When Cultures Meet

Social Studies Online

TEACHER Sue Marquet & Emma Beale

TEACHING AND LEARNING ACTIVITIES

Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:

Starter Activities:

1. Students to find images of Pacific from newspapers, magazines, books, Internet and then use the images to draw a mind map, in groups, of the Pacific using 5Ws & an H questions as a basis.

2. Provide students with Feely Bags, which they use to attempt to identify artefacts by feeling and identifying eg. shape, recognising texture and whether hard or soft, and then indicating possible importance or significance to the Pacific. Constructing a chart is a useful summary tool. Students can sketch objects once they have been revealed.

   Objects in feely bags could include: coconut, flower, bible, shells, flax bag, lavalava, taro, kumara, shell necklace, flax bag, model of a canoe, kilikiti ball, carving, woven fan.

3. Students to complete a Who Knows? grid. Students walk around class and find one person for each square. The name of the person who knows needs to be written in the grid and a response where appropriate.

   Suggested extension: e-mail, fax or write a letter to a Pacific Island achiever and ask then 5Ws and H questions.

4. Brainstorm words students have learnt so far about the Pacific. Contruct a Word List for students who work, in groups, to categorise the words according to their own ideas. Groups then create a poster showing their word groupings.

5. Students use word list to create a First and Second Definitions chart.

CASE STUDY: WHEN CULTURES MEET IN THE PACIFIC

1. The Islands of the Pacific
   Students create a Bookmark of a Pacific Island they are allocated.

   The Bookmark could include: flag, images, facts and Word Shapes that reflect the people and the environment of their island.

   Students to use the Inquiry Process to collect information from a range of Internet sites or other resources they have access to and record what they need to use on their bookmark.

   Students create a bookmark that could be displayed on classroom walls.

2. A Village in the Pacific
   Students look at village life in Samoa to establish how the people of the Pacific have traditionally lived and some continue to do so. Select an appropriate image or photograph for the students to use for a Picture Disclosure.

3. Social Organisation of the Village
   Give the students the following text to read: Leadership of a Polynesian Village.

   After the students have read the text they can create a Mind Map.

   The students can then use this text as the basis for a Mini Inquiry.

   Provide the students with the Before the Cultures Meet work sheet.

   Each student is to choose (or be allocated) one Pacific Island to complete the Mini Inquiry on.

4. Being Polynesian - Pre European
   The whole class will complete a Mini Inquiry to investigate this issue: What did it mean to be Polynesian in Pre-European societies? Students are divided into groups of two or three. Each group selects or is given a sub-topic from the following list:
   • Land
   • Mythology
   • Food
   • Celebrations
   • Rules
   • Gods
   • Respect
   • Family
   • Customs
   • Traditions
   • Roles
   • Rules
   • Ancestry

   The group has to complete a Mini Inquiry of their sub-topic. From the inquiry each group will produce:

   • Two general statements summarising the key findings.
   • One picture or image to illustrate the findings.

   Each group will have three minutes to present their information to the rest of the class. The presentation of the statements and image can take the form of:

   • A chart.
   • A multimedia presentation (PowerPoint, Hyperstudio, etc.).

   As the students are listening to and viewing the other presentations they can be completing a T-Chart activity.

5. Traditions
   Students are to complete activities on a tradition to gain an understanding of Pre-European society.

   Possible traditions:

   • Tatau - Samoan Tattooing
   • Niuean haircutting ceremony
   • Ngatu making
   • Canoe building
   • Fishing
   • Burying of the placenta after childbirth
   • Skull binding
   • Surfing
   • Warriors
   • Land diving
   • Mythology and oral story telling.

6. Contact of Cultures
   
   1. First Contacts
      1. The students rule up a T-Chart. They are then required to imagine they were witnesses to the first contacts between Pacific Islanders and Europeans. They are to write down what they imagine would have been felt by those involved and the events that may have taken place. First Contact.

      2. Students to draw Speech Bubbles of different people's viewpoint of the first contact.

      3. Picture Dictation activity. Read the students the story: The Goblins arrive in Whitianga.

   2. The Impacts of Contact
      Students are to complete activities to gain an understanding of the way European culture has impacted on and changed Pacific Islands' cultures.

      As a starter complete a number of activities using images of Polynesia. The images should display traditional and European influences. The students need to understand how European culture has impacted on Polynesian cultures. The images should show combinations of the two cultures.

      Some possible activities:

      • 5W's and an H - students look at pictures and complete this activity based on what they see and what they think they would like to know more about.
      • PMI chart - students complete the chart while focussing on the cultural interaction.
      • Picture Disclosure - as an image is disclosed students make predictions, statements and/or write questions.
      • Compare and Contrast Grid - students compare and contrast two or three pictures to look for similarities and differences.
      • T-Chart - Students examine picture and complete T-Chart from their observations. They are required to identify traditional and European cultural evidence.

7. Adapting to change
   1. Push - Pull Factors of Migration
      Students are to identify the push-pull factors influencing Polynesian migration to NZ over the last 50 years.
      • Provide students with this list.
      • They are to identify which are the push factors and which are the pull factors.
      • The students are to use the factors to create a diagram illustrating the push - pull factors influencing Polynesian migration to NZ.

   2. Population Statistics
      Using NZ Yearbooks and the Statistics New Zealand identify and graph appropriate figures relating to Polynesian immigration to New Zealand, and population trends over the last 60 years.

      On a map of NZ locate the areas of Polynesian settlement. The map should indicate the numbers found at each main centre.

      Extension: Create a class database using the figures the students have gathered. From the database have the students create activity cards to swap with other students. The activity cards will have at least five questions/activities for others to complete.

      Spreading Pasifika: Exemplars

   3. Maintaining Culture in New Zealand
      Pacific Islanders who have migrated to NZ have worked hard to maintain their culture. There are many initiatives and organisations committed to the up keep and development of Pacific Islands culture in NZ.

      Students are to complete a group Mini Inquiry. Each student will investigate and present one part of the group's subtopic. Give each student an I-Chart as a guideline for the inquiry process. The results of the Mini Inquiry will be presented as a 4-minute multi-media presentation. The mini inquiry will investigate:

      • how cultural identity is maintained
      • what things are done to help Pacific Islanders living in NZ.
      • the role of the organisation or activity in maintaining culture.
      • the reasons why it is important to maintain culture

      Each group will choose one of the following:

      • Auckland Secondary Schools Polynesian Festival
      • Pasifika Festival
      • Tagata Pasifika
      • NZ Government Department of Pacific Island Affairs
      • Markets (eg. Otara Market)
      • Pacific Island Development (e-mail: pibdt@pibdt.co.nz)
      • Imported Products
      • Pacific Island Churches
      • Centre of Pacific Island Studies, Auckland University
      • Bilingual Education
      • Cultural performance groups
      • The Pacific Island Educational Resource Centre - PO Box 46-056, Auckland. Ph.( 09) 376 0132 Fax( 09)378 4171
      • Books Pacifica - Moata Samoa, PO Box 68 446 Newton Auckland. Ph. (09) 3032349 Fax (09) 3779528
      • Other organisations and programmes within your community or area may also be included.

   4. The Impact of Pacific Islands Culture
      Collect images illustrating the influence Pacific Island people and culture have had in NZ. (Lay (1996) Pacific New Zealand has a lot of good ideas and images.) Local and national newspapers and magazines are good sources of images also.

      Some influences take place in:

      • Fashion and clothing
      • Art
      • Television
      • Sport and recreation
      • Architecture
      • Food
      • Design
      • Events
      • Literature
      • Places
      • Population
      • Media

      Students can collect images for you also.

      Use the collected images to enable the students to gain an understanding of the ways Pacific Islands' culture has impacted on New Zealand culture. Some possible activities include:

      • Picture Disclosure
      • PMI - Students 'read' images and complete a PMI chart for each image. The students should be identifying the positive and negative impacts of cultural interaction.
      • 5 W's and an H - students write questions based on what they see and would like to know more about each image.
      • T-Chart - Students design and complete a T-Chart for a number of images. Refer to: Lay (1996) Pacific NZ

RESOURCES

Print

• Bassett, J., Sinclair, K., & Stenson, M. (1992). The Story of New Zealand. Auckland, Reed Books.
  
• Broadbent, C. (1986). Aotearoa since 800AD. Christchurch, Action Publishing.
  
• Campbell, G. (1998). Who are we? Culture and heritage in the Pacific. Book B. Christchurch, User Friendly Resources.
  
• Cubitt, S., Irvine, R., Dow, A. (1999). Top Tools for Social Sciences Teachers. Auckland, Addison Wesley Longman.
  
• Dunlop, P. (1988). White Sunday. School Journal Part 2 No.3, Wellington, Learning Media.
  
• Hart, J. and Joblin, R. Tattoo or Not. School Journal Part 4 No.1. Wellington, Learning Media.
  
• Jowett, G. Focus on the Pacific Series. Auckland, Longman Paul.
  
• Kuresa, A. (1996) White Sunday in Samoa. School Journal Part 4 No.2, Wellington, Learning Media.
  
• Lay, G. (1996). Pacific New Zealand. Auckland, David Ling Publishing Ltd.
  
• Leyden, M. Festivals and celebrations. Auckland, Michael Leyden Publications.
  
• Leyden, M. (1988). People of the Pacific: Living in the Cook Islands. Auckland, Michael Leyden Publications
  
• Leyden, M. (1988). People of the Pacific: Samoa. Auckland NZ, Michael Leyden Publications.
  
• MacGregor, J. (1998). Taiana's Ngatu. School Journal Part 3 Number 2. Wellington, Learning Media.
  
• MacGregor, J., McMaster, A & Bonallack, J. (1998). Tonga alive! A resource kit on Tonga. Wellington, JAM Publications Ltd.
  
• Masterman, S. (1977). Village life in Western Samoa. Wellington, School Publications Branch - Department of Education.
  
• Metge, J. (1990). Te kohao o te ngira: Culture and learning. Wellington, Learning Media.
  
• Mills, H. (1982). Digging up the past. Auckland, MacMillan Publishers.
  
• Rowland, P. & Ward, S. (1996). Atlas Aotearoa. Auckland, Addison Wesley Longman.
  
• Salmond, A. (1997). Two Worlds-first meetings between Maori and European. Auckland, Viking.
  
• Samu, T. W., Papali'i, M. & Carter, A. (1996). Tagata Tangata: Our people our lands. Auckland, Addison Wesley Longman.
  
• Samu, T. W., Papali'I, M. & Carter, A. (1996). Tagata Tangata: Contact and change. Auckland, Addison Wesley Longman.
  
• Stevenson, B. & Stevenson, U. (1992). Pacific island communities. Auckland, Longman Paul.
  
• Tristram, J., &Wilson, J. (1993). Pacifica: Tales from the South Seas. Sydney Australia, Juniper Films Production.
  

Electronic

• Wilson Fitiao
  Explains how Wilson Fitiao learnt skill tattooing.

Other

• Leyden, M. (1993). Festivals and Celebrations. (Photo Kit).
• Tristram, J. et al (1993). Rites of Courage: Traditional Samoan Tattooing. Pacific: Tales from the South Seas. Sydney Australia, Juniper Films Production. (Video).
• Watson, H. (1995). Pacific Island People in NZ. (Photo Kit).