Category: Individuals and Societies 8 (page 1 of 14)

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 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.

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 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)

InS 8 – Migration and Globalisation

Migration Presentation

InS Incorporated Globalisation project

Groups

Here is a template, but feel free to use a different method if you wish.

Here are the TSC’s for the Group

Here is the TSC for the individual final reflection

Due date: Thursday March 14th

Hyperlink all of your work here

InS 8: Quoting and Paraphrasing

Quotations and paraphrasing

Note taking:

Exercise:

Each of you will read one of the following article and take detailed notes using Cornell or VEEC:

Then, you will write one paragraph, entirely in your own words, using the opinion of the article to explain your own opinion on the issue of globalization and culture.

Intro to Migration

InS8: Impacts of Globalization on Culture

We have been discussing the definition of globalization and it’s impacts on places and people.

Let’s discuss how globalization affects us: PPT

Further discussion:

What topics came back in your discussions?

Were there some disagreements?

  • What is culture?
  • What is your culture?
  • What are the main components of culture?

“Culture can be defined as the total of the inherited ideas, beliefs, values and knowledge which constitute the shared basis for social action” (Paul Guinness, 2011)

It is the way of life of a certain group of people, it makes sense of the world. It can determine people’s attitudes towards issues and give them a sense of identity.  The natural environment has an impact of people’s lifestyle and it turn culture. Cultural differences can create conflict. The source of a cultural trait is called a cultural hearth.

Kwast Model of culture:

Image result for kwast model of culture

Cultural traits can include:

  • Language
  • Customs
  • Beliefs
  • Dress
  • Images
  • Music
  • Food
  • Technology

But as we have seen, globalization results in a mixing of culture.

So Where’s Home? A Film About Third Culture Kid Identity from Adrian Bautista on Vimeo.

In your groups, discuss: Have a consensus, one sentence answer for each question.

  • How has globalization shaped the perspective of your identity?
  • How are TCKs better prepared for today’s world?
  • How can this be seen as a problem?
  • Should all countries/people/culture globalize?
  • Would some people choose not to be a part of the globalized world? Give an example

——————————————–

The Kayapo indians of Brazil are a Native tribe that occupy a vast area of the Amazon rainforest. They have made contacts with the globalized world but are fighting to defend their culture and remain “unconnected”.

  • There are about around 100 uncontacted tribes in the world today.
  • ›There are 27 confirmed uncontacted groups of the Amazon –maybe up to 70
  • ›Around 15 in Peru
  • ›IN S. America alone, the uncontacted population is around 5 000 to 10 000 people – impossible to be exact

Discussion:

  • One of the Kayapo chiefs, Pukatire said: “The only things we need from the white culture are flip-flops, flashlights, and glasses” Discuss this statement
  • Should the Kayapo be protected from Globalization?
  • What are the risk fro them? For the world?

Discuss with your table group:

  • Can you think of other examples of cultural traits that should be protected from westernization?

Image result for number of language per population

Image result for number of language per country

  • What is the importance of language?
  • What risks come from a language dying?
  • What are the benefits of fewer languages?

Summative assessment: The impact of globalization on culture

Hyperlink your work here

InS 8: Intro to Globalization

Statement on Inquiry:

Globalization affects and connects all people and influences an individual’s and groups identity, attitudes and behavior in positive and negative ways.

Concepts:

Change, Global Interactions, Time, place and space, Systems

PPT

Exercise:

In groups of 2 or 3

Find a recent news article demonstrating how one of the following changes

  • Describe the article
  • Explain how the event has increased the connection between two places/countries.
  • Include the positive and negative consequences of the change
  1. Building of a new transport route
  2. Allowing more migration into a country
  3. Increase in trade
  4. Decrease in trade
  5. Rural access to the internet
  6. An outsourcing hub
  7. A forced migration
  8. A voluntary migration
  9. A Transnational corporation opening a company in an LIC
  10. The influence of western music/culture on an LIC

 

InS 8: Development debates

Now that you have a good understanding of your country’s development, it is time to debate world issues.

Each of you will have a 60 second opening statement followed by an open debate about the questions below.

A few rules:

  • Always be respectful
  • Address people as “The delegate of…”
  • No personal pronouns: “I, you. we” Instead say the name of the country, or “the people of…”
  • Remember that this is not a competition. You are not trying to win the argument. You are looking for concensus without compromising your country’s interest.
  • Have a definition of development. It isn’t just GDP!
  • Use the SDGs if necessary

Questions:

  • LICs: Discuss the importance of education and technology in helping LICs develop.
  • MICs: Discuss how MICs can continue developing their economies without environmental degradation
  • HICs: Discuss how HICs have a historical debt towards ex-colonies to help them achieve sustainable development.

You will be graded on the ATLs of

  • Thinking: Based on your level of thinking and understanding of your country and of the global issues you discuss.
  • Communication: Based on how well you express your ideas, how respectful you are to others and on your overall tone durind the debate.

Groupings are here


Reflection

You will now write about this unit in your Online Reflection Journals.

There is no prescribed theme, as long as it is about the development unit, so reflect on any part of your learning that you deem relevant: You can write about a part of your learning that you feel was interesting and have something relevant to say, or that you can comment about the way you learned in this unit.

Here are a few  prompts , if you need them:

  • How did you work on your communication skills in this unit? be specific in terms of goals and objectives
  • How has your perspective of world issues (or world problems) changed through this unit?
  • What questions were not answered in this unit that you would like to know more about? How could you learn more about the topics you care about?
  • How are the SDGs a good/not so good way of tackling world issues. Give examples.
  • Discuss the real-world relevance of a specific topic you learned about in this class. How can you use your knowledge to make a difference?
  • What was the most difficult part of this unit, and how did you overcome the difficulty?
  • Discuss the debate experience. What did you like? Where did you struggle? What would you do differently if you could?

Hyperlink your reflection here

InS 8: Development Project

Statement of Inquiry:

In understanding why inequality exists between and within nations we must understand its history, geography and how power and resources come to be shared

Concepts: Causality, Equity, Resources

 

You will act as a representative for a country in the United Nations.

  • You will investigate the HISTORY and GEOGRAPHY of one of the following countries
    • HIC: USA, UK, Japan, Germany, Singapore, South Korea
    • LIC: Mauritania, Honduras, Democratic Republic of Congo, Cambodia, Bangladesh, Bolivia, 
    • MIC: Latvia, Nigeria, China, Argentina, Kazakhstan, Qatar, Venezuela, Cuba , Morocco
  • You will communicate knowledge and understanding of how the history,  geography and/or resources have affected the development of the country

Part 1: Factsheet

Create a factsheet  that shows your knowledge and understanding of the history, geography and development of your country

It can be on one side of an A4 (G.doc) page or 6 slides of a slideshow.

Include, define and explain information such as:

  • Images that represent your country’s development and resources
  • Development indicators and statistics
  • Maps, graphs and diagrams
  • Major historical events that affects your country’s development

You must also include:

  • The top three factors that affected the development of your country, with a short explanation for each one
  • One paragraph synthesizing the information on your factsheet explaining how history and/or geography has affected your country’s development, listing the top three factors
  • A varied perspective. (The good and the bad!)
  • MLA citations

Part 2: Speech

On Friday November 30th, you will present a short, 90 second speech answering the following question, using statistics, historical events and/or geography to support your argument. 

“Explain the main cause(s) and consequence of one important developmental issue your country faces today”

  • The issue can be one or a combination of social, economic, political, environmental, demographic

Hyperlink your work here

Part 1 and 2 TSC

Due date: November 30th

Useful sources:

For Citations:

InS 8: Sustainable Development Goals

In 2015, the UN launched the Sustainable Development Goals: find out what they are and why they were devised here.

You will each make a bid to the class to persuade them of the importance of your allocated goal. You should explain why you believe your goal is the most important of the new sustainable development goal and therefore deserves the most funding. You have 2 minutes to explain what your goal means, and why it is so important.

But first, let’s talk about Communication ATLs.

  • What do you dislike about presenting in front of people?
  • What factors make a poor presentation?
  • What makes a good presentation?
  •  What tips do you have to help people with public speaking?

Each one of you will have one specific goal to focus on as they present in front of the class.

Hyperlink your goal here

Exercise 2

Now that we have an understanding of the SDGs

  • Are some more important in certain countries?
  • Are they realistic goals?
  • What issues might arise when trying to reach these goals?
  • How are they interconnected?

 

In groups of 3, you will create a flow chart using the hexagon handout, explaining the interconnectedness of the SDGs. 

  • You will use the extra hexagons to explain, in one sentence,  the link between each hexagon,
  • Use extra paper to do make more hexagons.
  • You may create clusters if you cannot find links
  • Include an explanation of any issues or “dead-end” you encounter, if you cannot make a link or if you find a flaw in the SDG.

Exercise 3

In your same groups, find a real world example of the following and explain it to the class:

  1. An SDG Initiative in a LIC that is currently successful
  2. An SDG Initiative in a LIC that is currently unsuccessful
  3. An HIC’s plan to tackle SDGs inside its country – explain and evaluate the plan
  4. An HIC’s plan to tackle SDGs outside its country – explain and evaluate the plan
  5. An example of a correlation you have discussed in exercise 2
  6. An example of a correlation you have discussed in exercise 2
  7. An example of a correlation you have discussed in exercise 2

Create one slide here to present your answer

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