How topography defines the shape of Wellington and measures taken to overcome constraints
Wellington’s Location
Learning Intentions: Students are learning to
- Identify the key functions that Wellington has traditionally fulfilled.
- Identify the changes in function that have occurred over time and the reasons for these changes.
- Define centripetal and centrifugal movement.
Success criteria (How do students know they have achieved success?)
- Understand that people have different perspectives of and attitudes towards a city-they are attracted to live in it (centripetal movement) or they want to leave it (centrifugal movement).
- Students will be able to identify a list of key functions of Wellington.
- Understand that the function of a city can change over time.
Relevant Film Archive Footage
Disk Three: Future Directions: Changing Image:
- 1966 Toehold on a Harbour
- 1993 Wellington Capital City of New Zealand
- 1998 TV3 News 21/10/98
Disk Three: Function: Cultural Capital
- The Cuba Quarter: Buckets of Art
- The Cuba Quarter: Wellington’s Bohemia
Activities
- Review learning on hinterland and expand the idea of function using the following activities.
- People’s perspectives – students view footage (Toehold on a Harbour 1966 and TV3 News Extract 1998) and list (Handout 1) the different attitudes towards Wellington and some of the reasons the people may have for these views.
- What have been and are still the main functions of Wellington? List these using Handout 2 and all the footage listed above [ Relevant Film Archive Footage x5].
- Compare the city in 1966 with the recent film footage. What has changed since then? Write a paragraph describing key changes.
- How do you personally view Wellington?
Handouts
- Table for list of attitudes/perspectives
- What are the functions of Wellington?
