9W2 Global Studies
Weekly outline
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Kia Ora 9W1
Welcome back to school! This week we will be getting to know each other by participating in a couple of Icebreaker tasks.I look forward to teaching you Global Studies this year.
My e-mail is as follows: aselagan@mhjc.school.nz
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Kia Ora Everyone
It was wonderful getting to know you during our first session last week. We will briefly cover the Global Studies expectations and then focus on the Treaty of Waitangi for this week.
Through the Maori World View concept, we will be exploring the bicultural aspects of NZ through the Treaty of Waitangi. By exploring the Treaty of Waitangi you will about people, place (society), cultures, history, values, perspectives in NZ.
You will also be learning about the importance of notetaking skills
Activities:
- Quizlet Live and Kahoot (Prior Knowledge)
- Google doc: Understanding terms and definitions (Google Classroom)
- Facts: Finding and locating information that is new to you. (Pair and Share Task)
- Videos: Treaty Introduction - Openness and Change
- Education Perfect Tasks - Te tiriti o waitangi
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Kia Ora Everyone
Due to lockdown we will continue our learning with the Treaty of Waitangi. By exploring the Treaty of Waitangi you will about people, place (society), cultures, history, values, perspectives in NZ.
Activities:
- Google doc: Understanding terms and definitions (Google Classroom)
- Education Perfect tasks (Treaty of Waitangi)
- Improving our note taking skills after reading the school journal
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Kia Ora Everyone
This week we will be unpacking the Term 1 context (Life Under Water). We will be exploring the SDG'S, more specifically Goal 14: Life below water. We will then begin exploring "Life below water" in Aotearoa. The focus would be on understanding and appreciating our Moana.
Activities:
- DO NOW: Pair Share Task (Unpacking SDG Goal 14: Life below Water)
- Learning Maori terms linked to Life below water
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- Watch video on our Ocean in Aotearoa (Learnz link)
- Exploring NZ Oceans : Current Events article: After reading the article (https://www.rnz.co.nz/news/te-manu-korihi/435470/two-year-rahui-for-waiheke-island-waters-to-protect-kaimoana), use the PMI to organise the information that you read.
- Please complete the PMI Chart in your books.
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DISTANCE LEARNING WEEK
Kia Ora Everyone
This week we will be exploring Life under water through a Maori world view perspective. We will be exploring the significance of the Ocean and looking at some current events matters that are impacting Life under water in NZ.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Marine pollution and overfishing
- We are EXPLORING the influence community resource has on social and environmental sustainability
- We are EXPLORING the effectiveness of marine reserves
ACTIVITIES:
MUST
- Article Task: PMI chart: Use the links and read the following article:Once you have read the article, please complete the PMI chart from Week 4 above
SHOULD
- Education Perfect Tasks
COULD
- DO NOW: Exploring pollution - Brainstorm: How does recreational practices impact/harm the coast? -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Marine pollution and overfishing
- We are EXPLORING the influence community resource has on social and environmental sustainability
- We are EXPLORING the effectiveness of marine reserves
Activities:
- Answers from distance learning work
- Understanding our NZ oceans (RNZ Interview)
- Identifying the threats and solutions to pollution
- Discussing the shared google doc for the term
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Marine pollution and overfishing
- We are EXPLORING the influence community resource has on social and environmental sustainability
- We are EXPLORING the effectiveness of marine reserves
Activities:
- Documentary: A plastic Ocean
- Introduction to Social Action.How can we raise awareness?
- Complete questions on the Google doc -(Document on google classroom) - Begin with Activity C on Monday
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Marine pollution and overfishing
- We are EXPLORING the influence community resource has on social and environmental sustainability
- We are EXPLORING the effectiveness of marine reserves
Activities:
World Water Day - 22 March
DO NOW: Using the theme of "Valuing water" - Write a paragraph on how you value water.
- Social Action Ideas from groups/ class (Social Action link to the assessment)
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EXPLORE / TŪHURA learning intentions:
- We are exploring Tikanga and it's importance and relation to Moana
- We are EXPLORING the effectiveness of marine reserves
- We are EXPLORING the role of MPI and illegal fishing practices in NZ
Activities:
DO NOW: Social Action Ideas from groups/ class (Social Action link to the assessment)
- Introduction to Marine Reserves (What are MARINE reserves and the importance of these reserves)
- Fact File (Complete Section F from the google doc)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an awareness so that we can make a difference to the environment
- We are PLANNING to use our understanding of Life under water to produce creative videos /posters highlighting an important message to the community
Activities:
- Checkpoint 1: All groups to have a final social action idea and document this on the google doc titled: Year 9 Social Actions
- Checkpoint 2: All social actions to be communicated and approved by Mrs Selagan
- Checkpoint 3: Undertaking your Social Action between Week 10 and 11.
- Checkpoint 4: Make sure that you have evidence of your Social Actions
- Checkpoint 5 and 6 will be actioned in Week 11.
Fast Finishers: If you have completed Checkpoint 1-4, then with my permission you can look at Checkpoint 5-6 and proceed accordingly
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an awareness so that we can make a difference to the environment
- We are PLANNING to use our understanding of Life under water to produce creative videos /posters highlighting an important message to the community
Activities:- Checkpoint 5: Start your write up (Use the doc on Google classroom)
- Checkpoint 6: Upload your assessment on BOTH google classroom and MHOL. All supporting documents can also be uploaded. Make sure you label all your documents correctly.
WHANAU ASSEMBLY
- Whanau Assembly Ideas/Presentation: Create one video collating your social actions like posters and your individual social actions.
Outline the issue -Introduce the issue
Introduce your social actions that you participated in
- After assembly 2 x representatives would then ask the audience how they would take action and whether litter is an issue? Each class is to create a set of 5 questions.
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FOCUS / ARONGA learning intentions:
- We are focusing on marine reserves by explaining and discussing the impact of these areas on social and environmental sustainability
- We are focusing to raise awareness on Marine pollution and overfishing
Activities:
DO NOW: Current events quiz, slideshow
- Understanding perspectives
- What are different perspectives on Marine reserves and marine pollution?
- Working through the Global Studies social action document
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FOCUS / ARONGA learning intentions:
- We are focusing on marine reserves by explaining and discussing the impact of these areas on social and environmental sustainability
- We are also understanding different perspectives/views of marine reserves and it's impact
Activities:
DO NOW: Student feedback survey
- Understanding perspectives
- What are different perspectives on Marine reserves and marine pollution?
- Working through the Global Studies social action document - home work and class time. Please ensure that this document is completed to a high standard. As discussed in class, you can use this as evidence for your holistic report
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Kia Ora Everyone
This week we begin our Term 2 context of : Who am I? We will begin exploring concepts linked to identity and I will be getting to know who you are....EXPLORE / TŪHURA learning intentions:
- We are exploring individual & collective identity by researching various social identity issues .
- We are exploring the influence of online communities/identities or influence of social media by analysing various current events sources.
Activities:
- Who am I? (Creating a profile expressing who we are?)
- How our Identities are socially constructed? (https://www.youtube.com/watch?v=uIuJT1n2vRY)
- Factors that shape our Identity- Understanding the basic concepts that shape our identity? Round table activity
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Kia Ora Everyone
This week we still explore identity by looking at Social IdentityEXPLORE / TŪHURA learning intentions:
- We are exploring individual & collective identity by researching various social identity issues .
- We are exploring the influence of online communities/identities or influence of social media by analysing various current events sources.
Activities:
- Who am I? (Creating a ID Card)- Individual. The class as a collective will then create a collage effect on the walls of W1
- How our Identities are socially constructed? (https://www.youtube.com/watch?v=uIuJT1n2vRY). What are key messages from the video that you have watched?
- Film Study (Combine with English) - View the Film
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Kia Ora Everyone
This week we still explore identity by looking at Social IdentityEXPLORE / TŪHURA learning intentions:
- We are exploring individual & collective identity by researching various social identity issues .
- We are exploring the influence of online communities/identities or influence of social media by analysing various current events sources.
Activities:
- Social Identity theory task -
EXPLORE / TŪHURA learning intentions:
- We are exploring individual & collective identity by researching various social identity issues .
- We are exploring the influence of online communities/identities or influence of social media by analysing various current events sources.
ALL FOCUS FRIDAY ACTIVITIES SHOULD BE DONE IN YOUR GLOBAL STUDIES BOOK.
MUST DO ACTIVITIES:
- Articles:
Using the articles: Answer the following questions on a google doc:
1.How does this article relate to Social Identity theory and social identity characteristics (above). Explain in detail.
2.Research the policy identified in the article. What does the Policy entail? How does this include inclusiveness?
SHOULD DO ACTIVITIES
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing and discussing various case studies in relation to social identity
Activities:
- Perspectives (Google doc workbook activity)
- Video Interview: Myers
- Acceptance and Inclusion: https://www.youtube.com/watch?v=6dYF3mdPXT0
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing and discussing various case studies in relation to social identity
Activities:
- DO NOW: What were Dawn raids NZ? How did the Dawn raid affect people? Which ethnic group/s of people were raided?
- DO NOW: Read the articles below and complete the For and Against table
- Amnesty International Website - Scavenger Hunt task - Navigating the site to identify Social Identify issues
- Begin google document (Mon to Friday) : Who am I ? Social Identity
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing and discussing various case studies in relation to social identity
Activities:
- Planning for Assessment 2
- Refer to the "Who am I" google do
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing and discussing various case studies in relation to social identity
Activities:
- Term 2 Assessment
- Complete google doc tasks (Who am I?)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing and discussing various case studies in relation to social identity
Activities:
- Mini research task (Refer to the screenshot below)- I will be explaining this in class in Week 1. You will be looking at the Dawn raids that was introduced to you last term. Refer to the links below to support you in answering the questions.
- Before you begin answering the questions below, you are required to read, understand and summarise the information in your own words.(Note taking skills)
- After summarizing all 4 articles, use the screenshot below and answer the questions (Research skills)
Links to support the Mini Research Task:
Articles:
- https://www.nzgeo.com/stories/evicted-from-aotearoa/?t&campaign_id&utm_source=newsletter&utm_medium=email&utm_term=https%3A%2F%2Fwww.nzgeo.com%2Fstories%2Fevicted-from-aotearoa%2F%3Ft%3D%26campaign_id%3D&utm_content&utm_campaign=The+Weekender+July+23
- https://nzhistory.govt.nz/culture/dawn-raids
- https://www.stuff.co.nz/national/politics/opinion/125547585/dawn-raids-apology-raises-questions-nz-is-not-good-at-answering
- https://www.stuff.co.nz/national/125470137/once-a-panther-the-revolutionary-polynesians-who-stopped-the-dawn-raids
Video:
- https://www.nzonscreen.com/
title/dawn-raids-2005 Mini research task
- What were Dawn raids? Describe this historical events using your notes from the articles.
- How did the Dawn raid affect people?
- Which specific ethnic group/s of people were raided? Provide examples from your resources to support your answer
- Where did the issue take place? Include a map/area of where this issue took place?
- How did the issue take place? Provide examples from your resources to support your answers
- What are your thoughts on Jacinda Arden's response to the Dawn raids.
- Include "other" interesting facts about the Dawn Raids
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Understand how cultural interaction impacts on cultures and societies.
Understand that people move between places and how this has consequences for the people and the places.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the History of the Olympics
- We are EXPLORING the Values of the Olympics
Activities
- T chart (Ancient vs Modern Olympics)
- Creating word clouds to highlight each value and answer the question below:
Why are these values important?
What do you think Excellence means?
What do you think friendship means?
What do you think respect means?
Using the Word cloud website, use the values ABOVE to create these clouds: https://www.wordclouds.com/
Here are some examples: https://docs.google.com/document/d/1RW3goEYOPSGen0gabrAL1GkD-mAQwiV0eM34U3pFQUQ/edit
How have you displayed these values in your life? Provide examples of how you have displayed these values.
Research using examples of 2-4 Olympians that display these values and how do they display this value.
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Understand how cultural interaction impacts on cultures and societies.
Understand that people move between places and how this has consequences for the people and the places.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the History of the Olympics
- We are EXPLORING the Values of the Olympics
Activities
- T chart (Ancient vs Modern Olympics)
- History of the Olympic Rings
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Understand how cultural interaction impacts on cultures and societies.
Understand that people move between places and how this has consequences for the people and the places.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the History of the Olympics
- We are EXPLORING the Values of the Olympics
Activities
- Olympic pictograms - DO NOW: Kahoot
- History of the Olympic Rings
- Essay Practice - research and extended essay writing (Use the PEEL and PEDAL structure to support you in your practice). Describe and explain your facts that you have researched.Avoid dumping info directly from your research.
- Guide and Support with CAT exam preparation: Please read your the attached guide and pay attention to the terms listed below.
- Identify
- Discuss
- Describe
- Explain
- Justify
- Analyse
- Discuss
DISTANCE LEARNING WORK
MUST DO:
- Planning for Practice essay (conduct research this week). Refer to the images below. This is what we discussed in class. All planning should be completed on a google document. Please transfer some of your planning from your refill to the google doc. In view of the lockdown, I would refer you using a google doc so that I can check your work.
SHOULD DO:
- Complete the Dawn raids task from focus Friday - notetaking and answering the W's and the questions. Questions are on Term 3, week 1.
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Understand how cultural interaction impacts on cultures and societies.
Understand that people move between places and how this has consequences for the people and the places.
AO's
Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Understand how formal and informal groups make decisions that impact on communities.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the History of the Hosting City
- We are EXPLORING Tokyo and Auckland and identifying the differences and similarities between them.
- We are EXPLORING iconic Tokyo tourist destinations.
- We are EXPLORING the history behind key Tokyo Olympic venues.
DISTANCE LEARNING WORK
MUST DO
- Task : You are required to create an infographic on the Host Country of the Olympics. Please include text, visuals and data.(Statistical, informational & timelines)
1. Before you begin your infographic, you are required to conduct a bit of research on the host city.
2. You could include some history of the city (Tokyo) including some past venues of the Olympics in Japan
3. Include some iconic tourist destinations /landmarks and
4. Find out facts about Japanese culture and how does it represent itself during the duration of the Olympics, eg. opening ceremony
5. What did it cost Japan to host the Olympic events? What opportunities did this event create for Tokyo ?
6. What is the significance of the mascot of the 2020 Olympics?
7. Use the resources below to support you in creating your infographic
Resources:
- Read through this slideshow before you begin (https://www.slideshare.net/srichter/teaching-with-infographics-27211531)
- Watch this video (https://www.youtube.com/watch?v=uBBmbdPbfhw) You may need to to copy and paste the URL into your browser.
- Once you have finished, watch the following video on "What Makes a Good Infographic?" (https://www.youtube.com/watch?v=nLxQAa5Sras)
- https://olympics.com/tokyo-2020/en/games/olympics-mascot/
SHOULD DO:
- Complete research for your practice essay.(Final Week)
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AO's
Understand how formal and informal groups make decisions that impact on communities.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the process of innovation in the Olympic games
DISTANCE LEARNING WORK
MUST DO:
The International Olympic Committee are looking to make the Olympic Games more youth-friendly. This is one of the reasons why surfing, skateboarding, and sport climbing are sports on the programme in Tokyo.
In pairs or individually, you are to invent a new youth-friendly sport that athletes could participate in at the Paris 2024 Olympic Games. In pairs or individually, you could are required to complete the google doc for the planning of your invention. Next week, you may will be using the google document to create your videos of your new invention.
https://docs.google.com/document/d/1FVNKebTZny2lxdgyHCLCeKQf2DQF75xGbtM_tQ8yJ_4/edit . Please make a copy of the google doc before you begin.
Please use the link below to support you in your planning: https://www.kidzworld.com/article/27411-inventing-a-sport
SHOULD DO:
Begin exam practice essay - use your research planning to guide you in writing your essay.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an in depth understanding of the intricacies of the Olympics
Task One: MUST ACTIVITY
We will have a Google MEET explaining the 3 level guide at 9am on Wednesday: 8 September. I will send through the link -check your e-mail.
Complete 3 level guide activity on Google classroom. Please ensure that you join the MEET session and watch the links on the Google doc provided.
Task Two: SHOULD ACTIVITY
Try reading resource 2. First read the Japanese writing and then the English version. Once you have read the English version, please answer the 3 question. Have a go and practice your Japanese skills out loud...
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FOCUS / ARONGA learning intentions:
Activities:
- Follow the instructions for the "BE creative" tasks and catch up on outstanding work.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an in depth understanding of the intricacies of the Olympics
Activity:
- 3 level guide continued from Week 7.
- You will work on the same task but you will be using a different approach
- Here are some additions to the task:
1. Read the article and make detailed notes in order for you to better understand the article. Then, Highlight the key points/words from the article.Then attempt to answer the 3 level guides questions.
2. For level 3 - instead of writing 200 words, summarise the key points of the article into 2 paragraphs
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an in depth understanding of the intricacies of the Olympics
Activity:
- 3 level guide continued from Week 7.
- You will work on the same task but you will be using a different approach
- Here are some additions to the task:
1. Read the article and make detailed notes in order for you to better understand the article. Then, Highlight the key points/words from the article.Then attempt to answer the 3 level guides questions.
2. For level 3 - instead of writing 200 words, summarise the key points of the article into 2 paragraphs
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an in depth understanding of the intricacies of the Olympics.
Activities:
- Follow the instructions on the google doc (Padlet activity) on google classroom
- Please note that this task will support you with skill development for the CAT exam.
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All distance learning work on google classroom
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EXPLORE / TŪHURA learning intentions:
- We are exploring mental health in New Zealand by investigating the different types of mental illness.
- We are exploring the media impacts on mental health by researching social influencers that recognise mental wellbeing
- We are exploring change makers that advocate mental health and are discovering best fit coping mechanisms
- Refer to distance learning work on google classroom -
EXPLORE / TŪHURA learning intentions:
- We are exploring mental health in New Zealand by investigating the different types of mental illness.
- We are exploring the media impacts on mental health by researching social influencers that recognise mental wellbeing
- We are exploring change makers that advocate mental health and are discovering best fit coping mechanisms
- Refer to distance learning work on google classroom -
EXPLORE / TŪHURA learning intentions:
- We are exploring mental health in New Zealand by investigating the different types of mental illness.
- We are exploring the media impacts on mental health by researching social influencers that recognise mental wellbeing
- We are exploring change makers that advocate mental health and are discovering best fit coping mechanisms
- Refer to distance learning work on google classroom -
EXPLORE / TŪHURA learning intentions:
- We are exploring mental health in New Zealand by investigating the different types of mental illness.
- We are exploring the media impacts on mental health by researching social influencers that recognise mental wellbeing
- We are exploring change makers that advocate mental health and are discovering best fit coping mechanisms
Activities:
- Refer to distance learning work on google classroom- Exploring different types of mental illness
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on promoting mental wellbeing by selecting positive social influencers that impact our lives
Activities:
- Exploring local NZ advocates on mental health
- Refer to distance learning on google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on promoting mental wellbeing by selecting positive social influencers that impact our lives
Activities:
- Refer to google classroom for distance learning work
- Global influencers and coping mechanisms
- Documentary: I am: Paul Whaturia and Dr John Kerwin
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