7W2 Global Studies
Weekly outline
-
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.
-
-
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.
-
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 books
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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 NZ
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.
- 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!
-
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.
-
-
-
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.
-
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 Problems
EXPLORE / 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.
-
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 assessment
EXPLORE / 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.
-
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...
-
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.
-
Opened: Wednesday, 5 June 2024, 12:00 AMDue: Tuesday, 11 June 2024, 1:30 PM
-
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...
-
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...
-
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...
-
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...
-
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...
-
-
-
Kia ora Year 7s! Welcome to Term 3, our Olympic term! This will be a very busy term, with an assessment and a strong Olympics focus inside of class and out of it. Additionally, our primary curriculum focus for the term is government & organisation. We will begin in Ancient Greece, look at the history of the Olympics then & today, and focus on our twin heritage of democracy & Te Tiriti, looking at our contemporary unique status as a country that has roots in Greek tradition while honouring the defining and governing document of Aotearoa's past and present, Te Tiriti o Waitangi. Further information about the direction of the term depends on the status of your assessment and when it is completed - a road map is available on Classroom on request.
Success Criteria: I can/have...
- I can explain what strength of character looks like to me
- I can describe a wide variety of facts about how the Ancient Greek world operated
All activities available on Classroom, slideshows available on request.
Activities:
- Strength and Spirit Powerpoint (What does strength look like - Writing activity)
- Strength and Spirit Powerpoint (Visual Interpretation of Character - Literacy Activity)
- Greek Culture - Introduction (Literacy - Word Search) and Key Facts (Writing activity - memory through physical writing)
Follow Up Tasks:
Ancient Greece - Mapping Activity
News of the World 2.0 - New methods
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Kia ora Year 7s, this week will continue our focus on Ancient Greece, focusing on the culture and history surrounding the region. This focus on culture will lead into the Olympics, our major expression of Ancient Greek culture that we are looking at. Your first activity will be mapping, where you are identifying the region's major cities, associated regions and geographic landmarks. Your next activities will be focusing on the Greek gods and myths that made up the major belief systems of the region.
As always, we will focus on current events with News of the World, but there will be an additional twist with our Myths of the World activity later this week - tune in!
Success Criteria: I can/have...
- I can show my knowledge of the famous Ancient Greek gods and myths that make up the the Greek system of beliefs and values
- I can accurately map the Aegean Sea and illustrate the human presence in the area between 800BC to 300BC
Activities:
- News of the World 2.0 (Writing - digesting news and writing it in their own words in their books)
- Ancient Greek: Mapping Activity (Numeracy - Identifying mapping conventions and reading map instructions)
- Ancient Greek God worksheet (Literacy - Interpreting facts, long-form reading, grammar and definitions)
Follow Up Tasks:
Next week: Myths and Part 2 of our wider Term Focus, the Olympics
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Kia ora Year 7s,
This week begins our shift into more direct, focused topics. We have now gotten the context for Ancient Greece, and the many ways it influenced our next two topics, and now we are shifting into investigating and interrogating that context. Firstly, we will be finishing our look into Ancient Greece by looking at the myths of that society, using their stories to lead into the Olympics and how they were the Ancient Greeks most lasting expression of their culture. We will learn about both Olympics - ancient and modern, and return to that later on in the term after we have looked at democracy and Te Tiriti.
Success Criteria: I can/have...
- I can explain the Herculean Labours and interpret in length a myth of my own choice
- [If we have time] I can explain the fall of Ancient Greece and how the Romans adapted their culture
- I can organise and illustrate the differences between the two eras of the Olympic games
Activities:
- Herculean Labours Bus Stop Activity (Literacy - intense reading)
- Myths of the World (Writing)
- [If we have time] The fall of Greece, the rise of Rome [Literacy & Writing - comparisons and contrasts]
- Olympics (TBD)
Follow Up Tasks:
Write here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... and investigating the Olympics, past and present, and their social and political contexts
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Kia ora Students, this will be our last week on Greek society: finishing off the focus on society & organisation, and transitioning to a focus on government from next week onwards. This week will focus primarily on the Olympics - the Olympics as they were (Ancient Olympics) and as they are today (Modern Olympics), with a couple of worksheets that go in-depth into the history of the Olympics then & now. This will transition our focus from wider society/organisation to specialised organisation (how a culture put on an event like the Olympics), before we completely adjust to the government focus of the term: Democracy.
Success Criteria: I can/have...
- I can examine the differences between the two eras of Olympics in history
Activities:
- Ancient Olympics [Worksheet - Literacy]
- Aotearoa's Success at the Olympics [Slideshow/Worksheet - Literacy & Writing]
Follow Up Tasks:
Quiz about Aotearoa Olympians - Week 5EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... and investigating the Olympics, past and present, and their social and political contexts
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Kia ora, unfortunately you guys will lose a day due to teacher only day, so we will have to cram more than I wish. This means homework! Sorry.
This week is our formal introduction to the Athenian idea in the background of our term's work so far, democracy. This will be part one of our dual focus on Aotearoa's twin heritages - democracy & Te Tiriti o Waitangi. The next two to three weeks will encompass our exploration into this topic, with a big focus this week on what democracy is & learning the differences between direct & representative democracy.
Success Criteria: I can/have...
- I can begin understanding why the ideas of democracy and Te Tiriti o Waitangi are essential to New Zealand's past and present
- I can describe what democracy is and at least one version of it
Activities:
- Slideshow - What is democracy? What is Te Tiriti? What can we gain from looking at both? [Writing activities]
- BrainPop: Democracy [Literacy]
Follow Up Tasks:
Cast Your Vote
https://ed.icivics.org/games/cast-your-voteEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... the origins of democracy and how this idea interacts with Te Tiriti in Aotearoa
- We are EXPLORING and questioning Aotearoa's government and some of its historic and contemporary actions
-
Kia ora Year 7s, next week we will look in-depth at Te Tiriti o Waitangi, finishing off our look at Democracy & Te Tiriti that we have had the last couple of weeks. Before that, we are continuing our look at democracy - specifically, the issues of democracy, the criticism that people have with it. This will mainly take the form of 'majority vote', the oldest criticism of democracy: what does 'tyranny of the majority' mean? What is 'mob rule'? How can majority vote enable discrimination if left without strong opposition? This will take the rest of the week, and we will also hold a mock election to illustrate democracy in action.
Success Criteria: I can/have...
- I can define the problems of majority rule - what the criticism itself is, and a real world problem of discrimination that can come from it
- I can maturely and earnestly participate in a class election where we put our two weeks of work into practice
Activities:
- Criticisms of Democracy (Slideshow, In-Class) [Discussions + literacy - writing and answering questions posed in the slideshow]
- Origins of Democracy Spreadsheet (Further explaining last week's work - realised we needed a different format to help really sink in a couple of points) [Writing]
- Class Election
Follow Up Tasks:
Replaying Cast Your Vote now that we have a more intuitive understanding of the issues of democracy
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... the origins of democracy and how this idea interacts with Te Tiriti in Aotearoa
-
We have been focusing on democracy for the last two weeks, continuing our focus on government & organisation this term. This week, we are wrapping up our focus on government & the twin heritages of NZ's past by focusing on the predominant and most important aspect of Aotearoa's history, Te Tiriti o Waitangi, the founding document of Aotearoa and the principles that have guided (or been abandoned) by this country since. You will be learning the core concepts of Te Tiriti and its relevance, though it will not extensive: rather, you will be given enough context for a more detailed exploration in Year 8 next year.
Success Criteria: I can/have...
- I can understand where & when Te Tiriti was signed and the core aspects of Te Tiriti
- I can define the two core controversies surrounding the signing & declaration of Te Tiriti
Activities:
- Finishing last week's work
- In Class Slideshow: The fundamentals of Te Tiriti [Literacy]
- Show your Work: Te Tiriti [Writing]
Follow Up Tasks:
Now that we know more, how can we compare to our knowledge three weeks ago?EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the origins of democracy and how this idea interacts with Te Tiriti in Aotearoa
- We are EXPLORING and questioning Aotearoa's government and some of its historic and contemporary actions
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Assessment 2: A Day in the Life
All documents available on Classroom.
You are being tasked with creating a slideshow that accurately describes the challenges of living in Ancient Greece, and additionally, describing the daily life & role of an individual in Ancient Greece at this time. You will be creating a unique individual, but you will be given a structured guide with what your presentation must inform the reader about. All work will be done in class unless given express allowance to do it at home.
This week's work will involve heavy amounts of literacy - your planning this entire week will be you actively engaging in reading and engaging with many different sources of your OWN choosing, as WELL as the sources provided for you on the assessment. You will be searching and evaluating different websites for the information that they can put on your planning template.
Assessment documents available on request.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... and investigating the Olympics, past and present, and their social and political contexts
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Assessment Week 2: Further Planning and Writing
This week you are expected to shift from the planning stage to the writing stage - where you begin placing the ideas you have gained from last week's planning on the slideshow you have been given to organise your findings.
Heavy focus on literacy AND writing this week - you will be interpreting your findings and writing them out legibly and accurately, answering the questions posed to you.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... and investigating the Olympics, past and present, and their social and political contexts
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Final week for Assessment Submission - please make sure to submit your SLIDESHOW in PDF form. Our official due date is TUESDAY SEPTEMBER 24 3PM but I have made the MHOL due date to be FRIDAY SEPTEMBER 27 6PM as a blanket extension for all who need it.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the history and culture of Ancient Greece, connecting their beliefs to the modern day
- We are EXPLORING... the origins of democracy and how this idea interacts with Te Tiriti in Aotearoa
- We are EXPLORING and observing strength and spirit across different cultures and ways of life
-
Opened: Sunday, 22 September 2024, 12:00 AMDue: Friday, 27 September 2024, 9:00 PM
You are being tasked with creating a slideshow that accurately describes the challenges of living in Ancient Greece, and additionally, describing the daily life & role of an individual in Ancient Greece at this time. You will be creating a unique individual, but you will be given a structured guide with what your presentation must inform the reader about. You will only submit the PDF.
If you have an EDITED VERSION, you will still submit the EDITED VERSION here like the other assessment.
-
-
-
Kia ora Year 7s, welcome back to MHJC - the last term of Year 7! This term is going to be very busy and up & down due to requirements, extra-curricular activities and testing, but we will try to keep you engaged and focused on our term context until the very last day!
Our term context this term is The Great Kiwi Summer 2024, and we are going to be looking at this through the Great Kiwi Roadtrip - multiple exercises and activities about tourism in the great country of Aotearoa. Our overall focus is economics, and while the Great Roadtrip is our primary focus, we will be taking detours along the way to broaden your minds about different economic situations and relationships.
Also - because last term was extremely serious and testing-focused, this term will have more in the way of quizzes and engaging material that you quite liked in Term 1 & 2.
Our starting activities for the term are going to be getting the basics of tourism: what is it, and what is its relevance in Aotearoa? We are going to create an understanding of the various activities in Aotearoa that count as tourism, and the impact that has on our economy.
Success Criteria: I can/have...
- I can explain what tourism is, using real-world examples
- I have an understanding of tourism's economic relevance to Aotearoa
Activities:
- Holiday Break is Over: Explaining the News [Literacy Worksheet]
- What is tourism? [Slideshow + Writing activities]
Follow Up Tasks:
Tourism in NZEXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the Great Kiwi Summer by investigating the economics of travel and tourism.
- We are EXPLORING... the Great Kiwi Summer by finding different heritage landmarks, cultural and natural, and analysing why they are important travel destinations.
- We are EXPLORING... the Great Kiwi Summer by interpreting our travel experiences and comparing them to other stories and plans we are learning about in class.
-
-
-
Kia ora students, as part of our continued GLOBAL focus, we are taking an unplanned detour from the road trip this week: we are going to be focusing on the most powerful economy on the planet during one of their most tumultuous and exciting periods, America during the last days of the American Election. This week is going to feature exercises on political intrigue, economy, leadership and the utter weirdness that comes out of that country - and we will understand *why* we are learning about the country, given their relationship to us as something of a protector and economic dominator.
Success Criteria: I can/have...
- I will be able to explain who Americans are voting for and give a few ideas about why
- I will be able to briefly summarise America's economic and military connection to Aotearoa
- I will be able to have fun in stating some of the weird politics & characters that come out of the election season
Activities:
- In-class slideshow: What is America? What is going on there? [Literacy - various discussion and writing activities across two sessions]
- Leadership Worksheet [Reading/Literacy]
- Election Graphing Worksheet [Numeracy - understanding election poll data and developing graphing skills]
Follow Up Tasks:
Week 5 - MappingEXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the Great Kiwi Summer by investigating the economics of travel and tourism.
- We are EXPLORING... the Great Kiwi Summer by interpreting our travel experiences and comparing them to other stories and plans we are learning about in class.
-
-
-
-
-