These social sciences resources are all based on the new curriculum document. The achievement objectives and key competencies have been adapted from there.
Below, are links to the scial sciences unit planners (unit-plan templates) for eachof the levels 1-8. Simply delete those achievement objectives not needed and fill in the Specific Learning Outcomes.
The links in the following drop-down list will take you directly to an online version of the unit plan template. Use your browsers back button to return to here. (You will find a link on the template page to download an MSWord version of each template).
* * * * * * * All resources are free * * * * * * *
All of the education resources provided, especially the completed unit-plans, have a focus on Moriori and Rekohu, and all use the new curriculum document.
BUT,.... Where do Moriori fit into Social Sciences?
Moriori are a part of New Zealand's society and form a unique strand in the patchwork of New Zealand culture, as unique as are Maori, or any other culture. The differences between Maori and Moriori cultures and societies will become evident through the study of the units on this site. All information is from public source and is presented in an unbiased manner. Moriori are a Treaty Partner under the terms of the Treaty of Waitangi and are entitled to fair representation, participation, partnership and protection.
What?.... You dont believe that Moriori are "covered" by the Treaty?
Check out this blog site then....... it covers the truth,..... quite nicely!
These unit plan templates can be adapted to suit your needs or used as they are. For the MSWORD version of each template, select from the following drop-down list and click "go." This wll bring up the Open or Save As dialog box. Select save as.
Below are the completed unit plans that are focused on Moriori topics or Rekohu.
What are the social sciences
about?
The social sciences learning area is about how
people participate in society and how society
operates. It has significance for people in their
everyday interactions as citizens and members of
communities in New Zealand and the world.
Why study the social sciences?
Through the social sciences, students engage
critically with societal issues. They gain knowledge, skills, and experience that help them to understand, participate in, and contribute to
the communities in which they live and work.
The focus of the curriculum is on New Zealand
contexts: its people, places, cultures, histories,
and economic world. Students explore the unique
nature of New Zealand society and its bicultural
heritage. This enables them to identify their place
and that of others in relation to their heritages and
in relation to New Zealand’s multicultural society
and its global context.
How is the learning area
structured?
Four conceptual strands provide the framework
and achievement objectives for social studies
levels 1–5 and create a foundation for the separate
social sciences disciplines offered in the senior
secondary school. The achievement objectives at
levels 1–5 integrate the four strands to show the
interconnections, and provide learning progression
from the simple to the more complex concepts.
In the Identity, Culture, and Organisation strand, students learn about society and communities
and how they function. They also learn about the diverse cultures and identities of people within
those communities and about the impact of these on the participation of groups and individuals.
In the Place and Environment strand, students learn about how people perceive, represent,
interpret, and interact with places and environments. They come to understand the relationships that exist between people and the environment.
In the Continuity and Change strand, students learn about past events, experiences, and
actions and the changing ways in which these have been interpreted over time. This helps them
to understand the past and the present and to imagine possible futures.
In the Economic World strand, students learn about the ways in which people participate in economic activities and about the consumption, production, and distribution of goods and services. They use this knowledge to understand their place in the economic world.
By integrating achievement objectives with
the social inquiry process, students develop
understandings of people’s roles and identities
as citizens of New Zealand and other societies.
Contexts are drawn from the past, present,
and future and from places within and beyond
New Zealand. Students ask questions, gather
information, and examine societal issues, ideas,
and events. They explore people’s values and
perspectives and participate in social decision-making.
They learn how societies work and how
people, including themselves, can participate and
take social action as critical, active, informed, and
responsible citizens.
At levels 6–8, students are able to specialise in one or more social science disciplines, depending on the choices offered by their schools. Achievement objectives are provided for social studies, economics, geography, and history but the range of possible social science disciplines in schools is much broader, including, for example, classical studies, sociology, psychology, and legal studies.