Section outline

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our assessment on Human Rights so that we can demonstrate understanding of a specific human right relevant to New Zealand, analyze the application (or violation) of this human right within a New Zealand context and evaluate the effectiveness of current measures in place to protect or promote this chosen human right.

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    Assessment Week 2
    Demonstrate understanding of perspectives on a contemporary social issue - 5 Credits


    Assessment Title: Human rights: perspectives, viewpoints, and responses


    Working Towards

    Working At

    Working Above

    Working Beyond


    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue


    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support


    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue









    NCEA  Achieved

    NCEA Achievement with Merit

    NCEA Achievement with Excellence



    Demonstrate understanding of perspectives on a contemporary social issue


    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue



    Ākonga will demonstrate understanding of differing perspectives on a chosen contemporary human rights issue and how the perspectives influence people's viewpoints and related responses.


    What to do

    You are going to create a presentation that shows your understanding of differing perspectives on a chosen contemporary human rights issue and how these perspectives influence people's viewpoints and responses to this issue.


    In your presentation, you should focus on two people or groups who have differing perspectives, viewpoints, and responses in relation to your chosen contemporary human rights issue. Examples of people or groups include:

    • non-government organisations (NGOs)

    • international organisations

    • religious or faith-based groups

    • human rights activists

    • health services.

    Use the following structure to draft your response. You must use evidence to develop the explanations throughout your presentation.


    Part One — The issue

    • Outline your chosen contemporary human rights issue

      • What is the issue?

      • Why is it relevant today?


    Part Two — Perspectives, viewpoints, and responses

    • Identify and describe the differing perspectives of each of the people or groups you have selected, in relation to the contemporary human rights issue.

      • You might consider liberal, conservative, social, environmental, indigenous, political, or economic perspectives that are held by your chosen people or groups.

    • Describe how the differing perspectives of these people or groups influence their viewpoints on the contemporary human rights issue.

    • Discuss how these differing perspectives have influenced responses to the contemporary human rights issue.

      • What are the different responses of each of the people or groups in relation to the contemporary human rights issue?

      • Consider why the people or groups have responded this way.


    Part Three — Look at the bigger picture

    • Explain impacts of these responses to the contemporary human rights issue.

      • What are the direct effects on individuals, groups, or places? These could be short or long term, positive or negative.

    • Examine implications of the differing perspectives and related responses to the contemporary human rights issue.

      • What are the wider consequences for society that have arisen from the differing perspectives and responses to this issue? These may be real or potential implications.

    You must use evidence to develop the explanation throughout your presentation.


    How to present your learning

    Your presentation could be presented in a variety of different ways, including but not limited to:

    • a written presentation (750-800 words) - NCEA option

    • a digital presentation (video, slideshow, animation, web page, or diagram) - MHJC Option

    • Check with your kaiako/teacher to ensure the mode of presentation allows you to meet the criteria at all levels of achievement before you proceed.


    Timeframe

    You will have up to three weeks of time in class to complete this Assessment Activity.


    Getting started

    Before starting this Assessment Activity:

    • collect more information related to your human rights issue, perspectives, impacts, and implications to supplement what your kaiako has provided

    • confirm with someone else in your class or your kaiako that you understand the difference between a perspective and viewpoint

    • discuss how different concepts are relevant to the human rights issue

    • talanoa or wānanga with others to discuss:

    • how you know a perspective has influenced a response

    • how the perspectives are similar or different

    • why different people or groups chose to respond the way they did. What was it about that response that made them think it was appropriate? What are the implications of the human rights issue for society?

    Student resources

    Remember to use the resources available on Google Classroom as well!


    Freedom of Speech - Propaganda & control China 


    Freedom to seek asylum - Australia 

    Freedom of Discrimination - Black Lives Matter

    Freedom of movement - Covid 19 lockdowns

    China’s "Social Credit System" Has Caused More Than Just Public Shaming (HBO)

    How China censors the internet

    How China is limiting freedom of the press in Hong Kong

    China internet: 'I know we're being suppressed but it doesn't affect me'

    Thousands protest Australia's refugee detention policy

    Hundreds of letters sent in error to asylum seekers telling them to leave Australia | ABC News

    Australia prepares asylum seeker centre

    For refugees in Australia, resettlement first step in road

    What is Black Lives Matter?

    Race, Racism, Prejudice and Discrimination - What are they?

    What is Discrimination?

    Black Lives Matter around the world: The global impact of George Floyd

    Black Lives Matter explained: The history of a movement

    Canadian anti-vaccine ‘Freedom Convoy’ protests inspire demonstrations in Europe, New Zealand

    Police shut Tai Tokerau Covid-19 checkpoints citing safety issues

    From Canada to Canberra, COVID "freedom convoys" are on the move | The World

    NSW's COVID-19 lockdown roadmap to freedom released by the NSW Premier | 7NEWS


    Human rights in China Amnesty International

    Freedom of Expression in China: A Privilege, Not a Right


    Public attitudes towards asylum seekers and refugees

    Is Australia's response to refugees generous? An analysis of UNHCR Global Trends statistics from 2013 to 2022

    Australia is still a cruel place for those seeking asylum - Nikkei Asia 


    Equality and Freedom from Discrimination NZ

    What is BLM and who is affected

    Why #Blacklivesmatter is the right for life

    How protestors Demand Freedom Ignore Realities of Liberty

    https://en.wikipedia.org/wiki/COVID-19_protests_in_New_Zealand

    Was the Corona Virus lockdowns legal?

    NZ High Court finds lockdown lawful









    KEY ASSESSMENT PROCEDURES


    AUTHENTICITY

    • All students will sign an authenticity declaration

    LATENESS

    • Work is to be handed in on the due date, in the timetabled period for that class, the time stipulated in the upload assignment on MHOL or prior to that date.

    • If a student is absent on the due date, work can be delivered to reception.

    • Late work may not be assessed.

    MISSED ASSESSMENTS

    • Where possible students need to complete a Missed Assessment form prior to the day of absence. Students who are absent from an in class assessment must have completed the Missed Assessment form and provided supporting documentation or have provided a signed absence note, giving a reason for their absence and a supporting medical certificate where appropriate, on their return to school. After form is completed it needs to be taken to reception to be scanned along with supporting documentation and the copy forwarded to the NZQA Principal's Nominee by reception (Ms Lambert). The original should be submitted with with your assessment evidence to your classroom teacher.

    • Approval will be given for sickness, bereavement, serious family reason or on other compassionate grounds. Prior approval should be sought for sporting and cultural representation using the Missed Assessment Opportunity form on MHO. Student's should not be penalised when they are representing the school in a school sanctioned event. Family holidays are not normally considered a reason for missing an assessment or assignment deadline.

    • An opportunity for rescheduling the missed assessments may be available during the assessment period.

    • In exceptional circumstances assessments may be scheduled at alternative times. These circumstances will be considered by the assessment committee. The assessment committee will consist of the Principal, the Deputy Principal and the NZQA Principal’s Nominee.

    EXTENSIONS

    • Extensions of time may be granted on compassionate grounds or for illness as in above. All extensions should be made on the approved from available in the Appendix of this document and also available on MHO.

    • Where possible, application should be made in writing as soon as possible in advance of the hand in date.

    • Staff should carefully consider major school events interruptions such as examinations and camps and not schedule internal assessments near to that time.

    • Where a class has been given written notification of an assessment date extensions to this on a whole class basis are to be approved by the NZQA Principal’s Nominee









    Assessment Schedule – MHJC Global Studies Assessment:



    Task

    Working Towards

    AT

    ABOVE

    BEYOND

    Contemporary Issue

    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue

    Perspectives of groups/people

    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support

    Responses of people/groups

    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue

    Accuracy in Writing

    You have made errors in grammar, spelling and/or punctuation and these are intrusive at times, consequently the reader has to infer meaning

    You have made some errors, but minimal reader inference is needed as meaning is mostly clear

    You have carefully edited your writing to ensure you have few intrusive errors and meaning is consistently clear

    You have carefully edited your writing to ensure you have no intrusive errors and meaning is consistently clear

    Time Management

    You have yet to complete and submit your assessment

    You have submitted your assessment late

    You have submitted your assessment by the due date

    You have submitted your assessment by the due date

    Overall Grade

    Working Towards

    AT

    ABOVE

    BEYOND




    NCEA Assessment Schedule – Achievement Standard 91042 Assessment


    Task

    Evidence towards Achieved

    Evidence towards Merit

    Evidence towards Excellence

    Achievement Criteria

    Demonstrate understanding of perspectives on a contemporary social issue

    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue

    Teacher judgements

    The student is able to:

    • describe a contemporary human rights issue

    • describe differing perspectives and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue

    • describe differing responses in relation to the perspectives on the chosen contemporary human rights issue

    • include relevant evidence in the description.

    The student is able to:

    • discuss how differing perspectives have influenced responses in relation to the chosen contemporary human rights issue

    • explain impacts of the responses to the chosen contemporary human rights issue

    • use evidence to support the explanation.


    The student is able to:

    • examine implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue

    • use evidence to develop the explanation.

    For example

    (description of possible student response to this activity)

    The student has:

    • described a chosen contemporary human rights issue by stating its key features. This may have included a description of the people at the centre of the issue, their location, and contributing factors to the issue.

    • described at least two differing perspectives on the contemporary human rights issue and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue. For example, described how the human rights perspective of a named group influences their viewpoint that rights are held by individuals. The student also described how another named group’s cultural perspective influences their viewpoint of rights as related to the community rather than the individual.

    • described at least two differing responses in relation to the perspectives on the human rights issue. For example, described what the named group has done in response to the human rights issue in relation to their perspective. The student also described a differing response of another group in relation to their perspective.

    • included relevant evidence in the description, such as appropriate names, dates, quotes, or statistics.

    The student has:

    • discussed how differing perspectives have influenced responses in relation to the chosen human rights issue. For example, discussed how the named group’s human rights perspectives on participation, empowerment, and legality have influenced their response. The student also discussed how the other named group’s differing cultural perspectives on tradition, community, roles, and obligations influenced their response.

    • explained impacts of the responses to the contemporary human rights issue. For example, explained direct effects (short or long term, positive or negative) of the differing responses on individuals, groups, or places.

    • used evidence to support the explanation, such as names, dates, quotes, or statistics that back up the points being made.



    The student has:

    • examined implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue. For example, examined wider consequences of the differing perspectives and responses to the chosen human rights issue, for society.

    • used evidence to develop the explanation, such as names, dates, quotes, or statistics that strengthen the points being made.