L5 The Settlement of NZ
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The document discusses the settlement of New Zealand, including why people came to New Zealand from other places. It describes the different indigenous groups like the Maori and Moriori, and later immigrants from Europe and other parts of the world. The objectives are to analyze the consequences of immigration to New Zealand, explain why non-Maori settlers moved there, and describe evidence for why people moved. Key terms defined include iwi, whanau, and tauiwi relating to Maori culture and society, as well as immigration and emigration.
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The document provides guidance for students to prepare for a mock United Nations debate on solving the problem of global warming. It outlines the lesson objectives which are to prepare positions for the debate and create arguments. Students will be split into groups representing different countries/organizations and must decide on a solution that best suits their represented group's needs. They will then develop an opening statement to present at a conference where discussions will take place between the groups.
Climate Change 5
The document provides information and instructions for a mock United Nations debate on solving global warming. Students will be split into groups representing different countries/organizations and must prepare opening statements arguing their position on possible solutions. They will then participate in a conference where they can discuss compromises and try to find the best overall outcome. The purpose is for students to apply their knowledge on climate change and consider different perspectives.
Climate Change 6
This document outlines the lesson plan for a mock UN debate on how to solve the problem of global warming. The objectives are to evaluate potential solutions to climate change and apply knowledge to suggest solutions. Students will be split into multinational groups to develop proposals to address issues like carbon emissions. Each group will present their proposed solutions and the class will vote on whether to accept them, requiring 75% approval.
Climate Change 3
The document discusses various problems caused by climate change such as declining crop productivity, food shortages, rising sea levels, and issues with transportation systems. It provides case studies on the effects on agriculture, transport, water cycles, power sources, and manufacturing. The document aims to explain the consequences of inaction on climate change and identify problems facing different countries and sectors. Key questions addressed include the definition of carbon emissions, the UN's role, and possible solutions to global warming.
Climate Change 4
The document discusses the United Nations' involvement in addressing carbon emissions and global warming. Specifically:
1. The UN Environmental Programme aims to build green economies powered by clean energy, equip communities with resilience against climate impacts, and sustainably manage forests as carbon sinks.
2. While the UN strives for these goals, many countries take a more practical approach and issues exist with concepts like carbon credits. Carbon taxes could negatively impact car-producing countries or indebted countries with high-emitting industries like space flight.
3. The document provides scenarios about how carbon credit taxes might specifically impact different types of countries.
Climate Change 2
The document discusses a lesson on evaluating arguments regarding carbon emissions and the UN's involvement. It identifies key questions about carbon emissions, problems facing various countries, and barriers to solving global warming globally. It provides statistics from a poll showing differing levels of concern about global warming among countries. It also discusses possible solutions to global warming and their potential positive and negative consequences.
Climate Change 1
The document summarizes the key points of a lesson about the United Nations and global carbon emissions:
- It describes what global warming is and evaluates the arguments on both sides of the debate around increasing carbon emissions and climate change.
- The lesson aims to understand the UN's role and involvement in addressing problems like global warming facing various countries.
- It includes a mock UN debate activity for students to discuss possible solutions to the problems of global warming.
Nz conservation
This document discusses the importance of conservation for New Zealand's future. It notes that urbanization is resulting in loss of habitat for wildlife. While New Zealand has conserved large areas of land, many native species are still endangered due to introduced predators like cats, stoats, and rats. Conservation efforts aim to protect unique species like the flightless kakapo parrot from extinction. The document prompts students to consider New Zealand's relationship with other countries and role as a conservation model.
L9 Augustus - Constitutional Settlement 3
1. Augustus took additional steps to consolidate his power following the initial constitutional settlements, including renewing his powers as proconsul and assuming the role of pontifex maximus.
2. He repeatedly refused the consulship but accepted consular imperium in 19 BC, allowing him to sit between consuls and have lictors.
3. His personal prestige and auctoritas among the Roman people was so great that he could achieve his aims without direct orders or use of imperium, and this authority increased over time as republican government became less familiar.
L7 Augustus - Constitutional Settlement 1
Octavian held the consulship for 9 consecutive years from 31 to 23 BC, making him the predominant military power with control over 20 legions. In 27 BC, he declared that he had transferred control of the state to the Senate and people of Rome, though he retained proconsular power over Spain, Gaul and Syria for 10 years. This made Octavian equal in power to provincial governors but superior as he was also consul. The Senate granted Octavian honors including the title Augustus and the right to wear triumphal dress and a laurel-wreathed shield.
L8 Augustus - Constitutional Settlement 2
The document summarizes the Second Constitutional Settlement of 23 BC which established Augustus' position of power in Rome. The settlement granted Augustus tribunician power which allowed him to influence and control political outcomes through different authorities like veto power and pardons. It also granted him greater imperium or command power. This effectively made Augustus the most powerful man in Rome, though he had to get the senate to approve granting these powers to his chosen successor, establishing a type of hereditary dynasty, as happened with Tiberius.
L6 Augustus - Constitutional Settlements
Octavian rose to power following the civil wars by defeating Mark Antony and Cleopatra at Actium. While others helped his rise, he consolidated power through constitutional settlements that established his rule while maintaining the forms of the Roman Republic. He became Consul for life but reduced the military and gave gifts to maintain popularity as Rome faced threats from barbarians and potential uprisings.
L5 Augustus - Military Campaigns
The document summarizes key events in Augustus' early military campaigns:
1) The Battle of Perusia in 41/40 BC where Octavian drove Fulvia and Lucius Antonius back to Perusia and starved them into surrender, though he spared Lucius Antonius.
2) The Treaty of Brundisium in 40 BC where war was averted through negotiations between Maecenas and Asinius Pollio that further arranged power balances.
3) Octavian's campaigns against Pompeius from 38-36 BC which established his control over the grain supply and Sicily and Sardinia.
L4 Augustus - Philippi
The document discusses Augustus' early days as ruler of Rome, specifically the Proscriptions of 43 BC and the Battles of Philippi in 42 BC. The Proscriptions aimed to eliminate political enemies and those opposed to Octavian's rule through confiscation of property and execution, but they were ineffective in the western provinces. This led to the Battles of Philippi, where Octavian sought revenge against his enemies Mark Antony and Brutus, which resulted in Octavian's victory and solidification of his power.
L3 Augustus - Early Days
The document discusses Augustus' early rise to power after the Battle of Mutina in 43 BC and the formation of the Second Triumvirate in 43 BC. It provides lesson aims and questions about the battle, in which the Senate ordered Octavian and the consuls to defeat Mark Antony. It then discusses the Senate's treatment of Octavian after the war and his reaction. Next, it asks students to create overviews of Octavian, Mark Antony, and Lepidus, the three men in the Second Triumvirate. It provides questions about why the Triumvirate was formed, the extent of their power, and the proscriptions where people were killed. Finally, it assigns homework questions about a source related
L1 Introduction to Augustus
The document provides historical and political context surrounding the rise of Augustus in Rome. It discusses the transition from Roman Republic to empire under Augustus' rule between 753 BC to the 1st century AD. Key events mentioned include the founding of Rome, the end of the Roman monarchy in 510 BC, and Augustus' victory over Mark Antony at the Battle of Actium in 31 BC, which paved the way for him becoming Rome's first emperor. The document aims to explain the background of the Roman state and political system prior to Augustus' rule.
L2 Augustus - Parents
The document provides information about the parental lineage of Augustus and the history of the Roman political system. It discusses the various roles and assemblies within the Roman political system. It also explains the structure of Roman names and provides a family tree of the Julio-Claudian dynasty.
L17 Music Art and Literature
This document discusses New Zealand's national identity as expressed through music, art, and literature. It aims to have students identify various New Zealand bands, artists, and writers and explain their significance. Key questions focus on what aspects of Kiwiana, events, individuals, sport, music, art, film, and Māori culture shape New Zealand's national identity. Students will listen to examples of New Zealand music, read about music and literature, and study images of New Zealand art.
L14 Essay Completion
This document outlines the aims, objectives, and activities for a lesson on writing structured essays about New Zealand's national identity. The lesson will discuss elements that shape New Zealand's identity, such as Kiwiana, key events, individuals, sport, arts, filmography, and Māori culture. Students will prepare an essay arguing whether New Zealand is a clean and green country by outlining points, writing an introduction and first paragraph, and providing peer feedback.
L13 Kiwiana and National Identity
This document discusses Kiwiana and national identity in New Zealand. It provides context about Kiwiana, which refers to cultural icons and objects that have become symbolic of New Zealand identity. Students will watch videos showing aspects of Kiwi lifestyle and identity. They will then read a worksheet on Kiwiana and answer questions to help explain what Kiwiana is and how it relates to developing a sense of national identity in New Zealand. The lesson aims to have students write an essay exploring this topic.
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