Topic 3:
SOCIAL ACTION
(By the Community, For the Community)
Introduction: So what is our Social Action topic about?
Our first topic for senior Social Studies is going to be a taking a critical look at our, or another community, to understand some form Social Issue, such as poverty, homelessness, or any issue of your own selection.
We are going to research that Issue and the community it is affecting, and then examine the different perspectives groups have on what Social Actions need to be taken to help.
This project will teach you the research skills and key concepts that you will need to understand for Senior Social Studies
What is a Social Action?
Social action is about people coming together to help improve their lives and solve the problems that are important in their communities. It involves people giving their time and other resources for the common good, in a range of forms – from volunteering and community-owned services to community organising or simple neighbourly acts.
The Welcome to Social Studies Quiz
Complete this task either digitally, or on a physical copy and then pass the results back to your teacher - you need to make sure that you have you name and class on the document
You will use the areas that you struggled with on this exercise to guide your chosen topic areas in the Key Terms review.
Key Terms needed for Senior Social Studies
Social Issues
Community
Perspectives / Perceptions
Social Action
Campaign
Policy
Values
Change
Responsibility
Influence
Seeing the world through a different lens:
Points of view, Values and Perspectives
Points of view
People’s points of view may be expressed in their words or actions. Other words for ‘point of view’ are viewpoint, opinion, or a stance taken in regard to an issue.
An example of a point of view is “I’m all for the City Council introducing e-waste recycling – I’m worried about the state of our local landfill”.
Values
Values are deeply held beliefs about what is important. There are different kinds of values, such as moral, social, cultural, aesthetic, economic, and environmental values. Understanding people’s values can help to explain why people hold a particular point of view.
For example, someone might support e-waste recycling because they believe that the environment needs to be protected to safeguard the future of the planet or because they believe in kaitiakitanga – the guardianship of a resource for future generations.
Perspectives
People’s points of view and values are shaped by a complex and intersecting landscape of perspectives. Other words for this are worldviews, ways of looking at the world, and ideologies
For example, someone who is concerned about e-waste recycling and the environment might be coming from an ecological perspective. From this perspective, the environment has an intrinsic worth independent of its monetary value or ability to be used.
Why is Social Studies Important? The Spring Boks Tour Protests
For 56 days in July, August and September 1981, New Zealanders were divided against each other in the largest civil disturbance seen since the 1951 waterfront dispute. More than 150,000 people took part in over 200 demonstrations in 28 centres, and 1500 were charged with offences stemming from these protests.
To some observers it might seem inconceivable that the cause of this unrest was the visit to New Zealand of the South African rugby team (the Springboks). Although not a major sport on a global scale, rugby had established itself not only as New Zealand’s number one sport but as a vital component in this country’s national identity. In many ways the playing of rugby took a back seat in 1981, and the sport suffered in the following years as players and supporters came to terms with the fallout from the tour.
Identifying a Social Issue
The Social Issue was Racism in many forms:
In South Africa a system called Apartheid segregated their nation by skin colour, and left the country ostracized by many countries around the world.
New Zealand was one of few countries that accepted the South African rugby team's tour, showing a tacit support for segregation, and welcomed it in to New Zealand's culture.
Identifying different perspectives
There were New Zealanders who believed that "politics" had no place within the sporting world. That the two rugby teams should simply focus on playing the game.
There were New Zealanders who refused to allow the Segregated South African rugby team to play uncontested in our country, and believed the tour should have been cancelled to pressure change in South Africa.
Understanding a different perspective is - is not condoning it or agreeing with that point of view or its values.
Taking a Social Action
More than 150,000 people took part in over 200 demonstrations in 28 centres, and 1500 were charged with offences stemming from these protests.
This campaign of Social Action included peaceful protest, violent disruption of Rugby matches, and even using a Airplane to bomb a rugby pitch with bags of flour!
The ultimate outcome of the Spring Bok Tours cancellation showing that people's Social Actions have power to influence the community and bring about real change.
Practice Assessment: New Zealand Social Issues
Activity Three: Student Mini Case Study
In this Task you are going to break down the issues raised in this news articles, and categorise them in to the same structure as you saw with the Spring Boks Tour Case Study.
What is the Issue, how could it impact on the Avondale or wider Auckland Community?
What are the different Perspectives on the Issue, what values do those people or groups hold?
What Social Action, or campaign of Actions, have been taken? Could things have been done differently?
A group protesting the removal of native trees in Auckland has learnt the identity of the developer who purchased the land, as the protest reaches its 150th day.
Save Canal Road Native Trees has been occupying privately owned land on Canal Rd in Avondale for 150 days. Protesters learnt some 100-year-old native trees were being cut down on July 8 and the protest began.
Hundreds of people have taken part in the tree protest over the past 150 days. Despite some attempts, no trees have been cut down at the site since July 21.
“The solution can be found in a combination of a private developer who’s willing to save the trees... those are all solutions that could see it become a public reserve that would see these trees protected for ever, as they should have already been. It is a terrible blight on the Auckland Council that they refused an opportunity to purchase this site not only nine years ago but again last year”
"Removing greenery from Avondale wasn’t ideal, and he recognised the importance of reducing the impact of climate change.
But he said the needs of the local economy, residents, and the demand for affordable housing and the need to increase housing supply was more important."
Year 13: Waikato Coastal Erosion
The main coastal hazards in the Waikato region are coastal erosion and coastal flooding. Houses are at risk from coastal erosion or flooding in over half of our coastal settlements in the region. The risk from coastal erosion has been caused by building too close to the sea to allow for natural shoreline changes.
Waikato Council has proposed "sacrificing" some properties to the incoming tide! This has led to an outcry from Port Waikato Residence.
The issue here is more complex, and the social actions are more subtle - take your time evaluating the sources, and feel free to complete further research to understand the crisis!
Y12 Paper Copy Avondale DeforestationPaper Copy of Y12: Avondale Deforestation
Y13 Paper Copy Coastal Erosion in Port Waikato: Research Task Paper Copy of Y13: Coastal Erosion of Waikato
Community and Responsibility
A community is a social unit with things in common such as customs, values, or religion.
Communities may share a sense of place situated in a given geographical area (e.g. a country, town, or neighbourhood) or even online.
These are important to people's identity and roles in social institutions such as family, home, work, government, society, or humanity at large.
Although communities are usually small relative to personal social ties, "community" may also refer to large group affiliations such as national communities and international communities.
How to write a Research Question
Here is a basic guide on how to write Research Questions for your assessments:
1. Choose a broad topic
"E.g. Homelessness in Central Auckland"
2. Do some preliminary reading to find out about topical debates and issues
Find a variety of News articles on the subject such as, Why does Homelessness
exist, and possible Social Actions that could be taken.
3. Narrow down a specific niche that you want to focus on
"E.g. Why do different people become homeless with the Auckland central area especially so many people in old age who should be supported, and why aren't charities and council working together to support them."
4. Structure into Questions
What are the causes of homelessness in old age...
Why do charities and the council work so differently to support the homeless...
How does elderly homelessness impact on...
Assessment Information: Conduct a reflective social inquiry
Achievement Standard Social Studies 91280: Conduct a reflective social inquiry
Context/setting
Present the findings of your inquiry in the form of ONE of the following:
An Essay or Report (includes Main title, subtitles, explanations, evidence to support)
A speech
A detailed / informative poster
Your presentation must clearly identify the two perspectives on your chosen Social Issue –
Your presentation will:
Include a brief summary of the Social Issue
Describe and explain in detail the different Perspectives that people hold/have held concerning the Social Issue
Describe and explain the different Social Actions that people have engaged in in response to the Social Issue.
Make justified generalisations of ideas that you have gained from your social inquiry and explain how they could be applied to other contexts.