240 Days:

Contents:

1. Statement about the New Zealand Social Studies Curriculum.

2. Where Gallipoli fits into the New Zealand Social Studies Curriculum.

3. Gallipoli and the Social Studies Curriculum Strands of:

• Time, Continuity and Change
• Social Organisation
• Culture and History.

4. Gallipoli and the Social Studies processes of:

Inquiry

Values Exploration.

Focus/Theme	Strands	Processes	Concepts	Perspectives	Settings
Years 5/6, (Levels 2/3) Remembering the Past.	Time, Continuity and Change. Social Organisation Culture and Heritage	Inquiry Values Exploration	aspirations, beliefs, time, evidence, identity, change, cause and effect, heritage, authority, leadership, groups, status	Bicultural, Multicultural	N.Z. in the Past
Years 7/8 (Levels 3/4) Shaping New Zealand's Identity.	Time, Continuity and Change. Social Organisation Culture and Heritage	Inquiry Values Exploration	aspirations, beliefs, time, evidence, identity, memory, perspective, elites and non-elites, values, change, continuity, cause and effect, records, interpretation, heritage, past, present, future, inter-relationships, sovereignty, democracy, government	Bicultural, Multicultural	N.Z. in the Past N.Z. and Europe
Years 9/10 (Levels 5/6) How We Come To Be As We Are.	Time, Continuity and Change. Social Organisation Culture and Heritage	Inquiry Values Exploration	aspirations, beliefs, time, evidence, identity, memory, perspectives, elite and non-elite, past, present and future, ideas, forces, movements, inter-relationships, heritage, sovereignty, leadership, authority, co-operation, democracy, groups, government, values, change, continuity, cause and effect, records.	Bicultural, Multicultural	N.Z. in the Past N.Z. and Europe N.Z. and Global Settings

3. Gallipoli and the Social Studies Strands of:

Time, Continuity, and Change, Social Organisation, and Culture and Heritage.

Time, Continuity and Change	Social Organisation	Culture and Heritage
Aims:	Aims:	Aims:
To understand relationships between people and events through time.	To understand peoples organisation in groups. To understand the rights, roles, and responsibilities of people as they interact within groups.	To understand the contribution of culture and heritage to identity. To understand the nature and consequences of cultural interaction.
Achievement Objectives	Achievement Objectives	Achievement Objectives
L2. How past events changed aspects of the lives of the community. How and why the past is important to people.	L2. How and why groups are organised within communities and societies. How participation within groups involves both responsibilities and rights.	L2. Ways in which communities reflect their cultures and heritage of their people. How people interact within their cultural groups and with other cultural groups.
L3. How the ideas and actions of people in the past changed the lives of others. How the past is recorded and remembered in different ways.	L3. Nil	L3. Nil
L4. Causes and effects of events that have shaped the lives of a group of people. How and why people experience events in different ways.	L4. How people organise themselves in response to challenge and crisis. How and why people exercise their rights and meet their responsibilities.	L4. Why and how individuals and groups pass on and sustain their culture and heritage. The impact of the spread of new technology and ideas on culture and heritage.
L5. How past events have influenced relationships within and between groups of people and continue to influence them. How the ideas and actions of individuals and groups that have shaped the lives and experiences of people are viewed through time.	L5. Nil	L5. Ways in which cultural and national identity develop and are maintained.
L6. Beliefs and ideas that have changed society and continue to change it. How people find out about the past and how records of the past reflect particular experiences and points of view.	L6. The effect of changes in society on peoples rights, roles, and responsibilities.	L6. How and why cultures adapt and change.

4. Gallipoli and Social Studies Processes

Inquiry

L2. Collect, process, and communicate information about human society. Use questions Collect and record information Sort information Make generalisations based on findings Communicate findings.

L3 and L4. Collect, process, and communicate information about human society. Frame questions to focus an inquiry. Collect and record information from a range of sources. Process information using appropriate conventions Make a valid generalisation supported by evidence. Communicate findings using conventions appropriate to the mode of communication.

L5 and L6. Collect, process, and communicate information about human society. Establish a framework for inquiry. Collect and record information from a range of primary and secondary sources. Process information using conventions and establishing relevance of information. Make a range of valid generalisations supported by evidence. Communicate findings clearly and concisely, using conventions appropriate to the mode of communication.

Values Exploration

L2. Explore and analyse values. Explain their own values position. Give reasons why people hold particular values positions.

L3 and L4. Explore and analyse values. Explain why people hold different values positions. Explain the possible consequences of some different values positions. Explain some ways in which groups accept or resolve differences related to values positions.

L5 and L6. Explore and analyse values. Explain how values positions develop and change over time. Establish criteria to evaluate values positions. Demonstrate how groups may share some values and agree to differ about others.