8M1 Global Studies
Weekly outline
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Global Studies, Term 1, 2023 Mission Heights Junior College
An original Teaching Unit taught by Robert Bartholomew
Ethnic group: Scottish, German, French; Race: Human
& Mr Dino Gardi,
Ethnic group: Italian; Race: Human
All Welcome Here:
Migration & Travel to New Zealand
Culture & Collective Identity
‘There is no ‘them’ and ‘us.’ There is only ‘us.’
– Greg Boyle
New Zealand postage stamp honoring Kupe
Social Sciences Strand: People use different ways to sustain their culture and identity
Aotearoa Histories Strand: Finding a place in Aotearoa New Zealand
Unit Overview:
This unit will explore different aspects of human migration to the land that is now known as New Zealand. It will introduce the topic of migration, it’s importance to New Zealand, and the role of different forms of transportation that have shaped the lives of migrants – past and present. Ultimately, this unit is about a celebration of human social and cultural diversity where students will gain a realization that while we may look different in our physical appearance and come from many different ethnic backgrounds, we are much more alike than we are different. Key concepts to be explored include assimilation, the benefits of migration, push and pull factors, and the role of the double-hulled canoe in migration to New Zealand.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Natural Disasters that have occurred in Aotearoa that have had an impact on people and the environment
- We are EXPLORING...and Investigating the links these disasters have with weather systems and find the links to Global Warming
- We are EXPLORING...The different survival stories and attempting to empathise as well as question and analyse if the loss of life could be avoided.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Natural Disasters that have occurred in Aotearoa that have had an impact on people and the environment
- We are EXPLORING...and Investigating the links these disasters have with weather systems and find the links to Global Warming
- We are EXPLORING...The different survival stories and attempting to empathise as well as question and analyse if the loss of life could be avoided.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Natural Disasters that have occurred in Aotearoa that have had an impact on people and the environment
- We are EXPLORING...and Investigating the links these disasters have with weather systems and find the links to Global Warming
- We are EXPLORING...The different survival stories and attempting to empathise as well as question and analyse if the loss of life could be avoided.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...On enhancing your knowledge and understanding of a meteorological natural disaster that has affected Aotearoa New Zealand
- We are FOCUSING...On explaining ways to respond and reduce risk to people and communities e.g. preparation, grab bags, etc
- We are FOCUSING...The ability to link these disasters with human induced Global Warming
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Natural Disasters that have occurred in Aotearoa that have had an impact on people and the environment
- We are EXPLORING...and Investigating the links these disasters have with weather systems and find the links to Global Warming
- We are EXPLORING...The different survival stories and attempting to empathise as well as question and analyse if the loss of life could be avoided.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... To Prepare, design, produce and present a summary of the causes of your disaster scenario and potential consequences for people and communities. So that we can....Promote ways to reduce risk to people and communities
- This will be a collaborative group effort.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... To Prepare, design, produce and present a summary of the causes of your disaster scenario and potential consequences for people and communities. So that we can....Promote ways to reduce risk to people and communities
- This will be a collaborative group effort.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... To Prepare, design, produce and present a summary of the causes of your disaster scenario and potential consequences for people and communities. So that we can....Promote ways to reduce risk to people and communities
- This will be a collaborative group effort.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... To Prepare, design, produce and present a summary of the causes of your disaster scenario and potential consequences for people and communities. So that we can....Promote ways to reduce risk to people and communities
- This will be a collaborative group effort.
Success criteria:
Given that we lost two classes recently, students have been given an extension on their assessment until 3 PM on Friday June 23rd. You are to continue conducting basic research for your Assessment with an emphasis on using the databases on the Mission Heights Library EPIC system including Academic OneFile, MasterFile, and the Australia & New Zealand Reference File. By the completion of your assessment students will be able to recount key information on a major meteorological event in New Zealand including how to detect, predict and mitigate for these events.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of inequality in New Zealand and around the world and basic words associated with it.
- We are EXPLORING gender inequality in New Zealand today.
- We are EXPLORING the history of gender inequality in New Zealand with a main focus on female inequities.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of inequality in New Zealand and around the world and basic words associated with it.
- We are EXPLORING gender inequality in New Zealand today.
- We are EXPLORING the history of gender inequality in New Zealand with a main focus on female inequities.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of inequality in New Zealand and around the world and basic words associated with it.
- We are EXPLORING gender inequality in New Zealand today.
- We are EXPLORING the history of gender inequality in New Zealand with a main focus on female inequities.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on prominent examples of female inequality in developing countries in North Africa.
- We are FOCUSING on identifying prominent examples of female inequality in the world and how the are in violation of the United Nations Universal Declaration of Human Rights.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on prominent examples of female inequality in developing countries in North Africa.
- We are FOCUSING on identifying prominent examples of female inequality in the world and how the are in violation of the United Nations Universal Declaration of Human Rights.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on gender inequality among young women in the Karen tribe of Myanmar and which basic rights are potentially being violated.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the importance of free and fair elections in a modern democracy and its relation to New Zealand.
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Success Criteria:
By the end of the assessment students will be able to recount key demigraphic information about FIFA Countries, Culture and Types of Governments. Please follow the instructions & create your assessment in a Google Document. This is mandatory. -
All students are expected to have completed their Assessment and uploaded it to MHOL by Friday September 15th. You were all told this due date in class. Last week's due date in Google Classroom was set in error as being due at the end of Week 10 - it is not - it is due this FRIDAY by 3:00 PM (Week 9 Lesson 3). It must be done in a Google Doc. Any questions - see me.
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EXPLORE / TŪHURA learning intentions:
- We will EXPLORE the positive and negative benefits to being outdoors versus being indoors in order to recognise the physical and psychological impacts.
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EXPLORE / TŪHURA learning intentions:
- We will EXPLORE the positive and negative benefits to being outdoors versus being indoors in order to recognise the physical and psychological impacts.
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Success Criteria: By the end of the week students will be able to identify key causes of video gaming addiction and recountr several potential sollutions in order to overcome it.
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Success Criteria:
By the end of the week students will be able to list several key features of a Digital Detox, how it can be achieved and several benefits. They will also become familiar with a relatively recent current event involving a conspiracy theory.
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Success Criteria:
Students will become familiar with one of ten possible project topics dealing with Digital Detox. For their chosen topic they will be able to recount consequences of the behaviour and potential remedies.
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Week 8: Script preparation & Filming
Students will be able to recount by the end of the week, several key points about a particular Digital Detox Topic that they have been assigned. By the end of the week they will have filmed a role play about their topic and will show it to the class during the third lesson - during which they will also provide 3 key takeaways that their classmates will write into their Red Books.
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Success Criteria:
Students will be able to describe the key features of their presentations on Digital Detox and list two key concepts from their presentations to their classmates who will write them into their Red Books.
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