Weekly outline

  • Aotearoa New Zealand's Histories Overview

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  • Term 1: Week 1

    Kia ora, welcome to your Global Studies 2024 Course Page!

    Ko Mrs Chamberlin toku ingoa. I will be your Global Studies teacher this year. 

    You can email me schamberlin@mhjc.school.nz or visit me in my class F6.

    Please check MHO regularly for activities and planning. Your assessments will be linked here, at the top of the MHO page. 

    For Global Studies this year you will need:

    • Device and a lined exercise book
    • Pens, glue, ruler, colouring-in pencils and a highlighter

    You need to get these ready when you are waiting in a line outside F6. 

    Once invited in, you need to put your bag in the bag cupboard.  You then need to read and record the Date, Learning Intentions, Success Criteria & 'Do Now' activity in your exercise book. 

    This will be our routine and I expect not to ask you to do this, but for you to manage yourself to action this at the start of every session. 😃👍


  • Term 1: Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    Kei teo ako mātou ki: WALT...
    Culture and Collective Identity: Finding a place in Aotearoa New Zealand

    • We are EXPLORING/FOCUSING on the experiences of Chinese and Pasifika communities in Aotearoa by identifying how a group have participated and contributed to Aotearoa’s society
    • We are EXPLORING/FOCUSING on the experiences of Chinese and Pasifika communities in Aotearoa by investigating the barriers faced by the groups community in Aotearoa
    • We are EXPLORING/FOCUSING on the experiences of Chinese and Pasifika communities in Aotearoa by recognising how a group have both retained and adapted their culture & identity
    • We are EXPLORING/FOCUSING on the experiences of Chinese and Pasifika communities in Aotearoa by researching ways a group have remained connected to their place of origin


    Kia ora!  This week Miss Steel will be supporting your introduction to Global Studies '24 and your exciting Term One learning context!

    Context:  'Kainga We Wae' - Ngahere Whānau, our Home!
    MHJC Values:   Awhinatanga/Compassion: Positive partnerships

    Paearu Angitu: (Success Criteria): I can...


    Hei Mahi     (Activities):

    1. Session 1: Welcome to Global Studies '24!  'Do Now:' Discuss classroom learning routines (Miss Steel's slideshow Pg's 1 to 11).
    2. Register to join 7F1's Google Classroom page: elqwsaa

      Do Now:       'Current Events Quiz'.       


    3. Tuesday's Waitangi Day public holiday commemorated the signing of 'Te Tiriti o Waitangi' [the Treaty of Waitangi] on 6th February, 1840.  In the spirit of working towards positive partnerships, please select a paper feather to publish beautifully for our Yr 7 Ngahere Korowai art installation (using coloured pencils).  The Korowai is symbolic of leadership, and includes the obligation to care for people & the environment - these principles closely align with the values we 'live & breathe' every day in Ngahere Whānau.  Please write your own 'positive partnership' pledge on the back of your feather + your name. 
      eg. "I pledge to use kind words when speaking to my classmates to support positive partnerships."
      eg. "I pledge to use positive self-talk to help me work through challenging situations eg. class work, friendships, etc."



    4. Session 2:  'Do Now:'  Record the date and draw the 'fishbone' frame into a whole page of your exercise book.  
      Read the school journal pdf 'Te Tiriti o Waitangi' and complete the fishbone research task - resources are on Google Classroom.  Please use a ruler to draw the fishbone graphic organiser on a whole page of your Global Studies exercise book. Miss Steel will inform you whether reading is a shared whole class task, buddy or individual activity (the audio file is also on Google Classroom).  Please include the keywords: 'Kāwanatanga' + 'Sovereignty' under the '3 Articles of Te Tiriti' note-taking headings.



    5. Session 3: 'Do Now: 'Kahoot 'Treaty of Waitangi' by Whaea Katarena.  Insert link here... 
    6. Read 'Chinese New Zealanders' school journal pdf article then start the associated slideshow tasks on Google Classroom. 





    Mahi Kāinga (Homework/Further Learning):
    Please finish colouring the feather for our Year 7 Korowai (cloak) for homework this week.  Your feather is due to be handed in this Friday 9th February.  

  • Term 1: Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. Korowai creation - finishing colouring in and cutting out your feathers
    2. New Zealand geography quiz
    3. Identify parts of your own culture & how you celebrate it.
    4. Kiwiana discussion and game
    5. Reflection questions
    6. NZ mapping activity
    7. Weekly Quiz!

  • Term 1: Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. NZ Mapping task
    2. Mapping activities - compass directions & grid references

  • Term 1: Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. FACKTS mapping discussion
    2. New Zealand mapping task continued...
    3. Weekly quiz
    4. Mapping activities continued...

  • Term 1: Week 6


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Urbanisation of Māori by identifying the scale and pace of the migration through maps and statistics
    • We are FOCUSING on Urbanisation of Māori by describing the push/pull factors with the challenges Māori faced after the Second World War.
    • We are FOCUSING on Urbanisation of Māori by discussing the impact of urbanisation of Māori culture/identity & communities
    • We are FOCUSING on Urbanisation of Māori by analysing how Māori were excluded in urban environments (through social, financial and culture means)
    • We are FOCUSING on Urbanisation of Māori by explaining how Māori sustained their culture by adapting to new ways of living (language, culture, and identity on papa kāinga)
    • We are FOCUSING on Urbanisation of Māori by discussing perspectives of iwi and hapū.

    Success Criteria:


    Activities:

    1. Education Perfect - Māori Urbanisation
    2. Weekly quiz
    3. SEXY paragraph writing

  • Term 1: Week 7


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Urbanisation of Māori by identifying the scale and pace of the migration through maps and statistics
    • We are FOCUSING on Urbanisation of Māori by describing the push/pull factors with the challenges Māori faced after the Second World War.
    • We are FOCUSING on Urbanisation of Māori by discussing the impact of urbanisation of Māori culture/identity & communities
    • We are FOCUSING on Urbanisation of Māori by analysing how Māori were excluded in urban environments (through social, financial and culture means)
    • We are FOCUSING on Urbanisation of Māori by explaining how Māori sustained their culture by adapting to new ways of living (language, culture, and identity on papa kāinga)
    • We are FOCUSING on Urbanisation of Māori by discussing perspectives of iwi and hapū.

    Success Criteria:


    Activities:

    1. Weekly quiz!
    2. School Journal reading
    3. School journal questions

  • Term 1: Week 8


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Urbanisation of Māori by identifying the scale and pace of the migration through maps and statistics
    • We are FOCUSING on Urbanisation of Māori by describing the push/pull factors with the challenges Māori faced after the Second World War.
    • We are FOCUSING on Urbanisation of Māori by discussing the impact of urbanisation of Māori culture/identity & communities
    • We are FOCUSING on Urbanisation of Māori by analysing how Māori were excluded in urban environments (through social, financial and culture means)
    • We are FOCUSING on Urbanisation of Māori by explaining how Māori sustained their culture by adapting to new ways of living (language, culture, and identity on papa kāinga)
    • We are FOCUSING on Urbanisation of Māori by discussing perspectives of iwi and hapū.

    Success Criteria:


    Activities:

    1. Māori urbanisation cloze comprehension
    2. Māori urbanisation - mini statistic project
    3. Weekly Quiz!

  • Term 1: Week 9

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. Country & Culture comparison worksheet
    2. Weekly Quiz!

  • Term 1: Week 10

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. Create a poster - country & culture research!

  • Term 1: Week 11

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Kianga Wae Wae by recognising our own identity, culture/s and values
    • We are EXPLORING Kianga Wae Wae by identifying the culture and values of MHJC
    • We are EXPLORING Kianga Wae Wae by investigating popular parts of Kiwi culture and how it has changed over time
    • We are EXPLORING Kianga Wae Wae by researching my family history and cultural heritage
    • We are EXPLORING Kianga Wae Wae by comparing how my own or another cultural has evolved or remained the same over time
    Success Criteria


    Activities:
    1. Continue with the poster creation - country & culture research!
    2. Weekly quiz!

  • Holidays

  • Holidays

  • Term 2: Week 1



    Kia ora!  This week we are exploring a taonga of Aotearoa - Ponmau. 

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING people’s values, viewpoints, and perspectives, including my own
    • We are EXPLORING how language and messaging can be used to inform, to misinform, and to position people alongside particular values and perspectives.
    • We are EXPLORING relationships between events and identify continuity or changes in relationships.
    • We are EXPLORING people’s actions in the past based on historical evidence and taking account of the attitudes and values of the times, the challenges people faced, and the information available to them.

    Authentic Outcomes:  Science Fair and ‘Taonga of Aotearoa’ weaving/print-making exhibition.
    Theme: The importance of land/sustainability 
    Whakatauki: "Whatungarongaro te tangata, toitū te whenua."
    Metaphorical: As people disappear from sight, the land remains. 
    Literal: This whakatauki speaks to the importance and permanence of land. While people come and go, the land remains. As humans we rely on the land. We must think long-term and see the big picture to ensure the sustainability of the land.


    Paearu Angitu (Success Criteria): I can...

    • Locate information in a text
    • Define key terms
    • Examine values, viewpoints, and perspectives

    Hei Mahi (Activities):
    1. Pounamu is a taonga with deep spiritual significance to Māori. Its beauty, usefulness, and cultural significance made it a highly prized resource that was traded throughout Aotearoa New Zealand. This article explores the pounamu trade from the 1770s through to the present day, discussing the impact of colonisation on the trade of pounamu and how Ngāi Tahu regained kaitiakitanga of pounamu through the Treaty settlement process.
    2. In pairs, read the journal article: 'Trading Taonga: The Story of Pounamu' attached as a pdf, below. 
    3. Discuss the Key Terms: carving, mana, Māori economy, Ngāi Tahu, pounamu, Poutini, pūrākau, South Island, taniwha, taonga, Te Tiriti o Waitangi, trade, Treaty settlement, Waitaiki
    4. In exercise books, write the short date, heading and full answers to questions #1 to #19. 




  • Term 2 - Week 2

    Kia ora!  This week we continue to explore Ponmau and other taonga that were traded throughout Aotearoa New Zealand.  Iwi and hapū experimented with new economic opportunities to enhance their mana. In doing so, they built extensive trading networks.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING people’s values, viewpoints, and perspectives, including my own
    • We are EXPLORING how language and messaging can be used to inform, to misinform, and to position people alongside particular values and perspectives.
    • We are EXPLORING relationships between events and identify continuity or changes in relationships.
    • We are EXPLORING people’s actions in the past based on historical evidence and taking account of the attitudes and values of the times, the challenges people faced, and the information available to them.

    Authentic Outcomes:  Science Fair and ‘Taonga of Aotearoa’ weaving/print-making exhibition.
    Theme: The importance of land/sustainability 
    Whakatauki: "Whatungarongaro te tangata, toitū te whenua."
    Metaphorical: As people disappear from sight, the land remains. 
    Literal: This whakatauki speaks to the importance and permanence of land. While people come and go, the land remains. As humans we rely on the land. We must think long-term and see the big picture to ensure the sustainability of the land.


    Paearu Angitu (Success Criteria): I can...

    • Locate information in a text
    • Define key terms
    • Examine values, viewpoints, and perspectives

    Hei Mahi (Activities):
    1. Complete Week 2's 'Current Events' quiz activity. 
    2. Read and view the graphic resource, 'Kohatu Stone'.  
    3. In your exercise book, respond thoughtfully to answer the questions, using full answers. 
    4. Next, complete the mapping task to show the     new economic opportunities grown through extensive stone trading networks.  
    Remember, every map requires FACKTS!  Frame, Axis, Colour, Key, Title and Scale.  
    5. Fast finishers: In pairs read and view the Powerpoint 'Discovering Early New Zealand'.   Answer the questions in the green boxes using full answers then construct a Glossary by copying the pink terms into your exercise book .



  • Term 2 : Week 3

    This week

    Kia ora!  This week we are going to explore Tāmoko.  Tāmoko reflects an individual's whakapapa and personal history. Tāmoko is an important part of Māori culture. In past, it was an important signifier of social rank. 

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING people’s values, viewpoints, and perspectives, including my own
    • We are EXPLORING how language and messaging can be used to inform, to misinform, and to position people alongside particular values and perspectives.
    • We are EXPLORING relationships between events and identify continuity or changes in relationships.
    • We are EXPLORING people’s actions in the past based on historical evidence and taking account of the attitudes and values of the times, the challenges people faced, and the information available to them.

    Authentic Outcomes:  Science Fair and ‘Taonga of Aotearoa’ weaving/print-making exhibition.
    Theme: The importance of land/sustainability 
    Whakatauki: "Whatungarongaro te tangata, toitū te whenua."
    Metaphorical: As people disappear from sight, the land remains. 
    Literal: This whakatauki speaks to the importance and permanence of land. While people come and go, the land remains. As humans we rely on the land. We must think long-term and see the big picture to ensure the sustainability of the land.


    Paearu Angitu (Success Criteria): I can...

    • Locate information in a text
    • Define key terms
    • Examine values, viewpoints, and perspectives

    Hei Mahi (Activities):
    1. Complete Week 3's 'Current Events' quiz activity. 
    2. We are going to create a poster/ informational infographics. We will work in pairs.
    3. Read the article SJL4 Puaki. 
    4. Record the information about Tāmoko you got from the article. You can get more information from here: https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/tamoko-maori-tattoos-history-practice-and-meanings. Write in your books.
    5. Create a blue print for your infographics.
    6. Create your poster/ informational infographics. I am expecting the following:
    - Five facts: past and present
    -Attractive and colourful
    -Drawing/pictures and words both.
    -Summary of the information provided for one of the personalities mentioned in the article and their experience.  

    Have fun! I can't wait to see some amazing work! :)


  • 20 May - 26 May

  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

  • 17 June - 23 June

  • 24 June - 30 June

  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

  • 29 July - 4 August

  • 5 August - 11 August

  • 12 August - 18 August

  • 19 August - 25 August

  • 26 August - 1 September

  • 2 September - 8 September

  • 9 September - 15 September

  • 16 September - 22 September

  • 23 September - 28 September

  • 30 September - 6 October

  • 7 October - 13 October

  • 14 October - 20 October

  • 21 October - 27 October

  • 28 October - 3 November

  • 4 November - 10 November

  • 11 November - 17 November

  • 18 November - 24 November

  • 25 November - 1 December

  • 2 December - 8 December

  • 9 December - 15 December