Weekly outline

  • Welcome

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    Kia ora, welcome to your Global Studies 2024 Course Page!

    Ko Ms Martín toku ingoa. I will be your Global Studies teacher this year. 

    You can email me at mmartin@mhjc.school.nz or visit me in my class F5.

    Please check MHO and Google Classroom regularly for activities and planning. Your assessments will be linked here, at the top of the MHO page. 


  • Term 1-Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING New Zealand’s participation in national & international conflicts, by discovering Maori leaders & Western leaders in times of conflict.
    • We are EXPLORING influential leaders by identifying what a GREAT leader is.
    • We are EXPLORING influential leaders by investigating the traits and characteristics of an impactful leader.


    Influencers around the world wield significant impact in various fields, from politics and technology to entertainment and social issues. Their influence is often shaped by a combination of factors, including achievements, visibility, communication skills, and societal context. Here are some world influencers and the factors that have shaped their influence. In each case, the influence of these individuals is shaped not only by their accomplishments but also by their ability to resonate with and inspire people, their contributions to societal issues, and their adaptability in an ever-changing global landscape

    Learning Intentions: We are learning to (WALT)...

    • work together as a team
    • develop an understanding of expectations for Global Studies
    • develop an understanding of World Influencers and the Factors Shaping Their Influence 

    Success Criteria: I can/have...

    • understood Ms Martín expectations for 2024
    • describe the lives and impact of world influencers across different fields
    • identify the factors that have shaped their influence. 
    • researched and discussed the diverse elements contributing to the influence of these individuals.

    Activities:

    1. Get to know each other

    2. Brainstorm-World Influencers
    3. Influencers around the world

  • TERM 2- WEEK 3


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING New Zealand’s participation in national & international conflicts, by discovering Maori leaders & Western leaders in times of conflict.
    • We are EXPLORING influential leaders by identifying what a GREAT leader is.
    • We are EXPLORING influential leaders by investigating the traits and characteristics of an impactful leader.


    This week we are continuing to brainstorm the difference between Influencers, changemakers, and leaders.

    Learning Intentions:

    1. Understand the roles and characteristics of leaders and changemakers.
    2. Identify examples of leaders and changemakers in various contexts.
    3. Analyze the impact of leaders and changemakers on society.
    4. Reflect on personal leadership qualities and potential for creating positive change.

    Success Criteria I can/have...

    •  Identify key characteristics and qualities associated with effective leadership and changemaking
    • Analyze examples of leaders and changemakers from history, current events, or literature, and explain how they exemplify leadership or change-making qualities.
    • Evaluate the impact of leaders and changemakers on societal change, providing evidence to support my analysis.
    • Apply their understanding of leadership and change-making qualities to identify potential leaders or changemakers in their own communities or spheres of influence.

    Activities:

    1. Spot the differences, Slide 8 MMA Changemakers

    2. Influencers around the world - Worksheet in Google Classroom



  • Term 1-Week 4

    This week we will discuss:

    How does a Changemaker differ from a leader? and We will look into a case study





    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING New Zealand’s participation in national & international conflicts, by discovering Maori leaders & Western leaders in times of conflict.
    • We are EXPLORING influential leaders by identifying what a GREAT leader is.
    • We are EXPLORING influential leaders by investigating the traits and characteristics of an impactful leader.


    This week we are continuing to brainstorm the difference between Influencers, changemakers, and leaders.

    Learning Intentions:

    1. Understand the roles and characteristics of leaders and changemakers.
    2. Identify examples of leaders and changemakers in various contexts.
    3. Analyze the impact of leaders and changemakers on society.
    4. Reflect on personal leadership qualities and potential for creating positive change.

    Success Criteria I can/have...

    •  Identify key characteristics and qualities associated with effective leadership and changemaking
    • Analyze examples of leaders and changemakers from history, current events, or literature, and explain how they exemplify leadership or change-making qualities.
    • Evaluate the impact of leaders and changemakers on societal change, providing evidence to support my analysis.
    • Apply their understanding of leadership and change-making qualities to identify potential leaders or changemakers in their own communities or spheres of influence.

    Activities

    0. Current Event Quiz

    Video Watching

    Do Now: Copy and Fill in the gaps

    Create a map: Changemakers/Leaders Around the World


  • Term 1 Week 5


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on people challenging injustices and social norms by researching a historical or current leader

    This week you are going to be working on your assessment.

    This task requires you to work individually to research and identify an effective historical or current leader.

    • You need to explain what actions they took to create change and WHY they took these actions (e.g. the ideas they held) You need to describe a CHANGE that your leader was responsible for.
    • You need to explain the effects and consequences of the CHANGE (these could be negative or positive effects) 
    • You should include visuals (graphs, images, infographics, etc.), with supporting captions to highlight key information You need to have a bibliography as your last slide OR put on the back of your poster.



  • Term 1-Week 6

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present our leader so that we can share the goals, the impact, and the multiple perspectives of our chosen leader

    Enter text here...

  • Term 1-Week 7

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on people challenging injustices and social norms by researching a historical or current leader
    • We are FOCUSING of New Zealand's participation in wars both internationally and nationally throughout its history by prioritising some examples of National and International conflicts

    Enter text here...

    For the rest of the term, we will be focussing on the following international and national conflicts:

    International Wars:

    1. World War I (1914–1918)

    2. World War II (1939–1945)

    3. Korean War (1950–1953)

    4. Vietnam War (1963–1975)

    5. Gulf War (1990–1991)

    6. War in Afghanistan (2001–2021)

    7. Iraq War (2003–2011)

    National Wars:

    1. New Zealand Wars (1845–1872)

    2. South African War (1899–1902)

    We will explore key events, contributions, and impacts of these conflicts on New Zealand and its people.

    Kia ora!  This week we...

    Paearu Angitu (Success Criteria): I can...

    • identify key national and international conflicts in which New Zealand has participated.
    • explain the reasons for New Zealand's involvement in these conflicts, citing specific historical events and circumstances.
    • analyze the impact of these conflicts on New Zealand's society, culture, and international relations, providing examples to support their analysis.
    • critically evaluate different perspectives on New Zealand's participation in conflicts, considering the viewpoints of different groups within society.

    Hei Mahi (Activities):

    1. Timeline in Google Classroom
    2. Overview questions



  • Term 1-Week 8

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on people challenging injustices and social norms by researching a historical or current leader
    • We are FOCUSING of New Zealand's participation in wars both internationally and nationally throughout its history by prioritising some examples of National and International conflicts
    • We are Focusing on the causes, events, and consequences of the New Zealand Wars, gaining insight into this significant period of New Zealand's history.

    Enter text here...

    Kia ora!  This week we are looking into NZ wars



    Context: 'Kotahitanga' - Leadership, unity + collective action


    Paearu Angitu (Success Criteria): I can...

        •  can identify and describe the primary causes of the New Zealand Wars, including land disputes, cultural clashes, economic factors, and colonial government policies.
        •  can analyze key events and battles of the New Zealand Wars, explaining their significance, sequence, and outcomes with reference to historical sources and evidence.
        •  can evaluate the consequences of the New Zealand Wars, considering their impact on Maori communities, European settlement patterns, land ownership, and political developments in New Zealand.
        • can demonstrate their understanding of the causes, events, and consequences of the New Zealand Wars through written or oral explanations, presentations, and discussions, incorporating historical evidence and examples to support their arguments.
        •  can engage empathetically with the experiences of individuals and communities affected by the New Zealand Wars, demonstrating an understanding of diverse perspectives and historical contexts.
        •  can synthesize information from multiple sources, including primary documents, secondary literature, and multimedia resources, to construct coherent and well-supported explanations of the New Zealand Wars.

    Hei Mahi (Activities):

    1. NZ Wars documentary-Questions-Google Classroom
    2. Infographic-Google classroom

  • Term 2-Week 1


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the complex world of risky business of human rights and our role in protecting the human rights of others.
    • We are EXPLORING the events that led to the creation of UDHR
    • We are EXPLORING the struggles for rights in the present time

    During this term, we will explore human rights around the globe and our role in protecting our own rights and the rights of others. We will be learning about some of the different ways people have advocated for change in the past and the fights people are continuing to wage today in our own backyard here in Aotearoa. We will be spending time thinking about our identity within our communities, the importance of allyship, and figuring out what issues we care about most.

    We will be focussing on the importance of advocacy and how Human Rights are Protected by Non-Governmental Organizations. 






  • Term 2-Week 2

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Human Rights by defining the United Nations Declaration of Human Rights (UDHR)
    • We are FOCUSING on Human Rights and Social Justice by identifying and explaining the breaches of the United Nations Declaration of Human Rights (UDHR) in present times
    • We are FOCUSING on developing an understanding on the role of Non-Governmental Organizations (NGOs) in protecting human rights.
    • We are FOCUSING on describing the strategies and methods used by NGOs to protect human rights.




    Success Criteria: I can/have...

    • I can define UN

      I can define UDHR

      I can list UDHR Human Rights

      I can describe the events leading to the creation of the UN and the UDHR

      I can relate an issue/situation/case study to an UDHR article (human right)

      I can explain how the issue/ situation/ case study is a breach of a UDHR article (human right)

      I can explain the effect of Human rights violation of people/groups




  • Term 2-Week 3


  • Term 2-Week 4

  • Term 2-Week 5

  • Term 2-Week 6

  • Term 2-Week 7

  • Term 2-Week 8

  • Term 2-Week 9

    This week

  • Term 2-Week 10

  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

  • 17 June - 23 June

  • 24 June - 30 June

  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

  • 29 July - 4 August

  • 5 August - 11 August

  • 12 August - 18 August

  • 19 August - 25 August

  • 26 August - 1 September

  • 2 September - 8 September

  • 9 September - 15 September

  • 16 September - 22 September

  • 23 September - 28 September

  • 30 September - 6 October

  • 7 October - 13 October

  • 14 October - 20 October

  • 21 October - 27 October

  • 28 October - 3 November

  • 4 November - 10 November

  • 11 November - 17 November

  • 18 November - 24 November

  • 25 November - 1 December

  • 2 December - 8 December

  • 9 December - 15 December