9W2 Global Studies

Weekly outline

• Select week General

  General

  Collapse all Expand all
• Select week Term 1: Week 1

  Term 1: Week 1

  Welcome to Global Studies! My name is Mrs Selagan.

  I wish you all the best in your learning journey for 2023.

  My e-mail address is as follows: aselagan@mhjc.school.nz 

  
  
• Select week Term 1: Week 2

  Term 1: Week 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to research the various registered political parties
  • We are EXPLORING to recognise the various systems of government and their complimentary leadership styles.
  • We are EXPLORING the voting system of MMP.
  • We are EXPLORING the elements of what makes up a government

  
  
  

  Welcome back to school. My name is Mrs Selagan and I will be your Global Studies teacher this year.

  What is Global Studies?

  The social sciences learning area is about how societies work and how people can participate as critical ,active, informed and responsible citizens.

  You will also be learning about people, their culture, history and the economic world beyond and within NZ.

  Focus this week:

  This week, we will focus on getting to know each other and we will be engaging 

  
  

  Resources:

  - Group Task: Icebreakers
  

  - Social Science refresh update and understanding

  - Introduction to the new context

  - Who am I ? Google doc task

  
  
• Select week Term 1: Week 3

  Term 1: Week 3
  
  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING culture and collective identity by gaining an understanding about the concept of race and racism.

  Success Criteria

  • We are developing an understanding of key terms and ideas that are associated with racism including what constitutes ethnicity and ethnic groups.
  • We are understanding that all ethnic groups experience some form of racism.

  Activities:

  - Brainstorm activity 1 as a class and copy information in your book

  - Watch the video for activity 2 and complete answers in your book.

  - Activity 3 - class discussion

  
  
• Select week Term 1: Week 4

  Term 1: Week 4

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING culture and collective identity by gaining an understanding about the concept of race and racism.

  Success Criteria

  • We are developing an understanding of key terms and ideas that are associated with racism including what constitutes ethnicity and ethnic groups.
  • We are understanding that all ethnic groups experience some form of racism.

  Activities:

  - DO NOW: Exploring definitions linked to the context

  - Completing Activity 4 (Skin whitening ) and 5 (race test)

  
  
• Select week Term 1: Week 5

  Term 1: Week 5
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.
  • We are FOCUSING on describing how technological advancement has developed and impacted Maori businesses.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms.

  Success Criteria

  • We will gain an understanding of what it was like for Māori to grow up in the South Auckland community of Pukekohe and the various forms of racial segregation (separation) and discrimination that took place there from the 1920s to the early 1960s and the impact that it had on local Māori.

  Activities:

  - Defining Stereotype

  - Completing activity 5 and 6 and group discussion

  - Literacy test

  
  
• Select week Term 1: Week 6

  Term 1: Week 6

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms.

  Success Criteria

  • We will gain an understanding of what it was like for Māori to grow up in the South Auckland community of Pukekohe and the various forms of racial segregation (separation) and discrimination that took place there from the 1920s to the early 1960s and the impact that it had on local Māori.

  Activities:

  - DO NOW: Forming an opinion
  - Case Study: Segregation in Pukekohoe
  - Watching the documentary : "No Moari allowed"
  - Using snippets of  newspapers to discuss the extent of discrimination (Writing task)
  
• Select week Term 1: Week 7

  Term 1: Week 7

  • 
    

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms.

    Success Criteria

    • We will gain an understanding of what it was like for Māori to grow up in the South Auckland community of Pukekohe and the various forms of racial segregation (separation) and discrimination that took place there from the 1920s to the early 1960s and the impact that it had on local Māori.
    • 
      

    Activities:

  - Guest Speaker: Mr Barbartholomew

  - Activity 8 and 9

  
  
• Select week Term 1: Week 8

  Term 1: Week 8

  • 
    

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms.

    Success Criteria

    • We will gain an understanding of what it was like for Māori to grow up in the South Auckland community of Pukekohe and the various forms of racial segregation (separation) and discrimination that took place there from the 1920s to the early 1960s and the impact that it had on local Māori.
    • 
      

    Activities:

  - Understanding and planning for our assessment 1 - Segregation in Pukekohoe

  - Use examples as your headings to support your assessment: Segregation at the movies, Segregation at the pools, segregation in schools, segregation in housing

  
  
• Select week Term 1: Week 9

  Term 1: Week 9

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to create a one pager assessment so that we can demonstrate our understanding of Segregation in Pukekohe during the 1900's.

  Success Criteria:

  • We have put various examples of segregation
  • We have understood the task assessment
  • We have followed the checklist
  • We have successfully used the planning document.

  Activities:

  - One pager assessment draft using the planning template

  - Focus questions and recap on perspectives

  - 

  
  

  
  
• Select week Term 1: Week 10

  Term 1: Week 10

  
  

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to create a one pager assessment so that we can demonstrate our understanding of Segregation in Pukekohe during the 1900's.

  Success Criteria:

  • We have put various examples of segregation
  • We have understood the task assessment
  • We have followed the checklist
  • We have successfully used the planning document.

  Activities:

  - One pager assessment proof read

  - Final check according to checklist

  - To upload, take a photo or scan your assessment. Then hand in the hard copy to Mrs Selagan.

  - Upload onto MHOL 6 April 2023 @ 9.30am

  
  

  
  

  • Select activity Global Studies Assessment1

    

    Global Studies Assessment1 Assignment
• Select week 10 April - 16 April

  10 April - 16 April
• Select week 17 April - 23 April

  17 April - 23 April
• Select week Term 2: Week 1

  Term 2: Week 1

  

  Learning intentions:

  • We are exploring the significance of the Matariki to people and place

  Success Criteria:

  • We are understanding the to explore the values of diversity, community and participation, and respect for the Maori Culture
  • We also understand that the past is important to the Maori Culture
  • We are exploring the different ways people celebrate Matariki

  Activities:

  • Text reading (Question and answer activity)

  
  
• Select week Term 2: Week 2

  Term 2: Week 2

  
  

  Learning intentions:

  • We are exploring the significance of the Matariki to people and place

  Success Criteria:

  • We are understanding the to explore the values of diversity, community and participation, and respect for the Maori Culture
  • We also understand that the past is important to the Maori Culture
  • We are exploring the different ways people celebrate Matariki

  Activities:
  

  • Listening to the Radio Interview - RNZ - 11min and note-taking - https://www.rnz.co.nz/audio/player?audio_id=201846304
  • Activity -  pair share task
  • Profile on Professor Rangi Mātāmua 
  • https://www.massey.ac.nz/about/news/meet-the-man-behind-matariki-celebrations-professor-rangi-m%C4%81t%C4%81mua/

  
  
• Select week Term 2: Week 3

  Term 2: Week 3

  Learning intentions:

  • We are exploring the significance of the Matariki to people and place

  Success Criteria:

  • We are understanding the to explore the values of diversity, community and participation, and respect for the Maori Culture
  • We also understand that the past is important to the Maori Culture
  • We are exploring the different ways people celebrate Matariki

  Activities:
  

  • Listening to the Radio Interview - RNZ - 11min and note-taking - https://www.rnz.co.nz/audio/player?audio_id=201846304
  • Activity -  pair share task
  • Profile on Professor Rangi Mātāmua 
  • https://www.massey.ac.nz/about/news/meet-the-man-behind-matariki-celebrations-professor-rangi-m%C4%81t%C4%81mua

  
  
• Select week Term 2: Week 4

  Term 2: Week 4
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.
  • We are FOCUSING on describing how technological advancement has developed and impacted Maori businesses.

  Success Criteria

  • Students will become familiar basic terms on the topic of innovation and invention as it relates to New Zealand and will be able to recount key definitions and people who were considered exceptional Kiwi innovators.

  Activities:

  1. Exploring our Kiwi innovators: 

  https://www.youtube.com/watch?v=891gpAqf6Dg (Video)

  https://zorb.com/2018/05/29/ten-quirky-kiwi-inventions-like-our-ogo-ball/ (article)
  

  Task: Based on the inventions listed in the video, create a poster using one or two pages in your Books. It is designed to show how Kiwis are creative people who are famous for their innovations.

  
  

  
  
• Select week Term 2: Week 5

  Term 2: Week 5

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.
  • We are FOCUSING on describing how technological advancement has developed and impacted Maori businesses.

  Success Criteria

  • Students will become familiar basic terms on the topic of innovation and invention as it relates to New Zealand and will be able to recount key definitions and people who were considered exceptional Kiwi innovators.

  Activities:

  1. Exploring our Kiwi innovators: 

  https://www.youtube.com/watch?v=hgw7zdIUvHM
  

  Meet Sean Simpson:: The Kiwi with a Revolutionary Idea to Save the Planet

  Task: Answer questions from the google doc

  
  
  
  
• Select week Term 2: Week 6

  Term 2: Week 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.

  Success Criteria

  • Students will become familiar basic terms on the topic of innovation and invention as it relates to New Zealand and will be able to recount key definitions and people who were considered exceptional Kiwi innovators.

  
  

  Activities:

  1. Exploring our Kiwi innovators: 

  Instant Coffee, Springfree Trampoline

  Task: Answer questions from the google doc

  What impact has these innovators made to the NZ?

  2. Maori Tourism - Rotorua cultural experiences - complete the google doc on Google classroom
  

  
  

  
  
• Select week Term 2: Week 7

  Term 2: Week 7

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing the person that invented television and how this invention changed the world.

  Success Criteria

  • Students will develop an understanding on other innovators outside Aoteroa.

  
  

  Activities:

  1. Watching the You tube video: https://www.youtube.com/watch?v=KV27xoxbR3I
  

  2. Go onto google classroom to access your resources and the google doc.

  
  

  
  
  
• Select week Term 2: Week 8

  Term 2: Week 8

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING discussing various change makers and or influencers that created new opportunities through innovation and technology in Aotearoa

  Success Criteria

  • Students will develop an understanding on various Kiwi innovators and their inventions.

  Activities:

  1. Exploring our Kiwi innovators: 

  Task: Using the innovation sheet provided
  

  1. Read the innovation

  2. Find the meaning of the difficult words

  3. Answer the questions

  
  
• Select week Term 2: Week 9

  Term 2: Week 9

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.

  Success Criteria

  • Students will become familiar basic terms on the topic of innovation and invention as it relates to New Zealand and will be able to recount key definitions and people who were considered exceptional Kiwi innovators.

  Activities:
  

  - Maori invention -  case study (The Kopa)

  
  
• Select week Term 2: Week 10

  Term 2: Week 10

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on discussing various change makers/influencers that created opportunities through innovation and technology.

  Success Criteria

  • Students will become familiar basic terms on the topic of innovation and invention as it relates to New Zealand and will be able to recount key definitions and people who were considered exceptional Kiwi innovators.

  Activities:

  - Reading information (pre assessment work)
  
• Select week 3 July - 9 July

  3 July - 9 July
• Select week 10 July - 16 July

  10 July - 16 July
• Select week Term 3: Week 1

  Term 3: Week 1

  Learning intentions:

  • We are exploring the significance of the Matariki to people and place

  Success Criteria:

  • We are understanding the to explore the values of diversity, community and participation, and respect for the Maori Culture

  Activities:
  

  - Debating Introduction- A new topic will be introducted by Mrs Selagan

  -Debating preparation - Matariki (Should Matariki be a public holiday?) (https://docs.google.com/document/d/1GsKm3cjk7u0VxObgwCugCRUh41RMbgSp7ZnhpKUlmks/edit)

  
  

  
  
• Select week Term 3: Week 2

  Term 3: Week 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to research the various registered political parties
  • We are EXPLORING to recognise the various systems of government and their complimentary leadership styles.
  • We are EXPLORING the voting system of MMP.
  • We are EXPLORING the elements of what makes up a government

  Success Criteria:

  - To be able to identify and recount the need for rules, laws and order in society. Students will be able to define rules versus laws, and key aspects of Communism, Capitalism, Monarchies and Dictatorships.

  - students will be able to recount the key differences between the dictatorship in North Korea and compare it with the workings of democratic countries such as New Zealand.

  Activities:

  - Why we need rules?

  - Mix and Match types of government task

  - Capitalism (https://www.youtube.com/watch?v=eFvOPpBVff0)

  - Problems with Communism (https://www.youtube.com/watch?v=SkYl_AH-qyk) and (https://www.youtube.com/watch?v=qElx_EyTTKA) what is communism?

  
  
  
• Select week Term 3: Week 3

  Term 3: Week 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to research the various registered political parties
  • We are EXPLORING to recognise the various systems of government and their complimentary leadership styles.
  • We are EXPLORING the voting system of MMP.
  • We are EXPLORING the elements of what makes up a government

  Success Criteria:

  - To be able to identify and recount the need for rules, laws and order in society. Students will be able to define rules versus laws, and key aspects of Communism, Capitalism, Monarchies and Dictatorships.

  - students will be able to recount the key differences between the dictatorship in North Korea and compare it with the workings of democratic countries such as New Zealand.

  Activities:

  - DO NOW: Prior knowledge on elections
  

  - Why we need rules?

  - Mix and Match types of government task

  - Capitalism (https://www.youtube.com/watch?v=eFvOPpBVff0)

  - Problems with Communism (https://www.youtube.com/watch?v=SkYl_AH-qyk) and (https://www.youtube.com/watch?v=qElx_EyTTKA) what is communism?

  
  
  
  
• Select week Term 3: Week 4

  Term 3: Week 4

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to research the various registered political parties
  • We are EXPLORING to recognise the various systems of government and their complimentary leadership styles.
  • We are EXPLORING the voting system of MMP.
  • We are EXPLORING the elements of what makes up a government

  Success Criteria:

  - To be able to identify the various political parties
  

  - To identify a "legend" in the politics and understand the impact of their role in NZ society

  Activities:

  - Political parties identification doc

  - Profile of your chosen legend

  - Facts of NZ elections - add this to your "what have I learned"column on your KWL chart

  
  
• Select week Term 3: Week 5

  Term 3: Week 5

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING to research the various registered political parties
  • We are EXPLORING to recognise the various systems of government and their complimentary leadership styles.
  • We are EXPLORING the voting system of MMP.
  • We are EXPLORING the elements of what makes up a government

  Success Criteria:

  - To be able to identify the various political parties
  

  - To identify a "legend" in the politics and understand the impact of their role in NZ society

  Activities:

  - Political parties identification doc

  - Profile of your chosen legend

  - Facts of NZ elections - add this to your "what have I learned"column on your KWL chart

  - Who are our Legends? Profile your favourite political party leader
  

  
  
• Select week Term 3: Week 6

  Term 3: Week 6

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on defining and explaining how the democratic system of government plays a key role by representing the voice of citizens

  Success Criteria

  • We are understanding each parties policies
  • We are forming our own parties to highlight issues that are bugging NZ Citizen

  Activities

  - Starting with assessment 2

  -Article reading from Google classroom

  
  
• Select week Term 3: Week 7

  Term 3: Week 7

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on defining and explaining how the democratic system of government plays a key role by representing the voice of citizens

  Success Criteria

  • We are understanding each parties policies
  • We are forming our own parties to highlight issues that are bugging NZ Citizen

  Activities

  - Working with assessment 2

  
  

  
  

  
  
• Select week Term 3: Week 8

  Term 3: Week 8

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on defining and explaining how the democratic system of government plays a key role by representing the voice of citizens
  • We are FOCUSING on our legends that played a pivotal role in NZ Politics

  Success Criteria

  • We are understanding our legends in Aotearoa.

  Activities

  - - Legends profile

  - Assessment 2

  
  

  • Select activity Global Studies Assessment 2

    

    Global Studies Assessment 2 Assignment
• Select week Term 3: Week 9

  Term 3: Week 9

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on our legends that played a pivotal role in NZ Politics

  Success Criteria

  • We are understanding the impacts our Prime Ministers "legends" have made in Aotearoa.

  Activities

  - Legends profile

  
  
• Select week Term 3: Week 10

  Term 3: Week 10

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on our understanding the voting process

  Success Criteria

  • We understand the voting system and the voting process 
  • We understand the definition of electorate

  Activities

  - NZ facts and Quizlet

  - Vote compass task - https://www.1news.co.nz/2023/09/10/vote-compass-how-do-party-policies-line-up-with-your-views/

  - Practice paper  - Voting process

  
  
• Select week 25 September - 1 October

  25 September - 1 October
• Select week 2 October - 8 October

  2 October - 8 October
• Select week Term 4: Week 1

  Term 4: Week 1

  Welcome back to term 4

  LI:

  We are using CAT practice papers to develop literacy and numeracy skills

  We are using EP tasks as practice activities for the exam

  Success Criteria

  We are reflecting on questions that we found difficult

  We are learning to highlight key points on our resource interpretation 

  Activities:

  - EP

  - 2019 Practice paper

  - 2022 practice paper

  - 2020 practice paper

  
  
• Select week Term 4: Week 2

  Term 4: Week 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the SDG's of economic growth and sustainable cities
  • We are EXPLORING the concept of sustainability and the pillars of sustainability

  Success Criteria

  • We are providing examples of the sustainability practices by looking at the 3 pillars of sustainabily

  Activities:

  - Brainstorm on sustainability and sustainable practices

  - 3 pillars of sustainability and link to SDG'S

  
  

  
  
  
• Select week Term 4: Week 3

  Term 4: Week 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the SDG's of economic growth and sustainable cities
  • We are EXPLORING the concept of sustainability and the pillars of sustainability

  Success Criteria

  • We are providing examples of the sustainability practices by looking at the 3 pillars of sustainability
  • We are unpacking SDG 11 - Sustainable cities

  Activities:

  - DO NOW: How is NZ progressing towards attaining the SDG'S

  https://www.sdg.org.nz/datavis/
  

  - Introduction to sustainable city task
  

  - Answers to the CAT practice paper

  
  

  
  
  
• Select week Term 3: Week 4

  Term 3: Week 4

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on sustainable cities & economies and it's impact
  • We are FOCUSING on developing our mapping skills by identifying sustainable cities on a world map

  Success Criteria

  • We are understanding sustainable cities by identifying their practices
  • We are using a case study to understand the practices and process of sustainable cities

  Activities:

  - Elements of a map

  - Case study

  
  
• Select week Term 4: Week 5

  Term 4: Week 5

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on sustainable economies and it's impact
  • We are FOCUSING on developing our mapping skills by identifying sustainable cities on a world map

  Success Criteria:

  • We are identifying criteria for sustainable cities and it's impact of the economy of the country/city

  Activities:

  - The importance of sustainable cities

  - Mapping skills

  - Question activity and leading sustainable city activity

  - Revision

  
  
• Select week Term 4: Week 6

  Term 4: Week 6

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on sustainable economies and it's impact
  • We are FOCUSING on developing our mapping skills by identifying sustainable cities on a world map

  Success Criteria:

  • We are identifying criteria for sustainable cities and it's impact of the economy of the country/city

  Activities:

  - Question activity and leading sustainable city activity

  
  
• Select week Term 4: Week 7

  Term 4: Week 7
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on sustainable economies and it's impact
  • We are FOCUSING on developing our mapping skills by identifying sustainable cities on a world map

  Success Criteria:

  • We are identifying criteria for sustainable cities and it's impact of the economy of the country/city

  Activities:

  - Do now: EP - ANZH new content

  - Sustainable economies

  - Case Study: Singapore

  
  

  
  

  
  
  
• Select week Term 4: Week 8

  Term 4: Week 8
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to construct a vision board on a futuristic city so that we can showcase aspects of a sustainable city.

  Success Criteria:

  • We are using our findings from the case study and activities of leading sustainable cities and applying these ideas to our design.

  Activities:

  - Detailed instructions will be provided in class.

  

  
  
  

  • Select activity End of year exam - Global Studies

    

    End of year exam - Global Studies Assignment
• Select week Term 4: Week 9

  Term 4: Week 9
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to construct a vision board on a futuristic city so that we can showcase aspects of a sustainable city.

  Success Criteria:

  • We are using our findings from the case study and activities of leading sustainable cities and applying these ideas to our design.

  Activities:

  - Continue with last week's task and aim to complete by the end of the week.

  - Sharing our futuristic city with the class.

  
  

  
  
  
  
• Select week 11 December - 17 December

  11 December - 17 December