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Use alongside the research guide. Fill in each source as you find it — don't leave it until the end.
Social studies + information literacy • Years 9–10 • Unit 10 cash crop poster
Cash Crop Poster: Bibliography Template
Record all your sources here as you research. Fill this in as you go — it is much harder to trace a source after the fact. You need at least 2–3 reliable sources for your poster.
Ngā Whāinga Ako / Learning Intentions
- We are learning to record source information accurately while we research.
- We are learning to identify what information each source contributed.
- We are learning to format a bibliography correctly for the poster.
Paearu Angitu / Success Criteria
- I have recorded at least 2–3 complete source entries.
- I have noted what information each source provided.
- I can format my sources correctly on the poster using the example below.
Curriculum integration / Te Marautanga alignment
Accurate bibliography practice supports the Social Studies inquiry process and ethical research habits. Tracking sources carefully reflects tikanga around acknowledging who holds knowledge and where information comes from — a value that underlies responsible research in Aotearoa.
What to print: one copy per student at the start of the research phase. Fill in each source as it is found — not at the end.
Source 1
Source 2
Source 3
Additional source (if needed)
How to format your bibliography on the poster
When you write your sources on the poster, use this format:
Sources:
1. FAO (Food and Agriculture Organization). "Global Coffee Production Statistics 2024." fao.org. Accessed 15 November 2024. https://www.fao.org/coffee-statistics
2. Fair Trade New Zealand. "Coffee Supply Chain Report." fairtrade.org.nz. Accessed 18 November 2024. https://www.fairtrade.org.nz/coffee
3. Statistics New Zealand. "Cocoa Imports to New Zealand." stats.govt.nz. Accessed 20 November 2024. https://www.stats.govt.nz/trade
Keep this template with you while you research. It is much easier to fill it in as you go than to try to remember your sources at the end.
Ngā Whāinga Akoranga · Learning Intentions
- Record all research sources accurately in a consistent bibliographic format
- Evaluate the quality and range of sources — am I using diverse, reliable sources including those from affected communities?
- Understand why attribution matters — knowledge comes from people who deserve acknowledgement
Paearu Angitu · Success Criteria
- I have at least four sources — not all from the same type
- Each entry includes all required information: author, title, date, source
- I have at least one source representing communities affected by the cash crop system
Hononga Marautanga · Curriculum Alignment
Social Sciences — Economic Understanding
Level 3–4: investigate how economic concepts explain resource decisions; evaluate trade-offs in economic choices; understand that scarcity is a structural condition affecting communities differently based on access and power.
Mathematics / Numeracy
Level 3–4: apply arithmetic and data representation to real economic contexts; read and interpret charts showing resource allocation; understand that accuracy in resource calculation has real consequences for food security.
Whakaaro Hōhonu · Reflection
What is one insight from this activity that connects to the unit's big question: "What Will We Eat Tomorrow?"
Aronga Mātauranga Māori
In te ao Māori, knowledge is always attributed to its source. Whakapapa is itself a form of bibliography — tracing the origin and transmission of knowledge through generations. To cite a source is to acknowledge that knowledge comes from somewhere, and from someone. As you build your bibliography, consider: whose knowledge are you using? Are your sources from the communities most affected by cash crop systems, or only from the corporations and economists who profit from them? A complete bibliography reflects whose perspectives you have centred.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- This handout — cash crop research and assessment scaffold
- Quick Reference Card (unit-10-quick-reference-card.html) — cash crop, supply chain, trade-off definitions
- Cash Crop Research Guide (unit-10-cash-crop-research-guide.html) — step-by-step research framework
- Peer Feedback Form (unit-10-peer-feedback-form.html) — get feedback on your poster draft
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with this resource to investigate the intersection of kai (food), culture, and climate — exploring how mātauranga Māori approaches to food production, preservation, and distribution offer powerful responses to contemporary food security and climate challenges in Aotearoa New Zealand and globally.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain how traditional Māori kai practices (maramataka, kūmara cultivation, rāhui) embody ecological knowledge and food security principles.
- ✅ Students can connect kai culture and climate scarcity to contemporary community action and food sovereignty movements.
Differentiation & Inclusion
Scaffold support: Provide graphic organisers that map traditional kai practices to modern food security concepts at the entry level. Offer extension tasks asking students to research a specific iwi's traditional food system and evaluate its contemporary relevance, or to investigate a local food sovereignty initiative.
ELL / ESOL: Pre-teach domain vocabulary (food sovereignty, food security, kaitiakitanga, rāhui, maramataka) using visual diagrams and real-world examples. Draw connections to students' own cultural food traditions — these are valid entry points into the unit's themes. Allow oral or visual presentation of learning as alternatives to written tasks.
Inclusion: Kai is a universal human experience — all students have a relationship with food, seasonality, and sharing. Neurodiverse learners benefit from concrete, hands-on engagement with these concepts (e.g., examining a kūmara, mapping seasonal foods). Acknowledge diverse economic circumstances sensitively when discussing food security. Choice in how students demonstrate understanding (written, visual, oral) supports inclusive assessment.
Mātauranga Māori lens: The maramataka — the Māori lunar calendar — is one of Aotearoa's most sophisticated environmental data systems, encoding centuries of ecological observation about planting, harvesting, fishing, and weather patterns. Kūmara cultivation in pre-colonial Aotearoa was a feat of agricultural knowledge adapted to a new climate. Rāhui (temporary resource restrictions) is indigenous resource management — conservation before conservation. Kaitiakitanga frames the relationship between people and kai not as extraction but as reciprocal guardianship. These are not historical curiosities — they are living solutions to contemporary problems.
Prior knowledge: Students benefit from foundational understanding of climate change and food systems. No specialist mātauranga Māori knowledge required for entry-level engagement — the unit builds this knowledge progressively.
Curriculum alignment
- Place and Environment — Social Studies: Understand how people's management of resources reflects their values and their view of sustainability — and how mātauranga Māori frameworks provide models for sustainable resource management.
- Ecology — Living World: Understand how human activities and natural factors affect the distribution and abundance of organisms; evaluate the impact of changes on ecosystem health and food systems.