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:
All members’ voices
Segments with audio transitions
The themes are:
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.)
Any other subject you find interesting, with teacher approval.
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
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.
The next unit will be about energy production, consumption and conservation.
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.
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
Explain the main lines of the debate over the existence of climate change?
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:
Forestry and ecosystems
Extreme weather events.
If time, discuss the relationaship with GCC and the resource consumption game we played last class.
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 scarceand 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 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)
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?
One person take charge?
A proper democracy?
Did anyone not like what they’d been given to do?
These are economic systems:
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.