9M1 Global Studies
Weekly outline
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Hi Everybody,
I hope you are all doing well.
For this week, follow the Powerpoint on Mobile Phone Addiction up to slide #24. You should have by now completed the homework from last week which was on slide #9 (the list on the benefits and drawbacks of using your mobile phone).
Tasks for this week -
#1: Listen to “Cell Phone Addiction by young Tanner Welton” Ted Talk
https://www.youtube.com/watch?v=qBbEXJ-Uqi0
Then answer the question - Could you quit social media for even a week? What are some of the key messages of the talk?
Do the Cartoon Analysis section which ends on slide #24. This is a fun exercise and you should learn about analyzing images at the same time. Be sure to follow the S-A-M strategy of analyzing the cartoon images. Feel free to share the slides with your parents and see if they agree with the key message.
This is not a huge amount of work to do - and it should be fun and interesting!
Take care of yourself, stay safe and listen to the advice of your parents! If you have any questions for me - drop me an e-mail.
If you want to do extra work - pick up a physical book (as opposed to a computer) and read. The #1 factor in determining your success at school is a high reading level. Challenge yourself. For every hour of playing video games - try reading for the same time!
Best wishes,
Mr Bartholomew
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Success Criteria: Students will complete the tasks set in the Powerpoint and become familiar with the debate over how much screen time is too much. At the end of the week they will know the perspective of New Zealand Psychologist Nigel Latta who has worked with the government on this issue.
Activities
Students are to complete the tasks assigned in the Powerpoint. In Lesson 1 they will listen to the debate over Radio New Zealand on this issue and summarise key points.
In Lesson 2 they will become familiar with key aspects of the debate over whether mobile phones should be banned in schools.
In Lesson 3, we will look at evidence that most mobile phone use is NOT harmful even if it occurs to excess. Students will imagine they are a reporter for the New Zealand Herald and they will construct a story about it and giving the beneficial position for mobile phone use in society.
Homework: The 3 lessons are to be completed by Sunday March 7.
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This week we will be combing class with Mr Singh's English class as we are doing a joint assessment.
Once you have completed Mr Singh's static image work, we are going to practice accessing a variety of databases and practice our basic research skills. Each student will receive a handout that will be glued into their books and used to guide their research practice which will involve searching for information on the suspected health impacts of too much screen use.
If students have time, they are to access Google Books online and conduct a search for key information on screen addiction using key words like ‘mobile phone’ and ‘mental health.’ I want you to get a feel of how Google books can help you with your upcoming assessment. I will go around the room monitoring any students who research this point to see how you are doing.
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Success criteria: Students should have completed the Introduction and Section 1 of their assessments at this juncture.
Homework:
Students will be working on their assessments. The greater the depth and relevance of the responses, the higher the grade. Be sure not to copy and past text – do your own work. Assessment is due April 9 at 3 pm. Follow the assessment instructions closely.
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Success criteria: Students should have completed the Introduction and first 2 Sections of their assessments at this point.
Homework:
Students will be working on their assessments. The greater the depth and relevance of the responses, the higher the grade. Be sure not to copy and past text – do your own work. Assessment is due April 9 at 3 pm. Follow the assessment instructions closely.
Remember, those aspiring for the highest grade will need to should how Smartphone addiction affects teenagers
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We will complete two Current Event Analysis Sheets; write the questions and answers in your Red Books.
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Week 1: An Introduction to Racism
Success Criteria
Students will gain a thorough understanding of the concept of race and will grasp the notion that while race is a myth, it is also a social reality.
Activities
1. Reading & Writing 2. View and respond to the documentary excerpt from ‘Race: The Power of an Illusion’
Homework
Complete Lessons 1 & 2 by Friday at 3 pm.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of race and giving students a fundamental understanding of the concept of race as a mythological concept, but is also a social reality. Students will explore myths that surround the history of racism in New Zealand. Students will become familiar with key vocabulary on this subject.
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Week 2 (May 10 to 14): Confronting Myths about Racism in New Zealand
Success Criteria
Students will gain an understanding about myths that surround the history of racism in New Zealand and will become familiar with key vocabulary on this subject.
Activities
1. Read & Writing & class discussion
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 2.1 Key Definitions
In Chapter 1 of the book, We Don’t Serve Maori Here, write down each of the words in italics in your Red Books. Only write down the words on pages 6 to 9. Number them starting with the number 1. At the top of the page, write ‘Definitions for Chapter 1 of We Don’t Serve Maori Here.” Be sure to leave at least two spaces between each definition.
Lessons 2.2 and 2.3
Read Chapter 1. In your Red Books, write down the full question and answers to questions 1-3, and 5-13.
1. Why do you think the story of Māori racial segregation has rarely been taught in our public schools until now?
2. “Nazis were made, not born.” What is meant by this statement? See p. 9.
3. How is the notion that there are different races – dangerous?
(skip question 4)
5. “There is strength in diversity.” Explain.
6. How many different species of humans are there? What about cats and dogs?
7. Give examples of behaviours that are often associated with the following words: racism, racial profiling, scapegoating.
8. How have stereotypes of people of Jewish ethnicity changed over the past 100 years?
9. “Race is a myth, but it is a social reality.” Explain. See pp. 8-12.
10. How can the myth of race negatively impact on student performance?
11. In 1950, which organization issued a statement that race is a myth? Why?
12. Name 5 different ethnic groups, nationalities, and religions.
13. How have stereotypes of people of Jewish ethnicity changed over the past 100 years?
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of race and giving students a fundamental understanding of the concept of race as a mythological concept, but is also a social reality. Students will explore myths that surround the history of racism in New Zealand. Students will become familiar with key vocabulary on this subject.
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Week 3 (May 17-21): Growing Up Māori in Pukekohe
Success Criteria
Students will gain an understanding of what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s.
Activities
2. Read & Writing & Class discussion
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 3.1 Understanding the Big Picture
Task 1: Watch the video clip “No Māori Allowed: Kuia sheds light on Pukekohe’s dark past” at
Be sure to click the button that gives you English subtitles because the presenter speaks in Maori.
Task 2: Read pages 15-20 in Chapter 2 of We Don’t Serve Maori Here, and answer questions 1 to 3.
1. Examine the Pukekohe Maori Death Register figures for 1938. What information and conclusions can be drawn from the Table? (see p. 20).
2. From 1925 to 1962, what four major diseases were responsible for most deaths in Pukekohe for residents aged 14 and under? Research each of these conditions. Create 3 columns on a page using a ruler and make 3 headings: ‘Disease,’ ‘Symptoms,’ and ‘How poor housing contributes to the appearance and spread of diseases.’ (see p. 20). To find this information, simply Google “poor housing” and the disease you are looking at.
3. Referring to the Maori sections of Pukekohe as ‘The Reservation’ or ‘The Dark Side’ can be viewed as inappropriate. Why? Look up the history of reservations in North America. In recent years, the use of such phrases as ‘Off the reservation’ have been viewed as racist. Explain. What is the implication for Maori living on ‘The Reservation?’ What is being implied?
Lesson 3.2 Understanding the Big Picture
On pages 21-25, the book discusses the Maori-only school in Pukekohe. Answer the following questions:
At the top of a blank page in your Red Books, write the heading ‘Advantages’ and ‘Disadvantages’ of the Maori-Only School in Pukekohe. Draw a line down the middle of the page. Write key dot-points for each column.
Once you have completed your columns, answer the following question (which you will write into your books):
1. One of the reasons given by European parents for creating a separate school was the health threat posed by Maori students. Based on what you have read, and in your opinion, was this threat justified?
Lesson 3.3 Segregated at the Movies
Read pages 27-32, which describes how Maori were segregated in the cinema, then
answer the following questions:
5. How did the opening of the Regent Cinema in 1958 contribute to the decline in racism at The Strand? (p. 26)
6. Even before the opening of the Regent, what actions were some Maori taking to get around the restrictions at The Strand? (pp. 30-32)
7. What actions did Maori Affairs Minister Ralph Hanan take to stop Maori discrimination at The Strand? What was his argument? (pp. 28-29)
8. What does the treatment of ex-Tuakau College principal Te Rangihiwinui (Hiwi) Tauroa, say about popular attitudes toward Maori in neighbouring Tuakau during the 1940s? (p. 32)
9. Summarise the case of Motiram Wallabh (p. 30).
10. Maori rarely challenged the segregation they encountered in Pukekohe. Why were they so reluctant to engage in protests or civil actions such as sit-ins or boycotts? (p. 31)
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
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Week 4 (May 24-28): A Widespread Problem: Māori Discrimination Across New Zealand during the Segregation Era and Beyond
Success Criteria
Students will become familiar with the extent of Maori racism across New Zealand during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general.
Activities
2. Read & Writing
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 4.1 ‘We Don’t Hire Maori Here’ – Discrimination in Employment
Read from pages 34 to the top of page 38 in Chapter 3 of We Don’t Serve Maori Here. Answer questions 1 to 3. Be sure to write a heading – ‘Week 4 Lesson 1’ and write out the full question and answer in your Red Book.
1. Do you agree with the statement by Nelson Mandela at the beginning of this chapter? Explain your position.
2. What stereotypes (over simplified images or ideas) are present in the reports of Maori discrimination in employment?
3. Write a summary of the case of BNZ Bank versus Donald Hiki and image it’s the year 1955. Present a case to a judge arguing that Mr Hiki should work in the Huntly branch of the Bank. How would you argue this case?
Lesson 4.2 Not Wanted Here – Discrimination in Housing
Read from the bottom of p. 40 to the top of p. 44.
5. What strategies did some hotel and motel owners use to stop Maori from using their establishments? (pp. 44-46)
6. Describe the negative attitudes that some teachers had for Maori (pp. 49-50).
7. How were authorities able to determine that Maori and Pasifika people were being discriminated against when they applied to rent or buy a home? (bottom of p. 42 to the top of p. 44)
8. Judith Macdonald asserts that Maori accommodation is a self-fulfilling prophesy. Explain (see the second paragraph on p. 43).
Lesson 4.3 Miscellaneous Examples of Discrimination
9. Conduct an analysis on the section headed, ‘Miscellaneous Examples of Discrimination.’ Split the page in half by drawing a line down the middle. On the left side write the column heading: ‘Discrimination Incident Type,’ and on the right side write ‘Maori Stereotype.’
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
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Week 5 (May 31-June 4): Racism in New Zealand Today – From Golliwogs to Black Face
Success Criteria
Students will become familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
Activities
1. Read & Writing & class discussion
2. Static Image Creation/Analysis
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 5.1 Understanding Current Debates in Racism
1. Write a one-page summary about why is it considered inappropriate for Kiwis to sell Golliwog Dolls?
2. Write the heading ‘Black Face.’ Underneath, create several dot-points that summarise why black face should not be worn today.
Lesson 5.2 and 5.3 Poster Project
Create a poster or static image that celebrates tolerance, diversity, and inclusion in New Zealand and how our society is enriched by persons from different ethnic groups, religious backgrounds, and nationalities. Your poster should include an accurate, catchy title, a symbol of equality, at least one photo with caption(s) (words describing the image). The purpose of the poster is to persuade people to become more tolerant.
I do not want you to create this on your computer or use clip art. Write in on one or two pages of your Red Books and do it by hand. Stick figures are fine!
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
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Week 6 (June 7-11): The Myth that Māori Didn’t Settle New Zealand
Success Criteria
Students will use critical thinking and mainstream science to understand claims that Maori were not the first to settle New Zealand.
Activities
1. Read & Writing
2. Critical Thinking
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 6.1 Understanding Current Debates in Racism
Read pages 63 and 64. In May 2017, the Northern Advocate and New Zealand Herald newspapers published a story about a group of people who settled the country before Māori arrived. A spokesperson for the Advocate later said that the story was an example of a “healthy debate” about who settled New Zealand first.
1. What is wrong with this claim that it was part of a healthy debate?
2. Go to p. 81 of the section on ‘Memorable Quotations’ and read the section: ‘How Kiwi Media Contribute to Rewriting History…’ How could the actions of the Howick Times be viewed as contributing to inaccurate information about Māori – specifically the suggestion that they were not refused drinks? Do you think the newspaper was justified in not placing Mr Bartholomew’s letter online?
Lesson 6.2.
Read pages 64-68. Why is it doubtful that the Bombay ‘Obelisk’ was created by a group of early Celtic settlers who arrived in New Zealand before Maori? (see pp. 64-66).
Why is it unlikely that features on the outside of the boulder on p. 66 were created by humans?
Are the Maori of mainland New Zealand and the Moriori on the Chatam Islands, believed to be separate groups? Support your answer with evidence (p. 67).
Why does Dr Kerrie Mills think that some people want to believe that Maori were not the first people to settle New Zealand or want to paint them as ‘savages?’ What is the view of Archeologist David Veart? Does he agree with the position of Dr Mills? (pp. 67-68)
Lesson 6.3
We are going to watch the first 15-minutes of the ‘documentary’ Skeletons in the Cupboard. The narrator discusses the existence of fairy people who were the first to settle New Zealand. She also mentions a race of red and blonde-haired people. She suggests that these were the first New Zealand settlers. There is no evidence to support any of the claims in the program, yet some people believe it because it has been made into a TV program. ALL OF THE EVIDENCE POINTS TO MAORI SETTLING IN NEW ZEALAND AROUND 1250 in a mass migration and they were the first permanent human settlers.
Class Discussion: We are going to discuss the history of this program and why it is that it can be allowed to be shown on Youtube (it also briefly aired on TV), despite a lack of evidence for their claims.
We will discuss as a class, how Mr Bartholomew went about verifying the claims made in the documentary. Not only did he consult scientific journals, he interviewed many of the scientists who were mentioned in the program to get the perspective of the mainstream scientific community.
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
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Week 7 (June 14-18):
Of Rats and Men –
What Science says about the First Settlers to New Zealand
Success Criteria
Students will continue to use critical thinking and mainstream science to understand claims that Maori were not the first to settle New Zealand.
Activities
1. Class Powerpoint
2. Read & Writing
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
Lesson 9.1 The Mystery of the Rat Bones
Read pages 69-to the top of p. 71. What is the evidence that Maori migrated to New Zealand around 1250? Present your evidence in the form of dot-points under each of the following headings:
1. Kiore Bones
2. Pollen
3. Volcanic Ash
4. Human remains
Lesson 9.2 The Mystery of how Rats reached New Zealand 2000 years ago?
In Skeletons in the Cupboard, it is claimed that two key pieces of evidence that Celtic people were the first to settle in New Zealand because some Maori have red or blonde hair, and when Maori first arrived the spoke of seeing a race of fair-skinned human-like people who were already here.
Write a summary of the evidence against the notion that these red or blonde-haired fairy people ever existed. (pp. 71-72).
Lesson 9.3: The Māori Privilege’ Debate and Catch-up. This is a short lesson so that after answering the two questions, anyone who may have gotten behind can catch up and get their books up to date.
1. What is ‘internalised racism’ and how can it negatively impact people?
2. The term ‘Māori Privilege’ could be viewed as negative, suggesting that they are undeserving of special benefits. Look up the meaning of the word ‘privilege’ and explain why it could be seen as negative. Can you come up with a more neutral term? How is your term an improvement?
Extension Exercise: (Optional):
Write a newspaper editorial making the case that Māori should be afforded special treatment to help overcome historical injustices. In paragraph #1 introduce the topic, explain why it is significant, and list the key points you are going to discuss. In paragraph #2 describe key injustices that Māori have faced and how it made it difficult for them to advance. In paragraph #3 provide examples of attempts to assist Māori. Paragraph #4 should contain a summary/conclusion and should include your personal opinion.
FOCUS / ARONGA learning intentions:
- Students will FOCUS on what it was like for Māori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. Students will focus on gaining an understanding of recent incidents of racism in New Zealand that have been reported in the news media involving people of Indian, Chinese, and Maori ethnicity. Students will also focus on learning about the extent of Maori racial segregation across New Zealand (and not just South Auckland) during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general. Students will focus on becoming familiar with iconic images from the era of Maori racial segregation (1925-1962) and how to analyse them. Students will focus on becoming familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.
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Website Assessment: Researching the History of Intolerance in New Zealand
Please follow the instructions as outlined in the attached assessment file. -
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Year 9 Assessment on Cultural Diversity in New Zealand and the History of Discrimination is due on Monday July 5 at 3 PM. Make sure you see me if you have any questions.
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Week 1: An Introduction to Global Warming
Success Criteria
Students will gain a thorough understanding of the concept of global warming which is now accepted as a fact by the mainstream scientific community because the weight of evidence is overwhelming. The only credible debate that remains is the extent to which this change will occur and the speed at which it will happen.
Activities:
1. Reading
2. Writing
3. Class Discussion
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Week 2: Climate Change and Critical Thinking: Evaluating the Evidence
Success Criteria
Students will gain a thorough understanding of the scientific evidence for global warming and why it is now accepted as a fact by the mainstream scientific community.
Activities:
1. Reading
2. Writing
3. Class Discussion
4. Critical Thinking
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Week 3: Myths about Climate Change
Success Criteria
Students will become familiar with key myths that surround the concept of global warming and climate change and be able to explain one or two to their classmates in the form of a presentation.
Activities:
1. Reading
2. Writing
3. Class Discussion
4. Critical Thinking
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Week 4: The Basic Mechanism of Climate Change
Success Criteria
Students will gain an understanding of the key mechanisms that are driving global warming.
Activities:
1. Reading
2. Writing
3. Class Discussion
4. Critical Thinking
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Week 5: How Climate Change Affects Us All
Success Criteria
Students will gain an understanding of how global warming and climate change are projected to have a significant impact on our weather and landscape in the coming decades.
Activities:
1. Reading
2. Writing
3. Class Discussion
4. Critical ThinkingEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Week 6 – Is the Future Electric? Future of Transportation
Success Criteria
Students will gain an understanding of some of the key challenges faced by the projected transition from petrol-drive vehicles to those powered by electricity.
Activities:
1. Reading
2. Writing
3. Class Discussion
4. Critical Thinking
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the basic concept of Global warming and climate change and the evidence as put forth by the mainstream scientific community, that it is being caused by human activity and the production of CO2 into the atmosphere. Students will become familiar with key vocabulary on this subject.
- We are FOCUSING on the concept of the Greenhouse Effect and the basic mechanism involved in global warming, along with the consequences involved for the earth’s ecosystem.
- We are FOCUSING on how global warming and climate change are projected to have a significant impact on our weather and landscape in New Zealand in the coming decades.
- We are FOCUSING the rapid shift in the coming decade, from motor vehicle transportation to the use of electric vehicles and how it is impacting people around the world.
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Success criteria: Students will understand how Climate Change is affecting different types of native wildlife species in New Zealand.
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Success criteria: Students will understand how climate change is projected to impact on the Auckland Region in the coming years?
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Success criteria: Students will also be able to outline possible solutions to global warming either in New Zealand or Globally. If you were Prime Minister, what would you do to make an impact?
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Lesson 1: I will go over the homework in our Red Books that we did during Term 3 and address any questions that students may have on any given lesson. I am also happy to meet with students either individually or in small groups online using Google-Meet after class this week.
Lessons 2 & 3: After a long year that has included a lot of stress and disruption to our normal routines, this week we are going to focus on dealing with stress, anxiety and panic attacks. This is a VERY common problem in students – and adults.
1. Watch the 2 video clips from Mr Bartholomew and Tommie on anxiety and panic attacks in students. They can be found on Google Classroom.
2. Please watch the video clip from the Dr. Phil Show on panic attacks.
3. Access the webpage on anxiety and panic disorder and read the story of Hannah and Abby and how they have dealt with anxiety and stress.
4. Create a Poster or 3-minute video (a public service announcement): You have the option of creating a poster of a 3-minute video in which your goal is to help middle school students who may be suffering from anxiety. It will consist of:
1. A relevant title
2. An image that is related to the topic and catches the attention of students
3. Outline the key symptoms of anxiety and panic attacks?
4. 2 or 3 key facts about them – how common are they? How long do they usually last for?
5. Describe different treatments that are available to for anxiety. *It may be helpful to summarise your information in the form of key dot-points This assignment is part of your homework for the term and is due at the end of the week – Friday at 3:00 pm. If you are doing the poster, do it in your Red Book or digitally, then print out and place in your Red Books. ALL OF THE INFORMATION YOU NEED to complete this task can be found in the links I have given you.
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Consumer Rights – Year 9
Lesson 1: Advice on coping with extended lockdowns from a Psychologist
Homework: Complete the key point summaries
Lesson 2: ‘Contracts and Consumer Decision-Making.
Homework: Click into ‘The Story of Jay’ and finish.
Lesson 3: ‘Terms and Conditions Apply.’ We will; look at what your rights are when you buy something.
Homework: Complete the task.
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Your health scam projects are due to be presented in class during week 8. Refer to attached project instructions.
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Students will have completed their recorded presentations and will be presenting them to the class.
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