Social Science Planner 2001
 

Class

Level

Sub-theme Title

Duration

9N1

5

New Zealand’s Expanding Horizon;
Turangawaewae: A Place to Stand

Week 3-10, 
Term 1


Strand Code

Achievement Objectives (Q:\)

C&H 5.1

5.1
"Ways in which cultural and national identity 
develop and are maintained."

P&E 5.2

5.2
"Why particular places and environments are 
significant for people."

TC&C 5.2

Optional.

AO

Specific Learning Outcomes

C&H 5.1

Students could demonstrate such knowledge and understandings when they:

  • describe the nature of their own cultural identities (e.g. ethnic; youth) and of their national identity;

  • describe ways in which groups (e.g. ethnic groups, youth groups, music groups, sports groups) establish and maintain their culture and identity within society;

  • explain how national identity is developed, maintained and expressed.

P&E 5.2

Students could demonstrate such knowledge and understandings when they;

  • describe factors (e.g. cultural, historical, geographical, aesthetic, economic, strategic) that influence the value that communities and nations attach to places and environments;
  • give examples of places and environments that are significant to particular communities and nations and explain their significance;
  • explain why particular places and environments become important to individual people.

Settings

Perspectives

New Zealand
The Pacific
Asia

Bicultural
Multicultural
Gender
Current Issues
The Future

Social Studies Processes: Essential Skill Achievement Objectives (Q:\)

1  Inquiry: Information Skills

2  Values Exploration: Information Skills
 

Essential Learning About New Zealand Society (Q:\)

#1
Maori migration, settlement, life and interaction in various areas of New Zealand over time.

#2
The subsequent migration, settlement, life and interaction of British and other cultural groups in various areas of New Zealand over time.

#3
The effects of colonisation for Maori and Pakeha.

#4
Maori culture and heritage and the influence of this heritage on New Zealand’s social, cultural, political and religious beliefs and systems.

#5
Perspectives of tangata whenua as they affect contemporary systems, 
policies and events.

Learning Activities

Concepts

C&H 5.1
Indicator #1
describe the nature of their own cultural identities (e.g. ethnic; youth) and of their national identity;

  1. Define the term, "concept";
  2. Use the SHT posters to establish the meaning of the term;
  3. Define the concepts, "cultural identity" and "national identity";
  4. Discuss the need to be aware of yourself, your own identity and the need for awareness of identity in others;
    (DBT: CAF; C&S; FIP; APC; OPV).
  5. Discuss the strengths a diversity of individual identities can bring to a national identity;
  6. Distribute the resource, Becoming Bicultural, Principles of Action.
  7. Explain the reasons for preparing and working with this resource;
    Work through the resource;
  8. Define the new vocabulary, English and Maori;
    Answer the set questions for HW.
  9. Review the resource in relation to the AO;
    5.1
    "Ways in which cultural and national identity develop and are maintained."
    Emphasise the words, ‘develop’ and ‘maintained’.
  10. Distribute the resources, Perception and the Medicine Wheel and the related Medicine Wheel allegory, Jumping Mouse.
  11.  ????????????????????

concept
culture
cultural identity
national identity
personal identity
school identity
city identity
CAF
C&S
FIP
APC
OPV
cultural diversity
national diversity
bicultural
multicultural
Manawhenuq
Manawairua
Mana Motuhake
Manatangata
Rangatiratanga
Kaitaiki
Kotahitanga
Putahi
Puta Noa
Manakitanga
Te Ao Tawhito-Te Ao Marama
Te Hara
Te Ohaki
Whakakitenga
He Kai Tautoko
Te Matunga

Sub-theme Evaluation