Task: Create a title page collage to fill this page

Achievement Objectives:

1) Understand how cultural interaction impacts on cultures and societies.2) Understand that people move between places and how this has

consequences for the people and the places.

Lesson 1-2: Why do people explore or conquer?

Learning Objective: Reasons for Exploring and Conquering

Success Criteria: Identify and explain reasons why people explore and conquer other parts of the world Work in a group to solve a scavenger hunt challenge Create a video to demonstrate exploration

Activities:1. Reading: Access the Ultranet and download the PDF resource sheet: Why people explore. In groups/ as a class read through the sheet.

2. Recall: Once you have read the resource sheet, list all the reasons why people have decided to explore or conquer. There should be at least 6- one for each explanation. X

3. Video: Watch the clip of the Naked Castaway: https://www.youtube.com/watch?v=ip1YXnOESks to determine why people perform acts of exploration. Whilst watching the clip, note down ideas about the following questions:a) What were two of the issues he would have to face alone on the island? Xb) What are two skills he developed before going on the island? Xc) What other act of exploration has he completed? Xd) How is trying to survive on an island an act of exploration? X

4. Create: Create two describe graphic organisers that show the qualities/ characteristics needed to be a great explorer or conqueror.

5. Challenge: Access the file called “Explorers Scavenger Hunt” on the ultranet. It involves you having to solve riddles in order to take photos of certain things. You will work in teams of 4 on this. When you have a photo for each riddle, be the first back to class to win.

6. Video: As a class, watch on Youtube (Now in Resources folder “All U-Tube clips”): ‘Why do you explore? - Exploration Video Contest’Following the viewing you are going to create a short video in small teams that explains why exploration is important. In it you must refer to at least one famous explorer you already know about and what exploration experience you have already had. You have all got experience! For example: Learning is an exploration into knowledge and finding a way to further it. You are all learners. Exploring your backyard is a way of knowing where things belong and where dangers lie. The possibilities are endless. How much of an explorer are you?

6. Writing: In a paragraph, using the PEEL paragraph structure, create a paragraph on why people explore. You should refer to examples we have looked at in class. Remember to write paragraphs at a higher level than achieved, you will need to include more than one example in your paragraph.

Lesson 3: The effects of exploration

Learning Objective: How explorers affected societies

Success Criteria:Identify how explorers have affected the societies they have explored.Investigate a part of NZ you are interested in.

Activities:1. Read: Access from the Ultranet the resource sheet: “How societies were impacted by explorers”

2. Understand: Find definitions for the following terms. Try writing the definition so that you can explain it if asked.Indigenous: XColonisation: X

3. Evaluate: Using the resource sheet, identify the effects on the indigenous society of the area that was explored and evaluate what impact that would have in/on that society. You should be able to get at least SIX effects. Some impacts can be the same. The first has been done for you as an example.

Effect 1: They took people as slavesImpact of Effect 1: Slavery broke up families and took away all of the younger people in the society.Effect 2: XImpact of Effect 2: XEffect 3: XImpact of Effect 3: XEffect 4: XImpact of Effect 4: XEffect 5: XImpact of Effect 5: XEffect 6: XImpact of Effect 6: X

4. Create: Let’s look at one particular explorer: Research online information about Captain James Cook. Create a biography about his life. Include the following aspects:a) Find an image of himb) Where was he born and where did he grow up? (town and country)

c) What were his motivations for exploring?d) What was the purpose of his initial voyage to the Pacific? Was the voyage a success?e) What was the name of his ship on the first voyage?f) What impact did Cook’s discovery of NZ for Europeans have upon the Maori people?g) When did the first Europeans settle (stay for a long period of time) in NZ? Why did they come?

Did it impact upon Maori?h) Why was NZ attractive for European explorers?

Create your Biography here: X

5. Explore NZ: Where in New Zealand have you always wanted to explore? Choose an area of NZ you have always wanted to go to, but have never been. Find an image of it, then after inserting it, introduce it, and discuss why you want to go there in 2-3 sentences. Lastly describe what impact you might have on the place you visit.For example:

This is part of the Milford Track. It is located in the Fiordland National Park in the South Island. I would like to go there because it is rated as the best walking track in NZ due to its spectacular scenery. One of the best features of the track is being able to see the Sutherland Falls, which is the highest waterfall in NZ. Whilst the landscape is spectacular, you need to be careful and responsible on the Milford Track. By straying from the track people tread on environments that are important to some species of animals. Many birds in the area, such as the endangered Takahe, nest on the ground. People need to be aware of where it is appropriate to leave the track, and when they should not leave it at all.

Note: If you are not sure of a particular place- why not Google the top 10 most popular destinations in NZ? It could be alternatively be something to do with what you are interested in, for example a surfing area.

Lessons 4-5: Ancient Conquerors- Alexander the GreatLearning Objective: Ancient Conquerors- Alexander the Great

Success Criteria: Identify reasons why Alexander the Great Conquered the Persian Empire Investigate the effects of his conquering on the people of Persia.

Activities1. Reading: Access the ultranet and download the information resource ‘Alexander the Great’.

2. Understanding: Using the information in the resource, demonstrate your understanding of Alexander by answering these questions:a) Who was Alexander’s father?b) How old was he when he became King?c) Which well know Greek Philosopher was Alexander’s tutor?d) What is a phalanx?e) What advantage would a phalanx have against soldiers who would charge up against them?f) What did Alexander do to ensure his popularity amongst his army?g) Why was he held up in Lebanon from chasing Darius III?h) How did Alexander win the Battle of Gaugamela when he had fewer soldiers?

3. Create: Alexander was motivated by a desire for glory. He compared himself to legendary heroes like Heracles and Achilles, and tried to match what they had done or do even better!

Divide into groups to create a short film about one aspect of Alexander’s quest for glory. These stories can be found on the Ultranet in the resource called “Alexander: Quest for Glory” - Taming the horse Bucephalus - Visiting Troy - The Gordian Knot - The Siege of Tyre - The Oracle of Siwah - The Sogdian Rock - The Gedrosian Desert - Becoming a godCarefully consider how you can achieve the best effect with these films. Planning will guarantee a better produced film. Read the story sheets provided carefully to ensure you understand all the important facts and terms.

4. Classify: Alexander destroyed the Persian Empire, the most powerful kingdom in the world at that time. There were many consequences for this action. Rank the following consequences from the effect that had the biggest impact on the world down to which had the smallest impact on the world.

For over a thousand years, the most common language in the world was Greek. Greek culture could be found everywhere that Alexander had travelled. This is one of the major foundations of Western Civilization

In his travels, Alexander discovered new things that he brought back to Europe, such as parakeets, bananas, sugar, and cotton.

Alexander founded many new cities where he travelled. Most of them were called Alexandria – such as Alexandria in Egypt.

Alexander was a role model for kings and generals to live up to. One of the greatest accomplishments for a general was to win battles in Europe, Asia and Africa – something that only Alexander had done!

Alexander put his head on every coin he made, so people that he ruled would know he was in charge. He would always be looking east on his coins – towards the lands that he wanted to conquer. After Alexander died, other rulers made coins that looked like Alexander’s. They all wanted to seem as much like him as possible.

5. Evaluate: Look at the consequence you decided had the most impact on the world. Discuss in a paragraph why you think it had more impact on the world than the other consequences. Remember to use your PEEL paragraph structure. You should discuss why your chosen consequence is more important than some of the other consequences.

Lessons 6-7: Ancient Conquerors- Julius Caesar

Learning Intention: Investigate Julius Caesar as an example of a conqueror

Success Criteria: Identify why and how Caesar managed to conquer Gaul and Rome Identify how Caesar is portrayed in visual media.

Activities:For these activities you will need to download the information ppt “Julius Caesar” to your device from the ultranet.

1. Reading: Read the resource sheet called ‘Julius Caesar’ which can be downloaded from the ultranet.

See YouTube Clip in Resources Folder: “The Roman Empire – Julius Caesar”. (Fn)

2. Understanding: Using the information on the resource, complete the questions below to demonstrate your understanding.

a) Historians might say Caesar had a privileged childhood, whilst others would say he did not. Why might both be accurate? X

b) Why was Caesar forced to leave Rome? Xc) What was the Triumvirate? Who was in it and why? Xd) Why did Caesar invade Gaul? Xe) Which chief united the Gallic tribes against Caesar? What happened to him? Xf) Why did Caesar invade Rome? Xg) In what year was he murdered? What impact did his death have on the Empire? Xh) What does Marius’ Mules refer to? X

3. Analyse: What sort of man is Caesar? Watch the video clips on the Powerpoint ‘Julius Caesar’ and analyse how he is portrayed.

a) In ‘Asterix’ he is portrayed as being: Xb) In ‘Rome’ he is portrayed as being: Xc) In ‘Roman Empire’ Documentary he is portrayed as being: Xd) The characteristics that are the same across all videos are that he is: X

4. Evaluate: Investigate online what impact the name Caesar has on our lives today by answering these questions:

a) What month of the year is named after Caesar? Xb) What other long term influences have come from his name? Xc) Octavian, his nephew and adopted son, took another name when he became emperor. Search

online to discover what it was. X

5. Analyse: Caesar’s invasion of Gaul gave him wealth and experience. Watch the video on Caesar’s invasion of Gaul and complete the questions as you watch.

https://www.youtube.com/watch?v=eEbluWhYt88 2.50-21.20

a) Caesar won a civic crown. What was this and how did he win it? Xb) Why did Caesar need a war? Xc) Which tribe of Gaul did he attack? What had they done for him to justify the war against them?

Xd) What were the weapons and armour of a Roman soldier? How was he better than a Gallic

soldier? Xe) How did Caesar gain the love of his men against the Belgians? X

End at 21.20min.

6. Game: Play a game of “Game of Romes”

Form teams of 3-4 people. Choose a family name for yourselves. You will challenge another family for domination of the Roman Empire.

The purpose of the game is to take over as many of the regions of the Empire, as seen on the ‘Game map’ on the ppt. Whoever has the most regions of the empire when all the questions are answered, wins the empire.

You will need to organise 20 questions using the information on the Roman Empire found on the website: http://www.bbc.co.uk/schools/primaryhistory/romans/ using sections ‘Invasion’, ‘Roman Army’ and ‘City of Rome’ only. You gain a region of the empire by answering a question from the opposing family. When you get the answer correct, claim the part of the empire. Whoever has the most parts of the empire by the end, wins. If you run out of regions to claim, then you may fight for a previously claimed region by invading. Invading means you nominate you conqueror. Only that person may answer the question unaided. If they get it right, you get their region.

Lesson 8: Charles Darwin Annotation Exercise

Learning Intention: Annotation Skills

Success Criteria: Analyse a piece of text and annotate the key ideas

Activities:Possibly the biggest issue in regards to electronic learning is plagiarism. Plagiarism is where someone uses writing of another person and passes it off as their own words. This is cheating. In NCEA, and in year 9/10 Social Studies, this can result in an instant grade of NA.

Therefore one of the most important skills we can learn is analysis and processing of information. We are going to practice these skills before your first assessment. Go through the process listed below to complete the task written in green text.

Where will I find the information?

For this task you are going to locate information for the following questions from this website: http://www.nzhistory.net.nz/charles-darwin-leaves-nz-noting-that-it-is-not-a-pleasant-place

How do I annotate a piece of text?

The process of annotation is displayed on the Powerpoint resource: Charles Darwin Annotation. Use it and the instructions below to get an annotated piece of text for each question.

1. Start with the task. Analyse the question that is given to you. Identify what you are meant to do by highlighting the key words and ideas. This will help you determine what it is exactly you need to do.

2. Following your analysis, you are going to cut and paste information from the linked article that is relevant to the questions. You should cut and paste the whole paragraph.

Note- if you are using multiple websites to locate information for the question, you should copy the website address for each paragraph and past it below the information (see example on the powerpoint).

3. You will then highlight the section of the text that is relevant to the question, in the paragraph. This is demonstrating that you know what is relevant, and what is not, within the text.

4. Lastly, in your own words you will identify what use the highlighted section has in answering the question. This is called annotation.

Task:

Find and annotate paragraphs of text that provide information that can be used to answer questions on Charles Darwin’s expedition to the Pacific. Annotate this information to show how it helps to answer the question.

Task Questions:

1. What was the purpose of the Beagle Expedition to the South Pacific? Note: This question is shown on the PowerPoint demonstration.

2. Why was Darwin chosen to go on the voyage? X

3. How did Darwin feel about New Zealand compared to other parts of the journey? X

4. Did Darwin enjoy any part of Colonial New Zealand life? X

5. What did Darwin achieve, for the expedition, whilst in New Zealand? X

How did you do? If you didn’t finish this, complete it for homework. You will need these skills in the first assessment for this topic.

Explorer Assessment- See assessment sheetIdeas: William the Conqueror- First Norman king of England Leif Erikson- Viking Explorer

Ragnar Lothbrok- Viking Conqueror Mel Fisher- Diver- discovered the Treasure of the Atocha Jacques Cousteau- Underwater explorer Amelia Earhart- Pilot Robert Falcon Scott- Antarctic Explorer Charles Heaphy- NZ Explorer Abel Tasman- Dutch Explorer Thomas Brunner- NZ Explorer Napoleon Bonaparte- French Conqueror of Europe Tamerlane- Mongol Conqueror Charlemagne (Charles the Great)- King of the Franks Ch'in Shih Huang- First Emperor of China Francisco Pizzaro- Spanish Conquistador in South America Geoff Mackley- NZ Explorer and Photographer

Your topic cannot be on any of the explorers or conquerors we have looked at, or will look at in class. Luckily, there is a wealth of explorers and conquerors to choose from!

Lessons 9-10 The Mongol Conqueror: Genghis Khan

Learning Objective: Genghis Khan- The largest land based empire ever

Success Criteria: Identify how Genghis Khan started with nothing and managed to conquer the largest empire in

the world. Investigate the effects of his conquering on the Mongolian people

Activities:1. Reading: Download the information resource from the ultranet called: Genghis Khan. Read this as a class/ or in your groups.

2. Comprehension: Demonstrate your understanding of the resource by answering the following questions.a) What is a khan? Xb) What was Genghis Khan’s original name? Xc) What was different about the leaders in Genghis Khan’s army? Xd) How many years did Geghis Khan rule for? Xe) What did Genghis Khan learn from Chinese Engineers that benefited his army? Xf) How many square miles did the Mongols conquer? Xg) What did Genghis Khan do with his empire when he died? Xh) Why were they unable to retain their power over the lands they conquered? Xi) What is the mystery behind Genghis Khan’s tomb? Xj) How do the Mongols retain the memory today of the empire they once held? X

3. Research: Complete a Google search to discover why the Mongolian warriors were so successful. Identify three reasons. For each reason, explain how it helped them succeed in battle. Skill 1: XSkill 2: XSkill 3: X

3. Evaluate: What are two statements that you can think of that emphasize Genghis Khan’s achievements?a) Xb) X

Lessons 10-11: The Aztecs and the Conquistadors of SpainLearning Objectives:

The Aztec Empire The Conquistadors of Spain

Success Criteria

Read and understand information on the info-source. Interpret ideas about the Aztecs from images. Define the word assimilation Recall facts about the Aztec conquest.

Activities:

1. Analyse and Comment: The Aztec Empire was a civilised race of people with advance culture and technology. Analyse the following images. For each photo on the Powerpoint, infer (educated guess) something about the Aztec people.

Image 1: X Image 2: X Image 3: X Image 4: X Image 5: X Image 6: X Image 7: X Image 8: X Image 9: X Image 10: X

2. Reading: In learning about how the Aztecs we first need to know who they were, how they lived and what their culture was like. Download the information resource: ‘Aztec Empire’ from the Ultranet.

3. Comprehension: Demonstrate your understanding of the Aztec Empire resource by answering the following questions:a) What was the capital city of the Aztec Empire? Xb) How did this city become so powerful? Xc) Why did the Aztecs need to sacrifice to Tonatiuh, the sun god? Xd) Why were sacrifice made on top of temples? Xe) Identify two facts about an Aztec’s life. X Xf) Why were the Spanish interested in the Aztec people? Xg) Why does very little Aztec art exist today? XExtension task: Access the National Geographic website. In the search engine at the top of the page type in AZTEC. Find an article that capture your interest. Write down five things you have discovered about this culture. X

4. Watch and Analyse: Watch the documentary/ re-enactment of Cortez’s Conquest “Heroes and Villians”. Whilst watching answer the following questions:

a) Why did Cortez come to Mexico? Xb) Why did he destroy his ships? Xc) What military advantages did Cortez have over the Aztecs and the Tlaxcalans? Xd) What did the idea “Divide and Rule” mean? Xe) Why was Tenochtitlan so impressive to Cortez? Xf) Why did Moctezuma, Emperor of the Aztecs invite them into the city? Xg) What was their initial disagreement on the temple about? Who is most at fault here? Xh) How did Moctezuma die? Xi) Why was it important to give gold to the King of Spain? Xj) What did Cortez build in an attempt to take the Tenochtitlan? Xk) What weakened the Aztecs to a point that Cortez could invade the city? X

l) Why were there rumours of a City of Gold following the fall of Tenochtitlan? Xm) What happened to Cortez? Did he ever become rich? X

5. Watch and Evaluate: Watch the Youtube video The Aztecs: The End of the Aztec Empire. Discuss in a paragraph how the Aztec culture was affected by the invasion of Cortez. Choose two effects from the video to use as your examples. Remember to use PEEL for your writing structure. X

Lesson 12: Female ExplorersLearning Objectives:

Mary Kingsley

Success Criteria

Read and understand information on Mary Kingsley Investigate how women have overcome gender expectations Evaluate the significance of Mary Kingsley’s explorations

Activities:

1. Reading: Read the Mary Kingsley Resource Booklet

2. Comprehension: Demonstrate your understanding of the resource booklet, by answering the following questions.

a. When was Mary Kingsley born? Xb. Why did she see little of her father as a child? Xc. Why was West Africa known as the ‘White Man’s Grave’? Xd. What was the purpose of her exploration of West Africa in 1893? Xe. Why was it so strange that Mary should want to visit West Africa? Xf. Why might her clothing be a problem for her in West Africa? Xg. Name 3 events where her life was endangered? Xh. Why was Mary able to survive amongst the Fang? X

3. Evaluate: Identify 3 reasons why Mary’s explorations were significant achievements?XXX

Lessons 13-14: Antarctic ExplorationLearning Objectives:

The history of Antarctic exploration Who were the heroes of Antarctic Exploration Modern Explorers of the Antarctic

Success Criteria

Read and understand information on Roald Amundsen Analyse a video and comment on Shackleton’s escape from the ice. Create a series of pictograms to show statistics in a visual format. Write a paragraph explaining why Amundsen succeeded when Shackleton and Scott failed.

Activities:

1. Group Work: You are planning a trek to the South Pole. You will be dropped off by a boat and then will need to get to the South Pole without using any electronic technology. In pairs, or groups of three, make a list of all the equipment you will need for the trip, bearing in mind you need to have some way of transporting it all. From your discussion, what would be the 10 most important things you would take? Note them down below in order of most important to least important:

a) Xb) Xc) Xd) Xe) Xf) Xg) Xh) Xi) Xj) X

2. Video: Watch the video on British Explorers of the Antarctic: Scott and Shackleton. As you watch answer the questions below.a) In 1824, why was Antarctica not depicted on the globe? Xb) Who won the race to the South Pole? Xc) What happened to Scott? Xd) What happened to Shackleton’s ship, Endurance? Xe) What is the James Caird famous for? Xf) Why did Shackleton take his men’s watches? Xg) Why was Shacklton’s voyage just as much a success as it was a failure? X

3. Reading: Download the information resource called Roald Amundsen from the Ultranet. Read the resource as a class.

4. Comprehension: Using the information on the resource, answer the following questions.a) What was his ship called? Xb) What were the cairns used for? Xc) How many years experience had he had as a sailor by 1910? Xd) How did Amundsen’s nationality prepare him for the cold of Antarctica? Xe) What was the point of laying depots? Xf) What was worrying Amundsen as they neared the South Pole? X

g) Why do you think Amundsen leave a note for Scott? Xh) Where is Amundsen buried? X

Extension Activity: In a paragraph discuss why Amundsen’s preparation was crucial in him winning the race to the South Pole. X

5. Use statistics: Create pictograms for 5 of the statistics on the last page of the resource. An example is shown below:

Pictograms:X

6. World’s greatest explorer? Watch the video from Youtube (Lost cities and sawn-off fingers https://www.youtube.com/watch?v=QKnQsRJrIeA ) about Sir Ranulph Fiennes.

7. Create: In your book, create a timeline to show his top 10 achievements and failures taken from the 16 bullet points below. A timeline must be ruled up carefully to ensure accuracy, so make sure you use a ruler! 1968: First hovercraft expedition up the longest river in the world- the Nile 1979-1982: Transglobe Expedition- First to reach both the North and South Poles and

circumnavigate the globe on its surface along its polar axis. 1983: Honorary doctorate from Loughborough University 1984: Awarded the Polar Medal by the Queen 1986: Undertook the PUNS Expeditions, gaining the record for furthest unsupported journey north 1992: Led the team that discovered the lost city of Ubar. 1993: Completing the first unsupported crossing of the Antarctic Continent. 1995: Awarded a Bar to his Polar Medal 2000: Trekked across the Artic alone. 2003: Achieved the first 7x7x7 (Seven marathons in seven consecutive days on all seven

continents). March 2005: Climbed Everest to within 300m of the summit March 2007: Climbed the North Face of the Eiger 2007: Winner of ITV Greatest Britons Sport Award May 2008: climbed Mt Everest to within 400m from summit. May 2009: Successfully climbed Mt Everest - the oldest Briton ever to reach the summit. Feb 2013: Pulled out of the Coldest Journey Expedition- Crossing Antarctica in the Winter.

Complete Assessment 2

Lessons 15-18: Space ExplorationLearning Objectives:

The history of space exploration Why people have decided to explore space The future of space exploration

Success Criteria

Comprehend information on early space discovery and exploration Explain why different groups decided to explore space Identify the negative effects of space exploration Explain the significance of current and future space exploration projects.

Activities:

1. Read: Download the information resource: Space the final frontier. Read this as a class.

2. Comprehend: Using the information resource answer the following questions

1. Who was Galileo and what did his observations tell humans about the earth? X2. Who built the first liquid fuelled rocket? X3. What aspect of Wernher von Braun’s background would have made him a

controversial choice to work at NASA? X4. What are two major projects von Braun worked on? X5. Why was Albert not a good name for a monkey? X6. Who was Laika? X7. What did Gordo’s trip prove? X8. What was significant about Able and Baker’s Trip? X9. The first human to get to outer space was who? Where was he from? X10. What was the goal of the Apollo missions? When did it succeed and who did it? X11. What came into service in 1981? Why was it so significant for furthering our understanding

of space? X12. How long have scientists been sending equipment to space to study Mars? X13. Why has NASA and other space agencies spent so much time collecting information on

Mars? X

3. Challenge: Mars Rover Mission Competition: Complete the challenge in groups of 5-6. (See the powerpoint for details). When completed, describe how the challenge can be applied to the real scenario of Rover Navigation. X

4. Create: NZ Space Exploration- If NZ ever became involved in its own space program we need a logo. Design the logo for our astronauts’ suits and scientists’ lab coats.

Extension 1: The Sun

As mentioned in the resource booklet many different cultures in history have worshipped the sun. Find 3 different cultures that worshipped the sun and find out what they believed it was. Some suggestions are: Maori, Egyptians, Mayans, Aztecs, Greeks and Indians.

Extention 2: Space phenomenon

Investigate an example of space phenomenon and share it with the people you sit with. Some ideas:

a) Black Holesb) Halley’s Cometc) Orion Nebulad) Jupiter’s Red Spot

5. Analyse: Video- Watch the video Space Race: 20th Century Timeline and Firsts as a class. In your opinion list the 3 most important achievements of humans in space exploration.

a) Xb) Xc) X

6. Essay Writing - Write a Five Paragraph essay (introduction, 3 body paragraphs and a conclusion) on the following question. Remember your essay writing skills and use PEEL for your writing structure.

“The advancement of human space exploration has not been without cost of life. Has it really been worth it? “

Discuss your opinion on this statement arguing either for, or against space exploration.

You could discuss the following:

Early experiment involving animals and the purpose of doing this. Achievements in the 1950s and 60s. The Apollo Missions How space exploration has furthered our understanding of our place in the universe How the exploration of space has enlivened our imagination to exploration of-world