Lessons 4-6 - Heritage Trail for the Future

Specific Learning Outcomes

Knowledge - To help students develop knowledge and understanding of:

• The importance of preserving heritage
• The features that make heritage unique to the area

Attitudes - To encourage students to:

• Recognise the value of local and national heritage
• Develop a conservation ethic

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Lesson

Students working in small groups form a set of criteria to select heritage that should be preserved and promoted in the future. What is important to us, and our nation?

These small groups then choose a local area and organise a research plan to design a heritage trail for the year 2100. The trail might consider buildings, cemeteries, landscapes, memorials, wahi tapu, and archaeological sites. Places that might be included in the trail could hold technological, industrial, cultural, historical, scientific, social, spiritual or architectural significance. Students consider a range of viewpoints also from people who may hold an interest in the issue of a heritage trail in the selected area. This might include:

• Government representatives responsible for implementing change
• Tourism Operators aiming to maximise tourist numbers
• Local residents concerned about the consequences to their neighbourhood
• Tangata Whenua holding concerns over developments threatening sites of cultural significance
• Local business people wanting to boost their business
• Tourists who will require services
• Conservationists concerned about the impact that increased tourism will have on the area.

Students are given sufficient time to complete research and visit the selected area. Group trails are presented to the class. Students may use powerpoint presentations, overhead transparencies, video, photographs, and interactive activities for the 15 minute presentation. A list of selected sites with a descriptor for each is to be available for viewing. This will show justification for the inclusion of the sites in the trail aligned with the group's set criteria.

Assessment Opportunities

• Group presentations
• List of selected sites with justification
• Criteria set for heritage selection

Social Studies Processes

• Social Decision-making - making a choice about preferred action and justifying that choice
• Values Exploration - demonstrate how groups may share some values and agree to differ about others
• Inquiry - collect and record information from a range of primary and secondary sources

Essential Skills

• Communication Skills - developing skills in discrimination, arguing a case clearly, logically and convincingly, communicating confidently and competently.
• Information Skills - gathering and processing information from a range of sources
• Self-Management and Competitive Skills - manage time effectively
• Social and Cooperative Skills - take responsibility as a member of group for jointly decided actions and decisions
• Work and Study Skills - work effectively, both independently and in groups