Story:

This chapter is set in Istanbul, Turkey. It follows the journey of Erol, who moves with his family to the city and finds it difficult to fit in. After joining a football team, making a friend and learning about the history and diversity of his environment, he finds his place in his new community. By learning about the challenges of life through visual messages, he acts to be a responsible citizen by helping others transition into a new school.

To support student comprehension of the text, before reading:

• Identify Turkey, Ankara, Istanbul and Gallipoli on a map
• Discuss what it is like to move home
• Discuss strategies for making new friends and joining groups.
• Discuss the importance of being open minded when new people join your group.
• Ensure students have a clear understanding of ‘visual messages’ that promote positive change.
• Ask students to give examples of how they can be principled and communicators when working in a group

Discussion Question Page 32 What is a community?
Suggested answers: A group of people who live in an area. The name of the area in which a group of people live. People who share a common background or interest. A group of people who attend a particular class, school, belong to a club, or come together because of a tradition or belief. People who come together because they share a similar problem or concern. A group of countries that share the same background or goals. Plants and animals that live in a particular environment.

Exploring the City (text)
For students both familiar and unfamiliar with the game of football, build a tree of class knowledge regarding the game. Who plays it? Where? Famous teams, famous, players, uniforms, player contracts, major competitions. This will help students identify with the way messages, promoted by players and FIFA, can reach a large percentage of the population. Note: FIFA has a current campaign; Win in Africa with Africa. Visit: www.fifa.com clicking on About FIFA/social responsibility.

Discussion Question Page 31 What visual messages can be seen in your community?
As a homework task students can identify visual messages around them, categorising them into those promoting social responsibility, those advertising a product or service and those with another purpose.
Possible responses: Signs warning of the dangers of driving too fast or drinking and driving. Banners and adverts promoting community events and fundraisers. Messages on T-shirts such as statements from Greenpeace. Adverts in newspapers. Mission statement and mottos in school entrance ways and on publications. Brochures and info packs regarding caring for the environment in Information centres. Key objectives of Members of parliament/ senators/ leaders in the community advertised in booklets and within their offices. Billboards at stadiums. Social responsibility campaigns on television such as saying ‘No’ to family violence. Newspaper and magazines articles and adverts educating people on current community and global crisis. T.V. ads from organizations such as Christian Childrens Fund and Women’s Refuge. Lyrics published in CD cases from artists with a message. Shop promotions such as ‘The RED’ shopping campaign promoted by Bono from U2 to help raise funds for AIDS drugs in Africa. People wearing coloured ribbons and wrist bands raising awareness for problems such as cancer. Memorials, statues and plaques.

Activity One: Promoting change

Build up:

• Discuss ways in which to advertise or promote a product, service or message. If possible create a display of signs, posters etc which use slogans, captions, questions, statements, photos and symbols. Display famous quotes, captions and jingles. Discuss writing in second person, using questions, making statements

• Brainstorm global issues that negatively impact on people around the world.

Extension: Identify locations where certain problems are more significant due to drought, civil war, religious difference etc.

Equipment (options)

• Sketch paper and pencils/markers
• Drawing/Design software programmes

Approach
Students can work independently or collaboratively on this task following the instructions on page 33.

Activity Two: Acting through art

Students can complete this activity in a short period of time or possibly as a homework activity.

Activity Three: Community focus

Build-up:
Students will need to identify with issues and concerns that impact on the quality of life within their school and/or local community.
Consider:

• Brainstorming issues
• Interviewing respected members of school or community
• Reading the local newspaper
• Discussing issues with student council

Equipment:
As students identify with the issue that they will represent, they will also develop ideas for the medium in which they will want to work.

Options may include:

• A selection of musical pieces
• Equipment for audio recording
• Digital cameras
• Art paper – pastels, paint, markers, water colours
• Clay/construction materials
• Computers
• Costumes/props

Assessment

THE ARTS

By the end of the three activities, students will have developed their ability to
1. Express their art ideas and consider the ideas of others
2. Understand and communicate their intentions for their art expression
3. Applied appropriate skills and techniques to express their ideas

Assessment data can be gathered through
1. Observing students as they work collaboratively and express ideas on paper and verbally
2. Conferencing students so that they communicate their artistic process and intentions
3. Students writing reflections
4. Art samples

Students may need to spend more time in the process stage of creating art to fully express their ability to create, apply and explain their intention of their art. The descriptors are quite generic as students have a wide choice of types of expression and medium in chapter 3. Keeping this in mind the following criteria is a sample for this chapter:

Criterion B Application	0 oI have not reached a standard described by any of the descriptors	1-2 oI am not able to clearly explain the theme/purpose of my art o I had difficulty applying learned skills and techniques	3-4 o I can explain simply the theme/purpose of my art o I needed some assistance applying learned skills and techniques	5-6 o I can explain clearly the theme/purpose of my art o I independently applied learned skills and techniques	7-8 o I can explain in detail the theme/purpose of my art piece o I demonstrated independence, control and effective use of learned skills and techniques
Criterion D Personal Engagement	0 oI have not reached a standard described by any of the descriptors	1-2 o I am reluctant to create and share art ideas	3-4 o I am developing confidence to create and share art ideas	5-6 o I am committed to and confident to creating and sharing art ideas	7-8 o I confidently create and share art ideas, showing leadership and innovative thinking

ENGLISH

Students may need further exposure to the writing of poetry, slogans, statements and lyrics to fully express their achievement in this area of writing. They will also need the opportunity to work individually to represent clearly their personal writing achievement. Keeping this in mind the following criteria is a sample for this chapter.

Criterion A	0	1-2	3-4	5-6	7-8	9-10
	oHave not reached a standard described by any of the descriptors	oYour writing reflects limited use imagination and empathy. oYour message is unclear or lacks thought	oYour writing reflects some use of imagination and empathy. oYour message needs further development	oYour writing reflects developing imagination and empathy. oYour message is clear	oYour writing reflects imagination and empathy oYour message is clear, informative and you have considered your audience	oYour writing reflects effective use of imagination and empathy oYour persuasive message clearly targets your audience
Criterion C	0	1-2	3-4	5-6	7-8	9-10
		oYour vocabulary is limited	oYour vocabulary needs to be more varied and relate more closely to the task	oYour vocabulary is suitable to the task	oYour vocabulary is well selected and adds impact	oYour vocabulary adds impact and demonstrates a high level of maturity