10W2 Global Studies
Weekly outline
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Kia ora 10W1.
My name is Ms Lambert (klambert@mhjc.school.nz). I look forward to a GREAT year with you all.
For Global Studies this year you will need:- Device and exercise book
- Pens, glue, ruler, colouring in pencils and highlighters
You need to get these out when you are waiting in a line outside our classroom.
Once invited in, you need to put your bag in the bag cupboard. You then need to log on to MHOL and go to our Global Studies planning page. You are to read the Learning Intentions, Success Criteria and Learning Activities planned.
This will be our routine and I expect not to ask you to do this but for you to manage yourselves.
- Device and exercise book
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. Leave No One Behind - overview of the context
- using GREAT Ako to explain your learning
2. Where does Law Enforcement and Defence Forces fit in New Zealand's democracy? How are they consistutionally/fundamentally different
"The Defence Force is subject to civilian control, through the Minister of Defence and the Prime Minister’s Cabinet, and is open and honest with the New Zealand public about our activities, within the security constraints essential to our role. We represent New Zealand’s foreign policy and are bound by international laws, such as the law of armed conflict and international human rights law."
The branches of Government - seperation of power in a democracy
"The police and judges are independent from the other branches of Government and from each other. Judges must be free to determine each case according to the law, based on the evidence presented in court. This means that judges must be free from influence from every person including, but not limited to, the Governor-General, Members of Parliament (including Ministers) and Government officials."- Three branches of government notes (google document)
- Three branches of government diagramYour task is to draw a diagram to show the different relationship Law Enforcement has with the government compare to the relationship the Defence Forces have with the government
Do this in your book, on canva or using google draw.
Homework - Further Learning
Using the photo of the Context diagram - ensure your notes in your exercise book are completed
Due - Thursday 9th Feb
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. RECAP - Your task is to draw a diagram to show the different relationship Law Enforcement has with the government compare to the relationship the Defence Forces have with the government
You had the choice of doing this in your book, on canva or using google draw
Excellent student example here:
2. Function of the Police - Roles and Responsibilities
- use the PDF of Photographs below
- Pair Share with a partner: talk about what is happening in the photograph and then identify what role/responsibility/function the Police Officer is carrying out3. Roles: working with a partner colour code the statements that best describe
- Law Enforcement: Police, Courts, Corrections
- Defence Forces: Navy, Army, AirforceUse the copy of the activity made for you in the Google Classroom
4. Cyclone Gabrielle - role of the police and defence force when we have a State of Emergency
Cyclone Gabrielle: What the national state of emergency means
Writing sample in your Global Studies book for Ms Lambert to see where you are at and the support you might need
https://www.rnz.co.nz/news/national/484202/cyclone-gabrielle-what-the-national-state-of-emergency-means
Cyclone Gabrielle – Police establish Major Operations Centre
Defence Force provides details on rescue efforts in areas cut off by Cyclone Gabrielle | Newshub
https://www.police.govt.nz/news/release/cyclone-gabrielle-%E2%80%93-police-establish-major-operations-centre
Cyclone Gabrielle: Ministers give update on national response to severe weather
https://www.rnz.co.nz/news/national/484261/cyclone-gabrielle-ministers-give-update-on-national-response-to-severe-weather
Planning before you write - using GREAT AKO
Homework - Further Learning
Get ready for the writing sample activity tomorrow
RESEARCH: Read the above resource and get ready to write about what the defence forces and police have been doing during the Cyclone over the past few days
- find other resources if you want -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. RECAP - Must activity from Focus Friday
Role of Law Enforcement and the Defence Forces
https://docs.google.com/document/d/1GAMlI_xX-Mg7uKpJlt5tr7mWYBbfszsP1qAV6Zxcm7A/edit?usp=sharing
2. Role Play activity - New Zealand Defence Force past roles
- Activity instructions in Google Classroom
- divide class into 6 group
a) Research
b) Plan - scenes, props and script
c) Rehearse and make props
3. Role Play Challenge - team competition
- Watch role play
- Can you team/group work out....
a) where in the world
b) which defence force(s) deployed
c) what has happening which meant the defence force was needed
d) what did our defence force doHomework - Further Learning
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. Careers in the NZ Defence Force and Law Enforcement - LinkedIn profile activity
Instructions - https://docs.google.com/document/d/1xZx6NWIxCjHSAvoLNg3aNu-hYpPx3jmUau8t3hGUVW0/edit?usp=sharing
2. Careers in NZ Police and NZ Defence Force - recruitment/entry requirements
Personality test : https://www.newcops.govt.nz/can-i-be-a-cop/recruitment-process/online-testing
Aptitude testing: https://www.defencecareers.mil.nz/defence-careers/how-do-i-join/aptitude-test/
Fitness testingNZ Police
Homework - Further Learning
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. Careers in the NZ Defence Force and Law Enforcement - LinkedIn profile activity Overdue
2. Careers in NZ Police and NZ Defence Force - recruitment/entry requirements
In PEH & Maths
Fitness testing
NZ Police
In Global
NZ Police
Personality & Ability testing:
https://www.newcops.govt.nz/can-i-be-a-cop/recruitment-process/online-testing
https://www.podium365.com/candidate-practice
NZ Defence Force
Personality ideas - Codeword Videos: https://codewords.nz/
Aptitude testing: https://www.defencecareers.mil.nz/defence-careers/how-do-i-join/aptitude-test/
Activity - t chart in your books: using the practice tests and videos to determine the Personality Traits/Characteristics and Aptitude Qualities
3. Entry Requirements for Te Wai Whānau Waka Taua
- creating our leadership requirements- MHJC language and way
Homework - Further Learning
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by finding & discovering roles and career opportunities
Success Criteria:
Learning Activities:
1. Entry Requirements for Te Wai Whānau Waka Taua
- creating our leadership requirements- MHJC language and way
2. Self reflection progress checkpoint using Success Criteria
- when has this learning opportunity occurred?
- how confident do I feel about my understanding?
3. GREAT Learner Progression
- evidence so far from Global Studies
- time to portfolio
Homework - Further Learning
Success criteria - self reflection
- glue table in book
1. Identify MHOL week and activities we did to EXPLORE each idea/criteria
2. Green/Orange/Red light the success criteria
Green - confident/comfortable
Orange - I can find where we did this but I don't really understand it
Red - not sure what this is - cant find and don't know what this is about
Further Learning/Homework
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
Success Criteria: I can.....
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on the Research Process and Skills by defining scope of our topic
- We are FOCUSING...on the Research Process and Skills by choosing reliable and useful sources
- We are FOCUSING...on the Research Process and Skills by selecting relevant evidence
Success Criteria (TAAB): I can....
Learning Activities:
1. Introduction to ANZAC Day- A document is in the Google Classroom and a copy has been made from each studentActivities on this document include:- WATCH Youtube film- READ short summary article- VISUAL definition activity- CATEGORISING activity- LISTEN/READ close reading activity- SKETCH activityResource needed for ......Sketch in your book the below: New Zealand soldiers at Sling Camp, England, created this cover for a publication in 1916. It illustrates how the Gallipoli campaign was a source of national pride from the beginning.
2. Assessment 1 - Introduction
10 Glob Assessment 1 - Leave No One Behind: Research Skills & Process - WWI and WWII
https://docs.google.com/document/d/12SOr-PrBy5U-XU3MZqh3Btcp5vp5apRHEdHu-J6VxmU/edit?usp=sharingFurther Learning/Homework
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
Success Criteria: I can.....
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on the Research Process and Skills by defining scope of our topic
- We are FOCUSING...on the Research Process and Skills by choosing reliable and useful sources
- We are FOCUSING...on the Research Process and Skills by selecting relevant evidence
Success Criteria (TAAB): I can.....
Learning Activities:
10 Glob Assessment 1 - Leave No One Behind: Research Skills & Process - WWI and WWII
1. Assessment 1 - English and Global Sessions
https://docs.google.com/document/d/12SOr-PrBy5U-XU3MZqh3Btcp5vp5apRHEdHu-J6VxmU/edit?usp=sharing
Further Learning/Homework
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... Te Wai Whānau ANZAC Commemorations so that we can demonstrate leadership and responsible behaviours
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
Success Criteria: I can.....
Learning Activities:
10 Glob Assessment 1 - Leave No One Behind: Poetry or Speech ANZAC - WWI and WWII
1. Assessment 1 - English and Global Sessions
Further Learning/Homework
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... Te Wai Whānau ANZAC Commemorations so that we can demonstrate leadership and responsible behaviours
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the defence forces and law enforcement by observing New Zealand participation and involvement in historical conflicts
Success Criteria: I can.....
Learning Activities:
10 Glob Assessment 1 - Leave No One Behind: Poetry or Speech ANZAC - WWI and WWII
1. Assessment 1 - Presentation of English outcome for this assessment
2. ANZAC Commemoration Activities - leadership
Organisation spreadsheet and timetable
https://docs.google.com/spreadsheets/d/18Xk5W4TIj0d8h9ZCddhjN_7zzIzXFL_XklBP9LyiuDU/edit?usp=sharing
RSA letter - for GREAT Learner Progression evidence - https://docs.google.com/document/d/1ReVzvmqx7-TrKp2b6NaBP_pZrGnLVyzTVO4i_nNfU08/edit?usp=sharing
Further Learning/Homework
Resubmission for identified students - see MHOL
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Holocaust by discovering the history of Jewish genocide during WWII
- We are EXPLORING Holocaust by asking the question: how could this happen?
- We are EXPLORING stereotypes by conceptualising a working definition
- We are EXPLORING stereotypes by empathising with the ‘Single Stories’ of ourselves and others
- We are EXPLORING stereotypes by recognising patterns in human behaviour
- We are EXPLORING stereotypes by researching case studies from New Zealand past (and not so recent past)
Learning Activities:
1. WWI & WWII - Compare/Contrast table - summary of research
Comparison table activity - working in a small group with at least one person with a research topic for each war. Copy of the comparison table has been made for you in the Google classroom
2. Holocaust WWII - Introduction and outline
a) Join our Brainpop class
- complete the Introduction to WWII review activities
- complete the Introduction to the Holocaust activities
b) Education Perfect assignment - Holocaust task
c) Research Race - team activity
Further Learning/Homework
OVERDUE: Resubmission for identified students - see MHOL
What was the Holocaust? - In your exercise book: Due Friday
Use web link below and read the brief article
https://www.holocaustcentre.org.nz/what-was-the-holocaust.html
- Write 5x bullet points in your exercise book to describe the Holocaust
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Holocaust by discovering the history of Jewish genocide during WWII
- We are EXPLORING Holocaust by asking the question: how could this happen?
- We are EXPLORING stereotypes by conceptualising a working definition
- We are EXPLORING stereotypes by empathising with the ‘Single Stories’ of ourselves and others
- We are EXPLORING stereotypes by recognising patterns in human behaviour
- We are EXPLORING stereotypes by researching case studies from New Zealand past (and not so recent past)
Learning Activities:
1. Holocaust WWII - Introduction and outline
b) Education Perfect assignment - Holocaust task
c) Research Race - team prize
2. Holocaust WWII - how could this happen?
How stereotypes can lead to prejudice and discrimination?
a) Concept map
b) With a FRIEND - Danger of a "Single Story" (reading or video)
FEEDFORWARD from Assessment: Jot&Dot (note-taking ability) exemplar of note taking for story in Google classroom also to review
Reading Link - https://drive.google.com/file/d/1QAW6XuuxEeqU3Dtrb-omp2d1Q9Bk234n/view?usp=share_link
Video TED Talk link - https://www.facinghistory.org/resource-library/danger-single-story-video
Further Learning/Homework
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Holocaust by discovering the history of Jewish genocide during WWII
- We are EXPLORING Holocaust by asking the question: how could this happen?
- We are EXPLORING stereotypes by conceptualising a working definition
- We are EXPLORING stereotypes by empathising with the ‘Single Stories’ of ourselves and others
- We are EXPLORING stereotypes by recognising patterns in human behaviour
- We are EXPLORING stereotypes by researching case studies from New Zealand past (and not so recent past)
Learning Activities:
1. How stereotypes can lead to prejudice and discrimination?
c) Concentric Circles Discussion strategy
Review the Connected Questions - google classroom document
2. Understanding/Recognising Patterns in Human Behaviour/Actions
Engraved/Historical/Long term prejudice/Single Story + Environment of desperation/stress/hopelessness + Human want to be able to blame or have overly simplistic solutions
= Stereotype monster of active discrimination and prejudice against a group
Example of the Holocaust
The Roots and Impact of Antisemitism + 1930s depression and post WWI shame/devastation + raise in Nazi ideas/solutions
= Holocaust
3. Stereotypes in New Zealand's historical past - case studies
- collaborative group activity
- create a A3 poster to be printed. Use a digital tool to create media poster and enable collaboration
- Each person responsible for an aspect of the poster
- Use the instruction document to understand what needs to be on your poster for each case study
4. UDHR - Declaration of Human Rights - consequence of Holocaust during WWII
Further Learning/Homework
Stereotypes in NZ historical past - case study; spend time work on this as due Tuesday week 6
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Holocaust by discovering the history of Jewish genocide during WWII
- We are EXPLORING Holocaust by asking the question: how could this happen?
- We are EXPLORING stereotypes by conceptualising a working definition
- We are EXPLORING stereotypes by empathising with the ‘Single Stories’ of ourselves and others
- We are EXPLORING stereotypes by recognising patterns in human behaviour
- We are EXPLORING stereotypes by researching case studies from New Zealand past (and not so recent past)
Learning Activities:
1. Stereotypes in New Zealand's historical past - case studies
- collaborative group activity
- create a A3 poster to be printed. Use a digital tool to create media poster and enable collaboration
- Each person responsible for an aspect of the poster
- Use the instruction document to understand what needs to be on your poster for each case study
Objective - in your visual communication is to show the pattern in Human Behaviour - recognising this pattern is the start to stopping history repeat itself.
2. UDHR - Declaration of Human Rights - consequence of Holocaust during WWII
Further Learning/Homework
Stereotypes in NZ historical past - case study; spend time work on this as due Tuesday week 6
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
1. Stereotypes in New Zealand's historical past - case studies
- collaborative group activity
- create a A3 poster to be printed. Use a digital tool to create media poster and enable collaboration
- Each person responsible for an aspect of the poster
- Use the instruction document to understand what needs to be on your poster for each case study2. Introduction to the Universal Declaration of Human Rights
A copy of the activity task has been made for you in the Google Classroom
- video sources and EDpuzzle activity
- reading UDHR
- wordle activity2b - The UDHR: becoming familiar with the Articles
- hard copy handout: simplified version of the UDHR
- cartoon representation: symbolising the 30 articles
- REFLECTION - think about the Monster StereoType Case Studies on your groups poster - list the articles you think were broken and describe how
- Colour code the articles - categorising: hierarchy of most important
Categorising Instructions - use you hard copy UDHR The UDHR is divided into five categories.
You need colour code them on their copies.
Articles One and Two are the foundation blocks, referring to the principles of liberty, equality etc. that the UDHR is based on.
Articles 3 to 11 consist of the rights of the individual, such as the right to life and freedom from slavery.
Articles 12 to 17 are about the rights of the individual in civil and political society, such as freedom of movement, the right to privacy and the right to own personal property.
Articles 18-21 are concerned with spiritual, public and political freedoms such as freedom of thought, freedom of choosing who we associate with and the right to take part in the governance of our country.
Articles 22 to 27 consist of economic, social and cultural rights such as the right to work for a fair wage, access to education and healthcare, the right to celebrate our culture.
Articles 27 to 30 bind the others together and lay out our duties to protect these universal human rights. Identify similarities and differences to these categories compared to those created by the students.
Further Learning....
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
1. UDHR - 30 Articles
Kahoot/Quizlet
https://quizlet.com/607913690/key-vocabulary-human-rights-and-social-justice-flash-cards/https://create.kahoot.it/share/articles-of-the-udhr/a734e1bc-e245-4cbd-80ac-5b675d1bb24f
https://create.kahoot.it/share/udhr/4c0d23f8-0391-4c0c-a3a7-42b2bf1ccd7c
2. Rise - Setting and theme
3. Poverty and Global Inequality is a Human Rights & Social Justice issue
Youtube clips to introduce....
https://www.oxfam.org.au/what-we-do/economic-inequality/Inequality within countries too...
Further Learning....
Premier League Stories | Antony - DUE TUESDAY
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
TUESDAY RELIEF INSTRUCTIONS
1. Developing and Developed Countries - EP taskhttps://app.educationperfect.com/app/dashboard/homework/83659752. Google classroom - worksheet activity - 10W1 and 10W2 Classifying and measuring countries - copy of document made for students3. EP task - Poverty (5 Mins)
https://app.educationperfect.com/app/dashboard/homework/7118198
Rostered Home - EOTC field trip
Further Learning....
Premier League Stories | Antony
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
Tuesday - EasTTle
1. Understanding Inequity/Inequality - what does this look likeA Divided World - consequences
Developing Word Vs Developed World
World map activity - hand out: Rich North and Poor South
Third world Vs First World
Have Nots Vs Haves
Poor South Vs Rich North
- FACKTS
- Locate Nigeria and Brazil
a) Locate on your world map
Rise - Movie - Understanding Inequity/Inequality in Nigeria
Premier League Stories | Antony Understanding Inequity/Inequality in Brazil
Plus you Rich country choices
2. How does Poverty affect access to Human Rights - prediction
a) Using the UDHR - predict what articles might be denied
https://www.gapminder.org/
https://www.gapminder.org/dollar-street
Human Rights Issues because of this inequality
Create Nigeria and Brazil Vs NZ and your choice
- comparison collage
2. A Divided World - causes
Learning Guide
3. Sport a Language 4 Change
- lifting individuals and families out of poverty
Further Learning....
Premier League Stories | Antony
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
1. Understanding the Divide - what does it look like?
a) Locate on your world map
Rise - Movie - Understanding Inequity/Inequality in Nigeria
Premier League Stories | Antony Understanding Inequity/Inequality in Brazil
Plus you Rich country choices2. How does Poverty affect access to Human Rights - prediction
a) Using the UDHR - predict what articles might be denied
b) Create Nigeria and Brazil Vs NZ and your choice poor x1 and Rich x3
- comparison collage using the above table guidance
- divided world
https://www.gapminder.org/
https://www.gapminder.org/dollar-street
Human Rights Issues because of this inequality
3. A Divided World - causes
a) Supporting notes guide - with categorising and highlighting strategy to process new information
Google classroom - copy made for you
OR
Youtube video - introduction
Mix & Match activity - copy made in google classroom
AND
b) Learning Guide - picture dictation activity: drawing and sketching to process new information
Hand out and PDFs below
AND
c) Mapping activity
EP task and Atlas and exercise book
Instructions document LINK
5. Sport a Language 4 Change
Potential focus for your English Assessment - short film story board AND/OR your Social Action
Context Plan & Do -document to help see big picture
- lifting individuals and families out of poverty
- using sport for change and social justice
- access to resources: right to play, leisure time, rights of the child
Further Learning....
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FOCUS / ARONGA learning intentions:
- We are FOCUSED on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
- We are FOCUSED 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 FOCUSED Human Rights and Social Justice by identifying the unequal distribution/access to resources, goods, & services
- We are FOCUSED Human Rights and Social Justice by describing poverty around the world in terms of the UDHR
Success Criteria:
Activities:
1. Final Activity from last term - Understanding the Causes of Equality - gap between rich and poor
c) Mapping activity
EP task and Atlas and exercise book
Instructions document LINK
2. Sport a Language 4 Change
3. Checklist - from a disrupted term what learning activities should you have completed - track your own learning
Potential focus for your English Assessment - short film story board AND/OR your Social Action
Context Plan & Do - document to help see big picture
- lifting individuals and families out of poverty
- using sport for change and social justice
- access to resources: right to play, leisure time, rights of the child
- use the checklist in the google classroom
- identify you next learning steps and complete for homework
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Human Rights and Social Justice Issues by recognising the causes and consequences of different discrimination case studies
- We are EXPLORING Human Rights and Social Justice by connecting case studies to UDHR breeches
- We are EXPLORING Human Rights and Social Justice by discovering ways people worked to promote the rights entitled to all in the UDHR
Learning Activities:
1. Sport and Poverty
- Case Studies: summary table aligned to Social Action Organisations
2. Springbok Tour 1981 - Racism and Discrimination in Sport, Sport and Politics
- select activities from the grid below to complete a Tic Tac Toe
- Critical Thinking Project: 1981 Springbok Tour (English & Global)
https://docs.google.com/document/d/1f94VKxw7H-RVdVnoKz_iKE66SVVzsppv6OiX3eDMotY/edit?usp=sharing
Further Learning....
Complete catch work as per you checklist in Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Human Rights and Social Justice Issues by recognising the causes and consequences of different discrimination case studies
- We are EXPLORING Human Rights and Social Justice by connecting case studies to UDHR breeches
- We are EXPLORING Human Rights and Social Justice by discovering ways people worked to promote the rights entitled to all in the UDHR
Learning Activities:
1. TIC TAC TOE grid Springbok Tour 1981 - THIRD ROW: Whole class Political Cartoon Interpretation
- working together for 40mins
- students MUST work there way slowing through the step by step process and NOT simply jump to the questions
- a copy the the document has been made for them in the Google classroom
2. TIC TAC TOE grid Springbok Tour 1981 - Racism and Discrimination in Sport, Sport and Politics
- student then work on the reminding activities they have selected to complete a Tic Tac Toe
- Critical Thinking Project: 1981 Springbok Tour (English & Global)
https://docs.google.com/document/d/1f94VKxw7H-RVdVnoKz_iKE66SVVzsppv6OiX3eDMotY/edit?usp=sharing
Further Learning....
Complete the final activities from the TIC TAC TOE grid Springbok Tour 1981 - Racism and Discrimination in Sport, Sport and Politics
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Human Rights and Social Justice Issues by recognising the causes and consequences of different discrimination case studies
- We are EXPLORING Human Rights and Social Justice by connecting case studies to UDHR breeches
- We are EXPLORING Human Rights and Social Justice by discovering ways people worked to promote the rights entitled to all in the UDHR
Learning Activities:
1. Introduction of Assessment
- Task Instructions : https://docs.google.com/document/d/1McdZv0rjwmJJXD7gVviK_JbkyqvAO-foR9B9Phj8XDA/edit?usp=sharing
- Choosing your issue and Organisation/Charity: https://docs.google.com/document/d/1PSmJ_KryxMtWMxdDYhFQ9dgyVzOK4--jdi6oAQMCRV8/edit?usp=sharing
- Understanding the pre-assessment Collaborative Research task - group work
2. Gender discrimination introduction
- definitions activity: Quizlet: 15 minutes learning - https://quizlet.com/816152965/gender-discrimination-introduction-key-terms-flash-cards/?i=mneah&x=1qqt
- continuum activity: You need the FACTS hand out and an A3 piece of paper, scissors and a glue stick
a) Draw a continuum of your choice: Happy - Anger, Not Surprised - Shocked
b) Cut out the FACT squares and decide how you feel about the fact - glue it on the continuum line
3. Assessment - pre-assessment Collaborative Research task: group work
- using the shared evidence file document - carry out your research
- Make a copy of the FACT SHEET template for your group - share it with group members - have all group members name on document
FACT SHEET Template: https://docs.google.com/document/d/1KhmFBXkONPrAoGPOysoAmPaUyiVkyXBM11O_aPGytqI/edit?usp=sharing
- Load into the Google classroom assignment for authenticity - each person needs to load this against their name
Further Learning....
Assessment - pre-assessment Collaborative Research task: group work -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Human Rights and Social Justice Issues by recognising the causes and consequences of different discrimination case studies
- We are EXPLORING Human Rights and Social Justice by connecting case studies to UDHR breeches
- We are EXPLORING Human Rights and Social Justice by discovering ways people worked to promote the rights entitled to all in the UDHR
Learning Activities:
1. Assessment Instructions
- Task Instructions : https://docs.google.com/document/d/1McdZv0rjwmJJXD7gVviK_JbkyqvAO-foR9B9Phj8XDA/edit?usp=sharing
- Choosing your issue and Organisation/Charity: https://docs.google.com/document/d/1PSmJ_KryxMtWMxdDYhFQ9dgyVzOK4--jdi6oAQMCRV8/edit?usp=sharing
- Assessment tracking spreadsheet (with research guidance) https://docs.google.com/spreadsheets/d/1h54_T7MdlB0kQld0hPd8SdeRM91GZ1oHRhqy_lfta-Q/edit?usp=sharing
2. Assessment - pre-assessment Collaborative Research task: group work
- using the shared evidence file document - carry out your research
- Make a copy of the FACT SHEET template for your group - share it with group members - have all group members name on document
FACT SHEET Template: https://docs.google.com/document/d/1KhmFBXkONPrAoGPOysoAmPaUyiVkyXBM11O_aPGytqI/edit?usp=sharing
- Load into the Google classroom assignment for authenticity - each person needs to load this against their name
3. Assessment - pre-assessment Planning your Social Action : GANTT chart
- planning for Social Action especially if you are in a group as you need to ensure everyone makes an adequate personal contribution
GANTT chart template (MAKE A COPY FOR YOUR GROUP) -https://docs.google.com/spreadsheets/d/1Yz3WT1A80zrK4B3VVisIbrNwvHRUOAPtKfTeisA8AqU/edit?usp=sharing
Further Learning....
Assessment - pre-assessment Collaborative Research task and social Action planning - GANNT chart -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take Social Action to support a chosen organisation/charity so that we can promote Human Rights and Social Justice
- We are PLANNING to write a report so that we can raise awareness about how Sport can be a Language 4 Change and about Human Rights and Social Justice
Success Criteria
Learning Activities:
1. Assessment Instructions
- Task Instructions : https://docs.google.com/document/d/1McdZv0rjwmJJXD7gVviK_JbkyqvAO-foR9B9Phj8XDA/edit?usp=sharing
- Choosing your issue and Organisation/Charity: https://docs.google.com/document/d/1PSmJ_KryxMtWMxdDYhFQ9dgyVzOK4--jdi6oAQMCRV8/edit?usp=sharing
- Assessment tracking spreadsheet (with research guidance) https://docs.google.com/spreadsheets/d/1h54_T7MdlB0kQld0hPd8SdeRM91GZ1oHRhqy_lfta-Q/edit?usp=sharing
2. Assessment - Carrying out your Social Action and maintaining a Journal/Log of your participation
3. Assessment - Planning and Writing a Social Action Report
Further Learning....
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to take Social Action to support a chosen organisation/charity so that we can promote Human Rights and Social Justice
- We are PLANNING to write a report so that we can raise awareness about how Sport can be a Language 4 Change and about Human Rights and Social Justice
Success Criteria
Learning Activities:
1. Assessment Instructions
- Task Instructions : https://docs.google.com/document/d/1McdZv0rjwmJJXD7gVviK_JbkyqvAO-foR9B9Phj8XDA/edit?usp=sharing
- Choosing your issue and Organisation/Charity: https://docs.google.com/document/d/1PSmJ_KryxMtWMxdDYhFQ9dgyVzOK4--jdi6oAQMCRV8/edit?usp=sharing
- Assessment tracking spreadsheet (with research guidance) https://docs.google.com/spreadsheets/d/1h54_T7MdlB0kQld0hPd8SdeRM91GZ1oHRhqy_lfta-Q/edit?usp=sharing
3. Assessment - Planning and Writing a Social Action Report
a) Getting ready to write by talking
- hard copy pictures and digital available in the classroom
- group and pair share discussion
b) Chat GPT - generate a report using key words below and highlight useful aspects
c) EP Human Rights revision task assigned
Writing Time - Week 7 & 8
Report Plan and Outline - loaded in Google Classroom and copy made for you
Further Learning....
Assessment 2 - Due Monday 11th September 8am
-
New Context: Life Beyond MHJC
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
Introduction Activities
- Join the Banqer High classroom: use real name, school email & password. complete 10x question quiz. Confirm your email
Getting started with Banqer High
10W2 Student Log ina. Complete the questionnaire about how you spend your money
b. Complete the Banking Module
c. Complete the quiz
Credit & Debit
INTRODUCTION TO ECONOMIC AND UNDERSTANDING THE ECONOMY
- Word list economic and economy - what makes the world go round?
- steal 5 words, 5 different - Needs and Wants - WATCH the youtube video
- WATCH - Crash Course into Economics - the Economy
- EP activity - Introduction to economy: link posted in Google Classroom
FURTHER LEARNING......
WATCH: Ages and Stages
"Imagine your life in 25 years - where will you be living, with whom, job, transportation choice, fashion, holidays, relationships etc etc"
- The open a create platform like canva, google slides, google draw, padlet so you can create a visual photo collage
Categorise your life photos into NEEDS and WANTS
-
New Context: Life Beyond MHJC
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
- On your own and using....
- your word list
- the videos above
- EP tasks
Draw a diagram that shows where the money goes - when money makes the world go round
Pair Share - with a partner - explain your diagram and listen to their explanation: what ideas can you steal and add to your own diagram
Peer Review - swap diagramsWatch videos and use PDF resource below - provide feedback
What is the economy
https://www.rbnz.govt.nz/research-and-publications/videos/what-is-the-economyWhat is money
https://www.rbnz.govt.nz/research-and-publications/videos/what-is-money - WATCH: Ages and Stages
- The open a create platform like canva, google slides, google draw, padlet so you can create a visual photo collage
Categorise your life photos into NEEDS and WANTSIntroduction to Tax
- Tax System BrainPop activity: Link posted in the Google classroom
- Tax System - podcast (LISTEN from the 2min 35 sec 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?
- 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 - Using your career/job wages/salary on Banqer High and the Tax Brackets above
- calculate your progressive tax bill
- you are required to show all working steps - Tax positions - current election campaigns - NZ major political parties
Further Learning ...EP - Income tax - challenge - REVISION of Math EP assignment _ https://app.educationperfect.com/app/dashboard/homework/8892320
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-
-
Context: Life Beyond MHJC
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 - INTRODUCTION TO TAX
- Tax System BrainPop activity - link posted in the Google Classroom: https://classroom.google.com/c/NTg1NDAwNjkwMTg3/a/NjIzOTQ4MjcxOTg1/details
- NZ Government and NZ Tax - Google slides - https://docs.google.com/presentation/d/1o4x3rX3kaLzCZiU2gSPJqjJmGnYi7wXnFh8WuEf3HpQ/edit?usp=sharing
- Left and right - Politics and Tax
- Tax System - podcast (LISTEN from the 2min 35 sec mark): https://www.rnz.co.nz/programmes/news-to-me/story/2018847896/news-2-me-tax
- NZ Tax System - Kahoot - play
- Practice CAT - How does the Auckland City Council spend rates (tax) revenue ?
- Resource Interp
FURTHER LEARNING......
EP - Income tax - challenge - REVISION of Math EP assignment _ https://app.educationperfect.com/app/dashboard/homework/8892320
-
Context: Life Beyond MHJC
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 - TAX - TEAM TEACHING AND LEARNING: Maths and Global Studies
- REMINDER about -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 - COMBINED activities with Maths
a) Using your career/job wages/salary on Banqer High and the Tax Brackets above
- calculate your progressive tax bill
- you are required to show all working steps
- Task Instructions here: https://docs.google.com/document/d/1GHogeTbzdpo_0WrYMG7qKpXh9hy4FsFhQVncwIjQutM/edit?usp=sharing
b) Life Beyond MHJC - Skills for life beyond MHJC workbook a copy has been made for you in Google Classroom - Income and Tax - developing an opinion about tax
- The population proportions in relation to income and who pays what tax in NZ?
Cat Practice: Resource Interpretation: https://docs.google.com/document/d/1o5fhnpO6BXzva6Voftu7AVQYDGXIs6CSmmY1rk8nwzY/edit?usp=sharing
- Engage and understand the range of Tax positions - current election campaigns - NZ major political parties and Newspaper articles - opinions, points of view and perspectives about tax: Getting ready to write Argument Chart
https://docs.google.com/document/d/1jO2v5JOSb7pjC5pY31Y2tsFcogFuzIb-LH8oihLPe4w/edit?usp=sharing
- Practice CAT - extended writing - copy made for you in Google classroom - Banqer High: property module opened
- please complete
- remember you flatmate decision is important as you will 'cooking' a flat meal together week 9 if you complete the Cooking a Nutritious Meal on a Budget - Taskmaster Challenge
FURTHER LEARNING......
Practice CAT
- extended writing - Developing an Opinion about tax
-
Context: Life Beyond MHJC
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 - TAX - TEAM TEACHING AND LEARNING: Maths and Global Studies
- RECAP - Mapping Skills - revision activity on EP
- Planning your NZ holiday - mapping skills scavenger challenge
- Planning your Oversea's holiday - describing the geographic features of your location
FURTHER LEARNING......
Practice CAT
- EP - mapping skills recap -
Context: Life Beyond MHJC
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 - TAX - TEAM TEACHING AND LEARNING: Maths and Global Studies
- RECAP - Mapping Skills - revision activity on EP
- Planning your NZ holiday - mapping skills scavenger challenge
- Planning your Oversea's holiday - describing the geographic features of your location
FURTHER LEARNING......
Practice CAT
- EP - mapping skills recap -
Context: Life Beyond MHJC
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Informed Decision Making... by defining a framework for healthy and productive choices
- We are FOCUSING..Informed Decision Making... by comparing the historical context of tobacco industry regulation and the contemporary issue of vaping
- We are FOCUSING..Informed Decision Making... by designing a nutritious flat meal on a budget
- We are FOCUSING..Informed Decision Making... by explaining the youth specific risks related to road safety
Success Criteria
Learning Activities - Vaping V Smoking; critical thinking
1. Student should watch this short advert
https://www.smokefree.org.nz/smokefree-in-action/breakfree- to-smokefree 2. Students can use their book or an A4 piece of paper or canva to make a timeline of the tobacco industry in NZ- find the events for your timeline on this link3. Students then need to work with a partner look at and this dicuss how tabacco has been advertised in the oast
FURTHER LEARNING......
Practice CAT
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Informed Decision Making... by defining a framework for healthy and productive choices (PEH)
- We are FOCUSING..Informed Decision Making... by comparing the historical context of tobacco industry regulation and the contemporary issue of vaping
- We are FOCUSING..Informed Decision Making... by designing a nutritious flat meal on a budget
- We are FOCUSING..Informed Decision Making... by explaining the youth specific risks related to road safety
Success Criteria
Learning Activities - Task Master Challenge
1. Students are working in their Flat groups - task sheet on Google Classroom - one copy per flat loaded in the Admin assignmentFlatmate Groups for Cooking a Nutritious Meal on a Budget - Taskmaster Challenge
https://docs.google.com/document/d/1kfyGcUS_fIGhQAUd_ouxGv_b1E0m97pHksscb5nHoPo/edit?usp=drive_link- Firstly - get your income V expenses approved and your meal budget bracket allocatedhttps://docs.google.com/spreadsheets/d/12ia8xVl5zZ2WEgSm8QmAq5IpZrr0emIWzJwBUCTpZfk/edit?usp=sharing
Tracking spreadsheet for the groups- Then start designing your Flat meal - using budget per head, serving size and nutrition guidelines
BEFORE Friday you Must
- Serving Size approved
- Nutrition approved
- Budget verified
- Shopping list written
Not completed = NO COOKING SESSION week 9 when you return after Work Experience
FURTHER LEARNING......
Flat - meal task Master Challenge
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-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a Nutritious and Budget aligned flat dinner .. so that we can actually cook the meal in a Master Chef style practical
Learning Activities - Task Master Challenge
1. APPROVED FLATS ONLY - In food room Monday S1&2 - time and ingredients to cook their flat meal.
Students are working in their Flat groups
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Informed Decision Making... by defining a framework for healthy and productive choices (PEH)
- We are FOCUSING..Informed Decision Making... by comparing the historical context of tobacco industry regulation and the contemporary issue of vaping
- We are FOCUSING..Informed Decision Making... by designing a nutritious flat meal on a budget
- We are FOCUSING..Informed Decision Making... by explaining the youth specific risks related to road safety
Success Criteria
Learning Activities:
1. Risk for young people - driving in NZ
Young Drivers Over Represented in NZ Road Statistics: Task - using ideas and information from the resources/examples
- DESIGN & CREATE a media publication for road safety/driver safety campaignInstructions:
https://docs.google.com/document/d/11_qBJRO8ADPqqjGFVRU_ZH075GDFWYYNK5i_MUx769Q/edit?usp=sharing
2. Decision Making Scenariosa) The After Party is a brand new resource designed to give young people an opportunity to explore how different decisions can lead to a wide range of outcomes - including both positive and negative consequences. It is an interactive video that encompasses 4 levels of decisions that are all in the hands of the viewer.
Where will your choices take you?
https://www.sadd.org.nz/interactive-video
- Pair -Share using the discussion questions below
b) Students Against Dangerous Driving
- Kahoots
c) Hazard detection Practice
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