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TEACHER Sue Tetley,
Bronwyn Wood
YEAR
12 |
NCEA LEVEL
2 |
DURATION
6 weeks |
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Achievement Standards being Assessed
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Achievement Criteria
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Social Studies 2.2
Examine
ways people influence society
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Explain, in depth, ways people influence society.
Examine, in depth, consequences of people's influence on society.
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Social Studies 2.3
Conduct
an advanced social studies inquiry |
Develop an appropriate and detailed framework for an advanced social studies inquiry.
Communicate relevant information from the inquiry using appropriate conventions.
Draw valid conclusions based on information from the inquiry, which are linked to significant idea(s) about society.
Evaluate the inquiry, showing depth of understanding of the inquiry process.
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Social Studies 2.4
Examine
responses to differing values position(s) |
Examine, in depth, ways in which people can respond to values position(s).
Analyse, in depth, reasons people choose particular responses to values position(s).
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Strand Achievement Objectives
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Learning Outcomes
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Culture and Heritage
Ways in which people's culture influences their perceptions
of and responses to events, issues, and the activities of other cultures
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Explore the cultural identity of Maori, Pakeha and Chinese in New Zealand society.
Explain ways in which Chinese immigration to New Zealand has influenced
the perceptions and responses of New Zealanders (Pakeha and Maori) to
immigration of new Chinese to New Zealand.
Identify and explain problems that can arise
from ethnocentrism and explain ways in which these problems can be resolved.
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Time, Continuity and Change
How events have short-term and long-term causes and consequences.
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Identify the short-term and long-term consequences of particular events in
New Zealand's history and their likely future consequences.
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Requirements
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| Settings: |
New Zealand
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| Perspectives: |
Current, Future, Multicultural
- Recognise and value the traditions, histories and languages of people in NZ.
- Consider members of cultural groups within the local and wider community when including aspects of content related to those cultures.
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| Essential Learning About New Zealand Society (ELANZS): |
Development of NZ's identity over time and the ways in which it is expressed.
The subsequent migration, settlement, life and integration
of British and other cultural groups in various areas of New Zealand
over time.
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Teacher Background Reading
This unit provides a possible
framework for
other global issues.
TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
- What do we know about the issue?
- Working with words:
Use a dictionary and the
following websites and create a word
wall with definitions of these words
that you will need for this unit.
As a class, work out definitions that you are all satisfied with.
Write these out on card and leave it on the wall to refer to throughout
the course of the unit.
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Immigration: Infobox
New Zealand has traditionally been a country of immigration.
Immigration has had a major impact on the size, growth rate, age-sex
structure and ethnic composition of New Zealand's population, and
has been a subject of vigorous public debate, especially when large-scale
immigration has tested the amenities and structures of the country.
Opposition to new immigrants is heightened between groups that are
more visibly "different" than the dominant cultural group in a country.
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Use the following resources to gain further understanding of the immigration
issues:
Brainstorm
the immigration issue in pairs or as a class and categorise
findings as a concept
map.
- A nation of immigrants: Where are we from? Why did we come? Where did
we settle?
- Maori immigration
On a map
of the Pacific, record the movements of Polynesian people to
Aotearoa. Print out a copy of the Maori tribe locations in New Zealand.
Add to it information about the location of European and Chinese settlement.
- European Pakeha Immigration
Draw up a timeline of events and activities of people who immigrated
to NZ from the United Kingdom during 1800-1900.
- Choose key events
- Include events and activities that explain the development of the
"Pakeha" culture (a culture that has developed predominantly among
immigrants and their descendants from the British Isles and is peculiar
to NZ). What were they involved in when they came that made their
culture dominant and changed they way people, immigrants and Maori
lived. What was their influence on Maori society then? What actions
did their Government take that impacted on Maori?
- What has their influence been from 1900-2003?
- Chinese immigration
Create a History Road to illustrate
the background to Chinese
Immigration in New Zealand.
Divide the class into 4 groups and each group creates a History Road
to illustrate one time period each of Chinese immigration. Include in
the information the impact of the NZ government on their lives.
On the History Road describe why they came to NZ and events and activities
they were involved in when they came.
- Culture and heritage of New Zealanders
Case Study: Chinese, Pakeha and Maori - in New Zealand Society.
Summarise features of their cultures: traditional and adapted. Practise
a variety of note taking
methods - concept webs, highlighting notes, bullet points.
Use these headings to organise your note taking:
- Social organisation - the rights, roles and responsibilities
of people in their communities and daily life
- Culture and heritage - how people live their culture and heritage
(what is handed down)
- Place and environment - how people interact with places and the
environment
- Time continuity and change - major changes that have occurred
- Resources and economic activities - how people use resources
and their economic activities.
Use these resources to help you with your
case study.
Using the information gained from this research, draw a venn
diagram to summarise ways these people in general have developed and
maintained their culture in NZ society. Some of the cultural perspectives
will be different and some similar. The similarities go where the circles
intersect.
- Key events in the history of immigration that influence cultural identity
and perceptions
A number of significant events in the history of New Zealand have influenced
perceptions of and responses to other groups within New Zealand. Here are
just a few to use as case studies. Choose one that is perhaps relevant to
your area and population.
Please note: all historical events are subject to interpretation by
the author(s). Read the following with that in mind.
- The
Poll Tax
See Nigel Murphy's excellent summary. Also see Saying
Sorry - a unit that addresses this issue.
- Events in New Zealand
history involving European Pakeha and Maori
For key events, go to European and look at:
- The Land Wars 1-4
- Parihaka, and the turn of the century
Go to Whakapapa and look at:
- Warfare
- Warfare expands
- The musket wars continues
- The end of the musket wars
- Impact of European settlers on Maori
- Choose one of the events described and create a consequences
wheel to show the positive and negative; long-term and short-term
impact this event has had on a minority culture and on the dominant
European culture.
- Choose another of the events listed and complete the structured
overview.
- What do we know about the influence of Government on the immigrant people?
Either:
- On a fishbone chart summarise the influence
that Chinese immigration had on NZ society and the consequences of this
influence. The impact can be positive or negative. This information links
to achievement standard 2.2 Examine
ways people influence society.
OR
- On a fishbone chart summarise the influence
that the NZ Pakeha Government had on Maori and the consequences of this
influence. The impact can be positive or negative. This information links
to achievement standard 2.2 Examine
ways people influence society.
- Linking thinking!
- Write up three retrieval charts
to summarise your understanding about how:
- the perceptions people have about an issue or event are influenced
by their culture.
- the responses they make to the issue are also influenced by their
culture.
Choose one aspect of difference that you have so far sourced from
your research.
- 2.2
Assessment - Formative Activity
Write an essay to 'explain ways people influence
society by their beliefs and actions'. Use the information in your retrieval
chart to guide you, and this guide to The
Five Paragraph Essay.
Assessment Schedule
- New Zealanders' response to newcomer immigration
While most New Zealanders are welcoming of new immigrants, there are some
examples of racist responses as well. Racism often stems from ethnocentrism
and ignorance of other cultures and people. Frequently there is an underlying
fear of cultural differences and, at times, fear of an economic threat (ie.
'they will take our jobs' etc.).
Choose one of the incidents and complete an opinion-proof
describing your own opinion about why people respond in such ways. Give
reasons for your opinion in the 'proof' category.
Continue your investigations into responses to newcomers by completing
the following Inquiry. This can double as an assessment activity for 2.3
Conduct an advanced social studies Inquiry. Look at the generic
sample and modify with the following.
Assessment 2.3
Assessment Schedule
- Who are the people involved in the New Zealand immigration debate?
Leading speakers on the immigration debate:
Achievement
Standard 2.4 Examine responses to differing values position(s)
Credit: 4
Assessment: Internal
Task 1
Identify the value positions of the four people mentioned above and illustrate
their position on a values
continuum with regard to the immigration debate. Link the person mentioned
with a line to the great immigration debate
values continuum.
Task 2
Identify two individuals or groups that hold differing values for
the immigration issue in New Zealand. Use the additional resources to clarify
their positions and why.
Additional resources
Complete the structured overview to show
responses to other values positions on immigration.
Task 3
Analyse, in depth, the possible reasons why the individuals/groups you have
identified responded in the ways they did to the values position taken by
the other individual/group identified in your case study.
Assessment Schedule
- What is the future of immigration numbers in New Zealand?
Will the numbers increase or decline? What do you think? And has immigration
become a problem for Auckland alone? What do you see happening in the future?
Create a Future Timeline describing what
you believe will happen in the future.
- Cultural integration and pop culture
Choose either New Zealand music, New Zealand media (print) or New Zealand
TV advertising and conduct a survey over a week to see examples of cultural
integration in New Zealand.
Write a hypothesis before you start and comment on whether this was proven
or disproven in your survey. Look for examples of cultural representation
in all areas and positive relationships and responses to other groups.
RESOURCES
Electronic
Print
- Tetley S. and Wood B. (2002) Global Issue Atlas Pearson Education New Zealand Ltd, Auckland
- Brown H. (2003, May) An Asian at My Table: Getting to know the neighbours. North and South, pp 46-58.
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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