7C1 Global Studies
Weekly outline
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Opened: Sunday, 7 April 2024, 12:00 AMDue: Thursday, 11 April 2024, 5:00 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what we know about treaties, including Te Tiriti o Waitangi.
- We are CONNECTING links between agreements as a class previously and some details about Te Tiriti or Waitangi Day.
- We are EXPLORING how “sovereignty” (the power to make laws for a country and being able to enforce those laws) is key to understanding Te Tiriti and its implications.
Kia ora 7C1,
A warm welcome to Takutai Whanua. My name is Ms Carter and I am you Global Studies teacher for this year.
I hope that you had an awesome holiday break and that you are all excited about your learning in Takutai Whanau.
Learning Intention:
We are learning to :
- understand the meaning of Global Studies.
- gain a better understanding about why Chinese New year is celebrated.
Success Criteria:
I can/have
discuss with my buddy the meaning of Global Studies.
give examples of ways that Chinese New Year is celebrated.
So, what is Global Studies?
Most schools refer to Global Studies as the Social Sciences. We will be learning about how societies work and how people can participate as critical, active, informed, and responsible citizens. Our contexts are drawn from the past, present, and future and from places within and beyond New Zealand!
This year we will focus on including Aotearoa NZ's Histories in our teaching and learning.
Weekly Quiz
Every week, we will be doing the Weekly Quiz.
Each week the quiz consists of twenty international and New Zealand questions that help us understand the news and the world around them. Questions cover politics, events, issues, discoveries, sport, entertainment, knowledge etc.
Be prepared and listen, watch or read the news throughout the week.
This week, we will be introducing ourselves through our introductions and kakahu.
You will create a kakahu (feather) to show who you are, where you come from, family, sports, pets, interests etc.
Our korowai will be displayed on the wall so make it colourful and full of yourself.
Fun facts about Māori Korowai
- The Korowai is a traditional woven Māori cloak.
- Māori Korowai are most commonly worn on special occasions, such as a significant hui.
- The Korowai hold stories of the history of whānau and whakapapa.
- The Korowai is worn as a mantle of prestige and honour.
- The name Korowai is symbolic of leadership, and includes the obligation to care for the people and the environment.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what we know about treaties, including Te Tiriti o Waitangi.
- We are CONNECTING links between agreements as a class previously and some details about Te Tiriti or Waitangi Day.
- We are EXPLORING how “sovereignty” (the power to make laws for a country and being able to enforce those laws) is key to understanding Te Tiriti and its implications.
Before the Treaty
Pre Treaty Activities
- Find out what the students know about the history of Aotearoa New Zealand. Have them work in groups to come up with significant events in our history.
- Read through Comic SJSL_Te Tiriti 0 Waitangi-2ndEd.pdf
- Work towards a class timeline of events. You may like to structure this in the same way as the story (before Te Tiriti, after Te Tiriti).
- Explain that for hundreds of years, Aotearoa New Zealand was a solely Māori land.
- Work through Pre-Treaty Activities on GC.
- Watch the He Whenua Rangatira video from the National Library of New Zealand He Tohu exhibition to give us a sense of the early migrations of hapū and iwi around the country: .
- Discuss the importance of the natural resources that were traded here and overseas.
- Explain that in 1835, He Whakaputanga – the Declaration of Independence told the world that Aotearoa New Zealand was a Māori country and that rangatira were in charge.
- Watch this He Tohu video that shows the voyages of Te Tiriti to find out whether it came to your region: .
- complete sheet on the New Zealand History website: https://nzhistory.govt.nz/politics/treaty/making-the-treaty/treaty-of-waitangi-signing- locations. This website provides biographical information on each person who signed Te Tiriti. Encourage students with a personal connection to Te Tiriti to look for people from their hapū or iwi.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what we know about treaties, including Te Tiriti o Waitangi.
- We are CONNECTING links between agreements as a class previously and some details about Te Tiriti or Waitangi Day.
- We are EXPLORING how “sovereignty” (the power to make laws for a country and being able to enforce those laws) is key to understanding Te Tiriti and its implications.
- We are EXPLORING our country and making connections between the history of the arrival of colonists to Aotearoa
- We are EXPLORING and sharing our understanding of the significance of Waitangi Day and why it is celebrated in NZ.
- We are EXPLORING our new school, MHJC and getting to know each other.
https://www.youtube.com/watch?v=Nb9Y99KQG1k&authuser=0
https://teara.govt.nz/en/video/6799/maui-chants-a-fishing-karakia?authuser=0https://www.newzealand.com/int/feature/the-legend-of-new-zealand/?authuser=0
https://docs.google.com/document/d/1gEk3L7LnisBqw2kKL-GFaVeWXOmqtQUMgnQeIHCZVWE/edit?usp=classroom_web&authuser=0
Complete activities in Google Classroom.
- First People’s in Maori Tradition – Kupe https://teara.govt.nz/en/first-peoples-in-maori-tradition/page-6
- Get on the Waka! The Spinoff (from 1:25)
- Kupe in the Hokianga
- Who was Kupe? Wikipedia information https://en.wikipedia.org/wiki/Kupe
- Kupe Sites: A Photographic Journey Te Papa Museum of New Zealand https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/kupe-sites-photographic-journey
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our country and making connections between the history of the arrival of colonists to Aotearoa
- We are EXPLORING and sharing our understanding of the significance of Waitangi Day and why it is celebrated in NZ.
- We are EXPLORING our new school, MHJC and getting to know each other.
Read through the article and answer the questions on Google Classroom.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what we know about treaties, including Te Tiriti o Waitangi.
- We are CONNECTING links between agreements as a class previously and some details about Te Tiriti or Waitangi Day.
- We are EXPLORING how “sovereignty” (the power to make laws for a country and being able to enforce those laws) is key to understanding Te Tiriti and its implications.
- We are EXPLORING our country and making connections between the history of the arrival of colonists to Aotearoa
Today we will be discussing Parihaka
Do you know anything about Parihaka?
1. Discussion and Powerpoint
2. Read through the Fact File
3. Complete the Fact Hunt Sheet in book.Information is on Google Classroom.
1. Weekly Quiz - add as PDF
Students to access Weekly Quiz on Google Classroom - no discussion or Google (should take around 15 minutes)
Complete quiz to be marked on Thursday.
2. Parihaka feather activity
Copies of feathers available in packet for all students.
Students read through information on Google Classroom
Complete the feather and decorate it to go onto the wall (colour pencils if needed by whiteboard)
3. Extra for Experts
EP Task - The Power of People.In this akoranga / lesson, we will be learning about:- the landscape of early Aotearoa;
- how Aotearoa’s taiao / environment was important to its early inhabitants;
- how this view of the land framed their interaction with it.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
Success Criteria
- We have been able to reflect on the impact of an experience for ourselves and on the impact of an experience for the group as a whole.
- We have been able to transfer skills and knowledge they have learnt in one context to another context
- We have identified key words or phrases to describe an activity, experience or concept and create a crossword using these.
- We have explored different ways of learning and what is comfortable for each person and develop caring thinking skills.
- We have been able to review and assess how they are going as they work through a project, activity or journey.
The Y Camp Adair is one of NZ's oldest and largest camps!
Established in 1913, The Y Camp Adair (formerly known as the YMCA) in Hunua has provided thousands of Kiwis the opportunity to develop themselves using the great outdoors. Overlooking the stunning Hunua Ranges Regional Park, YMCA Camp Adair covers 100 acres and includes four self-contained areas that can accommodate a total of 434 people.
At The Y Camp Adair, we love welcoming people from all walks of life. Examples of groups that have used our camp have included (but are not limited to); community groups, family groups, corporate team building, church retreats, sports teams and school camps from Auckland and beyond. If you are a group of people who need a venue, you will find everything you need for your outdoor adventure experience – accommodation, indoor facilities, catering and most importantly our amazing activities!
Everyone who visits our unique camp in Hunua gets the opportunity to enjoy the fresh air, open fields and the native bush of Auckland’s oldest regional park right on our doorstep.
As Year 7's at MHJC, we get to attend 3 days of camp. This week we are preloading with information about the camp and activities and preparing to experience some great events and have a great time.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
Success Criteria
- We have been able to reflect on the impact of an experience for ourselves and on the impact of an experience for the group as a whole.
- We have been able to transfer skills and knowledge they have learnt in one context to another context
- We have identified key words or phrases to describe an activity, experience or concept and create a crossword using these.
- We have explored different ways of learning and what is comfortable for each person and develop caring thinking skills.
- We have been able to review and assess how they are going as they work through a project, activity or journey.
This week, we are preparing for camp, we will be setting a timetable, comparing and contrasting it to what has been planned for us. -
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING for for our camp week at Cam Adair so that we can we can be prepared and have knowledge and understanding about Camp Adair, the area and activities.
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Founded in 1913.
Camp run by The Y.
Originally known as Camp Hunua, founded by George Adair, Director of YMCA, Auckland and later name changed to Camp AdairNew Zealand’s oldest and largest camp.
Select one of the 3 camps and research the camp.
Find out:
Where they are?
What they offer?
Costs of going to camp?
Other interesting ideas?
Stories of the pastThis 1938 newspaper article reports on the first-ever nationally authorised school camp, held for senior boys from Auckland's Epsom Normal School at a YMCA camp at Hūnua, south of Auckland. The Auckland Star reported that the boys 'did all the cooking and assisted the cook; they studied chiefly Nature, art, practical arithmetic, music, physical education, swimming and lifesaving, went on study rambles, produced plays, and ended each day with a singsong.' Their parents felt that such camps should become 'a permanent feature of normal school policy,' and the Education Department agreed.
Where you are staying
The Hugh Lambie (HL) village sleeps 96 people, made up of three cabins of 16, three of 12 and two of 6. Minimum occupation of 40 people. All cabins and dining hall have wheelchair access along with 1 toilet/shower.
ChallengeCreate a crossword or word find using the activities at Camp Adair.
The task is to use the information on the website to write the clues.
https://www.ymcanorth.org.nz/find-your-local/camp-adair-hunua/It must include at least 15 clues:
Climbing -
Air Rifles
Abseil -
Archery
Cargo Climb -
Bush Cooking
Crate Stack -
Confidence Course
Giant Ladder -
Fire Lighting
High Beam -
Orienteering
Flying Kiwi -
Catapults
Islands in the sky -
Kayaking
Pirates Crossing -
Raft Building
Two Wire Bridge -
Tramping
Leap of Faith -
Campfire
High Swing -
Mudslide
- Burma Trail -
- Glow Worm Walk
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our experiences at Camp Adair and preparing our assessment during classtime.
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Camp Week Assessment: A Global Studies Adventure!
Welcome back from camp, Year 7! This week was all about teamwork, challenge, and exploring who we are as New Zealanders. This assessment will reflect on your experiences at camp through the lenses of both Global Studies.
Global Studies - Kiwis on the Move!
Challenges & Teamwork: Describe a challenging activity you faced at camp. How did you use teamwork and communication skills to overcome it? (e.g., building a shelter, navigating an obstacle course)
Manaakitanga: Explain the concept of "Manaakitanga" and how you demonstrated it during camp. Give an example of how you looked after yourself and others.
Who are We? Think about the activities you did at camp. How did these activities connect to the land (whenua) and our place in Aotearoa New Zealand?
Imagine you are creating a brochure to promote camp to new Year 7 students. Using your experiences, highlight the Global Studies aspects above that make camp a valuable learning experience. Be creative!
Remember:
Use clear and concise language.
Give specific examples from your camp experience.
Reflect on your learning and growth.
This assessment is a chance for you to showcase the amazing things you learned and achieved at camp!
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FOCUS / ARONGA learning intentions:
- We are FOCUSING who gets to make laws in Aotearoa New Zealand today and how they are enforced.
- We are FOCUSING making connections to the our lives, for example, what it means to be independent.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
We will be learning about ANZAC Daywhich will fall during the school holidays and the importance of ANZAC Day to NZer's today.
https://youtu.be/v2E_4LOw6xA?feature=sharedLearning Objectives:
- Students will understand the significance of Anzac Day in New Zealand.
- Students will be able to explain the historical event that Anzac Day commemorates.
- Students will identify symbols associated with Anzac Day and their meanings.
Lesson Outline:
Introduction:
- Brainstorming: What do we already know about Anzac Day. Write their ideas in your book..
- Introduction: Explain that Anzac Day is a significant national day in New Zealand and Australia. Briefly discuss the concept of war and remembrance.
Activity 1: The History of Anzac Day:
- Presentation: Show images of Gallipoli and explain the role of New Zealand and Australian soldiers in the First World War.
- Discussion: Review the answers on the worksheet together. Discuss the sacrifices made by soldiers and the impact of the war on New Zealand.
Activity 2: Symbols of Remembrance:
- Symbols: Show images of poppies, rosemary, and dawn services. Explain the meaning of each symbol:
- Poppy: Represents remembrance of those who died in war.
- Rosemary: Represents remembrance for all those who served, including those who returned home.
- Dawn Service: A traditional ceremony held at dawn on Anzac Day to remember the fallen.
- Creative Activity: Students can design their own poppy or write a short message of remembrance to be placed at a local war memorial (optional).
Conclusion:
- Reflection: Briefly discuss the importance of remembering Anzac Day and why it is a significant event for New Zealanders.
- Commemoration: Share a short excerpt from a poem or diary entry related to World War I to add a personal touch.
By learning about Anzac Day, students develop an understanding of New Zealand's history and the importance of remembrance.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what makes a New Zealander by recognising our own identity, culture/s and values
- We are EXPLORING what makes a New Zealander by investigating popular parts of Kiwi culture and how it has changed over time
- We are EXPLORING what makes a New Zealander by researching my family history and cultural heritage
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all Year 7 students walked down to the 𝐅𝐨 𝐆𝐮𝐚𝐧𝐠 𝐒𝐡𝐚𝐧 𝐁𝐮𝐝𝐝𝐡𝐢𝐬𝐭 𝐓𝐞𝐦𝐩𝐥𝐞. This annual visit for all MHJC Year 7 students is part of the 3G/4G Festival of Cultural Sharing. It enabled students and staff to continue to forge connections with our greater Flat Bush community.
What a great event.
When we returned, we wrote about something we learnt and something we enjoyed the most. There were many examples such as calligraphy, meditation, dancing and singing.
This month is NZ Music Month.
We are learning about different NZ artists and music from our country. This week, we looked at creating a class playlist of our favourite NZ artists and songs.
Six60 is currently on top with Stan Walker in a close second place.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what makes a New Zealander by recognising our own identity, culture/s and values
- We are EXPLORING what makes a New Zealander by investigating popular parts of Kiwi culture and how it has changed over time
- We are EXPLORING what makes a New Zealander by researching my family history and cultural heritage
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Events that shaped us – role play and writing activity
Aim: To create a role play based on an important New Zealand event which teaches the rest of the class about how a New Zealand event shaped the Kiwi identity.
The class will divided into six groups randomly and you will each be assigned an event from New Zealand’s past which shaped Kiwi identity.
The events are as follows:
Your tasks are as follows:
Lesson one: Research your story behind the event you have been assigned. Use the table below to record your ideas
Lesson two: Prepare your role play to present to the class. This should include three acts:
The storyline of what happened
A representation of how Kiwi identity has been shaped by this event
Lesson three: Perform your play to the rest of the class
Research planning sheet
What are the key events and actions that take place?
Who are the key characters that will be portrayed?
How has New Zealand’s identity been shaped by these actions/events?
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