Category: Individuals and Societies 9 (page 1 of 15)

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.

Things to Consider:

In an intense voice:

If Hollywood stars are more your thing:

Perhaps the circular economy could be your solution:

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
  • Links to your group’s factsheets
  • 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, circular economy, SDGs as well as micro-financing through Kiva. If you find any other strategy make sure to ask your teacher first. BE CREATIVE
  • 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: May 31st

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:

  1. How have your ideas changed about reducing disparities?
  2. What difficulties are there when trying to reduce poverty?
  3. What do you think are the misconceptions about poverty and LICs?
  4. How can individuals help people in their communities and abroad in gaining a better quality of life?
  5. What might be the environmental impacts of LICs becoming more developed? Are there solutions?
  6. Is a more equal world possible?

First assessment: Strategies to Reduce Disparity

We have been discussing ways to measure varying degrees of disparity.

TASK: Your job is to teach the class about one strategy to reduce disparities. You will use the same information for both an oral presentation and the factsheet.

This task will ask you to create two things:

  • An oral presentation (2-3 minutes) that will:
    • Explain the strategy
    • Give the positives – and a specific community case study that exemplifies this
    • Give the negatives – and a specific community case study that exemplifies this
    • Answer the following question: Using at least 2 specific examples, evaluate (make an appraisal by weighing up the strengths and limitations) your strategy’s effectiveness in reducing disparity between countries and/or regions
    • Communication is also important: do not read a script
  • A ‘fact sheet’ of one page to handout to your peers with the key details and links (see example) (This acts as ‘notes’ from your presentation)
    • Should take an entire page, not more.
    • Should have visuals
    • Statistics
    • Definitions
    • Hyperlinks to further research (these can be part of your source citations)
    • MLA Citations (these can be for BOTH the presentation and the fact sheet)

Here are the possible strategies:

  • Aid – different types
  • Foreign Direct Investment
  • Fair Trade
  • Debt Relief
  • Market Access and Trade (Free Trade)
  • Government (and policy)
  • Remittances
  • Appropriate technology
  • Microfinancing
  • Other with teacher approval

 

Hyperlink your presentations and factsheet here

ATL: This is a formative assessment, but you will be graded on ALL ATLs.

InS 9: Intro to the Disparity Unit

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?

Review form 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 Development: Types of Government

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. Include at least one current example

4. 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

ATL: Communication:

Working with Video handouts  and examples

 

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: Sustainability Map Proposal

Energy proposals

  • You will be given an OS map to conduct a feasibility study and produce an environmental sustainability proposal for the map’s area.
  • You will need to research the area and understand the most pressing environmental issue(s)
  • State what changes would be best suited for the region, 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
    • Main environmental issues (climate, soil, population, resource consumption etc)
  • Handwritten annotations of site for each new initiative with:
    • Brief explanation
    • Simple design
    • Statistics to support your choice
    • Short explanation of your decision
    • Graphs if necessary
    • Physical features that guided your decision
  • Any other relevant information that can support your decision

TSC C & D

Things to consider: (You don’t need all of these. Pick the most relevant)

  • Renewable energy: Benefits, drawbacks, cost, climatic conditions
  • Economic activity: resources, needs, externalities
  • Demographics: Education, birth rates, life expectancy (PPT)
  • Environment: Biodiversity, cultural heritage, pollution
  • Politics: Government type and power, history

Due date: March 14th (12 periods, not including today)

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.

Energy:

Image result for energy consumption

  • What is the trend of energy consumption?
  • Can you explain it?
  • Where do renewable energy fit in?
    • What is the current % of renewable energy produced worldwide

  • What is the trend of renewable energy production?
    • Can you explain the trend?
    • What factors affect the production of renewable energy?

In groups of 2, complete the handout. We will discuss your findings.

 

kW vs kWh

 

For a more in depth explanation:

Interesting watch on energy efficiency

InS 9: Circular Economy Summative

We have been discussing the different aspects and questions related to the circular economy.

“A framework for an economy that is restorative and regenerative by design” to go from linear to circular, like an ecosystem

Now is time to look at some specific examples:

 

Each of you will explain how the circular economy’s system approach is used in the production of the following goods:

You will then be placed in groups where you will need to explain the approach to your peers. 


 

Assessment:

You will re-think or re-design a product or service for a circular economy

  1. Pick a product or service that is currently sold on the linear economy
    1. You can pick anything, from a fruit to a city
    2. Describe the product and all of the waste and negative externalities that are caused by it’s production system
  2. Describe the re-design of the product or it’s
    1. Give a description of the main changes you would apply to the production of the product or service
    2. Suggest ways that your ideas can be implemented in the production of your product
    3. Clearly explain how it applies the principles to the circular economy
      • Design out waste and pollution
      • Keep products and materials in use
      • Regenerate natural systems (imitate natural ecosystems)
  3. You will present your idea to the class as a pitch.
    1. You need to convince your audience that this is a realistic, worthy idea
    2. You may present as a slide show or a video

Things to consider:

  • Who will use it?  Why will they use it?
  • If you are making a product, how does the design of your product consider a flow of materials?
  • If you are designing a service, how does it fit within a circular economy?
  • Describe the relationship you will require with your customers/users.

 

Hyperlink your work here

InS9: How to Fix Negative Externalities: Thinking outside the box

We have discussed global climate change and its causes and consequences

  • What are the main causes of GCC?
  • What are the main consequences?
  • How can we limit the impacts of GCC?
    • How realistic are those solution?

Our statement of inquiry for this unit is:

Scientific and technical innovation produce sustainability and equity of resources

  • Can you think of innovations that could help solve GCC?
  • Can we do so without hurting the economy?

 

Let’s play a game:

PPT 


Discussion: 

  • How is the circular economy better different from the ideas we discussed at the beginning last of class?
  • Do you know any current examples of the circular economy?
  • Do you think the circular economy system is realistic? Do we have other options?

1. Design out waste and pollution

 

2. Keep products and Materials in Use

3. Regenerate natural systems

 

Discussion:

  1. 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?

InS 9: Externalities of Energy production: Global Climate Changs

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: 9C

Post presentation discussions:

  • 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?
    • Will it be necessary to think “outside the box”?
  • What will it take to stop/limit/control GCC?

 

 

InS 9: Scarcity

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:

  • Command economy
  • Mixed Economy
  • Free Market Economy

Exercise:

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.

 

Social cost of economic interactions

InS9: Social History Essay

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 5 paragraph essay
  • With proper in-text citations
  • Your narrative should be between 500-600 words.  

 

Creating a good research question:

Research Rundowns

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