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

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

InS8: Introduction to Development

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?

Discussion Questions:

  • 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?

Exercise 1:

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

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:

  • A title
  • A key
  • At least 10 countries colored in
  • A brief explanation of the trend found in your map

Task 2:

-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:

  • Population growth
  • Infant Mortality Rate
  • GDP per capita
  • Human Development Index (HDI)
  • Fertility rate
  • Life expectancy
  • Literacy Rate

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: 8B

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.

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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