We have been discussing the Edo period for some time now and you are expected to have a topic in mind that you would like to research further.
We will be visiting the Edo Museum on Tuesday. While you are expected to look at the entire display and gain a better understanding of that section of Japanese history, you will need to find one source that you will use in your research project on order to complete an OPPVL.Make sure to take pictures of the source you choose and collect as much details about its author/creator as possible.
Your first summative assessment will be to complete and OPPVL
First you need a good research question in order to focus your analysis
How do we know what “really” happened in the past?
How can we evaluate the quality of our sources?
Is there value in “bad” sources?
How does history change over time?
How does history affect:
our global interactions?
Part 2: You will have to pick a topic for your upcoming project. Consider the many different perspectives in history and think of specific examples for each one:
Political history: the story of government, political leaders, electoral activities, the making of policy, and the interaction of branches of government
Diplomatic history: the study of the relations between nations, diplomats, and ideas of diplomacy
Social history: the study of ways and customs, of family, education, children, demography (population change), and voluntary institutions (churches, for example)
Cultural history: the study of language and its uses, of the arts and literature, sport, and entertainment, in constructing cultural categories
Economic history: the study of how an entire system of production and consumption (or of any of its parts) works, of markets, industry, credit, and working people at all levels of the system
Intellectual history: the study of ideology and epistemology, analyzing how ideas affect human actions and how the material world affects human ideas
People’s history: history from below, or folk history is a type of historical narrative which attempts to account for historical events from the perspective of common people rather than political and other leaders.
Can you think of others?
Part 3: How do we analyze sources?
Quick review from grade 9 InS: What is the difference between a primary and a secondary source?
Introduction using these sources with an extra P for Perspective! See powerpoint
Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.
Researching Psychology. A message from Ms Vance:
“YIS has JSTOR, which you can browse by subject, as well as basic and advanced searches of course. Here’s a link to the Psychology section of JSTOR, which you can search within exclusively. You’ve got access at school by IP address, but to use it at home, you have to create a personal account while you’re at school first.
EbscoHost – Science Reference Center database also has psychology resources, although they are likely easier to access if you look at the subject terms SRC uses before you start searching. Working with databases, as you know, can be frustrating when encountering them for more or less the first time. I would be DELIGHTED to come into your classes and train kids how to use them. 🙂
Same goes for History, economics and geography. They’ve been exposed to these databases as part of their PP but subject specific training on how to use them on a DP level would be very helpful for them.
PART 2 – graphing results, analysis, conclusion and evaluation
Please use clear headings for these sections.
-1. Graph your data in order to analyse your findings
* Note – Graphs can be computer generated or done by hand and must have titles, referred to and be integrated into the text, where you talk about them. You should use a variety of suitable graphs to display data. They must be clear, have labelled/numbered axis and titled. Be as creative as you want when illustrating all of your work.
-2. Write the trend of each graph underneath, including anomalies
-3. Write your analysis under the headings of each Hypotheses.
You will state what we expected with reference to our studies on coastal processes and landforms.( use what we have learned in class! ) You will analyse ( describe and explain ) the data you collected with regard to the expectations of a destructive beach, and state whether or not you have proved or disproved each hypothesis. DO NOT ANSWER THE RESEARCH QUESTION. You will do this in the conclusion.
Use pictures throughout your analysis to support your arguments.
The beach gradient is steeper towards the back of the beach
Create a beach profile by graphing the angle of slope from each quadrat of your transect and analyse this bearing in mind what we know about a destructive profile (use class averages)
Beach material will be larger and more angular towards the back of the beach
Create 1 graph to illustrate your findings roundness and size and analyse what you found. (use class averages )
The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )
Using a table to illustrate the data and graph the 2 class averages..
There will be a strong longshore drift
Analyse your findings referring to prevailing wind, direction of movement and time taken for any movement of material over 10m. If it is over 3m per minute then it is considered strong.
5. There is natural evidence (erosional landforms) and man made evidence (defenses) that the beach is being destroyed
Using your field sketch, pictures and the observational notes you made as well as photographs present any evidence of the above. Use lots of photos and be creative here. Annotate your photographs to show what they illustrate.
Sum up what you found. Are your hypotheses mainly proven or disproven? Use each hypothesis to base the summary of your findings in order to give your answer to the question: “ Is the beach at Kamakura Inmuragasaki a destructive beach?”
Briefly evaluate your methods (discuss positive and negatives) (not the execution of your peers!)
Suggest how the study/methodology might be improved
Read this handout and answer the following questions, by hand, with your name and clear labels:
Page 27 Activities, #1, 2, 3
Broken lines = dotted lines
Page 29 Activity, all 6 questions
Page 31 Activities, # 1, 2
Page 33 # 1 only
For class only, do not do the exercises below for seminar week homework homework
Our next unit will be about coastal processes and erosional landforms, leading to another field trip to Kamakura, but this time we will be collecting primary data about theInamuragasaki Beach on November 2nd