SUGGESTED CURRICULUM FOR

SOCIAL STUDIES AT SHJ  '12-'13

​-Vg2: 84 hours-

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The individual and society

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• identifying central socio-cultural stigmas existent region, and estimate which of these may be preventing a progressive participatory change for a more resiliency of the region; special focus on the younger generation
• research previous and existing gender roles in the Aurland community, compare to other cultures and species and discuss why and how this is possible to change
• compile income data along with available data of savings and loans for a representative amount of Aurland inhabitants, and make models for how to optimize the current situation (if necessary)
• learn about participatory initiatives for ethical responsibility, and discuss which rights and responsibility the individual consumer has; how is it possible to invoke changes?
• through past and present local statistics we'll seek to chart the changes in family patterns of Aurland, and learn about alternatives for cohabitation
• compare the national crime statistics with those of the Aurland region, interview the local police force and seek answers to how crime can best be prevented, and which may be the best way to punish crime

Working and business life



• through introduction to such concepts as "Ecological Economy" and "Gross Happiness" Index, we'll define concepts as "standards of living" and "quality of life", and with a survey we'll attempt to find out if this has led to a better quality of life in Aurland
• as part of our target area research, we'll seek to visualize the development of professions in the Aurland region and discuss how it is possible to make the development more self-sustainable
• reflect over the value of actively contributing to the community, society and what characterize a good work environment; make detailed outlines for implementing both
• awareness of causes for unemployment in recent Aurland history and related problems. Develop models for reducing both
• discuss ethical dilemmas inherent in the prevailing capitalistic model, compare different models and test best case solutions
• through talks with local branches of labour and business organizations, we will map the organizations representing the working life in Norway, and factors determining the development, wages and working conditions
• the challenges of entrepreneurship will be tried and tested by forming a scenario private enterprise
• the entrepreneurship exercise will include managing budgets with means of both manual and digital (private software and cloud technology)

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Politics and democracy



• the students will experience how they can be part of influencing the local  society and political system through various channels and avenues, and will be able to identify numerous challenges for democracy.
• as part of the above local government mapping, other systems of government will be introduced, as will human rights and constitutions.
• furthermore the Norwegian governmental system and political bodies will be discovered through a case example of development of a specific organic farming rule. The class will seek to discover as to which extend indigenous peoples and minorities are respected in the legislation/democracy.
• through the participatory process, fundamental political differences will be apparent and identified in line with the programs of the Norwegian political parties. Through role game the students will have to argue from all view points, and compromises needs to be reached to develop local resilience. 
• the current Norwegian economic policies will be discussed, with the aim of presenting improvements/alternative models
• as apparent in the challenges outlined in the films shown in the film club, well discuss the inherent responsibilities of the welfare state and seek to outline sustainable solutions for the challenges

Culture



• define the concept of 'culture' and through investigation of a series of mutually agreed upon parameters, compare the changes of the culture in Aurland with that of fx. Lillestrøm will be compared. This will serve as a base for discussion/suggestion as to how the cultural development can be optimised in the future
• through conversation with local Sami people, we'll learn first hand what it means to be from an indigenous culture in present day Norway
• we'll take off from a present news story based on an issue caused by multicultural challenge regarding a minority in Norway, and seek to suggest solutions how the situation could have been avoided/resolved
• the above exercise will seek to include/illustrate potential causes as to how xenophobia and racism appear and how it can be counteracted
• The research will also be compared to data for religion and ethnic diversification in the 2 towns, which will provide a background for a discussion of how this may influence local -and national- society and culture

International affairs



• through a brief overview of predominant power structures, we'll learn about unique tribal and regional systems which create a more balanced society
• by means of watching the short "story of " videos, we'll perceive the concept of globalization and gain a personal understanding of it's consequences, as part of our overall quest to outline solutions to the dilemmas
• international cooperation of Norway will be presented as part of an introduction to a presentation of international work by Bioforsk
• UN's international activities will be explored as the students seek answers to a series of questions relating to securing peace and human rights. A special direct web seminar will be arranged with a Senior Human Settlements Officer of UN, who'll address questions by the students.
• students will back track the aims and governing bodies of EU through a case example based on agriculture rules of organic agriculture. That specific legislation will be compared to the management of same conditions in Denmark and Czech Republic
• by means of digital tools a series of best and worst case global examples will be made, and solutions will be suggested for their implementation/reduction in the overall Aureland Transition project
• after watching Naomi Klein's "Shock Doctrine" in the film club, we'll discuss alternative solutions to the dilemmas, including some current examples, potentially the situation in Greece
• after watching Michael Moore's "Fahrenheit 9-11 in the film club, we'll review the effect of the 'war on terror'
• on a horizontal level, throughout the VG2 period, we'll seek to develop a transition model for Aurland, as a development solution balancing economic, social and environmental development.