This document outlines the social studies achievement objectives and inquiry skills for students in New Zealand. It covers six strands: social organisation, culture and heritage, place and environment, time continuity and change, resources and economic activities, and inquiry. For each strand, the document lists aims, objectives, and levels of understanding that students are expected to demonstrate from levels 1 to 4.

1. MULTI STRAND
Social Organisation
Social Studies Achievement Objectives – Culture & Heritage
Resources and Economic Activities
Time, Continuity and Change
Social Organisation  Interpretation of these relationships Place and Environment and change affect
 Ways in which time
people
Aims  Important events in their own lives
Students will understand: Level 2
 How past events changes aspects of the
 People’s organisation in groups lives of communities
Objectives  How and why the past is important to
 The rights, roles, and responsibilities of people
people as they interact within groups Students will demonstrate knowledge and
understandings of:
Level 1
 Why people belong in groups
 The different roles that people fulfil within Level 3
groups  How leadership of groups is required and
exercised
Level 2  How and why people make and
 How and why groups are organised within implement rules and laws
communities and societies
Culture and Heritage  How participation within groups involves Level 4
both responsibilities and rights  How people organised themselves in
Aims response to challenge and crisis
Students will understand:  How and why people exercise their rights
and meet their responsibilities
 The contribution of culture and heritage to
identity
 The nature and consequences of cultural
Objectives
interaction Students will demonstrate knowledge and
understandings of:
Level 1
 Features of the culture and heritage of Level 3
their own and other groups  How practices of cultural groups vary but
 Customs and traditions associated with reflect similar purposes
participation in cultural activities  Ways in which the movement of people
affects cultural diversity and interaction
Level 2
 Ways in which communities reflect the Level 4
cultures and heritages of their people  Why and how individuals and groups pass
 How people interact within their cultural on and sustain their culture and heritage
groups and with other cultural groups  The impact of the spread of new
technology and ideas on culture and
heritage
Place and Environment Aims
Students will understand:
Objectives
 People’s interaction with places and the
environment Students will demonstrate knowledge and
understandings of:
 The ways in which people represent and Level 1 Level 3
interpret place and environment  Why particular places are important to  How different groups view and use places
people and the environment
 How and why people record the important  How and why people express a sense of
features of places and environments belonging to particular places and
environments
Level 2
 How people’s activities influence places Level 4
and the environment and are influenced  How places reflect past interactions of
by them people and the environment
 How and why people describe places and  Why and how people find out about
Time, Continuity and Change environments in different ways places and environments
Aims
Students will understand: Objectives
Students will demonstrate knowledge and
 Relationships between people and events understandings of:
through time Level 1

2.  Explain some ways in which groups
accept or resolve differences related to
Level 3 values positions
 How the ideas and actions of people in
the past changes the lies of others
 How the past is recorded and
remembered in different ways
Level 4
 Causes and effects of events that have
shaped the lives of a group of people
 How and why people experience events
in different ways
Resources and Economic
Activities
Aims
Students will understand:
 People’s allocation and management of
resources
 People’s participation in economic
activities
Links with other strands:
Objectives
Students will demonstrate knowledge and
understandings of:
Inquiry Level 1
 Different resources that people use
Students will demonstrate skills as they:  Different types of work that people do
Level 1 and 2 Level 3
Collect, process and communicate information Level 2  How and why people manage resources
about human society:  How and why people work together to  How and why different systems of
They could: obtain resources exchange operate
 Use questions  How people participate in the production
 Collect and record information process Level 4
 Make a generalisation based on findings  How and why people view and use
 Communicate findings resources differently and the
consequences of this
Level 3 and 4  How and why individuals and groups seek
Frame questions to focus enquiry. to safeguard the rights of consumers
They could:
 Collect and record information from a
range of sources Values Exploration
 Process information using appropriate Students will demonstrate skills as they:
conventions Level 1 and 2
 Make a valid generalisation supported by
Social Decision Making
Explore and analyse values:
evidence They could: Students will demonstrate skills as they:
 Communicate findings using conventions  Explain their own values position Level 1 and 2
appropriate to the mode of  Give reasons why people hold particular Make decisions about possible social actions:
communication values positions They could:
 Identify issues and problems
 Develop solutions to relevant problems
 Make a choice about possible action
Level 3 and 4
Explore and analyse values.
They could:
 Explain why people hold different values Level 3 and 4
positions Make decisions about possible social actions
 Explain the possible consequences of They could:
some different values positions  Use criteria to evaluate a range of
solutions to relevant problems

3.  Make a choice about possible action and
justify this choice
Social Studies – Being Enterprising – T2, Wks 1 – 5, 2008
SETTING FOCUS:
The Pacific Asia Europe Other Settings Global Settings
Perspectives:
Bicultural Multicultural Gender Current Issues Future Issues
Unit Name: Being Enterprising
Teachers: Rooms: 6, 7, 15
Duration: Weeks 1 - 9
Level: 1 2 3 4 5
Specific Learning Outcomes:
- Identify ways people view and use money differently and the consequence of this
- Explain ways in which people view and use money differently
By the end of this unit the students will be able to:
New Revisited Assess
1.participate in economic activities – consumption, production and distribution
2.understand the rights of producers and consumers
3.create a business idea and develop marketing strategies
Group Size Essential Skills Cross Curricular Links
This unit is planned for: This unit emphasises the following essential skills: This unit has links to:
Whole Class Communication Mathematics Technology
Group Work and Study Science The Arts – Visual Arts
Ability Groups Social and Cooperative English The Arts – Dance
ESOL Information Health The Arts – Drama
IEP Self Management Physical Ed Maori
Other Numeracy
Problem Solving
Assessment Resources
Test Assessment Practical Skills Assessment
Book Work Display
Self Assessment Teacher Observation
Peer Assessment State Other
This Unit Has…
ICT Component/s Languages Component / Maori
Portfolio Piece Rubric Piece
Display Piece Unit Evaluation
Careers Component

4. Lesson Title Learning Experience Resource Notes
Being Enterprising s
Lesson 1: Introductory 1. Definition of Being Enterprising – Class Response on a chart. Charts Homework –
Felts interview business
Activity Dictionary meaning
Whiteboard people in your
2. Who is an entrepreneur? Unit studies book
3. What does economy and resources mean? Draw up family
Survey sheet
What makes their
vocabulary list. business
4. Fill in survey sheet successful//
Lesson 2: Goods and 1 People spend money on goods and services. Worksheet on goods
and services
Services 2. Explain the difference between goods and services.
3. Goods are things we buy and services are things done for us by
people
4. Classify list words into headings
Lesson 3: Needs and 1. How would you spend $1000 if you won a competition? Draw up Survey sheet
wants wish list.
2. Discussion points – What factors played a part in your decision?
Which things are luxury and which do you regard as essential? Write L for
luxury and E for essential.
3. Complete survey sheet on how wisely you manage your finances.
Lesson 4: Crafty 1. What kind of consumer are you? Spending
consumers 2. Fill in survey sheet. statement
3. Total scores on score sheet worksheet
Lesson 5: Create a 1. Entrepreneurs sell a product or service to other people or Groups begin the Suggestions
business idea. To businesses. What does it take? step by step Making ANZAC
produce and sell a 2. Students are grouped into teams. planning stage Biscuits
product 3. Each team is given $10 tp produce and sell a product Unit studies book Designing and
- Step1: A product that people want to buy. A business only survives if it printing flags for
makes a profit. Carry out some market research to check that it will sell. Olympic games
- Step 2: A great idea can be a success if the price is right Making friendship
- Step 3: A product they know about. A brilliant product needs marketing bands
- Step 4: A product in the right place. People must be able to but it
Lesson 6: Marketing 1. Begin Advertising Computers
Strategies 2. 2. Students begin marketing their product Coloured paper
3. Posters, emails to other classes, assembly announcements, felts
newsletters, fliers
4. ICT –Business cards
5. Assign each team member a task
Lesson 7: Selling the 1. Date, time, place Tables, price list,
change etc
product 2. Seek permission from Principal/DP
3. Make a list of things you need on that day
4. Delegate duties. Be organised
5. measure profit/loss

5. Lesson 8: Assessment 1. Fill in Assessment Activity sheet 1 Assessment Sheet 1
Crossword Puzzle
Activity 1 2. Extra – Crossword puzzle on Consumers
Assessment Sheet 2
Lesson 9: Assessment 1. Fill in Assessment Sheet 2
Activity 2 2. Extra – Crafty Consumers : problem with service providers Problem Sheet
Social Studies – Resources and Economic Activities – Being
Enterprising Assessment
Term 2, Weeks 1 – 5, 2008
Assessment Guidelines - A – Advanced P – Proficient B – Basic C – concern Rm: __ Yr:__ Teacher:
__________________
Is able to explain Is able to explain Understands Is able to Explain
Knows the rights of
Name how people view how people use consumers and participate in
consumers
differen
resources resources manufactures economic activities goods
Social Studies – Resources and Economic Activities – Being
Enterprising - Term 2, Weeks 1 – 5, 2008
Teacher: R 6, 7, 15

6. Context: Level: Duration:
2/3/4/5
Evaluation of Social Studies – Resources and Economic Activities – Being Enterprising Unit:
Were the objectives met? Why? Why not? How did the unit assist you in my teaching? Did this
cater for all your children’s learning styles and abilities? Why? Why not? Social Studies – Reso
and Economic Activities – Being Enterprising Activities function well? Why? Why Not?
Teaching Evaluation
Unit / Resource Evaluation
Students Learning Evaluation Studen
Above
2B
2P
2A
3B
3P
3A
4B
4P
4A
5B
5P
Where to Next?:

7. Portfolio Assessment Task
Being Enterprising
Name: __________________________ Room: ________ Date: _____________
Specific Learning Outcome:
Students should be able to
1.participate in economic activities – consumption, production and distribution
2. Understands the rights of producers and consumers
3. create a business idea and develop marketing strategies
Advanced Proficient Basic Concern
I am able to explain how people view resources
I am able to explain how people use resources
I am able to explain understand and able to explain
what a consumer is.
I am able to produce a business plan to design, make
and sell a product.
I am able to discus the rights of consumers
I am able to explain the difference between goods and
services
I am able to explain the difference between needs and
wants.
I am able to speak in a formal situation to communicate ideas with supporting details
I am able to structure content and use language and level of formality appropriate foraudience and purpose
I am able to speak audibly to an audience using some eye contact, variation of voice and body language
Advanced Proficient Basic Concern
Teacher Comments: GRADE/MARK:

8. Being Enterprising: Goods and Services
Some of the things that we NEED and WANT we buy from shops.
Things that we buy are called GOODS.
Other things are done for us and they are called SERVICES.
Services are usually provided by PEOPLE.
Complete the table by saying which are GOODS and which are SERVICES:
shoes cabbage teacher book police library
tissues chair army party music jeans
plunket sport cereal lawyer cars baker
plumber hair dryer clothing water coach plane
tomato air-force driver television painter doctor
GOODS SERVICES
Shoes
Design a collage on A4 paper (or in your Social Studies books) showing the difference between a service and a good.
Being Enterprising: Goods and Services
Some of the things that we NEED and WANT we buy from shops.
Things that we buy are called GOODS.
Other things are done for us and they are called SERVICES.
Services are usually provided by PEOPLE.
Complete the table by saying which are GOODS and which are SERVICES:
shoes cabbage teacher book police library
tissues chair army party music jeans
plunket sport cereal lawyer cars baker
plumber hair dryer clothing water coach plane
tomato air-force driver television painter doctor
GOODS SERVICES

9. Shoes
Design a collage on A4 paper (or in your Social Studies books) showing the difference between a service and a good.
Crafty Consumers: Spending Statements
Read through each of the following statements carefully. Explain what the consequence of each statement is with regards
to people's spending habits. The first one has been done for you.

10. Being Enterprising: Assessment Activity 1
How people view and use money and the consequences of this
Scenario How does the person view Why does the person view it like Give a likely consequence of the

11. money? this? person's standpoint/attitude
I am a young teenager and I love
to spend all my pocket money. I
really don't see the need to save
any of it because if I need
something my parents will pay for
it.
I plan very carefully how the
household budget will be spent
because if I do not keep strict
control over the money, my family
might have to go without. I have
recently started to earn my own
salary and still live at home. I
make sure that at least half of my
salary is saved because I want to
go flatting on my own soon.
I am a bargain hunter and take
the time to compare prices, and
read advertisements before
making a purchase because the
more I save on a product, the
more things I can buy. I want to
get the most value for my money.
I am a young qualified
professional earning a good
salary. I believe in order to enjoy
life I need to satisfy all my wants
and needs and therefore I enjoy
spending all my salary on goods
and entertainment.
Use your findings to make a general statement explaining why people view and use resources differently and the
consequences of this.
Statement:
Evidence:
Being Enterprising: Assessment Activity 2
How and why individuals and groups seek to safeguard the rights of the consumer

12. Name of Group or Organisation Explain HOW the group seeks to safeguard the Explain WHY the group seeks to safeguard the
rights of the consumer rights of the consumer
Group 1
Ombudsman
Group 2
Citizens Advice Bureaux
Group 3
Broadcasting Standards Authority
Group 4
Advertising Standard Authority
Group 5
NZ Press Council
Name Individual Explain HOW the individual seeks to safeguard Explain WHY the individual seeks to safeguard
the rights of the consumer the rights of the consumer
Myself
Other:
Being Enterprising: 8 Tips
Here are 8 sensible TIPS for consumers to take note of. Read through each statement carefully. Pick out the MAIN point in
each statement and use this to create an ACROSTIC with the word CONSUMER.

13. Being Enterprising: Survey
Complete the following survey to see how wisely you manage your finances.
1. Do you get a regular allowance? Yes/No
2. How often do you get this? (Circle) daily, weekly bi-weekly, monthly, regularly
3. Do you pay for your own things? Mark what you do pay for.

14. Movies / Clothes / Pets / Music / Sports equipment /
Toys and games (including computer games) / Candy /
Presents / Other such as _______________
4. Do you save any of your money? Yes / No / Sometimes
5. Do you have any of the following accounts?
savings account / piggy bank / regular bank account / EFTPOS / Other
6. If you needed something or wanted something how do you go about getting it?
7. How do you decide what to buy? Tick those which are appropriate to you.
From a magazine _____ From TV advertisements _____
A friend has it and I like it _____ I just see it and I want it. ____
8. Where do you go to buy your things? Tick those that apply to you MOST of the time.
one of the big department stores _____
discount stores ($2 shops, The BinInn) _____
specialty shops (a camera shop, a clothes boutique) _____
outlets (Farmers, Deka, etc) _____
warehouse stores (Warehouse) _____
catalogues _____
mail orders _____
on-line shopping (computer) _____
flea markets or garage sales _____
9. Do you pay attention to advertisements for products? _____
10. What do you notice when you are watching certain advertisements? (Tick the ones you notice)
Colorfulness _____ Musical jingles, slogan, or rhyme ____
Famous people suggesting it to you (like Michael Jordan) _____
Other (Explain) _________________________________________
11. Do you know what interest rates are? Yes / Some idea / No
12. Do you buy before, during or after special events? Before / After / During
13. Why can buying after special holidays or special occasions (such as after Christmas, Easter, etc) be wise?
14. Do you know any ways people can trick you into buying? Please explain.

15. Complete the following to see how you rate as a consumer. (At the end of the survey, your teacher will allocate a score to
each answer. Your score will determine the type of consumer you are)
Rate yourself using the following scale: Yes / Sometimes / No
1. I keep strict control over my money. __________
2. I buy on first impulse. __________
3. I shop around before buying. __________
4. I like to spend my money wisely. __________
5. I look out for bargains.
6. I love spending my money. __________
7. I compare prices before making a purchase on expensive items. ______
8. I like going on buying sprees. __________
9. I look at brochures, catalogues or ads before buying something. __________
10. I buy only what I've planned to buy. __________
11. I save part of my money regularly. __________
12. I blow my earnings all at once. __________
13. I don't worry too much about the service of a shop. __________
14. The price of goods is very important to me. __________
15. I only buy "famous Label" goods. __________
16. I keep a budget. __________
17. I am a Shop-a-holic. __________
My Score = _____. I am a ________________ consumer.
Here are 5 things that a WISE consumer does:
1.
2.
3.
4.
5.
Being Enterprising: Comparing Products
Practical Task: Compare 2 SIMILAR products manufactured by DIFFERENT companies. Use the information and
comment on which product offers the consumer best value for money.
Product A Product B
Name of Product

16. Brand name
Price
Weight of product
(note: both must be roughly the same weight or size)
Product's appearance -
comment on how attractive the packaging of the product
is.
Product Information -
list the ingredients of the product.
Guarantee details -
what can the consumer do if unhappy with the product?
Manufacturer's details
Other information included
Product _____ is the best value for money because:
Comparing products is wise because:

17. The Fair Trading Act 1986 is one of the
cornerstones of our consumer
protection law. It protects you against
being misled or treated unfairly by
traders or shops by prohibiting what is
called "misleading or deceptive conduct,
false representations and unfair
practices".

18. The Commerce Commission enforces legislation that promotes
competition in New Zealand markets and prohibits misleading and
deceptive conduct by traders. The Commission also enforces a
number of pieces of legislation specific to the telecommunications,
dairy and electricity industries.
In ensuring compliance with the legislation it enforces, the Commission
undertakes investigation and where appropriate takes court action;
considers applications for authorisation in relation to anti-competitive
behaviour and mergers; and makes regulatory decisions relating to
access to telecommunications networks and assessing compliance
with performance thresholds by electricity lines businesses.