R E L AT I ON S H I P S
KA L A N T Z I S
•
C O P E • C O L E M A N • L E ONHAR D T
RELATIONSHIPS
Social Literacy Series D: Community
Unit D3
RELATIONSHIPS
Mary Kalantzis
Bill Cope
Ann Coleman
Maurice Leonhardt
Sava Pinney (Illustrations and Graphic Design)
And the students of Advanced Curriculum Studies,
Graduate Diploma of Educational Studies
(Multicultural Education) Macarthur Institute of
Higher Education, 1983
Common Ground
Sydney
© Social Literacy, July 1987
C o m m o n Ground
6A Nelson S t r e e t
Annandale, 2 0 3 8
Australia.
National Library of Australia
Cataloguing-in-Publication entry:
Relationships
ISBN 0 9 4 9 3 1 3 7 3 4.
1. Interpersonal relations - Juvenile literature.
2. Family - Juvenile literature. I. Kalantzis, Mary,
1949- .II. Pinney, Sava, 1959- . (Series:
Social literacy. Series D, Community; unit D3).
302
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FOREWORD
This third unit of Series D of the Social Literacy materials
introduces the concept of relationship. The focus is the
family. Relatives are not the only type of relationship, nor
are families only made up of relatives. Relationships exist
w h e n there is any social bond and families can include
people w h o are not relatives. This means that families are
often very different, depending on the members they have.
But all families need, share and do things together, no
matter h o w different they are.
The concept of 'relationship' is an important component in
students developing an understanding of the meaning of
community, which is the central theme of this series.
Building upon concepts of dependence and co-operation
introduced in Units D1 and D2, the series goes on after this
third unit to investigate rules, services and community
differences in Units D4, D5 and D6.
The Social Literacy Project is in the process of developing a
set of conceptually-oriented materials for students in
primary and secondary school. The overall goal of 'social
literacy' is that, through a sequence of social investigations,
students will build up a set of working tools for self and
social understanding and active, confident social
participation.
ACKNOWLEDGEMENTS
The first draft of this series of units w a s developed by
students in Advanced Curriculum Studies, Graduate
Diploma of Educational Studies (Multicultural Education), at
the Macarthur Institute of Higher Education in 1983. Special
thanks to students, J u n e Brown, Karen Hamblen, Graham
Hayton, Barbara Koudrin, Diane Leonard and Carmen
Mifsud. Thanks also to Warwick Wilson and Des Crawley
of the Macarthur Institute for their long-suffering support.
CONTENTS
FOCUS 1: How are people
related?
FOCUS 2: How are families alike
and different?
FOCUS 3: What are relationships?
FOCUS 4: What sort of relationships are
possible?
FOCUS 1: How are people
related?
coN Si d Er
Scott's Family
My name is Scott. I'm nine and a half years old. This is a
photograph of my immediate family on holidays. We always
have a good time.
8
Mum and Dad like to get away to the beach during the
Christmas break. Maria and Zow, my sister and brother, love
the beach and so usually behave themselves playing in the sand
and water.
Dad says it brings our part of the family closer together to get
away from the rest of the family, just the five of us. I must
admit though it does seem strange without the others of the
family.
At home on our farm, we live with our grandparents and aunt
and uncles. We have a really big house with just enough people
to manage the farm. While Mum and Dad and my aunt and
uncles are working my grandparents take care of the little kids
and, of course, I'm usually at school They all say the house feels
empty when we go away for a holiday to the beach.
By the time the holidays are over it's great to return home.
There is always something happening with all these people in
my family.
9
Take a look at this photograph. My family extends over four
generations so it's sometimes hard to work out who is related to
who and how they are related.
There is my great grandfather. His name is George. With my
father being George too, there is often a lot of confusion. He
was named after my father's father and I was named after my
mother's father.
10
Here is my aunt and uncle, Anastasia and Peter.
Here is my other uncle whose name is Carl.
5. Uncle Peter
3. Dad - George
4. Uncle Carl
6. Sister - Marie
2. Grandfather - Bill
1. Great-Grandfather - George
5. Aunt Anastasia
3. Mum - Debbie
6. Brother - Zow
2. Grandmother - Maria
11
In Scott's family there are t h e s e
relatives:
Great Grandfather
Grandparents
Uncle
a N
A
Uncle and Aunt
Parents
Children
l yS i s
1. Draw. Make a diagram. List the names of the
people in Scott's family. Beside each name write the
word that tells you how each person is related to
Scott.
12
What do you think Scott looks like?
2. Role Play: Look again at the pictures of Scott's
family. Imagine you are one of these people.
Introduce yourself to your classmates. Describe your
relationship to the other members of the family. For
example:
My name is Maria. I'm now four years old.
I have an older brother w h o s e name is Scott.
I have a younger brother w h o s e name is Zow.
My mother and father are called Debbie and
George.
My aunt and uncles are
My grandparents are
My great grandfather is
3. Discuss: Scott says his family 'extends over four
generations'. What do you think this means?
m Ain
I d Ea s
S o m e people are related because they live in the
s a m e family group. These people are called
relatives.
13
i N OuIry
1. Make: Draw up a generation chart of your own
family. Decide first how many generations you w a n t
to include. Look at the key below. It will help you
set out your chart.
Your name goes here.
(add your sisters and
brothers)
1. My generation
2. My parents'
generation
3. My grandparents'
generation
Do you want to go further?
Ask a relative to help you.
Key
MA = Maternal (Mother's side)
PA = Paternal (Father's side)
Related by blood descent (colour it blue)
Related by marriage (stripe it)
14
Put your generation charts around the room and
compare them. How are they different? Similar?
2. Draw/Write: Who is your favourite relative? Describe
them and say why you like them so much. (You
must say h o w they are related to you.) Draw a
portrait of them. Label it.
3. Discuss: What things do you do with your relatives?
(Not your immediate family) How do you depend on
and need your relatives?
4. Think About: You are going to have a party for your
birthday. Make up an invitation list of those you
would invite. Include relatives and friends. Write
sentences telling why you would invite different
relatives.
For example:
I would invite my cousin, Paul, because w e like
playing together.
I would invite, Uncle Steven, because he is my
mother's brother and he tells good jokes.
5. Draw: Make an invitation to invite one of your
relatives to your party.
15
For example:
16
17
6. Find Out:
GREEK
ARABIC
GERMAN
THE ITALIAN
WORD FOR
FRENCH
VIETNAMESE
OTHER
LANGUAGES
MOTHER
FATHER
SISTER
BROTHER
Make cards, for example: La Mere. Find the
country to which the words belong. Put them on a
class map of the world.
7. Think About: Relatives are usually the people born
into a family, but there are also people w h o w e can
say are our relatives because w e chose to be
related to them in a special way. Think about the
following people. How can they be chosen to be
relations rather than be born into our family?
husband
wife
godparent
step-parent
adopted daughter
friend
Who in Scott's family is related in this way?
Did you include any of these sort of relatives in your
generation chart?
18
8. Work Out: R E L A T I O N R I D D L E
19
9. Find the mystery word.
1.
2.
3.
4.
5.
6.
7.
All these people are
to me.
Sort out the clues
20
T h In k
aGA i n
Share your stories, charts and drawings with other
people in your class. Read some of your sentences
out loud. Here are some things you might like to talk
about in class ...
* What are the sizes of the different families in your
class?
* Think of three words to describe your immediate
family (or make a statement about them).
* Have you thought of what it would be like to be
suddenly transported to another family (or set of
relatives)? How do you think you would feel about
this?
* Do you think you know all your relatives well?
(Give reasons why or why not.)
* Make a portrait gallery. Using crayons, draw a
portrait of your immediate family group but include
relatives you visit or see a lot. Draw it in the way
Scott took a photo of his family of four generations.
How many generations did you draw?
21
c o N S i d Er
Read about these four children and their relatives.
Katrina's Family
Katrina is ten years old and an only child. She was born here
but her parents (who married late) came from Germany. Her
mother's only sister, Aunt Helene came five years later and
married Rudi, a Swiss-born person. Katrina and her parents live
in a small flat near the city centre where her parents both work.
Her parents don't go out a lot and Katrina usually reads or
plays on her own when not at school. She helps look after the
pot plants and keeps her small room tidy. Immediately after
school she stays with her Aunt Helene who lives nearby.
Katrina plays cards with her aunt and looks after her small
cousins, Stefano and Sylvanos who are four and two years old.
Only one of her grandparents is alive (her father's mother) but
she lives in Germany and is too weak to travel. She loves to
write letters to her grandmother so she can practise her
German. Her father helps her write the letters. One day she
would like to travel and visit her relatives in Germany and her
Uncle Rudi's relatives in Switzerland.
22
23
Ben's Family
Ben, nine, lives with his father, Michael, in a large house.
Michael rents out rooms to two other adults, Anna (a teacher)
and Robbo (a head waiter). Anna and Robbo aren't married
and don't have children but they play a lot with Ben and show
him how to do things. Ben goes to the school where Anna
teaches. She takes him there and brings him home. Michael was
born in Ireland and Ben likes it when his father sings Celtic folk
songs but Anna covers her ears (she prefers rock'-n'-roll). Ben
helps Anna in the garden. Ben's mother lives close by with his
sister, Maureen, who everybody calls 'Mo'. Mo comes to stay
with Michael, Ben, Anna and Robbo every few days. Sometimes
Ben stays with his mother. The adults at Ben's house miss him
when he's away as he always washes up!
Ben never sees Robbo's relatives as they all live in the U.S.A.
But he's really happy when Anna's grandmother comes to stay
as she tells him stories and sings Irish songs with his father. (Her
name is Iris and her parents were Irish too.) Every week
Michael, Anna, Ben and Mo visit the restaurant where Robbo
works and eat a meal there. Once they took Iris there for her
82nd birthday. Ben hopes Anna and Robbo never marry other
people and leave his family.
24
25
Raffy's Family
Raffy is nine and a half and her real name is Seraphita which
she hates. It doesn't suit her at all because it means a type of
angel Raffy is boisterous, outspoken and good-natured, but not
angelic. However she is always quick to do her special jobs at
home (such as feeding the cat and picking up her toys). She lives
with her mother, Liz and her stepfather, Nick (who is German)
and she teases Nick about his accent all the time. She has two
brothers, Horace, twelve, and Conrad, ten and a half, and a
younger sister, Lissie, eight, who giggles a lot and makes up good
games to play. They live in a small rented cottage on the edge of
the city. Raffy's father, David, teaches in the city. He is now
married to Rosa, a doctor, and they have two boys, Ferdie, six,
and Pablo, four. Raffy's parents both come from New Zealand so
she doesn't see her aunts, uncles and cousins often but each
Christmas her mother's parents come and stay for two weeks.
Raffy really likes playing with her brothers and sister. They often
play in the large garden of their elderly next-door neighbour
who has never married and doesn't have any children or
grandchildren. He looks after them when their mother works
part-time or Nick is working. He lets them use his computer or
watch his television (they don't have one). He often eats with
them as he doesn't like his own cooking. He prefers Nick's!
Every second weekend and holidays they stay with their father
and stepmother and look after Ferdie and Pablo as Rosa often
works on weekends. If they ever argue, their father tells them
outrageous stories of silly families which they all love and he
takes them to visit Rosa's mother, their step-grandmother who
hugs them and feeds them huge meals. Raffy enjoys living in
two houses!
26
27
Franco's Family
Franco, aged eleven, and his sister Pia, aged eight, live in a small
country town near the coast. They live with their mother's
parents because their own parents died in a car accident when
Franco was only three. Their mother's parents were born in
Italy but all their children, three girls and two boys were born
here. These children have all married but live in the same
country town so Franco and Pia have lots of aunts and uncles
to visit and lots of cousins to play with. In fact most of Franco's
cousins go to school with him and two of them are in the same
class! Franco loves living with his grandparents as they are
always home. He enjoys helping work in their huge vegetable
garden. His grandfather tells him stories about his mother and
father. He and Pia are more spoilt than the other grandchildren.
However he always helps clean up and makes his bed nearly
every day as he likes to cooperate and hates arguing with any
of his relatives. Every school holiday, he and his sister travel to
the city and stay with his other widowed grandmother (his
father's mother) and her daughter, his young A u n t Sophia.
Sophie (as they call her) is lots of fun and always takes Franco
and Pia to movies, parties, fun parks and the zoo. Often she and
her boyfriend visit Franco and Pia in the country. She helps
him with his homework and they go on picnics together. Franco
can't decide where he'd like to live the most!
28
29
a N Aly S i s
1. Think About: Which relatives mainly share and do
things with each of the four children?
Katrina
Franco
Raffy
Ben
2. Discuss: In w h a t family groups did people share and
do things with the children s o m e of the time? Do
you think this is a good way to do things? Why?
3. List: List the relatives that each child played with:
Katrina played with her
Franco played with his
Raffy played with her
Ben played with his
4. Work out: What jobs did each child do to help?
Katrina
Ben
Franco
Raffy
m Ain
I d Ea s
People can live in different family groupings in
different w a y s but still need, share and do things
together.
i NQu I r y
1. Write: Do you have someone w h o lives with you
that w a s not born or married into your family? Write
a short story about them. Make sure you describe
them first. If you don't have someone like this living
with you, think of someone you'd like to have live
with you. Perhaps you can write about someone
w h o lived with you at some time but doesn't now.
2. Discuss: If you had a choice, which of the four
family groups would you like to live with? Why?
What would you do in this family? How would you
share?
3. List: List the things you found to be similar about
each family.
T h I n k aGA i n
Make up your own story about a child and their
family. Make sure you say w h o lives there, their
names, how old, where they live. Draw the family.
Put your stories onto a class chart and read each
other's out.
31
FOCUS 3: What are Relationships?
c o N S i d Er
ANGELINAS
Read this:
ADVENT
Angelina, like most eight year
olds, had a very busy life. So
busy in fact she didn't have
time to do what she liked doing
most — reading.
No sooner had she settled
down to read her favourite
book when her mum or dad
would come and whip her off
to soccer training, brownies,
church, shopping or to visit her
relatives. But everywhere she
was forced to go she took
something to read. Her mother
was a little worried about this
habit. Angelina spent so much
time in the world of books that
she felt she would grow up and
not be able to relate to other
people.
32
Everywhere Angelina was dragged along it reminded her of a
book she had read. For example, she had visited her aunt and
uncle for the first time when she was four years old. Each time
she had visited her since, Aunty Betty had reminded her of the
old woman who lived in the shoe because she had so many
children. She had been reading that nursery rhyme at the time
and Aunty Betty did seem to have a lot of children.
33
One of her children, Ruth, was known to Angelina as Miss
Muffett because she could remember her fear of spiders. Ralph,
Ruth's brother, had rather large ears so Angelina, having been a
fan of Noddy for many years, knew Ralph as Big Ears. Angelina
of course did not call him Big Ears, except in her own thoughts.
34
When Angelina was six years old her mother started to drag her
along to help her with shopping on Thursday nights. Angelina
saw the supermarket as one giant maze, like the ones in her Big
Puzzle Book. Here Angelina would deliberately lose her mother,
race out the end corner of the store and then try to find her
again weaving her way up, down and across the aisles.
Unfortunately, Angelina's mother spent half her time looking for
Angelina and therefore she also began to think her visits to the
supermarket were like visiting a maze. But she did not enjoy the
puzzle as much as her daughter.
35
When reaching Year Three Angelina accidentally displayed
some talent as a goal keeper in a school soccer match when the
ball hit her in the head and rebounded at the feet of one of her
team mates. 'Great save! Excellent pass!' shouted Mr. Donatte,
her teacher. Angelina's father from then on saw her as a great
soccer player and dragged her along to training two nights a
week. Being goal keeper was okay, she thought. She imagined
herself as Luke Skywalker defending the Universe, ever alert and
ready for action. To Angelina the ball was an intergalactic space
bomb launched from the feet of invading aliens. Behind her was
her spaceship and planet Earth. Only she stood between the
two. She must save them at all costs.
On Friday evenings Angelina decided to go to the local Hall.
She was a brownie. Mrs. Zebrof was the leader of the group and
it was easy to see why Angelina imagined her to be straight out
of the Mowgli stories. She was Akela the wolf pack leader. She
had a rather long nose and sniffed around a lot and was always
fussing over the brownies, making sure they cleaned their shoes
and tied their knots correctly. All that kind of stuff. Akela used
to organise speakers to come along and give talks to the
brownies. The local ambulance driver became 'Hawk Eye' to
Angelina and she could imagine him sewing on the arms and
legs of the latest accident victim and cracking jokes at the same
time. The same as Hawk Eye did in the Mash books her father
bought.
36
37
One of Angelina's favourite fantasies was one she called Robin
Hood and his Merry Men. On Saturday afternoon after soccer
Angelina and a few of her neighbourhood friends would go
around in an old truck collecting clothing that wealthy people
had thrown out for the less fortunate members of the
community. The local minister, a fat old man with a balding
head, Angelina knew as Friar Tuck. Angelina, of course, was
Robin Hood, taking from the rich and giving to the poor. While
the Friar was having a beer and snacks with the rich, Robin
and his band would be loading the truck. This task made
Angelina feel good and each week the good Friar would thank
them for having such a great community spirit.
38
Angelina felt that life was a lot more interesting if she could
think of her relationships with people in this way.
But one Saturday afternoon, Angelina noticed a rather large
audience cheering her on from the sidelines. There was Big Ears,
Miss Muffet, the old woman, Akela and the wolf pack, Friar
Tuck and the rest of the Merry Men. They were all good
friends and had come down to the park to cheer for Angelina's
team in the Grand Final of the soccer competition.
Angelina had saved the world three times from certain
destruction. Her team won the match one to nil and as the
crowd swarmed onto the field to congratulate their hero the
excitement was too much for her. As each of her friends slapped
her on the back 'Good on ya Angelina', she replied in turn,
'Thanks Big Ears, Thanks Friar, Thanks Muffett,'and Akela and
39
After a moment of confusion, everybody laughed and joined
in the fun of Angelina's images of themselves. They started
calling each other story book names. Angelina realised that in
many ways her friends were just as interesting and
sometimes as weird as the characters from her books.
40
a NA l y S i s
1. Explain: a) What are 'fantasies'?
b) What does the phrase 'accidentally displayed
s o m e talent mean?
2. Write: a) What is another word for 'relate'?
b) List, in order of appearance, the fictional
characters Angelina related to.
c) S o m e of the people Angelina had relationships
with were relatives, others were not. Under the
headings Relatives, Friends, Others place the names
of the characters in the story: Mum, Dad, Aunty
Betty, Ruth, Ralph, Soccer team, Mrs. Zebrof, Local
Minister, Ambulance Man, Brownies.
d) What did Angelina do with the following people
in the story that created a relationship between her
and them?
• Her Mother
• Soccer Team
• Local Minister
m Ai n
IdEas
Relationships are made when people do things
together.
41
i N QuIry
1. Write: Make up a diagram like the following one
and complete it to s h o w the way that Angelina
related to the different people she did things with.
Person
W h a t they did t o g e t h e r
H o w Angelina
imagined t h e m
Mum
Ralph
Aunty Betty
etc.
2. Work Out: Think about the t w o w a y s Angelina
related to people. One involved what she did with
them and the other what she thought of them.
How did the way she thought about people affect
w h a t she did with them?
3. Write: Make up a nonsense poem about people
doing things together, for example:
There were t w o young men
Who lived in a hat
Ate nothing but butter
And got terribly fat!
42
MRS. SNIPKIN AND
MRS WOBBLECHIN
Skinny Mrs. Snipkin,
With her little pipkin,
Sat by the fireside a-warming of her toes.
Fat Mrs. Wobblechin,
With her little doublechin,
Sat by the window a-eooling of her nose.
Says this one to that one,
'Oh! you silly fat one,
Will you shut the window down? You're freezing me to
death!'
Says that one to t'other one,
'Good gracious, how you bother one!
There isn't air enough for me to draw my precious breath!'
43
Skinny Mrs. Snipkin,
Took her little pipkin,
Threw it straight across the room as hard as she could
throw;
Missed Mrs. Wobblechin,
And her doublechin,
And out of the window a-tumble she did go.
Adapted from a poem by L. Richards
44
T h Ink
aGA i n
Think about w h a t you do with different people you
know. Draw an octogram in your books.
45
FOCUS 4: What sort of relationships are
possible?
Look carefully at the following pictures.
46
47
48
49
a N A l yS i
S
1. Discuss: Talk about what you think each person is
doing in the photos and what you think their
relationship is.
2. Label: Name each picture. For example:
Man and woman working on a building site.
Procession of nuns and priests.
3. Group: Group your titles under these headings:
Work
Relationships
Friends
Family
m A i n IdEas
People do a lot of different things together so they
have different types of relationships. For example,
people can relate as relatives, friends, enemies,
competitors, partners and neighbours.
50
Look and Read:
i N Qu I r y
1. Mr. Jones is one of Felico's neighbours and lives alone,
so Felico often goes over to his place to talk about fishing.
Mr, Jones is retired, so he can go fishing whenever he likes.
Sometimes he takes Felico fishing. Last week they caught six fish
each. Felico likes going with Mr. Jones as they have good talks
about fishing and other things.
51
Old Friends
. Old friends,
Old friends
Sat on their park bench
Like bookends.
A newspaper blown through the grass
Falls on the round toes
O n the high shoes
Of old friends.
Old friends,
Winter companions,
Waiting for the sunset.
The sounds of the city,
Sifting through trees,
Settle like dust
O n the shoulders
Of old friends.
Can you imagine us
Years from today,
Sharing a park bench quietly?
How terribly strange
To be seventy.
Old friends,
Memory brushes the same years.
2
Paul Simon
. Wayne and Yuan are in the same class at school. O n
Saturdays they play in the same Rugby League team. Their
team is coming third in the competition. Yuan helps Wayne
with his jobs so that they can go to the movies together on
Saturday afternoons. When they have projects to do, they often
do them together as Yuan is very good at research and Wayne
is good at lettering.
3
52
4.
'John! Are you under that shower?'
John groaned. 'Yes, Mum.'
'You're not just standing beside it, pretending?'
'Of course not.'
'Well, how is it that you can hear me?'
(Wouldn't it make you sick?)
He mumbled a few words he wasn't brave enough to say louder
and held out an arm to get wet.
'John!' Her voice was suddenly against his ear and he nearly
dropped from fright.
'Gee,' he yelled, 'fair go, Mum. That's a shockin' thing to do.'
'I'll fair-go you, young fellow.' She planted his right hand firmly
on the shower rail, took him by an ear, and propelled him
under the water.
53
'It's cold,' he shrieked.
'Cold, fiddlesticks,' she said; 'it's practically boiling. Use the soap.
Go on. Slosh it round your neck and ears. I'm not taking you
to town smelling like a polecat.'
'Please, Mum' he shrieked. 'It's too hot.'
'Hot, fiddlesticks,' she said; 'it's practically freezing.'
'You'd say anything, would you? First it's hot, then it's cold.'
54
5.
When Grandma Cooks
My mum has a mixer-master
For making all her cakes much faster;
But Grandma slowly mixes hers
With wooden spoon and lots of stirs,
And when she finds brown sugar lumps
She plops them out will little jumps
So I can munch them with a crunch:
(She never says 'It spoils your lunch!')
She leaves some mixture in the dish
For me to lick out, if I wish —
Or make a small cake of my own
To cook with hers and serve alone;
And when they're brown, we try and test
And Gran's and mine are always best.
Joyce Trickett
55
33 Bay Road
Petersham
Sydney
Dear Mario,
Hello! How are you? We are practising writing letters at school
about people we know. Let me tell you about Fatima.
Fatima is my cousin. She is in first grade at school I have to
take and bring her home from school each day. I don't really
like having her tag along with my mates as I go to and from
school but I have to look after her as she is my father's brother's
daughter. Sometimes I have to take her to the park to play as
she is not allowed to go unless one of the family is with her. I
really hate it. See you soon!
a) Make: Draw up a chart like the one below and
complete it.
People
relating
56
What they do
together
Chosen or
forced
Friendly or
unfriendly
b) Explain: W h a t is t h e difference b e t w e e n a
'neighbour' a n d a 'friend'?
c) Write/Compare: Describe, in m o r e detail, t h e
relationship b e t w e e n t h e t w o people in t w o of t h e
stories. W h a t w e r e differences/similarities?
d) Discuss: If you w e r e giving advice t o t h e people in
t h e unfriendly relationships, w h a t would you say?
e) Role Play: Role play t h e situation of Fatima and
J o s e p h in p a s s a g e 6. Give t h e m s o m e advice. Work
out w h a t Fatima would s a y and w h a t J o s e p h
would s a y s o they can talk out t h e problem.
2. Create: M a k e up a 'Recipe for Friendship', for
example,
1 pinch of laughter
3 t a b l e s p o o n s of kindness
2 c u p s of sharing ....
Think of all t h e things that are n e e d e d t o k e e p a
friendship going.
57
T hIn k
aG A i n
Write a letter to an advice panel about an imaginary
or real problem you are having with a relationship.
For example:
Dear Advice,
I am going to have a birthday party soon and my mother said I could
invite eight of my friends. M^ trouble is that I have many friends and
some may not like me if 1 don't invite them.
What should 1 do?
Yours faithfully,
David
Dear Advice,
I am in Year five at school but my family and 1 have just moved to a
new area. I had lots of friends at my old school, but it seems very
difficult to make friends at the new school. I know most kids at new
schools have this problem. What should I do?
Yours sincerely
Eustace
58
Dear Advice,
Last, week my friend ashed if she could sit next to me during the halfyearly English test because she had not studied and she wanted me to
tell her the answers. I didn't want to, but 1 let her, and now the
teacher thinks I cheated with her.
What should I do?
Yours sincerely,
Zoe
Select three class-mates to discuss and advise on
your particular problem. They must read out your
letter to the class and then say what they think the
solution might be.
59
Relationships are made when
people do things together. This unit
begins exploring the concept of
relationship with students examining
their families. There are many types
of relationships in families. In fact,
as students' investigations go on, it
becomes obvious that there are
many different types of family. In all
families, however, the members
help each other and share things
together. Students then move on to
the broader social concept of
relationship. Relationships include,
not only relatives, but, for example,
friends, enemies, neighbours and
competitors as well.
This third unit of Series D applies
concepts of dependence and cooperation introduced in Units D1 and
D2. 'Relationships' is another
imporlanl concept as students work
towards the overall theme of this
series: the meaning of 'community'.
The Social Literacy Pro|ect has
developed this unit as part of an
interdisciplinary social science
course for primary and secondary
schools. The goal of social literacy is
for students to develop a framework
of social concepts as tools for social
understanding and active, confident
social participation.
Social Literacy Series D: Community
Unit
Unit
Unit
Unit
Unit
Unit
D1: Needing People
D2: Co-operation
D3: Relationships
D4: Rules
D5: Services
D6: Communities
ISBN 0 949313 73 4