10M2 Global Studies
Weekly outline
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This unit will examine the concepts of nature and nurture. At the end of the unit, students will come to understand that our environment and culture are powerful forces that impact our lives, and that much of what happens in our lives is not up to fate and genetics – but is in our hands. Nature is powerful, but so isn’t our culture. It is also important to recognise the impact of genetics and what can do to modify potential disease risks. A key focus of this unit is on how beliefs about the existence of different races – and skin colour – are myths. We will also examine the issue of discrimination in sports and the stereotyping of certain ethnic groups who as being naturally academically inclined while others are not (e.g., test scores of Mexican-Americans) in relation the story of inspirational teacher Jaime Escalante.
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During Week 1, classes will consist of welcoming students back to school, re-introducing each other, making sure everyone is well organized, is able to log onto Mission Heights Online, knows their schedule including DEEP classes, and is aware of the expectations for the year.
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This week, students will become familiar with the nature versus nurture debate, the impact of environmental factors on human behaviour including scores on so-called ‘intelligence tests,' and how they can vary according to social factors.
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Success Criteria
This week, students will gain an understanding of the history of racial discrimination against Mexican Americans over the past 150 years, and more recently, how the test scores of certain ethnic groups such as Hispanics, have been racially profiled.
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Success Criteria
This week, students will become familiar with the term ‘Colourism,’ and social and economic factors that are involved in the proliferation of skin-whitening around the world – and what is being done to stop it.
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Success Criteria:
Students will become familiar with two separate current event topics in the news, and racial discrimination against African Americans during the 1960s. They will understand why they scored lower on certain tests due to social, not genetic factors.
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Success Criteria
This week, students will continue to gain a deeper understanding of the impact of that social factors have had on people of colour voting, and ways to prevent them from casting ballots in America such as literacy tests – which were made intentionally difficult to pass.
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Success Criteria
Students will gain a deeper understanding of and appreciation for the history and significance of the 1981 Springbok Rugby Tour of New Zealand and how it relates to the issue of racism.
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Global Studies Week 8 - Image Analysis
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Students work on their assessment.
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Assessment due Thursday of this week at 1:00 PM.
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Why Teens do Foolish Things?
This unit will look at why teens are prone to engaging in risky behaviours. Studies show that teenagers are much more likely than adults, to engage in highly risky behaviors that could endanger their lives and the lives of those around them. Whether it is racing in cars, experimenting with drugs, engaging in crime, binge drinking, smoking, vaping, or diving off a cliff into a pool of water, teens are notorious for doing risky things. Yes, we all take risks, but it is important to balance the potential risks versus the possible rewards. We will explore why this is, and the brain science behind it. As part of the assessment, students will be asked to create an advertisement that highlights a particular risky behaviour and what can be done to modify the risks.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...how to locate and recognise the different reasons why teenagers are more susceptible to peer pressure compared to adults.
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Students will gain insight into the process of peer pressure and gain a deeper understanding of how susceptible they are to peer influence in comparison to their classmates by analyzing how they would react to specific scenarios
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...how to locate and recognise the different reasons why teenagers are more susceptible to peer pressure compared to adults.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING... on classic studies in social psychology on conformity dynamics and how they are relevant to young adults engaging in more risky behaviours.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING... on classic studies in social psychology on conformity dynamics and how they are relevant to young adults engaging in more risky behaviours.
Success Criteria
Group dynamics (peer influence) is one of the most powerful forces in human psychology. Students will gain an understanding of key findings from two key studies that look at the influence of peers on individual behaviour. Students will be be able to summarize the research conducted by Solomon Asch and Stanley Milgram. If you go to university and take a class in law, psychology or sociology – you will come across these studies.
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Two Famous Studies and What they Mean for Teenagers
Success Criteria
Students will become familiar with two well-known studies in the history of the psychology of conformity – the Hofling Experiment and the Bickman study and the factors involved in why people are vulnerable to peer pressure or the pressure to conform brought on by the power of the situation.
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Year 10 – Week 6 Lessons 1 & 2
Peer Pressure & Vaping
Success Criteria: Students will be able to recognize the risk factors that predispose teenagers to engage in vaping and the short and medium-term impact on their mental and physical health of those who engage in such actions.
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Success Criteria
Students will research advertising ploys that manufacturers use to lure teenagers to buy their products and become familiar with key aspects of how they work on a psychological level.
While big corporations commonly claim they do not target teenagers in their advertisements for alcohol, tobacco and vaping, this is clearly not the case. You are to research ways that manufacturers employ experts to make these products attractive to teens.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Media and Consumerism by observing the marketing influence of vaping and alcohol products has on teenager decision making
- We are EXPLORING Media and Consumerism by researching the impact of the legislative ban on tobacco advertising.
Success Criteria: I can...
Activities:
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Media and Consumerism by observing the marketing influence of vaping and alcohol products has on teenager decision making
- We are EXPLORING Media and Consumerism by researching the impact of the legislative ban on tobacco advertising.
Success Criteria: I can...
Activities: Paired Powerpoint Presentations
Success Criteria: Students will present their Paired Powerpoint and 1-minute anti-vaping/cirgrette smoking advertisements and be able to describe at least one technique in depth where advertisers motivate teenagers to take up the habit, and how it can be countered (the countering will involve your 1-minute anti-vaping/smoking commercial/public service announcement).
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Success Criteria: At the end of this week, students will be able to explain at least one technique that is used by advertisers to get people to vape/smoke; in addition they will become familiar with three current events in the news: why Pluto should not be classified as a planet, the danger that space junk poses to our future, and how doing household chores is good for your brain.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Media and Consumerism by observing the marketing influence of vaping and alcohol products has on teenager decision making
- We are EXPLORING Media and Consumerism by researching the impact of the legislative ban on tobacco advertising.
Success Criteria: I can...
Activities:
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts of fair trade and how it helps financially disadvantaged people around the world.
- (Week 2) We are EXPLORING how to locate and analyse basic concepts of trade in New Zealand and how and how we compare to financially disadvantaged people around the world.
- (Week 3) We are EXPLORING how to locate and analyse basic concepts of fair trade in relation to key cash crops in developing countries with a special emphasis on cacao and how it spread around the world.
Success Criteria
Students will gain a basic understanding of the concept of Fair Trade, be able to
explain how it helps disadvantaged people around the world. They will also
become familiar with issues related to fair trade – in a broad sense. They will be
able to list these key issues at the end of the week and be able to recite the
definitions of key vocabulary words.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts of fair trade and how it helps financially disadvantaged people around the world.
- (Week 2) We are EXPLORING how to locate and analyse basic concepts of trade in New Zealand and how and how we compare to financially disadvantaged people around the world.
- (Week 3) We are EXPLORING how to locate and analyse basic concepts of fair trade in relation to key cash crops in developing countries with a special emphasis on cacao and how it spread around the world.
Trade and New Zealand
Success Criteria
Students will gain a basic understanding of the 3 main types of trade and where New Zealand fits into the larger picture of globalism. At the end of the week, they will be able to name the New Zealand’s major imports and exports.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts of fair trade and how it helps financially disadvantaged people around the world.
- (Week 2) We are EXPLORING how to locate and analyse basic concepts of trade in New Zealand and how and how we compare to financially disadvantaged people around the world.
- (Week 3) We are EXPLORING how to locate and analyse basic concepts of fair trade in relation to key cash crops in developing countries with a special emphasis on cacao and how it spread around the world.
Success Criteria
Students will become familiar with the notion of cash crops, will be able to identify major cash crops associated with several developing countries, and will be able to identify the origins of the cacao plant and how it spread around the world.
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Success Criteria
By the end of this week, students will have refreshed their skills at conducting online searches for specific information using key social science databases on EPIC and an array of other online sources. They will also be able to assess the reliability of evidence and know the difference between primary and secondary sources. Students will also become familiar with potential assessment topics on which to take a social action.
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NCEA Assessment
Achievement Standard 91042 - Subject Reference: Social Studies 1.4
Report on personal involvement in a social justice and human rights action
4 Credits Assessment Title: My Fair Trade Report on Social Justice
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Students mustMark as done
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on a case study of a fair trade product in the form of an assessment, by reviewing issues and problems related to that product and generating an effective social action.
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Students will continue working on their NCEA Assessments. They must be submitted by Friday at 3 PM.
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Success Criteria: students will gain a basic understanding of the events surrounding the Salem Witch Trials of 1692 in what is now Salem, Massachusetts in the United States, and be able to explain how a belief in witches and demons led to the deaths of innocent people. In Salem, anyone who was different was at risk of being accused as a witch.
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Selection Criteria: By the end of the week students will be able to identify and list the key behaviour attributes of the people who were accused as witches - and be able to draw parallels to people who are persecuted today because they are labled as different.
This week we will look at modern parallells to the Salem witch-hunts of 1692, and we will learn about the lessons it can teach us today about the importance of tolerance, diversity and inclusion.
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Success Criteria: To know what the inquisition was, why it was hated so much, and what can it teach us about tolerance, diversity and inlcusion.
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