Weekly outline

• Select week General

  General

  Collapse all Expand all
  • Select activity Assessment 1: The Dawn Raids

    

    Assessment 1: The Dawn Raids Assignment
  • Select activity Year 9 End of Year Common Assessment Task

    

    Year 9 End of Year Common Assessment Task Assignment
  • Select activity 9 GLO Assessment 2 - Election Meme

    

    9 GLO Assessment 2 - Election Meme Assignment
• Select week 30 January - 5 February

  30 January - 5 February
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.

  
  
  

  
  

  
  

  
  

  
  

  Introductions Activity Part I 

  
  

  1.  Answer the questions below:

  If you had a free ticket to take a trip anywhere in the world, where would you go?  

  (Use political world map if needed).

  List your top 3 choices and and at least one reason why you chose each one:

                   Country or City Reason

  1. .
  2. .
  3. .

  
  
  

  Now choose 3 places you would NOT want to visit and reasons why:

                   Country or City Reason

  
  

  1. .
  2. .
  3. .

  
  

  Please tell me about your family.  For example, do you have siblings?  (If so, tell me their names and ages).  Do you live with one or two parents, blended family, etc.

  What is your ancestry?  You may or may not know, but do your best to describe where your ancestors came from, and if possible, approximately when they arrived in the New Zealand.
  
  What after school activities, or hobbies do you enjoy doing in your free time?
  Even if you don’t know for sure, what are your plans after high school?
  What career do you see yourself having in the future?
  
  Name one global issue that most concerns you and what you think we should do about it.
  
  

  PART II

  After everyone has completed the form, Ms Carter will ask you to reintroduce yourselves to the other people in your group:

  • Shake their hand, look them in the eye and tell them your name.  Write their names down: 

  
  

  • After introductions, you will get to know one another.  Starting with the person on the left, take 2 min to ask the person on your right some questions to learn more about them.  You can use the questions above as a guideline or just get to know one another.  BOTH group members should write a few brief notes in the spaces above.

  • Be ready to turn in this form and introduce each other tomorrow!

  
  

  

  Introductions Activity Part II

  
  

  Your task is to choose a country that at least one of you listed as one of the last places you would want to visit, and convince the class to travel there.  You will give a 1-2 minute presentation to the class using a Google Slides presentation for visuals.   The presentation that earns the most votes (ie: their classmates would choose to visit their country) will earn extra credit.  You cannot vote for your own country.

  
  

  Procedure:

  • Compare your lists of countries that you ranked last.

  • Choose one and get approval from Ms Carter (I may make your choice for you)  

  • Begin researching your country and look for things that might interest people, including beautiful photographs, interesting facts/history, and famous landmarks or people.  Today your task is to JUST LEARN!

  • Be creative!  Brainstorm as many possible reasons someone may want to visit this country and choose the best ones! 

  • Create a slideshow that supports your argument that the class should visit this country!

  
  

  Requirements:

  • Presentation must last 1-2 minutes

  • Slideshow must contain:

  1. A world map highlighting the location of the country 

  2. Photos of the country 

  3. Minimal text that lists the country name, basic facts, etc.

  4. Sources of information (websites)

  • Share your slideshow with me through Google Classroom assignment.

  
  

  Resources:

  Use any resources you would like but the following should be very helpful:

  The story of Matt and the dancing videos:  http://nyti.ms/1tw4jUo

  
  

  Wanderlust Magazine http://www.wanderlust.co.uk/

  National Geographic  http://on.natgeo.com/1rMK70C

  http://travel.nationalgeographic.com/travel/country-pictures/

  Panoramio Google Maps http://bit.ly/1oDikIa

  Lonely Planet http://www.lonelyplanet.com/

  Trekearth http://www.trekearth.com/

  360 Cities http://www.360cities.net/

  Country Reports http://bit.ly/1no2yjV

  Science for Kids - Fun Facts About Countries http://bit.ly/1w6x743

  Wikipedia List of Sovereign States http://bit.ly/1gPrbX2

  CIA World Factbook http://1.usa.gov/1ju9ux8

  
  

  Use resources in Google Classroom to support your country study.

  
  
  

  
  
  
  
  
• Select week 6 February - 12 February

  6 February - 12 February
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.

  
  

  
  

  Today we are looking at migration and immigration to Aotearoa New Zealand.

  
  

  Rank the five words given: racism, discrimination,

  bigotry, prejudice and stereotyping. (1 being the worst and 5 being least worst).

  
  Complete these definitions in your book.
  
  

  	racism
  Write out the   dictionary definition:   (Note: Make sure you’ve  got the definition that  applies to the overall topic  of racism. Some words  may have more than one  meaning depending on  the context.)
  Rewrite the definition  in your own words:
  Give an example from the  Pacific Island history in  Aotearoa New Zealand of  racism in action.  (Note: Use words and/or  pictures.)

  
  

  	discrimination
  Write out the   dictionary definition:   (Note: Make sure you’ve  got the definition that  applies to the overall topic  of racism. Some words  may have more than one  meaning depending on  the context.)
  Rewrite the definition  in your own words:
  Give an example from the  Pacific Island history in  Aotearoa New Zealand of  discrimination in action.  (Note: Use words and/or  pictures.)

  	bigotry
  Write out the   dictionary definition:   (Note: Make sure you’ve  got the definition that  applies to the overall topic  of racism. Some words  may have more than one  meaning depending on  the context.)
  Rewrite the definition  in your own words:
  Give an example from the  Pacific Island history in  Aotearoa New Zealand of  bigotry in action.  (Note: Use words and/or  pictures.)

  
  

  	prejudice
  Write out the   dictionary definition:   (Note: Make sure you’ve  got the definition that  applies to the overall topic  of racism. Some words  may have more than one  meaning depending on  the context.)
  Rewrite the definition  in your own words:
  Give an example from the  Pacific Island history in  Aotearoa New Zealand of  prejudice in action.  (Note: Use words and/or  pictures.)

  
  

  	stereotype
  Write out the   dictionary definition:   (Note: Make sure you’ve  got the definition that  applies to the overall topic  of racism. Some words  may have more than one  meaning depending on  the context.)
  Rewrite the definition  in your own words:
  Give an example from the  Pacific Island history in  Aotearoa New Zealand of  stereotyping in action.  (Note: Use words and/or  pictures.)

  
  

  Compare their ranking with a buddy.

  Share back to the larger group.

  Discussion Points:

  • Why did you choose that particular word as the worst?

  • What makes it worse than the other words?

  • Do you think that there is a progression i.e. you start with something small and it builds to something larger?

  
  

  Go Deeper 

  Read through this quote from Nelson Mandela.

  
  

  “No one is born hating another person because of the colour of his skin or her background or his religion. People must learn to hate and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”

  Discussion Points:

  • Nelson Mandela is asserting that racism is a learned attitude. How do you think people learn to be racist towards others?

  • Is Nelson Mandela right? If you can learn racism can you unlearn it and do the opposite? How do you think this could be possible?

  • Racism can be hidden or obvious, conscious or unconscious in individuals, groups and institutions. Think of examples in Aotearoa New Zealand.

  • Who does racism affect and how? Consider more widely than the individual experiencing racism to those who are being racist, to the wider community, to institutional and systemic racism.

  
  

  
  

  
  

  
  
• Select week 13 February - 19 February

  13 February - 19 February
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the colonisation and settlement which is central to Aotearoa New Zealand's histories for the past 200 years.
  • We are DEFINING and DISCUSSING the understanding that people's lived experiences are shaped by the use and misuse of power.
  • We are FOCUSING on that interactions change societies and environments.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Complete Worksheet in Google classroom with definitions and examples.

  
  
• Select week 20 February - 26 February

  20 February - 26 February
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the colonisation and settlement which is central to Aotearoa New Zealand's histories for the past 200 years.
  • We are DEFINING and DISCUSSING the understanding that people's lived experiences are shaped by the use and misuse of power.
  • We are FOCUSING on that interactions change societies and environments.

  
  

  This week we are focussing on the treatment and mistreatment on the Pasifika people during the Dawn Raid era. Please be aware, this subject deals with racism in a strong way and we are encouraged to form our ideas and opinions on this.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Answer the questions in the green boxes in your book.

  Complete worksheet and video task in Google Classroom.

  
  

  When you have re-watched the video and taken notes from it, revisit your answer to the questions in the green boxes.

  
  

  Tuesday 21 February

  Today we are looking at the role of the media in the Dawn Raids and the development of the Polynesian Panthers resurgence group.

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Write your response as a letter to the editor.

  
  

  
  

  Letter to the editor instructions
  
• Select week 27 February - 5 March

  27 February - 5 March

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.

  
  

  
  

  This week we are moving from Pacific Immigration to the Gold Mines of Otago and the immigration of Chinese gold miners.

  
  

  
  

  
  

  
  

  An Invitation...

  In 1865, gold was discovered on the West Coast of New Zealand. Local Otago businesses lost customers as large numbers of European miners left to go to the new goldfields. In an effort to encourage more customers and to ensure that gold continued to be extracted from the area, the Otago Provincial Government asked Chinese miners to come and work here. At first the Chinese miners came from the Australian goldfields, but many came directly from their homeland in the Guangzhou province in China.

  
  

  
  

  Why leave China?

  

  During the early 1800s, many people from the Guangzhou province in Southern China lived in poverty. There was high unemployment, the area was over populated and still suffering the effects of the Opium Wars. One solution to escape the cycle of poverty was for families to pay for brothers and sons to travel overseas to work on the goldfields that were opening up. Large numbers of Chinese miners went to the Californian and Australian fields, but some also came to New Zealand.

  www.taara.govt.nz/NewZealandPeople/Chinese/2/en

  
  
  

  
  

  Arrowtown Chinese Village

  One of the places you will visit during your time at the Museum is the Arrowtown Chinese Settlement. It is a great way to get a hands-on insight into the lives of these miners.

  In 1983, the Department of Conservation carried out an archaeological excavation in the settlement.

  While two of the buildings are original, the rest of the buildings were reconstructed using photographs and the same materials as the Chinese miners would have used.

  

  As the archaeologists uncovered the huts, they also discovered all sorts of information, such as:

  The vertically placed slabs of stone and flat metal sheeting found around the hut... were placed there by the Chinese to prevent rabbits burrowing under the walls of the huts and into the gardens.

  Hut 3, Archaeological report, Neville Ritchie

   

  • Brainstorm some questions you think an archaeologist should ask when they are investigating the Chinese village.
    For example - What building materials are used? Why? How many windows are there? Why? Think about how these questions will help you learn about the lifestyle of the Chinese miners in Arrowtown.

     

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  Attitudes towards Chinese Miners

  'For the past week Arrowtown has been the centre of attraction for about 200 Chinese who have made the night hideous with their exploding crackers, and their disgusting presence felt in more ways than one. On Sunday night last, even Europeans, and, we believe, females at that were seen to be playing 'fan-tan' while every night for a week, the Chinese stores have been scenes of indescribable vice and repulsive practices. The opium pipe too, we hear, has been freely dispensed, even to little boys. Several people were seen under the influence of brandy and altogether the Chinese camp has been the sink of iniquity for days and nights past. It seems strange that Europeans should so far forget themselves as to mingle freely with almond eyed, leprosy tainted filthy Chinamen, but the fact is disgusting and lamentable as it may appear.'

  

  • There are two different European attitudes towards the Chinese miners shown in this article. Can you identify them? Compare the attitude of this author with the attitude of the author below.

  'Gentleman, our miners and their families have left for the goldfields of the West Coast.

  The towns in Otago are struggling to survive. I support Chinese immigration. They are well behaved, they are important customers who work hard...'

  
  

  
  

  
  

  
  

  
  

  
  

  Did you know?

  • In 1866, there were less than 200 Chinese miners in Otago, but by April 1868 the Chinese population had increased to 1270. The population peaked in 1881 with just under 5000 miners.
  • Chinese miners followed one of three major religious beliefs - Confucianism, Buddhism and Taoism. Many rituals are followed to keep evil spirits away or invite good fortune. While most miners had small shrines in their huts, temples were built in Lawrence and at Round Hill.
  • OPIUM ... Some Chinese miners smoked opium before they came to New Zealand. Other miners took up the habit because they were lonely and/or hungry - opium is an appetite suppressant. It is estimated that 10% of Chinese miners were addicted to opium and 60% smoked it occasionally.

  
  

  
  

  
  

  
  

  
  

  Watch this video
  

  
  

  

  
  
• Select week 6 March - 12 March

  6 March - 12 March
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.

  
  

  
  

  Watch video in Google Classroom.

  Add to the Migration Worksheet you began last week.

  
  
• Select week 13 March - 19 March

  13 March - 19 March
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING apply conceptual understandings across contexts and case studies so that we can develop generalisations

  Students will research and note the political, social and economic influences on the historical figure, along with their family history/background. 
  
  Choose one of the following people and research them. Use template in Classroom

  • James Cook
  • Abel Tasman
  • Hone Heke
  • Te Rata Mahuta - Māori King
  • Mahuta Tāwhiao - Māori King
  • Tāwhiao - Māori King
  • Pōtatau Te Wherowhero - Maori King
  • Henry Williams
  • William Hobson

  When you have completed this, analyze the effect they had on our world today.
  
  
  
  
  
  
  
  
• Select week 20 March - 26 March

  20 March - 26 March
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING our part in the development of Aotearoa as a nation
    
  • We are EXPLORING groups involved in facing challenges of the past and developing our future.

  
  

  
  

  Lesson 1

  Background Information - Māori Party Policy 

  
  

  
  

  Watch this newsclip and/or read the article

  https://www.tvnz.co.nz/one-news/new-zealand/m-ori-party-reveals-policy-change-nzs-name-aotearoa-make-history-core-part-school-curriculum
  

  
  

  Task 1: Outline three components of the Māori Party Te Reo Māori policy from 2020?

  Task 2: Why would the Māori Party suggest this policy? How does it align to what you know about the Māori Party’s values? (Values are strongly held beliefs about the way people act, the priorities they have when making decisions etc.)
  
  
  

  Should NZ Change its name to Aotearoa? 

  STUART SMITH [ National Party MP]  RESTARTED THE DEBATE WITH THIS OPINION ON JULY 28, 2021...

  There is a particular change that, while seemingly nominal, has sparked some controversy; the de facto changing of New Zealand’s name to Aotearoa New Zealand by the Government and in the media.

  Now, I am not seeking to make a judgement call about whether we should change our name or not. That is neither here nor there. I am simply giving voice to the argument that perhaps before the shift began to be put in motion, New Zealanders themselves should have been consulted.

  It is presumptuous and disrespectful to make a decision of such cultural importance for the country without engaging all who live there.

  Sir John Key had the courage to stand by his convictions and let New Zealanders decide whether we should change our flag. No matter where you stood on the issue, you still had the opportunity to have a say. Sir John lost that debate when New Zealand voted to retain the existing flag, and he accepted this verdict.

  Arguably changing the name of the country is even more significant than changing the flag, and it is my belief that the right thing for the Labour Government to do is to advance an open conversation on this.

  For some people, for example those who have represented or fought for New Zealand, there is a very strong connect with our existing name. For others, the te reo name Aotearoa holds greater significance.

  As I see it, there is no right or wrong perspective. However, it is wrong for a public service and Government to decide a way forward with no regard for how New Zealanders think or feel about it.

  
  

  Task

  
  

  1. What do the words “nominal”, “de facto”, “presumptuous” and “convictions” mean? Write the definition in your own words. 

  
  

  2. Why does Stuart Smith think that the New Zealand people should get to vote on changing the name to Aotearoa? Provide two quotes from the text to support your answer

  https://www.stuff.co.nz/pou-tiaki/125832138/aotearoa-new-zealand-what-if-it-went-to-a-vote
  

  
  

  Lesson 2 - What is a referendum

  What’s the History of referendum in New Zealand?

  

  Task 1: Find out 6 issues that have been voted on previously made it to the referendum stage in New Zealand. What were the outcomes of these? 

  
  Task 2: There are two types of referendum. Citizen initiated and Government initiated. The next slide shows you the difference. Select 3 of the referendum you identified above and find out if there were citizen or government initiated referendums.
  
  
  
  

  Same but Different...

  
  

  Read the two excerpts which show the point of view of David Seymour (ACT party leader) and Rawiri Waititi (Māori Party co-leader). 

  Task: They both don’t believe that a referendum is required - but they have different reasons for holding this point of view. Explain what the difference in their point of view on the referendum is.
  
  RAWIRI WAITITI -  Co leader Māori Party
  
  

  This afternoon he [Rawiri Waititi] said questioning the use of the name Aotearoa was absurd.

  "I find it absolutely absurd and I think he [Stuart Smith]  needs his head checked ... it is the name of this country, Aotearoa, and so many of us identify with Aotearoa and I encourage every government department and everybody else out there to continue to use it."

  He noted that the name 'New Zealand' was not taken to a referendum, and "back in 1840, where Pākehā were in the minority, I'm sure they would have lost that referendum".

  He said the rhetoric was unhelpful and divisive.

  
  

  DAVID SEYMOUR - Leader of ACT Party
  

  
  

  "Ultimately the Māori Language Act 1987 ... says that Māori is a language of New Zealand. If people want to call it Aotearoa then that's up to them. I prefer New Zealand but I would think New Zealand has bigger issues today than policing what people call the country."

  "Private organisations every day - the olympic committee, the rugby union, Vodafone, Discovery TV - they can decide what to call it, just like you and I every day. I'm not in favour of trying to force everybody to use particular language. The ACT party favours free speech."

  "I just think, ultimately, Stuart Smith needs to focus on bigger issues."

  
  
  

  Lesson 3 - Zeeland

  New Zealand? Where did it come from? 

  
  

  Task 1: Read this article on Te Ara and in less than 10 words explain where the name New Zealand came from. 

  
  Task 2: Find where old Zeeland is on a map and include an image of it. Find out 3 key facts about old Zeeland (e.g. population, popular locations etc)
  
  
  

  Arguments for and Arguments against 

  
  

  Look at the resources below and identify the arguments for and against New Zealand changing our official name to Aotearoa.

  Newshub - Duncan Garner: Should we change the name of New Zealand to Aotearoa? (Video)

  (Video)

  Spinoff - It’s time to start calling ourselves Aotearoa New Zealand (Text)
  

   

  Arguments For	Arguments Against	Other Interesting Points

  
  
  

  What do you think?

  Do you think that New Zealand should change our name to Aotearoa New Zealand? 

  Do you think we should have a referendum on the issue?  

  Or do you believe that we should just let people decide what they want to refer to the country as? 

  
  TASK: Write/or record your response. Who do you agree with? Make sure you include at least three compelling reasons to support your opinion on the issue.
  
  

  New Zealand’s Forgotten Name - Maoriland

  
  

  Read the article “Māoriland: New Zealand's forgotten name”

  Task: Complete the 4cs

  
  

  1. What connections do you draw between the article and what you have just learnt about the Aotearoa New Zealand name debate?

  2. What ideas, positions, or assumptions challenged you within the text? 

  3. What key concepts or ideas do you think are important and worth holding on to from the text?

  4. What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

  Note: This is a long article - just read the first section if you don’t feel as though you can read the whole thing.
  

  
  

  
  
  
  

  
  
  

  
  

  
  
  

  
  
• Select week 27 March - 2 April

  27 March - 2 April
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING on various protest examples and preparing our assessment on Dawn Raids with analysis of sources and interpretation of ideas.

  
  

  ASSESSMENT WEEK

  - People contest ideas about identity as they challenge injustices and social norms.

  • Since the mid-nineteenth century, immigration practices and laws have shaped Aotearoa’s New Zealand's population and sought to realise dominant cultural ideals and economic ends such as Chinese Gold Miners - Poll Tax and Pacific workers - Dawn Raids.

  
  
  A one-pager is an analytical, creative, and written response to a historical event that completely fills one side of a piece of paper. For your one-pager, you’ll want to focus on: 

  • minimum of 7 key events leading up to and of the Dawn Raids and apology
  • The causes and effects of the Dawn Raids protests and resulting in the apology by the New Zealand Government
  • Identifying perspectives in the provided political cartoons of the Dawn Raids protests

  
  

  See Google Classroom and MHOL for Assessment Criteria.

  
  
• Select week 3 April - 9 April

  3 April - 9 April
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING on various protest examples and preparing our assessment on Dawn Raids with analysis of sources and interpretation of ideas.

  
  

  ASSESSMENT WEEK

  - People contest ideas about identity as they challenge injustices and social norms.

  • Since the mid-nineteenth century, immigration practices and laws have shaped Aotearoa’s New Zealand's population and sought to realise dominant cultural ideals and economic ends such as Chinese Gold Miners - Poll Tax and Pacific workers - Dawn Raids.

  
  
  A one-pager is an analytical, creative, and written response to a historical event that completely fills one side of a piece of paper. For your one-pager, you’ll want to focus on: 

  • minimum of 7 key events leading up to and of the Dawn Raids and apology
  • The causes and effects of the Dawn Raids protests and resulting in the apology by the New Zealand Government
  • Identifying perspectives in the provided political cartoons of the Dawn Raids protests

  
  

  See Google Classroom and MHOL for Assessment Criteria.

  
  
  
• Select week 10 April - 16 April

  10 April - 16 April

  
  
• Select week 17 April - 23 April

  17 April - 23 April

  
  
• Select week 24 April - 30 April

  24 April - 30 April

  
  

  
  

  
  

  
  

  
  

  
  

  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 1 May - 7 May

  1 May - 7 May
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.
  • We are EXPLORING Aotearoa New Zealand’s participation in international conflicts over time, how we remember them and how we honour all those involved.

  
  
  

  

  
  

  
  

  Complete your title page in your book.
  
  MUST include 'New Zealand in the First World War', images, colour.
  MUST NOT be a pencil sketch, scrappy drawings, rushed.
  
  
  Define:

  • Maori Contingent
  • Reinforcement
  • Conscription
  • Conscientious Objector

  Summarise timeline.
  
  
  
  
  

  The Beginning of the First World War

  
  

  • In the early 1900s, Germany was becoming a wealthier, more powerful country and this was causing an adjustment to the power balance in wider Europe. The policy of imperialism meant many larger European countries were beginning to take over other smaller, weaker ones.

  • Many countries had created alliances with one another, such as Germany with Austria/Hungary (who, at the time, were one country)

  • The Austro-Hungarian Archduke Ferdinand was assassinated leading Austria-Hungary to invade Serbia, with the help of Germany. This side was known as the Central Powers.

  • Other countries went to Serbia’s aid, including Britain, who officially declared war on Germany in August 1914. This side was to become the Allied Powers.

  • As part of the British Empire, New Zealand was now at war too.

  
  
  

  New Zealand Makes a Choice

  • New Zealand didn’t have to send soldiers to fight in the First World War immediately, but the leaders at the time decided to. One reason for this was that there were strong trade ties between Britain and New Zealand, and they thought it best for New Zealand’s economy to keep trade routes open.

  • New Zealanders were first asked to volunteer to fight, though later in the war effort, they would be conscripted.

  • In October 1914, 8454 troops left New Zealand by ship to go to Europe. They were known as the New Zealand Expeditionary Force (NZEF).

  • Closer to home, some troops had already gone to occupy Western Samoa, which was at that time a German territory.

  
  

  The Māori Contingent

  
  

  • At the beginning of the First World War, the New Zealand government excluded Māori from the NZEF, but they changed their minds when they realised Indian troops would be fighting for the British Empire.

  • Iwi also held different views on whether going to fight for the British Empire was the right thing to do.

  • The Māori Contingent, including 500 men, formed and offered their service to the British government.

  • Many of these first Māori volunteers were from Ngāpuhi and other far north iwi, Ngāti Kahungunu, and Ngāti Porou. These iwi had also been more closely allied with the British Crown in the colonisation of New Zealand.

  • Over the course of the war, 2227 Māori soldiers (a huge figure, given that total Māori population at that time was 63 000) would serve for New Zealand and the British Empire.

  
  
  

  Reinforcement

  
  

  • New Zealand began the war by sending troop reinforcements (to replace those who had been killed or injured) at a rate of 3000 every two months.

  • Volunteers would first go to Trentham, Featherston, or other smaller camps throughout New Zealand, and they would train there for 14 weeks before being deployed.

  • As the war ramped up, the government increased the reinforcement rate to 5000 every two months in 1915.

  • It became more challenging to fill these positions with volunteers, and so in 1916, the New Zealand government reluctantly turned to conscription.

  • In all, 42 drafts of reinforcements, totalling roughly 82000 troops, would leave New Zealand.

  
  

  Conscription

  
  

  At first, New Zealand had enough enthusiastic volunteers to meet the need for  reinforcements. However, it became harder and harder to meet requirements, so the government decided to introduce conscription in 1916.

  
  

  • Any man between 20 and 45 could be called up for service.

  • Conscripts were chosen by ballot using a spinning drum (like the ones used for lottery draws) and filed cards with men’s names on them.

  • Any man between 20 and 45 could be called up for service.

  • Conscripts were chosen by ballot using a spinning drum (like the ones used for lottery draws) and filed cards with men’s names on them.

  • The statistician in charge of drawing would pull out a numbered marble, which would indicate a particular filing drawer, and then a second marble which would indicate which card should be drawn out.

  • During the conscription period, men could still volunteer, and many did. Conscription was used to make up for any shortage from volunteer numbers.

  • Single men were to be called up first, then men who were married with no children, and finally married men who were fathers

  
  
  
  

  Conscientious Objectors

  If chosen for conscription, a man could appeal against it. Common reasons for this included being an essential worker (e.g. doctors, teachers, or workers in the food production industry) or that their absence would cause financial hardship to their family.

  However, about 5% of men who appealed did so because they disagreed with the country going to war. These men were known as conscientious objectors, and their objection was based on various reasons, often to do with religious or ethical beliefs.

  Many conscientious objectors chose to serve the country in non-fighting roles such as the Medical Corps or the Army Service Corps.

  Men could also be imprisoned or sentenced to hard labour for failing to respond when they were conscripted. This happened to 286 people.

  
  

  Where the New Zealand Expeditionary Force Served 1916-1917: Mesopotamia and Europe

  
  

  • The New Zealand Mounted Rifles Brigade (roughly a fifth of the NZEF) had served as infantry in Gallipoli.

  • They now joined in the Sinai-Palestine campaign of 1916-1918.

  • Some went to Mesopotamia (now called Iraq).

  
  
  
  

  Where the New Zealand Expeditionary Force Served 1916: Mesopotamia and Europe

  • The NZEF based themselves at Salisbury Plain in England, and the troops referred to Britain as ‘Blighty’.

  • Their home camp was called Sling Camp.

  • NZEF troops fought mainly on the 700km long Western Front in France and Belgium.

  • Major campaigns involving the New Zealand Division were fought at Longueval, Arras, Messines (known for Flanders Fields and later, the ANZAC poppy), and Passchendaele.

  • 
    

  Where the New Zealand Expeditionary Force Served 1918: Europe

  • In early 1918, Germany moved 30 further divisions of troops towards the Western Front, and it seemed they might win the war. 

  • German forces broke through the line in March, and the NZEF went quickly to assist at the Somme.

  • America had joined the Allies too, and with this extra manpower, they could now begin to drive Germany back and recapture parts of France.

  • Germany accepted defeat, and an armistice was in effect on the Western Front in November 1918.

  
  

  Coming Home to New Zealand

  • The long-awaited end of the war was difficult to celebrate because the world was in the grip of the Spanish Flu pandemic, both in New Zealand and in Europe.

  • For a short time after the war, the NZEF assisted with occupying part of Germany called the Rhineland. However, they had returned to Britain by April 1918.

  • It was a long, slow process to return everyone to New Zealand (because they had to go by ship). It was March 1920, two years after the war ended that the final New Zealand troops made it home.

  
  
  
  
  
  
  

  
  
  

  
  
  

  
  
  
  
  
  
• Select week 8 May - 14 May

  8 May - 14 May
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to explain concepts that are contested and mean different things to different groups.
  • We are EXPLORING Aotearoa New Zealand’s participation in international conflicts over time, how we remember them and how we honour all those involved.

  
  
  
  

  Deadlock on the Western Front

  
  
  

  By the end of 1914, the stalemate in the trenches on the Western Front looked like it would never end.

  The Allies needed a victory and a way to defeat Germany. 

  
  

  A Way To Break The Deadlock

  Germany was an ally of Austria-Hungary and Turkey, and they were all fighting against Britain’s ally, Russia. 

  Though Russia had a large army it was unable to provide them with enough supplies. The landings at Gallipoli were an attempt to create a supply path through the Dardanelles to Russia by capturing Gallipoli and Constantinople (Istanbul). 

  If Russia was able to receive supplies from the Allies, she may be able to help defeat Germany, and the Allies thought that they could easily defeat the Turks.

  
  
  

  Gallipoli; An Overview

  On the 25th of April 1915, after many failed attempts to force a passage through the Dardanelles by Royal Navy, a force made up of British and French troops landed at multiple places along the Gallipoli peninsula. 

  Over this period of time the death toll rose dramatically as did the amount of injuries sustained. Events did not go according to plan and after 37 weeks, soldiers were evacuated from the beaches. 
  A huge amount of lives were lost during this battle. It is estimated that just over 130 ,000 soldiers were killed and over 262,000 soldiers were injured.
  
  
  
  

  The Road To Gallipoli

  
   

  2nd August 1914   2nd November 1914   6th November 1914   13th January 1915   18th March 1915      22nd March 1915      25th April 1915

  Ottoman Empire (Turkey) and Germany sign an alliance against Russia   Russia declares war on Turkey   United Kingdom declares war on Turkey   British War Council approves plan for a naval operation in the Dardanelles   Turkey defeats final attempt by British and French fleets to break through the Dardanelles   Following naval defeat by Turkey, the British decide to make an  amphibious landing on the Gallipoli peninsula   British Empire and French forces make amphibious landings on Gallipoli

  
  

  Why Gallipoli?

  
  

  If they could capture Gallipoli the Allies could;

  · secure Egypt and the Suez Canal

  · Italy and the Balkans would have to join the war on their side

  · Britain could send weapons and munitions to Russia

  · Russia could send Britain food and supplies

  
  

  What happened?

  The Royal Navy tried to bomb Turkish forts in the Dardanelle Straits in March 1915, but all this did was warn Turkish forces that the Allies were thinking of attacking there.

  The landings on 25th April were in the wrong place. The ships got lost and landed a mile away from the correct beaches. Instead of a shallow beach, the landing force was faced by steep cliffs and Turkish defenders who were well dug in.

  The first beachhead was too small to allow forces to be landed quickly and later landings faced problems. 

  Some landings were carried out in the dark and troops became lost. There was total confusion. 

  Once on land, the Allied troops found themselves bogged down in very difficult country, where the Turkish forces were always holding the high ground.

  The Allies found themselves once again in a trench war, making no progress against the Turks.

  Some  senior commanders were already thinking of evacuating the troops and giving up.

  The situation was made worse when Bulgaria entered the war on the side of Germany. This would mean that Germany would now have a direct land route (via Bulgaria) to Turkey, enabling Germany to supply heavy siege artillery which would devastate the Allied trench network.

  After visiting the front at Gallipoli himself Lord Kitchener agreed that evacuation of British Empire troops was the only action left.

  The evacuation was the most successful part of the whole operation, and was carried out without any further fatalities in December 1915.

  The Gallipoli Campaign never recovered from the failures of the first days. Over the succeeding months more and more Allied troops were thrown into the battle and the Turks matched the Allies man for man.

   The objectives assigned for the first day were still distant dreams when the British finally admitted defeat and evacuated the Peninsula in January 1916.

  The Turks saw this as a resounding victory.

  The defeat of the British Empire at Gallipoli shocked the whole world. 

  
  
  

  Why did the Allies fail at Gallipoli?

  The British would not send their best ships or officers because they wanted to keep them on the Western Front.

  It was very badly planned. The British did not even know how many Turkish troops were in the area. They were even using some old tourist guide books for intelligence!

  There were disagreements between the army and navy commanders.

  The officers made some very bad decisions. For example, soldiers were told to wait on beaches when they could easily have moved inland. This gave the Turks time to regroup and attack.

  The Turkish forces proved to be very determined fighters.

  The climate was very inhospitable and many soldiers died of heat and disease. 

  The Allies still used trench warfare even though this had caused a deadlock on the Western Front.

  
  

  
  

  Who is to blame?
  

  Winston Churchill

  
  

  Before he became well known as a savvy war leader and beloved Prime Minister of Britain during the WW2, he was major player in the conduct of WW1. 

  He was First Lord of the Admiralty and the main organiser of the Gallipoli or Dardanelles campaigns. 

  He made a lot of mistakes and under-estimated the Turkish people.

  After the Gallipoli disaster he was demoted to Chancellor of the Duchy of Lancaster...but he would be back!!

  Questions

  • Why did the Allies want to capture Gallipoli?

  • What was the result of the attack on Gallipoli?

  • What mistakes did the Allies make at Gallipoli?

  • Who was to blame for the failure of the Gallipoli Campaign?

  
  

  Homework

  For next lesson:

  • What is a hero?

  • What qualities do heroes display?

  • How is heroism commemorated?

  • Is it important to have heroes?

  • Who your heroes are and why?

  
  

  Make a few notes in the back of your Global books in preparation for a class discussion next lesson.

  
  
  
  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
  
  
  

  
  
  
• Select week 15 May - 21 May

  15 May - 21 May
  
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how the past is important to people.
  • We are EXPLORING how the past has impacted upon the present lives of New Zealanders.
  • We are EXPLORING how places are significant and the reason for this significance.

  
  

  Battle of World War One

  
  

  POSTER CRITERIA 

  
  

  You will be researching a battle from World War I. 

  • Anzac Cove
  • Gallipoli
  • Battle of Somme
  • Passendale
  • Cassino
  • Battle of Sari Bair
  • Raid on Suez Canal
  • Battle of Chunuk Bair
  • Battle of Hill 60
  • Battle of Jordan

  
  

  You will input your research onto an A2 poster (See Ms Carter for paper). 

  The title should be at the top center and the rest of the information should be arranged according to the criteria below. Feel free to be creative in how it’s presented. 

  There is a sample layout illustration provided. Above all, make sure that your research is thorough. (Imagine there is no folds in the poster)

  

  
  

  BACKGROUND INFORMATION -THE STORY BEHIND THE BATTLE 

  
  

  Find information about the history of your battle and include it as a section of your poster: 

  • What is the title of your battle? (example: Battle of Amiens) 

  • What happened, or had been happening, that led to the battle? 

  • Who were the main people involved? Include military leaders or any soldiers on record. 

  • Where was the location? 

  • Which nations were involved in this conflict? 

  
  
  

  TIMELINE 

  Give a survey of the days this battle took place. 

  
  

  You can start from its beginning and pinpoint the key turning points that marked the battle’s timeline.

  • When did the whole battle begin? 

  • What were some of the significant turning points? 

  • When did the battle end? 

  
  

  The format can be in bullet points or in a timeline. Either way, it must be descriptive. 

  
  

  THE BATTLE 

  Give an overview of the battle and its key features.

   

  • Was this battle planned? Explain. 

  • What was the main objective from each side? 

  • What technology and tactics were used by the nations involved? 

  • Which side had the greater advantage in this battle? Why? 

  • Overall, what was this conflict like?

  
  

  THE OUTCOME 

  • Explain the resulting outcome of the battle. 

  • Which side had the victory and how was it achieved? 

  • What were the casualties for each side? 

  • Did one side retreat? 

  • What impact did this battle have on the war effort for the Allies or the Central Powers? 

  
  

  HISTORICAL ANALYSIS 

  Give a thorough explanation about why and how this particular battle has been studied ever since. This can include analysis by historians, war veterans, civic leaders, educators, etc. 

  
  

  LEGACY 

  Review the overall legacy of this battle in light of its impact on the course of the war. 

  • In retrospect, why was this battle important in the war? 

  • How did it help or hinder the cause against world aggression by the Central Powers? 

  • What lessons can military strategists learn from studying the battle today? 

  
  

  SUMMARY AND REFLECTION 

  Briefly summarize the significance of the battle and why it should be studied. 

  Write a reflection about what you learned from this battle. 

  What stood out to you and how did this one battle give you a better grasp of World War I as a whole? 

  
  

  
  
• Select week 22 May - 28 May

  22 May - 28 May
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how the past is important to people.
  • We are EXPLORING how the past has impacted upon the present lives of New Zealanders.
  • We are EXPLORING how places are significant and the reason for this significance.

  Battle of World War One

  
  
  
  

  POSTER CRITERIA 

  
  

  You will be researching a battle from World War I. 

  
  

  You will input your research onto an A2 poster (See Ms Carter for paper). 

  
  

  The title should be at the top center and the rest of the information should be arranged according to the criteria below. Feel free to be creative in how it’s presented. 

  
  

  There is a sample layout illustration provided. Above all, make sure that your research is thorough. (Imagine there is no folds in the poster)

  

  
  

  BACKGROUND INFORMATION -THE STORY BEHIND THE BATTLE 

  
  

  Find information about the history of your battle and include it as a section of your poster: 

  • What is the title of your battle? (example: Battle of Amiens) 

  • What happened, or had been happening, that led to the battle? 

  • Who were the main people involved? Include military leaders or any soldiers on record. 

  • Where was the location? 

  • Which nations were involved in this conflict? 

  
  
  

  TIMELINE 

  Give a survey of the days this battle took place. 

  
  

  You can start from its beginning and pinpoint the key turning points that marked the battle’s timeline.

  • When did the whole battle begin? 

  • What were some of the significant turning points? 

  • When did the battle end? 

  
  

  The format can be in bullet points or in a timeline. Either way, it must be descriptive. 

  
  

  THE BATTLE 

  Give an overview of the battle and its key features.

   

  • Was this battle planned? Explain. 

  • What was the main objective from each side? 

  • What technology and tactics were used by the nations involved? 

  • Which side had the greater advantage in this battle? Why? 

  • Overall, what was this conflict like?

  
  

  THE OUTCOME 

  • Explain the resulting outcome of the battle. 

  • Which side had the victory and how was it achieved? 

  • What were the casualties for each side? 

  • Did one side retreat? 

  • What impact did this battle have on the war effort for the Allies or the Central Powers? 

  
  

  HISTORICAL ANALYSIS 

  Give a thorough explanation about why and how this particular battle has been studied ever since. This can include analysis by historians, war veterans, civic leaders, educators, etc. 

  
  

  LEGACY 

  Review the overall legacy of this battle in light of its impact on the course of the war. 

  • In retrospect, why was this battle important in the war? 

  • How did it help or hinder the cause against world aggression by the Central Powers? 

  • What lessons can military strategists learn from studying the battle today? 

  
  

  SUMMARY AND REFLECTION 

  Briefly summarize the significance of the battle and why it should be studied. 

  
  

  Write a reflection about what you learned from this battle. 

  What stood out to you and how did this one battle give you a better grasp of World War I as a whole? 

  
  
  
• Select week 29 May - 4 June

  29 May - 4 June
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how the past is important to people.
  • We are EXPLORING how the past has impacted upon the present lives of New Zealanders.
  • We are EXPLORING how places are significant and the reason for this significance.

  Battle of World War One

  
  
  
  

  POSTER CRITERIA 

  
  

  You will be researching a battle from World War I. 

  
  

  You will input your research onto an A2 poster (See Ms Carter for paper). 

  
  

  The title should be at the top center and the rest of the information should be arranged according to the criteria below. Feel free to be creative in how it’s presented. 

  
  

  There is a sample layout illustration provided. Above all, make sure that your research is thorough. (Imagine there is no folds in the poster)

  

  
  

  BACKGROUND INFORMATION -THE STORY BEHIND THE BATTLE 

  
  

  Find information about the history of your battle and include it as a section of your poster: 

  • What is the title of your battle? (example: Battle of Amiens) 

  • What happened, or had been happening, that led to the battle? 

  • Who were the main people involved? Include military leaders or any soldiers on record. 

  • Where was the location? 

  • Which nations were involved in this conflict? 

  
  
  

  TIMELINE 

  Give a survey of the days this battle took place. 

  
  

  You can start from its beginning and pinpoint the key turning points that marked the battle’s timeline.

  • When did the whole battle begin? 

  • What were some of the significant turning points? 

  • When did the battle end? 

  
  

  The format can be in bullet points or in a timeline. Either way, it must be descriptive. 

  
  

  THE BATTLE 

  Give an overview of the battle and its key features.

   

  • Was this battle planned? Explain. 

  • What was the main objective from each side? 

  • What technology and tactics were used by the nations involved? 

  • Which side had the greater advantage in this battle? Why? 

  • Overall, what was this conflict like?

  
  

  THE OUTCOME 

  • Explain the resulting outcome of the battle. 

  • Which side had the victory and how was it achieved? 

  • What were the casualties for each side? 

  • Did one side retreat? 

  • What impact did this battle have on the war effort for the Allies or the Central Powers? 

  
  

  HISTORICAL ANALYSIS 

  Give a thorough explanation about why and how this particular battle has been studied ever since. This can include analysis by historians, war veterans, civic leaders, educators, etc. 

  
  

  LEGACY 

  Review the overall legacy of this battle in light of its impact on the course of the war. 

  • In retrospect, why was this battle important in the war? 

  • How did it help or hinder the cause against world aggression by the Central Powers? 

  • What lessons can military strategists learn from studying the battle today? 

  
  

  SUMMARY AND REFLECTION 

  Briefly summarize the significance of the battle and why it should be studied. 

  
  

  Write a reflection about what you learned from this battle. 

  What stood out to you and how did this one battle give you a better grasp of World War I as a whole? 

  
  
  
• Select week 5 June - 11 June

  5 June - 11 June

  

  
  

  GEOGRAPHY – SKILLS BOOKLET 

  Contents Page 

  PAGE	TOPIC	TICK WHEN   COMPLETED
  1 - 13	SECTION 1 – MAP SKILLS
  23	Notes page

  
  
  

  How to use your skills booklet 

  Attempt EVERY question as answers will be self and peer  reviewed during lessons 

  Coloured boxes indicate question levels. Tick the colour matching the  level of question you have answered 

  Purple boxes indicate areas where you can “level up” your skills and  explains how to do so, with practice questions 

  SELF/PEER ASSESSMENT
  WWW	EBI (Areas I am still unsure about)
  e.g. I am able to identify 4 figure  references …  e.g. You are able to compare maps and  identify human features	e.g. I am unsure how to complete 6 figure  references  e.g. You need to review how to read  population graphs
  RED PEN REFLECTION
  TEACHER COMMENT

  
  
  

  Use the green self-assessment boxes to complete the in class  self/peer assessment activities

  
  

  
  

  Glossary of key words and command words
  

  KEY WORDS
  OS Map	Ordinance Survey Map
  grid reference	a map reference indicating a location
  Contour lines	a line on a map joining points of equal height above or below sea level (demonstrating height)
  Fossil fuels	Natural fuel formed from the remains of living organisms. E.g. Oil and Gas. Fossil fuels are NON  RENEWABLE.
  Non renewable	Finite. It will eventually run out
  Renewable	Energy sources that are replenished and do not run out, e.g. Solar Power
  population	all the inhabitants of a particular place.
  weather	The day to day changes in atmosphere
  climate	the weather conditions of an area over a long period of time
  atmosphere	thin layer of gases that surrounds the Earth.

  
  
  
  
  

  Command Word	Meaning
  account for	explain (reason)
  analyse	examine closely; examine in parts; show how  the parts contribute to the whole
  assess	decide the value of; judge; measure the  importance of
  compare	discuss two or more things in terms of their  similarities and differences
  critically evaluate	weigh arguments for and against something;  assess all evidence; decide which opinions,  theories, models or items are preferable.
  describe	give a detailed account of the features of  something without interpreting the   information
  discuss	present and give a judgement on the value of  arguments for and against; consider all angles
  evaluate	judge; criticise in terms of   impact/significance, and investigate the  implications
  examine	make clear the details/meaning of; look in  particular at reasons, causes and effects;  account for; give reasons; justify
  explore	describe in detail and note impact
  indicate	focus on specific areas (similar to illustrate)
  interpret	make clear the meaning of; consider   implications
  outline	describe main features; give a broad but  thorough account; identify briefly the main  features of
  relate	show similarities and connections between two  or more things
  review	describe chief features and criticise generally  (important parts)

  
  
  

  GEOGRAPHY – SKILLS BOOKLET 

  SECTION 1 - Map Skills 

  1. Label the 8 points on the compass 

  NW 

  NE SE 

  2. Label the following continents and oceans 
  

  1. Antarctica  2. South America 3. North America 4. Africa 

  5. Australasia 6. Europe 

  7. Asia 

  8. Southern Ocean 9. South Pacific 10. North Pacific 11. Indian Ocean 12. Arctic Ocean 13. North Atlantic 14. South Atlantic
  

  
  

  GEOGRAPHY – SKILLS BOOKLET 
  

  3. Complete the grid references section of the booklet 
  

  
  

  
  
  

  
  
  

  
  
  

  14

  13 

  12 

  11 

  HELPFUL HINTS: 

  Remember, coordinates can be  separated into 4 and 6 figure  references. 

  i.e. 54 67 OR 56 8 57 4 

  How to:  

  To find a location on the map, follow  the grid along to the row your location  is in. This is your “Easting”. 

  Then, move up the column (your  “Northing”) to the box your location is  in. 

  You can remember this as going “along  the corridor and up the stairs” 

  
  

  GEOGRAPHY – SKILLS BOOKLET 

  4. OS Maps and symbols 

  What is a map scale? 

  The scale of a map shows how much you would have to enlarge your map to get the  actual size of the piece of land you are looking at. For example, your map has a scale  of 1:25 000, which means that every 1cm on the map represents 25 000 of those  same units of measurement on the ground (for example, 25 000cm = 250 metres). 

  That might sound a bit complicated, but OS maps have been designed to make  

  understanding scale easy. Look at the front of a 1:25 000 scale map and you will see  that the scale has been also written out for you like this: 

  4cm to 1km 

  This means that every 4cm on a map = 1km in real life. To make it even easier, the grid  lines are exactly 4cm apart, so every square is 1km by 1km. 

  
  

  Describe the differences between the two different  scales of map 

  Explain why it is useful to have maps in different scales
  

  Page | 5 

  GEOGRAPHY – SKILLS BOOKLET 

  OS symbols 

  Name the OS symbols 

  
  

  FIGURE A. State the types of tourism available in Figure A 
  

  Describe the human landscape of Figure A 

  Explain the human landscape of Figure A, in reference to tourism 

  Page | 8 

  GEOGRAPHY – SKILLS BOOKLET 

  

  TASK:  

  Using the contour map and hint box  above, draw a sketch map of the  landscape looking West from Meadow  field

  
  

  

  Describe the change in landscape from the top of the Pennie Way (NE) to the end of  Narrow Gate (Path) (SW)

  FIGURE 1
  

  
  

  Human landscape – 

  Landscape designed and adapted by humans. For  example roads, buildings, cultivated farmland

  Physical landscape – 

  The natural landscape, for example woodlands, forests,  rivers and hills/mountains 

  
  

  
  
  
• Select week 12 June - 18 June

  12 June - 18 June
  
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the abnormal and trying conditions in which refugee children and teenagers live and endure
  • We are EMPATHISING and RECOGNISING to see that refugee adolescents need help and protection
  • We are EXPLORING combatants in current wars and conflicts are not just adult, male soldiers, but increasingly include children

  
  
  

  Lesson One: The Messenger Podcast

  Listen actively to the first episode of The Messenger: Aziz, Not a Boat Number: www.behindthewire.org.au/podcast 

  Podcast - Aziz Episode 1
  

  Complete the Table

  Individually: 

  Write down key words or phrases you hear Aziz say about his experiences in your book.

  • Detention 
  • Journey 
  • Friendship and Relationships 
  • Emotions (mental health and wellbeing)

  
  

  In Pairs: Compare your table with a classmate 

  Discussion task: 

  ● What have you got in common? 

  ● What differences are there in your notes? 

  ● Why did those key words or phrases stand out for you? 

  
  

  Written task: Write a TEEL paragraph responding to the question: 

  How do you think Aziz’s experience has shaped him as a person? 

  Topic - choose one of the elements of Aziz’s experience 

  Explain – a detail from the podcast which indicates this experience 

  Evidence – choose a quote from Aziz 

  Link – explain how you think the quote represents the element of Aziz’s experience you identified

  
  

  

  Lesson 2 - Mapping Refugees Journeys

  Aims of the Lesson 
   This lesson aims to build awareness of refugee journeys by drawing on the stories of Imran and Taqi. 
  
  We will be able to:

  • Develop their understanding of world geography by engaging existing knowledge and expanding that understanding through a close examination of places mentioned in the stories. 
  • Add missing details to the stories, they have to consider the global and local events that led to people moving, the modes of travel they used and the 
  • Research key political events which are related to people movement. 

  
  
  Read stories of Imran and Taqi
  Read two individuals stories for this lesson as below.  Each story is roughly 10 pages long and there are some emotional passages which might be confronting for some students depending on their own experiences. 
  
  
  Mapping Activity 
  Using Blank Maps (Country or borders only maps - See teacher for map) 
  
  In small groups of 4, spend 5 minutes using just your existing knowledge of the world to pencil in as much detail as possible 
  ● BOLTSS (Think Fackts)
  
  
  ● Continents, 
  ● Oceans and seas 
  ● Countries and capital cities 
  
  ● Using an google maps, annotate maps with any missing details from the above list. 
  
  Using They Cannot Take the Sky, Imran & Taqi stories

  • Try to map the journeys of Imran and Taqi by locating the places they mention in their stories and noting them on your map. 
  • Which details of their journey do you not know? 
  • List the missing details (dates, directions travelled, time spent in destinations, etc,) and research or estimate to create a flow map (see example) of the individual’s likely journey. 
  • Which continents, countries and cities do you think they travelled through? 
  • Which oceans and seas did they cross? 
  • Now add dates to those journeys by starting with the dates you know from their stories. 
  • Which details are missing? 
  • How can you find out more about what was happening at the time or how long a particular stay or leg of the journey might have taken?

  
  
• Select week 19 June - 25 June

  19 June - 25 June
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ecosystems and the impact f climate change on the world's ecosystems.
  • We are EXPLORING the ecosystems of New Zealand and the impact of climate change on New Zealand.

  
  
  

  Choose an ecosystem to research - 

  • Tundra/Polar

  • Tropical Rainforest

  • Savanna

  • Desert (hot and cold)

  • Temperate

  • Aquatic – freshwater and saltwater

  
  

  Research at least 5 types of vegetation and 5 types of animals that live here

  Research how they link together e.g. birds and bats help to pollinate the flowers in a tropical rainforest

  Research why this ecosystem is so important

  Research how climate change is/will affect this ecosystem – try to find some information on how the vegetation and animals are/will be affected and what some of those impacts are (e.g increased temperatures are causing sea ice to melt in the Arctic which means the Polar Bears have no platforms to hunt from, resulting in them travelling into human settlements in Canada searching for food.)

  Research any specific incidents that have occurred (e.g. bush fires in Australia 2020)

  Research other human threats on the ecosystem e.g. palm oil plantations in the Indonesian Tropical Rainforest

  Research some solutions to these threats e.g. individual and governmental changes

  Present this information as:
  

  • Powerpoint/Google Slides
  • Poster
  • Brochure
• Select week 26 June - 2 July

  26 June - 2 July
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ecosystems and the impact of climate change on the world's ecosystems.
  • We are EXPLORING the ecosystems of New Zealand and the impact of climate change on New Zealand.

  
  

  Climate Change - Ecosystems

  
  

  Lesson Aim: TBAT identify the causes of climate change and explain the impact on a range of different global ecosystems.
  

  Key Terms – what do these mean? (add them to your Global Book)

  • Climate change

  • Ecosystem

  • The Greenhouse Effect

  • The Enhanced Greenhouse Effect

  • Interdependence

  • Biodiversity

  • Sustainabilty

  
  

  Greenhouse Effect vs Enhanced Greenhouse Effect

  
  
  Explain the difference between the two different effects.
  
  

  What is causing climate change?

  
  

  • Volcanoes

  • Human causes:

  • Burning fossil fuels

  • Electricity generation

  • Vehicles

  • Deforestation

  • Agriculture

  • 

  • Rubbish

  
  

  Volcanoes – CO2

  
  

  • Emit 1.5million metric tonnes of CO2 every day (2% of human emissions)

  • 1991 Mount Pinatubo, Philippines

  
  

  • Cooled the climate by 0.5°C

  • Can heat – traps heat in

  • Volcanoes are a physical cause of climate change – either cooling or heating the earth, but they are not producing anywhere near the same quantities of CO2 as humans are.

  
  

  
  

  • Burning Fossil Fuels

  • 50% of all human induced greenhouse gases

  • Factories, cars etc

  • Carbon Dioxide is released as coal, oil and gas are burnt

  • Adds layers to the atmosphere – thickening it and trapping heat

  
  

  Agriculture
  
  

  • 20% of all human made greenhouse gas emissions

  • Cows produce the most of any other animal

  

  • Rice paddies

  • Flooding the fields creates anaerobic conditions which leads to methane production when decomposing

  • Anaerobic conditions = when the removal of oxygen is greater than it’s production. Less oxygen present means methane producing bacteria

    
    
    

  Impacts of Climate Change

  
  

  • Temperature rising

  • Sea levels rise

  • Extreme weather

  • Loss of biodiversity

  • Changes to agricultural yields

  
  

  What is an Ecosystem?

  “a biological community of interacting organisms and their physical environment.”

  
  

  Some different types:

  • Tundra/Polar

  • Tropical Rainforest

  • Savanna

  • Desert (hot and cold)

  • Temperate

  • Aquatic – freshwater and saltwater

  
  

  
  

  Abiotic = not living: rock, soil, water and energy

  Biotic = living (even when dead): vegetation and animals

  
  
  

  Ecosystems

  
  

  
  

  Task: Describe the location of one of the global ecosystems. (GSE)

  G - Generally

  S - Specifically

  E - Exception

  Challenge: Can you explain it’s location?
  
  

  Model Answers

  ask – same format for any of the ecosystems. Say where they are generally, then add some continent/parts of continent or country specifics and then an exception if there is one.

  Tropical Rainforest
  

  Generally the tropical rainforest is located close to the Equator.

  Specifically in the continents of South America, Africa and South-East Asia. In South America tropical rainforest is located in the North East, mainly in Brazil.

  An exception is that there is some tropical rainforest a bit further north in Asia, close to China.

  
  

  Challenge

  I think the tropical rainforest is located close to the equator because this is where there is band of low pressure. The low pressure is there because this is where the suns rays are most concentrated and it warms up the land. The land then warms the air above it and this means the air becomes less dense. The air rises and cools as it ascends into the atmosphere, eventually condensing to form water droplets and then clouds and raining. It is also so warm here because there is less atmosphere for the Suns rays to travel through, resulting in less reflection and more heat getting through to warm the area.

  
  

  Desert

  Generally – between the Tropics of Cancer and Capricorn (by the equator is not enough as this is where the rainforests are)

  Specifically – northern Africa, West coast of S. America, central Australia, Central Asia

  Exception – west coast of America (just north of the Tropic of Cancer)

  
  

  I think the desert is located between the Tropics because this is where there is a band of high pressure where the Hadley and Ferrell cells meet. This means that the air does not rise and therefore very little rainfall occurs, resulting in dry/arid conditions of a desert. 

  Tundra

  • Generally – northern hemisphere/north/Arctic circle (map doesn’t show, but it would also be in the south in Antarctica)

  • Specifically – Northern Canada, Northern Russia, Greenland, Iceland

  • Exception – none

  
  

  I think the tundra ecosystem is located at a high latitude in the north because this is where the Earth is coldest. Tundra is cold and dry. It is so cold here because the Suns rays have to pass through more atmosphere to reach the land and there is more reflection of the radiation back into space. There is also lots of snow here and this is a very reflective land surface and this means even more heat is reflected off and back to space. It is also very dry here because it is at a high pressure band, which means air is not rising and clouds do not form.

  
  
  

  Ecosystem Processes

  
  

  Interdependence

  
  

  • Everything is connected

  • Everything has a role to play to keep the ecosystem going

  Examples of interdependence – the tree provides a habitat/shelter for the animal and the animal helps to spread the seeds on their fur or by eating and then getting rid. Trees and plants absorb the sunlight and photosynthesise, becoming producers in the food chain, consumers eat them and energy passes on, so on and so on until the ultimate predator. The predator dies and then fungi and other decomposers break the body down and it goes into the soil, nutrients are created (Carbon cycle) and vegetation grows again.

  
  
  

  Research Task

  1. Choose an ecosystem to research - Ecosystems: tropical rainforests, savanna, tundra, desert (hot/cold/both), temperate forests, coral reefs, etc

  2. Research at least 5 types of vegetation and 5 types of animals that live here

  3. Research how they link together e.g. birds and bats help to pollinate the flowers in a tropical rainforest

  4. Research why this ecosystem is so important

  5. Research how climate change is/will affect this ecosystem – try to find some information on how the vegetation and animals are/will be affected and what some of those impacts are (e.g increased temperatures are causing sea ice to melt in the Arctic which means the Polar Bears have no platforms to hunt from, resulting in them travelling into human settlements in Canada searching for food.)

  6. Research any specific incidents that have occurred (e.g. bush fires in Australia 2020)

  7. Research other human threats on the ecosystem e.g. palm oil plantations in the Indonesian Tropical Rainforest

  8. Research some solutions to these threats e.g. individual and governmental changes

  9. Present this information as:

  • A leaflet

  
  Useful websites.

  Rainforests

  https://www.rainforest-alliance.org/articles/the-coolest-how-forests-affect-climate-change 

  https://www.carbonbrief.org/rainforests-scientists-concerned-climate-change-is-altering-the-tropical-life-cycle 

  https://wwf.panda.org/knowledge_hub/where_we_work/amazon/amazon_threats/climate_change_amazon/ 

  Deserts

  https://www.environmentalscience.org/deserts-ecosystems 

  https://www.britannica.com/science/desert 

  Coral reefs

  https://www.noaa.gov/education/resource-collections/marine-life/coral-reef-ecosystems 

  https://www.un.org/en/chronicle/article/impacts-climate-change-coral-reefs-and-marine-environment
  

  
  
  
• Select week 3 July - 9 July

  3 July - 9 July

  
  
• Select week 10 July - 16 July

  10 July - 16 July

  
  
• Select week 17 July - 23 July

  17 July - 23 July

  Te kāhui o Matariki–The constellation of Matariki

  ---

  

  “The ever-alert and protruding eyes of Matariki”
  This whakataukī is about the story of Tāwhirimātea (remember the separation of Papatūānuku and Ranginui and how their children fought and Tāwhirimātea tore out his own eyes in a fit of rage and threw them to the sky). His whakataukī is said about a person who is alert at night.

  
  Image: Ngā mata o te ariki Tāwhirimātea ©Living by the Stars

  The night sky offers a wealth of seasonal and celestial wisdom told by the stories of the stars. Matariki is short for Ngā Mata o te Ariki Tāwhirimātea (the eyes of Tāwhirimātea, the God of winds and weather). Tāwhirimātea is a son of Ranginui and Papatūānuku. He was so enraged by his parents' separation that he fought his siblings until he lost. In a fit of anger, he tore out his own eyes and threw them into the sky. This story reminds us of the close connection between sky and Earth and the importance of observation.

  

  
  Images: Tawhirimātea, ©Living by the Stars.

  Stories are a good way of remembering and understanding useful information. Each Matariki star tells a story about seasonal changes like when to plant, harvest, hunt, fish, build, travel, celebrate, reflect, and recite karakia. This information connects us to the seasons and our environment.

  The stars of Matariki are represented by a whānau of personalities and qualities.

  
  Matariki constellation, ©Living by the Stars.

  

  Matariki – the brightest star, and the whole cluster of stars. Matariki is the mother of the stars and maintains their wellbeing and balance.

  

  Pōhutukawa is associated with the dead, especially those who have died during the past year. Many hapū and iwi have different stories about the spiritual journeys of the dead. One of these stories tells of the connection between the Pōhutukawa tree and the star. Departing spirits travel to Te Rerenga Wairua, in the north of the North Island, where ancient Pōhutukawa grow along the cliff. Spirits descend to the roots and are released to the Pōhutukawa star before Matariki rises.

  

  Tipuānuku is connected to food grown in the earth. Tipu means to grow, and nuku is from Papatūānuku.

  

  Tipuārangi refers to food from above. This was once a time when full-bellied kererū were caught and preserved for the year ahead.

  

  Waitī is associated with freshwater including animals which live, feed, or drink in rivers, streams, and lakes. This is also when some ocean fish begin the journey up freshwater streams to spawn.

  

  Waitā is associated with ocean life, including tides and floodwaters. Matariki rising above the water horizon influences tides and floods.

  

  Waipunarangi is linked to rain and refers to pools of water in the sky. This is the season of heavy rain.

  

  Ururangi means wind of the sky, another element of the season.

  

  Hiwaiterangi is associated with good luck and prosperity. Hiwa means vigorous growth which is the subject of many hopes. This is the star for wishes and resolutions.

  The science of observation, experimentation, and practice are embedded in the stories of the night sky. For Matariki this observation means it is the season for fires and keeping warm, or donning wet weather gear and enjoying the wind and rain represented by Ururangi and Waipunarangi.

  
  

  The Nine Stars of Matariki 

  Many have come to believe there are in fact nine stars that form Matariki. The stars, rather than being viewed  as a whole, are seen as individuals. Each star holds influence over the environment in a unique way and a study  of the stars can bring insight to the year ahead. The stars are in balance with one another and each is positioned  significantly. 

  
  

  

  
  
  

  The Nine Stars of Matariki 

  1. Matariki (Alcyone) 

  I am a star that signifies reflection of time past. I represent a connection to the  environment and herald a time for people to gather together. I am a symbol of  hope and encourage your connection with the environment and with each other. 

  2. Pōhutukawa (Sterope/Asterope) 

  I am the star that cradles the memories of those loved ones that we have lost. I  am a symbol of connection to the past and to the ancestors who have gone before  us. I sit away from those associated with food to preserve the noa of the kai.  Look upon me and remember and acknowledge those who have led you on the path  you are on. 

  3. Waitī (Maia) 

  I am the star that shines for all sources of fresh water and the life within. I  shine for ngā awa, ngā roto, ngā kūkūwai and ngā waipuna. When I shine bright,  the waters will sustain land and man alike. 

  
  

  4. Waitā (Taygeta) 

  I am the star that symbolises all sources of salt water as well as those that  dwell within it. I discover new life within these waters even after all this time.  Te Moana-nui-o-Kiwa and Te Tai-o-Rehua are filled with a wonder of plant  life, whāngote and ika. Respect, preserve and protect our coasts and oceans and  the ocean dwellers for they are a great taonga. 

  
  
  

  5. Waipuna-ā-rangi (Electra) 

  I am the star associated with life-giving rain in all forms – ua nganga (hail),  hukarere (snow), haupapa (sleet), pūroro (driving rain) and hāuaua and everything  in-between. The healthy cycle of the earth is reliant on the arrival of the rains  and at the mercy of the waters from the sky. 

  6. Tupuānuku (Pleione) 

  I am the star with an interest of all that grows in the ground that can be  harvested, gathered and used as sustenance. Well-nourished, and sustaining soil is  essential to all that grows. Honour Papatūānuku with your plantings, plant only  those which you need and tend them well.

  
  7. Tupuārangi (Atlas) 
  

  I am the star that is linked with the trees, forests, fruits, berries and birds.  I associate with the realm of Tānemahuta. Our native forest dwellers – ngā  manu, ngā mokomoko, ngā ngārara and ngā kararehe need our protection as  do our mighty rākau. Your role in their preservation is to act as kaitiaki. 

  8. Ururangi (Merope) 

  I am closely tied with the moods of Tāwhirimatea and te whānau puhi. Hauraro, Tonga,  Hauāuru and Marangai can cool you on a day when Tamanuiterā is sending forth his intense  heat and they can bring destruction and challenge when Tāwhirimatea commands a storm. 

  
  
  

  9. Hiwaiterangi/Hiwa (Celaeno) 

  I am the star to be wished upon. I am the youngest star of the nine and  represent the hopes and aspirations to be carried forth to the coming year. Along  with Pōhutukawa, I represent a status of the sacred and tapu and, therefore, sit  apart from those stars that represent aspects of kai and sustenance. Hold fast to  your dreams and aspirations and focus on those pathways that will lead you in  those directions.  

  
  

  Matariki te whetū o te tau–Matariki the star of the year

  ---

  

  “Matariki appears as Whānui flees; this is the sign of the New Year.”
  A whakatauki from the book Matariki, The star of the year, by Dr Rangi Matamua. This whakataukī is about Whānui, the star Vega in the constellation of Lyra. It is one of the brightest stars and sets in the north in the early winter morning before Matariki rises in the north-east.

  LEARNZ kaiārahi Jamie talks about Matariki with Dr Rangi Matamua:

  Matariki in the southern sky

  Matariki is a whetū (star) cluster. It can be seen from most places on Earth. Matariki is also the name of the brightest star in the cluster. You can see between five and nine stars in the cluster without a telescope. There are as many as 500 stars in the cluster. They are about 440 light years away. One lightyear is 9.46 trillion kilometres.

  
  Image: Matariki, ©Living by the Stars.

  Matariki can be seen all year except from around Haratua/Pipiri (May/June) when it sets with the sun. It rises again before dawn around Pipiri/Hongongoi (June/July). The reappearance of Matariki is the beginning of the Māori New Year in the cold months of takurua (winter).

  
  Image: Observing the rising of Matariki, ©Living by the Stars.

  Maramataka Māori

  The maramataka is the Māori lunar stellar calendar. Te Marama (the Moon) influences tides, fishing, planting, animals, and people. The maramataka refers to the Moon’s orbit around the Earth in relation to the Sun and stars. The word stellar refers to the stars and lunar refers to the Moon.

  Māori have developed a comprehensive calendar that names and describes each night of the waxing and waning Moon. This knowledge is from observing lunar phases and environmental changes over lifetimes and generations.

  
  Image: Te Tau Toru Nui o Matariki, ©Living by the Stars.

  Solar and lunar calendars

  The calendar with months from January to December is called the Gregorian calendar, which replaced the Julian calendar in 1752. The Julian calendar began in ancient Rome over 2000 years ago. Both the Julian and Gregorian calendars track the Earth's orbit around the Sun. Early settlers to Aotearoa brought the Gregorian calendar along with days of the week named after Norse gods.

  In the Gregorian calendar (European solar calendar) there are 365 days most years. An adjustment is made every fourth year by adding one day at the end of February to align with the movement of the sun. This is a leap year.

  The lunar calendar is another way of measuring time through the seasons. Calculating the lunar cycle requires an understanding of rising and setting stars, Moon, planets, and Sun.

  
  Image: Moon phases, ©Living by the Stars.

  Moon maths

  Maramataka is based on 12 lunar months of 29.5 nights each, within one solar orbit. This is during the time it takes for Earth to travel once around the Sun. Maramataka months begin with the night of the new moon. 12 months x 29.5 nights = 354 nights.
  
  The solar calendar is based on one Earth orbit around the Sun, divided by twelve months. Each month starts at different times of the lunar phase. All solar months have 30 or 31 days, except February.
  365 days / 12 months = 30.4 (average)

  There is a difference of 11 days between the lunar and solar annual calendars. One night is added every so often to account for this difference . An extra month is also added every three years to synchronise the two calendars. The total number of lunar months over three years is 12 + 12 + 13= 37.

  Every year, the date that Matariki is celebrated changes. This is because Matariki is observed by the cycle of the moon and this doesn’t align with the months of the Gregorian Calendar.

  LEARNZ kaiārahi Jamie asks Dr Rangi Matamua why the dates for Matariki are different every year:

  
  

  
  

  Matariki ahunga nui–Matariki provider of plentiful food

  
  

  ---

  

  “The great mounds of Matariki”
  This whakataukī is about Manaakitanga (hospitality and respect), coming together and sharing the kai (food). This refers to kai which is stored and shared during Matariki.

  Whakataukī are proverbs or sayings which provide insight into our social and natural world. There are many whakataukī that refer to Matariki. This is because it is such a significant time of year. Rangi shares two important Matariki whakataukī and what they mean:

  Image: Hautapu, ©Living by the Stars

  Kai (food) is an important part of Matariki celebrations. Kai, represented by the stars Tipuānuku, Tipuārangi, Waitī, Waitā, is cooked in a ceremonial oven called te umu kohukohu whētu (earth oven of the stars).

  

  Rangi shares with Jamie how kai represents different elements and atua and is therefore an important part of the Matariki celebration:

  The steam created from cooking this kai is called hautapu which is a sacred offering to Matariki. The ritual ends when the sun rises.

  
  Image: Feeding the stars, ©Living by the Stars.

  Jamie and Rangi talk about how hautapu–the offering of food to atua (gods), as a way of giving thanks:

  
  

  
  

  
  

  
  

  
  

  
  
  

  
  
  
• Select week 24 July - 30 July

  24 July - 30 July
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to identify the Māori perspective of astronomical and cosmological links relevant to Matariki according to Rangi Matamua.
  • We are EXPLORING Matariki by comparing and contrasting Rangi Matamua’s understanding of Matariki with my own cultural narrative.
  • We are EXPLORING...

  Matariki hunga nui–Matariki brings us together

  ---

  

  “Matariki of many people”
  This whakataukī refers to the Matariki festivities and people celebrating and gathering together.

  Jamie and Rangi talk about the plans to celebrate Matariki as a public holiday in Aotearoa, 2022:

  A time to reflect and celebrate

  During Matariki we reflect and remember, celebrate our efforts, and make plans. When Matariki rises we celebrate the Māori New Year. It is a time when people can relax and entertain themselves with games, music, art, film, dance and other interests. Matariki is also a time to mourn our dead (remember the star Pōhutukawa). The mourning period is after Matariki sets and before it rises. We remember people who have died during the past year and honour their memory by sharing stories, songs, or creating something. The names of our dead are often called during karakia.

  Karakia to Matariki – This karakia evokes our connection and appreciation for Matariki and the whetū (stars) in her constellation (Dr Rangi Matamua):

  CORE Education · EM Matariki 04 Karakia to Matariki

  Karakia to Hiwaterangi – This karakia to a daughter of Matariki, recognises the many significant events since Matariki last rose and casts blessings over our hopes, dreams, wishes and aspirations (Dr Rangi Matamua):

  CORE Education · EM Matariki 04 Karakia to Hiwaiterangi

  

  “The harvest ends when Matariki sets”
  This whakataukī refers to when Matariki sets in the west, that it is time to harvest before it rises again in the Māori New Year. This signals the need to prepare for winter.

  A time to plan

  Matariki is a time to plan. Predictions about the coming year can be made by paying close attention to the brightness, colour, and distance of stars. When they appear hazy or seem close together, a cold season is predicted. When they are clear and seem further apart, a good season will follow.

  The appearance of each star determines a combination of possibilities. The ability to understand star appearances takes many years of observation.

  

  Wishes and plans can be cast toward the star Hiwa-i-te-rangi, the star of promises and prosperity.

  

  
  

  The study of the sky has been happening ever since people looked up and wondered. Astronomers are wise observers of the night sky. They noticed that when Earth moves through the seasons, different stars rise with the sun.

  Māori astronomers provide a unique understanding of the sky above Aotearoa New Zealand. They observe, assess and draw conclusions based on the predictable movement of the moon, stars and planets across the sky.

  One of the best ways of remembering new information is through stories and metaphors which explain complex ideas e.g. the stars form a canoe travelling through the sky. 

  This image shows the maramataka (the Māori lunar calendar) and corresponding star movements. Each lunar month is identified by the star, or stars, which rise with the sun during the night of the new moon. The month of Ruhanui is added during the winter of the third year of the three year calendar.

  

  
  

  Ko whea a Matariki?–Where is Matariki?

  To locate Matariki, look north-east toward the horizon, before sunrise. Go high if you live near ridges or buildings. Look for stars, clusters and constellations you recognise.

  • Find Tautoru that form the three bright stars which form the base of The Pot, or Orion’s Belt, the constellation of Taurus. These stars are some of the brightest in the night sky.

  • Follow Tautoru in a straight line along the horizon toward the left.

  • Look for a triangle of stars. This is Te Kōkota, Mata Kaheru, or Hyades (the face of Taurus the bull).

  • Look further to the left.

  • See the small group of clustered stars. This is Matariki.

  

  Image: Matariki_location, ©Living by the Stars

  Matariki is an important navigation feature of the night sky. It forms the prow of Te Waka o Rangi (the sky canoe). The waka extends along the horizon, toward Tautoru (the three stars of the Pot) to the bright star Takurua (Sirius).

  Some stars, constellations, and planets have different names given by different iwi. For example, the Southern Cross is Te Pae Māhutonga, or Te Punga (the anchor) amongst other names. Some of the names depend on how the stars look in the sky from different tūrangawaewae, as well as local seasonal activity.

  
  Image: Te Waka o Rangi, ©Living by the Stars

  Another important star indicating the beginning of the Māori New Year is Puanga (Rigel) which appears above Tautoru. This star rises at the same time as Matariki. Matariki has many names from many cultures. It is often called Pleiades from Greek culture, which tells the story of seven sisters who became stars. Here are a some names for Matariki from the Pacific:

  1. Mataliki - Tonga, Nuie

  2. Mataali’i -Samoa

  3. Makali’i - Hawai’i

  4. Matali’ - Tahiti

  5. Matariki - Aotearoa, Cook Islands, Rapanui/Easter Island, Kiribati, Rapa, Pitcairn

  

  
  

  Kōkōrangi Māori–Māori Astronomy

  
  

  
  

  Seasons and stars

  Observation and sharing knowledge is how we learn about season changes linked to the sun, moon and stars. Ocean tides and churn, the best time to plant, harvest, fish, hunt, work, and rest are all influenced by the energy of te whānau mārama (celestial bodies).

  By paying attention to the stars and living in harmony with the seasons we can engage in more sustainable practises, like catching fish when fish are plentiful rather than all year.

  People used to spend more time observing the sky. Now we have more information and spend less time observing our surroundings. We can learn to synchronise with the environment by observing activity in the sky and understanding the energy of the present moment.

  
  
  

  Compare and contrast Rangi Matamua’s understanding of Matariki with their own cultural narrative of Matariki.

  Rangi Matamua understanding of Matariki - LEARNZ

  Teaching the Maori Lunar Calendar vs Gregorian Calendar
  

  Move over astrology, it’s time to return to the Māori lunar calendar

  
  
  

  Identify the Māori perspective of astronomical and cosmological links relevant to Matariki according to Rangi Matamua.

  
  

  Ākonga/Students listen to the podcast from Te Papa’s Matariki and Māori astronomy where Rangi shares a Māori perspective of astronomical and cosmological links relevant to Matariki. While they listen, Ākonga/Students make notes of significant points regarding the astronomical and cosmological links relevant to Matariki that are shared. These notes will be used to inform your own podcast development later in the unit.

  Podcast

  
  
  
• Select week 31 July - 6 August

  31 July - 6 August
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we can have a positive influence on the government and make a change in our world.

  
  
  

  
  

  
  

  Think, Pair, Share

  
  

  Do you know any countries which have democracies?

  
  There are varying degrees of democracies in countries around the world.
  
  
  
  Complete worksheet in Google Classroom.
  
  
  

  The State of Democracy Around the World 
  

  Open the link to Mapped: The State of Global Democracy in 2022. Study the image and answer the questions below.

  
  

  1. According to the graph, what is the 2nd most democratic country in the world?
     
     
     
     

  2. Name 2 countries with an Authoritarian government.
     
     
     
     

  3. Name 2 countries with a "Hybrid Regime"
     
     
     

  4. What do you think they mean by a "Hybrid Regime"?
     
     
     

  5. How do they measure the democracy index (what is it based on)?
     
     
     

  6. What do you notice about how democratic and non democratic countries are distributed across the globe? (Remember to use geographic terms in your answer; continents names, north, south, east, west)
     
     
     

  7. What are some reasons why the distribution might be like this?
     
     
     
     

  8. The infographic discusses that "democracy is failing worldwide due to the negative impact of Covid-19 pandemic on democracy and freedom. Do you think this is correct? Explain your answer (write in a SEXY paragraph) with supporting examples.

  
  
  

  
  

  Lesson Two

  
  

  Go to Google Classroom and complete the following…

  
  

  Activity One

  Complete the Democratic Elections Reading Comprehension task (choose easy, mid level or hard) Answer the questions on the last page in your books.

  
  

  Activity Two

  Complete the questions on Google Classroom about “The State of Democracy Around the World Map” ANSWERS
  

  
  

  
  
• Select week 7 August - 13 August

  7 August - 13 August
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to identify the Māori perspective of astronomical and cosmological links relevant to Matariki according to Rangi Matamua.
  • We are EXPLORING Matariki by comparing and contrasting Rangi Matamua’s understanding of Matariki with my own cultural narrative.
  • We are EXPLORING the New Zealand Government and its functions.

  
  
  

  New Zealand's Constitutional System

  
  

  New Zealand has three branches of Government:

  1. The Legislature

  2. The Executive

  3. The Judiciary

  
  

  The three branches operate independently from one another, a principle known as the ‘separation of powers’. This principle is intended to prevent abuses of power, as each branch acts as a check on the others.

  1. The Legislature consists of Members of Parliament and the Governor-General. The role of the Legislature is to make laws (legislation), and to scrutinise the Executive.

  2. The Executive consists of Ministers (both inside and outside Cabinet) and Government departments. The role of the Executive is to decide policy, propose laws (which must be approved by the Legislature) and administer the law.

  3. The Judiciary consists of all judges. The role of the judiciary is to interpret and apply the law. There are two main sources of law: statutes (the laws passed by Parliament) and the ‘common law’. The common law has been developed by judges over the centuries, and may be altered by the courts to meet changing circumstances. 

  
  

  Judicial Independence

  
  

  
  

  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.

  Judicial decisions can be appealed to a senior court, as long as the relevant legislation allows this. 

  
  

  Supreme Court

  
  

  The Supreme Court of New Zealand is the final court of appeal.

  Court staff are also independent when exercising their statutory powers as registrars or deputy registrars of the court, such as deciding whether or not to grant an application for waiver of fees. The decisions of registrars and deputy registrars can be reviewed by a High Court judge if an application is made under the High Court Rules.

  
  

  
  

  Democracy

  
  
  

  What is democracy and the democratic process?

  Watch the video and add to your notes so far. Answer questions on the next slide.

  
   https://www.youtubeeducation.com/watch?v=vA7GKji0mcA
  
  
  
  

  Define the Services

  
  

  In your book, define:

  • Parliamentary Services

  • Office of the Clerk

  • Parliamentary Counsel Office

  • Department of Prime Minister and Cabinet

  • Ministerial and Secretariat Services

  
  

  Add current people attached to each position.

  
  

  Draw and complete the chart in your book

  
  

  
  

  
  
  

  NZ Government Parties

  
  

  
  

  
  

  • Define the current political parties in NZ.

  • Write 6-8 bullet points about their policies and values.

  • Discuss how each party aligns with your own values and ideas.

  
  

  
  

  
  

  The Right to Vote

  
  

  • Saudi Arabia
  •  Somalia
  • Vatican City
  •  Switzerland
  • Zimbabwe 
  • Brazil
  • New Zealand
  •  Australia

  
  
  

  1. Which one of the countries above allows men to vote, but not women?

  2. Which country was the first in the world to grant all citizens the right to vote in 1893?

  3. Which country did not give women the right to vote until 1971?

  4. Which country has a minimum voting age of 16?

  5. Which country doesn’t allow men to vote?

  
  

  
  

  
  

  
  
  

  
  
  
  

  
  
  
• Select week 14 August - 20 August

  14 August - 20 August
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on New Zealand’s election system and how our government functions

  
  

  This unit in Global Studies we will be looking at how our actions can unite and divide communities! 

  
  

  We will…

  
  

  • FOCUS on New Zealand’s election system and how our government functions

  • EXPLORE environmental issues facing New Zealand

  • PLAN & DO by participating in a whole whānau election and creating political parties

  • REFLECT on how we can create change through our political system

  
  

  
  

  Elections are all about decision making. 

  
  

  When do you get to participate in decision making?

  • Never
  • Hardly Ever
  • Sometimes
  • Most of the Time
  • Always

  Adults at home listen to what I have to say (about things that affect me).
  Adults at school listen to what I have to say (about things that affect me). 
  Adults in the community listen to what I have to say (about things that affect me).
  
  
  

  Everyone has the right to participate in decision-making that affects them.

  Voting is a key way that we can participate in important decision making - particularly decisions that affect the whole community.

  There are laws about what ages we are legally allowed to make certain decisions. Such as…   

  • Start school (5)

  • Leave school (16)

  • Get married (18)

  • Retire (65)

  • Vote (18)

  • Drive (16)

  In groups, discuss the following questions for ONE of these laws. 

  1. What reasons are there for these decisions?

  2. Who decided them?

  3. Why do you think they were made?

  4. Do you agree with them? Why or why not?

  
  

  In your groups, write an argument for or against the decision, giving FOUR valid reasons. 

  What might make you change your mind about your position (e.g. changes in views as you get older)?

  
  
  
  

  
  
  
• Select week 21 August - 27 August

  21 August - 27 August
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the 2023 election by discussing the importance of democracy
  • We are FOCUSING...
  • We are FOCUSING...

  
  

  I am an active learner as I know what I need to learn, where I am with that learning and what my next learning steps are:

  • Emerging:
    
    • I know what I am learning and why
    • I can use evidence to identify where I am with my learning
    • I can use evidence to identify my next learning steps
  • Growing:
    
    • I can describe what I am learning and why, using our shared language for learning; GREAT Ako
    • I can use evidence to describe where I am with my learning
    • I can use evidence to plan and take my next learning steps

  
  

  
  

  
  
  
  New Zealand Election Process
  
  

  Complete the word search & glue it into your book

  Use the Merriam Webster Learner's dictionary (follow the link on Google Classroom) to find definitions for the following words from your wordsearch.

  • Government

  • Parliament

  • Cabinet

  • Prime Minister

  • Law

  • Voting

  Write the definitions in your books

  
  

  After the 2017 Election there were 2 Political Parties in the Executive Branch of Government.

  
  

  Labour and New Zealand First formed a coalition government - meaning they would govern together (with help from the Greens).

  
  
  

  Think, Pair, Share

  What do governments do?

  
  

  
  

  
  

  
  

  Legislative Branch

  This is Parliament, which is the House of Representatives (where all the MPs sit). They make new laws and update old laws.

  Which political parties currently make up our legislative?

  
  

  ALL of our current 120 MPs make up the legislative branch of parliament.

  
  

  Executive Branch

  
  

  This is the government (the parties who are in power). They make the big decisions like how to spend money.

  
  

  Which political parties currently make up our executive?

  
  

  After the 2017 Election there were 2 Political Parties in the Executive Branch of Government.

  
  

  Labour and New Zealand First formed a coalition government - meaning they would govern together (with help from the Greens).

  Complete the activity and glue it into your book.

  
  

  
  

  Judicial Branch

  
  

  These are the judges and the courts. They interpret the laws and punish people who break them.

  
  

  Why do we split Government into 3 different branches? 

  
  

  Why not have just one branch of government?

  
  

  The Separation of Powers

  
  

  • The separation of powers with the three branches of government is important because it stops one person or group from having too much control. 

  
  

  • It helps make sure that no one can make all the decisions, keeps things balanced, and makes sure the rules are followed in a fair way. 

  
  
  

  What do Governments Do?

  
  

  Open the What do Governments Do? activity sheet on Google Classroom. 

  
  

  Read through the first page then complete the activities individually, writing the answers in your book or on the sheet. 

  
  

  3 Branches of Government

  
  https://www.youtubeeducation.com/watch?v=ZCB8EOY5d48
  

  

  Get ready for a pop quiz!

  Write 1-5 in your books

  
  
  

  Today we are going to look at New Zealand’s election system.

  
  

  Mixed Member Proportional (MMP)

  
  

  
  
  
  

  
  
  
  

  
  

  
  

  
  
  
  
  
  
  
  

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

  Go to Google Classroom and complete the following…

  
  

  Activity One

  Complete the The NZ General Election Activity.pdf. Answer the questions on the last page in your books. ANSWERS  

  
  

  Activity Two

  Complete the New Zealand's Political System Scavenger Hunt Write the answers in your books.

  ANSWERS 

  
  
  
• Select week 28 August - 3 September

  28 August - 3 September
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the 2023 election by discussing the importance of democracy
  • We are FOCUSING...
  • We are FOCUSING...

  
  

  I am an active learner as I know what I need to learn, where I am with that learning and what my next learning steps are:

  • Emerging:
    
    • I know what I am learning and why
    • I can use evidence to identify where I am with my learning
    • I can use evidence to identify my next learning steps
  • Growing:
    
    • I can describe what I am learning and why, using our shared language for learning; GREAT Ako
    • I can use evidence to describe where I am with my learning
    • I can use evidence to plan and take my next learning steps

  
  

  
  

  
  

  What is MMP?

  
  

  ***While we watch write key facts you learn about MMP from the video

  
  MMP Video
  
  
  
  

  You get TWO votes

  
  

  1. Party Vote

  2. Electorate Vote

  Party Vote

  
  

  When you vote for a party, you help to choose how many seats in Parliament each party gets.

  The party vote largely decides the total number of seats each political party gets. Parties with a bigger share of the party vote get more seats in Parliament

  Which party from the 2020 election (left) won the most seat?

   

  Who won the least seats?

  
  
  

  Electorate Vote

  
  

  You vote for the candidate you want to represent the area you live in.

  The candidate with the most votes wins, and becomes an MP.

  
  

  Which electorate is MHJC in?

  
  
  
  

  Electorate Vote

  
  

  The current MP for Takanini is Dr Anae Neru Leavasu from the Labour Party. 

  
  
  
  
  2020 Election Results
  
  
  
  
  

  The 5% Rule

  
  

  Political parties must get at least 5% of the party vote OR win an electorate seat before they can have any seats in Parliament.

  
  .   
  
  

  For example, in the 2020 election Te Pāti Māori only got 1.17% of the party votes but got 2 seats in parliament because they won 2 electorate votes. 

  New Zealand First got 2.6% of the party vote but did not win any seats in parliament because they got under 5% and won no electoral votes. 

  
  

  List MP’s 

  
  

  • After the 72 electorate MP seats are filled, the remaining seats are filled from party lists. 

  • Every party has a party list, which is a list of candidates ranked in the order the party wants those candidates to be elected to Parliament. 

  • Candidates elected from a party list are called List MPs. 

  
  

  
  Join this Kahoot to revise your knowledge of the MMP
  
  Lesson 2
  
  

  MMP Fruit Election Activity

  
  
  

  Complete the MMP - Fruit Election activity on Google Classroom. 

  Write the answers on the sheet. ANSWERS

  
  
  
  
  
• Select week 4 September - 10 September

  4 September - 10 September
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the 2023 election by comparing key politicians and political parties
  • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament

  
  

  Success Criteria

   

  I can name some different political systems I can recall the 3 branches of government I can recall key facts about MMP I can locate my electorate I can recognise key politicians and political parties I can identify key political landmarks in Aotearoa I can identify the difference between a bill, act and law

  I can describe the differences between political systems I can outline the roles of the 3 branches of government I can describe how an MMP election works I can describe how electorates are decided  I can summarise key information about political parties and politicians I can outline what happens in key government buildings I can summarise the process of a bill becoming a law

  I can explain why democracy is important I can discuss why we need the separation of powers I can compare and contrast MMP to other voting systems I can compare and contrast politicians and political parties I can examine the process of how laws are made in Aotearoa

  I can evaluate Aotearoa’s political system and reflect on how it allows for me to be involved in making political change I can examine the political parties and politicians and make informed judgements about the values and policies on offer

  
  
  Activities for the week:
  

  1. Bus Stop activities
  2. New Zealand political parties research & presentations
  3. Political parties reflection
  4. Leaders of the Political Parties and comprehension activities

  
  

  
  
  
• Select week 11 September - 17 September

  11 September - 17 September
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on researching and describing the characteristics of 1 star of Matariki identifying what aspect of wellbeing and the environment it is associated with.
  • We are FOCUSING on New Zealand’s election system and how our government functions
  • We are FOCUSING on New Zealand’s election system by focusing on how New Zealand makes it's laws

  
  

  I am an active learner as I know what I need to learn, where I am with that learning and what my next learning steps are:

  • Emerging:
    
    • I know what I am learning and why
    • I can use evidence to identify where I am with my learning
    • I can use evidence to identify my next learning steps
  • Growing:
    
    • I can describe what I am learning and why, using our shared language for learning; GREAT Ako
    • I can use evidence to describe where I am with my learning
    • I can use evidence to plan and take my next learning steps

  
  

  This week we will be:
  

  • Learning about how the NZ Government creates new laws
  • Creating How a Bill Becomes a Law Storyboard
    
  • Let’s find out a bit more about what goes on in the halls of Parliament - for this you will need to download onto your device - to complete a scavenger hunt.

  
  
  
  
• Select week 18 September - 23 September

  18 September - 23 September
• Select week 25 September - 1 October

  25 September - 1 October

  
  
• Select week 2 October - 8 October

  2 October - 8 October

  
  
• Select week 9 October - 15 October

  9 October - 15 October
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we can have a positive influence on the government and make a change in our world.
  • We are EXPLORING...
  • We are EXPLORING...

  
  

  

  Policy Writing

  Lesson 1: 

  LO: we are learning about policy writing 

  
  

  SC: I can explain ‘what is a policy?’  

  : I can outline examples of policies that have already been carried out 

  : I can identify the two types of policies 

  : I can outline the reasons of why we need policies

  
  

  Lesson 2: 

  
  

  LO: we are learning about policy writing 

  
  

  SC : I can demonstrate understanding of doing research for my policy document

  : I can identify relevant sources for gathering information 

  : I can demonstrate effective research skills in the context of policy writing

  
  

  Lesson 3: 

  
  

  LO: we are learning about writing a policy 

  
  

  SC: I can understand the importance of writing a policy 

  : I can outline the structure of a policy document 

  : I can write a policy by using the appropriate structure 

  
  
  
  
• Select week 16 October - 22 October

  16 October - 22 October

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we can have a positive influence on the government and make a change in our world.
  • 
    

  
  

  Policy Writing

  
  

  Learning Outcome(s) and Success Criteria 

  Lesson 1: 

  LO: We are learning to present our policy document and record it

  
  

  SC: I can present my policy on climate change and transport 

  : i can record my policy document for my political party 

  
  

  Lesson 2: Same as lesson 1 

  
  

  LO: We are learning to present our policy document and record it

  
  

  SC: I can present my policy on climate change and transport 

  : i can record my policy document for my political party 

  
  

  Lesson 3: 

  
  

  LO: We are learning to prepare a 5 minute campaign presentation

  
  

  SC: I can prepare a campaign presentation 

  : I can convince the voters to vote for me
  
  
• Select week 23 October - 29 October

  23 October - 29 October
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on our current knowledge and skills to understand how this can change our levels of achievement.
    

  
  

  We are revising our mapping skills and knowledge to understand the different types of maps and how they are used world wide.

  How can maps tell stories? 

  
  

  Directions: Look at the map below. Answer the questions that follow. 

    

  

  1. Which state is the subject of this map?  

  2. What is the capital of this state.  

  3. The capital is close to a river. What is the name of the river? 

    

  4. Why do people build cities near rivers? 

    

  5. Is New York City in the north or south of the state?  

  6. Based on the map and what you know about life in New York, do you think this state is more influenced by its  mountains or access to rivers and lakes? Explain. 

  How can a map show where people live? 

  
  

  Directions: Look at the map below. Answer the questions that follow. 

  1. Which state has the most Hispanics (Latinos)?  

  2. Which state has more Hispanics, New York or Texas? Why does it have more, in your opinion?  

  3. Which of those states do you know the most about and why?  

    

  4. Why do you think most Hispanics in the United States chose those five states? What is there for them that is not in  other places?  

  5. If you had to move to another state, which one would it be and why?  

    

  6. How is this map showing the population, and how can this information be useful for you? 

  How does a grid system work? 

  
  

  Directions: Look at the map below. Answer the questions that follow. 

  1. Write the name of each place in each location. Use the line to write the name. 

  
  
  

  C6	I4
  B3	G3
  J1	J7
  E3	A7

  
  
  

  2. If you were at the Fire station, which direction would you take to go to the community center?  

  3. How are maps on smartphones different from paper maps? 

  4. Add a cartoon character at AE. What is directly north of AE and leads to City Park? 

  5. Why is this map limited in what it can do, in your opinion?

  
  

  

  Are the Borders of a Country Unchangeable? 

  
  

  Directions: Look at the map below. Answer the questions that follow. 

  

  
  

  1. This map is in Spanish, and it shows a territorial dispute between which two Spanish-speaking nations?   

  2. What is the name of the treaty that was signed in 1942 that allowed Peru to take half of Ecuador?  

  3. How do you think the loss of access to so many rivers affected the economy and life in Ecuador?   

  4. How do you think Ecuador would be different if it still controlled all the land that was taken?  

  What are the Essential Features of Political and Physical Maps? Directions: Complete the exercises below to review what you learned in class. Write in complete  sentences.  

  
  
  
  
  
  
  
  
  
  
  

  Types of Maps 

  1. What is the title of  this political map? 

  2. Write the name  of one small group of  people whom the  Aztecs did not  conquer. 

  3. The Aztec empire  existed on which  continent? 

  4. Is this a physical  map, a political map,  or both? Explain  your answer. 

  5. In which direction from the Valley of Mexico did the Aztecs expand the most? Use the compass. 

  6. In which direction on land did they expand the least? Why do you think they did not go far in that  direction?

  Using a Political Map – Real World Application #1 

  

  China is claiming a lot of ocean territory in the South China Sea. You can see the big line that extends far south  from China. Look at the map above and answer the questions that follow. 

  1. Write the names of three countries that you think may be angry about the claims of China.   

  2. China says it has the right to that territory because a thousand years ago a Chinese sailor controlled one of the  islands for a few years. Do you think it is fair or not that China wants all that ocean territory? Explain your  answer.

  Using a Physical Map 

  1. The Byzantine Empire is protected by which two bodies of water? 

  2. If the Bulgars people wanted to invade Georgia, what two obstacles will be in their way? 3. Which city has more access to trade routes and why: Kiev or Mosul? 

  4. The Mongols traveled across Khazaria on their way to Europe. They were stopped when they  reached Hungary. Why?  

  5. Which nation of people do you think was least protected from invasions and why?

  What are the Essential Features of Thematic Maps? 

  
  

  Directions: Complete the exercises below to review what you learned in class. Write in complete  sentences.  

  1. What type of information  

  does this map show? 
  
  

  2. Write the names of three  products you can find in Brazil.
  
  

  3. Write the name of one  

  country that has no gold. 
  
  

  4. If you wanted to make a  farm to grow coffee, how is  this map useful for you in  deciding where to start your  

  business? 
  
  

  5. Which country has the most  diverse resources within its  borders?
  
  

  6. Which country has the least  resources in its borders? 

  7. Based on this map, which country should be the most powerful in South America and why?

  Cultural Distribution Map 

  1. Write the names of three cultures that existed in ancient Mexico. 

    

  2. Write the names of three cultures that constructed pyramids. 

    

  3. Which region in northern Mexico has no people. Why do you think there are no people there?  

  4. Write the names of three cities built by the Mayans. 

    

  5. Thinking about what you need for a large population, what can you guess about agriculture in Mexico and the  large number of cultures that existed there? 

  Global Studies  Map Assessment Sample Questions

  Part 1: Basic Map Vocabulary 

  Directions: Use the vocabulary words to complete the sentences below. Some words will be  used more than once. 

    

  Words to Use    Thematic           Physical           Political            Map            Key           Symbol

  
  
  

  1. A __________________ map shows the names and borders of countries.  2. If you want to understand how to use a map, then look at the _____________________. 

  3. __________________________ maps show elevation of the land using colors.   

  4. A __________________________ map can show information such as population and  resources. 

    

  5. We use a _________________ in place of a picture to show things on maps. 

  6. I want to make a plan to go on vacation so I will use a _________________ to plan my driving  and a _________________________ map to plan where I want to hike, camp and swim. 

  7. If I want to compare the resources of different countries then I should use a ______________  map.

  
  
  

  
  
  
• Select week 30 October - 5 November

  30 October - 5 November
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING a political cartoon/meme so that we can have an influence on the thoughts of our peers in the political environment.

  
  
  

  
  

  

  Political cartoons and comics, as well as memes and TikToks, are pictures with a purpose. Writers and artists use these genres to entertain, persuade, inform, and express fiction and nonfiction ideas creatively and imaginatively.
  Like political cartoons and comics, memes and TikToks have the potential to provide engaging and memorable messages that can influence the political thinking and actions of voters regarding local, state, and national issues.
  
  In this activity, you will evaluate the design and impact of political memes, TikToks, editorial cartoons, and political comics and then create your own to influence others about a public issue.
  
  Designing a Political Meme will be your assessment which will be an in-class assessment so this is your preparation.
  
  Activity: Analyze Political Cartoons, Memes, and TikToks

  • Examine the following editorial cartoons, memes, and TikToks using the Teacher and Student Guide to Analyzing Cartoons, Comics, and Memes & the Teacher and Student Guide to Analyzing Social Media:
  • Editorial Cartoons
  • Editorial Cartoons for Monday, June 1, 2020 (HeraldNet)
  • In the cartoons: Executive privilege; U.N. biodiversity report; Trade wars (Saint Louis Post-Dispatch, May 9, 2019)
  • 2020 presidential election cartoons (Newsday, June 22, 2020)
  • Political Cartoon: Trump-Biden debate (The Week)

  Memes

  • Even More Memes about the Spicy Presidential Elections (Memes.com)
  • These are the Internet's favorite memes from the first presidential debate of 2020 (NBC News, Sept. 30, 2020)
  • 'Worse than Real Housewives fight': Trump-Biden Presidential debate triggers meme fest online (TimesNow News, Sept. 30, 2020)

  TikToks

  • The Political Pundits of TikTok

  Using what you learned during your analysis of editorial cartoons, memes, and TikToks, create your own meme or TikTok about a political issue the New Zealand Election.Consider the following:

  • What is the message(s) of your meme or TikTok?
  • How will you effectively communicate your message?
  • How will your meme or TikTok inspire a change in thinking and/or behavior about the political issue you chose?
  • How do you imagine your creation will fare in comparison to more typical, written opinion pieces or editorial cartoons? Which do you think is more effective?

  Additional Resources

  • Analyzing Political Cartoons
  • The Hidden Biases of Internet Memes
  • Political cartoonists are out of touch – it’s time to make way for memes (The Conversation)
  • Political Cartoonists Impact Presidential Races (US News, 2008)

  Think about 
  What is the cartoon saying? 
  • What persuasive techniques did the cartoonist use? 
  • What, if any, action is being advocated? 
  • What evidence do you see in the cartoon to support your response regarding the
  action the cartoon is advocating? 
  • How well did the cartoonist portray the main point of the cartoon? 
  • Which cartoon did you find more persuasive? Why?
  
• Select week 6 November - 12 November

  6 November - 12 November
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our study time and study materials so that we can prepare for our various CAT next  weeks.

  
  

  
  

  
  

  Not like this!!

  
  

  
  

  Cat Prep Week

  Review your EP tasks and complete the practise CAT in Google Classroom.

  
  

  How do I start preparing for CAT?

  Practising previous years' question papers and mock tests helps you identify your strengths and weaknesses. 

  
  

  One of the most important factors in cracking CAT is the choice of questions. Make sure you analyse a question carefully before you attempt it, and go forward only if you are confident enough to solve it.

  
  
  

  Short answer questions

  Short answer questions range from a sentence or two through to a paragraph in length.

  • Keep to the point. Short answers are usually two-three sentences.
  • Main ideas. Your answers should incorporate the key points, words, ideas and phrases the marker will be looking for.
  • Leave one or two lines after each answer. This is so you can add important points later on.
  • Try to answer all the questions.  If you don’t know the complete answer, put down what you do know, as this is likely to get you some marks.

  Exam essay questions

  The advice here is in four parts: Time allocation | Task analysis | Planning | Presentation

  Time allocation

  • Use the reading time at the start of the exam to choose which essay questions you will answer.
  • Check how much time you might have to answer each essay question, and stick to it. You can come back and add more to your answer in your revision time at the end of the exam session.
  • If you haven’t finished your answer, jot down the rest in note form. This will show the marker what you know, and you might get some marks for it.

  Task analysis

  • Read the question carefully.
  • Underline or highlight the content words. What is the topic?
  • Pick out the instruction words in the question, e.g. identify, describe, compare and contrast, evaluate. What are you being asked to do with the topic?

  Planning

  • Take some time to think and plan your answer. For example: use the reading time to select which essay questions you will answer. Then use the start of the writing time (5-20mins) to make notes of all the points you remember that are relevant to the essay.
    General guide for timing: for 30 minutes of writing, allow 5-7 minutes for planning.
  • Plan out the structure by organising your points into a logical order:e.g. by numbering them according to intended sequence.
  • General writing rule for exam essays - one paragraph = one point. Follow standard essay-writing procedure, e.g. start with a topic sentence that contains your key point, and then support this with examples, explanations, and evidence.

  Presentation

  • Make sure your handwriting is legible. Markers should not have to decipher your handwriting. If your handwriting is illegible, it could compromise your marks.
  • Make sure that you can express ideas effectively in terms of sentence structure and word use.  Incoherent sentences and incorrect terminology will likely result in the marker not being able to understand your answer properly.
  • Don’t worry too much about punctuation, grammar and spelling. Getting your ideas down is more important than ‘perfect’ writing (and markers usually take this into account given that students are writing under pressure in an exam situation). However, you do need a basic level of competency in these areas: an answer that lacks any punctuation and is full of spelling mistakes will probably be incoherent for the marker.
  • Don't waffle. Get straight to the point in terms of your answer so that you don’t waste time and word space on unessential or irrelevant detail. Planning your essay beforehand is key to avoiding waffle.

  
  
• Select week 13 November - 19 November

  13 November - 19 November

  
  

  
  

  
  

  
  

  Plan you time and prepare well.
• Select week 20 November - 26 November

  20 November - 26 November

  
  

  
  

  Meme Assessment

  Final Assessment of the Year - Well done - you made it.

   

  Setting and Context

  
  

  This term 3 focus was on “our actions can unite and divide communities”. We have explored the effect our actions can have on local and national communities through the Aotearoa New Zealand Election and its process. We have completed our election unit and have been learning about the election and the changes we can make in our world.

  
  
  

  Assessment task:

  
  

  Learning Intentions:

  • Students will be to describe the design and explain a meme about the New Zealand Election and/or process.

  • Students will be able to create a meme about the current meme about the Aotearoa New Zealand Election and/or process..

  • Students will be able to evaluate the impact of this meme in the commentary.

  Success Criteria:

  • Students can construct a narrative of cause and effect that shows relationships between events. 

  • By comparing examples over time, students can identify continuity or changes in the relationships.

  • Students can recognise that others might interpret these relationships differently.

  
  

  Global Studies:

  Achievement objectives:

  • Individuals, groups, and organisations have exerted and contested power in ways that improve the lives of people and communities, and in ways that lead to exclusion, injustice, and conflict.

  
  
  

  Prompt:

  
  

  Students will be creating and presenting a political cartoon or meme and writing a TEXAS paragraph/s explaining the issue, it brings to the viewers attention, who or what the cartoon / meme is about and what techniques they have employed to communicate their ideas to the audience.

  
  
  

  

  
  
  
• Select week 27 November - 3 December

  27 November - 3 December
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING identify the five major types of volcanoes and describe their features
    
  • We are RECOGNISING differences between earthquakes and volcanic eruptions

  
  
  

  
  

  
  

  
  

  The Beginning of the World as We know It.

  Lesson 1 - History of the Earth

  Lesson 2 - Where do Volcanoes come from? complete activities in your book, watch EdPuzzle Videos.
  
  Lesson 3 - Plate Boundaries. Use handout to add notes to as we discuss plate boundaries. Watch and complete Ed Puzzle video on Plate Boundaries Transform, Hotspots.

  Lesson slides and videos are in Google Classroom.
• Select week 4 December - 10 December

  4 December - 10 December
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we can have a positive influence on the government and make a change in our world.
  • We are EXPLORING identify the five major types of volcanoes and describe their features
  • We are RECOGNISING differences between earthquakes and volcanic eruptions

  
  

  Presentations

  Instructions
  
  Produce an eight (8) slide minimum presentation for each topic - Volcano and Earthquake - to present to the class on Monday next week.
  
  Select ONE volcanic eruption and ONE earthquake to present on next week.
  
  Write each person's name by the number they are to complete. Split your work up evenly.
  Use your book and research the information. All information must be in your own words.
  Make a 5-10 question worksheet to give to the listeners during your presentation. Have an answer key made for the worksheet and grade them after the presentation.
  
  Remember DO NOT put too much information on each slide - add slides in needed rather than have too much reading. Make it pretty.  
  
  Earthquake
  

  • Location - Describe where and when the earthquake took place, use a map.
  • Plate motion - What tectonic plate motion caused the earthquake. Name the plates and describe the motion (direction of each plate). Boundaries - What type of plate boundary is at that location.
  • Epicenter - Give the exact epicenter, show a picture if possible. Define epicenter and describe how the epicenter is found.
  • Fault - What type of fault (strike-slip, normal, reverse) explains how that fault moves.
  • Waves - What type of waves: primary, secondary, or surface, did the earthquake have? Describe what that type of wave does, how it moves.
  • Magnitude - What was the earthquake's magnitude. Use the Modified Mercalli Scale and the Richter scale. Explain what each scale represents as well as the number associated with your earthquake.
  • Risk - What is the risk of another earthquake in that area? Explain how that is determined.
  • Extra Info - Extra interesting facts.  

  
  Volcano
  

  • Location - Where is the volcano located and when did it erupt, use a map.
  • Formation - How did the volcano form, (convergent boundary, divergent boundary, or hotspot)? Describe the formation. What tectonic movement caused the formation of the volcano.
  • Type of Volcano - Shield, composite, cinder cone, or Caldera. Describe the type of volcano.
  • Eruption style - Quiet or Violent, describe why it had this type of eruption.
  • Effects of Volcanic Eruption - Describe lava flow, ash fall, mudflow, or pyroclastic flow. What type of damage was done with the effects of the lava flow?
  • Prediction of next eruption - When is the next eruption predicted for, how do seismologists make this prediction?
  • Classification - What is the current classification of the volcano now (dormant, active, extinct). Describe what that classification means.
  • Eruptions and Climate Change - describe how volcanic eruptions contribute to climate change.
  • Extra Info - Extra interesting facts.

  
  

  
  
  
• Select week 11 December - 17 December

  11 December - 17 December
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are CONCLUDING our research projects by presenting our slideshow on Volcanoes and Earthquakes.

  
  
  

  
  

  
  

  Presenting our research projects opn Volcanoes and Earthquakes.