InS8: Impacts of Globalization on Culture

We have been discussing the definition of globalization and it’s impacts on places and people.

Let’s discuss how globalization affects us: PPT

Further discussion:

What topics came back in your discussions?

Were there some disagreements?

  • What is culture?
  • What is your culture?
  • What are the main components of culture?

“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:

Image result for kwast model of culture

Cultural traits can include:

  • Language
  • Customs
  • Beliefs
  • Dress
  • Images
  • Music
  • Food
  • Technology

But as we have seen, globalization results in a mixing of culture.

So Where’s Home? A Film About Third Culture Kid Identity from Adrian Bautista on Vimeo.

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

Discussion:

  • 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?

Image result for number of language per population

Image result for number of language per country

  • What is the importance of language?
  • What risks come from a language dying?
  • What are the benefits of fewer languages?

Summative assessment: The impact of globalization on culture

Hyperlink your work here

InS 9: Externalities of Energy production: Global Climate Changs

The next unit will be about energy production, consumption and conservation.

Part 1:

  • 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.

  1. 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
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. 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.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9C

 

InS 9: Scarcity

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:

  • Command economy
  • Mixed Economy
  • Free Market Economy

Exercise:

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.

 

Social cost of economic interactions

InS 8: Intro to Globalization

Statement on Inquiry:

Globalization affects and connects all people and influences an individual’s and groups identity, attitudes and behavior in positive and negative ways.

Concepts:

Change, Global Interactions, Time, place and space, Systems

PPT

Exercise:

In groups of 2 or 3

Find a recent news article demonstrating how one of the following changes

  • Describe the article
  • Explain how the event has increased the connection between two places/countries.
  • Include the positive and negative consequences of the change
  1. Building of a new transport route
  2. Allowing more migration into a country
  3. Increase in trade
  4. Decrease in trade
  5. Rural access to the internet
  6. An outsourcing hub
  7. A forced migration
  8. A voluntary migration
  9. A Transnational corporation opening a company in an LIC
  10. The influence of western music/culture on an LIC

 

InS 8: Development debates

Now that you have a good understanding of your country’s development, it is time to debate world issues.

Each of you will have a 60 second opening statement followed by an open debate about the questions below.

A few rules:

  • Always be respectful
  • Address people as “The delegate of…”
  • No personal pronouns: “I, you. we” Instead say the name of the country, or “the people of…”
  • Remember that this is not a competition. You are not trying to win the argument. You are looking for concensus without compromising your country’s interest.
  • Have a definition of development. It isn’t just GDP!
  • Use the SDGs if necessary

Questions:

  • LICs: Discuss the importance of education and technology in helping LICs develop.
  • MICs: Discuss how MICs can continue developing their economies without environmental degradation
  • HICs: Discuss how HICs have a historical debt towards ex-colonies to help them achieve sustainable development.

You will be graded on the ATLs of

  • Thinking: Based on your level of thinking and understanding of your country and of the global issues you discuss.
  • Communication: Based on how well you express your ideas, how respectful you are to others and on your overall tone durind the debate.

Groupings are here


Reflection

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 learning that 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 , if you 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?

Hyperlink your reflection here

InS 10: Intro to Abnormality

Discuss:

  • What are phobias?
  • What causes phobias?
  • How are they treated?
  • Are they more nature or nurture?
  • What is the difference between fear and phobia?
  • What would you consider abnormal human behavior?
  • How can we measure such behavior?

Exercise 1:

  • Read the handout p. 161
  • In groups, explain the following ways of measuring abnormality and their evaluation, using specific examples:
    • Statistical infrequency
    • Deviation from social norms
    • Failure to function adequately
    • Deviation from ideal mental health

Let’s Kahoot it up!

Exercise 2: Models of abnormality


Model: A set of assumptions or concepts that help psychologists and/or scientists explain and interpret observations

  • Spells out basic assumptions and sets guidelines for investigation and treatment
  • Some may conflict with each other or be better suited for certain conditions

Exercise 2:

In groups, use the handout to explain the following models of abnormality, as well as their ethical and practical implications.

Do some research of an actual case study where your model has been used, and explain it to the class, using the model to structure your explanation.

  • Medical model
  • Psychoanalytic approach
  • Behavioral approach
  • Cognitive Approach
  • Humanistic approach

Exercise 3: Bias in Psychological studies

We will look at the Li-Repac Study (1980)

Read the handout and complete the questions

Rosenhan Study (1973)

  1. What are the ethical concerns of the Rosenhan study?
  2. In what ways did this study illustrate the problem of reliability and validity of diagnosis at the time?

 

Friday (or Tuesday) afternoon movies: Crash Course Psychology

InS9: Social History Essay

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 5 paragraph essay
  • With proper in-text citations
  • Your narrative should be between 500-600 words.  

 

Creating a good research question:

Research Rundowns

InS 8: Development Project

Statement of Inquiry:

In understanding why inequality exists between and within nations we must understand its history, geography and how power and resources come to be shared

Concepts: Causality, Equity, Resources

 

You will act as a representative for a country in the United Nations.

  • You will investigate the HISTORY and GEOGRAPHY of one of the following countries
    • HIC: USA, UK, Japan, Germany, Singapore, South Korea
    • LIC: Mauritania, Honduras, Democratic Republic of Congo, Cambodia, Bangladesh, Bolivia, 
    • MIC: Latvia, Nigeria, China, Argentina, Kazakhstan, Qatar, Venezuela, Cuba , Morocco
  • You will communicate knowledge and understanding of how the history,  geography and/or resources have affected the development of the country

Part 1: Factsheet

Create a factsheet  that shows your knowledge and understanding of the history, geography and development of your country

It can be on one side of an A4 (G.doc) page or 6 slides of a slideshow.

Include, define and explain information such as:

  • Images that represent your country’s development and resources
  • Development indicators and statistics
  • Maps, graphs and diagrams
  • Major historical events that affects your country’s development

You must also include:

  • The top three factors that affected the development of your country, with a short explanation for each one
  • One paragraph synthesizing the information on your factsheet explaining how history and/or geography has affected your country’s development, listing the top three factors
  • A varied perspective. (The good and the bad!)
  • MLA citations

Part 2: Speech

On Friday November 30th, you will present a short, 90 second speech answering the following question, using statistics, historical events and/or geography to support your argument. 

“Explain the main cause(s) and consequence of one important developmental issue your country faces today”

  • The issue can be one or a combination of social, economic, political, environmental, demographic

Hyperlink your work here

Part 1 and 2 TSC

Due date: November 30th

Useful sources:

For Citations:

InS 10: Kamakura Beach study, Part 2

Now that we have collected all of our data, it is time to put it all together.

First, make sure all of your paper data is inputed here

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.

Here are some graphing ideas

Right Angle Triangle calculator

Drawing a cross section by hand

-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. 

  1. The beach gradient is steeper towards the back of the beach
  1. 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 )
  1. 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..
  1. 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.

4. CONCLUSION

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?”

5. EVALUATION

  1. Briefly evaluate your methods (discuss positive and negatives) (not the execution of your peers!)
  2. Suggest how the study/methodology might be improved
  3. Suggest how the study might be extended.

TSC – A, B, C & D

Due date: Tuesday December 4th

Hyperlink your work here

InS 8: Sustainable Development Goals

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.

Hyperlink your goal here

Exercise 2

Now that we have an understanding of the SDGs

  • Are some more important in certain countries?
  • Are they realistic goals?
  • What issues might arise when trying to reach these goals?
  • How are they interconnected?

 

In groups of 3, you will create a flow chart using the hexagon handout, explaining the interconnectedness of the SDGs. 

  • You will use the extra hexagons to explain, in one sentence,  the link between each hexagon,
  • Use extra paper to do make more hexagons.
  • You may create clusters if you cannot find links
  • Include an explanation of any issues or “dead-end” you encounter, if you cannot make a link or if you find a flaw in the SDG.

Exercise 3

In your same groups, find a real world example of the following and explain it to the class:

  1. An SDG Initiative in a LIC that is currently successful
  2. An SDG Initiative in a LIC that is currently unsuccessful
  3. An HIC’s plan to tackle SDGs inside its country – explain and evaluate the plan
  4. An HIC’s plan to tackle SDGs outside its country – explain and evaluate the plan
  5. An example of a correlation you have discussed in exercise 2
  6. An example of a correlation you have discussed in exercise 2
  7. An example of a correlation you have discussed in exercise 2

Create one slide here to present your answer

« Older posts

© 2019 I&S Blog

Theme by Anders NorenUp ↑

Skip to toolbar