7M1 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 PLANNING on designing a title page of "Whakawhanaungatonga (Working together)."
Success Criteria: I can...
- Design a title page of "Whakawhanaungatonga (Working together)."
PLAN & DO / WHAKAMAHI
WednesdayI 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)."
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FOCUS / ARONGA learning intentions:
We are PLANNING on constructing a class treaty.
We are EXPLORING on analysing different types of treaties.
We are EXPLORING on analysing the Treaty of Waitangi.
Success Criteria: I can...
- Talk about how to construct a class treaty.
- Write notes about treaties.
- Write about the articles of the Treaty of Waitangi.
Achievement Objectives:
Understand how formal and informal groups make decisions that impact on communities.
Monday- 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.
Tuesday
- 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.
Thursday
- The students will first watch this about the history of the Treaty of Waitangi.
- Then they will draw a Y-chart in their global studies books and write down similarities to the three articles of the Treaty of Waitangi.
- Afterwards, they will choose ONE of the terms which they wrote from the Y-chart for each article and write how it is being shown in NZ.
- They will then write their thoughts about whether they think the Treaty of Waitangi has worked best for everybody or if it has only benefited some people.
- Finally, they 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.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on analysing the Treaty of Waitangi.
We are EXPLORING on observing how different cultures view resources.
Success Criteria: I can...
- 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 4
Monday- 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.
Tuesday- 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.
Friday
- 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.
Friday
- 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.
Friday- 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.
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.
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.
- 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
Friday- 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.
Friday
- 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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WELCOME TO TERM 2! GLOBAL STUDIES
Kia ora!
I am your new Global Studies Teacher - Mrs Tuiletoa Tagaloa. If you have any questions please feel free to email me: mtuiletoatagaloa@mhjc.school.nz
This term our Mountains Year 7 Learning context is "Kaitiakitanga". We are exploring the different ways we can recognise, connect and observe Te Ao Māori ensuring we sustain and protect the culture
Week 1 Learning Activities
Tuesday:
We will be getting to know each other.
Ko wai au? Who am I? Activity on the 7M1 Google Classroom
Thursday and Friday:
We are EXPLORING Māori connection to te taiao and FOCUSING by explaining the Māori creation story from Te Ao Māori (the Māori world view)
Paearu Angitu / Success Criteria:
- I can recall the Māori creation story
- I can describe at least three different Atua (Māori Gods) and their connection to Te Taiao (environment)
Hei Mahi / Activities:
- BINGO - introducing Māori words and concepts
- The difference between a Whakataukī and Whakatauākī.
- Write down a whakataukī that has meaning for you and explain why. Write down a whakataukī (proverb) from your own culture.
- Watch and discuss the creation story.
- Complete the three tasks on the 7M1 Google Classroom:
Mahi Kāinga / Homework:
Finish your Ko wai au? (getting to know me) task on Google Classroom and turn it in.
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Week 2 Learning Activities:
Tuesday, Thursday (Movie Trip) and Friday
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 [Māori connection to te taiao] by watching the movie The Mountain and recognising how Māori value and connect to the land (and land features).
Paearu Angitu / Success Criteria:
- I can identify and explain key Māori terms connecting to Te Taiao (environment)
- I can give examples of how Tuakiri (Identity and Belonging) are important to me and others
Hei Mahi / Activities:
Tuesday:
- Re-cap creation story (videos and class discussion)
- Create comic strip and fact files
- Extension Task: to find out about another Māori Pūrāku (myth/legend/story) and create an information poster or set of slides
Friday:- Do Now activity - matching Māori terms with pictures and finding out the meaning of the words
- Class discussion about the movie and key themes
- Mild Task (everyone to complete) Draw your family tree / whānau circle
- Medium Task (after finished Mild): Connect and reflect activity - explaining when you feel your greatest sense of belonging and identity
- Spicy Task (after mild and medium): an informative poster about the ways in which we can care for Te Taiao (our environment)
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Week 3 Learning Activities:
Tuesday, Thursday (school finishes early) and Friday (Ugly Shakespeare)
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 [Māori connection to te taiao] by watching the movie The Mountain and recognising how Māori value and connect to the land (and land features).
Paearu Angitu / Success Criteria:
- I can identify and explain key Māori terms connecting to Te Taiao (environment)
- I can give examples of how Tuakiri (Identity and Belonging) are important to me and others
Hei Mahi / Activities:
Tuesday
- Re-cap of discussion about the movie and key themes
- Mild Task (everyone to complete) Draw your family tree / whānau circle
- Medium Task (after finished Mild): Connect and reflect activity - explaining when you feel your greatest sense of belonging and identity
- Spicy Task (after mild and medium): an informative poster about the ways in which we can care for Te Taiao (our environment)
Thursday
- No class - Paid Union Meeting for Teachers so school finishes at 12pm
Friday
- No class - all Year 7/8 students in the theatre to watch the performance from the Ugly Shakespeare company - Macbeth.
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Week 4 Learning Activities:
Tuesday, Thursday and Friday
We are FOCUSING on sustainability by explaining kaitiakitanga and the importance of the environment and being kaitiaki within Te Ao Māori (the Māori world view).We are EXPLORING [Māori connection to te taiao] and recognising how we can be kaitiaki of land / environment in our homes, community and Aotearoa.
Paearu Angitu / Success Criteria:
- I can explain the term sustainability
- I can give examples of how to be a kaitiaki of the environment at home, in the community and in Aotearoa
Hei Mahi / Activities:
Tuesday
Complete the Google Slides in the Google Classroom - Sustainability Slides
Key Tasks:
- Research and answer questions: what is sustainability? Why is it important? How can we be sustainable?
- Describe the 3Rs of recycling and how we can put these into action in our lives
- Watch the video:
- Create a poster; include the information:- What is sustainability,
- At least 5 ways we can look after our environment
- Why it is important to look after our environment
- Add images and pictures / add colourful headings
Thursday
Catch up lesson - get tasks and activities in the google classroom up to date from Week 1-3. Make sure all assignments are completed and turned in.
Friday
Myths and Legends:
Complete the Google Slides in the Google Classroom: Myths & Legends Stories and Tasks
- Choose 1-2 of the stories to read and then complete the tasks after each story
- Find out a myth / legend from your own culture -
Week 5 Learning Activities:
Tuesday, Thursday and Friday (no school - teacher only day)
We are FOCUSING on culture by recognising the importance of cultural expression and identifying how this impacts cultural identityWe are EXPLORING Māori culture and cultural identity / expression and recognising similarities and differences between our own and other cultures and Māori culture.
Paearu Angitu / Success Criteria:
- I can explain /define the term culture
- I can names and / or describe visible and hidden features of culture
- I can compare features of Māori culture with features of a chosen culture
- I can describe differences and similarities between the two cultures
Hei Mahi / Activities:
Tuesday
We will complete the Google Slides in the Google Classroom - Culture - compare and contrast slides
Key Tasks:
- Watch the video as a class and discuss:
- Write a definition for 'culture' and add examples of features of culture
- Create an iceberg of your own culture showing the visible (easy to see) features and hidden (harder to see) features of your culture
- complete the slides comparing creation stories, beliefs and faith, clothing, language, food and celebrations
- complete a summary - using either a venn diagram: Venn Diagram Templates or a compare and contrast sheet: Compare and Contrast TemplatesThursday
Continue with the 'culture - compare and contrast' slides from Tuesday's lesson
Friday (no school - teacher only day) -
Week 6 Learning Activities:
Tuesday, Thursday and Friday
We are FOCUSING on sustaining culture by discussing and reflecting on ways we can be kaitiaki of culture
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING our speeches/ presentations so that we can present our learning and ideas about:- how cultures change and adapt over time
- why culture, identity and belonging are important
- how can we protect and sustain our own and other cultures
Paearu Angitu / Success Criteria:
- I can explain /define the term 'cultural sustainability'
- I can gives reasons why it is important to sustain cultures
- I can give ways in which we can sustain culture (our own and others)
Hei Mahi / Activities:
Tuesday
We will complete the activities / tasks in the Google Slides in the Google Classroom - Sustaining Culture
Key Tasks:
- Explain the relationship between each word and the concept “Human Rights”
- Class discussion - why reducing inequalities is important. Links to the SDGs
- Think, Pair, Share activity - "what is cultural sustainability"
- Cultural Sustainability Table: definition, write it in a sentence, why it is important, illustrate it
- Class discussion: how can we be kaitiaki of culture - promote cultural sustainability?
- Think, Pair, Share activity - how are we (or could be) kaitiaki of Māori culture?
Thursday and Friday
Planning our speeches/presentations for Global / English Assessment
- how cultures change and adapt over time
- why culture, identity and belonging are important
- how can we protect and sustain our own and other cultures
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Opened: Friday, 14 June 2024, 9:00 AMDue: Monday, 17 June 2024, 3:00 PM
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Welcome to Term 3!
Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the stars of Matariki; Tupu-ā-nuku and Tupu-ā-rangi by observing how they connect Māori to te taiao
Tuesday's Lesson
Paearu Angitu / Success Criteria: I can/have...
- Recall one or more legends of Matariki and describe the role of the stars; Tupu-ā-rangi and Tupu-ā-nuku
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Introduction to this term's topic
- Quiz to recap Matariki and the stars / roles
- Class discussion of the different legends / pūrākau of Matariki and the stars - choose one legend to write about in your book
- Complete a Worksheet describing each star - write 1-3 bullet points to describe each star
- Extension task: create your section of the class collaborative artwork piece of Matariki
- Karakia Whakamutunga (ending prayer)
Thursday and Friday's Lesson
Paearu Angitu / Success Criteria: I can/have...
- Describe what is meant by Te Taiao (give a definition)
- State 1-2 ways (or describe / explain) how the stars Tupu-ā-nuku and Tupu-ā-rangi connect us to te taiao
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Kahoot! quiz to recap Matariki stars
- Te Taiao - group and class discussion - create a definition
- Activities: diagram and video about Te Taiao
- Bus stop activity - how Tupu-ā-rangi and Tupu-ā-nuku connect to Te Taiao
- Aspects of Nature important to you - Think, pair, share - class
- Karakia Whakamutunga (ending prayer)
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Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the stars of Matariki; Tupu-ā-nuku and Tupu-ā-rangi by observing how they connect Māori to te taiao
Tuesday - No lesson (SLC Student Led Conferences)
Thursday's Lesson
Paearu Angitu / Success Criteria: I can/have...
- State at least 1 / describe ways / explain ways Tupuārangi connects to the environment
- Define what is ‘mauri’ and (describe / explain) why it is important
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Brainstorm Tupu-ā-rangi - recall what we remember about the star
- What is Mauri - brainstorm / research and create group definition (share to class)
- Reading comprehension - read the slide and answer the questions
- Fill in the blanks about Tupu-ā-rangi and the connection to the people/land
- Plenary (reflect) - Minus / Plus / Interesting (what did you enjoy today, what did you not enjoy or find challenging, what did you find interesting today)
- Karakia Whakamutunga (ending prayer)
Friday's Lesson
Paearu Angitu / Success Criteria: I can/have...
- Give at least 1 / describe / explain the connections between soil and people
- Label a map of Aotearoa with at least 3 different features (geographical features and plant/animal diversity)
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Brainstorm Tupu-ā-nuku - recall what we remember about the star
- Reading comprehension - read the slide and answer the questions
- Label the map of Aotearoa - use the resources to help identify and label geographical features and bird and plant species diversity
- Plenary (reflect) : Head, Heart, Bin and Bag
6. Karakia Whakamutunga (ending prayer)
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Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
This week we are EXPLORING Tupu-ā-nuku and Tupu-ā-rangi by observing how they connect to te taiao
Tuesday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Explain what Rongoā Māori is
Name (and describe/explain) at least 3 plants used in Rongoā Māori and what medicinal use they have
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Rongoā Māori - what is it task and fill in the blanks
- Video and class discussion
Choose one of the following tasks to complete. Use the worksheet from when you went to the MHJC rongoā garden to help you and online research. LINK 1 LINK 2
OR
Make a set of google slides. Create one information slide per plant.
OR
Make a video e.g. documentary style, news report style.
You must provide information about at least 3 different plants and how they are used for medicine.
Depending on which task you choose - try to include headings / pictures / links to videos or websites or make it engaging.
5. Karakia Whakamutunga (ending prayer)
Thursday's Lesson
Paearu Angitu / Success Criteria: I can/have...Explain what Rongoā Māori is
Name (and describe/explain) at least 3 plants used in Rongoā Māori and what medicinal use they have
1. Karakia Timatanga (beginning prayer)
2. Finish the task from Tuesday's lesson:
Choose one of the following tasks to complete. Use the worksheet from when you went to the MHJC rongoā garden to help you and online research. LINK 1 LINK 2
Make a poster. You can use Canva to make your poster or hand draw on paper.OR
Make a set of google slides. Create one information slide per plant.
OR
Make a video e.g. documentary style, news report style.
You must provide information about at least 3 different plants and how they are used for medicine.
Depending on which task you choose - try to include headings / pictures / links to videos or websites or make it engaging.
3. Karakia Whakamutunga (ending prayer)
Friday's LessonPaearu Angitu / Success Criteria: I can/have...
Describe (explain) the tikanga when harvesting rongoā rākau (plants)
State (describe) at least 1 (or at least 2-3) connections between rongoā Māori and te taiao and Tupu-ā-nuku and Tupu-ā-rangi
- Karakia Timatanga (beginning prayer)
- Tikanga of cutting / harvesting Harekeke
- Visit the Rongoā Māori garden at MHJC and harvest flax following tikanga
- Draw the tikanga diagram into Global studies book (label parts of the Harekeke)
- Group and class discussion - the connection between rongoā rākau and te taiao and Tupu-ā-nuku and Tupu-ā-rangi
- Karakia Whakamutunga (ending prayer)
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Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
We are EXPLORING kaitiakitanga through questioning and researching impacts of humans and events such as the Olympics on te taiao
Tuesday's Lesson
Paearu Angitu / Success Criteria:
Catch up lesson - to get up to date with book work and tasks on google slides
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Catch up and complete any outstanding work that needs finishing
- Karakia Whakamutunga (ending prayer)
Thursday's LessonNo lesson today: Context Trip to MOTAT
Friday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Name (describe/explain) at least 3 positive and negative impacts large events have on te taiao
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Mix and Match task - key words: pollution, carbon footprint, eco-friendly practices, ecosystem, biodiversity
- Discussion / brainstorm: positive effects on te taiao from hosting an Olympic / Paralympic Games
- Discussion / brainstorm: negative effects on te taiao from hosting Olympic / Paralympic Games
- Draw a foot and label all the ways the Olympics might contribute to an increase in carbon
Create and Information page: ALL: Name and describe how the Paris Olympics used eco-friendly practices/actions.
MOST: link and describe how these practices/actions can help reduce carbon emissions SOME: link and explain how these practices/actions help to reduce negative impacts on ecosystems and biodiversity- Karakia Whakamutunga (ending prayer)
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Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the stars of Matariki; Tupu-ā-nuku and Tupu-ā-rangi by observing how they connect Māori to te taiao
Tuesday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
Thursday's LessonPaearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
Friday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
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Our context this term is "Tupu-ā-nuku and Tupu-ā-rangi"
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the stars of Matariki; Tupu-ā-nuku and Tupu-ā-rangi by observing how they connect Māori to te taiao
Tuesday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
Thursday's LessonPaearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
Friday's Lesson
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Karakia Timatanga (beginning prayer)
- Karakia Whakamutunga (ending prayer)
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Opened: Monday, 9 September 2024, 12:00 AMDue: Thursday, 26 September 2024, 1:00 PM
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