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TEACHER Robyn Irvine
YEAR
9-10 |
LEVEL
5 |
DURATION
Approx 4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Place and Environment 5.1
Why people move between places and the
consequences of this for the people and the places.
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Students will:
- explain why Cambodians like Borany's family moved between places;
- describe the consequences of these movements on the Cambodian people;
- outline some consequences of the movement of people for Cambodia;
- describe how the arrival of refugees such as Borany's family may affect
other places such as Thailand or New Zealand.
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| Supporting Achievement
Objectives
| Learning
Outcomes |
Social Organisation 5.1
How systems of government are organised and affect
people's lives.
Time Continuity and Change 5.1
How past events have influenced relationships
within and between groups of people and continue to influence them.
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Students will:
- describe how Pol Pot's extreme communist system of government affected
people's lives.
- describe the long term effects of the actions of the Khmer Rouge on the
Cambodian people.
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| Processes |
Learning
Outcomes |
| Social Decision Making |
Students will:
- identify a range of problems associated with landmines;
- suggest possible solutions and likely consequences;
- identify possible social actions;
- choose a preferred action with supporting reasons.
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| Requirements |
| Setting(s): | New Zealand; Asia;
Global. |
| Perspective(s): | Multicultural; Gender; Current Issues. |
| Essential Learning About New Zealand Society
(ELANZS): | the subsequent
migration, settlement, life and interaction of British and other cultural
groups in various areas of New Zealand over time. |
| Assessment |
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Design your own assessment using the template provided.
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TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
- Starters
- In pairs or individually students complete the crossword of key terms related to migration.
- Go fishing for some key terms related to
life in Cambodia under Pol
Pot (Monash University). See exemplar.
- Seeking Refuge
Numerous groups of refugees have come to begin a new life in New Zealand.
Use the Refugee
statistics and create a Refugee Road that illustrates
the approximate arrival dates of the different refugee groups.
- Extension
Allocate individual students one or more of the refugee groups who have come
to New Zealand and ask them to find out why these people left their homelands,
and how they came to settle in New Zealand.
- The Killing Fields
Watch selected sections of The Killing Fields, which tells the story of Cambodian
Dith Pran during the
Pol Pot regime.
- Case Study - Borany's Story
The story of one Cambodian family's experiences during the reign of Pol Pot
and the Khmer Rouge 1975 -79.
- Meet the People
Amongst the refugees who arrived in New Zealand in the 1980s were Cambodians
who had survived the Killing Fields of Kampuchea (as it was renamed then)
under the rule of Pol
Pot and the Khmer
Rouge. Borany's family included grandparents,
aunts, uncles and cousins when the Khmer Rouge took control of Cambodia in
1975.
- Extension
Individually or in pairs students find out about the history
of Cambodia and explain why Cambodia, Vietnam, Laos were known as
French Indo-China.
- Be Gone!
When the Khmer Rouge finally rolled into the capital city of Phnom Penh the
people did not know what to expect. Within a very short time everyone living
in Phnom Penh was ordered to leave . Within hours the
city was empty.
Students create three Mubbles - one for a
Khmer Rouge soldier, one for Pol Pot and one for a person being told to
leave their home
in Phnom Penh.
- On the Road
Plot the approximate route taken by Borany's family on a map
of Cambodia as they were forced to move from place to
place.
- Consequences Chart
The forced migration from Phnom Penh to the countryside had enormous consequences
for both the people and the countryside.
- Those Killing Fields
Students create Radio
News Reports describing the scenes that confronted the first journalists
and photographers as they moved through the devastated (and heavily landmined)
countryside to deserted cities like Phnom Penh and Battambang.
- Current Issue: Landmines An opportunity for students to investigate
a global issue and engage in Social Decision Making.
- Decision making time. To stay or to go?
- Go West
After the Vietnamese defeated the Khmer Rouge and occupied Kampuchea, as it
was then, the surviving members of the family left Pursat for Battambang and
ultimately crossed the border into Thailand.
- Becoming a Refugee
Cambodian refugees are spread around the world - for example France, the The
USA (see Sou's story on cybercambodia) and, for Borany's family, New Zealand.
What is it like being a refugee?
- Refugee Simulation
- Going further
Identify refugee groups who have come to New Zealand recently. Refer back
to the Refugee Road activity completed earlier in
the unit. Check out also the United Nations
High Commission (for Refugees). and list other groups of people
who are currently facing life as refugees for whatever reason. Select one
or more refugee groups and conduct a Social Studies Inquiry into why these
people have become refugees and what the future might hold for them.
RESOURCES
Text Resources
- Cubitt, S., Irvine, R., Dow, A. (1999) Top Tools for Social Sciences Teachers. Auckland;
Addison Wesley Longman.
- Kanal, B., Jansen, A. (1991) Borany's Story. Wellington; Learning Media.
Electronic Resources
Other Resources
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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