InS 10: Podcast for a Shrinking World

Part 1: 

  • What are podcasts?
  • Do you listen to podcasts?
  • What are characteristics of podcasts?
  • What makes a good podcast?
  • What is the difference between a podcast and a radio show?
  • How do you find podcasts that interest you?
  • Do you have to download podcasts?

Good podcast for InS:

  • Crazy Genius
  • NYT’s the Daily
  • IMF Podcasts
  • Freakonomics
  • Goats and Soda 
  • The Guardian podcasts
  • Radiolab
  • 99% invisible
  • Planet Money
  • This American Life
  • More Perfect
  • Undone
  • Embedded
  • Invisibilia
  • Fresh Air
  • Hardcore History
  • TED radio hour
  • Hidden Brain
  • All Songs Considered

As will listen to a Crazy Genius podcast, compete this handout. 

Part 2:

I will be absent on Monday May 27th. You will have time to begin working on your own podcast showing your understanding of a globalization issue and of the podcast format.

We have been discussing ways that gobalization impact us, the environment, governments, power, people, places etc.

Pick a topic that you are all interested in, and do some research to answer a question about globalization

Hyperlink your team and work here

You podcast must include:

  • A research question
  • A title
  • Definitions
  • All members’ voices
  • Soundbites (quotes)
  • Music (intro, out-tro)
  • Audio credits
  • Segments with audio transitions
  • Varying arguments (you could include a discussion you all have in the podcast)
  • Ideally, tell a story from beginning to end, with a character (can be you) or place or event a the core of your reporting. 
  • MLA sourcing on a separate doc
  • 5-10 minutes long
  • Be creative, be funny, be entertaining

It might be a good idea to split the roles such as:

  • Lead researcher
  • Script editor
  • Sound/GarageBand Editor (This will be time consuming)
  • Host
  • etc

Possible themes are:

  • culture / diaspora /
  • uncontacted / remote society
  • migration
  • cybersecurity / cybercrime / privacy / Government surveillance /government control
  • smart city and new technology
  • nationalism /right-wing / populism
  • women / empowerment
  • anti-globalization
  • TBP Transboundary pollution
  • superpower
  • ISIS / Tribalization
  • Technology / internet / mobile phones / social media /social networks
  • climate change / environment
  • outsourcing
  • agribusiness
  • development
  • tax heavens / money
  • free trade
  • protectionism
  • Transport
  • Glocalization
  • cultural imperialism
  • Anything else with teacher approval.

You will have all of next week  to create your podcast.

They are due during the week of Monday June 3rd

You will be graded on all 4 ATLs: Organization, collaboration, thinking and communication and criterion B

You may use iMovie to create your podcast, but GarageBand is better.

Mr Broughton will come to give us a crash course on audio editing and using mics.

Mr Noonan says: Have you students look at the automation function

Useful tutorials:

InS 9: Micro financing and Government Proposal Project

What is micro financing?

How effective you think it is to reduce disparity?

What are some possible drawbacks?

Let’s have a look at the cycle of poverty. Using the handout, try to explain the links between each box and the cycle that occurs.

Things to Consider:

In an intense voice:

If Hollywood stars are more your thing:

Perhaps the circular economy could be your solution:

Here is our next summative assessment: Government Report focusing on Strategies to Encourage Development

  • Groups of 2
  • Your role is that of a development advisor (not economic)
  • Your audience will be the federal or regional government of your Kiva recipient
  • Your task is to decide which development strategy or strategies are most appropriate to improve the standard of living of a your Kiva recipient’s community
  • Your situation will be that of an individual or group profile from the Kiva website – Anyone you feel you would like to help. You can browse Kiva by country, gender, economic sector, etc.
  • Links to some useful resources
  • Links to your group’s factsheets
  • Here are some previous student’s factsheet on strategies in reducing disparity.

Your product will be:

  1. Preliminary Research:

Once you find your person or group, take a screenshot of their profile and save their page, and do some further research on the country or region they come from:

  • find information about their level of development and standard of living ( HDI- Fertility rate, GNP, disease etc )
  • Issues in their area or country ( government stability, economy, debt, war etc ) which might affect their level of development.
  • Main economic activities and growth rate
  • Climate, resources and physical nature of the country
  • Any other information that will help you with your decision
  1. Product
  • You will create a 1 page document and 3 minute presentation recommending strategies that will help improve the standard of living and break the cycle of poverty of the community represented by an individual
  • You need to suggest the strategies we have discussed in class: AID, FDI, Fair Trade, Debt Relief, Market and Trade Access, Government policy, Remittances, circular economy, SDGs as well as micro-financing through Kiva. If you find any other strategy make sure to ask your teacher first. BE CREATIVE
  • You also need to clearly explain how your ideas will break the cycle of poverty of your recipient’s community
  • All of your decisions must be supported with statistical and anecdotal evidence.

TSC B + C + D

Enter groups and hyperlink your work here

Due date: May 31st

InS 10: Our Shrinking World

How global power and influence varies spatially


  • What is globalization?
  • List different types of global interactions
  • What factors influence how a place is globalized?
  • How does global power and influence vary spatially?
  • How do different places become interconnected by global interactions?
  • How do politics, technology and physical processes influence global interactions?
  • What is the core periphery model?
  • How does globalization influence culture?



  • Who is the driver of globalization?
  • What are the negative consequences of globalization?
  • What is the impact on culture?
  • What are the benefits?
  • Who are the winners?
  • Who are the losers?






  • What is America’s role in a globalized world?
  • What are the consequences of America being the only super power?
  • What other country is becoming a superpower? What are the possible consequences?





Exercise: have a look at my Diigo or a podcast and look for an article that interests you, and discusses one of the following issues:

  • culture / diaspora /
  • uncontacted / remote society
  • migration
  • cybersecurity / cybercrime / privacy / Government surveillance /government control
  • smart city
  • nationalism /right-wing / populism
  • women / empowerment
  • anti-globalization
  • TBP Transboundary pollution
  • superpower
  • ISIS / Tribalization
  • Technology / internet / mobile phones / social media /social networks
  • climate change / environment
  • outsourcing
  • agribusiness
  • development
  • tax heavens / money
  • free trade
  • protectionism
  • Transport
  • Glocalization
  • cultural imperialism

You will give a 60 second resume of your article and place your main topic here.

Debate: You will create a team of 3 or 4 and debate some one the following statements. You will each be experts in your field and help your group with arguments and supporting examples to debate the following statements. You should therefore create teams with a wide range of expertise. 

Write down your team members here

Debate arguments:

  • “Global interactions have helped reduce disparities between places.” 
  • “International interactions always result in the homogenization of culture.” 

  • “Global interactions have made the world a richer place but not a fairer place.”

  • “Environmental degradation is the inevitable outcome of global economic interactions.”

  • “Every country will eventually lose its distinctive national identity as a result of global interactions.”

  • “Global interactions have brought only negative impacts to human landscapes and physical environments everywhere.”

  • “National governments cannot control global interactions.”

  • “Global interactions have made the world less safe”

InS 8: History of Me Project

The statement of inquiry for this unit is

History can be interpreted and understood differently

Considering the three case studies we have gone over, what does this statement mean to you now?

You will now research a historical event that had an impact on your family and try to discover it through varying perspectives


Does everyone see history the same way

Include all of your work in the hyperlink page (Includes brainstorm as well)

InS9: Ways of reducing disparity

You will become familiar with the following:

  • Aid
  • Foreign Direct Investment
  • Fair Trade
  • Debt Relief
  • Market Access and Trade (Free Trade)
  • Government (and policy)
  • Remittances
  • Micro financing


Period 2: Government and policy

In groups of 2, find a recent news article about a change in government policy aimed at reducing disparity in terms of:

  • Gender equality
  • Market access
  • Ethnicity
  • Sexual orientation
  • Land ownership
  • Health
  • Human trafficking
  • Education
  • Economic disparity (income)
  • Employment
  • Trade liberalization
  • Free trade zones


  1. How have your ideas changed about reducing disparities?
  2. What difficulties are there when trying to reduce poverty?
  3. What do you think are the misconceptions about poverty and LICs?
  4. How can individuals help people in their communities and abroad in gaining a better quality of life?
  5. What might be the environmental impacts of LICs becoming more developed? Are there solutions?
  6. Is a more equal world possible?

First assessment: Strategies to Reduce Disparity

We have been discussing ways to measure varying degrees of disparity.

TASK: Your job is to teach the class about one strategy to reduce disparities. You will use the same information for both an oral presentation and the factsheet.

This task will ask you to create two things:

  • An oral presentation (2-3 minutes) that will:
    • Explain the strategy
    • Give the positives – and a specific community case study that exemplifies this
    • Give the negatives – and a specific community case study that exemplifies this
    • Answer the following question: Using at least 2 specific examples, evaluate (make an appraisal by weighing up the strengths and limitations) your strategy’s effectiveness in reducing disparity between countries and/or regions
    • Communication is also important: do not read a script
  • A ‘fact sheet’ of one page to handout to your peers with the key details and links (see example) (This acts as ‘notes’ from your presentation)
    • Should take an entire page, not more.
    • Should have visuals
    • Statistics
    • Definitions
    • Hyperlinks to further research (these can be part of your source citations)
    • MLA Citations (these can be for BOTH the presentation and the fact sheet)

Here are the possible strategies:

  • Aid – different types
  • Foreign Direct Investment
  • Fair Trade
  • Debt Relief
  • Market Access and Trade (Free Trade)
  • Government (and policy)
  • Remittances
  • Appropriate technology
  • Microfinancing
  • Other with teacher approval


Hyperlink your presentations and factsheet here

ATL: This is a formative assessment, but you will be graded on ALL ATLs.

InS8: Working with sources

  • What do you know about the Korean war?
  • Why are there two Koreas?
  • How can you learn more about it?


Here is a little more information:

  • Which source was more informative
  • Which of these sources do you trust?
  • What makes a historical more trustworthy?
  • Can sources have different perspective?
  • Can sources be biased?


Exercise 1: Complete this handout

Exercise 2: With a partner:

  1. Compare your handout answers
  2. Complete a “I used to think that… now I think…” routine about your answers.
  3. Write2 or 3 sentences answering the following questions:
    1. How should you evaluate sources before using them for your history project?
    2.  Are there values in “biased” sources?
    3. What types of sources will you look for to complete your project?


Exercise 3: Further reading

InS 9: Intro to the Disparity Unit

We will begin a unit on development and disparity. Our statement of inquiry will be:

Disparities exist within and between countries but strategies can be used to improve standard of living

  • What does this statement mean to you?
  • What topics do you think we will cover in this unit?
  • What would you like to learn about these issues?
  • Think of the vocabulary terms you have learned in your previous I&S classes, what words come to mind when discussion these issues?

Review form the Trading Game

  • What have you learned from the game?
  • What was fair/unfair?
  • What can be done to make the game more equal?
  • What real world situations affect the equity of trade between countries?
  • How could we achieve fair trade?
  • How would you define poverty in terms of the game?

Review from gr. 8 I&S:

  • What is meant by development?
  • How do we measure development?
  • What trends have been observed in countries during different levels of development?
  • What is meant by disparity?
  • How would you define poverty in terms of development?

Let’s look at a new way of defining poverty?

In your groups, discuss Mr Rosling’s views on defining poverty.

  • Write down the dimensions of development. Identify which ones you think are means, and which are goals? Rank them according to how important you think they are.
  • How do your ideas differ from Mr Rosling?
  • Do you agree with him that culture is and should be the ultimate goal of any society?
  • Do you believe all societies in the world, including your own, can achieve their goals? What may be some obstacles they face? Explain.
  • How can we encourage different societies to achieve their goals?
  • How can we reduce disparity between countries?

In groups of 2 or 3

Considering everything we have discussed, the videos we watched and the game we played, discuss ways of encouraging development. Consider development in broader terms than just economic: How can countries develop to have a more equal, fair and sustainable society?

You can pick a specific country/city/village/region to base your answer, or answer in general terms, but you must describe specific methods that could be undertaken by governments, NGOs, civil society or individuals to help regional or national development.

You will present your ideas to the class.

InS 10: Edo assessments

We have been discussing the Edo period for some time now and you are expected to have a topic in mind that you would like to research further.

We will be visiting the Edo Museum on  Tuesday. While you are expected to look at the entire display and gain a better understanding of that section of Japanese history, you will need to find one source that you will use in your research project on order to complete an OPPVL.Make sure to take pictures of the source you choose and collect as much details about its author/creator as possible.

Your first summative assessment will be to complete and OPPVL

Hyperlink all of your work here


Once your OPPVL presentation is done, you may begin researching on your Analytical Edo Essay

Hyperlink all of your work here

InS 10: Edo topic brainstorm

Discuss with a partner:

Have a short discussion with a partner of the topics you could be interested to research.

Take notes on a piece of paper. You can create a mind map or a visible thinking routine (see think wonder, see puzzle explore, I used to think…now I think etc)

Ask each other questions to make the topic more specific:

  • What do you know about this topic?
  • What kind of sources could you get?
  • What would be difficulties in finding information?
  • How can you make the topic more specific? Is it too broad for a 5 paragraph essay?
  • What kind of answers would you get?
  • Is it debatable?
  • etc.

Then, pick two or three topics you have discussed and fill out this google dos

Hyperlink your doc here



InS 8: Intro to History

Mystery at York – activity here

Easter Island – activity here

Building a Time Capsule

You have been tasked in creating a time capsule that won’t be opened until the year 3018. You are only allowed to include 8 items. The items must give a reflection to future historians as to what life was like for people in 2018.

ATL:Thinking Skills Working Individually (and silently-some like individual think time):

Make a list of the items below  and then answer the following questions.


  1. Based only on the items found in your time capsule, what would the historians be able to tell about life in 2018?

ATL Skills: Critical Thinking and Collaboration

In pairs:

  1. Look at your partner’s time capsule.  What conclusions can you draw about life in 2018 and what wonderings do you still have? What information is missing or confusing?
  2. Are there any misleading conclusions that they might draw?

ATL Skills:Empathy and Listening skills

Paired Discussion:

Look at both of your time capsules and discuss your answers to the questions above. Now create one new capsule in light of your new thinking using the top 8 items from your combined lists. Do you need to add anything else?

  1. What problems does this exercise show might face historians in their study of (any) past?

Individual Reflection:

  1. What information do you think the historian finding your time capsule would like you to have recorded on a plaque to help them draw the most useful conclusions from the evidence you have included? What would they like to know about you to stop them drawing too many false conclusions?

A Time Capsule for Aliens

In September 1977, NASA launched the spaceship Voyager into space with a mission to study the outer solar system. Loaded onto this spaceship was a golden record that contained sounds and images from earth was meant to be played by any alien species that found the spaceship.  video. Full list of what was on the Golden Record

Project Brainstorm:

For the next project, you will study a specific historical event that took place when a living member of your family was alive. You will research the event and try to get a good understanding of it, and then interview a family member that has experienced it.

First, if possible, find a member of your class that shares a similar national and/or cultural heritage. If you have more than one, you may choose one that you wish to study for this project. 

Together brainstorm a list of historical events that took place in your country or region since WWII. You may use your computer to research events and themes you find interesting.

  • Think of the time capsule exercise – What kind of information, artifacts, sources could you research?
  • What type of information could your family member provide that would give you a new perspective on the event?
  • What might be difficult about studying this event?
  • What do you find interesting about it?

Then, complete this google doc. and hyperlink your doc here

When you are done, pick one event you wish to share with the class and complete one slide of this presentation.
  • Slide show: 8U
  • Your slide should only include pictures – One or more.
  • We will go through the slide and you will tell the class about the event and your family member who was present at the time.
  • As you listen to the presentations, think about the historical events you have discussed and whether you still find them interesting and how appropriate it would be for this particular project.
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