Category: Individuals and Societies 8 (page 1 of 13)

InS 8: Shinto Temple Visit

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

About Shinto

InS 8: World Religion Research Project

You are to take a question about religion and attempt to answer it, demonstrating research skills and an ability to communicate an understanding of multiple points of view.

Here are some example questions.  

1) All world religions share the same characteristics?  To what extent do you agree with this statement?

2) Analyze the effect of one world religion on one country? (i.e. Analyze has Buddhism affected Japan?)

3) If you want to understand a religion, it is important to understand how they organize their worship space.  Citing a least two religions, analyze how the worship space (i.e Church/Mosque) reflects the values of the religion.

4) Evaluate how religion affected art?  Use at least two religions in your work.

You will make your own analytical question.  Just have it approved by the teacher.  

Product:  

Requirements:

  • You must create something that has at least 250 written words and a thesis statement.  These words do not necessarily have to be in paragraph format, though that is an option.
  • You must answer the question as it is asked
  • You must include specific evidence to support your thesis statement.  Evidence can be visual or written.
  • You must show analytical skills (how does the evidence help answer the question)
  • You must turn in your research log and a bibliography

Options

  • You can do an essay.  For an essay to receive top marks, you would have to write more words than the minimum 250 words (max 500 words)
  • You could do a hybrid essay and multimedia ( for instance podcast/voicethread/animoto)
  • You could do a multimedia presentation that has written word sprinkled throughout the product

The steps: (Links will be added as we move through the project)

  • Step 1: Creating a good question (Investigating)
  • Step 2: Research (Investigating)
  • Step 3: Design/Storyboard/outline plan for communication (Communication)
  • Step 4: Share/Feedback design with peers (Communication)
  • Step 5: Create product (Communication/Critical thinking)

Assessment:

You will be marked on criterion  B, C, and D

Hyperlink your research question, research log and final product here

(Past examples)

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InS 8: World Religion Presentation

 

In your groups brainstorm and research how religion affects our world today.

  • What are the positive impacts?
  • What are the negative impacts?
  • How has religion affected
    • your daily life
    •  politics
    • culture
    • art
    • education
    • food
    • etc

First Summative Assessment: World Religion Presentation

Objective: You will be able to explain the characteristics of a major world religion and analyze the effect the religion has on the world

Grouping: Groups of 3 (to be assigned by the teacher) 

Assignment: Research, create and present a 3 to 5 minute slideshow (Keynote, Prezi, Google Presentation) that explains the origin, growth, main features, and effect on the world today of one of the following religions:

  • Buddhism
  • Hinduism
  • Baha’i
  • Taoism
  • Shintoism
  • Sikhism
  • Jainism
  • anything else, if approved by your teacher

Content to include the following (not necessarily in this order)

    • Founder(s) / Origin
    • Holy Writings
    • Places of Worship
    • Main Beliefs
    • Number of Followers Today
    • Rules and Customs
    • Holidays and Festivals
  • positive effect on the world today (This one is important…don’t forget it!!)
  • Anything else you may find relevant to introduce the topic

Some tips to get top marks

  • Visual
    • Use images more than words (Presentation Zen)
    • Use Creative Commons images or visually appealing images (not clip art or bullets!)
    • One slide per characteristic is effective
    • Make sure you cite your images using MLA format (your can have a final citation slide if you like)
  • Oral
    • It’s clear you practiced your speech and your speech is written
    • You are not over-reliant on your speech, but use your notecards as prompts
    • Your voice is clear and easy to understand
    • Your tone is respectful

Timeline: ~1 week and a half

Assessment Criteria  – A and C successful project will show that students can… 

Criterion A – Knowledge and Understanding

Level 7/8

  • You include clear details about all aspects to be researched
  • All of your details use a range of terminology accurately referring to religion
  • You demonstrates detailed  knowledge and understanding of how your religion positively changed the world through developed and accurate  descriptions, explanations and examples (text,visual, etc.)

Criterion C – Communicating

Level 7/8

    • You communicate information and ideas in a way that is completely appropriate to the audience and the purpose, without relying on reading
    • You structure information and ideas completely according to the task instruction
    • Each member equally contributes to the planning and delivery of the presentation
    • You cite all of your Creative Commons images using MLA format 

Resources:

For Research:

Student Resource Center

Britannica School

The Library- Book Shelf

Bitesize Religion

For Citations:

MLA Citation Generator

Due Friday September 14th

Hyperlink your presentations here

 

 

InS 8: Religion – Creation Myths

What are creation myths?

What creation myths do you know?

What is the purpose of a creation myth?

Step 1: You and a partner/small group will look at one of the Creation Stories. As you read, complete a See Think Wonder routine on a large piece of paper. As you read, consider: 

  • What do you see?

  • What do you think about that?

  • What does it make you wonder?

Possible topics:

  • Australian Aborigines
  • North American Aborigines
  • Hokkaido Aborigines
  • Chinese Creation
  • Christian Creation
  • Hindu Creation
  • Humanist Creation
  • Jewish Creation
  • Muslim Creation
  • Yanomamo Sanem
  • Baha’i Creation
  • Another creation of your choice. Must be approved by Mr. McKeown
  • Possible source

You will share your finding with your peers. Outlining similarities and differences of your myths 

Step 2: Draw a 6 panel comic strip depicting the big lines of a religious story of your choice, approved by Mr. McKeown

  • Your comic strip must include drawings, but writing is optional
  • You must tell the whole story, beginning, middle and end, though some details can/should be omitted
  • You will have a double period to finish your comic strip

Step 3: Put yourself in a group of 4 people. Make sure no one has the same religion. Share your strip (you may have to have a digital copy if you don’t have the original).

Step 4: Complete the Claim, Support, Question table, thinking about the similarities and differences between the religions. Be prepared to share with the whole class.

InS8: Religion Intro

For our first unit, we’ll be looking at the role World Religions have played in development of culture and human history.

The statement of inquiry will be : 

Religions are belief systems that shape our cultures and perspectives

Inquiry Questions:

What are the major belief systems?

hat do you know about the?

How do they affect the world? ,

What are the similarities and differences between major world religions?

  •  What do you find interesting about this unit?
  • What worries you about this unit?
  • What will you need to know in order to answer the unit question?
  • What is your stance/opinion on the statement of inquiry?
  • What question do you have about the statement of inquiry

Warm up: Make a list of ten things that you believe in a blogpost. Make a list, starting with the sentence: “I believe…” Once completed share one or more of your beliefs with your group, and explain why you believe this.

Hyperlink your answers here and have a discussion with a partner about your beliefs. Are there similarities? Differences? How do you explain the differences?

What is religion? Watch the following BrainPop video and write a definition for religion (in your own words) in your table groups.

Religion as a system. Revise the key concept of systems by reading this. Then, create a diagram (hand drawn or digital) showing how religion can be connected with various parts of human society. You might like to consider the following aspects. How are these things related?

  1. Social aspects (how we act and relate to one another)
  2. Cultural aspects (cultural practices such as dance, food, music, art)
  3. Political aspects (how we govern ourselves and choose our leaders)
  4. Economic aspects (money and resources)
  5. Legal aspects (laws)

Take a picture and hyperlink your diagram here

 

Work for Tuesday, September 13th

Hi guys,

I will be in Kamakura today, conducting fieldwork with the grade 10 InS class. Here is your work:

Gr 12:

  • 10 minutes to prepare your presentations
  • Once the presentations are done sit around the table at the centre of the room.
    • You will now have a 15 minute (or longer if the conversation is good) socratic seminar ( open discussion where each comment must be supported by a fact you have researched) answering the following IB-style questions:
      • “The causes of global climatic change are essentially human.” Discuss this statement.
      • “Global climate change will increase disparities in development.” Discuss this statement, referring to examples.
  • When you are done read Codrington p. 100 to 120
      • There are extra textbooks in the cupboards

Gr 9A InS

InS 8: Improving our urban environment

We have been discussing the role of cities today, as well as their many benefits and drawbacks. We read about Osaka and how they are trying to address some of the problems they are facing while trying to make the lives of their citizens better. 8B 8C

Part 1:

Today we will be looking at initiatives (technological, political, infrastructure, education etc)  worldwide being done to either improve urban life or address an urban problem.

Discussions:

  • What are the main problems of cities? MEDC and LEDC?
  • What are the main problems in Yokohama and/or Tokyo?
  • Do you know of any initiatives being done in Yokohama or Tokyo?

In groups:

  • Research one initiative being done addressing one of the following problems.
  • You will present the project as well as evaluate its effectiveness in addressing the problem.
    • Traffic in LEDC
    • Traffic in MEDC
    • Pollution in MEDC
    • Pollution in LEDC
    • Crime
    • Homelessness
    • Physical fittness
    • Waste Management
    • Water quality
    • Population growth
    • Poverty
    • Inequality (gender, ethnic, etc)
    • Any other issue (with teacher consent)

 

Part 2: Find a Solution

In groups, you will design a solution to an urban problem facing a specific city. 

Your design can be technological, legal, infrastructure, education, anything that you can think of. Money is not an issue.

You will need to:

  • Define the problem in the context of your city.
  • Create a design plan to your invention following each step of the MYP design cycle
    • Include: Explain and justify the need
    • Analysis of existing product
    • Product design and sketch
  • Once this is complete and accepted by Mr McKeown, you will create a visual representation of your design, in any way you see fit (minecraft, 3D imaging, cardboard model, drawing, blueprint etc)
  • You will finally present your project to the class on:
    • 8B: Monday June 13
    • 8C: Tuesday June 14

designcycle

Work for Tuesday May 10th

I will be away all day today. I am going to Kamakura with the grade 9 Individuals and Societies classes to collect fieldwork for their Tourism unit.

Here is the work for today:

Grade 11: Work on Analysis of your Internal Assessment, due Wednesday May 18.

Grade 8B:

Period 1: You will peer assess part 1 of The Generations Project

  • Mr Culek will give you a TSC with the name of one of your peers (randomely, do not ask for a specific person)
  • Follow the hyperlinks here 8B to find your person’s paragraph, and ask for viewing rights
  • Give viewing rights to your own document
  • On the paper TSC, write your name next to the name of the person you are assessing: “Assessed by __________________”
  • Carefully read their part 1 and all of their research notes
  • Highlight one of each strand for criteria A and B
  • In the teacher comment section, clearly explain why you gave them these grades, referring to the specific strands and criteria
  • When you are done, return the TSCs to Mr Culek, not to the student. 

When you are done, you have the rest of the class to work on part 3 your Generations Project

Remember, you can present your findings in any way you choose: Video, essay, powerpoint, song, skits etc.

  • If you haven’t conducted the interview yet ,you can:
    • start working on the introduction of your project (historical background, biography, presenting the research question etc)
    • work on the visual aspect of your presentation (powerpoint, diigo, collecting images, video etc)
    • Work on your MLA bibloiography

InS 8: Generations Project

We have been discussing methods of collecting information for historical purposes. We have also discussed different perspectives in history, exploring the Guiding Question:  Does everyone see “history” in the same way?

We will now begin our summative assessment The Generations Project

Hyperlink your work here 8B8C

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