Curriculum Links (for teachers)

We got hold of the New Zealand curriculum document, and looked at Social Studies in the New Zealand Curriculum and decided to focus on Levels 3 and 4, which caters for years 7 and 8, 9 and 10 students.  Our aim is to trial the unit at our school (St Paul’s Collegiate School) with years 9 and 10.  All intermediate schools received our link, to cater for Years 7 and 8 and we asked them for feedback.  Mr Williams our history teacher agreed to email the link to his extensive secondary school networks.  


The strands we chose were:

Place and Environment

Aim: Students will understand:
people’s interaction with places and the environment;
The ways in which people represent and interpret place and environment

Time, Continuity, and Change

Aim: Students will understand:
relationships between people and events through time;
interpretations of these relationships


ACHIEVEMENT OBJECTIVES:

Level Three:
How different groups view and use places and environment;
How and why people express a sense of belonging to particular places and environments
How the actions of people in the past changed the lives of others;
How the past is recorded and remembered in different ways.


Level Four:
How places reflect past interactions of people with the environment;
why and how people find out about places and environments
causes and effects of events that have shaped   the lives of a group of people;
how and why people experience events in different ways.

Our action:

In terms of designing activities, we used the key competencies of the New Zealand curriculum as a framework.


Participating and Contributing:

  • Discussing the five profiles as a class.
  • Otto Schmidt's activity involves collaboration between students to immerse them in the setting of the war.

Managing Self:

  • Every student ‘adopts’ an ANZAC through the ‘Measuring ANZACs’ site and conducts self directed research on them.
  • Students are let loose on the internet and a teacher is relying entirely on their level of engagement on the site to stay on task and not open up another tab and become distracted. That is why this site has been set out to be as visually appealing as possible and interactive along with various challenges and fascinating sections that makes teachers jobs easier by enthusing students.


Thinking:

  • Trial of Field Marshall Haig as a concluding activity, this also made the students think critically about the content and Haig's actions.

Relating to others

  • Kahoot (team quiz). Laying a poppy for a World War One soldier online to Auckland cenotaph.
  • Imagine you are one of the five profile characters. Imagine you are Hemi Maaka, lying in a hospital bed after your father has died. Write a diary entry about your experience. Write a letter home from Edith McLeod at Passchendaele. Write an obituary for Thomas Griffiths. Use the interactive tool below to see whether you would be conscripted, then write us a letter from the front. What is life like in the trenches? Did you see Hugh make his final walk into the Glencorse woods? Tell us your stories, share them on our social media sites. We shall never forget. Imagine you are Hugh Munce. Describe how you would have felt learning that you have been conscripted.

Using language, symbols, text:

  • The various written response activities require this.