Weekly outline

  • General

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  • 29 January - 4 February

  • 5 February - 11 February

    Kia Ora students and welcome back to school. I trust everyone had a good vacation and are recharged to  begin your new learning . The context for this term is called Aotearoa - Where we belong.

    In Global Studies we will explore  human rIghts issues from around the world and find ways to address these violations through social action. However, this week we will focus on understanding the Treaty of Waitangi( as a human rights document and the founding document of New Zealand.

    Treaty

    Success Criteria: I can/have...

         *Researched the cultural identity of Maori and British cultures from the past to the present

         *creatively design a digital cartoon or storyboard  that explores early settlers and the Treaty of Waitangi and shows my values that connect with the Treaty.

    Activities:

    1. This week is an important one for our country as we celebrate the Treaty of Waitangi on the 6th of February. Your task is to research  a speech - 2021, 2022, 2023 or 2024,  delivered by Prime Minster Jacinda Ardern, Chris Hipkins or Christopher Luxon and discuss the key messages she has delIvered on this monumental  day. What are your views on our Prime Ministers speech.

    2. Watch video on Early Maori cultures in NZ and answer the following questions; When did Maori people arrive in NZ and from which locations in the world.How did they arrive here. Describe the waka. Discuss the types of tribes found at that time and where did they settle. Discuss the foods Maori eat and how they collected as well as prepared traditional foods. Show the cultural dress/ music/ art and dance that is symbolic to them. What are the languages spoken. 

    3. Examine the conflict between British and Maori people.Also explain with images the meaning of the treaty of Waitaingi.

    4. Do you think Maori cultures identity today is the same from few hundred years ago. Explain. Also show how the "west has influenced local Maori Identity.

    5. How does this treaty have greater significance to our multi- cultural society today. Think of values and connect  your reasons to this.This must be explored in good detail.

    6. Indicate your information on a story board. See example in the classroom.

    7. Can you express how Me in Team ties in with the Treaty of Waitangi.

    Resources:

    Treaty of Waitangi: What was lost | Stuff.co.nz

    https://www.stuff.co.nz/national/104100739/treaty-of-waitangi-what-was-lost
    Video for british-maori treaty of waitangi▶

    The Maori - New Zealand in History
    history-nz.org/maori.html
    Early settlement - The arrival of Maori - NewZealand.com
    www.newzealand.com › Home › Facts about New Zealand › History
    Treaty of Waitangi – Te Ara Encyclopedia of New Zealand

    https://teara.govt.nz/en/treaty-of-waitangi/page-1
    The Treaty of Waitangi | New Zealand Now

    https://www.newzealandnow.govt.nz › Live in New Zealand › History & government
    www.canva.com › create › storyboards

    Free Online Storyboard Maker: Design a Custom Storyboard ...

  • 12 February - 18 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts have been contested and mean different things to different groups.
    • We are EXPLORING the values behind diverse perspectives within and between groups, and explain the implications of missing perspectives.

    I practice being aware of my body, mind, and feelings in the present moment and make decisions that are good for my own well-being and others:

    • Emerging:
      • I understand how decisions impact my physical well-being
      • I understand people have different emotional/spiritual/social/environmental needs
      • I understand my own emotional/spiritual/social/environmental needs
    • Growing:
      • I make decisions and take actions that have a positive impact on my physical well-being
      • I actively support the wellbeing of other people
      • I am emotionally self-regulated using a toolbox of strategies and skills


    Why a Treaty

    In this part of the unit, we will:

    • Identify the differences between Maori and European cultural beliefs before 1840.

    • Identify and describe the Declaration of Independence

    • Identify and describe three key reasons why a treaty was needed.


    Maori society pre-1840

    New Zealand in 1800 was a Maori world. Maori society was based on hapu and iwi and was organised and maintained by a number of core beliefs. These pre-determined how Maori would interact with Europeans and also determined Maori expectations from contact. Any talk of ‘New Zealander’ in the first half of the century was in reference to Maori only. The population in 1800 was estimated at anywhere between 100-120,000. The European population generally numbered in the hundreds.


    • Most of the land, although covered in bush, was abundant in essential food supplies - Maori hunted birds and wildlife and also gathered the staple vegetable aruhe (fern root). The forest also provided trees for waka, build whare, marae, etc. as well as for gathering plants for medicines.

    • Land was cleared for villages to build pa or kainga, plant crops like kumara and taro and build pits to preserve food over winter.

    • Land was owned communally by iwi (tribes): the cultural belief was that people belonged to the land - tangata whenua.

    • Rangatira (chiefs) held hereditary power, but retaining power was dependent upon mana (respect)

    • Turangawaewae - 'your standing place and connection to the land'; gives the sense of belonging and cultural identity - is an important concept to understand this Maori perspective.


    English society, 1800 - 1840


    • Farms were owned by gentry and worked by peasants There was little opportunity to own your own land if you were not born into the upper class.

    • Cities were often overcrowded, and many factories were like sweatshops.

    • Even if you became wealthy as a merchant trader it was still very difficult for you to own land or move up in society. This made migrating to the colonies (countries controlled by Britain) very attractive.

    • Owning land gave social status in English society- this concept was equally important in the growing colonies.

    Moving to the colonies with the opportunity to own your own land and escape the class system was very appealing.

    Maori cultural and religious beliefs

    The most valued resource to Maori is whenua (the land). The significance of whenua relates back to Papatuanuku who is the source of all creation - from whom human beings were created and nurtured and to whom human beings return. Tangata whenua believe that people belong to the land and should have the freedom to enjoy the fruits of the land and the abundance of the sea. Maori believed in multiple gods, similiar to the ancient Greeks and ancient Romans


    English cultural and religious beliefs

    Religion was organised and the official established church was the Protestant Church of England, although other religions was allowed. They believed in one God.


    Activity ONE: Maori cultural and Religious beliefs.

    Complete activity on GC.


    Maori responded to contact with Europe largely on their own terms. They were willing and able participants in the trade that quickly developed with the various sealers, whalers, traders and missionaries who arrived during the opening decades of the 19th century. Hapu and iwi often competed with each other in their access to trade items such as muskets and potatoes. Maori were also receptive to many of the new ideas that came with contact. Literacy introduced by the Christian missionaries became an increasingly important feature of Maori culture in the 1830s.


    Activity TWO: Why a treaty was needed

    Complete activity on GC.

    Muskets


    Whalers

    Missionaries


  • 19 February - 25 February

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
    • We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile

    In this part of the unit, you will:

    • Identify and define what a treaty is

    • Identify and describe examples of different treaties in other countries

    • Identify who was at the signing of the treaty and describe the perspectives of people there

    • Identify and describe the treaty of Waitangi

    • Identify and describe the differences in the versions of the treaty.


    What is a treaty?

    Some definitions of a treaty follow:

    • United Nations: 'A treaty is an international agreement concluded between states in written form and governed by international law.'

    • Treaty Educators: ' A treaty is a legally binding international instrument agreed and signed by two or more sovereign nations. The Treaty of Waitangi is thus an agreement which forms a contract or covenant between the Crown and Maori hapu through their rangatira (chiefs)'.

    Union Jack
    Scottish Flag
    Flag of England

    United Kingdom flag



    Scottish flag



    English flag

    Treaties between countries have been happening for thousands of years. The Treaty of Waitangi is 176 years old, but other treaties in the world that are over 300 years old are still in force today.

    Following are accounts of countries and people still affected by treaties.


    Scotland and England treaty

    People living in Scotland are united with England forming the United Kingdom - this dates back to a treaty signed in 1707 and a subsequent Act of Union that enshirned it into law. Since then, Scottish independence was ceded to the English - but many Scots want to be free of the United Kingdom and be an independent country. The Scottish Nationalist Party believes that the union between England and Scotland is no longer needed and that the Scottish people should be able to make decisions based on what is important for Scotland and its people. Other believe the union between the two countries is important to keep them both finacial and economically strong. Scottish people were invited to vote in a referendum on independence from the United Kingdom on 18th September, 2014. The referendum question was: "Should Scotland be an independent country?" (The answer: 55% said "No", 45% said "Yes" - Scotland remains part of the United Kingdom.

    Another way the Scots are trying to gain more independence is that some rural communities are getting financed by the Scottish Government to buy land back from absentee landlords (often English) and establish communal projects (such as organic farming, reviving salmon or trout rivers' native woodlands) that will make the rural communities profitable and sustainable.


    Native American Indian tribes and the US Government treaties

    There are many treaties signed between Native American Indian tribes and the US Government dating back to the 1800's. The treaties were designed to get tribes to agree to giving up huge areas of land for the while settlers - in return, they would be moved onto 'reserves', protected from attach and provided with health care and education. ON the 'reserves' they moved onto, they would be given the right to self-government and jurisdiction over their 'reserve' land. These promises were made in honour, and were, and still are, legally binding upon the US Government by the 6th Article of the US Constitution. Some treaty promises Native American Indian tribes claimed to have broken were taken to the Supreme Court, which ruled in their favour and compensation has had to be paid - for example the Cheyenne vs Oklahoma State. An issue has been that Indian reserves do not come under state law or local police control. Tribes possess all power of self-government, governing themselves through tribal laws, cultural traditions and religious customs through a council of chiefs.


    Activity 1: Research Activity (Extension work)

    Choose a Treaty to research from either:

    • Scotland and England - Treaty of Union 1707 between England and Scotland

    • One of the Treaties between the United States and Native American Indians

    Research and find out more about one of the treaties. Use the document Research Planning page to help you.




    The Treaty of Waitangi.

    In the lead up to the signing of the treaty, it is important to understand WHO was present and WHY they were there. Not everyone wanted the treaty for the same reasons.

    In this part of the unit, you will be watching the video re-enactments 'Waitangi - what really happened' from TVNZ and writing down information about key people who were at the signing and what their reasons were for being at Waitangi. Your teacher will share the powerpoint below. Make a copy and insert speech bubbles for each person on the powerpoint. For each person, write down their perspective on the Treaty of Waitangi.



    Activity 2: The Treaty itself

    Discussion on the articles

    On the 6th February, 1840 the Treaty of Waitangi was signed by the British Crown and more than 500 Maori chiefs. It resulted in the declaration of British sovereignty over New Zealand by Lieutenant Governor William Hobson in May 1840. Most chiefs signed the Maori-language version of the treaty. The English and Maori versions held different meanings, and Maori and Europeans therefore had different expectations of the treaty's terms. Ever since, resolution of these differences has presented New Zealand with challenges.

    Show the video from youtube   which is a clever take on what happened. Share this document for students to reflect on the video's.




    Activity 3: The Treaty itself


    Who was at the signing of the Treaty


    Activity 4: Passport Activity

    For this lesson, students will look more closely at individuals who at the signing and what their perspectives were on the treaty.

    Students click on this link and are given one person each to create a passport profile for. The profile is a on a google drawing that needs to be completed by reading the profile of the person given. Students can decorate it with relevant images.


    Now that you have identified and discussed the main aspects of the treaty, it's time for a quick review. Open the document below and make a copy.

    For the next activity, you will need to research some important places in New Zealand at time (and after) of the signing of the treaty. Open the document below and make a copy.


    Activity 4: Mapping skills


    Discussion on the articles

    On the 6th February, 1840 the Treaty of Waitangi was signed by the British Crown and more than 500 Maori chiefs. It resulted in the declaration of British sovereignty over New Zealand by Lieutenant Governor William Hobson in May 1840. Most chiefs signed the Maori-language version of the treaty. The English and Maori versions held different meanings, and Maori and Europeans therefore had different expectations of the treaty's terms. Ever since, resolution of these differences has presented New Zealand with challenges.

    If time, you can show the whole video from youtube 'What really happened at the Treaty' which is a clever take on what happened. Share this document for students to reflect on the video's.



    Below is a summary of each of the three articles of the treaty (click here for the full version and  ). Also check out this activity 'Looking closely at the treaty'.

    Article One

    Māori: chiefs gave the queen ‘te Kawanatanga katoa’ – the governance or government over the land.

    English: chiefs gave the queen ‘all the rights and powers of sovereignty’ over the land.

    Article Two

    Māori: confirmed and guaranteed the chiefs ‘te tino rangatiratanga’ – the exercise of chieftainship – over their lands, villages and ‘taonga katoa’ – all treasured things. Māori agreed to give the Crown a right to deal with them over land transactions.

    English: confirmed and guaranteed to the chiefs ‘exclusive and undisturbed possession of their lands and estates, forests, fisheries, and other properties’. The Crown sought an exclusive right to deal with Māori over land transactions.

    Article Three

    Māori: The Crown gave an assurance that Māori would have the queen’s protection and all rights – ‘tikanga’ – accorded British subjects. This was close to an accurate translation of the English text.

    Article the second

    Her Majesty the Queen of England confirms and guarantees to the Chiefs and Tribes of New Zealand and to the respective families and individuals thereof the full exclusive and undisturbed possession of their Lands and Estates Forests Fisheries and other properties which they may collectively or individually possess so long as it is their wish and desire to retain the same in their possession; but the Chiefs of the United Tribes and the individual Chiefs, yield to Her Majesty the exclusive right of Preemption over such lands as the proprietors thereof may be disposed to alienate at such prices as may be agreed upon between the respective Proprietors and persons appointed by Her Majesty to treat with them in that behalf.

    Article the third

    In consideration thereof Her Majesty the Queen of England extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.

    [signed] W. Hobson Lieutenant Governor

    The English version

    This English text was signed at Waikato Heads in March or April 1840 and at Manukau Harbour on 26 April. A total of thirty-nine chiefs signed.

    Article the first

    The Chiefs of the Confederation of the United Tribes of New Zealand and the separate and independent Chiefs who have not become members of the Confederation cede to Her Majesty the Queen of England absolutely and without reservation all the rights and powers of Sovereignty which the said Confederation of Individual Chiefs respectively exercise or possess, or may be supposed to exercise or to possess over their respective Territories as the sole sovereigns thereof.

    The Maori version

    This translation of the Māori Treaty text, when compared with the English version, shows several crucial differences of meaning, especially in the first and second articles.

    The First

    The chiefs of the Confederation and all the chiefs who have not joined that Confederation give absolutely to the Queen of England for ever the complete government over their land.

    The Second

    The Queen of England agrees to protect the Chiefs, the subtribes and all the people of New Zealand in the unqualified exercise of their chieftainship over their lands, villages and all their treasures. But on the other hand the Chiefs of the Confederation and all the chiefs will sell land to the Queen at a price agreed to by the person owning it and by the person buying it (the latter being) appointed by the Queen as her purchase agent.

    The Third

    For this agreed arrangement therefore concerning the Government of the Queen, the queen of England will protect all the ordinary people of New Zealand and will give them the same rights and duties of citizenship as the people of England.

    Activity 4: Problems with the Treaty.

    Open the document below, make a copy and use the two Treaty versions above to help you identify the key differences between the English and Maori translations.


    Here is a good video on the dramatisation of the signing

    Activity 6: Quick review.


    In the next section, you will be discussing the responses to the treaty and what happened after the signing!




  • 26 February - 3 March

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING past events, experiences and actions and the changing ways in which they have been interpreted over time.
    • We are UNDERSTANDING how the Treaty of Waitangi is responded to differently by people in different times and places.
    • We are UNDERSTANDING how the ideas and actions of people in the past have had a significant impact on people's lives.

    Review of ‘Waitangi - What really happened’ Video.


    You have watched a re-enactment of what really happened at Waitangi.


    Answer the questions below.


    1.  Complete the P.M.I chart below.  Think about a plus or positive thing you learnt from the video, a minus or negative thing you learnt and something interesting or you did not know before for each of the aspects below.


    Aspects

    Plus

    Minus

    Interesting

    People




    Events




    Place and Environment 




    Extra of your choice…







    2.  Below each of the groups below, choose one or two people for each and describe why they are important or memorable to you, from the film.  Write their names, a sentence to say why you choose them and maybe a quote or an action they did to make them important or memorable.


    MISSIONARIES



    BRITISH



    MAORI


    https://www.youtube.com/watch?v=RZR5cDIMs7Y&authuser=0

    https://www.youtube.com/watch?v=Lk3eRpzuGIo&authuser=0

    https://www.youtube.com/watch?v=nu4Q3JLqOWA&authuser=0

    Drafting and Signing


    Please and complete the questions below:

     

    1. Who instructed Captain William Hobson to sail to New Zealand and obtain sovereignty of a part or all of the country?


    1. What were the principles that all dealings with Maori were to be based on?


    1. What were Maori not allowed to enter into?


    1. Name the New Zealand Company ship full of settlers which was already on its way to New Zealand.


    1. Where was Hobson instructed to gain land?


    1. How much was the combined claims of the land agents?


    1. When did Captain Hobson arrive in the Bay of islands?


    1.  What did the ‘Proclamation’ ban?


    1. Who prepared the draft Treaty?


    1.  Which 2 people translated the Treaty into Maori?


    1.  Who was the first Maori chief to sign the Treaty?


    1. By September 1840 how many chiefs had signed copies of the Treaty?


    1. Why did many chiefs support the Treaty?


    1.  Was the Treaty prepared in a hurry? Give a reason for your answer.






  • 4 March - 10 March

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING past events, experiences and actions and the changing ways in which they have been interpreted over time.
    • We are UNDERSTANDING how the Treaty of Waitangi is responded to differently by people in different times and places.
    • We are UNDERSTANDING how the ideas and actions of people in the past have had a significant impact on people's lives.

    The map is on Google Classroom, complete there.


    1. Give three facts about where the treaty was signed. For example: Most signings took place on the coast



    2. The treaty signing is an example of the ways in which past events influenced relationships between groups involved in those events. 

    1. Why is it called a ‘past event’?

    2. Which two groups signed the treaty?

    3. Which group was the indigenous or native group of NZ?

    4. Which group was from another country?

    5. Was the treaty a written or an oral (word of mouth) treaty?

    6. Was the treaty written in English, or in Maori, or in both languages?

    7. Did the treaty mean the same to both groups? Give a reason for your answer. 



    3. Look at the reasons chiefs signed the treaty. Include Nopera Pana-kareao. Choose a reason and prepare a short talk about why you, as a very important chief, signed. 



    Analysing the Treaty.

    1. Define the key words underlined in the text below. 


    2. After reading the two versions of the Treaty, discuss the key differences in each article. 


    Official English text of the Treaty of Waitangi

    The Maori version: Te Tiriti o Waitangi


    First article: Maori to give up complete sovereignty  to Britain. 

    Maori to give up governorship (kawanatanga)


    Second article: 

    -Maori are guaranteed ‘lands, estates, forests, fisheries and other properties’.

    - British have pre-emptive right to buy Maori land that is offered for sale. 






    -Maori have full chieftainship (rangatiratanga) of their lands, villages and possessions. 


    - If Maori wanted to sell their land they had to first offer it to the British at an agreed price. If British did not agree, land could then be sold to someone else. 


    Third article: 

    - Maori have the same rights as British subjects. 






    - The British will protect them. They have the same rights as British subjects. 


    Overall impression: 

    ’It appears that Maori were left with the impression that there would be a sharing of power between Maori and European, an arrangement that would leave a substantial degree of authority in Maori hands’. -Historian, Dr Claudia Orange. 


    3. Look at the reasons chiefs signed the treaty. Include Nopera Pana-kareao. Choose a reason and prepare a short talk about why you, as a very important chief, signed. 




  • 11 March - 17 March

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
    • We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile



    Land Settlements

    In this part of the unit, you will:

    Identify and describe the Wairau Incident as a conflict resulting from the Treaty of Waitangi

    The Wairau Incident of 1843

    In 1843, the first major disagreement between Maori and Europeans over land (following the signing of the Treaty of Waitangi) took place at Tua Marina just north of present-day Blenheim in the South Island.  The result was fighting and death.  

    On 17 June 1843, 22 Europeans and four Māori were killed when an armed party of New Zealand Company settlers clashed with Ngāti Toa over the purchase of land in the Wairau Valley. This affray at Tuamarina, 10 km north of today’s town of Blenheim, was the first significant armed conflict between Māori and British settlers after the signing of the Treaty of Waitangi.

    Nine of the Europeans had been executed after surrendering, and outraged settlers demanded action against Ngāti Toa. They were disappointed when the new governor, Robert FitzRoy, judged that the Māori had been provoked by the Europeans. FitzRoy’s subsequent inaction was widely condemned by Pākehā, but the alternative – open warfare with Ngāti Toa – would have been disastrous for settlers struggling to establish themselves in a new land.

    A newspaper article of the time shows how it was reported.







    Understanding Differing Perspectives

    There were many different perspectives of the incident.  

    In the activity in Google Classroom, you are to look at 2 different perspectives, and write a letter to the editor from each perspective.


    Build Up to the Northern Wars

    Watch the 6-minute excerpt from the first episode of James Belich's award-winning history of Maori vs Pakeha armed conflict.

    Click this link New Zealand onscreen.

    Take good notes while watching.

    Complete Activity 2 in Google Classroom 


    Battle at Kororāreka

    At Kororāreka (Russell), fighting continued after Hone Heke had cut down the flag for a third time; a stock of ammunition exploded, setting fire to surrounding buildings.  Townspeople evacuated to the Hazard.  

    Over $50,000 worth of property was lost.  In Auckland, panic set in.  Some settlers sold their land for whatever price they could obtain, and left the colony as quickly as possible.  

    Settlers and officials demanded an explanation as to how professional soldiers and sailors had allowed Kororareka to fall.  This was the start of the Northern Wars.

    Lieutenant Henry Colin Balneavis led the ill-fated assault on Ōhaeawai Pā (near Kaikohe in Northland) in 1845.  Over 70 soldiers were killed or wounded in the five minutes before the retreat sounded.  Balneavis also fought at Ruapekapeka (near Russell in the Bay of Islands).  Balneavis was really impressed by the sophistication of the design of pa and made a model based on both the Ohaeawai and Ruapekapeka sites.


    Kīngitanga - the Māori King Movement

    The increasing numbers of European migrants needing land grew impatient - they considered officials such as Governor FitzRoy were 'soft on Māori' and did not protect settler interests.  The New Zealand company, arguing that Māori land right contained in Article 2 of the Treaty of Waitangi should be restricted to 'a few patches of potato-ground, and rude dwelling places', dismissed the Treaty as 'a praiseworthy device for amousing and pacifying savages for the moments'.  Some tribes, led by Waikato-Tainui, wanted a Maori King to hold their lands and people together.  


    Pōtatau Te Wherowhero in 1858 became the first Maori King.  Te Wherowhero and his son and successor Tāwhiao made it clear they were not opposed to Pākehā settlement or to the Crown's sovereignty over Crown land.  They wanted to administer the affairs of their own people under the protection of Queen Victoria, in much the same way Parliament administered the affairs of settlers.  Governors Grey and Browne saw the King movement as treasonable, a land league that challenged the authority of the Crown and future British settlement. 

    (Answer the questions on your document Activity 2: Lead up to the war under "Kīngitanga Movement - Perspectives" ).


    Ehara taku toa, he takitahi, he toa takitini.

    My success should not be bestowed onto me alone, as it was not individual success but the success of a collective.

    NZ Wars - Taranaki and Waikato

    Taranaki

    By the 1850's the European population in New Zealand exceeded the Maori population. As more settlers arrived there was increasing pressure on the New Zealand government to provide land, and much of it was still under Maori control. By 1860, nearly all of the South Island was in Pakeha ownership, but in the North Island Maori began to organise themselves so they could better stand together and resist pressures to sell their land.

    Land disputes caused tension in New Plymouth. European settlers wanted Governor Gore Browne to open up access to Maori land. Maori generally resisted sales, but some hapu were bitterly divided on the issue - some wanting to sell, others wanting to resist any more land sales.

    Land Disputes

    In 1859, Governor Brown visited New Plymouth and encouraged Maori to sell. A young Waitara chief, Te Teira, offered 600 acres (240 hectares) at the mouth of the Waitara River. TE Teira did not have the consent of a more senior chief, Wiremu Kingi, or of the majority of the iwi living on the land. Governor Browne accepted Te Teira's offer to sell the land and ignored protest from chief Kini and his supporters that the sale was not authorised. Conflict broke out on the disputed land and started the Taranaki Wars. War spread throughout Taranaki and to the Waikato.

    Waikato

    Some of the Māori King's supporters had participated in the Taranaki Wars and the government was keen to punish them and firmly establish sovereignty over Maori.  On 9 July 1863, Governor Grey (who had replaced Governor Browne) issued a proclamation directing Waikato Māori living in the government-controlled area south of Auckland to swear allegiance to the Queen.  Two days later, Grey issued a second proclamation, warning those 'in arms' that they forfeited their right to lands.  On 12 July 1863, the British army, commanded by Lieutenant General Cameron, crossed the Mangatawhiri Stream (which marked the boundary of the Kīngitanga lands) - this was seen by Maori as an invasion, and this sparked the Waikato Wars.

    The purpose of Cameron's march was to destroy villages and traditional pa in Taranaki to forestall possible future resistance.

    Complete the 'Taranaki and Waikato Wars' worksheet In Google Classroom

    Recent Claims

    When Waikato-Tainui Raupatu Claims were settled the Minister in charge [of Treaty of Waitangi Negotiations] said to Parliament in 1995 - 

    ‘The invasion of the Waikato was wrongful and totally unjustified. The confiscations were unjust and Waikato-Tainui - far from being in rebellion - were, in fact, defending hearth and home. The Waikato War and confiscations caused widespread devastation, the people were dispersed and there was widespread suffering, distress and deprivation … The land of their ancestors had been taken from them with the stroke of a pen.’

    King Tāwhiao

    The Māori King stressed Kīngitanga was not separatist and did not reject the Queen’s authority. It was rather an attempt to unify Māori so they might effectively claim the Queen’s protection - the Māori King and the British Queen could peacefully coexist, with God over both. Māori felt they had a special relationship with their Treaty Partner, Queen Victoria.


    Changes in Māori land in tribal possession

    1840-1975

    Land ownership changed dramatically after the signing of the Treaty of Waitangi, moving from land possessed communally buy iwi to land being predominantly owned by individuals - most of whom were European.

    Complete Activity 4: Resource Interpretation, maps in Google Classroom


  • 18 March - 24 March

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing ways the Crown asserted its power
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by discussing the impacts of colonial rule on Māori
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by describing action Māori have taken to affirm tino rangatiratanga
    • We are FOCUSING Ngā Pakanga o Aotearoa | The New Zealand Wars by explaining Waitangi Tribunal processes and settlements
    • We are FOCUSING on Ngā Pakanga o Aotearoa | The New Zealand Wars by identifying opportunities for Māori and non-Māori to engage and reconcile

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    Kīngitanga - the Māori King Movement


    The increasing numbers of European migrants needing land grew impatient - they considered officials such as Governor FitzRoy were 'soft on Māori' and did not protect settler interests.  The New Zealand company, arguing that Māori land right contained in Article 2 of the Treaty of Waitangi should be restricted to 'a few patches of potato-ground, and rude dwelling places', dismissed the Treaty as 'a praiseworthy device for amousing and pacifying savages for the moments'.  Some tribes, led by Waikato-Tainui, wanted a Maori King to hold their lands and people together.  

    Pōtatau Te Wherowhero in 1858 became the first Maori King.  Te Wherowhero and his son and successor Tāwhiao made it clear they were not opposed to Pākehā settlement or to the Crown's sovereignty over Crown land.  They wanted to administer the affairs of their own people under the protection of Queen Victoria, in much the same way Parliament administered the affairs of settlers.  Governors Grey and Browne saw the King movement as treasonable, a land league that challenged the authority of the Crown and future British settlement. 


    (Answer the questions on your document Activity 2: Lead up to the war under "Kīngitanga Movement - Perspectives" ).

    NZ Wars - Taranaki and Waikato

    Taranaki


    By the 1850's the European population in New Zealand exceeded the Maori population. As more settlers arrived there was increasing pressure on the New Zealand government to provide land, and much of it was still under Maori control. By 1860, nearly all of the South Island was in Pakeha ownership, but in the North Island Maori began to organise themselves so they could better stand together and resist pressures to sell their land.

    Land disputes caused tension in New Plymouth. European settlers wanted Governor Gore Browne to open up access to Maori land. Maori generally resisted sales, but some hapu were bitterly divided on the issue - some wanting to sell, others wanting to resist any more land sales.

    Land Disputes

    In 1859, Governor Brown visited New Plymouth and encouraged Maori to sell. A young Waitara chief, Te Teira, offered 600 acres (240 hectares) at the mouth of the Waitara River. TE Teira did not have the consent of a more senior chief, Wiremu Kingi, or of the majority of the iwi living on the land. Governor Browne accepted Te Teira's offer to sell the land and ignored protest from chief Kini and his supporters that the sale was not authorised. Conflict broke out on the disputed land and started the Taranaki Wars. War spread throughout Taranaki and to the Waikato.

    Waikato

    Some of the Māori King's supporters had participated in the Taranaki Wars and the government was keen to punish them and firmly establish sovereignty over Maori.  On 9 July 1863, Governor Grey (who had replaced Governor Browne) issued a proclamation directing Waikato Māori living in the government-controlled area south of Auckland to swear allegiance to the Queen.  Two days later, Grey issued a second proclamation, warning those 'in arms' that they forfeited their right to lands.  On 12 July 1863, the British army, commanded by Lieutenant General Cameron, crossed the Mangatawhiri Stream (which marked the boundary of the Kīngitanga lands) - this was seen by Maori as an invasion, and this sparked the Waikato Wars.

    The purpose of Cameron's march was to destroy villages and traditional pa in Taranaki to forestall possible future resistance.


    Taranaki and Waikato Wars worksheet In Google Classroom.


    Recent Claims


    When Waikato-Tainui Raupatu Claims were settled the Minister in charge [of Treaty of Waitangi Negotiations] said to Parliament in 1995 - 

    ‘The invasion of the Waikato was wrongful and totally unjustified. The confiscations were unjust and Waikato-Tainui - far from being in rebellion - were, in fact, defending hearth and home. The Waikato War and confiscations caused widespread devastation, the people were dispersed and there was widespread suffering, distress and deprivation … The land of their ancestors had been taken from them with the stroke of a pen.’


    King Tāwhiao


    The Māori King stressed Kīngitanga was not separatist and did not reject the Queen’s authority. It was rather an attempt to unify Māori so they might effectively claim the Queen’s protection - the Māori King and the British Queen could peacefully coexist, with God over both. Māori felt they had a special relationship with their Treaty Partner, Queen Victoria.

    Changes in Māori land in tribal possession

    1840-1975

    Land ownership changed dramatically after the signing of the Treaty of Waitangi, moving from land possessed communally buy iwi to land being predominantly owned by individuals - most of whom were European.


    Complete Activity 4: Resource Interpretation, maps in Google Classroom.


    Complete EP Tasks in Google Classroom.

    Nau piri mai!

    Welcome to this lesson on the Short Term Impact of Te Tiriti o Waitangi.

     

    Ta Moko Constellation

    In this akoranga / lesson we will be learning about:

    • what happened after the signing of Te Tiriti o Waitangi in Aotearoa up to 1900.








  • 25 March - 31 March

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts have been contested and mean different things to different groups.
    • We are EXPLORING the values behind diverse perspectives within and between groups, and explain the implications of missing perspectives.
    • We are EXPLORING...

    Pono: Hauora

    Zara and Alex with ball and apple

    Awhinatanga: Culturally Connected

    Brooklyn and Gurpreet with cultural symbols

    Enter text here...

    1. Complete any unfinished work from the Land Settlements Powerpoint and section of worksheets
    2. Complete worksheet attached on Maori and European Colonialism
    3. Complete allocated EP tasks on the Land Wars.

    Revision for assessment beginning Wednesday


    The Māori, New Zealand, and European Colonialism




    Coat of arms of New Zealand.svg.  https://upload.wikimedia.org/wikipedia/commons/thumb/d/d0/Reconstruction_of_the_Signing_of_the_Treaty_of_Waitangi%2C_Marcus_King_%2816044258961%29.jpg/1024px-Reconstruction_of_the_Signing_of_the_Treaty_of_Waitangi%2C_Marcus_King_%2816044258961%29.jpg


    Learning Stations

    STATION 1

    Māori Settlement of New Zealand and the Pacific. Geoff Chambers 2008.

    Background Information: The history of the Māori began with the arrival of Polynesian settlers in New Zealand, in a series of ocean migrations in canoes starting from the late 13th or early 14th centuries. Over several centuries of isolation, the Polynesian settlers formed a distinct culture that became known as the Māori.

    https://upload.wikimedia.org/wikipedia/commons/thumb/4/4b/Polynesian_Migration.svg/800px-Polynesian_Migration.svg.png




    1. What is being depicted above? How can you be sure? 


    1. According to this image where did the Māori People originate from? 


    1. How did the Māori travel from island to island? 


    1. Hypothesize on some of the push pull factors that motivated them to settle in the Pacific.



    STATION 2

    The first European Impression of Māori, at Murderers' Bay in Abel Tasman's travel journal (1642)

    Background Information: The first Europeans known to reach New Zealand were the crew of Dutch explorer Abel Tasman who arrived in his ships Heemskerck and Zeehaen. Tasman anchored at the northern end of the South Island in Golden Bay (he named it Murderers' Bay) in December 1642 and sailed northward to Tonga following an attack by local Māori.



    File:Gilsemans 1642.jpg


    1. Who are the individuals in the image above?


    1. What do the individuals all have in common? 


    1. According to this image were there more Māori or Dutch individuals in this first encounter? How might this have influenced the encounter? 



    STATION 3

    New Zealand Land Company Instructions to Colonel Wakefield, May 1839.

    Background Information: The Company provided Wakefield with a lengthy list of instructions to be carried out on his arrival. He was told to seek land for settlements where there were safe harbors that would foster export trade, rivers allowing passage to fertile inland property, and waterfalls that could power industry.


    "You will readily explain that after English emigration and settlement a tenth of the land will be far more valuable than the whole was before ... the intention of the Company is not to make reserves for the Native owners in large blocks, as has been the common practice as to Indian reserves in North America, whereby settlement is impeded, and the savages are encouraged to continue savage, living apart from the civilized community ... instead of a barren possession with which they have parted, they will have a property in land intermixed with the property of civilized and industrious settlers and made really valuable by that circumstance."


    1. What was the goal/purpose of the New Zealand Land Company? 

    1. Elaborate on why “English emigration and settlement” would make the land more valuable than before.  


    1. According to this text would the Māori still be in possession of their land?

    1. Why do the British send instructions against creating Indian reserves? What was their reasoning?



    STATION 4

    Treaty of Waitangi. February 6, 1840

    Background Information: The treaty was written at a time when the New Zealand Company, acting on behalf of large numbers of settlers and would-be settlers, were establishing a colony in New Zealand, and when some Māori leaders had petitioned the British for protection against French incursions. 

    Article the first:

    The Chiefs of the Confederation of the United Tribes of New Zealand and the separate and independent Chiefs who have not become members of the Confederation cede to Her Majesty the Queen of England … of Sovereignty which the said Confederation or Individual Chiefs respectively exercise or possess.

    Article the second:

    Her Majesty the Queen of England [sic] confirms and guarantees to the Chiefs and Tribes of New ….full exclusive and undisturbed possession of their Lands and Estates Forests Fisheries and other properties which they may collectively or individually possess so long as it is their wish and desire to retain the same in their possession; but the Chiefs of the United Tribes and the individual Chiefs yield to Her Majesty the exclusive right of Preemption over such lands as the proprietors thereof may be disposed to alienate at such prices as may be agreed upon between the respective Proprietors and persons appointed by Her Majesty to treat with them in that behalf.

    Article the third:

    In consideration thereof Her Majesty the Queen of England [sic] extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.


    1. How does the Treaty of Waitangi effect land ownership in New Zealand? 


    1. What happens to the land of the “Chiefs of the United Tribes and individual Chiefs?”


    1. Are any of these articles favorable to the Māori? If so which one and why?


    1. Elaborate on the overall treaty, who did it benefit the most and why?



    STATION 5

    The Death of Von Tempsky at Te Ngutu o Te Manu. William Potts 1893.

    Background Information: The New Zealand Wars were a series of armed conflicts that took place in New Zealand from 1845 to 1872 between the Colonial government and allied Māori on one side and Māori and Māori-allied settlers on the other. Though the wars were initially localized conflicts triggered by tensions over disputed land purchases, they escalated dramatically from 1860 as the government became convinced it was facing united Māori resistance to further land sales and a refusal to acknowledge Crown sovereignty.


    File:Von Tempsky's death Kennett Watkins.jpg



    1. According to the background information what issues were at the heart of the conflict known as the New Zealand Wars? 


    1. Who do the individuals in the image above represent? 

    1. Hypothesise on why the Māori would benefit from knowledge of the land.


    1. What circumstances led to the New Zealand Wars? 



    STATION 6

    New Zealand Settlements Act 1863.

    Background Information: This law, passed in December 1863, allowed for the confiscation of land – without compensation – from any North Island tribe said to be ‘in rebellion against Her Majesty’s authority’.




    1. What is being said in the document above?


    1. What events led to the New Zealand Settlements Act of 1863?

    1. Who does the New Zealand Settlements Act benefit? Elaborate.


    1. Hypothesize on if passing this Act would decrease/increase hostilities with the Māori? Explain your response.


    STATION 7

    Treaty of Waitangi Act 1975

    Background Information: The Treaty of Waitangi Act 1975 established the Waitangi Tribunal. The Tribunal was empowered to investigate possible breaches of the Treaty of Waitangi 1840 by the New Zealand government or any state-controlled body, occurring after 1975. Most of the significant breaches of the Treaty, such as land confiscation in the New Zealand Wars, had occurred in the nineteenth century, and the Tribunal was powerless to investigate these

    Section 6: Jurisdiction of Tribunal to consider claims

    (1) Where any Maori claims that he or she, or any group of Maoris of which he or she is a member, is or is likely to be prejudicially affected—

    (a) by any ordinance of the General Legislative Council of New Zealand, or any ordinance of the Provincial Legislative Council of New Munster, or any provincial ordinance, or any Act (whether or not still in force), passed at any time on or after 6 February 1840; or

    (b) by any regulations, order, proclamation, notice, or other statutory instrument made, issued, or given at any time on or after 6 February 1840 under any ordinance or Act referred to in paragraph (a); or

    (c) by any policy or practice (whether or not still in force) adopted by or on behalf of the Crown, or by any policy or practice proposed to be adopted by or on behalf of the Crown; or

    (d) by any act done or omitted at any time on or after 6 February 1840, or proposed to be done or omitted, by or on behalf of the Crown, — and that the ordinance or Act, or the regulations, order, proclamation, notice, or other statutory instrument, or the policy or practice, or the act or omission, was or is inconsistent with the principles of the Treaty, he or she may submit that claim to the Tribunal under this section.

    1. What is the main purpose of the Treaty of Waitangi Act 1975? 


    1. Does this Act address the complicated, and often hostile, land acquisition that has occurred in New Zealand?


    1. What is a limitation of this Act?



  • 1 April - 7 April

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    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our understanding of the Treaty of Waitangi
    • We are REFLECTING on our understanding of the key events and causes of the New Zealand Wars.
    • We are REFLECTING on the impact of the New Zealand Wars on Māori and Pākehā in Aotearoa.
    • We are REFLECTING and critically considering the ongoing legacy of the New Zealand Wars in shaping Aotearoa today.

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    We are working on our Assessment in Google Classroom.

    Please add all research to Google Classroom and confirm submission on MHOL.



  • 8 April - 14 April

  • 15 April - 21 April

    Fiji Sun – Term One School Holidays

  • 22 April - 28 April

    Fiji Sun – Term One School Holidays

  • 29 April - 5 May

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING changing views on conflict by defining Aotearoa’s national identity and identifying how it has changed over time
    • We are FOCUSING changing views on conflict by discussing New Zealand’s involvement in WWI & WWII with a focus on Women in War
    • We are FOCUSING changing views on conflict by comparing Aotearoa’s women's involvement in international conflicts over time and how they are commemorated and celebrated


    The Treaty of Versailles


    http://jurist.law.pitt.edu/thisday/uploaded_images/Treaty_of_Versailles,_English_version-782298.jpg

    LO:  To create our own peace treaty and compare it with the real one


    STARTER:


    Using the picture:  

    Finish off the sentence starter using the key words

    (It does matter if you are wrong)


    Contract – 1919 – peace – Germany – France – Britain – America 


    The Treaty of Versailles was…


    Following WW1

    How do you think the following countries felt?

    1.  Britain (David Lloyd George)
    http://t1.gstatic.com/images?q=tbn:ANd9GcRzPiqi1BI6wDukECYk1EugXu2sEyOAB4zvtgMuo0zj8ectgs6QyGpf6UA
    2.  France (George Clemenceau)
    http://t1.gstatic.com/images?q=tbn:ANd9GcTl1tbZ3dkihwXbhXz32U8b94Ma5_hPi12K-BiEkmbAPPjXwgVK2OAnFA
    3.  USA (Woodrow Wilson)
    http://t3.gstatic.com/images?q=tbn:ANd9GcSWr4TPur55XOOA19Eieww1zvkDWRIIdFG6DmqVpURTPPgrwoo9gNrLNww
    4.  Germany 

    http://t1.gstatic.com/images?q=tbn:ANd9GcTKhfY8yzPULDSorDj7ZEMObQfGi5GTEmKCMRoX1wKcpH4ber5xUVFyFXo

    Aims of the Treaty of Versailles

    GARGLE

    Guilt - find some one to blame

    Armed forces to be dealt with in Germany

    Reparations - who has to pay

    German territories - what to do 

    LEague of Nations to be formed


    CREATE YOUR OWN TREATY:

    • On each desk there is an unfinished copy of the Treaty of Versailles

    • There are also four cards with the 4 countries and what they want

    • You must try to come to a conclusion about how you will deal with the problems facing the Allies after WW1

    • You should not move to the next clause until ALL the countries agree and sign

    The Actual Treaty
    • Germany had to accept guilt for the war
    • Germany were allowed no air force, a tiny army and no submarines.  No German soldiers were allowed near France
    • Germany had to pay 6,600 million pounds in reparation repayments
    • Germany had to hand over ALL colonies to Britain and France
    • Germany was NOT ALLOWED to join the League of Nations and the USA refused to join
    • Germany had no choice but to accept these conditions as if they refused they would have to continue with a war 





  • 6 May - 12 May

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING changing views on conflict by defining Aotearoa’s national identity and identifying how it has changed over time
    • We are FOCUSING changing views on conflict by discussing New Zealand’s involvement in WWI & WWII with a focus on Women in War
    • We are FOCUSING changing views on conflict by comparing Aotearoa’s women's involvement in international conflicts over time and how they are commemorated and celebrated

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    On the Hundredth Anniversary of the Start of World War I, Remembering the Part Animals Played

    Last year, we delved into World War One and Animals in WW1.

    This year, we are moving onto World War Two. Our focus will be on Empowerment of Women during the war and we will beginning this next term.

    For now, we will be reviewing what we already know about World War One and consolidating our knowledge here.

    Learning Objective: What was the attraction of Hitler and the Nazi Party?


    To explore why different groups of people were attracted to Hitler and the Nazi Party.


    Success Criteria: 

    • To examine four different reasons explaining Hitler’s popularity.

    • To explain how these reasons linked together to allow Hitler to become a leading politician in 1930s Germany.

    • To evaluate a variety of sources to come to a sustained and reasoned conclusion why Hitler became so popular by 1933.


    Starter

    What was Germany like in 1919?

    Pupils should read the key information about Germany post-First World War and to communicate their knowledge through symbols and drawing.

    Main Activities

    Who was Hitler in 1919?

    Read through key information as a class and then note down at least six key facts that describe Hitler’s position in 1919.

    Work in pairs or small groups to correctly identify which of the words in the table would be useful to label Hitler in 1919. 

    Possible questioning/task: Ask pupils to note down two descriptors that surprised them and two that didn’t.

    Class discussion: If you knew nothing about Hitler’s rise to power in the 1930s, how likely would you say it was that this unknown and angry man, a previous artist, would become the leader of Germany in 1933?

    Discuss the term ‘evil’ and whether or not Hitler could be labeled as evil in 1919, or, in fact, later on.

    How popular was Hitler in 1923?

    Read through the key information on the Munich Putsch and explain why the Putsch failed. How popular was Hitler in 1919?

    Explain why the Putsch failed in 1923 – opportunity for peer assessment and class discussion.


    How popular was Hitler in 1933?

    Work with the differentiated resource Why was Hitler so popular?

    Look  for times and reasons for differing popularity of the Nazi Party and then plotting these on a living graph. 

    Who liked Hitler?

    In groups or pairs, examine why different sections of Germany were attracted to Hitler. Class discussion: What common themes are coming out as reasons for Nazi support?

    Why were people attracted to Hitler? Using the resource Why were people attracted to Hitler?, pupils should choose three of the people in the photograph and

    imagine what reasons they might have for supporting Hitler based upon what they have learned from the lesson. Pupils should

    pick three people within the photograph and draw a line from them to the three speech bubbles and explain their reasons for

    supporting Hitler.

    This could also serve as a starter/revision task for a following lesson.

    Plenary

    Why was Hitler so popular?

    Think/Pair/Share: As a class/pairs to aid differentiation, pupils explain and link different reasons for the rise in Nazi popularity for 2/3 mins.



    Work through the documents in an order of choice and make notes in your book for future reference.

  • 13 May - 19 May

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING changing views on conflict by defining Aotearoa’s national identity and identifying how it has changed over time
    • We are FOCUSING changing views on conflict by discussing New Zealand’s involvement in WWI & WWII with a focus on Women in War
    • We are FOCUSING changing views on conflict by comparing Aotearoa’s women's involvement in international conflicts over time and how they are commemorated and celebrated

    Enter text here...





    Learning Intentions

    • Overview of World War II
    • The foreign policy of Nazism and how it resulted in the outbreak of  World War II in Europe
    • Military alliances: the Axis powers versus the Allies

    See Google Classroom for information and resources

  • 20 May - 26 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the changing views on conflict by discussing New Zealand’s involvement in WWI & WWII
    • We are EXPLORING changing views on conflict by comparing Aotearoa’s involvement in international conflicts over time and how they are commemorated

    World War II: The Pacific Front

    Japan was in the Axis Powers with Germany and Italy. President Franklin Delano Roosevelt (1882-1945) feared Japanese expansion in Asia. He tried to pursue measures to stop them.  FDR gave aid to China to help them against Japan and cut off oil supplies to Japan.  Angry at these actions, Japan assumed that, eventually, the USA would join the war. In a preemptive strike, Japan attacked American naval ships in Pearl Harbor in Hawaii. Over 2,000 Americans were killed. Admiral Isoroku Yamamoto (1884-1943) led the attack for Japan on December 7th, 1941. 


    The USA controlled the Philippines and Guam due to gaining these territories in the Spanish American War of 1898.  By 1942, Japan had invaded these areas and took them from the USA.  Likewise, Japan attacked the British controlled area of Hong Kong in China.  They also took the Dutch East Indies. The Japanese aggressively were seeking to control all of Asia.   

    The Japanese were vicious toward the regions they conquered and especially toward the soldiers who resisted their occupation.  This cruelty was particularly evident in the Japanese conquest of the Philippines, which was a territory of the USA. Their malice was chiefly made visible in The Bataan Death March of 1942.  Tens of thousands of American and Filipino soldiers were taken as prisoners of war.  The Japanese forced the soldiers to march down the Bataan Peninsula.  During the march, the prisoners of war were physically beaten and abused. Thousands were also murdered during and after the march. 



    After Pearl Harbor, the USA joined the Allies and declared war on Japan and the Axis Powers. Their main military focus was on Hitler’s Nazi takeover of Europe.  However, the USA wanted to prove they could strike back against Japan on its own mainland.  On April 18th, 1942, Colonel James Doolittle (1896-1993) led an American bombing raid on Tokyo, taking out various military targets. This operation boosted the attitude of the USA because it proved to the world that Japan could be attacked in their own capital. It was called Doolittle’s Raid. 


    Japan had conquered various areas in the Pacific and turned next to Australia, in May of 1942. The Imperial Japanese Navy tried to take various areas in the Coral Sea, like New Guinea, as a launching pad for a full invasion of Australia.  American naval fleets arrived to fight the Japanese and defend Australia. 





    In the Battle of the Coral Sea in 1942, Aircraft carriers played a major role in the conflict and its outcome. War Planes caused the vast majority of the damage to both the American and Japanese naval vessels.  Admiral Shigeyoshi Inoue (1889-1975) led the Imperial Japanese Navy in its attempt to secure strong holds for a future Australian invasion.  US Admiral Frank Fletcher (1885-1973) led a group of American and Australian forces to face off against the Japanese. The Battle of the Coral Sea was costly to both Japan and the team of American and Australia. Yet, it halted a full Japanese takeover of Australia. 


    In the Battle of Midway, one month after the Battle of the Coral Sea, in June of 1942, Japan sought to invade and control the island of Midway, the location of an American base. Japanese Admiral Isoroku Yamamoto (1884-1943), helped lead the attack for the Imperial Japanese Navy. Yet, American Admiral Chester Nimitz (1885-1966), resisted the attack and maintained the American strong hold. This was a massive victory for the Allies, because the Imperial Japanese Navy had to retreat. Four Japanese ships that had participated in Pearl Harbor were at Midway and were sunk by the Americans. 





    After the Battle of Midway, the Allies launched various offenses against Japanese strong holds in the Pacific.  General Douglas MacArthur (1880-1964) led America and the Allies in these pursuits.  MacArthur launched invasions to take the islands of Iwo Jima and Okinawa. In the Battle of Iwo Jima from February to March of 1945 and the Battle of Okinawa from April to June of 1945, the two islands were seized from Japan as the Allies then focused their attention to Japan’s mainland.  Japan had overtaken a massive amount of the Pacific region. Yet, now, the Allies were bringing great defeats to the Japanese.  In an attempt of desperation, the Japanese commanded their pilots to crash into Allied vessels. These pilots were called kamikazes.  Even with these drastic measures, the Japanese could not halt the Allies progression against their nation.   


    What Japan did not realize was that a gargantuan secret development was taking place in the USA, code named the Manhattan Project.  Led by J. Robert Oppenheimer (1904-1967), scientists built the first nuclear weapons, atom bombs. Helping them was a Jewish scientist who escaped Nazi occupied Europe, Albert Einstein (1879-1955). This was called the Manhattan Project. President Franklin Roosevelt died on April 12th, 1945 from natural causes, before the bomb was ready to use. Harry Truman (1884-1972) became President. He knew a land invasion of the mainland of Japan could cost millions of Japanese and American lives. Truman gave the command to force Japan to surrender by ordering atom bombs to be dropped on Hiroshima on August 6th, 1945 and Nagasaki on August 9th, 1945. The aircraft called the Enola Gay dropped the first atom bomb on Hiroshima.  The attack was devastating instantly killing tens of thousands of Japanese citizens. It was the most powerful weapon ever used in warfare. 


    After the devastating atomic bomb attack, Japan surrendered. Now, Germany, Italy, and Japan, (the Axis Powers) were all defeated.  General MacArthur met with Japanese leadership on the USS Missouri in Tokyo, on September 2nd, 1945, to sign the Japanese Instrument of Surrender Treaty.  The Prime Minister of Japan, and mastermind of many military campaigns, Hideki Tojo (1884-1948), was eventually executed. Emperor Hirohito (1901-1989) was allowed to stay in power, but had to submit to all of the Allied demands for the future of Japan.

     



    World War II, which saw the Allies battle the Axis Powers, forever changed the world. There were between 70 to 80 million casualties in the war, the highest of any war ever fought in history. Yet, the Allies were able to take down the Fascist regimes of Germany and Italy and halt the Japanese Empire’s stranglehold on the Pacific. The USA emerged as the most powerful superpower on earth, but a Cold War was on the horizon. 


    Read through the passage and answer the questions on Google Classroom.




  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our assessment on Human Rights so that we can demonstrate understanding of a specific human right relevant to New Zealand, analyze the application (or violation) of this human right within a New Zealand context and evaluate the effectiveness of current measures in place to protect or promote this chosen human right.

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    Assessment Week 1
    Demonstrate understanding of perspectives on a contemporary social issue - 5 Credits


    Assessment Title: Human rights: perspectives, viewpoints, and responses


    Working Towards

    Working At

    Working Above

    Working Beyond


    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue


    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support


    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue









    NCEA  Achieved

    NCEA Achievement with Merit

    NCEA Achievement with Excellence



    Demonstrate understanding of perspectives on a contemporary social issue


    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue



    Ākonga will demonstrate understanding of differing perspectives on a chosen contemporary human rights issue and how the perspectives influence people's viewpoints and related responses.


    What to do

    You are going to create a presentation that shows your understanding of differing perspectives on a chosen contemporary human rights issue and how these perspectives influence people's viewpoints and responses to this issue.


    In your presentation, you should focus on two people or groups who have differing perspectives, viewpoints, and responses in relation to your chosen contemporary human rights issue. Examples of people or groups include:

    • non-government organisations (NGOs)

    • international organisations

    • religious or faith-based groups

    • human rights activists

    • health services.

    Use the following structure to draft your response. You must use evidence to develop the explanations throughout your presentation.


    Part One — The issue

    • Outline your chosen contemporary human rights issue

      • What is the issue?

      • Why is it relevant today?


    Part Two — Perspectives, viewpoints, and responses

    • Identify and describe the differing perspectives of each of the people or groups you have selected, in relation to the contemporary human rights issue.

      • You might consider liberal, conservative, social, environmental, indigenous, political, or economic perspectives that are held by your chosen people or groups.

    • Describe how the differing perspectives of these people or groups influence their viewpoints on the contemporary human rights issue.

    • Discuss how these differing perspectives have influenced responses to the contemporary human rights issue.

      • What are the different responses of each of the people or groups in relation to the contemporary human rights issue?

      • Consider why the people or groups have responded this way.


    Part Three — Look at the bigger picture

    • Explain impacts of these responses to the contemporary human rights issue.

      • What are the direct effects on individuals, groups, or places? These could be short or long term, positive or negative.

    • Examine implications of the differing perspectives and related responses to the contemporary human rights issue.

      • What are the wider consequences for society that have arisen from the differing perspectives and responses to this issue? These may be real or potential implications.

    You must use evidence to develop the explanation throughout your presentation.


    How to present your learning

    Your presentation could be presented in a variety of different ways, including but not limited to:

    • a written presentation (750-800 words) - NCEA option

    • a digital presentation (video, slideshow, animation, web page, or diagram) - MHJC Option

    • Check with your kaiako/teacher to ensure the mode of presentation allows you to meet the criteria at all levels of achievement before you proceed.


    Timeframe

    You will have up to three weeks of time in class to complete this Assessment Activity.


    Getting started

    Before starting this Assessment Activity:

    • collect more information related to your human rights issue, perspectives, impacts, and implications to supplement what your kaiako has provided

    • confirm with someone else in your class or your kaiako that you understand the difference between a perspective and viewpoint

    • discuss how different concepts are relevant to the human rights issue

    • talanoa or wānanga with others to discuss:

    • how you know a perspective has influenced a response

    • how the perspectives are similar or different

    • why different people or groups chose to respond the way they did. What was it about that response that made them think it was appropriate? What are the implications of the human rights issue for society?

    Student resources

    Remember to use the resources available on Google Classroom as well!


    Freedom of Speech - Propaganda & control China 


    Freedom to seek asylum - Australia 

    Freedom of Discrimination - Black Lives Matter

    Freedom of movement - Covid 19 lockdowns

    China’s "Social Credit System" Has Caused More Than Just Public Shaming (HBO)

    How China censors the internet

    How China is limiting freedom of the press in Hong Kong

    China internet: 'I know we're being suppressed but it doesn't affect me'

    Thousands protest Australia's refugee detention policy

    Hundreds of letters sent in error to asylum seekers telling them to leave Australia | ABC News

    Australia prepares asylum seeker centre

    For refugees in Australia, resettlement first step in road

    What is Black Lives Matter?

    Race, Racism, Prejudice and Discrimination - What are they?

    What is Discrimination?

    Black Lives Matter around the world: The global impact of George Floyd

    Black Lives Matter explained: The history of a movement

    Canadian anti-vaccine ‘Freedom Convoy’ protests inspire demonstrations in Europe, New Zealand

    Police shut Tai Tokerau Covid-19 checkpoints citing safety issues

    From Canada to Canberra, COVID "freedom convoys" are on the move | The World

    NSW's COVID-19 lockdown roadmap to freedom released by the NSW Premier | 7NEWS


    Human rights in China Amnesty International

    Freedom of Expression in China: A Privilege, Not a Right


    Public attitudes towards asylum seekers and refugees

    Is Australia's response to refugees generous? An analysis of UNHCR Global Trends statistics from 2013 to 2022

    Australia is still a cruel place for those seeking asylum - Nikkei Asia 


    Equality and Freedom from Discrimination NZ

    What is BLM and who is affected

    Why #Blacklivesmatter is the right for life

    How protestors Demand Freedom Ignore Realities of Liberty

    https://en.wikipedia.org/wiki/COVID-19_protests_in_New_Zealand

    Was the Corona Virus lockdowns legal?

    NZ High Court finds lockdown lawful









    KEY ASSESSMENT PROCEDURES


    AUTHENTICITY

    • All students will sign an authenticity declaration

    LATENESS

    • Work is to be handed in on the due date, in the timetabled period for that class, the time stipulated in the upload assignment on MHOL or prior to that date.

    • If a student is absent on the due date, work can be delivered to reception.

    • Late work may not be assessed.

    MISSED ASSESSMENTS

    • Where possible students need to complete a Missed Assessment form prior to the day of absence. Students who are absent from an in class assessment must have completed the Missed Assessment form and provided supporting documentation or have provided a signed absence note, giving a reason for their absence and a supporting medical certificate where appropriate, on their return to school. After form is completed it needs to be taken to reception to be scanned along with supporting documentation and the copy forwarded to the NZQA Principal's Nominee by reception (Ms Lambert). The original should be submitted with with your assessment evidence to your classroom teacher.

    • Approval will be given for sickness, bereavement, serious family reason or on other compassionate grounds. Prior approval should be sought for sporting and cultural representation using the Missed Assessment Opportunity form on MHO. Student's should not be penalised when they are representing the school in a school sanctioned event. Family holidays are not normally considered a reason for missing an assessment or assignment deadline.

    • An opportunity for rescheduling the missed assessments may be available during the assessment period.

    • In exceptional circumstances assessments may be scheduled at alternative times. These circumstances will be considered by the assessment committee. The assessment committee will consist of the Principal, the Deputy Principal and the NZQA Principal’s Nominee.

    EXTENSIONS

    • Extensions of time may be granted on compassionate grounds or for illness as in above. All extensions should be made on the approved from available in the Appendix of this document and also available on MHO.

    • Where possible, application should be made in writing as soon as possible in advance of the hand in date.

    • Staff should carefully consider major school events interruptions such as examinations and camps and not schedule internal assessments near to that time.

    • Where a class has been given written notification of an assessment date extensions to this on a whole class basis are to be approved by the NZQA Principal’s Nominee









    Assessment Schedule – MHJC Global Studies Assessment:



    Task

    Working Towards

    AT

    ABOVE

    BEYOND

    Contemporary Issue

    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue

    Perspectives of groups/people

    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support

    Responses of people/groups

    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue

    Accuracy in Writing

    You have made errors in grammar, spelling and/or punctuation and these are intrusive at times, consequently the reader has to infer meaning

    You have made some errors, but minimal reader inference is needed as meaning is mostly clear

    You have carefully edited your writing to ensure you have few intrusive errors and meaning is consistently clear

    You have carefully edited your writing to ensure you have no intrusive errors and meaning is consistently clear

    Time Management

    You have yet to complete and submit your assessment

    You have submitted your assessment late

    You have submitted your assessment by the due date

    You have submitted your assessment by the due date

    Overall Grade

    Working Towards

    AT

    ABOVE

    BEYOND




    NCEA Assessment Schedule – Achievement Standard 91042 Assessment


    Task

    Evidence towards Achieved

    Evidence towards Merit

    Evidence towards Excellence

    Achievement Criteria

    Demonstrate understanding of perspectives on a contemporary social issue

    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue

    Teacher judgements

    The student is able to:

    • describe a contemporary human rights issue

    • describe differing perspectives and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue

    • describe differing responses in relation to the perspectives on the chosen contemporary human rights issue

    • include relevant evidence in the description.

    The student is able to:

    • discuss how differing perspectives have influenced responses in relation to the chosen contemporary human rights issue

    • explain impacts of the responses to the chosen contemporary human rights issue

    • use evidence to support the explanation.


    The student is able to:

    • examine implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue

    • use evidence to develop the explanation.

    For example

    (description of possible student response to this activity)

    The student has:

    • described a chosen contemporary human rights issue by stating its key features. This may have included a description of the people at the centre of the issue, their location, and contributing factors to the issue.

    • described at least two differing perspectives on the contemporary human rights issue and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue. For example, described how the human rights perspective of a named group influences their viewpoint that rights are held by individuals. The student also described how another named group’s cultural perspective influences their viewpoint of rights as related to the community rather than the individual.

    • described at least two differing responses in relation to the perspectives on the human rights issue. For example, described what the named group has done in response to the human rights issue in relation to their perspective. The student also described a differing response of another group in relation to their perspective.

    • included relevant evidence in the description, such as appropriate names, dates, quotes, or statistics.

    The student has:

    • discussed how differing perspectives have influenced responses in relation to the chosen human rights issue. For example, discussed how the named group’s human rights perspectives on participation, empowerment, and legality have influenced their response. The student also discussed how the other named group’s differing cultural perspectives on tradition, community, roles, and obligations influenced their response.

    • explained impacts of the responses to the contemporary human rights issue. For example, explained direct effects (short or long term, positive or negative) of the differing responses on individuals, groups, or places.

    • used evidence to support the explanation, such as names, dates, quotes, or statistics that back up the points being made.



    The student has:

    • examined implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue. For example, examined wider consequences of the differing perspectives and responses to the chosen human rights issue, for society.

    • used evidence to develop the explanation, such as names, dates, quotes, or statistics that strengthen the points being made.   






  • 17 June - 23 June

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our assessment on Human Rights so that we can demonstrate understanding of a specific human right relevant to New Zealand, analyze the application (or violation) of this human right within a New Zealand context and evaluate the effectiveness of current measures in place to protect or promote this chosen human right.

    Enter text here...



    Assessment Week 2
    Demonstrate understanding of perspectives on a contemporary social issue - 5 Credits


    Assessment Title: Human rights: perspectives, viewpoints, and responses


    Working Towards

    Working At

    Working Above

    Working Beyond


    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue


    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support


    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue









    NCEA  Achieved

    NCEA Achievement with Merit

    NCEA Achievement with Excellence



    Demonstrate understanding of perspectives on a contemporary social issue


    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue



    Ākonga will demonstrate understanding of differing perspectives on a chosen contemporary human rights issue and how the perspectives influence people's viewpoints and related responses.


    What to do

    You are going to create a presentation that shows your understanding of differing perspectives on a chosen contemporary human rights issue and how these perspectives influence people's viewpoints and responses to this issue.


    In your presentation, you should focus on two people or groups who have differing perspectives, viewpoints, and responses in relation to your chosen contemporary human rights issue. Examples of people or groups include:

    • non-government organisations (NGOs)

    • international organisations

    • religious or faith-based groups

    • human rights activists

    • health services.

    Use the following structure to draft your response. You must use evidence to develop the explanations throughout your presentation.


    Part One — The issue

    • Outline your chosen contemporary human rights issue

      • What is the issue?

      • Why is it relevant today?


    Part Two — Perspectives, viewpoints, and responses

    • Identify and describe the differing perspectives of each of the people or groups you have selected, in relation to the contemporary human rights issue.

      • You might consider liberal, conservative, social, environmental, indigenous, political, or economic perspectives that are held by your chosen people or groups.

    • Describe how the differing perspectives of these people or groups influence their viewpoints on the contemporary human rights issue.

    • Discuss how these differing perspectives have influenced responses to the contemporary human rights issue.

      • What are the different responses of each of the people or groups in relation to the contemporary human rights issue?

      • Consider why the people or groups have responded this way.


    Part Three — Look at the bigger picture

    • Explain impacts of these responses to the contemporary human rights issue.

      • What are the direct effects on individuals, groups, or places? These could be short or long term, positive or negative.

    • Examine implications of the differing perspectives and related responses to the contemporary human rights issue.

      • What are the wider consequences for society that have arisen from the differing perspectives and responses to this issue? These may be real or potential implications.

    You must use evidence to develop the explanation throughout your presentation.


    How to present your learning

    Your presentation could be presented in a variety of different ways, including but not limited to:

    • a written presentation (750-800 words) - NCEA option

    • a digital presentation (video, slideshow, animation, web page, or diagram) - MHJC Option

    • Check with your kaiako/teacher to ensure the mode of presentation allows you to meet the criteria at all levels of achievement before you proceed.


    Timeframe

    You will have up to three weeks of time in class to complete this Assessment Activity.


    Getting started

    Before starting this Assessment Activity:

    • collect more information related to your human rights issue, perspectives, impacts, and implications to supplement what your kaiako has provided

    • confirm with someone else in your class or your kaiako that you understand the difference between a perspective and viewpoint

    • discuss how different concepts are relevant to the human rights issue

    • talanoa or wānanga with others to discuss:

    • how you know a perspective has influenced a response

    • how the perspectives are similar or different

    • why different people or groups chose to respond the way they did. What was it about that response that made them think it was appropriate? What are the implications of the human rights issue for society?

    Student resources

    Remember to use the resources available on Google Classroom as well!


    Freedom of Speech - Propaganda & control China 


    Freedom to seek asylum - Australia 

    Freedom of Discrimination - Black Lives Matter

    Freedom of movement - Covid 19 lockdowns

    China’s "Social Credit System" Has Caused More Than Just Public Shaming (HBO)

    How China censors the internet

    How China is limiting freedom of the press in Hong Kong

    China internet: 'I know we're being suppressed but it doesn't affect me'

    Thousands protest Australia's refugee detention policy

    Hundreds of letters sent in error to asylum seekers telling them to leave Australia | ABC News

    Australia prepares asylum seeker centre

    For refugees in Australia, resettlement first step in road

    What is Black Lives Matter?

    Race, Racism, Prejudice and Discrimination - What are they?

    What is Discrimination?

    Black Lives Matter around the world: The global impact of George Floyd

    Black Lives Matter explained: The history of a movement

    Canadian anti-vaccine ‘Freedom Convoy’ protests inspire demonstrations in Europe, New Zealand

    Police shut Tai Tokerau Covid-19 checkpoints citing safety issues

    From Canada to Canberra, COVID "freedom convoys" are on the move | The World

    NSW's COVID-19 lockdown roadmap to freedom released by the NSW Premier | 7NEWS


    Human rights in China Amnesty International

    Freedom of Expression in China: A Privilege, Not a Right


    Public attitudes towards asylum seekers and refugees

    Is Australia's response to refugees generous? An analysis of UNHCR Global Trends statistics from 2013 to 2022

    Australia is still a cruel place for those seeking asylum - Nikkei Asia 


    Equality and Freedom from Discrimination NZ

    What is BLM and who is affected

    Why #Blacklivesmatter is the right for life

    How protestors Demand Freedom Ignore Realities of Liberty

    https://en.wikipedia.org/wiki/COVID-19_protests_in_New_Zealand

    Was the Corona Virus lockdowns legal?

    NZ High Court finds lockdown lawful









    KEY ASSESSMENT PROCEDURES


    AUTHENTICITY

    • All students will sign an authenticity declaration

    LATENESS

    • Work is to be handed in on the due date, in the timetabled period for that class, the time stipulated in the upload assignment on MHOL or prior to that date.

    • If a student is absent on the due date, work can be delivered to reception.

    • Late work may not be assessed.

    MISSED ASSESSMENTS

    • Where possible students need to complete a Missed Assessment form prior to the day of absence. Students who are absent from an in class assessment must have completed the Missed Assessment form and provided supporting documentation or have provided a signed absence note, giving a reason for their absence and a supporting medical certificate where appropriate, on their return to school. After form is completed it needs to be taken to reception to be scanned along with supporting documentation and the copy forwarded to the NZQA Principal's Nominee by reception (Ms Lambert). The original should be submitted with with your assessment evidence to your classroom teacher.

    • Approval will be given for sickness, bereavement, serious family reason or on other compassionate grounds. Prior approval should be sought for sporting and cultural representation using the Missed Assessment Opportunity form on MHO. Student's should not be penalised when they are representing the school in a school sanctioned event. Family holidays are not normally considered a reason for missing an assessment or assignment deadline.

    • An opportunity for rescheduling the missed assessments may be available during the assessment period.

    • In exceptional circumstances assessments may be scheduled at alternative times. These circumstances will be considered by the assessment committee. The assessment committee will consist of the Principal, the Deputy Principal and the NZQA Principal’s Nominee.

    EXTENSIONS

    • Extensions of time may be granted on compassionate grounds or for illness as in above. All extensions should be made on the approved from available in the Appendix of this document and also available on MHO.

    • Where possible, application should be made in writing as soon as possible in advance of the hand in date.

    • Staff should carefully consider major school events interruptions such as examinations and camps and not schedule internal assessments near to that time.

    • Where a class has been given written notification of an assessment date extensions to this on a whole class basis are to be approved by the NZQA Principal’s Nominee









    Assessment Schedule – MHJC Global Studies Assessment:



    Task

    Working Towards

    AT

    ABOVE

    BEYOND

    Contemporary Issue

    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue

    Perspectives of groups/people

    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support

    Responses of people/groups

    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue

    Accuracy in Writing

    You have made errors in grammar, spelling and/or punctuation and these are intrusive at times, consequently the reader has to infer meaning

    You have made some errors, but minimal reader inference is needed as meaning is mostly clear

    You have carefully edited your writing to ensure you have few intrusive errors and meaning is consistently clear

    You have carefully edited your writing to ensure you have no intrusive errors and meaning is consistently clear

    Time Management

    You have yet to complete and submit your assessment

    You have submitted your assessment late

    You have submitted your assessment by the due date

    You have submitted your assessment by the due date

    Overall Grade

    Working Towards

    AT

    ABOVE

    BEYOND




    NCEA Assessment Schedule – Achievement Standard 91042 Assessment


    Task

    Evidence towards Achieved

    Evidence towards Merit

    Evidence towards Excellence

    Achievement Criteria

    Demonstrate understanding of perspectives on a contemporary social issue

    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue

    Teacher judgements

    The student is able to:

    • describe a contemporary human rights issue

    • describe differing perspectives and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue

    • describe differing responses in relation to the perspectives on the chosen contemporary human rights issue

    • include relevant evidence in the description.

    The student is able to:

    • discuss how differing perspectives have influenced responses in relation to the chosen contemporary human rights issue

    • explain impacts of the responses to the chosen contemporary human rights issue

    • use evidence to support the explanation.


    The student is able to:

    • examine implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue

    • use evidence to develop the explanation.

    For example

    (description of possible student response to this activity)

    The student has:

    • described a chosen contemporary human rights issue by stating its key features. This may have included a description of the people at the centre of the issue, their location, and contributing factors to the issue.

    • described at least two differing perspectives on the contemporary human rights issue and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue. For example, described how the human rights perspective of a named group influences their viewpoint that rights are held by individuals. The student also described how another named group’s cultural perspective influences their viewpoint of rights as related to the community rather than the individual.

    • described at least two differing responses in relation to the perspectives on the human rights issue. For example, described what the named group has done in response to the human rights issue in relation to their perspective. The student also described a differing response of another group in relation to their perspective.

    • included relevant evidence in the description, such as appropriate names, dates, quotes, or statistics.

    The student has:

    • discussed how differing perspectives have influenced responses in relation to the chosen human rights issue. For example, discussed how the named group’s human rights perspectives on participation, empowerment, and legality have influenced their response. The student also discussed how the other named group’s differing cultural perspectives on tradition, community, roles, and obligations influenced their response.

    • explained impacts of the responses to the contemporary human rights issue. For example, explained direct effects (short or long term, positive or negative) of the differing responses on individuals, groups, or places.

    • used evidence to support the explanation, such as names, dates, quotes, or statistics that back up the points being made.



    The student has:

    • examined implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue. For example, examined wider consequences of the differing perspectives and responses to the chosen human rights issue, for society.

    • used evidence to develop the explanation, such as names, dates, quotes, or statistics that strengthen the points being made.   






  • 24 June - 30 June

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our assessment on Human Rights so that we can demonstrate understanding of a specific human right relevant to New Zealand, analyze the application (or violation) of this human right within a New Zealand context and evaluate the effectiveness of current measures in place to protect or promote this chosen human right.

    Enter text here...



    Assessment Week 3
    Demonstrate understanding of perspectives on a contemporary social issue - 5 Credits


    Assessment Title: Human rights: perspectives, viewpoints, and responses


    Working Towards

    Working At

    Working Above

    Working Beyond


    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue


    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support


    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue









    NCEA  Achieved

    NCEA Achievement with Merit

    NCEA Achievement with Excellence



    Demonstrate understanding of perspectives on a contemporary social issue


    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue



    Ākonga will demonstrate understanding of differing perspectives on a chosen contemporary human rights issue and how the perspectives influence people's viewpoints and related responses.


    What to do

    You are going to create a presentation that shows your understanding of differing perspectives on a chosen contemporary human rights issue and how these perspectives influence people's viewpoints and responses to this issue.


    In your presentation, you should focus on two people or groups who have differing perspectives, viewpoints, and responses in relation to your chosen contemporary human rights issue. Examples of people or groups include:

    • non-government organisations (NGOs)

    • international organisations

    • religious or faith-based groups

    • human rights activists

    • health services.

    Use the following structure to draft your response. You must use evidence to develop the explanations throughout your presentation.


    Part One — The issue

    • Outline your chosen contemporary human rights issue

      • What is the issue?

      • Why is it relevant today?


    Part Two — Perspectives, viewpoints, and responses

    • Identify and describe the differing perspectives of each of the people or groups you have selected, in relation to the contemporary human rights issue.

      • You might consider liberal, conservative, social, environmental, indigenous, political, or economic perspectives that are held by your chosen people or groups.

    • Describe how the differing perspectives of these people or groups influence their viewpoints on the contemporary human rights issue.

    • Discuss how these differing perspectives have influenced responses to the contemporary human rights issue.

      • What are the different responses of each of the people or groups in relation to the contemporary human rights issue?

      • Consider why the people or groups have responded this way.


    Part Three — Look at the bigger picture

    • Explain impacts of these responses to the contemporary human rights issue.

      • What are the direct effects on individuals, groups, or places? These could be short or long term, positive or negative.

    • Examine implications of the differing perspectives and related responses to the contemporary human rights issue.

      • What are the wider consequences for society that have arisen from the differing perspectives and responses to this issue? These may be real or potential implications.

    You must use evidence to develop the explanation throughout your presentation.


    How to present your learning

    Your presentation could be presented in a variety of different ways, including but not limited to:

    • a written presentation (750-800 words) - NCEA option

    • a digital presentation (video, slideshow, animation, web page, or diagram) - MHJC Option

    • Check with your kaiako/teacher to ensure the mode of presentation allows you to meet the criteria at all levels of achievement before you proceed.


    Timeframe

    You will have up to three weeks of time in class to complete this Assessment Activity.


    Getting started

    Before starting this Assessment Activity:

    • collect more information related to your human rights issue, perspectives, impacts, and implications to supplement what your kaiako has provided

    • confirm with someone else in your class or your kaiako that you understand the difference between a perspective and viewpoint

    • discuss how different concepts are relevant to the human rights issue

    • talanoa or wānanga with others to discuss:

    • how you know a perspective has influenced a response

    • how the perspectives are similar or different

    • why different people or groups chose to respond the way they did. What was it about that response that made them think it was appropriate? What are the implications of the human rights issue for society?

    Student resources

    Remember to use the resources available on Google Classroom as well!


    Freedom of Speech - Propaganda & control China 


    Freedom to seek asylum - Australia 

    Freedom of Discrimination - Black Lives Matter

    Freedom of movement - Covid 19 lockdowns

    China’s "Social Credit System" Has Caused More Than Just Public Shaming (HBO)

    How China censors the internet

    How China is limiting freedom of the press in Hong Kong

    China internet: 'I know we're being suppressed but it doesn't affect me'

    Thousands protest Australia's refugee detention policy

    Hundreds of letters sent in error to asylum seekers telling them to leave Australia | ABC News

    Australia prepares asylum seeker centre

    For refugees in Australia, resettlement first step in road

    What is Black Lives Matter?

    Race, Racism, Prejudice and Discrimination - What are they?

    What is Discrimination?

    Black Lives Matter around the world: The global impact of George Floyd

    Black Lives Matter explained: The history of a movement

    Canadian anti-vaccine ‘Freedom Convoy’ protests inspire demonstrations in Europe, New Zealand

    Police shut Tai Tokerau Covid-19 checkpoints citing safety issues

    From Canada to Canberra, COVID "freedom convoys" are on the move | The World

    NSW's COVID-19 lockdown roadmap to freedom released by the NSW Premier | 7NEWS


    Human rights in China Amnesty International

    Freedom of Expression in China: A Privilege, Not a Right


    Public attitudes towards asylum seekers and refugees

    Is Australia's response to refugees generous? An analysis of UNHCR Global Trends statistics from 2013 to 2022

    Australia is still a cruel place for those seeking asylum - Nikkei Asia 


    Equality and Freedom from Discrimination NZ

    What is BLM and who is affected

    Why #Blacklivesmatter is the right for life

    How protestors Demand Freedom Ignore Realities of Liberty

    https://en.wikipedia.org/wiki/COVID-19_protests_in_New_Zealand

    Was the Corona Virus lockdowns legal?

    NZ High Court finds lockdown lawful









    KEY ASSESSMENT PROCEDURES


    AUTHENTICITY

    • All students will sign an authenticity declaration

    LATENESS

    • Work is to be handed in on the due date, in the timetabled period for that class, the time stipulated in the upload assignment on MHOL or prior to that date.

    • If a student is absent on the due date, work can be delivered to reception.

    • Late work may not be assessed.

    MISSED ASSESSMENTS

    • Where possible students need to complete a Missed Assessment form prior to the day of absence. Students who are absent from an in class assessment must have completed the Missed Assessment form and provided supporting documentation or have provided a signed absence note, giving a reason for their absence and a supporting medical certificate where appropriate, on their return to school. After form is completed it needs to be taken to reception to be scanned along with supporting documentation and the copy forwarded to the NZQA Principal's Nominee by reception (Ms Lambert). The original should be submitted with with your assessment evidence to your classroom teacher.

    • Approval will be given for sickness, bereavement, serious family reason or on other compassionate grounds. Prior approval should be sought for sporting and cultural representation using the Missed Assessment Opportunity form on MHO. Student's should not be penalised when they are representing the school in a school sanctioned event. Family holidays are not normally considered a reason for missing an assessment or assignment deadline.

    • An opportunity for rescheduling the missed assessments may be available during the assessment period.

    • In exceptional circumstances assessments may be scheduled at alternative times. These circumstances will be considered by the assessment committee. The assessment committee will consist of the Principal, the Deputy Principal and the NZQA Principal’s Nominee.

    EXTENSIONS

    • Extensions of time may be granted on compassionate grounds or for illness as in above. All extensions should be made on the approved from available in the Appendix of this document and also available on MHO.

    • Where possible, application should be made in writing as soon as possible in advance of the hand in date.

    • Staff should carefully consider major school events interruptions such as examinations and camps and not schedule internal assessments near to that time.

    • Where a class has been given written notification of an assessment date extensions to this on a whole class basis are to be approved by the NZQA Principal’s Nominee









    Assessment Schedule – MHJC Global Studies Assessment:



    Task

    Working Towards

    AT

    ABOVE

    BEYOND

    Contemporary Issue

    You have demonstrated an understanding of a contemporary social issue


    You have demonstrated a full understanding of a contemporary social issue

    You have demonstrated a sound understanding of a contemporary social issue


    You have demonstrated an in-depth understanding of a contemporary social issue

    Perspectives of groups/people

    You have described in detail the perspectives of the people/groups involved

    You have described in detail the perspectives of the people/groups involved, using examples to support

    You have explained the perspectives of the people/groups involved, using examples to support


    You have explained in detail the perspectives of the people/groups involved, using examples to support

    Responses of people/groups

    You have given a detail description of the responses from groups/people on the contemporary social issue


    You have compared OR contrasted the differing responses from groups/people on the contemporary social issue


    You have compared and contrasted the differing responses from groups/people on the contemporary social issue


    You have effectively compared and contrasted the differing responses from groups/people on the contemporary social issue

    Accuracy in Writing

    You have made errors in grammar, spelling and/or punctuation and these are intrusive at times, consequently the reader has to infer meaning

    You have made some errors, but minimal reader inference is needed as meaning is mostly clear

    You have carefully edited your writing to ensure you have few intrusive errors and meaning is consistently clear

    You have carefully edited your writing to ensure you have no intrusive errors and meaning is consistently clear

    Time Management

    You have yet to complete and submit your assessment

    You have submitted your assessment late

    You have submitted your assessment by the due date

    You have submitted your assessment by the due date

    Overall Grade

    Working Towards

    AT

    ABOVE

    BEYOND




    NCEA Assessment Schedule – Achievement Standard 91042 Assessment


    Task

    Evidence towards Achieved

    Evidence towards Merit

    Evidence towards Excellence

    Achievement Criteria

    Demonstrate understanding of perspectives on a contemporary social issue

    Explain perspectives on a contemporary social issue

    Examine perspectives on a contemporary social issue

    Teacher judgements

    The student is able to:

    • describe a contemporary human rights issue

    • describe differing perspectives and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue

    • describe differing responses in relation to the perspectives on the chosen contemporary human rights issue

    • include relevant evidence in the description.

    The student is able to:

    • discuss how differing perspectives have influenced responses in relation to the chosen contemporary human rights issue

    • explain impacts of the responses to the chosen contemporary human rights issue

    • use evidence to support the explanation.


    The student is able to:

    • examine implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue

    • use evidence to develop the explanation.

    For example

    (description of possible student response to this activity)

    The student has:

    • described a chosen contemporary human rights issue by stating its key features. This may have included a description of the people at the centre of the issue, their location, and contributing factors to the issue.

    • described at least two differing perspectives on the contemporary human rights issue and how these influence people’s viewpoints in relation to the chosen contemporary human rights issue. For example, described how the human rights perspective of a named group influences their viewpoint that rights are held by individuals. The student also described how another named group’s cultural perspective influences their viewpoint of rights as related to the community rather than the individual.

    • described at least two differing responses in relation to the perspectives on the human rights issue. For example, described what the named group has done in response to the human rights issue in relation to their perspective. The student also described a differing response of another group in relation to their perspective.

    • included relevant evidence in the description, such as appropriate names, dates, quotes, or statistics.

    The student has:

    • discussed how differing perspectives have influenced responses in relation to the chosen human rights issue. For example, discussed how the named group’s human rights perspectives on participation, empowerment, and legality have influenced their response. The student also discussed how the other named group’s differing cultural perspectives on tradition, community, roles, and obligations influenced their response.

    • explained impacts of the responses to the contemporary human rights issue. For example, explained direct effects (short or long term, positive or negative) of the differing responses on individuals, groups, or places.

    • used evidence to support the explanation, such as names, dates, quotes, or statistics that back up the points being made.



    The student has:

    • examined implications of the differing perspectives and responses on society in relation to the chosen contemporary human rights issue. For example, examined wider consequences of the differing perspectives and responses to the chosen human rights issue, for society.

    • used evidence to develop the explanation, such as names, dates, quotes, or statistics that strengthen the points being made.   






  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

    Welcome to the Olympics and how we can be unified through competition and challenges.

    Saw this meme hundreds of times and the ...

    Kotahitanga and The Olympics

    How the Olympics can bring a city together and split it apart


    Ngā mahinga ohaoha | Economic activity

    This context focuses on how people seek to meet their needs and wants and the constraints some face in doing so; how people make a living individually and collectively and the exchanges and interconnections that result from this; and people’s rights and responsibilities as producers, workers, and consumers. It considers different ways in which economies allocate scarce resources and the resulting national and global consequences for equity and for people’s wellbeing. 


    KNOW: Within Aotearoa New Zealand’s histories, iwi and hapū experimented with new economic opportunities to enhance their mana. In doing so, they built extensive trading networks domestically and with Australia.



    Students will be able to identify ways in which the Olympic Games promote a sense of unity among participating nations.

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying the key features of a united world and how the Olympic Games contribute to this concept.

    Students can list key characteristics of a united world (e.g., peace, cooperation, respect for diversity).

    Students can explain how the Olympic Games promote some of these characteristics (e.g., athletes from different countries competing together, truce during the Games).

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are ANALYSING the connections between the Olympic Games and the concept of a united world.

    • Students can develop a proposal or campaign idea related to the Olympics that fosters unity (e.g., designing a poster promoting cultural exchange between athletes, creating a class presentation on sportsmanship).


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create a plan so that we can promote a united world through the Olympic Games.

    • Students can develop a proposal or campaign idea related to the Olympics that fosters unity (e.g., designing a poster promoting cultural exchange between athletes, creating a class presentation on sportsmanship).

    Students can plan the steps involved in their chosen project and identify the resources needed.


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING to evaluate the effectiveness of the Olympic Games in promoting a united world

    • Students can discuss the strengths and limitations of the Olympic Games in fostering unity.

    Students can form an opinion on the effectiveness of the Games in creating a more peaceful and cooperative world, supported by evidence from their learning.

  • 29 July - 4 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying the key features of a united world and how the Olympic Games contribute to this concept.


    Students can list key characteristics of a united world (e.g., peace, cooperation, respect for diversity).

    Olympic Games Reading Questions


    Read the web page below and answer the following questions:

    What were the ancient Olympics like? - History Skills

    Olympic Games Viewing Questions

    Watch the video below and provide an explanation for the following terms:








  • 5 August - 11 August

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kotahitanga - unity, togetherness, solidarity, oneness, collective action by looking at promoting the next Olympic Games city.
    • We are EXPLORING...
    • We are EXPLORING...

    Enter text here...


    The Olympics - Food and Tea Festival ...


    Research Presentation Assignment: Understanding Convenience in the Marketing Mix through the 2024 Summer Olympics in Paris, France

    Objective

    Students will explore the concept of convenience as one of the 4 C's in the Marketing Mix by researching the locations of the 2024 Summer Olympics in Paris. They will create a travel brochure for attendees, including information on 5 hotels, 5 restaurants, 5 local attractions, and transportation options.

    Assignment Instructions

    1. Researching the 2024 Summer Olympics Venues

    • Identify Olympic Venues: Research and locate the venues for the 2024 Summer Olympics in Paris.
    • Identify the main sports complexes and other key event locations.

    Map Analysis: 

    Use a map of Paris to pinpoint where each Olympic event will take place. Understand the geographic spread and the proximity of these venues to central areas of the city.


    2. Creating the Travel Brochure

    1.Hotels:

    Research and select 5 hotels located conveniently near the Olympic venues. Include a variety of options ranging from luxury to budget-friendly.

    Provide a brief description of each hotel, including amenities and distance to the nearest Olympic venue.

    2.Restaurants:

    Identify 5 restaurants that offer a variety of cuisines and dining experiences. Ensure these restaurants are conveniently located near the Olympic venues or hotels.

    Include a brief description, type of cuisine, and any special features (e.g., outdoor seating, famous dishes).

    3.Local Attractions:

    Select 5 local attractions that visitors might want to explore while attending the Olympics. These could include landmarks, museums, parks, or cultural sites. Provide a brief description of each attraction and its proximity to the Olympic venues or hotels.

    4.Transportation Options:

    Research and detail transportation options available in Paris, such as metro lines, buses, trams, bike rentals, and walking routes.

    Highlight how attendees can efficiently travel between hotels, restaurants, attractions, and Olympic venues.

    Provide practical tips on using public transportation in Paris (e.g., purchasing tickets, navigating the metro system).


    3. Designing the Brochure in Canva

    Go to Canva. 

    Choose a brochure template or create a custom design.

    2.Organize Content:

    Structure the brochure into sections: Hotels, Restaurants, Local Attractions, and Transportation.

    Use visually appealing layouts and images to make the brochure engaging. Ensure that all information is clear, concise, and organized logically.

    3.Visual Design:

    Incorporate images and icons that represent each hotel, restaurant, attraction, and transportation option.

    Use a consistent color scheme and font style to maintain a professional look.

    Avoid clutter and ensure there is enough white space for readability.


    4. Presentation and Validation

    1.Prepare Your Presentation:

    Be ready to present your travel brochure to the class. Prepare to explain why each hotel, restaurant, and attraction was chosen, and how they contribute to the convenience of attending the Olympics.

    Discuss the transportation options and how they enhance the overall convenience for attendees.

    2.Presentation:

    Present your brochure to the class, covering all sections and providing explanations for your choices.

    Engage with the audience and be prepared to answer any questions about your research and design.

  • 12 August - 18 August

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kotahitanga - unity, togetherness, solidarity, oneness, collective action by looking at promoting the next Olympic Games city.
    • We are EXPLORING...
    • We are EXPLORING...



    Goals Through a Vision Board » ISST® Pune

    Creating a Vision Board for the International Olympic Committee

    Objective

    Students will create a vision board in Canva to represent an international city or country they believe should host the Olympics. The vision board will visually convey why the IOC (International Olympic Committee) should select their chosen location. 


    Students will include 25 images and no text, and they will present and validate their image choices in a class presentation.

    Assignment Instructions

    1. Research and Selection

    Select a City or Country: Choose an international city or country you think would be an ideal host for the Olympics.


    Research: Conduct thorough research on your chosen location. Focus on aspects such as its cultural significance, landmarks, infrastructure, previous events hosted, and any other factors that make it suitable for the Olympics.


    2. Planning Your Vision Board

    Brainstorm Images: List ideas for images that will effectively represent your chosen location.

    Consider images that highlight:

    1. Iconic landmarks

    Cultural elements (e.g., food, traditional attire, festivals), Sports facilities and infrastructure, Natural beauty and landscapes, Modern amenities and transportation


    3. Creating the Vision Board in Canva

    1.Set Up Canva:.

    Click on “Create a design” and select “Custom dimensions.”

    Set the dimensions to 12 inches by 12 inches.

    2.Upload and Arrange Images:

    Upload your 25 selected images to Canva.

    Arrange the images on the 12"x12" canvas in a visually appealing manner. Ensure that the images are evenly distributed and create a cohesive visual story.

    Use Canva's tools to adjust the size, placement, and order of images to enhance the overall design.


    4. Final Touches:

    Review your vision board to ensure it clearly and effectively represents your chosen city or country. Make any necessary adjustments to the layout and design.


    5. Presentation and Validation

    Prepare Your Presentation:

    Be ready to present your vision board to the class.

    Prepare a brief explanation for each image you selected, detailing why it was chosen and how it supports the case for your city or country hosting the Olympics.


    Presentation:

    Present your vision board to the class, discussing the significance of each image and how it collectively represents the strengths and appeal of your chosen location.

    Engage with the audience and be prepared to answer any questions about your choices.

  • 19 August - 25 August

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kotahitanga - unity, togetherness, solidarity, oneness, collective action by looking at promoting the next Olympic Games city.
    • We are EXPLORING...
    • We are EXPLORING...

    The environmental impacts of the Olympics

    Impact of the Olympic Games on Host Cities


    Objective:

    Research and analyze the economic and social impact of the Olympic Games on five selected host cities. This assignment will help you understand the financial benefits, infrastructure development, and visitor statistics related to hosting the Olympics.


    Instructions:

    Select Host Cities:

    Choose five Olympic host cities from your timeline assignment (1976-2024). Ensure you include a mix of Winter and Summer Olympic Games.


    Research:

    Economic Impact: Investigate the revenue generated by each city due to the Olympic Games. This includes direct revenue from ticket sales, sponsorships, and broadcasting rights, as well as indirect revenue from tourism, hospitality, and related industries.

    Infrastructure Development: Identify the key buildings, stadiums, and locations that were constructed or renovated for the Olympics. Look into their current usage and legacy.

    Visitor Statistics: Find out how many people visited the city for the Olympic Games, including both spectators and competitors.


    Create a Presentation:

    Compile your research into a slide show presentation for each selected city.

    Each city section should include the following:

    Introduction: Brief overview of the city and the year it hosted the Olympics.

    Economic Impact: Detailed analysis of the revenue generated and financial benefits to the city.

    Infrastructure Development: Description of the main Olympic venues, their construction costs, and current usage.

    Visitor Statistics: Data on the number of visitors and competitors, highlighting the influx of people during the Olympics.

    Include visuals such as graphs, charts, and photos of the Olympic venues.

    Ensure each slide is clear and concise, with key points highlighted.


    Resources:

    Official Olympic Website: www.olympic.org

    City Government Websites: Official websites of the selected host cities.

    Sports News Websites: ESPN, BBC Sport, etc.

    Economic Reports: Look for reports from financial institutions and research organizations.

  • 26 August - 1 September

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kotahitanga - unity, togetherness, solidarity, oneness, collective action by looking at promoting the next Olympic Games city.

    Iconic Venues for the 2024 Olympics ...

    Research and Present a Sports Venue from the Atlanta 1996 Summer Olympics

    Objective:

    Students will research one of the sports venues that were upgraded or constructed for the Atlanta 1996 Summer Olympics and how it is being repurposed today. They will create a 10-slide presentation to showcase their findings.

    Assignment Instructions:

    1.Research: 

    Select one sports venue from the list provided below:

    Centennial Olympic Stadium (now Georgia State Stadium)

    Georgia Dome (now replaced by Mercedes-Benz Stadium)

    Georgia Tech Aquatic Center

    Centennial Olympic Park

    Georgia World Congress Center


    2.Presentation Slides:

    Slide 1: Title Slide - Include the name of the venue, your name, and date.

    Slide 2: Introduction - Provide an overview of the venue and its significance during the 1996 Olympics.

    Slide 3: Historical Background - Detail the history and original purpose of the venue before the 1996 Olympics.

    Slide 4: Upgrades and Construction - Describe the specific upgrades or construction efforts made for the 1996 Olympics.

    Slide 5: Events Hosted - List the events that were held at the venue during the Olympics.

    Slide 6: Post-Olympic Use - Explain how the venue was used immediately after the Olympics.

    Slide 7: Current Repurposing - Detail how the venue is being used today, including any renovations or changes.

    Slide 8: Economic Impact - Discuss the economic impact of repurposing the venue on the local community.

    Slide 9: Social and Cultural Impact - Highlight any social or cultural benefits the repurposing has brought to the community.

    Slide 10: Conclusion - Summarize the key points and your thoughts on the venue's transformation.


    3.Visuals: Use images, graphs, and other visuals to enhance your presentation.

    4.Sources: Cite all sources of information and visuals used in your presentation.

  • 2 September - 8 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on understanding the fundamental concepts of personal finance, including income, expenses, budgeting, saving, and investing.
    • We are FOCUSING on recognising the impact of financial decisions on their future.



    Banqer High

    Getting Started with Bank Accounts


    This lesson will help you introduce your students to:

    The first expansion of Banqer High. Students will be able to explore the platform dive into some key financial concepts and set up their own online bank accounts. 


    In this lesson you  will be guided through the process of getting set up on Banqer High using your school email address. Once online and signed in, you’ll be prompted to complete the Bank Accounts quiz before being taken to their Banqer High dashboard. You will then be able to engage with their bank accounts which are a vital part of Banqer High. You may face a random life event which will require you to make a decision given a scenario.


    Learning Intentions 

    After completing this lesson, and through regular engagement with Bank Accounts on Banqer High, students will be able to:

    • Sign into their Banqer High account. 

    • Explain and calculate interest, and compounding interest.

    • Explain what a notice period is and how it works.

    • Describe what a deposit and a withdrawal are.

    • Transfer funds online between two accounts, including savings accounts.

    • Compare and contrast between bank accounts and products.

    • Open a new bank account and view statements online.

    • Experience ‘random life events’ at any stage.


    Brief

    The Banking Expansion is enabled by default and will allow your students to open and manage their own bank accounts. To start with, students will be able to transfer money between their accounts and see how interest rates work over time. Once you have decided students are ready to learn lessons about borrowing and debt, you can enable Credit and Debit to give students a choice of various cards that have different rates, limits, and bonuses.

    Experience

    Your class will experience and develop an understanding of the following concepts:

    • The different types of Bank accounts.
    • An appreciation of the varying interest rates and conditions associated with different account types.
    • Viewing and managing accounts and transaction lists.
    • The concept of borrowing, debit, and credit cards.

    Impact

    Enabling the Credit Expansion will have the following financial impact on your students:

    • Students will be able to open up to two card accounts.
    • Students will be able to borrow money from the bank, they will owe varying levels of interest on this.
    • Students will be able to earn gems as they make purchases, which can in turn be used in the class store.
    • Students will have access to the class store, where they can purchase upgrades for their avatars.
    • Take a look at the Cheat sheet on Gems here for some ideas on how to use them in your class.

  • 9 September - 15 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on understanding the fundamental concepts of personal finance, including income, expenses, budgeting, saving, and investing.
    • We are FOCUSING on recognising the impact of financial decisions on their future.


    Banqer High

    Brief

    The Careers Expansion will allow your students to earn a living as they move out of home and take their first step toward becoming financially independent adults. To start with, students will be led through the process of preparing a basic CV and applying for an entry level job in the Banqer High careers market. Once they have their job they’ll be required to check in, and answer quiz questions regularly to earn Career Tokens to progress along their chosen career path.

    Through holding a Career students will also have the ability to engage with KiwiSaver.

    Experience

    Your class will experience and develop an understanding of the following concepts:

    • The different facets of a CV, including skills, education, work experience, interests and referees.
    • Preparing a basic CV based on their own life experiences.
    • An appreciation of a variety of different potential careers, and the associated career roles, and responsibilities.
    • The concept of student loans and the requirement to pay back debt incurred.
    • Earning a weekly income from which they will be able to meet weekly expenses.
    • Enrolling in KiwiSaver, choosing a fund, and a contribution rate.
    • Managing their KiwiSaver fund account and maximising their returns.

    Impact

    Enabling the Careers Expansion will have the following financial impact on your students:

    • They will earn a weekly salary, from which any student loans will be deducted automatically.
    • Through checking in to their career daily and answering quiz questions they will earn Career Tokens. Accumulating Career Tokens will allow them to progress along their chosen career path, rising to positions with higher income.
    • Random career related events will result in unexpected expenses and bonuses to students, and allow students to demonstrate their understanding of the concepts outlined above.

    Enabling the KiwiSaver Expansion will have the following financial impact on your students:

    • Students will be able to enrol in KiwiSaver which will see them contributing a portion of their weekly salary to their KiwiSaver fund account.

  • 16 September - 22 September


    Banqer | Financial education made easy ...

    After completing this lesson plan, and through regular engagement with Careers in Banqer High students will be able to:

    • Build a CV for employment purposes.

    • Evaluate and select an appropriate career path.

    • Understand the financial responsibilities and consequences of a student loan.

    • Demonstrate the responsibility and commitment required to advance in a career.

    • Review a payslip to understand income-related calculations.

    • Actively assess other employment options over time.

    The complete information is on Google Classroom. and Banqer High


  • 23 September - 28 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create a personal budget plan so that we can simulate real-world financial scenarios using Banqer
    • We are PLANNING to make informed financial decisions within the Banqer environment so that we can Set financial goals and track progress


    Banqer High


    Brief

    Once enabled, Property will progress your students from renting through to being home owners.

    At stage one (Renting) students will form housemate groups, search for a rental property, review the core principles of a tenancy agreement and start paying weekly rent. Stage two (Home-ownership) sees students progress to home ownership as houses become available to purchase with the deposit they are provided. Students can buy the houses they live in, or even become the landlord of their peers!

    Experience

    Your students will experience and develop an understanding of the following concepts:

    • Finding a group to rent with from their class and selecting a rental property.
    • The basic concepts included in a Tenancy Agreement.
    • Their responsibilities as a tenant, and the responsibilities of their landlord.
    • An appreciation for joint and several liability through random events that result in cost being incurred by all housemates as a result of the actions of one.
    • Managing their money to ensure weekly rental payments are made, and weekly living costs are covered as a group.
    • Searching for a house to purchase and navigating the mortgage process.
    • Their responsibilities as a homeowner (and potentially landlord).

    Impact

    Enabling the Renting Expansion will have the following financial impact on your students:

    • Students will pay weekly rent, or if they choose not to move out of home, pay board to their parents.
    • Students will pay weekly living costs.
    • Random renting related events will result in unexpected expenses and bonuses to students, and allow students to demonstrate their understanding of the concepts outlined above.

    Enabling the Home-ownership Expansion will have the following financial impact on your students:

    • Students are provided with a deposit that can only be used for purchasing a house.
    • Pay a mortgage and collect rent if their property is tenanted.
    • Continue paying weekly living costs.
    • Experience random homeownership related events will result in unexpected expenses and bonuses to students, and allow students to demonstrate their understanding of the concepts outlined above.

  • 30 September - 6 October

    Remuera Primary School

  • 7 October - 13 October

    Remuera Primary School

  • 14 October - 20 October

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to understand the importance of future skills.
    • We are EXPLORING...
    • We are EXPLORING...

    Enter text here...

    Welcome back, it's Term 4!


    Welcome to Term 4

    Your final term at Mission Heights Junior College.


    It will be a super busy term, so it would be great if you could keep on top of your work for all your subjects.

    In Global Studies, we will be looking at our future selves, where we have come from, and the prospect for the future.

    Then, we will be focusing on study skills, timetabling, and preparing for our CAT exams.

    The next few weeks will look like this.




    Use the following Google Sites to complete your work as shown above. I am in Australia this week and will be able to check in occasionally but eemail me if you need anything urgent.


    https://sites.google.com/mhjc.school.nz/year10t42024?usp=sharing

  • 21 October - 27 October

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to understand the importance of future skills.
    • We are EXPLORING...
    • We are EXPLORING...

    Enter text here...

    IS AI THE END OF US?


    Welcome to Week 2


    It will be a super busy term, so it would be great if you could keep on top of your work for all your subjects.

    In Global Studies, we will be looking at our future selves, where we have come from, and the prospect for the future.

    Then, we will be focusing on study skills, timetabling, and preparing for our CAT exams.

    The next few weeks will look like this.




    Use the following Google Sites to complete your work as shown above. I am in Australia this week and will be able to check in occasionally but eemail me if you need anything urgent.


    https://sites.google.com/mhjc.school.nz/year10t42024?usp=sharing

  • 28 October - 3 November

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing effective research techniques
    • We are FOCUSING on enhancing critical thinking and problem-solving abilities.

    Enter text here...

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to understand the importance of future skills.
    • We are EXPLORING...
    • We are EXPLORING...


    Why Do We Work?

    Welcome to Week 3

    Your final term at Mission Heights Junior College.


    It will be a super busy term, so it would be great if you could keep on top of your work for all your subjects.

    In Global Studies, we will be looking at our future selves, where we have come from, and the prospect for the future.

    Then, we will be focusing on study skills, timetabling, and preparing for our CAT exams.

    The next few weeks will look like this.




    Use the following Google Sites to complete your work as shown above. I am in Australia this week and will be able to check in occasionally but eemail me if you need anything urgent.


    https://sites.google.com/mhjc.school.nz/year10t42024?usp=sharing


  • 4 November - 10 November

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing effective research techniques
    • We are FOCUSING on enhancing critical thinking and problem-solving abilities.

    Enter text here...

    Labour Day 2024: May Day Significance ...


    Review work on Google Classroom as this may be part of your CAT test.


  • 11 November - 17 November

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing effective research techniques
    • We are FOCUSING on enhancing critical thinking and problem-solving abilities.

    SS 8 Political Cartoon Analysis - YouTube

    POLITICAL CARTOON ANALYSIS


    How to analyse a political cartoon

    • Describe the objects/people and current event in the cartoon
    • Describe the action taking place in the cartoon
    • Identify at least two techniques that the cartoonist used and explain what ideas are conveyed through each technique
    • What did the cartoonist want the audience to think about the issue?
    Analyzing a Cartoon
    • Look at the cartoon and think about the people, items, actions portrayed, and words within the drawing.
    • Who is in the cartoon? Can you identify specific people? How do you know who the people are? If you can't identify specific people by name, who might the people portrayed represent?
    • Whose story is being told? How would the cartoon change if it were told from a different point of view?
    • Break the cartoon into quadrants. What details do you see in each quadrant?
      Top left:                Top right:               Bottom left:               Bottom right:
    • What objects (tools, signs, vehicles, furniture, technology, etc.) are in the cartoon and why are the objects important?
    • What can you figure out about the setting (time--year or decade, place), and how do you know? Why is the setting important?
    • You learn about characters from what they do and say and how others react to them. What can you learn about the people in the cartoon from these things?
    • Are any symbols used in the cartoon? What are they and what do they symbolize?
    • Why are the symbols important?
    • Are there any metaphors in the cartoon? What are they?
    • What information does the caption provide? Does it support the drawing or provide a different perspective?
    • What can you infer from this cartoon? List evidence to support your answer.
    • What is the viewpoint of the artist? How do you know (list evidence from the cartoon to support your answer)?
    • What questions does the cartoon raise in your mind? Where might you find answers to those questions?

  • 18 November - 24 November

    If we are setting assessments that a ...


    CAT Week

  • 25 November - 1 December

    Beauchamp City Sixth Form

    Coast and Forest: 


    On Monday, you will be attending the workshops; please find the session times and details listed below.  The workshops will be hosted by the Chamber of Commerce and Westpac, and are designed to prepare you for your upcoming work experience. Please be punctual and remember to uphold our school values at all times.

    On Tuesday, you will follow your regular timetable, and from Wednesday to Friday, you will be completing your work experience with your employer.


    Workshops for Coast and Forest: Monday 25th November

    Sessions


    & 


    Workshops

    Venue: Library



    Workshop:

    Financial (Westpac)




    Venue: Meeting place


    Workshop:

    Interview Skills/Employer Etiquette



    Venue:Mountains Cafe


    Workshop:

    First Impressions/CV personal statements

    Venue:Gym



    Workshop: Team Building




    9:00-9:45 am

    10C1


    10C2


    10F1


    10F2


    9:45-10:30 am

    10C2


    10C1

    10F2


    10F1


    11:00-12:00 pm

    10F1


    10F2


    10C1


    10C2

    12:00-1:00 pm

    10F2

    10F1

    10C2


    10C1



  • 2 December - 8 December


    Year 10 Work Experience | Alder ...

    Work Experience Report


    ATTENTION: THIS IS ONLY A REPORT TEMPLATE. 

    YOU DO NOT HAVE TO FILL IT IN BUT WRITE YOUR OWN REPORT. 

    Work Experience Report 

    Company: …………………………………………………………….



    1. Short summary of the nature of the work of your firm or department.



    2. Report of your daily tasks or type of work.



    3. General assessment of your Work Experience placement.



    1. Have your expectations of the Work Experience been fulfilled?  
    2. Has the experience affected your future academic and professional choices? 
    3. How much have your needed to revise your expectations of your working life after the work experience? Was it difficult to adjust from school life to working life? How was it difficult? 
    4. Summarize the positive and negative aspects of your work experience. 

    ATTENTION: THIS IS ONLY A REPORT TEMPLATE. 

    YOU DO NOT HAVE TO FILL IT IN BUT WRITE YOUR OWN REPORT.



  • 9 December - 15 December

  • 16 December - 22 December

    This week

    Happy Holidays - Blog

  • 23 December - 29 December

    Happy Holidays - Blog