Thank you for the excellent lesson last week. You have been reminded of different Kiwiana as types of cultural expression.
You viewed some video footage of different cultures living in NZ today and then we went to the Itiaki and you made some great posters and wordles about different cultures living in NZ. These are now on our wall in C6.
Friday, 28th February.
Learning Intention: Today you will learn about
- positive and negative expressions of culture and the impact they can have on others living around them.
-How our own behaviour can impact positively on people around us, and even spread out into the world.

Why? Because it is really awesome if we can see the difference between positive and negative expressions of culture. We will understand that what might seem positive for one group of people makes others feel sad or threatened [impacts negatively].

-We will think about the kinds of responsibilities or jobs we have in our families, extended families, clubs, sports teams and local and regional areas.
Why? Because you will see just how much you are doing already to help out.
Success Criteria:
-You will have succeeded when you have been able to view video footage and answer questions about what you see.
-you will have succeed if you have recorded answers in your books about the kinds of responsibilities or jobs you have in your families and the different groups you are part of.
Success Criteria:
-students have viewed participated and contributed to share ideas about the random acts of kindness viewed in the videos.
-students have listened to the speech to the United Nations and after discussing what change they would like to see in the world, have created a visual representation for explanation and filming.
-students have worked in pairs to discuss and complete graphic organisers to reflect on their roles and responsibilities throughout their society.

Do Now: [activating interest phase]
Let's watch these videos which show us "random acts of kindness".
Random means "happened just by chance or out of the blue".
Discuss with your neighbour to answer the following questions:
a) What were some of the things that the people did to help out complete strangers?
b) If you could name how watching these kind acts made you feel, or thinking about them now makes you feel, how did it make you feel?
c) share with your table ONE random act of kindness that someone has done for you. You don't need to say the person's name if you want to keep it private.
d) Name an act of kindness that you have done for another person.
e) nominate ONE or TWO students at your table to report back to the class at the end of this activity.
http://www.youtube.com/watch?v=oeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=PT-HBl2TVtI&list=RDoeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=rbi5YfWzpWI&list=RDoeph_eX_pVw&safe=active
http://www.youtube.com/watch?v=gJWrBjdI4HY&list=RDoeph_eX_pVw&safe=active

NOW LETS LOOK AT TEAM CULTURE CHANTS:
http://www.youtube.com/watch?v=QNahH5nQqHs
1. Is this a positive or negative expression [showing] of a team's culture?
2. How do you think the team's fans will feel watching this?

NOW LETS TAKE A LOOK AT AMERICAN 1960'S MOTOWN MUSIC CULTURE:
http://www.youtube.com/watch?v=Ysye3RTUSio&safe=active
1. Is this a positive expression [showing] of a culture?
2. How is this making the Titan's football team feel about being together?

Activation No. 2: Speech by junior girl to the United Nations.
Instructions: listen to this speech and discuss with your neighbour what you would like to change in the world. Working together, create a representation of what you would like to see changed in the world. You can draw this or use the rods and coloured plastic shapes. Your design will be filmed along with your explanation of the colours and shapes you have used to represent the change you want to see in the world.
http://www.youtube.com/watch?v=d7ep_8SLQh0&safe=active

Sometimes standing up for yourself and taking care of others means you have to be brave. Sometimes it can even be dangerous - but it is never forgotten. This is about Iqbal. A Tiny child who made a difference for other children in his country.

http://www.youtube.com/watch?v=NVwiIe0CQVk&safe=active
http://www.youtube.com/watch?v=t0D6K18wq8A&safe=active
http://www.youtube.com/watch?v=bLxtkxdtTos&safe=active

Demonstration of Understanding of ideas through language.
In your books, record two answers for each slide question that is following:


THANK YOU YEAR 10 MAIA, AT OPOTIKI COLLEGE. MOST OF YOU WERE MATURE WORKERS DURING OUR LAST LESSON AND I WAS ABLE TO GIVE OUT YOUR CLASS REWARD. Only four of you missed out because you had been unable to manage your behaviour and let yourself think and learn.


LETS START BY LOOKING AT TEAM CULTURE CHANTS:
http://www.youtube.com/watch?v=QNahH5nQqHs
1. Is this a positive or negative expression [showing] of a team's culture?
2. How do you think the team's fans will feel watching this?

NOW LETS TAKE A LOOK AT AMERICAN 1960'S MOTOWN MUSIC CULTURE:
http://www.youtube.com/watch?v=Ysye3RTUSio&safe=active
1. Is this a positive expression [showing] of a culture?
2. How is this making the Titan's football team feel about being together?

NOW LETS LOOK AT EXPRESSIONS OF NAZI GERMAN CULTURE:
1. How do you think the German children would feel about being part of all these groups, marches and education?

http://www.youtube.com/watch?v=-RYlAPjyNm8 something more for you to look at ....

Monday 10th March - Culture and Heritage: Stories of our Origin

Learning Intention:
- 10 Maia will understand that there are theories about how the human race originated and and spread around the world.
- 10 Maia will have knowledge of three of these theories.

Why:
-It is interesting to think of the origins of mankind and how it relates to us.
-It is interesting to think that, although the world is made up of many cultures with many histories [heritage], our biological heritage appears to be the same. We share the same genetic makeup.

Success Criteria :
-students in Year 10 Maia will have interpreted and used media and text to view, read and answered close and cloze reading questions about the theories of mankind's heritage.
-students will have created a poster using a computer programme which visually represents Africa's relationship with cultures around the world: i.e it is said to be where mankind originated.

1. Do Now: Please copy the Learning Intention and Why into your social studies books.

2. Activate ideas and prior knowledge
videos of Maui and of the Creation of the world
http://www.youtube.com/watch?v=P6q8E1laQjY
http://www.youtube.com/watch?v=1ZVKu4pRWqw
http://www.youtube.com/watch?v=TDzz_eDq3LE sand art

Greek story of Creation
http://www.youtube.com/watch?v=LxoRWD-RwtU

Christian Biblical story of creation:
http://www.youtube.com/watch?v=ean_aMNkAgM
http://www.youtube.com/watch?v=mVUBg7___w4

3. interaction with ideas, thinking, analysis and graphic organiser.
a)Draw a venn diagram with 3 circles
b) In one circle write down the things that happen in the Maori creation story, and Maui's story.
c) In the other circle write down the things that happened in the Greek creation story.
d) In the other circle write down the things that happened in the Christian creation story.
e) In the intersecting loops - write down the things that were the same in all of the stories.

3. Acquisition and demonstration of understanding of information
Read the following information and answer the questions.

Recent African origin of modern humans


Scientists believe that all kinds of the human race are African in origin. They call us modern humans HOMO SAPIENS. The theory that we all have our genetic origins and sameness is called the "Out of Africa" theory. It is the belief most widely accepted by scientists at the moment. The theory also makes room for the belief that many Homo Sapiens interbred with some of the older forms of humans that have since died. This includes Neanderthals and Homo erectus. Scientists call them archaic species.
Genetic studies and fossil evidence show that archaic Homo sapiens evolved to become modern humans in Africa around 200,000 and 60,000 years ago. They think that members of one branch of these Homo sapiens left Africa by between 125,000 and 60,000 years ago, and that over time these humans replaced earlier human populations such as the Neanderthals and homoerectus.

homoerectus.jpgneanderthal man.jpg


1.

http://www.youtube.com/watch?v=EnWTi8SrUOs first intro

The place where they were found
Map showing the location of the Fossil Hominid Sites of Sterkfontein, Swartkrans, Kromdraai, and Environs (a UNESCO world heritage site, South Africa)
Map showing the location of the Fossil Hominid Sites of Sterkfontein, Swartkrans, Kromdraai, and Environs (a UNESCO world heritage site, South Africa)


external image mapafricaphysicalrift.gif
external image mapafricaphysicalrift.gif


global family tree.jpg
global family tree.jpg


http://www.youtube.com/watch?v=Cd9sjZNfRCk genetic study
http://www.youtube.com/watch?v=Cd9sjZNfRCk where they crossed
55.26 mins in Arabian Coastline very different than it is today so people were able to travel along the coastline and get fresh water.

GAte of Grief.jpg
GAte of Grief.jpg


The Human Family Tree.jpg
The Human Family Tree.jpg





THEN MAORI ARRIVE IN NEW ZEALAND FROM TAIWAN OVER TIME

external image 553px-Polynesian_Migration.svg.png


external image YiHsin%20Tzeng%20video1.jpg

MADE IN TAIWAN NZ TELEVISION DOCUMENTARY
http://www.nzonscreen.com/title/made-in-taiwan-2006


CREATE SOMETHING NEW FROM YOUR UNDERSTANDING

make a poster that shows Africa and the art works of many different cultures to show THE RELATIONSHIP between the Continent of Africa and the rest of the world.

made in Taiwan about Maori Migration
http://www.nzonscreen.com/title/made-in-taiwan-2006
http://www.nzonscreen.com/title/made-in-taiwan-2006

Tuesday 18th March:
Students will learn that film about kapa Haka and other aspects of Opotiki are expressions of Opotiki Culture.
students will learn that place names for the Eastern Bay of Plenty are expressions of their geographic and social culture.
students will learn that ideas, institutions and things from other cultures become part of the New Zealand culture's character and institutions.
Describe ways in which cultural interaction can affect communities and societies
  1. Explain causes of prejudice, discrimination and unfairness and identify possible solutions
LAST LESSON WE LOOKED AT MAORI AND GREEK MYTHS ABOUT HOW THE EARTH WAS MADE. WE ALSO LOOKED AT HOW ANCIENT MAN EVOLVED IN AFRICA AND SPREAD AROUND THE WORLD. MAORI ORIGINATED FROM TAIWAN.

DO NOW: see how many of the names you can find in this word find.


Opotiki Culture and New Zealand Culture
What do we have that has come from other cultures? What do other cultures have that we do not allow in NZ?
Learning Intention:
students can identify and organise aspects of cultures that have come to us from other countries.
students can identify and organise aspects of cultures that have not been adopted by NZ society.
students can understand the difference between monoculturalism; multiculturalism and bi-culturalism
students will have knowledge of the apartheid system and its impact on the lives of South Africans prior to the system being abolished.

Do Now: - activation of prior knowlege - complete the social studies activity pages

Reflective thinking: what do you recognise and enjoy about Opotiki Culture from these video clips?

http://www.youtube.com/watch?v=GhY7yZ64Sc4&safe=active
http://www.youtube.com/watch?v=HpsrKqDf6_I&safe=active
http://www.youtube.com/watch?v=HCb_rHmIcQk
http://www.youtube.com/watch?v=ojrCuvWDRnI&safe=active
http://www.youtube.com/watch?v=V7GASZLU_cM&safe=active
http://www.youtube.com/watch?v=tsfZZ_qAYn0&safe=active
http://www.youtube.com/watch?v=Slrr8r1_L4s
http://www.youtube.com/watch?v=TCnxpqaFVyE&safe=active
http://www.youtube.com/watch?v=LjDYolkA9nA&safe=active

Acquisition of new ideas and information
Reading Comprehension
Read the information about the difference between multi-culturalism; monoculturalism and bi-culturalism and the Apartheid system to answer the questions.
Interpretation of data
View the graph which outlines the economic share in wealth between peoples in South Africa to answer the questions.


27th March Thursday - What happens when cultures impose themselves on others?


Our learning objectives:
  1. Describe ways in which cultural interaction can affect communities and societies
  2. Explain causes of prejudice, discrimination and unfairness and identify possible solutions
Key concepts that students will be learning about this year: Assimilation, segregation, integration, genocide, bilculturalism, racism ,multiculturalism, inequality, prejudice, discrimination, communities, identity, traditions, culture, heritage, immigration, stereotypes

THE ATLANTIC SLAVE TRADE
West Africans are taken by Europeans. Europe Africa and The Americas.
http://www.youtube.com/watch?v=XVw9UjHPEt8
http://history.howstuffworks.com/28700-assignment-discovery-slave-trade-video.htm
from Amistad: http://www.youtube.com/watch?v=iMliaXlKxow

Segregation in America; the Experience of The Titans Football Team
http://putlocker.bz/watch-remember-the-titans-online-free-putlocker.html

Polish children:
http://www.nzonscreen.com/title/the-story-of-seven-hundred-polish-children-1966

FOR THIS LESSON'S LEARNING INTENTIONS, SUCCESS CRITERIA AND ACTIVITIES, PLEASE VIEW THE POWER POINT BELOW:


LESSON FOR FRIDAY 4TH APRIL
last week we focused on the need to RESPECT DIVERSITY / DIFFERENCE in NZ and around the world.
We also focused on what has happened around the world when cultures bully other cultures.
[ Polish children who had been made orphans by Gerrman and Russian armies killing their parents. They had to come and live in NZ]
[slavery and the Atlantic Slave Trade from Africa]

Today we will focus on what happens when our own cultures are harmful to us.
Learning Intention: students will understand that aspects [parts] of our NZ culture are harmful to how we feel about ourselves and how we treat others.

Success Criteria: students will know that they have learned about how parts of our own culture can affect us in a negative way when they demonstrate this understanding in a FREEZE FRAME. The freeze frame will need to be explained and the actors interviewed "hot seated" so that the class can hear each POINT OF VIEW.

DO NOW: write down the Learning Intention neatly into your social studies books.

ACTIVATE INTEREST PHASE: NZ's Mad Butcher and the Warriors campaign against bullies in NZ

http://www.nzherald.co.nz/life-style/news/video.cfm?c_id=1503081&gal_cid=1&gallery_id=142083
https://www.youtube.com/watch?v=DtVenjpSWqk

IN PAIRS OR THREES:
1 WRITE DOWN 2 SUGGESTIONS TO OPOTIKI TOWN/SOCIETY THAT MIGHT HELP STOP BULLYING. What do you think needs to happen to stop bullying happening in our own school and community?
https://www.youtube.com/watch?v=EA5C-1N_r1w

2. WRITE DOWN WHAT KINDS OF BULLYING DO YOU KNOW HAPPENS IN YOUR TOWN/SCHOOL?


3. SOMETIMES WE GET TOLD THINGS THAT MAKE US FEEL LIKE BULLYING OTHERS BECAUSE WE FEEL GUILTY ABOUT BEING AFRAID, SAD OR ANGRY ABOUT SOMETHING. These things can look like this:
https://www.youtube.com/watch?v=hc45-ptHMxo&safe=active the mask you live in

funny https://www.youtube.com/watch?v=CUvFeyGxaaU&safe=active



4. CREATE SOMETHING NEW FROM OUR UNDERSTANDING PHASE -
each person in the class has a poster with their name on it entitled "MY AWESOMENESS!".
TASK: on each sheet write down something positive or nice about the person. eg. you are really good at singing, or you are always friendly, or you are a good friend, or you are really good at running.
REMEMBER IT MUST BE A POSITIVE AND NICE COMMENT FOR THE PERSON. This is called a COMPLIMENT. You are COMPLIMENTING them on their qualities or ability to do something.
THESE WILL BE LAMINATED FOR YOU ALL TO TAKE HOME.

NOW WE ARE OFF TO THE ITIAKI TO CREATE "STOP BULLIES" POSTERS!











Afrikaans V's English and Afrikaans V's Black South Afircans:
The Power of One
http://www.youtube.com/watch?v=qO5HvbGgqKU&safe=active
http://www.youtube.com/watch?v=5BPwom4dS1M&safe=active
http://www.youtube.com/watch?v=lGixzb_OBQs&safe=active
http://www.youtube.com/watch?v=386rJJiB4vc&safe=active