 |
|
| Place
and environment |
| Using
a range of skills, students will demonstrate their understanding
of: |
 |
How
and why people's perceptions of place and environment
change over time. |
|
How
and why the interactions between people and the environment
change over time. |
|
Fishing
as a leisure activity and different groups' views of fishing,
eg Pakeha, Maori, Pacific Island, Chinese and Vietnamese,
and how and why they change. |
|
| Caring
for the environment |
| This
resource looks at the importance of conserving our fisheries
and the effects humans have had on the fisheries resource.
|
|
| You
could also use this resource to examine the interaction
between different cultural groups and fisheries resources,
and look at the conflicting demands made on the sea. |
|
| Time,
continuity and change |
| Using
a range of skills, students will demonstrate their understanding
of: |
|
Ways
in which people's activities in the past have had connections
with, and significance for, communities that followed. |
|
How
beliefs and forces spread, and their impact on the lives
of people in the past, in the present and for the future. |
|
| This
resource looks at the Treaty of Waitangi, in regard to
fisheries. |
|
| Resources
and economic activities |
| Using
a range of skills, students will demonstrate their understanding
of: |
|
The
implications of the various decisions people make about
the use of resources. |
|
Interactions
that occur between people as they carry out economic roles
within organisations. |
|
| This
resource looks at the: |
|
Decision
to implement a fisheries management system, and why we
chose the one we did. |
|
People
organising themselves and others. |
|
Interactions
and conflicts between the various groups who have an interest
in fisheries resources. |
top
|
| Learning
outcomes for students studying at level two
|
| Social
organisation and processes |
| Using
a range of skills, students will demonstrate their understanding
of: |
|
How
and why people respond to individuals, groups, and organisations
in societies, and the consequences of these responses. |
|
How
and why the rights, roles, and responsibilities of women,
men and children vary in different communities. |
|
| Agreements
and treaties |
| This
resource looks at the Treaty of Waitangi, and the issues
regarding fishing rights. |
|
|
Legal
rights and responsibilities
|
| This
resource discusses the limits placed on New Zealand's
fisheries resources, and what they mean for different
communities and cultural groups. |
|
| Place
and environment |
| Using
a range of skills, students will demonstrate their understanding
of: |
|
How
and why movements of people and ideas influence people's
perceptions of places and environments. |
|
How
movement of people and ideas can affect the interaction
between people and environment, and the implications of
this. |
|
| This
resource can be used to look at how New Zealanders' views
of fishing and seafood have changed (the fisheries management
system, and our exports trade, and just what we eat). |
|
| Resources
and economic activities |
| Using
a range of skills, students will demonstrate their understanding
of: |
|
How
and why people's decisions about using resources change
over time. |
|
How
and why diverse groups of people produce, exchange, and
use goods and services in different ways. |
|
| This
resource looks at the changes we have made to the way
we manage our fisheries. You could also look at the changes
in what we export and eat, and the ways different communities
and cultural groups of people in New Zealand use our fisheries
resources, eg. Maori, Pacific Islanders, and Europeans. |
