7W2 Global Studies
Weekly outline
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Global Studies 2024
1. Hi from me
Kia ora, I’m Mr. Mitchell, your teacher for Global Studies in 2024. I am very much looking forward to the journey we will be undertaking this year. This journey will be starting off with Term 1’s focus on bringing you into the school, helping you find your footing under the term context of ‘He Waka Eke Noa’, the idea that we are all in the same boat. We are all in this together.
2. 'What is global’
Global Studies is MHJC’s class on culture, society and our place in the world. We use this class to examine the different ways that the world operates. This can be summarised as looking at how we mesh together and how we don’t: what lessons can we get from the different ways that humans and their societies have interacted with each other over time? Overall, we are looking at time, place and belonging.
3. Key things to know
There will be three classes per week, with extra time allotted for private homework time. Please bring your device to every lesson as while we may not end up using it, this is a BYOD school that expects a device be available should we need it for focused and guided learning.
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Introductory Week
Success Criteria:
- I can introduce myself, and understand the basics of what Global Studies is about as a subject.
Activities:
- Powerpoint: Class/School Expectations, Who I Am
- Icebreaker Game
- Powerpoint & Copying Down: The fundamentals of Global Studies, what can we understand right now?
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
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After some discussion last week, this week properly introduces our term long focus on "Identity", in relation to our term context of He Waka Eke Noa. For the next few weeks we will be focusing on "Identity" as a way of identifying ourselves, our values and the groups we are a part of.
Success Criteria:
- I am able to describe what "identity" is and different ways of categorising it.
Activities:
- Identity Game - How do you define yourself?
- Mapping Activity - Where are you from, what is your story?
- Introducing: News of the Week & Weekly Quiz
Follow Up Tasks:
Glossary Task - defining various terms related to identity and culture, writing them in your 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.
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Kia ora, we will continue more of our work on identity this week, focusing on finishing our mapping task & discussing questions of family identity and background. We also tie back our work to our term context, He Waka Eke Noa, by exploring the topic of 'values' and defining those that are important to us as individuals and as a classroom setting.
Success Criteria:
- I can explain what values are and how we can live according to the values we hold/beliefs we have.
Activities:
- Class Treaty (Defining Values) - setting up our first foray into Te Tiriti
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
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This week is our 'pit stop' into Te Tiriti o Waitangi - we will be focusing on the treaty in much more depth and detail later in the year, but this week is to essentially create a cursory (background) knowledge in your mind of what Te Tiriti is, and how it relates to our class focus and our term context. To do this, we will be learning the basic of Te Tiriti in class, and the fundamental issues of mistranslation, and how issues of mistranslation (accidentally or purposefully) can cause issues to social harmony.
Success Criteria:
- I can define what Te Tiriti is, and briefly explain the concepts of sovereignty & governance that treaty discussions today are centred around.
- After being introduced to Education Perfect, I can complete the set tasks laid out for me.
Activities:
- Video & Discussion: Te Tiriti - What is it? Video by Re: News
- 1835 Declaration of Independence & Te Tiriti - EP Task
- News of the Week - Waitangi Focused
Follow Up Tasks:
Stragglers must finish their Class Treaty assignmentEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
- We are EXPLORING 'He Waka Eke Noa' by observing values in ourselves and the world events that we agree with or disagree with, and discussing those values in depth.
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This is our second week on our Te Tiriti o Waitangi pit stop, and to continue honouring our work on why Te Tiriti is relevant today, our main two tasks are: a 'catch up' sheet summarising our work so far, and creating our own individual pepeha to learn over the course of the year. This pepeha activity will take the form of a carefully structured task, ending with you creating a pepeha on a coloured sheet with appropriate drawings that represent the people & places you are referring to in your pepeha.
Success Criteria:
- I can summarise at least one lasting key issue with Te Tiriti.
- I can create my own pepeha and follow the grammatical and visual conventions laid out for me.
Activities:
- Tying it Together: Identity & Te Tiriti (Worksheet - homework is not finished)
- Pepeha creation - may stretch into next week
Follow Up Tasks:
Going back and finishing EP work - ESSENTIALEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by recognising and classifying different facets of our personal identity.
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Mostly N/A - Camp Week
However, we explored the relevance of our Term Context by introducing the bulk of what the next two/three weeks will be about: mapping and populations, and their insight into understanding identity. We also looked at the relevance of camp to our Term Context.Success Criteria:
- I will be understand to state why camp is important to understanding and supporting identity on an individual and group level.
Activities:
- Introducing: BrainPOP Map Skills
- Starting: Mapping Conventions - Google Maps
- Weekly Quiz
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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Kia ora, this week is for continuing our focus on using maps to establish an understanding of maps and how they can be used to understand a population's identity.
Success Criteria:
- I will complete both our mapping activities to success - I will be able to locate landmarks and state their purpose.
Activities:
- Reading Google Maps
- News of the World
- Landmark Group Race Activity
Follow Up Tasks:
Finishing off previous rounds of BrainPOPEXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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This week will be interrupted by Easter break - all the more reason to cram in some solid work before the long weekend!
Our main work will be around reading the Safeswim map for information about our local beaches and how they serve a role of community, given Auckland's historic status as a hub for seafaring activity.Success Criteria:
- I will be able to describe multiple beaches in multiple ways - their locations, their water quality, hazards and facilities.
Activities:
- Safeswim Mapping Activity
- Library
Follow Up Tasks:
Write here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING 'He Waka Eke Noa' by interpreting maps and sources of information about Aotearoa's population.
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