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Celebrating people who have had an impact in Asian society

 Building conceptual understanding of what it means to be celebrated.

Best Evidence Synthesis (BES)

  • Alignment – identify prior knowledge which will help set the direction for learning about Sir Edmund Hillary.
  • Interest – allowing students to make their own learning choices about which celebrated Asian leader to investigate can motivate them to engage.
  • Connections – by asking students to evaluate their understanding, connections are made to students own lives.
  • Community - learners building relationships through collaborative group work and shared understandings.


Developing the key competencies


  • Participate and contribute, and relate to others, through contributing to group discussion.
  • Engage in metacognitive processes to make sense of what they are learning.
  • Develop as competent thinkers who reflect on their own knowledge and self-assess their progress with set tasks.
  • Use language symbols and texts to represent and communicate information.
  • Manage themselves through a research task, and reflect on their self-management.
  • Construct meaning by interpreting film footage about Sir Edmund Hillary and cultural interaction in Nepal.
  • Develop critical thinking while developing understanding of the impact of cultural interaction, and its relationship to celebrated people.


Social inquiry links overview


Social Inquiry Overview 3.pdf  1 MB

Exploring values and perspectives

  • What characteristics do I value in people?
  • How did cultural interaction influence Sir Edmund Hillary's values?
  • How did cultural interaction influence values held by the Sherpa people?
  • Individual inquiry focus: What values led to the leaders' actions?
  • Individual inquiry focus: What differing perspectives exist about this leader?


Finding out information

  • What makes a leader?
  • How do we remember significant leaders?
  • Who is Sir Edmund Hillary and why is he celebrated?
  • Individual inquiry focus: What actions did this leader take?
  • Individual inquiry focus: Describe how this leader is celebrated.


Reflecting and evaluating

  • What qualities do I think make a good leader?
  • Why are some leaders celebrated and others not?
  • How are celebrated people responded to?
  • What contemporary leaders do I think will be celebrated in the future?
  • Do the values of a leader need to be the same as those dominant in society?


Considering responses and decisions

  • What actions did Sir Edmund Hillary take in response to cultural interaction and his changing beliefs?
  • How did people respond to Sir Edmund Hillary's values and actions?
  • How is Sir Edmund Hillary celebrated in New Zealand and abroad?
  • Individual inquiry focus: How have people responded to this leader through time?
  • Individual inquiry focus: How were this leader's actions a response to cultural interaction?


Reflecting and evaluating on individual research

  • An opportunity to reflect not only on the inquiry process followed during the research but also on the understandings each has gained.



The following activities explore how we celebrate people and focuses on individuals who have had an influence on society. This section particularly looks at significant people who have had an impact in Asia in connection with cultural interaction. The case study used is Sir Edmund Hillary.

  • Celebrating people: Students explore the characteristics of celebrated people, individually and in small groups. Before beginning the activity it may be useful to brainstorm as a class some people that the students admire. Here are some reflections from the trial.
  • Reflection: Consider the following with your students. This could be done in the form of a class discussion, learning logs, group discussion, think-pair-share, or other suitable activity chosen by the teacher.


  1. What qualities do I think make a good leader?
  2. Why are some leaders celebrated and others not?
  3. What contemporary leaders do I think will be celebrated in the future?
  4. Do the values of a leader need to be the same as those dominant in society?


  • Students brainstorm what they know about Sir Edmund Hillary. In this activity students will discover how New Zealanders celebrated Hillary's conquest of Everest and return to New Zealand in 1953, through watching New Zealand film archive footage (a). As students watch a documentary from 1976 (b), on Sir Edmund Hillary and his relationship with Nepal, they will explore the positive and negative impacts of cultural interaction.
  • Students inquire into sir Edmund Hillary and the impact of cultural interaction on the Sherpa people in depth, through research, and creating a presentation about Sir Edmund Hillary. This worksheet provides an opportunity to prepare students and model research skills needed in the following activity.


Formative assessment opportunity to measure progress in research skills and feed forward to develop inquiry skills.

  • Celebrated leader - student inquiry task: On completion of the case study, students now inquire into a celebrated Asian leader of their choice. A suggested list is provided, however teachers or students could select a different leader. The suggested leaders provided are easily researched on the internet using any one of a range of search engines. Teachers can select an appropriate time frame for this task depending on their students and time available. Teachers and/or students can also choose the presentation method, for example PowerPoint, wall displays, speech, report, newspaper article, wiki, brochure, or other suitable methods.


On completion of the inquiries it is suggested that students be given the opportunity to share their findings and understandings. This will lead onto the reflection cycle below.

  • Student reflection/self-assessment: students engage in a deeper reflection cycle at the end of their research. The following questions may be used as starters:


  1. What have I learned about effective research?
  2. How did I manage my time?
  3. What would I do differently next time?
  4. What were the advantages and disadvantages of the presentation method I chose?
  5. What challenges did I encounter and how did I overcome them?
  6. What insights or understandings did I gain from researching this person?
  7. What two things about this person would I share with people beyond the classroom? Explain why.


Summative assessment opportunity to assess competencies in inquiry skills and feed forward

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