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TEACHER M. Bertram
YEAR
12 |
CURRICULUM LEVEL
7 |
NCEA LEVEL
2 |
DURATION
6 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Social Organisation 7.1
How and why international organisations become established and influence
people and societies.
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- Describe what international relations are.
- Describe why international organisations and treaties have been established and why New
Zealand has been a party to them
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Social Organisation 7.2
How communities and nations meet their responsibilities and exercise their
rights.
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- Identify several past and current international events where New
Zealand has met its responsibilities or exercised its
rights.
- Identify the values or
importance New Zealand and New Zealanders attach
to our international obligations.
- Describe a range of
ways New Zealand co-operates internationally
with other nations and communities.
- Identify the options nations can
take to exercise their rights internationally.
- Evaluate the
effectiveness of New Zealand's participation
in international organisations and treaties.
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Time, continuity and change 7.1
How events have
short-term and long-term causes and consequences.
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- Assess New Zealand's decision making
in international relations and make decisions concerning
likely solutions for international events concerning New Zealand.
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Achievement Standards Being Assessed
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Summative
Social Studies 2.5 Plan
social action in relation to a social issue
Formative
Social Studies 2.2 Examine
ways people influence society
Social Studies 2.3 Conduct
an advanced social studies inquiry
Social Studies 2.4 Examine
responses to values position(s)
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Requirements
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| Settings: |
Global, New Zealand, Asia
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| Perspectives: |
Current, Future
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| Essential Learning About New Zealand Society (ELANZS): |
- Major events in NZ history;
- Development of NZ's identity over time
and the ways in which it is expressed;
- NZ's participation
in significant international events and institutions and its
possible roles in world affairs in the future.
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Introduction
Main ideas to be covered:
- Why international organisations have
been established.
- How past events and consequences influence the
values
of peoples and societies towards international organisations and affairs.
- How peoples and societies make decisions that reflect their rights and
responsibilities.
Teacher Background
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 - Who are our international contacts?
Use the information from the mixed
up boxes from the Definitions, Examples and Purposes chart to make a
summary of the different types of international contacts we have.
Define each type, give some examples and identify a key purpose for each on
the DEP template.
- Starter - Test yourself
Test yourself (Double word puzzle) or
create a puzzle to test your
neighbour.
- Why the UN and how did we get involved?
Students can read
why
the UN was established following World War 2
and how New Zealand became a member of
the United Nations (UN).
- Why do we belong to other international organisations?
Students should research why New
Zealand has become a member of
some of the other organisations and treaties outlined in the DEP
chart. (eg, Commonwealth).
Use the cause and effect template
to collate results.
- What international events have we been involved in?
Brainstorm past and current international events NZ has been
involved in. Check possible answers against
timeline.
- Class collage
Prepare class wall chart of
headlines, photos, maps, cartoons, etc. which shows NZ's current involvements
internationally.
Newspapers of the world.
- UN vs Commonwealth
Examine the charter of UN
and the key declarations of the Commonwealth.
What are some key similarities in their aims? Does our membership create any
legal obligations for New Zealand? Consider Articles
93 & 94 of the UN charter.
- To give or not to give?
Look at the different types of Aid
(eg. multilateral, bilateral) and the different types of agencies which deliver
aid (eg. governmental organisations, non-governmental organisations). What
do these terms mean?
- Examples of aid
List TWO examples of each type of aid
New Zealanders contribute to (mulitlateral, bilateral, governmental, NGO).
- Rights & responsibilities
Investigate whether New Zealand has certain priorities
(eg. historical or political connections, geographic links) in
distributing aid money. How should we prioritise where aid money
from GOVERNMENTAL organisations goes? Do we as a donor nation have rights
in the areas we give aid?
- Mini debate
Students may conduct a mini-debate on these issues.
- Template
Complete template on the purpose
of New Zealand's involvement internationally.
- What are we doing to help now?
Refer back to DEP chart and LIST specific examples with facts and figures
of how NZ acts internationally to assist other countries or international
organisations; Current news sites - War on Terror: SAS in Afghanistan and
the frigate
"Te Kaha" to the Persian Gulf (NZ
foreign Involvement); aid to the Sudan in 2002; UN
involvement; WTO (World Trade Organisation) - Mike
Moore; Refugees
- Formative assessment 2.3
Mini Inquiry: Views of New Zealanders on our involvement
in international affairs. (ONE week class time; TWO weeks homework
time). Detailed teacher mark schedule.
Students could target a specific
area of the assignment (eg. planning framework) if time is short.
- Formative assessment 2.4
Values Exploration: Why do New Zealanders have differing
viewpoints on our involvement in international affairs? Collate results of
Inquiry and complete Values Exploration (generic task)
on the above issue.
- Problem solving
Problem solving: Identify possible ways a country can exercise its
rights in regard to an international problem. View the teaser examples
1,
2,
3,
4,
5,
6.
Use problem-solving template.
- Were we successful?
Evaluate the successes (or not) of New Zealand's past involvements
in international organisations and events. Students can process the
examples by creating a
history road.
- Reflecting
View the examples for ideas and reflect on the work already
covered, then complete the
PMI chart.
- Formative assessment 2.2
Trial External Standard (2.2
Examine ways people influence society). This could be used as a formative
opportunity to sum up the work to date.
- Assessing current issues
New Zealand's ongoing role in the 'War on Terror'.
Search for recent information.
- Causes and consequences
What are some of causes and consequences of the recent terrorist attacks?
Study the Rainbow Warrior as an introduction and then relate this to the 'War
on Terror'.
- Summative assessment 2.5
Wrap up by planning appropriate social actions
concerning New Zealand's likely response to U.N. requests to help stablise
regions affected by the 'War on Terror'.
Summative Assessment and
schedule.
RESOURCES
Electronic
Print
- Cubitt, S., Dow, A., Irvine, R. (1999) Top tools for Social Science teachers Auckland:Longman
- Tetley, S. and Wood, B. (2002) Global Issues Atlas Auckland:Longman
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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