9C1 Global Studies
Weekly outline
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Opened: Wednesday, 3 April 2024, 12:00 AMDue: Wednesday, 10 April 2024, 5:00 PM
Context: This assessment focuses on the concept of kaitiakitanga, the Māori principle of guardianship and protection of taonga (treasures) including natural resources. Students will design an animation using Powtoon or Canva raising awareness about a youth-led initiative that embodies this concept.
The Scenario: Imagine a group of passionate young New Zealanders concerned about the Great Pacific Garbage Patch (GPGP). They are dedicated to protecting this taonga and valuing all that is precious in Aotearoa by promoting awareness and clean-up efforts.
Submit on Google Classroom.
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Introductions Activity Part I
Answer the questions below:
If you had a free ticket to take a trip anywhere in the world, where would you go?
(Use political world map if needed).
List your top 3 choices and and at least one reason why you chose each one:
Country or City Reason
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Now choose 3 places you would NOT want to visit and reasons why:
Country or City Reason
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Please tell me about your family. For example, do you have siblings? (If so, tell me their names and ages). Do you live with one or two parents, blended family, etc.
What is your ancestry? You may or may not know, but do your best to describe where your ancestors came from, and if possible, approximately when they arrived in the New Zealand.
What after school activities, or hobbies do you enjoy doing in your free time?
Even if you don’t know for sure, what are your plans after high school?
What career do you see yourself having in the future?
Name one global issue that most concerns you and what you think we should do about it.PART II
After everyone has completed the form, Ms Carter will ask you to reintroduce yourselves to the other people in your group:
Shake their hand, look them in the eye and tell them your name. Write their names down:
After introductions, you will get to know one another. Starting with the person on the left, take 2 min to ask the person on your right some questions to learn more about them. You can use the questions above as a guideline or just get to know one another. BOTH group members should write a few brief notes in the spaces above.
Be ready to turn in this form and introduce each other tomorrow!
Introductions Activity Part II
Your task is to choose a country that at least one of you listed as one of the last places you would want to visit, and convince the class to travel there. You will give a 1-2 minute presentation to the class using a Google Slides presentation for visuals. The presentation that earns the most votes (ie: their classmates would choose to visit their country) will earn extra credit. You cannot vote for your own country.
Procedure:
Compare your lists of countries that you ranked last.
Choose one and get approval from Ms Carter (I may make your choice for you)
Begin researching your country and look for things that might interest people, including beautiful photographs, interesting facts/history, and famous landmarks or people. Today your task is to JUST LEARN!
Be creative! Brainstorm as many possible reasons someone may want to visit this country and choose the best ones!
Create a slideshow that supports your argument that the class should visit this country!
Requirements:
Presentation must last 1-2 minutes
Slideshow must contain:
A world map highlighting the location of the country
Photos of the country
Minimal text that lists the country name, basic facts, etc.
Sources of information (websites)
Share your slideshow with me through Google Classroom assignment.
Resources:
Use any resources you would like but the following should be very helpful:
The story of Matt and the dancing videos: http://nyti.ms/1tw4jUo
Wanderlust Magazine http://www.wanderlust.co.uk/
National Geographic http://on.natgeo.com/1rMK70C
http://travel.nationalgeographic.com/travel/country-pictures/
Panoramio Google Maps http://bit.ly/1oDikIa
Lonely Planet http://www.lonelyplanet.com/
Trekearth http://www.trekearth.com/
360 Cities http://www.360cities.net/
Country Reports http://bit.ly/1no2yjV
Science for Kids - Fun Facts About Countries http://bit.ly/1w6x743
Wikipedia List of Sovereign States http://bit.ly/1gPrbX2
CIA World Factbook http://1.usa.gov/1ju9ux8
Use resources in Google Classroom to support your country study.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on inclusion and exclusion in Aotearoa by identifying historical immigration practises and laws in Aotearoa
- We are FOCUSING on inclusion and exclusion in Aotearoa by discussing the cultural ideals and economic values that shaped immigration laws
- We are FOCUSING on inclusion and exclusion in Aotearoa by describing the impact of these laws on migrant groups to New Zealand
- We are FOCUSING on inclusion and exclusion in Aotearoa by comparing how different groups were included and excluded from decision making
- We are FOCUSING on inclusion and exclusion in Aotearoa by explaining how groups have reacted to unfair laws and the outcomes they achieved through their efforts
Voyages to Aotearoa - Part 2
Chinese history
See Google Classroom for resources and slide show.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on inclusion and exclusion in Aotearoa by identifying historical immigration practises and laws in Aotearoa
- We are FOCUSING on inclusion and exclusion in Aotearoa by discussing the cultural ideals and economic values that shaped immigration laws
- We are FOCUSING on inclusion and exclusion in Aotearoa by describing the impact of these laws on migrant groups to New Zealand
- We are FOCUSING on inclusion and exclusion in Aotearoa by comparing how different groups were included and excluded from decision making
- We are FOCUSING on inclusion and exclusion in Aotearoa by explaining how groups have reacted to unfair laws and the outcomes they achieved through their efforts
Digging Deeper - What caused the Dawn Raids
Task: Summarise this section of text in 5 key words
Task: Using the information on the previous slide to complete the questions below
Provide three pieces of information you can learn about Pacific migration to New Zealand since WWII
Using evidence from the table and/or graph, explain the changes of the Pacific Island population of New Zealand from 1945 to 2018
Explain the relationship between this data and the information on the previous slide
What does the term “second - or third- generation” mean?
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on inclusion and exclusion in Aotearoa by identifying historical immigration practises and laws in Aotearoa
- We are FOCUSING on inclusion and exclusion in Aotearoa by discussing the cultural ideals and economic values that shaped immigration laws
- We are FOCUSING on inclusion and exclusion in Aotearoa by describing the impact of these laws on migrant groups to New Zealand
- We are FOCUSING on inclusion and exclusion in Aotearoa by comparing how different groups were included and excluded from decision making
- We are FOCUSING on inclusion and exclusion in Aotearoa by explaining how groups have reacted to unfair laws and the outcomes they achieved through their efforts
Lesson 1
Watch the advertisement and write a TEXAS paragraph answering the 3 questions on slide 2This advertisement for the National Party, prepared by the American cartoon firm Hanna-Barbera, was played during the 1975 election campaign. It reflected an increasing hostility to immigrants from the Pacific as unemployment rose in New Zealand following the 1973 oil crisis.
Task: After watching the video, answer the questions below
This advertisement shows racist stereotypes of Pacific Islanders. What racist stereotypes are evident in this advertisement?
Why do you think the National Party would have released this advertisement? What were they hoping to do? Why do you think they believed this strategy would work?
What do you think the impact of this advertisement would have been on immigrants from the Pacific at the time? How might they have felt?
Lesson 2Watch the video from Spinoff and write a short explanation about how the pen highlighted the racism faced by Pasifika peoples in the 1970s.Black Panthers and Polynesian Panthers.
Task: Find out 5 key facts about the Black Panthers and what they were protesting for.
Look at the images of the Polynesian Panthers on Slide 6 and complete the tasks below.
Task 1: What similarities do you see between the images of the Polynesian Panthers and the Black Panthers?
Task 2: Why do you think activists wanting to protest the Dawn Raids modeled themselves on the Black Panthers?
Task 3: Select one of the photographs. What can you see. If you were there, what sounds might you hear? If you were a reporter, whom would you want to interview? What questions might you ask?
Task 4: Imagine you are a member of the Polynesian Panthers - write a diary entry explaining your motivations for protesting and what change you hope your actions will bring. Make sure you support your ideas with historical evidence.
Other Apologies
Task 1: What other formal apologies has the New Zealand government/crown made to groups of people and/or for specific events?
Task 2: For one of the apologies you have identified above, write a short paragraph explaining what actions the government had taken historically that saw them needing to make a formal apology.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING biodiversity by investigating why our oceans are important
- We are EXPLORING the land and ocean by comparing ways in which we interact with the oceans
- We are EXPLORING the oceans and sustainability by researching the impact humans have on the marine reserves.
- We are EXPLORING the oceans and sustainability by identifying different ways we can sustainably use or interact with the oceans
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LESSON 1: IMPORTANCE OF SEA TO US
FOCUS QUESTION: Why is the sea important for me? How am I connected with the sea?
• DISCUSS whakapapa & connectedness to sea according to te ao Māori
• SHARE recent connections with the sea & kai moana
• EXPLORE importance of the sea to us [slide 10]. Extend learning using true false cards
• READ National Geographic Resource Library: ‘Ocean’ and complete Kahoot QUIZ
• CATEGORISE different sea creatures and types of kai moana using Ocean Connection Cards & complete VENN DIAGRAM activity
• TEST & GROW knowledge of te reo Māori & English marine life names using the Sea Creature / Kararehe o te wai Cards and Kahoot
• RECORD & GRAPH favourite kai moana
• READ Whaitere – the enchanted stingray or Whaitere – te whai ātahu story & explore idea of kaitiakitanga.
Whaitere
Take a Kahoot QUIZ
LESSON 2: OVERFISHING
FOCUS QUESTION: What is overfishing? What impact does overfishing have?
• DISCUSS impacts of overfishing
• Use Overfishing cards (warm up picture & idea cards) to COMPARE a sustainably vs overfished ocean
• BRAINSTORM what we already know about overfishing
• WATCH a short film made by Alice Guerin ‘Glad to Sea You’re on Board’.
• CONSIDER reasons why fish and marine life have declined
Add new knowledge to Overfishing Prior Knowledge Chart.
• DEFINE key terms, explore definitions and how overfishing affects population sizes.
• WRITE definitions of key terms (fishery, sustainable fishing, overfishing…)
• CREATE a diagram showing how overfishing affects the size of a fish population -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING biodiversity by investigating why our oceans are important
- We are EXPLORING the land and ocean by comparing ways in which we interact with the oceans
- We are EXPLORING the oceans and sustainability by researching the impact humans have on the marine reserves.
- We are EXPLORING the oceans and sustainability by identifying different ways we can sustainably use or interact with the oceans
LEARNING Objectives
• Describe who the Marine Stewardship Council are, and what they promote
• Explain the meaning of the Marine Stewardship Council’s blue fish tick label
• Use scientific and fisheries related vocabulary
1. INVESTIGATE who are the Marine Stewardship Council are and what does the blue fish tick label mean?
2. WATCH the short film about the blue fish tick label [0:48]
https://youtu.be/Kac1cqkjX1U?feature=shared
3. WATCH the short film about the Marine Stewardship Council and sustainable fishing [1:30]
https://youtu.be/3rVeSBdpO6Q?feature=shared
4. Learn more about why we need the Marine Stewardship Council and the blue fish tick label using the Oceans at Risk worksheet and complete the Kahoot Quiz
OCEANS AT RISK WORKSHEET
Oceans are essential to life on Earth. They cover more than 70% of the planet's surface, regulate the climate, and supply the oxygen we need to survive. 34% of global fisheries are thought to be overfished
Map of the oceans
Source: Global Fishing Watch
The oceans are home to a huge variety of life. Much of this life is important to sustain people’s livelihoods (jobs) and ensure people have food to eat. Millions of people rely on fish as a source of protein. Seafood is one of our last major wild food sources.
The stakes are high when we consider how closely linked the health of our oceans is to our environmental, social and economic wellbeing.
The percentage of fish stocks that are within biologically sustainable levels have decreased from 90 percent in 1974 to 65.8 percent in 2017
It is believed that 34% (that’s about one third) of global fisheries have been fished beyond sustainable limits. And ironically it’s estimated that a third of fish is lost or wasted each year, as it travels from the ocean to our plates
Key factors contributing the problem are overfishing, illegal and destructive fishing as well as climate change and pollution. It’s not just the loss of marine creatures and environments, the problem has a serious impact on communities.
What is the Marine Stewardship Council doing?
The Marine Stewardship Council works with fisheries, scientists and industry to make sure our oceans are fished sustainably and it’s easy to find and buy certified sustainable seafood. Sustainable seafood is seafood that is caught in such a way that it can continue being caught for generations to come. Fisheries that are certified as sustainable are can display the Marine Stewardship Council blue fish tick label.
Test your knowledge: Answer the questions (next page) and then take the Kahoot “MSC Oceans at Risk” Quiz
Read more: Read WWF’s Living Blue Planet Report
Create your own map: Draw your own ocean map or create using scribble maps
Questions
How well did you read?
(1) Oceans cover more than _____ of the planet's surface, regulate the ________, and supply the oxygen we need to survive.
a. 70%, climate
b. 40%, sunshine
c. 10%, tides
d. 5%, moon
(2) ____ of fisheries are thought to be overfished.
a. 10%
b. None
c. 33%
d. 1%
(3) Seafood is our last major _______ food source.
a. Saltwater
b. Wild
c. Freshwater
d. Harvestable
(4) The size of marine populations has declined by ________ between 1970 and 2012.
a. 1%
b. Hardly any
c. A little bit
d. Almost half
(5) Key factors contributing the problem are
[Tick the correct answers]
a. Overfishing
b. Illegal and destructive fishing
c. Climate change
d. Pollution
(6) The Marine Stewardship Council works with fisheries, scientists and industry to make sure our oceans are fished _______________.
a. Sustainably
b. Unsustainably
c. Too much
(7) Fisheries that are certified as sustainable are given a _______ Marine Stewardship Council label.
a. Green
b. Red
c. Orange
d. Blue
Sustainable Fishing
Sustainable fishing means leaving enough fish in the ocean so that fish stocks remain healthy, looking after places where fish live [habitats] and ensuring people who fish can keep fishing.
LEARNING Objectives
• Explain ‘sustainable fishing’ and how it impacts on people and environments
• Use scientific and fisheries related vocabulary
1. DISCUSS what sustainable fishing means (according to the Marine Stewardship Council)
2. WATCH the award winning Marine Stewardship Council film My Dad the Fisherman [14:46] and
complete the Kahoot QUIZ
https://youtu.be/OIsA8xQ7WbQ?feature=shared
3. EXPLORE more deeply some fishing practices that are not examples of sustainable fishing. WATCH the short film [1:00] about bycatch and how it can be managed.
https://youtu.be/_3od7CqoQfs?feature=shared
4. Using the Unsustainable fishing cards. NOTE: In this activity we explore examples of unsustainable fishing to develop understanding about what exactly is and isn’t sustainable fishing!
5. INVESTIGATE how the Marine Stewardship Council deals with unsustainable practices
6. EXPLORE what sustainable fishing looks like in Aotearoa NZ and CONSIDER what you do to look after the sea.
7. CONSIDER the three principles used by the Marine Stewardship Council to determine sustainable fishing.
Reviewing Key Concepts
8. Review the entire Overfishing and Sustainable Fishing Topic using the summary quiz on Kahoot
9. Create an ANIMATION to convey the story of sustainable fishing making sure that key terms from Key Term Worksheet are included.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to analyse the causes and consequences of the Great Pacific Garbage Patch.
- We are EXPLORING to critically consider New Zealand's role and responsibility in contributing to solutions
- We are EXPLORING informed perspectives on sustainable practices to reduce plastic pollution.
Great Pacific Garbage Patch
Most people think of the Pacific Islands as an island getaway, however, floating out in the Pacific Ocean is an environmental disaster. The Great Pacific Garbage Patch GPGP. is a collection of debris in the North Pacific Ocean.
What is GPGP?It has been created by the natural and tidal movement of the oceans and the vortex created has produced perfect conditions to collect the rubbish in an area. Once rubbish has entered the GPGP it is likely to never leave - the debris includes but is not limited to plastic, fishing gear, shoes and microplastic.
Ghost FishingAn estimated 705 000 tons of fishing nets are floating in the GPGP - this is known as ghost fishing. An estimated 54% of these nets come from North America and Asia and 20% from boats, cargo ships and offshore oil rigs.
There are an estimated 80 000 tonnes of rubbish in the GPGP - this is equivalent to 500 Jumbo Jets There are an estimated 250 pieces of rubbish for every human on the planet in the GPGP.
The Eastern Garbage Patch
The Eastern Garbage Patch is located off the coast of the USA in the area between California and Hawaii. It is estimated to be 1.6 million km? - about three times the size of France. Not all of the debris is floating on the surface - in some places it can be several metres below the surface. It was discovered by Charles Moore in 1997 when he was competing in a yacht race. Moore has been back numerous times over the years and is actively involved with Algalita Marine Research and Education, who in 1999 focused on reducing plastic use and protecting the oceans.
When Moore went back in 2014, he estimated that the problem was 100 times worse and now plastic features or 'islands' up to 15 metres in length are floating in the space.
PlasticsThe mass production and use of plastic occurred for the first time in the 1950s. Plastic is relatively cheap to make, it is malleable - so you can shape it easily - and it's durable.
Plastic is not biodegradable but can be broken down into smaller and smaller pieces in a process known as photodegradation.
Marine life is greatly affected by the GPGP. Marine animals that enter the GPGP are lucky to escape alive.
Rubbish
The rubbish is also blocking the sunlight that plankton requires to produce its own nutrients, resulting in an important food source for many sea life being destroyed. The plastic also leaches harmful pollutants into the water which are absorbed by the marine life living there.
ASSESSMENTOne of the issues that is being faced by the people and groups trying to clean up the mess, is that countries are not prepared to take responsibility for the problem and are not willing to help with the solution.
"Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not"
- Dr Seuss (The Lorax)
There are some people and groups who are making the commitment to clean up the mess that has been created.
Your task is to create a Powtoon / Animation that can be used in campaigns raising awareness of the issue. Include the following in the brochure.
a. Who are they? Where are they from? How old are they? etc.
b. How did they get involved in cleaning up the GPGP?
c. What actions have they taken or are taking to try to solve the issue?
d. What can people do to support their campaign?
e. What difficulties are they facing?
F. Give one quote from them that sums up their actions or beliefs.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the Great Pacific Garbage Patch and incorporating our knowledge of MSC Sustainable Fishing to create a POWTOON or animation to promote sustainable fishing and the preventation of overfishing of our oceans.
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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.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the aftermath of WW1 by recognising the challenges facing Germany after WWI
- We are EXPLORING the rise of the Nzazi’s and antisemitism by investigating the historical factors and societal conditions
- We are EXPLORING the Holocaust by researching its causes and effects on individuals, communities and nations.
- We are EXPLORING the aftermath of WW1 by recognising the challenges facing Germany after WWI
- We are EXPLORING responses to Nazism and antisemitism by analysing the reactions of different groups over time, including resistance movements, bystanders and collaborators.
- We are EXPLORING historical narratives and perspectives by interpreting various kinds of sources such as primary documents, survivor movements, bystanders and collaborators.
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Franco-Prussian War
• To describe the outcome of the Franco-Prussian War.
• To understand the terms and the consequences of the Treaty of Frankfurt.
Learning Objective: To understand how the Franco-Prussian War led to the First World War.
Students are shown a picture of two blocks and asked to think what the blocks might represent (‘power blocks’).
Work in pairs to discuss how they think the Franco-Prussian War could have led to the First World War. Then, share their ideas with other groups around the class. Try to encourage debate and discussion about how a defeated country might feel and what they and other countries might do to protect themselves. Ask students to evaluate each other’s ideas and decide which they think are most likely/convincing. Use the Think-Pair-Share Activity Sheet to facilitate this task.
Franco-Prussian War
Students will be asked to read the information on the slide as a class. Check their understanding by asking the Learning Check questions and give plenty of opportunity for students to ask questions.
The Treaty of Frankfurt
Explain the Treaty of Frankfurt to students and using the Treaty of Frankfurt Activity Sheet ask them to create a spider diagram outlining the terms of the Treaty of Frankfurt and the possible consequences. Students can also refer to the Franco-Prussian War Editable Notes to help with this task.
The Path To War
Ask students to think about everything they have learned and add to their ideas about how the Franco-Prussian War could have led to the First World War. Read through the information on the slide together, again allowing time for debate and questions.
Complete worksheets in Google Classroom
3.-The-creation-of-the-German-Empire.docx
4.-The-Franco-Prussian-War.docx
5.-Describe-two-features-writing-frame.docx
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the aftermath of WW1 by recognising the challenges facing Germany after WWI
- We are EXPLORING the rise of the Nzazi’s and antisemitism by investigating the historical factors and societal conditions
- We are EXPLORING the Holocaust by researching its causes and effects on individuals, communities and nations.
- We are EXPLORING the aftermath of WW1 by recognising the challenges facing Germany after WWI
- We are EXPLORING responses to Nazism and antisemitism by analysing the reactions of different groups over time, including resistance movements, bystanders and collaborators.
- We are EXPLORING historical narratives and perspectives by interpreting various kinds of sources such as primary documents, survivor movements, bystanders and collaborators
The Alliances
Learning Outcomes• To describe the alliance systems that developed across Europe.
• To explain the consequences of the alliance systems.
Starter
Students will be shown a source that shows a newspaper cartoon of the alliance system. Students will be asked to think about the 5 Ws to work out what the cartoon is telling the reader. There is also an activity sheet with more detailed questions about the source available.
Main Activities
The Alliance System
The class reads the information about the alliances formed in Europe, discussing any of the key points as they go along.
The Alliance System Activity Sheet
Students can complete this activity in small groups or as individuals. They should use the information provided to fill in the gaps on the activity sheet.
Making Links Activity
Students complete this task using the fact sheet. They create links between the countries to show how they have been connected by agreements and disagreements.
Plenary
Arrange the 6 countries into alliances to try and avoid a war. Students will be asked to discuss their choices with the class.
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