Month: April 2019

InS 8: History of Me Project

The statement of inquiry for this unit is

History can be interpreted and understood differently

Considering the three case studies we have gone over, what does this statement mean to you now?

You will now research a historical event that had an impact on your family and try to discover it through varying perspectives


Does everyone see history the same way

Include all of your work in the hyperlink page (Includes brainstorm as well)

InS9: Ways of reducing disparity

You will become familiar with the following:

  • Aid
  • Foreign Direct Investment
  • Fair Trade
  • Debt Relief
  • Market Access and Trade (Free Trade)
  • Government (and policy)
  • Remittances
  • Micro financing


Period 2: Government and policy

In groups of 2, find a recent news article about a change in government policy aimed at reducing disparity in terms of:

  • Gender equality
  • Market access
  • Ethnicity
  • Sexual orientation
  • Land ownership
  • Health
  • Human trafficking
  • Education
  • Economic disparity (income)
  • Employment
  • Trade liberalization
  • Free trade zones


  1. How have your ideas changed about reducing disparities?
  2. What difficulties are there when trying to reduce poverty?
  3. What do you think are the misconceptions about poverty and LICs?
  4. How can individuals help people in their communities and abroad in gaining a better quality of life?
  5. What might be the environmental impacts of LICs becoming more developed? Are there solutions?
  6. 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
    • Statistics
    • Definitions
    • 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)

Here are the possible strategies:

  • Aid – different types
  • Foreign Direct Investment
  • Fair Trade
  • Debt Relief
  • Market Access and Trade (Free Trade)
  • Government (and policy)
  • Remittances
  • Appropriate technology
  • Microfinancing
  • Other with teacher approval


Hyperlink your presentations and factsheet here

ATL: This is a formative assessment, but you will be graded on ALL ATLs.

InS8: Working with sources

  • What do you know about the Korean war?
  • Why are there two Koreas?
  • How can you learn more about it?


Here is a little more information:

  • Which source was more informative
  • Which of these sources do you trust?
  • What makes a historical more trustworthy?
  • Can sources have different perspective?
  • Can sources be biased?


Exercise 1: Complete this handout

Exercise 2: With a partner:

  1. Compare your handout answers
  2. Complete a “I used to think that… now I think…” routine about your answers.
  3. Write2 or 3 sentences answering the following questions:
    1. How should you evaluate sources before using them for your history project?
    2.  Are there values in “biased” sources?
    3. What types of sources will you look for to complete your project?


Exercise 3: Further reading

InS 9: Intro to the Disparity Unit

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?

Review form 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.
  • 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.

You will present your ideas to the class.

InS 10: Edo assessments

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

Hyperlink all of your work here


Once your OPPVL presentation is done, you may begin researching on your Analytical Edo Essay

Hyperlink all of your work here

InS 10: Edo topic brainstorm

Discuss with a partner:

Have a short discussion with a partner of the topics you could be interested to research.

Take notes on a piece of paper. You can create a mind map or a visible thinking routine (see think wonder, see puzzle explore, I used to think…now I think etc)

Ask each other questions to make the topic more specific:

  • What do you know about this topic?
  • What kind of sources could you get?
  • What would be difficulties in finding information?
  • How can you make the topic more specific? Is it too broad for a 5 paragraph essay?
  • What kind of answers would you get?
  • Is it debatable?
  • etc.

Then, pick two or three topics you have discussed and fill out this google dos

Hyperlink your doc here



InS 8: Intro to History

Mystery at York – activity here

Easter Island – activity here

Building a Time Capsule

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.


  1. 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

In pairs:

  1. 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?
  2. Are there any misleading conclusions that they might draw?

ATL Skills:Empathy and Listening skills

Paired Discussion:

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?

  1. What problems does this exercise show might face historians in their study of (any) past?

Individual Reflection:

  1. 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

Project Brainstorm:

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?
  • What do you find interesting about it?

Then, complete this google doc. and hyperlink your doc here

When you are done, pick one event you wish to share with the class and complete one slide of this presentation.
  • Slide show: 8U
  • Your slide should only include pictures – One or more.
  • We will go through the slide and you will tell the class about the event and your family member who was present at the time.
  • As you listen to the presentations, think about the historical events you have discussed and whether you still find them interesting and how appropriate it would be for this particular project.

InS 9: Intro to Development: Types of Government

Types of Government:

  • What do we mean when we call people and their ideas right or left wing?
  • What is the difference between socialism and communism?
  • What are possible drawbacks to the various government systems we have discussed?


In groups, fill in the boxes below. You may use

Definition Name a specific present example

In groups, you will pick on form of government listed and create a 30 second ad, trying to sell your form of government as THE BEST for the people.

1. In groups of 2 or 3, research one of the government systems you have defined in question 1. (If possible, no 2 groups should research the same system.)

2. Create a 30 second, single shot TV advertisement showing your findings and persuading your audience that your system is best for them. (Even if you personally disagree)

3. Include at least one current example

4. Write the script for your advertisement:

  • include all text

  • include all visual cues (this can be written or drawn as a storyboard)

4. Be creative. You may choose to be overly enthusiastic, even exaggerate some facts ( but don’t lie) to get your point across.

5. We will shoot the commercial and present next class.

6. Hyperlink your video here

ATL: Communication:

Working with Video handouts  and examples


Part 2: UTOPIA (if time)
Before moving on, let’s think of what we believe would be a “perfect” government, if there is such a thing.

  • What is utopia?
  • What specific characteristics would be necessary to create a perfect government? A perfect world?

First, let’s think about what Utopia is. In groups, read one section of the Wikepedia page on utopia. You will the create a strand on this google doc. Explaining the main ideas related to your topic.

Then, you will work on creating your own perfect government. 

Here is a useful sparknote reading on Thomas More’s Utopia

InS10: What is History’s role in Society? + Intro to Edo

Part 1: History, what is it good for?

First we will read; A Point Of View: What is history’s role in society? and have a socratic debate about the definition and role of history in our lives.

  • How do we research history?
  • 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:
    • us
    • our community
    • our society
    • 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

Exercise: Groups of 2

Using the virtual tour of Edo, Find a ukiyo-e from the Edo period of Japan.

Write an OPPVL for it.

About 2-3 sentences per aspect, but have as many examples as possible of the different types of information and history you can see by looking at the wood block print. 

10C slideshow

Here is a more detailed description of an OPPVL


Part 4: Intro to Edo:

As we watch and discuss the various videos, think of possible research topics for your essay.


  • Role of the Samurai
  • Foreign influence
  • Matthew Perry
  • Bakufu military government
  • Art, fashion, ukiyo-e
  • Rule of law
  • “The Christian Problem”
  • Social Structure – Empror, Daimyos, shogunate, peasants,
  • Rituals and religion
  • The role of women
  • Entertainment
  • Geishas
  • Kabuki theater
  • Education
  • Battles to “pacify” the country

Akira Kurosawa’s Yojimbo, (The bodyguard) trailer and opening sequence:

  • How do these clips differ from the traditional view of the samurai?
  • Can you explain why the character is wandering aimlessly?
  • Do you know the story of the 47 Ronins? What does it say about the role of samurais in the Edo period?

Part 5: Edo History (Work for Friday April 5th)

I will be absent today. You have the period to watch the following 6 videos. (Part 1Part 2Part 3Part 4Part 5  & Part 6)

(See full doc here)

As you watch:

  • write a short summary of each section for your notes
  • Have a section for possible themes you would like to research.
  • Answer the guiding questions below
  • Share your notes here.


Guiding questions:
Part 1:
  • What was the political situation in Japan before the Edo period?
  • What did foreigners want from contact with Japan?
Part 2
  • What did you learn from the daily lives of Japanese people at the time?
  • Discuss the role of missionaries and the Daimyos who converted
  • Discuss the Samurai code of honor – What was their role in society?
Part 3
  • Explain the concept of seppuku
  • Explain Oda Nobunaga’s role in raising Ieyasu and in Japanese politics at the time.

Part 4:

  • Explain the downfall of Oda Nobunaga and the event that followed
  • Explain Hideyoshi’s rise to power and his ambitions
  • Explain how Ieyasu finally gained control over Edo
  • Can you explain the difference in strategies between Ieyasu and Hideyoshi?

Part 5:

  • Explain the Dutch influence on Japanese Medecine and other sciences
  • Describe the foreigner’s interest with Japan, and the Japanese response to it.

Part 6:

  • Explain Commodore Perry’s involvement in the opening up of Japan
  • How did Japanese people respond to the American influence?

Edo Social Structure

InS 8: Globalization reflection

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?

The Reflection

  1. Brainstorm your answer.  Write everything that you think could be useful and the examples to include to answer the 2 questions below
  2. Plan your reflection
  3. 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.

Here is the TSC 

Hyperlink your work here, as well as your link to your OLJ

(You can split your OLJ into 2 sections if you want)

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