History:
The stories of our past.
What are Our Stories?
Term 2 2023
NZ History - Culture & Identity
In your other folder please
Class: Kauri | Teacher: Gabrielle Lange | Length: Term 2 2023 | |
Curriculum Area: NZ History/ Social Sciences | Big Ideas Year 4-6 Through building knowledge about contexts and drawing on inquiry practices, I have a deeper understanding of the six big ideas: E kore au e ngaro; he kākano i ruia mai i Rangiātea. Māori history is the foundational and continuous history of Aotearoa New Zealand.* Kaua e uhia te Tiriti o Waitangi ki te kara o Ingarangi. Engari me uhi anō ki tōu kahu Māori, ki te kahu o tēnei motu ake. Colonisation and settlement Ko te pipi te tuatahi, ko te kaunuku te tuarua. Access to power and its use and misuse shape life experiences. Ki ngā whakaeke haumi. People participate in communities by acting on their beliefs and through the roles they hold. Tuia i runga, tuia i raro, tuia i roto, tuia i waho, tuia te muka tāngata. Relationships and connections between people, across boundaries, and with the environment shape societies. | ||
Culture & Identity | ||
Whakapapa me te whanaungatanga |Culture and identity This context focuses on familial links and bonds, networks and connections, the importance of respect and obligation, and the stories woven into people’s collective and diverse identities. It recognises the dynamic nature of culture and identity and the social and cultural importance of community practices, heritage, traditions, knowledge, and values. | ||
Rohe and local contexts (the home territory of a particular iwi or tribe.) Knowledge, stories, and experiences of iwi and hapū and guided by the question What stories do local iwi and hāpu share about this rohe? Knowledge, stories, and experiences relevant to local communities and guided by the question What stories are told about the people, events, and changes that are important to this area? |
Year 4-6 - People’s Cultural Practices can vary but reflect similar purposes. | |||
Thinking Conceptually | I can define and explain a range of big ideas and concepts. I can discuss the similarities and differences between people’s ideas. I can give valid examples to illustrate a big idea, and I know which examples aren’t relevant. | ||
Researching | I can ask a range of appropriate questions about the big ideas. I can use sources (e.g., oral stories and written research) to gather reliable information about a big idea. I can sort my ideas into key themes and communicate them effectively. | ||
Exploring Values & Perspectives | I can state my opinion, reflect on how I formed it, and acknowledge that it is one of many. I am open to changing my opinion based on evidence. I can explain how my view may be different to the views of others. | ||
Taking Social Action | I can use multiple strategies to address a problem. I can work with others to create a social action plan that takes account of the actions others take in response to similar issues. I can explain why I chose a particular action and the impact it has had. | ||
Key Questions | How do people who live here express their culture and identity every day? How do they celebrate on special occasions? How is this different for different groups? How does this compare to how people express their culture in other places? | ||
Learning Experiences | Explore how people express their culture and identity in everyday ways. Explore how these ways may vary while having similar purposes (e.g., in the meals people share, their religion and spirituality, how they remember their families and histories, and their relationship with place). | ||
Our Focus aims
My Knowledge Journey
1.What do I already know about NZ History?
3.What else have I learnt?
…………………….
I know that the dog came up to drive way to see reg and he was sitting on his back legs with his tongue poking out and he was friendlthe dog came up to regs hoy to reg but the dog was not real to reg because the dog might be lost but he likes reg.
learn: What have I learnt before about this?
What do I already know?
To be done when I have finished this unit
Objective: I can discuss the similarities and differences between people’s ideas.
We have been learning about the history of ANZAC day. Think about the story called “King and Country” by Andre Napa. Two of the characters had different ideas about going to war: Who were they? What were their ideas? Why were their ideas different? Click here to listen
Character 1:
Ideas about going to WW1:
Why he/they thought this way because:
Character 2:
Ideas about going to WW1:
Why he/they thought this way because:
Reading about Peoples Histories and Traditions in NZ
Escape from Afghanistan
Group:
Kwong Tao Uncle
Group:
Hui Te Rangiora: The Navigator
Group:
Rekohu timeline
Group
The Polish Refugee Children
Group:
Family treasures
Group:
You will have been given a chance to look at the stories on this and the next slide. You will need to choose at least two texts work on with a group with either your teacher or Dani.
Reading about Peoples Histories and Traditions in NZ
Choie Sew Hoy: Otago Pioneer
A name that tells a story
Nanny's tokotoko
Oriori
Making Amazing Places
You can't ride that! →
New New Zealanders
←
Kehu - hero of early New Zealand →
Te Waka a Aoraki: how the South Island was formed →
Pickled thumb anyone?
1. Remembering
My first text is:
Write four facts/main points you can remember from the text
1.
2.
4.
3.
Create: My New Learning
My first text is:
Activity 2
Story Web
Make a dot to dot of the important words/ideas from the text.
Connections within the story:
Connections to what I know/have read before.
What questions do I have about Our NZ history?
My questions:
Read one more text from our selection about NZ history and traditions.. What questions do you have now? What do you want to know more about? Is there anything you do not understand?
Activity 1. Compare and contrast
My 2nd text is:
Think about the first text you read and this text. What similarities do they have? How are they different? Think about what happened. Why people did what they did. Where? When Who why?
Similar:
Different:
Create: My New Learning
My 2nd text is:
Activity 2
DLO- Create
Use Pixcartoon or slides animation to show the most important action in the story.
Insert your DLO(digital learning object) here
Describe why this is the most important part:
The question(s) I chose to research about Our NZ History:
What I found out:
How are you going to present your information?
How we got to New Zealand
A Modern Story:
The Cooper’s Story, 1851
What happened after we got here?
A Brief History of New Zealand until the Treaty of Waitangi
The Colonisation of New Zealand
Healthy Individuals | Enthusiastic Learners | Responsible Citizen | Open minded Explorer |
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Differentiation for G&T | Differentiation for Special Needs | ||
Pre - Assessment Notes about entry level of students: Diagnostic: What do we know? | |||
Ask a question - UNDERSTAND / KNOW (Learn) | ||||
Prestructural | Unstructural | Multistructural | Relational | Extended Abstract |
I need help to think of an open question | I can think of an open question, if prompted or directed | I can think of an open question. | I can think of an initial open question and then adjust or expand it during the inquiry process. | AND: I can
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Communicate Ideas - DO (Create, Share) | ||||
Prestructural | Unstructural | Multistructural | Relational | Extended Abstract |
I need help to communicate an answer for my question | I can communicate one idea related to my question | I can communicate several ideas related to my question. | I can communicate several ideas related to my question and my ideas are linked. (sequence, classify, compare/contrast, explain causes, explain consequences, analyse) | I can communicate several ideas related to my question, my ideas are linked and I can look at these ideas in a new way. (generalise, evaluate, predict, create) |
UNDERSTAND KNOW (Learn) Introduce and unpack with students
Survey students to find out their: prior knowledge, questions and passions around the topic and what they want to Learn, Create, Share (Student Agency) | DO (Create) Co-create with students A Learning Plan (including: WALTs / WILFs and Success Criteria/Specific Learning Outcomes/Meaningful contexts) showing how students will Learn, Create, Share. Create proof of learning that allows students to embrace a range of dispositions, behaviours and practices. | DO (Share) Co-create with students why and how to Share learning with meaningful audiences Assess and Evaluate. Formatively and Summatively (Self, Peer and Teacher Assessment/Evaluation) |
Reading response activities |
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Term 2
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Week 1 | ANZAC - Traditions | Week 6 | Reading and thinking activities slides 9-10 |
Week 2 | ANZAC - Why? and history and language | Week 7 | Reading and thinking activities slide 12-13 |
Week 3 | ANZAC And how it fits into NZ history | Week 8 | Deciding on my question slide 11 |
Week 4 | Springboard Activity for rest of inquiry | Week 9 | Answering my question Animations of family trip to NZ Marae trip |
Week 5 | 2.Unit segue-Different experiences different reponses (SJ King And Country by Andre Ngapo) | Week 10 | Celebration of learning |