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2015 Cultural Interaction

Year 9 Social Studies, Term One

John-Paul Powley

on 30 March 2017

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Transcript of 2015 Cultural Interaction

Cultural Interaction
What does this mean again?
TASK 1: we're going to watch an example of cultural interaction now. You need to copy these questions and then answer them:
A. Why did Ja'mie migrate?
B. What are important things for Ja'mie about her identity?
C. What does Ja'mie find strange about their new culture?
D. What are the positive and negative effects of this person's cultural interaction?
Cultural Interaction
Year 9, Term One

What is cultural interaction?
What is a migrant, migration, culture, identity, and cultural interaction?
The Process of Human Migration
Key Terms
Push factor
Pull factor

add to your notes on the concept circle about these words using examples if you can
The Arrival
is about migration. It has no words. We're going to read it twice. The first time you can just read the book with the class. The second time we will do some work. This is not the whole book - there are some bits missing - but you get the idea.
Manaakitia nga tangata
ahakoa ko wai
ahakoa no hea
Respect the people
No matter who they are
No matter where they are from
The old home
Ways of moving
Push factors
Pull factors
What are the impacts of lots of people leaving a place?
What are the impacts of lots of people arriving in a new place?
What are other examples of ways of moving now and in the past?
What are reasons that make people leave a place?
What are reasons that attract people to a place?
What are some things that could stop someone being able to migrate?
The new land

For the next few lessons we are going to look at some internal migration: the movement of Maori from rural New Zealand to urban New Zealand.
What do the highlighted words mean?
Urban Maori
Reading a graph
What is the title?
The y-axis goes up. What does it measure?
What does the x-axis show?
What is the main change?
Describe the change by using facts.
"This graph shows...
In 1926...
By 1986...
The change started in..."
You're going to get an information sheet about Maori Urban Migration, and you're going to annotate it. First off though, let's learn what annotating is, and how to do it.
Read the hand out on Maori Urban Migration
Highlight/underline any information that is an example of a push factor or a pull factor, and any information about positive or negative cultural interaction
Now that you have annotated the sheet you can easily answer these two questions using facts from the sheet:

1. Why did Maori move to the cities after World War Two?
2. How did Pakeha react to the arrival of more Maori in the cities?
You have looked at the concept wheel for this unit a few times. In today's lesson we are going to hear the stories of some Maori women who came to Wellington in the 1920s and 1930s. We're going to think about how culture and identity has a big effect on cultural interaction.
We're going to read the story of Witarina Harris. This is the first time that we're really going to listen to a story about cultural interaction in depth. We're going to read it twice. Once for the story, and the second time for what it tells us about culture and identity.
How the different customs, practices, values and world views might explain this
Witarina's Story
When Wi first arrives in Wellington she is really lonely and wants to see a Maori face.
At that time in New Zealand it was the custom for Maori to live in rural NZ. Maori weren't used to being away from other Maori.
Read the second sheet on Maori migration and annotate it. This time annotate the sheet to show the negative impacts felt by some Maori when they tried to interact with Pakeha culture in the cities.
Think about Wi's story from the last lesson. What is a short term impact of Wi's move to Wellington? What is a long term impact for Wi? What is a long term impact for her children?
TEXAS Paragraphs
In Social Studies we use TEXAS paragraphs. We're going to use one now to answer this question: "What were the short term and long term impacts of Maori migrating to the city?"
Topic sentence
Answered the question?
Summary sentence
Answer the question in your first sentence
Explain your answer
Give factual examples
Proofread and check you have answered the question/ have you included and key concepts
Wrap up the paragraph
Now go back over your sheet, and write an L or a S next to each negative impact depending on whether you think it will be a long term impact, or a short term impact.
Write a TEXAS paragraph on an A3 sheet of paper with at least one other person. Use the TEXAS structure and get ready to share your paragraph with the class.
Now, can you answer this question:
"How did the different cultures of Maori and Pakeha make it hard for them to interact in the 1950s?"

Examples of difficult times for Wi
Reading a Graph
What is the title?
The y-axis goes up. What does it measure?
What does the x-axis show?
What is the main change?
Describe the change by using facts.
This graph shows...
In 1950...
By 2006...
Highlight any information about pull factors and cultural interaction and annotate it
Write two generalisations about the Samoan population in New Zealand based on your annotation.
Key Understanding:
I can describe the key features of Pacific Island migration to New Zealand
For the next few lessons we are looking at Pacific Island migration to New Zealand - especially of the Samoan people. We are going to focus on culture and identity and cultural interaction.
Key Understanding:
I can evaluate evidence when I do research
In your assessment you will need to find some information in books and on the internet. It is very important that you get useful, reliable information.
How did the different values of Pacific Islanders make it hard to fit into New Zealand?
You are going to use three pieces of evidence now. You will need to evaluate them. How
useful and reliable
is the evidence for answering this question? Annotate the sheets to highlight and explain useful pieces of information.
And, how reliable is the information? Use the checklist to help you, and then rank the three pieces of evidence from most to least useful. You will need to explain your decision to the class.
TEXAS Paragraph
Now, please write a TEXAS paragraph that answers the question about values. You should use your most useful evidence and annotations to write this paragraph.
Key Understanding:
I have selected an issue to research and identified the cultural groups and their views
I have found evidence, and annotated it
The Assessment
You have five lessons to complete this assessment. You will also need to do some of this assessment for homework. First we will look at the assessment sheet together, then you will need to choose a group to research and begin your research.
Here is a list of the main groups living in New Zealand:
Cook Islanders
There are also smaller groups from the Middle East and Africa. If you want to do this you will probably need to do a basket of countries from that area, rather than a specific country. Please talk to your teacher.
If you read something and don't understand some of the words then ask Google to define the word for you
For Windows/PC press CTRL + F. A search box will appear in the top right corner.
Don't search: How did Samoan migration change NZ culture?
Try: Samoan culture New Zealand identity
If you find a good piece of evidence then print it out and record the URL and the date you printed it off on the print out.
Highlight and annotate the source to show how it answers the question
When you're looking for information look in the search bar inside a big news site like stuff
Searching inside Stuff for "pacific migration" might bring up some useful news stories that you can use
At the library
You might be lucky and find a whole book about the group you want to learn about, but there might not be any book like this. Instead of looking for a book about your group see what books the library has about migration/migrants/refugees.
This is a book that has interviews with eight women who migrated to NZ. You could use one page from one interview in a book like this. Check the contents to see if any of the chapters are about your group of people.
Key Understanding:
I have three annotated sources
Key Understanding:
I am writing up my TEXAS paragraph
Now you need to write a TEXAS paragraph.
for example:
Imagine what words will be in the answer
Key Understanding:
We're going to watch a reality show made in Australia. In Australia they have many people arrive in their country in boats. They have fled their home country and are looking to live in Australia. They are asylum seekers: refugees looking for a safe place to live. These "boat people" are taken to detention centres, and often are not allowed to live in Australia. If they are not allowed to live in Australia they are sent back to their own country.
Go Back to Where Your Came From
Part One
The participants in the show visit refugee families in Australia.
Part Two
The participants see what life is like for refugees in Malaysia - a stopping point on many refugee journeys.
Part Three
The participants go all the way back to Kenya and a UN refugee camp, before heading to the Congo.
In this TV programme some Australians go through the refugee experience in reverse. They meet refugee families living in Australia
They take a boat to Malaysia where many of the boat people come from
They meet refugees living in Malaysia who have fled their countries and are trying to get to places like Australia and New Zealand
And then they go to Kenya which has one of the world's largest refugee camps. Thousands of people flee to Kenya from the Sudan, and Somalia, Ethiopia and the Congo.
Understand what it is like to be a refugee
There is one kind of migration we haven't really looked at, and that is the migration of refugees.

A refugee is a person who has fled from their country because they are in danger. Once they have fled their country they often have to spend years and years in camps waiting for another country to take them.

Some refugees are so desperate and have waited so long that they stop waiting and travel on dangerous, over-crowded boats to places like Australia where they are generally not welcome.
Boat people were in the news last year in New Zealand.
Raquel Moore
When you watch the show you should focus on one person
In your group you are going to imagine that you are Raquel. You have just gotten back from Kenya and you are going to write a short answer to the question in the middle of our concept circle:
When you write your answer try to:
answer the question - (can we? how? can't we? why not?)
use key concept words
and some examples from the TV show
Talking about a picture
Making a title page
Watching two clips, and doing some reading
Answering some questions
Concept Diagram
Here is the concept diagram for this unit. This has all of the main ideas in our unit on it. You should try to use these words as much as you can when we talk about the stories and people we meet in this unit.
What's a generalisation?
Something that is generally true.
E.G "Many people in New Zealand like rugby."
This is generally true.
"Everyone in New Zealand likes rugby"
This is not true. This is an over-generalisation. The key to a generalisation is using words like
instead of
Starter: what does this mean? what would this look like?
You are going to make a title page for our unit on cultural interaction. Here are the rules:
It must include the words CULTURAL INTERACTION
It must show (not tell) what these two words mean
Here is how you will be marked against the standard:
well above
Words included
Picture shows meaning of words
Words included
Picture(s) clearly relate to each other and words
Words included
Picture(s) clearly relate to each other and words
Connection to another context shown
Discuss / Brainstorm
This is a watercolour painting made by a man from Tahiti called Tupaia in 1769. It shows Joseph Banks bartering with a Maori for a lobster, and was painted during Captain Cook's first voyage to New Zealand.
Summer Heights High
Telling a story
Write a story in pictures or words (or both)
The story is about migration and it is a true story because everyone has migrated or knows someone who has:
Have you lived anywhere else outside of Wellington?
Are your parents or caregivers from Wellington originally?
Has a family member or a friend ever moved away?
Ja'mie is not really a migrant of course because she has not changed where she lives.
We're going to read this book today.
What's it about, and why do you think that?
Discussion Questions
Why did Shaun Tan decide not to put any words in this book?
Why did he make the world that the migrant went to so weird?
TASK: using the timeline information, complete 1 or more of the tasks below

Cut out the squares and put them in order. List any push and pull factors.

write a generalisation for each of the squares
We will answer this question by:
We're going to answer this question by:
We're going to answer this question by:
Why do people migrate, and what impacts does it have?
Looking at the process of migration
Telling our own migration story
We're going to answer these questions by:
Why do people migrate?
How do cultures interact?
What impacts does this interaction have?
Reading a book and looking for answers
Writing our examples into worksheets
We're going to answer this question by:
Who has migrated to New Zealand, and when did they come?
Sequencing a timeline
Writing about that timeline
Thinking about how it relates to modern New Zealand
Task One: if there were 105 people living in New Zealand what ethnic group would represent each number?
2013 Census
*"other" is an ethnic group
explain how the timeline information relates to the 2013 census information
Write a definition of each of the highlighted words and relate it to your own lives.
TASK 2: in pairs
whole class share

What is the artist's point?
Do you agree or disagree? Why?
Cultural Interaction
will be able to give an example of what it is like when cultures first meet
will be able to describe positives and negatives to cultural interaction
will be able to explain why cultural interaction varies dependent on the situation
When cultures meet
You will listen to a story and draw pictures for each part of the story.
Divide your page into 9 boxes to draw pictures in.

describe what it was like for the Maori boy meeting Europeans for the first time. Make sure you give examples from the story.
Cultural interaction can be both negative and positive. Do you agree with this statement? Discuss at your table (make sure you have examples or reasons for your answer)
Choose 3 or 4 words which you don't know and find out their meanings. Then put each word into a sentence.
Rank the different types of migrants by how stressful you think the experience might be. Explain your choices/ ranking.
Draw a venn diagram showing similarities and differences between illegal immigrants and asylum seekers and refugees. Explain which migrant you'd rather be (give reasons)
TASK: look at this text about five types of migrants and complete 1 or more of the tasks below (challenge yourself!)
Q: discuss in your groups if you know of anyone who might be in one of these migrant groups
do you think all cultures feel like the Maori boy when they meet another culture for the first time? Give reasons your answer.
TASK 2: complete one of the tasks below
Migration, Culture and Identity
will be able to describe why people migrate and how they bring culture and identity to their new home
will be able to rank experiences of different migrants according to how stressful it is
will be able to compare and contrast illegal immigrants to asylum seekers

tell a story of someone who has migrated. Make sure you use the words 'push' and 'pull' factor in your story.
tell a story of someone who has migrated. Make sure you use the words: push factor, pull factor, obstacle and impacts in your story.
TASK 2: complete one of the tasks below
E.G My grandmother Myrtle migrated to NZ in the 1950's. She migrated from England because of push factors such as that there were no jobs in the town where she lived....
My grandmother was pulled to NZ because of pull factors such as...
The process of migration
will be able to give an example of a push factor and pull factor
will be able to describe the process of migration
will be able to explain the process of migration through explaining each step in their own story of migration
Unscramble the below words to reveal key words from our topic so far
1. lupl
2. grtmnai
3. hsup
4. fugeree
5. ctbosael
The Impacts of Cultural Interaction
will be able to give an example from
The Arrival
of why people migrate
will be able to describe positives and negatives to cultural interaction in
The Arrival
will be able to explain how cultural interaction can affect individuals, cultures and societies
On the post-it given to you, write 1 thing you've learn't this lesson
1 question you have about this or previous lessons.
Give it to your teacher when you're finished.
70 people
New Zealand's Immigration Timeline
will be able to order events from a NZ immigration timeline
will be able to make generalisations from an immigration timeline
will be able to link NZ's immigration timeline to our current population statistics
Now you are going to write a description of that book (maximum 5 sentences) using as many words from the concept circle as you can.
Remember, this is a description and not a review.
How many words from the concept diagram can you identify in the story 'The Arrival'?

Go around each person at your table and try to identify a different concept each
illegal immigrants
Refugees/ asylum seekers
Copy and fill in this cloze using your notes from last lesson:
The first people to come to New Zealand were the ______. It was at least 800 years before the ________ began to arrive. It wasn't until the 1960s and 70s that people from the _______ began to come, followed by many people from _____ in the 80s and 90s. The most recent groups of migrants have come from ______.
An example of someone annotating a poem
We're going to read a story from this book. Look at the title and the picture. What do you think it's about? Why silent?
are the statements below true or false?
1. According to the latest census, Europeans are the largest ethnic group in NZ
2. In the past, NZ's immigration policy was racist
3. Pacific Island people came to NZ because of conflict
4. Maori came to NZ from Polynesia
5. Looking at our census information, we can NZ is a multi-ethnic country

Maori migration to the cities
will be able to give an example of why Maori migrated to the cities
will be able to explain why Maori migrated to the cities
will be able to analyse the impacts of Maori migration to the cities
copy and complete the triangle below,
The effects culture and identity can have on cultural Interaction

will be able to give an examples of the difficulties Maori women faced when they moved to cities

will be able to describe what it was like for Maori women when they interacted with different cultures

will be able to explain how people's culture and identify can affect cultural interaction
TASK: use Wi's story to help you complete the table below
come up with a word or phrase related to our lesson for each of the letters below. An example has been done for you.
Extension: do you think this is a common experience by immigrants of different cultures who come to NZ now? Explain.
STARTER: Migration can have impacts on the people who migrate. What impact(s) is each image showing?
Long and short term impacts of cultural interaction
will be able to give an examples of negative impacts felt by Maori when they interacted with Pakeha
will be able to explain long and short term impacts of Maori migration
will be able to evaluate how great an impact Maori migration had on their culture and identity
Texas paragraph: Why did Maori move to urban areas
T: Topic sentence- give your opinion on the question

E: explanation

X: Example

A: Proof-read your answer: have I answered the question?/ have I included key concepts?

S: Summarise your ideas
Maori moved to the cities for employment.
This is because there weren't many jobs in rural areas and cities were growing and so more jobs were available.
An example is 1936, 18% of Maori lived in urban areas but by 1966, 65% lived in cities. This is as a result of 'growing demand for labour in the towns and cities'.
Maori left rural areas because of
push factors
such as there being limited emplyment opportunities for young Maori.
In summary, I think Maori thought they could improve their lives by moving to the cities for the jobs that were available.
TASK: match up the part of TEXAS below with it's correct example. Cut the examples out and glue them in the correct order
TEXAS means...
Before we try writing one, let's look at an example...
Key Understanding:
I can explain why different values can make cultural interaction difficult
The iceberg
Remember the culture iceberg? The stuff on top is the stuff we can see. People from different cultures wear different clothes and eat different food. This doesn't usually cause conflict but sometimes it can. In some places, for example, the hijab is not allowed at state schools.
Even harder though is the stuff under the surface. If two cultures have completely different beliefs about things then how can they live together? How many examples can you think of from below the surface of the water?
Why could this possibly cause conflict?
2013 Census
*"other" is an ethnic group
Task Two: discounting "other", what order you think these groups came to New Zealand in? Give them a number from first to fifth.
Look at your copy of the concept wheel. We're going to look at customs and practices, and world views and values. We're going to highlight and annotate. We are looking for evidence that Novena has had to change her customs, or accept new values since she has come to New Zealand. We will do the same for Valeti, but in her case we will look for examples of customs and values in New Zealand she thinks are wrong.
"It's harder to live in a country with different values than it is to migrate to a new country."
Decide what your view on this statement is, and then write a TEXAS paragraph that responds using evidence from the Novena and Valeti stories.
1. Novena's Story
2. Valeti's Story
3. Te Ara Handout
Novena and Valeti's stories are from a book called
I Have In My Arms Both Ways
by Adrienne Jensen. Look at the information in the link with your teacher to research about the author and the book to see if we can trust them.
The Te Ara handout comes from the Te Ara website. Look at this link to see who is writing on this website (scroll right down to the Te Ara Advisory Committee)
Using the Internet
You are looking for information that answers your question. If it doesn't it is not useful.
You are also looking for reliable information. Use your reliability checklist.
Here are four things that will help you:
The Google of a book is its contents and index. This is the quick way to find out if the book can be useful to you
This is a contents page - it tells you the chapters in the book - you can quickly look at this to see if any of the chapters look good
Even if the contents doesn't show anything good you should look in the back of the book at the index. Any time your topic is mentioned in the book it will tell you which pages to look at
Or this book... the contents might not show anything but the index might mention Samoans - it could be a good source.
Hand in:
Three pieces of annotated information
A TEXAS paragraph
A bibliography
Remember to write down the name of the book, the author's name, the name of the publisher and the year it was published. Also include the pages you looked at.
Does your TEXAS paragraph have concept words and examples?
Refugees from parts of Asia sometimes try to get to Australia by boat. These boats are dangerous, overloaded and run by criminals. Australia has a long history of being very tough on these boat people. They are but in detention centres (prisons) for years while their cases are investigated. Human Rights groups report that the conditions in these detention centres are often terrible.
For the rest of this unit we are going to look at modern migration from the end of World War Two (which finished in 1945), until now.

From 1945 on there have been a lot of changes to the make up of who lives in New Zealand and where they live.
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