Month: January 2017

InS 9: Podcasts against Disparity Mini Project

Now that we have an understanding of disparity and of the podcast format, let’s try to make our own.

We have been discussing ways to reduce disparity, and you next project will ask you to make suggestions to a government on the best ways to reduce disparity in its country.

Let’s look at one more case study before our final assessment.

In groups of 3 or 4, you will create a 5 minute podcast about the following factors and the ways the help reduce disparity. You should see those as consequences, or means, of the methods we studied in the last project. (You can use the data from the factsheets.)

For each topic, explain how it helps reduce disparity and give at least one specific example from an LEDC and an MEDC.

You podcast must include:

  • Definitions
  • All members’ voices
  • Soundbites (quotes)
  • Music
  • Segments with audio transitions

The themes are:

  • Educating girls
  • Reduction of one disease (eg: Malaria, AIDS, Dengue, etc)
  • Improved hard infrastructure (eg: roads, bridges, ports, airports etc.)
  • Improved Information and Communication Technology (eg: internet, cell phone access, etc.)
  • Population policies (eg: One Child Policy, Japan’s pro-natalist policies etc.)
  • Immigration
  • Any other subject you find interesting, with teacher approval.

You will have 4 periods to create your podcast.


InS 9: Podcasts against Disparity!

  • 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:

  • 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

We will listen to a podcast from the Guardian.

  • As you listen, consider these questions:
    • What makes the podcast interesting?
    • What methods do they use to communicate their ideas?
    • What tricks to they use to create emphasis, transition, discussion, conclusion etc.
  • What does the podcast say about disparity? What is the thesis?
  • What were the strengths of the podcast?
  • What were the limitations?
  • Would you use this as a source in an I&S assignment? Explain

Part 2:

  • Now, in groups of 2-4, you have 5 minutes to find a podcast about disparity, development, poverty or any topic related to this unit’s statement of inquiry: Disparities exist within and between countries but strategies can be used to improve standard of living
    •  It needs to be less than 30 minutes long and simple enough for you to understand it
  • First, find out how to source podcasts and write up a complete MLA source for the podcast you have chose.
  • Then, write a one paragraph synopsis of the main idea of the podcast
  • Then in your group, discuss the effectiveness of the podcast in getting its point accross
    • What are the strengths of the podcast
    • What are its limitations
    • Would you use this podcast as research for an assignment? Explain your answer.
    • We will share our answers with the class.

Ins 10 Sustainability in your Community

We have been discussing the causes and consequences of global climate change.

We will now look at ways that carbon emission can be reduced:

In order to create a more sustainable community, we must be innovators.”

Think about conservation, recycling, reduction, reuse, substitution and sustainability

1.Energy saving

How you could save energy in your home or your community?  It has to have a practical application?

How will you implement the ideas – get family/government/school on board and make them do it?

2. Sustainability

Describe a way to make your community more sustainable and reduce their use of other resources.

3. Action

Suggest a way to take your ideas to the wider community? 


You will present your ideas to the class during the week of January 30th
Maximum 5 minutes long. Be creative!!

I will accept groups if they are of mixed gender and are with people you have not paired up with in this class so far this year.

Write down your groups and topics here


InS 9: Introduction to Disparity

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?

First, we will play 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.

Summative assessment: Methods of reducing disparity. 

Here is your assessment and TSC

Hyperlink your presentation and factsheet here

InS 10: Global Climate Change

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

Part 1:

  • First, what is climate change?
  • What are green house gases?
  • What is the difference between climate change and the greenhouse effect?

In groups, answer the following questions. You will present your answers to the class.

  1. Draw 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?
  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.

If time, discuss the relationaship with GCC and the resource consumption game we played last class.

InS 10: 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 


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 peoples happiness (economic welfare).
  • It is assumed consumption increases economic welfare, although of course it also depletes natural resources which has it own problems.

Round 2:

What problems did you try to resolve before round ?

  • Who produces what? Who is best at making a specific thing?
  • What to produce: Should the UK 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 survive in the game?

In economics, all resources are classified in 4 categories: (These would be different in Geography)

  1. Land (including all natural resources)
  2. Labour (size and education/expertise level)
  3. Capital (human made resources: money, machines, robots, computers, etc)
  4. Entrepreneurship (people who organize the factors of production, taking risks in the search for profit)

How did you organize yourselves in round 2?

  • One person take charge?
  • 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


  • How does this apply to the real world?
  • Each group, find one example in the news where economic exchanges, resource allocation, scarcity or trade has impacted the lives of people. Present your findings to the class, drawing parallels to the game.


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