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TEACHER Robyn Irvine
YEAR
9-10 |
LEVEL
5 |
DURATION
3-4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Place and Environement 5.2
Why particular places and environments are significant for people
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Students will:
Explain why particular places and environments are significant for people.
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Processes
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Learning Outcomes
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Inquiry
Collect, process and communicate information about human society.
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Students will:
Conduct a Social Studies Inquiry into the history and significance of a
particular place and/or environment.
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Values Exploration
Explore and analyse people's values about significant places and environments.
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Students will:
Examine differing values positions about a significant place and/or
environment.
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Social Decision Making
Make decisions about a social action in relation to an issue.
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Students will:
Decide on social action in relation to a significant place and/or
environment.
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Requirements
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| Settings: | New Zealand, Global |
| Perspectives: | Bicultural, Current Issues |
| Essential Learning About New Zealand Society (ELANZS): |
The location and significance of important natural and cultural features of the landscape.
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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:
What constitutes a significant place or environment?
Activities designed to introduce the concept of significant places - places
that have a special, (possibly, but not always spiritual) value for people.
Significant is much more than just important.
- Important Plus: Sorting out the language
Prepare two sets of brick word cards (eg. 15cm x 15cm)
with one of the following words or phrases on the front of the card:
| awesome | monumental | special | unique |
| noteworthy | memorable | landmark | notable |
| momentous | considerable | very important | remarkable |
Organise students into pairs or small groups. Deal out one word card to each
group.
Either provide each group with a dictionary or use
online dictionaries
to find out the meanings of each term. If there are not
enough words for each group, use the second set of cards as well and have
the students use different dictionaries.
Each group will illustrate their brick (using words and/or visuals) to show
the meaning of their word. Build a brick wall or pyramid of definitions on a
display board for future reference.
Significant places and environments are more than just important.
Discuss the concept of significant places with the whole class and on the
board or OHP create a tentative
Mind Map of reasons why places might be
significant and who they might be significant for.
- But why?
Why might places and environments be significant for people? And which
people?
What is significant for one group of people may not be for another.
- A Case Study: Otuataua Stonefields: an Historical Reserve.
- Mini Inquiry: A Significant Place
Organise students into pairs and allocate each pair one or more of the
places from the list below (and/or places of your own choosing if you
prefer).
Using the Internet, each pair will
conduct a Mini Inquiry focusing on the three key questions below and present
their findings in a
Learning Guide
- Location: Where is this place located?
- People: Who might consider this place to be special or significant?
- Briefly explain why they might consider this place to be significant.
For example:
- Significant Names; Significant Places
Maori oral traditions and place names may provide clues to the significance
of places and environments for Maori. One useful resource is Nga
Reo O Te Whenua: Voices of the Land which was sent to every school.
- Case Study: Mangere Mountain
You may choose to take a
virtual field trip
to Mangere Mountain and the
surrounding volcanic fields and use the resources provided.
Or you may choose to substitute a significant place/environment in your
local area as the focus for your study.
- What a Place
Individually, or in pairs/small groups, students either:
Carry out an Inquiry into a significant place of
their own choosing following the format of the Mangere Mountain Case Study;
or
Plan a Heritage Trail of their local area that identifies five significant
historic sites and explains why they are significant.
(Check out an example of a Heritage Trail from
Te Awamutu)
- Wrap Up
Pop Quiz
Have each student contribute one question (and answer) about their chosen
significant place for a Trivial Pursuits type quiz.
Provide prizes!
RESOURCES
Print
- Cameron, E. Hayward, B. Murdoch, G (1997) A Field Guide to
Auckland. Auckland, Godwit Press
- Cubitt, S., Irvine, R., Dow, A. (1999) Top Tools for Social
Science Teachers. Auckland, Pearson Education.
- Davidson. J. (1984) The Prehistory of New Zealand. Auckland, Longman Paul
- Fox, A. (1976) Prehistoric Maori Fortifications in the North Island of New
Zealand. Auckland, Longman Paul.
- Learning Media (1992) Nga Reo O Te Whenua. Item No. 92/321
- Tonson, A.E. (1966) Old Manukau. Onehunga, Tonson Press.
- Trotter, M McCulloch, B (1997) Digging Up the Past. Auckland, Viking
- The Way We Were: Auckland South & East. (1994) Auckland, Moa Beckett.
Electronic
Other
Acknowledgements
- Mangere Mountain photographs by Kurt Marquet, Mangere Bridge School.
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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