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InS 8: Intro to History

Mystery at York – activity here

Easter Island – activity here

Building a Time Capsule

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.

Questions:

  1. 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

In pairs:

  1. 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?
  2. Are there any misleading conclusions that they might draw?

ATL Skills:Empathy and Listening skills

Paired Discussion:

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?

  1. What problems does this exercise show might face historians in their study of (any) past?

Individual Reflection:

  1. 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

Project Brainstorm:

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?
  • What do you find interesting about it?

Then, complete this google doc. and hyperlink your doc here

When you are done, pick one event you wish to share with the class and complete one slide of this presentation.
  • Slide show: 8U
  • Your slide should only include pictures – One or more.
  • We will go through the slide and you will tell the class about the event and your family member who was present at the time.
  • As you listen to the presentations, think about the historical events you have discussed and whether you still find them interesting and how appropriate it would be for this particular project.

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

InS10: What is History’s role in Society? + Intro to Edo

Part 1: History, what is it good for?

First we will read; A Point Of View: What is history’s role in society? and have a socratic debate about the definition and role of history in our lives.

  • How do we research history?
  • 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:
    • us
    • our community
    • our society
    • 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

Exercise: Groups of 2

Using the virtual tour of Edo, Find a ukiyo-e from the Edo period of Japan.

Write an OPPVL for it.

About 2-3 sentences per aspect, but have as many examples as possible of the different types of information and history you can see by looking at the wood block print. 

10C slideshow

Here is a more detailed description of an OPPVL

 

Part 4: Intro to Edo:

As we watch and discuss the various videos, think of possible research topics for your essay.

Example:

  • Role of the Samurai
  • Foreign influence
  • Matthew Perry
  • Bakufu military government
  • Art, fashion, ukiyo-e
  • Rule of law
  • “The Christian Problem”
  • Social Structure – Empror, Daimyos, shogunate, peasants,
  • Rituals and religion
  • The role of women
  • Entertainment
  • Geishas
  • Kabuki theater
  • Education
  • Battles to “pacify” the country

Akira Kurosawa’s Yojimbo, (The bodyguard) trailer and opening sequence:

  • How do these clips differ from the traditional view of the samurai?
  • Can you explain why the character is wandering aimlessly?
  • Do you know the story of the 47 Ronins? What does it say about the role of samurais in the Edo period?

Part 5: Edo History (Work for Friday April 5th)

I will be absent today. You have the period to watch the following 6 videos. (Part 1Part 2Part 3Part 4Part 5  & Part 6)

(See full doc here)

As you watch:

  • write a short summary of each section for your notes
  • Have a section for possible themes you would like to research.
  • Answer the guiding questions below
  • Share your notes here.

 

Guiding questions:
Part 1:
  • What was the political situation in Japan before the Edo period?
  • What did foreigners want from contact with Japan?
Part 2
  • What did you learn from the daily lives of Japanese people at the time?
  • Discuss the role of missionaries and the Daimyos who converted
  • Discuss the Samurai code of honor – What was their role in society?
Part 3
  • Explain the concept of seppuku
  • Explain Oda Nobunaga’s role in raising Ieyasu and in Japanese politics at the time.

Part 4:

  • Explain the downfall of Oda Nobunaga and the event that followed
  • Explain Hideyoshi’s rise to power and his ambitions
  • Explain how Ieyasu finally gained control over Edo
  • Can you explain the difference in strategies between Ieyasu and Hideyoshi?

Part 5:

  • Explain the Dutch influence on Japanese Medecine and other sciences
  • Describe the foreigner’s interest with Japan, and the Japanese response to it.

Part 6:

  • Explain Commodore Perry’s involvement in the opening up of Japan
  • How did Japanese people respond to the American influence?

Edo Social Structure

InS 8: Globalization reflection

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?

The Reflection

  1. Brainstorm your answer.  Write everything that you think could be useful and the examples to include to answer the 2 questions below
  2. Plan your reflection
  3. 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.

Here is the TSC 

Hyperlink your work here, as well as your link to your OLJ

(You can split your OLJ into 2 sections if you want)

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 8 – Migration and Globalisation

Migration Presentation

InS Incorporated Globalisation project

Groups

Here is a template, but feel free to use a different method if you wish.

Here are the TSC’s for the Group

Here is the TSC for the individual final reflection

Due date: Thursday March 14th

Hyperlink all of your work here

InS 10: Disorder research question in Stigma and 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.

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 groups, you will create a short video on a 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 (try to have at least one Japanese speaker per group)

Find more resources on my diigo account #research question

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 (B + C)

Write your research question and hyperlink your video here

Due Friday March 8th. (Including WJAA players)

 

Past (Not necessarily perfect) examples.

See also: Anorexia in Japan

 

Working with Video handouts  and examples

 

InS 8: Quoting and Paraphrasing

Quotations and paraphrasing

Note taking:

Exercise:

Each of you will read one of the following article and take detailed notes using Cornell or VEEC:

Then, you will write one paragraph, entirely in your own words, using the opinion of the article to explain your own opinion on the issue of globalization and culture.

Intro to Migration

InS10: Stigma towards Mental Disorders

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?

Source: New York Times, 2017/2/14

 

 

 

 

 

 

  • For what purpose did the “amateur diagnosticians” label Mr Trump a narcissist?
  • What is the purpose of the  letter to the editor?
  • What does it say about people’s perception of mental illness?
  • What does it say about stigma?

Stigma: a mark of disgrace associated with a particular circumstance, quality, or person.

  • What stigmas are you aware of?
  • How are they formed?
  • What are the consequences on people with mental illnesses?
  • What are the consequences on society?

  • How can we change society’s perception of mental illness?

Exercise:

For the disorder that you researched in your last assessment, find sources that clearly discuss stigma towards people with the disorder.

  • It can be a specific research or report. First hand accounts can be used as support, but not as primary evidence.
  • Describe how the stigma manifests itself in society
  • Describe the impact on the patient
  • Explain the source of the stigma (culture, history, misconception, media etc)
  • Evaluate one initiative that was done to reduce or eliminate the stigma

You will present your findings to the class

Quick review:

We will read Michael Friedman’s The Stigma of Mental Illness is Making us Sicker

If time:

 

 

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

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