Weekly outline

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  • Term 1 Week 1

    Kia ora 9W2.  It is my pleasure to be your Global Studies teacher this year  klambert@mhjc.school.nz

    Join our Google classroom:


    Join our Education perfect classroom:

    ULWC3P

    Term 1 Context Diagram



  • Term 1 Week 2

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities:

    1. Our Context - Turangawaewae - My place to stand in NZ
    2. KTD Treaty of Waitangi - in your exercise book
    3. Tales of the Treaty - Education Prefect (EP) task
    4. Quizlet live - basic terms/definitions/facts
    5. Waitangi - What really happened - dramatisation and stick figure characters - exercise book
    6. Who's Who are Waitangi?

    Follow Up Tasks:
    Tales of the Treaty - complete by Wednesday if unfinished in class

  • Term 1 Week 3

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities:

    1. Who's Who at Waitangi - quizlet live
    2. Using Learning Intentions and Success Criteria to understand WHAT am I learning, and WHERE am I up to with my learning - exercise book
    3. You decide you next learning steps.....Activity A, B or C

    4. Why a Treaty? - use the hyperlinks and watch the presentations.
      Complete the CAUSE chart in the google classroom. Watch the video to find the key points
      Why a treaty - introduction - 
      Muskets play » - 
      Whalers play » - 
      Missionaries play » 
      Openness & Change play » 
    a) Activity A - I want to read to the short version about The Signing of the Treaty and sequence the events in chronological order
    - Avneet, Daniel, Sukhman, Shivana
    b) Activity B - I want to read/listen ti a comic strip about The Signing of the Treaty of Waitangi and create my own history road
    - Tawhiri, Corly, Yan, Sadaf, Na'eemah, Sara, Tanvi, Keiran, Nivarn, Vaughan, Clark, Ketan, Surav, Andy, Tayla, Owasis, Rohan, Manjot, Ajmer, Shoaib, Nethra
    c) Activity C - I want to make my own story (comic strip) to tell the story of the Signing of the Treaty

    Follow Up Tasks:
    Activity A - Use Quizlet Basic and Who's who to build confidence

    Activity B - Use Digital version of story and audio to finish reading the graphic novel.

  • Term 1 Week 4

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities:

    1. Homework check
    2. Differentiated activity - The Treaty - what did it say? - Google classroom
    3. Self evaluation - checking The Treaty text activity
    4. School Journal reading pp10-15

    Follow Up Tasks:
    Outstanding homework = history road or sequencing activity and Why a Treaty video notes activity


  • Term 1 Week 5

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities:

    1. Homework check - the Treaty Text - answers on PDF below
    2. Revision - Translation issues
      - PDF files & label notes below
      - Kahoot
      - Quizlet - intermediate
      - News VR items
    3. Extension - Translation issues - https://nzhistory.govt.nz/politics/treaty/read-the-Treaty/differences-between-the-texts
    4. Changing Maori and European Populations
      - PDF resource below
      - in exercise book draw graphs to reflect this population change



    5. Immigration timeline - since 1840 - cause of the dramatic demographic change
      https://www.parliament.nz/en/pb/research-papers/document/00PLSocRP08011/immigration-chronology-selected-events-1840-2008

    6. Treaty of Waitangi - Welcome to NZ !!
      - Celebrating Waitangi day - https://my.christchurchcitylibraries.com/kids-treaty-zone-waitangi-day/
      - NZ's Waitangi day 2020 - https://www.theguardian.com/world/gallery/2020/feb/06/new-zealands-waitangi-day-2020-celebrations-in-pictures

      THE TREATY OF WAITANGI AND IMMIGRATION IN 1840


      The Treaty is recognised as the first immigration agreement between Maori and Pakeha (European settlers). The
      Treaty originally allowed settlers to immigrate peacefully to New Zealand under the British flag. The Treaty was important, firstly, to control the thousands of future emigrants to Aotearoa New Zealand, and secondly, to protect the rights of Maori people. The benefits to both parties were clear – settlement rights for Pakeha and the natural right of the tangata whenua (the people of the land) would be respected and affirmed.

      THE TREATY OF WAITANGI AND IMMIGRATION IN THE 21ST CENTURY


      When you come to live in Aotearoa New Zealand, you should prioritise getting to know about the Treaty, as it will help you to 
      - understand the nature of society within Aotearoa New Zealand
      - realise the significance of the Treaty within every aspect of life in Aotearoa New Zealand.

    Follow Up Tasks:

    Percentage graphs - finish - week 5 due
    Timeline - Due week 6

    • File icon
      2019 Te Tiriti o Waitangi File
    • File icon
      2019 Rights and Responsibilities - T of W File
    • File icon
      2019 ToW comparing 2 docs File

    • Two parties, two understandings

      What does the Treaty mean?

      For many reasons, what Māori and British actually agreed to in the Treaty has been unclear.

      A recipe for debate

      • There were two versions of the Treaty – one in English and one in Māori. They are not exact translations of each other.
      • Those who signed the Treaty brought different experiences and understandings of certain words to the signing.
      • When the British representatives took the Treaty to different Māori groups they possibly introduced it differently, and their explanations no doubt varied.

      Signing over sovereignty?

      In the English version of the Treaty, Māori give the British Crown 'absolutely and without reservation all the rights and powers of sovereignty' over their lands, but are guaranteed 'undisturbed possession' of their lands, forests, fisheries, and other properties.

      In the Māori version of the Treaty, Māori give the Crown 'kawanatanga katoa' – complete governorship. And they are guaranteed 'tino rangatiratanga' – the unqualified exercise of chieftainship over their lands, dwelling places, and all other possessions.

      These different promises don't sit alongside each other easily.

      The benefits of signing

      The reasons why chiefs signed the Treaty varied from region to region. They were influenced by the aims of iwi (tribes) and hapū (sub-tribes) and the explanations given by negotiators.


    • URL icon
      News anchor Simon Dallow runs us through what happened in the Bay of Islands on February 6, 1840 - in this virtual reality graphic. URL
    • URL icon
      Kahoot - Treaty of Waitangi - basics URL
    • URL icon
      Treaty of Waitangi Quizlet - Intermediate URL
    • Screen Shot 2020-03-02 at 1.49.46 PM.png
    • File icon
      Changes in Maori and European Populations File

  • Term 1 Week 6

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities:

    1. Check student have completed their timeline for homework. Record names of those student whose task in incomplete and email to me please.  Those not finished, this is their first task - to complete their timeline that illustrates significant immigration wavs since the signing of the Treaty of Waitangi.

    2.  Record/Copy below statement into their Global Studies exercise book. This is on MHOL

      THE TREATY OF WAITANGI AND IMMIGRATION IN 1840

      The Treaty is recognised as the first immigration agreement between Maori and Pakeha (European settlers). The
      Treaty originally allowed settlers to immigrate peacefully to New Zealand under the British flag. The Treaty was important, firstly, to control the thousands of future emigrants to Aotearoa New Zealand, and secondly, to protect the rights of Maori people. The benefits to both parties were clear – settlement rights for Pakeha and the natural right of the tangata whenua (the people of the land) would be respected and affirmed.

      THE TREATY OF WAITANGI AND IMMIGRATION IN THE 21ST CENTURY

      When you come to live in Aotearoa New Zealand, you should prioritise getting to know about the Treaty, as it will help you to 
      - understand the nature of society within Aotearoa New Zealand
      - realise the significance of the Treaty within every aspect of life in Aotearoa New Zealand.

    3. Push and Pull Factors - Immigration
      Students are to use the document in Google classroom - read links provided and identify reasons why poeple immigrated - Push and Pull factors

    4.  Creative Writing Activity
      Attached below and on MHOL 

    Follow Up Tasks:




  • Term 1 Week 7

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Activities: Snorkelling Pool session this week

    1. Scavenger Hunt - push/pull factors
    2. Self assessment - success criteria
    3. Creative Writing Activity
      Attached below  
      OR
      Role Play Activity
    4. Maths - making sense of the numbers - calculating the changing demographical make up of NZ due to migration waves
    5. Assessment 1 - Math and Global

    Follow Up Tasks:

    Complete the historical research for your roleplay or creative writing piece - DUE FRIDAY



  • Term 1 Week 8

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Activities: Snorkelling Pool session this week Monday

    1. Creative Writing Activity
      Attached below 
      OR
      Role Play Activity - using ONE of the the starter cards - attached below
    2. Maths - making sense of the numbers - calculating the changing demographical make up of NZ due to migration waves
    3. Family history interview - google classroom
    4. Assessment 1 - Math and Global

    Follow Up Tasks:


    Complete Creative writing OR Role play script


  • Holiday

  • Holiday

  • Distance Learning Week 1

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Activities: 

    Today for your Global Studies lesson we are carrying on with the first part of the Maths/Global Studies Assessment (as only about half of you were engaged in this from home at the end of last term....) Those who have finished and I have provided some extension work for you to support our next part of the context - see MHOL.

    Your priority for today and tomorrow:
    Use the step by step instructions in the Google classroom with instruction/explanation videos to support. Complete all your Math calculations showing working steps. Mr Sharma needs you to upload/turn in this work into the Google classroom.

    Once you have completed all the math calculations (Steps 1,2,3) and the optional extra to dig deep into the data (Steps 4 & 5).....

    You then need to compare Manukau/Auckland population with the rest of New Zealand's populations. 
    Compare and Contrast Flatbush/Manukau/Auckland Population AGAINST New Zealand’s Population

    You need to:
    - Identify significant similarities - then provide the evidence that proves the population is similar
    - Identify significant differences - then provide the evidence that proves the population is different
    There is a template for you to use in the Google Classroom

    If you are able - turn this completed compare/contrast in so I can review and provide you feedback before our Google MEET lesson on Friday.


    Turangawaewae - My place to stand in NZ - What happened after the signing of the Treaty

    Case Study 1# - Wairau Incident 1843 -
    https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/OTEzNDAzNDcxMDRa/details

  • Distance Learning Week 2

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Activities: 

    Connecting this week
    Monday - Global Studies: I am available to meet students one on one who have question. Email me and I will send you a Google MEET
    Wednesday & Friday - Full class google MEET - all must attend - be on time
    Email me anytime with questions


    Learning Activities
    Task 1. Finish your Math calculations. This is the first part of the Math/Glob Assessment 1 - this is now urgent

    Task 2. Using your Math calculations and other data from Statistic NZ complete your compare/contrast table.Use the template in the google classroom. Turn this in for feedback from Ms Lambert

    Task 3. Once I give you a green light to move on (look at the compare/contrast feedback) you will be ready to start planning your infographic/paragraph. Use the template in the google classroom.

    Task 4. If you are waiting for feedback on your compare/contrast table OR you have finished your planning - work on this case study
    Case Study 1# - Wairau Incident 1843 

  • Distance Learning Week 3

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Activities: 
    Connecting this week
    Wednesday - Global Session - Full class google MEET - all must attend - be on time


    Friday - available to meet students one on one or in small groups. Email me to book a time

    Email me anytime with questions


    Learning Activities
    Task 1. Using your Math calculations and other data from Statistic NZ complete your compare/contrast table.Use the template in the google classroom. Turn this in for feedback from Ms Lambert.
    Students yet to start this are: Ansari, Tawhiri, Kieran, Miya, Manjot
    Students working to complete this are: Rohan, Armaan, Corly, Zara 

    Task 2. Once I give you a green light to move on (look at the compare/contrast feedback) you will be ready to start planning your infographic/paragraph. Use the template in the google classroom.

    Task 3: Create you infographic and write your paragraph

    Task 4: Upload your assessment.
    You need to submit:
    - Compare/Contrast table
    - Infographic poster
    - Paragraph

    Task 5.  Case study 1
    Case Study 1# - Wairau Incident 1843 


  • Distance Learning Week 4

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Connecting this week

    Monday - available to meet students one on one or in small groups - email me to book a time
    Wednesday  - Full class google MEET - all must attend - be on time
    Friday - available to meet students one on one or in small groups - email me to book a time
    Email me anytime with questions


    Learning Activities

    Task 1: Complete and  Upload your assessment into the MHOL assignment - if this is ready to submit
    You need to submit.......  
    - Compare/Contrast table
    - Infographic poster
    - Paragraph (200-400 words approx)
    How to submit assessment on MHOL help video: https://drive.google.com/open?id=1bl7QvbuqLpdHys5fVuLm5K4PztIVMCQW

    If you are not ready to submit - see the instructions above and continue completing each checkpoint and turn in for feedback as you go. Those completing the assessment upon your return to school, please move to the case Study work below.


    Task 2. Case Study 1:
    Case Study 1# - Wairau Incident 1843 

    Task 3. Case Study 2:
    Case Study 2# - The Northern War




  • Distance Learning Week 5

    Term 1: Turangawaewae - My place to stand in NZ

    FOCUS / ARONGA

    FOCUS / ARONGA Learning Intentions:

    • We are FOCUSED on examine New Zealand’s changing populations (demographics) by comparing/contrasting Auckland and New Zealand’s population
    • We are FOCUSED on developing an opinion about New Zealand's cultural identity by using the GREAT Ako learning framework
    • We are FOCUSED on justifying our opinion about New Zealand's cultural identity by identifying and selecting supporting evidence


    Success Criteria

    Connecting this week
    Monday - available to meet students one on one or in small groups - email me to book a time
    Wednesday  - Full class google MEET - all must attend - be on time
    Friday - available to meet students one on one or in small groups - email me to book a time
    Email me anytime with questions


    Learning Activities


    Task 1. Case Study 1: Due Monday 11th May
    Case Study 1# - Wairau Incident 1843 

    Task 2. Case Study 2: Due Monday 11th May
    Case Study 2# - The Northern War

    Task 3. Case Study 3: 
    https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTAwNjMyMTEzOTkw/details
    Case Study 3# - The Kingitanga


  • Term 2 Week 6

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Connecting this week

    Monday - available to meet students one on one or in small groups - email me to book a time
    Wednesday  - Full class google MEET - all must attend - be on time
    Friday - available to meet students one on one or in small groups - email me to book a time
    Email me anytime with questions


    Learning Activities


    Task 1. Case Study 1: Due Monday 11th May
    Case Study 1# - Wairau Incident 1843 

    Task 2. Case Study 2: Due Monday 11th May
    Case Study 2# - The Northern War

    Task 3. Case Study 3: 
    https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTAwNjMyMTEzOTkw/details
    Case Study 3# - The Kingitanga

    Task 4. Case Study 4: 
    https://classroom.google.com/c/NTA5NDM5NzYzNjBa/a/MTAzMjM5NDc0MDE5/details
    Case Study 4# - The Story of Parihaka



  • Term 2 Week 7

    Term 1: Turangawaewae - My place to stand in NZ


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...NZ's unique bicultural society by interpreting the Treaty of Waitangi
    • We are EXPLORING...NZ's bicultural society by recognising the importance of the Treaty of Waitangi and its impact on Tangata Whenua
    • We are EXPLORING...NZ's bicultural society by investigating our changing demographics

    Success Criteria: I can/have...


    Learning Activities

    1. Parihaka Case Study - timeline - handout and complete in Exercise book.
    2. Effects of the Treaty - revisit the effects of the Treaty on NZ - Ed Perfect Assessment assigned

    3. Impact on Land : NZ Wars and Land Confiscations

      Changes in Maori Land in Tribal Possession (1840-1975) - notes from whiteboard in your exercise book



    4. Map - resource interpretation - Google classroom activity 
    5. Impact on People - What really happened to all the Maori Land - Laws and Acts - Google classroom activity

    6. Numeracy Skills - Use the information from the above activity in the Google classroom. Complete the activity below in your exercise book



    7. Summary Opinion activity - Think about and discuss the impact the loss of land would have on Maori people and their social and economic development - Google classroom activity


    Further Learning/Homework:

    Ensure you education prefect assessment/task is completed
    Ensure the above notes (photo) are written you your exercise book
    Due Wednesday in class



  • Term 2 Week 8

    Kia ora...and welcome back to Life After Lockdown


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:     I can/have...


    Activities:

    1. What activities do you or bubble in your bubble participate in during lockdown which was not normally activities that usual happen?
      - Brainstorm - own bubbles, other people's, bubbles and news articles
      - ask parent/caregiver for feedback on the activities they think you should learn to do or participate in
      - Use the resource in the google classroom (Life and Learning in Lockdown) to find

    2. What to learn during Lockdown - read the article using link below
      3. - https://www.futurelearn.com/info/blog/what-to-learn-during-lockdown
      - create a Coogle (https://coggle.it/) to map out the 3 Major ideas in this article (see example below)
      - review your brainstorm in your exercise book; organise what you want to learn from these two activities on your coogle
      - Also add ideas that interest you from the article

    3. 30 Things all 12 year olds should know how to do
      - use the a Decision Making T-chart in the google classroom
      - The 29 Skills/tasks in your chart come from the website below
      - Decide does this belong on a NZ list? Can you do it?
      - What is missing? add your own ideas

    4. Write your own list of the 20 things you think every teenager should know how to do.
      - Use the TWO links below. 
      - Read about the life skills the articles believe everyone should have. What can you already do?  Which of these do you think belong on a 12 year olds list?
      - Use your decision making t-chart
      - Write your own list of the 20 things you think every teenager should know how to do.

      Homework - use the same caregiver/parent you shared your brainstorm -share you decision making T-chart and your own 20 things List (Tasks 3 and 4)- complete decision making process - What do they think should be on the list? What do they think you know/can do?


    Follow Up Tasks:

    Ask parent/caregiver for feedback on the activities they think you should learn to do or participate in - circle the ones they select and ask them to sign your brainstorm

    Share the List of Things all 12 year olds should know how to do - what do they agree should be on the NZ list? Do they agree you know it/can do it?

  • Term 2 Week 9

    Kia ora...and welcome back to Life After Lockdown


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:     I can/have...


    Activities:

    Ensure the following is completed from last session which was a Homework requirement.

    Task A: What to learn during Lockdown - read the article using link below
      -  https://www.futurelearn.com/info/blog/what-to-learn-during-lockdown
      - create a Coogle (https://coggle.it/) to map out the 3 Major ideas in this article (see example below)
      - review your brainstorm in your exercise book; organise what you want to learn from these two activities on your coogle
      - Also add ideas that interest you from the article
    Task B: 30 Things all 12 year olds should know how to do
      - use the a Decision Making T-chart in the google classroom
      - The 29 Skills/tasks in your chart come from the website below
      - Decide does this belong on a NZ list? Can you do it?
      - What is missing? add your own ideas
      Task C: Write your own list of the 20 things you think every teenager should know how to do.
      - Use the TWO links from last week MHOL. 
      - Read about the life skills the articles believe everyone should have. What can you already do?  Which of these do you think belong on a 12 year olds list?
      - Use your decision making t-chart
      - Write your own list of the 20 things you think every teenager should know how to do.
    Homework - use the same caregiver/parent you shared your brainstorm: share you decision making T-chart and your own 20 things List (Tasks 3 and 4)- complete decision making process - What do they think should be on the list? What do they think you know/can do?

    1. How have other young people spent their time in lockdown? Identifying opportunities and challenges
      - https://www.unicef.org.nz/stories/how-children-around-the-world-are-adapting-to-life-under-covid-19
      - https://www.bbc.com/news/av/education-52230918/coronavirus-the-teenagers-still-learning-during-lockdown

    Impact on New Zealand and the World from the economic lockdown
    - How might examine the impact of the economic lockdown?
    - How are we investigate the impact of the economic  lockdown - research process

    You need good research and investigation skills

    1. Speech topic choice - research week 10 using Glob and English time = Assessment 2 - https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTEwNTM2NjcyMjA3/details
      - learn effective research skills

    Follow Up Tasks:

    DUE Wednesday
    - Share your Coogle by responding to the Google classroom question - add your share link
    - Turn in your list - 20 Things every 12 year old in NZ should know/can do

  • Term 2 Week 10

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSED on understanding and using the GREAT Ako research process

    Success Criteria: I can.....



    Activities:

    1. Assessment - research for speech - see embedded document below and the resource in the Google classroom assignment
      https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTEwNTM2NjcyMjA3/details

    2. Use the exemplars/models
      - how to take notes in my own words (Jot&Dot)
      - how to gather/select evidence (highlight & annotate)
      https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/m/MTEzNzYxOTE3NzMw/details

    3. APA referencing - if using a book or website you have to collect the referencing information (this is why using EPIC is best!)
      - use the PDF guide below


    Further Learning:

    Assessment checkpoint 1# - Research Plan completed - Monday 15th June

    Assessment DUE - Tuesday 23rd June 8am
    You must submit
    - Research Plan
    - Evidence File
    - Research summary & bibliography

    • USE THE EPIC  DATABASE TO FIND SOURCES FOR YOUR RESEARCH

      https://www.tki.org.nz/epic2
      If using EPIC at home use the school user name (mission55) and the school password (heights3)

      You need to select one of the databases to use - I suggest these ones below



    • File icon
      APA referencing style format (1) File

  • Term 2 Week 11

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSED on understanding and using the GREAT Ako research process

    Success Criteria: I can.....


    Activities:

    1. Assessment - research for speech - see embedded document below and the resource in the Google classroom assignment
      https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTEwNTM2NjcyMjA3/details


    2. Use the exemplars/models 
      - how to take notes in my own words (Jot&Dot)
      - how to gather/select evidence (highlight & annotate)
      https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/m/MTEzNzYxOTE3NzMw/details

    3. APA referencing - if using a book or website you have to collect the referencing information (this is why using EPIC is best!)
      - use the PDF guide below

    ASSESSMENT DUE: Tuesday 23rd June 6pm


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:     I can/have...


    Activities:

    1. Developing your understanding on maps so you can use maps to explore the impact of Covid-19 and the global lockdown
      - Education Perfect Activities: https://www.educationperfect.com/app/#/dashboard/homework/3272437
      - Geographic knowledge - places around the world
      https://world-geography-games.com/world.html

      Please only use the following Game categories:
        

    2. Covid-19 - countries in the world infection rates and government responses


    Further Learning:

    Overdue assessments: Andy, Corly, Daniel, Manjot, Miya, Shivana, Tawhiri, Vaughan

    Geographical games - developing your knowledge of the world

  • Term 2 Week 12


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:         I can/have...


    Activities:

    1. Covid-19: countries in the world infection rates and government responses
      - Resource Interpretation - 3 level reading guide: a) structure explanation in exercise book and B) Activity in the Google classroom -https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTE1NDY5MTQ1MzQw/details

    2. Covid-19: countries in the world infection rates and government responses
      - Handout: outline of a global map
      - https://coronavirus.jhu.edu/map.html
      - Map checklist - FACKTS, Source where data from details and dat collected

    Further Learning:

    Overdue Assessments: Daniel, Andy, Tawhiri, Corly

    Complete the 3 level reading guide from Monday's session (google classroom) - ready so it can be marked in class on Wednesday

  • Holidays

  • Holidays

  • Term 3 Week 1


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:         I can/have...


    Activities: 

    1. Reflecting on Assessment 2 - links to GREAT Learner





    2. Covid-19: countries in the world infection rates and government responses
      Handout: outline of a global map
      - https://coronavirus.jhu.edu/map.html
      - Peer assessment using the checklist - FACKTS, Source details where data from and date/time collected
      - Bring together to Ms Lambert for moderation

    3. Covid-19: countries in the world infection rates and government responses
      - how has the situation changed in the past 2x weeks - compare/contrast the data for the countries you selected
      - Global Pandemic - World Health Organisation: Covid 19 coronavirus: WHO warns virus 'accelerating' out of control as global cases reach 11.8 million: https://www.nzherald.co.nz/world/news/article.cfm?c_id=2&objectid=12347258

    4. COVID-19: In charts and maps
      https://www.aljazeera.com/indepth/interactive/2020/03/covid-19-charts-maps-200310163714493.html
      - Kahoot challenge


    5.  Environmental impact of the pandemic and global lockdown 


    Further Learning:


    Overdue Assessments: Daniel, Tawhiri, Tayla, Miya

  • Term 3 Week 2


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:         I can/have...



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSED on understanding and using the GREAT Ako research process
    • We are FOCUSED on understanding and using the GREAT Ako writing process
    Success Criteria: I can/have...




      Activities:       

      1. Map Homework due - marking

      2. Assessment 3 - Essay - open book in class - 2-3 weeks preparation of notes and planning together in class - use in the open book test.




      3.  How did life change for people and places during lockdown?
        https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTE5MTYyMTM0ODc2/details

      4. Environmental impact of the pandemic and global lockdown 
        - how did the pandemic help the environment?
        https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTQxMjE2MTE1Mjkw/details


      Further Learning:
      - Interview a family member - how did their life change during lockdown?
      - Environmental impact - SHOULD & COULD activities

  • Term 3 Week 3


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:         I can/have...



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSED on understanding and using the GREAT Ako research process
    • We are FOCUSED on understanding and using the GREAT Ako writing process
    Success Criteria: I can/have...




      Activities:

      1. Assessment 3 - Essay - open book in class - 2-3 weeks preparation of notes and planning together in class - use in the open book test.



      2. Economic impact of the pandemic and global lockdown on the world 
        - Expert groups cooperative learning strategy
        https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTIxOTEzNzA0NzA1/details

      3. Economic Impart of Covid 19 pandemic on New Zealand
        - Scavenger Hunt used the printed copy (handout) of the PDF below
        - Group of three
        - You will use the Statistics New Zealand website - Covid19 data portal - https://www.stats.govt.nz/experimental/covid-19-data-portal
    Further Learning:
        Bring to school on Wednesday - all completed activity about .......
        - How life changed during lockdown
        - Environmental impact of Covid19/lockdown
        - Economic impact of Covid19/lockdown

      Overdue Assessments: Tawhiri, Miya



  • Term 3 Week 4


    In our Context can now return to Exploring the impact of Covid-19 and the global lockdown on NZ and the world. We will focus on exploring Environmental & Economic impact. We will be using graphs, charts and maps to explore these impacts.

    Then we evaluating and then promoting how we believe life after lockdown should change by making political parties and campaigning to be voted into government.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING… the Covid19 economic lockdown by discovering the skills that would enable people to be more self sufficient and live locally
    • We are EXPLORING…. the Covid19 economic lockdown by investigating how it impacted people, communities and nations
    • We are EXPLORING… the Covid19 economic lockdown by recognising how resources were used differently and analysing the impact this had on environmental & social sustainability


    Success Criteria:         I can/have...



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSED on understanding and using the GREAT Ako research process
    • We are FOCUSED on understanding and using the GREAT Ako writing process
    Success Criteria: I can/have...




      Activities:

      1. Assessment 3 - Essay - open book in class - 2-3 weeks preparation of notes and planning together in class - use in the open book test.



      2. Checklist - ensure ALL learning activities designed to give you lost of ideas for your essay have been completed
        https://classroom.google.com/u/0/c/NTA5NDM5NzYzNjBa/a/MTQzMDMwMTg0MTky/details

      3. Using the learning - ideas/points and examples/evidence from the above activity, you will make your OWN COPY of the Coogle template I have created. You will then complete the Mindmap by adding your ideas/points and examples/evidence.....
        - the mindmap will then be all the ideas you could use to write a essay

    Further Learning:

    Overdue Assessment 2: Tawhiri, Miya




  • Distance Learning 2.0


  • Distance Learning 2.0



  • Term 3 Week 7


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Assessment 3 - writing essay - Andy, Tawhiri, Marcus, Manjot, Armaan

    2. NZ's Government: Glossary - posted in google classroom
      - Key Government vocabulary
      - https://quizlet.com/_7hi2yq?x=1jqt&i=mneah

    3. NZ's Government: Vocabulary work - flash cards - keep in exercise book
      - print the PDF of flash cards
      - learn the key words and definitions

    4. Types of Government: 20 Forms of Government - in your exercise book
      - use this link - https://thebestschools.org/magazine/common-forms-of-government-study-starters/
      - read about each form of government and the real world example
      - create a visual to represent each form of government and LABEL the visual

    5. Types of Government: Types of Government for Kids | Learn all about the different forms of governments

    6. Types of Government: Forms of government song

    7. Competition
      - Pictionary, Articulate and Charades - types of government
      - Kahoot - NZ Government

    Follow Up Tasks:

    Ensure all class activities are completed; activities 2-6




  • Term 3 Week 8


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. What is Government
      2. - read PDF and answer questions. Questions document is in the Google classroom

       What Is Government Worksheet (google classroom)

      2. Different Types of Government
      - read PDF and complete activities 1 and 2 in theri Global Studies exercise book

      3. The Westminster System
      - read PDF and complete activities 1-7 in their Global Studies exercise book

    Follow up Tasks:
    Complete what is not finished in class for homework - due Wednesday

  • Term 3 Week 9


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Scavenger Hunt - complete activity




    2. Political spectrum & Vote Compass
      https://votecompass.tvnz.co.nz/
      - Complete the questionnaire
      - Get you results emailed to you by entering your email bottom left
      - Add your Vote Compass results to the Google Form (sent to email)
      - understanding the political spectrum (glossary below)

    3. Who can vote in NZ? 
      - Suffrage 
    4. NZ electoral system - MMP
    5. Fruit election

    Follow Up Tasks:

    Ask a parent/caregiver to complete the Vote Compass. Their result and voting choice is private but please ask the following........
    1. Compare/contrast your results - are your results the same or different from your parent/caregiver?
    2. Does their result match their 2017 voting decision or their intended 2020. voting decision?

  • Term 3 Week 10


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. NZ electoral system - MMP
      - Learning guide activity
      - video
    2. Electorates in NZ 
      - 3 Level Reading Guide - Google classroom
    3. Fruit election - Hand out activity

    Follow Up Tasks: Holiday CAT Practice
    Your electorate
    1. Mapping activity:
      - Handout of your own electorate. Remember your electorate is determined by your home address
      - Your map needs FACKTS, and within the key your need to identify your electorate boundary and the location of your home



    2. Electorate Changes in our neighbourhood - Three level Reading Guide
      - hand out of questions
      - resources link https://docs.google.com/document/d/1tirmNM3nStx-LMxecSdKs3ANAtfxtbD1vSDjWylCyRU/edit?usp=sharing

  • Holidays

  • Holidays

  • Term 4 Week 1


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Practice CAT - those student who did not complete over the holidays have 30mins to do this now
    2. Political Party role play - 5 min presentation - last jobs so you are ready for tomorrow
    3. How do you vote in NZ?
      - PDF below
      - read and answer questions in your exercise book
      - Two Ticks video 
      - How to vote in the 2020 General Elections and referendums video https://www.youtube.com/watch?v=fzCrdpzzvKg&t=30s

    4. Who can vote in NZ?

      Weblinks
      https://vote.nz/enrolling/get-ready-to-enrol/are-you-eligible-to-enrol-and-vote/

      - In your exercise book use the notes above and the weblink above to complete the below diagram


    Follow Up Tasks: 
    How do you vote in NZ? Activity to be completed for homework in your exercise book
    - 14x questions from PDF
    - Who can vote stick diagram


  • Term 4 Week 2


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Who is entitled to vote - scenario exercise - Homework - CAT practice
      - googleclassroom

    2. Women's Suffrage
      - Dramatic documentary "What Really Happened - Votes for Women"
      https://www.nzonscreen.com/title/votes-for-women-what-really-happened-2012
      - Brief History: https://nzhistory.govt.nz/politics/womens-suffrage/brief-history

    3.  Women's Suffrage Activity:
      - Kicking down the doors - https://natlib.govt.nz/he-tohu/about/womens-suffrage-petition/womens-suffrage-kicking-down-the-door
      - Petition - youtube clip: 
      - Extension activity: https://natlib.govt.nz/he-tohu/about/womens-suffrage-petition/womens-suffrage-petition-biography-guide


    Follow Up Tasks: 
    Who is entitled to vote - scenario exercise - Homework - CAT practice
    - googleclassroom

    DUE: WEDNESDAY


  • Term 4 Week 3


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. CAT Marking - Beyond question

    2. REVISION: Women's Suffrage Activity:
      - Kicking down the doors - https://natlib.govt.nz/he-tohu/about/womens-suffrage-petition/womens-suffrage-kicking-down-the-door
      - Petition - youtube clip: 

    3. Womens Suffrage Cartoon Interpretation: 
      Group work/Discussion work - using the bullet point steps for analysis above

      - Grp 1: https://digitalnz.org/records/41559/cartoon-against-womens-suffrage
      - Grp 2: https://digitalnz.org/records/23081795/hunter-ashley-john-barsby-1854-1932womens-vote-she-that-is-to-be-obeyed-the
      - Grp 3: https://digitalnz.org/records/4792948/michael-a-mouse-is-it-begorra-i-thought-it-was-a-tiger-escaped-from-the-men
      - Grp 4: https://digitalnz.org/records/23122935/blomfield-william-1866-1938-the-result-of-the-dose-liberals-54-conservative
      - Grp 5: https://digitalnz.org/records/43182/the-summit-at-last-suffrage-cartoon

    4. Women's suffrage Cartoon Interpretation
      - CAT practice (google classroom)
      - individual

    5. How a law is made?
    6. What is a referendum?

    Follow Up Tasks: 


  • Term 4 Week 4


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. CAT Marking - Suffrage Cartoon Interpretation
      Women's suffrage Cartoon Interpretation
      - CAT practice (google classroom)
      - Answer document below - peer/self assessment

    2. Mapping Skills - women's suffrage around the world
      - CAT practice
      - googel classroom

    3. How a law is made?
    4. What is a referendum?

    Follow Up Tasks: 

    Cartoon - Suffrage - CAT resource interpretation practice - due Wednesday

    Education Perfect revision skills tasks assigned to help your CAT revision

  • Term 4 Week 5

    COMMON ASSESSMENT TASK (CAT) Week

  • Term 4 Week 6


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Students were required to complete Activity 1a their Global Studies exercise book for homework.  If this is not complete - please email me the names and ask them to do this first

      Activity 1: KidsVote Vs Official Election
      They will need Ruler, Protractor (class set available from Water Student Services - count in and out), pencil and colour pencils

      Activity 1a
      Use the document below - create a graph to complete the results (number of seats) Parities gained in the 2020 general election compared to the Kidsvotes result
      Comparing the Official Election Results and the Kidsvote Programme Results

      Activity 1b
      Using a Different type of graph - students are to draw a data display to compare the 2x referendum results

    2. Activity Two: How a law is made in NZ
      - Copy the bullet points into your exercise book
      - Complete the Flow Diagram - copy for students in the google classroom
    3. What is a referendum?
      https://elections.nz/democracy-in-nz/about-elections/what-is-a-referendum/
      Read the above and a make a Kahoot for us to use in class

    Follow Up Tasks: 



  • Term 4 Week 7

    Returning CAT papers - moderation

    Ensure the above activities are completed
    - Who makes the laws?
    - How a law is made?

    - What is a referendum?

    Yr 9 Camp - Tawharanui

  • Term 4 Week 8


    EXPLORE / TŪHURA 

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING government systems by recognising different types of governments.
    • We are EXPLORING government systems by connecting government structure with their function.
    • We are EXPLORING democracy by conceptualising different electoral systems.
    • We are EXPLORING New Zealand's democracy/government by investigating the 2020 elections.

    Success Criteria: I can/have...


    Activities:

    1. Success criteria - checklist

    2. Historical case study; a different form of government to compare to NZ democracy

    Case Study 1 - Ancient Greek and Roman Government
    a) Education Perfect Tasks assigned

    Case Study 2: Nazi Germany - the rise of Hitler and dictatorship in Germany 
    a) Use all resources - written and visual then completed the revision test
    Hitlers Rise to Power - https://www.bbc.co.uk/bitesize/guides/z3bp82p/revision/1
    - Alternative short videos since the Bitesize ones don't work
    https://www.youtube.com/watch?v=yEk6zGYwyhc
    https://www.youtube.com/watch?v=EsAhY7JIVP0
    https://www.youtube.com/watch?v=pJVQZWLqSPE
    https://www.youtube.com/watch?v=EtZnPoYbRyA

    Nazi Control and Dictatorship - https://www.bbc.co.uk/bitesize/guides/zsvhk7h/revision/1
    - Alternative short videos since the Bitesize ones don't work
    https://www.youtube.com/watch?v=ob7rXg-xoIw
    https://www.youtube.com/watch?v=cDFFis0j4JM

    Case Study 3: Pol Pot
    a) Use the History Channel resources
    https://www.history.com/topics/cold-war/pol-pot


    Follow Up Tasks: 


  • Term 4 Week 9

    Prizegiving

  • 14 December - 20 December