The IB Learner Profile:
Principled. To act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of individual groups and communities; to take responsibility for your own actions and for the consequences to others. Caring. To show empathy, compassion, and respect towards then needs and feelings of others; to have a personal commitment to service and to act, to make a positive difference on the lives of others and the environment. Inquiry Based Conceptual Learning Factual Questions
What have been some of the major technological breakthroughs in history? How did television shape society? How have computers changed the way we live and work? Conceptual Questions In what ways does technology affect our identity and relationships? In what ways can technology affect global interactions? Debatable Questions Does technology harm our relationships with others? |
Key Concept
Global interactions as a concept focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective as the world as a whole. Related Concepts Perspectives, Innovation and Revolution Global Interactions Identities and Relationships Conceptual Understanding Technological innovations have different effects on our identities and relationships with others. |
What have been some of the major technological breakthroughs in history?
Human's have a history of innovation that has fundamentally altered the nature of the human experience and that the direction of political, economic and social development.
Without concrete that set under water, the Roman's could not have dominated and extended trade across the Mediterranean world, and with it their culture. Without effective and reliable steam engines, deep mines could not have been dug and the vast amounts of cheap coal may not have driven the Industrial Revolution.
Without concrete that set under water, the Roman's could not have dominated and extended trade across the Mediterranean world, and with it their culture. Without effective and reliable steam engines, deep mines could not have been dug and the vast amounts of cheap coal may not have driven the Industrial Revolution.
ATL: Communication
Presentation techniques for the righteous. Well, Forbes magazine readers, at least.
- One theme per slide
- Make data visual
- Always avoid, er, bullet points
- Practice beforehand
ATL: Media Literacy
Why is understanding different media, and the messages that they convey, important?
Media Literacy provides a framework to access, analyse, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.
Centre for Media Litercay
Media Literacy provides a framework to access, analyse, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.
Centre for Media Litercay
How does television impact upon our perceptions of the world around us?
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Outer-space
Watch the video from 1 to 4.17 minutes How was our space future represented in the 1950' and 60's? Computer entertainment Watch the video from 12.34 to 15.00 minutes How did television represent the advancing use and influence of computer entertainment and technology? Interactive television Watch the video from 21.00 to 22.53 minutes What aspects of interactive television are being parodied in the sketch? Nexus of technology and reality Watch the video from 23.27 to 25.03 minutes What point is being made during this clip? Conclusion Watch the video from 27.36 to 28.35 minutes How, it is claimed, has television and technology deceived us from what should have been a golden future? |
ATL: Media Literacy
Skill - OPVL
Considering the origin and purpose of the clips viewed - BBC Two television series written and presented by Charlie Brooker that examines how the medium of television has bent reality to fit its own ends. The series aired its first episode in January 2011. Charlie Brooker is is an English humourist, satirist, critic, journalist, author, screenwriter, producer, and presenter - suggest some values and limitations in using this programme as a source of information in understanding the role of television and technology in influencing how people perceive the world around them.
ATL: Communication
Why communicate ideas with mind maps?
- Mind maps are clear. The intention of a mind map – its topic – is always in the centre of the page, and there are no surplus ‘fillers’ to detract from the main aim of the map. Mind maps give you an overview of an idea, and then allow you to explore the idea further through sub-categories and keywords.
- Mind maps are visually driven. As well as the perfect planning tool, they are a wonderful presentational device. Don’t tell people your ideas, show them! The fact that your initial concept is split up into distinct categories will help others to understand.
- Mind maps enable a free flow of ideas: Because you mostly use single keywords, symbols and short phrases in mind maps, you can jot down ideas a lot faster than usual, which results in an unobstructed flow of ideas.
In what ways has television affected society ?
After reading page 66 & 67 of the text book create a mind map considering the social, economic, political, cultural and ethical impact of television on society?
Use the sources on page 68 & 69 to help you give examples for the points you make.
After reading page 66 & 67 of the text book create a mind map considering the social, economic, political, cultural and ethical impact of television on society?
Use the sources on page 68 & 69 to help you give examples for the points you make.
ATL : Communication
Debating
Prepare notes for a class debate on the following discussion point:
"Television has and continues to improve our lives."
Use information from this website, the text book and your own knowledge when considering the question.
Debating
Prepare notes for a class debate on the following discussion point:
"Television has and continues to improve our lives."
Use information from this website, the text book and your own knowledge when considering the question.
How has the rise of un-checked information and social media impacted individuals and societies?
The internet is littered with unaccountable information, theories, prejudices and dubious opinions.
How do we know what is valid from what is not? How do we critically evaluate the huge and expansive range of information available to us? And how are we, as individuals and societies, impacted and influenced by the insipid and continuous stream of mis-information and, at best, conjecture that inhabits the greatest information tool ever available to mankind?
How do we know what is valid from what is not? How do we critically evaluate the huge and expansive range of information available to us? And how are we, as individuals and societies, impacted and influenced by the insipid and continuous stream of mis-information and, at best, conjecture that inhabits the greatest information tool ever available to mankind?
ATL: Media and Information Literacy
In small groups, select a well known conspiracy theory found online and critically evaluate its origins, validity and impact upon wider society.
A simple definition of a conspiracy theory is,
"the idea that a group of people secretly worked together to cause a particular event".
"the idea that a group of people secretly worked together to cause a particular event".
The task involves presenting your findings to the rest of the class and needs to include:
- A summary and overview of the conspiracy theory - be brief, dates, context
- Where it came from and how it developed - steakholders, interested parties, context
- How and why has it become a popular theory - power of social media and internet, levels of public acceptance
- How has it impacted upon our understanding of, and attitudes to, the world around us - scale, world view
- A conclusion upon the power and influence of technology in pushing the theory globally
A fair place to start with understanding conspiracy theories is wikipedia. Link here on the right.
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There is a wealth of material available upon the subject. Get researching. But, be careful. There's a lot of rubbish out there. Use critical analysis at all times.
Here are some arguments, ideas, perspectives and data to get you started.
Some scholars argue that conspiracy theories once limited to fringe audiences have become commonplace in mass media, contributing to conspiracism emerging as a cultural phenomenon in the United States of the late 20th and early 21st centuries. According to anthropologists Todd Sanders and Harry G. West, evidence suggests that a broad cross-section of Americans today gives credence to at least some conspiracy theories.
Conspiracy theories are widely present on the Web in the form of blogs and YouTube videos, as well as on social media. Whether the Web has increased the prevalence of conspiracy theories or not is an open research question. The presence and representation of conspiracy theories in search engine results has been monitored and studied, showing significant variation across different topics, and a general absence of reputable, high-quality links in the results.
Britons who supported Brexit were considerably more likely to give credence to conspiracy theories than those who opposed it. Most worrying of all, though, is that 31% of Leave voters believed that Muslim immigration is part of a wider plot to make Muslims the majority in Britain, a conspiracy theory that originated in French far-right circles and is known as the “great replacement”. The comparable figure for Remain voters was 6%.
According to University of Chicago political science professors Eric Oliver and Thomas Wood, in any given year roughly half of Americans believe in at least one conspiracy theory. Their 2014 study found that 19% of Americans believed the U.S. government planned the 9/11 attacks to start a war in the Middle East, 24% believed former president Barack Obama was not born in the United States, and 25% believed Wall Street bankers conspired to cause the financial crisis that began in 2008. Those are high numbers considering there is zero evidence to support any of those theories.
Yesterday’s conspiracy theories often become today’s incontrovertible facts. In the mid-1990s, journalist Gary Webb’s claims that CIA officials conspired with drug dealers bringing crack cocaine into the United States were dismissed by many as a prime example of a conspiracy theory. But the claims were true.
What is the impact of social media on society?
Assessment
Using the instructions on page 77 and the resources from the unit studied, answer the debatable question:
"Does technology harm our relationship with others?"
You will be assessed on Criteria A, B and D.
The full range of topics studied can be used to answer this broad question.
Technology can be taken at many levels with a great range of examples possible.
Relationships can be considered at a number of scales, from individual, to national society to global.
Others can be a range of people, from family to global society.
"Does technology harm our relationship with others?"
You will be assessed on Criteria A, B and D.
The full range of topics studied can be used to answer this broad question.
Technology can be taken at many levels with a great range of examples possible.
Relationships can be considered at a number of scales, from individual, to national society to global.
Others can be a range of people, from family to global society.
ATL : Communication
THE ESSAY WRITING PROCESS
What does it involve?
There are 5 distinct steps to the Essay Writing Process:
Hand your essay in when you are happy you have been through all these steps. Go through these steps and you will improve the quality of your essay.
THE ESSAY WRITING PROCESS
What does it involve?
There are 5 distinct steps to the Essay Writing Process:
- IDEAS
- ORDERING
- PLANNING
- DRAFTING
- REVIEWING
- IDEA BURST: Establish your ideas and thoughts – everything that is relevant. This is probably the most important stage as you get the bulk of your thinking down on paper. The only filter you need is: ‘is it relevant’. The more time you spend on this step, the easier the other ones will be! You can, for example…
- List ideas in bullet points
- Create a bubble map
- Create a spider map
- Mind map
- ORDERING: Look at your ideas and order them. Highlight, circle, colour code, put into boxes. Whichever works for you - but start to put your ideas into a structure. Consider your purpose and audience when you start ordering.
- PLANNING: Turn your ideas into a coherent plan with a clear introduction, 2 or 3 body paragraphs and a conclusion. Use topic sentences to plan with bullet points below. Ensure any quotations, examples, data etc is included at this point. Review your rubric. Have you included everything you need?
- DRAFTING: Now you start writing or drafting your essay; you turn your plan into sentences and paragraphs. You should be thinking about structuring your writing, integrating evidence, answering the question and using your subject specific requirements. Keep referring back to your plan to guide you.
- REVIEWING: Proof reading and self-assessment is an essential step. Your work is not ready to hand in until you have completed the 10 point check - ‘So you THINK you’ve finished’ and self-assessed against your criteria.
Hand your essay in when you are happy you have been through all these steps. Go through these steps and you will improve the quality of your essay.
Criterion A: Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. makes limited use of terminology
ii. demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.
3–4 The student:
i. uses some terminology accurately
ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.
5–6 The student:
i. uses considerable and relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
7–8 The student:
i. consistently uses a range of terminology accurately
ii. demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. makes limited use of terminology
ii. demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.
3–4 The student:
i. uses some terminology accurately
ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.
5–6 The student:
i. uses considerable and relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
7–8 The student:
i. consistently uses a range of terminology accurately
ii. demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.
Criterion B: Investigating
i. formulate/choose a clear and focused research question, explaining its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use methods to collect and record relevant information
iv. evaluate the process and results of the investigation, with guidance.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. identifies a research question that is clear, focused and relevant
ii. formulates a limited action plan or does not follow a plan
iii. collects and records limited or sometimes irrelevant information
iv. with guidance, reflects on the research process and results in a limited way.
3–4 The student:
i. formulates/chooses a research question that is clear and focused and describes its relevance
ii. formulates and occasionally follows a partial action plan to investigate a research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results..
5–6 The student:
i. formulates/chooses a clear and focused research question and describes its relevance in detail
ii. formulates and mostly follows a sufficiently developed action plan to investigate a research question
iii. uses methods to collect and record appropriate relevant information
iv. with guidance, evaluates on the research process and results.
7–8 The student:
i. formulates/chooses a clear and focused research question and explains its relevance
ii. formulates and effectively follows a consistent action plan to investigate a research question
iii. uses methods to collect and record appropriate and varied relevant information
iv. with guidance, provides a detailed evaluation of the research process and results.
i. formulate/choose a clear and focused research question, explaining its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use methods to collect and record relevant information
iv. evaluate the process and results of the investigation, with guidance.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. identifies a research question that is clear, focused and relevant
ii. formulates a limited action plan or does not follow a plan
iii. collects and records limited or sometimes irrelevant information
iv. with guidance, reflects on the research process and results in a limited way.
3–4 The student:
i. formulates/chooses a research question that is clear and focused and describes its relevance
ii. formulates and occasionally follows a partial action plan to investigate a research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results..
5–6 The student:
i. formulates/chooses a clear and focused research question and describes its relevance in detail
ii. formulates and mostly follows a sufficiently developed action plan to investigate a research question
iii. uses methods to collect and record appropriate relevant information
iv. with guidance, evaluates on the research process and results.
7–8 The student:
i. formulates/chooses a clear and focused research question and explains its relevance
ii. formulates and effectively follows a consistent action plan to investigate a research question
iii. uses methods to collect and record appropriate and varied relevant information
iv. with guidance, provides a detailed evaluation of the research process and results.
Criterion D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarize information to make valid, well-supported arguments
iv. recognize different perspectives and explain their implications.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. begins to analyse concepts, issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple arguments
iv. identifies different perspectives.
3–4 The student:
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make some adequate arguments
iv. recognizes different perspectives and suggests some of their implications.
5–6 The student:
i. completes a suitable analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information in order to make usually valid arguments
iv. clearly recognizes different perspectives and describes most of their implications.
7–8 The student:
i. completes a detailed analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make consistent, well-supported arguments
iv. clearly recognizes different perspectives and consistently explains their implications.
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarize information to make valid, well-supported arguments
iv. recognize different perspectives and explain their implications.
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
i. begins to analyse concepts, issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple arguments
iv. identifies different perspectives.
3–4 The student:
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make some adequate arguments
iv. recognizes different perspectives and suggests some of their implications.
5–6 The student:
i. completes a suitable analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information in order to make usually valid arguments
iv. clearly recognizes different perspectives and describes most of their implications.
7–8 The student:
i. completes a detailed analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make consistent, well-supported arguments
iv. clearly recognizes different perspectives and consistently explains their implications.