Resource Selection and Evaluation for Active Citizenship

This template provides a framework for selecting and evaluating resources for teaching about active local and global citizenship. The resource selected is a handbook by Schattle (2010) on global citizenship in theory and practice. The template includes sections for discussing why the resource was chosen, how it can be used in the classroom, how it can be adapted to meet diverse learning needs, and its strengths and weaknesses. The template also includes links to the curriculum and capabilities for this resource and activity. The resource is evaluated in terms of its relevance to the unit lectures and readings, its usefulness in the classroom, and its potential to support diverse learning needs. The strengths and weaknesses of the resource are discussed, with reference to unit readings.  

EEO320 Template for resource selection and evaluation (academic writing, in paragraphs & supported by
references-questions are there to help you structure your report however you may remove them)
Name:
Active local and Global Citizens
Resource I have
Selected:
Handbook
Schattle, H., 2010.
Global citizenship in
theory and practice.
In The handbook of
practice and research
in study abroad (pp.
25-42). Routledge.
https://
www.taylorfrancis.com
/books/e/
9781135852344/
chapters/
10.4324%2F978020387
6640-8
1. Why did I choose this resource? (refer to unit lectures and readings) (75
words)
I chose this book resources since it offers a clear overview to learners regarding
the concept an idea of global citizenship. It provides insights to its historical
evolution based on evidences from various scholars, educators and learners.This
book is significant since it enables; learners to acquire research skills that the
author utilised. It is also in line with the curriculum chosen so educators will have
an easy time linking the main points with the course being studied

2. How would I use this resource in the classroom? What feedback (if any) was in the Padlet’s regarding
this resource? How can I adapt it to meet diverse learning needs? (150 words)
Through reading the book from the front and make summary notes that highlights the main points.
Linking of the book content of the handbook to then existing current events to increase learners
understanding through providing bizarre/, memorable examples.
Offering an element of randomness in the classroom lesson setting and providing the learners a choice.
(Abdelnour-Nocera,Clemmensen & Kurosu, 2013,p.401).
I can adapt to meet diverse learning needs through the following:
Meeting as group or learners team in order to closely read and learn based from each learners
Individualized Education program. And specific place.
Education programs guide learners on what they are supposed to undertake for a certain time
Through training of student paraprofessionals in the class so as to ensure conduction of conferences
With learners. Also, initiating programs that will opt to analyse the key opportunities that will target to solve
the problems faced. All the leaners should realis that academic concepts are always important when it comes

to problem adjustment.
3. Selected level & curriculum links (Humanities and Capabilities) for this resource and activity?
Describe in words how these factors link together…(100 words)
Australian curriculum
They also allow the students to learn about gain school and curriculum support where the students
recognize the main points (Bateman, 2012,p.47).
The curriculum works hand in hand with the school in order to make students learn about how to
benefit the international communities through utilisation of maximum resources.
They play tremendous role in Australian curriculum in equipping the youth individuals of Australia
to live and also learn successfully through working on their learning process (Carretero, Asensio,
RodríguezMoneo,2013 p.77).
The factors are linked together through training of educators in each learning level in order to merge
the skills in accordance with the Australian curriculum.
4. What are the strengths and weaknesses for this resource? Use unit readings to support your ideas…
(150 words)
This resource is extremely significance as it offers a plat form for inclusion of big ideas.
It offers key details that support the ideas in the book.
They are also able to appreciate learning being able to
answer question effectively. It is also important to ensure that learners understand the concept based on
historical evidence.
The resources offers a student a broad range of understanding trough conveying a variety of details as
written in the book.

Weaknesses
The existing information can easily be exaggerated since its written using the author’s perspective.
Students can also misunderstand some of the words written to mean a quite different meaning.
Some of the books are highly time consuming to read and also expensive to purchase.
All the books cannot therefore be issued top all students which makes learning difficult.
Some of the students can also be left out during sharing of the book.
It is also hard to acquire feedback.
Multiple Histories
Resource I have Selected:
Details; Various artefacts used
in Australia to explain multiple
history
https://www.google.com/url?
sa=i&source=images&cd=&ca
d=rja&uact=8&ved=2ahUKEw
jblKbT9IrgAhWTTn0KHWxU
AS0QjRx6BAgBEAU&url=htt
ps%3A%2F%2Fwww.ancient-
origins.net%2Fartifacts-other-
artifacts%2Ften-amazing-
1. Why did I choose this resource? (refer to unit lectures and readings)
(75 words)
I chose this artefact as learning resource which makes use of visual object
that is utilised by students
to understand the parts of history.
In giving key information about world histories from different parts of the
globe. The resources give the students a clear image of what was happening
during the historical times. This is a good way of learning since it is based
on evidence hence making the students to memorize the learning outcomes.

artifacts-ancient-world-
002105&psig=AOvVaw1ioRS
oYOWHyCA9lzBQlZMd&ust
=1548573644512511
2. How would I use this resource in the classroom? What feedback (if any) was in the Padlet’s regarding
this resource? How can I adapt it to meet diverse learning needs? (150 words)
How would I use this resource in the classroom?
What feedback (if any) was in the Padlet’s regarding this resource? How can I adapt it to meet diverse
learning needs? (150 words)
Feedback; The artefact beauty, existing rarity and history improve the learners understanding since
it unlocks the secrets of the ancient owners since they come from many distinct sources.
I can also organise the students group in order to organise a visit to the museum where they can access
different other artefacts. In this way they can interact with artefact professionals who will be able to explain
more to them through question and answer forum.
Adapting to meet diverse learning needs
Through modification of classroom assignments in order to ensure that they are readily accessible to
the learners. This can be through the utilisation of modification sheet.
I can also survey the learners in order to identify their basic and personal interests .
3. Selected level & curriculum links (Humanities and Capabilities) for this resource and activity?
Describe in words how these factors link together…(100 words)
Through surveying the students in order to identify the various core topics that they are
interested in learning about it ensures feedback is acquired so as to guide the curriculum.
The level and curriculum interact together to inform educators instructions in order to have the
opportunity to change the existing norms and culture of the classroom setting Consequently,
they will be able to get an interesting chance to understand the various historical activities as they
happened in a chronological order (Dagenais & Robillard, 2012, 56).

In the class they will be required to write a report of the visit in order to evaluate their level of
understanding.
4. What are the strengths and weaknesses for this resource? Use unit readings to support your ideas…
(150 words)
Strengths
The primary data obtained from the artefacts are typically original and quite relevant to the topic of the
existing multiple world research study.
Also the existing degree of accuracy of the chosen resource is extensively high. They are significant since
it enhance the learners understanding making learners to reflect on past experiences. They are important
in proving key observation research skills to the students (Downes,2012,p.47).
The resource also ensures integration of other fields such as art, music studies and literature.
It also ensures students acknowledge the importance of cooperative learning
. It also makes learning the interesting in the classroom setting.
These learning resources highly fascinates learners since they are intrigued by various multiple history
happens making them to gain great interests (Thomson, 2011,p.481). It also a platform of pedagogical
engagements with several
learning opportunities.
Weakness
The learning resources are acquired unsystematically.
The resource is delicate to handle.
It is also an expensive resources.
Indigenous Perspectives

Resource I have Selected:
Book: Petheram, L.,
Zander, K.K., Campbell,
B.M., High, C. and
Stacey, N., 2010. ‘Strange
changes’: Indigenous
perspectives of climate
change and adaptation in
NE Arnhem Land
(Australia). Global
Environmental
Change, 20(4), pp.681-
692.
https://
www.sciencedirect.com/
science/article/pii/
S0959378010000427
Detail: How the
Aborigines made Australia
1. Why did I choose this resource? (refer to unit lectures and readings) (75
words)
The book resource is important since it is a useful tool for both educators and
learners in understanding the course design and outline. All theconept outlined
in the textbook shows apt adaptation that provides students with an approach to
solve and analyse the key aspects in community and past research (Kirmayer,
Dandeneau,Marshall, Phillips & Williamson, 2012,p.59).The book improves
communication, reading, creative thinking skills. It is a pedagogy design that
will be utilised by students for self-study.

2. How would I use this resource in the classroom? What feedback (if any) was in the Padlet’s regarding
this resource? How can I adapt it to meet diverse learning needs? (150 words)
How to use the resource in classroom
I can accomplish this goal through assigning the learners to read a particular section and prepare a feedback
or report that summarizes the main points of then book. The learner is expected to make progress and focus
on reading and understanding abilities (Kirmayer, Dandeneau,Marshall, Phillips & Williamson, 2011,p.55).
I can also use groups to combine students with different reading capabilities so as they can develop the
culture of learning and make it as interesting as possible
I can adapt the resource to meet rye diverse learning needs through use of the following strategies;
Provision of various oral instructions regarding the book for instance in a bid to understand and engage those
students who have reading disabilities (Petheram,Zander, Campbell, High & Stacey, 2010,p.681).
I can also adapt the resource through making class activities from the book more concise and short to
increase more understanding.
3. Selected level & curriculum links (Humanities and Capabilities) for this resource and activity?
Describe in words how these factors link together…(100 words)
The issue of humanity describes the indigenous perspective son environmental control measures. Through the
issue of authenticity it’s now clear that indigenous individuals have played key role in controlling the
environmental sustainability. From the resources it’s clear that each human has a different approach on the
concept of authenticity (Dei, 2013 p.90).Indigenous cultures and people exhibit different perspectives on
sustainability concepts. On describing the capability approaches the resources applies the diversity approach
used by indigenous individuals on organizing for sustainability processes. All cultures have different
perspectives on environmental suitability. Selecting one indigenous individual does not mean representing
the entire people. The viewpoint indicated by the indigenous individuals conserves the motive for
sustainability.

4. What are the strengths and weaknesses for this resource? Use unit readings to support your ideas…
(150 words)
Strengths of resource
The resource has explained on the issue of cultural appropriation. The issue exhibited is on the aspect
of culture, symbol and objects that will analyse the key elements needed in accounting for
environmental sustainability procedures. (Tuck,McKENZIE,McCOY,2014 p.34).The geospatial
policies and procedures analysed shows how indigenous perspectives have emulated new changed on
ecosystem balance and control in the world.
In addition, the directions created through the use of culture and other related processes in
sustainability process have influenced the control processes for data analysis in sustainability
procedures.
Weaknesses of the resources
The indigenous perspectives do not indicate the stipulate methods for analysing the sustainability
progress in production level.
The issue of humanities and capabilities has not revealed the objectives and aims of every sustainable
procedure used in the resource (Castleden,Morgan,Lamb, 2012 p.74).
There are no rules or procedures explaining why indigenous perspectives regulate the sustainable
procedures and concepts in ecological balance.
Our place in the world

Resource I have
Selected:
Knox, P.L., Marston,
S.A. and Imort, M.,
2016. Human
geography: Places
and regions in global
context. Pearson.
https://
scholar.google.com/
scholar?
hl=en&as_sdt=0%2C5
&as_ylo=2012&as_yh
i=2018&q=studying+g
eography&btnG=
1. Why did I choose this resource? (refer to unit lectures and readings) (75 words)
The resource explains on the key issues related to study of Geography.
Generally, geography is the study of changing natural phenomena’s and how they relate
to communities. Basically geography is vital for educating young
Australian in the current age. The source displays how students access
the knowledge ,how students understands various concepts and also it indicates
procedures for solving complex concepts in
geography (Phithakkitnukoon,Smoreda,Olivier, 2012 p.45).
The resource has indicated on how climate change ,urban growth and drought.
has conflicted with globalisation.
2. How would I use this resource in the classroom? What feedback (if any) was in the Padlet’s regarding this
meet diverse learning needs? (150 words)
How to use the resource in classroom
There are number of ways to use the resource in classroom;
The resource will assist in teaching students on issue of climate change.

It helps the students to get knowledge on how to protect the environmental cycle.
Feedback (if any) was in the Padlet’s regarding this resource
The information regarding the resource was on how to come up with apt
measures of controlling environmental pollution. The objective of the resource is to
improve on environmental conservation measurements.
Solving environmental related problem helps in conserving the natural resources as
indicated in the resource (Dickinson, 2014 p.85).This will be beneficial in assessing the environmental composition
How can I adapt it to meet diverse learning needs
Adapting to meet these conditions will create awareness on environmental study thus conserving the nature.
The ability to utilise the critical skills and competency in geographical study instils concepts that will boost
environmental thoughts.
3. Selected level & curriculum links (Humanities and Capabilities) for this resource and activity? Describe
together…(100 words)
From the study, it is clear that there is connection between human society and culture. The resource has used the cr
have significant roles in analysing the natural resources. The humanities are now contrasted with the natural so
natural professional training.
On the issue of capabilities, the resource has indicated on how education on geography can change the overa
indicated that acquiring the powerful knowledge through geographical study it is vital (Dickinson, 2014 p.18
indicates how individuals can access the full potential for human survival.
4. What are the strengths and weaknesses for this resource? Use unit readings to support your ideas… (150 w
The strengths of the resources.
The resource has mentioned a lot of information that aid in analysing the vital aspects of natural resources. S
have been revealed in the resource are;
First, it has indicated how human and physical systems have changed the overall surface of the earth.
It has indicated apt knowledge on understanding the global interdependence thus helping individual to
(Madge,Raghuram,Noxolo,2015 p.83).

It has indicated on importance of making the earth as a home since it provides more insights that target t
activities that helps human and other living organisms.
Weaknesses of the resource
The resource does not indicate the core relationship between earth and human beings.
There is no evidence on how geography has impacted the issue of global warming.
Not all concepts explained in the resource have met the necessary investigation and data analysis procedures
The World and its Resources (sustainability)
Resource I have Selected:
Madu, C.N. and Kuei,
C.H. eds.,
2012. Handbook of
sustainability
management. World
Scientific.
https://scholar.google.com
scholar?
hl=en&as_sdt=0%2C5&as
_ylo=2012&as
_yhi=2018&q=The+Worl
d+and+its+
Resources+
1. Why did I choose this resource? (refer to unit lectures and readings) (75
words)
The resource has used various terminologies that describe
the issue of natural resources, the human resources and capital
resources. Generally, natural resources are the aspects such as the coal, water
and land which determine the survival for human. On another hand, human
resources according to the resource are the issue of labour that is there is use of
human efforts and capabilities that aid in production output. In addition, the
concept capital resources has analysed on man-made aspects such as tools
(Volchko,Norrman,Bergknut,Rosén,Söderqvist,2013 p.65).

%28sustainability
%29&btnG=
2. How would I use this resource in the classroom? What feedback (if any) was in the Padlet’s regarding
this resource? How can I adapt it to meet diverse learning needs? (150 words)
How to use the resource in classroom
In order to explain the issue of sustainability, I will use the resource in different ways. Some of these ways
will opt to describe on issues such as;
Teaching learners on the sustainable patterns that will balance the social, economic and ecological survival
systems.
Feedback (if any) was in the Padlet’s regarding this resource
The arguments raised by the Padlets study shows the response of sustainability in subjects such geography
and economics. All the feedback information is related to the three key stages such as; understanding the
sustainability concepts, analysing and applying the knowledge obtained in sustainability studies and lastly
evaluating and analysing the key concepts of sustainability field.
How can I adapt it to meet diverse learning needs
In order to meet the diverse learning needs the following concepts can be used;
Training paraprofessionals in the field of sustainability on importance of conducting the reading conferences
that will assist students.
3. Selected level & curriculum links (Humanities and Capabilities) for this resource and activity?
Describe in words how these factors link together…(100 words)

Humanities in sustainability approach are interlinked with the economic, social and environmental
concepts.The issue of capabilities will depend on those key efforts that will tend to induce new changes on
sustainability field (Berardi,2013 p.52).On analysing the capability approach it seems that modern society is
articulated with the core ideas that will assist in maintaining the sustainability aspects. Therefore, the
capability objective shows how individual prosperity will impact the total welfare in sustainability approach.
It shows that both capabilities and humanities are the fundamental concepts that instil a productive
sustainability production. The fundamental aspects revealed by capabilities and humanities is defined as the
economy.
4. What are the strengths and weaknesses for this resource? Use unit readings to support your ideas…
(150 words)
The strengths of the resource.
The resources has successfully analysed the key pillars of sustainability such as social, environmental and
economic pillars.
There are arguments on importance of sustainability whereby the resource has mentioned processes on
improving the environmental balance and applying the human role in sustainability mechanisms.
The resource has revealed on sustainable patterns of living that most of the time will need the present effort
that will opt for future recommendations (Benson & Craig, 2014 p.87).
Weaknesses of the resources.
The resource does not advocate sustainability procedures that will assist in maintaining the ecological niche
in environment.
Also, there are no explanations on global warming aspects that have threatened the sustainability procedures.
In addition, there is no evidence on the level of sustainability as most of the resources tend to do. All the
arguments are not related to any research carried out or any case study revealed in the resource.

References
Abdelnour-Nocera, J., Clemmensen, T. and Kurosu, M., 2013. Reframing HCI through local and indigenous
perspectives. International Journal of Human-Computer Interaction, 29(4), pp.201-204.
Bateman, D., 2012. Transforming teachers’ temporalities: Futures in an Australian classroom. Futures, 44(1),
pp.14-23.
Benson, M.H. and Craig, R.K., 2014. The end of sustainability. Society & Natural Resources, 27(7), pp.777-
782.
Berardi, U., 2013. Clarifying the new interpretations of the concept of sustainable building. Sustainable
Cities and Society, 8, pp.72-78.
Carretero, M., Asensio, M. and RodríguezMoneo, M. eds., 2013. History education and the construction of
national identities. IAP.
Castleden, H., Morgan, V.S. and Lamb, C., 2012. “I spent the first year drinking tea”: Exploring Canadian
university researchers’ perspectives on community‐based participatory research involving Indigenous
peoples. The Canadian Geographer/Le Géographe canadien, 56(2), pp.160-179.

Dagenais, B. and Robillard, M.P., 2012, June. Recovering traceability links between an API and its learning
resources. In Proceedings of the 34th International Conference on Software Engineering (pp. 47-57). IEEE
Press.
Dei, G.S., 2013. Critical perspectives on indigenous research. Socialist Studies/Études Socialistes, 9(1).
Dickinson, R.E., 2014. The Makers of Modern Geography (RLE Social & Cultural Geography). Oxford
Press.
Downes, S., 2012. Learning objects: Resources for learning worldwide. In Online education using learning
objects (pp. 47-57). Routledge.
Kirmayer, L.J., Dandeneau, S., Marshall, E., Phillips, M.K. and Williamson, K.J., 2011. Rethinking resilience
from indigenous perspectives. The Canadian Journal of Psychiatry, 56(2), pp.84-91.
Kirmayer, L.J., Dandeneau, S., Marshall, E., Phillips, M.K. and Williamson, K.J., 2012. Toward an ecology
of stories: Indigenous perspectives on resilience. In The social ecology of resilience (pp. 399-414). Springer,
New York, NY.
Madge, C., Raghuram, P. and Noxolo, P., 2015. Conceptualizing international education: From international
student to international study. Progress in Human Geography, 39(6), pp.681-701.
Petheram, L., Zander, K.K., Campbell, B.M., High, C. and Stacey, N., 2010. ‘Strange changes’: Indigenous
perspectives of climate change and adaptation in NE Arnhem Land (Australia). Global Environmental
Change, 20(4), pp.681-692.
Phithakkitnukoon, S., Smoreda, Z. and Olivier, P., 2012. Socio-geography of human mobility: A study using
longitudinal mobile phone data. PloS one, 7(6), p.e39253.
Thomson, B., 2011. Pachakuti: indigenous perspectives, buen vivir, sumaq kawsay and
degrowth. Development, 54(4), pp.448-454.
Tuck, E., McKENZIE, M. and McCOY, K., 2014. Land education: Indigenous, post-colonial, and
decolonizing perspectives on place and environmental education research.
Volchko, Y., Norrman, J., Bergknut, M., Rosén, L. and Söderqvist, T., 2013. Incorporating the soil function
concept into sustainability appraisal of remediation alternatives. Journal of environmental management, 129,
pp.367-376.