7M2 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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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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Success Criteria: I can/have...
Activities:
- Class powerpoints -
- Write here
Homework:
Write here...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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Success Criteria: I can have a thorough understanding of the importance of culture and the attempts to move the San people from their traditional homeland
Activities:
- Class powerpoints
- Reading/Writing (short answer)
- Watch and respond to the PBS video on attempts to relocate the San against their will
Homework:
Complete Lessons 1 to 3 on the Powerpoint by this Sunday.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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Success Criteria: Students will gain an understanding of the ways in which modern life is threatening the very existence of the San people of Botswana; students will also learn to conduct basic social science research
- Refer to class powerpoint and accompanying handout that will be given out in the first lesson of the week (I will also attach a digital copy online)
Activities:
- Class powerpoint
- Read & follow the instructions on the Powerpoint which will guide you in your research practice. You must read the Handout from beginning to end before starting your practice research
Homework:
Complete Lessons 1 to 3 on the Powerpoint by this Sunday.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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Year 7M1 & 7M2 (The Survival of the San Hunter-Gatherers)
Success criteria:
Students will gain a deeper understanding of the contrasts between the San people and those living in modern Western society by noting the different survival techniques used in the film.
Activities:
Lesson 1: Finish watching the film and work on the questions from the Handout.
Lesson 2: Class discussion on the questions – all students will have completed the Handout questions by the end of class.
Lesson 3: With the break upcoming, this is an opportunity to ensure that all students are caught up on homework assignments and that they have been completed have been written into your red books. I WILL BE CHECKING YOUR BOOKS TO ENSURE THEY ARE UP-TO-DATE. You will be receiving a grade for this.
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 10 is a short week, so we are going to focus on Current Events. We are going to examine the issue of Asian stereotyping both in the United States and in New Zealand.
To gain a deeper understanding of the issue of racial discrimination against certain ethic groups both in the United States and in New Zealand.
By the end of the week, students will have completed both current event assignments and have placed them in their Red Book. In Week 11 I will be going through your Book and grading you on how thoroughly you have completed the assignments.
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 in 3 Lessons
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
Homework
Complete Lessons 1 to 3 by Friday at 3 pm.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Students will gain a basic understanding of human migration and views on immigration and immigrants over the past century by exploring and investigating these histories with a specific emphasis on New Zealand.
- We are exploring the history of Maori and Indian racial segregation over the past 100 years - particularly in South Auckland - so that students will be able to exhibit empathy with these events and be able to draw connections with contemporary attitudes towards racism in New Zealand.
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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
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... Students will gain a basic understanding of human migration and views on immigration and immigrants over the past century by exploring and investigating these histories with a specific emphasis on New Zealand.
- We are exploring the history of Maori and Indian racial segregation over the past 100 years - particularly in South Auckland - so that students will be able to exhibit empathy with these events and be able to draw connections with contemporary attitudes towards racism in New Zealand.
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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. Due July 5.
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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 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. -
You will have to access the 2 video clips of Mr B. on Google Classroom and the video clip files are to large to upload to MHOL.
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Please follow the instructions in the attached lessons. We are having an assessment Weeks 4 & 5 so please keep up!
The Space Race – Year 7
Lesson 1: ‘Advice on Coping with Extended Lockdowns from a Psychologist’ Homework: Complete the key point summaries
Lesson 2: ‘An introduction to the Space Race’ Homework: Set up your Red Books, view the video clip and answer the questions
Lesson 3: ‘Sputnik and How the Space Race Began’ Homework: Complete the ‘Space Race’ Reading, answer the questions, fill-in-the-blanks and write down the 4 definitions
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Success Criteria: Students are going to become knowledgeable on the psychology behind the pop-it fad that is sweeping through New Zealand schools and the functions it may serve. They will also become familiar with the 4 phases of a fad: The Hidden Phase, The Breakout Phase, The Peak Phase, and the Decline Phase.
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Achievement Objectives
Understand how formal and informal groups make decisions that impact on communities
Date Handed out: Monday November 8, 2021
Date Due: Friday November 19 at 4 PM (No extensions).
*Budget your time. Do not wait until the last minute to do the bulk of the work. As these assessments must be marked and online in Week 6, no extensions will be given. It is your responsibility to ask questions. I will happily meet with any student or group of students on GoogleMeet after class any weekday for as long as is needed. If you are unsure of something – ask.
Assessment Summary:
Students will work individually on the following tasks:
Imagine you are a newspaper reporter who covered the Space Race and has since retired. A friend of yours who still works at the paper has asked you to write an article on ONE of the topics below. At the end of your article, the editor wants you to offer a reflection/opinion on your chosen topic. You will include: a. An interesting, catchy title, and b. At least 2 images with captions
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Achievement Objectives
Understand how formal and informal groups make decisions that impact on communities
Date Handed out: Monday November 8, 2021
Date Due: Friday November 19 at 4 PM (No extensions).
*Budget your time. Do not wait until the last minute to do the bulk of the work. As these assessments must be marked and online in Week 6, no extensions will be given. It is your responsibility to ask questions. I will happily meet with any student or group of students on GoogleMeet after class any weekday for as long as is needed. If you are unsure of something – ask.
Assessment Summary:
Students will work individually on the following tasks:
Imagine you are a newspaper reporter who covered the Space Race and has since retired. A friend of yours who still works at the paper has asked you to write an article on ONE of the topics below. At the end of your article, the editor wants you to offer a reflection/opinion on your chosen topic. You will include: a. An interesting, catchy title, and b. At least 2 images with captions
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The Project
On October 4, 1957, The Soviet Union launched the Sputnik satellite officially starting the Space Race (some people use an earlier date, but this is the date I am using). You have been asked to create a video of this event and to focus on one part of it – the topic you chose for your assessment.
Using information that you have already collected and any additional information that you may deem necessary, you are to create a 3 to 5-minute-long video that will involve you narrating your topic. Your video will:
1. Describe the event
2. Explain why it is was important
3. Include visual images that help you tell the story
4. You will present your video to the class during Week 8
The Presentation:
Whether you are attending school or classes online, all students will present their videos to the class during Week 8. Since the lockdown, many students have found themselves isolated at home. As a result, I would like to encourage you to get together online to create your video. You can complete it alone or in groups of up to 4 (that is – you and up to 3 other students). Be CREATIVE. For instance, if you were doing the life and accomplishments of Yuri Gagarin, perhaps someone could dress with a bike helmet and make believe they are Yuri. That would not take up the entire video, but it could be part of it. The best videos inform and entertain at the same time.
Video Checklist
1. You can work alone or with up to 3 other students (4 in total) to create your video.
2. It must be between 2 and 5-minutes-long.
3. Tells a story that informs your audience about the topic. For instance, if your topic is Yuri Gagarin, you could re-enact key events in his life and describe key challenges that he faced and overcame.
4. Be sure to include images with captions that help to tell the story.
Option 2: Narrated Powerpoint.
You must get permission from me if you wish to do this option which will consist of a taped Powerpoint presentation that is narrated by the students involved in the project. I prefer students to do the first option, but if you are finding it too challenging, I will give some students the option of doing it as a Powerpoint. -
Students will have completed their recorded presentations and will be presenting them to the class.
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