INTRODUCTION TO I/A COMPLETED BY MON 15TH APRIL

Today we will input the results for beach 2 ( Maiso) and start the write up. Introduction is first. At the weekend please make sure you read the Internal Assessment guide I gave you. Please draw maps of Japan, Izu peninsula and a local map showing the 2 survey areas ( beaches ). If you use coloured pencil press on hard and use solid colour as it will fade when you scan. I will check all of you have completed your maps by Monday’s lesson.

On Monday and Wednesday you need to introduce your fieldwork. See the guide to coursework doc. 2019. You will work on the intro today and in my absence on Thursday. It should be completed by the beginning of next Monday’s class

I will check that your introductions are complete on Monday 15th.

We will then do the method so make sure you start sorting your photos and share with your group.

Please note the Timeline for write up

Monday 15th April – Introduction should be complete by the start of this lesson ( 2 lessons plus homework)

Monday 22nd April – Method complete by the start of this lesson ( 3 x lessons plus homework)

Tues 30th April – Graphs complete by the end of the lesson. ( 5 x lessons plus 2 homeworks)

Wed 8th May – Analysis should be completed by the end of this lesson.

Conclusion and evaluation to be done for homework weekend of May 10th.

Monday May 13th. The complete I/A due in at the start of the lesson (9:10)

It should be printed double sided and in colour. DO NOT STAPLE!! I will give you a paperclip.

 

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

I/A and Izu fieldtrip

Today we will go through the prep we need for the field work on Thursday and Friday. Please remember to be at Ishikawacho station at 7.40 am Thursday. You really need to be there otherwise you cannot complete your I/A.

If you are late let me know  ( 070 1391 4242) and if you miss us you will need to make your own way to Izu and meet us on beach 1 ( sand ski).

We will be back at Ishikawacho at 5.55 pm approx on Friday.

 

 

Map and energy proposals

Alternative Energy proposals  with map:-

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.

You will create a hand drawn, annotated map on poster paper.

Your maps must include:

  • Title
  • Scale. You must redraw your maps to fit onto your poster paper and leave enough room around the edges for annotations key etc. The 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.
  • Make sure you have created a google doc entitled Research Log as this will be used to assess criteria B. Use Diigo to bookmark and also to help with your Bibiliography.

TSC B, C & D – Due Monday April 15th (Things to consider)

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

TSC B, C & D Due 18th April except for AISA footballers and their’s is due 22nd.

Link to Research logs . – please add your name and hyperlink

9A ATL focus

9D ATL focus

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

 

Mapskills

Today we will start Mapskills as you will need these to do your next summative, which will combine your knowledge of renewable energy and mapping.

This is what we will refer to to help you develop your basic mapskills. To draw a cross section this will help

Homework

You have no written homework this week but you will have your end of topic test on Unit 2 Core on Feb 12th so please spend this weekend and next revising for this.

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.”