9M2 Global Studies

Weekly outline

• Select week General

  General

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• Select week Term 1- Week 2

  Term 1- Week 2

  In Global Studies we will explore the context, Treasures of New Zealand.

   Cultural significance of Maori and the impact of the contact between the ancestors of New Zealand with the arrival of first Europeans.

   

  Achievement Objectives

  L4: Understand how cultural interaction impacts cultures and societies.

  Learning Intention:	We are learning to understand the significance of the first contact between the ancestors of New Zealand and the first Europeans
  Success Criteria:	identify the main key aspects of early life of Maori	describe key ideas of the arrival of the first Europeans	explain the importance of the impact of the contact between this two civilizations

  
  
  
  Activities
  1. Brainstorm video: http://www.youtube.com/watch?v=IGnxM6ee2Qc
  2. Picture Dictation. First Arrivals
  3. Definition match
  
  

  rn44goa

  Select theme

  Upload photo

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the significance of the first contact between the ancestors of New Zealand and the first Europeans
  • We are EXPLORING Maori values and structures through the differences of the early contact between Maori and English
• Select week Term 1- Week 2

  Term 1- Week 2

  
  This week we will explore how strong is Maori culture in the National Identity of New Zealand.

   

  Achievement Objectives

  L4: Understand how cultural interaction impacts cultures and societies.

  Learning Intention:	We are learning to understand the significance of the first contact between the ancestors of New Zealand and the first Europeans
  Success Criteria:	identify the main key aspects of the early life of Maori	describe key ideas of the arrival of the first Europeans	explain the importance of the impact of the contact between these two civilizations

  
  Activities
  1. Brainstorm video: http://www.youtube.com/watch?v=IGnxM6ee2Qc
  Presentation of the Maori connections 
  

  Vir - Maori Myths + Legends

  
   
  

  Greenstones: Niko 
  

  
  

  Designs: Taran 

       

  
  
  

  
  
• Select week Term 1- Week 4

  Term 1- Week 4

  Achievement Objectives

  L4: Understand how cultural interaction impacts cultures and societies.

  Learning Intention:	We are learning to understand the significance of the first contact between the ancestors of New Zealand and the first Europeans
  Success Criteria:	identify the main key aspects of the early life of Maori	describe key ideas of the arrival of the first Europeans	explain the importance of the impact of the contact between these two civilizations

  
  Activities
  1. Brainstorm video: http://www.youtube.com/watch?v=IGnxM6ee2Qc

  2. Maori settlements, Google classroom

  3. Where did the ancestors of Maori come from? Google classroom

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the significance of the first contact between the ancestors of New Zealand and the first Europeans
  • We are EXPLORING Maori values and structures through the differences of the early contact between Maori and English
• Select week Term 1-Week 5

  Term 1-Week 5

  We are EXPLORING Maori  values and structures through the differences of the early contact between Maori and English
  Success  Criteria	identifying key Maori vocabulary/Te Reo observing the differences in the law and social structure between Europeans and Maori analysing key Maori ceremonies/processes (powhiri) classifying Maori leadership and social structures comparing Maori leadership/social structures to other leadership/social structures

   

  L4: 

  • Understand how cultural interaction impacts cultures and societies.

  L5:

  • understand that people move between places which have consequences for the people and the places; and 
  • understand how the ideas and actions of people in the past have had a significant impact in shaping people’s lives and identities in Aotearoa New Zealand’s developing society.

   
  
  

  This week we have a set of activities to finish, all of them are in Google classroom

  Activities to finish:

  1. Matching Definitions

  2. Maori early settlements

  3. Where did the Maori ancestors come from?

  4. Polynesian Cultures

  
  
  
• Select week Term 1 Week 6

  Term 1 Week 6

  L4: 

  • Understand how cultural interaction impacts cultures and societies.

  L5:

  • understand that people move between places which have consequences for the people and the places; and 
  • understand how the ideas and actions of people in the past have had a significant impact in shaping people’s lives and identities in Aotearoa New Zealand’s developing society.

  
  

  Through your static image, you should be able to interpret and explain how Maori pass on and sustain their culture and traditions. Explain how important is Maori culture in today’s New Zealand identity. 

  You are required to share your interpretation with the class, you will be allowed to use more images to support you in your explanation.

  
  

  Student awareness and understanding of Maori cultural identity and how other cultural groups have impacted/influenced this identity.

  
  
  
  

  Criteria	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation
  Maori Culture/New Zealand Identity	You have identified some aspects of New Zealand's cultural identity or Maori culture	You have described aspects of New Zealand identity or Maori culture	You have explained aspects of New Zealand identity and Maori culture	You have explained with examples aspects of New Zealand identity and Maori culture
  Impact of Maori culture	You have yet to demonstrate aspects that are relevant/clear to the impact of Maori culture on today’s New Zealand identity	You identify aspects that are relevant/clear to the concept of  the impact of Maori culture on today’s New Zealand identity	You have analysed relevant/clear to  the impact of Maori culture on today’s New Zealand identity	You have evaluated aspects that are relevant/clear to  the impact of Maori culture on today’s New Zealand identity

  
  

  
  
  

  
  
  
• Select week Term 1- Week 7

  Term 1- Week 7

  L4: 

  • Understand how cultural interaction impacts cultures and societies.

  L5:

  • understand that people move between places which have consequences for the people and the places; and 
  • understand how the ideas and actions of people in the past have had a significant impact in shaping people’s lives and identities in Aotearoa New Zealand’s developing society.

  
  

  Through your static image, you should be able to interpret and explain how Maori pass on and sustain their culture and traditions. Explain how important is Maori culture in today’s New Zealand identity. 

  You are required to share your interpretation with the class, you will be allowed to use more images to support you in your explanation.

  
  

  Student awareness and understanding of Maori cultural identity and how other cultural groups have impacted/influenced this identity.

  
  
  
  

  Criteria	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation
  Maori Culture/New Zealand Identity	You have identified some aspects of New Zealand's cultural identity or Maori culture	You have described aspects of New Zealand identity or Maori culture	You have explained aspects of New Zealand identity and Maori culture	You have explained with examples aspects of New Zealand identity and Maori culture
  Impact of Maori culture	You have yet to demonstrate aspects that are relevant/clear to the impact of Maori culture on today’s New Zealand identity	You identify aspects that are relevant/clear to the concept of  the impact of Maori culture on today’s New Zealand identity	You have analysed relevant/clear to  the impact of Maori culture on today’s New Zealand identity	You have evaluated aspects that are relevant/clear to  the impact of Maori culture on today’s New Zealand identity

  
  Assessment due Friday Week 7

  Presentations Monday Week 8

  • Select activity 9M2 Global Studies Assessment 1: Treasures of Maori culture

    

    9M2 Global Studies Assessment 1: Treasures of Maori culture Assignment
• Select week Term 2 - Week 1

  Term 2 - Week 1

  Hola, Hola, Hola,  
  

  HOLA!!! So nice reconnecting with you all! Once a week we will have a video meeting through Google classroom, every Wednesday at 11:00am I will be emailing you the link and also you can find it in google Classroom under Week 1 term 2, It will be done through Google Classroom.

  

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to create a static image so that we can interpret and explain how Maori pass on and sustain their culture and traditions.
  • we are designing an image to portrait how important is Maori culture in today’s New Zealand identity.

  For this week you have a diagram to do comparing Maori and English early life, this is a recap from Term 1 and your ASSESSMENT.

    If you have managed your time well, you may have had a few polishing details to do, but the bulk of your work will be completed.  Remember, this week you are uploading your assessment if you have not done it yet with all required tasks to both Global and English. Still, there are a few of you who has not uploaded the assessment. 
  

  Please do it this week.

  
  

  
  
• Select week TERM 2- WEEK 2

  TERM 2- WEEK 2

  Learning Intention	We are REFLECTING on lessons we can learn from Maori leadership values and structures by….
  Visible Learning	understanding the type of life of both cultures making connections between the  Maori leadership/social structures and English Law discussing the interaction of both cultures

  
  ACTIVITIES IN GOOGLE CLASSROOM
  Activity 1. Different ways of living
  Activity 2: European and Maori Law systems
  Activity 3: Diagrammatic representation of Maori Leadership/Social structures and European Leadership/Social structures
  
  

  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING on lessons we can learn from Maori leadership values and structures through the connections between early Maori life and early English life.
• Select week Term 2- Week 3

  Term 2- Week 3

  Global Studies Learning Intention	We are EXPLORING  how well New Zealand has responded to an unexpected event We are EXPLORING how different governments system has responded in different ways to an unprecedented event
  Global Success Criteria	Identifying systems of governments in the world Identifying worldwide problems Identifying what responsibilities governments have to prepare for pandemics  observing how may vary the life in a country according to the political system	making connections between government system and responses to unexpected emergency situation categorising impacts in different areas from the response to the pandemic describe how political and economic decisions throughout an unexpected event have influenced life in places and regions.	justifying the best response to a pandemic from a variety of real case studies discussing the veracity of data Reflecting future economic and environmental strategies

  
  

  Achievements Objectives

  Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.
  

  Understand how economic decisions impact on people, communities, and nations.
  

  With bustling cities hitting the pause button, the period of home quarantine offers a chance to reflect on the valuable things we have overlooked in the rush of modern life. The epidemic will pass, after all, and the lessons, skills, inspiration we get from the hardships are a legacy that will lead us to a better future. During this context, we will explore first how countries have responded to this pandemic and the differences in the results.
  

  Activities- Google Classroom

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how well New Zealand has responded to an unexpected event
  • We are EXPLORING how different governments system has responded in different ways to an unprecedented event

  
  
• Select week Term 2- Week 4

  Term 2- Week 4

  Global Studies Learning Intention	We are EXPLORING  how well New Zealand has responded to an unexpected event We are EXPLORING how different governments system has responded in different ways to an unprecedented event
  Global Success Criteria	Identifying systems of governments in the world Identifying worldwide problems Identifying what responsibilities governments have to prepare for pandemics  observing how may vary the life in a country according to the political system	making connections between government system and responses to unexpected emergency situation categorising impacts in different areas from the response to the pandemic describe how political and economic decisions throughout an unexpected event have influenced life in places and regions.	justifying the best response to a pandemic from a variety of real case studies discussing the veracity of data Reflecting future economic and environmental strategies

  
  

  Achievements Objectives

  Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.
  

  Understand how economic decisions impact on people, communities, and nations.
  

  With bustling cities hitting the pause button, the period of home quarantine offers a chance to reflect on the valuable things we have overlooked in the rush of modern life. The epidemic will pass, after all, and the lessons, skills, inspiration we get from the hardships are a legacy that will lead us to a better future. During this context, we will explore first how countries have responded to this pandemic and the differences in the results.
  

  Activities- Google Classroom

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how well New Zealand has responded to an unexpected event
  • We are EXPLORING how different governments system has responded in different ways to an unprecedented event

  
  
• Select week Term 2-Week 5

  Term 2-Week 5

  Global Studies Learning Intention	We are EXPLORING  how well New Zealand has responded to an unexpected event We are EXPLORING how different governments system has responded in different ways to an unprecedented event
  Global Success Criteria	Identifying systems of governments in the world Identifying worldwide problems Identifying what responsibilities governments have to prepare for pandemics  observing how may vary the life in a country according to the political system	making connections between government system and responses to unexpected emergency situation categorising impacts in different areas from the response to the pandemic describe how political and economic decisions throughout an unexpected event have influenced life in places and regions.	justifying the best response to a pandemic from a variety of real case studies discussing the effect social media has on the public's perception and response to an unexpected event. Reflecting future economic and environmental strategies

  
  

  Kia ora. Welcome to another week of distance learning.  Have you been keeping up with the news? I guess we will know early in the week whether we this will be our last week working at a distance.  
  

  In English, you are analysing how our current pandemic is on news and the sources. In Global, we are going to look at the impacts in different areas regarding this.

  Achievements Objectives

  Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.

  Activities Google classroom
  

  
  
• Select week Term 2- Week 6

  Term 2- Week 6

  Global Studies Learning Intention	We are EXPLORING  how well New Zealand has responded to an unexpected event We are EXPLORING how different governments system has responded in different ways to an unprecedented event
  Global Success Criteria	Identifying systems of governments in the world Identifying worldwide problems Identifying what responsibilities governments have to prepare for pandemics  observing how may vary the life in a country according to the political system	making connections between government system and responses to unexpected emergency situation categorising impacts in different areas from the response to the pandemic describe how political and economic decisions throughout an unexpected event have influenced life in places and regions.	justifying the best response to a pandemic from a variety of real case studies discussing the effect social media has on the public's perception and response to an unexpected event. Reflecting future economic and environmental strategies Compare and contrast the major features of goverment Analyze examples of real-world governments

  
  

  Achievements Objectives

  Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.

  Activities
  

  1. What is a Government?

  
  

  2. Who Rules? in your books

  
  
• Select week TERM 2- WEEK 7

  TERM 2- WEEK 7

  Global Studies Learning Intention	We are EXPLORING  how well New Zealand has responded to an unexpected event We are EXPLORING how different governments system has responded in different ways to an unprecedented event
  Global Success Criteria	Identifying systems of governments in the world Identifying worldwide problems Identifying what responsibilities governments have to prepare for pandemics  observing how may vary the life in a country according to the political system	making connections between government system and responses to unexpected emergency situation categorising impacts in different areas from the response to the pandemic describe how political and economic decisions throughout an unexpected event have influenced life in places and regions.	justifying the best response to a pandemic from a variety of real case studies discussing the effect social media has on the public's perception and response to an unexpected event. Reflecting future economic and environmental strategies Compare and contrast the major features of government Analyze examples of real-world governments

  
  

  Achievements Objectives
  

  Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.

  ACTIVITIES

  1. TYPES OF GOVERNMENT

  2. WHAT IS COMMUNISM

  3. WHAT IS CAPITALISM

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how well New Zealand has responded to an unexpected eventWe are EXPLORING how different governments system has responded in different ways to an unprecedented event

  
  
• Select week TERM 2- WEEK 8

  TERM 2- WEEK 8

  Key Vocabulary
  

  • Separation of powers
  • Legislative branch
  • Executive branch
  • Judicial branch
  • Checks and balances
  • Judicial review

  For this week we will:

  • define key terms
  • explain how New Zealand uses separation of powers
  • discuss three branches of government

  • SOC/Social Studies/L5/Understand how systems of government in New Zealand operate and affect people
  • SOC/Social Studies/L5/Understand how economic decisions impact on people, communities, and nations

  
  

  ACTIVITY

  WHAT IS NZ GOVERNMENT MADE OF....

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the roles of each of the three branches of government.
  • We are FOCUSING on the main role and function of each of the three branches.
  • We are FOCUSING through creative writing a simulation to a real-life example of living in a country during the pandemic
  • We are FOCUSING on comparing and contrasting real-life interaction in different countries

  
  
  
• Select week Term 2- Week 9

  Term 2- Week 9

  
  
  

  Criteria	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation
  New Zealand’s Government	You have demonstrated some understanding of how New Zealand’s government system operates	You have demonstrated an understanding of how New Zealand’s government system operates	You have demonstrated a sound understanding of New Zealand’s government system operates	You have demonstrated a full understanding of New Zealand’s government system operates
  Effect on People's Lives	You have described the effect of New Zealand’s government system on New Zealanders lives	You have described the effect of New Zealand’s government system on New Zealanders lives, using supporting examples	You have described in detail the effect of New Zealand’s government system on New Zealanders lives, using supporting examples	You have explained the effect of New Zealand’s government system on New Zealanders lives, using supporting examples
  Comparison With Another System	You have described another governmental system	You have described another governmental system and compared it to New Zealand’s system, using supporting examples	You have described in detail another governmental system and compared it to New Zealand’s system, using supporting examples	You have compared and contrasted another governmental system with New Zealand’s system, using supporting examples
  Time management	You have yet to complete and submit your assessment….	You have submitted your assessment late …..	You have submitted your assessment by the date …...	You have submitted your assessment by the date …….
  Overall	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation

  
  
• Select week TERM 2- WEEK 10

  TERM 2- WEEK 10

  
  
  

  Criteria	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation
  New Zealand’s Government	You have demonstrated some understanding of how New Zealand’s government system operates	You have demonstrated an understanding of how New Zealand’s government system operates	You have demonstrated a sound understanding of New Zealand’s government system operates	You have demonstrated a full understanding of New Zealand’s government system operates
  Effect on People's Lives	You have described the effect of New Zealand’s government system on New Zealanders lives	You have described the effect of New Zealand’s government system on New Zealanders lives, using supporting examples	You have described in detail the effect of New Zealand’s government system on New Zealanders lives, using supporting examples	You have explained the effect of New Zealand’s government system on New Zealanders lives, using supporting examples
  Comparison With Another System	You have described another governmental system	You have described another governmental system and compared it to New Zealand’s system, using supporting examples	You have described in detail another governmental system and compared it to New Zealand’s system, using supporting examples	You have compared and contrasted another governmental system with New Zealand’s system, using supporting examples
  Time management	You have yet to complete and submit your assessment….	You have submitted your assessment late …..	You have submitted your assessment by the date …...	You have submitted your assessment by the date …….
  Overall	WORKING TOWARDS Curriculum expectation	Working AT curriculum expectation	Working ABOVE curriculum expectation	Working BEYOND curriculum expectation

  
  

  • Select activity 9M2 Global Studies Assessment 2

    

    9M2 Global Studies Assessment 2 Assignment
• Select week Term 2- Week 11

  Term 2- Week 11

  
  

  What world we will have in 2030?
  Are we on the right track for these goals?

  TED TALK: we will watch this interesting talk and read this article to start exploring our ideas for term 3.

  https://www.ted.com/talks/michael_green_how_we_can_make_the_world_a_better_place_by_2030?language=en
  

  ARTICLE developing countries

  https://theconversation.com/developing-countries-are-facing-economic-disaster-four-ways-western-nations-can-support-them-to-shore-up-the-global-economy-139083
  

  Learning Intentions

   • Understand the interdependence of the Global Goals 

  • Draw connections between the Global Goals and their own lives 

  • Design their own vision of a Global Goals country 

  
  
• Select week Term 2-Week 12

  Term 2-Week 12

  
  

  
  
  

  Learning Intention: We are EXPLORING the nature of global inequalities/inequities

  Success Criteria:	Define developing nations Classify countries in to Develop or Developing Identify factors that caused the Rich/Poor divide Identify the illness, diseases that affect the developing world but not the developed world	Describe how we measure countries to determine if they are rich north or poor south Describe the global situation/laws/regulations that allow the exploitations of the developing world	Using a current case study, explain the cause an 'inequality/inequity', the impact and solution	Take social action to address the case studies need - Leadership through Service

  
  
  
• Select week Term 3- Week 1

  Term 3- Week 1

  • Welcome back for an amazing Term 3!

    This week we have a trip to the Hunua to see Auckland dam and see how low it is at the moment.

    
    

    Achievement Objectives:

    Level 5

    Understand how people’s management of resources impacts on environmental and social sustainability.

    This week we need to inform MHJC of the shortage of Auckland dam so people start getting serious about this problem and doing something about it.

    Our main goal is to spread the fact the Auckland dam has a FINITE amount of water

    ACTIVITY
    1. Trip to the Hunua

    2. Visual awareness of the problem

    
    

    Add an activity or resource

  
  
  
• Select week Term 3- Week 2

  Term 3- Week 2

  This week we will look at where Auckland water comes from.

  With your group, you will be looking at 

  
  

  Newspaper article:

  https://www.stuff.co.nz/auckland/113929206/auckland-water-shortage-warning-residents-told-to-cut-shower-time-after-record-dry-weather-depletes-dams
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING on a current environmental issue and make a social decision to deal with the problem
  • We are EXPLORING a suitable social action to deal with the issue.
  • We are EXPLORING the 17 sustainable goals for 2030
  • We are EXPLORING how the pandemic can be a problem for the achievement of these goals

  Achievement Objectives:

  Level 5

  Understand how people’s management of resources impacts on environmental and social sustainability.

  GOOGLE CLASSROOM ACTIVITIES
• Select week Term 3- Week 4

  Term 3- Week 4
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the low levels of Auckland Dam at Hunuas
  • We are FOCUSING ON describing in detail the impacts of the production and/or consumption of this resource, using supporting examples
  • We are FOCUSING on the short consequences of the water scarcity in Auckland
• Select week Term 3- Week 5

  Term 3- Week 5
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the low levels of Auckland Dam at Hunuas
  • We are FOCUSING ON describing in detail the impacts of the production and/or consumption of this resource, using supporting examples
  • We are FOCUSING on the short consequences of the water scarcity in Auckland
• Select week Term 3- Week 6

  Term 3- Week 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the low levels of Auckland Dam at Hunuas
  • We are FOCUSING ON describing in detail the impacts of the production and/or consumption of this resource, using supporting examples
  • We are FOCUSING on the short consequences of the water scarcity in Auckland
  • We are FOCUSING on a family action to reduce water consumption in each household
• Select week Term 3- week 7

  Term 3- week 7
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING.on a family action so that we can...reduce water consumption in each household
• Select week Term 4-Week 1

  Term 4-Week 1

  
  

  Welcome back for our last Term of 2020. This week we will start our learning context by watching a new ‘must-see’ documentary, The Social Dilemma.

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING.. the issues surrounding the verification of the online sources
  • We are EXPLORING...how to verify the reliability of a variety of online sources
  • We are EXPLORING...a range of perspectives on conspiracy theories
  • We are EXPLORING to challenge some perspectives
• Select week Term 4-Week 2

  Term 4-Week 2

  Following last week Documentary this week we will introduce to the idea of Fake News, learn why fake news is an important issue, and learn strategies to identify and avoid sharing Fake News.

  
  

  Success Criteria: 

  Describe the issues surrounding the verification of online sources

  Verify the reliability of a variety of online sources

  Activities:

  1. Current events survey
  2. NEWS SURVEY (google form)
     
  3. Take notes in Graphic Organiser (google classroom)
  4. watch the following videos bullet point some tips and answer the questions the following question: 

  • 1) What is Fake News? Where does it come from? Why is it so dangerous?
  • 2) How can we as individuals ensure we are getting the best information about current events
  • 3) How can you make sure you don’t fall victim to fake news?
  • https://ed.ted.com/lessons/how-false-news-can-spread-noah-tavlin
  • https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown
  • https://www.factcheck.org/2016/11/how-to-spot-fake-news/

  5. Read the articles provided. Then with their group, they will come up with their Top 5 Tips for avoiding fake news. 

  https://www.theglobeandmail.com/community/digital-lab/fake-news-quiz-how-to-spot/article33821986/
  

  Homework:
  

  Write here...

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING.. the issues surrounding the verification of the online sources
  • We are EXPLORING...how to verify the reliability of a variety of online sources
  • We are EXPLORING...a range of perspectives on conspiracy theories
  • We are EXPLORING to challenge some perspectives
• Select week Term 4- Week 3

  Term 4- Week 3

  
  

  • This week we’re going to be looking at why fake news is such a big deal and how it could affect us. 

    FAKE NEWS AND DEMOCRACY  

    Activities

    1. Important words and concepts 
    

    2. Video

    3. Thinking questions
    
    

    
    
    

    
    

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING.. the issues surrounding the verification of the online sources
    • We are EXPLORING...how to verify the reliability of a variety of online sources
    • We are EXPLORING...a range of perspectives on conspiracy theories
    • We are EXPLORING to challenge some perspectives

  
  
• Select week Term 4- Week 4

  Term 4- Week 4

  
  

  This week we will be focussing on  Should You Believe Everything You Read Online?

  Explore a range of perspectives on the issue

  Challenge different perspectives

  Think about your own opinions in relations to others’

  You need to Hunt your own fake news and Identify the hoax, Spot the Fake

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING.. the issues surrounding the verification of the online sources
  • We are EXPLORING...how to verify the reliability of a variety of online sources
  • We are EXPLORING...a range of perspectives on conspiracy theories
  • We are EXPLORING to challenge some perspectives

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on conspiracy theories and the techniques used to make people believe in them.
  • We are FOCUSING.. on discussing conspiracy theories that they have come across
  • We are FOCUSING...gain a clear understanding of the different propaganda techniques.
• Select week Term 4- Week 5

  Term 4- Week 5
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on conspiracy theories and the techniques used to make people believe in them.
  • We are FOCUSING.. on discussing conspiracy theories that they have come across
  • We are FOCUSING...gain a clear understanding of the different propaganda techniques.
• Select week Term 4- Week 6

  Term 4- Week 6

  • 
    

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on conspiracy theories and the techniques used to make people believe in them.
    • We are FOCUSING.. on discussing conspiracy theories that they have come across
    • We are FOCUSING...gain a clear understanding of the different propaganda techniques.

  
  
• Select week 31 August - 6 September

  31 August - 6 September
  • Select activity End of Year Common Assessment Task - Global Studies

    

    End of Year Common Assessment Task - Global Studies Assignment
• Select week 7 September - 13 September

  7 September - 13 September
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  14 September - 20 September
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  21 September - 26 September
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  28 September - 4 October
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  5 October - 11 October
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  12 October - 18 October
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  19 October - 25 October
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  26 October - 1 November
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  2 November - 8 November
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  9 November - 15 November
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  16 November - 22 November
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  23 November - 29 November
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  30 November - 6 December
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  7 December - 13 December
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  14 December - 20 December