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Melting Pot

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Unit of work celebrating cultural differences in New Zealand. Based on a Unit found on TKI.

Published in: Education, Technology
  • hi that is way way good men that is really awsome i really like it coz i come from a pasific back ground could you send me a copy at rouwani@gmail.com

    ok . thanx in advance
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  • Awesome stuff!! Hope you don't mind sharing? I've sent the link of this page to a secondary school blog http://blogthm.ac.nz. See it as a promotion of your talent. You must be an awesome teacher!! Tino pai rawa atu!!
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Melting Pot

  1. 1. OUR MELTING POT
  2. 2. MELTING POT Watch and listen to: Melting Pot by When the Cat’s Away. Complete the following Chart: Key Idea Lyrics
  3. 3. Melting Pot Take a pinch of white man Wrap him up in black skin Add a touch of blue blood And a little bitty bit of red indian boy Oh like a curly latin kinkies Oh lordy, lordy, mixed with yellow chinkees, yeah You know you lump it all together And you got a recipe for a get along scene Oh what a beautiful dream If it could only come true, you know, you know What we need is a great big melting pot Big enough enough enough to take The world and all it’s got And keep it stirring for A hundred years or more And turn out coffee coloured people by the score Rabbis and the friars Vishnus and the gurus We got the beatles or the sun god Well it really doesn’t matter What religion you choose And be thankful little mrs. graceful You know that livin’ could be tasteful We should all get together in a lovin machine I think I’ll call up the queen It’ s only fair that she knows, you know, you know What we need is a great big melting pot Big enough enough enough to take The world and all it’s got And keep it stirring for A hundred years or more And turn out coffee coloured people by the score Coffee coloured people Coffee coloured people Coffee coloured people by the score
  4. 4. Key Ideas. Copy and complete the following table using a dictionary: We will discuss and refer to these definitions throughout the unit.     bicultural     multicultural     ideas     beliefs     society     change     adapt     culture Dictionary definition My definition Terms
  5. 5. What is Culture?
  6. 8. What is Culture? Step 1 (3 minutes) Take a blank sheet of paper and only one pen or pencil. Working ON YOUR OWN record as many ideas about culture as you can. Get any and every idea down regardless of spelling, apparent appropriateness etc. Step 2 (3 minutes) Share your ideas in pairs. Highlight ideas that you have in common; add each others' ideas to your own sheets using a different coloured pen or pencil. Step 3 (5 minutes) Now combine ideas in your group. Step 4 (10 minutes) Put your ideas into a describing wheel. Step 5 (5 minutes ) Class discussion
  7. 9. The way we do things around here Categorize the brainstorming into key concepts. Design a question for each category, e.g. celebrations: 'What do people celebrate?'. Develop a group mind map to show different aspects of a culture. Culture celebrations What do people celebrate
  8. 10. Elements of a Culture Language Customs and traditions Celebrations Beliefs/religion Music Food Clothing Humour Leisure Sport Gender roles Education Knowledge Icons Entertainment Myths and legends Literature Values Housing Family structures Social organisation Heritages Government Law Economic structures
  9. 11. Tahi’s Family This is Tahi. He is 60. He is a kaumatua. He trains young boys in the ways of the iwi. He makes the final decision about important matters concerning the hapu. But where land is concerned, the decision is made by everyone because it is owned by the tribe. Land has a very special spiritual meaning.
  10. 12. This is Mahine. She is Tahi’s wife. They have many grandchildren. She is respected by the people because she is the daughter of a chief. The younger women look up to her because of her knowledge and skill in weaving, gathering food and looking after children.
  11. 13. This is Mahia Ngarangi. She is 12. She lives with her hapu. All the adults take responsibility for feeding and caring for her. They will make a decision about whom she marries. Her mother died when she was born. Her father died in battle.
  12. 14. This is Ihaka Ranui. He is 14. he is Mahia Ngarangi’s brother. One day he hopes to be a great rangatira and warrior as his father was. The kaumatua of the iwi are training him for these roles.
  13. 15. Some Things Change Construct an attribute web to show the features of the traditional Maori culture. Traditional Maori Lifestyles
  14. 16. Some Things Change Create a second attribute web to show how they live today. Modern Maori Lifestyles
  15. 17. Comparing Changes <ul><li>Using the information from the attribute webs construct a Venn Diagram to identify what has: </li></ul><ul><ul><li>been adapted </li></ul></ul><ul><ul><li>changed completely </li></ul></ul><ul><ul><li>stayed the same </li></ul></ul><ul><li>After completing you charts summarise the changes and adaptions that have taken place, eg. write paragraphs; create a graphic organiser of their own choice. </li></ul>Been Adapted Changed Completely Stayed the Same
  16. 18. The Friars This is Peter Friar. He is 35. He hopes to work hard, make a lot of money, and buy land to farm. Later, he will sell the land to make a big profit and provide his sons with money so that they can do something similar. Wealth will give him a lot of power and a much better standard of living than he had in England.
  17. 19. This is Elizabeth Friar. She is 31. She has four children and is expecting another. She does all the domestic chores, works in her garden, and looks after and teaches the children. She always calls her husband Mr. Friar. She cannot own property or keep any money she earns—that all belongs to her husband. Elisabeth misses her mother, who is 70 and used to help with the children. Her mother refused to travel to New Zealand because it was too far away and because there was only one other Pakeha her age there.
  18. 20. This is Jane. She is 12. She is an orphan. The Friars took her from an orphanage to work for them as a servant.
  19. 21. Different Cultures <ul><li>Draw up a T-chart . With the following headings ‘What Maori and Pakeha families had in Common’, and ‘How Maori and Pakeha families differed’. Think about these questions when completing your chart: </li></ul><ul><ul><li>What was the role of the older people? </li></ul></ul><ul><ul><li>Who looked after the children? </li></ul></ul><ul><ul><li>What was the attitude to land ownership? </li></ul></ul><ul><ul><li>What was the attitude to extended family? </li></ul></ul><ul><ul><li>What were the roles of males and females? </li></ul></ul><ul><li>  </li></ul>How Maori and Pakeha families differed What Maori and Pakeha families had in common
  20. 22. Different Cultures <ul><li>Draw up a T-chart . With the following headings ‘What Maori and Pakeha families have in Common today’, and ‘How Maori and Pakeha families differ today’. Think about these questions when completing your chart: </li></ul><ul><ul><li>What is the role of the older people? </li></ul></ul><ul><ul><li>Who looks after the children? </li></ul></ul><ul><ul><li>What is the attitude to land ownership? </li></ul></ul><ul><ul><li>What is the attitude to extended family? </li></ul></ul><ul><ul><li>What are the roles of males and females? </li></ul></ul><ul><li>  </li></ul>How Maori and Pakeha families differ today What Maori and Pakeha families have in common today
  21. 23. My Culturegram Individually, or in pairs or small groups, conduct a Social Studies Inquiry into your own culture. Maori students may investigate traditional Maori culture as it existed before European settlement. Pakeha students may choose to inquire into one of the cultures that make up their heritage. Students from immigrant cultures may explore the culture of their home country. Refer back to the class mind map summarising key elements of a culture. Use ideas from the mind map to decide which aspects of their culture they will focus on.
  22. 24. My Culturegram The Focus for this Inquiry is: Important Aspects of My Culture. Research Questions: Base these on the questions you developed earlier.
  23. 25. Who am I? Each piece of the jigsaw must contain a piece of information (text and/or visual) about your culture. Each jigsaw is placed in its own paper bag and the bags are randomly distributed around the room. Put the jigsaws together and prepare a series of questions to ask the jigsaw creator about their culture.
  24. 26. Homework Project <ul><li>Investigate one of the following: </li></ul><ul><ul><li>Immigration Statistics to New Zealand or more specifically to Nelson </li></ul></ul><ul><ul><li>How cultural integration add richness to our school and Nelson </li></ul></ul><ul><ul><li>Struggles of early migrants or of migrants today. </li></ul></ul><ul><ul><li>Interview a person from a different culture asking questions about his/her culture and how the sustain it. Your interview should be at least 3 minutes long. </li></ul></ul><ul><li>You can use any of the following ways to present your information: </li></ul><ul><ul><li>Video Clip </li></ul></ul><ul><ul><li>Podcast </li></ul></ul><ul><ul><li>PowerPoint </li></ul></ul><ul><ul><li>Story Board. </li></ul></ul>

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