Columbus and the Native Americans.
In table groups, discuss the following questions:
What do you know about Christopher Columbus? What is your opinion of him?
What do you know about Native Americans, also called
Indians How did you learn about those things?
How do we know that the History we have learned is
true? Do Historians have an opinion about the topics they cover? Can they be biased?
Reading 1: Kennedy
As you read, consider the following questions:
What is the purpose of this text? Why was it written?
What is the author’s perspective in the text? What is the main message?
Highlight words or passage who seem to demonstrate a bias, or that could lead the reader to gain a certain opinion on the subject.
Now that we’ve read about the Indians and Columbus.
Use a quote to support all answers
What is your opinion about them (
the Indians and Columbus) based on your reading? What themes did the readings focus on?
If there is a bias, where does it come from and how is it manifested?
What kind of information was not included in the text? Why do you think they historians
chose to omit it?
How is our perception of History shaped by historians?
Are certain types of sources less biased?
Is there value in biased historical texts?
Reading 2: Howard Zinn (You will do this on your own while I am away)
Make a copy of
this document and put your name in the title
AND Share the document with me hyperlink it here You have both periods to read the handout and answer all questions
Due at the end of class
Part 2: Videos
Columbus on trial
What is the role of a historian?
If you were to retell a historical event, what would be the important questions you would want to answer?
How would you try to report accurate information?
What methods could you use do do this?
Here are a few methods used by historians:
Develop then test hypotheses (verify/falsify) (scientific method?)
Reconstruct the physical events
Develop a chronology
Reconstruct the ‘links’ between events and between the artefacts
Look for specific evidence to find the answer to a specific question
Test the consistency between the facts
Determine what is the relevant evidence
‘Rethink’ the character’s actions
Determine what is ‘plausible’ Historians must consider ideas such as:
the degree to which the evidence is explained,
the quality of the connections between various facts,
the degree to which wild and unjustified claims are limited,
engagement with alternative interpretations and replies to those interpretations,
simplicity of explanation
Engagement of the narrative
This all connects to the methodology of History → how historians do History! Part 3: Groupwork
In groups of 2, you will write a one paragraph description of Columbus’ “discovery” of the Americas and Native Americans, with a clear bias for or against him.
Use words that will emphasize your opinion
Include/omit the information that will best serve your purpose
Do not make up facts!
You will present your paragraph to the class.
How can you read history and be aware of biases?
If you were to write about Columbus, what themes would you focus on, knowing that you cannot write everything about everything?
What themes would you not include?
OPVL #1 with ATL component
In understanding why inequality exists between and within nations we must understand its history, geography and how power and resources come to be shared.
What do you understand about this statement of inquiry?
What do you already know about it?
What questions do you have about it?
What is development?
Why is the world unequal?
Why are there poor countries and rich countries?
Is wealth the only way to measure development?
What is quality of life? How do you measure it?
Look at the Longman Student Atlas, p. 14 to 23
In groups of 4, look at the different
choropleth maps and discuss the reason for the differences between countries Find some trends of countries that seem to be “better off” or “worse off”?
Find exceptions to your trends?
Discuss how these maps can be misleading and/or biased?
What is HDI
VIDEO Exercise 2:
Have a look at
In groups, come up with your own human development index. Pick between 2 and 4 indicators you believe will show how developed a country is, in comparaison to another.
You will then tabulate the data and create your own choropleth map, including:
At least 10 countries colored in
A brief explanation of the trend found in your map
-Choose 2 countries on
Gapminder to research.
-Picking countries with varying levels of development will be easier to compare and contrast, but you are free to pick any 2 countries.
-Look up the following indicators for both countries:
Infant Mortality Rate
GDP per capita
Human Development Index (HDI)
Blogpost Write a blog post explaining the main differences you have noticed when looking at the indicators above. Can you explain why your two countries have such differences? Are the indicators interrelated? Explain your answer.
Hyperlink your post on this doc:
If you are done, find a partner and carefully read each-other’s blogposts. Then, comment on their blogs. Give an overall assessment of the reflection by agreeing, disagreeing and asking questions to further the discussion.
On September 3rd, we will be going to Kamakura to conduct a few data collection experiments on
Inamuragasaki beach in Kamakura.
On the day, you will either meet us:
What to bring:
Wear your YIS PE t-shirt
Your lunch (You will not be allowed to go to the store from the beach)
Sunscreen and sunglasses
A camera or smartphone
Swimsuit and towel for those going in the water.
The field trip has two main aims
To familiarize you with the processes and landforms of the coastal environment and mitigation methods
To conduct fieldwork required for a geographical investigation of a coastal zone
Our research question is:
“ Is Inamuragasaki beach a destructive beach?”
To help answer this we are gathering data on beach characteristics, beach material, gradient and waves, as well as making observations to decide whether or not it is destructive or constructive
We will try to prove or disprove the following Hypotheses
The beach gradient is steeper towards the back of the beach
Beach material will be larger and more angular towards the back of the beach
The waves will be high ( 1 meter or more ) and frequent ( more than 13 per minute)
There will be a strong longshore drift
There is natural evidence (erosional landforms) and man made evidence (defenses) that the beach is being destroyed
We will be working in class groups to make information sharing easier. There will be 8 transects. See
map for transects and groups
Each class will be split into
4 groups and will rotate their tasks. See rotation and explanation. You will have a copy of this with you.
Since we will be going with Ms Wilson’s classes, here is our schedule for the day:
Morning: 10:30 to 12:00
Tasks 2 and 3: Waves, Longshore Drift and Observations
Afternoon: 12:30 – 2:00
Task 1 – Beach Material and Gradient
PART 1 – Introduction, location and method
Before we go, you need to have a good understanding of the area we are going to research, and of the methodology of our experiments
In groups of 3, you will need:
A title page – include your name
Contents page ( this will be done last)
Clear headings for each section – INTRODUCTION/LOCATION, METHOD etc
A one paragraph description of the location (history, geographic location and site)
A hand drawn map of the beach, and another situating it in Japan
A brief introduction to the aims of the study
our research question
Your hypotheses with justification.
You will explain, using visual aids (pictures or drawings) how to conducted each experiment
Including a brief justification ( why you think this method is appropriate )
Include a list of all the material needed, with pictures.
Here is your homework during Seminar week.
this handout and answer the following questions, by hand, with your name and clear labels:
Page 27 Activities, #1, 2, 3
Broken lines = dotted lines
Page 29 Activity, all 6 questions
Page 31 Activities, # 1, 2
Page 33 # 1 only
For class only, do not do the exercises below for seminar week homework homework
Our next unit will be about coastal processes and erosional landforms, leading to another field trip to Kamakura, but this time we will be collecting primary data about the
Inamuragasaki Beach on November 2nd
What are waves?
Why do they come in different shapes and sizes?
What generates waves?
How do beaches form?
What different types of beaches are there?
Can you explain why they look different?
How do cliffs form?
What shapes mountains and coasts?
Part 1: Marine Processes presentation
Why are waves different?
The prefect wave?
In groups of 2 or 3, you will explain one of the following features:
There’s a catch! Only one person in the group will be allowed to talk. The others will have to “act-out” your explanation without speaking.
We will present in 10 minutes at the end of class.
Part 2: Individual work
First, let’s tabulate the data in these
data collection sheets
Title Page includes the name of the experiment The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your name, your class and the date of submission on three separate lines
Abstract is written after the experiment and states what you are studying, the aim or purpose of the experiment you are conducting, a brief description of the method, some details about the participants, where the research was conducted, and briefly state your results. (1 paragraph)
Results : Graphs of your results with clear labels and titles, your results must also be clearly stated in written form in this section, including anomalies (2 graphs and a totla of 4 sentences)
Discussion: relates your results to the results of the study you are replicating, you state what your results mean in relation to your hypotheses, you state your conclusion, and how you would improve this study if you were to do it again (2 paragraphs)
Appendix: Include a summary table of raw data in the appendix that you can refer to, as well as all of your calculations (Images of your data tables, with titles and numbers, and all calculations)
Hyperlink your work here
TSC– C & D
Tomorrow, we will go to
Iseyama Koutai Shinto Shrine in Sakuragicho. See also.
Make sure to wear long pants and shoes, no shorts, skirts or sandals
Meet on the playground at 1:15PM
You are required to complete the handout before and during the field trip