9F2 Global Studies
Weekly outline
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Kia ora 9F2.
Welcome back to school!
Term One's context is “Equity and Equality Around the World”? " Before we begin with the context,you will be exploring the significance of the treaty and it's identity and place through the Māori World View.
Authentic Outcomes: Social Action, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo.
This week we will be getting to know each other and we will also be looking at some Current Event Tasks
Learning Intentions: We are learning to (WALT)...
- Get to know each other
- Understand the expectations and structure for Global Studies
- Understand the meaning of current events
- Understand New Zealand's founding document
Success Criteria: I can/have...
- Good relationships with both my peers and my teacher
- Clearly understand the expectations and structure for Global Studies
- Understand the definition of current events and how this term is related to Global Studies
- Understand what is NZ'S founding document and it's importance to Aotearea
Activities:
- Expectations
- Getting to know each other
- Current Events Tasks
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Kia Ora Everyone
Please make sure that you sign up to our 9F1 'Google Classroom' page to complete our 'Why do we Celebrate Waitangi Day?' learning activity. This week you will focus on the Treaty of Waitangi and you will also get the opportunity to deliver your own personal mihi.
Activities:- Refer to current events articles - 2018 and 2019 Waitangi Day messages (speeches) by Prime Minister Jacinda Adern.
Note-taking of key messages from 2019 speech. - View the video below... Waitangi - What Really Happened: Part 1
- Open the document in Google Classroom titled, 'Why do we celebrate Waitangi day?' and record your name and class.
- View video (as a class) 'The Treaty of Waitangi - An Introduction'.
- Complete questions 1-3 using the link provided and the information learned from the short video.
- View the A3 hard copy of the Treaty of Waitangi in English, Maori translation, then the Maori version that has been translated into English again. Discuss.
- Complete the chart on Pg 2, to identify the similarities and differences between the English and Maori versions of the Treaty. Highlight which of the 3 articles are 'the same' or 'different'.
- Complete questions 5 & 6 then revise your document, before 'turning in'.
WORK FOR 11 FEBRUARY
Complete all education perfect tasks
Complete all questions on the “What is Waitangi document” on google classroom
Read the 2 versions of the treaty on google classroom
Any incomplete work must be finished as homework
Further Learning:Please complete any unfinished questions for homework and 'Turn in' your finished document by Friday: 14th February.
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- Explore the role of the UN
- Explore the SDG'S of the United Nations
- Discover the various global issues that arise through inequality
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Success Criteria: I can/have...
- Understand the role of the UN and the importance of the Sustainable Development goals.
- Understand examples of various global issues that take place globally
- Create an awareness on the issues that we are exploring/studying
Activities:
- Brainstorm Global issues: Local and International
- Using the UN WEBSITE, research at least one issue that the UN is dealing with ( the issue that you are researching must be something that you care about:https://www.un.org/en/sections/issues-depth/global-issues-overview/.Find out 5 interesting facts about the issue.
- SDG'S: Groups to BRIEFLY unpack the SDG'S - use the link to support you with your understanding of the SDG's: https://www.un.org/sustainabledevelopment/sustainable-development-goals/
- United nations history: https://www.britannica.com/topic/United-Nations/Social-welfare-and-cooperation#ref12425 , https://www.un.org/en/sections/issues-depth/global-issues-overview/
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- Explore the role of the UN
- Explore the SDG'S of the United Nations
- Discover the various global issues that arise through inequality
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Success Criteria: I can/have...
- Understand the role of the UN and the importance of the Sustainable Development goals.
- Understand examples of various global issues that take place globally
- Create an awareness on the issues that we are exploring/studying
Activities:
DO NOW: General knowledge:Flags and continents of the world
-Develop a word bank/vocab bank of words that you find difficult during your Global Studies lesson
- Social Issues Presentation
- Fact File: Malala
- Introduction to Human Rights
- Community matters: Malala and her community contribution to showcase equity and equality
- Documentary: He named me Malala
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- We are EXPLORING the UN’s SDG’s so that we can connect this to the global issues that we are exploring.
- We are FOCUSING to enhance our understanding of inequity and inequality through our study of the documentary: He named me Malala
- We are FOCUSING to develop our understanding of “Inequity and Inequality” through a Human Rights perspective
- We are FOCUSING to describe how a young Activist named” Malala “created an awareness that transformed “the right to equity and equality” in education
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Success Criteria: I can/have...
- Understand the link between inequality and inequity through the SDG of Quality education and Malala's action
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Activities:
DO NOW: General knowledge:Flags and continents of the world
- Homework : SDG's due
- Fact File: Malala
- Introduction to Human Rights
- Community matters: Malala and her community contribution to showcase equity and equality
- Documentary: He named me Malala
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to enhance our understanding of our chosen social issue
- We are FOCUSING on developing our research skills
Success Criteria: I can/have...
- Understand the link between inequality and inequity through the study and research of our chosen social issue.
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Activities
DO NOW: Read through the Assessment Rubric
- Research questions: Self check and Buddy check
- Draft static image/poster representing your social issue
- Draft written explanation of your static image/poster - use the exemplars on google classroom to support you
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to enhance our understanding of inequity and inequality through our study of the documentary: He named me Malala
- We are FOCUSING to develop our understanding of “Inequity and Inequality” through a Human Rights perspective
- We are FOCUSING to describe how a young Activist named” Malala “created an awareness that transformed “the right to equity and equality” in education
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Success Criteria: I can/have...
- Understand the link between inequality and inequity through the SDG of Quality education and Malala's action
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Activities:
DO NOW: Current Events Quiz: Kahoot
- Race Relations Competition update
- Apartheid in South Africa
- Introduction to Human Rights - Slideshow presentation
- Activity 1 & 2
- Video: 30 Human Rights explained
- Education matters: Malala and her community contribution to showcase equity and equality
- Documentary: He named me Malal
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to develop our understanding of “Inequity and Inequality” through a Human Rights perspective
- We are FOCUSING to describe how a young Activist named” Malala “created an awareness that transformed “the right to equity and equality” in education
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Success Criteria: I can/have...
- Understand the importance of YOUR voice in the world and how to use social media responsibly in order to share their knowledge with the wider community.
Activities:
DO NOW: Current Events and Kahoot
- Introduction to Human Rights - Slideshow presentation
- Activity 1 & 2
- Video: 30 Human Rights explained
- Education matters: Malala and her community contribution to showcase equity and equality.Please refer to the resources on google classroom and read my e-mail for further instructions. Should you have any questions, please feel free to e-mail me.If you cannot find answers to the questions, you may have to extend your research by searching new resources online.
- Lessons from the documentary
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Welcome Back to Term 2! To continue with our Term 1 context, you will upload answers to your Malala Task onto google classroom by next week.
In order to keep it simple, I will set up some Education Perfect tasks soon.Please also explore the DO now: Geoguessr... it is really fun!
Activities:
PLEASE COMPLETE ALL OUTSTANDING AND CURRENT READING PLUS LESSONS DURING YOUR GLOBAL SESSION THIS WEEK
- Do now- Join the https://www.geoguessr.com/ link and click on famous places...join the link for free
- Education perfect tasks will be uploaded during the week - Check MHOL or e-mails for further instructions
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Kia Ora Everyone
See you on Tuesday: 22nd April on Google Meet
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to develop our understanding of “Inequity and Inequality” through a Human Rights perspective.
Success Criteria: I can/have...
- Understand the importance of Human Rights
Activities:
- Human Right Article Task: Human Rights and Coronavirus :Read the articles and complete the PMI Table.Each article must have a PMI table.All work must be completed in your Global Studies Books.
https://www.theguardian.com/commentisfree/2020/mar/19/coronavirus-pandemic-human-rights
https://www.aljazeera.com/indepth/opinion/coronavirus-conundrum-human-rights-200320120352737.html
https://www.hrw.org/news/2020/03/19/human-rights-dimensions-covid-19-response#_Toc35446578
- Video: 30 Human Rights explained
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Kia Ora Everyone
See you on Thursday: 30 April on Google Meet @ 12pm
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to develop our understanding of “Inequity and Inequality”
Success Criteria: I can/have...
- Understand the inequities and inequalities in society
Activities:
- Education Perfect Tasks - Due: Wednesday: 6 May
- Anzac Day Activivites - Please complete the fun fact sheet below.All answers could be on a google doc or in your books, please!
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Kia Ora Everyone
This week I will introduce Human Rights which is an important aspect of our context. This topic will close off our last term's context
See you on 5th of May on Google Meet @ 8.30am
Learning Intentions: We are learning to (WALT)...
- We are FOCUSING to develop our understanding of “Inequity and Inequality” through a Human Rights perspective.
Success Criteria: I can/have...
- Understand the importance of Human Rights
Activities:
- Answers to the PMI Chart
- Laws implemented in view of Inequalities (Example: United Kingdom)
- Definitions to support Inequalities and Human Rights : Human rights, responsibilities, government, children’s rights, citizen, community, individual, law, protection, values, beliefs, freedom, equality, fairness, justice, dignity, discrimination.
- Use the format below to complete the above definitions. I will share a doc with you
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Kia Ora Everyone
This week I will introduce the Term 2 context
See you on 11th of May on Google Meet @ 11.00am
AO: NZ CURRICULUM
NZC L4:. Understand that events have causes and effects
NZX L4: Understand how formal and informal groups makes decisions that impacts on communities
NZC L4: Understand how people participate individually and collectively in response to community challenges
NZC L5:. Understand how people define and seek human rightsLearning Intentions: We are learning to (WALT)...
- Explore what are Human Rights? Do we know our rights?
- Explore the history of human rights and why the need for these rights
- Explore human rights and how they help human beings to live and grow.
- Explore how the Sustainable Development goals are linked to our rights
Success Criteria: I can/have...
- Understand what are human rights
- Understand why human rights were introduced
- Understand the link between Human rights and the Sustainable Development Goals
- Understand that human rights belong to everybody.
- Understand that every human right is important and needed for human beings to live and grow.
Activities:
- Answers to the PMI Chart
- Introduction to Human Rights - Slideshow X2 -Led by the teacher
- What are human rights slideshow?
- Mini Research Task: (Refer to the google doc on Google classroom)
- History of Human Rights -Slideshow- Led by the teacher
- Explore what are Human Rights? Do we know our rights?
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Kia Ora Everyone
This week we begin our Term 2 context of "Tuakana-teina. We will look at the link between this concept and Global Studies.
Learning Intentions: We are learning to (WALT)...
- Exploring key concepts linked to Human Rights
- Explore what are Human Rights and the UDHR
- Explore the history of human rights and why the need for these rights
- Explore which human rights are important
- Explore examples civil, political, cultural , economic and social rights
Success Criteria: I can/have...
- Understand what are human rights
- Understand why human rights were introduced
- Understand the different types of rights and it's link to the UDHR
Activities:
- Recap on Week 5 activities
- Icebreaker tasks -in class
- Refer to the Year 9 website
Resources
Tuakana–teina
The concept of a tuakana–teina relationshipThe tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga (hospitality) is practised by the local hapū
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Learning Intentions: We are learning to (WALT)...
- Explore the articles of the UDHR
- Explore our rights and responsibilities
- Explore and identify examples civil, political, cultural , economic and social rights and discuss how they impact our lives
Success Criteria: I can/have...
- Define what human rights are and identify specific human rights
- Understanding the relationship between rights and responsibilities
- Understand the categories of the different types of rights Categorise and prioritise different human rights
Activities:
- DO NOW: Checking of Distance Learning Folders
- DO NOW: Recap on Week 5 activities (Identify some human rights from the articles) -Testing your prior knowledge
- Recap of last session - What are human rights?
- Introduction to UDHR articles and video
- Introduction to Human rights -shared google doc
- Research a specific event in human rights history
- Scenario linked to Pictionary task
- Political,civil.cultural,economic and social rights task sheet
- Case studies on Human Rights
- Quizlet
Resources
- Refer to the Year 9 website
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills
- We are FOCUSING to develop an understanding of human rights by identifying and describing human right violations and how people participate individually and collectively in response to these violations
- We are FOCUSING on selecting and researching an event in history to learn about human right violations and how these events have causes and effects
Activities:
- DO NOW: Quizlet
- Scenario linked to Pictionary task
- : Research process/skills: Research task : Researching an event in history that violated human rights. Use the google doc provided on the Forest Year 9 website to support you in your research task.
- Case studies on Human Rights -Convid 19 and the situation in Africa
- Understanding Perspectives: Refugees and Convid 19 resources
- Fact and opinion
Resources
- Refer to the Year 9 website
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills
- We are FOCUSING to develop an understanding of human rights by identifying and describing human right violations and how people participate individually and collectively in response to these violations
- We are FOCUSING on selecting and researching an event in history to learn about human right violations and how these events have causes and effects
Activities:
Understanding Perspectives (https://www.21socialstudies.com/blog/analyzing-perspectives-in-primary-and-secondary-sources) and other resources in google class
- Continue working with the document - Research a specfic event in human rights
- Begin exploring your human rights violation issue for your Term 2 Assessment
- Case Study on human right violations
- Pictionary task
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills
- We are FOCUSING to develop an understanding of human rights by identifying and describing human right violations and how people participate individually and collectively in response to these violations
- We are FOCUSING on selecting and researching an event in history to learn about human right violations and how these events have causes and effects
Activities:
DO NOW: Oceans and Continents task
DO NOW: Current Events: Senegal's climate change (Sinking Villages)
DO NOW: Watching the World Economic forum videos
Assessment 2: Research evidence file and research questions to continue working with
Refer to the Year 9 website
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our human rights by planning and presenting a video that displays our understanding of the content we studied in Term 2
Activities:
- Finalise Assessment 2 - Due 24 June
- Activity: Oceans and Continents
- Peer review on Assessment input
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Kia Ora 9F1
This week the you will not be having any Global Studies Sessions as the timetable will be collapsed for your "How to videos".
In Week 1 - Term 3, you will be comparing your essay writing task against my ideas/plan that I will sharing with you.
Have a good break and rest up. See you all in Term 3.
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Kia Ora Everyone
Learning Intentions: We are learning to (WALT)...
Write an essay in Global Studies by using techniques to support me in writing my essay
Apply research to our essay
Understand and unpack what the question is asking me for
Success Criteria: I can/have...
Use the skimming and scanning and Jot and dot technique prior to writing my essay
Use prior knowledge and research to apply to my essay
Identify key words from the question
Activities:
DO NOW: Create a quick "fact card" for the Year 7 students on the celebration of Matariki.
DO NOW: Current Events Task: Elections
- Answers to resource interpretation and mapping skills task - due Tuesday 21st July
- Essay Review - individual
- Peer Review of Essay
- Homework: Write Final Essay using guideline provided by Mrs Selagan
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the various registered political parties
- We are EXPLORING to recognise the various systems of government
- We are EXPLORING the voting system of MMP.
- We are EXPLORING the elements of what makes up a government
This week we start the 'Explore' stage of the 'Elections' learning journey, by investigating leaders of the parties who each hope to form (or form part of the 2020 New Zealand general election is scheduled to be held on Saturday 19 September , 2020
Activities:
- Introducing our political parties: You are required to view the list of political parties and complete the google doc.
- (Understanding different systems of government): Mix and match activity
- Getting to know basic NZ Political facts: Complete a fact sheet
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the various registered political parties
- We are EXPLORING to recognise the various systems of government
- We are EXPLORING the voting system of MMP.
- We are EXPLORING the elements of what makes up a government
Activities:
DO NOW: CELEBRATING COOK ISLAND LANGUAGE WEEK
- Find 3 interesting facts about Cook Island
- Find 3 new words in Cook Island and add this to your word bank of languages
- Introducing our political parties: You are required to view the list of political parties and complete the google doc.
- (Understanding different systems of government): Mix and match activity
- Getting to know basic NZ Political facts: Complete a fact sheet
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the various registered political parties
- We are EXPLORING to recognise the various systems of government
- We are EXPLORING the voting system of MMP.
- We are EXPLORING the elements of what makes up a government
Activities:
DO NOW: Current Events: What is the headlines this week for the upcoming 2020 NZ elections
Link to the articles: https://www.newshub.co.nz/home/politics/2020/07/nz-election-2020-guide-on-everything-you-need-to-know.html
- Article Task 1: In order to improve both your skimming and scanning/reading skills and note taking skills, you are required to read the article from Newshub and make summary notes under each heading provided.(Individual task)
- Article Task 2: You are required to create a set of 10 questions for a quiz.(Table group task)
- Article Task 3: Referring to the article for possible answers, you are required to complete the google doc sheet on political facts.(Individual task)
- 2nd draft of the essay is due - Monday 10 August (Peer review of your essay)
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FOCUS / ARONGA learning intentions:
- We are focusing on enhancing our welling through Forest's Five ways to wellbeing.
Activities:
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining and explaining how the democratic system of government plays a key role by representing the voice of citizens
- We are FOCUSING on identifying the eligibility of voters
- We are FOCUSING on discussing the role of the media in shaping the decisions people make
- We are FOCUSING on applying mapping features to demonstrate our understanding of the representation of political parties in NZ
Activities:
To Continue doing:
Link to the articles: https://www.newshub.co.nz/home/politics/2020/07/nz-election-2020-guide-on-everything-you-need-to-know.html
- Article Task 1: In order to improve both your skimming and scanning/reading skills and note taking skills, you are required to read the article from Newshub and make summary notes under each heading provided.(Individual task)
- Article Task 2: You are required to create a set of 10 questions for a quiz.(Table group task).Create at least 2 questions individually.Formulate these questions after notetaking from Task 1
- Article Task 3: Referring to the article for possible answers, you are required to complete the google doc sheet on political facts.(Individual task)
Still to do:
- What is Democracy? Slideshow task
- Eligibility to vote - who is allowed?, the voting process
- Basic elements of mapping tasks
- Assessment 3: Mapping Task
Further Learning:
- Complete your essay using the support resources, links and template that I have already provided.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining and explaining how the democratic system of government plays a key role by representing the voice of citizens
- We are FOCUSING on identifying the eligibility of voters
- We are FOCUSING on discussing the role of the media in shaping the decisions people make
- We are FOCUSING on applying mapping features to demonstrate our understanding of the representation of political parties in NZ
Activities:
DO NOW: Watching the Young Wings debate.What is your opinion on the overall debate? What are some of the issues that they were debating about?
To check if the following has been complete as per online distance learning task instructions
Link to the articles: https://www.newshub.co.nz/home/politics/2020/07/nz-election-2020-guide-on-everything-you-need-to-know.html
- Article Task 1: In order to improve both your skimming and scanning/reading skills and note taking skills, you are required to read the article from Newshub and make summary notes under each heading provided.(Individual task)
- Article Task 2: You are required to create a set of 10 questions for a quiz.(Table group task).Create at least 2 questions individually.Formulate these questions after notetaking from Task 1
- Article Task 3: Referring to the article for possible answers, you are required to complete the google doc sheet on political facts.(Individual task)
Still to do:
- What is Democracy? Slideshow task and video ( )
- Eligibility to vote - who is allowed?, the voting process
- Basic elements of mapping tasks
- Assessment 3: Mapping Task preparation and new due date: 11 September
Further Learning:
- Complete your essay using the support resources, links and template that I have already provided.
Current Events: Resources: New voting age
- https://www.rnz.co.nz/news/national/424324/teens-ask-court-to-lower-voting-age-to-16
- https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12358949
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the eligibility of voters
- We are FOCUSING on discussing the role of the media in shaping the decisions people make
- We are FOCUSING on applying mapping features to demonstrate our understanding of the representation of political parties in NZ
Activities:
To Continue doing:
- Article Task 2: You are required to create a set of 10 questions for a quiz.(Table group task).Create at least 2 questions individually.Formulate these questions after notetaking from Task 1
Still to do:
- Eligibility to vote - who is allowed?, the voting process
- Youth Wings: Meet the new generation of NZ politics (Who are they and what are they doing to change NZ?)
- Resource Interpretation task
- Basic elements of mapping tasks
- Assessment 3: Mapping Task
Further Learning:
- Complete your essay using the support resources, links and template that I have already provided.
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Kia Ora EveryoneWelcome to Maori Language Week.
This year for Māori Language Week, we are having a “Māori Language Moment” at 12pm on Monday 14th September to commemorate the actual time and day in 1972, when 30,000 signatures were delivered to Parliament calling for te reo Māori to be taught in schools.
We will also be participating in this event with thousands of others across the country, by choosing a/various Māori language activity/activities so that you are able to earn a cultural cornerstone.FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the eligibility of voters
- We are FOCUSING on discussing the analysis of cartoons in resource interpretation
- We are FOCUSING on applying elements of a cartoons to examples of various cartoons.
- We are FOCUSING on engaging in various Maori activities to embrace Maori Language Week
Activities:
Still to do:
- Eligibility to vote - who is allowed?, the voting process
- Youth Wings: Meet the new generation of NZ politics (Who are they and what are they doing to change NZ?)
- Resource Interpretation task and Analysis of Political Cartoons
- Basic elements of mapping tasks
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Learning Intentions: We are learning to (WALT)...
Identify and Explain the basic elements of a map
Explain the uses of different types of maps
Success Criteria: I can/have
Explain the features that are presented upon a map and correctly identify the features
Explain the uses of the different types of maps presented
Describe the functions of the different types of maps
Describe the use of Longitude and Latitude coordinates within the functions of maps
Activities:
- Voting system and eligibility to vote
- Geography skills Worksheets
- What are precis maps? Drawing and understanding the features of a precis maps
Work for Thursday:
- Complete the election survey from the following link: https://votecompass.tvnz.co.nz/.
- After completing the survey write a paragraph on the voting age. Do you think that the voting age should be changed to 16 years of age. Please provide reasons for your answer. Please write your opinion, thoughts and feeling on why you agree or disagree.
- Fast finishers:Complete all education perfect tasks
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the eligibility of voters
- We are FOCUSING on discussing the role of the media in shaping the decisions people make
- We are FOCUSING on applying our understanding of the voting system.
Activities:
- Recap on the General Elections (Slideshow)
- Test (End of Week one)
- Education perfect tasks (Mapping skills)
- Tic Tac Toe Activities on the General Election
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our skills and knowledge for our upcoming test/CAT
- We are FOCUSING on identifying and explaining the the different types of maps
Activities:
- Resource Interpretation Task -Share slideshow and share answer from 2019 exam paper and CAT practice paper.
- Test - Monday (19 October_
- Education perfect tasks (Mapping skills)
- Precis Map task
- Continue and Finalise Tic Tac Toe Activities on the General Election
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FOCUS / ARONGA learning intentions:: We are learning to (WALT) …
Identify and explain the different types of maps and their uses
Identify and explain the features that are presented upon a map and correctly identify the features
Identify and explain the concepts of Longitude and Latitude coordinates and their relation to maps
Success Criterias: I can/Iwill
I can describe and explain the different types of maps that are presented upon a map and correctly identify the features
I can explain the differences between each map presented
I can explain the Advantages and Disadvantages of each map present
I can describe and explain the concepts of Longitude and Latitude coordinates within the functions of maps
Activities:- Completion of Geography worksheets
- Practice paper answers
- Resource Interpretation Task - Groups to share to each other.
- Sketch map task
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FOCUS / ARONGA learning intentions:
- We are focusing on enhancing our resource Interpretation skills by choosing and studying resources that would develop assist us in our upcoming CAT Assessment.
Activities:
- Group Resource Interpretation Task NOW due: Monday: 2 November
- Supporting those students that have completed revision answers for the Resource Interpretation task
- Completion of Geography worksheets.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING and discovering members of our community that has made a difference to NZ.
Activities:
- DO NOW: Current events quiz
- Profile/ Collage: Research and create a profile of a person that has impacted the World
- Introduction Video: History 101 -Rise of China
- https://www.goodhousekeeping.com/life/inspirational-stories/g5188/kids-who-changed-the-world/?slide=1
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on comparing how individuals participate individually and collectively to community challenges
- We are FOCUSING on identifying how formal and informal groups (change makers) make decisions that impact the community
- We are FOCUSING ON developing skills from our community challenges and initiatives which will positively engage and contribute to our local community.
Activities:
- Who is Sam Johnson? What is The SVA? (Explore)
- Use the slideshow on google classroom and draft your social of choice.Use the many examples discussed in class to support uyou in making your final decision.
- CAT Grade distribution and going through suggested answers
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on comparing how individuals participate individually and collectively to community challenges
- We are FOCUSING on identifying how formal and informal groups (change makers) make decisions that impact the community
- We are FOCUSING ON developing skills from our community challenges and initiatives which will positively engage and contribute to our local community.
Activities:
- DO NOW: QUIZLET
- Undertaking your social action from 23-27 November
- Tuesday (24th Nov) - Y9 High ropes trip -NO Global Studies Class
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to undertake and contribute to a local community initiative so that we can make a difference to the community and practice our role as future Leaders of Forest Whanau.
Activities:
- Finalise social actions
- Share experience with other groups
- Reflections on Social actions -what can I improve on for next year?
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Reflections of the Year and plans for the holidays
What are you doing for your wellbeing during the holidays?
Farewells
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