7C1 Global Studies
Weekly outline
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Kia ora 7C1!
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
how societies are organised and function
how the ways in which people and communities respond are shaped by different perspectives, values, and viewpoints.
This week we have one session. We will get to know each other and explore the world at the same time!
As it is coming up Waitangi Day, we will also 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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Term 1 Learning Context: Me, Myself and Us
This term, our focus is on getting to know one another.
All About Me
Create a presentation on Slides about you!
- You name (were you named after a relative? Does your name have a special meaning?)
- Your family (you can include your pets)
- Your heritage/ ancestors
- You interests, hobbies, values, and anything else you would like us to know!
Homework:
Ask your family for information that you are not sure about. For example, my Mum's family is from Wales, UK. However, I know my ancestors were Irish. I will ask her which of my ancestors moved from Ireland to Wales, and when this happened. If she doesn't know the exact timeframe, that's ok!
If you wish to include family photos, please make sure you have asked permission from your family first.
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Continuing from last week:
- completing 'About Me' presentation to share with Ms Wood (and others, if you are comfortable doing so)
- My Mihi: writing a mihi to introduce ourselves to others
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...how Polynesian explorers navigated the Pacific and how they came to discover and settle in New Zealand
Education Perfect: Polynesian explorations
History video: how historians use evidence, science and technology to draw theories about the past.
How Kupe discovered New Zealand: storyboard activity
HOMEWORK: finish your Kupe storyboard and TURN in on google classroom (if on paper, return to class on Tuesday). Due: Tuesday -
Continuing our EXPLORATION of how Ancient Polynesian explorers navigated the Pacific Ocean, this week we research the skills and knowledge that these skilled navigators had which enabled them to explore successfully.
Please see Google classroom for your learning@home activities.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...how Polynesian explorers navigated the Pacific and how they came to discover and settle in New Zealand
Activities:
- investigating early Māori settlements
- Te Horeta -
Continuing our exploration into Early Māori settlers.
This week, you will be working in pairs to explore an aspect of early settler life.
You will be presenting your findings in information posters so that you can share your learning with your peers.
See google classroom for your task and resources.
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Camp week!
What an exciting week this will be!
Before heading off on camp on Wednesday, you will be completing your research topic and presenting your findings to your class on Tuesday.
Remember, this will not be a formal presentation. Your information posters should be completed so that we can view and learn from them all!
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING. for our assessment task so that we can demonstrate our understanding of how early Polynesian migrations to New Zealand have continuing significance for tangata whenua and communities
- You will be planning our creative writing, ensuring that you apply your knowledge of ancient Polynesian navigation and early Māori settlements to the story details.
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Continued from last week.
Please note we only have one session this week (Wednesday)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on selecting relevant historical details and including these in your diary entries.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how British migrations to New Zealand have continuing significance for tangata whenua and communities.
Success Criteria: I will develop understanding of...
- first meetings between Europeans and Māori
- why Europeans were looking for new lands
- what problems arose when Europeans settled in Aotearoa (why a treaty was needed)
- why the Māori Chiefs who signed the Treaty and the British government had differing understandings of the Treaty of Waitangi, and what consequences this had for tangata whanau (and impacts today)
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Continued from last week....
In-class activities
- Rangitira and the Declaration of Independence
- Scenarios: reasons for the Treaty.
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REFLECT / WHAIWHAKAARO learning intentions:
- Following our learning about the Declaration of Independence in 1835, we are REFLECTING on the reasons why Māori and the British governments agreed to enter into the Treaty of Waitangi.
- reviewed some of the reasons why Māori decided to enter into a treaty agreement with the British government
- reviewed some of the reasons why the British government wanted to enter into a treaty agreement with Māori
- explain how a later translation of the Treaty of Waitangi has had on-going implications for Tangata Whenua
- Reviewing our group work last week on issues leading to the Treaty of Waitangi
- What does the Treaty actually say?
- How has the later English translation had on-going implications for Tangata Whenua
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how innovations have impacted on people, places and environments.
- We are EXPLORING how innovations have impacted on people, places and environments.
Kia ora...
Success Criteria: I can/have...
- formed a group and - as a group - assigned roles
- selected an invention or innovation from an ancient civilization
- started to research this innovation and its impact on people, places and environments
Activities:
Task: Your task is to research and present the innovations made by one Ancient culture of your choice. Also, explore how these innovations have purpose in today’s society.
Instructions:
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Work in a team to identify one ancient culture that was responsible for the design and creation of innovations that are useful today.
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Your collaborative work should showcase equal distribution of duties. Keep a log- book to identify your task researched and completed
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Use this outline as a guide to support you:
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Introduction to Ancient Culture
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Location with map
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cultural identity (who were they? Explore their identity and some traditions)
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Identify 2 innovations from your chosen culture. Discuss each innovation in detail: what is it, how does it work, its purpose? How has this transformed over time and how is it used in today's modern world? (include images/ diagrams)
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Your views on these innovations: what would life be today if these have not been innovated?
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Create a visual that you would present to the class. This can be a slideshow or movie (if you know how to create one)
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Your presentation must be interesting and creative.
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Your presentation should not be more than 8 mins per team.
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Due date: Week 9.
Resources: see google classroom.
Homework:
None this week. -
Continued from last week....
- We are EXPLORING how innovations have impacted on people, places and environments.
Kia ora...
Success Criteria: I can/have, in my group,
- completed research on our chosen innovation and its impact on people, places and environments
- contributed to the updating of the group's log book each session
- with my group, completed the research check list on google Forms (Focus Friday task)
Activities:
Task: Your task is to research and present the innovations made by one Ancient culture of your choice. Also, explore how these innovations have purpose in today’s society.
Instructions:
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Work in a team to identify one ancient culture that was responsible for the design and creation of innovations that are useful today.
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Your collaborative work should showcase equal distribution of duties. Keep a log- book to identify your task researched and completed
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Use this outline as a guide to support you:
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Introduction to Ancient Culture
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Location with map
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cultural identity (who were they? Explore their identity and some traditions)
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Identify 2 innovations from your chosen culture. Discuss each innovation in detail: what is it, how does it work, its purpose? How has this transformed over time and how is it used in today's modern world? (include images/ diagrams)
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Your views on these innovations: what would life be today if these have not been innovated?
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Create a visual that you would present to the class. This can be a slideshow or movie (if you know how to create one)
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Your presentation must be interesting and creative.
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Your presentation should not be more than 8 mins per team.
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Due date: Week 9.
Resources: see google classroom.
Homework:
None this week. -
Kia ora...
Success Criteria: I can/have...
- worked effectively with my group to find relevant information
- began constructing our visual presentation
Activities:
How to find relevant information on the internet when researching
Homework:
None this week -
Kia ora...
Success Criteria: I can/have...
- collaborated with my group to complete my visual presentation
Activities: See exemplars in class
Homework: None this week
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Kia ora...
Success Criteria: I can/have...
- submitted our group video/ presentation for sharing
Activities:
- group presentations!
Homework:
None this weekREFLECT / WHAIWHAKAARO learning intentions:
We are reflecting on our learning by reviewing presentations from the class groups and understanding the implications of ancient innovations on the world today -
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. However, you may want to check out this story about a group of Cook Islander who are travelling the Pacific the traditional way: using only the stars, the wind and reading the ocean's currents.https://www.rnz.co.nz/international/pacific-news/445509/traditional-sailing-methods-inspire-cook-islands-vaka-crew-to-make-epic-voyage
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on comparing different types of maps, so we can choose the best type for a particular purpose
- We are FOCUSING on developing understanding of key features of maps
Success Criteria: I can/have...- explored different types of map and I can explain how/ when each is used
- used a map key to identify different features on a map
Homework: None this week -
Kia ora...continuing our FOCUS on Mapping Skills
Success Criteria: I can/have...
- applied my knowledge of map keys to complete a mapping challenge
- understood what coordinates are, and how they are used
Activities:
- Mapping challenge - in class
- Understanding coordinates - in class
Homework:
None this week -
Kia ora...continuing our focus on mapping skills
Success Criteria: I can/have...
- completed activities to develop my understanding of natural and cultural features on maps
Activities:
See google classroom / in class resources
Homework:
None this week -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a country of our choice and researching to find out information about the geography, culture and people.
Kia ora...
Success Criteria: I can/have...
- chosen a country to research
- began to research information (see activities)
Activities:
You have chosen a country to investigate. In class, you began to research the following. You are saving your notes on a google doc.
- Country name, capital city name
- Population
- Official languages, religions
- Flag
- Points of interest (what the country is known for: culture, food, cultural landmarks, natural landmarks, etc.)
- Main industries (also biggest exports)
- Brief summary of one important historical event
- Political map of entire country, which shows the capital city
**Please also see google classroom, and complete the google form there. I would like to provide you with an exemplar of each step of the task, but I will need to research a country that none of you have already chosen! Thanks.
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Continued from last week. Please see google classroom for details, and ensure that you have uploaded your presentation slides.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are applying our learning about RIVERS to our country study presentation, using the exemplar to share our learning in a clear way.
Rivers!
Task 1: What is a river?
First, watch the video on YouTube: what is a river?
Then, complete this google form to reinforce your understanding: https://forms.gle/MwzM35NMPo5yjEYr9
Task 2: Now apply your learning!
locate a major river in your chosen country study
screenshot and label/ describe the following on your country study presentation:
the source
any tributaries
mouth of the river
include any interesting information or pictures.
As last week, refer to the exemplar presentation on google classroom. Here is an exemplar for this week’s task:
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This week we are applying our understanding of how mountains form to our country study presentation.
Kia ora...
Success Criteria: I can/have...
- completed the education perfect task: how do mountains form?
- completed a slide on my country study presentation about the tallest mountain in my chosen country.
Activities:
.To access all of your activities and instructions, please use the link emailed to you on Monday morning :)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are preparing to interview a member of our whanau about an amazing journey which they have taken.
- This week, we are planning our interview questions by learning about interview skills and question types
Kia ora...
Success Criteria: I have...
- completed the week 8 activities on google classroom, which explore interview skills and how to construct effective interview questions
- asked a member of my whanau if I can interview them next week
Activities:
- Google meet with Ms Wood and Mrs Narayan on Monday at 11.30am
- Week 8 Tasks on google classroom (described above)
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Kia ora...
This week, we are practising pūkenga whakarongo (listening skills)
Success Criteria: I can/have...
- completed my interview with a member of my whanau
- listened and asked questions about a journey they undertook
Activities:
- complete interview, remembering to record it so that you can listen to it when writing your biography
- plan your biography (see Mrs Narayan's resources)
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Kia ora...
Remember, this is a combined English-Global Studies task :)
Success Criteria: I can/have...
- use my interview findings to complete a biography extract
- shown my biography to the relative I interviewed, to ensure I have represented their journey accurately
Activities: Use the resources provided last week to write your biography extract.
Please keep your interview recording saved on your google drive!
Have a safe and happy holiday!
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Kia ora, 7C1!
Kei te pēhea koe? I hope you had a wonderful holiday with your whanau.
As indicated in my email last term, we have one final assessment to complete. This will be your biography, based on the interview you completed last term.
You have two weeks to complete and polish your biography on google classroom - link
Note: you should aim to write between 200 and 500 words about your whanau member's journey.
Success Criteria: I can/have...
- completed an interview with a member of my whanau about a journey they have experienced
- used the information from the interview to complete a biography
Activities:
- See google classroom for biography exemplar and writing template
- Once you have completed your biography, please download your document as PDF and upload to MHOL for grading.
GOOGLE MEET: Please attend the class meet on Tuesday at 11am, where I will be going over the rubric and answering your questions. Information below!
7C1 Global Studies Assessment 2
During lockdown, English and Global Studies combined to focus on a project in which you conducted an interview with a member of your whanau about a journey they experienced. You participated in an interview skills class, and then created a range of interview questions.
Using your recorded interview, you then took notes and used these to plan and write a biography extract detailing your interviewee’s journey and its importance.
Now, you will collect this information and present it for assessment.
You will need:
your completed BIOGRAPHY (see link to your work on google classroom above)
Please aim to complete and proofread your plan and biography, before submitting these for assessment on or before Friday 29th October.
You should aim to write between 200 and 600 words about your whanau member's journey.
Assessment rubric:Criteria
WORKING TOWARDS Curriculum expectation
Working AT curriculum expectation
Working ABOVE curriculum expectation
Working BEYOND curriculum expectation
Gathering of relevant information/evidence - interview
You have gathered some information from your interview of a member of your whanau
You have gathered some relevant information from your interview of a member of your whanau
You have gathered relevant information from your interview of a member of your whanau
You have gathered relevant and detailed information from your interview of a member of your whanau
Communicating research findings - biography
You have attempted to communicate some facts from the interview in the biography and attempted to use your own words to tell the story of the interviewee’s journey
You have communicated some facts from the interview in the biography and attempted to use your own words to tell the story of the interviewee’s journey
You have communicated some relevant facts from the interview in the biography and have used your own words to tell the story of the interviewee’s journey
You have communicated detailed and relevant facts from the interview in the biography and have used your own words to tell the story of the interviewee’s journey
Accuracy in writing
You have made errors in grammar, spelling and/or punctuation and these are intrusive at times, consequently the reader has to infer meaning
You have made some errors, but minimal reader inference is needed as meaning is mostly clear
You have carefully edited your writing to ensure you have few intrusive errors and meaning is consistently clear
You have carefully edited your writing to ensure you have no intrusive errors and meaning is consistently clear
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what it means to be a Kiwi
- We are EXPLORING the history of Kiwiana items
Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Learning Outcome/ hua akoranga:
- I have completed the Kiwiana activity on google classroom
- I have completed my Biography assessment and uploaded this on to MHOL for grading
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Kia ora 7C1
We are continuing our exploration of Kiwi Fusion, how we sustain and pass on culture and heritage, and how these things contribute to our personal identity.
Learning Outcome/ hua akoranga:
- I have participated in the class discussion, identifying how the tourism videos show Kiwi identity and/or values
- I have completed the activity on google classroom, reflecting on the ideas in the videos and read the article to find out more interesting ideas about Kiwi Fusion.
Activities: see Kiwi Fusion Activities document on google classroom (new activity will be added ready for Monday morning)
Google Meet Monday 1 November, 11am
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Catch up week!
Please complete your week 3 tasks on google classroom by Thursday 2pm.
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Week 5 Learning Task
What’s so awesome about New Zealand?!
Learning Outcome/ hua akoranga:
I have identified a variety of aspects of New Zealand (people, country and cultures)
I have identified how tourism can help to sustain and pass on culture and heritage
Activities: see your Kiwiana Fusion document on google classroom
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Learning Outcome/ hua akoranga:
I have identified a variety of aspects of New Zealand (people, country and cultures)
I have included a variety of these aspects into a Welcome to Aotearoa billboard (see task on your Kiwiana Fusion activities doc on Google classroom - due Friday 3pm)
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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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