They came to this Land of Plenty

Social Studies Online

TEACHER Jacinda Andrews

TEACHING AND LEARNING ACTIVITIES

Starters

1. Land of Plenty
   Find a recording of the song "Land of Plenty" by OMC. Play the song to the students, look at the lyrics and discuss them. Create a title page or poster about the "Land of Plenty". What does New Zealand have to offer immigrants today and what did it have to offer in the past?

2. Where in the world are our Ancestors from?
   Students find out about their own heritage by filling out the Where in the World sheet. Do not use names on the sheet, just the country where each person was born. Please be sensitive to your students' family situations. Show the results on a large map of the world.

3. Key words
   Use Wordsmyth to find definitions for migrant, immigration, culture, heritage, pass on and sustain.

   In groups of four, write an Acrostic poem for each word of these words:

   Immigration	Migrant	Culture
   Heritage	Pass on	Sustain

   For example:
   Memories of home
   International citizens
   Going places
   Really excited
   Another language
   New opportunities
   Taking chances

4. History of New Zealand Immigration
   Students read the information about the History of New Zealand Immigration as an introduction. They are then to complete the A to Z of Immigration. Check the A to Z answers once they have finished.

THE MAORI

5. Mubbles
   Find a copy of the painting by C.F. Goldie, 'The Arrival of the Maoris in New Zealand'. Students study the picture. Draw Mubbles and write in them what the people in the canoe might have said to each other, or have been thinking as they saw New Zealand.

6. The Settlement of the Waka
   Using the Arrival in New Zealand site, locate and label on the Map of New Zealand (the map needs to be printed out) where at least six of the Maori waka landed. Use an appropriate title and key/labels.

7. A New Land
   Read Hape's Story and complete the Social Decision Making activity.

   Leaf: Give examples of how Maori pass on and sustain their culture and heritage (see examples in The Who Are We Tree, below.

8. Mapping
   As this unit progresses students will see how many migrants came to New Zealand from around the world in the last 200 years, in particular from Europe. As you learn about the countries each migrant group came from, locate them on the map of Europe (the activity telling you what country to label will be called 'Mapping"). Use an appropriate title and key.

9. The Who Are We Tree
   The class work in groups to study different migrant groups and create the leaves for a giant tree (to be displayed on the classroom wall). The tree will show how groups pass on and sustain their culture and heritage in New Zealand. Each group will present this information on a large leaf and attach it to the wall graphic. Prepare the tree and attach it to the wall. Cut out large leaves to have on hand for each group.

   A large number of groups are listed below. You may wish to study all these groups or just the groups that are most representative of your region.

10. Numbered heads
    Organise the class into groups of four and allocate each person in the group a number, from 1-4. Either assign the topics to each group, or let students draw them out of a hat.
    Each group studies one or two (you decide) of the migrant groups below, then using the numbered heads strategy, report their findings to the class.

THE BRITISH

1. Mapping
   Locate and label Britain on the map of Europe.

2. The New Zealand Company
   Read about the New Zealand Company. Using this and other information complete the Wakefield Report to the British Government.

3. Settlement begins
   Complete the annotated map of New Zealand about the settlement of settlers from the New Zealand Company. Write two pieces of information for each settlement.

   Leaf: Give examples of how the British pass on and sustain their culture and heritage in New Zealand.

THE FRENCH

1. Locate and label France on the map of Europe.

2. Akaroa
   Read the story of French Colonists in Akaroa. Write a newspaper article to go on the front page of Le Monde. The article must be about the French loss of the South Island to the British. Interview Jean Francios Langlois after his return to France in 1840. Also interview one of the Ngai Tahu Chiefs about the deal they had with the French and then the British.

   Leaf: Give examples of how the French pass on and sustain their culture and heritage in New Zealand.

THE SCOTTISH

1. Locate and label Scotland on the map of Europe.

2. The Birth of a City - The Scots in Dunedin Using the information on the History of Dunedin create a timeline of the year 1848.

3. Scottish Heritage
   Use the information about Scottish Heritage to complete the Impact of the Scots chart.

   Leaf: Give examples of how the Scots pass on and sustain their culture and heritage in New Zealand.

THE FENCIBLES

1. The Fencibles
   Read the information about the Fencibles and fill in the Fencible Job Chart.

   Leaf: Give examples of the Fencibles have passed on and sustained their culture and heritage in New Zealand.

THE BOHEMIANS

1. Mapping
   Locate and label the Czech Republic the map of Europe.

2. Problems and Solutions
   Students are to read the Bohemians of Puhoi Part A about why they came to New Zealand. Create a problem and solution chart about what the Bohemians faced when they arrived in New Zealand. The Students then read Bohemians of Puhoi Part B. Using the information in Part B, complete the Bohemian Solutions Chart.

3. Picture interpretation
   Study the pictures of Puhoi and answer the questions.

   Leaf: Give examples of how the Bohemians pass on and sustain their culture and heritage in New Zealand.

THE SCANDINAVIANS

1. Mapping
   Locate and label Sweden, Norway and Denmark on the map of Europe.

   On the Map of New Zealand locate and label:

   • Dannevirke
   • Norsewood
   • Eketahuna
   • Mauriceville
   • Makaretu
   • Palmerston North

2. Acrostic Puzzle
   Complete the Acrostic Puzzle by reading about the Danes in the Seventy Mile Bush. (Dannevirk Scandinavian Club). Check students' puzzles with the answers.

3. Life in the Bush
   Answer the following questions by using the information from the previous task before and your own knowledge:
   • Why do you think that New Zealand's bush might have been harder to clear than in Scandinavia?
   • How do you think they cleared the bush over 100 years ago?
   • Why were they clearing the bush?
   • What might the Scandinavians have found hard about the New Zealand bush?

4. Norsewood
   Read about Norsewood Promotions Inc - Norsewood in the Tararua District. What do you think the area was like in Norsewood in 1872? Write a letter home to your relatives in Norway describing your new life in the New Zealand bush.

   Leaf: Give examples of how the Scandinavians pass on and sustain their culture and heritage in New Zealand.

1. Mapping
   Locate and label Dalmatia on the map of Europe (on the Adriatic coast of Croatia).

2. Dictated Drawing
   Create a Dictated Drawing using the statements about the Dalmatians.

3. Babich Wines
   Read about Josip Petrov Babich and complete the Pieces of a Puzzle activity.

   Leaf: Give examples of how the Dalmatians have passed on and sustained their culture and heritage in New Zealand.

THE IRISH

1. Mapping
   Locate and label Ireland on the map of Europe.

2. Irish Questions
   Read about the Irish in New Zealand. Answer the following questions:
   • What occupations did the first Irish have in New Zealand?
   • Where did the second group of Irish settle?
   • What scheme brought most Irish to New Zealand?
   • Where was the largest organised settlement of Irish Protestants in New Zealand?
   • What percentage of New Zealand's population was Irish in 1867?

   Leaf: Give examples of how the Irish pass on and sustain their culture and heritage in New Zealand.

THE INDIANS

1. Mapping
   On the map of the world locate and label Fiji and India.

2. Talking Stone
   Use the Biography of Jelal Kalyanji Natali to create a talking stone of his life.

3. Fear in Fiji
   Many Indian people have moved to New Zealand following the Fijian coups and resulting political upheaval.
   Read this Waikato Times story, Fear in Fiji about one family's move to New Zealand. Write a list of the things you think the family would miss about Fiji.

   Leaf: Give examples of how Indians pass on and sustain their culture and heritage in New Zealand.

THE POLISH

1. Mapping
   Locate and label Poland on the map of Europe.

2. The Pahiatua Children
   In 1944 733 Polish children were sent to New Zealand. Read about the Pahiatua Children . Complete the 5 W's and an H about the Polish children.

   Leaf: Give examples of how the Polish pass on and sustain their culture and heritage in New Zealand.

ASSISTED BRITISH IMMIGRANTS

1. Mindmap
   Use the information on the Assisted British Immigrants to complete a mindmap.

2. Graph it
   Use the data on the assisted immigrants to create a multi line graph to show how many assisted immigrants came from Great Britain from 1947 to 1971.

   Leaf: Give examples of how the assisted British immigrants pass on and sustain their culture and heritage in New Zealand.

THE DUTCH

1. Mapping
   Locate and label the Netherlands on the map of Europe.

2. T Chart
   Read about the Dutch in New Zealand. Complete the T Chart on the Dutch.

3. Lockwood Homes
   Read about Lockwood Homes which was started by a Dutch immigrant, Jo La Grouw. Create a Business Card for Lockwood Homes.

   Leaf: Give examples of how the Dutch pass on and sustain their culture and heritage in New Zealand.

THE PACIFIC ISLANDERS

1. The Pacific Islanders
   On a map of the Pacific locate and label the following countries:
   • Cook Islands
   • Fiji
   • New Zealand
   • Niue
   • Samoa
   • Tokelau
   • Tonga

2. Fill the Gaps
   Complete the Pacific Island Migration Cloze exercise.

3. Plus and Minus
   Complete the Positives and Negatives chart about Pacific Migration to New Zealand.

   Leaf: Give examples of how Pacific Islanders pass on and sustain their culture and heritage in New Zealand.

REFUGEES

1. Map of refugees
   A refugee is someone who is forced to leave their country due to persecution, religious differences, war etc. New Zealand accepts up to 750 United Nations refugees per year. Locate and label the countries New Zealand's refugees have come from on a map of the world. Give an appropriate title to the map.

2. Graph
   Create a pie graph to show the percentage of refugees arriving in New Zealand between 1979 and 1990 from various countries.

3. Crossing borders
   Read this news story about these refugees who recently arrived from Burma. Look at life through their eyes.

4. Oral report
   Assessment Activity
   Each group makes a two minute oral presentation to the class. Use the numbered heads strategy.

   Allow time for the groups to prepare their reports and practice.

WRAP UP

11. One Country, Many Cultures
    Celebrate the completion of your unit by holding a multi-cultural lunch. Students bring food that reflects some of different groups that have migrated to New Zealand.

RESOURCES

Print

• Cubitt. S., Irvine. R., Dow. A. (1999) Top Tools for Social Sciences Teachers, Addison Wesley Longman
• P. Prendergast, T. Nikora, I. Murphy, Nga Waewae Tapu: New Arrivals
• E. Locke, Two Peoples One Land
• R. Naumann, The Tauiwi The Later Immigrants
• Immigration Fact Pack July 2000, New Zealand Immigration Service

Electronic

• NZ History Net
• New Zealand History

Other

• Puhoi Photos - J. Andrews
• Te Papa - Exhibition on Dutch Immigration

FOLLOW UP

Find out about other groups who have immigrated to New Zealand: Asian, South African, Somalian, Burmese, Yugoslavs, Afghan and so on.