Section outline

  • FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:


    We are FOCUSING on products by comparing the perspectives of the Crown and iwi.

    We are FOCUSING on land by comparing the perspectives of the Crown and iwi.

    We are FOCUSING on cultures by discussing the interactions between the Crown and Māori.


                                                                                           Success Criteria: I can...


    • Answer questions about how different cultures view products.
    • Compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
    • Describe the different groups of Pākeha and Māori in New Zealand at the time.


                                                                                      Achievement Objectives:


    SOSC KNOW: 


    Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.


    ANZH KNOW: 


    Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.

    Week 5 Learning Activities

                                                                                                  Monday

    • You will first watch this   about the evolution of money from barter.
    • Then use the information on slides 3 and 4 of the "Products Slideshow" to answer the questions on slide 6.
    • Draw, colour and label pictures of what Maori wanted from Pakeha and what Pakeha wanted from Maori in your global studies books. Then draw and colour in arrows which point to the products which are the most similar to the products that the other group of people have. One of the products will have to match up with two from the other group of people.
    • On slides 9 to 11 of the "Products Slideshow" you will see a scenario each of real life cases which happened in New Zealand. Work out the main obvious problem, any underlying problems, possible solutions, possible results of the solutions, the best solution.

    • The barter system was very different to the way that we pay for products now.


      E.g. 25 bags of potatoes would buy a musket. One ton of scraped flax would buy one or two muskets.


      Write a barter system apart from the example above which the Maori and Pakeha could have had with each other.


                                                                                            Tuesday


    • Watch the following   about the history of native American Indians.
    • Then research the specific products which the Maori made or what they did in each of the reasons in slide 3 of the "Land Slideshow." Then write all of it into your global studies books. Write about what you would have made or done with the natural resources in New Zealand if you were living before the Pakeha came to New Zealand.
    • On slide 7 of the "Land Slideshow" you will see a picture of the Venn diagram about Pakeha, Maori and both/overseas. Draw that Venn diagram in your global studies books and write in the Venn diagram how Waitangi National Reserve is a great place for the Pakeha, Maori and both or for other people from overseas. If you do not know how to do a Venn diagram an example of one is shown on slide 8.
    • You will see a picture of the world map on slide 15. Draw the world map into your Global Studies books and label the places from slides 9 to 13 on it as well as write the descriptions of those places. Also, label another place on the map and write about why it is important to you if that is not one of those places.


                                                                                                   Friday


    • You will first watch this   about international culture differences.
    • Then create a visual brainstorm of what Britain was like before the British came to New Zealand like the one on slide 6 of the "Meetings Slideshow." The brainstorm should include images, words and colour.
    • On slide 9 of the "Meetings Slideshow" you will see a table labelled your school and Captain James Cook’s ship. Draw the table and write what it is like at your school in contrast to the ship in your books. Think about the ship’s size compared to your school, the consequences, the food and drink, the people, and so on. Then write a conclusion of where you would prefer to be in and why. Also, write about if the environment is because of the cultures. Like the ship is due to British culture and school is due to a mix of cultures.
    • Finally, create a brochure or pamphlet which advertises New Zealand as a country to migrate to for the British before they first ever came to New Zealand. Your brochure should include big, bold letters for titles and subtitles, images, words and colour. Also, your brochure or pamphlet should advertise all of the terms which are stated in slide 4 of the "Meetings Slideshow."