Two concepts need to be established in the first lesson: that cultural preconceptions exist and they can affect a nation’s identity.
Learning intentions Students are learning to…
- To acknowledge the ideas they hold collectively about their own culture & compare these to other cultures
- To recognise & understand what connotations are
Success criteria (How do students know they have achieved success?)
I can…
- I can brainstorm & predict, with the help of my peers.
- I can make connections between icons & the ideas they represent
Activities
You are what you think…or are you?
Think/pair/share
Students think of five words or images that they associate with being a New Zealander (1 minute to think and jot them down if necessary).
Students share their ideas with the person next to them.
Students feedback their ideas to the teacher as a class.
Teacher records responses on the board as a brainstorm using different coloured pens for different qualities which emerge (different qualities could be gender related, cultural, social/work ethic, sporting, environmental).
Students categorise different images – are there any patterns/differences/similarities?
Discuss where these ideas came from and why we believe in them.
National icons
Distribute images several icons (the bulldog, eagle, wallaby & kiwi) cut out on card.
In groups, students come up with various adjectives (at least 3 per country) which they attribute to the various countries.
All groups feedback to the class.
Discuss the connotations and implications of such icons.
Students given handout for Achievement Standard 2.3 and the unit outline and the before and after vocab grid (to save on handouts, this grid could be ruled up by the students themselves in their books) to fill in for homework
Handouts
Achievement Standard 2.3
Before and After Grid
The Vocab Matching Exercise could be completed here and/or at the end of the unit as a revision exercise
Resources: 4 x sets of national icons
