What is Individuals & Societies?
Individuals & Societies is the greatest subject in the World. Why? because it tells you everything you will ever need to know about the World. What the World was like in the past, How it operates, Why people do the things they do, Where things happen (and don't happen), Which of these things were good and bad, how we can control these and What the World will look like in the future. Awesome!!
Individuals & Societies is the greatest subject in the World. Why? because it tells you everything you will ever need to know about the World. What the World was like in the past, How it operates, Why people do the things they do, Where things happen (and don't happen), Which of these things were good and bad, how we can control these and What the World will look like in the future. Awesome!!
We will be covering a range of topics this year:
- I & S Passport
- Intercultural Understanding
- On the way to School
- Food Fight
- Using Detective skills, Can I work out what Hong Kong was like in the past?
This week you will receiving your I & S Passport, which includes the following:
- The I & S Pledge
- Statements
- Maps
- Visits
- Favourites
- Neighbourhood
- Rules
Monday- 1st November-Period 7
I shall be in the lesson Period 8, to check your work.
*Set yourself into your Work Groups
**Put the following Title on your page-
What is History? and put today's Date
Copy out the following information for Task 1 and find a definition (this MUST be written in your own words) for each of the following terms, you may use 2 laptops ONLY per group:
Task 1
The past
On a new page begin Task 2
Task 2
What is important in Hong Kong's History?
Create a spider diagram listing as many things as you can
I shall be in the lesson Period 8, to check your work.
*Set yourself into your Work Groups
**Put the following Title on your page-
What is History? and put today's Date
Copy out the following information for Task 1 and find a definition (this MUST be written in your own words) for each of the following terms, you may use 2 laptops ONLY per group:
Task 1
The past
- People
- Civilisation
- Time
- Events
- Causes
- Consequences
On a new page begin Task 2
Task 2
What is important in Hong Kong's History?
Create a spider diagram listing as many things as you can
Task 3
Are journeys to School the same for everyone?
Part 1 - How can we measure countries?
Click for PowerPoint Task What things can we find out to become an "expert" on a country? List them! Keyword Indicators - A way of measuring a country. Task Pick two nations using the random country picker (click for the link!) You are to create a multi-page booklets comparing these nations. To do this you should; List the things that you could find out about the countries to compare. Use an atlas to source your information. To do this you should not; Use the internet for your research Just draw pictures of the flag/city/money |
Part 2 - What does it mean to be Developed?
Click for PowerPoint
This lesson considers what the word Development means in Geography. Task Click for table sheet Click for pictures Look at each image carefully. Would you consider the country the image was taken in developed? What evidence are you basing your ideas on? Task What does it mean to be developed? Explain in a paragraph and use at least one example to explain your ideas. |
Part 3 - What are children's journeys like to school around the world?Click for task sheet
Millions of children around the world set off everyday to go to school - what similarities does your journey to school have with theirs? What about differences? Let's find out............. |
***Wednesday, 4th JanuaryMs. Kelly-absent today
Continue working in your groups from yesterday. Work on the work that you were given. If you finish please work on the following:
Lesson 1 - What's outside my classroom window?
Maps are a crucial part of Geography. But what is important when making a map?
Click for Task
Keywords
Description
Accuracy
Annotate
Label
Developed country
Not developed country
Lesson 2 - What is important in creating Political maps?
Click for PowerPoint
Task
Take some graph paper- let's map the classroom!
Decide what is important enough to go on the map.
1. Measure the classroom and decide on your scale- try to fit as much as you can on your graph paper.
2. Measure the length and width of the objects that you are going to include in your map.
3. Carefully mark out these objects on the map.
4. What labels should you use?
Remember that political maps are in 2d- you should not be showing the dimensions of things!
Keywords
Political Maps
Lesson 3 - What is important in creating Relief maps?
Click for PowerPoint
Political maps show important man-made items.
They are really good for finding out where countries, cities and towns are.
What are they not so good at showing us?
Task
Copy the maps on my webpage, import them into Google Drawing, and annotate the BOLTS!
Click for an example I started
Extension-
Create a quizlet of keywords at quizlet.com - you can sign in with your school account as it is a Google account!
(make sure you click the free version!)
Keywords
Relief Maps
Longitude
Latitude
Border
Orientation
Legend
Title
Scale
Continue working in your groups from yesterday. Work on the work that you were given. If you finish please work on the following:
Lesson 1 - What's outside my classroom window?
Maps are a crucial part of Geography. But what is important when making a map?
Click for Task
Keywords
Description
Accuracy
Annotate
Label
Developed country
Not developed country
Lesson 2 - What is important in creating Political maps?
Click for PowerPoint
- What is important when you create a map? Should you include everything?
- There are difference types of map to show different information- if one map tried to show everything that maps can tell us it would be unreadable.
- Maps that show countries and other things determined by people- cities, towns, major roads etc, are called Political Maps.
Task
Take some graph paper- let's map the classroom!
Decide what is important enough to go on the map.
1. Measure the classroom and decide on your scale- try to fit as much as you can on your graph paper.
2. Measure the length and width of the objects that you are going to include in your map.
3. Carefully mark out these objects on the map.
4. What labels should you use?
Remember that political maps are in 2d- you should not be showing the dimensions of things!
Keywords
Political Maps
Lesson 3 - What is important in creating Relief maps?
Click for PowerPoint
Political maps show important man-made items.
They are really good for finding out where countries, cities and towns are.
What are they not so good at showing us?
Task
Copy the maps on my webpage, import them into Google Drawing, and annotate the BOLTS!
Click for an example I started
Extension-
Create a quizlet of keywords at quizlet.com - you can sign in with your school account as it is a Google account!
(make sure you click the free version!)
Keywords
Relief Maps
Longitude
Latitude
Border
Orientation
Legend
Title
Scale
Some changes, which happen, that are called ‘Development’, can have negative impacts for some people. Can you think of any?
What is GDP? Gross Domestic Product
Task 1. Write in the countries you have been given and rank them on your ranking sheets. Which do you think have the greatest GDP’s? 2. Cut out the GDP and place it next to the country you think it belongs to. Questions 1. Which countries were you most wrong about? Which were you most right about? Why was that? 2. How did you decide which countries to put at the bottom of your list? 3. Which countries were difficult to place and why? Is GDP always the best way to measure an economy? Why? |
Topic 3-Food Fight
Write down the following questions in either your I & S book or a googledoc. If using a googledoc as part of a group you must print this out and stick it in your I & S book *Use the 4 images on the left hand side for this Lesson 1 - What is Sustainability? 1). What can you see in these pictures? 2). Which picture would you like to live in and Why? 3). What ideas link them? 4). Where are they similar? 5). Where are they different? **Use the slides from the powerpoint for the following: Task - See, Think, Wonder Click for PowerPoint and Images For your groups image, copy and paste the picture into your document. ***Stick this into your I & S book 1). Describe the things you can see in the picture. Be as detailed as you can! 2). Explain what you think is happening in the picture. 3). Why are the things in the image shown like this? 4). What do you wonder is happening in the picture? 5). What do you wonder might have happened Or will happen? Task - Carbon Footprint. There are only a set amount of some resources on Earth - once they are gone, they are gone forever! Currently it is estimated that humanity uses 1.6 Earths a year. That means it takes 1.6 years to reproduce what we use in a year....which is clearly not sustainable! We can measure the way in which humanity impacts the world in looking at how much carbon (a natural element) is produced by each person. This is important because too much carbon in the atmosphere causes climate change. Carbon is produced when resources are burned for energy (coal, petrol...) Click here for the Carbon Footprint test tool! When we use more resources that we produce, we call this Ecological Overshoot. Task What might happen if we continue to exist with Ecological Overshoot? Explain with an example and as fully as you can. Keywords Sustainability - The ability to keep doing something forever. Ecological Overshoot - When more resources are used than are produced. |
Ecological overshoot can be a bit of a tricky concept to understand, to help you understand this try this:
type into your google browser 'ecological overshoot for kids', click on videos and choose any three to watch. Then rate them out of 5. 5 for Great and 1 for Not so good.
Here are a few to get you started.....
type into your google browser 'ecological overshoot for kids', click on videos and choose any three to watch. Then rate them out of 5. 5 for Great and 1 for Not so good.
Here are a few to get you started.....
Lesson 2 - Which nations contribute most to Ecological Overshoot?
Click this link for tasks! (Either Copy everything from this document into your LiveDoc, or click File - Make a Copy for yourself). Ecological Overshoot is where humans consume more of the planets than can be produced. Looking at the predictions of the graph to the left, it could be that we will be using nearly three times what the Earth can actually produce each year in your lifetimes. Something clearly needs to be done. Task 1). How can we raise awareness of Ecological Overshoot? 2). What impact might it have? Task (individual) Create a flyer to raise awareness of Ecological Overshoot. Think about; Things that people could do to conserve resources 1). What could nations do? 2). What might the world look like if we don't do this? |
Lesson 3 - How does our food get to us?Click for PowerPoint
A Cacao pod - the seeds will be dried and then go through the process of being turned into chocolate! When you think about it, some food comes from a very long way away to get to our plates - but what about the distance from growth to manufacture? Let's use an example that surely everyone loves....Chocolate! I LOVE chocolate Task one Match the member of the food supply chain with the definition 1. Click this link and hit File - Make a copy. 2. Drag the text boxes at the bottom to where they should go. 3. Insert your work into your GoogleDoc when you are done (I recommend screen-shotting it with Cmd-Shift-4). Task Two Summarise the steps chocolate (from the Cacao plant) goes through to get to you! 1. Copy this table into your own LiveDoc 2. Use this link to help fill in your table. Questions 1. What have you learned about the food supply chain? 2. Why might it be hard for smaller growers and producers to compete with large ones? |
Lesson 4-Fair Trade
Click for PowerPoint
So how fair is the sale of Chocolate? Where should most of the money from a bar of chocolate go? Question: Let's say one of the bars of chocolate on the left costs $10 (HKD) Question: How much should each stage of production receive of that 10 dollars? Task 1 1. Click for Roles 2. Use this table to write it out! (File - Make a Copy) 3. Now in your groups, who feels their role should receive the most reward? It's time to negotiate! You should all agree on a price for your role and note 1-2 bullet points why you feel that way in the next column - Remember you can't exceed $10! Task 2 What have we learned about the fairness of chocolate production and distribution? Task 3 1. What is Fair Trade? 2. Fair Trade can often be more expensive, but why might it be worth paying that little bit more? List and explain as many reasons as you can! 3. Create a 20-30 second TV advert to explain the benefits of Fair Trade products to consumers. You could; - Film it and upload it to Google Drive (You will have to plan your time very carefully!) - Perform it for the class You should; - Show your knowledge of key terms and relevant vocabulary You must; - Rehearse and make this as professional as possible - Carefully explain using clear examples reasons why buying Fair Trade products are beneficial. Use sentence starters like "this is important because..." and "this means that..." to help you. |
Lesson 5 - Why is Food Waste a Problem?
Task
Create the table below in your books.
Using the following headings:
Create the table below in your books.
Using the following headings:
- Environmental
- Social
- Economic
As we read through the information you should aim to put in your tables
-At least one statistic
-At least two facts
-Your own ideas on what you have learned
Lesson 6 - Assessment
Topic 4-What can sources tell us about civilisations of the past?
Lesson 1 - How do we know things in History?
Click for PowerPoint
Where do we get our information from as historians? How do we know what actually happened in the past?
In this lesson we will look at different types of historical sources and consider what is valuable and limited about them.
Task 1
1. Make a copy of this table. (Click File - Make a Copy, or copy-paste it into your own GoogleDoc)
2. In your groups you will have 5mins with each source. You should fill in the table with AS MUCH DETAIL AS YOU CAN!
Click here to view the sources!
Task 2
What have we learned?
How much can individual sources tell us?
What can they be good for?
What are they sometimes less good at?
Are there different types of source?
Where do we get our information from as historians? How do we know what actually happened in the past?
In this lesson we will look at different types of historical sources and consider what is valuable and limited about them.
Task 1
1. Make a copy of this table. (Click File - Make a Copy, or copy-paste it into your own GoogleDoc)
2. In your groups you will have 5mins with each source. You should fill in the table with AS MUCH DETAIL AS YOU CAN!
Click here to view the sources!
Task 2
What have we learned?
How much can individual sources tell us?
What can they be good for?
What are they sometimes less good at?
Are there different types of source?
Lesson 2 - How brutal were the Aztecs?
Task - Who were the Aztecs? Let's find out!
Click this link for class information!
1. Describe three facts about the Aztecs
2. Create a storyboard showing the stages of Aztec human sacrifice. Why not use Storyboardthat.com to help!
Click this link for class information!
1. Describe three facts about the Aztecs
2. Create a storyboard showing the stages of Aztec human sacrifice. Why not use Storyboardthat.com to help!
Standard Task - Use the following steps in your storyboards.
1.Gods create life through sacrificing themselves daily by spilling their own blood.
2. Wanting to pay the Gods back, the Aztecs build huge temples to worship them.
3. To further pay the God’s back, the Aztecs regularly raid and capture tribespeople from neighbouring areas
4. The captured warriors are sacrificed at the top of the temples by having their still-beating hearts removed from their chests
5. The hearts and blood offerings are cooked - the “essence” of the offering makes it way to the Gods
6. Refreshed with new life-force from the sacrifices, the Gods can continue to make life
Challenge Task - Use the standard task as inspiration, but create your own storyboard with more detailed information and explanations.
The source picture from the beginning of the lesson, created by Spanish invaders, emphasises the brutality of the Aztecs.
On the other hand, are there other aspects of the Aztecs this source does not show? Would other elements of Aztec culture likely to have been shown by the Spanish?
Task
How useful is this source to a Historian studying the Aztecs?
Tip - Try to explain using a clear example and phrases like “this is important because” and “this means that”
1.Gods create life through sacrificing themselves daily by spilling their own blood.
2. Wanting to pay the Gods back, the Aztecs build huge temples to worship them.
3. To further pay the God’s back, the Aztecs regularly raid and capture tribespeople from neighbouring areas
4. The captured warriors are sacrificed at the top of the temples by having their still-beating hearts removed from their chests
5. The hearts and blood offerings are cooked - the “essence” of the offering makes it way to the Gods
6. Refreshed with new life-force from the sacrifices, the Gods can continue to make life
Challenge Task - Use the standard task as inspiration, but create your own storyboard with more detailed information and explanations.
The source picture from the beginning of the lesson, created by Spanish invaders, emphasises the brutality of the Aztecs.
On the other hand, are there other aspects of the Aztecs this source does not show? Would other elements of Aztec culture likely to have been shown by the Spanish?
Task
How useful is this source to a Historian studying the Aztecs?
Tip - Try to explain using a clear example and phrases like “this is important because” and “this means that”
Lesson 3- Myths as artefacts
Click for PowerPoint
Greek hero Theseus shown slaying the Minotaur on a Grecian Urn
Myths and legends make great bedtime stories, but can they be considered useful for historians? Could a myth by considered as a historical source? Let's examine one to find out...
Task
Click for Story! (Make your own Copy with File - Make a Copy)
Standard - As we read through the task if there is any sentence or section that you feel is definitely not likely to have been true, turn it RED. If there is any section or sentence you feel could well be based in truth, turn it GREEN.
Challenge - As above, but try to add in some annotations to the text - what might the story suggest about the Ancient Greeks? What can we know for certain about them? What can we guess?
Task
Click for diagram (Make a copy for yourself)
Think carefully about what we have learned about the Greeks and about myths. Fill in the diagram with as much information for each section that you can!
Myths as artefacts
Task
So how useful do we think myths are as historical sources? Should they be taken as fact? Are they completely useless?
Greek hero Theseus shown slaying the Minotaur on a Grecian Urn
Myths and legends make great bedtime stories, but can they be considered useful for historians? Could a myth by considered as a historical source? Let's examine one to find out...
Task
Click for Story! (Make your own Copy with File - Make a Copy)
Standard - As we read through the task if there is any sentence or section that you feel is definitely not likely to have been true, turn it RED. If there is any section or sentence you feel could well be based in truth, turn it GREEN.
Challenge - As above, but try to add in some annotations to the text - what might the story suggest about the Ancient Greeks? What can we know for certain about them? What can we guess?
Task
Click for diagram (Make a copy for yourself)
Think carefully about what we have learned about the Greeks and about myths. Fill in the diagram with as much information for each section that you can!
Myths as artefacts
Task
So how useful do we think myths are as historical sources? Should they be taken as fact? Are they completely useless?
Lesson 4 - How religious were the Ancient Greeks?
How religious were the Ancient Greeks?Click for PowerPoint
Click for information Task Make a table showing your information, using the following headings: God/ Goddess What were they worshipped for? Describe them (Remember what this word means) Task Click for shrine template Task Click for Greek model answer task |
Lesson 5-The Norsemen
1. Make a copy of the Google Drawing below.
2. Note 5 more words to describe the figures in the image around it. 3. What might the people be like? 4. What might their culture be like? What might these people be like? Click for the Drawing! Click for PowerPoint Our objective today is to assess whether the stereotype of Vikings is necessarily true. We’ll look at some objects and historical sources to give us an indication of this. Please Insert the Google Drawing into your Doc! (Insert - Google Drive - Drawing) Task 1. Make a copy of this table. (Click File - Make a Copy, or copy-paste it into your own GoogleDoc) 2. In your groups you will have 5mins with each source. You should fill in the table with AS MUCH DETAIL AS YOU CAN! Pay particular attention to the final two columns with each source - what can we learn about the Vikings from it? How useful is it? Why?? Click here to view the sources! Task Standard- Write five more words or sentences around your picture from the beginning of the lesson that reflect now what you have learned about the Vikings from sources. Challenge - As the standard task, but can you support your additions with examples and analysis?Use phrases like “An example of this is…” and “this is important because…” to help you. |
Lesson 6-How civilised where the Romans
What did the Romans do for fun?
Click for PowerPoint
What hobbies do you have? I suspect that none of them are quite like what the Romans liked to do for fun...
Click for information sheet
Tasks
Must
1. What does Source 6 show?
2. What is the Colosseum?
3. What does Source 2 show?
4. Look at Source 1. What entertainments could people watch at the Colosseum?
Should
5. Why did people go to gladiator fights for entertainment?
6. Can you think of any similar examples in history or today?
Could
7. Is it right for people to die for the entertainment of others? Explain fully using at least one detailed example
Click for PowerPoint
What hobbies do you have? I suspect that none of them are quite like what the Romans liked to do for fun...
Click for information sheet
Tasks
Must
1. What does Source 6 show?
2. What is the Colosseum?
3. What does Source 2 show?
4. Look at Source 1. What entertainments could people watch at the Colosseum?
Should
5. Why did people go to gladiator fights for entertainment?
6. Can you think of any similar examples in history or today?
Could
7. Is it right for people to die for the entertainment of others? Explain fully using at least one detailed example
Lesson 7-Where do alphabets come from?
Click for PowerPoint
Given that you see them everyday, have you ever stopped and wondered where letters actually come from? Early alphabets; The Egyptian Hieroglyphs The Ancient Phoenician Alphabet Click for information Tasks 01. Where were the first alphabets invented? What was used before them? 02. Why was so much importance placed on the letters of an alphabet by many ancient cultures? 03. What were the runes? How did the Vikings explain their creation? 04. Describe the process in which an alphabet, such the runes, is created. 05. Use the Runic alphabet to do the following; -Write your name in runes down your page. -Write the meanings of the runes in your name next to them. 06. Why do you think that the English alphabet does not really contain any meanings in its letters? (Think about the fact that English is a mix of four different languages) Task - Treasure Hunt! 1. Collect and copy down all of the inscriptions. 2. Translate them using your information sheet. 3. Reassemble the message! Hints The letters "W" and "V" share the same rune "C" and "K" share the same rune "::" signifies the beginning and end of a sentence ":" signifies a space Keywords pictograms and glyphs - Images used represent concepts and ideas in early alphabets. |