13+Social+Studies

**JOIN THE DISCUSSION!!! Click on the 'Discussion' right..here ^** Links to websites, worksheets and powerpoints from class, discussion topics: all here on your Social Studies wiki!

Social Studies Concepts: 1. Please find Concepts Factsheets on the 'Class Worksheets & Powerpoints' link > 2. Scroll down to "13SOC Concepts - (Identity)"

For discussion on current events in NZ & global society, click on the **Hot Topics** page -->

Happy learning, Ms Greensides

Term 1 - Religion, Fundamentalism, and Hinduism **WEBSITES ON HINDUISM AND: DIET, MARRIAGE, GENDER, CASTE** 

Russell Peters on Arranged Marriage [] UN Report on Dowry: Causes and Consequences []

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<span style="font-family: 'Comic Sans MS',cursive;">What is karma, anyway? Radiohead sings a song about it, Sharon Stone talked about it...what's the deal? [|What is karma]

<span style="font-family: 'Comic Sans MS',cursive;">​ What is dharma? [|Hindu Concepts - Dharma]

<span style="font-family: 'Comic Sans MS',cursive;">Are all arranged marriages forced? What is a forced marriage? [|Forced Marriages]




 * <span style="background-color: #16ff00; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Term 2 - Animal Rights & Social Action **

1. <span style="font-family: 'Comic Sans MS',cursive;">Animal Rights Detective: Investigation on two cases of animal abuse/exploitation/neglect.

<span style="font-family: 'Comic Sans MS',cursive;">2. One of the most important websites of this term: SAFE. See different social actions/campaigns to promote animal rights. SAFE: The Voice for all Animals

<span style="font-family: 'Comic Sans MS',cursive;">3. Join SAFE's Facebook page to read about, and comment on, the latest news in Animal Rights.

<span style="font-family: 'Comic Sans MS',cursive;">4. Should Australia ban live exports to countries that slaughter animals inhumanely? Australians are shocked to see their cattle being mistreated by Indonesian slaughterhouses using illegal methods of killing and ignoring international animal health guidelines. Shocking Slaughterhouse Abuse

<span style="background-color: #00ffff; font-family: 'Comic Sans MS',cursive;">** a list of articles about the consequences (positive AND negative) stemming from the Shocking Slaughterhouse Abuse video: Australia Suspends Live Cattle Exports - Consequences

<span style="font-family: 'Comic Sans MS',cursive;">5. The classic book on the fight for animal rights, Peter Singer's "Animal Liberation:" read the preface here. Animal Liberation Preface

<span style="font-family: 'Comic Sans MS',cursive;">6. A list of readings that will help you learn about, and study for, your assessment on Social Action: Animal Rights. Resources

<span style="font-family: 'Comic Sans MS',cursive;">7. Really Useful Links for Animal Issues Research

<span style="font-family: 'Comic Sans MS',cursive;">8. KFC's Double Down burger - how were all those chickens killed? Campbell Live questions the Double Down

<span style="font-family: 'Comic Sans MS',cursive;">9. What is it like to live like a battery hen? This Otago man finds out....for real. Living like a battery hen

<span style="font-family: 'Comic Sans MS',cursive;">10. Do factory farms harm NZ's image around the world? Watch this video and read the article - you decide

**<span style="font-family: 'Comic Sans MS',cursive;">11. Your assessment preparation Social Action Inquiry instructions. DUE Monday, Week 9 (a little more time than I told you in class :) ** <span style="background-color: #d48c8c; font-family: 'Comic Sans MS',cursive;">

<span style="background-color: #c0c0c0; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Term 3 - Understanding the 'isms'

<span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive;">__Week 1__: Hand out Internal Assessment <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive;">Feminism <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive;">Environmentalism

<span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive;">__Week 2:__ <span style="font-family: 'Comic Sans MS',cursive;">Capitalism <span style="display: block; font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive;">Terrorism

<span style="display: block; font-family: 'Comic Sans MS',cursive;">__Week 3__: External Exam Practice Week - you will have 3 uninterrupted hours of quiet research time with a computer and the books you bring along to work on your internal assessment (advanced independent inquiry) <span style="display: block; font-family: 'Comic Sans MS',cursive;">__Week 4:__ <span style="font-family: 'Comic Sans MS',cursive;">Atheism <span style="font-family: 'Comic Sans MS',cursive;">Anarchism

__<span style="font-family: 'Comic Sans MS',cursive;">Week 5: __ <span style="font-family: 'Comic Sans MS',cursive;">Pacifism <span style="display: block; font-family: 'Comic Sans MS',cursive;"><span style="font-family: 'Comic Sans MS',cursive;">Communism <span style="font-family: 'Comic Sans MS',cursive;">__Weeks 6-8__ - a mix of research periods with one-on-one interviews about your internal assessment. Also: Social Studies Cafes and Current Events <span style="font-family: 'Comic Sans MS',cursive;">__Weeks 9-11__ - Internal Assessment Due. External exam preparation

<span style="background-color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Term 4 - External Exam Preparation <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"><span style="background-color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">﻿ <span style="display: block; font-family: 'Comic Sans MS',cursive;">AS 90690 - Explain People's Responses to Challenges Facing Society - 5 credits <span style="display: block; font-family: 'Comic Sans MS',cursive;">The context provided by the resource booklet will relate to the Social Organisation achievement objective: Different ideas about how society should be organised; <span style="display: block; font-family: 'Comic Sans MS',cursive;">The context will be this challenge that faced NZ Society in 2010: <span style="display: block; font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">Candidates will need to have knowledge of and be able to apply at least 2 of the following Social Studies' concepts from SSiNZC p 14:
 * creation of the Auckland Super City

<span style="font-family: 'Comic Sans MS',cursive;">Society <span style="display: block; font-family: 'Comic Sans MS',cursive;"><span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Achievement Criteria Terms:
 * <span style="font-family: 'Comic Sans MS',cursive;">Roles || <span style="font-family: 'Comic Sans MS',cursive;">Responsibilities || <span style="font-family: 'Comic Sans MS',cursive;">Rights ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Organisation || <span style="font-family: 'Comic Sans MS',cursive;">Change || <span style="font-family: 'Comic Sans MS',cursive;">Community || <span style="font-family: 'Comic Sans MS',cursive;">Groups ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Government || <span style="font-family: 'Comic Sans MS',cursive;">Law || <span style="font-family: 'Comic Sans MS',cursive;">Policy || <span style="font-family: 'Comic Sans MS',cursive;">Authority ||
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Achievement || <span style="display: block; font-family: 'Comic Sans MS',cursive;">Achievement with Merit || <span style="display: block; font-family: 'Comic Sans MS',cursive;">Achievement with Excellence ||
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">· Explain people’s responses to challenges facing society. || <span style="display: block; font-family: 'Comic Sans MS',cursive;">· Examine people’s responses to challenges facing society. || <span style="display: block; font-family: 'Comic Sans MS',cursive;">· Examine, in depth, people’s responses to challenges facing society. ||

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%;">· Explain means to give an account of the responses and consequences of these responses for society, supported with reasons, through the use of social studies concepts and perspectives. · Examine means to explain and analyse the responses and consequences of these responses for society. Analyse means to consider in detail and break down into components or essential features. · In depth means to examine the significance of the responses to NZ society <span style="background-color: #d48c8c; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: center;">Look at the ways you can gain Achievement/Merit/Excellence: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">__**ACHIEVEMENT**__Candidates who were awarded Achievement for this standard demonstrated the required skills and knowledge. They commonly:


 * described or gave reasons for the way people/groups responded to the Anti Smacking Bill
 * described the consequences of the responses for the New Zealand society
 * applied perspectives, including viewpoints and relevant worldview(s)
 * applied social studies concepts
 * used supporting evidence from the Resource Booklet.

__**NOT ACHIEVED**__ Candidates who were assessed as Not Achieved for this standard lacked some or all of the skills and knowledge required for the award of Achievement. They commonly:
 * focused on the Anti Smacking Bill rather than people/group’s responses to the Bill
 * described the consequences for society of the Anti Smacking Bill rather than the consequences
 * of the way(s) people responded to the Bill
 * paraphrased resources without attempting a structured response to the task
 * used supporting evidence without reference to the Resource Booklet
 * did not identify specific viewpoints within the selected perspective(s) nor provide appropriate worldviews.

ponses for society, through the use of social studies concepts and perspectives. <span style="display: block; font-family: 'Comic Sans MS',cursive;"> __**ACHIEVEMENT WITH MERIT**__ In addition to the skills and knowledge required for the award of Achievement, candidates who were awarded Achievement with Merit commonly:
 * identified and used relevant specific evidence when describing how and/or why people responded to the Anti Smacking Bill
 * identified and used relevant specific evidence when describing the consequences for society of people’s responses.

__**ACHIEVEMENT WITH EXCELLENCE**__In addition to the skills and knowledge required for the award of Achievement with Merit, candidates who were awarded Achievement with Excellence commonly:
 * described the **significance** of the consequences of the responses to the wider society
 * used specific evidence and conceptual understanding to back up their arguments.

__**OTHER COMMENTS**__ Candidates who did well in the resource based paper focused on skills rather than content, and were able to interpret the questions, read the resources for understanding and identify perspectives including worldviews. Some candidates did not identify appropriate worldviews from the unseen resources. In many instances, these same candidates had produced detailed perspectives in achievement standard 90689, the non-resource paper.

Here is the 2009 Exam paper: 2009 Question Booklet