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Sample legal studies programme 3

The following programme is an example of how a context based programme of 'middle eastern studies' could be constructed using indicators from a variety of subjects at level 7 of the New Zealand Curriculum and NCEA assessments from a variety of domains at NCEA level 2.

At the time of publication, the NCEA achievement standards were in development, to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website. Aligned level 1 achievement standards will be registered by NZQA for use in 2011, level 2 in 2012, and level 3 in 2013.

Full information on the draft standards and the alignment process can be found on TKI-NCEA.

Unit 1 | Unit 2 | Unit 3

Unit 1: Sharia law

Sharia law is the sacred law of Islam and is inextricably intertwined with Muslim culture. In the decade following the tragic events of 11 September 2001, the Arab and the Muslim world has experienced an unprecedented degree of interaction with the west. Western television viewers have been reviled with images of Burkha clad women being beaten by religious police on the evening news and have been shocked by other similar revelations.

This unit is an attempt to look behind the stereotypes promulgated on television into the culture and legal framework of the Muslim world.

Legal studies level 7 learning objectives

  • Describe and explain legal systems and processes.
  • Describe and explain legal concepts and principles.

Assessment for NCEA qualifications

  • US 10345 - Compare legal systems and their ability to accommodate differences (this Unit Standard is at NCEA Level 3. However, there is nothing preventing its application to an assessment programme for a course at level 7 of The New Zealand Curriculum).

Unit 2: A case study in international relations: Arabic Nationalism and the West

The western domination of the Arab world reached its peak during the early 20th century as many parts of the Arab world were placed under western mandate at the conclusion of the First World War. Since that time, Arab nationalism has been on the rise, influenced by the creation of the state of Israel. The Middle Eastern region has become one of the world’s trouble spots and has been the scene of many major conflicts. Many of these conflicts have seen the deployment of New Zealand military personnel overseas and impacted economically on New Zealand with rising fuel prices.

This unit looks at the origins and influence of this historical force, and the influence it has had on world events.

History level 7 achievement objective 7.1

Students will gain knowledge, skills, and experience to:

  • understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders.

Assessment for NCEA qualifications

  • Draft HIS 2.5 Examine causes and consequences of a significant historical event.

Unit 3: Integration of Islamic immigrants into Western society

Immigration from one place to another can have a dramatic influence on the immigrants themselves and on the country of destination. Many western countries now have significant Islamic minorities which they have struggled to integrate into their society. Examples of this can be found at local levels such as the rights of Islamic students to wear head coverings at school, through to a national level such as the case of the Police v Razamjoo where the pivotal issue was whether a female witness had a right to wear a burkha whilst being cross-examined by defence counsel.

This unit explores those clashes of cultures and the mechanisms in place in New Zealand law for addressing these such as the New Zealand Bill of Rights Act 1990 and the Human Right Act 1993.

Social studies level 7 achievement objective 7.2

Students will gain knowledge, skills, and experience to:

  • understand how conflicts can arise from different cultural beliefs and ideas and can be addressed in different ways with differing outcomes.

Assessment for NCEA qualifications

  • Draft SOC 2.2 Conduct an evaluated social inquiry.

Last updated August 28, 2012



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