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Hi Group 9 I've posted this table here as the wiki we have to use through Interact didnt like my table, and as you can see, its quite busy. Anyone can edit this table, by clicking EDIT in the top right hand corner.Makes your changes. Then hit SAVE up the top. You'll find it alot easier. But really i wanted you to all see the table i came up with based on the Study Guide page 8 table. Please place your name in brackets before describing your Local Area Case Study. Comments on place-based teaching should be made on the Interact Wiki comment section. Describes events or retells stories that demonstrate their own heritage and the heritage of others. || CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others. || *Kelly Knowing about themselves and others in their family and community and being able to share Zillah Special events celebrated Aboriginal Dreaming Stories can be introduced as part of Aborigninal Culture (Mark) Gamily origins, people in students' families, past and present familiy, school and global events. (Lindsie) Students will know more about themselves, their families and about those within their class giving them insight into the local community. || SSES1 Identifies ways in which their own needs and the needs of others are met, individually and cooperatively. || SSES1 Identifies ways in which their own needs and the needs of others are met, individually and cooperatively. || *Kelly Can verbalise, draw or otherwise communicate basic needs of people and how these needs are met Zillah Special places.
 * |||||| **Change and Continuity**  |||||| ** Social Systems and Structures ** ||  ** Broad Topics **  ||  ** Local Area Case Study **  ||
 * |||| ** Outcomes and Indicators Overview **  || **Key Ideas** ||||  ** Outcomes and Indicators Overview **  || ** Key Ideas ** ||   ||   ||
 * || **Significant Events and People**  ||  **Time and Change**  ||   ||  **Resource Systems**  ||  **Roles, Rights and Responsibilities**  ||   ||   ||   ||
 * **Early Stage 1** || CCES1

(Mark) Personal and class needs and how they are met, products that students use and where they come from and the use of money.

(Lindsie)Students will recognise their own needs and those of others and begin to understand how society works as a cooperative unit to fulfil joint and individual needs. || *Kelly School Days (HSIE Units of Work) This is Me! (HSIE UoW) || == *SSES1 ==

- Participation in the development of class rules for display that are specific to the class and the school (Albury)
== (Gisele) Kinder students have a good understanding that they are big enough to do some things, but not big enough to do others, and will easily be able to identify people who help them meet various needs, at home, at school and in the wider community. Rights and responsibilities are less concrete concepts, so relating rights and responsibilities to their personal lives by asking for examples of how they act responsibly, and asking how they would feel if...will assist students to consider not only their own needs but the needs of others. == == (Candy) Within 'This is me!' focus on the local town and surrounding area's 'festivals' and 'celebratory' days such as "what is the Cherry Festival'? what is the 'Young Lambing Flats Festival'? Why is it important to Young? What does Young mean to them? ==

*CCES1 - Group sharing of stories and items from home that reflect culture or religion;
== (Gisele) To ensure that a wide range of experiences/items are discussed and to give a broad view so that listening students won't be bored hearing the same thing repeatedly, have students brainstorm things they can talk about or bring such as photos, traditional clothing, religious items, food, toys, stories of how they/parents/grandparents came here etc and pre-arrange who does what as best as you can. == == (Annabel) Students could bring in one photo from each year of their life so far. Each photo could be of the child at an event that demonstrates their family or community heritage, for example: photo of student as a baby in the Cootamundra Hosptial, photo showing how their family celebrate Christmas; photo at pre-school's 30th anniversary; photo at Coota Sesquicentenary etc. These photos could then be scanned and inserted into a Powerpoint presentation for each student. This would be part of the broad topic of "This is Me!". == == (Zillah) Special places: What public places are special around town? How do they feel about it? Each student to discuss own special place: what makes it special, do you share it with someone? Does it change? Students can write a description about their special place. == == (Mark) CCES1: Family history embedded in local history. Local case study where students find an older member of the extended family to interview about their family origins and history. Also ask about the ways that the family and local community have changed since the family member was the students age. == == SSES1: Students needs, origins of products. Local case study 'students list their needs. from the food, they identify some common food and trace back to where they come from (eg. teh supermarket, teh processor, the farm). Field trip to Uranquinty Bakehouse, students ask questions and listen to the managers in order to understand the relationship between money and production, and the process of producing bread. == (Lindsie)  CCES1. Invite guest speakers from various backgrounds to speak to class about their experiences when they were students age. Have students reflect on differences between their life and their speakers. SSES1Students reflect on needs of their class as part of the school community and discuss how school rules should reflect their own needs and responsibilities.

|| Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. || CCS1.2 Identifies changes and continuities in their own life and in the local community. || (Annabel) In relation to CCS1.1: Identify important people in students’ lives; what are the days / holidays / events celebrated within their community; research origins of important days and holidays; share past and present stories of students’ families, their community and other communities; what are the school, local, national and global events that students are aware of. ( Lindsie) CCS1.1 Students will increase understanding of cultural history and how these people and events shape their lives CCS1.2Students will understand how communities, individuals and cultures can change over time. || SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants. || SSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others. || (Annabel) Types of family structures and function of families / activities; rules and purposes; interconnections between technologies, workers, users and the environment; personal needs and wants; systems and technologies for producing goods and services; roles, rights and responsibilties of various people. (Lindsie)SSS1.7 Students will identify what their needs and wants are, and what must take place before these are able to be satisfied SSS1.8
 * **Stage 1** || CCS1.1

Students identify school, family and community rules, roles and responsibilities || Families past and Present (Annabel) CCS1.1: Family Tree (to help communicate the importance of past and present people in students’ lives); Poster on origin of an important day / holiday in their life (eg Birthday, Christmas Day, Australia Day – and what this day means to the student); My Family Story (create a powerpoint presentation over a series of lessons, on the story of their family); Collage of important events (across a range of levels). SSS1.7 and SSS1.8: Our resources (What resources does each student's family use? Where do they come from?); My family (students to create powerpoint presentation on their family structure, function, family activities, roles rights and responsibilities, rules and purpose. (Lindsie) CCS1.1 Students can study past and present individuals, groups and events which impact . CCS1.2 Students can investigate changes in their own life <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">and their community <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS1.7 <span style="font-family: "Times New Roman","serif"; font-size: 16px;"><span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 12px;">Students will identify own <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;"><span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;"> needs and needs for the class. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">They will reflect on how these needs are met and the conditions necessary to meet these needs and how they can assist in meeting needs of others. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS1.8 <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Student may consider what needs are and how they go about satisfying them. Identify places which exist to satisfy needs and processes which are necessary to get the needs met. || *Kelly SSS1.7 - Trip to Albury Airport or Trainstation to investigate who and what is transported and why. CCS1.1 - Who was the first in their family to come to Australia/Albury, Family History project (Gisele) CCS1.1 & 1.2 Students could prepare a collage activity of important people and events in their lives showing change. How the Wagga Wagga community has changed from Wiradjuri ownership to the present could also be examined with small groups making a mini project. Indigenous elders (or parents) could be invited to be a guest speaker, historical footage of early Wagga can be shown and existing buildings can be identified/visited either during class or with family members out of school hours. Historical change of the community's appearance would lead into SSS1.7 with the comparison of horse drawn vehicles providing supplies from out of town, to modern technologies and transport. SSS1.8 compare and contrast the roles and responsibilities of community members ensuring students understand they are part of the community eg; Doctors have special roles and responsibilities but share with all us the responsibility towards each other and our communities (not to litter, to recycle) etc (Timna) Fact sheets on Wagga people and personalities. CCS1.1 & CCS1.2 [] (Candy) Contacting the local museum, The Young Museum, which explores Young's sheeping grazing then onto the Gold Rush, then onto orchard farming. The museum has a department that doley investigates and research Family histories and genaology of Young. The local libray also has an extensive archive of the local newspaper as well as many locally written books on the history of Young, the families who orginally founded it, the farming practices of Young etc. Stuents could also visit the local Reitrement Village an interview residents who have lived in Young all their lives and ask them to tell stories from their childhood. [] (Annabel) CCS1.1: The Cootamundra Sesquicentenary is coming up in August, so students from the Coota area could research the origins of Cootamundra, and create a timeline of significant events. They could consider important people in the community now, and important people of the community over the past 150 years (could take from park names, street names etc). When was the school built? What were the original school buildings? An excursion to heritage buildings and town museum, along with a walk along the “Captain’s Walk” to remember famous cricket captains over the years. School students to participate in the street parade celebrations. <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">(Lindsie) CCS1.1 <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">Local community members can come to school and share their experiences with students. Students can participate in re-enactments of past events. Students could prepare a time capsule to open later on. Consider what needs to be recorded and why. <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS1.2 <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students could interview parents (or older community members) about changes in community. Student can reflect on and record changes to local community <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS1.7 <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students choose 1 item of food and prepare a map of how that item satisfies their need and what must be done to produce and obtain it. Students to identify what our local area produces to meet the needs of others. <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS1.8 <span style="color: #ff00ff; font-family: "Times New Roman",Times,serif; font-size: 90%;">Consider family rules, roles and responsibilities and what would happen if everyone didn’t do their part. Consider the different rules that each family has and have students think about why that may occur. || Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. || CCS2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments. || (Annabel) World exploration and Australian colonisation; Aboriginal resistance; changes to people and places in Syd region as result of colonisation; Change in communities. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">(Lindsie) CCS2.1Students begin to understand Australian history and consider colonisation from Indigenous and Settlers perspectives. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;"> CC S2.2Students can understand how changes to an area impact on individual lives. || SSS2.7 Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment. || SSS2.8 Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. || (Annabel) Community organisations and groups; Local government structure and processes, and citizen roles and responsibilities; Consumer rights and responsibilities; class and school decision making and conflict resolution; changes in technology, and use of tech in monetary exchange. <span style="color: #ff00f4; font-family: "times new roman",times,serif; font-size: 12px;">(Lindsie) SSS2.7 Students will become more aware of their own needs and the impact of technology and people on meeting these needs. They will also consider the impact of meeting needs on community and the environment. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS2.8 <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students will become aware that they have rights and responsibilities and various roles within the community and be able to identify some of these. || (Timna) Our Australia **Living in Communities** <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">(Lindsie) <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCs2.1 <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students to investigate how Indigenous communities lives prior to settlement. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Also to investigate why settlement occurred and how it changed Australia <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS2.2 Students to investigate how white settlement impact Indigenous people and also how life was for the settlers. Students to explain how changes could impact them if a similar situation occurred. <span style="color: #ff00f4; font-family: "times new roman","serif"; font-size: 12px;"><span style="font-family: "Times New Roman",Times,serif;">SSS.2.7Students to identify needs and discuss difference between wants and needs. Students to identify technology which maybe used to meet their needs. <span style="color: #ff00f4; font-family: "times new roman","serif"; font-size: 12px;">SSS2.8 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Consider laws of Australia that they know of and what the consequences are. Consider who makes the laws and who has to follow them. || (Gisele) Stages 2 & 3. Focus on making connections with students current lives though inquiry learning. Pose questions such as 'has Wagga Wagga always been this way', 'how might feel if you were living here 200 years ago', 'how have events such as colonisation and inventions such as technology changed the lives of people', 'is change always a positive event', 'what are your responsibilities in your community' and 'how can you contribute to change'.
 * **Stage 2** || CCS2.1

(Timna) CCS2.2 My Little Museum (Museum of the Riverina) [] *Kelly SSS2.8 - Identify a need within the school, investigate how to go about fulfilling that need i.e. reduce waste, introduce compost and recycling and how this can contribute to the quality of school and community life and become an ongoing project (Candy) Students investigate and learn about the town or villages they live in. Create an advertisment to try and attract city slickers tomove to the country. "What does Young have to offer"? Researching and interviewing members of their community. Local business and services that Young and its citizens rely on: <span style="color: #800080; font-family: Arial,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Local Volunteer Services (CWA, Meals on Wheels) <span style="color: #800080; font-family: Arial,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Council an members of parliment <span style="color: #800080; font-family: Arial,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Police and ambulance stations Aboriginal Lands Board CBD - 'The Main Street' Services available (postal, gas, petrol etc) Intrinsic and unique local activites and events Sporting activities Public Gardens Things to do (Annabel) Students and teacher brainstorm on which members of the local community (across 4 generations) could be asked to speak to the class about change in the local community over the past 100 years. Students form 4 groups, and write a letter to each guest explaining the broad topic of "Our Australia - Living in Communities", and their focus on change. Guests come in to speak with the class, students to take notes, ask questions, and then create posters on change in the local community. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">(Lindsie) <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS2.1 <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Research into traditional owners of the land (Wiradjuri people) and when Junee was settled by white people and what the land was used for. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS2.2 <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Possible guest speaker/Elder from Wiradjuri group to discuss the history of their tribe and stories from white settlement. Students to reflect on how their family and community is important to them and what the benefits are of belonging. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS2.7

<span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students to consider items produced locally, how technology has impacted on production and how this has impacted on the community and local environment. Students to consider how this has changed over time. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">SSS2.8

<span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Students consider school rules, who makes them, why are they made and what the consequences could be if they didn’t exist. Class to make own classroom rule, roles and responsibilities including consequences. Discuss as a class which are appropriate/inappropriate and implement. || Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage. || CCS3.2 Explains the development of the principles of Australian democracy. || (Annabel)Australian democracy; worldwide democracy; shaping Australia's identity; Australian achievements; Australian human rights issues; origins of special days, events and places; family, school, local, national and global events, isses, problems and trends; Aboriginal democratic practices before Brittish colonisation. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">(Lindsie) <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS3.1 Students to recognise that past and present merge to make the current culture and that culture varies for individuals and is quite specific to location. <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">CCS3.2
 * **Stage 3** || CCS3.1

<span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 90%;">Student will begin to understand what democracy is and how it works. || SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities. || SSS3.8 Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles. || (Annabel) Australian imports and exports; global interconnections and interdependence; Australian work practices; rights and responsibilities; electoral processes; decision-making and democratic processes. Lindsie SSS3.7 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Students to consider how Australia is connected to other countries and recognises global communities and responsibilities. SSS3.8 <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Students will <span style="color: #ff00f4; font-family: "Times New Roman",Times,serif; font-size: 12px;">become aware of the responsibilities of the government and how the action of individuals and groups can influence government policy. Students will also become aware of the issue of social justice and will consider the importance of governments behaving in a socially just manner. || (Timna) Our Australia: Ten Symbols of Australia **GOLD!**

**(Lindsie)** **CCS3.1** <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Students could consider various cultural identities from around Australia and consider the impact on Australian culture as a whole. **CCS3.2** <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Students to consider state and federal governments. Discover how voting works and what the roles of politicians are. **SSS3.7** <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Identifies major import/exports. Identifies resources held by Australia, availability of meeting our own needs and considers that needs are generally universal. Considers Australia’s responsibility to assist other countries. **SSS3.8** <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 80%;">Students to consider the way in which Australian government policy reflects the wishes of the population. Students to discuss what would happen if Australians’ viewed politicians as behaving in an unjust manner or making poor decisions || (Timna) The Great Verandah education kit: Addresses CCS3.1, CCS3.2, SSS3.8. [] Current Exhibitions in Wagga Wagga. Addresses CCS3.1, SSS3.7. [] 1.Symbols of Australia on exhibition at the Historic Council Chamber site (May 20 to Aug 7) 2.Racing for the King: The 1947 Riverina Billycart Derby on exhibition at the Botanic Garden site 3.The Inge Webster migration collection on exhibition at the Botanic Garden site 4.Dressed for the Occasion: A History of Textiles on exhibition at the Botanic Garden site 5.From all Four Corners: Stories of Migration to Wagga Wagga on exhibition at the Botanic Gardens Kidztrack Museum of the Riverina Bontanic Garden site – ages 5-12 to explore Wagga’s history. [] (<span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Candy) Young has a rich and very well known Gold Rush period during the 1800's. Young is a perfect Place-based teaching resource as the Local Council (etc) uses Youngs histories of the Gold Rush and subsequent Bush Rangers to encourage Tourism. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Gold Rush inY oung - Young Mususm <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Blackgaurd gully - the first place Gold was found in Young (Panning for Gold is an option through the local museum upon request) <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Bushrangers <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">Chinease Tribute Garden (commemorating the Chinese during the Gold rush) <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">[] <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Lambing Flat Festival <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">Bush Poetry <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt; line-height: normal; margin-bottom: 0pt;">The Lambing Flat Folk Museum <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">[] <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">*Kelly CCS3.1 - Students can look at the history of the Wiradjuri people, and how the area has changed since colonisation. They can investigate and visit Bonegilla Migrant camp and present information on how the migrants helped populate and influence the local area as well as other pre and post-war changes. These can be shown on a timeline. SSS3.8 - organising a visit from a local member of parliament to discuss local issues which the students and teacher can investigate in the lead up to a local election. Reading local newspapers and watching news on tv can form part of the students homework in identifying areas of concern. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 8pt;">(Annabel) Students can research the life and achievements of Sir Donald Bradman (who was born in Cootamundra) and determine how his achievements have shaped Australia's identity and heritage. They can visit his birthplace, the associated museum and walk along the 'Captain's Walk'. Students could construct a small biography of his life. []

Lindsie CCS3.1 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Students could review culture in Junee (ie largely homogenous) compared with a school in Sydney (or even Wagga). Potential to initiate email pen-pal or to Skype schools to discuss differences. See what each school identifies as ‘Australian culture’ and class to compare and contrast CCS3.2 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Invite local councillor/local member to be a guest speaker and discuss why they went into politics. Have students decide on an issue of importance to them as a class, research it, debate both sides and produce a political campaign to have things changed. If issue is of importance to school, have them present it to Principal/P&C or send a submission to local member if it is an issue outside school. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Invite local councillor/local member to be a guest speaker and discuss why they went into politics. Have students decide on an issue of importance to them as a class, research it, debate both sides and produce a political campaign to have things changed. If issue is of importance to school, have them present it to Principal/P&C or send a submission to local member if it is an issue outside school. SSS3.7 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Considers class needs and identifies needs of students elsewhere. Considers how we meet our needs and how to assist others in meeting their. SSS3.8 <span style="color: #ff00f4; font-family: "Times New Roman","serif"; font-size: 90%;">Students to consider equity and equality and whether the two are always the same. Identifies a community issue and develops a plan to raise local awareness. Students to consider whether their plan considers matters of social justice. ||