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ENGLISH AND SOCIAL STUDIES

Year 8 Migration Resource

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http://www.tki.org.nz/r/socialscience/curriculum/SSOL/plenty/index_e.php

 

 

THE MAORI

  1. Mubbles
    Find a copy of the painting by C.F. Goldie, 'The Arrival of the Maoris in New Zealand'. Students study the picture. Draw Mubbles and write in them what the people in the canoe might have said to each other, or have been thinking as they saw New Zealand.
  2. The Settlement of the Waka
    Using the Arrival in New Zealand site, locate and label on the Map of New Zealand (the map needs to be printed out) where at least six of the Maori waka landed. Use an appropriate title and key/labels.
  3. A New Land
    Read Hape's Story and complete the Social Decision Making activity.

Leaf: Give examples of how Maori pass on and sustain their culture and heritage (see examples in The Who Are We Tree, below.

  1. Mapping
    As this unit progresses students will see how many migrants came to New Zealand from around the world in the last 200 years, in particular from Europe. As you learn about the countries each migrant group came from, locate them on the map of Europe (the activity telling you what country to label will be called 'Mapping"). Use an appropriate title and key.
  2. The Who Are We Tree
    The class work in groups to study different migrant groups and create the leaves for a giant tree (to be displayed on the classroom wall). The tree will show how groups pass on and sustain their culture and heritage in New Zealand. Each group will present this information on a large leaf and attach it to the wall graphic. Prepare the tree and attach it to the wall. Cut out large leaves to have on hand for each group.

A large number of groups are listed below. You may wish to study all these groups or just the groups that are most representative of your region.

  1. Numbered heads
    Organise the class into groups of four and allocate each person in the group a number, from 1-4. Either assign the topics to each group, or let students draw them out of a hat.
    Each group studies one or two (you decide) of the migrant groups below, then using the numbered heads strategy, report their findings to the class.

THE BRITISH

  1. Mapping
    Locate and label Britain on the map of Europe.
  2. The New Zealand Company
    Read about the New Zealand Company. Using this and other information complete the Wakefield Report to the British Government.
  3. Settlement begins
    Complete the annotated map of New Zealand about the settlement of settlers from the New Zealand Company. Write two pieces of information for each settlement.

Leaf: Give examples of how the British pass on and sustain their culture and heritage in New Zealand.

THE FRENCH

  1. Locate and label France on the map of Europe.
  2. Akaroa
    Read the story of French Colonists in Akaroa. Write a newspaper article to go on the front page of Le Monde. The article must be about the French loss of the South Island to the British. Interview Jean Francios Langlois after his return to France in 1840. Also interview one of the Ngai Tahu Chiefs about the deal they had with the French and then the British.

Leaf: Give examples of how the French pass on and sustain their culture and heritage in New Zealand.

THE SCOTTISH

  1. Locate and label Scotland on the map of Europe.
  2. The Birth of a City - The Scots in Dunedin Using the information on the History of Dunedin create a timeline of the year 1848.
  3. Scottish Heritage
    Use the information about Scottish Heritage to complete the Impact of the Scots chart.

Leaf: Give examples of how the Scots pass on and sustain their culture and heritage in New Zealand.

THE FENCIBLES

  1. The Fencibles
    Read the information about the Fencibles and fill in the Fencible Job Chart.

Leaf: Give examples of the Fencibles have passed on and sustained their culture and heritage in New Zealand.

THE BOHEMIANS

  1. Mapping
    Locate and label the Czech Republic the map of Europe.
  2. Problems and Solutions
    Students are to read the Bohemians of Puhoi Part A about why they came to New Zealand. Create a problem and solution chart about what the Bohemians faced when they arrived in New Zealand. The Students then read Bohemians of Puhoi Part B. Using the information in Part B, complete the Bohemian Solutions Chart.
  3. Picture interpretation
    Study the pictures of Puhoi and answer the questions.

Leaf: Give examples of how the Bohemians pass on and sustain their culture and heritage in New Zealand.

THE SCANDINAVIANS

  1. Mapping
    Locate and label Sweden, Norway and Denmark on the map of Europe.

On the Map of New Zealand locate and label:

    • Dannevirke
    • Norsewood
    • Eketahuna
    • Mauriceville
    • Makaretu
    • Palmerston North
  1. Acrostic Puzzle
    Complete the Acrostic Puzzle by reading about the Danes in the Seventy Mile Bush. Check students' puzzles with the answers.
  2. Life in the Bush
    Answer the following questions by using the information from the previous task before and your own knowledge:
    • Why do you think that New Zealand's bush might have been harder to clear than in Scandinavia?
    • How do you think they cleared the bush over 100 years ago?
    • Why were they clearing the bush?
    • What might the Scandinavians have found hard about the New Zealand bush?
  3. Norsewood
    Read about Norsewood in the Tararua District. What do you think the area was like in Norsewood in 1872? Write a letter home to your relatives in Norway describing your new life in the New Zealand bush.

Leaf: Give examples of how the Scandinavians pass on and sustain their culture and heritage in New Zealand.

THE DALMATIANS

  1. Mapping
    Locate and label Dalmatia on the map of Europe (on the Adriatic coast of Croatia).
  2. Dictated Drawing
    Create a Dictated Drawing using the statements about the Dalmatians.
  3. Babich Wines
    Read about Josip Petrov Babich and complete the Pieces of a Puzzle activity.

Leaf: Give examples of how the Dalmatians have passed on and sustained their culture and heritage in New Zealand.

THE IRISH

  1. Mapping
    Locate and label Ireland on the map of Europe.
  2. Irish Questions
    Read about the Irish in New Zealand. Answer the following questions:
    • What occupations did the first Irish have in New Zealand?
    • Where did the second group of Irish settle?
    • What scheme brought most Irish to New Zealand?
    • Where was the largest organised settlement of Irish Protestants in New Zealand?
    • What percentage of New Zealand's population was Irish in 1867?

Leaf: Give examples of how the Irish pass on and sustain their culture and heritage in New Zealand.

THE INDIANS

  1. Mapping
    On the map of the world locate and label Fiji and India.
  2. Talking Stone
    Use the Biography of Jelal Kalyanji Natali to create a talking stone of his life.
  3. Fear in Fiji
    Many Indian people have moved to New Zealand following the Fijian coups and resulting political upheaval.
    Read this Waikato Times story, Fear in Fiji about one family's move to New Zealand. Write a list of the things you think the family would miss about Fiji.

Leaf: Give examples of how Indians pass on and sustain their culture and heritage in New Zealand.

THE POLISH

  1. Mapping
    Locate and label Poland on the map of Europe.
  2. The Pahiatua Children
    In 1944 733 Polish children were sent to New Zealand. Read about the Pahiatua Children . Complete the 5 W's and an H about the Polish children.

There is more information about the Pahiatua children in the online book The Invited. This is too long for most junior classes but the teacher could read excerpts or summarise the five chapters for the students, or students could work individually to summarise a chapter each and then report back to the rest of the group.

Leaf: Give examples of how the Polish pass on and sustain their culture and heritage in New Zealand.

ASSISTED BRITISH IMMIGRANTS

  1. Mindmap
    Use the information on the Assisted British Immigrants to complete a mindmap.
  2. Graph it
    Use the data on the assisted immigrants to create a multi line graph to show how many assisted immigrants came from Great Britain from 1947 to 1971.

Leaf: Give examples of how the assisted British immigrants pass on and sustain their culture and heritage in New Zealand.

THE DUTCH

  1. Mapping
    Locate and label the Netherlands on the map of Europe.
  2. T Chart
    Read about the Dutch in New Zealand. Complete the T Chart on the Dutch.
  3. Lockwood Homes
    Read about Lockwood Homes which was started by a Dutch immigrant, Jo La Grouw. Create a Business Card for Lockwood Homes.

Leaf: Give examples of how the Dutch pass on and sustain their culture and heritage in New Zealand.

THE PACIFIC ISLANDERS

  1. The Pacific Islanders
    On a map of the Pacific locate and label the following countries:
    • Cook Islands
    • Fiji
    • New Zealand
    • Niue
    • Samoa
    • Tokelau
    • Tonga
  2. Migrant's story
    Read this Pacific Island migrant's story.
  3. Fill the Gaps
    Complete the Pacific Island Migration Cloze exercise.
  4. Plus and Minus
    Complete the Positives and Negatives chart about Pacific Migration to New Zealand.

Leaf: Give examples of how Pacific Islanders pass on and sustain their culture and heritage in New Zealand.

REFUGEES

  1. Map of refugees
    A refugee is someone who is forced to leave their country due to persecution, religious differences, war etc. New Zealand accepts up to 750 United Nations refugees per year. Locate and label the countries New Zealand's refugees have come from on a map of the world. Give an appropriate title to the map.
  2. Graph
    Create a pie graph to show the percentage of refugees arriving in New Zealand between 1979 and 1990 from various countries.
  3. Crossing borders
    Read this news story about these refugees who recently arrived from Burma. Look at life through their eyes.
  4. Oral report
    Assessment Activity
    Each group makes a two minute oral presentation to the class. Use the numbered heads strategy.

Allow time for the groups to prepare their reports and practice.

WRAP UP

  1. One Country, Many Cultures
    Celebrate the completion of your unit by holding a multi-cultural lunch. Students bring food that reflects some of different groups that have migrated to New Zealand.

RESOURCES

Print

  • Cubitt. S., Irvine. R., Dow. A. (1999) Top Tools for Social Sciences Teachers, Addison Wesley Longman
  • P. Prendergast, T. Nikora, I. Murphy, Nga Waewae Tapu: New Arrivals
  • E. Locke, Two Peoples One Land
  • R. Naumann, The Tauiwi The Later Immigrants
  • Immigration Fact Pack July 2000, New Zealand Immigration Service

Electronic

Other

  • Puhoi Photos - J. Andrews
  • Te Papa - Exhibition on Dutch Immigration

 


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