Materials for vocabulary analysis
1. From the level 1 social studies exemplar, Stories along the River.
Monuments
So we can remember people who die and thing that happened by the Waikato river a long time ago. So people don't forget things that happened at places.
Telling Story
people write story so the person who read them can remember about the waikato river and what people used to do on the river.
Maps
People can find important places to go to and find there and so we do not get lost. It could lead you to something that belongs in the Waikato river. It might be a taniwha.
Waiata
You can sing about the waikato River. You make up songs to do with the River to tell other people about Special Places, and why they are special.
Photos
photos tell you about the olden days at the Waikato river so We can see the changes of the river and the places along the river
2. From the level 5 social studies exemplar, Water Woes.
In third-world or developing countries such as Ethiopia, Cambodia and Jordan, there are often many issues over gaining and maintaining access to safe water and sanitation. However there are some successes. Some of the issues that restrict people's access are harmful chemicals from factories, financial issues, the location and landscape of where people live, and last of all, people using most of the water in a river before it gets down to villages lower down so that the lower villages have none left …
The location and landscape of where people live can be a big issue of how much water someone gets. The amount of rainfall and fresh water available may determine how much daily safe water they get, as there are not many pipes, taps, pumps or wells that people can look to for help. In Cambodia, if a village is not near fresh water, it is almost impossible for the women to fetch fresh water. Although there is not much poorer countries can do to change nature, Jordan is thinking of building a canal to the ocean to get more water, and also building pipes from lakes in Israel, with financial assistance from Israel …
3. From the level 5 social studies exemplar, Parihaka, Past and Present.
A: My whanau return to Parihaka regularly for the kohi mate on 18–19 of the month. People come by the busload to remember and help us young ones learn what occurred in the past. The grief of losing our land in 1881 is like an open wound which continues to weep. On 5 November each year when Pakeha celebrate Guy Fawkes, we remember our tupuna who lost their lives and their land at Parihaka.
B: My family have leased this land since 1935. We have had a long term lease but our rentals have gone up a lot lately. We have worked hard to make this land productive. This is where my family belongs. How is the government going to sort out this mess? This is my home, but Te Ati Awa say it is still their land. These issues go on and on and need to be settled for New Zealand to move into the future.
C: My ancestor Te Whiti has long been called a peacemaker. When the English constabulary started storming Parihaka, he knew that he and his people were greatly outnumbered. It was a wise move that he took in getting the adults to lay down their arms and encourage his people, even the tamariki, to welcome and offer hospitality to the invaders. But despite that, Te Whiti and Tohu were taken prisoner and spent 18 months being taken from gaol to gaol in the South Island. The anguish on the faces of the people in the photos we saw remind us of the grief of Parihaka and why Māori continue to fight for justice over land and seabed issues.
4. All words used in student texts in level 1 and level 2 social studies curriculum exemplars (not including people's names).
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Level 1: Spoken |
Level 1: Written |
Level 2: Spoken |
Level 2: Written |
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