Tuesday 11 February, 2014
What will be our class rules so that we can learn in social studies this year?

1. students will learn more about how we are going to behave with resilience to treat each other with respect so that we can learn without interruption from our classmates.

2. students will learn more about each other as part of their new social group: Year 10 Maia
3. students will begin to consider the expressions of culture.


Success Criteria:
1. students will co-construct class rules about active listening, respect property, each other's feelings and their classmates' rights to learn without interruption.
2. students can interview their classmate about a series of questions about themselves and then standup and introduce their classmate.
3. Students will find out about mythologies in NZ that look similar to Greek mythology after viewing Medusa.


_
immigrants 1.jpgimmigrants 2.jpg
Friday, Lesson 2. Cultures in New Zealand - What different cultures live in New Zealand?

Do Now
Draw a title page neatly in your social studies books
" Multi cultural New Zealand: What cultures live in New Zealand today?"

Learning Intention:
-Students will begin to consider all the different cultures that live in New Zealand in 2014.
Why? because students will begin to notice similarities between their own cultures activities (expressions of their culture and beliefs) and their own. Understanding creates empathy.
Success Criteria:
-students will have been able to name 20 different groups of people that now live in NZ.
-students will have created a title page
-students will have created a poster using a computer programme of their choice with the following text:
"What cultures live in New Zealand today?" "Just like us, they all need support, understanding, respect and a safe place to live, work and go to school".

This will include pictures or symbols of the different cultures living in New Zealand today.

Search on these websites for your information:
http://www.teara.govt.nz/en/dutch/page-2
http://www.teara.govt.nz/en/africans?source=inline
http://www.teara.govt.nz/en/south-africans?source=inline
http://www.teara.govt.nz/en/germans?source=inline
http://www.teara.govt.nz/en/north-americans?source=inline
http://www.teara.govt.nz/en/french?source=inline
http://www.teara.govt.nz/en/russians-ukrainians-and-baltic-peoples/page-1?source=inline
http://www.teara.govt.nz/en/middle-eastern-peoples?source=inline
http://www.teara.govt.nz/en/fijians?source=inline & http://www.teara.govt.nz/en/pacific-islands-and-new-zealand
http://www.teara.govt.nz/en/chinese?source=inline
http://www.teara.govt.nz/en/koreans?source=inline
http://www.teara.govt.nz/en/japanese?source=inline
http://www.teara.govt.nz/en/filipinos?source=inline
http://www.teara.govt.nz/en/indians?source=inline
http://www.teara.govt.nz/en/sri-lankans?source=inline
http://www.teara.govt.nz/en/english?source=inline
http://www.teara.govt.nz/en/scots?source=inline
http://www.teara.govt.nz/en/australians?source=inline
https://researchspace.auckland.ac.nz/handle/2292/6056