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Integrated Programme of DevelopmentGlobal Perspectives and Project Work Grade 11Course PlanOctober 2014

Contents

PageLong term plan 6

Introduction to language objectives 10

Medium term plans 11

Climate Change and Biodiversity 11

Migration and Urbanisation 24

The Impact of the Internet 42

Law and Criminality 62

Issue: 5Dated: October 2014

Long term planSubject: Global Perspectives and Project Work

Grade: 11

Term 1 Term 2 Term 3 Term 4

Critical Thinking

Learners will develop skills of critical thinking. They will be able to: understand the meaning of

perspective and issue simply describe their own

perspective on an issue understand and identify

geographical influences on perspectives

identify and explain the difference between facts, opinions and examples

identify and explain the difference between reasons, evidence and conclusions

identify and explain the difference between assertion and supported argument

identify one or two simple consequences of an argument, claim or perspective

Learners will continue to develop skills of critical thinking. They will be able to: understand the meaning of global

issue and global perspective simply describe their own and another

perspective on a global issue understand and identify historical

influences on perspectives identify and explain the difference

between beliefs and values identify and explain the difference

between arguments, tirades, information and data, and explanations

identify several consequences of an argument, claim or perspective

Learners will continue to develop skills of critical thinking. They will be able to: describe two global perspectives on a

global issue identify and describe several

similarities and differences between two perspectives

understand and identify social influences on perspectives – gender, class, race and age

identify and describe simple patterns and trends in data and information

identify a simple implication of an argument

create an alternative explanation for evidence

evaluate the relevance of reasons and evidence to an argument

understand and explain that consequences may vary in significance to different people and groups

Learners will continue to develop skills of critical thinking. They will be able to: fully describe different global

perspectives on a global issue identify global perspectives and

issues within source material identify some strengths and

weaknesses in alternative perspectives

make a reasoned judgement about the relative value of two global perspectives

identify and explain when perspectives and arguments are influenced by social, geographical and historical contexts

identify a few simple implications of an argument

create several alternative explanations for evidence

6Issue: 5Dated: October 2014


Research

Learners will develop skills of research. They will be able to: identify a simple question to

research on an issue design and conduct a simple

questionnaire with closed and open questions

use the internet and social media to find two or three sources relevant to an issue from different cultures or geographical locations

identify strengths and weaknesses of media material used as evidence – news, literature and the arts

understand basic strengths and weaknesses of internet research and evidence

understand and apply the concepts of sample and representative

interpret simple, limited information to reach a conclusion

identify strengths and weaknesses of information from authorship – ability to see and reputation

Learners will continue to develop skills of research. They will be able to: identify two research questions on a

global issue design and conduct a simple

structured and unstructured interview use the internet and social media to

find two or three sources relevant to a global issue from different times

identify strengths and weaknesses of media material used as evidence – photography, film/video, cartoons and historical information and documents

identify the strengths and weaknesses of witness reports and personal experience as evidence

understand and apply the concepts of sufficiency, date and time, and generalise to evidence

Learners will continue to develop skills of research. They will be able to: identify two or three research

questions and related hypotheses to test

design and conduct a simple experiment, and simple participant and non-participant observations

use the internet and social media to find three or four sources relevant to a global issue from two or more different social perspectives

identify strengths and weaknesses of past research and official statistics used as evidence

understand and explain the difference between primary and secondary evidence

understand and apply the concept of relevance, anecdote and systematic to evidence

interpret information to suggest alternative conclusions or explanations

identify strengths and weaknesses of information from authorship – authority and expertise

Learners will continue to develop skills of research. They will be able to understand the main stages of

research into global issues and perspectives

design and conduct a small scale, simple research project using at least two methods and a range of sources

use the internet and social media to find a range of sources relevant to a global issue from two different global perspectives

identify strengths and weaknesses of case studies and personal documents used as evidence

understand the strengths and weaknesses of using mixed methods in research

understand and apply ethical guidelines in research

assess the strength and limitations of alternative conclusions

identify strengths and weaknesses of information from authorship – vested interest and bias



Reflection

Learners will develop skills of reflection. They will be able to: simply describe a personal

perspective on an issue show awareness that other people

and groups may have different opinions on issues

identify aspects of an issue where personal knowledge and understanding could be developed further

Learners will continue to develop skills of reflection. They will be able to: describe briefly how family, friends

and experience have influenced their personal values, beliefs and personal identity

show respect and sensitivity for alternative perspectives on issues

identify and simply describe one or two further research questions and some associated evidence

Learners will continue to develop skills of reflection. They will be able to: describe how gender, age, race and

class may have influenced personal values, beliefs and personal identity

describe how gender, age, race and class may have influenced a personal perspective on (a) global issue(s)

show tolerance and openness towards other perspectives on global issues

identify and explain two or three further research questions and some associated methods and sources for gathering evidence

Learners will continue to develop skills of reflection. They will be able to: justify personal perspectives using

some reasons and evidence

describe how the perspectives of other people or groups have influenced a personal perspective on a global issue

describe how research has changed a personal perspective on (a) global issue(s)

show an ability to learn from other perspectives and change personal perspectives on global issues

describe simply how further research might develop increased understanding of a global issue

Communication

Learners will develop skills of presentation. They will be able to: simply describe a personal

perspective on an issue orally and in writing

present a simple argument that includes a reason, limited evidence and a simple conclusion

select and present limited information and evidence

Learners will continue to develop skills of presentation. They will be able to: simply describe their own and another

perspective on an issue orally and in writing

present an argument with some clarity and structure to reach a conclusion

select and present limited information and evidence that is generally related to an issue

use more than one type of media or

Learners will continue to develop skills of presentation. They will be able to: describe two global perspectives on a

global issue orally and in writing

present an argument with some clarity and structure supported by some reasons and evidence to reach a supported conclusion

select and present some information and evidence that is clearly related to an issue with some clarity and

Learners will continue to develop skills of presentation. They will be able to: fully describe two or more global

perspectives on global issues orally and in writing

present a complex argument supported by reasons and evidence with some clarity and structure to reach a supported and balanced conclusion

select and present different types



use one type of media/form of presentation

form of communication

use a few technical terms

use a source to support an argument

simply describe limited research

structure

use more than one type of media and form of communication, including digital methods used simply e.g. PowerPoint

use some technical terms mainly to describe

use and cite more than one source from different perspectives to support argument

describe research in a structured way

of information and evidence that is explicitly related to an issue with some clarity and structure

use different types of media and forms of presentation for different purposes

use and apply technical terms to analyse and evaluate

use the main conventions of research reports

cite, reference and simply list sources related to different perspectives

Notes: The issues that have been selected to contextualise the termly activities can be substituted by teachers with any of the issues listed in the subject programme.

W = whole classG = group workP = pair workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment


Introduction to language objectivesBy teaching subject content through an additional language, NIS aims to build a school environment that supports the learning of both subject content and language. Each subject has its own register of language that can be referred to as the ‘academic language’ of that subject. Academic language is a key tool used for learning subject content and for improving the capacity to think about and work with subject content concepts. Most learners learning through an additional language require support throughout their education to become proficient users (of second or third language) academic language, and to become proficient learners of subject content through an additional language. In a trilingual education context, the development of first language academic language also requires systematic attention to ensure that the reduced time allotted to learning through the first language is used effectively and efficiently.

Language objectives are an important tool used in planning for and managing the learning of academic language. Clear and concise language objectives explain to learners what is expected of them. In addition, language objectives help teachers and learners to build, to measure and to maintain the motivation to learn. Subject teachers who maintain a consistent, dual focus on subject content and academic language learning help learners to do the same and to better manage the learning of both.

In order to support the learning of academic language, it is suggested that teachers systematically incorporate the following teaching objectives into lesson plans:

making visible and drawing learners’ attention to academic language (e.g. vocabulary including terminology and sets of phrases required to achieve the subject learning objectives)

providing learners with the classroom language needed for working with subject content concepts (e.g. phrases required for doing group work, posing inquiry questions, analysing a situation and conducting discussions/debates)

pre-teaching and above all pre-using in a meaningful context vocabulary including terminology and sets of phrases required to master the use of content concepts

having learners use all four language skills in a variety of combinations (e.g. reading-listening, reading-writing, reading-speaking, listening-writing, etc.) for a variety of meaningful purposes

having learners engage in exploratory dialogue (e.g. avoiding answers to questions that simply demonstrate knowledge and instead using knowledge for sustained discussion, and providing rich language scaffolding so learners can sustain dialogue)

teaching learning skills specific to language (e.g. selective listening, asking for clarification, developing metalinguistic and metacognitive awareness, paraphrasing, dictionary skills)

encouraging critical thinking about language (e.g. comparing languages, prompting students to use language more precisely, assessing progress in learning language)

setting a language objective at the start of a lesson and discussing progress made in achieving it at the end of a lesson.

A sample language objective for a subject learning objective is provided in each course plan unit. The sample language objective also includes some of the academic language that learners need support in noticing, using and learning. This language is shown under the headings: (1) subject-specific vocabulary and terminology, (2) useful set(s) of phrases for dialogue/writing. Making this language clear to learners will help them to achieve both the subject content and language learning objectives.

Other language objectives can be created using, for example, the following words: analyse, categorise, choose, classify, compare, connect, contrast, copy, create, critique, define, describe, elaborate, evaluate, explain why, give examples, hypothesise, identify, justify, negotiate, predict, produce, propose alternative solutions, provide reasons why, redefine, reorganise, rephrase, retell, revise, rewrite, role-play, summarise, synthesise and write, use for different purposes, write in own words a definition of...and illustrate this.

Even though some of the language objectives could also be considered subject content objectives, the act of separating out content and language will help students to maintain a dual focus on both content and language. It will also help counterbalance the attention given to answers/solutions versus processes used to find answers/solutions. In particular, focusing on those processes will support the exact use of language and increased precision in thinking.

In a subject class the majority of learning objectives would be content focused, yet at least one would be language focused.


Medium term plans

Climate Change and Biodiversity - Grade 11Term 1

Recommended prior knowledgeAs Global Perspectives and Project Work in Grade 11 is a multi-disciplinary subject this unit builds upon prior learning across the curriculum, especially in geography, Kazakhstan in the modern world, science and English.ContextThrough the context of the global issue of climate change and biodiversity this unit develops four sets of interrelated skills:

critical thinking research reflection communication

This first term of the course plan is designed to help learners to understand the nature of global perspectives and issues and begins to develop introductory skills building upon work undertaken in geography and science in previous grades, providing cross curricular links with these subjects, e.g. in the exploration of biodiversity with Biology. This term affords opportunity for learning in the community especially for research into attitudes to climate change. In addition visiting speakers or experts in the field could be invited to give lectures.Language objectives of Global Perspectives and Project Work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective

Language learning objective Subject-specific vocabulary and terminology

Useful set(s) of phrases for dialogue/writing

Learners can:

identify types of evidence in arguments

Learners can:

concisely and accurately define and explain the difference between facts, opinions and examples

These include: facts opinions examples

These include: a fact is something that can be proven an opinion is a point of view or belief an example is something which is typical

of the group that it belongs to an opinion is something that a person

thinks but is not a fact because it cannot be proven

To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

Outline This unit gives learners the opportunity to explore the global issue of climate change and its impact on biodiversity. Learners will develop introductory skills of analysis of the parts and structure of arguments. Learners will research different perspectives on the cause of climate change and its impact on biodiversity in different parts of the world, mainly using internet and questionnaire approaches. Learners will consider how individuals might respond to climate change and take appropriate action. Learners are encouraged to reflect upon their own perspectives and lifestyles in the light of this issue.


Subject programme reference

Learning objectives Suggested teaching activities Teaching notes Learning resources

CT1 recognise and critically compare different perspectives on global issues


understand that different people and groups may have different perspectives on global issues

identify and describe perspectives on global issues

Exploring climate change

Starter: quick quiz – What do I know about global warming?

Show a film or documentary that highlights the issue of climate change and global warming.

Class discussion.

Teacher-led activity explaining the meaning of perspective and issue, and the difference between a local and global issue.

(W)

This could be teacher devised, or taken from an environmental pressure group or magazine material. This is intended to be a short, fun ‘starter’ activity. It could be oral or written.

Suggesting learners take brief notes from the film or documentary helps to focus them on key issues and supports subsequent discussion. This can be in the form of questions that the film may answer or about different aspects of climate change in a table e.g. issues; causes; consequences; responses

Use the themes or questions from above to stimulate discussion. A global issue goes beyond the local or national context and is experienced by people in most parts of the world and wherever they live or work. A perspective is a viewpoint or standpoint, sometimes embedded in or strongly informed by a belief system, culture or world view.

Extension activities/differentiation – ask learners to list and briefly describe and explain the ten most significant global issues facing the world today; or, ask learners to analyse an article about climate change that includes issues of a local and global nature indicating which issues are local, national

Environmental groups that provide resources on climate change include:

World Wildlife Fundhttp://www.wwf.org.uk/Oxfamhttp://www.oxfam.org.uk/Friends of the Earthhttp://www.foe.co.uk/Greenpeacehttp://www.greenpeace.org.uk/New Internationalisthttp://newint.org/

There are many films, documentaries and television programmes which focus upon climate change. Teachers should select one which is available and reflects their own interest in the issue.

Possibilities include:

An Inconvenient TruthAvatar – extractsBBC World News – Hard Talk series of documentaries


http://newint.org/

http://www.greenpeace.org.uk/

http://www.foe.co.uk/

http://www.oxfam.org.uk/

http://www.wwf.org.uk/



and international.

REF1develop and communicate personal perspectives


REF4identify further research into personal and other perspectives

describe a personal perspective on global issues

give some reasons and evidence to justify personal perspectives

identify some further research questions

Reflection – a personal perspective

Create a GP Log.

Describe personal perspectives or opinions on the importance of climate change as an issue.

Identify aspects of climate change that learners would like to know more about and explore further

(I)

Learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested.

This exercise could take the form of independent learning.

Differentiation – a list of key concepts and definitions could be given to learners to summarise. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise.

RES2research and analyse evidence to support arguments, reasoning and claims

RES2

conduct simple research

gather and record evidence from

The causes of climate change

Paired research on the causes of climate change using the internet. (P)

Half the class find sources and evidence suggesting that the cause is mainly due to human activity, working in pairs. Half the class find sources and evidence suggesting that the cause is natural variation, working in pairs

Teachers will need to ensure access to the internet and opportunities for learners to store sources and information, preferably electronically.

The task should be fairly structured, simple and short. Learners should be given clear instructions about the scope of the exercise

Possible websites for starting points include:

http://www:yourclimateyourlife.org.uk

http://


http://coolkidsforacoolclimate.com/



research and analyse evidence to support arguments, reasoning and claims


CO1present global perspectives using a variety of different media


primary and secondary sources

use the internet and social media to gather evidence

present the main features of perspectives on global issues

use some different forms of presenting information

Pairs create a poster to display findings to post in the classroom or on a discussion board/wall in an electronic learning platform. (P)

Learners ‘tour’ or visit the posters/display/wall to read and note the outcomes of the research of the other groups for future reference (see below ‘The Causes of Climate Change - Any Questions?’) (W)

and the amount of material to be gathered. Only a few sources or websites are needed. Part of the exercise should involve noting difficulties experienced in doing the research.

Encourage some creative design in the making and presentation of the posters. Ensure learners are aware that the posters will be used to support the learning of other learners i.e. the groups with the opposing research focus

Use the posters/display/wall in a structured way to ensure learners engage with the information and evidence generated by the other groups. For example groups could be questioned about the posters in turn by other groups.

Differentiation/extension – the task can be given to different groups or individuals with differing amounts of structure, scope and length. Extension might involve learners selecting a particular cause and researching this in more detail.

coolkidsforacoolclimate.com

www.epa.gov/globalwarming/kids/index.html

http://www.reuters.com.article2012/01/11/us-climate-doomsday-idustre8oao2e2o12o111

RES3evaluate evidence used to support arguments, reasoning and

identify strengths and weaknesses of different types of primary and secondary evidence

Research – Using the Internet

Learners create a log entry describing experience of looking for material on the internet for the previous activity, and in general in the past. (I)

This should be supported with educational resources that explore or list the strengths and weaknesses of using the internet for research. These could be printed resource

Examples of brochures for marketing or instructional purposes (e.g. health education) to inspire ideas for


http://www.reuters.com.article2012/01/11/us-climate-doomsday-idUSTRE8OAO2E2O12O111



http://www.epa.gov/globalwarming/kids/index.html

http://www.epa.gov/globalwarming/kids/index.html

http://coolkidsforacoolclimate.com/



claims

CO2select and present information and evidence



select some information and evidence that is mainly relevant to an argument or issue

present some information and evidence with some structure


Teacher directed discussion – sharing the strengths and weaknesses of internet research.

Learners undertake background reading on internet research. (I)

Create a set of guidelines for an 11 year old learner undertaking systematic internet research for the first time. Present as a folded A4 brochure of personal design. (I)

sheets or available online for use in class or homework. The focus should be upon practical, quality and ethical issues.

Extension – the brochures could be used by learners to teach a lesson or deliver a talk or presentation to a group or class of younger learner.

the brochures may be helpful for learners.

CT2analyse the structure and identify the main components of arguments, reasoning and claims

CT2analyse the structure and identify the main components of arguments,

identify and understand key elements of arguments, reasoning and claims

identify the parts of simple arguments: reasons, evidence and conclusions

Critical Thinking – Analysing Arguments

Establish a crime scene for a situation that learners would find naturally interesting. Give learners a series of witness statements from different people around the vicinity of the crime. Learners have to work in pairs to assess the strength and weaknesses of each statement. (P)

Teacher led class discussion of the statements to determine the most useful to solve the crime. Draw out the meaning of facts, opinions, reasons, examples, assertion, evidence and supported argument. Discuss which type of statement or part of a statement or argument is most likely to be convincing.

This should relate to the local context. A scene from a film or TV ‘Soap Opera’ could be used as the stimulus, and teachers could create or write the statements from the perspectives of different witnesses, or find relevant sources from newspaper articles that could be converted into witness statements. Some could be first hand ‘eye witnesses’ and others from ‘hearsay’ secondary accounts. It is important to ensure that the accounts are contrasting and contain clear examples of the main parts of arguments being considered. The ‘crime’ could relate to an environmental problem

A scenario based on a local issue in relation to crime or environmental issue is probably the most effective for this exercise.




reasoning and claims



explain the difference between arguments and tirades, and lists of information and explanations

identify supported and asserted claims and argument

related to climate change e.g. pollution or the release of toxic gases into the atmosphere.

Differentiation - the teacher may wish to give some guidance or criteria for judging the value of the witness statements for some learners.

Extension – the scenario could become more complex and involve an attempt to solve the crime as well as analysis of the statements. The introduction of additional statements during the exercise could deepen understanding or extend the exercise as the pairs create different theories or explanations for the crime.

Ensure that learners not only understand the nature of the different parts of arguments, but also consider the uses or value of each part as evidence. This may vary for different purposes but detailed consideration of this is not necessary at this stage of the course. A table could be completed with the following headings:

CT1recognise and critically compare different perspectives on global issues

CT1


The cause of climate change - the ‘Any Questions’ panel game

Set up an ‘Any Questions?’ panel of six experts’ from the class for the remainder to question about their opinions. The panel consists of three experts claiming that climate change is caused by human activity and three by natural causes. The class have to ask questions of the panel to test the strength of their arguments in terms of the use of

The degree of structure for both experts and audience/questioners could vary depending upon the confidence of learners. For example sample questions could be prepared with possible responses for experts.

A recorded TV panel show showing this type of activity could be used as an initial stimulus.

The panel’s responses could be recorded on video for




recognise and critically compare different perspectives on global issues


CO3develop and present reasoning, argument and claims




develop an argument that is supported with some reasons and evidence

present an argument with some structure that is mostly clear

facts, opinion and assertion. The class vote on which panel member(s) have provided the most convincing argument. (W)

Teacher led discussion on the outcomes to reinforce learning about different parts of arguments.(W)

Personal log or file entry – definitions of key terms encountered and the creation of a table outlining the strengths and weaknesses of each part of an argument. (I)

(f) - This activity provides an opportunity for formative assessment through peer assessment.

The evidence to be used to devise questions and responses should be based on the material collected during the internet research above.

An alternative is to organise the panel as a ‘balloon debate’ with several series of questions and after each set of questions an expert is asked to leave the panel. The concept of a balloon debate is that a hot air balloon is coming down and in order to save any of the passengers (the panel); others will need to be thrown overboard.

analysis and class discussion.








gather and record evidence from primary and secondary sources


The impact of climate change – case studies on biodiversity (1)

What is biodiversity? Teacher led session designed to introduce or review understanding of the idea.

Internet research in groups – each group is given the task of researching the impact of global warming on biodiversity in a different geographical location across the world. (G)

Information should be gathered, selected and stored for use later. (I)

Extension/differentiation - the degree of structure for the research may be varied for different groups depending on the degree of confidence in using the internet. For some groups the task could be focused only on defined websites as directed by the teacher. The time available will also influence the scope of the research. Learners should be given clear written instructions on the task.

Learners need to be made aware that the outcomes of the research will be used at a later stage of the unit to make a PowerPoint presentation.

Teachers and learners will need to consider how to organise the work of the group. Some guidance may be given, for example on the need to allocate roles and tasks, and review progress. For example chair, note taker, researchers, presentation writers, and presenters.

Use some YouTube video clips to introduce the idea of biodiversity, or recorded educational programmes on the topic, depending upon local availability.

Some useful websites on biodiversity are:

http://www.wwf.org.ukhttp://www.populationmatters.orghttp://www.globalissues.orghttp://www.un.org/en/events/biodiversityday/biodiversity.shtmlhttp://www.un.org/apps/news/story.asp?NewsID=40766&Cr=Biodiversity&Cr1=#.UX6IkErmwg8http://www.cbd.int/education/biodiv-edu/

http://www.decadeonbiodiversity.net/education

CT2 identify the parts of Critical thinking – constructing arguments





http://www.cbd.int/education/biodiv-edu/

http://www.cbd.int/education/biodiv-edu/

http://www.un.org/apps/news/story.asp?NewsID=40766&Cr=Biodiversity&Cr1=#.UX6IkErmwg8



http://www.un.org/en/events/biodiversityday/biodiversity.shtml



http://www.globalissues.org/

http://www.populationmatters.org/

http://www.populationmatters.org/

http://www.wwf.org.uk/



analyse the structure and identify the main components of arguments, reasoning and claims

CT3analyse and evaluate arguments, reasoning and claims


simple arguments: reasons, evidence and conclusions

identify a few strengths and weaknesses in arguments

make a judgement about credibility of different perspectives

Teacher led introduction to the concepts of reasons, evidence and conclusions.

Analysis of two contrasting arguments about the impact of global warming. Teacher created arguments on the theme: ‘The most important impact of global warming.’ Learners analyse the arguments to make a judgement about which source or argument is most effective using the concepts of reasons, evidence and conclusions. The assessment should be in written form as an essay or a response to structured questions. (I)

(f) - This type of activity can be done individually, in pairs or groups. It provides an opportunity for peer assessment

Personal log or file entry – definitions of key terms encountered and the creation of a table outlining the strengths and weaknesses of each part of an argument. (I)

Teachers may find suitable sources which can be adapted to suit the exercise or write their own sources.

Environmental groups that provide resources on climate change that could be adapted include:

World Wildlife FundOxfamFriends of the EarthGreenpeaceNew Internationalist



CO2select and present



use information and evidence with some

The impact of climate change – case studies on biodiversity (2)

Groups create a five minute PowerPoint presentation to describe location, impact of global warming on biodiversity and opinions of local people about the issue. They must use the structure of arguments introduced in the section above. (G)

Groups give the presentations to other groups or the class. (G)

Learners take notes on the presentations in order

Depending upon the familiarity and confidence of learners in using PowerPoint, or alternative software, the task may be teacher directed, or left fairly open; for example over the number of slides and structure of the presentation.

The research, design and delivery of the presentations should involve members of the group taking different roles in a carefully guided and structured way.

Teachers may provide background resources which give general guidance on making presentations using PowerPoint, including of key software functions and the way to make effective presentations.

Teachers may provide learners with a structured framework for




information and evidence

clarity to complete a structured exercise showing how global warming will affect different places and people in different ways. The aim is to note that global warming is likely to affect some places or geographical locations more than others and some ways of life more than others. (I)

Learners write a personal log entry about their own views of the seriousness of global warming in the light of this research. This should include a note about the impact of geographical location on an issue like global warming and the views of local people. This could include review of the working of the group and the individual’s personal contribution to the outcome.(I)

(f) - The task provides opportunity for peer assessment and review of the presentations

Extension/differentiation – the task following the presentations may be an open essay or a structured exercise involving stepped questions.

Extension/differentiation – learners could be asked to review the effectiveness of their group in organising and delivering the presentation.

noting and recording the presentations to support the activities which follow.


RES4evaluate sources used to support arguments, reasoning and claims

RES4evaluate sources used


identify some strengths and weaknesses of sources

identify strengths and weaknesses of

Responses to climate change – what can we do?

Analysis of sources - learners are given four sources on taking individual action about global warming. Learners should analyse the sources in pairs to list the different suggestions for action from each source in a table. The sources should offer a range of types of action and come from different forms of communication – a song, a news or magazine article written by a journalist, and a scientific report written by an expert in the field, and an extract from literature. Learners should add their own suggestions to the table in a separate section. (I)

Whole class discussion focussed on the following questions: (W)

The sources and task for the initial task should not be too complex and should offer alternative suggestions for action, contrasting styles, types of source and authorship. The sources may be adapted from source material or written by the teacher, or both depending upon accessibility of material. The table to support analysis should contain a number of headings, for example Title of Source, Type of Source, Author, Date, Suggested individual action.

Sources for the second exercise should be of contrasting types and from authors with

Sources that can be easily adapted are often found in the material created by environmental pressure groups, including web blogs. The New Internationalist is an excellent source of this type of material; however the articles sometimes require some adaptation to make them accessible.




to support arguments, reasoning and claims


sources arising from authorship – authority, reputation, expertise, ability to see

identify strengths and weaknesses arising from vested interest or potential bias in sources

Q1. Which suggestions are likely to make a difference to climate change? Why?

Q2. Which source is most likely to have suggestions to take seriously and act upon? Why?

Q3. In the learners’ opinion, which actions are local people most likely to do if asked? How do learners know?

(f) - This exercise should be used as formative assessment to test learners’ understanding and ability to apply concepts.

Teacher led introduction to the concept of ‘ability to see’ and reputation. The ‘ability to see’ refers to someone that can provide expert knowledge about the subject, issue or topic. Through the discussion above explain that different sources or authors make claims, however some people are more believable than others. Why? Discuss the impact of reputation, personal experience, education and training, qualifications, career and past record, expertise based on research. This should include teacher led introductory discussion on how the purpose of sources may influence their quality as evidence, comparing arts, media and scientific research as sources of evidence.

Analysis of the ‘ability to see’ of two further sources/authors on responding to climate change.

Personal log or file entry – definitions of key terms encountered and the creation of a table outlining the strengths and weaknesses of different types of source/author as evidence. (I)

varying ability to see.








gather and record evidence using primary or secondary research methods



use information and evidence with some clarity

Research – using questionnaires

Teacher led whole class discussion of individual action on climate change. The focus should be upon asking questions about which type of individual action to reduce global warming are local people most likely to do in practice. How do we know? Should we accept the views in the sources explored above? To be more confident perhaps we should we test their views and find out for ourselves by doing research? (W)

Teacher led presentation on how to conduct research into this issue using questionnaires.

Paired research using questionnaires - learners work in pairs to design and implement a short questionnaire to ask local people about their views on what action they would be most willing to take to help reduce global warming. (P)

Teacher led whole class discussion and feedback on the experience of using questionnaires and analysing the data gathered should be undertaken regularly during the process to support growing understanding of the strengths and weaknesses of questionnaires as a research method. (W)

Learners are required to submit a short report of their research. They should state their

The teacher should use the context of climate change and the work undertaken in the previous section to inform learners about simple research design using questionnaires. This could take the form of a presentation to model good practice in presenting or a resource booklet on designing simple questionnaires.

Provide information about the nature of questionnaires, and closed and open questions. The concepts of sample and representative should be explained. Instruction should also be given on simple analysis of data, reaching conclusions and writing simple research reports. Learners should keep a brief research diary within their personal logs to support evaluation and review of the activity.

Learners should be given the task in a structured form in writing, setting out the steps to be taken to design and implement a simple short questionnaire. To keep the task manageable the questionnaire should involve no more than ten closed and open questions and a sample of no more than 20 people. The data should allow some comparison of two different social groups,

Resources on questionnaire research can be found in text books designed for school social science subjects. There are also a number of websites that provide access to material on small scale research that can be adapted for local use.




conclusions about public opinion amongst local people on taking action about climate change at an individual level. (I)

for example by age or gender. The sample could be based in the community and/or the school. Ideally the questionnaire should be designed in class and conducted for homework.

Extension/differentiation – some questions could be made common to all pairs to enable subsequent pooling of results by groups and discussion of the impact of sample size on the quality of the evidence and its representativeness. Data could be analysed using simple research software or an Excel spreadsheet as an alternative to manual tally tables.


REF3recognise and evaluate the impact of alternative perspectives on personal perspectives

describe how personal perspectives have evolved

describe how research has influenced a personal perspective

Reflection – personal responses to climate change

Learners are asked to make an entry into their personal logs summarising (I):

a. what they have learnt about climate change

b. how the research has changed or reinforced their views about the significance of climate change and the need to take action at an individual level and its potential effectiveness/impact

c. how they would respond personally to the challenges of climate change


Migration and Urbanisation - Grade 11Term 2

Recommended prior knowledgeAs Global Perspectives and Project Work in Grade 11 is a multi-disciplinary subject this unit builds upon prior learning in Term 1 of Grade 11 and across the curriculum, especially in geography, Kazakhstan in the Modern World, science and English. Prior learning in history about past documentary evidence is also of relevance to this unit.ContextThrough the context of the global issue of migration and urbanisation this unit develops four sets of interrelated skills:


This second term of the course plan encourages learners to build understanding of the nature of contrasting global perspectives and global issues and begins to develop skills of analysis and evaluation. This term affords opportunity for learning in the community, especially for research into the experience of migration for individuals through interviews. Language objectives of Global Perspectives and Project Work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective



Learners can:

present an argument with some clarity and structure to reach a conclusion

Learners can:

express reasons and evidence with structure to support and explain a conclusion

These include: reasons evidence conclusion arguments tirades

These include:

This provides a reason for believing that …

The following evidence supports this point of view …

To conclude, I therefore believe that … This argument is effective because … The tirade does not support the claim well

because of emotive language and …To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

OutlineThis unit gives learners the opportunity to explore the global issues of migration and urbanisation and their impact on both migrants and host communities. Learners continue to develop skills of research using the primary methods of interviews and documentary research, particularly focusing upon historical and media material. Learners also use a variety of media materials to construct and present their own perspectives on issues. Learners further develop their skills of analysis and evaluation of argument and evidence. Learners research the causes of urbanisation, its impact on city ways of life and consider the future of cities, whilst reflecting upon their own perspectives and lifestyles. Learners will particularly develop their skills through paired research during this unit.










understand the different influences of perspectives

identify the different influences on arguments

Why do people migrate?

Starter: teacher-led whole class discussion of learners’ experience of migration or moving. Ask class to do a quick survey of how many learners have moved within Kazakhstan and/or between countries. Apply the same question about parents and grandparents.

Key questions for discussion

Why are people moving today?What are the main reasons for moving?Where did people move from and to? How did they choose?Is this pattern the same as in the past?

(W)Show a film or documentary that highlights the issue of migration. Learners note information as directed.

(I)Teacher-led whole class discussion based on the film.

Key questions for discussion

What was the historical and geographical background to the situation? What were the main reasons for migrating?Where did people move from and to? How did they choose?What was the experience of being a migrant like?Did migration improve their life chances? Why?

The teacher should record the simple statistics on the whiteboard or flipchart. Note the proportion of the class with experience of migration. Compare this with past generations. This is intended to be a short, fun ‘starter’ activity. It could be oral or supported by a short written survey.

The film or documentary should be chosen by the teacher. Some suggestions are in the resources section. The film or documentary could highlight a historical or contemporary example, or a local or international example. The teacher should select the case study depending upon the availability of resources. The example of migration could be:

migration between continents, nations and within countries

historic migrations from Europe to North America or Australia to escape poverty and ‘seek a better life’

trade migration e.g. Silk Route or working for an international organisation or company

migration due to slavery or persecution

refugee migration e.g. from Syria migration due to civil war as in

Sudan migration from North Africa to

Europe across the Mediterranean Sea for work

Suggesting learners take brief notes from

Sources of general resources and film on migration that are particularly useful include:

http://www.murthy.com/immigration-in-the-movies/

http://en.wikipedia.org/wiki/Category:Films_about_immigration

http://www.takepart.com/article/2008/04/10/top-10-immigration-films-watch-today-act-tomorrow

http://www.pbs.org/independentlens/films/immigration/

YouTube – use search terms migrant, immigration, emigration, refugees and look for suggestions from above sites on YouTube.

There are many films, documentaries and television programmes which focus upon migration. Teachers should select one which is available and reflects their own interest in the issue. Some are quite moving and may contain

25














Teacher-led whole class discussion reinforcing the meaning of perspective and issue, and the difference between a local and global issue, as well as historical influences on perspectives.

(W)

the film or documentary helps to focus them on key issues and supports subsequent discussion. This can be in the form of questions that the film may answer or about different aspects of migration in a table e.g. reasons; hopes and fears; impact and challenges.

These activities help to recap some of the main points from Term 1. Use the themes or questions from above to stimulate discussion. A global issue goes beyond the local or national context and is experienced by people in most parts of the world and wherever they live or work. A perspective is a viewpoint or standpoint, sometimes embedded in or strongly informed by a belief system, culture or world view.

Extension activities/differentiation – show an additional film on another contrasting case of migration either historically or from another part of the world and compare the similarities and differences; or, ask learners to analyse an article about migration that includes issues of a local and global nature indicating which issues are local, national and international. Alternatively, introduce the concept of ‘push-pull’ factors and use this to analyse the case studies of migration.

material that should be carefully selected or edited for a school environment – teachers must view and judge suitability before using with a class.

Other useful sites for material on this unit and others include:

http://www.freedocumentaries.org/int.php?filmID=180

http://www.cutv.ws/documentaries/watch-online/filmedia/films.php#view=thumb&page=1&tags=migration

http://www.ipsnews.net/news/human-rights/migration-refugees/

http://www.hrw.org/topic/migration

http://www.un.org/en/development/desa/population/

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/0,,contentMDK:21924020~pag


http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/0,,contentMDK:21924020~pagePK:5105988~piPK:360975~theSitePK:214971,00.html

















ePK:5105988~piPK:360975~theSitePK:214971,00.html





REF4identify further research into personal and other


describe how another point of view has influenced a personal point of view

identify some significant influences on a personal perspective


describe some further evidence to gather


Create a GP and PW Log.

Describe personal perspectives or opinions on the importance of migration as an issue. Explore how migration might have affected their lives or that of their community.

Identify aspects of migration that learners would like to know more about and explore further. This should focus upon both the experience of migrants and that of host communities.

(I)

Learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested.

This exercise should be repeated as the unit progresses and could take the form of independent learning. Learners might also share their logs in a structured way to deepen understanding.

Differentiation – a list of key concepts and definitions could be given to learners to summarise at key points. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise or a ‘short quiz’.

Personal Global Perspectives and Project Work log and file.

27





perspectives



identify some methods and sources for further research


RES1research and analyse different perspectives



RES3

identify a global issue suitable for research

create research questions to explore a global issue


identify strengths

How does migration affect the people that move?

Paired research on the experience of migration or moving using structured and unstructured interviews.

(P)

The pair will need to design and conduct both structured and unstructured interviews with about 8-10 people, working in pairs. There are two aims:

a. To find out about the reasons for moving and the experience in practice, including the positive and negative experiences.

b. To develop understanding of the differences between simple structured and unstructured interviews and the quality of evidence

Teachers will need to provide guidance to learners on how to conduct an interview and the difference between a structured interview and an unstructured interview. This should include:

identifying the general research questions

identifying a sample population and then selecting the sample itself

gaining access and permission to do the interviews with the chosen sample

designing the two types of interview schedule

organising the time and place of the interviews

conducting the interviews and recording

Resources on interview research can be found in text books designed for school social science subjects. There are also a number of websites that provide access to material on small scale research that can be adapted for local use.

Migration within Kazakhstan should be explored on the internet for background information.




evaluate evidence used to support arguments, reasoning and claims

RES3evaluate evidence used to support arguments, reasoning and claims





and weaknesses of evidence related to sampling, representativeness and amount of evidence

identify limitations of evidence for drawing conclusions about global perspectives and issues



use some different media

present global perspectives with some clarity

that can be gathered.

The pairs should take turns to be interviewer and recorder of the interviews. Each learner should use both types of interview so that they can analyse the results together, compare effectiveness of both methods and share experience.

(P)

The results and conclusions will need to be turned into a short structured PowerPoint presentation to be delivered to the whole class. The presentation should last five minutes only.

Pairs make presentations to the whole class, followed by teacher-led whole class discussion to highlight common reasons for moving and common experiences, positive and negative.

(P)

Teacher-led discussion of the experience of using interviews to conduct first hand primary research.

Key questions for discussion:

How easy was it to design and conduct each type of interview?

Did you get the information you wanted? Was it easy to record?

Which method was easiest to analyse the data gathered? Why?

Were there any possible sources of bias or inaccuracy in the research?

Is there enough evidence to generalise to all migrants?

(W)

the results on paper

analysing the results

deciding how the research outcomes and conclusions will be presented

1. The task should be fairly structured, simple and short. Learners should be given clear instructions about the scope of the exercise and the amount of material to be gathered. Only a few people need to be interviewed. Part of the exercise should involve noting difficulties experienced in doing the research. A comparison of the strengths/weaknesses of structured and unstructured interviews should take place after the research has been completed, drawing upon learner experience as well as other sources.

Encourage some creative design in the making and presentation of the PPT. Ensure learners are aware that the presentation will be used to support the learning of other learners i.e. to share and compare conclusions. The presentation should include the following headings:

a. titleb. aimc. research questionsd. methode. samplef. summary of resultsg. conclusionh. evaluation

Differentiation/extension – the task can be given to different groups or individuals with differing amounts of structure, scope and

29









length. For example a range of questions could be predesigned by the teacher for some learners. Extension might involve learners aggregating results from across the groups to increase the sample size and then reflect on the impact of sample size on the quality of results. Alternatively, learners could also interview people about their opinions on immigration and its impact on their community.





Reflection

Learners create a log entry describing the experience of primary research using interviews for the previous activity, and in general in the past.

(I)

Teacher-directed discussion – sharing and recapping the strengths and weaknesses of interviews for gathering evidence – structured and unstructured.

Learners undertake background reading on interviews.

This should be supported with educational resources that explore or list the strengths and weaknesses of using both types of interview for research. These could be printed resource sheets or available online for use in class or homework. The focus should be upon practical, quality and ethical issues.


By the end of Grade 11 learners will have several ‘leaflets’ describing research

Examples of brochures for marketing or instructional purposes (e.g. health education) to inspire ideas for the brochures may be helpful for learners.




(I)

Create a set of guidelines for a learner using interviews for the first time. Present as a folded A4 brochure of personal design.

(I)

methods for revision purposes and to use in Grade 12 for the research report.








identify underlying assumptions and values in arguments



How does migration affect people?

Critical Thinking – Using evidence from the media: film; photographs; historical documents

Pairs of learners undertake internet research to explore the history of a large scale migration. The pairs should research a case study of migration in different parts of the world as allocated by the teacher. The pairs should try to discover answers to the following questions:

Why did the migration occur? What was the impact on the migrants?

The pairs are also given the task of finding five historical sources or pieces of evidence that ‘tell the story’ or symbolise the experience of the people leaving home and moving to another country. The evidence must focus on the experience of being a migrant at that time. The sources should be from the historical period and include newspaper stories, first-hand accounts, cartoons, photographs and personal diaries.

The pieces of evidence are used to create a diary account from the perspective of being a migrant at the time. The diary account should try to be authentic in tone and describe a

The diary should reflect not only typical experience but also the historical and cultural context of the migration. A scene from a historical film or TV series could be used as a stimulus, and teachers could find or write some historical diary entries as exemplars to guide learners.

Examples of historic migrations that could be explored are:

a. Jewish migration in the mid 20th century

b. Indian immigration to the UK from Uganda in the 1960s

c. Immigration from Europe to the Americas in the 19th and 20th centuries

d. Refugees from conflict in recent history

Some historical examples of migration that could be researched include:

Sudan

http://www.youtube.com/results?search_query=lost+boys+of+sudan&oq=lost+boys+of+sudan&gs_l=youtube.

America in the past and today from Mexico

http://thesocietypages.org/colorline/2011/01/26/best-immigration-documentaries-part-1-history-and-global-context/

http://besthistorysites.net/index.php/american-history/immigration

31







http://www.youtube.com/results?search_query=lost+boys+of+sudan&oq=lost+boys+of+sudan&gs_l=youtube









RES3evaluate evidence used to support arguments,

understand primary and secondary research methods

understand and apply the concepts of sample, representative and generalization

understand the influences on selection, presentation and interpretation of evidence


identify strengths and weaknesses of evidence related to sampling,

typical experience or event that is likely to have affected an immigrant entering a foreign country. The sources should be included in the diary account as if the migrant who is the subject had created a scrapbook of contemporary material to support their view of life at the time.

(P)

The pairs briefly outline the historical setting and then read the diary accounts to the whole class who make a note of the key experiences of being a migrant in the past.

(P)

Teacher-led whole group discussion of the historical diary accounts around the following issues:

What were the main positive and negative experiences of being a migrant in the past?

Is this different from the experience of migrants today?

Which diary account seemed to be the most believable or authentic?

Which diary account used the evidence most effectively? Why?

How useful are historical accounts of events and documents as evidence?

(W)

Through whole class discussion, the teacher explains and highlights the strengths and weaknesses of different types of evidence that

Differentiation - the teacher may wish to give a more structured framework for the diary entry to support some learners.

Extension – more entries could be created to ‘tell a story’ of migrant experience as it evolved over time.

Ensure that learners not only understand the nature of the different types of evidence, but also consider the uses or value of each. This may vary for different purposes but detailed consideration of this is not necessary at this stage of the course. A table could be completed with the following headings:

Type; Definition; Example; Strengths; Weaknesses

Learners identify the different types of evidence they have found and add them to the table, writing a short explanation under each heading.

Learners should also understand the concepts of ‘sufficiency’, ‘recent’ and ‘generalise’ as applied to evidence.

The source for analysis and evaluation for assessment purposes could be real or created by the teacher. It may be helpful for learners to relate the source to one of the examples of migration studied in the unit.

Extension/differentiation – different sources could be created with different levels of complexity for different learners. These

A range of different videos and resources are available at these sites:

http://www.facinghistory.org/resources/collections/immigration?_kk=immigration%20videos&_kt=3fa92935-a5b5-4c4b-bd21-c4096e7d3ae1&gclid=CPuqhI7VhLoCFS3HtAodCgoAJA

http://www.history.ac.uk/ihr/Focus/Migration/

http://www.nationalgeographic.co.uk/xpeditions/lessons/09/g68/migrationguidestudent.pdf

http://www.unhcr.org.uk/

http://www.un.org/cyberschoolbus/briefing/refugees/

http://www.un.org/en/globalissues/briefingpapers/refugees/overviewofforceddisplacement.html








http://www.unhcr.org.uk/











reasoning and claims



representativeness and amount of evidence


understand and explain the difference between quantitative and qualitative data

has been used to explore the experience of being a migrant in the unit so far:

film photographic historical documents witness accounts personal experience.

(W)

Learners should make a note of the strengths and weaknesses in a table in their files.

(I)

Learners are given an historical source by the teacher to analyse and evaluate as evidence using the concepts of sufficiency, recent and generalise as applied to evidence to test understanding.

(I) (f)

could be used in class or for homework to reinforce learning or test in more depth.





How does migration affect people in the host country?

The growth of cities

Teacher-led introduction to the section, explaining that migration has an impact not only on the people moving but also upon the place that they reach and the groups of people who already live there – the hosts.

(W)

In groups learners discuss and list possible effects of migration upon the place where the people settle. Learners should consider positive

Teacher provides a range of documentary sources and evidence containing statistical and numerical data on the growth of cities, including some predictions about the future. Too much information should be provided so that learners have to select and organise the material for the presentation.

Peer assessment will need to be guided, especially on the criteria to be used.

As well as the sites above, the following provide general material on migration:


http://geography.about.com/od/populationgeography/a/

33

http://geography.about.com/od/populationgeography/a/Migration.htm










CT4identify and evaluate the implications of arguments, reasoning and claims, including


identify and describe patterns in data and generalize


identify an implication/a consequence of an argument or claim

and negative effects under the headings ‘population’, ‘environment’ and ‘economy’.

(G)

Teacher-led whole class discussion to enable learners to share their ideas about the impact of migration on the destination designed to introduce the idea of rapid population growth and urbanisation.

(W)

Show a documentary film on the growth of cities worldwide. As before, learners should note key aspects as guided by the teacher.

Key issues to note:

What are the main reasons for the growth of cities? What are the main effects and impact of the growth of cities? How does this affect the quality of life in cities?

(I)

Paired analysis of statistical evidence about the process of urbanisation worldwide. Learners have to use the evidence provided by the teacher to understand current trends in the growth of cities and to predict what might happen in the future. The pairs create a poster using computer software. This should contain diagrams, images and graphs showing a brief explanation of the main, predicted patterns and trends of urban growth shown in the statistics. The posters should

Extension/differentiation – the research into host reactions could be extended to more than one city; the length of the newspaper reports could be varied; teachers could organise a debate about the issue of immigration with motions for and against an increase in migration to the local community.

Migration.htm

http://www.geography.learnontheinternet.co.uk/topics/urban.html

http://www.yourarticlelibrary.com/india-2/urbanization-causes-and-effects-of-urbanization-in-india-766-words/4659/

http://esa.un.org/unup/

http://unstats.un.org/unsd/demographic/sconcerns/densurb/

http://www.unfpa.org/pds/urbanization.htm







http://esa.un.org/unup/











conclusions

CT4identify and evaluate the implications of arguments, reasoning and claims, including conclusions




RES2research and analyse

understand and explain that consequences may vary in significance to different individuals and groups




use the internet and social media to

be printed and shared within the class, perhaps through a display.

(P)

Internet research in pairs – each pair is given the task of researching the impact of urbanisation in one city worldwide and its impact on the way of life in a different geographical location across the world.

(P)

Information should be gathered, selected and stored. Individual learners should then write two newspaper articles highlighting the impact of the growth of cities for the local people. One article should stress the positive aspects of population growth in city; the other article should stress the negative aspects of population growth in the city. The articles must contain three photographic images and a cartoon illustrating the points being made in the article.

(I)

Individuals share their newspaper accounts within and across pairs. These could be peer assessed.

(f)

Teacher-led whole class discussion drawing out the difference between information and data, (statistical data and trends on city growth) explanations (migration and population growth) and consequences (impact on urban ways of life).

(W)

35



evidence to support arguments, reasoning and claims


REF2explore alternative perspectives objectively



gather evidence


show awareness of alternative perspectives

be open to alternative perspectives

demonstrate respect and sensitivity towards alternative perspectives

CT2analyse the structure and

identify and understand key

Quality of life in cities




identify the main components of arguments, reasoning and claimsCT2analyse the structure and identify the main components of arguments, reasoning and claims

CT2analyse the structure and identify the main components of arguments, reasoning and claimsCT2analyse the structure and identify the main components of arguments, reasoning and claims

CT4identify and evaluate the implications of arguments,

elements of arguments, reasoning and claims





Teacher-led introduction to the concepts of values, beliefs, arguments and tirades.

(W)

Analysis of two arguments about the impact of migration and urbanisation on life in a city. Teacher-created statements on the theme: ‘The quality of life in cities is improved by population growth from people migrating to the city.’ One statement is presented from a rational, carefully-argued perspective using clearly stated and cited values, reasons and evidence to explain their point of view. The other statement makes a similar claim but in the form of a tirade using emotive language with very little evidence and much assertion, using personal experience and unsupported beliefs with no explanation to justify the claim.

Learners analyse the arguments in pairs to make a judgement about which source or argument is most effective using the concepts of argument, tirade, information and data, evidence and explanation. The assessment of the arguments in the sources should be written by individual learners (based on the paired evaluation) and should be in essay form or a response to structured questions.

(P) (I)

(f) This type of activity can be done individually, in pairs or groups. It provides an opportunity for peer assessment.

Personal log or file entry – definitions of key terms encountered and the creation of a table outlining the strengths and weaknesses of each part of an

For this type of exercise it is usually easier for the teacher to create or to adapt sources. This way the material can be ‘rich’ in examples of the types of evidence or argument being explored to support learners.

Extension/differentiation – alternative less complex sources could be available.

This exercise provides learners with arguments that can be evaluated on a range of different aspects of evidence and sources, however at this stage of the course it is not expected that learners will identify all of these and will be able to discuss some strengths and weaknesses.

Use some YouTube video clips to introduce the idea urbanisation and impact on city life.

Some useful websites include:

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/sustainable-urbanisation/

http://www.stwr.org/health-education-shelter/tomorrows-crises-today-the-humanitarian-impact-of-urbanisation.html

37









reasoning and claims, including conclusions




RES3evaluate evidence used




identify strengths

argument.

(I)




to support arguments, reasoning and claims

and weaknesses of evidence related to sampling, representativeness and amount of evidence









What is the future of cities?

Teacher introduces the final project in the unit which is to be used for assessment purposes. The task is to design a city for the future which solves many of the problems currently associated with rapid urbanisation and migration. The teacher shows several video or film clips and provides different ‘images’ or ‘visions’ of the future of city life from the arts and media – these may be from film, TV, paintings, film and literature as suits local availability and the interests of the teacher. This is designed to stimulate the interest of learners.

(W)

2. Design a city of the future in groups of three. Learners should research different visions of the future of cities on the internet as part of the design exercise.

The design must be presented using pictures, diagrams and models created by learners and from their background internet research. The design should be explained carefully and must aim to solve current challenges and problems in city life. Although the design is to be developed on a group basis each learner must present their own written summary of the design with copies of the design, photographs of models if appropriate, and a full explanation in an essay or structured form. The explanation should include reference to

Teachers should find suitable materials and resources which can be edited to suit the introductory activity. Contrasting images or visions of the future of cities should be shown and discussed – for example cities as utopia and dystopia (heaven and hell), or attempts to create ‘green, environmentally friendly’ cities.

Exploration of alternative visions of the future of cities using the internet should be encouraged to inform the design process.

Extension/differentiation – a structured format for the presentation of the design could be used to support some learners.

The research, design and delivery of the presentations should involve members of the group taking different roles in a carefully guided and structured way.

Teachers will need to give guidance to learners on how to cite, acknowledge and simply reference sources and ideas in their written explanations of the design.

1. YouTube and films are a particularly rich source of material for this exercise. Science fiction in particular is very valuable.

http://www.bbc.co.uk/news/technology-20770518

http://www.sierraclub.org/sierra/201203/future-cities/default-138.aspx

http://www.future-cities-lab.net/projects/

http://www.hongkiat.com/blog/cities-of-future-artworks/

http://science.howstuffworks.com/environmental/green-science/5-green-future-cities.htm

http://www.theguardian.com/what-future-urban-living

http://

39

http://topdocumentaryfilms.com/2057-the-city-of-the-future/


















identify and select evidence relevant to a research question

the ideas and sources used from their research which have influenced their thinking and designs.

(G)

The outcomes should be presented to the class or another appropriate audience. The designs should be used for assessment purposes by the teacher.

(f) (G) (W)

topdocumentaryfilms.com/2057-the-city-of-the-future/

http://www.100scifimovies.com/tag/future-city/

http://vimeo.com/47887057








describe how personal experience and background have shaped personal perspectives

Reflection – personal responses to migration and urbanisation

Learners are asked to make an entry into their personal logs summarising (I):

d. what they have learnt about migration and urbanisation

e. how the unit and research has changed or reinforced their views about the significance of migration and urbanisation and the need to take action at an individual level and its potential effectiveness/impact

f. how they would respond personally to the challenges of migration and urbanisation

This might include consideration of where they would like to live, and why. Also reflection on different political views about immigration might be appropriate. Would the learner support increased immigration to their city and community?


http://vimeo.com/47887057














41

The Impact of the Internet - Grade 11Term 3

Recommended prior knowledgeAs Global Perspectives in Grade 11 is a multi-disciplinary subject this unit builds upon prior learning in Terms 1 and 2 of Grade 11 and across the curriculum, especially in geography, Kazakhstan in the Modern World, science and English. ContextThrough the context of the global issue of migration and urbanisation this unit develops four sets of interrelated skills:


This third term of the course plan encourages learners to build understanding of social influences on global perspectives and global issues and continues to develop skills of analysis and evaluation whilst encouraging learners to consider trends, implications and consequences. Gathering evidence through primary research is a feature of the course. This term affords opportunity for learning in the community, especially for research into the impact of the internet. Language objectives of Global Perspectives and Project Work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective



Learners can:

describe research in a structured way

Learners can:

describe the main stages and outcomes of research to facilitate understanding

These include: title aim research questions method sample summary of results conclusion evaluation

These include:

the aim of the research was to find out about

the method of research was chosen so that data could be gathered to help answer the research questions …

in conclusion, the results enable us to answer the question and say that …

the research could be improved by …To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

OutlineThis unit gives learners the opportunity to explore the global issues surrounding the growth and impact of the internet. Learners continue to develop skills of research using the primary methods of experiments and observation. Learners further develop their skills of analysis and evaluation of argument and evidence within sources of increasing complexity. Learners consider and research the impact of the internet and related digital technologies on individuals, different social groups and globally.




CT2

analyse the structure and identify the main components of arguments, reasoning and claims

CT1

recognise and critically compare different perspectives on global issues



RES2




evaluate the relevance of reasons and evidence to an argument (the degree of fit between the evidence and the claim it supports)

Why is the internet growing so rapidly?

Critical thinking – using secondary data as evidence

Starter: quick quiz – What do you know about the internet?

(I)

Teacher-led whole class discussion of learners’ general knowledge and experience of using the internet.

(W)

Ask learners individually to do a quick written survey of:

a. how many times they use the internet each day

b. where they use the internet and how it is accessed (computer, mobile, TV etc)

c. what the internet is used ford. how much time they use the internet

per day, week and year

Teacher-led whole class discussion of the results of the survey.

Key questions for introductory discussion

What are the main uses of the internet?Are learners using the internet more?Is internet usage likely to grow?What are the main benefits of the internet?Why is internet usage growing so fast?

Paired analysis of sources and statistical data

The teacher should create a short questionnaire for the class to complete and analyse in groups. Results should be summarised on the whiteboard or flipchart. Discuss the results and highlight rapid growth in internet use by everyone, even if there is no access at home for some people. This is intended to be a short, fun ‘starter’ activity.

The aim of the exercise is to develop learners’ ability to identify and describe simple patterns and trends, understand the difference between correlation and cause, and to suggest alternative explanations for evidence. In addition learners are being asked to summarise and present complex information in a clear and structured way.

Teachers will need to find and present sources containing statistical information and tables, with some commentary, about the internet covering topics like:

world-wide usage and growth comparisons of different countries different forms of access access by different social groups –

age, gender, wealth/class, culture, level of country development

The information should be in different forms of presentation and there should be more information than is needed to

1. Sources of statistics on internet growth:

http://www.internetworldstats.com/emarketing.htm

http://news.bbc.co.uk/1/hi/technology/8562801.stm

http://www.internetworldstats.com/stats.htmhttps://www.google.co.uk/search?q=growth+of+internet+users&client=firefox-a&hs=DhY&rls=org.mozilla:en-GB:official&tbm=isch&tbo=u&source=univ&sa=X&ei=zztVUtbBKePS0QXQnoCIAw&ved=0CEIQsAQ&biw=1016&bih=594&dpr=1http://motherboard.vice.com/blog/the-next-five-years-of-explosive-internet-growth-in-seven-graphshttp://en.wikipedia.org/wiki/Mobile_Internet_growth

43

http://www.internetworldstats.com/stats.htm










research and analyse evidence to support arguments, reasoning and claims






identify strengths and weaknesses of evidence related to sampling, representativeness and amount of evidence


about the growth of the internet. Learners use the information to write a descriptive essay individually titled, ‘Recent worldwide trends in internet usage.’ Learners should present the information in a structured way using graphs and diagrams which are explained in the text of the essay. The essay should be no more than 500 words.

(P) (I)

Teacher-led whole class discussion of the findings from the analysis, asking the key question, ‘What is the cause of this pattern of rapid and accelerating growth?’

The teacher introduces five or six new statistical tables showing similar patterns of growth or inverse relationships. Some should clearly relate to internet growth which could reasonably be linked and be a possible cause of internet growth. Others should not be linked at all. Through discussion of common trends which are linked and not linked, explain the concepts of correlation and cause. From general knowledge and previous learning discuss alternative explanations for the growth of the internet and the trends which are correlated but not causal.

(W)

Teacher-led whole class discussion of the quality and the strengths and weaknesses of statistical information and past research as evidence. Create a table showing the strengths and weakness of this type of information. Explain the difference between primary and secondary

write a short summary or précis in essay form.

Learners may read and analyse the articles on Internet and US law found on NPR site.As they read, ask learners to identify key issues highlighted in the articles. Articles can be distributed each per group and later brought to whole class discussion.

The statistics should also be taken from different interest groups – government statistics, businesses that use the internet, United Nations, pressure groups promoting access, groups campaigning against or who are critical of internet usage growth e.g. some medical authorities or people worried about the impact of violent internet gaming.

Learners may use the essays for peer assessment to reinforce learning and provide mutual support.

For the exercise looking at cause and correlation teachers should use some amusing correlations to make the exercise fun and stimulating, as well as correlations that have some link and those which are an obvious cause of growth in internet usage. This will also help in reinforcing the importance of looking for alternative explanations for evidence when evaluating a source. Some causes/correlations that could be used are:

mobile telephone usage

http://www.eweek.com/networking/cisco-global-internet-traffic-will-triple-by-2017/

https://www.google.co.uk/search?q=growth+of+internet+traffic&client=firefox-a&hs=2Rt&rls=org.mozilla:en-GB:official&tbm=isch&tbo=u&source=univ&sa=X&ei=JT1VUo_HF4nB0gX5-oCYBA&ved=0CEQQsAQ&biw=1016&bih=594&dpr=1

Other useful sites for statistical material on this unit and otherhttp://unstats.un.org/unsd/databases.htm http://www.itu.int /en/ITU-D/Pages/About.aspx

http://www.economist.com/theworldin/2013

http://www.gapminder.org/

http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/0,,menuPK:476823~pagePK:6


http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/0,,menuPK:476823~pagePK:64165236~piPK:64165141~theSitePK:469372,00.html


http://www.gapminder.org/



http://www.itu.int/en/ITU-D/Pages/About.aspx

http://www.itu.int/en/ITU-D/Pages/About.aspx









evidence.

(W)

price of broadband access aging populations worldwide growth in carbon and methane

emissions rise in obesity in the developed

world rise in the number of cows

worldwide

In discussion of the quality of the evidence learners should consider issues like datedness and how recent, purpose of the original research or collection, relevance, sample sizes, methods of collection, bias in selection and presentation, vested interest, missing data, second hand evidence, etc.

Extension activities/differentiation – for homework use the survey to find out about internet usage by parents and grandparents. Comparison of age and generational differences can be discussed.

4165236~piPK:64165141~theSitePK:469372,00.html

http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm

http://www.unhcr.org/pages/49c3646c4d6.html

http://www.who.int/en/



REF3recognise and evaluate the impact of alternative perspectives



describe how personal experience and background have shaped personal


Create a log for the ‘Impact of the Internet’ unit.

Describe personal perspectives and opinions on the importance of the internet as an issue. Consider how the learners’ own gender, age, class and cultural background might have affected their usage and attitudes to the internet.

Identify aspects of the internet that learners would like to know more about and explore further. This should include suggestions for methods and sources of evidence.

(I)

As in previous units, learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested.

Personal Global Perspectives and Project Work log and file.

45

http://www.who.int/en/










on personal perspectives





perspectives




identify an application of research.

This exercise should be repeated as the unit progresses and could take the form of independent learning. Learners might also share their logs in a structured way on a periodic basis to deepen understanding.

Extension/differentiation – a list of key concepts and definitions could be given to learners to summarise at key points. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise or a ‘short quiz’.






demonstrate respect and sensitivity towards alternative perspectives

show awareness of alternative perspectives



CT1 recognise and critically compare different



identify and describe some similarities and differences of

How is the internet affecting our lives?

Critical thinking – evaluating media sources as evidence

Show the film, The Social Network, which tells the story of the founding of ‘Facebook’, the social networking site.

(W)

Teacher-led whole class discussion of the following questions:

How has the internet made social networking sites like Facebook possible?Why has Facebook grown so quickly?What are the main benefits and attractions of Facebook and social networking?What are the main dangers of Facebook and social networking?Facebook is a successful business. Should this affect our attitude to the site?

As indicated previously, requiring learners to take brief notes from the film or documentary helps to focus them on key issues and supports subsequent discussion. This can be in the form of questions that the film may answer or about different aspects of the internet and social networking.

The source is deliberately quite long and contains a lot of different ideas and evidence. This is an opportunity for learners to practise the analysis and evaluation of sources using some of the concepts encountered in the course so far with more complex material.

The source suggests that social

The source for the article on teenagers and social networking is:

http://www.theguardian.com/lifeandstyle/2013/oct/05/teens-social-networking-good-for-them

The ‘Social Network’ is available widely for purchase and downloading.

There are many internet sites and sources on the impact of the internet. Teachers should identify research sites to make

47






perspectives on global issues





CT3

perspectives on some global issues

make a judgment about credibility of different perspectives




identify underlying

How useful and reliable are films as evidence?

Analysis of a newspaper source discussing the impact of social networking on teenagers. In pairs learners read the newspaper article, ‘My 250 Texts a Day’ and use different coloured highlighters to analyse the content and argument of the source.

Two pairs share their analysis of the source and then discuss as a group of four their response to the following structured exercise in writing:

(a) What are the potential dangers for teenagers of social networking highlighted in the article?

(b) What is the evidence presented for the point of view that social networking is bad for teenagers?

(c) What are the potential benefits for teenagers of social networking highlighted in the article?

(d) What is the evidence presented for the point of view that social networking is good for teenagers?

(e) Is the article balanced? Give reasons for your opinion.

(f) What is the conclusion of the author?(g) Is this conclusion credible?(h) Do the arguments, evidence and

conclusions apply to children, adults and the elderly in the same way? Give reasons for your opinion.

(i) What are the strengths and weaknesses

networking is good for teenagers. The exercise is designed to help learners analyse and evaluate the argument in the source. Learners should analyse the source as follows:

reasons and arguments that social networking is bad for teenagers – red

evidence used to support the idea that social networking is bad for teenagers – pink

reasons and arguments that social networking is good for teenagers – yellow

evidence used to support the idea that social networking is good for teenagers – green

Teachers should ensure that learners understand how reasons and evidence may be evaluated for relevance and that consequences may vary in significance for different groups, in this section for different age groups and the rich and poor, or social classes as defined economically.

The research on the internet required is becoming more complex and across several variables – aspect of society and social group as defined by level of wealth. Learners will find this more challenging and may need guiding towards suitable websites and sources of information.

recommendations to learners to support their research. Some starting points for the internet and wealth and poverty:

http://www.bbc.co.uk/news/education-20899109

http://www.huffingtonpost.ca/saeed-selvam/internet-poverty_b_2721169.html

http://www.publicintegrity.org/2012/03/23/8486/poverty-stretches-digital-divide

http://www.theguardian.com/global-development/poverty-matters+technology/internet

http://blogs.hbr.org/2013/03/can-technology-end-poverty/

http://mashable.com/2010/11/25/income-internet-use/




















analyse and evaluate arguments, reasoning and claims





assumptions and values in arguments





of newspaper articles as sources of evidence?

(P) (G)

Individually learners produce written answers to the questions above describing their own point of view about the source and its potential relevance to other social groups.

(I) (f)

In pairs learners undertake internet research to explore the impact of the internet and social media on other aspects of life. Pairs should choose which aspect to explore from the following list:

business media and communications arts and music culture and beliefs health politics

Learners should aim to identify and describe 3/4 potential benefits and 3/4 potential dangers of the growth of the internet and social networking for two different social groups – the rich and the poor – for their chosen aspect of society.

(P)

The pairs should produce a short ten minute presentation on their findings to give to the whole class. The presentation should be noted briefly.

(W)

49



different perspectives





CO1present global perspectives using a variety of different




identify some strengths and weaknesses of alternative perspectives


Individual learners write a short essay entitled, ‘The internet will increase the gap between the rich and the poor’. Evaluate this point of view.

(I)




media






CT1 recognise and critically compare different perspectives



identify and describe some similarities and differences of perspectives on some global issues


Who controls the internet?

Critical thinking – evaluating arguments

The teacher introduces the concept of a formal debate and illustrates the process through YouTube examples and by giving learners a copy of the basic rules of debate. Encourage understanding of the reasons for rules in debate and the importance of listening and understanding the arguments from another perspective before reaching decisions. The element of competition also gives debates some stimulus.

(W)

The teacher organises the class for a formal debate in which two sides argue for and against a proposition. The class is divided into two groups, one to research and prepare speeches for and the other to research and prepare speeches against the motion.

The motion for debate should be:

‘This house believes that the internet should be a free, on-line community without regulation.’

Each group should be organised into a variety of roles for the debate and for research prior to the writing of the speeches. There should be two or

The exact rules can be varied to suit the preferred model of the teacher and the needs of the class. It is important to ensure that all learners have a significant role so that they remain engaged in the process. All of the learners should have a stake in the outcome and be required to use the debate to inform a piece of work. There could be a prize for the winning team.

Researchers and speech writers will need to be given guidance about how much material is required and how long to take in preparation. The speeches should not be too complicated and focus on key issues with some supporting evidence. Teachers may provide guidelines for writing effective speeches as well.

Differentiation - the teacher may wish to give a more structured framework for the speech writing and research to some learners.

Extension – the speeches could be video-taped for analysis and evaluation; or edited highlights could be shown later as part of a review activity. This would give opportunity for peer assessment.

A variety of different models for organising debates can be found on websites for teachers and debating in general. For example, at the following websites:

http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf

http://www.educationworld.com/a_lesson/lesson/lesson304.shtml

http://www.actdu.org.au/archives/actein_site/basicskills.html

http://www.proquestk12.com/productinfo/pdfs/MiniDebate_Teachers.pdf

Control of the internet sites to explore might be:

http://www.debate.org/

51

http://www.debate.org/opinions/does-the-internet-need-censorship















on global issues





CT3analyse and





three formal speeches by each side. Those not speaking formally should be instructed to prepare and ask questions, note the main arguments of each side and eventually vote.

To prepare for the debate each group of learners needs to research various aspects of the arguments for and against regulation. There are many dimensions and potential issues to explore. These might relate to:

freedom of speech freedom to post any content access to data about individual internet

usage e.g. by Google protection of the community from crime

and terrorism copyright issues copying of music and piracy of film and

video government control of information child protection censorship surveillance and monitoring of e-mails

and messaging services protection of business interests promotion of shared knowledge for the

common good rather than protection of knowledge by copyright and patents for commercial purposes

Each side should be given opportunity to rehearse the speeches in front of their teams to be given feedback on the effectiveness of the arguments and the use of reasoning and evidence. This also gives opportunity for questions for the opposition to be devised.

opinions/does-the-internet-need-censorship

http://idebate.org/debatabase/debates/science-technology/house-would-censor-internet

http://rt.com/op-edge/internet-surveillance-privacy-right-475/

http://www.computerworld.com/s/article/9242125/Most_Internet_users_take_steps_to_avoid_surveillance?pageNumber=1

http://www.usnews.com/opinion/blogs/world-report/2013/09/18/internet-surveillance-is-a-necessary-part-of-national-security

















evaluate arguments, reasoning and claims




CO3develop and present reasoning, argument and





develop an argument that is supported with some reasons and

The debate is held and a vote taken. The main outcome is noted and prizes distributed.

Teacher-led discussion of the outcomes to review the reasons for victory and loss. Use the key terms and concepts of critical thinking and evaluation of evidence encountered in the Global Perspectives and Project Work course to inform the discussion about the effectiveness of the arguments within the speeches to reinforce learning.

(P)

53



claims


CO4select and use appropriate technical terms

CO5 cite and reference within the conventions of academic honesty

evidence


select and use some technical terms

use some sources to support argument


CT4identify and evaluate the implications of arguments,


understand and explain that consequences may vary in significance

The influence of the internet on individuals

Primary research methods – experiments and observation

Teacher-led introduction to the section, explaining that the internet has been blamed for having a negative effect on many aspects of individual behaviour. The teacher asks the class to suggest or identify aspects of behaviour which have been claimed to be affected by the internet.

(W)

Teacher provides a range of documentary sources and evidence containing allegations about the impact of the internet on individual behaviour and children. The teacher should ensure learners understand the key terms of anecdote, assumption, values and relevance.

The teacher may need to provide some

Resources on experiments and observational research can be found in text books designed for school social science subjects. There are also a number of websites that provide access to material on small scale research that can be adapted for local use.




reasoning and claims, including conclusions





REF4identify further research into personal and

to different individuals and groups






Teacher gives a range of sources about the internet and behaviour, mainly from the media. In pairs, learners analyse the sources to identify the range of behaviours that have been claimed to be affected by the internet.

(P)

Whole class discussion to identify and list alleged internet ‘problems’. Teacher explains that much of the reasoning and evidence is based on ‘moral panics’ and very little sustained, systematic research; much comment is based on personal opinion or one or two examples that may not be typical. Introduce and explain the term ‘anecdotal evidence’. Much of the debate is therefore based on very little research and poor evidence, with underlying assumptions and values. The aim of this section is therefore to conduct some primary research using experiments and observation to test some of the claims about the negative effects of the internet.

The first primary research method is to design and conduct an experiment to gather some measurable data on the impact of the internet on attention spans or problem solving skills. This research topic arises out of the suggestion that much internet content is designed for short attention spans and based on short, ‘flashy’ sections or ‘pages’ of short duration. Similarly other critical comment suggests that users of the internet lose the ability to solve problems in the real world. The aim is also to see if there are differences between males and females. Learners work in groups of three sharing responsibility for the planning, organisation and implementation of the experiment. The group analyse the results and reach a conclusion. Each learner writes their

background information on how to design a simple experiment; although this may also have been taught in science lessons so may not be necessary. Maybe use a YouTube video of a simple psychological experiment as an example. The explanation needs to cover the development of a research question and hypothesis for testing, the creation and use of simple research instruments to measure behaviour, standardisation and controlling for intervening variables, analysis of data and reaching conclusions, evaluation and writing a basic report.

The experiment should be of a simple pre-test/post-test design in which learners devise a test of attention or problem solving. They give the test to a group of people before and after they have experienced some relevant internet activity to see if the measured results differ. If so, it may be possible to conclude that the internet usage has had an impact on the behaviour being studied. An example would be to give the subjects a mathematical test before and after playing an internet game for a defined period of time to see how long it takes to solve or if there are more correct answers. The subjects in the experiment must contain enough males and females to allow some comparison of possible gender differences.

The teacher may need to provide some background information on how to design simple observational research, although this may also have been taught in other subjects so may not be necessary. Maybe use a YouTube video of observation (of human or

Some sites related to internet issues are:

http://www.pamf.org/parenting-teens/general/media-web/violentgames.html

http://futureofchildren.org/publications/journals/article/index.xml?journalid=32&articleid=60&sectionid=285

http://people.hamilton.edu/bhouse/DoWeEncourage/DoWeEncourage3.html

http://en.wikipedia.org/wiki/Media_violence_research

http://news.bbc.co.uk/1/hi/health/4594376.stm

55
















other perspectives






describe some further evidence to gather





own report of the experiment using the conventions of scientific report writing.

(W)

The results and conclusions will need to be turned into a short structured PowerPoint presentation to be delivered to the whole class. The PowerPoint should last five minutes only.

(P)

Pairs make presentations to the whole class, followed by a teacher-led whole class discussion to highlight common findings about the impact of the internet on attention spans and problem solving, and by implication on other forms of thinking.

(W)

Teacher-led discussion of the experience of using experiments to conduct first hand primary research.


How easy was it to design and conduct experiments?

Did you get the data you wanted? Was it easy to record?

How easy was it to analyse the data gathered and reach a conclusion?


Is there enough evidence to generalise to the whole population?

animal behaviour) as an example. The explanation needs to cover the development of a research question and hypothesis for testing, the creation and use of simple research instruments to record and measure behaviour, ethical issues and obtaining consent, standardisation, analysis of data and reaching conclusions, evaluation and writing a basic report.

The observation should be of a simple nature in which learners devise an observation schedule to record some agreed variables in behaviour related to motivation or distraction in learning. This could be time-on-task of selected learners for observation, number of teacher interventions to control behaviour, number of distractions from task for selected learners for observation over a defined period of time, or a general description of the response of learners to the lesson. Learners record information over a defined period of time as the lesson progresses. The learners will need to observe some lessons in which the internet is being used and some in which is not being used to see if the measured results differ. If so, it may be possible to conclude that the internet usage has had an impact on the motivation and degree of distraction from the purpose of the lesson for learners. Learners should observe some classes as non participants and others as participants in the lesson as well. The length of the observation in a lesson can be short – about 10-15 minutes. Comparing 3/4 lessons with and 3/4 lessons without internet









CO5cite and reference within the

use some different media



reach conclusions that are generally related to reasoning and evidence



How useful and ethical are experiments on human beings?

(W)

The second research method is to design and use observation to gather some measurable data on the impact of the internet on motivation in learning. This research topic arises out of the suggestion that the internet can create too many distractions from learning and divert learners from important tasks. The aim is also to see if there are differences between males and females. Learners work in groups of three sharing responsibility for the planning, organisation and implementation of the observation. The research should be conducted using participant and non participant observation within classrooms in the school so that learners can compare the two types of observation in practice. The group analyse the results and reach a conclusion. Each learner writes their own report of the observation using the conventions of scientific report writing.

(P)

The results and conclusions will need to be turned into a short structured PowerPoint presentation to be delivered to the whole class. The PowerPoint should last five minutes only.

Pairs make presentations to the whole class, followed by teacher-led whole class discussion to highlight common findings on the use of the internet and motivation in learning.

(W)

Teacher-led discussion of the experience of using observation to conduct first hand primary

usage should be sufficient. The subjects observed must contain enough males and females to allow some comparison of possible gender differences.

The presentation and written report should include the following headings:

a. titleb. aimc. backgroundd. research questionse. methodf. sampleg. summary of resultsh. conclusioni. evaluationj. references

Peer assessment of the research reports or presentations may be undertaken.

Extension/differentiation – some learners may need to be given very structured guidance in a ‘step-by-step’ form on how to design, conduct and analyse results. Extension could involve reading selected research reports from academic journals or the internet.

57



conventions of academic honesty

CO5cite and reference within the conventions of academic honesty

cite and reference sources

research.


How easy was it to design and conduct each type of observation?

Did you get the information you wanted? Was it easy to record?

Which method was easiest to analyse the data gathered? Why?


Is there enough evidence to generalise to all people?

(W)


REF3

recognise and evaluate the impact of alternative perspectives on personal perspectives

CO2select and present



select some information and evidence that is

Reflection

Learners create a log entry describing experience of primary research using experiments and observation for the previous activity, and in general in the past.

(I)

Teacher-directed discussion – sharing and recapping the strengths and weaknesses of experiments and observation for gathering evidence – structured and unstructured.

Learners undertake background reading on experiments and observation.

(I)

Create a set of guidelines for a learner using experiments and observation for the first time.

This should be supported with educational resources that explore or list the strengths and weaknesses of using both types of method for research. These could be printed resource sheets or available online for use in class or homework. The focus should be upon practical, quality and ethical issues.


By the end of Grade 11 learners will have several ‘leaflets’ describing research methods for revision purposes and to use in Grade 12 for the research report.





information and evidence


mainly relevant to an argument or issue


Present as a folded A4 brochure of personal design.

(I)







What will be the impact of the internet and digital technologies on learning and education?

Critical thinking – exploring implications and consequences

The teacher introduces the final project in the unit. The aim is to explore how internet and other digital technologies may shape learning and education in the future. The task is to design a school for the future based on internet and other related digital technologies. The teacher shows several video clips and provides different ‘images’ or ‘visions’ of the future of schools as suits local availability and the interests of the teacher. This is designed to stimulate the interest of learners.

(W)

Design a school for the future in groups of three learners. Learners should research different visions of the future of schools on the internet as part of the design exercise. In addition learners should briefly research the mega-trends that will affect our lives and for which schools must prepare children, particularly in the internet and

Teachers should find suitable materials and resources which can be edited to suit the introductory activity. Contrasting images or visions of the future of schools and learning should be shown and discussed – for example schools as distributed learning communities linking learners electronically whilst based at home or in small groups in the community, or as ‘high tech’ laboratories where each child has a tablet computer linked to a central learning platform to support individualised learning.

Exploration of alternative visions of the future of schools using the internet should be encouraged to inform the design process.

To design a school for the future learners will need to be aware of some of the main trends and patterns in global change taking

1. YouTube is particularly rich source of material for this exercise.

2. Sites providing background material on trends in digital technology and other mega-trends (world-wide trends of significant size and impact) that are likely to affect learning and education:

http://www.youtube.com/watch?v=bO_VRr033Y4

http://www.youtube.com/watch?v=eOP0-9bia38

59

















develop an

digital technologies. Learners should answer the following questions:

In what ways is the world changing?What are the main trends in the internet and digital technology taking place in the world today?How are these trends likely to affect my society in the next 25 years?How will these trends affect what and how children should learn?

Learners produce an outline design of a school for the future. To do this they should think about the following aspects:

buildings, facilities and resources learning inside school, at home and in

the wider community what staff will be needed – teachers,

technicians and others the best way for learners to develop

skills the knowledge or subjects learners

should take how learners might develop personal

qualities and character how to reflect upon and develop

values and attitudes

Learners may present the design in whatever way is suitable and should be encouraged to be imaginative using plans, pictures and diagrams. Spider diagrams and tables could be helpful too. Learners should create a name and design a logo that symbolises the character of the school.

(G)

place today and that are likely to continue into the future, especially in internet and related digital technologies. These are often described as mega-trends.

Learners should get some background information to help understand the main trends taking place in the world today; these will influence the design of learning and of the school, which should help children to live and work confidently in the future.

Before learners design the school for the future they need to think about and decide what the children should learn and be taught. To help think about this learners could use the following headings and link the type of learning children should encounter to the underlying mega trend in internet and technology:

a. knowledge e.g. science; languages; computing; global cultures; change

b. skills e.g. information technology; learning; cooking; communication; social; research

c. attitudes and Values e.g. respect for others; equal opportunities; tolerance

d. character and personal qualities e.g. flexible; competitive; cooperative; adaptable

Learners should store the designs and other

http://www.bbc.co.uk/news/business-20003002

http://www2.alcatel-lucent.com/knowledge-center/megatrends/ (diagram linking mega trends only)

The following web sites have relevant material about schools for the future and the curriculum.

http://www.huffingtonpost.com/dave-evans/cisco-beyond-online-classes-how_b_3795028.html

http://edudemic.com/2012/07/could-this-be-your-classroom-of-the-future/

http://www.microsoft.com/education/schoolofthefuture/http://www.youtube.com/watch?v=QvkHT4wBDKIhttp://www.youtube.com/watch?v=QcXEznPXj8k

http://www.youtube.com/watch?v=c0xa98cy-Rw

Google Images – schools of the future

Google Images – classroom of




http://www.youtube.com/watch?v=QcXEznPXj8k

http://www.youtube.com/watch?v=QcXEznPXj8k

http://www.youtube.com/watch?v=QvkHT4wBDKI

http://www.youtube.com/watch?v=QvkHT4wBDKI

http://www.microsoft.com/education/schoolofthefuture/

http://www.microsoft.com/education/schoolofthefuture/







http://www2.alcatel-lucent.com/knowledge-center/megatrends/








CO3develop and present reasoning, argument and claimsCO4select and use appropriate technical terms



argument that is supported with some reasons and evidence




cite and reference sources

Although the design is to be developed on a group basis each learner must present their own written summary of the design with copies of the design, photographs of models if appropriate, and a full explanation.

In no more than 500 words learners should briefly describe the main features of the design of the school and explain the reasons for the design and how it will support learning using internet and digital technologies. Use the title: ‘Looking Forward To Change – A School for the Future’.

(I)

The outcomes should be presented to the class or another appropriate audience. The designs should be used for assessment purposes by the teacher.

(f) (G) (W)

documents in their files for future reference and reflection.

Extension/differentiation – a structured format for the presentation of the design could be used to support some learners; research, design and delivery of the presentations could involve members of the group taking different roles in a carefully guided and structured way.

Teachers will need to give guidance to learners on how to cite, acknowledge and simply reference sources and ideas in their written explanations of the design.

the future

http://www.wise-qatar.org/content/education-trends-what-expect-2013

REF1develop and

give some reasons and evidence to

Reflection – personal responses to the internet and its impact

61






communicate personal perspectives





justify personal perspectives





Learners are asked to make an entry into their personal logs summarising:

g. what they have learnt about the impact of the internet;

h. how the unit and research has changed or reinforced their views about the significance of the internet

i. how they would respond personally to the opportunities and challenges of the internet

This might include consideration of how to use and exploit the internet for their own learning, future careers and entertainment. Also to consider their attitudes to the potential dangers of the internet, especially in family life. Also reflection on different political views about control and censorship might be appropriate; or on increasing access to help entrepreneurs and those who can’t afford the internet.


Law and Criminality - Grade 11Term 4

Recommended prior knowledgeAs Global Perspectives and Project Work in Grade 11 is a multi-disciplinary subject this unit builds upon prior learning in Terms 1, 2 and 3 of Grade 11 and across the curriculum, especially in geography, Kazakhstan in the Modern World, science and English. ContextThrough the context of the global issue of law and criminality this unit develops four sets of interrelated skills:


This fourth term of the course plan encourages learners to assess the strengths and weaknesses of different perspectives on global issues and make judgements about the relative value of different points of view. Learners will gather evidence using several primary and secondary methods and consider alternative conclusions and explanations. This term affords opportunity for learning in the community, especially for research into public opinion about issues relating to the law and criminality. Language objectives of Global Perspectives and Project work in this unitA sample language objective with related academic language for learners is provided below.Subject learning objective



Learners can:


Learners can:

use written language in a research report to explain how personal perspectives have changed following research into an issue

These include:

alternative ideas

new evidence

strong arguments

consider other explanations

implications

conclusion

evaluation

change

These include: the research introduced alternative ideas

that challenged my existing views, for example …

new evidence helped to confirm that the old view was not completely true and …

the implications of the conclusion encouraged me to think about …

the results highlighted different ways to respond to the issue, such as …

evaluation of my perspective in the light of the research brought the following changes …

To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see “Introduction to language objectives” above.

OutlineThis unit gives learners the opportunity to explore global issues surrounding law and criminality. In particular learners consider contemporary patterns of law breaking and the reasons for deviance in society. The need for law and order is explored alongside the prevention and punishment of crime. Learners continue to develop skills of evaluation and reasoned judgement about alternative perspectives on issues. Learners conduct primary research using several methods and a range of sources. Learners develop the ability to present the outcomes of research in a report that follows the conventions of the social sciences. Learners are given further opportunity to present orally more complex arguments with supporting reasons and evidence through debate.

63







RES2research and






What are the contemporary patterns and trends in crime?

Research – evaluating official statistics from the internet as evidence

Starter: show a programme from a popular TV crime thriller series or a clip from a film showing a crime taking place

(W)

Paired content analysis of local and national newspapers.The aim is to determine what proportion of stories refer to crime, whatever the context. Learners create and use a simple tally table to analyse all of the stories in an edition of the newspaper.

(P)

Teacher-led whole class discussion.

Why are there so many programmes and films about crime, and reporting of crime in the media? Why do people find them so entertaining? What is the reason for the fascination?How do we define crime?Is it the only type of deviance in society?How much crime is there? How do we know?

The first exercise is designed to get learners thinking about what is meant by crime. Crime is behaviour which breaks a law. Laws are written rules of behaviour which are enforced by official agencies. Breaking a law is usually punishable. Deviance is behaviour which does not follow social norms, values and expectations – it may or may not be a crime.

In the content analysis learners will have to define what is meant by ‘contains crime’. Any reference, however brief should count in this instance.The aim of the exercise is to strengthen learners’ ability to research more complex issues on the internet, identify and describe simple patterns and trends, and to evaluate official statistics used as evidence. In addition learners are being asked to summarise and present complex information in a clear and structured way.

To support learners, teachers will need to be aware of websites containing statistical information and tables about crime, with some commentary, that relate to the questions being researched.

Use a popular local TV series or well-known film that will appeal to learners.

Local and national newspapers may be used.

Useful sites for statistical material on this unit include:

http://www.unodc.org/unodc/en/data-and-analysis/statistics/

http://www.wikicrimes.org/estatistica.html

http://www.mapsofworld.com/world-top-ten/countries-with-highest-reported-crime-rates.html

www.nationmaster.com/graph/cri_tot_cri-crime-total-crimes

http://en.wikipedia.org/wiki/List_of_countries_by_intentional_homicide_rate





http://www.nationmaster.com/graph/cri_tot_cri-crime-total-crimes

http://www.nationmaster.com/graph/cri_tot_cri-crime-total-crimes










analyse evidence to support arguments, reasoning and claims








understand and explain the difference between primary and secondary evidence

Should we be worried about crime?

(W)

In pairs learners undertake internet research to explore patterns and trends in of crime. Each pair must try to discover the answer to the following research questions for:

local crime in their community crime in the country as a whole international crime across the world

(a) What are the six most frequent crimes?(b) What are the trends in these crimes?(c) What types of people are most likely to

commit crime? (gender, age, ethnicity and class)

(d) What types of people are most likely to be victims of crime? (gender, age, ethnicity and class)

(e) How is the data collected?(f) What is the difference between official crime

statistics and victim studies? (g) Which type of data is likely to be the most

accurate? What are the strengths and weaknesses of each type of data?

(h) What is meant by the ‘dark figure’ of crime?

(P)

The pairs should produce a poster summarising their findings to display in the classroom. The whole class should read the posters in a structured way guided by the teacher to provide evidence for the following exercise. Whole class discussion of the findings should draw out the main themes in answer to the questions.

Learners may use the essays for peer assessment to reinforce learning and provide mutual support.

In discussion of the quality of the evidence learners should consider issues like datedness and how recent, purpose of the original research or collection, relevance, sample sizes, methods of collection, bias in selection and presentation, vested interest, missing data, second hand evidence, the hidden nature of crime and deviance, the impact of police and legal system priorities, changes in definitions of crime over time, etc.

The essays should be cited, referenced and contain a bibliography. This provides an opportunity for the teacher to reinforce and develop the guidelines introduced in Term 3.

Extension activities/differentiation – structured guidance for the research with identified websites may be available to support some learners; a type of crime could be selected by learners for further research, perhaps into causes and prevention strategies; analysis of media could be extended to research into the types of crime most likely to be reported or become the subject of media entertainment.

http://www.economist.com/topics/crime-statistics

http://www.unodc.org/unodc/en/data-and-analysis/United-Nations-Surveys-on-Crime-Trends-and-the-Operations-of-Criminal-Justice-Systems.html

http://www.dvice.com/archives/2012/02/11_weird_things.php

65










(P) (W)

Individual learners write a short essay titled, ‘Crime statistics provide an accurate picture of the amount of crime in society.’ Outline and assess this point of view. The essay should be supported by data and sources discovered in the research. These should be cited and referenced with a bibliography. (I)

\REF1develop and communicate personal perspectives



REF4identify further research into personal and other






Create a log for the ‘Law and Criminality’ unit.

Describe personal perspectives and opinions on law and crime. Explore the degree to which the learner thinks that individuals should be worried about crime and deviance.

Identify aspects of law and criminality that learners would like to know more about and explore further. This should include suggestions for methods and sources of evidence.

(I)

As in previous units, learners should keep both a file of materials created during the course as well as a log of personal reflection that is similar to a diary. The file should be used to store work in progress, notes about key concepts in critical thinking and research, and the outcomes of learning activities for future reference. The log is similar to a diary but has more of a focus upon personal learning and creating a record of changes in personal perspectives. Learners should be encouraged to make their own entries on a weekly basis and at key points in each medium term plan as suggested.

This exercise should be repeated as the unit progresses and could take the form of independent learning. Learners might also share their logs in a structured way on a periodic basis to deepen understanding.

Extension/differentiation – a list of key concepts and definitions could be given to

Personal Global Perspectives and Project Work Log and File.




perspectives learners to summarise at key points. This could be in the form of a ‘word search’ or ‘cut and paste’ exercise or a ‘short quiz’.




CT1 recognise and critically compare different perspectives on





Why do we need laws?

Learners work in groups of four to consider three or four ethical and legal dilemmas. The group should discuss:

a. What is the ethical dilemma?b. What are the different actions that could

be taken?c. What factors need to be considered?d. Is there further information and

research that could help learners in deciding what to do?

e. How should a decision be taken?f. What would the group do?

(G)

Teacher-led whole class discussion of the dilemmas:

What would each group do? Why?What are the implications of this decision or action?How should ethical decisions be made?What role should the law play in guiding decisions about our actions in general?How does the law ensure that there is order and control in society?

Teachers should select ethical dilemmas for discussion which contain some legal implications and which are likely to be of interest to their learners.

There are many different ways to organise the discussion and the teacher can work in ways which suit the class and their own preferences. For example groups could consider all of the dilemmas and then discuss them collectively, or consider them in sequence one-by-one. The dilemmas may be presented in written form or gathered from YouTube of clips from TV programmes, or be a mixture of forms of presentation.

The aim of the session is to consider the need for laws to regulate people in groups and preserve social order and control. The effect of social, cultural and historical contexts on laws and what is regarded as deviant should be explored as well.

The simple decision making model might be:

clarify the situation to ensure all aspects are understood

identify possible courses of action

The following websites have lists of moral and ethical dilemmas from which teachers can choose; there are many more sites as well.

http://listverse.com/2011/04/18/10-more-moral-dilemmas/

http://examples.yourdictionary.com/ethical-dilemma-examples.html

http://listverse.com/2010/12/26/another-10-moral-dilemmas/

http://psychopixi.com/misc/25-moral-dilemmas/

http://listverse.com/2007/10/21/top-10-moral-dilemmas/

http://www.cimaglobal.com/Documents/Professional%20ethics%20docs/dilemmas%20FINAL.pdf

67


















global issues




CT3analyse and evaluate arguments, reasoning and





The teacher explains a simple decision-making model or process. A new dilemma is introduced with cultural and belief dimensions, for example over euthanasia, theft, smoking, drinking alcohol, etc. Now working in pairs, learners are asked to use the model to make a decision about what to do. The decision should be noted and explained, perhaps using a flow diagram to record the stages of the decision making process. The teacher introduces some new information or an added dimension to the dilemma after a short time to make the dilemma more complex. The new information should be contextual and relate to cultural factors of beliefs, values and tradition. For example a new person enters the situation with strongly held religious beliefs; or a text from the sacred scriptures of a world religion, or from the constitution of the country containing core values, or a short statement of relevant law, key values could be given to the pairs. The pairs will need to review and perhaps change their response to each stage of the decision making process and the final outcome. If time is available the teacher could introduce further elements to the situation for consideration. Each time the learners must consider the implications of the new information or situation.

(P)Whole class discussion of the dilemma and possible actions. Explore how the new information or changes to the context affected the decision making process and outcome. Ensure that learners understand that part of the decision making process is to be aware of the possible implications or consequences of the action taken. Also discuss the relative importance of different factors:

research information that may be relevant or seek advice

list arguments for and against each course of action

list the implications or possible consequences of each course of action

make the decision and act evaluate the outcomes, review and

adjust action if appropriate

The teacher could introduce a number of different new elements to the situation in a dilemma to help learners reflect upon or understand different aspects.

Extension – one of the dilemmas could be selected for a role play. Learners take two or three of the main people in the situation and argue different courses of action. Learners may take turns to argue for and against a course of action.

For some learners ‘scaffolding’ the decision making activity could be helpful – set out two possible actions in a simplified dilemma and provide a list of related arguments or items of information from which the learner can choose to construct an argument to support their own opinion, or for both of the possible courses of action. The arguments or information could be inserted into spaces in a blank flow diagram of the decision making process to help them make a decision to justify.

YouTube has a number of short clips containing acted or described ethical dilemmas. An example is:

http://www.youtube.com/watch?v=gx7yw5vqum8

2. Some websites describing simple decision making models:

http://myedison.tesc.edu/tescdocs/Web_Courses/EDL-530/documents/DecisionMaking_Proc.htm

http://www.mirasol.net/blog/simple-5step-decision-making-process/

http://www.businessballs.com/problemsolving.htm

http://www.mindtools.com/pages/main/newMN_TED.htm
















claims





CT4identify and evaluate the implications of arguments, reasoning and





understand and explain that consequences may vary in significance to different individuals and

legal ethical values and beliefs tradition and custom individual freedom context - place, culture and time other

(W)

Individually learners choose one of the dilemmas. From the perspective of two different characters write a justification for two different courses of action. Learners must ensure that the legal elements of the situation are discussed.(I) (f)

69



claims, including conclusions

groups





CT1recognise and critically




make a judgment about credibility of different perspectives

understand the different influences

Why do people commit crime?

Research – using case studies and personal documents

The teacher introduces three case studies of people who have broken the law. Learners have to work in pairs to explain why the person broke the law. They need to use the personal documents and the general description of the person’s life, character and circumstances to make suggestions for the cause of their crime.

Each pair of learners needs to create a diagram or picture of the person with boxes pointing to the person’s image that contain a possible reason or cause of their criminal background, for each case study.

(P)

1. Each learner writes a report on the criminal explaining the factors that might have led to their criminal actions and their theory about why the person is a criminal, for each case study. They have to prioritise the most important three factors and justify. The report could be for the courts to use when deciding punishment or for social workers to decide how to help the criminal stop their illegal behaviour.

(I)

Teacher introduces and learners read an article

Teachers will need to produce three case studies of people who have broken the law. The case studies will need to be quite detailed and include:

details of the crime family background, including number

of siblings, parental relationships, attitude of parents to children, etc

social background – age, gender, ethnicity, and class

medical history criminal record educational attainments political opinions of the criminal occupation and income legal framework attitude of the police and courts to the

crime political attitudes to the type of crime public opinion about the type of crime housing and local community involvement in deviant cultures e.g.

drug abuse friendships recent difficult events in life

The case study should contain various documents created to add information and authenticity. For example school reports

Some websites with short summaries of different theories of criminal behaviour are:

http://www.justice.govt.nz/justice-sector/drivers-of-crime/documents/spb-theories-on-the-causes-of-crime

http://www.dummies.com/how-to/content/important-theories-in-criminology-why-people-commi.html

http://www.criminology.com/resources/understanding-criminology-theories/

http://www.slideshare.net/jenvogt/social-theories-of-crime

There are many others for teachers and learners to explore.















compare different perspectives on global issues





of perspectives





from the social sciences or the media which describes the main theories or explanations of criminal behaviour.

(I)

Learners revisit the case studies in the same pairs and discuss which theory (or theories) provides the most accurate explanation for the person’s criminal behaviour.

(P)

Whole class discussion of the different theories to help general understanding. The following questions should be considered:

Which theory seems to be the most believable? Why?

How might the explanation or cause of the crime affect our attitude to the criminal? Should courts take this into consideration in deciding punishments?

How could these theories help us to take action to prevent crime?

Do people simply choose to be criminals even when their background or situation might foster criminal behaviour? How far should a person be held responsible for their actions?

Who decides if a type of behaviour should be defined as criminal?

(W)For each of the case studies learners select the explanation which best explains the criminal behaviour and explains why. This is used to make suggestions to help the criminal to become rehabilitated. This could take the form of a structured exercise in stages using a table with

suggesting bullying, medical records suggesting history of family mental illness, unemployment benefit record, personal diary entry, social workers report, newspaper account of a past crime, photographs, accounts from the media of recent ‘moral panics’ about particular types of crime, etc.

Each case study should be contrasting in terms of the type of crime, background and possible causes. Teachers should use one or two of the main theories of criminal behaviour as the target explanation for the case study for learners to identify. The material in the case study should point to a particular type of explanation; one of the case studies could be very clear and centred upon one explanation, another more complex and subtle with various possible explanations. Ensure that different types of explanation are represented across the three case studies.

Differentiation - the teacher may produce diagrams or pictures for each criminal with blanks to complete, possibly with the headings or type of cause indicated clearly:

psychology and personality family background education health and medical economic peer group legal – police and courts politics community and culture social background (age, gender, class,

ethnicity)

71



possible headings:

Case; Causes; Theory; Support To Reform (I)

criminal record

Extension – use the internet to research and note different explanations for crime.




CT4identify and evaluate the




understand and explain that consequences may

Crime and punishment - how do we prevent crime?

The teacher re-introduces the concept of a formal debate encountered in Term 3. Reinforce the reasons for rules in debate and the importance of listening and understanding the arguments from another perspective before reaching decisions. The element of competition also gives debates some stimulus.

(W)

The teacher organises the class for a formal debate in which two sides argue for and against a proposition. The class is divided into two groups, one to research and prepare speeches for and the other to research and prepare speeches against the motion.

The motion for debate should be:

‘This house believes that prisons create more crime than they prevent.’

Each group should be organised into a variety of roles for the debate and for research prior to the writing of the speeches. There should be two or three formal speeches by each side. Those not speaking formally should be instructed to prepare and ask questions, note the main arguments of each side and eventually vote.

The exact rules can be varied to suit the preferred model of the teacher and the needs of the class. It is important to ensure that all learners have a significant role so that they remain engaged in the process. All of the learners should have a stake in the outcome and be required to use the debate to inform a piece of work. There could be a prize for the winning team.

Researchers and speech writers will need to be given guidance about how much material is required and how long to take in preparation. The speeches should focus on key issues with some supporting evidence. Teachers should provide guidelines for writing effective speeches as well.

Teachers may set some written work, perhaps encouraging reflection on personal perspectives, at the conclusion of the debate.

Differentiation - the teacher may wish to give a more structured framework for the speech writing and research to some learners.

Extension – the speeches could be video-taped for analysis and evaluation; or edited highlights could be shown later as part of a review activity. This would give opportunity for

A variety of different models for organising debates can be found on websites for teachers and debating in general. For example, at the following websites:





Some web sites for exploring The issue of prison effectiveness include:

https://www.debate.org/debates/Prisons-are-an-effective-way-to-deal-with-criminals./1/


















implications of arguments, reasoning and claims, including conclusions



CO3

develop and present reasoning, argument and claims



CO5

vary in significance to different individuals and groups






To prepare for the debate each group of learners needs to research various aspects of the arguments for and against the use of prisons to prevent crime. There are many dimensions and potential issues to explore. These might relate to:

deterrence punishment revenge keeping criminals away from society learning how to be a criminal from others in

prison potential for training and rehabilitation cost dependence on prison life human rights issues prisons alone are unlikely to cure mental

health or drug related problems resentment breeds a desire for revenge

through more crime there are better ways to train real problem lies with lack of jobs, there

better to spend the money on job creation alternatives to prison

1. Each side should be given opportunity to rehearse the speeches in front of their teams to be given feedback on the effectiveness of the arguments and the use of reasoning and evidence. This also gives opportunity for questions for the opposition to be devised.

The debate is held and a vote taken. The main outcome is noted and prizes distributed.

Teacher led discussion of the outcomes to review the reasons for victory and loss. Use and reinforce the key terms and concepts of critical thinking and evaluation of evidence encountered in the GP and PW course to inform the discussion about the effectiveness of the arguments within the speeches

peer assessment. A second debate could be held on another aspect of crime and punishment, perhaps exploring alternatives to prison or restorative justice.

http://www.bbc.co.uk/news/magazine-15196517

http://www.civitas.org.uk/data/twoCountries.php

http://www.proutglobe.org/2011/05/crime-and-prisons-beyond-the-rehabilitation-and-punishment-debate/

http://www.unodc.org/centralasia/en/news/developing-an-effective-prison-reform.html

http://www.unodc.org/unodc/en/justice-and-prison-reform/prison-reform-and-alternatives-to-imprisonment.html

http://listverse.com/2008/08/14/top-10-modern-prison-programs/

http://www.pfi.org/cjr/downloads/ten-keys-to-improving-conditions-in-overcrowded-prisons

Google ‘do prisons work’ and ‘global prison effectiveness’ there will be many sites to explore to provide background.

73





















cite and reference within the conventions of academic honesty


to reinforce learning.

(P)










understand and apply the concepts of sample,

Should there be capital punishment?

Research – using several methods of primary research

Teacher-led introduction to the section, explaining that capital punishment is a controversial global issue and that many countries have stopped using this form of punishment. However, in many countries that have banned the death penalty there are still many people who believe that it should be used in some circumstances.

(W)

Teacher gives a range of sources about capital punishment, mainly from the media. In pairs, learners analyse the sources to identify the range of opinions and arguments that have been made about capital punishment. This will inform the creation of the research design using questionnaires and interviews.

(P)

Whole class discussion to reinforce understanding of the issue. Whilst laws are often based on public opinion, public opinion can also vary in the light of media coverage of the issue or recent serious crimes. The aim is therefore to conduct some primary research using two methods to find out

An alternative starter could be to use a film that focuses upon the use of the death penalty to stimulate discussion and interest in the issue.

The teacher provides a range of documentary sources, or video clips from YouTube, and evidence containing different views on capital punishment.

The teacher will need to recap work on questionnaires in Term 1 and interviews in Term 2. The explanation needs to cover the development of overall research questions and hypotheses to test, the creation and use of simple questionnaires and interviews, standardisation and controlling for intervening variables, analysis of data and reaching conclusions, evaluation and writing a basic report. Ethical and practical issues will need to be considered.

The questionnaire should provide information about the background of the participant and their views on capital punishment. The sample size should be large enough to allow

Resources on experiments and observational research can be found in text books designed for school social science subjects. There are also a number of websites that provide access to material on small scale research that can be adapted for local use.

Some sites related to issues of crime and punishment are:

http://www.debate.org/opinions/is-capitol-punishment-a-just-punishment-for-convicted-criminals

http://dbp.idebate.org/en/index.php/Debate:_Death_penalty

http://en.wikipedia.org/wiki/Capital_punishment












different perspectives





REF4identify further

representative and generalization

understand primary and secondary research methods




identify some methods and

about and describe public opinion on capital punishment.

(W)

The first stage of the primary research is to design and conduct a survey of public opinion using questionnaires to gather some measurable quantitative data. The questionnaire should be relatively simple and short. The focus should be upon the participant’s view of capital punishment, their reasons and the types of crime for which it is seen as appropriate. For those who disagree with capital punishment some indication of preferred alternative punishments may be researched. The aim is also to see if there are differences of opinion between males and females, different occupations, level of education and different age groups. Learners work in groups of three sharing responsibility for the planning, organisation and implementation of the research. The groups analyse the results and reach preliminary conclusions at this stage of the research. Each learner writes their own report of the research using the conventions of scientific report writing after the second stage of the research is completed, as described below.

(W)

As learners are completing the first stage of the research using questionnaires, teacher led whole class discussion should take place to highlight common findings about public opinion on capital punishment. This will help to shape the focus of the second stage interviews.

(W)

The second research stage is to design and use interviews to gather some qualitative data on public

reasonable comparison between the different types of social group by gender, age, occupation and education. The interviews will need to gather more detailed information about the reasons for opinions and possible alternative punishments. The results will be used to illustrate the general trends and findings from the questionnaires and should therefore be recorded carefully.

The presentation and written report should include the following headings:

k. titlel. aimm. backgroundn. research questions and

hypotheseso. methodsp. sampleq. summary of resultsr. conclusions. evaluationt. references

Peer assessment of the research reports or presentations may be undertaken.

Extension/differentiation – some learners may need to be given very structured guidance in a ‘step-by-step’ form on how to design, conduct and analyse results. Extension could involve further research on alternative punishments or to explore the concept of deterrence in more detail. The results of the different groups in the class could also be combined to see if the evidence reinforces findings and therefore becomes stronger.

http://www.bbc.co.uk/ethics/capitalpunishment/

http://www.amnesty.org/en/death-penalty

75







research into personal and other perspectives






sources for further research






opinion. Learners work in groups of three sharing responsibility for the planning, organisation and implementation of the interviews. The aim is to gather more detailed information about the reasoning behind opinion on capital punishment and alternatives; this should therefore test the general findings from the survey questionnaires. The group analyses the results and reaches an overall conclusion. Each learner writes their own report of the overall research describing both methods and the results obtained using the conventions of scientific report writing.

(P)

The results and conclusions will need to be turned into a short structured PowerPoint presentation to be delivered to the whole class. The presentation should last ten minutes only.

(P)

Pairs make presentations to the whole class, followed by teacher led whole class discussion to highlight common findings about public opinion on capital punishment.

(W)

Teacher led discussion of the experience of using two methods to conduct first hand primary research.


How easy was it to design and conduct each type of research – questionnaires and interviews?

Did you get the information you wanted?












Was it easy to record? Which method was easiest to analyse the

data gathered? Why? Were the results the same from both

methods? Could the results from the first method

influence the second method and cause potential bias?

Were there any other possible sources of bias or inaccuracy in the research?

Is there enough evidence to generalise to all people locally, nationally or internationally?

Can you be more confident about research using more than one method? Why?

(W)


REF3

recognise and evaluate the impact of


describe how research has

Reflection

Learners create a log entry describing experience of using several methods for primary research.

(I)

Teacher-directed discussion – sharing and recapping the strengths and weaknesses of questionnaires and interviews for gathering evidence, and the strengths and weaknesses of using two methods in research.

This should be supported with educational resources that explore or list the strengths and weaknesses of using both types of method for research. These could be printed resource sheets or available online for use in class or homework. The focus should be upon practical, quality and ethical issues.

Differentiation – the essay could be broken down into a series of structured questions for some learners.


77



alternative perspectives on personal perspectives






influenced a personal perspective






(I)

Learners write an essay individually describing and reflecting upon their own opinions of capital punishment and the influence that the views of other people and the research have had upon them during the unit. A possible title might be:

‘A personal perspective on capital punishment as a form of punishment.’

The essay should describe their own perspective giving reasons and evidence to support their views. They should acknowledge the influence of other perspectives and opinions, especially from the research, and any changes that have occurred in their own view as a result. The essay should be cited, referenced and a bibliography included.










RES4





The law in practice – a court simulation

Critical thinking – making judgements about perspectives and arguments

The teacher introduces the purpose of trials. Explain the reasons for formal procedures and rules in trials; also the importance of listening and understanding arguments from all perspectives and evaluating evidence before reaching judgements – to promote justice, fairness and remove potential bias in this type of situation. The teacher introduces the courtroom simulation involving a mock trial.

(W)

The teacher organises the class for a mock trial in which prosecution and defence argue for and against the conviction of a person accused of a crime. The class is divided into a variety of roles depending upon the courtroom simulation model selected by the teacher. This will normally include a judge to chair proceedings, the accused, a prosecutor, defence, witnesses and jury.

There will need to be time for research and preparation prior to the mock trial. There should be two or three witnesses for each side, and a range of different types of evidence. The prosecutor and defence should be a pair of learners to give mutual support and extend the range of roles to include all of the class in the process. The jury can be allowed to ask questions as well to increase involvement.

The teacher could show and discuss a TV or film clip showing a trial to stimulate learners as a starter activity.

The court room simulation can be varied to suit the preferred model of the teacher and the needs of the class. It is important to ensure that all learners have a significant role so that they remain engaged in the process. All of the learners should have a stake in the outcome and be required to use the mock trial to inform a piece of work. The simulation should be based on local approaches to courts and crime to increase relevance to learners.

Teachers will need to provide role cards for the various people involved in the trial. Their responsibilities or evidence to be presented at the trial needs to be clearly indicated. All learners will need a written outline of the court procedures. Evidence will need to be created and available. This can take a variety of different forms – from witness statements to articles found at the scene and forensic evidence. Be imaginative but realistic.

Teachers may set some written work at the conclusion of the simulation, perhaps

YouTube is particularly rich source of material for background to this exercise.

There are many examples of mock trials on the internet, however many are quite complex and from America. Teachers will need to create their own simulation using the following websites for ideas. Sites providing background material on courtroom simulations include:

http://www.scholastic.com/browse/article.jsp?id=3750001

http://www.springvillegi.org/webpages/cspan/supreme.cfm

http://www.prufrock.com/Supreme-Court-Decisions-Scenarios-Simulations-and-Activities-for-Understanding-and-Evaluating-14-Landmark-Court-

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http://www.prufrock.com/Supreme-Court-Decisions-Scenarios-Simulations-and-Activities-for-Understanding-and-Evaluating-14-Landmark-Court-Cases-P297.aspx








evaluate sources used to support arguments, reasoning and claims





CO3develop and

identify some strengths and weaknesses of sources

identify strengths and weaknesses of sources arising from authorship – authority, reputation, expertise, ability to see

identify strengths and weaknesses arising from vested interest or potential bias in sources



To prepare for the debate each group of learners needs to examine the evidence and prepare to cross examine the witnesses.

The trial is held and a decision taken by the jury – a verdict reached. The judge passes sentence and explains reasons.

Teacher-led whole class discussion of the outcomes to review the reasons for the verdict. Use and reinforce the key terms and concepts of critical

evaluating the strengths and weaknesses of the case for the prosecution and defence, indicating their personal views of innocence or guilt.

Differentiation - the teacher may wish to give a more structured framework for the roles and ‘what to do and say’ for some learners. Allocate roles sensitively according to the strengths of learners.

Cases-P297.aspx

http://www.lfslessonsasia.com/simplifiedmocktrials.htmlThis is a good source for an Asian context.


http://www.lfslessonsasia.com/simplifiedmocktrials.html

http://www.lfslessonsasia.com/simplifiedmocktrials.html




present reasoning, argument and claims








thinking and evaluation of evidence encountered in the GP and PW course to inform the discussion about the effectiveness of the arguments and evidence within the trial to reinforce learning.

(W)Extension – the trial could be video-taped for analysis and evaluation; or edited highlights could be shown later as part of a review activity. This would give opportunity for peer assessment. A second trial could be held on another crime. Different sentences might be considered by the class as well.

For purchase and with an American context – might be obtainable through Amazon too.

http://www.bullfrogfilms.com/guides/ilrlessonplans.pdf

http://www.nhbar.org/law-related-education/Mock-Trial-Resources.asp

http://www.isba.org/teachers/mocktrial/pastcases

http://www.njsbf.org/educators-and-students/programs.html



REF1develop and



describe how

Reflection

Learners are asked to make an entry into their personal logs summarising:

j. what they have learnt about law and criminality

k. how the unit and research has changed or reinforced their views about crime and punishment

This might include consideration of their own attitude to crime and deviance, and to crime prevention and punishment. Reflection on the way that individuals, local authorities and governments can work together to reduce crime might also be undertaken.

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communicate personal perspectives




REF3recognise and evaluate the impact of alternative

personal perspectives have evolved





l. make suggestions for further learning about the law and criminality for the future




perspectives on personal perspectives

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