Why Is Respecting People Important?

Why is respecting people important?

Interact Teacher Manual Social Science Years 1-4

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher. Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

Cover photography © The Waitangi Sheet, Archives NZ, Ref # IA 9 9 Sheet 1

Interact Curriculum Press P.O. Box 757 Whangaparaoa, 0943 New Zealand www.interactcurriculum.com Printed and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877532-76-4 Contents

2 Overview for this Term 3 Introduction 4 Pre-planner Guide 5 Background Information 8 Key Competencies, Habit of Mind, Habit of Character 9 Big Idea, Key Understanding, Focus Question 10 New Zealand Curriculum Requirements 11 Key Areas of Investigation 13 Firing Up 29 Finding Out Further 33 Focusing Forward 39 Scriptures Relevant to this Unit I Understanding Interact III The Interact Resources IV Options for Using this Interact Teacher Manual V Planning With Interact VI The Interact Learning Process VII Key Learning Intentions X Acknowledgements XI Bibliography

1 Overview for this term

This Teacher Manual is for one subject of an integrated unit based around the theme of God is Peace. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from www.interactcurriculum.com Year 1-4 Year 5-8 Devotions

How can God bring peace How can God bring peace to us when we are angry? into a broken world?

Social Science

Why is respecting How have people people important? dealt with conflict in our nation’s history?

Science

How does sound How can we work with reach our ears? electrical energy?

Health

What can I do How can we help to when I am angry? resolve conflicts?

Art

Enlightened by Kowhaiwhai The Art of Reuben Paterson Language

What’s so funny? How do people express different points of view?

2 © 2010 Interact Curriculum INTRODUCTION I ntroduction Welcome to our study entitled, Why is respecting people important? This Interact Teacher Manual is part of the theme, God is Peace and wants us to be peacemakers.

God wants all creation to know the complete happiness, wholeness and perfection with which it was created. However, we live in a fallen world and problems between people and in creation abound everywhere we look, and right back through history.

Countries are really just big groups of people, and people have the same kinds of basic problems whether they are children or adults, whether they are a class of children or a whole country. God wants to help people to live in peace, but some people, children and adults and countries do not want to make peace or ask for God’s help.

In our own country, some wrong things were done in the past that still affects people today. Precious land was fought over and sometimes wrongly taken. People were not always respected or treated fairly. Promises were not always kept.

Many Christians, Maori and Pakeha, were known as peacemakers in our country’s past. This term, we will be inspired by these people of the past who respected others and tried to bring God’s peace into difficult situations.

As we investigate why respecting people is important, perhaps we can learn how to be the peacemakers of the future.

If you are new to Interact resources we invite you to turn to - Appendix -I to learn about the Interact Learning Path on which this Teacher Manual is based, and to gain additional planning help.

• Local iwi

• Local councillors

• Mark Grace, a member of the Te Arawa tribe who works for Tertiary Students Christian Fellowship. He is happy to speak and lead seminars about the Treaty of Waitangi. He can be contacted at [email protected]

• Allana Hiha; Ngati Kahungunu a Whanganui a Orotu, Ngai Tahu, and Te Arawa (Ngati Rangithi, Ngati Whakaue, Ngati Pikiao and Tuhourangi), and English, Irish, Scottish. A teacher and tertiary educator who has spoken on treaty issues and reconciliation both in Aotearoa New Zealand and internationally. She can be contacted at allanahiha@ clear.net.nz

Special Features could include:

• Playing Treaty Tag

• Playing Land Grab

• Plan a school event in which you can celebrate Parihaka Peacemakers on Guy Fawkes Day this year

BACKGROUND INFORMATION I ntroduction How are problems caused between people in families and nations?

Problems between people often happen because they have different ideas about things, or because of misunderstandings. Sometimes problems are caused by jealousy, greed, and other attitudes that show that people love themselves more than God or others.

The past is important to people. We remember the important good and bad things that happen to us and those we love. Our good memories help us to be happy all over again, and our bad memories make us alert to protect ourselves, and others from bad things happening again. Our memory is linked closely with how strongly we felt about what happened.

What kinds of problems happened between people in our country in the past?

Problems will always happen between people. Some wrong things were done in our country’s past and that past is still important to people.

In pre-European times some Maori iwi wanted the land that belonged to another iwi. Sometimes they fought over boundaries of their tribal lands. Other iwi agreed to live in peace with each other.

Land use was the cause of a major area of conflict between British settlers and the Maori. Some early settlers took land they thought was ‘free’ and built their homes. Some bought land for less than it was worth.

How did people work towards peace in our country in the past?

If we, our family or iwi have been hurt or become angry, we sometimes need help to work out the problem with others, or to turn the energy of that anger to bring positive change in our situation. The missionaries were known as peacemakers in our country’s past. They tried to help Maori iwi to sort out their disagreements, and tried to stop the British settlers and government from taking land from the Maori wrongly. They helped the Maori to understand God’s peace in their hearts. Many Maori chiefs were peacemakers. They passed on God’s good news to other Maori, and tried to find ways of having agreements with the British government.

Background Information continued

Many missionaries moved to Aotearoa in the early 1800s and told the Maori about Jesus, but many other Europeans were not Christians and got drunk and stole and behaved very badly. Troubles resulted, and the northern chiefs asked the British government to make their country independent, and to promise that they would not set up a government unless the Maori chiefs all agreed with it. A new flag was created for a new country.

The Maori were upset at the way their land was being taken and the way some Europeans were causing problems in their country. They asked the government for a treaty to promise they would protect the right of the Maori people to live in their land and to promise that they would give Maori people the same rights as English people. In return, the Maori promised that other people could continue to live in their country and that they would allow the British government to make laws about people’s behaviour, and make sure that people obeyed those laws.

When the Maori got muskets from the British, they could fight other tribes and win more easily. Fights between tribes over land, or paying each other back for old arguments became a big problem and many people died. Unfortunately, many European settlers did not have the same respect for God, the Maori people or for the treaty as those who had drafted and signed the treaty. They ignored the treaty, and even the government began to ignore the treaty and let settlers live in some places where there appeared to be no Maori living.

Many wrong things happened in the early history of New Zealand. However, there are many inspiring stories of peacemakers in the history of Aotearoa New Zealand. A long list of heroes for peace in the founding of our nation would include Te Whiti, Tohu Kakahi, Archdeacon Octavius Hadfield and Henry Williams.

How can the Treaty of Waitangi help us work towards peace?

God commands us to love others as we love ourselves. This means that we respect them, and their feelings, as important. We are doing this when:

• We celebrate the signing of the Treaty of Waitangi every year on February 6 • We respect the right of Maori to be honoured as our nation’s first people • We respect the right of Maori to learn and speak their language, and to follow their own customs • We respect the right of Maori to have ancestral lands that were wrongly taken, returned or recompensed • We respect the right of Pakeha to be equally considered as New Zealanders

key competencies | habit of character | habit of mind

the key competencies are: Relating to Others

Kthe habit of character focus is: CDiplomacy the habit of mind focus is: Finding Humour

the big idea is:

God is Peace and Planning wants us to be peacemakers

the key understanding is: I People can work peacefully through problems if they show respect for each other

the focus question is: Why is respectingU people important?

New Zealand Curriculum requirements Students will:

Vision: Be connected in living and learning Principles: Learn in accordance with the Treaty of Waitangi Demonstrate inclusion of others in living and learning Values: Appreciate respect, equity, community and participation Key Competencies: Develop skills in relating to others

Social Science

1:3 Understand how the past is important to people 2:4 Understand how time and change affect people’s lives 2:6 Understand how the status of Maori as tangata whenua is significant for communities in New Zealand

key areas of investigation We are investigating: Planning

1.0 How are problems caused between people in families and nations? K2.0 What kinds of problems happened between people in our country in the past? 3.0 How did people work towards peace in our country in the past? 4.0 How can the Treaty of Waitangi help us work towards peace?

For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix

Why is respecting people important?

Interact Learning Path | Phase 1 Firing Up Fire Up imaginations and learning desires and gain knowledge in the following ways:

Relate Be connected, in engaging ways, with the topic to get ‘hooked’ into learning The exclamation mark reminds us to get enthused Recall Recall prior knowledge of this topic

The arrows remind us to consider all we have experienced, learnt and felt about F iring Up this topic Raise questions and recognise problems Consider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unit The question mark reminds us to question Research (initial) Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching

Focusing Forward

Resolve Respond Review and record Rejoice! Reflect F ind Fu in rt g O her ut Reason

Research Firing UP

Raise questions Relate Recall

Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas:

Describe in words or pictures what you see out the window, or in your local • Engages in social scientific Life in the Kainga Life in the Kainga

Sample Study the sketch below community (e.g. plants, buildings, races of people, evidence of transport exploration and discussion infrastructure, animals and birds). Now think about what this area would have looked like 300 years ago before the arrival of Europeans. Discuss:

On your own paper, describe a day in your life in the kainga. Write below who, what, when, why, and how questions to help • What has changed? you in your description.

• Why? Name: 6Name: Relate6 • What are the benefits of how it was? A Land So Different A Land So Different

Sample Describe what New Zealand was like when Captain Cook arrived.  • What are the benefits of how it is?

 • What might it look like out your window in another 300 years? 

Multiple copies of the junior reader, The Tarore Story, are available from: 8Name:Name: Relate7 http://biblesociety.org.nz/the-tarore-story. Read the story of the young Maori girl who was murdered, and how her sad father became a Christian

ThenThen andand NowNow

Sample Describe and compare life in NZ pre 1770 with life now. when he read the Bible he had stolen. He chose to forgive the murderer and  LANDSCAPE  bring peace rather than war. Discuss:

  • How is the way we live today different from the way people lived COMMUNITIES when Tarore was alive?

 LIFESTYLE  • Imagine that you were Tarore, and were taught to read by white-

Name: Name: Relate8 7 skinned missionaries. What might you think at first? What might be exciting? What might be scary?

The Tarore Story

Read The Tarore Story and answer the questions below:

How did Tarore feel about the Bible stories? • How did Tarore feel about the Bible stories? What makes you think

What makes you think that?

Tarore was killed by a raiding party, and the warrior stole that? her Bible stories. How did Tarore’s father feel?

How do you know this?

Why did the man who killed Tarore ask her father for forgiveness? • Tarore was killed by a raiding party, and the warrior stole her Bible What happened to Tarore’s Bible stories?

What are some ways we can show we love people, even the ‘enemies’ we are angry with? stories. How did Tarore’s father feel? How do you know this? Name: Relate8 9 • Why did the man who killed Tarore ask her father for forgiveness?

• What happened to Tarore’s Bible stories?

• Why is the message of the Bible so precious to the Maori people?

• What are some ways we can show we love people, even the ‘enemies’ we are angry with?

Relate continued questions and activities indicators of achievement

Divide the class into two, with one group being led by a student ‘chief’ (known as the Maori) and the other group being lead by the teacher (known as the British). Have each group play a brief game of tag with no rules simultaneously, and then instruct each group decide some interesting and helpful rules for the next game. Bring the two groups together to play a single game, without sharing each other’s rules, and without the teacher present. Discuss: • When two groups have different ideas of the rules, what problems happen?

• Does it make a difference when the teacher is not there watching the game?

• How could the problems be solved? F iring Up

• What kinds of problems might have happened?

The Maori people in the 1800s had their own rules. Their leaders were the chiefs of each tribe. The Europeans who came to New Zealand had their leaders (the government) back in Britain, so they acted as if there were no rules. The Maori chiefs and the British government tried to solve the problem by agreeing to sign a sheet with the new rules on them. Have the teacher and the Maori ‘chief’ agree on the rules for the class tag game, and get everyone to sign the sheet in agreement. Play the game (now called Treaty Tag) again and discuss how, if everyone kept their promise to play to the rules, it could be a fun game without arguments

Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas:

Sometimes, arguments and fights happen because of misunderstandings. • Identifies prior experiences Resolving Conflict

Write down a paragraph in the first box, describing a conflict you had recently. Consider what might have happened if you had done or said something differently. Write down what you could have done differently in the second column then write down the difference Imagine or role-play a boy and a girl at sports practice. The boy has left his it may have made in resolving the conflict. RECENT CONFLICT ball at home and the girl offers to lend him her ball because she was going away. However, at the next practice, when she asked for her ball back, the boy WHAT I COULD HAVE DONE OR SAID DIFFERENTLY tells her that she had said he could keep the ball. Discuss how you would have

HOW THE CONFLICT WOULD HAVE BEEN RESOLVED DIFFERENTLY felt if you were that girl. Recall times when you have been misunderstood, or had a misunderstanding with someone which caused an argument. As we 10 Name: Recall 10 learn about some times that misunderstandings happened in the past in our country, think about how different people involved might have felt

Create a class mind map to describe as much as possible that you can recall MaoriMaori LifeLife

In the mind map below write down what Maori life was like in early New Zealand. Size of Communities about the early life of Maori in Aotearoa, and then the early life of British One race or many?

Beliefs pioneers in Aotearoa, using initial headings like Houses, Food or Clothes to Values group your ideas Origins Structure of Hapu

Food Waitangi Day is commemorated in New Zealand on February 6th. It is a public Life in the Kainga holiday and all schools and government offices are closed. In a small group, Name: 1 1 Recall11 discuss any memories you have of Waitangi Day holidays. Draw a picture to illustrate. What questions do you have about Waitangi Day?

As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas:

Use the mind maps in the Recall section to help you ask questions about what • Designs open questions kinds of things the Maori and British might have thought about each other

Imagine you were a Maori child living in Aotearoa New Zealand almost 200 years ago. Your family has lived here for nearly 1000 years. One day, some visitors come - pale-skinned, wearing funny clothes, rowing their boat backwards instead of paddling it forwards and speaking a strange language. What would you think? How would you feel? Pretend to be young Maori children watching their arrival, and discussing what you see and hear and feel. Record your discussion and share it with the class. Write a list of questions F iring Up you might ask if you were there

Imagine you were the same young Maori child five years later, having seen many pale-skinned foreigners come and change the environment around you by building houses, making roads, bringing new tools and vegetables etc. Discuss what you see, hear and feel now. Record your discussion. Write a list of questions you might ask if you were there

Imagine you were children who came with your families all the way from Britain to start a new life in a foreign country with many trees and people with brown skins but no shops or factories or farms. Pretend to be young British children arriving in this new country, and discussing what you see and hear and feel. Record your discussion. Write a list of questions you might ask if you were there

Plan an imaginary interview with a missionary or with a Maori chief in the • Plans a survey or interview early 1800’s, imagining the questions you would ask

Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to: • take notes as individuals or as a class • identify groups of ideas and sort under headings • note titles of interesting or helpful resources • identify new questions you would like to investigate

The following is a range of activities, based on the Key Areas of Investigation:

1.0 How are problems caused between people in families and nations?

1.1 What kinds of things cause problems between people? Problems between people often happen because they have different ideas about things, or because of misunderstandings. Sometimes problems are caused by jealousy, greed, and other attitudes that show that people love themselves more than God or others.

Conduct a survey of students and another of adults with the question: What • Surveys to collect data makes you angry? Make your own suggestions and ask people to choose • Describes findings which answer suits best, or if they would prefer to choose ‘other’. Draw a class • Shares ideas graph to show the results of your survey and discuss what makes students • Draws a graph most angry, and what makes adults most angry

Sometimes people have arguments with each other because they have • Shares ideas different ideas about what is important. Look at pictures of people doing similar things differently. To find out more about a culture we can ask Why‘ do you do that?’ For example: Some people/cultures like to….and other people/ cultures like to….. Discuss: What kinds of problems might arise when people have different ideas about things?

Invite the caretaker to talk about what sometimes makes the job difficult. • Uses a range of sources to Talk about how different ideas of what is important might cause problems. research For example: • Shares ideas • some children think that playing is more important to them and drop their rubbish on the way to the field • some children think that being cool in front of their friends is more important to them and so they draw graffiti on the buildings Discuss: • If everyone did these things, what would the school/community be like? • What kind of environment is nice to live in? • How does the caretaker’s job help everyone to live in a nice environment? • Is it loving or unloving to choose to do what you want to instead of thinking about what is good for other people as well?

Research continued questions and activities indicators of achievement

Sometimes, arguments and fights happen because of misunderstandings. • Shares ideas Activity Cards

Use these activity cards below to form a basis for conflict resolution discussions or dramas. Pupils can discuss the problems proposed on the cards and determine ways of resolving them. Discuss the role-play in the Recall section and the times when you have been • Identifies main ideas misunderstood, or had a misunderstanding with someone, which caused an • Separates reasonable from argument. In the past in our country, the Maori owned all the land. When the unreasonable ideas British came, sometimes they saw land the Maori were not using and asked to use or buy it. The Maori sometimes thought they were going to use it for a while only, and, because they did not need it at the time, gave permission. 14Name: Research14 However, when they wanted it back, the settlers thought that it was theirs. Discuss: • Can you imagine how the Maori would have felt when their land was covered with houses and they could not get it back? • What would you do if this happened to your family? F iring Up 1.2 What do people tend to do when they are angry? Brainstorm a list of things that people sometimes do when they are angry, • Surveys to collect data Conflicts

Choose a conflict you had recently. Identify the cause of the conflict, what you did to add to the conflict, any attitudes you had and suggest what you could do differently next time in your words, actions and attitudes. Finally, write down what you think Jesus might have done if he were in your situation. being sure to include things from both extremes, e.g. punching the person, or • Shares ideas THE CONFLICT ‘going quiet’ or ‘hiding from others’. Conduct a survey to find out what people THE CAUSE OF THE CONFLICT

MY SHARE IN ADDING TO THE CONFLICT are most likely to do when they are angry, allowing them to choose from your MY BAD ATTITUDES ideas, or to select ‘other’ WHAT I WOULD DO DIFFERENTLY NEXT TIME

WHAT JESUS MIGHT HAVE DONE

When we can see what part we play in a conflict, we can then change the way we act or what we say, so that conflicts can be resolved quickly and peaceably. Examine your own heart, admit your faults and ask for forgiveness. 1.3 What kinds of problems happen between nations? Name: Research1515 Countries are really just big groups of people, and people have the same kinds of basic problems whether they are children or adults, whether they are a class of children or a whole country. God wants to help people to live in peace, but some people - children, adults and countries - do not want to make peace, and do not want God’s help.

People have different ideas about what families, homes, food or environment • Shares ideas are, or should be like. Look at pictures of different kinds of houses and foods from around the world. Discuss: • How would you feel if someone came and set up a house made of sticks on the property next door to your house and began living in it? Why? • How might other people in your family feel about this? • How might the people who built the stick house feel?

Look at your list of what makes children and adults angry. Talk about a similar • Shares ideas problem that might happen between countries, e.g. stealing (How can one country steal from another?), telling lies (How can one country tell lies to another?), bullying (How can one country bully another country?)

1.4 What do countries tend to do when they get angry? Find examples of countries in the world that are arguing and fighting at • Shares ideas present. Discuss: • Identifies main ideas • What kinds of things happen? • Separates reasonable from • What kinds of fights and wars have happened in our country in the unreasonable ideas past? Our country does not agree with other countries all the time. We have some soldiers who have gone to war in other countries to try to stop them from doing bad things to people. We do not have a war in our country. Thank God that our country is safe from war

Research continued questions and activities indicators of achievement

1.5 Why is the past important to people? We remember the important good and bad things that happen to us and those we love. Our good memories help us to be happy all over again, and our bad memories make us alert to protect ourselves, and others from bad things happening again. Our memory is linked closely with how strongly we felt about what happened.

Think of things that happened in the past that have made you feel very excited • Shares ideas or very angry. Draw a picture or write about one of them, telling why they are important memories for you

Research continued questions and activities indicators of achievement

2.0 What kinds of problems happened between people in our country in the past?

Problems will always happen between people. Some wrong things were done in our country’s past and that past is still important to people.

2.1 What kinds of problems did the Maori tribes have with each other hundreds of years ago, and why? In pre-European times some Maori iwi wanted the land that belonged to another iwi. Sometimes they fought over boundaries of their tribal lands. Other iwi agreed to live in peace with each other. F iring Up Create a class timeline to show when Europeans came to New Zealand to • Creates a timeline settle. Discuss the idea that Maori had been here for 1000 years before that, • Shares ideas and that they each lived in different tribes around the country

Create a mind map of ideas about the following: • Shares ideas • Why might Maori iwi argue or fight over the boundary lines for their • Draws or uses a graphic tribe’s land? organiser, table, diagram • Why might they want more land or a different piece of land? What to or cross section to show resources, power or fame might they get if they take land from connections another tribe? • How is this similar to children fighting over the place they want to play in the playground, or fighting over which seat to sit on in the car?

Look at pictures or video clips of early Maori food and houses and then at • Uses a range of sources to Picture Interpretation Picture Interpretation Sample Study the sketch below. pictures or video clips of 19th century British houses. What similarities do you research notice? What differences do you notice? Write a letter home to England from • Shares ideas a child who has arrived in this strange land of New Zealand, describing things • Identifies main ideas

Comment below on the differences between the two groups greeting each other MAORI EUROPEAN Clothes

Weapons that look different and describing what you miss about ‘home’ • Separates reasonable from

Boats

Culture Livestock unreasonable ideas Body language

Possible thoughts

Possible feelings 18Name:Name: Research18 Brainstorm a range of ways we know about the past and write them on cards. • Shares ideas For example: • Uses a range of sources to

Passing on Culture 1 Passing on Culture #1

Sample In the Maori culture passing on culture and heritage • Written: diaries, letters, family trees, records, receipts, newspapers research to the next generation is very important. In the boxes write down ways that Maori passed on their cultural views to younger people. • Visual: artworks, buildings, cultural artefacts, archaeological digs • Identifies main ideas • Oral: stories passed from one generation to the next, songs, oral • Draws or uses a graphic traditions, radio recordings organiser, table, diagram Find out how people today know what the cultures of early Maori and British to or cross section to show immigrants were like, and choose cards that are appropriate for each culture. connections Name: Research1919 Make a large Venn diagram on the floor, and put the cards into the diagram in a way that shows the similarities and differences

Passing on Culture 2 Passing on Culture #2

Sample Write down ways that culture and heritage is passed on to you through family stories and lifestyle.

20Name:Name: Research20

Research continued questions and activities indicators of achievement

2.2 What conflicts occurred between Maori and British settlers and why? Land use was the cause of a major area of conflict. Some early settlers took land they thought was ‘free’ and built their homes. Some bought land for less than it was worth. base to be deleted? Play a game of Land Grab with groups of settlers, whalers, traders, missionaries • Participates in role play and Maori: • Identifies main ideas • Set up the playing field with to use as European bases and one hoop • Separates reasonable from or Maori in the centre to use as the Maori base. Put lots of small uniform toys unreasonable ideas like blocks or beanbags which act as the ‘pieces of land’ in the Maori • Is aware of issues of social store. Select several students to play the role of missionaries and environmental concern # • Divide the class into equal teams (whalers, settlers, traders and Maori). The whalers, settlers and traders have to fill their hoops with ‘pieces of land’ from the Maori and then pinch from other bases until the whistle is blown. The group with the highest number of ‘pieces of land’ wins

• Missionaries must watch to prevent participants cheating and taking more than one at a time or going to rob when it is not their turn

• Put lots of ‘land’ in the Maori store. When the teacher says “Go!” it is a relay for the teams. The first team member rushes out in to the Maori hoop and grabs one piece of ‘land’. They return to their hoop and put it down. Then the next team member runs. When all the ‘land’ is gone from the middle, the runner may go to another teams’ bases and take a piece of their land! No guarding! The teams will lose as many as they gain, but if they are fast, they may build up a store before time is called. It is at the discretion of the teacher when to call the finish. The team with the highest count in their store has grabbed the most ‘land’! Discuss: • In what ways is this game like what happened in our history, and in what ways is it different? Play True or False: • The Maori owned all the land before Europeans came (T)

• The Europeans all stole land from the Maori (F – some did, but others paid money for their land)

• The Europeans all stole land from each other (F)

• The Maori lost a lot of their land because it was wrongly taken (T)

• The missionaries tried to keep the peace and stop cheating and fighting (T)

• The missionaries did not buy any land (F – they bought land as well)

Research continued questions and activities indicators of achievement

Discuss how you would have felt if you were a missionary coming to a • Shares ideas Life in Lyttelton Life in Lyttelton

Sample Describe different aspects of Lyttelton Settlement. Weather Conditions Landscape strange country with Maori people who: • had different ideas about God

• did not speak English

Access Everyday Transport Buildings (jetty, track) Life

• could not read the Bible Name:Name: Research2121 • had spears and clubs to fight with

How WouldRetelling You Feel? 1

ReadRetell about in your Rangi own below, words and the write part how of you the would story feel of • Shares ideas Sample about the changes in his life and the problems he faces. Imagine you were a European coming to this new and strange country, and the Treaty that you found most interesting. TheThe part part I foundI found most most interesting interesting was was you meet a lot of Maori who had lived here for thousands of years. • Draws or uses a graphic Discuss: organiser, table, diagram to or cross section to show

• The Maori know all about the plants and birds in this country. What F iring Up

I found it most interesting because Rangi thinks about his future connections and he is excited to be growing up. could you learn about them to help you get food? But a lot of things have changed in Rangi’s life. Sometimes other Maori tribes have come to fight his family for their land. He has met white people who have told him about Jesus and taught him how to read the Bible. His parents now have blankets and some different plants to grow. Other white-skinned people gave his family guns, but took his family’s land. 22Name:Name: Research22 • What could you learn from them to help you make medicines when you are sick?

How WouldRetelling You Feel? 2

Read Retellabout partCharles of below,the Canterbury and write how Settlement you would feel about thestory changes that you in his found life and most the interesting.problems he faces. The partpart I foundI found most most interesting interesting was was • The Maori didn’t speak English unless they had been taught by the missionaries. How would you have felt if you met some angry Maori people? Create a Sounds Like, Looks Like, Feels Like chart to describe what you might I Charlesfound itthinks most about interesting his future because and he is excited to be growing up. But a lot of things have changed in Charles’ life. He left his home in England and came on a big ship to a new country. Maori people are only just learning to speak his language and sometimes look scary. Charles’ hear, see and feel about Maori people father is telling the Maori people about Jesus and his mother is teaching them to read the Bible. Sometimes there are big fights between the Maori tribes. Sometimes there are big fights between the drunk sailors and traders in the town. Name: Research2323 Some Maori people in the past had their land stolen from them by the • Uses a range of sources to government. This made them very upset and angry, and, even though it research Changes Changes

Sample Write in the sails of Captain Cook’s ship, “The Endeavour,” some ways that NZ and the Maori people changed after Europeans settled here. Colour the good changes yellow happened a long time ago, they are trying to get their land or the payment for and the bad changes grey. their land, even today. Find out about ways the government has been paying Maori back during the time you have been alive

Read the story of Tarore again. Discuss what might have happened if the • Shares ideas

Name: father did not forgive the warrior who killed his daughter 24Name: Research24

Research continued questions and activities indicators of achievement

3.0 How did people work towards peace in our country in the past?

Talk together about the kinds of promises that friends and adults make with • Shares ideas each other, such as ‘I will take you to the beach’, ‘I will tidy my room now’. What happens when promises are not kept?

Review the story of Tarore again. Discuss what difference Jesus’ teaching and • Shares ideas peace made to the Maori people’s lives

The Habit of Mind this term is diplomacy. Identify what this means, and find • Uses a range of sources to examples of people who used diplomacy in our early history. Identify the research effect of diplomacy, and consider alternative results in our history if those • Describes findings individuals had not sought to be peacemakers. Draw a diagram to show your • Draws or uses a graphic findings organiser, table, diagram to or cross section to show connections

3.1 Why did the Maori want a promise from the government in England? Many missionaries moved to Aotearoa in the early 1800s and told the Maori about Jesus, but many other Europeans were not Christians and got drunk, stole and behaved very badly. Troubles resulted, and the northern chiefs asked the British government to make their country independent, and to promise that they would not set up a government unless the Maori chiefs all agreed with it. A new flag was created for a new country.

Draw or colour a picture of the first New Zealand flag. Investigate why the • Identifies symbols Treaty of Waitangi Treaty of Waitangi #2

Sample Describe different aspects of the signing of the • Uses a range of sources to Treaty of Waitangi in the chart. colours and shapes have been chosen. Look at pictures of the first New   Zealand flag and the current New Zealand flag, and draw comparisons. Find research pictures of first Waitangi Day celebrations and identify the flags flying from

     the flag pole

3.2 What is a treaty and why was one signed at Waitangi in 1840?

26Name:Name: Research26 The Maori were upset at the way their land was being taken and the way some Europeans were causing problems in their country. They asked the government for a treaty to promise they would protect the right of NewNew Zealand Zealand History History

Choose a part of the history surrounding the Sample Treaty of Waitangi and draw a picture of it. the Maori people to live in their land and to promise that they would give Maori people the same rights as English people. In return the Maori promised that other people could continue to live in their country and that they would allow the British government to make laws about

This picture shows people’s behaviour, and make sure that people obeyed those laws.

Name: Name: • Shares ideas Research2727 Recall the game you played at the beginning of the unit, called Treaty Tag and discuss what you have learned about the importance of treaties

Research continued questions and activities indicators of achievement

Create your own class or family treaty, including the elements of statements • Separates reasonable from you agree to, requiring something of at least two parties and signatures of unreasonable ideas those who agree • Shares ideas • Summarises information

3.3 Why were there wars in our country? When the Maori got muskets from the British, they could fight other tribes and win more easily. Fights between tribes over land, or paying each other back for old arguments became a big problem and many people died. Unfortunately, many European settlers did not have the same respect for God, the Maori people or for the Treaty as those who had drafted and signed the Treaty. They ignored the treaty, and even the government also began to ignore the Treaty and let settlers live in some places where there appeared to be no Maori living. F iring Up Do a short role play in which something that is yours is taken from you. • Participates in role play Describe how you felt in this situation, and then imagine how you would feel • Shares ideas if the place you lived was taken over by people from another country

When some Maori tribes had muskets, they fought the tribes who did not and • Uses a range of sources to won the war. Talk about how easy it is when you feel stronger or richer or research more clever, to take advantage of other people and bully them. Give example • Identifies main ideas of how people might do this at school or in your community • Separates reasonable from unreasonable ideas • Is aware of issues of social concern

3.4 Who are some of the peacemakers of our nation’s early history? Many wrong things happened in the early history of New Zealand. However, there are many inspiring stories of peacemakers in the history of Aotearoa New Zealand. A long list of heroes for peace in the founding of our nation would include Te Whiti, Tohu Kakahi, Archdeacon Octavius Hadfield and Henry Williams.

Henry Williams was a well-loved missionary who helped write the Treaty of • Creates a timeline Henry Williams Brought God’s Peace

Henry Williams was a well-loved missionary who helped write the Treaty of Waitangi. • Identifies main ideas Read the memorial to Henry Williams from Maori when he had died, Waitangi. Read the memorial to Henry Williams from Maori when he had and put the dates he was born in England and died in NewNZ Zealand Hall on to your timeline.of Fame Identify the character qualities he must have had to be so well respected. 1814 – 1860 Who was he? died, and put the dates he was born in England and died in New Zealand on • Shares ideas Why is he famous?

Points of interest: to your timeline. Identify the character qualities he must have had to be so Henry Williams

A Memorial to Henry WilliamsWho was he? A token of love to him from the MaoriWhy Church is he famous? well respected: He was a father indeed to all the tribes A courageous man who made peace in the Maori wars Points of interest: For 44 years he sowed the Good News in this island He came in the year 1823 A Memorial to Henry Williams James Busby He was taken away in the year 1867 Who was he? Why is he famous? A token of love to him from the Maori Church Discuss: What character qualities did the Maori Christians say that Henry Williams had?

What kinds of things could he have done result in the Maori peoplePoints saying ofthese interest: things about him? Name: 28 Te Rauparaha Research He was a father indeed to all the tribes Who was he?28 Why is he famous? A courageous man who made peace in the Maori wars Points of interest: HoneHeke For 44 years he sowed the Good News in this island Name: TAPE TWO, SIDE A TCC 3:1, 4:1,5:238 He came in the year 1823 He was taken away in the year 1867 Discuss: • What character qualities did the Maori Christians say that Henry Williams had? • What kinds of things could he have done result in the Maori people saying these things about him?

Read the story of Parihaka and learn about the reasons that Te Whiti and Tohu • Shares ideas became famous as peacemakers. Discuss: • What sort of character did they have? • What might have happened if they had not been peacemakers? © 2010 Interact Curriculum 25 Why is respecting people important? | FIRING UP

Research continued questions and activities indicators of achievement

4.0 How can the Treaty of Waitangi help us work towards peace?

4.1 Why is it important to respect all people? Bridges of Friendship

Write ways that we can build bridges of friendship between people. Write friendly, peacemaking words on the stones of the bridge. God commands us to love others as we love ourselves. This means that WORDS THAT BUILD BRIDGES OF FRIENDSHIP BETWEEN PEOPLE: we respect them and their feelings.

Think of ways that we can show we respect people and make a large class • Identifies main ideas We can help to build bridges betWeen people by: display of words and actions we can take. For example: • Separates reasonable from • Listen to others unreasonable ideas 30Name: Research30 • Try to understand what they think • Is aware of issues of social • Try to understand how they feel concern

Walls That Keep Us Apart

What words and phrases build walls between people • Don’t laugh at people and keep them apart? Write words in the stones.

WORDS THAT BUILD WALLS BETWEEN PEOPLE AND KEEP THEM APART: • Be fair to people

4.2 How does the Treaty of Waitangi affect our way of life today? We celebrate the signing of the Treaty of Waitangi every year on February 6. If we do and say these thIngs, we help to buIld walls between people and keep them apart: We respect the right of Maori to be honoured as our nation’s first people. Name: Research3131 We respect the right of Maori to learn and speak their language, and to follow their own customs. We respect the right of Maori to have ancestral lands that were wrongly taken, returned or recompensed. We respect the right of Pakeha to be equally considered as New Zealanders.

In the latter half of the 20th century, many indigenous groups from countries • Shares ideas which have been colonised, were learning to appreciate again what was • Draws or uses a graphic special about their cultures. In a small group discuss: organiser, table, diagram • Why is it important to know who you are and what you stand for? to or cross section to show • What difficulties do you face when someone older or stronger than connections you tells you to be ‘someone else’?

Think about all the Maori words you hear around you. Discuss: • Shares ideas • How is the Maori language used? • Where do you hear/read the Maori language? • Why do you think te reo Maori is used? • Why is it helpful to know words from more than one language? • Do you think Maori should be used as much as it is? Why/Why not? Draw up a T chart or do a PMI to explore the benefits or otherwise of usingte reo Maori in Aotearoa New Zealand

Discuss: • Shares ideas • What does the Bible teach us about the value of people? • What can you do to create an environment where differences are accepted and celebrated?

Interact Learning Path | Phase 2 Finding Out Further Find Out Further and gain understanding in one of two ways: 1. Individual or group investigation 2. Whole class investigation

During this phase the students will gain understanding:

Research (further) Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching Reason Apply, analyse, interpret, compare and contrast findings

The arrows remind us to pull apart (analyse) and draw comparisons (compare) ut O

Focusing Forward F urther inding F

Resolve Respond Review and record Rejoice! Reflect F ind Fu in rt g O her ut Reason

Research Firing UP

Raise questions Relate Recall

1. Identify an issue or topic which you would like to investigate further, based on what you have learned so far 2. Make a plan 3. Research 4. Organise your notes and plan ways to communicate your understandings

The following is a range of suggestions for you to consider:

Do further research on the life and influence of a peacemaker in New Zealand’s • Uses a range of sources to history research • Summarises information

Invite a representative of the local iwi to tell about the history of your local • Identifies main ideas area • Describes findings • Is aware of issues of social and environmental concern

Consider ways you can apply your ability to reason to your study. The following are a range of ideas, but students and teachers may come up with their own as a result of their research:

Read the following statements and discuss how they may have been the • Analyses relationships ‘effect’ of particular actions or situations. Identify what possible ‘causes’ may • Identifies cause and effect have resulted in these ‘effects’: • Distinguishes fact from • Maori iwi have no muskets opinion • Suggests possible • Maori iwi have lots of muskets consequences of people holding particular world • Maori iwi cannot read English views

• Maori iwi can read English

• European settlers cannot speak Maori

• European settlers can speak Maori ut

• Europeans build on Maori land without paying for it O

• The government takes Maori land F urther inding

• Maori fight the British troops F

Why is respecting people important?

Interact Learning Path | Phase 3 Focusing Forward Focus Forward to develop wisdom in the following ways:

Reflect Think deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective Resolve Choose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono’s Thinking Hats can help in the decision-making process. The ‘thumbs up’ remind us that we can say ‘yes’ to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Respond Take action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Review and record Review the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skills The arrows remind us that we need to look back in order to move forward Rejoice! Celebrate! We celebrate what we Focusing Forward have learnt. We celebrate our

gifts and talents and F ocusing orward developing skills Resolve Respond Review We celebrate a future and record Rejoice! and a hope Reflect The smiling face F ind reminds us to enjoy! Fu in rt g O her ut Reason

Research Firing UP

Raise questions Relate Recall

Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas:

Read the story of the Fall in Genesis 3. Discuss: • Identifies a biblical • Why is there sin and selfishness in the world? perspective • What did Jesus do to take sin and replace it with God’s peace? • Discusses aspects of the • How can we know God’s peace? nature of people

Treaties were made in Bible times. Read Stale Bread, story #81 from The • Identifies a biblical Children’s Bible in 365 Stories by Mary Batchelor and John Haysom. It is perspective available online by searching stale bread/the childrens bible in 365 stories. • Discusses aspects of the Discuss the story and the importance of seeking God’s wisdom when making nature of people decisions about treaties

A covenant is an agreement between two people and involves promises on • Identifies a biblical the part of each to the other. The concept of a covenant between God and perspective His people is one of the main themes of the Bible. Read one or more of the • Discusses aspects of the following: nature of people • God’s covenant with Noah in Genesis 9, that he would never again • Expresses an opinion destroy the world by flood confidently and provides • God’s covenant with Abraham to bless his descendants and make reasons for it them his own special people, if Abraham would be faithful to God and allow God’s blessings to flow to the rest of the world through Israel, in Genesis 12:1-3 • God’s covenant with David in 2 Samuel 7:12-13 in which he promised that David and his descendants would be heirs to the throne of Israel • The ‘new covenant’ that God made with people, based on the death and resurrection of Jesus Christ, in which God would forgive sin and write his law on human hearts). The new covenant of Jesus Christ was for people of every race (Jeremiah 31:33, Romans 11:27, Hebrews 8:10, Hebrews 10:16 and 2 Corinthians 3:3) Discuss how this understanding of the gospel and of covenant would have affected the thinking of the Christians in the British Home Office, the missionaries and the early Maori Christians

Read scriptures about God’s peace and peacemaking from the Scriptures • Identifies a biblical section at the back of this manual and write, decorate, display and memorise perspective • Recognises analogies

Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future:

Heart • Makes decisions about • Your attitude toward conflict and resolution possible actions

Head • Your thinking about the role of the gospel in our country’s history

Hands • Your actions in situations of conflict or injustice in which you find yourself

Mouth • How you might communicate about peacemakers in our early history, or the importance of the Treaty of Waitangi to our nation

Feet • Where you stand on an issue about respect for the Treaty of Waitangi

Take individual or group action: Change your attitudes Identify any areas where your attitude towards conflict could improve • Demonstrates a biblically- informed code of values • Expresses own values position • Identifies possible solutions to social problems Change your thinking Think about ways that you can show respect and appreciation for Maori as • Recognises and works the indigenous people of our nation against discrimination and prejudice • Demonstrates a desire to live in a way that honours God Take action Think about ways you can demonstrate the importance of respecting Maori • Demonstrates God’s love for people to others e.g. by learning some Maori language people • Identifies possible solutions to social problems

Parihaka was invaded by troops on November 5th (the day New Zealand • Participates in school or celebrates Guy Fawkes Day) and their village was wrongly destroyed. The community activities Maori leaders, inspired by the gospel of peace, welcomed the soldiers, sent • Takes responsibility as a their children out to meet them with white feathers as symbols of peace, and member or a leader of a their women came behind singing hymns of praise. Plan a school event in team which you can celebrate Parihaka Peacemakers on Guy Fawkes Day this year

Communicate your learning Tell at least one story about a peacemaker in our history to your parents • Communicates confidently and creatively Stand for what is right Identify a way in which you, your class or your school could show your respect • Recognises and works for Maori culture against discrimination and prejudice • Acts on own values position

Consider what you have learned and the skills you have developed:

Look at the Big Idea – God is Peace and wants us to be peacemakers. Brainstorm • Determines whether the all the things that you have learnt about people and peacemakers in the early information as originally history of New Zealand defined is met

Identify the character qualities of peacemakers in early New Zealand history • Recognises personal and which qualities you share with any of them strengths and weaknesses

Share something with a partner that you have learned about the Focus • Reviews highlights of the Question, and the Key Areas of Investigation. Meet with two other people study and collate your ideas, then two more and two more. Write down a class list of the important ideas which you have discussed, relating to this term’s investigation

Discuss what you understand about the Habit of Character of Diplomacy and • Determines whether the the Habit of Mind of Finding Humour. Describe how those qualities can help information as originally you to be a peacemaker, and how they were evident in any of the peacemakers defined is met you studied F ocusing orward

Celebrate your learning:

Invite members of the local iwi, friends and family to a day in honour of the • Celebrates learning Treaty of Waitangi, or in honour of peacemakers in New Zealand’s history

Perform a play or musical about Parihaka or the Treaty of Waitangi with the older students

Play Treaty Tag

Plan a school event in which you can celebrate Parihaka Peacemakers on Guy Fawkes Day this year

Psalm 34:14 Turn from evil and do good; seek peace and pursue it.

Jeremiah 31:33 “This is the covenant I will make with the house of Israel after that time,” declares the LORD. “I will put my law in their minds and write it on their hearts. I will be their God, and they will be my people.”

Matthew 5:8-10 8 Blessed are the pure in heart, for they will see God. 9 Blessed are the peacemakers, for they will be called sons of God. 10 Blessed are those who are persecuted because of righteousness, for theirs is the kingdom of heaven.

Romans 11:27 And this is my covenant with them when I take away their sins.

Romans 12:18 If it is possible, as far as it depends on you, live at peace with everyone.

Romans 14:19 Let us therefore make every effort to do what leads to peace and to mutual edification.

2 Corinthians 3:3 You show that you are a letter from Christ, the result of our ministry, written not with ink but with the Spirit of the living God, not on tablets of stone but on tablets of human hearts.

Ephesians 4:3 Make every effort to keep the unity of the Spirit through the bond of peace.

Colossians 3:15 Let the peace of Christ rule in your hearts, since as members of one body you were called to peace. And be thankful.

Hebrews 8:10 This is the covenant I will make with the house of Israel after that time, declares the Lord. I will put my laws in their minds and write them on their hearts. I will be their God, and they will be my people.

Hebrews 10:16 “This is the covenant I will make with them after that time, says the Lord. I will put my laws in their hearts, and I will write them on their minds.”

Hebrews 12:14 Make every effort to live in peace with all men and to be holy; without holiness no one will see the Lord.

James 3:17-18 But the wisdom that comes from heaven is first of all pure; then peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere. Peacemakers who sow in peace raise a harvest of righteousness.

1 Peter 3:11 He must turn from evil and do good; he must seek peace and pursue it.

I I nteract Understanding

THE INteract Resources The Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world.

This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets.

The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

Relate learning to Build real life community

Value Develop and serve faith and Develop individuals character thinking skills Know Integrate God learning Learn areas about Learn People about the World

III I nteract Understanding options for using THIS INTERACT TEACHER MANUAL Introduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of work By focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment.

(b) A longer inquiry investigation By working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of both The more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class.

N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

IV © 2010 Interact Curriculum Planning with interact 1. Term Overview Read the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements. 2. Understanding Interact Read the Understanding Interact section on page (I) so that you are confident in understanding the principles and processes of the Interact Resources.

Overview and Introduction 3. Read these pages to understand what this subject area is about, and where it fits into the integrated term’s work. 4. Big Idea and Focii Read the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit.

Biblical World View and Background Information 5. Read these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures (found at the end of the manual for your convenience).

Key Areas of Investigation 6. These four points summarise the content the students may learn in this subject. Confirm with your national requirements and determine your priorities.

Key Learning Intentions 7. These points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class.

Plan for School-wide Activities or Visitors 8. Meet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities. 9. Determine Main and Subsidiary Topics Determine the main focus topic for your class (e.g. Science, Social Science, Health) this term and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other’s deeper learning in particular topics. 10. Plan Plan, using the Interact Learning Path as a guide.

Have a great term teaching!

V I nteract Understanding THE interact LEARNING PROCESS The Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

The Interact Learning Path Focusing Forward

Resolve Respond Review and record Rejoice! Reflect F ind Fu in rt g O her ut Reason

Research Firing UP

Raise questions Relate Recall

We hope you enjoy discovering, with your students, a fresh perspective on the world!

Relate Engage Engages in social scientific exploration and discussion

Recall Remember Identifies prior experiences

Raise questions and recognise problems Inquire Designs open questions

Focusing Forward Plan Plans a survey or interview

Research Gather information Uses a range of sources to research including Resolve Respond Review original sources, reference texts, people, media, and record Rejoice! computer technology, places Shares ideas Reflect Describes findings Fi nd Identifies symbols Fu in Surveys to collect data rt g O her ut Participates in role play Reason Classify information Identifies main ideas Separates reasonable from unreasonable ideas Research Is aware of issues of social concern Firing UP Is aware of issues of environmental concern

Record data Summarises information Raise questions Relate Organise information Draws or uses a graphic organiser, table, diagram Recall to or cross section to show connections Creates a time line Draws a graph

VII I nteract Understanding KEY LEARNING INTENTIONS We are learning to: continued

Reason Analyse information Analyses relationships Identifies cause and effect Distinguishes fact from opinion

Make a generalisation based on findings Suggests possible consequences of people holding particular world views

Reflect Analyse Identifies a biblical perspective Discusses aspects of the nature of people Recognises analogies

Discuss ethics Expresses an opinion confidently and provides reasons for it

Resolve Make judgments and decisions Makes decisions about possible actions

Respond Respect God Demonstrates a desire to live in a manner that honours God Demonstrates a biblically-informed code of values

Respect People Demonstrates God’s love for people Recognises and works against discrimination and prejudice

Present Information Communicates confidently and creatively

Solve problems Identifies possible solutions to social problems

Participate and contribute Participates in school or community activities Takes responsibility as a member or a leader of a team Acts on own values position VIII© 2010 Interact Curriculum KEY LEARNING INTENTIONS We are learning to: continued

Review and record Judging the process Determines whether the information as originally defined is met Reviews highlights of the study Recognises personal strengths and weaknesses

Rejoice! Celebrate Celebrates learning

IX I nteract Understanding ACKNOWLEDGEMENTS

Developing the Interact Curriculum has been the result of over twenty-five years of thinking and working in the education field, and therefore twenty-five years of gleaning ideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking. As Woodrow Wilson once said, “I not only use all the brains that I have, but all that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficiently to encourage and challenge me to both establish KingsWay School in 1986 and to subsequently write curriculum for schools.

Thanks, too, to Marty Heaslip, who first introduced this concept of teaching from a basis of understanding the character of God.

Special thanks go to Julie Owen for walking with me through the Interact update process and advising, critiquing, and writing and refining material so helpfully. Also, thanks to Carl Becker for valuable critique, Clare Woods for the graphic design, to Anna Johnstone who has been a supportive friend and advisor for many years and assisted with proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistance from schools, and during that time have also had five wonderful children. I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than career and security has allowed him to take huge financial risks and lifestyle changes. My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps to make the documents stronger for the benefit of busy teachers, and I value critical comment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum

Board of Studies (2006). Human Society and its Environment K-6 Syllabus. Sydney: NSW Board of Studies

Costa, Arthur L. and Kallick, Bena (2008). Learning and Leading With Habits of Mind: 16 Essential Characteristics for Success. Association for Supervision & Curriculum Development

De Bono, Edward (1999). Six Thinking Hats. MICA Management Resources, Inc

Department of Education (2002). Revised National Curriculum Statement for Grades R-9 (schools): Social sciences. Pretoria: Government Printer

Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media Ltd