Category: Individuals and Societies 9 (page 1 of 11)

Work for Friday March 10th

Hi guys,

I will be in Iwate today, volunteering wth the Snow club for Chill Japan.

Here is the work:

Grade 12: Do Exercise 2 of Socio-cultural exchanges.  If you finish early you can start working on your holiday homework.

Grade 9A: Complete exercises 1 and 2 of the Tourism Introduction blogpost. You will present your destinations on Tuesday March 28th, the first class when we get back from break.

Have a great break, relax and have fun!!!!

InS 9: Intro to Tourism

We will be looking at trends, benefits and drawbacks in tourism today.

In your groups, answer the following questions;

  • Why do people travel? List at least 5 reasons.
  • What advantages does travel offer for tourists?
  • What advantages does tourism have for the host country or region?
  • What disadvantages does tourism have for the host country or region?

Exercise 1:

Download the UNWTO Tourism Highlights 2015 and answer the following questions:

  1. What were the top three countries in terms in international arrivals in 2014
  2. What were the top three countries in terms of international receipts in 2014?
  3. Explain the difference in patterns depicted by your answers of question 1 and 2.
  4. Describe the recent trends of tourism in Africa.
  5. Describe the changes in international tourist arrivals between 1950 and 2010. (p.14)
  6. In your opinion, why has tourism increased since the 1950s?

Hyperlink your answers here

Let’s discuss our answers as a group and try to understand the patterns we have found. 

___________________________________________________

Exercise 2 : Presentations

In groups of 3 you will research one specific tourist destination that you have all visited and explain the impacts of tourism on the area.

  1. Include specific examples, statistics, pictures etc. of:
  2. A description of the main physical and human attractions at the location
  3. The benefits of tourism on the location
  4. The negative impacts of tourism on the location
  5. One management strategies put in place by local people or government to limit the negative impacts of tourism

Possible topics:

  1. A National Park
  2. A coastal resort
  3. A ski resort
  4. A famous tourist destination in an LEDC (specific attraction, village, town etc)
  5. A famous tourist destination in an MEDC

You will present next class

Hyperlink your presentations here

Monday February 20th: Mr McKeown will be absent today

Hi guys,

I will be at the ophthalmologist all day to have a look at how my eye is recovering.

Here is the work for today:

  • Grade 9C: Continue working on the Government proposal project.  Make sure to keep track of all of your sources and to be mindful of the TSC. Due next week.
  • Grade 10: 
    • Each of you will create a Google doc tilled: InS 10 C- YOUR NAME – Mapskills 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
      • 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. Put your name on the paper and leave it on my desk.

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

  • 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
  • Make sure to have a look at your classmate’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/or 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 C + D

Due date:

  • 9A: Friday March 3rd
  • 9C: Thursday March 2nd

Mr McKeown will be absent today

Hello all,
I Hope you ahd a nice break. I will be absent today. Here is the work to be done:

Grade 9 C:
-Each group will put their podcast on the speakers, have the whole class listen and answer questions afterwards
-When done, you have the choice, as a class, to work individually on another class’ homework or watch the movie below

Grade 10:

-Those of you who were supposed to present today will do so next class.

-Those of you who have already presented, please complete the self reflection box on your TSC

-When done, you have the choice to work individually on another class’ homework or watch the movie below

 

InS 9: Podcasts against Disparity Mini Project

Now that we have an understanding of disparity and of the podcast format, let’s try to make our own.

We have been discussing ways to reduce disparity, and you next project will ask you to make suggestions to a government on the best ways to reduce disparity in its country.

Let’s look at one more case study before our final assessment.

In groups of 3 or 4, you will create a 5 minute podcast about the following factors and the ways the help reduce disparity. You should see those as consequences, or means, of the methods we studied in the last project. (You can use the data from the factsheets.)

For each topic, explain how it helps reduce disparity and give at least one specific example from an LEDC and an MEDC.

You podcast must include:

  • Definitions
  • All members’ voices
  • Soundbites (quotes)
  • Music
  • Segments with audio transitions

The themes are:

  • Educating girls
  • Reduction of one disease (eg: Malaria, AIDS, Dengue, etc)
  • Improved hard infrastructure (eg: roads, bridges, ports, airports etc.)
  • Improved Information and Communication Technology (eg: internet, cell phone access, etc.)
  • Population policies (eg: One Child Policy, Japan’s pro-natalist policies etc.)
  • Immigration
  • Any other subject you find interesting, with teacher approval.

You will have 4 periods to create your podcast.

 

InS 9: Podcasts against Disparity!

  • What are podcasts?
  • Do you listen to podcasts?
  • What are characteristics of podcasts?
  • What makes a good podcast?
  • What is the difference between a podcast and a radio show?
  • How do you find podcasts that interest you?
  • Do you have to download podcasts?

Good podcast for InS:

  • IMF Podcasts
  • Freakonomics
  • Goats and Soda 
  • The Guardian podcasts
  • Radiolab
  • 99% invisible
  • Planet Money
  • This American Life
  • More Perfect
  • Undone
  • Embedded
  • Invisibilia
  • Fresh Air
  • Hardcore History
  • TED radio hour
  • Hidden Brain
  • All Songs Considered

We will listen to a podcast from the Guardian.

  • As you listen, consider these questions:
    • What makes the podcast interesting?
    • What methods do they use to communicate their ideas?
    • What tricks to they use to create emphasis, transition, discussion, conclusion etc.
  • What does the podcast say about disparity? What is the thesis?
  • What were the strengths of the podcast?
  • What were the limitations?
  • Would you use this as a source in an I&S assignment? Explain

Part 2:

  • Now, in groups of 2-4, you have 5 minutes to find a podcast about disparity, development, poverty or any topic related to this unit’s statement of inquiry: Disparities exist within and between countries but strategies can be used to improve standard of living
    •  It needs to be less than 30 minutes long and simple enough for you to understand it
  • First, find out how to source podcasts and write up a complete MLA source for the podcast you have chose.
  • Then, write a one paragraph synopsis of the main idea of the podcast
  • Then in your group, discuss the effectiveness of the podcast in getting its point accross
    • What are the strengths of the podcast
    • What are its limitations
    • Would you use this podcast as research for an assignment? Explain your answer.
    • We will share our answers with the class.

InS 9: Introduction to 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.

Summative assessment: Methods of reducing disparity. 

Here is your assessment and TSC

Hyperlink your presentation and factsheet here

InS 9: Intro to Development

We will start the unit in January, but here are a few concepts we need to understand to discuss the issues related to 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- Psychology Experiment on Memory

The psychology experiment has 2 main objectives:

  1. To familiarise you with psychological research and methods
  2. To conduct an experiment required for psychological study where one independent variable is manipulated (font) and one dependent variable is measured (number of words remembered)

After conducting your experiment as a class you will collate all the data and then do your write up of the experiment individually along the following guidelines.

The Assignment:

Part 1: Groups of 4

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 names, your class and the date of ubmission on three separate lines

Introduction includes :

  • the subject you are investigating
  • details of the studies being replicated and its findings
  • why you are doing the experiment
  • what the aim is
  • what your hypotheses are (i.e.) our first hypothesis is that memory of the middle section of words will be greater if a larger font is used.

Method is given to you but briefly state the design of the experiment:

  • who the participants are (we will all be using an opportunity or convenience sampling based on time constraints instead of random sampling)
  • the materials needed to conduct the experiment
  • an informed consent form
  • the step by step procedure to conduct the experiment referring to instructions in the appendix
  • Include a short justification for each part of your method.

TSC A + B

Due date: Hyperlinked here

  • 9A: Tuesday Nov 22 – Experiment on Thursday Nov 24th
  • 9C: Friday Nov 18 – Experiment on Friday Nov 25

First, we need:

  • Script
  • Procedure, class set-up, answer sheet
  • Powerpoint with words and variable
  • Informed consent form
  • Hyperlink here

Part 2: Individual work

Data collection sheets: 9A9C

  1. 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
  2.  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)
  3.  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)
  4.  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)
  5. 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)

 

TSC – C & D

Due:

9A: Thursday December 8th

9C:Friday December 9th

Older posts

© 2017 Geography Blog

Theme by Anders NorenUp ↑

Skip to toolbar