PERSONAL AND SOCIAL IDENTITY

ASSESSMENT TASK

Course: Year 11 Society and Culture Teacher:

Task Number: Weighting: % Due Date:

Outcomes to be Assessed

P3 describes cultural diversity and commonality within societies and cultures P6 differentiates between, and applies, the methodologies of social and cultural research P8 selects, organizes and considers information and sources for usefulness, validity and bias P10 communicates information, ideas and issues using appropriate written, oral and graphic forms P11 works independently and in groups to achieve appropriate goals in set timelines.

Task Description Choose a rite of passage that is related to the adolescent life-stage from the list provided (or another rite of passage on negotiation with your teacher)

Complete the following four activities

1. Create a SUMMARY that gives details of your chosen rite of passage. 2. Construct a COLLAGE. Gather a series of images (at least 10) that relate to your chosen rite of passage and present these as a collage. 3. Write a COMPARISON response that analyses the similarities and differences between your chosen rite of passage and your own experiences as an Australian adolescent. 4. Reference your work using an ANNOTATED BIBLIOGRAPHY:

See over the page for more detailed information about how to complete these four activities

Head Teacher : Date:

Choose a rite of passage that is related to the adolescent life- stage from the list provided (or another rite of passage on negotiation with your teacher)

1. Create a SUMMARY that gives details of your chosen rite of passage.

What to talk about: See the scaffold attached for an idea about how to organise your summary. You might like to relate your summary to the five fundamental concepts. I.e. Persons (who is involved in the rite of passage); Culture (what type of customs, laws, costumes, language, food etc. is involved); Society (who is the group); Environment (where does this rite of passage occur); Time (how has is changed/evolved over time) Plus additional concepts related to technology (has it had an influence); Gender (does the rite of passage differ for males/females) and the role of power and authority.

How to present this: Consider using something like Prezi or an Infographic website to make your response stand out from the crowd.

Additional Criteria: Summary (dot-points OK), 500 words (about one page of typing in total)

Mark value: 10 Marks

2. Create a COLLAGE. Gather a series of images (at least 10) that relate to your chosen rite of passage and present these as a collage.

What photos should you include? Anything that gives a visual impression of how the rite of passage is conducted. For example, special ceremonies that are involved in the rite of passage.

How to present this: Consider using a presentation/collage tool like Picasa. Alternatively, you can use word or publisher to create your collage. There are lots of additional ways to make it look good in word using borders, picture effects and page colours.

Additional criteria: Make sure you have a title frame with the name of your rite of passage included on your collage.

Mark value: 10 marks

3. Write a COMPARISON response that analyses the similarities and differences between your chosen rite of passage and your own experiences as an Australian adolescent.

Response: Compare and contrast your own experiences and knowledge as an Australian teenager to that of the rite of passage studied.

How do I do this? You might like to use the scaffold provided to help organise your thoughts.

Possible ideas for discussion in the response:

How individuals develop identity and a sense of self through: • The processes of socialization • development of personality, identity and the social self • The role of family and kinship • the role of class and status

Growing Up: Factors that influence the understanding of growth and maturity:

• Physical, cognitive, moral, emotional and social development • Theoretical understanding of physical and social self through the theories of Maslow, Piaget, Kohlberg, Erikson and Fowler • The concept of ‘adolescence’ and its validity for different cultures • identifying socialization by studying the influence of: family, school, peers, culture, class, beliefs, location and media

Coming of Age: The process of coming of age as it relates to:

• Life-stages • rites of passage • changing rights and responsibilities • Power and authority • gender • sexuality • ethnicity

How to present this: Word processed document.

Additional criteria: Better responses will use a consistent form of referencing.

Length of response: 1000-1500 words (about 2-3 typed pages) using size 12 font.

4. Reference your work using an ANNOTATED BIBLIOGRAPHY:

How do I do this? For every reference used you need to write 2-3 sentences discussing the source used. You should talk about things like how you used the source, why it was valuable, whether there was bias present in the source etc.

Additional criteria: Better responses will use at least 5 sources for this research assignment

Mark value: 10 marks

Example of an annotation:

http://wombatstories.com.au/facts/walkabout/

This website was an extremely helpful starting point for my research into the Walkabout as a rite of passage. I used it initially to assist me in defining the term Walkabout and also provided some information about why the concept might be challenging for white employers. It also gave some brief details about the spiritual nature of the walkabout which I could use in my comparison.

RITE OF PASSAGE IN AUSTRALIAN ADOLESCENT EXPERIENCE YOUR RESEARCH CHOICE RELATION TO CONCEPT: PERSONS (WHO)

CULTURE (WHY) E.G VALUES

SOCIETY (GROUP)

ENVIRONMENT (WHERE)

TIME (TRADITIONS, CONTINUITY, CHANGES TO RITE) POWER

AUTHORITY

GENDER

TECHNOLOGY

LINK TO THEORIST?

THE FUTURE PRACTICE? CHALLENGES?

Sample scaffold for assistance in completing Part 1: SUMMARY and Part 2: RESPONSE

Rites of passage: Summary and web-links

The information below gives you some details about each rite of passage and some helpful website in order to assist you in choosing the rite of passage to research for your assignment.

Bar or Bat Mitzvah: According to Jewish law, when Jewish boys become 13 years old, they become accountable for their actions and become a bar mitzvah. A girl becomes a bat mitzvah at the age of 12 according to Orthodox and Conservative Jews, and at the age of 13 according to Reform Jews. Prior to reaching bar mitzvah age, the child's parents hold the responsibility for educating their children, but not directly for their actions. After this age, the boys and girls bear their own responsibility for Jewish ritual law, tradition, and ethics, and are able to participate in all areas of Jewish community life. http://www.jewfaq.org/barmitz.htm http://www.chabad.org/library/article_cdo/aid/1912609/jewish/Bar-Mitzvah-101.htm

EUROPE

Russ (Norway) The russefeiring (English: "russ celebration") is a traditional celebration for Norwegian high school students in their final spring semester. Students that take part in the celebrations are known as russ. The russefeiring traditionally starts on around 20 April and ends on 17 May, the Norwegian Constitution day. Participants wear coloured overalls, they make groups and name a bus, car or van and celebrate almost continually during this period. Students who buy a bus, are partying in this bus the entire night until school every day from the start to 17 May. Drunkenness and public disturbances are regularly linked to the celebration. http://www.lifeinnorway.net/2013/04/norwegian-russ/ https://inkwirenews.com.au/2011/06/15/a-crazy-norwegian-tradition/ http://www.academia.edu/9373122/Transition_Rituals_Among_Norwegian_Russ_Collective_Identity_Intergenerational_R elations_and_Civic_Society

ASIA

Genpuku (Japan) a Japanese coming-of-age ceremony modeled after an early Tang Dynasty Chinese custom, dates back to Japan's classical Nara Period (710–794 AD).This ceremony marked the transition from child to adult status and the assumption of adult responsibilities. The age of participation varied throughout history and depended on factors such as sex, political climate, and social status. Most participants were aristocratic children between the ages of 10 and 20, and most descriptions of genpuku focus on the male ceremony rather that the female ceremony due to the exclusion of women from politically important court positions and warrior status. The ceremony is also known as kakan (加冠?), uikōburi (初冠 ?), kanrei (冠礼?), shufuku (首服?), and hatsu-motoyui (初元結?) http://www.iimorijinja.jp/english.files/en0822/en/m05anlevent/parts/genpuku.html http://research.omicsgroup.org/index.php/Genpuku http://shashinski.com/2014/01/20/genpuku-shiki/

Seijin-no-Hi (Japan) In Japan, the second Monday of January marks a special day- the day in which 20 year olds get to dress up in their finest traditional attire, attend a ceremony in local city offices, receive gifts, and party to their hearts’ content amongst friends and family. It’s their Coming of Age Festival, otherwise known as Seijin-no-Hi. The tradition started nearly 1200 years ago and recognizes the age when the Japanese believe youth become mature, contributing members of society (it’s also the time when they get to vote and drink). http://www.japanvisitor.com/japanese-festivals/adults-day

SOUTH/LATIN AMERICA

Quinceañera: also called fiesta de quince años, fiesta de quinceañera, quince años, quinceañero or simply quince, is a celebration of a girl's fifteenth birthday in parts of Latin America and elsewhere in Latin American communities. This birthday is celebrated differently from any other as it marks the transition from childhood to young womanhood. Latin myths and tradition tell about how girls were prepared for marriage by age fifteen or else they became nuns. In the years prior to their fifteenth birthdays, girls were taught to cook, weave, and about childbearing by the elder women in their communities in preparation for their expected lives as married women.[2] The celebrations today vary significantly across countries; celebrations in some countries, for example, have taken on more religious overtones than in others. http://www.learnnc.org/lp/editions/chngmexico/218 http://www.quinceanera-boutique.com/quinceaneratradition.htm http://www.latinamericanstudies.org/latinos/quince-womanhood.htm http://www.geocities.jp/japanliving/quinceaneras.html

Bullet Ant ceremony: The Sateré-Mawé bullet ant ritual is a very painful ritual. This tribe of 10,000 (the first people in the world to cultivate guarana) subject their men to excruciating pain. They intentionally cover their hands in an ant whose sting feels like being gunshot over and over again for 24 hours. The ants are drugged into a stupor and carefully interwoven into makeshift gloves. Once these ants are woken up they go to work terrorizing the hands of aspiring warriors. This ritual has to be repeated a terrible 20 times before a boy can call himself a man. http://www.odditycentral.com/pics/the-pain-of-growing-up-being-stung-by-hundreds-of-bullet-ants-in-the-amazon-rain- forest.html https://whyevolutionistrue.wordpress.com/2014/08/06/the-worst-pain-known-to-humans-the-bullet-ant-gloves-of-brazil/ http://www.smithsonianmag.com/ist/?next=/smart-news/brazilian-tribe-becoming-man-requires-sticking-your-hand- glove-full-angry-ants-180953156/

NORTH AMERICAS

Rumspringa: In Amish tradition, Rumspringa marks the time when youth turn 16 and are finally able to enjoy unsupervised weekends away from family. During this time, they are encouraged to enjoy whatever pleasures they like, be that modern clothing or alcohol. The purpose of this period is to allow Amish youth the opportunity to see and experience the world beyond their culture and upbringing. In this way, returning to their community and way of life thus is entirely their choice. Those who return are then baptized and become committed members of the Amish church and community, marking the end of Rumspringa. http://www.exploring-amish-country.com/amish-rumspringa.html http://www.channel4.com/programmes/amish-worlds-squarest-teenagers/articles http://www.dailymail.co.uk/news/article-2332501/How-Amish-teens-use-Facebook-document-hard-partying-booze- fueled-Rumspringa-freedom-parents.html

Vision quest: There are many differing versions of the vision quest depending on which Native American tribe you ask. Generally, the ritual takes place for four cycles of day and night. During this time, the aspiring youngster looks to discover his place in the natural order as well as in society. The initiate will often starve and/or deprive themselves of sleep during this period of time in search of a closer spiritual connection to the nature around him/her. Other deviations of the vision quest include the consumption of hallucinogenic plants and sitting stationary for long periods of time in an enclosed space. http://www.schooloflostborders.org/content/huffington-post-what-vision-quest-and-why-do-one Sunrise ceremony: There’s no room for shyness among young Apache girls. While this ceremony is rarely practiced today, traditionally all girls were required to complete the sunrise ceremony, also known as Na’ii’ees or the puberty ceremony, during the summer following their first menstruation. During the 4 day ceremony the girls must abide by certain rules, preventing them to wash or touch their skin, or drink from anything other than their drinking tubes. They must also re- enact the Apache Origin Myth drawing each female participant closer to the first woman, known as White Painted Woman, Changing Woman, or simply Esdzanadehe. http://www.webwinds.com/yupanqui/apachesunrise.htm

Inuit: In North Baffin Island, Inuit boys have traditionally gone out to the wilderness with their fathers between the ages of 11 and 12 to test their hunting skills and acclimatise to the harsh arctic weather. As part of the tradition, a shaman would be called to open the lines of communication between men and animals. Nowadays, however, this tradition has been extended to young girls as well, as “outcamps” are established away from the community in order for traditional skills to be passed down and practiced by the young men and women. http://news.bbc.co.uk/2/hi/programmes/this_world/4270079.stm https://prezi.com/agsddzf256ob/inuit-coming-of-age-traditions/

PACIFIC ISLANDS/AUSTRALASIA

Land-divers (Vanuatu) Bungee enthusiasts will enjoy this: in Vanuatu, a small island nation in the middle of the South Pacific, young boys come of age by jumping off of a 98-foot-tall tower with a bungee-like vine tied to their ankles, just barely preventing them from hitting the ground. Unlike a bungee cord, the vine lacks elasticity, and a slight miscalculation in vine length could lead to broken bones or even death. Boys initially begin jumping at around 7 or 8, although they are permitted to jump from a shorter tower. In their first dives their mother will hold an item representing their childhood, and after the jump the item will be thrown away, symbolizing the end of childhood. As boys grow older they will jump from taller towers, demonstrating their manliness to the crowd.

Tattooing (Polynesia) Tattoo was a way delivering information of its owner. It’s also a traditional method to fetch spiritual power, protection and strength. The Polynesians use this as a sign of character, position and levels in a hierarchy. Polynesian peoples believe that a person’s mana, their spiritual power or life force, is displayed through their tattoo. Almost every Polynesian got a tattoo in ancient times. http://www.apolynesiantattoo.com/polynesian-tattoo-history

Walkabout historically refers to a rite of passage during which Indigenous male Australians would undergo a journey during adolescence, typically ages 10 to 16, and live in the wilderness for a period as long as six months to make the spiritual and traditional transition into manhood. http://wombatstories.com.au/facts/walkabout/ http://www.tourism.australia.com/story-ideas/story-ideas-aboriginal-australia-1757.aspx http://www.indigenousaustralia.info/culture/initiation-ceremonies.html

Other rites that might be of interest include Blood-letting and Scarification (PNG)

AFRICA

Ethiopia: Hamar Cow-jumping- In Ethiopia, some grooms-to-be have their own “bachelor party” of sorts- a rite of passage they must complete prior to being able to marry. Participants must successfully jump over a castrated, male cow four times while naked; symbolizing the childhood they are leaving behind them. If successful, they will now be considered one of the Maza- other men who passed the test and spend the next few months supervising these events in villages throughout the Hamar territory. http://www.omovalley.com/The-Hamar-or-Hamer-Tribe-is-best-known-for-bull-jumping-in-Ethiopias- Omo-Valley.php Other African rites of passage include Masaai Lion hunt; Face tattooing (Fula Tribe). Marking guidelines: Rites of Passage assessment task

1. Summary (10 marks)

Marks A student awarded 8-10 • Presents a clear and concise summary that utilises a range of course concepts in association with the chosen rite of passage • shows an excellent understanding of the key words and concepts associated with personal and social development 4-7 • Presents a clear summary that attempts to incorporate a range of course concepts in association with the chosen rite of passage • shows some understanding of the key words and concepts associated with personal and social development 0-3 • Presents a summary that may use some course concepts • Shows a limited understanding of the key words and concepts associated with personal and social development

2. Collage (10 marks)

Marks A student awarded 8-10 • Presents a detailed collage that fulfils all the suggested requirements (at least 10 images demonstrating a range of ideas and concepts, border, title) • Demonstrates a creative/innovative approach to the task • Selects a variety of images in order to demonstrate the range of the rite of passage • Uses a variety of ICT/publishing skills to present the collage (framing, colour, shading etc) 4-7 • Presents a collage that fulfils most the suggested requirements (at least 10 images, border, title) • Demonstrates some creativity in image choice • Uses some ICT/publishing skills to present the collage (framing, colour, shading etc) 0-3 • Fulfils some of the suggested requirements • Shows limited variety in image choice • Demonstrates limited ICT/publishing skills

3. Annotated bibliography (10 marks)

Marks A student awarded 8-10 • Presents a bibliography with a wide range of sources (at least 5) • Provides a detailed and accurate bibliography • Makes a judgement related to the usefulness of each source • May comment on the reliability of a source/s • May acknowledge potential bias within the source/s • Benefit of each source is clearly explained 4-7 • Presents a bibliography with a range of sources • Provides some details • Makes some judgement related to the usefulness of a source/s • Explains the benefit of each source 0-3 • Presents a limited resource list that does not demonstrate the scope or depth of research • Provides insufficient details in relation to the source/s and their usefulness • No annotations, just web-links provided

4. Comparison (20 marks)

Marks A student: awarded • Develops a well-structured and coherent response supported by individual research and 17-20 relevant evidence. • shows an excellent understanding of the key words and concepts associated with personal and social development, as outlined in the assessment task requirements • Clearly and concisely reviews and evaluates the rite of passage in relation to their own experiences/that of Australia • Makes a sophisticated judgement regarding the similarities and differences within their chosen rite of passage • Develops a well-structured response supported by research and relevant evidence. 13-16 • shows an good understanding of the key words and concepts associated with personal and social development, as outlined in the assessment task requirements • Reviews and/or evaluates the rite of passage in relation to their own experiences/that of Australia • Makes a judgement regarding the similarities and differences within their chosen rite of passage • Provides a report that fulfils the majority of the suggested criteria 8-12 • shows some understanding of the key words and concepts associated with personal and social development, as outlined in the assessment task requirements • Reviews the rite of passage in relation to their own experiences/that of Australia • May attempt to make a judgement regarding the similarities and differences within their chosen rite of passage • Provides a report that addresses some of the suggested criteria 4-7 • Develops a structured response supported by some evidence of research • presents limited information • uses some key words and concepts associated with personal and social development, as outlined in the assessment task requirements • Provides a generalized report that addresses some of the suggested criteria 0-3 • Develops a response that has limited evidence of research • uses some basic key words and concepts associated with personal and social development, as outlined in the assessment task requirements

Total ______/50

Teacher comments: ______