8M1 Global Studies
Weekly outline
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8M1
After a year and a half of lockdowns and mask-wearing, and being stuck inside, we have decided to begin Year 8 Global Studies with a focus on the benefits of getting outside and interacting with nature and the real world instead the virtual world. In this unit, we will also look at the issue the impact of being on our devices too much, and getting back in touch with nature. We will explore how the lockdowns have affected us and ways we can improve our mental outlook. Human beings are built to interact with other human beings and not a computer screen, and while computers and mobile phones serve as useful tools – they cannot replace human touch and face to face interaction.
Robert Bartholomew, Mountains Whanau
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Success Criteria:
Students will become familiar with the research on the impact of the pandemic on our memories and mental health in general, underscoring the importance of getting outside and away from our devices so much.
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Success Criteria:
Students will become familiar with concerns over the overuse of mobile phones and how this can have a negative impact on their physical and emotional well-being.
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Success Criteria:
Students will become familiar with the benefits of nature and getting outdoors and how it can have a positive impact on both physical and emotional health.
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This week we will continue to focus on the benefits of indoor versus outdoor activity. We also have a great current event for you about giant alligators in the Waikato River that is part of New Zealand folklore.
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Be sure to catch up on all assignment for this term by the end of the week as the assessment is occurring over weeks 8 and 9. Please follow the instructions in the attached file. At the end of the week we will be visiting Tane.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the benefits of getting outside and interacting with nature by observing, questioning and researching so students gain a deeper understanding of the impact of the outdoors on human physical and emotional health. We are EXPLORING... by researching the detrimental effects of being inside for extended periods such as during a pandemic
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the benefits of getting outside and interacting with nature by observing, questioning and researching so students gain a deeper understanding of the impact of the outdoors on human physical and emotional health. We are EXPLORING... by researching the detrimental effects of being inside for extended periods such as during a pandemic
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Week 9: Do we have Freedom of Speech in New Zealand?
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how indoor and outdoor living have causes and effects.
- We are FOCUSING on discussing these deleterious and beneficial effects.
- We are FOCUSING on how individuals and collectives respond to community challenges.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to demonstrate a basic understanding of the potential threats from outdoor activities so they can plan how to mitigate those threats
- We are PLANNING to participate in outdoor activities and apply the knowledge we have gained in the unit
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This week we begin a new unit on the social, cultural and economic significance of games and game-playing and their impacts on our physical and psychological health will be explored. Game-playing is very important to child development and to growing up normal and healthy. What are games, why have humans been playing them for so long, and what benefits do they offer?
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. and researching the concept of Mātauranga Māori and how it connects to modern science.
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Mātauranga Māori & Science
Mātauranga Māori is a modern term for the combined knowledge of Polynesian ancestors and the experiences of Māori living in the environment of Aotearoa. The term takes many forms, such as language (te reo), education (mātauranga), traditional environmental knowledge (taonga tuku iho, mātauranga o te taiao), traditional knowledge of cultural practice, such as healing and medicines (rongoā), fishing (hī ika) and cultivation (mahinga kai). As the teaching of this unit will coincide with the new Matariki public holiday on June 24th, we will also cover the significance of this event to Maori society.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. and researching the concept of Mātauranga Māori and how it connects to modern science.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING.. and researching the concept of Mātauranga Māori and how it connects to modern science.
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FOCUS / ARONGA learning intentions:
- Students will FOCUS on developing their knowledge of Mātauranga Māori and will be able to explain key aspects of it relation to the growing and use of native plants.
Success criteria:
At the end of this week, students will have a basic understanding of Mātauranga Māori in relation to astronomy, and how Māori used the stars to navigate the ocean, plant crops by season of the year, harvest kaimoana, and to tell the time.
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Week 5 Global - kaitiakitanga (Māori Guardianship)
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Week 6: Lessons 1 & 2: Mātauranga Māori - Listening to Māori Ancestors
How a Māori Man Changed his Life by Changing his Relationship with Food
Success Criteria: Students will gain a better understanding of traditional Māori foods, how Māori view food, and the best times to eat and to fast according to Maori tradition.
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Mātauranga Māori
Ancient Food Cooking Techniques: The Māori Hangi
Success Criteria: Students will gain an understanding of the Māori Hangi – a method of cooking food using heated rocks buried in an oven pit. Students will be able to describe the various steps involved in constructing a hangi – from shoveling the hole to eating the food.
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Mātauranga Māori:
New Zealand’s First Matariki Public Holiday
In Māori culture, Matariki is both the name of the Pleiades star cluster and of the celebration of its first rising in late June or early July. This marks the beginning of the new year in the Māori lunar calendar. It will be celebrated on Friday June 24th – hence there will no school on that day.
Success criteria:
At the end of this week, students will have a thorough familiarity with the many events that are being held across the greater Auckland region that will be conducted in celebration of the Matariki holiday.
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Week 9
Mātauranga Māori:
Creating Your Own Public Holiday: A Powerpoint Project To be Completed in PAIRS
Imagine that New Zealand Prime Minister Jacinta Ardern has been told that our class has been studying Mātauranga Māori. So far this term we have learned about everything from Māori plants and fungi that have been used for medicine and food, to traditional ways of doing things like telling the time of season and when to plant crops by looking at the stars.
Based on all that we have learned about Māori knowledge, she would like you to come up with a proposal for a new Māori public holiday. It cannot be the Matariki as that one is already taken. Look over your notes and everything we have studied – and look at other aspects of Māori knowledge and come up with your own idea for a public holiday.
1. Name of the new public Holiday
2. Explain why it should be celebrated
3. Describe it.
4. What day of the year would it be held on and why
5. What aspect of Mātauranga Māori (Māori knowledge) would it focus on?
6. Include at least 2 images with captions.
*This must be done on a Powerpoint. A minimum of 6 slides and a Maximum of 10.
**Somewhere it must be noted who created which slides.
I would like to encourage students to use not only Google, but other databases as well.
See the accompanying document in the lesson – “Possible Information Sources for Global Studies Research.”
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Students mustMark as done
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Week 10 Lessons 2 & 3:
Mātauranga Māori:
Creating Your Own Public Holiday
This will consist of class Powerpoint presentations of 3-4 minutes in length.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts surrounding the notion of global warming, climate change, and sustainability, and how it poses a threat to the continued existence of life of our planet.
Success Criteria
Students will gain a basic understanding of the concept of global warming which
is now accepted as a fact by the mainstream scientific community because the
weight of evidence is overwhelming. The only credible debate that remains is the
extent to which this change will occur and the speed at which it will happen. At
the end of this week students will be able to explain house the Greenhouse
Effect works. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts surrounding the notion of global warming, climate change, and sustainability, and how it poses a threat to the continued existence of life of our planet.
Climate Change and Critical Thinking: Evaluating the Evidence
Success Criteria
Students will gain familiarity with the scientific evidence for global warming and why it is now accepted as a fact by the mainstream scientific community that human beings are responsible for global temperature rises in the world. By the end of this week, they will be able to cite key scientific findings that confirm the existence of global warming beyond any reasonable doubt.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing and describing basic research on global warming from the standpoint of mainstream science.
Success Criteria
Students will become familiar with key myths that surround the concept of global warming and climate change and be able to explain one or two to their classmates in the form of a very short Powerpoint presentation.
Lesson 1: Preparing your Class Presentations
Students will be working in their groups, creating a short Powerpoint presentation on their chosen climate change myth, following on with what you began last class. All of the information that you will need, will be under your chosen myth on the Skeptical Science website. All students in each group will participate in the class presentation.
Remember, at the end of your Powerpoint, you are going to include 3 short dot-point take-aways for other students to write down in their Red Books.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing and describing basic research on global warming from the standpoint of mainstream science.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing and describing basic research on global warming from the standpoint of mainstream science.
- We are FOCUSING on discussing and describing basic research on global warming from the standpoint of mainstream science, and how it specifically impacts on life in New Zealand.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on conducting research on the projected impact of climate change on Maori in New Zealand. Students will consult the literature and produce a report intended to assist Maori in better preparing for future impacts.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on conducting research on the projected impact of climate change on Maori in New Zealand. Students will consult the literature and produce a report intended to assist Maori in better preparing for future impacts.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on conducting research on the projected impact of climate change on Maori in New Zealand. Students will consult the literature and produce a report intended to assist Maori in better preparing for future impacts.
Assessment on Climate Change and New Zealand (Continued)
Success Criteria:
Students will continue to work individually on their climate change assessment task and methodically address each of the tasks using the S-E-X-Y writing format. -
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on challenge of shifting away from fossil fuels and towards electric powered vehicles. They will critique issues related to electric sustainability.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to locate and analyse basic concepts surrounding the notion of global warming, climate change, and sustainability, and how it poses a threat to the continued existence of life of our planet.
- (Week 10) We are EXPLORING, recognizing and analyzing a single issue related to climate change that has been reported in the media this year, and the challenges it poses for the future.
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Success Criteria
Students will gain a basic understanding of the origins of Halloween in the United States, and they will be able to identify where some of the traditions associated with this celebration. They will also be able to list key health and safety aspects of Halloween.
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Students mustMark as done
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This week we will look at the 'Day of the Dead' Celebrations in Mexico. Students will be able to identify features of this celebration and list parallels with Halloween in Western culture.
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Success Criteria: Students will be able to describe the origin of the Halloween costume and how they have changed over time. They will also be able to list key features of several different scientific explanations as to why people see ghosts.
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Success Criteria
This week we will focus on current events, and continue with our theme of Halloween traditions in different cultural settings. By the end of the week students will be able to identify key symptoms of the current outbreak of tic disorders and be able to explain what is driving it, in addition to identify key features of Halloween-like celebrations.
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Success Criteria:
By the end of the week, students will be familiar with key factors that pull them towards doing the right thing, and factors that push them into misbehavior. We will approach this issue by looking at a case study of an Auckland Head Boy who ended up in trouble with the law - after seeming having evertything going for him.
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