Changing the Comfort Zone
Core Values Taught
 Our courses celebrate the “Ideal Man”
 Based on Chaucer’s idea of the knight:
courage, honour, humility, courtesy, respect
and duty
 Evaluated against the “canon
canon of literature
literature”
and modern texts
Gentilesse
‘Gentilesse’ is a poem written by Geoffry
Chaucer in the Middle English of the 14th
Century extolling the virtues of this knightly
quality.
The word
Th
d ‘‘gentilesse’
il
’ could
ld lloosely
l be
b
compared to our phrase ‘gentlemanly
behaviour’. The word gentleman has its origin
in the term ‘gentilesse’’ of the middle ages
ages. We
could argue that qualities of manhood today
are founded on the principles of ‘gentilesse’. It
was the code of conduct for medieval knights.
knights
The virtue of "gentilesse" combined a courtesy
off manner with
ith a courtesy
t
off mind.
i d
Gentilesse
Geoffrey Chaucer
Chaucer | Quotes | Biography | Works | Canterbury Tales |
Portraits | Posters | Essays | Links | Books | Discussion Forum
to Chaucer's Knight
Audio Reading by Anniina Jokinen, ©2009.
Anniina studied Chaucer at UCLA under V. A. Kolve.
If clip doesn't load, click here. Free RealPlayer here.
A KNYGHT ther was and that a worthy man,
That fro the tyme that he first bigan
To riden out, he loved chivalrie,
Trouthe and honour, fredom and curteisie.
Ful worthy was he in his lordes werre,
And therto hadde he riden, no man ferre,
As wel in cristendom as in hethenesse,
hethenesse
And evere honoured for his worthynesse.
At Alisaundre he was whan it was wonne;
Ful ofte tyme he hadde the bord bigonne
Aboven alle nacïons in Pruce;
In Lettow hadde he reysed and in Ruce,—
No cristen man so ofte of his degree.
In Gernade at the seege eek hadde he be
Of Algezir,
Algezir and riden in Belmarye.
Belmarye
At Lyeys was he and at Satalye,
Whan they were wonne; and in the Grete See
At many a noble armee hadde he be.
At mortal batailles hadde he been fiftene,
And foughten for oure feith at Tramyssene
In lystes thries, and ay slayn his foo.
This ilke worthy knyght hadde been also
Somtyme with the lord of Palatye
Agayn another hethen in Turkye;
And everemoore he hadde a sovereyn prys.
And though that he were worthy, he was wys,
And of his port as meeke as is a mayde.
He nevere yet no vileynye ne sayde,
In al his lyf, unto no maner wight.
He was a verray, parfit, gentil knyght.
But for to tellen yow of his array,
But,
array
His hors weren goode, but he ne was nat gay ;
Of fustian he wered a gypon
Ál bismótered with his habergeon,
For he was late y-come from his viage,
And wente for to doon his pilgrymage.
Core Values Taught
 Students are challenged to consider the
values of the protagonists, to empathise
with the dilemmas they face,
face and to
consider how they would respond in similar
circumstances.
 Texts chosen take them out of their comfort
zone
in
order
to
understanding of life.
broaden
their
Te ts Taught
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Texts
Year 7
 Poetry “Harmony and Havoc”
Examining the power of the natural elements on our lives
 “The Running Man” by Baumer.
Baumer *
A text that examines the isolation and psychological damage
caused to a Vietnam Veteran and how a new understanding of
life can come from a friendship with a young boy who is his
next door neighbour
 “Macbeth & Son” by Jackie French *
A fascinating comparison of a young Australian boy’s life to the
life of a young Macbeth
Te ts Taught
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Texts
Year 7
 Fact or Fiction *
An examination of one of Australia’s most
colourful
l
f lb
bushrangers,
h
N
Ned
d Kelly,
K ll through
th
h song,
painting, film, non fiction and fiction texts.
Te ts Taught
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Texts
Year 8
 Fantasy –“Stravaganza – City of Masks” by Hoffman *
We are taken into the world of a young boy suffering from
cancer. He receives a beautiful notebook from his father that
enables
bl him
h
to stravagate to 15th Century Venice.
 Australian Culture *
An examination of Aboriginal
g
Dreamtime Stories and the p
poetry
y
of Banjo Paterson who brought the Australian imagination to
life with his bush poetry.
 Introduction to Shakespeare
p
 International Perspectives *
The unit that will be highlighted in this presentation
Te ts Taught
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Texts
Year 9
 Short Stories – “Paper
Paper Families
Families” edited by
Richard Baines *
A wonderful collection of short stories that provide a unique insight
into the human condition and model different writing
g techniques.
 WW1 – “All Quiet on the Western Front”
by Remarque
*
We join with the History Department and run combined
assessments
t for
f this
thi unit
it that
th t examines
i
th romance and
the
d reality
lit off
war.

“Romeo & Juliet”
*
A comparison of Shakespeare
Shakespeare’s
s play and the modern film version of
Baz Luhrmann
 Villains *
A comparison of the way villains are represented in text ranging
from James Bond to the modern day corporate criminal.
criminal
Te ts Taught
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Texts
Year 10
 “Ransom” by Malouf –Appropriation *
This is a beautiful appropriation of the story of Ulysses. It provides a
wonderful insight into values associated with manhood
 Comparative Study “Lord of the Flies” and by
Golding and “Of Mice & Men” by Steinbeck, *
The nature of the human condition and the responsibilities of man are
clearly explored in these 2 classic novels.
novels

“Macbeth” by Shakespeare
*
Taken from the perspective of gender roles an interesting study ensues
of appropriate behaviour.
behaviour
 Media Study
An examination of how the media shapes the context and values of today’s
society.
T t Taught
T
ht Across
A
Y
7 12
Texts
Year
7-12
Year 11
 Poetry Appreciation based on the text “Blue Atoms”
This texts provides a wonderful range of stimulating poetry.
 Comparative Study “Henry
Henry V
V” by Shakespeare and
“The Dreamers” by Jack Davis *
This unit has a specific manhood focus. The knightly values as
y Chaucer are celebrated in the selected Henry
y V
identified by
speeches. “The Dreamers” provides an effective contrast as the
audience witness the squalor of an Aboriginal family living in
suburbia. But it is through the main protagonists connection to
his spiritual beliefs that we see a sign of hope.
hope
 Satire, Text: “Animal Farm” by Orwell *
Students read, view and analyse a wide range of texts in order to
understand the function of the satirist.
satirist
T t Taught
T
ht Across
A
Y
7 12
Texts
Year
7-12
Year 12
 Area of Study – Belonging.
Emily Dickinson
Selected poems by
Students complete a specific study of Dickinson
Dickinson’s
s set poems then
read, view and analyse a wide range of texts in order to
understand the concept of belonging. They are also required to
write a creative response to “belonging” and be able to respond to
reading tasks.
tasks
 Comparative Study of Text – “Frankenstein” and
“Blade Runner” *
Students
St
d t evaluate
l t and
d compare and
d contrast
t
t how
h
similar
i il concepts
t
have been represented over time. The exploration of values is
particularly important.
Te ts Taught
Texts
Ta ght Across
Ac oss Year
Yea 7-12
7 12
Year 12
 Close Study of Text– Selected Speeches *
Students complete a specific study of each of the set speeches,
ranging from Suu Kyi to Arafat. They identify the key rhetorical
devices of each speech and analyse the values expressed in
relation to the particular time frame of the speech.
 Conflicting Perspectives - Study of Text “Julius
Caesar” by Shakespeare *
In this unit students examine how the notion of conflicting
perspectives has been represented by Shakespeare and them
relate this to texts of their own choosing.
International Perspectives
p
Changing The Comfort Zone
An examination of how context shapes one’s
views on life
 A
recognition that in order to understand one
one’s
s
viewpoint and values you must understand the
circumstances that shape them
 That the global world is complicated and media
promoted
t d stereotype
t
t
i
images
th t castt societies
that
i ti
as
“good” or “bad” are not a true reflection of the
people.
 That we should all have hopes and aspirations
 That we should respect other cultures
English Website
International Perspectives
p
Changing The Comfort Zone
Texts Studied : A Little Piece of Ground, by Elizabeth
Laird & No More Borders for Josef, by Diana Chase
Both novels present the views of different
teenagers caught in genuine conflicts in
thei own
their
o n worlds.
o lds Their
Thei perspectives
pe specti es are
a e
those
of
normal
teenagers
in
extraordinary situations, how they cope
and how their experiences shape their
lives.
Provoking a Thoughtful
Response
Consider
o sd
the following
o o
g quotations
quo
o s and
d their relationship
o s p to
o your
you
study of the set novels.
“There has never been so great a need for understanding our
own and other societies as in this era of mass communication
and the rapid scientific progress, when we are bombarded with
i f
information
i
b not always
but
l
think
hi k through
h
h to the
h key
k
underlying
d l i
issues. In an age which has developed the potential for mutual
mass destruction, it is more crucial than ever that we should
try to understand other individuals and societies and to respect
different systems of belief.
belief ”
Richard Hoggart, Oxford Illustrated Encyclopaedia of Peoples
and Cultures
“The author of a work of imagination is trying to affect us wholly,
wholly
as human beings, whether he knows it or not; and we are affected
by it, as human beings, whether we intend to be or not.”
T.S Eliot Essays Ancient and Modern
Provoking a Thoughtful
Response
“For the children of a specific ethnic minority, reading
positive stories about their own ethnic group can
increase self-esteem and make them feel part of a
larger society.
society For children of a “majority” group,
group
reading stories about other cultures can increase their
sensitivity to those who are different from themselves,
improve their knowledge of the world and help them
t realise
to
li that
th t although
lth
h people
l have
h
many differences,
diff
they also share many similarities.”
T.Michele de la Inglesia, Multicultural Literature for
Children
International Perspectives
p
Changing The Comfort Zone
A Little Piece of Ground is set in a more recent
Palestine. Karim is an ordinary boy, going to school
when he can and not always enjoying it, good at
football and good at computer games.
football,
games We learn about
his family and his friends. Not heroes and terrorists,
only people desperate to live “normal” lives. Through
Karim, we feel what curfew really means, cooped up in
one’s
’ home
h
f two weeks
for
k on endd andd what
h this
hi does
d
to
his school, to the family business and his life. We feel
the humiliation when all the men have to strip naked to
be searched at a roadblock. We feel his loss when
learning that his family’s farm has simply been taken
over by Israeli settlers. Laird’s picture is credible and
heavily one-sided. In the absence of a novel that fully
integrates multiple
m ltiple perspectives
perspecti es wee can use
se it to lead uss
toward a more complex view of issues in the Middle
East.
How would you like to live with a wall
bl ki
blocking
you from
f
moving
i
anywhere?
h
?
A Miserable
se ab e Sense
Se se of
o Imprisonment
p so
e t
Palestinian
a est a Loss
oss of
o Land
a d 1946
9 6 - 1999
999
http://www.ccmep.org/delegations/maps/palestine.html
Discussion in The Economist 14/03/10 re accuracy of map:
http://bit.ly/atooBN
Life in Australia Versus Life on the
West Bank
A t li
Australia
(2010 est.)
t)
Median Age:
37.5
W t Bank
West
B k
(2010 est.)
t)
Median Age:
20.9
Infant Mortality Rates:
Infant Mortality Rates:
Life Expectancy: 81.72
81 72
Life Expectancy:
74 78
74.78
Unemployment: 5.7%(2009 est)
Unemployment:
19%
Population: 21,515,754
Population:
Refugees :
Refugees:
4.67 deaths/1000 live births
20,919
15.41 deaths / 1000 live births
(2009 est)
2,514,845
722,000
CIA World Fact Book, May 2010
West Bank/Gaza
2001
See changes to Palestinians. Play interactive graph at
www.bit.ly/djXlXU
http://www.gapminder.org/world/
Provoking a Thoughtful
Response
 Karim’s hopes and dreams
 The impact of the curfews
 The role of sport
 The role of Animals
Provoking a Thoughtful
Response
p g
Epilogue
Karim peered down away from the evening sunset, into the
sprawl of the refugee camp. Ramallah had changed. The camp
had expanded and more shells were being fired into the other
areas of the city.
city Karim still remembered when his life had been
better, when the curfews lasted for only two weeks, family and
friends could still leave Palestine and how he could still play
game boy and soccer.
Looking down at the refugee camp caused Karim to remember
his old home. He longed for the safety that he felt with his
mother and father and his late brother Jamal who had all died
trying to protect the house from the shells fired from the tanks
when Karim was at Hoppers Ground.
Ground That all happened one
year ago. Karim, now 17 years old, lives in the refugee camp
with Hopper and his only surviving family members, Abu Feisal
and Sireen his younger sister.
G
Greg
8A
Provoking a Thoughtful
Response
a
a
d that
a there was
a no
o real
a reason.
a o There was
a
Karim
realised
no reason for the boys to throw rocks at the Israeli tanks;
there was no reason for the Israelis to counter with
American - made weapons; Basim’s death had no reason:
there wasn
wasn’tt even much reason for the conflict.
conflict All the
conflict, all the fighting, all the deaths could be stopped
and people could just work things out with words. Karim
knew all this, but he also knew that it couldn’t happen.
Th
The
fi
fiery
aggression
i
off humans
h
made
d
di l
diplomacy
impossible. Karim knew that always, whenever there was
a dispute between religion, land or otherwise, in his
country, fighting would ensue. But there was nothing
Karim or anyone could do about it. All they needed to do
was keep on living their lives, and survive. That’s all that
they needed to do. Survive.
H l
Harley
8A
No More Borders for Josef
No More Borders for Josef commences in an
area of the Balkans, at a time of rebel
i
incursions.
i
Many
M
off the
th members
b
off Josef’s
J
f’
family are killed in an attack, including his
mother and father. The first part of the
novel deals with his trek to reach the border
and his time spent in the refugee camp. He
has no understanding of the reasons for war
and feels totally dislocated in the camp
environment The remainder of the novel
environment.
deals with his time spent adjusting to a new
life, under the care of his Uncle’s family, in
Western Australia. Through Josef’s story we
gain a much greater understanding of what
it means to be a refugee, the constant
questions that plague his identity
(heightened through his interaction with
Karina and Uncle Alex) and how the scars of
war can be healed.
No More Borders for Josef
A Provocative Discussion Question
‘Josef sat there,, his mind churning
g over and over. Maybe
y
this man was his uncle, maybe he wasn’t, but this could
never be his land – or his home. He closed his eyes. His
insides ached and he wanted to curl up in a ball. At the
back of his mind he could hear Sasich saying, ‘Our village
is kaput … gone … zapped.’
Leads into a discussion of what it means to be a refugee
and Australia’s controversial policy towards refugees.
Bosnian Refugees in Australia
The war in Bosnia (1992 to 1995) displaced 2 million
people with 500,000
500 000 fleeing to other countries
countries.
Refugees from Bosnia were the largest single
component of the Australian humanitarian
immigration program in the 1990s.
Almost all Bosnians arrived with permanent visas and
have settled in large Australian cities.
Bosnian refugees to Australia 1990s
- 30,000
Perth WA
-
Sydney and surrounds NSW
- 14,000
14 000
From: Bosnian refugees in Australia by Dr. Val Colic-Peisker, UNHCR, 2003
5,000
Life in Australia Versus Life in Bosnia
A t li
Australia
(2010 est.)
t)
Median Age:
37.5
B
Bosnia
i
(2010 est.)
t)
Median Age:
40.3
Infant Mortality Rates:
Infant Mortality Rates:
Life Expectancy: 81.72
81 72
Life Expectancy:
78 66
78.66
Unemployment: 5.7%(2009 est)
Unemployment:
40%
Population: 21,515,754
Population:
Refugees :
Refugees:
4.67 deaths/1000 live births
20,919
8.88 deaths / 1000 live births
(2009 est)
4,621,598
7,257
CIA World Fact Book, May 2010
1993
See the effects of war in Bosnia. Play interactive graph at
www.bit.ly/dvWSnF
http://www.gapminder.org/world/
Designed by Cecilia Batista
Group Work Activity
Each
E
h group tto explore
l
one off the
th following
f ll
i
topics
t i
related to animals in each novel and be able and
compare and contrast the attitudes and values of
Karim and Josef
 Sense of Belonging, Innate connection, Trust
 The Restorative Power of Animals.
 Sense of Duty and Responsibility
 Prepared to Risks
 Emotional Response to harm
Sense of Belonging, Innate connection, Trust
J
Josef:
f

Personal and emotional link to animals – “He felt linked to these creatures... He
wanted to ask forgiveness for what had happened to the little wounded wallaby.”
“... He felt connected to these creatures ...”

F h l fi
Fatherly
figure to animals
i
l – “Karina
“K i
called
ll d hi
him St.
S Josef
J
f off the
h Animals.”
A i
l ”

Connection to the animals – Quieten animals by covering their eyes.

When he meets Heidi at the farm – “Letting the dog sniff his hands, he whispered
a soft greeting and caressed its ears.”

Closeness to animals – “Josef frowned – the little creature was an orphan. He
knew about orphans. The joey needed someone to give it a chance. He gulped
and asked, ‘Can I try and save it Sir?’ ” He called it Lucky.
Karim:

“He liked the idea of the cats – their presence gave the car a new status. It was
a good place for them – safe and secret, a place to hide.”

Finds comfort in animals – treats them like equals. “The presence of the kittens
comforted him.”

Deeply loves the animals – “He felt the warmth of her furry body spread through
him and love, pure love expanded his heart.”

He understands them – “Karim had an odd sense that they understood each
other.
other.”
Emotional Response to Harm
Josef:
 “Josef
Josef cut in on him ... the wallaby is dead because of us
us.
I hate very much what we did. We all do.”
 “He felt the sweat prickle, and without thinking he
grasped the wallaby and pulled it towards him.”
 “You will be killed! ... Josef shook his head.” – Risk
taking. (The storm)
 “The little creature lay there, quivering with fear and
exhaustion. Josef almost felt its pain.
pain.” (pg 155)
Karim:
 “If
If he had imprisoned Ginger, and forced her to stay...
(pg.177)”
 The emotional effect of witnessing Ginger run over by a
tank (Pg 205)
Compare & Contrast – Marking Sample
Empathy Task – Letter
(Hugo Beness)
Dear Sasich,
Hope you remember me from our days in the forest; they seem like years ago now. How’s life
going with your Aunt and Uncle in Vienna? I’ve now settled into Australia - it’s very different
from home,
home no barbed wire,
wire no borders and no guns
guns. As it turns out I do have an Uncle
Alexander! Apparently his brother (my uncle Josef) and some of their mates were trying to
escape across a border when the guards opened fire. Sound familiar? He wasn’t as lucky as
me. Josef was shot dead but Uncle Alex escaped and fled to Australia. He has blamed himself
for his cousins death ever since. That’s who I was named after.
Everyone in Australia seems to be so rich. My Aunt and Uncle have given me my own bedroom!
It’s huge, it’s bigger than the cabin we slept in at the Red Cross camp. They even gave me my
own bathroom! It’s got running water, my own toilet and my own shower!
The landscape in Australia is very different to that in The Balkans. It’s all very flat over here,
there is no forest and everything is so well cared for.
for It even smells different!!
I think I’ve given up on the good old resistance fighter idea although one day I hope to return
home. I have found a new interest in animals. It all started when I got into a fight with some
guys on our school camp. It got a bit out of control and to cut a long story short, we were sent
before a magistrate and it was decided that as a punishment for our stupidity we had to work
att th
the M
Marsupial
i lR
Rehabilitation
h bilit ti
F
Farm.
I soon discovered that I really loved working with the animals. They have helped me adjust to
my new life in Australia. I now collect animal posters and hang them around my room. Aunt
Leisel hopes that it’s only a faze and Karina (my cousin whom I live with) has begun calling me
St Josef of the Animals!
Hope you have settled in well in Vienna,
Josef Vadic
Knightly Qualities
To what extent do Karim and Josef display
courage, honour, humility, courtesy, respect and
duty in their actions in each text?
Summary
A determined effort to:
 Focus
F
our boys
b
on the
th important
i
t t qualities
liti and
d
responsibilities associated with being a man in
the 21st Century.
 Use the best examples from “the canon” to
current day literature and film to assist their
understanding
g of the many
y dilemmas they
y will
face.
 Select strong male protagonists, yet ones that
are empathetic towards women.
women
 Provide a cohesive and cumulative study from
year 7-12 that underpins the values and
tolerance required for men to succeed.
succeed