Weekly outline

  • General

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    Success Criteria

    Students will gain a thorough understanding why teenagers are so prone to engaging in dangerous behaviours and be able to identify the part of the brain that is still developing and significantly influences their risk (the lateral prefrontal cortex).


  • Week 1

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...how to locate and recognise the different reasons why teenagers are more susceptible to peer pressure compared to adults.

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  • Week 2

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...how to locate and recognise the different reasons why teenagers are more susceptible to peer pressure compared to adults.

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  • Week 3

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on classic studies in social psychology on conformity dynamics and how they are relevant to young adults engaging in more risky behaviour.

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    Success Criteria

    Students will gain insight into the process of peer pressure and gain a deeper understanding of how susceptible they are to peer influence in comparison to their classmates by analyzing how they would react to specific scenarios.



  • Week 4

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...
    • We are FOCUSING...
    • We are FOCUSING...

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...
    • We are FOCUSING...
    • We are FOCUSING...

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on classic studies in social psychology on conformity dynamics and how they are relevant to young adults engaging in more risky behaviour.

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    Success Criteria

    Group dynamics (peer influence) is one of the most powerful forces in human psychology. Students will gain an understanding of key findings from two key studies that look at the influence of peers on individual behaviour. Students will be be able to summarize the research conducted by Solomon Asch and Stanley Milgram. If you go to university and take a class in law, psychology or sociology – you will come across these studies.


  • Week 5

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING... on classic studies in social psychology on conformity dynamics and how they are relevant to young adults engaging in more risky behaviour.

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    Success Criteria

    Students will become familiar with two well-known studies in the history of the psychology of conformity – the Hofling Experiment and the Bickman study and the factors involved in why people are vulnerable to peer pressure or the pressure to conform brought on by the power of the situation. 


  • Week 6: Peer Pressure & Vaping

    Success Criteria: 

    Students will be able to recognize the risk factors that predispose teenagers to engage in vaping and the short and medium-term impact on their mental and physical health of those who engage in such actions.


  • Week 7 - Assessment

    Please follow the instructions and do not hesitate to ask questions.  It is due Friday Match 29 at 3:00 PM

  • Week 8

    Week 8 Global:  Assessement on Peer Pressure & the Teenaged Brain Continued

    Please follow the instructions.  Due Week 9 - Thursday the 28th at 1:00 PM

  • Week 9

    Assessment due this Thursday by 3:00 PM.  

  • Week 10

    Success Criteria

    Students will research advertising ploys that manufacturers use to lure teenagers to buy their products and become familiar with key aspects of how they work on a psychological level.


  • 8 April - 14 April

  • 15 April - 21 April

  • 22 April - 28 April

  • T2 Week 1 Global

    • We are EXPLORING recognising as to what constitutes plagarism
    EXPLORE / TŪHURA

    Week 1:  

    Paraphrasing, Plagiarism, Grammarly & Chat GPT & All That…

    Success Criteria: By the end of the week students will become familiar with the debate over the use of Artificial Intelligence to help them write research papers and assignments – and be able to describe what is acceptable and what is not, for Mr Bartholomew’s Global Studies class.

  • T2 Week 2

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING human rights violations in Asia & Africa


    Human Rights & the Garment Industry

    Success Criteria:  By the end of the week students will be able to recount several different ways that garment workers in Bangladesh are being exploited to make cheap clothing, and how fast fashion harms the environment.

     


  • T2 Week 3

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING human rights violations in Asia & Africa

    Week 3:  Forced to be Fat - A North African Case Study in Human Rights

    Success Criteria: 

    Students will be able to describe the forced feeding and forced marriage of young girls in North Africa, explain why these practices are considered human rights violations, and be able to identify at least two human rights that are being violated. 



  • Week 4

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying human rights violations

    Success criteria:  

    By the end of the week students will be about to recount at least four major adverse health consequences from vaping and be able to identify which students are at the highest risk for vaping in New Zealand schools.

     


  • T2 Week 5

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can discuss & debate the issue of vaping among teens in New Zealand

    Success Criteria: 

    Students will be able conduct basic research on vaping and by the end of the week will be able to create different types of references using the same reference generator as students at Auckland University. They will also be able to conduct research on vaping using the EPIC database.


  • T2 Week 6: Assessment

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING... so that we can discuss & debate the issue of vaping among teens in New Zealand


    Please follow the assessment instructions.  It is due Friday of Week 8 by 3:00 PM.

  • T2 Week 7

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can discuss & debate the issue of vaping among teens in New Zealand


    Assessment on Vaping & Human Rights  - Continued

  • T2 Week 8

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can discuss & debate the issue of vaping among teens in New Zealand

    Students are to have completed the assessment on a Google Doc and submitted by Monday June 24th 2024.  

  • T2 Week 9

    Success Criteria:  Students will create a collaborative Powerpoint in groups of 2 to 3 using information from their assessment.

    Students will work in groups of between two and four to create a Powerpoint presentation on a major aspect of vaping and teens in New Zealand and how they are being marketed. They will be limited to no more than 12 slides.  Your presentation will also be limited to 10-minutes maximum. You will present during lessons 2 and 3 of Week 10.  

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on your appraisal of the issue of teen vaping in New Zealand & empathise with stakeholders

  • T2 Week 10

    Students will create a collaborative Powerpoint in groups of 2 to 3 using information from their assessment.

    Students will work in groups of between two and four to create a Powerpoint presentation on a major aspect of vaping and teens in New Zealand and how they are being marketed. They will be limited to no more than 12 slides.  Your presentation will also be limited to 10-minutes maximum. You will present during lessons 2 and 3 of Week 10.

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on your appraisal of the issue of teen vaping in New Zealand & empathise with stakeholders

  • 8 July - 14 July

  • Term 3 Week 1

    Success criteria:  By the end of the week students will have been able to distinguish and recount key differences between the concepts of nature and nurture.

  • Term 3 Week 2

    Success Criteria:  

    By the end of the week students will be able to recount at least two specific examples which highlight the power of our environment on human behaviour.


  • Term 3 Week 3

    Success Criteria:

    By the end of the week students will be able to recount at least 3 aspects surrounding genetics versus environment in relation to the myth of race.


  • Term 3 Week 4

    Success Criteria: 

    By the end of this week students will be able to recount the importance of the concept of the Mexican word ‘ganas’ – and how it can impact on student lives.



  • Term 3 Week 5

    Success Criteria: 

    By the end of the week students will be able to recount at least three cons of taking intelligence tests and be able to explain environmental factors on test scores.


  • Term 3 Week 6

    Success Criteria: 

    By the end of the week students will be able to explain different ways that a person’s environment impacts on their class work and grades.



  • Term 3 Week 7

    Success Criteria: 

    By the end of the week students will be able to recount in detail the 3 current events under analysis and their significance.


  • Term 3 Week 7

    Success Criteria:

    By the end of the week students will be able to explain key information surrounding three current events -related to health and well-being - in particular what to do in the event of a geo-thermal event in the Auckland region.  They should be able to create a plan of escape for themseolves and their family.

  • Term 3 Week 8

    Week 8: Attributes & Character Traits of Effective Leaders


    Success Criteria: 


    By the end of this week students will be able to recount at least four effective character traits of effective leaders.  

    Lesson 1:  Students will use this time as a catch up period to complete any lessons from this term that they have not finished.  If they have completed everything (which is highly doubtful), they may work on their Reading Plus, Maths Buddy or Holistic report evidence.

    Lesson 2:  Students are to research a famous figure in history and create a Powerpoint presentation in groups of between 2 and 4 in which you will address the following criteria:  

    Section 1. A brief summary of the person & their key accomplishments 

    Section 2. You will read about the life history of your chosen person and identify key character traits/attributes that helped them to attain their accomplishments.  This can include influential people or events that took place in their early years that had a major impact on them. 

    Section 3. What seeminghly insurmountable obstacles did they have to overcome to attain their goals?  You will create 3 key takeaways for the class that students will write into their Red Books as advice for success in future endeavours.  

    Students will present their Powerpoints during week 10. 

    You will choose from the follow list of people:  

    1. Sir Edmund Hillary (influential explorer and humanitarian)

    2. Kate Shepard (famous New Zealand voting rights supporter)

    3. Whina Cooper (famous Maori land rights advocate)

    4. Peter Fraser (was instrumental in the formation of the United Nations)

    5. Malala Yousafzai: Shot by the Taliban for advocating girls’ education in Pakistan, Malala survived and continued her activism for girl's education.  

    6. Mahatma Gandhi: Gandhi faced imprisonment and violence in his struggle for India’s independence from British rule. His philosophy of nonviolent resistance inspired movements for civil rights and freedom across the world.

    7. Martin Luther King Jr.: A leader of the American Civil Rights Movement, King faced numerous threats and was imprisoned multiple times. His advocacy for nonviolent protest and his famous “I Have a Dream” speech were pivotal in advancing civil rights in the United States.

    8. Another person not from the above list - with teacher approval.

    I will provide you with readings in class.  


  • Term 3 Week 9

    Week 9: Attributes & Character Traits of Effective Leaders - continued


    Success Criteria: 


    By the end of this week students will be able to recount at least four effective character traits of effective leaders.  

    Students are to research a famous figure in history and create a Powerpoint presentation in groups of between 2 and 4 in which you will address the following criteria:  

    Section 1. A brief summary of the person & their key accomplishments 

    Section 2. You will read about the life history of your chosen person and identify key character traits/attributes that helped them to attain their accomplishments.  This can include influential people or events that took place in their early years that had a major impact on them. 

    Section 3. What seeminghly insurmountable obstacles did they have to overcome to attain their goals?  You will create 3 key takeaways for the class that students will write into their Red Books as advice for success in future endeavours.  

    Students will present their Powerpoints during week 10. 

    You will choose from the follow list of people:  

    1. Sir Edmund Hillary (influential explorer and humanitarian)

    2. Kate Shepard (famous New Zealand voting rights supporter)

    3. Whina Cooper (famous Maori land rights advocate)

    4. Peter Fraser (was instrumental in the formation of the United Nations)

    5. Malala Yousafzai: Shot by the Taliban for advocating girls’ education in Pakistan, Malala survived and continued her activism for girl's education.  

    6. Mahatma Gandhi: Gandhi faced imprisonment and violence in his struggle for India’s independence from British rule. His philosophy of nonviolent resistance inspired movements for civil rights and freedom across the world.

    7. Martin Luther King Jr.: A leader of the American Civil Rights Movement, King faced numerous threats and was imprisoned multiple times. His advocacy for nonviolent protest and his famous “I Have a Dream” speech were pivotal in advancing civil rights in the United States.

    8. Another person not from the above list - with teacher approval.

    I will provide you with readings in class.  

  • Term 3 Week 10

    This week students will present their nature versus nurture projects. 

  • 30 September - 6 October

  • 7 October - 13 October

  • Term 4 Week 1 - The Rise of Hitler

    Success Criteria: 
    By the end of the week students will be able to recount different ways the Nazis dehumanized the Jews.

  • Term 4 Lesson 2 - Nuremberg Laws

    Success Criteria: By the end of the week, students will be familiar with The Nuremberg Laws and be able to recite in detail at least three key laws.




  • Term 4 Week 3 - The Nuremberg Laws

    Students will continue writing their annotated timelines.

  • Term 4 Week 4


    Success Criteria:      By the end of the week students will be able to recount key features of a single Nuremberg Law from Nazi Germany. 

  • Week 5 CAT Revision

    Success Criteria: 

    By the end of the week students will be have to a good idea as to what to anticipate on the Week 6 CAT assessment and how to best address basic literacy and numeracy questions that will appear. 

    We will practice in class - I will give students physical handouts to practice from.  


  • Week 6 = CAT TESTS

    Revision

  • Term 4 Week 7

    WORK EXPERIENCE.

  • 2 December - 8 December

  • 9 December - 15 December