column of the chart. Note – some examples are given here, and your teacher may also give specific words they wish you to look at more closely An important word A definition(possibly researched, and in An example of what the word or phrase means or phrase from the own words) (include an image or a weblink if you’d find achievement criteria that helpful) “I’ll need to take part and get involved in a I may need to help organise a meeting or Personal involvement social action” research how to make a petition Issue Policy (add your own in this box and below) 3 Social Actions and Parliament Some helpful places to look: Social action: https://www.collinsdictionary.com/dictionary/english/social-action Points of view, values and perspectives: https://www.nzqa.govt.nz/ncea/subjects/social-studies/clarifications/level-3/as91599/ Policy: https://www.nzqa.govt.nz/ncea/subjects/social-studies/clarifications/level-3/as91599/ Social Studies Concepts: http://seniorsecondary.tki.org.nz/Social-sciences/Senior-social-studies/Key-concepts b) Linking to the overall context of the achievement standard Achievement standard rephrased: [For sake of clarity have used ‘we’ but this could also be ‘I’] Rate the effectiveness of the rephrased statements in the table below: 1 = Doesn’t link at all to the achievement standard wording 5 = Matches very well to what needs to be done for the achievement standard. Give a number and a reason why you have selected this number. Achievement Standard Rephrased Statement Rating Achieved: Examine personal involvement in a social action(s) that aims to influence policy change(s) “We are going to find out about a current social involves using social studies concepts and issue and a policy linked to this issue. We are giving specific evidence to: going to plan a social action or actions that sets • describe an issue and the policy the action out to influence the policy so it is changed. aims to influence • develop a plan for a social action(s) that “When we plan our social actions we’ll make considers ethical implications sure that we think about the ethics surrounding • justify the selected social action(s) taking the action, that we take into account different into account the points of view, values and points of view on the actions, and that we keep perspectives of self and others a record of what we do”. • give an account of personal participation in planning and carrying out the social action(s). Merit When we plan our social actions we’ll make Above + sure that we think about the ethics surrounding … involves explaining the strengths and the action, that we have taken into account weaknesses of their personal involvement different points of view on the actions, and that and anticipating the real and potential we keep a record of what we do. consequences of the social action(s). After we have completed our social actions we‘ll reflect on what we did well and not so well, as well as think about any consequences of out actions.” Excellence Above + … critically evaluating the effectiveness of the “We’ll include in our reflection a critical social action(s) by comparing it with possible evaluation of the effectiveness of our actions as alternative actions to influence the policy well as thinking about alternative actions”. change 4 Social Actions and Parliament 2. Linking to the previous information: Some examples of critical social actions and active citizenship and where they can link to Parliament Social actions are those taken by individuals and/or groups as part of being an active member of a democratic society. A number of social actions are part of a citizen’s rights and responsibilities eg being able to protest (right to free speech), and enrolling with the Electoral Commission (responsibility to enrol to vote). In some cases people who are not citizens may still be entitled to some fundamental rights and responsibilities in a society, for example, in New Zealand permanent residents can vote and serve on juries amongst other rights. The following resource talks about citizen participation in western democracies in general, not specifically just New Zealand. Therefore there may be some actions described here that non-citizens in New Zealand can participate in. Examples of critical social action a. Resource to be used: In Appendix ‘Ladder of citizen participation’ This resource sets out five levels of citizen participation (as adapted by research from Arnstein [1969]) and assigns actions to each level. These range from actions where citizens are informed about issues to actions where citizens are empowered. i. Read through the examples: ‘What it looks like’ eg Pamphlets, public meetings, petitions. a. What are three actions you have taken already? b. What are three actions you have not taken? As a group or class collate your ideas about these actions, and why people may or may not have participated in them. Choose at least three actions that the group/class have and haven’t participated in. This helps you get a general idea about current levels of citizen participation but, more importantly, helps to identify some of the barriers to undertaking particular social actions. See over page for collation set out example 5 Social Actions and Parliament One way you could set out this collation is: Complete this for three different actions Actions we’ve participated in already: _____________________________________________________________________________ Why we were able to participate in it and/or felt that we could participate in it etc Complete this for three different actions Actions we’ve not participated in already: _________________________________________________________________________ Why we were able to not participate in it and/or felt that we could participate in it etc 6 Social Actions and Parliament b) Linking to the Achievement Standard 91599 (3.4) In the first section of this resource we rephrased the achievement standard ‘into our own words’. The section we will now look at is: “We are going to plan a social action or actions that sets out to influence the policy so it is changed.” So what are some kinds of social actions? Hopefully the last section has given you a few ideas to help with this question.
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