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					St Thomas of
 Canterbury
   College
Year 9 Social
   Studies
  Planning

    2008
India

Flags
                           Topic




Trade
Pacific Is.

Government
              Excellence




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                                   Curriculum Values Year 9




              Innovation

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              Inquiry
              and Curiosity

              Diversity
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              Equity
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              Community
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              Ecological
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              Sustainability


              Integrity
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              Respect
Year Planner

  Timeframe                                 Topic/Important event
Start Of Term 1         Introduction to the year – Research Project Set and discussed.
Term1                   1st Topic: Our Pacific Mates (Pacific Islands and their peoples)
End of Term 1           End of Topic test/assignment
Term 2                  Topic: Trade and Fair Trade
End of Term 2           End of topic test/assignment
Term 3                  Topic: Government (NZ and overseas government types)
Late Term 3             End of Topic test/assignment
End of Term 3           Topic: Flags and National Icons (What are flags used?)
Final week term 3       Research Project handed in
Start Term 4            End of Topic test/assignment
Term 4                  Topic: India – Land of Contrast (Life in a very different country)
End of Term 4           Social Studies Exam
End of term 4           End of Topic test/assignment

Homework

Homework will be set for every student once a week and must be handed in by the date given.
This homework will take one of two forms.

Current Events
Each student is asked to read a newspaper or an online newspaper. Then to pick an article they
find interesting. The article must be from a news (local, national or international), politics or
business section of the paper (sport, television and music are outside of the Social Studies
Curriculum). They need to cut out the article or print it from the web then glue it in their homework
books. They will then be asked some simple questions about the content of the article and why
they found it interesting or why they were drawn to use this article. The final question needs to be
written as a paragraph.

Global Locations

This takes the form of a sheet of information and questions about a country, city or location and
must be completed and glued into your homework book.

Lesson extension
This work will be based on the topics covered in class. It may be as simple as finishing off class
work but it also includes extra work, extension work and end of topic assignments.


Stationary List
You should bring the following to every lesson:

Pen                       Pencil                    Ruler                     Eraser
Sharpener                 Glue                      Scissors                  Colour pencils
Blue book                 Exercise Book             Homework book
                           Year 9 Social Studies Research Project

Important - This sheet is to be shown to your parents early in term 1 and stuck into the front
of your exercise book.

Topic: An Important Event from New Zealand History

Length: 700 words

Due Date: Final Week of Term 3. This gives the student 30 weeks to complete the piece of
work.

Requirements:

   1. The topic must be an event from NZ history rather than the life of a single person.
   2. The work must be in the students own words. Cutting and Pasting from the web or
      large scale copying from books will not be accepted.
   3. A bibliography must be attached to show where the student found their
      information. This must contain:
          a. The title, author and date of publishing of any book used
          b. The full web address of any website used (not just the search engine)
   4. Relevant maps, pictures and diagrams will be looked upon favourably and can be
      hand drawn or taken from books and the web providing this is shown in the
      bibliography.

Structure

The classroom teacher will spend some time in class going over how to research and write
a piece of work such as this but the following structure is a good guideline.

Introduction
Sets the scene for the piece of work. I.e. This is what I am going to talk about in the essay.

Body of text
Made up of paragraphs on the event itself and covers the main questions of Who? What?
Why? When? and How? (I.e. who was involved, why did it happen etc)

Conclusion
Summarises what has been said and gives any final thoughts

Paragraphs

At this school we recommend the use of the following academic paragraph structure. It is
very easy to remember.

S – Statement – I.e. The climate at the summit of a high mountain is cold.

E – Explanation – I.e. This is due to the air being thinner and therefore unable to support as
much heat.

X – Example – I.e. This was one problem Hillary had to deal with during his ascent of Mt
Everest in 1953.
              Year 9 Current Events Homework
Here are the steps you need to follow to complete a current events homework at
year 9.

   1. Read a newspaper. You don’t have to read the whole thing. Just leaf through it
      until you find an article that you find interesting. Unfortunately you can’t use the
      sport, music or TV sections. It must be a news story from either NZ or overseas.
      For example what is happening with an election in a country or has there been civil
      unrest somewhere? Is a business going to change how it works or are people
      working to solve a social or environmental issue somewhere?
      The paper can be The Press or any other world newspaper. You could even use an
      article from an online newspaper or news site such as the BBC or CNN.

   2. Cut out the article or print it from the web and glue it into your homework book.

   3. Read the article again and use it to answer the following questions in your
      homework book. The questions need to be answered in sentences. Except
      question 6 which needs to be a short paragraph (4 or 5 lines).

         1.   Who is involved in the story/article?
         2.   What is happening?
         3.   Why is it happening?
         4.   Where is it happening?
         5.   When did it take place?
         6.   What did you find interesting about the article? (paragraph answer)

   4. Hand in your homework book to your teacher on the day you are told to or before if
      you can.
Course     Junior Social       Year     9 Unit of Study          Pacific Islands     Time 8 weeks
           Studies
Learning Objectives                      Contribution to Cross Curricular Themes
Give the students an understanding of Literacy – use of paragraphs in class work and final assessment
the Nations of the South pacific, their  task
history, people, geography and
economies. What are some of the          Links with other subjects
links between there and NZ?              Samoan – Possible use of a Samoan student to talk about language
                                         in that country.

Curriculum Values (see notes)                             Strands Covered (see notes)
Excellence,                                               Place and Environment
Innovation, Inquiry, and Curiosity,                       Continuity and Change
Diversity,                                                Economic Activities
Equity,                                                   Identity, Culture and Organisation
Community and participation
Ecological sustainability,
Integrity,
Respect
Time          Content                      Learning Activities/Methods                       Notes
2 weeks       History                                                                        
               Migration to the Pacific    Blank map of Pacific- mark names of
                Islands Language             countries using atlas (test following week).
                                             Hand out correct sheet for gluing in after
                                             test.
                                            Look at map of migration routes. Use page
                                             on languages in Pacific Communities Book
                                             to discuss links by migration.
                                            Use Google earth to look at migration route
                                             to NZ from Tonga via small volcanic
                                             islands.

2 weeks       People                        Tourism in Pacific. Find cost of flights from
               Links to NZ                  travel agent. Use the info to plot on a map
               Cultures and Customs         the distance, direction and cost then work
               Food                         out cost per km. Why is it more expensive
               Atata Island – from          to visit some than others?
                Pacific Communities         Understanding Pie Charts p42 – Pacific
                text Book.                   Island Communities
                                            Cooperative Learning – group discussion
                                             on Island culture using pictures of
                                             people/buildings
2 weeks       Geography                     Ask Pacific Island students in the class to
               How have the islands         talk about their migration stories
                been made?
               Climate                     Mapping – Niue cross section using
               Cyclones                     contour lines. Pacific map and scale.
               Map of South Pacific        Types of Islands - Pacific Island
               Rising Sea Levels            Communities
               What is an Atoll?           Study of cyclones with a specific case
               Volcanic Islands             studies

2 weeks      Economy                      What are different types of industries
              Industries in the Pacific  Industries sheets
               Islands                    Effects of Tourism on cultures (cheapening
              Trade                       of cultural icons)
              Tourism
Resources Required (see notes)
 Pacific Communities Books – B Stevenson
 Various worksheets
 Google earth
 Niue Map from Senior Exam 1982
 Atlases
 Blank maps of pacific
 Maps of the pacific
 Trouble in the Tropics text books
Methods of Assessment
Tourism Poster – Information on an Island (Climate, People, Work, Landscape, Tradition/Religion and a
Map).
Achievement Objectives
Level 4
Social Studies
• Understand how people pass on and sustain culture and heritage for different reasons and that this has
consequences for people.
• Understand that events have causes and effects.
Level 5
Social Studies
• Understand how cultural interaction impacts on cultures and societies.
• Understand that people move between places and how this has consequences for the people and the
places.
• Understand how people seek and have sought economic growth through business, enterprise, and
innovation.
Level 6
Social Studies
History
• Understand how the causes and consequences of past events that are of significance to New Zealanders
shape the lives of people and society.
Geography
• Understand that natural and cultural environments have particular characteristics and how environments
are shaped by processes that create spatial patterns.
• Understand how people interact with natural and cultural environments and that this interaction has
consequences.
Settings       NZ, Samoa, Tonga, Niue, Cook Islands and other island nations.

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             Why is it cheaper to fly to some places than it is to fly to others?
                     How is life different on different islands? Why?
                     What are the differences between NZ and the Pacific Island nations we study?
                     Why have we had an influx of migrants to NZ from the Pacific Islands? Push and Pull
                     factors.
Using Language,      Niue Mapping
symbols and text     Looking at languages
                     Using paragraphs on poster and in class work


Managing self        Research for Poster
                     Find out prices for flights


Relating to others   Classroom discussion
                     Understanding different cultures


Participating and    Ask Pacific Island students in the class to talk about their migration stories (their own or
Contributing         from their family)


Enquiry Learning
How does this topic meet the requirements for enquiry learning?
Key Terms   Careers Links   Gifted and Talented
Course      Junior Social         Year 9      Unit of Study      India – Land of          Time    6 weeks
            Studies                                              Contrast
Learning Objectives                           Contribution to Cross Curricular Themes
Give the students an understanding of the     Social Justice and the India Trip
country of India, its history, people,        Links with other subjects
geography and economy. What are some
                                              RE
of the differences between India and NZ?
                                              Senior Geography
Curriculum Values (see notes)                             Strands Covered (see notes)
Excellence,                                               Place and Environment
Innovation, Inquiry, and Curiosity,                       Continuity and Change
Diversity,                                                Economic Activities
Equity,                                                   Identity, Culture and Organisation
Community and participation
Ecological sustainability,
Integrity,
Respect
Time              Content                     Learning Activities/Methods                 notes
                  History                      Indus valley map – locate on world
2 weeks           Early History – Migration     map. Why was it the obvious place to
                  to the Indus Valley           settle
                  Hinduism                     Look at pictures of Harrapa or
                  Later History – Colonial     Mohenjo-Daro.
                  Era and Raj                  Complete picture task
                  Ghandi and
                                               Colour in flag
                  Independence
                                               Watch Gandhi clips or whole movie
                  The Flag
                                               if time.

2 weeks          People                        Use population data to complete
                 Population Growth              line graph – discuss issues
                 Life in a village              surrounding high population
                 Life in a city                Look at map of Ganges – discuss
                 Importance of the              its importance to Hindu people.
                 Ganges River                  Look at pictures of Mumbai. How
                                                do they differ to Christchurch. How
                                                crowded is it (look at population and
                                                area)
                                               What problems foes overcrowding
                                                cause?
                                               Life and times of Gandhi
                                               Google earth


1 week           Geography                     What is the Monsoon cross section
                 The Rainforest
                                                diagram.
                 The Himalayas
                                               Use Google earth to look at location
                 Flooding in Bangladesh
                 affected by                    of Himalayas
                 deforestation in India        Deforestation in Nepal and India
                 and Nepal                      sheets.
                 The Monsoon                   Flooding in Bangladesh diagram on
                                                board, pictures from web –
                                                classroom discussion. Why is it
                                                such an issue for Bangladesh?
                                                Why don’t people just move or build
                                                defences?
1 week           Economy
                 Subsistence farming
                 Becoming a Newly              What is Subsistence farming.
                   Industrialised Country       Push and Pull factors for Rural
                                                Urban Migration
                                                The role of manufacturing and call
                                                centres in new India. What is an
                                                N.I.C (Newly Industrialised Country)
Holiday            Food
homework           cookery homework task
                                                Cooking sheets handed out for
                                                holiday homework
Resources Required (see notes)
 Map of Indus Valley
 Indus Valley picture task sheet
 Information on the Raj/Clive of India and the Bengal famine
 DVD Gandhi (optional)
 Flag sheets
 Population data
 Pictures of Mumbai
 Deforestation in Nepal and India sheets.
 Monsoon cross section diagram.
 Google earth
Cookery sheets
Methods of Assessment
Poster on similarities/differences between India and NZ
    Possible ideas raised in class for poster
 Similarities                                           Differences
 Both are former British Colonies                       Language
 Both have large farming industries                     Location
 Both have areas of mountainous and flat land and       Religion
 this affects climate                                   Population size/density


Students undertake the cookery homework task – Managing self,
Achievement Objectives
Level 4
Social Studies
• Understand that events have causes and effects.
• Understand how formal and informal groups make decisions that impact on communities.
Level 5
Social Studies
• Understand how people’s management of resources impacts on environmental and social sustainability.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
Level 6
Social Studies
• Understand how cultures adapt and change and that this has consequences for society.
Geography
• Understand that natural and cultural environments have particular characteristics and how environments
are shaped by processes that create spatial patterns.
• Understand how people interact with natural and cultural environments and that this interaction has
consequences.
Settings     India, Bangladesh, Nepal, NZ

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             Similarities and differences between NZ and India


Using Language,        Push and Pull diagrams and flow charts
symbols and text

Managing self          Cookery Task
                       Final assessment task
                     Homework
Relating to others   Understanding the issues surrounding life in an NIC


Participating and    Cookery homework
Contributing

Enquiry Learning
How does this topic meet the requirements for enquiry learning?




Key Terms                           Careers Links                          Gifted and Talented
Course     Junior Social        Year    9     Unit of Study      Government                 Time    8 weeks
           Studies
Learning Objectives                           Contribution to Cross Curricular Themes
To understand that the world is run in many
different ways and these government types     Links with other subjects
have roots in history. Also the type of
                                              Senior Classics – Greek Democracy
government has effects on the people of a
                                              Senior History – Hitler and Stalin
specific area and some cases in history
                                              RE - Protest
these effects have been of an extreme
nature.
Curriculum Values (see notes)                           Strands Covered (see notes)
Excellence,                                             Continuity and Change
Innovation, Inquiry, and Curiosity,                     Identity, Culture and Organisation
Diversity,
Equity,
Community and participation
Ecological sustainability,
Integrity,
Respect
Time             Content                      Learning Activities/Methods                   notes
1 week           History                       Demos – People
                 Ancient Greek Democracy       Cracy – Power
                 Divine Right of Kings         Brief introduction to democracy in
                                                Greece.
                                               Brief introduction to the divine right of
                                                kings and queens – Monty python
                                                holy grail (you tube)
                                               Are these fair ways of running a
                                                government
                                               Pro’s and Cons of each
                                               Can there be a perfect way to govern
                                                a country?
               NZ Government
               Democratic Rule in NZ
                                               Label picture of government buildings
1 -2 weeks     Voting
                                                with their uses – see NZ government
               Pros and Cons of
                                                website
               Democracy
                                               Look at the three wings of the
               Public Protest as a form of
                                                government and their role –
               Democracy
                                                information sheet stuck in books
                                               How does democracy operate in NZ?
                                                Voting and how does a bill become a
                                                law.
                                               Public play a role – protest (peaceful
                                                and violent around the world – You
                                                tube videos (John Lennon, Anti Iraq
                                                war, Monks in Myanmar etc)


               Types of Government             Russian Communism 9Fall of the
               (Pro’s and Con’s/history)        Tsar, Lenin and the Bolsheviks and
               Dictatorships – general          the rise of Stalin
5 weeks        discussion links to Hitler      Watch Animal farm
               and Stalin                      Hitler and the Nazis, WW1 and the
               Monarchy – The UK and            treaty of Versailles. How Hitler came
               Tonga                            to power/his motivations and WW2
               Fascism – Nazi Socialism         and the holocaust
               Communism – Russian             Watch clips from Star Wars Episode 2
               Communism and Animal             (Emperor given special powers to
               farm Theocracy – The             suspend democracy – links to Hitler)
                Vatican                        Look at How Rome operates as a
                Left and Right Politics –       Theocracy
                very basic                     Simple guide to left and right (for
                                                more able students/classes)


Resources Required (see notes)
 Animal farm DVD
 Social Control in Nazi Germany text book
 Star Wars Episode II DVD
 Picture of NZ government buildings
 Structure of NZ government sheet
 How a bill becomes a law flow chart (NZ)
 Monty Python sketch (Holy Grail…You don’t vote for kings!)
 Social Organisation Text Books
Recent political news articles
Methods of Assessment
Project on Different Types of Government
Project on overseas government buildings.
Achievement Objectives
Level 4
Social Studies
• Understand how the ways in which leadership of groups is acquired and exercised have consequences for
communities and societies.
• Understand that events have causes and effects.
• Understand how formal and informal groups make decisions that impact on communities.
Level 5
Social Studies
• Understand how systems of government in New Zealand operate and affect people’s lives, and how they
compare with another system.
• Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
• Understand how economic decisions impact on people, communities, and nations.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
Level 6
Social Studies
• Understand how cultures adapt and change and that this has consequences for society.
History
• Understand how the causes and consequences of past events that are of significance to New Zealanders
shape the lives of people and society.
• Understand how people’s perspectives on past events that are of significance to New Zealanders differ.
Settings       NZ, Russia, Germany, Vatican and others

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             Looking at pro’s and cons of governments, motivations of leaders and the effects on
                     people.
                     How is Hitler like the emperor in Star wars?
                     How does Animal farm relate to real life events on the Russian Revolution (1917
                     onwards)
Using Language,      Paragraph writing
symbols and text

Managing self        Final projects


Relating to others   What were the effects of Hitler’s policies on certain groups in German society


Participating and    How to vote
Contributing         Why is voting important
                     What ways can people be involved in democratic process and why is it important
Enquiry Learning
How does this topic meet the requirements for enquiry learning?




Key Terms                           Careers Links                 Gifted and Talented
Course    Junior Social         Year    9   Unit of Study       NZ People/Life            Time     6 weeks
          Studies
Learning Objectives                         Contribution to Cross Curricular Themes
To gain an understanding of the life of     Maori/Pacifica
Maori people prior to the arrival of        Maori Legends cross curricular theme (see below)
Europeans. Also to gain an                  Links with other subjects
understanding of how the arrival of         Maori
Europeans, Chinese and pacific Islanders    Samoan
changed the culture of the country.         Senior History
                                            Senior Geography
Curriculum Values (see notes)                          Strands Covered (see notes)
Excellence,                                            Place and Environment
Innovation, Inquiry, and Curiosity,                    Continuity and Change
Diversity,                                             Identity, Culture and Organisation
Equity,
Community and participation
Ecological sustainability,
Integrity,
Respect
Time                Content                 Learning Activities/Methods                    Notes
1 week              Movement                 Maori Migration map and timeline. Use
                    Migration to NZ           Google earth to look at line of migration
                    Early Maori               from Tonga to BOP.
                    Pacific                  Timeline of other migrant groups
                    Chinese
                    European                 Use text books to gain an understanding
                                              of the facets of early Maori life.
2 weeks            Early Life in Aotearoa    Maori place names sheet
                   Food                      Possible trip to the museum
                   Hunting                   Watch Whale Rider – what aspect of
                   Buildings                  Maori life in NZ (specifically East cape
                   Tribal life                NZ) have changed and what are similar
                   Place names and           Assessment task poster on similarities
                   language                   and differences between pre European
                   Maori Life in NZ           Maori and today’s Maori people.

                                             Basic outline/timeline of Waitangi treaty
1 week             Arrival of Europeans
                                              period and land wars
                   Muskets
                                             Detailed study of Hone Heke why was
                   Religion
                                              he upset by British rule?
                   The Land Wars
                   The Treaty of Waitangi    What effects did influenza and muskets
                   Post Waitangi              have on Maori population
                                             Other people who can be studied
                                              (princess Te Puia and Dame Whena
                                              Cooper)

1 week             Arrival of Chinese        Mining in south island what happened to
                   Racism                     Chinese miners?
                   Mining
                   Arrival of Pacific        Push and Pull factors for Pacific
                   Islanders                  migration in 1950’s/60’s
                   Push and Pull Factors
                                             Population of NZ map and pie charts of
1 week             Now                        ethnic groups and languages
                   Ethnic make up of NZ
                   Location of people
                                               Maori Korero Purakau (legends or
                                               stories)
                                               This links to work being done in
                                               English and PE. See CR, KC and
                                               BL for when to complete this task
                                               in line with their studies.


Resources Required
Place and Environment text books
Culture and heritage text books
Aotearoa books (old not a full class set)
Maori place names sheet
Whale rider DVD
A3 paper for posters
Methods of Assessment
Choose a NZ city and profile its people. Possibly link to family origins
          Demographic stats (NZ stats website)
          Important Industries
          Famous People
Poster on differences and similarities between pre European Maori Culture and modern Maori Culture
Achievement Objectives
Level 4
Social Studies
• Understand how people pass on and sustain culture and heritage
for different reasons and that this has consequences for people.
• Understand how exploration and innovation create opportunities and challenges for people, places, and
environments.
• Understand that events have causes and effects.
• Understand how people participate individually and collectively in
response to community challenges.
Level 5
Social Studies
• Understand how cultural interaction impacts on cultures and societies.
• Understand that people move between places and how this has consequences for the people and the
places.
• Understand how people’s management of resources impacts on environmental and social sustainability.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
• Understand how people define and seek human rights.
Level 6
Social Studies
• Understand how individuals, groups, and institutions work to promote social justice and human rights.
• Understand how cultures adapt and change and that this has consequences for society.
History
• Understand how the causes and consequences of past events that are of significance to New Zealanders
shape the lives of people and society.
Geography
• Understand that natural and cultural environments have particular characteristics and how environments
are shaped by processes that create spatial patterns.
• Understand how people interact with natural and cultural environments and that this interaction has
consequences.
Settings       NZ

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             Differences/similarities in Maori life in East Cape in 1700 and today


Using Language,      Paragraph writing, timelines, flow charts, pie charts
symbols and text

Managing self        Final assessments and homework
Relating to others   Understanding different cultures.


Participating and    Being a part of NZ community
Contributing

Enquiry Learning
How does this topic meet the requirements for enquiry learning?




Key Terms                           Careers Links                 Gifted and Talented
Course    Junior Social     Year        9             Unit of    Flags                  Time 4 weeks
          Studies                                     Study
Learning Objectives                                   Contribution to Cross Curricular Themes
To understand why countries have flags and what       Design process
we can learn from them.                               Links with other subjects
                                                      Graphics/Tech
Curriculum Values (see notes)                         Strands Covered (see notes)
Excellence,                                           Place and Environment
Innovation, Inquiry, and Curiosity,                   Identity, Culture and Organisation
Diversity,
Equity,
Community and participation
Ecological sustainability,
Integrity,
Respect
Time                          Content                 Learning Activities/Methods        Notes
1 week                        General                  Introduction to topic
                              What are flags?          Flag identification quiz
                              What do they tell us     What is a flag for?
                              about a country?         Symbolism PowerPoint
                                                       Famous symbols of NZ task
1 week                       NZ Flags                   (MacDonald’s boxes and
                             History of NZ flags        buzzy bee)
                             NZ Icons                  History of the NZ flag
                             Possible future            PowerPoint
                                                       Cue up final task – to create
                                                        own flag for
                                                       NZ
                                                       Canterbury
                                                       Town
1 week                       History                   School
                             Flags that show a
                             countries history. How
                             do they show it group     Flags of the world History
                             discussion                France
                                                       USA
                             Geography                 Pitcairn Is
                             Flags that relate to a    Brazil
                             countries Geography.
                             How do they show it       Flags of the world
                             group discussion           Geography
                                                       Ukraine
                             Economics                 UK
                             Flags that relate to a    Slovenia
                             countries                 Burundi
                             economy/industry.
                             How do they show it       Flags of the world Economics
                             group discussion          Belize
                                                       Fiji

                                                       Other significant flags of the
                                                        world. What do they tell us
                                                        about the country?
                                                       Libya
                                                       Nepal
                                                       Vatican
                                                       Bhutan

                                                       Design own flag –
1 week                       Design own flag             symbols/colours/shape to be
                                                         used
                                                        Come up with 3 options
                                                        Design own flag with
                                                         description of symbolism

Resources Required (see notes)
 Flags resource box (contains laminated copies of the flags for group discussions)
 PowerPoint
 McDonalds boxes and buzzy bee
Methods of Assessment
Produce a flag for NZ or Canterbury or STC
Complete Research on Overseas flag (origin and meaning)
Achievement Objectives
Level 4
Social Studies
• Understand how people pass on and sustain culture and heritage for different reasons and that this has
consequences for people.
• Understand that events have causes and effects.
Level 5
Social Studies
• Understand how cultural interaction impacts on cultures and societies.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
Settings      NZ and the world

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             What does a flag represent?
                     Why might some want to change the NZ flag? Why might others oppose this?


Using Language,      Flags and NZ cultural icons
symbols and text

Managing self        Final Project


Relating to others   Understanding peoples viewpoint on flags


Participating and    Design own flag
Contributing

Enquiry Learning
How does this topic meet the requirements for enquiry learning?
NZ flag changing debate




Key Terms                            Careers Links                        Gifted and Talented
Course      Junior Social      Year    9         Unit of          Trade and Fair Trade Time     6 weeks
            Studies                              Study
Learning Objectives                              Contribution to Cross Curricular Themes
To gain an understanding of NZ trade both        Enterprise
domestic and international, cash crops and       Links with other subjects
fair trade abroad.
                                                 Senior Economics
                                                 Senior geography
Curriculum Values (see notes)                            Strands Covered (see notes)
Excellence,                                              Economic Activities
Innovation, Inquiry, and Curiosity,                      Identity, Culture and Organisation
Diversity,
Equity,
Community and participation
Ecological sustainability,
Integrity,
Respect
Time          Content                            Learning Activities/Methods                Notes
1 week        NZ Industry and trade               Key terms match up sheet
              What is GDP?                        Trade map for NZ and pages from
              How does NZ make money?              Bateman’s atlas on trade and NZ
              Where do we trade with?              resources
              How are our industrial sectors      Are there patterns to NZ trade. Why
              interdependent?                      might these exist?
                                                  How does industry operate in NZ
                                                   (interdependence)
                                                  What are primary, secondary and
                                                   tertiary industries?
             NZ Breweries                         History of Beer, why was it invented
3 weeks      Hand out beer bottles. Students      What issues surround beer in our
             research the brewery of the           society today
             bottle, locate it on a map and
                                                  What sort of an industry is brewing?
             write about the location and
                                                  Hand out empty bottles, students
             history.
                                                   copy the label and the information
                                                   from the label. Research where is the
             Resource use
                                                   brewery? Where does it get its raw
             Following the research discuss
                                                   materials? Where does this beer sell
             where the resources come from
                                                   to?
             to make beer. How much is NZ
             produce and how much is not?         Students mark their brewery on a NZ
             Why??                                 map and add the answers of
                                                   everyone else. Look at patterns of
             Industrial location                   industrial location and NZ population.
             Use the mapped locations to          Is NZ brewing self sufficient. If now
             create one big map on the             why not?
             whiteboard. Use this as a
             discussion point for the location
             of industry with regard to main
             population centres. Look at map
             of NZ population.
                                                  What is a cash Crop?
             Cash crops                           Where are they grown
             Cocoa – Chocolate factory book.      World map locations
             Coffee – black gold DVD
             Where are they produced and          Watch Black Gold (coffee industry
2 weeks      consumed                              documentary)
             What are the effects on less
             economically developed               Look at Fair trade products in NZ
             countries?
                                                  Why are they good for the people who
             Fair Trade                            make them?
             What is the fair trade
             movement?                          What barriers are there to fair trade?
             Who is involved?
             What commodities are involved?     Possibly gat speaker from trade Aid to
             How can we get involved?            speak about fair trade.

                                               Do final assessment task as homework

Resources Required (see notes)
Beer Bottles
Black Gold DVD
Blank World maps
Blank NZ Maps
Google earth
Atlases
Fair Trade products
Trade Aid speaker (if possible)
Methods of Assessment
Chose a NZ Industry (can be specific or a general location e.g. Marlborough winery) mark it on a map of NZ.
Where does it get its resources? Where does it sell to? Why is it located where it is?
Achievement Objectives
Level 4
Social Studies
• Understand that events have causes and effects.
• Understand how producers and consumers exercise their rights
and meet their responsibilities.
• Understand how people participate individually and collectively in
response to community challenges.
Level 5
Social Studies
• Understand how economic decisions impact on people, communities, and nations.
• Understand how people’s management of resources impacts
on environmental and social sustainability.
• Understand how the ideas and actions of people in the past have
had a significant impact on people’s lives.
• Understand how people seek and have sought economic growth
through business, enterprise, and innovation.
• Understand how people define and seek human rights.
Level 6
Social Studies
• Understand how individuals, groups, and institutions work to
promote social justice and human rights.
Economics
• Understand how the different sectors of the New Zealand economy are interdependent.
Settings      NZ, South America

Key Competencies
Specific examples of how Key Competencies are used in this topic.
Thinking             Work out patterns of industrial location
                     Understanding the issues surrounding fair trade

Using Language,      Use of maps and atlases
symbols and text

Managing self        Final assessment task and homework


Relating to others   Understanding how people live on coffee plantations


Participating and    Fair Trade products
Contributing
Enquiry Learning
How does this topic meet the requirements for enquiry learning?
Find out about NZ Breweries and where their resources come from




Key Terms                          Careers Links                  Gifted and Talented
Global Location Study – Year 9 - Country

Today’s Location:                                       Map:




 Argentina


Questions

1. What is the population of this country? _____________________________________________

2. What is the capital city?_________________________________________________________

3. What continent is it in?__________________________________________________________

4. Who is its current leader?________________________________________________________

5. What is the country’s longest river?________________________________________________

6. What is the country’s highest hill or mountain?_______________________________________

7.   What is the main language of the country?__________________________________________

8. What is/are the main religion(s) of the country?______________________________________

9. Is the county in the northern or southern hemisphere?__________________________________

10. Draw and colour in the flag of the country below.




                                                                              _____

                                                                              10
Global Location Study – Year 9 - Country

Today’s Location:                                       Map:




 Russia

Questions

1. What is the population of this country? _____________________________________________

2. What is the capital city?_________________________________________________________

3. What continent is it in?__________________________________________________________

4. Who is its current leader?________________________________________________________

5. What is the country’s longest river?________________________________________________

6. What is the country’s highest hill or mountain?_______________________________________

7.   What is the main language of the country?__________________________________________

8. What is/are the main religion(s) of the country?______________________________________

9. Is the county in the northern or southern hemisphere?__________________________________

10. Draw and colour in the flag of the country below.




                                                                              _____

                                                                              10
Global Location Study – Year 9 - Country

Today’s Location:                                       Map:




 South Africa


Questions

1. What is the population of this country? _____________________________________________

2. What is the capital city?_________________________________________________________

3. What continent is it in?__________________________________________________________

4. Who is its current leader?________________________________________________________

5. What is the country’s longest river?________________________________________________

6. What is the country’s highest hill or mountain?_______________________________________

7.   What is the main language of the country?__________________________________________

8. What is/are the main religion(s) of the country?______________________________________

9. Is the county in the northern or southern hemisphere?__________________________________

10. Draw and colour in the flag of the country below.




                                                                                _____

                                                                                10
Global Location Study – Year 9 - Country

Today’s Location:                                       Map:




 Germany


Questions

1. What is the population of this country? _____________________________________________

2. What is the capital city?_________________________________________________________

3. What continent is it in?__________________________________________________________

4. Who is its current leader?________________________________________________________

5. What is the country’s longest river?________________________________________________

6. What is the country’s highest hill or mountain?_______________________________________

7.   What is the main language of the country?__________________________________________

8. What is/are the main religion(s) of the country?______________________________________

9. Is the county in the northern or southern hemisphere?__________________________________

10. Draw and colour in the flag of the country below.




                                                                         _____

                                                                          10
Global Location Study – Year 9 - City                       Map:
Today’s Location:




 Tokyo

Questions

1. What is the population of this City? _______________________________________________

2. What country is it in?___________________________________________________________

3. What continent is it in?__________________________________________________________

4. Name a famous resident of this city (past or present)___________________________________

5. Is this city a capital city?_________________________________________________________

6. What is/are the city’s main industry(s)?_____________________________________________

7.   What is/are the main airport(s) of this city?__________________________________________

8. Is the city in the eastern or western hemisphere?______________________________________

9. What language is spoken in this city? ______________________________________________

10. Draw and colour in a picture of a famous building in the city.




                                                                               _____

                                                                                10
Global Location Study – Year 9 - City                       Map:
Today’s Location:




 Berlin

Questions

1. What is the population of this City? _______________________________________________

2. What country is it in?___________________________________________________________

3. What continent is it in?__________________________________________________________

4. Name a famous resident of this city (past or present)___________________________________

5. Is this city a capital city?_________________________________________________________

6. What is/are the city’s main industry(s)?_____________________________________________

7.   What is/are the main airport(s) of this city?__________________________________________

8. Is the city in the eastern or western hemisphere?______________________________________

9. What language is spoken in this city? ______________________________________________

10. Draw and colour in a picture of a famous building in the city.




                                                                               _____

                                                                                10
Global Location Study – Year 9 - City                       Map:
Today’s Location:




 Cairo

Questions

1. What is the population of this City? _______________________________________________

2. What country is it in?___________________________________________________________

3. What continent is it in?__________________________________________________________

4. Name a famous resident of this city (past or present)___________________________________

5. Is this city a capital city?_________________________________________________________

6. What is/are the city’s main industry(s)?_____________________________________________

7.   What is/are the main airport(s) of this city?__________________________________________

8. Is the city in the eastern or western hemisphere?______________________________________

9. What language is spoken in this city? ______________________________________________

10. Draw and colour in a picture of a famous building in the city.




                                                                               _____

                                                                                10
Global Location Study – Year 9 - City                       Map:
Today’s Location:



 Los Angeles


Questions

1. What is the population of this City? _______________________________________________

2. What country is it in?___________________________________________________________

3. What continent is it in?__________________________________________________________

4. Name a famous resident of this city (past or present)___________________________________

5. Is this city a capital city?_________________________________________________________

6. What is/are the city’s main industry(s)?_____________________________________________

7.   What is/are the main airport(s) of this city?__________________________________________

8. Is the city in the eastern or western hemisphere?______________________________________

9. What language is spoken in this city? ______________________________________________

10. Draw and colour in a picture of a famous building in the city.




                                                                               _____

                                                                                10
Global Location Study – Year 9 –              Satellite Image:
Famous Location

Today’s Location:


 The Taj Mahal


Questions

1. What country is this location found in?______________________________________________

2. Is this location a natural or cultural (man-made) feature?________________________________

3. What continent is it in?__________________________________________________________

4. Give 5 facts about this famous location?

       a. _______________________________________________________________________

       b. _______________________________________________________________________

       c. _______________________________________________________________________

       d. _______________________________________________________________________

       e. _______________________________________________________________________

5. Is this location in the northern or southern hemisphere?_________________________________

6. Draw and colour in a picture of this famous location.




                                                                                _____

                                                                                10
Global Location Study – Year 9 –              Satellite Image:
Famous Location

Today’s Location:


 The Amazon
 Rainforest

Questions

1. What country is this location found in?______________________________________________

2. Is this location a natural or cultural (man-made) feature?________________________________

3. What continent is it in?__________________________________________________________

4. Give 5 facts about this famous location?

       a. _______________________________________________________________________

       b. _______________________________________________________________________

       c. _______________________________________________________________________

       d. _______________________________________________________________________

       e. _______________________________________________________________________

5. Is this location in the northern or southern hemisphere?_________________________________

6. Draw and colour in a picture of this famous location.




                                                                                _____

                                                                                10
Global Location Study – Year 9 –              Satellite Image:
Famous Location

Today’s Location:


 The world’s
 tallest building

Questions

1. What country is this location found in?______________________________________________

2. Is this location a natural or cultural (man-made) feature?________________________________

3. What continent is it in?__________________________________________________________

4. Give 5 facts about this famous location?

       a. _______________________________________________________________________

       b. _______________________________________________________________________

       c. _______________________________________________________________________

       d. _______________________________________________________________________

       e. _______________________________________________________________________

5. Is this location in the northern or southern hemisphere?_________________________________

6. Draw and colour in a picture of this famous location.




                                                                                _____

                                                                                10
Global Location Study – Year 9 –              Satellite Image:
Famous Location

Today’s Location:


 The world’s
 longest bridge

Questions

1. What country is this location found in?______________________________________________

2. Is this location a natural or cultural (man-made) feature?________________________________

3. What continent is it in?__________________________________________________________

4. Give 5 facts about this famous location?

       a. _______________________________________________________________________

       b. _______________________________________________________________________

       c. _______________________________________________________________________

       d. _______________________________________________________________________

       e. _______________________________________________________________________

5. Is this location in the northern or southern hemisphere?_________________________________

6. Draw and colour in a picture of this famous location.




                                                                              _____

                                                                              10

				
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