We can’t sustain this ‘take-make-dispose’ model – what’s the solution?
2. What would have to change to make recycling work better?
Why might aluminum cans be easier to recycle than other products?
Are most of the products you use this simple, or are they more complex?
What about packaging?
3. What would have to change to allow for using less to be ok?
Why might it be hard for a politician to campaign for us to ‘use less’?
Is there a way of keeping money flowing around the system whilst not depleting more resources?
4. Could longer lasting products work? How?
What would be the effect on businesses, employees and the government if products were designed to last longer?
5. What would we have to change to make efficiency really helpful?
Why might the overall negative effect on the environment increase, even if the process of production becomes more efficient, and prices drop?
What is the difference between an efficient system and an effective system? Which is most sensible to aim for?
6. Although many green products are moving in the right direction, what does the destination look like?
What is the purpose of ‘green’ products?
Do ‘green’ products always help us meet that purpose?
Is it easy to make the ‘right’ choices as a consumer?
Does the ‘green’ label help us choose, or do we need to become experts in every product to understand their environmental and social impact?
Is it really fair that unless you can afford to pay a premium you have to choose unhealthy food, damaging products and polluted skies?
What if we changed the system instead, so that all products had a positive impact?
Are ‘green’ products always good for the planet? Or are they often ‘less bad’?
Are companies acting hypocritically when they produce a ‘green’ range alongside their regular products?
7. How can we change things to make our newest members of the human race welcome on our planet?
What really impacts population change?
What links all of the ‘eco-friendly’ concepts explored in this lesson? They tend to only consider the short-term, they can have negative economic impacts and they all rely on isolated actions, rather than considering the whole system.
8. What are the rules for benign production?
Can we create an economic system that is as adapted to the environment as this?
The next unit will be about energy production, consumption and conservation.
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.
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
Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
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.
List the possible consequences of global temperature change in terms of:
Is there a controversy over wether GCC is man-made? What is debatable?
Thinking back to the resource game, if each time you created a shape, a negative externality would occur to yourself or another country, what would be the long term consequence? What would be a solution?
Who is responsible for limiting GCC?
What are some solutions to GCC? How realistic are they?
Today we will begin discussions on our new unit on Resources and Scarcity. Our statement on inquiry will be:
Scientific and technical innovation produce sustainability and equity of resources
What does the statement mean to you?
What issues are implied in the statement?
How do you think we will study these issues?
Part 1: We will play the resource game to explore how resources are exchanged and used between countries
Part 2: Questions:
What problems did you encounter in round 1?
Essentially scarcity vs. wants
Most resources in the world are scarce and there is an finite supply (e.g. oil, clean water and steel).
However humans wants are infinite. Even once we’ve got basic needs (food, shelter, clothing) we always want more.
The purpose of an economic activity is the production of good and services, with scarce resources, to best satisfy human needs and maximise people’s happiness (economic welfare).
It is assumed consumption increases economic welfare, although of course it also depletes natural resources which has it own problems.
What problems did you try to resolve before the 2nd round ? What did you do differently?
Who produces what: Who was best at making a specific thing?
What to produce: Should the US make more CDs than cars?
How to produce: How do we make the best use of our scarce resources?
For whom to produce: Whose needs are greatest (who will pay more) and how best distribute the goods and services to them?
But we are not in a prefect world and choices and trade-offs will have to be made. (what do we make, how and for who?) In Economics this is called opportunity cost; the cost of making that trade-off.
What did you need to do well in the game?
In economics, all resources are classified in 4 categories: (These would be different in Geography)
Land (including all natural resources)
Labour (size and education/expertise level)
Capital (human made resources: money, machines, robots, computers, etc)
Entrepreneurship (people who organize the factors of production, taking risks in the search for profit)
How did you organize yourselves in round 2?
Did one person take charge?
Was it a proper democracy?
Did anyone not like what they’d been given to do?
These are economic systems:
Free Market Economy
In groups of 2, find one example in the news where economic exchanges, resource allocation, resource scarcity or trade has impacted the lives of people. Present your findings to the class, drawing parallels to the game.
Explain the economic interaction
Explain how it affected different stakeholders
Explain the game equivalent of the interaction
**When possible, try to use the vocabulary defined above.
Most history is written from the viewpoint of the victors not the vanquished and it usually focuses on major political and economic events. However in this unit we want to focus on society and the common man or woman, a story that is inclusive and representative and that tells the story of one person or a group of people. Most important is to focus on a unique group of people that have one thing in common and that you have no relation to:
US soldiers suffering from PTSD that served in Afghanistan
Trawling fishermen in the Atlantic Ocean
Rohingya refugees in Thailand
Carvers of wooden Buddhas from Japan
Rockabilly bands in Yoyogi Park
Any group of people you are interested in
You will find some stories that have been written about in newspapers, magazines, on personal blogs, but where can you go looking for more personal and primary sources? Is there someone you could conduct an interview with or is there one that has already been conducted with someone in that group? Do some of these people keep an online journal or blog? For example you could start with the wanting to know more about child refugees, then narrow it down to a subgroup such as Syrian child refugees. But through your research you discover that is too broad so you focus on one specific area In Turkey with many young Syrian refugees.
Now you need to come up with the three themes that you are going to talk about. They might be the lack of education, inadequate food, and the desire to go elsewhere. You will need at least 4 legitimate sources and one must be an interview that has been conducted with a member of the group, or an expert in the field.
It would be great if as source could be an interview you conduct. You could contact an expert in the field and conduct an interview with them by e-mail.
Remember that social history delves into personal lives so we must be conscious as researchers that we are handling very sensitive information and looking at it through their lens of history.
Assessment: In-class essay
You will write a social history essay on one specific person or one group of people, looking for their voice and point of view to come through in your writing along with their story.
Part 1: 1 page, typed outline
Your research question will be your title
An introduction with a clear thesis statement that covers the 3 themes that you are going to focus on
3 body paragraphs with topic sentences, main argument, supporting arguments, facts and stats
A conclusion where you synthesize your answer
Your bibliography should have at least four valid sources including one interview, using MLA Works Cited citation
At least 2 of the source should have a short OPPVL (1 or 2 sentences per point)
Show initiative and explore as many different avenues as possible in looking for information. You are trying to give an honest portrayal of this group of people to a larger audience. Think about what you want them to know about this group when they finish reading your piece. This message should be evident in your outline.
Part 2: In-class essay
You will only be allowed to bring your outline, water and writing material
You will have 60 minutes to write a 5paragraph essay
Title Page includes the name of the experiment The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your name, your class and the date of submission on three separate lines
Abstract is written after the experiment and states what you are studying, the aim or purpose of the experiment you are conducting, a brief description of the method, some details about the participants, where the research was conducted, and briefly state your results. (1 paragraph)
Results : Graphs of your results with clear labels and titles, your results must also be clearly stated in written form in this section, including anomalies (2 graphs and a totla of 4 sentences)
Discussion: relates your results to the results of the study you are replicating, you state what your results mean in relation to your hypotheses, you state your conclusion, and how you would improve this study if you were to do it again (2 paragraphs)
Appendix: Include a summary table of raw data in the appendix that you can refer to, as well as all of your calculations (Images of your data tables, with titles and numbers, and all calculations)