7W1 Global Studies
Weekly outline
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Global Studies 2024
1. Hi from me
Kia ora, I’m Mr. Mitchell, your teacher for Global Studies in 2024. I am very much looking forward to the journey we will be undertaking this year. This journey will be starting off with Term 1’s focus on bringing you into the school, helping you find your footing under the term context of ‘He Waka Eke Noa’, the idea that we are all in the same boat. We are all in this together.
2. 'What is global’
Global Studies is MHJC’s class on culture, society and our place in the world. We use this class to examine the different ways that the world operates. This can be summarised as looking at how we mesh together and how we don’t: what lessons can we get from the different ways that humans and their societies have interacted with each other over time? Overall, we are looking at time, place and belonging.
3. Key things to know
There will be three classes per week, with extra time allotted for private homework time. Please bring your device to every lesson as while we may not end up using it, this is a BYOD school that expects a device be available should we need it for focused and guided learning.
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N/A - Admin & Introductory Day
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Introductory Week
Success Criteria:
- I can introduce myself, and understand the basics of what Global Studies is about as a subject.
Activities:
- Powerpoint: Class/School Expectations, Who I Am
- Icebreaker Game
- Powerpoint & Copying Down: The fundamentals of Global Studies, what can we understand right now?
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
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After some discussion last week, this week properly introduces our term long focus on "Identity", in relation to our term context of He Waka Eke Noa. For the next few weeks we will be focusing on "Identity" as a way of identifying ourselves, our values and the groups we are a part of.
Success Criteria:
- I am able to describe what "identity" is and different ways of categorising it.
Activities:
- Identity Game - How do you define yourself?
- Mapping Activity - Where are you from, what is your story?
- Introducing: News of the Week & Weekly Quiz
Follow Up Tasks:
Glossary Task - defining various terms related to identity and culture, writing them in your booksEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
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Kia ora, we will continue more of our work on identity this week, focusing on finishing our mapping task & discussing questions of family identity and background. We also tie back our work to our term context, He Waka Eke Noa, by exploring the topic of 'values' and defining those that are important to us as individuals and as a classroom setting.
Success Criteria:
- I can explain what values are and how we can live according to the values we hold/beliefs we have.
Activities:
- Class Treaty (Defining Values) - setting up our first foray into Te Tiriti
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
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This week is our 'pit stop' into Te Tiriti o Waitangi - we will be focusing on the treaty in much more depth and detail later in the year, but this week is to essentially create a cursory (background) knowledge in your mind of what Te Tiriti is, and how it relates to our class focus and our term context. To do this, we will be learning the basic of Te Tiriti in class, and the fundamental issues of mistranslation, and how issues of mistranslation (accidentally or purposefully) can cause issues to social harmony.
Success Criteria:
- I can define what Te Tiriti is, and briefly explain the concepts of sovereignty & governance that treaty discussions today are centred around.
- After being introduced to Education Perfect, I can complete the set tasks laid out for me.
Activities:
- Video & Discussion: Te Tiriti - What is it? Video by Re: News
- 1835 Declaration of Independence & Te Tiriti - EP Task
- News of the Week - Waitangi Focused
Follow Up Tasks:
Stragglers must finish their Class Treaty assignmentEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
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This is our second week on our Te Tiriti o Waitangi pit stop, and to continue honouring our work on why Te Tiriti is relevant today, our main two tasks are: a 'catch up' sheet summarising our work so far, and creating our own individual pepeha to learn over the course of the year. This pepeha activity will take the form of a carefully structured task, ending with you creating a pepeha on a coloured sheet with appropriate drawings that represent the people & places you are referring to in your pepeha.
Success Criteria:
- I can summarise at least one lasting key issue with Te Tiriti.
- I can create my own pepeha and follow the grammatical and visual conventions laid out for me.
Activities:
- Tying it Together: Identity & Te Tiriti (Worksheet - homework is not finished)
- Pepeha creation - may stretch into next week
Follow Up Tasks:
Going back and finishing EP work - ESSENTIALEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Mostly N/A - Camp Week
However, we explored the relevance of our Term Context by introducing the bulk of what the next two/three weeks will be about: mapping and populations, and their insight into understanding identity. We also looked at the relevance of camp to our Term Context.Success Criteria:
- I will be understand to state why camp is important to understanding and supporting identity on an individual and group level.
Activities:
- Introducing: BrainPOP Map Skills
- Starting: Mapping Conventions - Google Maps
- Weekly Quiz
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Kia ora, this week is for continuing our focus on using maps to establish an understanding of maps and how they can be used to understand a population's identity.
Success Criteria:
- I will complete both our mapping activities to success - I will be able to locate landmarks and state their purpose.
Activities:
- Reading Google Maps
- News of the World
- Landmark Group Race Activity
Follow Up Tasks:
Finishing off previous rounds of BrainPOPEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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This week will be interrupted by Easter break - all the more reason to cram in some solid work before the long weekend!
Our main work will be around reading the Safeswim map for information about our local beaches and how they serve a role of community, given Auckland's historic status as a hub for seafaring activity.Success Criteria:
- I will be able to describe multiple beaches in multiple ways - their locations, their water quality, hazards and facilities.
Activities:
- Safeswim Mapping Activity
- Library
Follow Up Tasks:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Kia ora, following the Easter break and the short march towards the end of Term 1, we will be using these last two weeks to tighten up our focus on Identity and continue our work on reading different forms of information and data. We will be finishing the Safeswim activity at this time, and then introducing our last major task for the term: reading census data, which will involve you sifting through information with prompted guidance, and interpreting the meanings of different graphs within that data.
Success Criteria: I can/have...
- I can identify the hazards of our beaches and their quality for human interaction.
- I can demonstrate an ability to read graphs and different forms of data for their meaning and relevance to different groups of people.
Activities:
- Safeswim activity (finishing up/stragglers)
- The New Zealand Census - what is it?
Follow Up Tasks:
News of the World - broadening our horizons to outside NZEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
- We are EXPLORING 'He Waka Eke Noa' by finding and becoming familiar with events happening across the world.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
So close, team!
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Kia ora Year 7s, we made it! Our last week! We've done it. A long term finally at its end. But that doesn't mean we are going to be finishing work - this week's main goal is finishing our Census task, as well as thinking about how we want to change News of the World to think about the wider world, instead of our previous focus on *just* news from Auckland and wider Aotearoa New Zealand. We will not have our last lesson on Friday, so we need to finish all this by our second lesson.
Success Criteria: I can/have...
- I can clearly understand different forms of information as presented to me through government resources.
Activities:
- Census Data Task
- News of the World - Where to go from here?
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
- We are EXPLORING 'He Waka Eke Noa' by finding and becoming familiar with events happening across the world.
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Welcome back to school, Year 7s!!!
This will be the week we finish our focus on Identity, before we transition into our new focus on sustainability and our Term Context of 'Whanaunatanga' from next week onwards. You will have an assessment this term, but more information on this topic will be presented when finalised and ready for you to understand.
Right now, due to the timeliness of the event, we will spend this last week learning about an event & situation central to Aotearoa NZ's wider identity: ANZAC Day. What is ANZAC Day? How do we celebrate or memorialise it? Is celebrate the right word? What does the event mean for the population? How did it become important to how NZ sees itself? You will be able to answer this questions by the end of the week.
Success Criteria: I can/have...
- I can identify the importance of ANZAC Day for Aotearoa New Zealand and the ways we memorialise the events surrounding Gallipoli.
- I can understand ANZAC Day's influence on how NZ thinks about war.
Activities:
- ANZAC Day - What is it? Slideshow (Reading: Context, Imagery and Dawn Parade Videos)
- ANZAC Day - The Poppy and Lingering Questions (Writing)
Follow Up Tasks:
Weekly Quiz - if behaviour appropriate
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Kia ora Year 7s, with Week 2 and our official transition to our Sustainability & Environment portion of the year, our new term context is here! "Kaitiaki Kiwis", the idea of guardianship and acknowledging our roles as individuals and groups in this country, which Wai whanau will be exploring in great detail. This week, you will be learning about how we can "tread lightly" as part of our approach to sustainability, what sustainability is, and how we can start thinking about the world in terms of 'wants' and 'needs'.
On an admin note, I am going to start trying to make more aesthetically readable and *presentable* ways of showcasing information on here.
Success Criteria: I can/have...
- I can define sustainability succinctly and state the concept's relevance to Aotearoa New Zealand and the world environment.
- I can easily state the clear difference between wants and needs in a variety of scenarios.
Activities:
- Sustainability Slideshow - Hard Definitions, Strong Answers (Reading, Writing)
- Wants & Needs - What do they mean? How can they be interpreted in many different scenarios? (Reading, Writing, moral decisions)
Follow Up Tasks:
News of the World - Environmental ProblemsEXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
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Kia ora Year 7s, this week we are changing tack slightly - I wanted to do climate change this week, but given the changing date of your assessment, we are going to be changing around our planned curriculum. We will do everything as planned, but right now, our focus is instead on oceans, ocean life and how they are responding to human activity. Is our way of life sustainable?
Success Criteria: I can/have...
- I can describe our marine diversity and tell people about the variety of ocean life and geography in our Aotearoa's immediate EEZ.
- I can evaluate how our marine life are responding to diverse threats on their way of life.
- I have been able to use jellyfish as a case study for how animals are responding to our unsustainable ways.
Activities:
- Big Blue Ocean sheet (Reading, Numeracy)
- Multiple Choice Jellyfish Questions & Videos (Reading)
Follow Up Tasks:
Week 4/5 - Key facts about jellyfish, useful for assessmentEXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
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Kia ora class, this is our week on climate change - I am being careful at not crossing over into Science's territory, so what we are going to be looking at is the human causes & cost of climate change, getting an idea of where you are at before we move into our assessment. This will be our last week before the assessment, so my goal is to get us ready to a point where we can neatly tie in our last few weeks of work without feeling like there are any significant gaps in our knowledge or capabilities.
Success Criteria: I can/have...
- Write here
Activities:
- Write here
- Write here
Follow Up Tasks:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
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Kia ora class, this week is the beginning of our first assessment together! We are looking at adaptations, following the work we have done on sustainability, ocean life and climate change. We are pairing with Science to do a joint assessment, one where you make an Infographic Poster based on the work you have done in both classes. You will get the full details in class, and support will be given as needed. The exact location for your assessment on MHOL will be shown to you, but as this is a physical hand-in, you will be given full warning about where & when to submit.
Success Criteria: I can/have...
- I can carefully follow guidelines for assessments and begin appropriate research for completing them.
- I have started putting together my Infographic Poster, keeping an eye on my time management.
Activities:
- Recap: Climate Change
- Infographic Poster - Research & Planning (Reading, Writing)
Follow Up Tasks:
Quick Recap: Ocean Threats, what are they? (Verbal activity in class)EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
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Opened: Wednesday, 5 June 2024, 12:00 AMDue: Tuesday, 11 June 2024, 1:30 PM
For our Term 2 context ‘Tread lightly - Takahia Mana’, Year 7 students in Wai Whanau have been exploring our Native NZ environment, and looking at how humans can impact our environment.
In this assessment, you are going to create an infographic poster, to present information about this topic.
You will have two weeks of class time in Science and Global studies to complete your infographic and do a physical hand in. You will be instructed how to submit on Mission Heights Online.
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
- We are EXPLORING... Economic Sustainability by investigating and empathising with the impact of fast fashion on labourers.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
- We are EXPLORING... Economic Sustainability by investigating and empathising with the impact of fast fashion on labourers.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
- We are EXPLORING... Economic Sustainability by investigating and empathising with the impact of fast fashion on labourers.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
- We are EXPLORING... Economic Sustainability by investigating and empathising with the impact of fast fashion on labourers.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Environmental Sustainability by recognising the role of kaitiakitanga and the concept of guardianship.
- We are EXPLORING... Environmental Sustainability by analysing the impact of climate change on our planet.
- We are EXPLORING... Environmental Sustainability by discovering the various issues and developing problems our oceans and ocean life face.
- We are EXPLORING... Economic Sustainability by investigating and empathising with the impact of fast fashion on labourers.
- We are EXPLORING... Social Sustainability by interpreting the impact of wants & needs across different tough scenarios.
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