“Culture can be defined as the total of the inherited ideas, beliefs, values and knowledge which constitute the shared basis for social action” (Paul Guinness, 2011)
It is the way of life of a certain group of people, it makes sense of the world. It can determine people’s attitudes towards issues and give them a sense of identity. The natural environment has an impact of people’s lifestyle and it turn culture. Cultural differences can create conflict. The source of a cultural trait is called a cultural hearth.
Kwast Model of culture:
Cultural traits can include:
But as we have seen, globalization results in a mixing of culture.
In your groups, discuss: Have a consensus, one sentence answer for each question.
How has globalization shaped the perspective of your identity?
How are TCKs better prepared for today’s world?
How can this be seen as a problem?
Should all countries/people/culture globalize?
Would some people choose not to be a part of the globalized world? Give an example
The Kayapo indians of Brazil are a Native tribe that occupy a vast area of the Amazon rainforest. They have made contacts with the globalized world but are fighting to defend their culture and remain “unconnected”.
There are about around 100 uncontacted tribes in the world today.
There are 27 confirmed uncontacted groups of the Amazon –maybe up to 70
Around 15 in Peru
IN S. America alone, the uncontacted population is around 5 000 to 10 000 people – impossible to be exact
One of the Kayapo chiefs, Pukatire said: “The only things we need from the white culture are flip-flops, flashlights, and glasses” Discuss this statement
Should the Kayapo be protected from Globalization?
What are the risk fro them? For the world?
Discuss with your table group:
Can you think of other examples of cultural traits that should be protected from westernization?
The next unit will be about energy production, consumption and conservation.
First, what is climate change?
What are green house gases? Where do they come from?
What is the difference between climate change and the greenhouse effect?
What are the consequences of climate change on people and nature?
What strategies are used to reduce climate change and its impacts?
In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.
Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
List the possible consequences of global temperature change in terms of:
Today we will begin discussions on our new unit on Resources and Scarcity. Our statement on inquiry will be:
Scientific and technical innovation produce sustainability and equity of resources
What does the statement mean to you?
What issues are implied in the statement?
How do you think we will study these issues?
Part 1: We will play the resource game to explore how resources are exchanged and used between countries
Part 2: Questions:
What problems did you encounter in round 1?
Essentially scarcity vs. wants
Most resources in the world are scarce and there is an finite supply (e.g. oil, clean water and steel).
However humans wants are infinite. Even once we’ve got basic needs (food, shelter, clothing) we always want more.
The purpose of an economic activity is the production of good and services, with scarce resources, to best satisfy human needs and maximise people’s happiness (economic welfare).
It is assumed consumption increases economic welfare, although of course it also depletes natural resources which has it own problems.
What problems did you try to resolve before the 2nd round ? What did you do differently?
Who produces what: Who was best at making a specific thing?
What to produce: Should the US make more CDs than cars?
How to produce: How do we make the best use of our scarce resources?
For whom to produce: Whose needs are greatest (who will pay more) and how best distribute the goods and services to them?
But we are not in a prefect world and choices and trade-offs will have to be made. (what do we make, how and for who?) In Economics this is called opportunity cost; the cost of making that trade-off.
What did you need to do well in the game?
In economics, all resources are classified in 4 categories: (These would be different in Geography)
Land (including all natural resources)
Labour (size and education/expertise level)
Capital (human made resources: money, machines, robots, computers, etc)
Entrepreneurship (people who organize the factors of production, taking risks in the search for profit)
How did you organize yourselves in round 2?
Did one person take charge?
Was it a proper democracy?
Did anyone not like what they’d been given to do?
These are economic systems:
Free Market Economy
In groups of 2, find one example in the news where economic exchanges, resource allocation, resource scarcity or trade has impacted the lives of people. Present your findings to the class, drawing parallels to the game.
Explain the economic interaction
Explain how it affected different stakeholders
Explain the game equivalent of the interaction
**When possible, try to use the vocabulary defined above.
You will now write about this unit in your Online Reflection Journals.
There is no prescribed theme, as long as it is about the development unit, so reflect on any part of your learning that you deem relevant: You can write about a part of your learningthat you feel was interesting and have something relevant to say, or that you can comment about the way you learned in this unit.
Here are a few prompts , ifyou need them:
How did you work on your communication skills in this unit? be specific in terms of goals and objectives
How has your perspective of world issues (or world problems) changed through this unit?
What questions were not answered in this unit that you would like to know more about? How could you learn more about the topics you care about?
How are the SDGs a good/not so good way of tackling world issues. Give examples.
Discuss the real-world relevance of a specific topic you learned about in this class. How can you use your knowledge to make a difference?
What was the most difficult part of this unit, and how did you overcome the difficulty?
Discuss the debate experience. What did you like? Where did you struggle? What would you do differently if you could?
Most history is written from the viewpoint of the victors not the vanquished and it usually focuses on major political and economic events. However in this unit we want to focus on society and the common man or woman, a story that is inclusive and representative and that tells the story of one person or a group of people. Most important is to focus on a unique group of people that have one thing in common and that you have no relation to:
US soldiers suffering from PTSD that served in Afghanistan
Trawling fishermen in the Atlantic Ocean
Rohingya refugees in Thailand
Carvers of wooden Buddhas from Japan
Rockabilly bands in Yoyogi Park
Any group of people you are interested in
You will find some stories that have been written about in newspapers, magazines, on personal blogs, but where can you go looking for more personal and primary sources? Is there someone you could conduct an interview with or is there one that has already been conducted with someone in that group? Do some of these people keep an online journal or blog? For example you could start with the wanting to know more about child refugees, then narrow it down to a subgroup such as Syrian child refugees. But through your research you discover that is too broad so you focus on one specific area In Turkey with many young Syrian refugees.
Now you need to come up with the three themes that you are going to talk about. They might be the lack of education, inadequate food, and the desire to go elsewhere. You will need at least 4 legitimate sources and one must be an interview that has been conducted with a member of the group, or an expert in the field.
It would be great if as source could be an interview you conduct. You could contact an expert in the field and conduct an interview with them by e-mail.
Remember that social history delves into personal lives so we must be conscious as researchers that we are handling very sensitive information and looking at it through their lens of history.
Assessment: In-class essay
You will write a social history essay on one specific person or one group of people, looking for their voice and point of view to come through in your writing along with their story.
Part 1: 1 page, typed outline
Your research question will be your title
An introduction with a clear thesis statement that covers the 3 themes that you are going to focus on
3 body paragraphs with topic sentences, main argument, supporting arguments, facts and stats
A conclusion where you synthesize your answer
Your bibliography should have at least four valid sources including one interview, using MLA Works Cited citation
At least 2 of the source should have a short OPPVL (1 or 2 sentences per point)
Show initiative and explore as many different avenues as possible in looking for information. You are trying to give an honest portrayal of this group of people to a larger audience. Think about what you want them to know about this group when they finish reading your piece. This message should be evident in your outline.
Part 2: In-class essay
You will only be allowed to bring your outline, water and writing material
You will have 60 minutes to write a 5paragraph essay
PART 2 – graphing results, analysis, conclusion and evaluation
Please use clear headings for these sections.
-1. Graph your data in order to analyse your findings
* Note – Graphs can be computer generated or done by hand and must have titles, referred to and be integrated into the text, where you talk about them. You should use a variety of suitable graphs to display data. They must be clear, have labelled/numbered axis and titled. Be as creative as you want when illustrating all of your work.
-2. Write the trend of each graph underneath, including anomalies
-3. Write your analysis under the headings of each Hypotheses.
You will state what we expected with reference to our studies on coastal processes and landforms.( use what we have learned in class! ) You will analyse ( describe and explain ) the data you collected with regard to the expectations of a destructive beach, and state whether or not you have proved or disproved each hypothesis. DO NOT ANSWER THE RESEARCH QUESTION. You will do this in the conclusion.
Use pictures throughout your analysis to support your arguments.
The beach gradient is steeper towards the back of the beach
Create a beach profile by graphing the angle of slope from each quadrat of your transect and analyse this bearing in mind what we know about a destructive profile (use class averages)
Beach material will be larger and more angular towards the back of the beach
Create 1 graph to illustrate your findings roundness and size and analyse what you found. (use class averages )
The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )
Using a table to illustrate the data and graph the 2 class averages..
There will be a strong longshore drift
Analyse your findings referring to prevailing wind, direction of movement and time taken for any movement of material over 10m. If it is over 3m per minute then it is considered strong.
5. There is natural evidence (erosional landforms) and man made evidence (defenses) that the beach is being destroyed
Using your field sketch, pictures and the observational notes you made as well as photographs present any evidence of the above. Use lots of photos and be creative here. Annotate your photographs to show what they illustrate.
Sum up what you found. Are your hypotheses mainly proven or disproven? Use each hypothesis to base the summary of your findings in order to give your answer to the question: “ Is the beach at Kamakura Inmuragasaki a destructive beach?”
Briefly evaluate your methods (discuss positive and negatives) (not the execution of your peers!)
Suggest how the study/methodology might be improved
In 2015, the UN launched the Sustainable Development Goals: find out what they are and why they were devised here.
You will each make a bid to the class to persuade them of the importance of your allocated goal. You should explain why you believe your goal is the most important of the new sustainable development goal and therefore deserves the most funding. You have 2 minutes to explain what your goal means, and why it is so important.
But first, let’s talk about Communication ATLs.
What do you dislike about presenting in front of people?
What factors make a poor presentation?
What makes a good presentation?
What tips do you have to help people with public speaking?
Each one of you will have one specific goal to focus on as they present in front of the class.