7M2 Global Studies
Weekly outline
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FOCUS / ARONGA learning intentions:
We are FOCUSING on koreroreroing about the expectations at MHJC.
We are FOCUSING on koreroreroing in activities with other students.
We are FOCUSING on koreoreroing about important information and questions for this year.
Success Criteria: I can...
- Engaging in activities with other students.
- Talk and listen about important information and questions for this year.
Tuesday
The students will have appointments with their LA teacher of the following content below:- Being welcomed
- Knowing their timetable
- Their stationery list and uniform
- BYOD
- Digital learning: Weekly homework
- Y7 camp
- Other bits
ThursdaySession 1: Teachers of Y7
8:30am In Theatre (Y7’s)
Y10s in Central Whanau ‘chatting’
Session 2: All teachers in Central Whanau then LA rooms
9:30am Welcome Yr7s to Mountains Whānau in Central Whanau
9:45am Learning Advisors each call names of their Y7 and Y10 students - take them to LA room
- Welcome to LA, introductions, Buddy checklist (in Y7 GClassrooms), DEEP selection
10:30-11am / Morning Tea
Sessions 3&4: All teachers
11-1pm Team building activities
- Roll taken: 10M1 in M1; 7M1 in M2; 10M2 in M4; 7M2 in M3
Forest (Art/Scavenger hunt/fire?): explore the native bush on the MHJC site.
Kapua Sport: multi-sport & bench ball
Activity rotation schedule
Classes
11-12pm
12-1pm
Teachers
10M1 & 7M1
Art / Scavenger hunt
Man-hunt? Fire?
Bench ball
Multi-sport
KWO, RBA, CPR, ISU, ELE, LHO
10M2 & 7M2
Benchball
Multi-sport
Art / Scavenger hunt
Man-hunt? Fire?
MKA, HTI, DGA, NIS, JSH, AJC, CHU
1pm / Lunch
Session 5: All teachers in LA groups
2-3pm In LA groups
- Finish Checklist & log Y7s onto wifi, MHOnline, Google Classroom, R+, MB.
Year 10 student activity groups
Leaders
Activity
7-ish student names
Teacher/s to help
10M1 Group 1
Art / Scavenger hunt
10M1 Group 2
Man-hunt? Fire?
10M1 Group 3
Bench ball
CPR
10M1 Group 4
Multi-sport
10M2 Group 1
Bench ball
HTI
10M2 Group 2
Multi-sport
NIS/JSH
10M2 Group 3
Art / Scavenger hunt
MKA
10M2 Group 4
Man-hunt? Fire?
DGA/AJC
Friday
Session 1: All teachers (not if teaching Y8&Y9)
8:30am Pōwhiri (Y7, new students &10)
Y8&Y9 normal timetable
Session 2
9:30am LA time in LA rooms
- Yrs8&9 DEEP selections, get online, GClassroom, MHOnline, MB
10:05am Assembly in Central Whanau (IMO to visit at 10:20am)
- Karakia & Mihi start (ISU)
- successes 2023 and looking to 2024 - team work & participating VIDEO CLIP
- uniform, respect people / property, on-time, x3 school values, ‘hands-off / trust model’ or . .)
- cell phones, doors to not use, $ for treats not to cleaners!
- contribute eg Inter-whanau events
- Whānau Council opportunities (NIS)
- Cleaning roster (NIS) + bins (DGA)
- Polyfest announcement (LHO)
Session 3
Students will engage in activities with the "Introduction to Expectations at MHJC." -
FOCUS / ARONGA learning intentions:
We are FOCUSING on koreroreroing about the expectations at MHJC.
We are FOCUSING on koreroreroing in activities with other students.
We are FOCUSING on koreoreroing about important information and questions for this year.
Success Criteria: I can...
- Engaging in activities with other students.
- Talk and listen about important information and questions for this year.
Students will engage in activities with the "Introduction to Expectations at MHJC." -
FOCUS / ARONGA learning intentions:
We are PLANNING on constructing a class treaty.
We are EXPLORING on analysing different types of treaties.
We are PLANNING on designing a title page of "Whakawhanaungatonga (Working together)."
Success Criteria: I can...
- Design a title page of "Whakawhanaungatonga (Working together)."
- Talk about how to construct a class treaty.
- Write notes about treaties.
Achievement Objectives:
Understand how formal and informal groups make decisions that impact on communities.
MondayI will give the students 2 minutes to talk to each other about what they know about working together.
They will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about working together.
Then they will create a title page for "Whakawhanaungatonga (Working together)."
Tuesday- The students will first watch this about classroom agreements.
- Then they will discuss with other students what rules we should have in the class. Then they will choose only ONE rule out of all the rules you discussed about to have in the class and share back.
- Afterwards in groups they will brainstorm examples of integrity / pono, compassion / awhinatanga and empowering through learning / whakamana. Then they will write on paper their own definition of what they think the three Mission Heights Junior College values are.
- Finally, on paper, they will draw a picture of someone participating in a community whether it is through their beliefs and / or roles. They will write on their drawing about how that person is participating in the community and how that helps the community. Also, write about what would happen if that person did not do what they were doing the way people wanted them to.
Thursday
- The students will write notes on:
What is a treaty?
What is in a treaty?
Why are they created?
Different types of treaties
- Then they will research 1 Treaty between 2 parties and discuss / share back what it is about. Then they will write about if they agree / disagree.
- Finally, they will make a treaty between them and their partner about anything they do together. Their treaty must include text, colour, images and a colourful border.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on analysing different types of treaties.
We are EXPLORING on analysing the Treaty of Waitangi.
We are EXPLORING on observing how different cultures view resources.
Success Criteria: I can...
- Write notes about treaties.
- Write about the articles of the Treaty of Waitangi.
- Answer questions about how different cultures view resources.
Achievement Objectives:
Understand how formal and informal groups make decisions that impact on communities.
Week 4Monday
- You will write notes on:
What is a treaty?
What is in a treaty?
Why are they created?
Different types of treaties
- Then you will research 1 Treaty between 2 parties and discuss / share back what it is about. Then you will write about if they agree / disagree.
- Finally, you will make a treaty between you and your partner about anything you do together. Your treaty must include text, colour, images and a colourful border.
Tuesday- You will first watch this about the history of the Treaty of Waitangi.
- Then you will draw a Y-chart in your global studies books and write down similarities to the three articles of the Treaty of Waitangi.
- Afterwards, you will choose ONE of the terms which you wrote from the Y-chart for each article and write how it is being shown in NZ.
- You will then write your thoughts about whether you think the Treaty of Waitangi has worked best for everybody or if it has only benefited some people.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the three articles of the Treaty of Waitangi.
Thursday- You will first watch this about the war for resources.
- Then you will write down the reasons for why Maori had strong feelings for the land and order them from what you think are the most important reasons to the least in your global studies books.
- After that, you will draw the three different industries that the British did in New Zealand and what was produced before the Treaty of Waitangi was signed in your global studies books.
- Finally, you will answer the questions on the final slide about sealing, whaling and kauri felling on the "Resources slideshow."
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FOCUS / ARONGA learning intentions:
We are FOCUSING on products by comparing the perspectives of the Crown and iwi.
We are FOCUSING on land by comparing the perspectives of the Crown and iwi.
We are FOCUSING on cultures by discussing the interactions between the Crown and Māori.
Success Criteria: I can...
- Answer questions about how different cultures view products.
- Compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
- Describe the different groups of Pākeha and Māori in New Zealand at the time.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 5 Learning Activities
Monday- You will first watch this about the evolution of money from barter.
- Then use the information on slides 3 and 4 of the "Products Slideshow" to answer the questions on slide 6.
- Draw, colour and label pictures of what Maori wanted from Pakeha and what Pakeha wanted from Maori in your global studies books. Then draw and colour in arrows which point to the products which are the most similar to the products that the other group of people have. One of the products will have to match up with two from the other group of people.
- On slides 9 to 11 of the "Products Slideshow" you will see a scenario each of real life cases which happened in New Zealand. Work out the main obvious problem, any underlying problems, possible solutions, possible results of the solutions, the best solution.
The barter system was very different to the way that we pay for products now.
E.g. 25 bags of potatoes would buy a musket. One ton of scraped flax would buy one or two muskets.
Write a barter system apart from the example above which the Maori and Pakeha could have had with each other.
Tuesday
- Watch the following about the history of native American Indians.
- Then research the specific products which the Maori made or what they did in each of the reasons in slide 3 of the "Land Slideshow." Then write all of it into your global studies books. Write about what you would have made or done with the natural resources in New Zealand if you were living before the Pakeha came to New Zealand.
- On slide 7 of the "Land Slideshow" you will see a picture of the Venn diagram about Pakeha, Maori and both/overseas. Draw that Venn diagram in your global studies books and write in the Venn diagram how Waitangi National Reserve is a great place for the Pakeha, Maori and both or for other people from overseas. If you do not know how to do a Venn diagram an example of one is shown on slide 8.
- You will see a picture of the world map on slide 15. Draw the world map into your Global Studies books and label the places from slides 9 to 13 on it as well as write the descriptions of those places. Also, label another place on the map and write about why it is important to you if that is not one of those places.
Thursday
- You will first watch this about international culture differences.
- Then create a visual brainstorm of what Britain was like before the British came to New Zealand like the one on slide 6 of the "Meetings Slideshow." The brainstorm should include images, words and colour.
- On slide 9 of the "Meetings Slideshow" you will see a table labelled your school and Captain James Cook’s ship. Draw the table and write what it is like at your school in contrast to the ship in your books. Think about the ship’s size compared to your school, the consequences, the food and drink, the people, and so on. Then write a conclusion of where you would prefer to be in and why. Also, write about if the environment is because of the cultures. Like the ship is due to British culture and school is due to a mix of cultures.
- Finally, create a brochure or pamphlet which advertises New Zealand as a country to migrate to for the British before they first ever came to New Zealand. Your brochure should include big, bold letters for titles and subtitles, images, words and colour. Also, your brochure or pamphlet should advertise all of the terms which are stated in slide 4 of the "Meetings Slideshow."
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FOCUS / ARONGA learning intentions:
We are FOCUSING on Kingitanga by describing the perspectives of iwi at the time.
We are FOCUSING on differences by comparing the perspectives of the Crown and iwi.
We are FOCUSING on Waitangi Day by comparing the perspectives of the Crown and iwi.
Success Criteria: I can...
- I can recognise key Māori leaders.
- Compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 6 Learning Activities
Monday- This Screencastify link will show you the explanation of how to do all of the activities on the "Kingitanga Slideshow."
- You will first watch this about Black Lives Matter.
- Then on slide 7 of the "Kingitanga Slideshow" you will see a table of the reasons for the cause of the event from slide 3. In your global studies books write the description of the events in the table and draw a picture which represents what happens in the column next to it. The first example is done for you.
- Imagine that you have been given the job of promoting Te Whero Whero of Waikato as king to the Maori people. Using slide 8 write a speech to persuade people to choose him as king.
- Research the meanings behind the symbols of the marae and kotuku in relation to Kingitanga and write it in your global studies books. Then choose two different symbols which are important to events that happened in your life and write why they are important. Create inspirational drawings of them in your global studies books like the image (right). Make sure you use colour and do to year 7 standard.
Tuesday
- This Screencastify link will show you the explanation of how to do the activities on the "Differences Slideshow."
- Watch the following about what if USA had honoured their treaties?
- Write the table of the differences in how Maori and Pakeha viewed the treaty but order those reasons from the most important to the least important. Then write about which people you think had more important reasons for viewing the treaty.
- Using slides 5 and 6 as examples write about when there has been mix-ups in understanding with you and other people. You can use the treaty you made near the beginning of the year too.
Thursday
- This Screencastify link will show you the explanation of how to do the activities on the "Waitangi Day Slideshow."
- Watch the following about how the Treaty of Waitangi unfolded across New Zealand.
- Use slides 3 to 14 of the "Waitangi Day Slideshow" to help you create a visual timeline of all the major significant events which have happened for the Treaty of Waitangi. There is one on slide 16 you can see as an example.
- Then create an emblem in your global studies books which shows the important historical reasons for why Waitangi Day should be celebrated more for the Maori or the Pakeha.
- Finally, create a treaty of your own choice that is translated into English and another language. You can use Google Translate to help you complete this task. Then draw the table on slide 20 of the "Waitangi Day Slideshow" in your global studies books and outline the similarities and differences between the two translations.
- I can recognise key Māori leaders.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on decisions by identifying international events and pressures which influenced the Crowns thinking.
We are FOCUSING on challenges by describing the perspectives of iwi at the time.
We are FOCUSING on NZ wars by discussing the interactions between the Crown and Māori.
Success Criteria: I can...
- I can identify the decisions that the Crown made.
- I can provide examples of the challenges Māori were facing from European contact.
- I can name some interactions Māori were having with either Pākeha or the Crown.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 7 Learning Activities
Monday- Firstly, watch this Screencastify link which explains how to do the tasks on the "Decisions Slideshow."
- You will first watch this about the government wearing consequences of making their decisions.
- Then you will draw a table in your global studies books like on slide 7 of the "Decisions Slideshow." Then write alongside each sentence of the story of Captain William Hobson on each row of the table what you would have done if you were in his position. The first example has been done for you.
- Afterwards, you will draw a visual representation of what William’s immediate and long-term problems each looked like.
- Finally, you will write about a time that you had to make decisions but nothing worked with the first decision so you had to make the second decision. E.g. I wanted to eat KFC but it was closed so I went to eat McDonald’s Instead. Then draw a decision tree of the choices the people were going to make on slide 14 but couldn’t so had to make the other choice. Afterwards, draw a decision tree of the time you had to make decisions but it didn’t work so you made another.
Tuesday
- Firstly, watch this Screencastify link which expalins how to do all the tasks on the "Challenges Slideshow."
- You will first watch this about what happens when we let cultures die.
- Look at Hone Heke’s thoughts and ideas on slide 3 of the "Challenges Slideshow." Use all of those thoughts and ideas to help you create a full-page collage about Hone Heke’s opinion on how the treaty was going. An example of a collage is shown on slide 5.
- Then make a cartoon strip about the story of Maketu on slide 6 in your global studies book. Make sure you colour in your cartoon strip, draw and write everything to at least a year 7 standard as well.
- Finally, using slide 6 which shows the story of Maketu and slide 3 which shows Hone Heke’s thoughts and ideas write a story which integrates Maketu and Hone Heke meeting and why they thought of doing what they did.
Thursday- Firstly, watch this Screencastify link which explains how to do all of the tasks on the "NZ Wars Slideshow."
- Watch the following
about why there is war in the Congo.
- Then on slide 5 of the "NZ Wars Slideshow" you will see information about the advantages and disadvantages Maori and British had with each other in terms of their armies. Label, draw and colour pictures of what that would look like in your global studies books. Then write a conclusion of who you think had more of an advantage based on the information and why. Make sure it is done to at least a year 7 standard.
- Afterwards, read the information about General Cameron on slide 7. Then research a real life famous person who was not seen as someone great or had failed when they first tried to succeed in what they did. You will see a table on the next slide. Draw the table in your global studies books and write what similarities and differences you see between that person and General Cameron.
- Finally, on slide 10 you will see “Causes Of The NZ Wars.” Create a strategic plan of what you would have done to stop the NZ wars from happening if you were back in that time.
- I can identify the decisions that the Crown made.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on justice by describing the perspectives of iwi at the time.
We are FOCUSING on social organisation by explaining the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
Success Criteria: I can...
- I can evaluate the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
- I can name some interactions Māori were having with either Pākeha or the Crown.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 8 Learning Activities
Monday- Firstly, watch this Screencastify video which explains what tasks you will need to do.
- Then you will watch this about functionalism.
- Then imagine that you are the Sovereign Chief of NZ and you are writing a letter to James Busby from Tahiti. Write a letter in your global studies books saying that some people are thinking of taking land. Also, draw what the army would look like to take the land.
- Afterwards, draw, label and colour pictures that show each point for the Declaration of Independence of NZ on slide 8 of the "Social Organisation Slideshow" in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, look at slide 10 and write in speech bubbles in your global studies books what each person is thinking.
Tuesday
- Firstly, watch this Screencastify video which explains how to do all of the tasks.
- Watch this about what is social justice.
- Then imagine that you are a judge. Describe your own form of punishment you would give to Captain Stewart from what he did in slide 4 of the "Justice Slideshow" or write if you would prove him innocent and why. Then draw and colour a picture of what the scenario looks like.
- Afterwards, draw, colour and label a house that you would like to live in if you were James Busby in your global studies books. Then write what you would do in the house and why. Draw and colour James Busby’s house too. Do all the drawings to AT LEAST A YEAR SEVEN STANDARD.
- Finally, create a poster which illustrates and outlines the points from slide 9 about the petition to Britain.
- I can evaluate the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on the New Zealand Land Wars by comparing the perspectives of the Crown and iwi.
We are FOCUSING on the three foundational documents by explaining the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
We are FOCUSING on Pre-1840 by discussing the interactions between the Crown and Māori.
Success Criteria: I can...
- I can evaluate the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
- I can compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
- I can discuss key interactions between Māori and Pākeha during this period.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 9 Learning Activities
Monday- Firstly, you will watch this Screencastify video of how to do the activities.
- Watch this about the causes of war.
- Then you will draw a table like the one on slide 14 of the "Copy of The Beginning of the New Zealand Land Wars Slideshow" and write the positives and negatives between what had happened when the Europeans arrived in New Zealand and before they arrived in New Zealand.
- Afterwards, you will draw, label and colour the differences between Maori culture and European culture before and when they came to New Zealand in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, you will write about how you would feel if you were the Maori or the Europeans if you were in their positions and draw, label and colour what you would do in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
Tuesday
- Firstly, watch this video about how to do the activities.
- Watch this about the articles of confederation.
- Then answer the questions on slide 16 of the "Copy of He Whakaputanga - The Declaration of Independence Powerpoint (Year 7-8) Slideshow."
- Afterwards, create a flowchart like in slide 18 of all the events which led to the three foundational documents.
- Finally, write about which of the foundational documents you think is the most important and why. Also, draw, label and colour a picture of what it is trying to represent to everybody AT LEAST A YEAR SEVEN STANDARD.
Thursday- Firstly, watch this video which explains what you need to do for this session.
- Watch this about what Australians think of New Zealand.
- Answer the questions on slide 12 of the "Copy of Complex Interactions Between Māori and Europeans (Pre-1840) Slideshow."
- Then answer the questions on slide 21.
- Afterwards, write about which interaction between the Maori and Europeans is your favourite one and why. Also, draw, label and colour what that would look like in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, look at the quotes on slide 5. Then research a different quote about New Zealand history from a famous person and make it into a meme.
- I can evaluate the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on the New Zealand Land Wars by comparing the perspectives of the Crown and iwi.
Success Criteria: I can...
I can compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 10 Learning Activities
Thursday- You will first watch this about the case to realise indigenous knowledge as science.
- Then you will complete the "Importance Of Nature" sheet.
- Afterwards, you will create a drawing of what it was like for the Maori and/or Pakeha during the New Zealand Land Wars and write about what they were fighting for and why it was important.
- After that, you will make a poster which advertises a campaign to fight in the New Zealand Land Wars.
- Finally, you will create a song to boost the morale and spirits of the soldiers during the New Zealand Land Wars.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on results by discussing the interactions between the Crown and Maori.
We are FOCUSING on the three foundational documents by explaining the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
We are FOCUSING on the New Zealand Land Wars by comparing the perspectives of the Crown and iwi.
Success Criteria: I can...
- I can provide examples of the challenges Māori were facing from European contact.
- I can evaluate the significance of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence.
- I can compare and contrast the varying wants and perspectives of the crown with those of iwi and identify similarities and differences.
Achievement Objectives:
SOSC KNOW:
Communities create rules for belonging and systems to maintain order. These rules and systems are not always fair for all people.
ANZH KNOW:
Te Tiriti o Waitangi | The Treaty of Waitangi: background - The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.
Week 11 Learning Activities
Monday- Watch this loom video to help you understand how to do all of the tasks.
- You will first watch this about why did World War 2 actually start.
- Then you will draw, label and colour a picture which shows something that two cultures have fused together in your global studies books to AT LEAST A YEAR SEVEN STANDARD. See the example on slide 8 of the "Results Slideshow" to help you complete the task.
- Afterwards, in your global studies books write how everything in slide 9 is being shown today. Then draw a symbol for each of the 4 events which happened. An example of a symbol is shown on slide 11.
- After that, look at this link and choose one moment from history and summarise the events from it in your global studies books. Then write how similar it is to what happened to the Maori on slide 12 and if you think it is important history or not.
- Finally, use Flipgrid to make a video of the work that you did.
Tuesday
- Watch this loom video to help you understand how to do all the tasks.
- You will first watch this of what you may not know about the Declaration of Independence.
- Then you will complete the questions on slide 20 of the "Declaration of Independence Slideshow 2."
- Afterwards, you will create your own declaration of independence and write what you want to be independent from. Make sure your declaration of independence includes text, titles, big and bold letters, colour, images and make sure it is completed to AT LEAST A YEAR SEVEN STANDARD.
- After that, you will create a code for your own language that you can translate your Declaration of Independence into.
- Finally, use Flipgrid to make a video of the work that you did.
Thursday
- You will first watch this about the case to realise indigenous knowledge as science.
- Then you will complete the "Importance Of Nature" sheet.
- Afterwards, you will create a drawing of what it was like for the Maori and/or Pakeha during the New Zealand Land Wars and write about what they were fighting for and why it was important.
- Finally, you will make origami from this link of anything related to working together.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on Māori connection to te taiao by explaining Māori concepts of whakapapa, manaakitanga, mauri, & kaitiakitanga and the importance of the environment within Te Ao Māori (the Māori world view).
We are FOCUSING on tikanga by explaining the significance of it.
Success Criteria: I can...
I can recall some Māori creation stories.
I can explain the significance of tikanga.
ANZH KNOW: Māori cared for and transformed te taiao [environment], and expressed their connection to place by naming the land and its features.
Week 1 Learning Activities
Monday
- Firstly, you will watch this Loom video which explains what you need to do to complete the work.
- You will then watch this about how Zeus became king of the gods.
- Then you will match the following Maori gods and goddesses in slide 13 of the "Maori Gods & Goddesses Slideshow" with the correct names.
- Afterwards, you will make a comic strip about one of the stories that include Maori gods and goddesses. Your comic strip should be colourful and informative about the myths.
- Finally, you will create a fact file of Tangaroa, the god of the seas and AT LEAST ONE other Maori god/goddess. Also, create a fact file of TWO other gods of your choice which can either be from another culture or your own creation. An example of a fact file is in this link or you can use the template which is on the final slide.
Tuesday
- Firstly, you will watch this Loom video which explains how to complete all of the tasks.
- You will then watch this about the day in the life of Maori.
- Then you will write a list of rules which you have at your house whether it is just your family’s house rules and/or for your culture too on this padlet and in your global studies books.
- Afterwards, you will look at this link about traditions around the world and this site about Maori traditions. Then draw, label and colour pictures of your choice next to each other of one Maori tradition and another tradition around the world that is similar or opposite to it to AT LEAST A YEAR SEVEN STANDARD. Also, write how it is similar or opposite to it.
- Finally, after you have completed task 1 look at this link for traditions when visiting a marae. Then create a venn diagram of the similarities and differences of the traditions in a marae with the rules you have at your house. An example of a venn diagram is on slide 11 of the "Tikanga Slideshow."
Thursday
- Firstly, you will watch this Loom video which explains how to complete all of the tasks.
- You will then watch this about when companies are not as sustainable as they claim to be.
- Then look at the meaning of sustainability on slide 7 of the "Sustainability Slideshow." Then write your own definition of sustainability on this padlet. Afterwards, draw, label and colour a picture which represents what sustainability looks like for you environmentally in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Afterwards, write about a system which you do at home, school or with your friends. Write about what that system is and how it is useful. Then create and show how you would do a new system instead of using that system.
- Finally, look at this link about environmental health officers. Then write about which environmental job you would like to do and draw, label and colour a picture of it like the template on the next slide in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on [Aotearoa’s environment] by discussing the Māori custodianship for the environment.
We are EXPLORING Matariki food by comparing how my own or another cultural has evolved or remained the same over time.
Success Criteria: I can...
I can analyse how Māori acted as custodians for the environment (using their environmental concepts) and how this connects them to the environment.
I can explain how cultures change and adapt over time.
KNOW: People’s connections to places, resources, and environments can generate cooperation or lead to disputes over rights and responsibilities, with differing consequences.
SOSC KNOW: People use different ways to sustain and evolve their culture and identity.
Week 1 Learning Activities
Monday
You will first watch this about the climate crisis.
You will have 2 minutes to talk to each other about what you know about Kaitiakitanga.
You will then share back as a class so that I can write on the whiteboard a brainstorm of what you already know about Kaitiakitanga.
Then you will create a title page for "Kaitiakitanga."
Tuesday- Firstly, you will watch this Loom video which explains how to complete all of the tasks.
- You will then watch this about the dilemma Maori are facing.
- Afterwards, on slide 9 of the "Maori & Land Slideshow" you will see a list of parts of nature names in Maori. Then on the next slide you need to drag the pictures into the boxes alongside the correct names.
- After that, you will draw, label and colour what is taonga (treasure) to you next to what the Maori thought of as treasure to them in the environment in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, you will write about what you do to help the land and environment. Then using this website write what you could do to stop harming the environment with those things at home.
Thursday
- Firstly, you will watch this Loom video which explains how to complete all of the tasks.
- You will then watch this about modern Matariki food.
- Afterwards, On slide 19 of the "Matariki Food Slideshow" you will see a list of Maori food names. Then on the next slide you need to drag the pictures into the boxes alongside the correct names.
- After that, you will need to draw a table in your global studies books. On the table you should draw Maori food and food you would eat if you celebrate Matariki. You will also need to draw where you would eat. Remember it is important to be open to the diversity of food of other cultures and I have high expectations of you.
- Finally, you will write a letter to the old Maori people telling them that if you could choose more different food to have with their hangi what would it be and why. Think of what food you eat now that is different from the old Maori people.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on Aotearoa’s environment by explaining Māori concepts of whakapapa, manaakitanga, mauri, & kaitiakitanga and the importance of the environment within Te Ao Māori (the Māori world view).
We are EXPLORING animals in New Zealand by identifying key animal and researching important facts about the species.
We are FOCUSING on [Māori connection to te taiao] by clarifying how Māori valued and used native plants and animals.
Success Criteria: I can...
I can summarise the importance of Māori environmental concepts.
I can summarise information about key animal species.
I can identify the uses for some native plant or animal species in daily life.
ANZH KNOW: Māori cared for and transformed te taiao [environment], and expressed their connection to place by naming the land and its features.
Week 3 Learning Activities
Monday
- Firstly, you will watch this loom video of how to complete all of the tasks.
- You will see "The Mountain Student Slides" and do all the tasks as well as answer all the questions from slides 2-6. Then complete the tasks from slides 13-19.
Tuesday
- Firstly, you will watch this loom video which shows how to complete all of the tasks.
- You will then watch this about 7 of the largest deer species in the world.
- Then on slide 8 of the "Animal Species Slideshow" you will see a list of animals in New Zealand and what sort of environment they live in. You need to drag the pictures into the boxes with the correct animal and environment on slide 9.
- Afterwards, you will look at the following link about native animals in New Zealand. Then create a fact file about one of those animals. Also, draw, label and colour a picture of it like the template on slide 11 in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, you will look at the following link about native animals in New Zealand. Then create a fact file about an imaginary animal which is a combination of native New Zealand animals. Also, draw, label and colour a picture of it like the template on slide 11 in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
Thursday- Firstly, you will watch this loom video of how to complete all of the tasks.
- You will then watch this about how animals help humans to solve their problems.
- On slide 4 of the "Maori Use Slideshow" you will see a list of animals and plants which were eaten and/or used by the Maori. Then on the next two slides you need to drag the pictures into the boxes alongside the correct names.
- Afterwards, draw, label and colour your own tool you would make from the materials that the Maori used for fishing, hunting, collecting food or farming like the template on the next slide in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
- Finally, draw, label and colour your own animal that could help you with fishing, hunting, collecting food or farming like the template on the previous slide in your global studies books to AT LEAST A YEAR SEVEN STANDARD.
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