In groups of 2, find a recent news article about a change in government policy aimed at reducing disparity in terms of:
Economic disparity (income)
Free trade zones
How have your ideas changed about reducing disparities?
What difficulties are there when trying to reduce poverty?
What do you think are the misconceptions about poverty and LICs?
How can individuals help people in their communities and abroad in gaining a better quality of life?
What might be the environmental impacts of LICs becoming more developed? Are there solutions?
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
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)
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.
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
First you need a good research question in order to focus your analysis
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.
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
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?
Are there any misleading conclusions that they might draw?
ATL Skills:Empathy and Listening skills
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?
What problems does this exercise show might face historians in their study of (any) past?
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
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?
How do we know what “really” happened in the past?
How can we evaluate the quality of our sources?
Is there value in “bad” sources?
How does history change over time?
How does history affect:
our global interactions?
Part 2: You will have to pick a topic for your upcoming project. Consider the many different perspectives in history and think of specific examples for each one:
Political history: the story of government, political leaders, electoral activities, the making of policy, and the interaction of branches of government
Diplomatic history: the study of the relations between nations, diplomats, and ideas of diplomacy
Social history: the study of ways and customs, of family, education, children, demography (population change), and voluntary institutions (churches, for example)
Cultural history: the study of language and its uses, of the arts and literature, sport, and entertainment, in constructing cultural categories
Economic history: the study of how an entire system of production and consumption (or of any of its parts) works, of markets, industry, credit, and working people at all levels of the system
Intellectual history: the study of ideology and epistemology, analyzing how ideas affect human actions and how the material world affects human ideas
People’s history: history from below, or folk history is a type of historical narrative which attempts to account for historical events from the perspective of common people rather than political and other leaders.
Can you think of others?
Part 3: How do we analyze sources?
Quick review from grade 9 InS: What is the difference between a primary and a secondary source?
Introduction using these sources with an extra P for Perspective! See powerpoint
Now that the presentation is done, it is tome to write your reflection.
In your table groups discuss:
What was the specific problem you addressed? – Give examples
How effective were you in addressing the problem?
What were the benefits of working in groups?
What were the difficulties?
How did you overcome the difficulties?
What did you personally bring to your group?
If you had to do it again, how would you do it?
Brainstorm your answer. Write everything that you think could be useful and the examples to include to answer the 2 questions below
Plan your reflection
You will have 40 minutes to write your reflection
Reflect on the process of collaboration. What did you contribute? What was difficult? What did you learn about collaborating with people who weren’t physically with you? Include evidence to support your ideas.
Reflect on your your product/service/good: How effective would your project be in addressing the issue of globalization? What makes you say that? What would you do differently and why? Include evidence to support your ideas.