Weekly outline

  • General

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  • 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 Maoridescribe key ideas of the arrival of the first Europeansexplain 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

    Class code7pgpol2
    Select theme
    Upload photo

    EXPLORE / TŪHURA

    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

  • Term 1- Week 3


    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 Maoridescribe key ideas of the arrival of the first Europeansexplain 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 

      








  • 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 Maoridescribe key ideas of the arrival of the first Europeansexplain the importance of the impact of the contact between this 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

  • 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 

    • 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

    EXPLORE / TŪHURA

    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

  • 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





  • 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 Tuesday Week 8


    PLAN & DO / WHAKAMAHI

    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 design an image to portrait how important is Maori culture in today’s New Zealand identity.

  • 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 Thursday at 9:30 am. 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

    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.



  • Term 2- Week 2

    REFLECT / WHAIWHAKAARO

    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.

    Learning IntentionWe 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

    EXPLORE / TŪHURA

    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

  • 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.

    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

    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

  • 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 effect social media has on the public's perception and response to an unexpected event.

    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.


    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

    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

    EXPLORE / TŪHURA

    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

  • 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 classrooom

  • 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

     Identify major forms of government 
    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



    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. 

    EXPLORE / TŪHURA

    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

  • 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

    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

  • 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

    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

  • 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


  • 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


  • 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 


  • 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



  • 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

    .

    EXPLORE / TŪHURA

    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

  • Term 3-Week 2

    Achievement Objectives

    Level 5

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


    Global Studies Learning Intention

    We are EXPLORING  the water scarcity in New Zealand and  more specifically in Auckland

    We are exploring why the water is declining in Auckland



    Global Success Criteria

    Identifying the different ways

    Of use of water


    Identifying worldwide problems with water


    Identifying what responsibilities each household has with the restrictions 


    observing how may vary

    The restrictions in water depending on where you  live



    making connections between lack of water in Auckland because of natural or human reasons


    categorising impacts in different areas of life from water restrictions


    Describe where Auckland water come from 



    discussing the veracity of data

    Reflecting future economic and environmental strategies




    EXPLORE / TŪHURA

    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

  • Term 3- Week 3

    EXPLORE / TŪHURA

    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

  • Term 3-Week 4

    FOCUS / ARONGA

    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

  • Term 3- week 5

    FOCUS / ARONGA

    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

  • Term 3- Week 6

    FOCUS / ARONGA

    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

  • Term 3-Week7

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING.on a family action so that we can...reduce water consumption in each household

  • 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

    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

  • 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: 

    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

    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

  • 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

    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

  • 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

    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

  • Term 4 Week 5

    FOCUS / ARONGA

    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.

  • Term 4-Week 6


    This week our activities are around conspiracy theories

    1. Each of you will choose a conspiracy theory to present (Google classroom)

    2. Will note the techniques that can be used and begin to analyse the credibility of sources.

    3. Will understand why people engage with conspiracy theories 


    FOCUS / ARONGA

    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.

  • 7 September - 13 September

  • 14 September - 20 September

  • 21 September - 26 September

  • 28 September - 4 October

  • 5 October - 11 October

  • 12 October - 18 October

  • 19 October - 25 October

  • 26 October - 1 November

  • 2 November - 8 November

  • 9 November - 15 November

  • 16 November - 22 November

  • 23 November - 29 November

  • 30 November - 6 December

  • 7 December - 13 December

  • 14 December - 20 December