Category: Grade 10 Individuals and Societies

Tues June 11th

I am absent on Tuesday 11th June so you will have a cover teacher. Please do the following:-

Go to this site Traveller IQ challenge   which takes you to the ‘world challenge’

It’s against the clock so it’s quick and just aim your cursor at where you think the place is and ‘enter’. This will shoot a dart. Start with the ‘world challenge’ game and see how far you can progress up the levels. If you fail to move up to the next level you will have to start again. Don’t click the link to ‘TravelPod’ just refresh your browser to start again. Do this every time you want to retry.

Remember to take a screen shot every time you complete a level as proof you got there. At the end of the double period take a screen shot of the final level you reach. Prize for the one who goes furthest.

If you get sick of the world quiz try one of the others at the top of the page!

See you Thursday!

EDO essay – Written in class May 7th

You can make a start on your Edo Essay. You can choose to focus on any aspect of Edo. Most of you have your research questions sorted so begin your research for the essay. If you have not focused your question please do so as soon as possible. Remember you are choosing sources to answer your question so make sure you save them on Diigo or screenshot and save in a folder. You will have to use at least 6 sources but no more than 8. It is an essay based on sources – you will use these as evidence in your discussion analysing and and evaluating them as you use them. You should also keep a log of their origin for your works cited page. You will work on this over the weekend. We will review your the sources you have chosen next lesson and work on the plan for the essay.

Edo – OPPLV

Students were introduced to OPPLV at start of the unit and also the ‘Edo’ project and trip.

You were asked to will 1 source from the Edo museum and do verbal presentation on this when we return to class. This will be the first summative. TSC criteria C + D

10 A – Due Tuesday April 16th and 10D is due Wednesday April 17th.

Useful links to help – how to evaluate sources – worksheet & OPPLV info using historic sources

Please note the presentation is 3 mins 30 seconds in length.

Cover work Friday April 5th

In my absence please read the following links. You may also think about what one are you might want to focus on for your essay. See you all Tuesday at Ishikawacho at 9 or Ryugoku at 10.10

For information on the period read the following – a brief history –  Japan Times from Edo to Meiji  / From Edo to Meiji Restoration. Then take the virtual tour of Edo, paying particular attention to the sections on Senkakuji: The Temple of the 47 Samurai and Ryogoku: The Home of Sumo and the station we will be going to on Tuesday. Now watch the videos on Edo Japan (Part 1Part 2 and Part 3Part 4Part 5  & Part 6  about eight minutes each for a little more insight into Edo).

We will be going on a fieldtrip to the Edo Museum on Tues April 9th . Please have your parents sign the permission slip and state whether you will meet at Ishikawacho or Ryogoku.

Make sure you have gone through the Virtual tour of Edo.

Here is a link to some basic details about Edo

Sustainable Edo

Visualising cultures – wood block prints or Ukiyo-e. This is useful for images illustrating the changes

History of ukiyo-e and it’s spread

Famous Japanese Ukiyo-e prints 

Heroes of Ukiyo-e

Ukiyo-e heroes kickstarter

We have looked  at some of these and discussed how useful they are, also looked at a framework for analyzing visual texts, “The Five C’s,” .  Using the checklist on there you will start to analyse your image. You will also go through and focus on evaluation using  OPPVL  . 

You need to be able to fully analyse and evaluate as you will be doing this after we come back from the Edo museum when you present an analysis of the 1 thing you took a picture of.

You will then do a summative, in class essay, which is based on sources. You may have an idea of what you want focus on for your essay and start some research or simply look around for ideas.

A useful link for sources 

Ukioy-e from Edo to Meiji

EDO

‘Introduction to Edo Japan’ (political and class structure) and the Edo History Project

For information on the period read the following – a brief history –  Japan Times from Edo to Meiji  / From Edo to Meiji Restoration. Then take the virtual tour of Edo, paying particular attention to the sections on Senkakuji: The Temple of the 47 Samurai and Ryogoku: The Home of Sumo and the station we will be going to on Tuesday. Now watch the videos on Edo Japan (Part 1Part 2 and Part 3Part 4Part 5  & Part 6  about eight minutes each for a little more insight into Edo).

We will be going on a fieldtrip to the Edo Museum on Tues April 9th . Please have your parents sign the permission slip and state whether you will meet at Ishikawacho or Ryogoku.

Your homework for the weekend is to go through the Virtual tour of Edo.

Here is a link to some basic details about Edo

Sustainable Edo

Visualising cultures – wood block prints or Ukiyo-e. This is useful for images illustrating the changes

History of ukiyo-e and it’s spread

Famous Japanese Ukiyo-e prints 

Heroes of Ukiyo-e

Ukiyo-e heroes kickstarter

We will look at some of these and discuss how useful they are, also look at a framework for analyzing visual texts, “The Five C’s,” .  Using the checklist on there you will start to analyse your image. You will also go through and focus on evaluation using  OPPVL  . 

You need to be able to fully analyse and evaluate as you will be doing this after we come back from the Edo museum when you present an analysis of the 1 thing you took a picture of.

You will then do a summative, in class essay, which is based on sources.

A useful link for sources 

Ukioy-e from Edo to Meiji

 

PRESENTATIONS

NEXT ASSIGNMENT

You will create a short presentation on your disorder. (3 mins max as an individual or 5 mins max as a couple) answering a research question you will create. It should be about stigma and treatment. It should be informative and cover :-

  • Causes
  • Stigma – various issues facing people with the disorder.
  • Named case studies and academic research
  • Treatment options – can it be cured or just treated? Are there multiple options for treatment – best options, new options – how do the Japanese deal with it?
  • Where relevant, information about Japanese organizations helping people with the disorder

Due = 10 A 18th Feb & 10 D 19th Feb  – Links to presentations   TSC

Creating a good research question

Developing a 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

Examples – Maho and Helena

Lachlan and Tijm

Eileen and Sophie

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.”

DISORDERS CAUSES, TREATMENTS AND STIGMA

DISORDERS – Causes, treatments and stigma

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?

  • 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 – Breaking the stigma and shame of mental illness