You have been tasked in creating a time capsule that won’t be opened until the year 3018. You are only allowed to include 8 items. The items must give a reflection to future historians as to what life was like for people in 2018.
ATL:Thinking Skills Working Individually (and silently-some like individual think time):
Make a list of the items below and then answer the following questions.
Based only on the items found in your time capsule, what would the historians be able to tell about life in 2018?
ATL Skills: Critical Thinking and Collaboration
Look at your partner’s time capsule. What conclusions can you draw about life in 2018 and what wonderings do you still have? What information is missing or confusing?
Are there any misleading conclusions that they might draw?
ATL Skills:Empathy and Listening skills
Look at both of your time capsules and discuss your answers to the questions above. Now create one new capsule in light of your new thinking using the top 8 items from your combined lists. Do you need to add anything else?
What problems does this exercise show might face historians in their study of (any) past?
What information do you think the historian finding your time capsule would like you to have recorded on a plaque to help them draw the most useful conclusions from the evidence you have included? What would they like to know about you to stop them drawing too many false conclusions?
A Time Capsule for Aliens
In September 1977, NASA launched the spaceship Voyager into space with a mission to study the outer solar system. Loaded onto this spaceship was a golden record that contained sounds and images from earth was meant to be played by any alien species that found the spaceship. video. Full list of what was on the Golden Record
For the next project, you will study a specific historical event that took place when a living member of your family was alive. You will research the event and try to get a good understanding of it, and then interview a family member that has experienced it.
First, if possible, find a member of your class that shares a similar national and/or cultural heritage. If you have more than one, you may choose one that you wish to study for this project.
Together brainstorm a list of historical events that took place in your country or region since WWII. You may use your computer to research events and themes you find interesting.
Think of the time capsule exercise – What kind of information, artifacts, sources could you research?
What type of information could your family member provide that would give you a new perspective on the event?
What might be difficult about studying this event?
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 the presentation is done, it is tome to write your reflection.
In your table groups discuss:
What was the specific problem you addressed? – Give examples
How effective were you in addressing the problem?
What were the benefits of working in groups?
What were the difficulties?
How did you overcome the difficulties?
What did you personally bring to your group?
If you had to do it again, how would you do it?
Brainstorm your answer. Write everything that you think could be useful and the examples to include to answer the 2 questions below
Plan your reflection
You will have 40 minutes to write your reflection
Reflect on the process of collaboration. What did you contribute? What was difficult? What did you learn about collaborating with people who weren’t physically with you? Include evidence to support your ideas.
Reflect on your your product/service/good: How effective would your project be in addressing the issue of globalization? What makes you say that? What would you do differently and why? Include evidence to support your ideas.
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 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.
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.
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.