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TEACHER Heather Jack
YEAR
7-8 |
LEVEL
4 |
DURATION
3-4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Culture and Heritage
Why and how individuals and groups pass on and sustain their culture and heritage.
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Students will be able to:
- Describe how the people of Tristan da Cunha have passed on their culture and heritage
- Explain why Tristanians pass on their culture and heritage
- Give three examples of how Tristanians have been able to keep their culture and heritage going
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Processes
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Learning Outcomes
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Inquiry
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- Conduct a Social Studies Inquiry
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Values Exploration
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- Explore and analyse values relating to changing patterns of tourism on Tristan da Cunha
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Requirements
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| Settings: | Other |
| Perspectives: | Gender, Future |
TEACHING AND LEARNING ACTIVITIES
Starter
Read Close Call at Tristan da Cunha, School Journal Pt.3 No.3 2000.
Follow this with a discussion about the island.
What did you learn about Tristan da Cunha? What do you think Tristan da
Cunha is like today? List ideas on a large wall chart.
- Dictated drawing
An introduction to the case study of Tristan da Cunha Island. The remote
location of this island has contributed towards the development of its
unique culture and identity.
Read the information, allowing students time to sketch the information. They
will use these sketches as a guide for drawing their unit title pages. No
words are allowed except for names.
- Mapping
Look at this
map, and complete the tasks.
Use this detailed
map of the island to draw a sketch map
of Tristan da Cunha.
- History Cartoon
Sort the
Timeline information, and draw a cartoon
with one frame for each date. Use drawings, symbols and speech bubbles to
tell a brief history of Tristan da Cunha. Give your cartoon a title.
- Culture and Heritage
This is a study of how the people of Tristan da Cunha pass on and keep their
unique culture and heritage.
Work in pairs and make a mind map as you discuss these questions:
- What do you think of when you think of your culture?
- What do you think of when you think of your heritage?
Think Pair Share
How do people keep their culture and heritage going? Give examples, and
explain why you think people do this.
(Think about language, family, beliefs, work, customs, language, food, arts,
traditions, leisure, stories about the past.)
- How do people pass on their culture and heritage?
- Why do people pass on culture and heritage?
- Who passes on culture and heritage?
Discuss: Would living in an isolated place make it easier or more difficult
to hold on to your culture and heritage and pass it on? Why or why not?
Make a note of students' responses and write them on a wall chart
- Rules of the island
Almost 200 years ago (in 1812) William Glass set up these rules for people
living on Tristan da Cunha. They are still the basis of Tristan da Cunha
society today. The council decides how to spend the communal money earned
from the crayfish exports. A member of the family with the lowest income
will get the next job that comes up.
- Everybody works for the common good.
- Everybody helps each other.
- Everything is shared; there is no private property.
In groups of four, talk about these rules. What do you think of them as
rules for an island community? Would they work in your school? Would they
work in your community? Why? Why not?
- Take a Look
Look carefully at these photos
of views, people and activities from Tristan da Cunha. What do they
tell you about the culture and heritage of Tristan da Cunha? For each of the
six photos write down a fact, an opinion and a question you may research later
on in the study. You can find more photos at this
site. Add facts to build a fact file.
- Tourism on Tristan da Cunha
Work in groups of four, read the notes on tourism, then complete the
graphic.
The site, Utter isolation, contains information on tourism.
- Values Exploration
Each year 120 people visit Tristan da Cunha as tourists. The people of
Tristan da Cunha hold different values positions about these changes.
Read the viewpoints, and complete the continuum above the quotes
and the Values Exploration questions below.
- Passport to Tristan da Cunha
Assessment Activity
- Future Perspectives
What does the future hold for the people of Tristan da Cunha?
Based on the things you have learned, make three predictions about
challenges the people of Tristan da Cunha could face in the future.
- Role play
Read the story of the
Blenden Hall
and role play the story as some of the characters from the ship's passenger
and crew list.
RESOURCES
Print
- Weil, Raymond (July 2000) Marie Claire Magazine, Australia (ph 61 2 9371
4477, fax 61 2 9371 9383, email sales@raymondweil.com.au)
- Mackay, Margaret (1963) The Angry Island Arthur Barker Ltd
Electronic
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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