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.