Government: NZ and MMP

We Are Learning To:

- To understand how people vote in NZ.
- To understand why voting is important in NZ.
- To understand how MMP (Mixed Member Proportional), works in NZ

What I'm Looking For:

- To describe what DEMOCRACY means.
- To describe and explain how MMP works.
- To explain why voting is important.

Different types of government:

There are different ways that countries can be ruled, led or governed.

This is an easy introduction:

DEMOCRACY

- Take notes about DEMOCRACY video below.
  what is means?/ what countries are Democracies?/ where did democracy start?/ what does democracy mean for people in a country?

DICTATORSHIP
- watch these two videos about Dictatorship.
- what happens in a dictatorship?
- what does dictatorship mean for the people in a country? Like North Korea or Nazi Germany.

MONARCHY

What is a MONARCHY? What is the difference MONARCHY and CONSTITUTIONAL MONARCHY?

Understanding MMP

Watch these videos:

- What does MMP stand for?

- What is the difference between the Party Vote and the Electorate Vote?

- In your best way, describe how we Vote in NZ.

The NAZIS and PROPAGANDA

We Are Learning To - To understand how propaganda was used by the NAZIS and how that persuaded people to fight in World War Two and hate the Jews.

What I'm Looking For
- To define (say what) Propaganda is.
- To describe the difference between a DICTATORSHIP and DEMOCRACY
- To describe the types of Propaganda that the Nazis used in Germany.
- To describe how propaganda was used to influence and control German people.
- To explain the effects of Propaganda, especially on the Jews.

This is a good video about how the NAZIS used propaganda and controlled the thoughts of Children

This is another good video about how the NAZIS used propaganda and controlled the thoughts of Children:

 Look at these images and answer the questions:

 1. These are examples of propaganda.

QUESTION: How were books, films and newspapers used to spread NAZI ideas and anti-jew ideas?

STARTER: The Nazis used books, films and newspapers to spread ideas because... 








2. Look at the anti-jew Nazi posters.

QUESTION: How were the Jews being represented in these posters? What did it make people think about the Jews?

STARTERS: The posters show the Jews as.... If you were a German you would think that the jews were....








 3. Look at this poster of the Nazi youth.

QUESTION: Why did the Hitler want young children to Join the Nazi youth?

STARTER: Hitler wanted young children to join the Nazi youth because.... He persuaded them to join because...









 4. Look at this poster of a German family

QUESTION: How is the German family represented compared to the Jewish?

STARTER: The Nazi family was shown as strong in the posters because.....

Sweatshops: modern day slavery

Learning Objectives:
- Describe what the working conditions are like in Sweatshops.
- Explain why people choose to work in Sweatshops.
- Explain why the world has Sweatshops.
- Describe some of the things people can do to stop sweatshops (you, me, governments and businesses).

 You have done some amazing work on your Human Rights assessment. One issue that has been discussed and that students have shown a real interest in is modern day slavery, especially SWEATSHOPS.

 Watch this video

 Here is another good introduction to the problem.

 Some questions to answer:
1. Countries where we find sweatshops are...
2. Companies that are known to have their items made in Sweatshops include...
3. The working conditions in Sweatshops are good/bad
4. Working in a sweatshop is bad because in sweatshops...
5. People choose to work in Sweatshop because...
6. A world without sweatshops would mean...
7. To stop sweatshops we could...
8. To stop sweatshops businesses could...
 EXTENSION: Write and answer to this: 'THE WORLD NEEDS MORE SWEATSHOPS'

Sweatshops continued

Have a go at this game http://www.simsweatshop.com/game/ Watch the videos again from the last lesson (see the last blog post). Using this information and your research, complete the A3 sheet. Does the world need more sweatshops? If so why? If not why not?

10S: Thinking more about modern day slavery

You have done some amazing work on your Human Rights assessment. One issue that has been discussed and that students have shown a real interest in is modern day slavery, especially SWEATSHOPS. Watch this video by clicking on this link. Here is another good introduction to the problem. Some questions to think about: 1. What are sweatshops? 2. What Human Rights are they breaking? 3. Why do they exist? 4. What can we do about it? EXTENSION: Write and answer to this: 'THE WORLD NEEDS MORE SWEATSHOPS'

Interactions in the TVC: CULTURAL

Maori have different cultural beliefs about the TVC. Battle of the mountains Maori perspective (social) Maori perspective of the use of the SIHC is through the idea of guardianship (kaitiakitanga), a conservation of resources to ensure that resources never run out. Kai Tahu used the area for seasonal gathering of food such as wild fowl. They had little effect on the land. Maori perspective is strongly spiritual. Early Maori from Tuwharetoa associated the mountain peaks with the gods and saw it as a sacred place to be respected and revered. One of their priests, Ngatoro-i-rangi, climbed Ngauruhoe and was saved by the gods from a snow storm. The mana of the mountains meant that passing Maori were not allowed to look at the summit.

Interactions in the TVC: SOCIAL

Interactions in the TVC can be Social (about people). People choose to go to the TVC for a range of reasons which are mostly TOURIST related. Research how much money tourism generates each year? What are the main tourist attractions? Tongariro crossing

Interactions in the TVC: ECONOMIC

Interactions in the TVC can be ECONOMIC also. People who have an ECONOMIC interaction usually want to make MONEY out of the area. Have a look at these webpages. Mt RUAPEHU SKI FIELDS: Developing the skifields Facilities and activities on the skifields Other TOURISM BUSINESSES and ACTIVITIES: Tourist attractions, businesses, hotels

Interactions in the TVC: Environmental

There are many ways that people OR groups interact with the TVC. One way is an environmental interaction. The DEPARTMENT OF CONSERVATION look after and maintain the TVC. How do they do this? Look at the websites below and describe how they look after and maintain the area. DEPARTMENT OF CONSERVATION

Formation and Change

Formation and change is about explaining how the TVC has been made and changed over different TIME PERIODS, this is all about TEMPORAL CHANGE. There are 3 time periods: 1. 2,000,000 (2 million), years ago. 2. 100,000 years ago: The ICE age 3. Present day.