7M1 Global Studies
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the life of hunter-gathering people around the world by looking at how the organise themselves as a society, so we understand how people survive in a different cultural context
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Hi Everybody,
I hope you are all doing well.
For this week, follow the Powerpoint that was posted last week. Watch the following clip:
“Who Are The San Bushmen? (& Bushwomen)”
Here is the link:
https://www.youtube.com/watch?v=1oQ5Jd7p2aY
Be sure to write all of the questions in your Red Book and the answers. Once you have finished, if you have the time, I would like you to do the Writing Exercise on Slide 18.
Writing Exercise: Imagine a friend of yours saw a picture of a !Kung bushman and laughed at them for living in such primitive conditions without mobile phones or the internet. Explain to them what benefits they could gain from living like the San.
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.
Best wishes,
Mr Bartholomew
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the life of hunter-gathering people around the world by looking at how the organise themselves as a society, so we understand how people survive in a different cultural context
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Objective for the Week: To understand the day to day life of the San Bushpeople of the Kalahari and their culture.
Success Criteria: refer to the class Powerpoints
The Week 5 Lessons 1 to 3 are on the POWERPOINT that was issued on GOOGLE CLASSROOM for both 7 M1 & 7M2 . To answer the questions, you will need to access the reading from Alan Barnard's book, 'Kalahari Bushmen' which has been attached. Each lesson has been clearly labelled 'Lesson 1,' 'Lesson 2,' and 'Lesson 3.' This work is due on Sunday March 7th.
Be sure to write your answers in your RED book and do it in complete sentences.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how hunter-gather societies adapt and survive.
- We are FOCUSING on discussing these strategies.
- We are FOCUSING on how these societies respond to change.
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Students need to complete all questions in the Handout by Sunday. Please follow the instructions as provided in the Handout.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how hunter-gather societies adapt and survive.
- We are FOCUSING on discussing these strategies.
- We are FOCUSING on how these societies respond to change.
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All books to be checked to ensure you are completely up to date. We will also finish our Two Current Event Analysis Sheets are to be completed; write the questions and answers in your Red Books.
Students will have a thorough understanding of the two Current Events that they chose to complete.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how hunter-gather societies adapt and survive.
- We are FOCUSING on discussing these strategies.
- We are FOCUSING on how these societies respond to change.
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Week 1: An Introduction to the Great New Zealand Melting Pot
Success Criteria
Students will gain a basic understanding of migration and views on immigration and immigrants over the past century. Students will also be able to differentiate between a ‘migrant’ and a ‘refugee,’ and understand the big picture within the context of recent global events involving mass migrations
Activities
1. Read & Writing: follow the 3 lessons in the 2 attachments.
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
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New Zealand: A Melting Pot
Mr Bartholomew – Global Studies
For the Week of May 10-14, 2021
Due: Friday May 14, 2021 at 3:00 pm
Week 2: An Introduction to the New Zealand Melting Pot – Continued
Success Criteria
Students will solidify their understanding of the concept of culture as it relates to New Zealand and what it means to live in a multicultural society.
Activities
1. Class Powerpoint
2. Reading & Writing
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
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Week 3 (May 17-21): Global Studies
Classes 1 & 2: Icon Presentations in class
Success Criteria
Students will broaden their knowledge of and familiarity with New Zealand cultural icons. They will also improve their self-confidence and presentation skills.
Activities
1. Class Presentations
2. As each new icon is presented, students in the audience will write down at each one and list at least 2 key points about it
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Success Criteria: Students will gain an understanding of why 19th century migrants came to New Zealand including and the specific push and pull factors involved.
Homework: Complete Lessons 1-3 by Friday at 3 pm.
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Please follow the instructions as outlined in the Powerpoint.
Success Criteria: Students will gain an understanding challenges faced by 19th century immigrants to New Zealand including the Kauri Gum Diggers, the Dalmations, and early women pioneers.Tasks:1. Reading and writing.2. View and respond to the clip.All assignments to be written into their Red Books. -
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Week 7 - Plays about the Early Migrants to New Zealand
Objective for the Week: To understand the challenges faced by early migrants to New Zealand and the push and pull factors that brought them here.
Success Criteria: Students will have gained at least 3 key points about each group and this will be written them into their Red Books.
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Migration Assessment - see attached file.
If you have any questions - please ask!
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The Assessment on migration is due Monday July 5, 2021 at 3:00 PM.
The rest of the week we will focus on Current Events and the history of the Olympics which will be starting in a few weeks.
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Week 1 – An Introduction to Fables, Fairytales, Tall Tales, Myths & Legends
Success Criteria
Students will gain a basic understanding of myths and legends as well as their meaning and importance to societies around the world.
*NOTE - Part of this week will be taken up by our preparation to the trip on Thursday to Tiritiri Island.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of myths, legends, fables, and fairytales and their meaning. Students will become familiar with key vocabulary on this subject.
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Week 2: An Introduction to Fables, Fairytales, Tall Tales, Myths & Legends - continued.
Success Criteria
Students will gain a basic understanding of myths and legends as well as their meaning and importance to societies around the world.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of myths, legends, fables, and fairytales and their meaning. Students will become familiar with key vocabulary on this subject.
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Week 3: Maori Myths
Success Criteria
Students will gain a basic understanding of two Maori myths – that of Maui slowing the Sun and Kupe discovering in what is present-day New Zealand.
Activities:1. Reading
2. Writing
3. Critical Thinking
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of myths, legends, fables, and fairytales and their meaning. Students will become familiar with key vocabulary on this subject.
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Week 4: Urban Legends
Success Criteria
Students will gain a basic understanding of urban legends and become familiar with three legends that are alive and well – and making the rounds.
Lesson 1: The Kentucky Fried Rat & It’s Meaning
Lesson 2: Alligators in the Sewers: The Meaning Behind the Tales
Lesson 3: The 2016 Clown Scare in New Zealand and Beyond
Activities:
1. Reading
2. Writing
3. Critical Thinking
4. Class Discussion
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of myths, legends, fables, and fairytales and their meaning. Students will become familiar with key vocabulary on this subject.
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Week 5: Critical Thinking & Myths – How TV often Slants Evidence to Sell a Product
Success Criteria
Students will gain an understanding of the business model that TV shows operate on and the tendency to sensationalize their programs to sell a product. This week we will examine the famous Don Decker ‘Rain Man’ case. It has been the subject of several TV programs including Unsolved Mysteries. These programs suggest that Mr Decker has supernatural powers. While many people have considered this event to be one of the best cases of the paranormal ever documented, when I investigated this case with American detective Joe Nickell, we found that the TV programs had left out key information and twisted facts to make it appear that something supernatural was going on, when there was no credible evidence to support their claims.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of myths, legends, fables, and fairytales and their meaning. Students will become familiar with key vocabulary on this subject. We are EXPLORING the concept of myths and legends that are prominent in Maori culture involving the exploits of Kupe and Maui. We are EXPLORING the concept of urban myths and their meaning. Specifically we will explore the urban legand of 1) The Kentucky Fried Rat, ‘Alligators in the Sewers,’ and the 2016 Clown Scare in New Zealand. Students will also become familiar with key vocabulary on this subject. We are EXPLORING the concept of how the entertainment media (specifically TV shows) sensationalize information about supernatural claims in order to sell a product. We will focus on the example of the famous Don Decker ‘Rain Man’ case which been the subject of several TV programs that have left out key information and twisted facts to make it appear that something supernatural was going on, when there was no credible evidence to support their claims.
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Week 6: Thinking Critically about Modern Myths
Success Criteria
Students will learn to critically evaluate information that is presented by media outlets by focusing on the infamous 1938 Martian Invasion broadcast that led over a million Americans to believe that Martians were invading earth.
FOCUS / ARONGA learning intentions:
- We are going to FOCUS on the use of critical thinking in relation to fantastic claims in modern society. We will examine the infamous1938 ‘War of the Worlds’ radio drama that led over a million Americans to believe that Martians were invading earth.
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Success Criteria:
Students will be able to differentiate between what constitutes a fact, fiction and an opinion and how these concepts are vital to combating the spread of modern myths.
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Success criteria:
Students will gain a basic understanding of the events surrounding the Salem Witch Trials of 1692, and how a belief in imaginary witches led to the deaths of innocent people. Students will also be able to show how similar witch-hunts are alive and well today, but instead of witches, it involves the persecution of those who are different. -
Hi Everyone,
Please follow the instructions in the attached lessons for the week.
In Lesson 1 - we are looking at the possibility that the strange behaviours exhibited by the young girls in Salem were caused by eating bread contaminated with a fungus that made them sick. Please watch the video and answer the questions in your Red Books.
In Lesson 2 - we will look at Myths about the Salem Witches. There is a Reading - but Tommie and I have also made a video that you can watch that will help you to summarise each myth in your own words and explain why it isn't true.
For Lesson 3 we are creating a poster about the Witch-hunts and how similar things have happened in New Zealand in recent years involving people who were falsely accused based solely on stereotypes such as viewing Muslims as terrorists; Chinese as responsible for Covid, and trying to deport Pacific Islanders during the Dawn Raids. This poster project - and the instructions of how to do it - can be found in the attached lessons for this week - and is due Wednesday of Week 10.
Mr B. -
Please follow the instructions in the attached lessons.
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