Category: Individuals and Societies 10 (page 1 of 10)

InS 10: 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 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
    • Physical features that guided your decision
  • Any other relevant information that can support your answer.


Due date: Thursday March 7th

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.

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 10 Sustainability in your Community

We have been discussing the causes and consequences of global climate change.

We will now look at ways that carbon emission can be reduced:

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

Think about conservation, recycling, reduction, reuse, substitution and sustainability

1.Energy saving

How you could save energy in your home or your community?  It has to have a practical application?

How will you implement the ideas – get family/government/school on board and make them do it?

2. Sustainability

Describe a way to make your community more sustainable and reduce their use of other resources.

3. Action

Suggest a way to take your ideas to the wider community? 


You will present your ideas to the class during the week of January 30th
Maximum 5 minutes long. Be creative!!

I will accept groups if they are of mixed gender and are with people you have not paired up with in this class so far this year.

Write down your groups and topics here


InS 10: Global 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?
  • What is the difference between climate change and the greenhouse effect?

In groups, answer the following questions. You will present your answers to the class.

  1. Draw 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?
  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.

If time, discuss the relationaship with GCC and the resource consumption game we played last class.

InS 10: 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 


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 peoples happiness (economic welfare).
  • It is assumed consumption increases economic welfare, although of course it also depletes natural resources which has it own problems.

Round 2:

What problems did you try to resolve before round ?

  • Who produces what? Who is best at making a specific thing?
  • What to produce: Should the UK 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 survive in the game?

In economics, all resources are classified in 4 categories: (These would be different in Geography)

  1. Land (including all natural resources)
  2. Labour (size and education/expertise level)
  3. Capital (human made resources: money, machines, robots, computers, etc)
  4. Entrepreneurship (people who organize the factors of production, taking risks in the search for profit)

How did you organize yourselves in round 2?

  • One person take charge?
  • 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


  • How does this apply to the real world?
  • Each group, find one example in the news where economic exchanges, resource allocation, scarcity or trade has impacted the lives of people. Present your findings to the class, drawing parallels to the game.


InS 10: A Point in History

Choose a ‘point in History’ an event, happening, or milestone, something very focused and create a good, well focused research question. So for example, just writing about how World War Two started is too broad, however, if you focus it down to something more specific, for example to  To what extent did Japan feel forced to attack the United States at Pearl Harbor? 

The key is the sources that you choose to answer your question!

In this assignment you will use 5 sources, which show at least 2 different perspectives even if they are only slightly different, and 1 must be a visual source such as a political cartoon, photo, map, etc. A political cartoon can sometimes say much more than a photo in trying to get a specific message across and vice versa.

  1. Pick 5 primary (or secondary) sources that show a broad scope of opinions and ideas about your event or theme from a variety of perspectives.  Focus on the OPPVL of the sources and be able to explain why one source weighs more heavily in your argument because of its values and how other sources you recognize limitations.
  2. Properly source each one using MLA Works Cited and proper in-text citation and include all the information that you use for each source on a separate sheet of paper labeling your sources A-E so that they are easy to refer to in your essay.
  3. Your argument can be no more than 2 sides of A4 paper, font 12, 5-7 paragraphs

Now choose your topic or general area first and then work on narrowing down your topic and constructing the question that you will answer using your sources. You must discuss the OPPVL of your sources and show different perspectives as you analyze.

You will need to create 5 OPPVLs for this assignment and get them graded by me during class. I will then use the best sustained grade of your top 3 scores to give you your final assessment. Here is the OPPVL TSC that you should add at the bottom of each of your OPPVLs.

Hyperlink your topic, research question, OPPVL, outline and research question here

Here is the TSC for Criteria B,C and D.

Outline due date: TBD

InS 10: Introduction to the History Writing Project

  • What do you know about history?
  • What have you already learned?
  • What period/event would you like to learn more about?
  • What questions do you have about a period in history?
  • Would you like the group to pick one specific topic with lectures?

InS 10: A point in History

  • Who writes history?  
  • Where does their information come from?
  • Define  primary and secondary sources.
  • How do you evaluate sources to see if they are reliable and valid?

Part 1:

Read this article on the reliability of sources and discuss with your table group. Give examples of good and bad news sources.

Part 2: We will be looking at sources – using these as a basis for a factual essay. First you will need to be able to analyse them using origin, purpose, perspective, value and limitations.

First – basic questions we ask ourselves about something in history

  • Who, What, Why, Where, When & How? These help us gather information from SOURCES – These can be ‘Primary’ and ‘Secondary’
  • Try to get as much information as possible using a political cartoon source from the handout (Document 1)
  • A wide range of sources are used by historian, written, visual and artefacts. We will be looking at and using different sources.
  • Info on primary and secondary
  • Introduction using these sources with an extra P for Perspective!  See powerpoint
  • Find a political cartoon from any place or time.
    • Print it at the centre of an A4 paper, with enough space to write around it
    • Annotate the OPPVL of your cartoon

Part 3: 

InS 10 on the YIS Website

Have a look at the school website for the article about the InS 10 field trip to Kamakura.



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