Category: Individuals and Societies 10 (page 1 of 11)

InS 10: Prep for guest speakers

Next Wednesday, we will have guest speakers coming to talk to us about the reasons they have left their own countries as refugees, because their human rights were threatened.

Here are a few videos to have some background information on the situations in their countries:

Chile

 

Tibet

Guatemala

Introduction to Human rights part 2

  • In groups, do a PMI graph or flow chart  on the UN description of Human rights
  • Too much light makes the baby go blind: The Human Rights version
    • In groups of 2 or 3, you will each be assigned 5 articles of the UN’s Universal Declaration of Human Rights
    • You will plan short skits/performances for each one – BE CREATIVE
    • We will then present each skits in Too much light makes the baby go blind fashion

Further research

I will be absent all week

Hi guys,

I will be absent all week to attend the senior retreat in Niigata. Here is the work for the week.

  • Grade 9: Work on your social history assessment 
  • Grade 10:  Work on your Paris Editorial, making sure to do part 2 in groups first.  (Due on Monday)
  • You can all ask Ms Wilson if you have any questions about the project. 
  • Have a great week, be nice to your subs, and email me if there are any major issues.
  • Have fun!

InS 10: Intro to Human Rights

Should freedom of expression be limited in some cases?

We will read read the handout Graphic Organizer-Contrasting Views on Human Rights about  Skokie, Illinois, 1977

Consider:

  • What are the limits to Freedom of Speech?
  • What is considered hate speech?

Part 2:

Consider:

  • What is satire, and what is its purpose?
  • What is the role of media in the freedom of speech debate?
  • Is Freedom of Speech relative to specific cultures?
  • How has freedom of speech changed in the globalized world?

What is Charlie Hebdo?

Then, in groups of 7 or 8, each person read one of the sources about the  Paris, attacks of 2015 and debate the issues of freedom of speech brought up by a publication like Charlie Hebdo. Make sure that each person has a chance to express the perspective of their source.

Ideas to consider:

  • Is Charlie Hebdo Hate speech?
  • Did their cartoons go too far? Did they incite violence?
  • Should religion be protected against hate speech?
  • Should religious taboos be protected against hate speech?
  • What are the limits of free speech?

Part 3:

Write a short editorial in answer to one of the newspapers in the handout expressing your opinion on whether ‘Freedom of Expression’ should be limited based on what happened in Paris.

  • Post it on your blog and share the link with me here. 
  • 200 words or less
  • You do not need a bibliography but you may mention sources to strengthen your argument
  • Make sure you directly address a specific source
  • You do not need to explain the events, or have an introduction and conclusion. Dive right into it!
  • TSC Criteria D, Critical Thinking
  • Due Monday May 29th. You will have one more period to work on this if need be. 

Editorial: An editorial is one of the writing styles used to express an opinion or reaction to timely news, an event, or an issue of concern. Most editorials are used to influence readers to think or act the same way the writer does. Your argument should be strong and be backed up with accurate details that show that the opposing argument(s) contain weaknesses. You must take a side, do not waffle or be wishy-washy, stick to your argument or opinion, and be clear and forceful.  Most important is organization. An editorial has little room in which to deliver its message. The structure must be well worked out and follow a logical sequence. 

 

InS 9 and 10 exam review

Here are the study guides for next week’s exams:

Grade 9: Monday May 8th, 9:10AM,  Exam on the 2020 Tokyo Olympics

Grade 10: Tuesday May 9th, 9:10AM, Exam on map skills and coastal processes

 

InS 10: Disorder research question on stigma or treatment

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.

  • What has surprised you in your research or in the posters you have looked at
  • What are some misconceptions that people have about mental disorders?
  • Can mental disorders be treated? How?
  • What are some misconceptions that people have about treating mental disorders?

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.”

Summative assessment: In your same groups, you will create a short video on your disorder, answering a research question that you will create about either stigma, treatment or both

Your research question question must be:

  • informative to your audience
  • about a stigma or the possible treatment of your disorder, or both
  • focused about a subject that can be answered in the timeframe
  • relevant to your disorder
  • relevant to Japan

Possible ideas explaining:

  • causes
  • stigma (in Japan)
  • multiple treatment options
  • how you can help in Japan
  • where people can go for help

Your video must clearly put the question in context and go on to answer it fully through:

  • Named case studies and academic research
  • Developing an understanding of the various issues facing the disorder
  • Where relevant, information about Japanese organizations helping people with the disorder
  • 2.5 to 3.5 minutes long

TSC

Write your research question and hyperlink your video here

InS 10: Disorder poster

We have been discussing ways of defining abnormality, and symptoms of various disorders. We will now look at prevalence and how it varies between regions, cultures, age groups  and genders.

You will create 1-sheet comparative report or poster or pictogram on the prevalence of 1 disorder.

Max 400 words

  • Describe the symptoms
  • Explain the difference in prevalence over time between two countries or region in terms of :
    • Age
    • Socio economic level
    • Gender
    • Culture

LIST OF DISORDERS

  • Schizophrenia
  • Addiction (alcohol/substance)
  • Bulimia
  • ADHD
  • Bipolar disorder
  • Autism spectrum disorder
  • Dissociative Identity Disorder (a.k.a multiple personality disorder)
  • OCD
  • Other, with teacher approval

TSC A

Groups

InS 10: Intro to abnormality

Discuss:

  • What are phobias?
  • What causes phobias?
  • How are they treated?
  • Are they more nature or nurture?
  • What is the difference between fear and phobia?

Exercise 1: Read the handout

In groups, explain the following ways of measuring abnormality:

  • Statistical infrequency
  • Deviation from social norms
  • Failure to function adequately
  • Deviation from ideal mental health

Exercise 2: Models of abnormality


Model: A set of assumptions or concepts that help psychologists and/or scientists explain and interpret observations

  • Spells out basic assumptions and sets guidelines for investigation and treatment
  • Some may conflict with each other or be better suited for certain conditions

In groups, explain the following models of abnormality, as well as their ethical and practical implications.

Do some research of an actual case study where your model has been used, and explain it to the class, using the model to structure your explanation.

  • Medical model
  • Psychoanalytic approach
  • Behavioral approach
  • Cognitive Approach
  • Humanistic approach

Friday afternoon movies: Crash Course Psychology

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.

TSC C & D

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.
Older posts

© 2017 Geography Blog

Theme by Anders NorenUp ↑

Skip to toolbar