CONTENTS PAGE - Graduating Teacher Standards - Homeandrewsykesgts.weebly.com/uploads/2/4/2/1/24211808/unit_plan... · human rights Thinking ... Monarchy.ppt’, class laptops

Andrew Sykes - 13152506

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CONTENTS PAGE Page(s) Contents 2-4 Unit Outline (Objectives, Values, Key Competencies,

Vocabulary, Resources, Specific Learning Outcomes, Literacy Outcomes)

5-14 Lesson Sequence (Lesson Title, SLOs, Literacy

Outcomes, Learning Experiences, Resources, ‘Specifically Addressed’)

15-55 Full Lesson Plans, Explanations of ‘Specifically

Addressed’ and Relevant Resources (Worksheets, Handouts etc.)

56-70 Explanation/Discussion/Justification Section (Key

Competencies, Literacy Outcomes, Placement in Academic Year, Pedagogy, Range of Abilities, Learning Styles, EAL Learners, Culturally Responsive Pedagogy, ICT)

Appendix A References Appendix B PowerPoint Presentations


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UNIT TITLE: Rules and Rulers

YEAR: 10 CURRICULUM LEVEL/S: Level 5 SUBJECT: Social Studies

Strand/s and Objective/s from the New Zealand Curriculum document

- Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system

- Understand how the ideas and actions of people in the past have had a significant impact on people’s lives

Values highlighted in this unit

Key competencies highlighted in this unit

Excellence – by aiming high and

persevering

Innovation, enquiry and curiosity by

thinking critically, creatively and reflectively

Diversity as found in different

cultures, languages, and heritages

Equity through fairness and social

justice

Community & participation for the

common good

Ecological sustainability which

includes care for the environment

Integrity which involves being honest,

responsible and accountable and acting

Respect for themselves, others and

human rights

Thinking – using creative, critical and metacognitive processes to

make sense of information, experiences and ideas.

Using language, symbols, and texts – working with and making

meaning of the codes in which knowledge is expressed. Interpret and use words, number, images, movement, metaphor and technologies in a range of contexts. Recognise how choices of language, symbol or text affect peoples’ understanding and the ways in which they respond to communications. Confidently use ICT

Managing self – self-motivation, a ‘can-do’ attitude, self image as

a capable learner. Establish goals, have strategies to meet challenges, know when to lead and when to follow and when and how to act independently

Relating to others – interacting effectively with a diverse range of

people in a variety of contexts. Able to listen actively, recognise different points of view, negotiate, share ideas.

Participating and contributing – being actively involved in

communities – ie family/whanau/school; learning/work/celebration/ recreation; local/national/global; contribute appropriately as a group member, make connections with others, create opportunities for others in the group

Key vocabulary students will learn/use in this unit

Rule Diversity Excellence Communism Dictator Law Leader Direct Democracy Democrats Respect Mana Community Liberal Democracy Republicans SuperCity Tapa Māori Land March Elections Government Sustainability Rahui Democracy Human Rights Parliament MPs Protest Minority Groups Equity Monarchy Bills Acts Constitution Independence Representative Influence Innovation Equity Trade Union Civil Rights Vote Sources Comprehension Research Multi-Tasking Map Projection Public Speaking Group Work

Resources required for this unit: Student texts, teacher references, videos, equipment,

My laptop Projector Internet Class laptops ‘Lesson 1 – Introduction.ppt’


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‘Lesson 2 – How the world is ruled.ppt’ ‘Lesson 3 – Modern Democracy.ppt’ ‘Lesson 4 – USA Case Study.ppt’ ‘Lesson 5 – Monarchy.ppt’, class laptops ‘Lesson 6 – Communism and Dictatorship.ppt’ ‘Lesson 7 – Local and NZ Government.ppt’ ‘Lesson 8 – Ins and Outs of NZ Government.ppt’ ‘Lesson 9 – Laws, Bills and Acts.ppt’ ‘Lesson 10 – Influencing Laws.ppt’ ‘Lesson 11 – Protest Project 1.ppt’ ‘Lesson 12 – Protest Project 2.ppt’ Whiteboard Whiteboard markers (a variety of colours) Worksheets Detention book Prize for winning representative Laminated images and names A3 paper Questions for ‘do now’ Laminated project pages Glue Scissors Coloured pens

Specific Learning Outcomes (SLOs) for the whole unit

Define what a ‘rule’ refers to and provide some examples from their own lives Define Māori terms relating to ‘rules’ and ‘rulers’ Identify and discuss world leaders of today and throughout history Identify certain current world leaders that influence global events Define what democracy means and discuss different versions Relate the protection of minority groups to democracy Compare modern democracy to communism Discuss the 2012 election in the USA Differentiate between the Democratic and Republican parties and on what they are mainly focussed Identify important policies for governments Define monarchy and discuss different types Use the British Royal Family as a case study of a monarchy Identify different monarchs from around the world Compare and contrast Communism and Democracy Discuss what a Dictator is and provide an example Provide a summary of communist and democratic governments as well as monarchies Discuss both local and state government in a NZ context Define parliament as a separate entity to government Identify some issues that the Auckland region is facing currently Explain how members of parliament in NZ are elected Identify reasons why voting in elections is important Describe laws, bills and acts and discuss how they relate to one another Define topic glossary terms and use them in discussion of rules and rulers State how people can influence governments and laws Discuss historical protest movements Discuss the Māori Land March of 1975 Propose reasons why people protest Describe one particular protest movement in detail Provide expert knowledge of one particular detail of one particular protest movement Describe five protest movements in detail

Literacy Outcomes: listening/whakarongo (L), reading/pānui (R), speaking/korero (S), writing/tuhituhi (W)

Development of multi-tasking abilities (L/W) by:


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- Reading and highlighting pieces of text at the same time Development of comprehension skills (R) by:

- Reading text and selecting the important terms/phrases to highlight - Answering questions on the text they have read - Being asked to form their own opinions and positions on parts of the topic

Development of public speaking, projection and speech speed (S) by: - Reading aloud to the rest of the class - Acting as a representative for their half of the class - Presenting their part of the group project to the rest of the class

Development of group work skills (S/L) by: - Discussing ideas with their groups - Listening to others’ ideas

Development of spelling, grammar and handwriting (W) by: - Answering both short and longer answer questions on paper - Writing a letter

Development of sentence and paragraph construction (W) by: - Answering long answer questions on paper - Writing a letter

Development of accurate, neat handwriting (W) by: - Being limited to a certain amount of space in which to fit their accurate answer

Pre unit prior knowledge evaluation

What do they know? What can they do?

Formative Individual & group feedback & feed forward - What are they learning? What do they need to learn & what do they need to do to learn it?

Summative What have they learned? Can students explain how they learned it? (Opportunities for metacognition, and self and peer assessment.)

Note: You are not required to present any assessment material at this stage. However you may want to keep in mind that in the next paper you will be adding the assessment layer to this unit.


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Lesson sequence Lesson

SLOS: - By the end of the

unit students should be able to…

Literacy outcomes: - How the learning

experiences will improve literacy

Content outline/Learning experiences

Resources

Specifically addressed

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1 Introduction

SLOs: Define what a ‘rule’ refers to and provide some examples from their own lives Define Māori terms relating to ‘rules’ and ‘rulers’ Identify and discuss world leaders of today and throughout history Literacy Outcomes: Development of comprehension skills (Reading) Development of spelling, grammar and handwriting (Writing)

Seating Plan Abilities, EAL ‘Do Now’ Scattegories Introduction - PowerPoint Highlight learning objectives V Introduce 1st part of new topic – what is a rule? Ma Student Centred Learning Activity 1 30 seconds for the students to think about some rules that they live by (at school, at home etc.) T We will then produce a class brainstorm and students will copy this down in their books W, T, R, P, V, A, K, L, S, B-K, Inter Encouragement of all students to participate Highlight differences between different cultures Cultures Class Task Students to fill in a table provided with their own opinions on statements Agree, disagree, not sure Intra We will then have a class discussion about the answers given and I will question the class around their opinions to encourage deep thought Segway - PowerPoint Introduce 2nd part of new topic – what is a ruler? V, Ma Student Centred Learning Activity 2 Worksheet with 20 boxes with titles (A religious leader etc.) will be provided to each student R, W Think, pair, share – own opinions and discussion with partner to fill in the boxes T, R, A, Inter

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 1 PowerPoint Worksheets for all students

x R W

x T R P

x x V A K

x L S B-K Intra Inter

x x Ma


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Class discussion on the task – collaborative learning R, P, A, L Conclusion - PowerPoint Link to learning outcomes & ask for marks out of 10 V

2 How the world is ruled

SLOs: Identify certain current world leaders that influence global events Define what democracy means and discuss different versions Relate the protection of minority groups to democracy Literacy Outcomes: Development of multi-tasking abilities (Listening/Reading) Development of comprehension skills (Reading) Development of public speaking, projection and speech speed (speaking) Development of spelling, grammar and handwriting (Writing)

‘Do Now’ Make words out of CONSTANTINOPLE Last Lesson Revision - PowerPoint Run through key points & ask for marks out of 10 L, R ,V Introduction - PowerPoint Introduce ‘how the world is ruled’ & link to SLOs L, R, V Student Centred Learning Activity 1 Laptops provided to research names of rulers for 15 countries R, T, K, L-M Map of the world provided to colour in 5 countries S Class Task Class will read through a text on ‘how the world is ruled’ and all students will highlight key terms/phrases L, R, S, U, P, Abilities, A, R, L I will stop at times to ask questions Class Task All students will have to answer four questions on a worksheet using text we’ve just read R, W, R We will discuss the answers they have come up with P, A Class Task Class will read through a text on women in the ‘how the world is ruled’ context L, R, S, U, P, Abilities, A, R, L I will stop at times to ask questions Conclusion - PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V Homework Seven questions on women in government ICT task to find the answers and evaluate trustworthiness of different websites W, T, R, K, L-M, EAL

Class laptops My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 2 PowerPoint Worksheets

x L R S W

x T U P

x

x V A R K

x L-M L S

x


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3 Modern Democracy

SLOs: Compare modern democracy to communism Discuss the 2012 election in the USA Differentiate between the Democratic and Republican parties and on what they are mainly focussed Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of spelling, grammar and handwriting (Writing) Development of sentence and paragraph construction (Writing)

‘Do Now’ Key topic words without the vowels Last Lesson Revision - PowerPoint Run through key points & ask for marks out of 10 L, U, V Introduction – PowerPoint Introduce ‘modern democracy’ and relate it to SLOs L, U, V Homework Check Class discussion about students’ answers T, A, L I will check that every student has completed the task – detention if not complete Class Task – PowerPoint Description of modern democracy and compare it with communism. Looking at different examples L, U, V Class discussion related Link to learning outcomes & ask for marks out of 10 T, A, L Video about democracy L, A, S Class discussion about video T, A, L Student Centred Learning Activity 1 Case study ‘USA Election 2012’ worksheet Lots of text and five questions to answer R, W, U, R, EAL Mixture of comprehension and opinion T, Abilities, L-M, Intra Finish for homework if required Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, U, V Homework Read text on Tiananmen Square Write letter to editor of Chinese Newspaper W, R Thoughts on communism vs. democracy T In for lesson 6

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 3 PowerPoint Worksheets Detention Book

x L R W

x T U

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x V A R

x L-M L S Intra

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4 USA Case Study

SLOs: Discuss the 2012 election in the USA

‘Do Now’ Scattegories Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 L, R, V Re-read through USA Case Study as a class to ensure understanding R, R

My laptop Projector Internet Whiteboard Whiteboard markers – different colours

x L R S W

x T M P

x V A R

x L-M L Intra Inter


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Differentiate between the Democratic and Republican parties and on what they are mainly focussed Identify important policies for governments Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of public speaking, projection and speech speed (speaking) Development of spelling, grammar and handwriting (Writing) Development of sentence and paragraph construction (Writing)

Class Task – Mock Election Class split in half to have two parties Each group will have to elect a representative S, M, P, Inter Vote if more than one wants to be it P Representatives stand at front and read out sections on different policies L, S, M, P, V, A, L, Inter Class will read through responses as representatives read them out and highlight key words/terms R, R Student Centred Learning Activity 1 All students will fill in a worksheet with questions on the mock election R, W, T, R, L-M, L Silent work as individual opinions are important M, Intra Student Centred Learning Activity 2 Group discussion on our opinions L, S, T, P, A, L, Inter Lots of questioning about what students have put down S, T, P, A If time we will have a vote and the winning representative will get a prize M Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V

Lesson 4 PowerPoint Worksheets Prize for winning rep.

5 Monarchy

SLOs: Define monarchy and discuss different types Use the British Royal Family as a case study of a monarchy

‘Do Now’ Agree, disagree, don’t know – statements on board Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 L, R, V Introduction – PowerPoint Introduce ‘monarchy’ and relate it to SLOs L, R, V Student Centred Learning Activity 1 Students will complete a worksheet on the British Royal Family R, W, T, R, EAL Encouragement of working in groups L, Inter

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 5 PowerPoint Worksheets Laminated images and names

x L R W

x T R U

x

x V K

x L B-K M Inter

x

x


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Identify different monarchs from around the world Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of spelling, grammar and handwriting (Writing)

Extension task (word search) available for those who finish ahead of the rest of the class Abilities, L Student Centred Learning Activity 2 Working in pairs to match photos of faces to names of monarchs (laminated cards) L, T, R, U, V, K, B-K, Inter, Cultures Marks out of ten for level of confidence in answer T Class discussion – justification of answers L, R Class Task – PowerPoint Introduce ‘absolute monarchy’ and relate it to SLOs L, R, V Tsar Nicholas II case study and Rasputin L, R, V Video/song relating to Rasputin if time L, V, M Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V

6 Communism & Dictatorship

SLOs: Compare and contrast communism and democracy Discuss what a dictator is and provide at least one example Provide a summary of communist and democratic governments as well as monarchies Literacy Outcomes: Development of attentive listening(Listening)

‘Do Now’ Three categories – get as many as you can for one Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 L, R, V Introduction – PowerPoint Look back at Democracy vs. Communism slides from lesson 3 L, R, V Class discussion L, P, A, L Video on communism L, V, A, S Class discussion L, P, A, L Class Task Class will read through a text on ‘communism in Russia’ and all students will highlight key terms/phrases L, R, T, U, P, R Class Task – PowerPoint Introduce ‘dictators’ and relate it to SLOs L, R, V Use Stalin as an example Student Centred Learning Activity 1 Class brainstorm on thoughts relating to a dictator L, R, W, T, U, P, V, K, S, B-K Link back to Stalin if appropriate Student Centred Learning Activity 2

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 6 PowerPoint Worksheets

x L R W

x T U P

x

x V A R K

x L S B-K


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Development of comprehension skills (Reading) Development of spelling, grammar and handwriting (Writing)

Students will fill in a table relating to all three types of ‘ruler’ we have studied R, W, T, R A good review document if revision is required later Review quiz available for those who finish early Abilities Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V

7 Local & NZ Government

SLOs: Discuss both local and state government in a NZ context Define parliament as a separate entity to government Identify some issues that the Auckland region is facing currently Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of accurate, neat handwriting (Writing)

‘Do Now’ Scattegories Review of first half of the topic - PowerPoint Run through key points & ask for marks out of 10 L, R, V, A Introduction – PowerPoint Introduce ‘local & NZ government’ and link to SLOs L, R, V, A Student Centred Learning Activity 1 Students will have to complete a Cloze activity where certain words in a piece of text are left blank R, W, U, L, EAL Class discussion on their answers L, R, T, P, A, L Class Task – Worksheet Students will then have three questions to answer on a worksheet W, L The information is available from the Cloze activity Segway – PowerPoint Introduce the differences between ‘parliament’ and ‘government’ L, R, V, A Students will highlight key words and phrases and I will question to assist with understanding Student Centred Learning Activity 2 Class brainstorm on how we can improve Auckland L, R, T, U, P, V, A, K, L, B-K Main issues and then move on to options for combatting these issues L, R, T, U, P, V, A, K, L, B-K Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V, A


x L R W

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x L B-K

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8 Ins & Outs of NZ Government

SLOs: Explain how members of parliament in NZ are elected Identify reasons why voting in elections is important Literacy Outcomes: Development of comprehension skills (Reading) Development of public speaking, projection and speech speed (speaking) Development of spelling, grammar and handwriting (Writing)

‘Do Now’ Anagrams Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 R, V, A Introduction – PowerPoint Introduce how the lesson will pan out and link to SLOs R, V, A Student Centred Learning Activity 1 The vegetable tasks Students will complete a worksheet with lots of text and short answer questions relating to ‘the ins and outs of NZ government’ Lots of reading and comprehension R, W, T, M, R, L Student Centred Learning Activity 2 The dessert tasks Abilities, EAL Students will choose from: Creating a song/rap about governments S, T, P, A, M, Cultures Creating a small book of history of NZ government W, T, U, P, V, R, K, B-K Designing an ecologically sound parliament building T, U, P, V, S, Cultures Making a word search using 15 key government words W, T, P, R, L Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 R, V, A

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 8 PowerPoint Worksheets A3 paper

x R S W

x T U M P

x x VARK

x L S B-K M

x x

9 Laws, Bills & Acts

SLOs: Describe laws, bills and acts and discuss how they relate to one another Define topic glossary terms and use them in discussion of rules and rulers Literacy Outcomes:

‘Do Now’ Scattegories Student Centred Learning Activity 1 Video on ‘how NZ is governed’ L, V, S Introduces the idea of law-making in NZ Students will be given a list of questions to guide their viewing of the video R, W, T Class discussion on their answers L, T, P, L Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 L, R, V Introduction – PowerPoint Introduce ‘laws, bills & acts’ and link to SLOs L, R, V


x L R W

x T U P

x

x V R K

x L S B-K


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Development of comprehension skills (Reading) Development of attentive listening (Speaking) Development of accurate, neat handwriting (Writing)

Segway – PowerPoint One slide on laws, one slide on acts L, R, V Student Centred Learning Activity 2 Students will work in pairs to put laminated pieces of text into order to create a flow chart on ‘how a law gets made’ L, T, P, Abilities, V, K, B-K They will then fill in topic glossary term definitions in their own words W, T, U, R, L Class discussion on answers L, T, P, L Class Task Students will fill in the blanks on a worksheet related to the previous activity R, W, T, U, R, L Class discussion on answers L, T, P, L Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V

10 Influencing Laws

SLOs: State how people can influence governments and laws Discuss some historical protest movements Discuss the Māori Land March of 1975 Propose reasons why people protest Literacy Outcomes: Development of attentive listening(Listening)

‘Do Now’ Blockbusters Review of Last Lesson – PowerPoint Run through key points & ask for marks out of 10 L, R, V Introduction – PowerPoint Introduce ‘influencing laws’ and link to SLOs L, R, V Student Centred Learning Activity 1 Class will read through a text on ‘how we can influence governments’ and all students will highlight key terms/phrases L, R, P, R, L Students will then fill in a worksheet on the text we have just read W, T, R Class discussion on our answers L, R, S, T, R, P, A, L Segway – PowerPoint PowerPoint slides on protesting L, R, V Basic ideas and famous protests around the world and in New Zealand Ma Video relating to the ’81 Springbok tour L, R, V, A, S Class discussion L, R, S, T, R, P, A, L, Cultures Student Centred Learning Activity 2 I will provide six laminated sheets – one on each of six famous protest groups throughout history

My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 10 PowerPoint Worksheets Questions for ‘Do Now’ Laminated protest examples

x L R S W

x T R P

x

x V A R K

x L S B-K

x Ma


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Development of comprehension skills (Reading) Development of group work skills (Speaking/Listening) Development of spelling, grammar and handwriting (Writing)

Students will be put into six groups (numbered 1 to 6) and will be given one of these laminated sheets Students will discuss the protest example in relation to four starter questions L, R, S, T, R, P, Abilities, V, A, S, Cultures After two minutes students will get up, leave their protest example sheet and move on to the next one – and so forth K, B-K Conclusion – PowerPoint Link to learning outcomes & ask for marks out of 10 L, R, V

11 Protest Project 1

SLOs: Describe one particular protest movement in detail Provide expert knowledge of one particular detail of one particular protest movement Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of spelling, grammar and handwriting (Writing) Development of sentence and paragraph construction (Writing)

Introduction – PowerPoint A quick outline of where we were at the end of last lesson Link to learning outcomes & ask for marks out of 10 L, R, V Student Centred Learning Activity 1 Full introduction to the protest project and what is required to be produced: L, R, Abilities, V, Cultures A picket sign with innovative slogan R, W, T, R, U, M, P, V, K, S, B-K A brief history of the topic R, W, T, R, M, P, R, L Photos relating to the topic with explanation R, W, T, U, M, P, V, S A biography of a key person R, W, T, R, M, P, R, L A map relating to the topic R, W, T, R, U, M, P, V, K, S, B-K Student Centred Learning Activity 2 Students need to select who is doing which activity L, R, T, R, P, Abilities, Inter, Intra, Cultures Once this has happened they can get to work using the computers K, B-K I will be on hand as required Outline Next Lesson – PowerPoint I will state that they will have 15 minutes in the next lesson to put their posters together L, R, V They will then be presenting to the rest of the class

Class laptops My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 11 PowerPoint Worksheets Laminated protest examples A3 paper Glue Scissors Coloured pens

x L R W

x T R U M P

x

x V R K

x L S B-K Inter Intra

X Ma


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12 Protest Project 2

SLOs: Provide expert knowledge of one particular detail of one particular protest movement Describe five protest movements in detail Literacy Outcomes: Development of attentive listening(Listening) Development of comprehension skills (Reading) Development of public speaking, projection and speech speed (speaking) Development of spelling, grammar and handwriting (Writing)

Introduction A very quick introduction to the lesson – 15 minutes to finish posters and then straight into presentations Student Centred Learning Activity 1 All students will be finishing off their posters and putting them together Inter, Intra Student Centred Learning Activity 2 All groups will be presenting their sections of the group project (and listening to the other groups): L, S, Abilities, A, B-K, Inter, Intra A picket sign with innovative slogan R, W, T, R, U, M, P, V, K, S, B-K A brief history of the topic R, W, T, R, M, P, R, L Photos relating to the topic with explanation R, W, T, U, M, P, V, S A biography of a key person R, W, T, R, M, P, R, L A map relating to the topic R, W, T, R, U, M, P, V, K, S, B-K Conclusion – PowerPoint A final overview of what we have learned L, R, V

A3 paper Glue Scissors Coloured pens Class laptops My laptop Projector Internet Whiteboard Whiteboard markers – different colours Lesson 11 PowerPoint Worksheets

x L R S W

x T R U M P

x

x V A R K

x L S B-K Inter Intra

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Lesson Plan 1 Achievement Objective/s from Curriculum



Specific learning outcomes

By the end of this lesson students will be able to: - Define what a ‘rule’ refers to and provide

some examples from their own lives - Define Māori terms relating to ‘rules’ and

‘rulers’

- Identify and discuss world leaders of today and throughout history

Date: 15/10/13

Subject: Social Studies

Yr Level: Year 10 (Level 5)

Topic: Rules and Rulers

Student centred learning activities Specifically addressed

- Class Brainstorm – A five minute activity aimed

at getting the students to link their own personal experiences to the overall topic. We will spend five minutes brainstorming some of the rules they have to live by

- Think, pair, share – Students will have

time to think about rulers they know about. They will then fill in a table on a worksheet as a pair. We will then have a class discussion around their understanding and examples. Questions/thoughts will be encouraged

Literacy: L,R,S,W

Key competencies: T,R,U,M,P

Range of ability Learning styles: (VARK) Multiple Intelligences

EAL learners Cultural background

Time Lesson plan (including questions to be asked)

Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 1 –

Introduction.ppt’, worksheets

Intr

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5 mins 5 mins

Seating Plan: Students’ names will be on their relevant desks. They will be organised in relation to their

asTTle test marks (as well as discussion with other teachers in regards to indicators of low ability or gifted and talented status) with the apparently more able students sat alongside the apparently less able ones. Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be a ‘Scattegories’ game and the letter this

lesson will be ‘A’. The students have two minutes to answer the three questions with answers starting with the letter ‘A’ in the back of their books. I will ensure that all students know that it is ok if they cannot answer every question. I will ask who got two answers they are happy with, then three. I will then ask for answers. I will encourage funny but sensible answers. The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: I will highlight the learning objectives and introduce the new topic quickly with a PowerPoint

slide about ‘What is a Rule?’ I will give brief definitions and ideas so not to infringe too much on the next activity.

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10 mins 10 mins 5 mins 10 mins

Student Centred Learning Activity 1: I will introduce the activity by giving the students 30 seconds to

think about some rules that they live by (at school, at home, in society). We will then produce a brainstorm on the board (if a student has an idea they will come up and write it on the board) that I will get the students to copy down in their books as we go. I will discuss some traditional Māori rules and laws (mana, tapu, utu etc.) and encourage all students to participate – especially those from a non Pākehā background - and will highlight differences between the rules in different cultures (Pākehā students, Māori students, Asian students etc.) – DIVERSITY VALUE Class task: I will get the students to fill in the table provided which is all about students’ own opinions on

statements I have made (agree, disagree, not sure etc.). Once I am happy that the students have attempted to fill in the table as fully as possible I will instigate a class discussion about their opinions and why they put the answer they did. I will ask lots of questions of the class to ensure that as many students as possible are engaged and interacted with. “Why did you agree with this one?” “Do you agree fully?” “Where does this rule apply in your life?” PowerPoint: I will move on to the ‘What is a Ruler?’ PowerPoint slide. I will give fuller definitions and

examples to get the students thinking a bit more ready for the next activity. If time allows we will do a brainstorm on the board of different ‘leaders’ the students know a bit about. Student Centred Learning Activity 2: The students will be given the worksheet on which there are twenty

titles (e.g. A religious leader, A leader who has made a mistake etc.). I will ask for one minute of quiet reading and contemplation on the titles so that they can come up with their own ideas. I will then give the students three minutes to work with a partner to fill in as many of the twenty sections as possible – INNOVATION VALUE. After this time we will have another full class discussion about their answers so that

we can, collaboratively, fill in the worksheet as fully as possible – I will discuss some Māori examples (Ariki, Rangatira). “Why do you think that leader applies with that question?” “Who has leaders that apply for more than one question?” “Who has got more than one leader for a question?”

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PowerPoint: I will conclude the lesson by going through a PowerPoint slide covering the key aspects we

have covered – I will question to highlight understanding. There will be clear links to the learning objectives on the board and I will ask the students for marks out of ten for how close they are to fulfilling the learning objectives (formative assessment). I will note these average marks down for the introduction to the next

lesson.


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Literacy Objectives: Reading/Pānui

Students will be required to read and comprehend the worksheet so to understand what the task is asking for. I will be checking each students’ work as I go around the class and asking questions of them to evaluate their interpretation. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi

Students will be required to write their answers on their worksheets as well as writing on the whiteboard for the brainstorm. This is something I will also check whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling Key Competencies: Thinking

Careful consideration about their own opinions as well as coming up with own ideas for the brainstorm Relating to Others

Comparing their opinions with their partner and those of the class in the discussions Participating & Contributing

Class tasks - brainstorms and discussions – as well as pair work – think, pair, share Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to the brainstorm being produced on the board for copying down as well as the images on the PowerPoint presentation. The diagram we produce on the class whiteboard will help consolidate their learning Auditory

Auditory learners will relate well to the class discussions as well as pair discussion. The act of listening to others as well as contributing to the discussion will help consolidate their learning Kinaesthetic

Kinaesthetic learners will relate well to the act of coming up to the board and assisting with the production of the brainstorm. The act of coming up to the whiteboard to add their own idea will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic:

The classroom and pair discussions will suit the linguistic learners as they tend to use words effectively. The act of listening to others as well as contributing to the discussion will help consolidate their learning Spatial:

The class brainstorm will suit the spatial/visual learners as they tend to learn well from drawings or models. The diagram we produce on the class whiteboard will help consolidate their learning Bodily-Kinaesthetic

The class brainstorm task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of coming up to the whiteboard to add their own idea will help consolidate their learning Intrapersonal:

The class task of agreeing or disagreeing with statements will suit the intrapersonal learners as they tend to learn well when relating ideas to their own opinions. Considering their own opinions in relation to the statements on the sheet will help consolidate their learning Interpersonal:

The ‘think, pair, share’ activity and the class discussions will suit the interpersonal learners as they tend to learn well when interacting with others. Discussing their ideas (and listening to others’ ideas) will help consolidate their learning Diverse Cultures/Māori:

Students from all different backgrounds will be encouraged to discuss the rules that they have to live by. We will compare and contrast the different rules and all students will be given the chance to comment and discuss. I will also specifically discuss Māori examples of rules and rulers and use traditional examples Values: Diversity

The act of looking at the different rules we have to live by will highlight differences between students from different cultures. I will discuss these differences in a positive context and focus on different cultures having different values and focusses. Innovation

The ‘think, pair, share’ task will allow students to discuss their own ideas in connection with those of their partners and the class as a whole. This will encourage evaluation of different ideas which is an important part of critical thinking


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By the end of this lesson students will be able to: - Identify certain current world leaders

that influence global events - Define what democracy means and

discuss different versions - Relate the protection of minority

groups to democracy

Date: 16/10/13





- Research Topic: Students will use laptops (one

between two) to find the names of the leaders of a list of countries. They will also need to highlight five of the countries on a map of the world

- Homework: Students will need to use

their previously learned ICT skills (refined in this lesson) to find the answers to four questions relating to women in government

Literacy: L,R,S,W

Key competencies: T,R,U,M,P Range of ability

Learning styles: (VARK) Multiple Intelligences

EAL learners

Cultural background


Resources Required: Class laptops, my laptop, projector, internet, whiteboard, whiteboard markers,

‘Lesson 2 – How the world is ruled.ppt’, worksheets

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5 mins 5 mins

Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be an individual task to make as long a

word as possible using the letters CONSTANTINOPLE. The students will have three minutes to come up as many words as possible (aiming for the longest one). I will have a list pre-prepared and we will quickly discuss some answers – any funny ones? The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last lesson (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). Introduce this lesson – ‘How the world is ruled’. Brief ideas introduced but not too deeply.

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Student Centred Learning Activity 1: The students will be given laptops (one between two) and will be

instructed to research the name of the rulers (and their titles) for a list of 15 countries. They will also be given a map of the world (with countries borders shown) and will be required to highlight and label five of the countries on the list. I will state that I expect them to have all the answers by the end of the twelve minutes – they have the tools and the abilities to get it finished in plenty of time. EXCELLENCE VALUE

Highlighters Ready: We, as a class, will read through some text on ‘how the world is ruled’. I will ask for

volunteers to read different sections but may then move on to selecting students who I want to hear read. I will encourage listening and clear speaking. It will be a ‘highlighters out’ task so students will take ownership of highlighting words/phrases that they think are key. I will stop at times to ask questions (“Do you know the difference?” “Why might direct democracy be impractical in modern New Zealand?”) which take it a step further and consolidate understanding. Task: I will then get the students to answer four questions on a worksheet using the text we have just read

through. If they have highlighted appropriately then the questions should be very simple indeed. I will patrol the class ready to help as required. Highlighters Ready: Students will read through a piece of text relating to women in the context of ‘how the

world is ruled’. They will highlight the key points and we will then have a brief chat about what they have read. I will attempt to ask questions that are thought provoking (“Why might some countries have had a female leader before others?” – DIVERSITY VALUE “What benefits might there be to having a female

leader?”)

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lesson. Homework: Students will need to use their own ICT skills (refined in this lesson) find the answers to seven

questions relating to women in government. I will provide some website examples (some good, some bad) and one of the questions is for them to state which is the least trustworthy website and why….


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Literacy Objectives: Listening/Whakarongo A key focus of the lesson will be the class reading tasks. All students will be listening carefully and picking out the key words/phrases to highlight. This will help them develop multi-tasking abilities as they will need to listen and read at the same time. It will also help them when they look back at their work as they will be able to pick out the key parts easily Reading/Pānui All students will be reading along with the text whilst listening to the speaker as well as reading the PowerPoints and the worksheets. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Speaking/Kōrero A good number of students will be reading to the rest of the class. This will not only assist with improving public speaking confidence but also their level of projection and speed of speech. I will encourage students to better themselves in these factors as we go along Writing/Tuhituhi The class worksheet and the homework will involve answers of reasonable length so the students will need to write quite a large amount. I will check both of these pieces of work whilst circulating the classroom and going through the homework in the next lesson. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. This will also assist with their sentence construction skills Key Competencies: Thinking The research parts of the lesson will involve searching for the relevant information and ignoring data that is not appropriate Using Language, Symbols & Texts Students will be given free rein to use their own preferred way of highlighting key phrases and words in the text we read as a class Participating & Contributing A good number of students will be reading out loud to the class and all students will be participating by answering and asking questions in the class discussions Different Abilities: I will ask for volunteer students to read the article out loud. Each student will read a paragraph to involve as many volunteers as possible. This will allow the most confident students to take ownership of this part of the lesson and lead the class as appropriate. Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the images on the PowerPoint presentation. These images, placed alongside the key points being discussed, will help consolidate their learning Auditory Auditory learners will relate well to the class discussions. The act of listening to others as well as contributing to the discussion will help consolidate their learning Reading/Writing Reading/writing learners will relate well to the fact that there is a lot of reading as well as a significant amount of writing to answer the questions on the worksheets. The act of reading the text and then writing their own answers will help consolidate their learning Kinaesthetic Kinaesthetic learners will relate well to the act of using the computers to research information. The movement and touching aspects of the research will help consolidate their learning Multiple Intelligences – Howard Gardner: Logical-Mathematical The research tasks (in class and for homework) will suit the logical-mathematical learners as they tend to learn well from investigation tasks. By working through a structured task they will find their own way to the answers and this will help consolidate their learning Linguistic: The class reading/highlighting will suit the linguistic learners as they tend to learn well from reading. The act of listening and reading will help consolidate their learning Spatial: The map task will suit the spatial/visual learners as they tend to learn well from drawings or models. The map they produce in class will help consolidate their learning EAL Learners: The homework sheet, which will be given out to students, will be an ICT research task so students who do not speak/read English too well will be able to translate it to their language if required. The steps to complete the task will also clearly be written out so students who process spoken language more slowly will be able to read the instructions at their own speed so that they can digest and understand them fully Values: Excellence The expectation that the class will all have finished the task within the time allows ensures that they should all work efficiently and push themselves to complete the task. Backing this up by circulating the room and encouraging accurate work will lead to a positive part of the lesson Diversity The discussion relating to different countries having female leaders before others will open up a very interesting discussion about cultures and their different approaches to gender equality


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Rules & Rulers 2

Women Ruling the World

- You will need a device capable of accessing the internet and a working WiFi or 3g network - This is a task aimed at using your own ICT research skills to find relevant information - I have provided five websites that I would suggest you have a look at. The final question asks you to

assess them and state which one you think is the least trustworthy (and justify your answer). Please keep this question in mind when you are doing your research

1) In what year did women gain the right to vote in New Zealand?

…………………………………………………………………………………………………

2) Name one woman who was significant in the fight for women’s right to vote in New Zealand?

…………………………………………………………………………………………………

3) Who was the first female Member of Parliament in New Zealand?

…………………………………………………………………………………………………

4) In what year was she first elected?

…………………………………………………………………………………………………

5) Who was the first female Prime Minister of the United Kingdom?

…………………………………………………………………………………………………

6) In what year was she first elected?

…………………………………………………………………………………………………

7) After having looked at the five websites below, which one do you think is the least trustworthy, and why?

………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………….

Suggested websites to have a look at:

- www.biography.com - www.nzhistory.net.nz - www.wikipedia.org - www.teara.govt.nz - www.parliament.nz


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By the end of this lesson students will be able to - Compare modern democracy to

communism - Discuss the 2012 election in the USA - Differentiate between the Democratic

and Republican parties and on what they are mainly focussed

Date: 17/10/13





- Case Study Worksheet: The students will read

through a large piece of text on the 2012 USA elections and then answer the questions provided. These will be a mixture of comprehension and opinion based questions

Literacy: L,R,S,W



EAL learners

Cultural background


Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 3 – Modern

Democracy.ppt’, worksheets, detention book

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5 mins 5 mins

Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be an individual task where students need

to find the key topic words where I have removed the vowels (KNG for KING, QN for QUEEN etc.) The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last lesson (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). Introduce this lesson – ‘Modern Democracy’. Brief ideas introduced but not too deeply.

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Homework Check: I will go through the homework and ask students for their answers. Important to set the

expectation that homework is done so will specifically check every single student to see if they have at least attempted it. If not then they will be punished (probably litter detention). We will discuss the answers briefly and I will question the students for their thoughts (“How did you feel about the information you found?” “What can you tell me about Margaret Thatcher?” “Why do you think women pushed so hard for equality?”). PowerPoint: We will go through a couple of PowerPoint slides which describe Modern Democracy and compare it with Communism – EQUITY VALUE. We will look at different examples for both and I will ask

questions about which students like the sound of/think would work better. “Does Communism really sound that bad?” I will show the BrainPop video on Democracy - http://www.brainpop.com/socialstudies/worldhistory/democracy/ - and ask questions about what the students have seen (“Who can tell me some key words?” “What is democracy all about?” “What are your thoughts on democracy?”) Student Centred Learning Activity 1: Students will be provided with a worksheet based on a case study

of the USA 2012 election (Obama vs. Romney). There will be a fair amount of text and five questions at the bottom. The questions will be a mixture of comprehension and opinion and should allow for more able students to push themselves further – the opinion side of things – INNOVATION VALUE. Finish for

homework if required.

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lesson. Homework: Students will be asked to write a letter to the editor of a Chinese Newspaper. It will be their

opinion on the Tiananmen Square incident (text will be provided) and what they think about democracy vs. communism. It is ok to support either style of government but justification is key. In for the Communism lesson on 23rd October (6 days).


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Literacy Objectives: Listening/Whakarongo

The video will need to be listened to as well as the PowerPoint slides that I will go through and expand upon. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui

The case study work will involve a lot of reading and comprehension to complete successfully. The questions following the case study will confirm that accurate reading has taken place and I will check through these. This task will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi

The class worksheet and the homework will involve answers of reasonable length so the students will need to write quite a large amount. I will check both of these pieces of work whilst circulating the classroom and going through the homework after the hand-in lesson. Accurate spelling, grammar, neat handwriting and computer literacy are key skills that need to be developed throughout schooling. This will also assist with their sentence and paragraph construction skills Key Competencies: Thinking

Throughout the lesson students will be challenged to come up with their own thoughts, ideas and opinions Using Language, Symbols & Texts

The pictures on the PowerPoints will be related to the topic as well as students having to use the text in the case study to come up with their answers Different Abilities:

The cases study questions are designed to challenge both low ability learners as well as gifted and talented. The opinion questions are a huge opportunity to encourage deep thought and extension of ideas Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to the video as well as images throughout the PowerPoint presentation. These video as well as the images, placed alongside the key points being discussed, will help consolidate their learning Auditory

Auditory learners will relate well to the class discussions as well the audio to the video we will watch. The act of listening to others as well as contributing to the discussion will help consolidate their learning Reading/Writing

Reading/writing learners will relate well to the fact that there is a lot of reading as well as a significant amount of writing to answer the questions on the worksheet and to complete the homework task. The act of reading the text and then writing their own answers will help consolidate their learning Multiple Intelligences – Howard Gardner: Logical-Mathematical

The case study task will suit the logical-mathematical learners as they tend to learn well from investigation tasks. By working through a structured task they will find their own way to the answers and this will help consolidate their learning Linguistic:

The classroom discussions will suit the linguistic learners as they tend to use words effectively. The act of listening to others as well as contributing to the discussion will help consolidate their learning Spatial:

The video will suit the spatial/visual learners as they tend to learn well from looking at images. The reaffirmation of information (as well as new details) from the video will help consolidate their learning Intrapersonal:

The case study task will suit the intrapersonal learners as they tend to learn well when relating ideas to their own opinions. Forming (and stating) their own opinions in relation to the subject matter will help consolidate their learning EAL Learners:

The instructions to the case study sheet (as well as the text itself) will clearly be written out so students who process spoken language more slowly will be able to read the instructions at their own speed so that they can digest and understand them fully. The work can also be finished for homework if required so time pressure is less of an issue. Values: Equity

We will discuss the differences between democracy and communism and will relate them to the issue of fairness. Is communism fairer or do the people in charge of communist countries make it more unfair? Innovation

The comprehension part of the case study task will encourage students to critically evaluate the text they are reading. The questions asked on the worksheet will lead them to forming their own opinions and their own position on the matter


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Rules & Rulers 3

- This is a task focussed on reading comprehension and developing your own opinion - Read the text below and then answer the questions on the next page to the best of your ability - Highlighting important ideas as you go may help……

Case Study: USA 2012 Election

The USA Election of 2012 was the 57th presidential election. In November 2012 the Democratic nominee, Barack Obama, defeated the Republican nominee, Mitt Romney, by 332 electoral votes to 206. Obama therefore retained his position as President of the USA and will sit in office for a further four years. Romney was selected as the Republican nominee earlier in the year after months of campaigning and was believed to stand a very good chance of beating the incumbent president in the election. In general terms, the number of Americans who identify themselves as Republicans is around 30% and this has barely changed over the past 20 years. Historically, the Republican voter base initially consisted of white Protestants from the north of the country and African-Americans throughout the nation. After the Civil Rights Act of 1964 this voter base shifted significantly. Currently the voter base mainly consists of groups such as white, married Protestants, rural and suburban citizens and non-union workers. The Republican Party is usually seen as pro-business and it actively looks for support from a wide variety of industries. Republicans strongly believe that free markets and individual achievement are the primary factors behind economic prosperity. Putting it simply, succeeding financially for yourself and your family will assist the nation as a whole. They advocate the closing of government run welfare programs in favour of private non-profit organisations as well as educating citizens to improve their personal responsibility. Obama was selected as the Democratic nominee for the 2008 election. He was the first African American to win the nomination of a major political party and this heralded huge celebrations throughout much of the USA. Generally speaking, the voter base for the Democratic Party includes those in Academia (working at colleges and in other educational institutions), the youth, workers involved in unions, African Americans and those in the ‘working class’. Geographically the Democratic Party gets most of its votes from the North East and the West Coast of the USA. The Democrats support a system where the more you earn, the higher percentage of tax you pay. This is aimed at producing more funding to provide more services for the country as a whole. Obama’s administration has focussed hugely on Health Care reform and Republican opposition to this had significant impacts recently. Many Democrats have opposed tax cuts and incentives to oil companies, and instead prefer a policy of developing domestic renewable energy. This is closely linked to their desire to reduce carbon emissions and creating incentives for clean-energy innovations. Facts:

Barack Obama Mitt Romney

Place of birth Honolulu, Hawai’i Detroit, Michigan

Date of birth August 4th, 1961 March 12th, 1947

Family Wife (Michelle) and two children Wife (Ann) and five children

Net worth Approximately US$10 million Between US$190 and US$250 million

Career Community Organiser, Civil Rights Lawyer, USA Senator

Management Consultant, Private Investment Manager, State Governor

Political Party Democrats Republicans


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Questions:

1) How old are Barack Obama and Mitt Romney today?

Barack Obama: ……………………………. Mitt Romney: ………………………………

2) Name two groups of people who, historically, supported the Republican Party.

…………………………………………………………………………………………………

3) Name one policy of the Democratic Party.

…………………………………………………………………………………………………

4) Which party would you vote for, and why?

………………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………….... ……………………………………………………………………………………………………………………………………………....

5) Why do you think some Americans prefer the Democratic Party to the Republican Party and especially Barack Obama to Mitt Romney?

………………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………….... ……………………………………………………………………………………………………………………………………………....


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By the end of this lesson students will be able to - Discuss the 2012 election in the USA - Differentiate between the Democratic

and Republican parties - Identify important policies for

governments

Date: 18/10/13





- Worksheet: The students will have a worksheet

to fill in with their own opinions resulting from the class mock election presentation. This is all about their own opinions so will be a silent task

- Class Discussion: We will discuss the

answers we put down on our worksheet. I will encourage in depth thought. If time allows we will then hold a vote and the winner will get a prize

Literacy: L,R,S,W





Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 4 – USA

Case Study.ppt’, worksheets, prize for winning representative

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5 mins 5 mins

Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be a ‘Scattegories’ game and the letter this

lesson will be ‘L’. The students have two minutes to answer the three questions with answers starting with the letter ‘L’ in the back of their books. I will ensure that all students know that it is ok if they cannot answer every question. I will ask who got two answers they are happy with, then three. I will then ask for answers. I will encourage funny but sensible answers. The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last lesson (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). We will then go through the USA Caste Study from the last lesson again to ensure

understanding. Any and all questions will be encouraged so that everyone is up to date with the material

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Mock Election: The class will be split into two groups (Democratic and Republican parties although I will

not tell them this). The groups will then have two minutes or so to elect a representative of their group for the role play – COMMUNITY VALUE. If more than one person wants to do it then I will suggest having a vote within their group – introduces the idea of a democratic election – EQUITY VALUE. Once someone

has been selected from each group I will get them up to the front and we will go through the different areas (economy, education, health care etc.) and the pre-planned responses I have prepared for each party. If people have questions I will ask them to direct them to me and I will answer them. I will ask the class to have their highlighters out and read through the pre-planned responses as they are presented – key points to be highlighted for assistance with next part of the lesson. Student Centred Learning Activity 1: All students will now fill in a worksheet which asks for their opinions

on the mock election presentation we have just completed. It is all about their opinions (Who would you vote for? What policy was most interesting, and why? Etc.) so the class will be silent. Intensive work so expectations will be set beforehand. Finish for homework if required. Student Centred Learning Activity 2: I will bring the class back to focus on me and we will have a

discussion about our opinions. We will discuss different aspects and I will question most students about what they wrote down (“Please explain why you have that opinion.” “Why that way instead of another?”). If time allows we will have a quick vote and the winning representative will get a prize.

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The class will be listening to me as well as the representatives from each group. We will also be doing a full class discussion where listening and evaluation of ideas is key. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui

All students will be reading along with the text whilst listening to the speaker as well as reading the PowerPoints and the instructions on the worksheets. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Speaking/Kōrero

Each group will be discussing amongst themselves and will then elect a representative who will be doing a fair amount of presenting to the class. The class discussion will also be a good opportunity for speaking. There is an opportunity to improve public speaking confidence but also level of projection and speed of speech. I will encourage students to better themselves in these factors as we go along Writing/Tuhituhi

The class worksheet and will involve answers of reasonable length so the students will need to write a significant amount. I will check this work whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. This will also assist with their sentence construction skills Key Competencies: Thinking

Opinions need to be developed and put across so lots of inner thought will be partaken by the students Managing Self

Those who want to be representatives will need to put themselves forward. They will be in a position of responsibility so will need to conduct themselves in an appropriate manner Participating & Contributing

Not only will the representatives be a huge part of this lesson, the rest of the class will also be contributing by putting their opinions across and discussing ideas Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to watching the representatives at the front of the class as well as the images in the PowerPoint presentation. Linking the representatives to the text as well as the images, placed alongside the key points being discussed, will help consolidate their learning Auditory

Auditory learners will relate well to the listening and speaking required in this lesson. Close attention to detail will help consolidate their understanding and involvement Reading/Writing

Reading/writing learners will relate well to the fact that there is a lot of reading as well as a significant amount of comprehension to answer the questions on the worksheet. The act of reading the text and then writing their own answers will help consolidate their learning Multiple Intelligences – Howard Gardner: Logical-Mathematical

The worksheet after the mock election will suit the logical-mathematical learners as they tend to learn well by reasoning and weighing up pros and cons. By working through a structured list of questions they will find their own way to the answers and this will help consolidate their learning Linguistic:

The class mock election and class discussions will suit the linguistic learners as they tend to listen and speak effectively. The act of listening to others as well as contributing to the tasks will help consolidate their learning Intrapersonal:

The mock election worksheet will suit the intrapersonal learners as they tend to learn well when private work is based on their own opinions. Carefully thinking through their own opinions will help consolidate their learning Interpersonal:

The mock election will suit the interpersonal learners as they tend to learn well when interacting with others. Listening to others’ ideas (and perhaps stating their own) will help consolidate their learning Values: Equity

It is important to link the idea of a vote to the idea of fairness and I hope that this will happen in the class so that I can highlight this idea Community

The groups will have to work together to choose a suitable representative. I will encourage students to discuss the options and put their case forward. Collaborative learning and ideas should be developed here


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By the end of this lesson students will be able to - Define monarchy and discuss

different types - Use the British Royal Family as a

case study of a monarchy - Identify different monarchs from

around the world

Date: 21/10/13





- Worksheet: Specific questions about the British

Royal Family. Students will be encouraged to discuss questions with people around them – enquiry learning. An extension task (word search) is available to the hard workers

- Matching Task: Students will work in

pairs to match faces of kings/queens to their names. They will be asked to rate their confidence in their answers out of ten and be ready to justify in a class discussion

Literacy: L,R,S,W






Monarchy.ppt’, worksheets, laminated images and names

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Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be ready on the PowerPoint. There will be five statements and the

students will be told that one wall represents ‘Agree’, one ‘Disagree’ and one ‘Don’t Know’. I will recommend that students take a few seconds to think about the statement and then move to the wall that represents their opinion. The role will be taken during this ‘Do Now’ and the Learning Objectives will be written on the whiteboard PowerPoint: A quick slide to run through the key points from last lesson (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). Introduce this lesson – ‘Monarchy. Brief definition and examples but not too deep.

Question about previous knowledge if appropriate

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Student Centred Learning Activity 1: Students will complete the worksheet with questions about the

British Royal Family. The questions will be specific so will test prior knowledge. I will encourage students to discuss the questions with the people around them and will patrol the class to ensure that positive discussion is occurring. There will be an extension task (wordsearch) for those who have completed the questions to my satisfaction – EXCELLENCE VALUE

Student Centred Learning Activity 2: Students will work in pairs to match names to pictures. Each pair

will have a set of photos and names (laminated for future use) and will be asked to write down how confident they are with their answers (marks out of 10) and be ready to justify their answers in a class discussion – COMMUNITY VALUE. A brief class discussion will follow.

PowerPoint: I will go through a PowerPoint on ‘Absolute Monarchy’ and relate this topic to dictatorship.

We will look at a description, the key points and some examples. We will take a brief look at the Tsar Nicholas II case study. If there is time we will look at a slide on Rasputin and show a couple of minutes of the Boney M song - http://www.youtube.com/watch?v=kvDMlk3kSYg - as a light hearted activity

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Literacy Objectives: Listening/Whakarongo The class will be working in pairs/groups, listening to the PowerPoint, taking part in the class discussion and maybe even listening to the Rasputin song. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui Students will be required to read and comprehend the worksheet so to understand what the task is really relating to as well as the PowerPoint slides. I will be checking each students’ attention as I go around the class and asking questions of them to evaluate their interpretation. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi The class worksheet and will involve answers of reasonable length so the students will need to write a significant amount. I will check this work whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. Key Competencies: Thinking Students will need to work out, and justify their answers to, which picture goes with which name – not a simple skill at all Relating to Others By discussing answers with people around them students will be working on their discussion and assimilation skills Using Language, Symbols & Texts Linking pictures of individuals to their names and countries Different Abilities: An fun extension task is available for those who complete the first task quickly which will allow me to spend more time with those who are struggling with the first task Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the video as well as images throughout the PowerPoint presentation and the photos of the monarchs. These video as well as the images, placed alongside the key points being discussed, will help consolidate their learning Kinaesthetic Kinaesthetic learners will relate well to moving the laminated pictures/names around to create matches. The act of combining two physical items to create an answer will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic: The word search task and the classroom discussions will suit the linguistic learners as they tend to use words effectively. The acts of identifying key words in a puzzle along with listening to others and contributing to the discussion will help consolidate their learning Bodily-Kinaesthetic The matching task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of touching and moving the images to match a name will help consolidate their learning Musical The music video will suit the musical learner as they tend to learn well from subject information being translated into lyrics. The process of listening to the rhythm, tune and lyrics of the music video will help consolidate their learning Interpersonal: The Royal Family task and the class discussions will suit the interpersonal learners as they tend to learn well when interacting with others. Discussing their ideas (and listening to others’ ideas) will help consolidate their learning EAL Learners: The steps to complete the Royal Family worksheet will clearly be written out on the sheet so students who process spoken language more slowly will be able to read the instructions at their own speed. This will allow them to digest and understand the instructions and questions fully therefore giving them a good chance to succeed Diverse Cultures: The pictures of kings and queens around the world will be used to discuss different cultures – maybe even some cultures that class members know and relate to Values: Excellence The students will know that they must complete a mundane task to a high level before getting access to a more fun task. This challenge and reward technique should assist them in tackling future tasks to the best of their ability Community The act of participating in a class discussion relating to thoughts and opinions will lead to collaborative learning through a community of different ideas


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Rules & Rulers 5

Constitutional Monarchy – a New Zealand Example

- Did you know that New Zealand has a queen? - The Queen of New Zealand is Elizabeth II who is the Queen of the United Kingdom and the Head of the

Commonwealth (54 nations and over 1.7 billion people) - How well do you know our ‘Royal Family’? - Answer the following questions to the best of your ability - Feel free to discuss your answers with a classmate if you wish……

1) What is the surname of the British Royal Family?

…………………………………………………………………………………………………

2) Is their last name the Queen’s or Prince Philip’s?

…………………………………………………………………………………………………

3) What are the names of the Queen’s children?

…………………………………………………………………………………………………

4) Which banknote is the Queen’s face on?

…………………………………………………………………………………………………

5) What is the name of Prince Charles’ only Grandson?

…………………………………………………………………………………………………

6) Why is the Queen’s head different on the old coins?

…………………………………………………………………………………………………

Challenge!! Additional questions for those who want to push themselves…. (Optional) Additional knowledge: Queen Elizabeth II is from the House of Windsor……

7) What house was Queen Victoria (ruled from 1837 to 1901) from?

…………………………………………………………………………………………………

8) What house was King Edward VII (ruled from 1901 to 1910) from?

………………………………………………………………………………………………… (……this task has been adapted from one produced and owned by Westlake Boys’ High School)


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MONARCHY WORD SEARCH

- Find and highlight the ten words (at the bottom of the page) in the word search.

- They may be top to bottom, left to right, diagonal, back to front

- Try to limit yourself to ten minutes and find as many as you can

E A C L N C S E L R A H C C X

O O J P O V B L G W Y P N F T

C O M M O N W E A L T H T T X

Y V T T Y T X B D W Z S T U M

E X R K H C E A L H A T Z B H

N G Y A C Y U L D D M Y H E T

O E R D R Y O M C E I S N A E

M O T V A M L O F G J G J K B

Y R L U N K S R M H L K P G A

A G U H O I R A V A B Y N X Z

N E J L M H H L N D U C B L I

N M K G W I N D S O R T V D L

U H M J M A H G N I K C U B E

S B V S T X R D B X Z J R T M

P P F P V R U O B C Y O C W R

BALMORAL

BUCKINGHAM

CHARLES

COMMONWEALTH

ELIZABETH

ENGLAND

GEORGE

MONARCHY

MONEY

WINDSOR


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By the end of this lesson students will be able to: - Compare and contrast Communism

and Democracy - Discuss what a Dictator is and

provide an example - Provide a summary of communist

and democratic governments as well as monarchies

Date: 23/10/13





- Class Brainstorm: Students will partake in, and

note down, a brainstorm on the term ‘dictator’. Students will add their own words/examples to the board – definite collaborative learning

- Worksheet: Students will fill in a table

summarising the different types of government. The factors will be up on a PowerPoint (as well as on the worksheet) and students need to sort them into the relevant type of government

Literacy: L,R,S,W






Communism and Dictatorship.ppt’, worksheets

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Get the students in and sat down quickly and quietly. The ‘Do Now’ activity details will already be ready on the PowerPoint. There will be three categories and

the students have three minutes to think of as many examples as possible for one of these categories (e.g. English Football Teams, Countries of the World etc.). When the time is up I will ask who thinks they have the most examples – we will then go through their answers to see if they were all correct. A prize will be available if I think one person deserves it. The role will be taken during this ‘Do Now’ and the Learning Objectives will be written on the whiteboard PowerPoint: A quick slide to run through the key points from last lesson (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). I will also mention that I will be collecting in the homework at the end of the lesson.

Introduce this lesson – ‘Communism/Dictatorship by briefly looking back at the democracy vs. communism slides. I will then show a new slide with brief definitions and examples but not too deep. Question about previous knowledge if appropriate. We will watch the BrainPop communism video - http://www.brainpop.com/socialstudies/economics/communism/ - and I will question around what they have seen (“How does communism sound to you?” “What are the good things about communism?” “What are the bad things about communism?” “Does the good outweigh the bad?” “Why do most countries subscribe to democracy ahead of communism?”)

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Highlighters Ready: We will look through the ‘Communism in Russia’ case study and different students

will be asked to read. All pupils will have their highlighters ready to help remember key points. PowerPoint: I will then go through a PowerPoint slide with some key points on Dictators and will question

the class to help with understanding (“Does that make sense?” “What do you understand by that?”). I will then go through a PowerPoint slide on Stalin – RESPECT & EQUITY VALUES Student Centred Learning Activity 1: A classroom brainstorm on the idea of a Dictator. If students have

a word they will come up and write it on the board and the rest of the class will note down the brainstorm diagram. I will then try to link these words back to Stalin as well as possible. Student Centred Learning Activity 2: Students will fill in a table summarising the different types of

government – they will need to sort the factors on a PowerPoint slide into the table provided on a worksheet. It should produce a great resource for revision and I will take them in for looking at. A summary quiz will be available for those who finish the first part quickly (formative assessment)

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have covered – I will question to highlight understanding. There will be clear links to the learning objectives on the board and I will ask the students for marks out of ten for how close they are to fulfilling the learning objectives (formative assessment). I will note these average marks down for the introduction to the next lesson. Collect in homework from lesson 3 (letter to Chinese Newspaper editor) and mark


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The video and class discussions will need to be listened to as well as the PowerPoint slides that I will go through and expand upon. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui

All students will be reading along with the text whilst listening to the speaker as well as reading the PowerPoints and the worksheets. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi

Students will be required to write their answers on their worksheets as well as writing on the whiteboard for the brainstorm. This is something I will also check whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling Key Competencies: Thinking

Comprehension is key when going through the text so that they can highlight the key words/phrases Using Language, Symbols & Texts

The text on Communism in Russia is a key part of the lesson as well as the class brainstorm that we will produce and the students will copy down Participating & Contributing

The class brainstorm will only work if members of the class contribute to this collaborative learning task Different Abilities:

There is an extension task available for those who finish early. This will allow me to spend more time with the students who require assistance on the more basic questions/information Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to the video as well as images throughout the PowerPoint presentation and the class brainstorm diagram we produce. This video as well as the images, placed alongside the key points being discussed, will help consolidate their learning Auditory

Auditory learners will relate well to the class discussions as well the audio to the video we will watch. The act of listening to others as well as contributing to the discussion will help consolidate their learning Reading/Writing

Reading/writing learners will relate well to the fact that there is a lot of reading as well as a significant amount of writing to answer the questions on the worksheet. The act of reading the text and then writing their own answers will help consolidate their learning Kinaesthetic


The classroom discussions will suit the linguistic learners as they tend to use words effectively. The act of listening to others as well as contributing to the discussion will help consolidate their learning Spatial:

The video and class brainstorm will suit the spatial/visual learners as they tend to learn well from looking at images. The reaffirmation of information (as well as new details) from the video will help consolidate their learning Bodily-Kinaesthetic

The class brainstorm task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of coming up to the white board to add their own idea will help consolidate their learning Values: Respect

The section on communism under Stalin will be linked to human rights and how some groups were treated terribly. I will do my best to link this to students’ own experiences to really help them understand how difficult this time was Equity

The section on communism under Stalin will be linked to fairness and how some groups were treated terribly. I will do my best to link this to students’ own experiences to really help them understand how difficult this time was


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Rules & Rulers 6

- There are nine words at the bottom of this page - Add each of the nine to the box in the table where they are most appropriate - For an additional challenge, fill in the bottom row with another word you have learned in class that

relates to that type of government/ruler

Summary: Different Types of Government

Monarchy

Communism

Democracy

Person

Country

Belief/Factor

Your Own Word

Divine Right USA Unlimited Power Elizabeth II Cuba Free Elections Joseph Stalin Denmark George Bush (…this task has been adapted from one produced and owned by Westlake Boys’ High School)


33





By the end of this lesson students will be able to: - Discuss both local and state

government in a NZ context - Define parliament as a separate

entity to government - Identify some issues that the

Auckland region is facing currently

Date: 24/10/13





- Cloze Activity: Students will fill in the blanks in a

piece of text with the most appropriate word they can think of. We will then discuss their answers

- Class Brainstorm: Firstly we will

pinpoint the many issues Auckland faces. We will then look at ways to combat these issues. Students will come up to the board to write their own words

Literacy: L,R,S,W



EAL learners

Cultural background


Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 7 – Local

and NZ Government.ppt’, worksheets

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lesson will be ‘R’. The students have two minutes to answer the three questions with answers starting with the letter ‘R’ in the back of their books. I will ensure that all students know that it is ok if they cannot answer every question. I will ask who got two answers they are happy with, then three. I will then ask for answers. I will encourage funny but sensible answers. The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last part of the topic – types of governments

(questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment).

PowerPoint: I will now introduce this lesson – ‘Local & NZ Government. Brief definition and examples but

not too deep. Question about previous knowledge if appropriate

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Student Centred Learning Activity 1: I will provide a Cloze Activity worksheet on local government.

Blanks will be left in the paragraphs and students will use the most appropriate word they can think of to fill in the blanks. I will be very attentive in this part of the lesson to our EAL students as this may be very difficult for some of them. We will discuss the answers and students can make corrections as they see fit. Ideally some students will come up with better words than I did! COMMUNITY VALUE

Worksheet: Students will then have three questions to answer as fully as possible. The information is

available from the Cloze worksheet and the full text but I will be available to assist as required. PowerPoint: I will run through two PowerPoint slides. One of parliament and one on government. They

will highlight the key points and differences and I will ask questions to consolidate understanding. Student Centred Learning Activity 2: We will conduct a class brainstorm on how we could improve

Auckland. We will begin with the main issues that students are aware of and then move on to options for combatting these issues – SUSTAINABILITY VALUE. If students have an idea then they will come up and write it on the board. COMMUNITY VALUE

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All students will be listening to the PowerPoint presentation and the class discussion as well as the full class brainstorm. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui

Students will be required to read and comprehend the Cloze activity to understand what the words left blank actually are. I will be checking each students’ attention as I go around the class and asking questions of them to evaluate their interpretation. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi

The gaps for the answers on the Cloze activity are small so neat, small handwriting will be encouraged. I will encourage this before the task and will circulate the class to ensure that this occurs Key Competencies: Thinking

The class discussion relates to students’ opinions and they will be questioned around the subject. The brainstorm will also require students to think carefully about their own experiences Using Language, Symbols & Texts

The Cloze activity is a full piece of text and the class brainstorm will require the use of language to get the students’ own ideas across as well as producing an image to help them learn Participating & Contributing

Class discussion and class brainstorm require students to get involved and participate Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to the brainstorm being produced on the board for copying down as well as the images on the PowerPoint presentation. The diagram we produce on the class whiteboard will help consolidate their learning Auditory

Auditory learners will relate well to the class discussion as well my speech around the PowerPoint presentation. The act of listening to others as well as contributing to the discussion will help consolidate their learning Kinaesthetic


The Cloze activity and the classroom discussions will suit the linguistic learners as they tend to use words effectively. The act of challenging themselves to find the most appropriate work along with listening to others and contributing to the discussion will help consolidate their learning Bodily-Kinaesthetic

The class brainstorm task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of coming up to the white board to add their own idea will help consolidate their learning EAL Learners:

The Cloze activity may be very difficult for some of our EAL learners who struggle with reading English and understanding our style of sentence structure. I will allow the EAL students to work together (and speak in their own language if they prefer) to assist each other and will pay close attention to these students if I am needed Values: Community

The act of participating in class discussions and brainstorms relating to thoughts and opinions will lead to collaborative learning through a community of different ideas Sustainability

I am fully confident that many of the issues the students will come up with that are facing the Supercity will be environmental. We can then discuss sustainability as an issue and hopefully open our eyes to how we can help


35

Rules & Rulers 7

- Read through the piece of text below before attempting to fill in any of the blanks - Then go through again and fill in the blanks with the most appropriate word you can think of - If you cannot think of an appropriate word, go onto the next blank and come back at the end

Cloze Activity: Local Government

There are in levels of government New Zealand – local and government. In Auckland our local government body is known as the Auckland Council or the Supercity. The Supercity extends from the District in the North to Franklin in the . What is the job of local government? The day to day running of a city is the job of the government. This could be collecting rubbish, maintaining sewerage and water systems and holding events to the city. While the state government in sets the main rules and laws, local government creates their own bylaws that people in their city have to . The council also must plan for the and think about issues such as transport. How do they (the councillors and the Mayor) get elected? Every years an is held to vote for a Mayor and for councillors – you may have noticed all the billboards and pamphlets being handed out. Almost anyone can run for council as long as they are nominated and they are a New Zealand . How can I have a say in local government? You have the right to have a say about local issues affecting you and your community. There are various ways you can raise, discuss, and seek action on issues which fall under your local council’s responsibility and powers. Keep your eye on the public notices section of your local paper as this is where the council will announce any opportunities to have your say on proposed bylaws and other council meetings. There should also be notices on your council’s website about matters where the council is looking for people’s opinions. You could write, email or phone your local if you have the desire. You could also try meeting face to face with local councillors to discuss your concerns. You should be able to find contact details for your local councillors on your council’s or you could call the council and ask for addresses. You can also arrange to speak at council . Each council will have its own process for this, but usually you will only be able to speak about items that are on the meeting’s agenda. Contact your local council for more information about what’s on the for upcoming meetings and the protocol for speaking at council meetings. The option of making a to council is also available to you. This is an option you might like to consider if you have already tried other ways of getting your issue addressed and they haven’t worked. Your council should be able to advise you about the for making and submitting your petition. (……this task has been adapted from one produced and owned by Westlake Boys’ High School)


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By the end of this lesson students will be able to: - Explain how members of parliament

in NZ are elected - Identify reasons why voting in

elections is important

Date: 25/10/13





- Worksheet: Lots of reading and comprehension

required to be able to answer the short answer questions. The vegetables before getting to the dessert

- Choice of Activity: Students can

choose from four different options that they should enjoy a lot more. The dessert

Literacy: L,R,S,W

Key competencies: T,R,U,M,P Range of ability Learning styles: (VARK) Multiple Intelligences



Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 8 – Ins and

Outs of NZ Government.ppt’, worksheets, A3 paper

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Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be an anagrams task and there will be nine

jumbled up words on the PowerPoint slide that relate to the topic (e.g. TIDACROT for DICTATOR). Students will get a few minutes to work through these and we will discuss the answers. I will ask the person who gives me the answer ‘now tell me one thing about them/one example of one’. The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last part of the topic – local and NZ

government (questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). I will now introduce this lesson – ‘Ins and Outs of NZ Government’.

Brief description and examples but not too deep. Question about previous knowledge if appropriate Introduction: A very brief introduction to how the lesson will pan out. There will be a standard, boring

worksheet to complete but once this is done then students will have the choice of one exciting task to work on. The faster the student completes the boring worksheet the more time they will have on the exciting task.

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Student Centred Learning Activity 1: A worksheet for students to complete with lots of short answer

questions relating to ‘the ins and outs of NZ government’. Lots of reading and comprehension which will allow them to answer the questions. EXCELLENCE VALUE

Student Centred Learning Activity 2: Students who complete the worksheet above will be able to choose

from one of the four activities below – students can work in groups if they choose: - Create a song/rap about one of the types of governments we have looked at over the past couple

of weeks – if they are happy to perform it then make time at start of next class - Create a small six page book that shows the history of NZ government. Pictures and simple

annotations are required - Design your own ecologically sustainable Parliament building (photos of various parliament

buildings from around the world will be available) – birds eye plan or front on view. Annotation of key rooms and systems which allow for ecological sustainability – SUSTAINABILITY VALUE

- Make a wordsearch using 15 key words about leaders from your cultural background. Make it colourful and interesting and feel free to use your own language if appropriate

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Literacy Objectives: Reading/Pānui Students will be required to read and comprehend the questions on the worksheet to understand what is required along with the PowerPoint slides. I will be checking each students’ attention as I go around the class and asking questions of them to evaluate their interpretation. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Speaking/Kōrero The students who choose the rap/song dessert task will be able to present their song to the rest of the class. This will not only assist with improving public speaking confidence but also their level of projection and speed of speech. I will encourage students to better themselves in these factors as we go along Writing/Tuhituhi Writing the answers to the first task as well as writing the lyrics, creating the mini-book or producing the word search will involve writing of reasonable length. I will check this work whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. This will also assist with their sentence construction skills Key Competencies: Thinking The creative elements of the dessert tasks will require a good level of thinking in order to produce impressive work Using Language, Symbols & Texts The production of the parliament building as well as the production of the mini-book will all require the use of symbols and the other tasks will require text too Managing Self This is key in this lesson. To get to the fun ‘dessert’ tasks the students will need to motivate themselves to finish the ‘vegetables’ tasks first Participating & Contributing The dessert tasks can be worked on as groups if preferred so there will be plenty of opportunities for participating and contributing. There is also the opportunity for negative contribution if some students decide to disrupt. Different Abilities: The extension dessert tasks are a great opportunity for the more able students to push themselves forwards. They also allow more independent work so I can spend more time with the less able students no the vegetable tasks Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the images in the PowerPoint presentation as well as the parliament building or mini-book tasks are well suited to the visual learner. These images, placed alongside the key matter being discussed, will help consolidate their learning Auditory Auditory learners will relate well to the rap/song task as it is something that is not available often in a school year. The act of listening to their group as well as contributing to the song will help consolidate their learning Reading/Writing Reading/writing learners will relate well to the initial questions as well as the word search/mini-book tasks. The act of reading the text and then creating their own constructions will help consolidate their learning Kinaesthetic I imagine that the kinaesthetic learners of the class will be drawn to the mini-book dessert task. They will get to build the book and then work through it with text and images. This construction will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic: The short answer questions as well as the word search task will suit the linguistic learners as they tend to use words effectively. The act of reading back through their notes as well as forming their succinct answers will help consolidate their learning Spatial: The parliament design task will suit the spatial/visual learners as they tend to learn well from drawings or models. The drawing they produce will help consolidate their learning Bodily-Kinaesthetic The mini-book task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of producing their own physical outcome will help consolidate their learning Musical The song/rap task will suit the musical learner as they tend to learn well from subject information being translated into lyrics. The process of producing their own lyrics will help consolidate their learning EAL Learners: The dessert tasks, if explained well, will give students who do not speak English particularly well the opportunity to express themselves and their thoughts fully Diverse Cultures: I will provide images of parliament buildings throughout the world and this will be an opportunity for students of different cultural backgrounds to identify and relate more fully with the task. Students may also choose to produce a culturally significant song/rap Values: Excellence The students will know that they have to complete the ‘vegetable’ tasks to a high level to get access to the ‘dessert’ tasks. This will encourage fast, full work and assist with their learning of the important, but mundane, topics Sustainability The task of producing an environmentally sustainable government building will help bring the idea of sustainability into a unit with no real environmental focus


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By the end of this lesson students will be able to: - Describe laws, bills and acts and

discuss how they relate to one another

- Define topic glossary terms and use them in discussion of rules and rulers

Date: 29/10/13





- Video: The students will see the first three

minutes of a video relating to how NZ is governed. They will be provided with a worksheet with questions to help guide their learning. They will be required to answer these questions as the video is playing

- Step by Step/Glossary Terms:

Students will attempt to put the ‘steps to how a law gets made’ in the right order. Once they have done this they will fill in a glossary terms worksheet with their own definitions

Literacy: L,R,S,W


Learning styles: (VARK) Multiple Intelligences EAL learners Cultural background


Resources Required: My laptop, projector, internet, whiteboard, whiteboard markers, ‘Lesson 9 – Laws,

Bills and Acts.ppt’, worksheets

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lesson will be ‘M’. The students have two minutes to answer the three questions with answers starting with the letter ‘M’ in the back of their books. I will ensure that all students know that it is ok if they cannot answer every question. I will ask who got two answers they are happy with, then three. I will then ask for answers. I will encourage funny but sensible answers. The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard Student Centred Activity 1: first three minutes of http://www.youtube.com/watch?v=xylwpqE-72U

- This video gives a nice breakdown of the recent history of NZ government. I will provide the students with a list of questions which should help guide their learning through the video

- This video should consolidate their learning on how NZ is governed as well as introduce the idea of law-making in NZ

- The list of questions will include: - “What are the four basic elements of NZ government?” “When was the constitution act?” “What is

legislative independence?” “What happened in 1947?” “Sketch the ‘triangular relationship’ related to government in NZ.” “Who is the Queen’s representative in New Zealand?”

- We will talk through the worksheet together so that there is some collaborative learning PowerPoint: A quick slide to run through the key points from last part of the topic – NZ government

(questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). I will now introduce this lesson – ‘Laws, Bills and Acts’. Brief description and

examples but not too deep. Question about previous knowledge if appropriate

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PowerPoint: Two slides – one on laws, one on bills. More in depth information about each one and how

they relate to one another. Task: Students will fill in the blanks on a worksheet relating to ‘how a bill becomes and act’. The words will

be provided alongside the text with blanks. I will be on hand for any questions/thoughts the students may have and we will go through the correct answers as a class Student Centred Learning Activity 2: Students will be required to fill in a worksheet about glossary terms

(for this and previous parts of the topic). I will be on hand to help as much as possible and we will go through the correct answers as a class.

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The class will be working in pairs, listening to my PowerPoint presentation and listening to the monologue on the video. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui

Students will be required to read and comprehend the step by step task as well as the worksheet to understand what is required. I will be checking each students’ attention as I go around the class and asking questions of them to evaluate their interpretation. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi

The gaps for the answers on the fill in the blanks activity are small so neat, small handwriting will be encouraged. I will encourage this before the task and will circulate the class to ensure that this occurs Key Competencies: Thinking

Both of the class tasks involve quite a bit of internal thought as it is all about fully understanding the processes involved Using Language, Symbols & Texts

The ‘fill in the blanks’ activity uses a piece of text and the students must use their own language skills to select the most appropriate word Participating & Contributing

The first class task involved working in pairs. Students will have different opinions so working together and discussing points of view is important here Different Abilities:

Where possible I will place the students in pairs where the abilities are different. This is a great opportunity to observe whether this helps the more able child, the less able child or even, hopefully, both Different Learning Styles – Neil Fleming: Visual

Visual learners will relate well to using the laminated pieces of card to produce their own flow chart. The images in the PowerPoint presentation and the video used for the first student centred activity are also aimed at these students. The flow chart each group will produce as well as the video placed alongside key points will help consolidate their learning Reading/Writing

Reading/writing learners will relate well to the glossary terms task. By formulating their own descriptions and writing those down they will have definitions available which are put in their own words. This will hugely help their learning Kinaesthetic

Kinaesthetic learners will relate well to moving the laminated steps around to create a flow chart. The act of combining many physical items to create an answer will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic:

The ‘fill in the blanks’ task and the classroom discussions will suit the linguistic learners as they tend to use words effectively. The acts of identifying the most appropriate word along with listening to others and contributing to the discussion will help consolidate their learning Spatial:

The video will suit the spatial/visual learners as they tend to learn well from looking at images. The reaffirmation of information (as well as new details) from the video will help consolidate their learning Bodily-Kinaesthetic

The step by step task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of touching and moving the steps to produce an appropriate flow-chart will help consolidate their learning


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Rules & Rulers 9

New Zealand’s System of Government

- Navigate to the following webpage: http://www.youtube.com/watch?v=xylwpqE-72U - Watch the first three minutes of the video and answer the questions below - All of the information is in the video but you may need to watch it more than once to identify the correct

answers

1) What are the four basic elements of New Zealand government?

…………………………………………………………………………………………………

2) When was the constitution act?

…………………………………………………………………………………………………

3) What is legislative independence?

…………………………………………………………………………………………………

4) What key event happened in 1947?

…………………………………………………………………………………………………

5) Sketch the triangular relationship related to government in New Zealand……

6) Who is the Queen’s representative in New Zealand?

…………………………………………………………………………………………………


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Rules & Rulers 9

- Define the following terms as well as you can from the information you have learned in class - Further research may be required but the subject matter we have covered in class should allow you to

produce an accurate definition - Try to keep the definition as short and succinct as possible

Glossary Terms A Bill: ………………………………………………………………………………………………………………………………………………………. Communism: ………………………………………………………………………………………………………………………………………………………. Democracy: ………………………………………………………………………………………………………………………………………………………. Dictator: ………………………………………………………………………………………………………………………………………………………. Divine Right: ………………………………………………………………………………………………………………………………………………………. Election: ………………………………………………………………………………………………………………………………………………………. A Law: ………………………………………………………………………………………………………………………………………………………. Local Government: ………………………………………………………………………………………………………………………………………………………. Monarchy: ……………………………………………………………………………………………………………………………………………………….


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By the end of this lesson students will be able to: - State how people can influence

governments and laws - Discuss historical protest movements - Discuss the Māori Land March of

1975 - Propose reasons why people protest

Date: 30/10/13





- Class Reading and Worksheet: Volunteers will

read through a piece of text and then students will fill in a worksheet with the key ideas from the text. There will be headings that they need to link to key ideas

- Protest Project: Students will look at

six different historical protest movements and will then be allocated one for their project. This is the start for an ongoing project over the next two lessons

Literacy: L,R,S,W






Influencing Laws.ppt’, worksheets, questions for ‘do now’, laminated project pages

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Get the students in and sat down quickly and quietly. The ‘Do Now’ activity will already be on the PowerPoint. It will be a ‘BlockBusters’ game (3 x 3 matrix on

the board). I will split the class into two and assign blue to one group and red to the other. The red team have to get from top to bottom and the blue team have to get from left to right of the matrix. Each box has a letter and this is the first letter of the answer required. I will choose the middle letter and ask the class the first question. Students must put their hands up and if anyone shouts out then the other team has first chance to answer. When the correct answer is given that team chooses the next letter. The winning team is the first to complete their route across the matrix The role will be taken during this ‘Do Now’ and I will also write the Learning Objectives on the whiteboard PowerPoint: A quick slide to run through the key points from last part of the topic – laws, bills and acts

(questions to show understanding). I will ask again for marks out of ten about how much they learned (formative assessment). I will now introduce this lesson – ‘Influencing Laws’. Brief description and

examples but not too deep.

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Student Centred Learning Activity 1: We, as a class, will read through a key piece of text relating to ‘How

we can influence governments’ (volunteers to read). Highlighters ready to make key ideas and aspects stand out. Students will then fill in a worksheet with the key ideas from the piece of text. There will be subheadings and they will need to note down two key ideas for each section (protest, referendums etc.). We will then go through the worksheet as a class – COMMUNITY VALUE

PowerPoint: I will go through a couple of PowerPoint slides on protesting. One will show the basic ideas,

the next will show famous worldwide protests and what they were protesting about and the third will show specific NZ examples – at this point I will spend some time specifically looking at the Māori Land Marches of the 1970s and discussing the background to them. We will then have a brief classroom discussion about what the students might be willing to protest about. I will then show a video looking back at the Māori Land March - http://www.youtube.com/watch?v=GOwwMzS-aAs - and ask for the students thoughts on what they saw. – RESPECT VALUE Student Centred Learning Activity 2: I will now introduce the project that will be focussed on over the

next few lessons. I will select the five groups by numbering students 1 to 5 and will get them to sit with one another. I will then provide each group with a ‘protest group’ (Anti-Vietnam War March on Washington – 1965, UK Miner’s Strike – 1984, Global Anti-Iraq War Marches – 2003, Martin Luther King Speech in Washington – 1963, Māori Land March – 1975, NZ Government Anti-Nuclear Protest - 1973) and instruct the groups to brainstorm the following topics in their groups: Why the protest was happening, who was involved, what the preferred outcome was and what actually came from the protest. – RESPECT & DIVERSITY VALUES – After a couple of minutes with each protest example I will get the group to stand up

and move on to the next example. At the end the groups will be back with their first example – their topic

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lesson.


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Literacy Objectives: Listening/Whakarongo The class will be working in groups, listening to my PowerPoint presentation and listening to the monologue on the video. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding the subject matter. Attentive listening is key to comprehension Reading/Pānui All students will be reading along with the text whilst listening to the speaker as well as reading the PowerPoint slides. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Speaking/Kōrero Each group will be discussing amongst themselves in the aim of answering some general questions. I will encourage students to think before they speak but also ensure that they get their points across as we go along Writing/Tuhituhi The class worksheet and will involve answers of reasonable length so the students will need to write a significant amount. I will check this work whilst circulating the classroom. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. This will also assist with their sentence construction skills Key Competencies: Thinking The filling in of the worksheet will require organising words into columns. Students’ will have to think carefully prior to filling in the sections. Relating to Others The group discussion is key here as students will need to take other opinions into account whilst also presenting their own ideas Participating & Contributing The group discussion is key here as the more able/confident students will need to practice listening to others and not dominating discussions Different Abilities: The group discussion is key here as more able students will be working with less able ones. The dynamic here will be very interesting to observe if the more able help the less able Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the video and photos on the protest examples as well as the images in the PowerPoints. These images, placed alongside the key matter being discussed, will help consolidate their learning Auditory Auditory learners will relate well to the class discussions as well the audio to the video we will watch. The act of listening to others as well as contributing to the discussion will help consolidate their learning Reading/Writing Reading/writing learners will relate well to the fact that there is a lot of reading as well as a significant amount of writing to answer the questions on the worksheet. The act of reading the text and then writing their own answers will help consolidate their learning Kinaesthetic Kinaesthetic learners will relate well to getting up and moving around the class in relation to the protest examples task. The act of moving about the classroom to access different examples will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic: The class reading/highlighting and the discussions will suit the linguistic learners as they tend to use words effectively. The act of listening and reading as well as listening to others and contributing to the discussion will help consolidate their learning Spatial: The video and the protest photos will suit the spatial/visual learners as they tend to learn well from looking at images. The reaffirmation of information (as well as new details) from the video as well as the emotions provoked from the photos will help consolidate their learning Bodily-Kinaesthetic The protest photos task will suit the bodily-kinaesthetic learners as they tend to learn well when not sitting in one place. The act of moving around the classroom and linking a different space with a different protest example will help consolidate their learning Diverse Cultures/Māori: There may be students who can relate very closely to one or more of the protest movements (especially the Māori land march which we will focus on) we will be discussing in groups. This is a great opportunity for them to express themselves and integrate fully in the class dynamic Values: Diversity We are specifically looking at protest movements from different cultures throughout New Zealand and across the globe. I will encourage students to think carefully about the different struggles Community By reading through the text together and then going through the answers to the questions as a class the students will be able to formulate their own ideas/opinions and then compare them to the rest of the class. By participating in the discussion collaborative learning and understanding will surely occur Respect The whole idea of protesting for equality links closely in the human rights. I will discuss the case studies/examples with students in a way that will help them link historical examples to their own lives


44

Rules & Rulers 10

- Read the following text (highlight key words/phrases as usual) and pick out two key points for each section

- Then fill in the table with these key points under the relevant heading.

How can you influence laws?

It may not have happened yet in your life but it is fairly certain that, at some point, you will want a new law to be passed or an old one to be changed. This might be to do with education, health care or even the age at which you are allowed to drive a car. You may think that there is no possible chance to alter New Zealand laws unless you are part of the government but this is certainly not the case. Let’s take a look at a few different ways in which we can influence laws in our country. There are groups of people in our New Zealand parliament who work on behalf of their political parties, and the public, in making recommendations for new laws or amendments to current laws. These groups are called Select Committees and they have more than eight members of parliament in each group. There are up to 13 Select Committees and they cover as diverse subjects as Māori Affairs, Business, Education and Social Services. You can look on the www.parliament.nz website to see when these Select Committees meet and can even make an online submission to one of these Committees with your thoughts about our laws. New Zealand has a history of effective protest movements and this is another method you can use in an attempt to influence laws. A political protest is an expression of objection to particular policies and laws and can take many different forms. Most protests are non-violent and the most effective are those which are part of a systematic and peaceful campaign to achieve a particular objective. Famous examples of this sort of protest include the Tiananmen Square protests of 1989, the 2003 Iraq War protests and Martin Luther King’s 1963 March on Washington for Jobs and Freedom. Protests, if well organised and for a just cause, can be incredibly effective. The simple act of voting in an election directly influences how our country is run. One party may have a policy relating to a law that is the direct opposite of a different party. By voting for the party you agree with you increase the likelihood of them getting into power and therefore have direct influence on the law in question. By sitting back and not voting you have given up the chance of influencing a law that matters to you. Having the opportunity to influence how our country is run is one of the major reasons why everyone who can vote should vote. Sometimes a government may decide that they want the opinion of the country on a specific law or policy. These are called referendums and New Zealand has two different types. The first is a Governmental Referendum and these are usually about constitutional issues such as the establishment of the Supreme Court of New Zealand in 2004. The second type are Non-Binding Referendums which are essentially a way of collecting general opinion about a specific topic. In late 2013 there will be a Non-Binding Referendum in New Zealand relating to the on-going sale of State Owned Assets.

REFERENDUMS SELECT COMMITTEES PROTESTS VOTING

http://www.parliament.nz/


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Anti-Vietnam War March

Washington DC

1965 Why did the protest happen?

Who was involved?

What did they want to happen?

What did happen?


46

Miner’s Strike

United Kingdom


Who was involved?


What did happen?


47

Anti-Iraq War Protest

Worldwide


Who was involved?


What did happen?


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Martin Luther King Speech

Washington DC


Who was involved?


What did happen?


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Māori Land March

New Zealand


Who was involved?


What did happen?


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NZ Government Anti-Nuclear Protests

New Zealand


Who was involved?


What did happen?


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By the end of this lesson students will be able to: - Describe one particular protest

movement in detail - Provide expert knowledge of one

particular detail of one particular protest movement

Date: 1/11/13





- Protest Project Intro: Students are already in

their groups and will be told what is required. They will then need to work themselves on their chosen section – I will be around to help as required

- Protest Project: Once students have

chosen their part of the task they will get to work. I will be on hand to help as required

Literacy: L,R,S,W





Resources Required: Class laptops, my laptop, projector, internet, whiteboard, whiteboard markers,

‘Lesson 11 – Protest Project 1.ppt’, worksheets, laminated project pages, glue, scissors, coloured pens

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Introduction: I will quickly outline where we were at the end of the last lesson. I will run through a

PowerPoint slide showing where they should be at this point in time and what I expect of them this lesson. I will ask for questions if there are any.

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Student Centred Learning Activity 1: I will fully introduce the format for the next couple of lessons. The

students will need to produce a poster for their topic that includes the following 5 sections and I fully expect the work to be of a very high standard. I will state that I did this project at a rival school and the work they produced was exceptional – EXCELLENCE VALUE:

- A picket sign with an innovative slogan (examples will be available to look at) - A brief history of the topic – what is being protested about as well as the protest itself - Photos relating to the topic with explanations – from a variety of sources - A biography of one key person to the topic – I will provide their names - A map relating to the topic – either fully produced or significantly annotated

Student Centred Learning Activity 2: The students will be moved back into their groups and I will let them

know that they should now select one part of the project each and get to work. I will act as mediator if more than one student wants to do the same section – EQUITY VALUE. I will be on hand to assist as required

and the laptops will be available to use for research

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Outline next lesson: I will bring the class to order with a couple of minutes to go. I will announce the

format for the next lesson (15 minutes to finish posters and then straight into the presentations). I will make it clear that the research needs to be done between now and next lesson and the posters need to be ready to be finished in the first 15 minutes of next lesson. We will then be doing presentations (5 minutes per group so 1 minute per person to show their own work).


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Literacy Objectives: Listening/Whakarongo The class will be working in groups as well as listening to my PowerPoint presentation. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding their part of the group project. Attentive listening is key to comprehension Reading/Pānui All students will have plenty of reading to do for their part of the group project as well as reading the PowerPoint slides. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Writing/Tuhituhi Most students will have to do plenty of writing for their part of the group task. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. This will also assist with their sentence construction skills Key Competencies: Thinking All students will have to think carefully prior to starting work on the part of the group task. They will need to think which part will suit them and then think how they will tackle the task Relating to Others The group task is key here as students will need to take other opinions into account whilst also presenting their own ideas Using Language, Symbols & Texts The students who are creating the picket signs, maps and selecting the photos will have the opportunity to really push their skills in these areas Managing Self As part of a group task all students must do the work to the best of their ability. Time will be against them so they must prioritise the task and do their work fully Participating & Contributing As part of a group task all students must do the work in a timely manner. Time will be against them so they must prioritise the task and do their work fully and on time so to fully participate Different Abilities: The group discussion is key here as more able students will be working with less able ones. The dynamic here will be very interesting to observe Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the photograph, map and picket sign tasks. These images, placed alongside the key matter being discussed, will help consolidate their learning Reading/Writing Reading/writing learners will relate well to the biography and brief history sections. The act of reading the text and then producing their own pieces of work will help consolidate their learning Kinaesthetic Kinaesthetic learners will relate well to the production of the picket sign and map. The act of physically making their own production will help consolidate their learning. They will also enjoy the physical act of working with the computers to research the information Multiple Intelligences – Howard Gardner: Linguistic: The biography and history tasks will suit the linguistic learners as they tend to use words effectively. The act of reading and turning their findings into their own words will help consolidate their learning Spatial: The picket sign, mapping and photo tasks will suit the spatial/visual learners as they tend to learn well from drawings or images. The design or map they produce and the photos they source will help consolidate their learning Bodily-Kinaesthetic The picket sign and map production tasks will suit the bodily-kinaesthetic learners as they enjoy producing physical artefacts. The design and production of the artefacts will help consolidate their learning. The physical act of research on the laptops will also suit these learners Interpersonal: The group activity will suit the interpersonal learners as they tend to learn well when interacting with others. Discussing their ideas (and listening to others’ ideas) will help consolidate their learning Intrapersonal: The group task will also suit the intrapersonal learners as they tend to learn well when having a personal task to work on where they get privacy and where time is less of an issue. Considering their own opinions and producing a piece of work they can be proud of will help consolidate their learning Diverse Cultures: There may be students who can relate very closely to one or more of the protest movements we will be discussing in groups. This is a great opportunity for them to express themselves and integrate fully in the class dynamic Values: Excellence By playing to the competitive nature of the school I aim to ensure that the students produce the absolute best possible work. This will work for some students but not all so I must be available and aware so that all students are focussed on their work Equity By acting as a mediator I will hear both sides of the argument and assist in ensuring that everyone is satisfied by the task they will be completing. This should highlight the need for fair discussion leading to a fair outcome


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Rules & Rulers 11

Protest Project Poster Production

You have your groups……. You have your protest…… You’ve brainstormed some thoughts……

Now here are the sections that are required to pass this project:

- A picket sign with an original, relevant slogan - A brief history of the topic – what is being protested about as well as the protest itself - Photos relating to the topic - A biography of one key person to the topic – I will provide this name - A map relating to the topic

Each person in your group needs to take ownership of one section. You will be putting them together in poster form in our next lesson and will then be presenting your section to the class……

So get to work……. Put your hands up if you have any questions at all!

I expect some fantastic work from this class…….


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By the end of this lesson students will be able to: - Provide expert knowledge of one

particular detail of one particular protest movement

- Describe five protest movements in detail

Date: 4/11/13





- Protest Project: Students will be finishing off

their posters ready for the presentation

- Protest Project Presentations:

Students will be presenting their work to the rest of the class

Literacy: L,R,S,W





Resources Required: A3 paper, glue, pens, scissors, class laptops, my laptop, projector, internet,

whiteboard, whiteboard markers, ‘Lesson 12 – Protest Project 2.ppt’, worksheets

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Introduction: A very quick reminder that we will be starting the presentations in 15 minutes so make sure

that the posters are ready to go at that point in time. Get to it!

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Student Centred Learning Activity 1: All students will need to complete their posters which should really

involve sticking their sections onto the A3 paper and then practicing what they are going to say to the class. I will encourage focus and intense effort to get it all good to go. Student Centred Learning Activity 2: The groups will come up one at a time with their posters and

present their individual section to the class. They will have one minute each approximately (some may have 90 seconds and others 30 seconds) to present their work – COMMUNITY VALUE. I will ask questions if I see fit but I really want to get all groups through in this lesson. – INNOVATION VALUE

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Conclusion: I will bring this topic to a close by discussing the key points – different types of government,

how different governments get laws into place and how the people can influence governments – asking for marks out of 10 for each section (formative assessment). I will focus on it being our duty to care about

politics so that life in society is as fair as possible


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Literacy Objectives: Listening/Whakarongo The class will be working in groups as well as listening to the other presentations. I will be constantly judging who is listening and will ask questions to confirm that students have been paying attention and are understanding their part of the group project. Attentive listening is key to comprehension Reading/Pānui All students will have plenty of reading to do for their part of the group project as well as reading the PowerPoint slides. This will help them develop their comprehension skills and therefore allow them to understand pieces of text quicker and more fully Speaking/Kōrero All students are required to speak as part of the presentation so every single one will get the chance to develop these skills. There is an opportunity to improve public speaking confidence but also level of projection and speed of speech. I will encourage students to better themselves in these factors as we go along Writing/Tuhituhi Most students will have to do plenty of writing for their part of the group task. Accurate spelling, grammar and neat handwriting are key skills that need to be developed throughout schooling. Key Competencies: Thinking The finishing touches to the project will take a lot of thought and the planning of the presentation will require both collaborative thinking as well as individual though Relating to Others The group task is key here as students will need to take other opinions into account whilst also presenting their own ideas Using Language, Symbols & Texts The students who are creating the picket signs, maps and selecting the photos will have the opportunity to really push their skills in these areas Managing Self As part of a group task all students must present their work to the best of their ability. Participating & Contributing As part of a group task all students must do the work in a timely manner. Time will be against them so they must prioritise the task and do their work fully and on time so to fully participate Different Abilities: The group project is key here as more able students will be working with less able ones. The dynamic here will be very interesting to observe – will the more able help the less able? Different Learning Styles – Neil Fleming: Visual Visual learners will relate well to the photograph, map and picket sign tasks. These images, placed alongside the key matter being discussed, will help consolidate their learning Auditory Listening to the other groups will be very interesting for those who like to learn in this manner. Those who do not like it will probably need some management so expectations will need to be clearly set. Close attention to detail will help consolidate their understanding and involvement Reading/Writing Reading/writing learners will relate well to the biography and brief history sections. The act of reading the text and then producing their own pieces of work will help consolidate their learning Kinaesthetic Kinaesthetic learners will relate well to the production of the picket sign and map. The act of physically making their own production will help consolidate their learning Multiple Intelligences – Howard Gardner: Linguistic: The biography and history tasks will suit the linguistic learners as they tend to use words effectively. The act of reading and turning their findings into their own words will help consolidate their learning. They will also enjoy listening to the other groups present their own work Spatial: The picket sign, mapping and photo tasks will suit the spatial/visual learners as they tend to learn well from drawings or images. The design or map they produce and the photos they source will help consolidate their learning. They will also enjoy looking at the work produced by the other groups Bodily-Kinaesthetic The presentation task will suit the bodily-kinaesthetic learner as they tend to learn well from moving and touching. The act of coming up to the front of the room to present to the class will help consolidate their learning Interpersonal: The group activity will suit the interpersonal learners as they tend to learn well when interacting with others. Discussing their ideas (and listening to others’ ideas) will help consolidate their learning Intrapersonal: The group task will also suit the intrapersonal learners as they tend to learn well when having a personal task to work on where they get privacy and where time is less of an issue. Considering their own opinions and producing a piece of work they can be proud of will help consolidate their learning Values: Innovation The students will be teaching the rest of the class about their specific protest movement. This is a great example of collaborative learning as each student will be an expert in their topic but will still learn about lots of other examples Community All students in each group will be participating in the presentation. They will therefore be part of their own group’s community but also in the wider class community. Their work will then be put up on the wall to help teach future classes as well


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Explanation/Discussion/Justification Section

i) Key Competencies

The ‘key competencies’ identified in the New Zealand curriculum are ‘Thinking’, ‘Using language,

Symbols, and Texts’, ‘Managing Self’, ‘Relating to Others’, and ‘Participating and Contributing’. They

were added to the curriculum due to the belief that they are factors that people use to “live, learn,

work, and contribute as active members of their communities” (Ministry of Education, 2007, p. 12). It is

believed that they are very important skills (competencies) that all students must develop and therefore

teachers should focus on them when preparing units and lessons.

The unit that this piece of work relates to is heavily linked to the ‘key competencies’ and they will be

focussed on throughout the lessons. Specific activities and lessons have been designed to concentrate

on individual competencies but the aim of the unit is to ensure that every competency is hit. This

should guarantee that the students are assisted in developing the relevant skills.

The unit involves a significant number of class brainstorms where students are given time to consider

their own ideas relating to a topic and then encouraged to share them with the class. This activity hits

three ‘key competencies’ immediately and having them throughout the unit should certainly assist the

students in developing related skills. The act of being given time to consider ones’ own opinions will

directly develop the ‘Thinking’ competency. Discussing other students’ opinions and comparing your

thoughts to differing points of view will directly develop the ‘Relating to Others’ competency. A skilled

teacher will also be able to draw out opinions from the entire class and every student will therefore be

able to develop their own ‘Participating and Contributing’ competency.

This is just one example of an activity that not only hits a few competencies straight away but is also

used throughout the unit in the aim of building upon and further developing the skills related to the

competencies. Doing an activity once is fine but the act of returning to the technique and reinforcing

skills already learnt will assist with significant development.

The protest project towards the end of the unit actually directly hits every single ‘key competency’.

Each student will need to ‘Thinking’ carefully about which part of the project will suit their skills and


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preferences. They will all also need to take the opinions of the rest of the group into account when

deciding who will do which task – this relates very closely to the ‘Relating to Others’ competency. Three

of the tasks (picket sign, map and photos) certainly tick off the ‘Using Language, Symbols and Texts’

competency so the students who complete these tasks will have a great chance to develop in this area

of learning. The project will be assessed as a group so each student must do their section of work to the

best of their ability to ensure that the entire group gets as good a mark as possible. Therefore each

student must be focussed on ‘Managing Self’ so that they complete the work well and within the time

limit. Obviously, as a group task, the students will be doing their own work and then combining it to

create the full project. This is practically the definition of the ‘Participating and Contributing’

competency and this was a huge factor in selecting this activity as part of the unit.

The ‘key competencies’ framework has been part of the New Zealand Curriculum for over six years and

there are some very different opinions on their success. Rosemary Hipkins (2008, p. 37) states that “all

five key competencies are likely to be at work in any situation” and therefore teachers certainly need to

be aware of their importance and, as such, relate to them in their lessons. Hipkins goes on to discuss

that for students to really strengthen one competency in particular, they need to be specifically aware

of how an activity will help.

“As a framework curriculum, NZC provides scope for considerable variation in uptake and

implementation between different schools” (Hipkins & Boyd, 2011, p. 72). The authors here are saying

that each school will be able to interpret the ‘key competencies’ however they wish and students across

the country are likely to develop different skills and at different rates. This is not necessarily a bad thing

though as society certainly requires varied participants with a variety of skills, abilities and

competencies.

ii) Literacy Outcomes

Literary objectives are goals and targets, set by an individual school/department/teacher, which are

aimed at “meeting the… demands of the curriculum” (Ministry of Education, 2010, p. 2). The objectives

are focussed by the literacy learning objectives outlined by the Ministry of Education and are aimed at

enabling students to meet the demands of the curriculum. “Teachers need to be aware of the

challenges in the literacy demands across the curriculum” (p. 7) and appropriate literacy objectives can


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only be set once a teacher fully understands what is required. This is why the unit being discussed here

mentions literacy objectives in terms of ‘development’ as they are ongoing goals that need to be built

up over time. The areas of literacy being covered are listening, reading, speaking and writing – all four

of which are very important for students going forward in their lives.

The teaching techniques and learning activities utilised in this unit vary to such an extent that they cover

a wide variety of literary objectives. For example, certain activities will be mainly focussed on writing

objectives such as the ‘development of accurate, neat handwriting’ whereas other tasks may

incorporate writing and reading. Students will be made aware that it is their writing skills that are being

assessed in some tasks whereas it will be clear that their speaking or listening may be key in others.

A main focus for this unit is the literacy objective of the ‘development of comprehension skills’.

Similarly to the ‘key competencies’ above this is something that needs to be built upon over time so it

will be noticed that this objective comes up a lot throughout the unit plan. One main activity that

relates to this objective and is utilised often is the text highlighting/annotation tasks. Students will be

asked to read along with some text whilst it is being read by the teacher or another member of the

class. They will also be encouraged to annotate their worksheet and pick out any key ideas or words

that they don’t understand for discussion later on in the class. Annotating allows readers to “discover

and uncover ideas that would not have emerged otherwise” (Porter-O’Donnell, 2004, p. 85) and this

should go a long way to ensuring students’ comprehension skills develop during this unit.

The end of unit group protests project will bring together all of the literacy areas and will be a fantastic

opportunity for the teacher to assess how far the students have developed since the beginning of the

unit. There will be elements of listening (group discussions about the project), reading (researching

information for their section), speaking (presenting the poster to the class) and writing (taking notes

and putting together their final poster) so the teacher will be able to get a great idea of where the

students are and what needs to be focussed on going forward.

iii) Placement in Academic Year

The literacy objectives and ‘key competency’ focusses covered in this unit will help the students’

learning across the entire curriculum so it can certainly be argued that it should be placed early on in the


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school year. Teachers should not be focussed purely on their own subject and should be willing and

able to assist their students across their entire timetable. Therefore a unit that promotes learning that

can be utilised in other subjects should be placed as early in the year as possible.

Another factor that needs to be considered when deciding where this unit should be placed in the

school year is whether there are any events happening that can be related to it. For example, if a

national election was occurring that year then it would make sense to study this unit (Rules & Rulers) at

the same time as the election. This would be a fantastic opportunity for the teacher and the students as

they would be able to consolidate their learning with some real world situations. It might also allow for

a field trip to be organised which would not only be enjoyable for most students but may also prove to

be a fantastic learning opportunity. One suggestion would be to visit a polling station on the day of the

election or even to a political debate if possible.

The fact that this unit is very relevant to every students’ own life and should therefore be very engaging,

along with the fact that it will provide them with some fantastic learning opportunities and solid literacy

outcomes means that it should be placed early on in the school year. The work they will have to

complete should interest them and could therefore encourage significant motivation for the rest of the

academic year.

iv) Pedagogy

Pedagogy is the science of teaching and all teachers, knowingly or unknowingly, subscribe to their own

style. Owston (2006) mentions that there are many factors that shape pedagogies (including school

policy, cultural values and student characteristics) but I fully believe that a teacher’s own beliefs,

ideologies and values are much more central to their style of teaching. This is not to say that school

policy and student characteristics do not alter a teacher’s pedagogy but simply that internal factors

influence it more than external.

A great example of teacher’s own values contrasting with the pedagogical expectations of a governing

body can be explored through Shih-Hsiung Liu’s article regarding technology integration (Liu, 2011). In

this article the author states that “teacher beliefs play critical roles in technology integration” (p. 1013)

and goes on to discuss that teachers with traditional values are less likely to successfully integrate


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technology into the learning framework. This is a perfect example of certain pedagogical styles being

ideal for some teachers but not working for others. My opinion on this subject is that teachers require a

reasonable degree of freedom when creating, and implementing, their own pedagogy.

It is incredibly important for teachers to be aware of their own pedagogy so that they can be alert to

new techniques and strategies that may work for them in the classroom. If a teacher is not conscious of

their own style and values in the classroom then they may simply attempt to adopt techniques that

completely go against their established style of teaching. It has been discussed (Lorince, 1999; O’Neill,

2012) that it can be very difficult for teachers to adapt and adjust their style of teaching to incorporate

new technologies and strategies. It is therefore very important for governing bodies to assist teachers in

this implementation and for teachers themselves to fully appreciate to what extent they should utilise

new ideas. One teacher’s successful pedagogy might be based around trying new ideas and strategies

but another teacher may produce better results sticking to a more tried and tested style. This is why it

is incredibly important to be aware of one’s own pedagogy to ensure that the students’ are given the

best opportunities to learn.

My own pedagogy, and the one upon which this unit was based, revolves around collaborative learning,

inquiry learning and consistent reflection and adjustment. Graeme Aitken and Claire Sinnema (2008)

have produced a fantastic resource for social science teachers and they focus hugely on an evidence

informed pedagogy. They identify four mechanisms that help students learn (connection, alignment,

community and interest) and then provide ideas as to how to use these mechanisms to break down

barriers to learning. Utilising these mechanisms effectively is only possible through discussion with

students and consistent feedback and this fits in very well with my understanding of a successful,

operational pedagogy.

v) Range of Abilities

With it being stated, in the brief for this assignment, that the class in question would be of ‘mixed

ability’ it is obviously very important to ensure that students of both low and high ability are catered for.

It is one thing to state that the unit planner has taken this into account but it is another to really

consider how this has been done and how it will assist students of differing abilities.


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There are many ways of testing the ‘ability’ of the students in a specific classroom but it is clear to all

that not every student starts at the same level, learns at the same speed of has the potential to reach

the same level. Maria Sapon-Shevin (2005, p. 37) puts it perfectly when she says that “the reality is that

all classrooms are heterogeneous”. Therefore all learning situations need to cater for students of

differing abilities and every student needs to feel appropriately challenged as often as possible.

In the same way that they have to demonstrate how they are meeting the needs of students who are

not achieving, all state schools must do the same for their gifted and talented learners (Ministry of

Education, 2013a). This means that schools (and individual teachers) must have plans in place relating

to how they will challenge this specific group of students. Janet Bates and Sarah Munday (2005) discuss

that the potential of gifted students is often overlooked and that this needs to be addressed by most

schools going forward. They make the fantastic point that gifted and talented students “need to be

allowed every opportunity to develop socially, emotionally and academically” (p. 16) and this is

incredibly important for a teacher to consider, especially when working with a class of mixed abilities.

This unit caters for gifted and talented in many different ways and this begins by a strong attempt to

identify them at the start of the unit. Test results (asTTle) are looked at as well as other indicators, such

as excellent vocabulary, delight in language play or an inability to accept being wrong (Bates & Munday,

2005, p. 7). These factors will be used to create a list of potential gifted and talented learners (it is

important to note here that the teacher will consistently reappraise this list as further data becomes

available). The students who are identified as gifted and talented will be catered for with additional

responsibility (e.g. being sat alongside EAL learners in the aim of assisting them with their work),

extension tasks (e.g. quizzes or additional worksheets aimed at extending learning and allowing for

more in depth exploration of ideas) and class discussions and group work where they have the

opportunity to take leadership roles and assist the rest of the class with collaborative learning. The USA

Case Study worksheet from lesson three has standard comprehension questions but then progresses to

questions which allow for opinion forming and critical thought which would be very attractive to many

gifted and talented learners.

It is just as important to ensure that students of lower abilities are catered for as well. This unit uses

similar techniques for assisting low ability students as it does for gifted and talented students. The

seating plan should allow for positive partnerships between gifted students and those of low ability.


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This should result in the low ability students partaking in collaborative learning with the more able

students as well as potentially picking up techniques and learning strategies too. The core class

worksheets will be worked through in pairs, groups or individually at an appropriate pace and, once

finished, the gifted and talented students will progress to the extension tasks. This will allow the

teacher to dedicate specific time to the less able students to help them through the core learning

required in the lesson. There is rarely enough opportunity to dedicate time outside of class to students

who need assistance so this strategy should allow for the teacher to interact directly with less able

students on a regular basis to ensure that learning objectives are met.

vi) Learning Styles

a) Description

There are a wide variety of theorists who have created methods for identifying the different ways in

which students learn. These include Gregorc’s Model of Mind Styles (Gregorc, 1977) and Honey and

Mumford’s Learning Styles (Honey & Mumford, 1982) but this unit specifically focusses on Neil Fleming’s

VARK learning styles and Howard Gardner’s Multiple Intelligence theory.

Neil Fleming developed his VARK theory (Fleming, 2001) after having watched over 9000 classes in his

role as a school inspector in New Zealand (Fleming & Baume, 2006). He states that he was “puzzled

when (he) observed excellent teachers who did not reach some learners, and poor teachers who did” (p.

4). After looking more closely at this topic Fleming deduced that each student had an affinity to, or a

preference for, a mode of learning.

Fleming asked himself, in relation to questions such as “How do I get to..?” (p. 4) whether people prefer

to be told the answer in different ways. He questioned students on this matter and found that “some

students had a distinct preference for the written word whilst others preferred symbolic information”

(p. 5). Thus VARK (visual, aural, read/write and kinaesthetic) was born and has proven to be a very

popular indeed in education institutions (Leite, Svinicki & Shi, 2010). Teachers can provide VARK

questionnaires to their students and receive back concrete data relating to how the student prefers to

learn. They can then take this into account when planning lessons so to reach as many students as

possible in each lesson. The unit being discussed here has specifically been designed to reach visual,

aural, read/write and kinaesthetic learners in as many lessons as possible.


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Howard Gardner was an American psychologist who became very focussed on different ‘intelligences’

and began to believe that one form of intelligence could not be used in conjunction with the entire

general population. This was the basis to his theory of multiple intelligences (Gardner, 1983) which,

whilst being heavily criticised (Sternberg, 1991; Scarr, 1985), has been adopted by many schools

(Howard-Jones, 2010).

The multiple intelligence theory came about mainly because of Gardner’s distrust of the broad

intelligence tests that were taking place all over the world (Gardner, 1983, p. 3). Gardner subscribed to

the understanding that there were a huge number of skills and abilities, valued throughout society,

which should be taken into account when discussing an individual’s intelligence. From this basis

Gardner explored several human intellectual competences that he believed existed and could be

categorised. Gardner has now identified eight intelligences (linguistic, logic-mathematical, musical,

spatial, bodily/kinaesthetic, interpersonal, intrapersonal, and naturalistic) which can be tested for by

teachers and thus catered for in their unit and lesson plans. The unit being discussed here has been

designed to reach all of these intelligences as often as possible.

b) Rationale

As stated above, there are a large number of different ways in which theorists have attempted to split

students up in terms of their learning styles. There has been a significant amount of research into

different learning styles and Frank Romanelli, Eleanora Bird and Melody Ryan (2009, p. 1) clearly explain

why this has been the case when they state that “the ability to typify student learning styles can

augment the educational experience”. This essentially states that if a teacher understands how a pupil

acquires knowledge best then they can create learning experiences that engage the student and allow

for appropriate learning.

Different learning styles should be an incredibly important feature of most teachers’ pedagogies as it is

their duty to reach as many students as possible. Gardner (1983) believed that culture was a large

factor in determining learning styles and, taking this into account, teachers must use a pedagogy which

acknowledges learning styles so not to alienate students of different cultural backgrounds. Ellen

Johnson (1997) discusses how students from different backgrounds can be underestimated in terms of


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intelligence as their oral communication may not be on a par with other students. A teacher who takes

other learning styles (i.e. kinaesthetic) into account may be able to interact better with these students

and gain better results.

Simply relying on the traditional IQ test scores, and not embracing different learning styles, can also

have negative impact on students in the classroom. Kathleen Cotton (1989) discusses how teacher

expectations can and do affect students’ achievement and attitudes. By placing too much emphasis on

IQ test results teachers can set expectations too low (or too high), set tasks at an incorrect level and

limit a students’ achievement. However, by putting IQ test results aside and focussing on exploring

multiple intelligences and different learning styles, teachers may be able to identify strategies for

working successfully with all members of the class. This success will lead to improved results in the

classroom as well as more engaged students.

Tatyana Putintseva (2006) brings in a key point when she discusses that students have different learning

styles in the same way the teachers have different teaching styles. This really brings home how

important it is to consider students’ different learning styles in unit and lesson planning or situations

may occur where the teaching and learning styles are so different that learning opportunities happen

rarely, if at all. The unit being discussed here attempts to ensure this situation does not happen by

focussing on different learning styles and employing different teaching styles to reach as many students

as possible in each lesson.

Lesson 6 (Communism & Dictatorship) is a great example of a lesson from the unit being discussed that

relates closely to students with different learning styles. This lesson was specifically designed to reach

as many learning styles as possible and a breakdown can be seen below:

- Fleming’s VARK

o Visual: Visual learners will relate well to the video as well as images throughout the

PowerPoint presentation and the class brainstorm diagram we produce. This video as

well as the images, placed alongside the key points being discussed, will help consolidate

their learning


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o Auditory: Auditory learners will relate well to the class discussions as well the audio to

the video we will watch. The act of listening to others as well as contributing to the

discussion will help consolidate their learning

o Reading/Writing: Reading/writing learners will relate well to the fact that there is a lot of

reading as well as a significant amount of writing to answer the questions on the

worksheet. The act of reading the text and then writing their own answers will help

consolidate their learning

o Kinaesthetic: Kinaesthetic learners will relate well to the act of coming up to the board

and assisting with the production of the brainstorm. The act of coming up to the

whiteboard to add their own idea will help consolidate their learning

The rationale behind planning this lesson specifically to reach as many different learning styles as

possible mainly came from the fact that it is right in the middle of the unit. In an ideal world students

will be fully engaged with the subject matter throughout the entire unit but it is very important to

ensure that the teacher keeps in touch with all students throughout. Therefore, ensuring that there is

something significant in this lesson to reach all students, will assist in keeping their engagement high

and will assist the entire class going forward with the unit. This is not to say that learning styles are not

considered throughout the rest of the unit (this is far from the case in fact) but simply that it was a fully

conscious effort to utilise the half-way stage of the unit to re-engage with all students.

vii) EAL Learners

English as an Additional Language, or EAL, learners are a growing group in New Zealand schools and

teachers certainly need to take them into account when planning units and lessons. A starting point is

to consider “the variety of life experiences, cultures and educational backgrounds” (Paton & Wilkins,

2009, p. 2) as this should immediately indicate to teachers that these students will have different needs

in the classroom. It is the job of the teachers to produce material and learning experiences that will

engage EAL learners as well as assist them with their language skills. Timothy Stewart (2003) makes a

fascinating observation when he states that over 75% of his EAL learners ranked debates as their

favourite activity. This observation is very interesting indeed and is utilised throughout the unit plan

being discussed here.


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The unit plan in question involves many class debates and discussions and the idea behind this is to get

as many EAL learners participating as possible. The opportunity to listen to both simple and complex

ideas in English will assist in their language development significantly. Those EAL learners who are more

confident in their oral abilities will also be able to contribute to the discussion. By creating a safe

learning environment (through expectations and motivation alongside other techniques) the ideas

brought forward by EAL learners will be well received. This will assist by further increasing confidence in

other EAL learners thus increasing their involvement in the tasks. This relates closely to Stewart’s

observations.

Having said that, there is a counter argument put forward by Ellen Johnson (1997) who suggests that

“many cultures have a strong disdain for those who promote themselves as individuals rather than as

part of the group” (p. 48). This may lead to some students from certain ethnic groups showing no

interest in standing out from the crowd by airing their own thoughts and opinions. Therefore solely

using classroom discussion and debate as a learning tool may actually disengage some EAL learners and

pointedly reduce their learning success. It is therefore important that teachers utilise a wide variety of

activities and learning experiences so to interact with as many different EAL learners as possible. In this

way one can see how similar this issue is to that of different learning styles.

Along with a good number of classroom debates and discussions the unit in question will also cater for

EAL learners in other ways. Earlier in this piece of work the seating plan was discussed and it is very

important here too. More able students will be sat alongside EAL learners who are struggling with their

language skills which should result in collaborative learning. Learning styles and techniques should be

picked up by the EAL learners which will assist them going forward with their education. In an ideal

world this strategy would be part of a school-wide EAL policy focussed on involving “all school cultural

groups and… increasing their visibility within the school” (Ministry of Education, 1999, pg. 29). By

implementing such a plan EAL learners would feel more welcome and would be able to influence the

school in many different positive manners. The case study of Feltham Community College (Ofsted,

2011) is especially impressive.

One specific part of the unit that should be of great interest to EAL learners will be the ‘vegetables and

desserts’ tasks in lesson eight. All students will be required to read through a worksheet and then

answer questions on what they have learnt. This will test the EAL learners’ reading, comprehension and


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writing skills and the teacher will be on hand to assist as and when required. Once the worksheet has

been completed each student will have a choice of four ‘dessert’ tasks which allow for more creativity.

The teacher will specifically encourage content from each students’ own background in these dessert

tasks and it could be that a song about their home country or a design for a building in a different

cultural style would be produced. This mixture of tasks should encourage EAL learners as they will first

be required to work on their English skills but will then be able to express themselves without the usual

constraints of conversing in English.

Fletcher & Barr (2009) bring up a good point relating to resources and the fact that they need to be

produced in a way that ensures instructions are “memorable and interesting” (p. 161). It is clear that

this is very important so that they engage with EAL learners and ensure that the task/activity is

accessible for all. The last thing a teacher wants is for an EAL student to go home with a worksheet that

needs to be completed and for them not to even be able to understand the instructions. This is a focus

throughout the unit and all tasks (both in class and for homework) will be designed to be as accessible

as possible.

viii) Culturally Responsive Pedagogy

New Zealand is an incredibly multi-cultural society and this certainly extends into the education system.

According to the Ministry of Education (2013b) of July 1st 2013 there were 408,523 (53.6%)

European/Pākehā students in full time education, 175,456 Māori (23%), 74,825 Pasifika (9.8%) and

75,899 Asian (10%). In 2005 the equivalent numbers were 448,218 European/Pākehā (58.7%), 162,534

Māori (21.3%), 66,088 Pasifika (8.6%) and 60,358 Asian (7.9%). In only 8 years the European/Pākehā

percentage has reduced significantly and the Māori, Pasifika and Asian percentages have all increased.

This data shows that the New Zealand education system is definitely becoming more multi-cultural and

most educators would agree that the pedagogy operated in the classroom needs to be responsive and

constructive for students from all cultural backgrounds.

A pedagogy that is unresponsive to different cultures will not only hold back those specific students but

is also likely to have negative effects on the entire classroom environment. Paul Wood’s (1992) article

discusses internal and external loci of control (how people interpret the world around them) and this

relates very closely to multi-cultural class groups. He observes that “the internal locus of control


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viewpoint (people who accept that there are things that cannot be controlled) is held most strongly by

Asiatic students” (p. 1) whereas the external locus of control viewpoint (people who believe more in

fate) is held most strongly by Polynesians (including Māori). Wood goes on to suggest that most

teachers struggle to appreciate that some of their students have an external locus of control and can

therefore find it difficult to relate to them. By considering the class dynamic and getting to know how

the students think, teachers can ease these potential issues by planning lessons to reach all students of

different backgrounds.

This unit has a significant focus on Māori culture and will discuss relevant examples throughout. In the

first lesson students will discuss Māori traditional leaders and different rules/ideals that the culture

lives by. This is aimed at engaging with Māori learners as early as possible in the unit and this will be

consolidated by returning to other examples throughout the unit. The final few lessons will also have a

significant Māori emphasis with a large amount of focus on the land marches of the 1970s. The teacher

who presents the unit will need to concentrate on being aware of the students from different cultural

backgrounds in the aim of ensuring that they are engaged and interacting with the subject matter. The

dessert tasks, mentioned above in the EAL learners section, will also be an attractive activity for

students of different cultural backgrounds as they will be directly encouraged to utilise their own

experiences when creating their productions.

Studies have shown that for Polynesian students (including Māori learners), “learning is best when it is a

social experience” (Thompson, McDonald, Talakai, Taumoepeau & Te Ava, 2009, p. 16). With this

understanding in mind, the unit being discussed has a significant focus on group work in the aim of

engaging with Māori and Pasifika students as fully as possible. Think, pair, share activities prevail

throughout and there is are also plenty of class discussions. There is also some small group focus and

then the main group poster project at the end. All of this should guarantee unit-wide engagement from

all students. This focus on group work makes it likely that “many more opportunities for interactions in

the form of talk, discussion and debate are opened up for Māori students in circumstances where they

feel more comfortable participating” (Bishop, Berryman, Cavanagh & Teddy, 2007, p. 84), thus allowing

for more active learning in a social environment.


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ix) ICT

Information technology is everywhere nowadays and it is clear that almost all members of society

require a good understanding of what is available and how to utilise it. The following quote makes this

point perfectly:

“The integration of I.C.T. into all major social institutions and organisations means that

the necessity to equip young people with the capacity to understand and utilise the

potential of such environments is no longer an option, but is now an imperative”

(Cuttance, 2001, p. 73)

Using ICT, and assisting students in relevant skills, is therefore a significant part of a good teacher’s role.

This can be done in many ways but it is imperative for a good teacher to have a working knowledge of a

variety of ICT strategies as well as the confidence to use them in the classroom setting. If students are

not provided access to this then it will surely hold them back in the future.

There are examples of ICT use in the classroom extending much further than the unit being discussed

here. One such example was presented by Gunilla Jedeskog and Jörgen Nissen (2004) where the

authors discussed their belief that “the purpose of ICT in education is connected with the aim of giving

pupils greater responsibility for their work” (p. 43). This is one way that ICT can be used – simply giving

the students a title and letting them loose with their ICT skills – but will only work with a group of

focussed individuals who have high motivation, relevant skills and required ICT access. This is obviously

not possible for all classes and will not be the case for the missed-ability Level 5 class who are

completing the unit being discussed here. The Jedeskog and Nissen article should not be ignored

though as it presents a fantastic goal for most teachers if they have the desire and means to implement

ICT in the classroom effectively. Using ICT to assist with students’ research skills development is a

fantastic opportunity.

This unit’s use of ICT is much more focussed on developing important practical key skills (research,

word processing etc.) that will stand the students in good stead for later years in school as well as in

their future careers. This requires a fair amount of pre-knowledge from the teacher as well as the ability

and desire to implement the material fully, confidently and in a manner that encourages student


70

learning. Terry Goodison (2003) observed two lessons which utilised ICT in different ways and saw two

very different outcomes. The history lesson that Goodison observed was very disjointed and appeared

to confuse the students from the outset. The teacher had simply produced a PowerPoint presentation

for the class and then went through it almost word by word. This reduced “the children’s role to one of

listening and reading” (p. 559) as they were not asked to interact at all with the resource or the subject

matter (apart from copying down notes). Goodison states that “despite this teacher’s technical

competence with ICT, her excellent relations with the pupils and her evident enthusiasm for the subject”

(p. 564) the students gained no real benefit from the ICT in the lesson. In short, there was no point

producing the PowerPoint when the lesson would have been just as worthwhile if the students were

dictated to verbally.

This history lesson compares poorly with the science class that Goodison observed. This lesson was

based around using an interactive whiteboard (and relevant software), in conjunction with a worksheet

provided to the students. The teacher was able to engage the entire class by using the ICT as an

interactive foundation to the lesson and coupling it with clear learning objectives and outcomes. The

teacher in question, whilst questioning students on the topic, ”manipulated the (interactive whiteboard)

from a computer to one side” (Goodison, 2003, p. 553). This meant that he was fully integrating the

additional advantages of the ICT into the rest of the lesson. Once the initial subject matter was covered,

the students were able to come up to the interactive whiteboard and complete tasks and problems

kinaesthetically by touching and manipulating the images on the screen.

The way in which the ICT improved the science lesson was in stark contrast to the history lesson.

Goodison used these examples to highlight how ICT can be incredibly positive in the classroom, but only

if used appropriately. This should be an important consideration for all teachers and unit planners.

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