Category: Individuals and Societies 9 (page 1 of 13)

InS 9: Micro financing and Government Proposal Project

 

What is micro financing?

How effective you think it is to reduce disparity?

What are some possible drawbacks?

Let’s have a look at the cycle of poverty.  Using the handout, try to explain the links between each box and the cycle that occurs.

Here is our next summative assessment: Government Report focusing on Strategies to Encourage Development

  • Groups of 2
  • Your role is that of a development advisor (not economic)
  • Your audience will be the federal or regional government of your Kiva recipient
  • Your task is to decide which development strategy or strategies are most appropriate to  improve the standard of living of a your Kiva recipient’s community
  • Your situation will be that of an individual or group profile from the Kiva website – Anyone you feel you would like to help. You can browse Kiva by country, gender, economic sector, etc.
  • Links to some useful resources
  • Here are some previous student’s factsheet on strategies in reducing disparity.

Your product will be:

  1. Preliminary Research:

Once you find your person or group, take a screenshot of their profile and save their page, and do some further research on the country or region they come from:

  • find information about their level of development and standard of living ( HDI- Fertility rate, GNP, disease etc )
  • Issues in their area or country ( government stability, economy, debt, war etc ) which might affect their level of development.
  • Main economic activities and growth rate
  • Climate, resources and physical nature of the country
  • Any other information that will help you with your decision
  1. Product
  • You will create a 1 page document and 3 minute presentation recommending strategies that will help improve the standard of living and break the cycle of poverty of the community represented by an individual
  • You need to suggest the strategies we have discussed in class: AID, FDI, Fair Trade, Debt Relief, Market and Trade Access, Government policy, Remittances, as well as micro-financing through Kiva. If you find any other strategy make sure to ask your teacher first.
  • You also need to clearly explain how your ideas will break the cycle of poverty of your recipient’s community
  • All of your decisions must be supported with statistical and anecdotal evidence.

TSC B + C + D 

Enter groups and hyperlink your work here

Due date: Wednesday May 30th

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

Presentation

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

Discussion:

  • 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?

InS 9: Economic Disparity

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?

First, we will play 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 9: Intro to Economic Development

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 wikipedia.com

Definition Name a specific present example
Monarchy
Communism
Oligarchy
Socialism
Democracy
Republic
Anarchy

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. 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

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

InS 9: Energy Map proposal

Energy proposals

You will be given an OS map to conduct a feasibility study and produce an energy proposal for the map’s area. State what types of renewable energy would be suitable for the region, or what mix of these could be used, and the site where these could be employed.

Your product will be a hand drawn, annotated map on poster paper.

Your maps must include:

  • Title
  • Scale (cannot be the same as on your map)
  • Grid reference
  • Land use
  • Key
  • Elevation where relevant
  • Main physical features
  • Reference to map evidence
  • Information on the region
    • Population
    • Energy usage
    • Climate and meteorological trends
    • Economic activities
  • Handwritten annotations (15 words max) of site for each type of renewable energy usage with:
    • Type of energy
    • Expected energy production
    • Statistics to support your choice
    • Short explanation of your decision
    • Graphs if necessary (with titles and numbers)
    • Physical features that guided your decision
  • Any other relevant information that can support your answer.

TSC C & D

Due date: TBD (After spring break, but you will not be allowed to work on it during the break)

InS 9: Map Skills

Exercise 1: Draw a map of:

  • the directions from your home to school.
  • Japan
  • The world

Compare your map with your peers, and with a world map. TOK Link 

  • What did you represent well and not so well? Can you explain why that is?
  • Is a map representative or the real world? How do you know?
    • List the ways the  you know something to be true
  • Were early world maps wrong?
  • How do maps change the way we see, and interact with, the world we live in?
  • Considering the differences in your maps, discuss this statement: “The map is not the territory” Alfred Korzybski
  • How can you be sure that the information found on maps are “true”?
  • How can maps convey
    • meaning
    • bias
    • philosophy
    • change
  • Let’s have a look at a few maps and discuss their “ways of knowing.”

Part 2:

Looking at IOS maps, we will dicuss

  • Keys
  • Scale
  • Contour intervals
  • Cardinal directions
  • 6 figure grid referencing

Exercise 3:

  • Each of you will create a Google doc tilled: InS 9 (A or C)- YOUR NAME – Map skills Questions
  • Share your document with Mr McKeown
  • Answer the following question from this document.
    • Read p. 124-6
    • Answer p. 127 # 1, 2, 3, 4 and EXTRA using this OS map of Cambridge (Or handout on white board)
    • Read p. 128
    • Answer questions 129 #1, 2, 3, 4, 5 (Use the handout of p129 on my desk to measure distance. I have rulers in the blue trays at the back of my classroom. Make sure to put them all back)
    • Read p. 130
    • Using  a blank piece of paper answer p 131 #1, 2.
    • Read p132 and answer p. 133 #1, 2, 3, 4
    • Read p.134 and answer p. 135 #1, 2, 3
    • Read p. 136 and answer p. 137 # 1, 2, 3
    • Read p. 138 and answer p.139 #1, 2, 3, 4

SNOW DAY!!!

Hi guys,

I hope you are enjoying the snow day and that you managed to have some time outside.

As per the YIS e-learning policy, here is the work you will beed to do to make up the missed class.

InS 9: Get in touch with your partner and work on the Sustainability in the home project

InS 10:  Get in touch with your partner and work on your article analysis

Have a great day!

Mr M

InS 9: Sustainability in the home

We have been discussing different ways to reduce the impacts of climate change and limit it’s consequences. The goal here is to achieve sustainability?

Sustainability is achieved when any process that interacts with the environment replenishes what it uses so that the process is capable of continuing in perpetuity.  If resources are used faster than they can replenish, then it is unsustainable.

Your first project will require you to address our statement of inquiry for this unit:

In order to create a more sustainable community, we must be innovators.”

You will create a presentation explaining how you can reduce energy consumption in your home or YIS or Yokohama through innovation in order to make it more sustainable

  • Groups of 2 or 3
  • Working towards sustainability and energy saving
  • Gain an understanding of energy consumption (bills, statistics etc)
  • Describe ways you could save energy ? You can think outside the box in terms of technology or ways to reduce other resources in order to achieve sustainability
  • Explain how you will implement the ideas – get family/school/city on board/make them do it?
  • Think about conservation, recycling, reduction, reuse, substitution

This is a presentation, maximum 5 minutes long. Can be done in any way you like. Be creative!!

Here is an example

TSC

Hyperlink your work here

Due date:

9A: February 6th

9C: February 14th

InS 9: Management Strategies to reduce the impacts of Climate Change

We have discussed the causes and consequences of climate change.

  • What are the main causes?
  • What are the main consequences?
  • How can we limit the negative consequences of climate change?

PPT

In groups of 2 or 3, you will describe a specific way that we can reduce carbon emissions or mitigate it’s impacts. Explain the benefits and drawbacks of using this strategy in limiting GCC and it’s impacts. Use pictures when possible.

  • Anaerobic digestion
  • Mechanical Biological treatment
  • Gasification by pyrolysis
  • Incineration
  • Resource substitution
  • Geo-engineering
  • Carbon taxes
  • COP 21 and the Paris Accord
  • Planned relocation

Complete your slides here: 9A9C

InS 9: Climate change

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?


In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9A, 9C

 

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