Weaving Our Community: A Harakeke Exploration Project

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Weaving Our Community: A Harakeke Exploration Project

Grade 7MathSocial StudiesEnglishScienceArtPhysical EducationHealth40 days

This project engages seventh-grade students in a multidisciplinary exploration of their community, using the metaphor of weaving a harakeke/flax mat to uncover cultural, historical, and identity interconnections. Students participate in diverse activities, from researching Māori place names to role-playing community decision-making, all designed to deepen their understanding of Aotearoa's cultural heritage and the functions of local and regional government. Through these experiences, students develop skills in research, creative representation, and critical thinking while fostering a sense of personal and community identity. The project's comprehensive approach not only enhances students' knowledge but also encourages active participation in community well-being and governance.

CommunityCultureIdentityMāori HeritageGovernmentInterconnectionExploration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as investigators of our community, use the metaphor of weaving a harakeke/flax mat to uncover and represent the interwoven threads of culture, history, and identity within our community, while exploring significant locations in Aotearoa and understanding the roles of local and regional bodies in shaping these interconnections?

Essential Questions

Supporting questions that break down major concepts.

How does the process of weaving a harakeke/flax mat serve as a metaphor for understanding the interconnection of community elements?
What are the significant historical and cultural elements that contribute to our community identity?
How can understanding Māori place names enhance our appreciation of Aotearoa’s cultural heritage?
In what ways do formal and informal groups influence community decision-making?
How do individuals and groups participate in addressing community challenges?
What is the role of local and regional government bodies in shaping communities?
How do community services support well-being, and how can we encourage involvement?
How does exploring the geography of Aotearoa, including key locations and regions, help us understand our personal and broader community contexts?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

To deepen understanding of personal, class, school, and community contexts and their connections to culture, history, and identity.
To explore the geography of Aotearoa, including key locations and significant regions, enhancing cultural connections.
To understand and explain the roles and functions of local and regional government bodies in community development.
To explore and understand the cultural significance of Māori place names across Aotearoa.

Social Sciences Level Four

SS4.1

Primary

Understand how formal and informal groups make decisions that impact on the community.Reason: The project involves exploring how different groups within communities make decisions, which directly aligns with understanding decision-making processes.

SS4.2

Primary

Understand how people participate individually and collectively in response to community challenges.Reason: The project examines community participation in challenges, aligning with understanding collective and individual response strategies.

Health & Physical Education Level Four

HPE4.1

Secondary

Investigate community services that support and promote people’s well-being and take action to promote personal and group involvement.Reason: The project includes investigating community resources and services, which aligns with promoting involvement and well-being.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Journey Through Aotearoa

Students will wear VR headsets to embark on a virtual tour of significant locations across Aotearoa. They will 'visit' landmarks, learn about the Māori place names, and witness the role of local government in different areas, sparking curiosity about their own place's significance and governance.

Mystery of the Māori Names

Kick off with a treasure hunt where students decipher clues based on Māori place names in their town or school. This mystery will unveil the meanings behind these names, stirring excitement and a desire to understand the cultural and geographical significance throughout Aotearoa.

'Who Am I?' Ancestry Quest

Start with an interactive workshop where students use online tools to trace their ancestry, learning about the places and stories that make up their identity. This will lead them to connect personal history with larger community and national narratives.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Māori Place Name Detective

Students investigate the meanings and stories behind local Māori place names to understand the cultural heritage of their community.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the etymology of Māori place names in their area using digital and print resources.

2. Conduct interviews with local elders or cultural experts to gather stories and interpretations.

3. Create a presentation or report summarizing findings about each place name's significance.

4. Share findings in a classroom discussion to enhance collective understanding of local cultural heritage.

Final Product

What students will submit as the final product of the activityA comprehensive report or presentation detailing the significance of local Māori place names.

Alignment

How this activity aligns with the learning objectives & standardsSupports the learning goal of understanding Māori cultural significance and aligns with SS4.1 for community learning.

Activity 2

Community Role Play Simulation

Engage students in a role-play activity where they represent different roles within local government and community groups to address a community challenge.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the basic functions of local and regional government and community organizations.

2. Assign roles to students, such as council member, local business owner, community leader, etc.

3. Present a community challenge, such as a new park development or road construction.

4. Students collaborate in their roles to propose solutions, discussing merits and consequences of each.

5. Conclude with a reflection session on how well they worked together and what they learned about community decision-making.

Final Product

What students will submit as the final product of the activityA documented proposal of community solutions devised during the role-play simulation.

Alignment

How this activity aligns with the learning objectives & standardsMeets SS4.1 and SS4.2 by simulating decision-making processes and collective responses to challenges.

Activity 3

Government and Community Service Exploration

Students research and visit local government offices or community services to understand their functions and contributions to community well-being.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify key local and regional government offices and community services.

2. Plan a field trip or virtual visit to selected locations to observe operations and gather information.

3. Interview staff and volunteers about their roles and the service's impact on the community.

4. Create a report or digital presentation detailing findings and personal insights.

Final Product

What students will submit as the final product of the activityA detailed presentation on the roles and impacts of government and community services in promoting well-being.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HPE4.1 by linking student exploration of community resources to well-being and involvement.

Activity 4

Identity and Place Exploration Journal

Students trace their ancestry and connect personal and community histories through journaling and creative storytelling.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Use online tools to research personal ancestry and familial connections to Aotearoa.

2. Write a series of journal entries reflecting on personal findings and connections to local or national history.

3. Include creative storytelling elements that weave personal anecdotes with historical or cultural narratives.

4. Share excerpts with peers in a storytelling circle to build communal understanding and appreciation.

Final Product

What students will submit as the final product of the activityA personal journal compiling entries and stories that explore identity and history interconnectedness.

Alignment

How this activity aligns with the learning objectives & standardsSupports goals of understanding personal and larger community contexts, aligning with SS4.1 through personal exploration and storytelling.

Activity 5

Harakeke Metaphor Map

In this activity, students create a visual map connecting the strands of the harakeke mat with elements of their community, identifying cultural, historical, and geographical aspects.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Discuss the significance of a harakeke mat in Maori culture and its metaphorical application to community structure.

2. Identify key elements in their local community, such as cultural events, historical milestones, and geographic landmarks.

3. Create a visual map where each strand of the mat is labeled with a community element, explaining its importance and interconnection with others.

4. Share and compare maps with peers to identify common threads and unique features.

Final Product

What students will submit as the final product of the activityA visual map depicting the interwoven cultural, historical, and geographical elements of the community, resembling a harakeke mat.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS4.1 and SS4.2 as it encourages understanding of community elements and individual/collective roles in them.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Interwoven Community Exploration Rubric

Category 1

Cultural and Historical Understanding

Measures the ability to research, analyze, and present cultural and historical insights from community exploration.

Criterion 1

Research and Analysis

Ability to investigate and interpret cultural and historical information meaningfully.

Exemplary

4 Points

Conducts extensive research, showcasing deep understanding and insightful connections between cultural and historical data.

Proficient

3 Points

Shows thorough research with clear connections to cultural and historical data.

Developing

2 Points

Conducts basic research with occasional relevant connections to cultural and historical contexts.

Beginning

1 Points

Struggles with conducting relevant research and making connections to cultural or historical contexts.

Criterion 2

Presentation of Findings

Clarity and creativity in presenting findings about cultural and historical aspects.

Exemplary

4 Points

Presents information clearly and creatively, engagingly weaving cultural and historical findings into the narrative.

Proficient

3 Points

Presents clear findings with some creative elements, effectively conveying cultural and historical aspects.

Developing

2 Points

Presents basic information with limited creativity; partly conveys cultural and historical aspects.

Beginning

1 Points

Presents information confusingly, with little engagement or clarity in conveying cultural/historical aspects.

Category 2

Community and Government Understanding

Evaluates understanding of community roles, government functions, and collective decision-making.

Criterion 1

Understanding Government and Community Roles

Demonstrates knowledge of local and regional government and community service functions.

Exemplary

4 Points

Exhibits a comprehensive understanding of government roles and services, applying this knowledge in various contexts.

Proficient

3 Points

Understands key government roles and community services, with some application of the knowledge.

Developing

2 Points

Shows partial understanding of government roles with limited application.

Beginning

1 Points

Struggles to understand government roles and community services.

Criterion 2

Decision-Making Simulation

Participation and critical thinking in role-playing simulations for community decisions.

Exemplary

4 Points

Engages actively with insightful proposals and exceptional collaboration during simulations.

Proficient

3 Points

Participates fully with thoughtful proposals and effective collaboration.

Developing

2 Points

Participates in simulations with basic proposals and limited collaboration.

Beginning

1 Points

Minimal participation in simulations with underdeveloped proposals.

Category 3

Personal and Community Identity Connection

Assesses personal reflections and the connecting of personal identity with community history.

Criterion 1

Reflection and Personal Connection

Ability to reflect on personal ancestry and connect it meaningfully to broader community narratives.

Exemplary

4 Points

Reflects deeply on personal ancestry, drawing insightful connections to community stories and narratives.

Proficient

3 Points

Reflects thoughtfully on ancestry with clear connections to community.

Developing

2 Points

Reflects partially on ancestry, with some relevant community connections.

Beginning

1 Points

Shows minimal reflection on ancestry or connections to community narratives.

Category 4

Innovation and Creativity

Evaluates creative and innovative representation of cultural and community connections.

Criterion 1

Creative Representation

Use of creativity and innovation in representing community and cultural interconnections.

Exemplary

4 Points

Employs exceptional creativity and innovation, presenting cultural connections in original and engaging ways.

Proficient

3 Points

Uses creativity effectively, presenting cultural connections clearly.

Developing

2 Points

Uses limited creativity, with unclear connections presented.

Beginning

1 Points

Struggles to present cultural connections creatively or engagingly.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of the interconnectedness between culture, history, and identity in your community grown through this project?

Text

Required

Question 2

On a scale from 1 to 5, how confident do you feel about explaining the roles and functions of local and regional government bodies based on your project experience?

Scale

Required

Question 3

Which of the essential questions do you feel was most thoroughly answered through your participation in the project activities? Select all that apply.

Multiple choice

Required

Options

How does the process of weaving a harakeke/flax mat serve as a metaphor for understanding the interconnection of community elements?

What are the significant historical and cultural elements that contribute to our community identity?

How can understanding Māori place names enhance our appreciation of Aotearoa’s cultural heritage?

In what ways do formal and informal groups influence community decision-making?

How do individuals and groups participate in addressing community challenges?

What is the role of local and regional government bodies in shaping communities?

How do community services support well-being, and how can we encourage involvement?

How does exploring the geography of Aotearoa, including key locations and regions, help us understand our personal and broader community contexts?

Question 4

What was your most significant personal insight gained from tracing your ancestry and connecting personal history with larger community or national narratives?

Text

Optional

Question 5

Reflect on a challenge you encountered during the project and how it helped you grow in understanding or collaboration.

Text

Required