8C1 Global Studies
Weekly outline
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Kia ora 8C1!
I am Ms Wood and I will be your Global Studies teacher this year.
What is Global Studies?
The social sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand. At MHJC we call this Global Studies.
Throughout your time here at Mission Heights Junior College, we will explore the unique bicultural nature of New Zealand society that derives from the Treaty of Waitangi.
We will learn about people, places, cultures, histories, and the economic world, within and beyond New Zealand.
Through this, we will develop understandings about
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how societies are organised and function
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how the ways in which people and communities respond are shaped by different perspectives, values, and viewpoints.
This week we have one session. As it is coming up Waitangi Day, we will be sharing what we already know about the Treaty of Waitangi. We will be using our reading skills (finding and locating information) to discover more about the Treaty to share with each other.
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EXPLORE / TŪHURA learning intentions:
Term 1 Context: Think Global, Act Local- We are EXPLORING how people participate individually and collectively in response to community challenges by investigating global and New Zealand initiatives that respond to community challenges
- discussion: what challenges do communities face? In what ways do communities try to respond to these challenges
- explore: read the article about Millie and answer the questions: what challenge was identified and how did the founders of this company respond to it?
- investigate: read about the Kiwis who address community challenges through their businesses and answer the questions: what challenge are they responding to? Why? How?
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Continuing from last week:
exploring to find out about the Kiwis who address community challenges through their businesses and answer the questions: what challenge are they responding to? Why? How?
This week:
- complete our investigation and share our findings with others.
- identify issues within our community. How could we respond to these challenges?
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... a menu and a business budget for a fictional social impact enterprise so that we can practise the skills we will need to apply to our group project, starting next week.
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Week 5: learning@home
Continuing from last week's activities, this week we will begin the process of forming groups and brainstorming ideas for our own social impact enterprise, which should address a local community issue..
(Please note: we will complete the budget work on our return to class.)
Task: Using your awesome communication skills, organise yourselves into groups of 2 or 3 (or you can work individually if you prefer at this stage). Nominate a group leader, who will email me the names of students in your group. I will send you all the template for planning your social impact enterprise at that time.
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Continuing from last week...
- Completing our practice budget
- Planning our social impact enterprise
- Working collaboratively
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our Social Action Enterprise.
- what is the social challenge that you are addressing?
- what are people/ groups/ organisations already doing to address this issue?
- how will you address this challenge?Please ensure all working is on the group document.
Note: advertising for your enterprise will be covered in English with Mrs Narayan -
Finalising your social impact enterprise
- complete your business plan
Financial Literacy Workshops
Using your knowledge of planning a simple budget for an example social impact enterprise, work with your group to create a simple budget for your own enterprise.
Ensure that you include:- cost of materials/ products you will need
- other expenses (venues, experts, etc)
- how much you would need to fundraise to cover those costs
Note: I will meet with each team to discuss your specific enterprise budgets during the week, as each group is ready to complete this part of the business plan.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our social impact enterprise through completing our first Assessment!
- identifying the community issue your group chose to address
- identifying and evaluating the actions others have taken/are taking to address this issue
- reflecting on your own social impact enterprise and assessing its potential impactAssessment details below. We will be completing this assessment in class time only.
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Kia ora
Continuing from last week.
Please note that your assessment is due on Wednesday before 3pm.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concepts of leadership so that we can identify a variety of leadership styles and their positive/negative traits.
- We are EXPLORING how great leaders have affected change
Success Criteria:
- I can identify a variety of leadership styles and their positive/negative traits
- I have completed a mini research task focusing on one leadership style
- I have contributed my findings to the class
Activities:
See google classroom for in-class activities and resources.
Homework:
None this week. -
Continued from last week.
We have only ONE lesson this week, as you will be seeing the Ugly Shakespeare Theatre Company on Wednesday.
Continue working on your personal research task. Instructions on google classroom and below!
On Focus Friday, please make sure you spend 30-40mins on this task, as it is due at the start of week 3.
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Continued...
This week you will presenting your research on a GREAT leader to your group. Through presenting, you will be demonstrating the following....
Success Criteria:
- I can identify a variety of leadership styles and their positive/negative traits
- I have completed a mini research task focusing on one leadership style
- I have contributed my findings to the class
Homework:
Education Perfect Task: Leadership - the women's sufferage movement in New Zealand
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our understanding of leadership by looking at case studies of changemakers: people who make significance change in a community/ country/ or globally.
- explain how laws are made in New Zealand
- discuss case studies of at least two people who have taken a leap to create a law change which benefits communities
- How are laws made in New Zealand
- Case study 1: Dr Huirangi Waikerepuru and the Māori Language Act of 1987
- Case study 2: the sufferage movement in Aotearoa: Kate Sheppard and Meri Mangakāhia
Choose a Trailblazer who interests you. This person must have taken a leap to create a law change which benefits communities. They can be from anywhere in the world. Create a presentation including the following information:- who is the person you have chosen? Tell us a little bit about their background.
- in which country did this action take place? What type of government do they have?
- what issue did they choose to address? Why?
- what steps did they take to make a change?
- identify challenges
- what law changed as a result of this person's actions and how did this benefit others?
Homework:Ensure that Focus Friday tasks are completed. -
Kia ora...continuing from last week, you should focus on your research (see task instructions above.
Success Criteria: I have...
- completed the research needed by the end of the week
- identified the government system of the country my person is from
Activities: see google classroom
Homework:
Complete your research, so that your group is ready to start working on your presentation script and slides next week.
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Kia ora...continuing your work on your Changemaker project
Success Criteria: I have...
- worked effectively in my team to write the presentation script
- with my group to create an effective visual presentation which supports our presentation
Activities: see google classroom
Homework:
None this week -
Continued from last week (as we only had one lesson!)
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Kia ora...
Success Criteria: I can/have...
- worked collaboratively with my group to prepare a) our presentation script, and b) our support visual presentation
Activities:
- see assessment rubric
- see exemplar and class notes - good slide, bad slide!
Homework: Ensure that you and your group are ready to present next week
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Presentation week!
Tuesday: practice run through, then presentations
Wednesday: completing presentations
Reminder: this is your 2nd assessment. A resubmission opportunity for presentation will be offered in term 3, if needed.
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Kia ora...
Success Criteria: I can/have...
- explored how and why people pass on and sustain culture and heritage for different reasons
Activities:
- Matariki: the story
- What do the Matariki stars represent?
Homework:
None this week. -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how ancient civilisations understood and made sense of the stars
Success Criteria: I have developed my understanding of...- how ancient civilisations made stories about the stars
- how the stars enabled ancient civilisations in exploration
See google classroom
Homework:
None this week -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how developments in space travel have created innovations and opportunities
- Kia orāna
- Success Criteria: I can/have...
- explored reasons for exploration
- identified how exploration has created opportunities/ led to innovations
- Homework: Ensure that notes are completed.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create an effective information poster so that we can share our understanding ofhow exploration and innovation create opportunities and challenges for people, places, and environments.
- We will construct our information poster on A3 paper and apply a design that reflects our chosen product/ innovation.
Success Criteria: I can/have...- planned and started to design a poster which demonstrates how space exploration technologies presents opportunities (and challenges) for people, places, and/ or environments.
Homework:
Continue working on your poster in order to meet the deadline - Friday week 4, 3pm. -
Kia ora
Continuing on from last week....
Success Criteria: I can/have...- completed my design of a poster which demonstrates how space exploration technologies presents opportunities (and challenges) for people, places, and/ or environments.
Homework:
Continue working on your poster in order to meet the deadline - Friday week 4, 3pm. -
PLAN & DO / WHAKAMAHI learning intentions:
Due to our being in distance learning, please note that our information posters are on hold until we return to school.
In the meantime, we will be moving on to considering the environmental impact that people have on the planet.
This week we will be combining Global Studies and English.
You are already aware that recycling and upcycling is an important part of solving our waste problems. However, much of the recycling that we send away is contaminated and cannot be recycled.
The Challenge:
Ms Narayan and I would like you to start problem solving at home this week. Your challenge is to plan for and produce a prototype of a product which upcycles common recyclable materials into a useful product for you or your family. You will then present instructions on how to make this product so you can encourage others to reduce waste and upcycle.
Outcome:- your product and the instructions will be presented to the class when we return to school
- products will be on display in the whanau as part of our aim to educate people about fun and useful ways to reduce waste. If your design has a Coastal theme, even better!
Please see google classroom for more detailed instructions.
Our google Meet this week will be on Tuesday at 10am. Ms Narayan and myself will both be in the meeting at this time to answer any questions you have on this project. -
Kia ora!
This week we aim to finish our upcycling challenge! Please see google classroom, and above, for detailed instructions.
Please complete and turn in your planning doc on google classroom by Friday 3rd September.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the concept of sustainability
- We are developing understanding of causes of, and solutions to, sustainability
Kia ora...
Success Criteria: I can/have...
- completed the Education Perfect task Sustainability as a Geographical Concept
- identified and explained one sustainable innovation, project or invention currently in development (last part of the EP task. Ideas and resources for this on g.classroom)
Activities:
Task on Education Perfect: Sustainability as a Geographical Concept
Read some of the information on sustainable innovations, projects, or inventions currently in development. This information is on google classroom (Sustainability as a Geographical Concept - support material)
UN Sustainable Goals linked to this topic:
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Kia ora...welcome to Week 8!
One of the UNSGs is to develop more sustainable cities: affordable housing, protecting cultural and natural heritage, waste management, sustainable transport infrastructure and access to green spaces.
We will be focusing on safe public access to green spaces.
Success Criteria: I can/have...
- completed research using the sources provided to better understand the issues around creating green spaces in cities
- practised my note-taking skills (Cornell method)
Activities:
- Review provided sources
- Take notes, using Cornell grid provided
See google classroom for activities
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Kia ora...
Conservation - whakauka
Remember, this is a combined English-Global Studies task
Success Criteria: I can/have...
- used my research to write a report on safe access to green spaces in my neighbourhood
- used resources and any feedback received from Ms Wood and Mrs Narayran to develop and edit my report
Activities:
- complete your report, using your planning notes and resources/ scaffolds provided
- act on feedback!
This report is due at the end of next week.
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Kia ora...
Conservation - whakauka
Remember, this is a combined English-Global Studies task
Success Criteria: I can/have...
- completed my report on safe access to green spaces in my neighbourhood
- used resources and any feedback received from Ms Wood and Mrs Narayran to develop and edit my report before turning in.
Activities:
- complete your report, using your planning notes and resources/ scaffolds provided
- ensure you have acted on feedback!
Have a safe and happy holiday!
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Kia ora, 8C1
I hope you have had a great holiday! Welcome back to term 4.
Learning Outcome/ hua akoranga: I can/have...
- reinforced my understanding of basic mapping concepts
Activities:- Map skills/ pūkenga mahere: please see activity on google classroom
Google Meet: Monday 11.30am
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding and explaining the different coastal environments in Aotearoa.
This week you will be reading about the variety of coastal environments in Aotearoa, and explaining the features and significance of one of the following: dunelands tāhuahua, rocky shores ākau tokatoka, wetlands rohe kōreporepo, or estuaries pūahatanga.
See google classroom for activities, due on Monday 1st November.
Learning Outcome/ hua akoranga:
- I have completed the reading activity (task 1) to gain a broad understanding of our coastal environments
- I have chosen and explained the features and significance of one type of coastal environment (task 2)
Please email if you need any support this week.
Google Meet: Tuesday 11.30am
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the effects of human settlements and activities on the coastal environments of Aotearoa
Why do people travel?
Learning Outcome/ hua akoranga:- I have developed an understanding about why people travel
- I have understood some of the effects tourism has on the environment and economy (takutaki moana focus)
- I have interpreted pie charts and graphs to develop my understanding of the above
Activities: see google classroom on Tuesday (Please note: week 2 task is due Monday 1st November, so week 3's task will be available from Tuesday)
Google meet: Thursday 11.30am
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Catch up week!
Please complete your week 3 tasks on google classroom by Thursday 2pm.
For those who have finished, please take the time to do some reading on the positive and negative impacts of tourism. Some suggestions:
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Kia ora...
Learning Outcome/ hua akoranga:
I have understood some of the effects tourism has on the environment and economy in my chosen tourist destination (positive and/or negative), and the reasons why this location is so popular with tourists.
Activities:
- See postcard task, at the top of your google classroom document ("Global Studies: Understanding the Impact of human activity on the environment"). This task is due on Wednesday at 4pm.
We will be discussing the task and some ideas on Monday, at our class Meeting. Please attend!
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Learning Outcome/ hua akoranga:
- I have understood some of the effects tourism has on the environment and economy in Kaikoura (case study)
Activities:
- complete the "Impacts of Tourism: Kaikoura case study" activity on google classroom by Wednesday 3pm (we will go over the answers in class Meet on Thursday)
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Geography - mātai matawhenua
Learning Outcome/ hua akoranga:
- I understand that there are different climate zones around the earth
- I understand what biomes are and can name at least two and their features
Activities: see activity on google classroom
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