Section outline

• Select section General

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  General

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• Select section Term 1 Week 1

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  Term 1 Week 1

  Learning Advisor group activities
• Select section Term 1 Week 2

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  Term 1 Week 2

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  
  

  Activities:

  1. Waitangi Day celebration - google slide presentation
     https://docs.google.com/presentation/d/1qiSv-lt3FhGdzyxTZosFNvQW-yPdOO-0qP3dhuq4-_A/edit?usp=sharing 
     
     
  2. How was Waitangi Day 2022 commemorated?
     https://www.stuff.co.nz/national/300511462/waitangi-day-in-red-events-and-activities-across-aotearoa
     https://thespinoff.co.nz/atea/06-02-2022/how-to-celebrate-waitangi-day-at-home
     - Use the above article and list the different ways
     
     
     
     
  3. What does out class already know about the history of the Treaty of Waitangi?
     - Quiz 1: https://nzhistory.govt.nz/quiz/treaty-waitangi-quiz
     - Quiz 2: True/False quiz  (PDF)
     - Quiz 3: Quick answers to common questions (Te Papa)
     
     
  4. Language and Culture
     - In your book: discussion, notes, scavenger hunt and human continuum
     
     
     
     
  5. New Zealand place names - Te Reo challenge
     - NZ map handout - glue in your book
     - Challenge cards
     - using an atlas
     
     
     
     
  6. Treat of Waitangi - key terms
     - Quizlet study set: https://quizlet.com/_84ujln?x=1jqt&i=mneah
     - Play Quizlet live
  7. Overview of Treaty of Waitangi
     (coming - awaiting quiz information about your prior knowledge)
     - Tic Tac Toe activity grid
     - In the google classroom

  
  Follow Up Tasks:
  
  
  
  
  Education Perfect task - due Sunday 6pm
  https://app.educationperfect.com/app/dashboard/homework/5766810 
  

  
  
• Select section Term 1 Week 3

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  Term 1 Week 3

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  
  

  Activities:

  1. Homework follow up
     
     
  2. Language and Culture - review of our findings
     - In your book: discussion, notes, scavenger hunt and human continuum
     
     
     
     
  3. New Zealand place names - Te Reo challenge
     - NZ map handout - glue in your book
     - Challenge cards
     - using an atlas
     
     
  4. Peer or Self assessment of your map work - then teacher review
     
     
     
  5. Treaty of Waitangi - key terms
     - Quizlet study set: https://quizlet.com/_84ujln?x=1jqt&i=mneah
     - Play Quizlet live
     
     
  6. Overview of Treaty of Waitangi
     (coming - awaiting quiz information about your prior knowledge)
     - Tic Tac Toe activity grid
     - In the google classroom

  
  Follow Up Tasks:
  
• Select section Term 1 Week 4

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  Term 1 Week 4

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  
  

  Activities:

  1. Overview of Treaty of Waitangi|
     - Tic Tac Toe activity grid
     - In the google classroom
     
     
  2. SLC day and PUM half day

  
  Follow Up Tasks:
  
  You must:
  WATCH - Kaupapa on the Couch: https://www.youtube.com/watch?v=3wOoh_WsZHA 
  READ - About the expertise of Polynesian Navigation skills

  You could:
  PLAY
  Game = https://www.pbs.org/wayfinders/game.html#
  VR = https://kilohokuvr.com/download/
  LOOK - in the night sky the link below and the constellation PDFs
  https://www.rasnz.org.nz/in-the-sky/the-evening-sky

  • Select activity 07 Polynesian navigation techniques.doc (1)

    

    07 Polynesian navigation techniques.doc (1) File

    Completion

    Students must

    

    Mark as done
  • Select activity constellations2

    

    constellations2 File

    Completion

    Students must

    

    Mark as done
  • Select activity constellations-summary

    

    constellations-summary File

    Completion

    Students must

    

    Mark as done
  • Select activity 10W1 & 10W2 Global Studies Assessment 1: Our Shared Obligations to the Treaty of Waitangi

    

    10W1 & 10W2 Global Studies Assessment 1: Our Shared Obligations to the Treaty of Waitangi URL

    Completion

    Students must

    

    Mark as done
• Select section Term 1 Week 5

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  Term 1 Week 5

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING Te Tiriti O Waitangi Principles by developing a definition in my own words
  • We are FOCUSING Te Tiriti O Waitangi Principles by discussing their significance in a multicultural NZ
  • We are FOCUSING Te Tiriti O Waitangi Principles by adapting behaviours that ensure these a 'living'

  
  

  Activities:

  1. Treaty - recap and revision activity
     - posted in the Google classroom - https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/a/NDc1MDk0MjEwMDEw/details
     - copy made for you
     
     
  2. Using Success criteria to self assessment
     - using my own feedback to know where I am at with my learning and what my next learning steps are
     - hand copy hand out provided
     
     
  3. Assessment 1 - Global Studies
     https://docs.google.com/document/d/17rHySjuKrFRx5CuBLmCvXCkghhxglzgIT7E1HAVN95g/edit?usp=sharing
     
     - Principles of the Treaty of Waitangi: Group discussion activity
     - Teaching Resource: individual work - does not have to be totally original but if you are incorporating other people's resources then you need to reference these
     - Personal Learning Journey: School Haka - log your practice using your Activity Log hand out

  Follow Up Tasks:
  

  Assessment 1

  
  

  
  

  
  
• Select section Term 1 Week 6

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  Term 1 Week 6

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING Te Tiriti O Waitangi Principles by developing a definition in my own words
  • We are FOCUSING Te Tiriti O Waitangi Principles by discussing their significance in a multicultural NZ
  • We are FOCUSING Te Tiriti O Waitangi Principles by adapting behaviours that ensure these a 'living'

  
  

  
  

  Activities:

  1. Assessment 1 - Global Studies
     - Principles of the Treaty of Waitangi: Group discussion activity
     - Teaching Resource: individual work - does not have to be totally original but if you are incorporating other people's resources then you need to reference these
     - Personal Learning Journey: School Haka - log your practice using your Activity Log hand out
     - Year 7 Teaching time: Challenge you to support Yr 7 more than just the allocated school time
     
     
     Collapsed timetable plan to support Tuakana Teina in Te Wai Whānau
     
     
     Week 6 Thursday S2 (face to face)

     - 7W2 Man (JGA)

     - 7W1 Mao (AKE)

     - 10W1 Glob (KLA)

     - 10W2 Eng (RJO)

     
     

     Week 6 Focus Friday
     

     - Yr 10 run workshops S3 & S4

     - virtual workshops connecting with Yr 7 student working at home

     
     

     Week 7 Tuesday Session 3 (face to face)

     - 7W1/7W2 = Eng (SSA, RJO)

     - 10W1 Math (RSA)

     - 10W2 Glob (KLA)

     
     

     Week 6 Thursday

     - 10W1 & 10 W2 Global Sessions 2 & 4

     - online virtual workshops with Yr 7s at home

     
     

     Week 8 Monday Session 5 2:30-3pm
     

     - Yr 10 to run face to face workshops for Yr 7s 
     
     
     
     

  Follow Up Tasks:
  

  Assessment 1 - Due Monday 21st March: Week 8
  
• Select section Term 1 Week 7

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  Term 1 Week 7

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge
  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  Success Criteria: I can/have...
  
  
  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING Te Tiriti O Waitangi Principles by developing a definition in my own words
  • We are FOCUSING Te Tiriti O Waitangi Principles by discussing their significance in a multicultural NZ
  • We are FOCUSING Te Tiriti O Waitangi Principles by adapting behaviours that ensure these a 'living'

  
  

  Activities:

  1. Assessment 1 - Global Studies
     - Principles of the Treaty of Waitangi:  Group discussion activity (PDF). Additional video on MHOL. Support activity to develop your understanding is provided and you are encouraged to use this = Individual work with the Thinking Frame in Google classroom to use to develop your response for the assessment. There are extra resources here if you need them.
     -  Teaching Resource: Individual work  - does not have to be totally original but if you are incorporating other people's resources then you need to reference these (This resource will also be assessment by your English teacher: Purpose & Audience, Communication of ideas)
     -  Personal Learning Journey: School Haka  - log your practice using your Activity Log hand out. Have you sort support from knowledgeable peers. Remember your invite to M&P homework club
     - Year 7 Teaching time: Challenge you to support Yr 7 more than just the allocated school time
     
     
     
  2. Collapsed timetable plan to support Tuakana Teina in Te Wai Whānau
     
     

     Week 7 Tuesday Session 3 (face to face)

     - 7W1/7W2 = Eng (SSA, RJO)

     - 10W1 Math (RSA)

     - 10W2 Glob (KLA)

     
     

     Week 6 Thursday

     - 10W1 & 10W2 Global Sessions 2 & 4

     - online virtual workshops with Yr 7s at home

     
     

     Week 8 Monday Session 5 2:30-3pm
     

     - Yr 10 to run face to face workshops for Yr 7s 
     
     
  3. The intent of the Treaty; Our Obligations to the Treaty
     - why the principles are so important
     
     
     
     Honouring The Treaty of Waitangi - NZers tell us how they will honour Te Tiriti Waitangi
     https://www.renews.co.nz/new-zealanders-tell-us-how-they-honour-te-tiriti-o-waitangi/
     
     
     - Google Classroom thinking frame: develop your response for the assessment
     https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/a/NDgxODM5NzI2NTQ1/details
     
     
     
  4. Māori Social Organisation - diagram and activity

  
  

  Follow Up Tasks:
  

  Assessment 1 - Due Monday 21st March: Week 8
  

  
  

  
  

  
  
• Select section Term 1 Week 8

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  Term 1 Week 8

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by investigating how cultures pass on and sustain knowledge

  Success Criteria: I can/have...
  
  
  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  1. Assessment 1 - Global Studies
     - Self and Peer Assessment: questionnaire
     
     
  2. Success Criteria
     - self assess "where am I at with my learning
     
     
  3. Treaty of Waitangi
     - our founding document
     - non-Māori and Māori to share NZ
     
     Activity A: Key Definitions in your Book
     - Migration, Immigration, Emigration
     - Push and Pull Factors
     
     
     Activity B: Create a timeline to show the major immigration events/waves
     Use an online timeline creator such as https://time.graphics/ (or another of your choosing https://www.ispringsolutions.com/blog/top-10-free-and-paid-interactive-timeline-makers)
     
     a) 1800-2022 (length of your timeline)
     b) Add to your timeline the significant/important migration waves: Why important? early one, large one, your our cultural background, multi groups for same reason, major global event
     c)For each migration wave you should include:
     - Date(s): this might be a single date or a span of dates
     - Ethnic group(s)
     - Push/Pull factors: Why they immigrated to NZ
     - Visual: photo, historical evidence or short video
     
     Activity C: Push Pull Factors - google classroom document
     - copy made for each student
     
     Activity D: Complete the learning activities and games
     Victorian England: https://www.bbc.co.uk/bitesize/topics/zq9ysk7/articles/zhj9cmn
     
     
     
  4. Breeches to the Treaty of Waitangi
     - Expert groups: Groups of 4 please
     - Wairua Affair, Flag Pole & Northern Wars, Waikato War & Kingitanga, Parihaka
     - Use the resources and activities below to learn about your topic and then prepare a resource to use to teach your group and share
     
     
  5. 150 years of European laws
     
     
  6. Land Loss and Land Confiscations
     
     
     

  Follow Up Tasks:
  

  Assessment 1 - Due Monday 21st March: Week 8
  
  

  • Select activity 10W2 Global Studies Assessment 1: Our Shared Obligations to the Treaty of Waitangi

    

    10W2 Global Studies Assessment 1: Our Shared Obligations to the Treaty of Waitangi Assignment

    Completion

    Students must

    

    View

    

    Make a submission
  • Select activity History of Immigration - NZ

    

    History of Immigration - NZ URL

    Completion

    Students must

    

    Mark as done
  • Select activity Immigration chronology: selected events 1840-2008

    

    Immigration chronology: selected events 1840-2008 URL

    Completion

    Students must

    

    Mark as done
  • Select activity Immigration - NZ History

    

    Immigration - NZ History URL

    Completion

    Students must

    

    Mark as done
• Select section Term 1 Week 9

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  Term 1 Week 9

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  1. Treaty of Waitangi
     - our founding document
     - non-Māori and Māori to share NZ
     
     Activity A, B C should be completed
     
     Activity C: Push Pull Factors - google classroom document
     - copy made for each student
     - HWK: Add your Families reasons for immigrating to NZ: categories them into Push/Pull factors
     
     Activity D: Complete the learning activities and games
     Victorian England: https://www.bbc.co.uk/bitesize/topics/zq9ysk7/articles/zhj9cmn
     
     
     
  2. Making Sense of the Numbers
     - shared learning activity with Maths: understanding NZ changing population (demographics)
     - you will need you Maths book
     - document - copy made for you in Google Classroom
     https://classroom.google.com/c/NDYyNDYxNjQzNzc4/a/NDgwNjYwNDM3MjU0/details
     
     

  Follow Up Tasks:
  

  Due Week 9 - Interview you family or family member - why did your family immigrate? why NZ?
  

  
  

  
  
• Select section Term 1 Week 10

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  Term 1 Week 10

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  
  

  1. British Roleplays activity
     - revision of push/pull factors
     https://docs.google.com/document/d/1z8FH3-a_6bCf0IdlOeLAvpzB50rkMgUa9XeGw3BRXDI/edit?usp=sharing
     
     
  2. Push Pull factors - revision - Quizlet live 
     - Teacher to use this link: https://quizlet.com/_43q60d?x=1jqt&i=mneah
     - on the left selection Quizlet Live
     - student to enter the play code and to select: Individual Play
     
     
  3. Breeches to the Treaty of Waitangi
     - Expert groups: Groups of 4 please
     - Wairua Affair, Flag Pole & Northern Wars, Waikato War & Kingitanga, Parihaka
     - Use the resources and activities below to learn about your topic and then prepare a resource to use to teach your group and share
     https://docs.google.com/document/d/1hEYuuezE6nPNqFqDI606OHsHKxoh_5f23cITUqlhAk4/edit?usp=sharing 
     
     
     
     
  4. 150 years of European laws
     
     
  5. Land Loss and Land Confiscations
     

  
  

  Follow Up Tasks:

  Due Monday - You need to ensure you have completed the activities/exercises on the MUST resource
  
• Select section Term 1 Week 11

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  Term 1 Week 11

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  1. Breeches to the Treaty of Waitangi
     - Expert groups: Groups of 4 please
     - Wairua Affair, Flag Pole & Northern Wars, Waikato War & Kingitanga, Parihaka
     - Use the resources and activities below to learn about your topic and then prepare a resource to use to teach your group and share
     https://docs.google.com/document/d/1hEYuuezE6nPNqFqDI606OHsHKxoh_5f23cITUqlhAk4/edit?usp=sharing 
     
     
     
     Shared English and Global Studies Activity:
     
     10W2 Sessions
     Week 10 - Thurs Glob - MUST/SHOULD resources
     Week 10 - Thurs Eng - MUST activities
     Week 11 - Mon Glob - start notetaking frame: working in Pairs: a resource each
     Week 11 - Tues Glob  - finish notetaking frame
     Week 11 - Wed Eng -Make sure all expert members can stand on their own feet. Start teaching back in homegroup
     Week 11 - Thurs Eng - Session 2 (Combined with other class) - Finish Homegroup teaching: Homegroup Master Mind competition
     
     Week 11 - Thurs Glob : new activity
     
     
     
  2. 150 years of European laws
     
     
  3. Land Loss and Land Confiscations
     

  
  

  Follow Up Tasks:

  
  
• Select section Holidays

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  Holidays
• Select section Holidays

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  Holidays
• Select section Term 2 Week 1

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  Term 2 Week 1

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  1. Land Loss and Land Confiscations
     - Through graphing understand the Land Loss & Land Confiscations - where & how much
     - Through mapping understand the Land Loss & Land Confiscations - where, how much, geography
     - Understand the cultural significance of Land Loss and Land Confiscation was in Māori
     Google Classroom - 4x activities (question 3 to be done in your books)
     https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/a/NDg1NTgyODE4MjIw/details
     
     Modelling best practice when answering a question.....
     Question 1 - Planning before you write and using a structured approach to communicate your answer
     
     
     
     
     Unpacking and question (keywords + verbs + answer),
     
     
      Generating ideas and organising the order.
     
     
     
     Writing Starters
     
  2. 
     
     
  3. NZ Historical Atlas
     - table groups to have a instructional workshop with Ms Lambert
     - map interpretation skills
     
     
  4. 150 years of European laws
     - Human Rights issue
     - Racism

  Follow Up Tasks:

  Due Tuesday

  Question 1 and 2 Paragraphs - planned, written and proofread
  Question 3 - Find the missing data (acres) and draw line graph in book. Plan and writing your paragraph

  
  

  
  

  
  

  • Select activity NZ Historical Atlas - mapping workshop

    

    NZ Historical Atlas - mapping workshop File

    Completion

    Students must

    

    Mark as done
  • Select activity Question 2 - helpPlanning help photoUse the writin...

    Completion

    Students must

    

    Mark as done

    Question 2 - help

    Planning help photo
    
    

    
    

    Use the writing frame and sentence starters below…..refer to the plan in your book.

    When Māori lost most of their land it had a significant impact on their culture as well as their emotions, spirituality and social wellbeing not to mention the negative economic consequences. Land was important to Māori as it provided…..  Māori would use land to……   In Māori traditions and beliefs, they…..  The Creation story …..   And this shows how important Land was to Māori. So when Māori lost their land…..   Furthermore, the economic impact….  Without land Māori were…..     When Māori lost their land they were……

    
    

• Select section Term 2 Week 2

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  Term 2 Week 2

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by recognising the impact cultural interaction has on people and places
  • We are EXPLORING... Auckland's natural environment by investigating why people move between places and the consequences this has had on Auckland

  
  

  Activities:

  1. Land Loss and Land Confiscations
     - finish out last parargraphs Question 3 an 4 in google classroom
     
     
  2. Self assessment - greenl ight red light activity
     
     
  3. NZ Historical Atlas - last 2x groups
     - table groups to have a instructional workshop with Ms Lambert
     - map interpretation skills
     
     
  4. 150 years of European laws hand out
     - Colonisation V. Racism
     
     
     
     
  5. Pictionary card game - stereotypes
     
     

  Follow Up Tasks:

  
  
• Select section Term 2 Week 3

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  Term 2 Week 3

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising long term implications of WWII consequences (current Ukraine conflict)
    

  
  Success Criteria: 
  
  

  Activities:

  1. Bias - self perception assessment: Ms Lambert will take the test.....
     https://implicit.harvard.edu/implicit/takeatest.html
     
     
  2. Key vocabulary work - Quizlet
     https://quizlet.com/_bl70cw?x=1jqt&i=mneah
     
     
  3. Looking at racism - based discrimination
     - case studies from NZ an perspective
     - case studies from an international perspective
     Fishbone activity and then Social Media campaign on Canva
     https://docs.google.com/document/d/1XupFTQ6HDLzHMhCxy83_8TVSU12PYnseSUYv5gLWKD0/edit?usp=sharing
     Group work
     
     

  
  

  Follow Up Tasks:
  
  Read the article 
  https://thespinoff.co.nz/media/17-05-2022/greymouth-star-faces-backlash-after-racist-cartoon?utm_source=spinoff-share-button&utm_medium=spinoff-app

  Do you think is was racist? Why? 
  
  Be ready to share you ideas

  • Select activity Local Challenging Anti-Pasifika Actions

    

    Local Challenging Anti-Pasifika Actions File

    Completion

    Students must

    

    Mark as done
  • Select activity Local Challenging Colonisation

    

    Local Challenging Colonisation File

    Completion

    Students must

    

    Mark as done
  • Select activity Local Challenging Sinophobia

    

    Local Challenging Sinophobia File

    Completion

    Students must

    

    Mark as done
  • Select activity Local Challenging Islamophobia

    

    Local Challenging Islamophobia File

    Completion

    Students must

    

    Mark as done
  • Select activity Local Challenging the dehumanisation of migrants

    

    Local Challenging the dehumanisation of migrants File

    Completion

    Students must

    

    Mark as done
  • Select activity Global Challenging Islamophobia

    

    Global Challenging Islamophobia File

    Completion

    Students must

    

    Mark as done
  • Select activity Global Challenging Asian Hate

    

    Global Challenging Asian Hate File

    Completion

    Students must

    

    Mark as done
  • Select activity Global Challenging White Supremacy in America

    

    Global Challenging White Supremacy in America File

    Completion

    Students must

    

    Mark as done
  • Select activity Global Challenging Colonisation

    

    Global Challenging Colonisation File

    Completion

    Students must

    

    Mark as done
  • Select activity Global Challenging the dehumanisation of migrants

    

    Global Challenging the dehumanisation of migrants File

    Completion

    Students must

    

    Mark as done
• Select section Term 2 Week 4

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  Term 2 Week 4

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising  long term implications of WWII consequences (current Ukraine conflict)

  
  Success Criteria: I can...
  
  
  
  Activities:
  

  1. Looking at racism - based discrimination
     - case studies from NZ an perspective
     - case studies from an international perspective
     Fishbone activity and then Social Media campaign on Canva
     https://docs.google.com/document/d/1XupFTQ6HDLzHMhCxy83_8TVSU12PYnseSUYv5gLWKD0/edit?usp=sharing
     Group work
     
     
     
     
  2. EP smart lesson - Discrimination: 
     https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/p/NTIxMTI4NDI2NTY2/details
     
     
  3. Human Continuum - NZ Cartoon Racist?

  
  

  Follow Up Tasks:
  
  

  Due: Wednesday 3pm - upload in Google Classroom

  
  

  
  
• Select section Term 2 Week 5

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  Term 2 Week 5

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can....

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising  long term implications of WWII consequences (current Ukraine conflict)

  
  Success Criteria: I can...
  
  
  
  Activities:
  

  
  Group work
  
  
  

  1. Introduction to Human Rights and the Universal Declaration of Human Rights (UDHR)
     Video 1
     https://www.youtube.com/watch?v=5RR4VXNX3jA
     
     Video 2
     https://www.youtube.com/watch?v=hTlrSYbCbHE
     
     Video 3
     https://www.youtube.com/watch?v=JaHwy5tdLOY
     
     
  2. EP smart lesson - Discrimination: 
     https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/p/NTIxMTI4NDI2NTY2/details
     
     
  3. UDHR - categorising and Pictionary
     https://docs.google.com/document/d/1IL2jI4xv6UpRmK2jT3SstE95W-YzxeNsQ0DEmjr4BLA/edit?usp=sharing
     
     
  4. Human Continuum - NZ Cartoon Racist?
     
     
  5. Home Learning activities for Thursday.
     Use the handout given to you in class
     Use the weblink https://www.youthforhumanrights.org/what-are-human-rights/universal-declaration-of-human-rights/introduction.html
     Watch the video for each article and draw an illustration to define the right
     Use COLOUR

  
  

  Follow Up Tasks:
  
  

  Due: Wednesday 6pm - upload in Google Classroom

  
  

  
  

  
  
• Select section Term 2 Week 6

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  Term 2 Week 6

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can....

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising  long term implications of WWII consequences (current Ukraine conflict)

  
  Success Criteria: I can...
  
  
  
  Activities: Queens Birthday and TOD - short week

  
  
  

  1. Join BrainPop using instructions below
     
     
     
  2. Introduction to WWII (Thursday session with reliever)
     - BrainPop Activities: Key Leaders, Countries & Events
     - It is also posted in the Google classroom: https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/a/NTMzMDQxMjEyNzY4/details

  
  

  Follow Up Tasks:
  
  BrainPop - causes of WWII:  https://www.brainpop.com/dashboard/assignments/2ecf794711982c9ae9c57eafc9aabcf9/periods/1718ed694257c1e47affcc37bfc5288a?product=bp

  
  
• Select section Term 2 Week 7

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  Term 2 Week 7

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can.....

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising  long term implications of WWII consequences (current Ukraine conflict)

  
  Success Criteria:  I can...
  
  
  
  Activities: 
  

  
  
  1. What was the Holocaust?
     Use web link below and read the brief article
     https://www.holocaustcentre.org.nz/what-was-the-holocaust.htmlAdolf Hitler and the Holocaust
     - Write 5x bullet points in your exercise book to describe the Holocaust
     
     
  2. Education Perfect - What are Human Rights Smart lesson
      
  3. Adolf Hitler and the Holocaust
     - BrainPop activities assigned
     https://www.brainpop.com/dashboard/assignments/779effe3ce86602a08c789d8c199a4b7/periods/6055e7fc5955d24dacf14187a420b73a?product=bp
     
     
  4. End of WWII
     - UDHR
     - Divided Europe
     
     
     Key Countries & Key Events
     a) Mapping: WWII Geography Module
     - Using the Google Doc in the Google classroom complete the Tasks 1 and 2 only on this link: http://nehsushistory-ww2.weebly.com/lesson-1-wwii-geography.html
     
     For experts: 
     

  
  

  Follow Up Tasks:
  

  Finish Tuesday class activities by Thursday:
  Adolf Hitler and the Holocaust
  - BrainPop activities assigned
  https://www.brainpop.com/dashboard/assignments/d5360c437dd0eec9be5f9ab0881e80d5/periods/1718ed694257c1e47affcc37bfc5288a?product=bp

  
  

  
  
• Select section Term 2 Week 8

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  Term 2 Week 8

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can....

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING History of WWII by sequencing events
  • We are EXPLORING History of WWII by recognising and organising the causes
  • We are EXPLORING History of WWII by investigating the racial profiling motivating Nazi policy
  • We are EXPLORING  History of WWII by  recognising  long term implications of WWII consequences (current Ukraine conflict)

  
  Success Criteria:  I can...
  
  
  
  Activities: 
  
  

  1. End of WWII
     - UDHR
     - Divided Europe
     
     b) Mapping
     
  https://www.nationalgeographic.org/activity/compare-and-contrast-historical-maps-of-europe/
  https://omniatlas.com/maps/europe/19910819/
  
  c) Historical Background to the Ukraine Conflict (Causes)
  
  WATCH Youtube clip
  https://www.youtube.com/watch?v=MVu8QbxafJE&t=158s
  
  d) Cold War
  - BrainPop assignment
  https://www.brainpop.com/dashboard/assignments/ae1e3339d106c91e414b4e12befeb9b3/periods/1718ed694257c1e47affcc37bfc5288a?product=bp
  
  
  2. Ukraine Conflict - Human Rights. International Human Rights Law,  International Humanitarian Law and the Geneva Conventions
     Complete the activity sheet in the Google Classroom
     
     
  3. Ukraine Conflict Investigation: working in pairs or threes
     Complete the activity sheet by making your own copy and posting in Google classroom
     - https://docs.google.com/document/d/1mD4rz220kq8QExNvnsFr40TD_z85IuGjdd-WYmCnDHA/edit?usp=sharing
     

  
  

  Follow Up Tasks:
  

  Everyone
  Ukraine Conflict - Human Rights. International Human Rights Law,  International Humanitarian Law and the Geneva Conventions
  Complete the activity sheet started in class - this is found in the Google Classroom
  
  For students intending to enter NCEA
  READ: https://reliefweb.int/report/ukraine/ukrainian-crisis-situational-analysis-07-june-2022
  READ: https://www.bloomberg.com/graphics/2022-ukraine-russia-us-nato-conflict/
  TAKE NOTES by adding to your Ukraine Conflict Investigation document (Last table)
• Select section Term 2 Week 9

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  Term 2 Week 9

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can....

  
  

  
  Activities: 
  

  
  

  1. Ukraine Conflict Investigation: working in pairs or threes
     - https://docs.google.com/document/d/1mD4rz220kq8QExNvnsFr40TD_z85IuGjdd-WYmCnDHA/edit?usp=sharing
     
     
  2. Ukraine Conflict - Impact on specific areas/groups of people: think carefully about your Social Organisation
     
     Impact of Health System - WATCH:
     
     Impact of food (farm) production - READ: https://www.csis.org/analysis/spotlight-damage-ukraines-farms-amid-russia-ukraine-war
     
     The Human Price of War (content warning) - WATCH:
     

     
     Ukraine war has devastating impact on children - WATCH: 
     
     

     How the War in Ukraine Is Affecting the Mental Health of Survivors - READ: https://www.verywellmind.com/ukrainian-mental-health-during-the-war-5225389

  
  

  Follow Up Tasks:
  

  For students intending to enter NCEA
  READ: https://reliefweb.int/report/ukraine/ukrainian-crisis-situational-analysis-07-june-2022
  READ: https://www.bloomberg.com/graphics/2022-ukraine-russia-us-nato-conflict/
  TAKE NOTES by adding to your Ukraine Conflict Investigation document (Last table)

  
  
• Select section Term 2 Week 10

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  Term 2 Week 10

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our personal involvement in the NZ Youth Peace Week so that we can raise awareness and raise funds to promote human rights and social justice.

  
  TAAB Success Criteria: I can......
  

  
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII

  
  

  Success Criteria: I can....

  
  

  
  Activities: 
  
  

  1. Linking Social Organisation with Human Rights violations
     
     
  2. Social Action planning
     
     
  3. Report Planning
     
     
  4. Writing my bibliography as I go

  
  

  Follow Up Tasks:
  

  
  
• Select section Holidays

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  Holidays
• Select section Holidays

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  Holidays
• Select section Term 3 Week 1

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  Term 3 Week 1

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our personal involvement in the NZ Youth Peace Week so that we can raise awareness and raise funds to promote human rights and social justice.

  
  TAAB Success Criteria: I can......
  

  
  

  
  Activities: 
  

  
  

  1. Social Action Planning (Gantt Chart) & Doing (Log/ Record/ Journal of participation)
     - checkpoint - GANTT chart uploaded in the Google Classroom
     - checkpoint - everyone has started their Social Action Log
     
     
  2. Report Planning and Drafting
     - small group meeting with Ms Lambert about starting the planning for the first 2x parts of your report
     - Use the guidance document - Link
     
     
  3. Writing my bibliography as I go
     - APA guidance - link

  
  

  Follow Up Tasks:
  

  Start Planning your report by revising learning, activities and resources we used in class and for homework last term - see guidance document above

  
  
• Select section Term 3 Week 2

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  Term 3 Week 2

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our personal involvement in the NZ Youth Peace Week so that we can raise awareness and raise funds to promote human rights and social justice.

  
  TAAB Success Criteria: I can......
  

  
  

  
  Activities: 
  

  
  

  1. Social Action Planning (Gantt Chart) & Doing (Log/ Record/ Journal of participation)
     
     
  2. Report Planning and Drafting
     Use the guidance document - Link
     Checkpoint - I have started planing
     Example of organising my planning - not full sentences - questions to self - keywords and notes
     
     

     Gathering ideas & info before I write: Intro to HRs and UDHR

     
     
     
  3. Write your Bibliography as you go
     - How to write/format a Bibliography: APA guidance - link
     
     
  4. How to interp Political cartoons - small group work with MS Stanley

  Thurs Grp 1 Daniah, Dishita, Diljot, Micah,

  Thurs Grp 2 Shaania, Anisha, Pranav, Bowen,

  
  

  Tues S3 Grp 3 Alvin Gloria, Aniket

  Tues S3 Grp 4 Kieran, Zuqiao, Calvin

  
  

  Thurs S5 Grp 5 - Samson, Simran, Laith, Georgina

  Thurs S5 Grp 6 - Tishan, Ishani, Ikman, Reyana, Saheeba

  
  
  

  Follow Up Tasks:
  

  Social Action Evidence Log checkpoint - Monday 8th August
  Write the opening section of your report - checkpoint Friday 12th August 8am
• Select section Term 3 Week 3: Peace Week NCEA Social Action

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  Term 3 Week 3: Peace Week NCEA Social Action

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII
  • We are FOCUSING on Resource Interpretation Skills by explaining the main message in a political cartoon
  • We are FOCUSING on Resource Interpretation Skills by describing the Fake News phenomena

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our personal involvement in the NZ Youth Peace Week so that we can raise awareness and raise funds to promote human rights and social justice.

  
  TAAB Success Criteria: I can......
  

  
  

  
  Activities: 
  

  
  

  1. Social Action Planning (Gantt Chart) & Doing (Log/ Record/ Journal of participation)
     Checkpoint - I have multiple actions recorded in my log
     
     
  2. Report Planning and Drafting
     Use the guidance document - Link
     Checkpoint - I have drafted the first part of my report
     
     
  3. Write your Bibliography as you go
     - How to write/format a Bibliography: APA guidance - link
     
     
  4. How to interp Political cartoons - small group work with Ms Stanley: By GMeet - see Google Calendar invite

  
  

  Tues S3 Grp 3 Alvin Gloria, Aniket

  Tues S3 Grp 4 Kieran, Zuqiao, Calvin

  
  

  Thurs S5 Grp 5 - Samson, Simran, Laith, Georgina

  Thurs S5 Grp 6 - Tishan, Ishani, Ikman, Reyana, Saheeba

  
  
  

  Follow Up Tasks:
  

  Social Action Evidence Log checkpoint - Monday 8th August
  Write the opening section of your report - checkpoint Friday 12th August 8am
• Select section Term 3 Week 4

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  Term 3 Week 4

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
  • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) occurring in the current Ukraine conflict.
  • We are FOCUSING on Human Rights and Social Justice by explaining the connection between United Nations Declaration of Human Rights (UDHR) to the Holocaust and WWII
  • We are FOCUSING on Resource Interpretation Skills by explaining the main message in a political cartoon
  • We are FOCUSING on Resource Interpretation Skills by describing the Fake News phenomena

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our personal involvement in the NZ Youth Peace Week so that we can raise awareness and raise funds to promote human rights and social justice.

  
  TAAB Success Criteria: I can......
  

  
  

  
  Activities: 
  

  
  

  1. This should already be finished:
     - Social Action Planning (Gantt Chart) & Doing (Log/ Record/ Journal of participation)
     
     
  2. Report Planning and Drafting
     - Feedback provided Monday for those student who have completed the opening section
     
     
  3. Writing my bibliography as I go
     - How to write/format a Bibliography: APA guidance - link
     
     
  4. How to interp Political cartoons - small group work with Ms Stanley 
     
     
     Mon S5 Grp 5 - Samson, Simran, Laith, Georgina
     Mon S5 Grp 6 - Tishan, Ishani, Ikman, Reyana, Saheeba
     
     
  5. Fake News - small group work with Ms Stanley

  Tues S3 Grp 1 Daniah, Dishita, Diljot, Micah, - GMeet

  Tues S3 Grp 2 Shaania, Anisha, Pranav, Bowen, - GMeet

  
  

  Thurs S4 Grp 3 Alvin Gloria, Aniket

  Thurs S4 Grp 4 Kieran, Zuqiao, Calvin

  
  

  Mon S5 Grp 5 - Samson, Simran, Laith, Georgina

  Mon S5 Grp 6 - Tishan, Ishani, Ikman, Reyana, Saheeba

  
  

  Follow Up Tasks:
  

  Assessment - Due Friday 6pm
  

  I must upload:
  1. GANTT chart spreadsheet
  2. Social Action Log/Journal
  3. Written Report

  • Select activity 10W2 Global Studies Assessment 2: In the Name of Peace Social Action

    

    10W2 Global Studies Assessment 2: In the Name of Peace Social Action Assignment

    Completion

    Students must

    

    Mark as done
  • Select activity Context Explanation using GREAT Ako - GREAT Learne...

    Completion

    Students must

    

    Mark as done

    Context Explanation using GREAT Ako - GREAT Learner Progression Criteria

    Positive Partnerships S2 - I regularly share my learning with home and my community
    
    Active Learner S2 - I can explain what I am learning and why 

    Great Ako S2 - I can explain my learning using GREAT Ako

    
    

    
    

    
    

• Select section Term 3 Week 5

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  Term 3 Week 5

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Resource Interpretation Skills by explaining the main message in a political cartoon
  • We are FOCUSING on Resource Interpretation Skills by describing the Fake News phenomena

  
   Success Framework:
  
  
  Reminder of the small group work with Ms Stanley: Political cartoons
  

  1. Introduction: how to interpret a political cartoon and compulsory practice resource interp - handout link
  2. Additional practice: Ukraine conflict - political cartoon: practice resource interpretation - Link
     - complete in your book

  
  Activities:
  

  1. Clickview - introduction video:  https://www.clickvieweducation.com/free-teaching-resources/fake-news/
  2. Google Classroom - guide and notes document provided for you (valuable to end of year CAT)
  3. Expert group work - groups of 4
     - each person has a different article/resource
     - Move to work with people with the same resource as you, review the resource and use the Success Framework above. Get ready to share with your original group what the article/resource is about
     
     Articles/Resources: READ _ WATCH _ LISTEN options for differentiation
     1. https://www.bbc.com/news/60867414
     2. https://www.dw.com/en/fact-check-fake-news-thrives-amid-russia-ukraine-war/a-61477502
     3. https://www.youtube.com/watch?v=pBOE6blxerI
     4. https://www.forbes.com/sites/johnbbrandon/2022/07/31/russia-has-radically-redefined-the-term-fake-news-during-the-ukraine-war/?sh=2e00765463a5
      

  Your groups:
  

  Grp 1 Daniah, Dishita, Diljot, Micah,

  Grp 2 Shaania, Anisha, Pranav, Bowen

  Grp 3 Alvin, Gloria, Aniket, Saheeba

  Grp 4 Kieran, Zuqiao, Calvin
  

  Grp 5 - Samson, Simran, Laith, Georgina

  Grp 6 - Tishan, Ishani, Ikman, Reyana

  
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by organising our government structure to recognise our relationship/connect to Britain

  
  

  Success Criteria:

  
  

  Activities:

  1. Activities prior learning - in your Commonwealth Country groups - use the success criteria: what do you already know, what do you think you know?, what do you need to revise?
     
     
     
  2. Option 1: Māori leadership and Authority
     - Revision explanation of how this is organised - PDF uploaded below
     - Activity Google classroom: only complete this activity if you could not remember anything about how Māori leadership and authority is structured and organised
  3. Option 2: Westminister model of government (everyone completes this revision)
     - Activity: complete in your books: read the resource the complete the questions in your book
  4. Option 3: Create a visual collage of all the the visible connections to Britain in see in daily life - think government, currency, flags, icons and symbols, Crests
       

  
  Further Learning:
  

  Complete the activity you choose - ie what you needed next in your learning

  • Select activity Westminister model of government

    

    Westminister model of government File

    Completion

    Students must

    

    Mark as done
  • Select activity Māori Leadership and Authority - organisation and structure

    

    Māori Leadership and Authority - organisation and structure File

    Completion

    Students must

    

    Mark as done
• Select section Term 3 Week 6

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  Term 3 Week 6

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by organising our government structure to recognise our relationship/connect to Britain

  
  

  Success Criteria:

  
  

  Activities:

  1. Option 1: Māori leadership and Authority
     - Revision explanation of how this is organised - PDF uploaded below
     - Activity Google classroom: only complete this activity if you could not remember anything about how Māori leadership and authority is structured and organised
  2. Option 2: Westminister model of government (everyone completes this revision)
     - Activity: complete in your books: read the resource PDF below the complete the questions in your book
     
     
     
     
  3. Option 3: Create a visual collage of all the the visible connections to Britain in see in daily life - think government, currency, flags, icons and symbols, Crests
       

  
  Further Learning:
  

  Complete the activity you choose - ie what you needed next in your learning

  • Select activity Māori Leadership and Authority - organisation and structure (1)

    

    Māori Leadership and Authority - organisation and structure (1) File

    Completion

    Students must

    

    Mark as done
  • Select activity Westminister model of government

    

    Westminister model of government File

    Completion

    Students must

    

    Mark as done
• Select section Term 3 Week 7

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  Term 3 Week 7

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  Monday

  1. Extreme poverty/relative poverty definitions (gapminder.org) worksheet in google classroom (projector)

  2. Teacher led - referencing to LI/success criteria
  3. Explain relevance of google slides. (W2 needs to add last 3 countries to join (see commonwealth.org))
  4. Acknowledge presenters from last week and in W1 the group that supported others to make their visual collages.
  5. Commonwealth mapping challenge 
     - using an atlas: help sheet
     - Competing in your Country Team - mapping challenge

  Tuesday

  1. Finish dollar street activity, finishers = record UN definitions for developing/developed country and human development index on the whiteboard.
  2. Invite students to share thoughts/observations from the dollar street activity.
  3. Teacher led - recap previous hei mahi extreme v relative poverty. 
  4. Share concepts for today - poverty, inequality, distribution of resources (refer LI/SC)

  
  Thursday
  
  
  Further Learning:
  

  
  In you books - complete you own map to show the Commonwealth countries located in the challenge activity. What additional Commonwealth countries can you locate?
  

  • Select activity NCEA Dropbox

    

    NCEA Dropbox Assignment

    Completion

    Students must

    

    Mark as done
  • Select activity Commonwealth Country TeamsAustralia - Bowen, Laith...

    Completion

    Students must

    

    Mark as done

    Commonwealth Country Teams

    Australia - Bowen, Laith

    Samoa - Kieran, Aniket, Dishita

    Canada - Gloria, Saheeba, Reyana, Pranay, Samson

    India - Ikman, Simran, Anisha, Ishani

    England - Tiushan, Alvin, Diljot, Daniah

    Jamaica - Georgina, Zuqiao, Micah

    South Africa - Calvin, Shaania

     

• Select section Term 3 Week 8

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  Term 3 Week 8

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  1. 
     

  
  
  Further Learning:
  

  
  
• Select section Term 3 Week 9

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  Term 3 Week 9

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  1. Using Learning Intentions and Success criteria; Using evidence to know where I am at with my learning
     - check in and self assessment; so as to provide feedback to Ms Lambert (after the departure of your student teachers)
     
     
     
     
     
     
  2. Understanding the inequity and the consequences this has for people and places
     What do you think?
     - True / False challenge
     - Misconception Challenge -  https://upgrader.gapminder.org/t/sdg-world-un-goals/4/
     
     
  3. Growing Global Inequality....
  4. "If the three richest people on Earth spent one million dollars a day, it would take them 200 years to run out of money. While some live in immense wealth, others can’t afford basic health care. This is the global inequality gap – and it’ still growing."
     https://www.youtube.com/watch?v=uWSxzjyMNpU
     https://www.youtube.com/watch?v=2x4jbN6_q5Q&t=6s 
     
     
     
  
  
  5. Growing Inequality - illustrate the growing gap (inequality - through visual images)and the consequences of this inequality 
     (through statistics and visual images)
     
     
     

  
  Further Learning:
  

  Poverty and the Causes
  Education Perfect - have this completed BEFORE you return to class on Thursday
  https://app.educationperfect.com/app/dashboard/homework/7118198 

  Complete this activity at home with a parent/caregiver....
  

  "Compare Your Income'' web tool - https://www.oecd.org/social/inequality-and-poverty.htm
  What's your perception of income inequality? The OECD Compare your income tool allows you to see whether your perception is in line with reality. In only a few clicks, you can see where you fit in your country's income distribution. In June 2020, an updated edition was released to explore how people’s perceptions of inequality impact their willingness to support redistribution and to see what areas users would prioritise for public spending.

  
  

  • Select activity The Life and Legacy of Queen Elizabeth IIBritain’s...

    Completion

    Students must

    

    Mark as done

    The Life and Legacy of Queen Elizabeth II

    Britain’s longest-reigning monarch died on Thursday at the age of 96. Learn about her seven-decade reign, as well as what is next for the British monarchy.

    Key Moments from yesterdays funeral

    - through pictures: 

    https://www.rnz.co.nz/news/world/475090/key-moments-from-funeral-of-queen-elizabeth-ii-in-pictures
    
    - through video:
    

    Queen’s funeral: Service at Westminster Abbey for Queen Elizabeth II
    https://www.youtube.com/watch?v=dObgFyH8oT0
    

    The Queen's Internment 
    https://www.youtube.com/watch?v=u9ll2731wiw
    
    Warm Up Activity in Google Classroom
    
    Questions for Writing and Discussion: The Life and Legacy of Queen Elizabeth II in Google Classroom
    
• Select section Term 3 Week 10

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  Term 3 Week 10

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  
  
  1. Growing Inequality - illustrate the growing gap (inequality - through visual images)and the  consequences of this inequality 
     (through statistics and visual images)
     
     
     
     
     
  2. Collaborative activity with Maths - copy of the activity document has been made for you in the Google Classroom
     - Drawing my own data display and practicing interpretation
     - Testing our Hypothesis: relationship between HDI measures and success at the Commonwealth Games: Success at the Commonwealth Games is determined by the wealth of the country.
     
     Get Ms Lambert to mark the graph you have drawn in your book
     
     
     Writing Frame - testing hypothesis - conclusion
     Success at the Commonwealth Games is determined by the wealth of the country.
     
     Our hypothesis is......     To test this hypothesis we gather data.......    By reviewing this data I can conclude......     The data that justifies/supports this conclusion......  However, there is an outliner as......     Therefore in terms of equity (fairness) and the idea of competing on an even playing field........ The wealth of a country......
     
     
     

  
  Next term - finish context Week 1
  

  Causes of the unequal distribution and access to resources, goods and services
  - Learning Guide picture dictation - hand out
  - TED Talk activities: WATCH< THINK< DIG DEEPER< DISCUSS
  -  Globalopoly - Cartoon Interpretation - https://newint.org/features/1994/09/05/cartoon/
  - Using Maps to understand causes of unequal distribution and access to resources, goods and services
  
  New Context - The World of Work and Economics week 2 onwards
  

  
  
  Further Learning:
  

  Complete this activity at home with a parent/caregiver....
  

  "Compare Your Income'' web tool - https://www.oecd.org/social/inequality-and-poverty.htm
  What's your perception of income inequality? The OECD  Compare your income  tool allows you to see whether your perception is in line with reality. In only a few clicks, you can see where you fit in your country's income distribution. In June 2020, an updated edition was released to explore how people’s perceptions of inequality impact their willingness to support redistribution and to see what areas users would prioritise for public spending.
• Select section Holidays

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  Holidays
• Select section Holidays

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  Holidays
• Select section Term 4 Week 1

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  Term 4 Week 1

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  
  
  1. Causes of the unequal distribution and access to resources, goods and services
     - Learning Guide picture dictation - hand out
     - written notes PDF below
     - video: 
     
     
  2. Developing an in depth understanding of cause of inequality
     
     a) Trade imbalance and transnational corporation
     - Globalopoly: Cartoon Interpretation https://newint.org/features/1994/09/05/cartoon/ and answer question in Google Classroom
     
     b) Economic factors (income)
     - reading PDF below 
     
     
     c) Resources available
     - through maps 

  i) Using maps to understand Resources Available and Population - whole class: Climate p82, Biomes p.83. Climate Change pp.84-85, Population pp. 88-89
  ii) Map Resource Interpretation activities - Google Classroom
  
  New Context - The World of Work and Economics week 2 onwards
  

  • Select activity What caused the gap between North and south - notes to support learning guide in your book

    

    What caused the gap between North and south - notes to support learning guide in your book File

    Completion

    Students must

    

    Mark as done
  • Select activity Economic Factors (income) - causing poverty

    

    Economic Factors (income) - causing poverty File

    Completion

    Students must

    

    Mark as done
  • Select activity Further Learning.....HomeworkRemember the steps to...

    Completion

    Students must

    

    Mark as done

    Further Learning.....Homework

    Remember the steps to interpreting a Cartoon - how to unpack a cartoon BEFORE answering the questions. Use this method with the cartoon below:
    

    The following prompts will help guide your thinking and unpacking the cartoon…..

    • If the cartoonist used labels, what things in the cartoon are labeled? Why do you think the cartoonist chose to label those things? 

    • If the cartoonist used symbolism, what things in the cartoon are symbols? What do they stand for?

    • If the cartoonist used an analogy, what two ideas or situations are compared? How does this comparison help the viewer see the complex situation in a different way? 

    • If the cartoonist used irony, what does the cartoonist show about the way things are? How does the cartoonist think things should be? 

    • If the cartoonist used exaggeration, what objects, people, or ideas are exaggerated? What point is made by exaggerating them? 

    • If the cartoonist used stereotypes, what stereotypes are presented? How do these add to the message of the cartoon?

    
    https://newint.org/features/1994/09/05/cartoon/ 
    

    
    

    Now use this understanding to answer the specific question on the document provided in the Google Classroom - Due Thursday

    
    

  • Select activity Rich North V Poor South Divide

    

    Rich North V Poor South Divide File

    Completion

    Students must

    

    Mark as done
• Select section Term 4 Week 2

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  Term 4 Week 2

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING The Commonwealth by measuring, displaying and mapping the distribution/access to resources, goods, & services
  • We are EXPLORING The Commonwealth by investigating the causes of the unequal distribution of resource, goods & services
  • We are EXPLORING Economics in Sport by analysing the relationship between access to resources, goods & services and success at the Commonwealth games
    
    

  Success Criteria:

  
  

  Activities:

  
  
  1. Developing an in depth understanding of cause of inequality
     a) Trade imbalance and transnational corporation
     - Globalopoly: Cartoon Interpretation  https://newint.org/features/1994/09/05/cartoon/  and answer question in Google Classroom
     - Peer Assessment opportunity
     
     c) Resources available
     - through maps
     i) Using maps to understand Resources Available and Population - whole class: Climate p82, Biomes p.83. Climate Change pp.84-85, Population pp. 88-89
     ii) Map Resource Interpretation activities - Google Classroom

  
  
  New Context - The World of Work and Economics week 2 onwards
  

  
  

  • Select activity CAT information Global Studies: CAT's are in week ...

    Completion

    Students must

    

    Mark as done

    CAT information Global Studies: CAT's are in week 5 of this term
    

    Global Studies	Section 1: Resource Interpretation (articles, memes, cartoons, graphs, pictures) Section 2: Mapping interpretation

    
    

    Past CAT papers are below so you can use these in your study programme.

    
    

  • Select activity Past CAT papers

    Completion

    Students must

    

    Mark as done

    Download folder

    • Past CAT papers
      • Copy of Y10 Global Studies Practice CAT 2022.docx
      • Y10 Global Studies Practice CAT 2022 Resource Booklet.pdf
      • Y10 Global Studies Practice CAT 2022.docx
      • Y10 Global Studies Practice CAT 2022.pdf
  • Select activity New Context: Life Skills - Task Master Introducti...

    Completion

    Students must

    

    Mark as done

    New Context: Life Skills - Task Master

    Introduction Activities

    1. Join the Banqer High classroom: use real name, school email & password. complete 10x question quiz. Confirm your email
       
    2. Needs and Wants - WATCH the youtube video
       
       
       
       The open a create platform like canva, google slides, google draw, padlet so you can create a visual photo collage
       "Imagine your life in 20 years - where will you be living, with whom, job, transportation choice, fashion, holidays, relationships etc etc"
       Categorise your life photos into NEEDS and WANTS
       
       
    3. Banqer High -Opening bank accounts, credit and debit cards, career and kiwi saver
       
       
    4. Crash Course into Economics - the Economy
       
       
       
       
       
    5. BrainPop
       i) Learning about Interest
       - assignment material link posted in Google classroom
       ii) Learning about Tax
       - assignment material link posted in Google classroom
       

    
    

    
    

  • Select activity What is the economyhttps://www.rbnz.govt.nz/resear...

    Completion

    Students must

    

    Mark as done

    What is the economy

    https://www.rbnz.govt.nz/research-and-publications/videos/what-is-the-economy

    What is money

    https://www.rbnz.govt.nz/research-and-publications/videos/what-is-money

    Ages and Stages

    Credit & Debit

    
    
    

• Select section Term 4 Week 3

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  Term 4 Week 3

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Financial Literacy by…. recognising how the government impacts lives - tax system and goods/services provided
  • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and need
  • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income

  
  

  
  

  Learning Activities:
  For the Math/Global Team Teaching sessions Monday and Tuesday you need to ensure you have applied for a job on Banger High as you will need your salary to calculate your tax.

  1. Tax System BrainPop activity: https://classroom.google.com/c/NDYyNDYxNjQ0NDYx/m/NTU5NDc2NDUxMzQz/details 
  2. Tax System - podcast (from the 2min 35sec mark): https://www.rnz.co.nz/programmes/news-to-me/story/2018847896/news-2-me-tax
  Taxes – today is all about money, money, money! You may know how your family buys things, but how does the Government pay for what it does? Who pays your teachers and buys the things to build hospitals and roads?
  3. NZ Progressive Tax System
     https://www.ird.govt.nz/income-tax/income-tax-for-individuals/tax-codes-and-tax-rates-for-individuals/tax-rates-for-individuals
     
  4. Using your career/job wage/salary on Banqer High and the Tax Brackets above
     (Mr Sharma is here to help us !!)
     - calculate your progressive tax bill
     - you are required to show all working steps
  5. EP - Income tax  - challenge task: https://app.educationperfect.com/app/dashboard/homework/7307454 

  
  Further Learning ...

  CAT revision - Global Studies CAT: Week 5 
  

  Thursday 17/11/22 Session 1

  
  
  
• Select section Term 4 Week 4

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  Term 4 Week 4

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Financial Literacy by…. recognising how the government impacts lives - tax system and goods/services provided
  • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and need
  • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    
    

  
  

  Learning Activities:
  

  1. Banqer High - Property and Budgeting modules
     You need to form a Flatting/House Mates group
     
     
  2. EP
     - Budgeting - challenge task: https://app.educationperfect.com/app/dashboard/homework/7348463
     - Income tax  - challenge task: https://app.educationperfect.com/app/dashboard/homework/7307454 
     
     
  3. Monday *next week Session 5 - PRACTICE CAT EXERCISE: Mapping & Resource Interpretation CAT Practice: NZ economy - industries and employment opportunities
     ResourceBooklet:  https://docs.google.com/document/d/1iV7WD98fMHR_B3UfsqIYjiJwQdpQFkZnykA4MJ3GCiU/edit?usp=sharing
     - EP assessment questions

  
  Further Learning ...

  CAT revision - Global Studies CAT: Week 5 - see the Study Guide checklist and resources posted in the Googel classroom. Revision on EP too
  

  Thursday 17/11/22 Session 1

  Year 10 - Full CAT on Education Perfect with a paper resource booklet. 

  Students will need to bring - computers, pen, ruler, calculator

  
  
  
• Select section CAT Week (Term 4 Week 5)

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  CAT Week (Term 4 Week 5)

  • Select activity Global Studies Common Assessment Task 2022

    

    Global Studies Common Assessment Task 2022 Assignment

    Completion

    Students must

    

    Mark as done
• Select section Work Experience Week (Term 4 Week 6)

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  Work Experience Week (Term 4 Week 6)
• Select section Term 4 Week 7

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  Term 4 Week 7
• Select section Prizegiving Week (Term 4 Week 8)

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  Prizegiving Week (Term 4 Week 8)
• Select section Holidays

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  Holidays