Contact: brent@askeris.no
Unit 5 - China
Unit 4 - Water conflict
Unit 3 - Tourism and sustainability of Antarctica
Unit 1 - Medieval Europe
Note: This unit of Individuals and Societies is taught as an interdisciplinary unit with Design
Statement of Inquiry: The sustainability and development of China
Key concept: Time, place and space
Related concepts: Causality, Sustainability, Development
Inquiry questions:
Factual: Where is China?
Conceptual: Was the Chinese government wise to introduce China's one child policy?
Debatable: How sustainable is China's development?
Assessment Overview: Test/Written response to be completed at end of unit
Wednesday 31st May
Grade 8 students have so far engaged very well in their study of China. To this point of time, they have explored the geography of China, the impact of the One-Child policy, migration, development and sustainability. The unit has involved a lot of critical thinking activities and the class discussions have been very fruitful.
Unit 4 - Water conflict
Statement of Inquiry: Careful management and intervention is needed to maintain relationships and avoid conflict, when sharing finite resources
Key concept: Fairness and Development
Related concepts: Resources, Management, Intervention
Inquiry questions:
Factual: What water related conflicts exist between and within countries in our world today?
Conceptual: What are the causes and consequences (human, environmental and economic) of water related conflicts?
Debatable: When should other countries intervene when two countries are in conflict?
Assessment Overview:
Unit 3 - Tourism and sustainability of Antarctica
Statement of Inquiry: The way we conserve and consume natural resources can impact the environment we interact with.
Key concept: Global interaction
Related concepts: Causality, Resources, Sustainability
Inquiry questions:
Factual: What is the Protocol on Environmental Protection to the Antarctic Treaty and why is it in place?
Conceptual: How does increased tourism pose a threat to the sustainability of Antarctica?
Debatable: What extent of environmental damage would occur without a protocol?
Assessment Overview:
To open this assessment in a google document, click HERE
Unit 1 - Medieval Europe
Note: This unit of Individuals and Societies is taught as an interdisciplinary unit with Design
Statement of Inquiry: Civilizations emerge and develop in cooperation and conflict with each other depending on their orientation in space and time.
Key concept: Time, place and space
Related concepts: Conflict, Cooperation, Civilization
Inquiry questions:
Factual: How were people connected during the Medieval period?
Factual: What are the advantages and disadvantages of settlements?
Factual: How does the location of an area impact the health and development of the people?
Conceptual: Did migration impact the development of societal systems during the Medieval era?
Debatable: Do civilizations only develop and unify when there is a threat of conflict?
Assessment Overview:
Friday 9th September
Today, Grade 8 students handed in Task 1 of their Summative Assessment. It's great to see the critical thinking within their work and evidence being used to support opinions.
Wednesday 31st August
Grade 8 students have launched a successful start into their study of Medieval Europe. They have explored what life was like in the Middle ages, important historical events and the birth of the feudal system, as well as analyzing the advantages and disadvantages of settlement areas. Today, students were introduced to Task 1 of the Summative Assessment. Students began collecting research and evidence to support their responses. The task is due next Friday.
To make Balance betwen tourism and sustainability of Antarctica is one of the most important sustainability challenges to Norway, nice selection of topic.
ReplyDelete