IB Skills Individuals and Societies A Practical Guide - Teacher Book 9781906345990

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A PRACTICAL GUIDE

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lntermtimal Baccalaurcate' Bacalauraat lntarmtidal Bachi llerato lntcrnacimal

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A PRACTICAL GUIDE TffiACHEH fifi*K

Sally Hirsch Thomas Triller

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lnternational Baccalaureate" Bacalaurdat lnternational Bachi llerato lnternacional

Individuals and Soeieties: A Practicd Guide Teacher Book

Acknowledgments

Published by International Baccaiaureate Organization (UIQ Ltd, Peterson House, Malthouse Avenue, Cardiff Gate, Cardiff, Wales CFzg 8GL United Kingdom, represented by IB Publishing Ltd, Churchillplein 6, The Hague, 2517JW The Netherlands

We are grateful for permission to reprint copyright material and other content:

Website: www.ibo.org The International Baccalaureate Organization (known as the IB) offers four high-quality and chailenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one o{ a range of materials produced to support these programmes.

o International Baccalaureate Organization zor4 Published zor+ The rights of Sally Hirsch and Tom Triller to be identified as authors of this work have been asserted by them in accordance with sections Z7 and78 ofthe Copyright, Designs and Patent Act 1988.

AII rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB's own rules and policy. See http://www.ibo.org/copyright.

International Bacedaureate, Baccalaur6at Internationd and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. IB merchandise and publications can be purchased through the IB store at http,//store.ibo.org. General ordering queries should be directed to the Sales and Marketing Department at sales@ibo'org

British Library CEtaloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 978-r-9o6345-99-o

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Printed in India.

Impression

Year zor5

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pr47 ecological footprints: Stef{en, W. et al "Global Change and the Earth System: A Planet Under Pressure Executive Summary" o Global IGBP Change, 2oo4; pLgL plantain plant: http://commons.

wikimedia.org/wiki,/File:A-plantain.JPG;

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http ://en.wikipedia.org/wiki/Cooking-plantain*mediaviewer/ File:Plantainsjpg; p191 wheat plant: oiStockphoto; p19L wheat: oiStockphoto; p191 potato plant: oiStockphoto; p191 potato: oiStockphoto; p191 corn plant: oiStockphoto; pr$r corn: oistockphoto; p191 rice plant: oiStockphoto; p. 191 rice:

oiStockphoto; p191 cassava plant: oiStockphoto; p191 cassava: oiStockphoto; p191 soy plant: oiStockPhoto; p191 soy: oiStockphoto; p191 peanut plant: oiStockphoto; p191 peanut: oiStockphoto; prgr quinoa plant: oiStockphoto; p1915 quinoa: oiStockphoto; p191 sugar plant: oiStockphoto; p191 sugar: oiStockphoto

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Contents How to use this book

1.

Introduction to IB Skills

2. 3. 4. 5. 6.

Introducing key concept

B.

10.

time, place and space

Introducing key concept 3: global interactions Introducing key concept 4: systems Conflict

9 15

26 33 38

1:

Water demands

40

Topic z: The Arab Spring

43

Topic a: New Zealand Maoris

46

Development

5O

Topic r: Women's rights

52

Topic z: League of Nations

55

Topic 3: Communist China

57

Choice

6z

Topic

9.

1:

Introducing key concept 2: change

Topic

7.

1

L:

Environmental ethics

6+

Topic z: Saving Ecuador's rainforest

68

Topic a: International aid

7L

Resources

76

Topic t: Resources and economic systems

78

Topic z: Choices and consequences

BS

Topic

B6

!: Entrepreneurship, environment and culture

Causality

92

Topic r: Scientific discoveries of longitude, planets, time

94

Topic z: Geographical discoveries-the "new" world

98

Topic a: Technological discoveries

11. Poverty

101

105

Topic r: Defining poverry

106

Topic 2: Causes of poverty

LL2

Topic a: Strategies for addressing poverry

115

L2. Trade

119

Topic r: Trade and equity

L20

Topic z: Benefits and problems of trade

123

Topic a: Peace and trade

130

lndividuals and Societies

iii

13.

732

Power Topic tl War on terrot

133

Topic z: Indian caste system

L37

Topic a: Colonialism and power in the Democratic Republic of Congo

L4a

]'45

L4. Sustainability Topic r: Threats to sustainability

L46

Topic z: Debates about sustainability

151

Topic

ar

Enhancing sustainability; preserving resources

15. Networks

159

Topic

16.

lv

1:

Waste management

x65

Topic a: Soeial Nerworks

168

L73

Interdependence

t

First World War alliances

t75

Topic z: The media

17B

Topie 3: Climate change

181

787

Globalization

lndividuals and Societies

161

Topic z: Biomes

Topic

tT.

153

Topic r: Food seeurity

189

Topie 2: Infectious diseases

194

Topie 3: Urbanization

197

How to use this book The teacher book is designed both as a companion to the student book and to facilitate a whole school approach to individuals and societies skill development in Middle Years Programme students. As well as providing definitions and explanations for key concepts, this book includes supporting activities, task guidelines and assessment criteria that have been specified for the tasks. The student and teacher books provide a detailed introduction to the key and related concepts in MYP individuals and societies. The key concept chapters look at the challenges and benefits of teaching for conceptual learning and introduce individuals and societies skills. Lesson plan suggestions for teaching these concepts and skills are provided throughout each chapter. Some of these are linked to the student book and form extensions of activities located therein, others are new teaching ideas that you can use in your classes to motivate and engage students'understanding of conceptual learning and skills development. The related concept chapters support the delivery of the related concepts in the ciassroom. Teacher guidance is provided to complement the activities in the student book.

Throughout the book you will find features and teaching suggestions that will help you link your teaching to the core elements of the Myp. Here are some of the features you will come across:

g:)orPLoMA

PRooRAMME LtNKs 0pportunities to link to the DP curriculum

G)cuapTER

LINKS

MYP students are encouraged to use skllls and knowledge from different subject areas. These boxes linkto other chapters, which relate to a topic ortheme.

lndividuals and Societies v

WEB LINKS The student and teacher books have integrated references to

internettools and

sources in each chapten

t Throughout

,s/

t1're

chapters you will see additional tips for teacl-ring.

TAKE ACTI0N

This box relates to the student book and gives teaching-specific suggestions around encouraging students to use their study to contribute to the wider community and to make a difference in their own lives or the lives of others.

vi

lndividuals and Societies

CHAPTER

1

Introduction to IB Skills

Welcome to IB Skil}s, a new series of resources for the IB Middle Years Programme students and teachers. This teacher book is intended to be used in conjunction with the student book/B Sftflls: Indlviduals and Socieries.'A practical guide. The following information is provided to help you to use both books effectively. These books are designed to support and guide students in theirjourney towards becoming lifelong learners.

The main message of the IB Skills: Indivtduals and Societtes: A practtcal gutde student and teacher books is that learning effectively requires the application of concepts and skills, and that these concepts and skills ean be taught and learned. The student book guides students through all of the key and related concepts, and the teacher book provides accompanying guidance to complement the content, skills and activities. As well as providing definitions and explanations for the key concepts, the teacher book includes supporting activities, task guidelines and assessment criteria that have been modified for the tasks. The teacher book follows the same structure as the student book. It is broken down into chapters covering key and related concepts.

Teaching the concepts The MYP has developed a conceptual framework that includes key concepts and related concepts. Key concepts have been specifically chosen for each subject area. Each subject also has a list of suggested related concepts that teaehers can use to help "unpaelC'the key concepts. Both books provide a detailed introduction to the four key concepts of MYP individuals and societies:

. . . '

time, place and space change

global interactions systems

These key concepts form the framework for all individuals and societies courses. It is essential that teachers and students spend time exploring and analysing these concepts.

Chapters 6 to tT in the student and teacher books introduce selected related concepts within individuals and societies. Each chapter is based around a key coneept and related concept, with specific topics and examples providing context for understanding.

Chapter

1|

lntroduetion to lB Skills

I

Each chapter has a variety of topics that are explored through different

disciplines within individuals and societies. These include:

. .

historl

geography . economics . sociologTy/anthropology. Other topics take an integrated approach, requiring students to use skills and knowledge from several individuals and societies disciplines to enhance their understanding of the related concept.

It is possible to move between chapters in

a different order than they

are presented in the books, choosing the topics that are most relevant to whichever key concept you are focusing on.

Keg concepts The study of individuals and societies can be broad and far-reaching in its investigation of the world around us. The four key concepts provide a focus in this subject area. Whether you are teaching an integrated individuals and societies course or taking a disciplinary approach, it is essential that all four key concepts are explored. As students progress through the MYP, they will explore these concepts through increasing levels of complexity. It is up to you, the teacher, to choose relevant and suitable case studies and examples that allow students to inquire into these concepts. Time, place and space

Time, place and space are intrinsically iinked. Time is not simply the measurement of years or time periods but is a continuum of significant events of the past, present and future. Place and space are complex concepts whose definitions are fluid. Place is socialiy constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning

defined by humans. Space relates to why and where places and landscapes are located.

The concept also includes social, economic and political processes that interact through or across space. These give rise to patterns and networks, such as migration or trade flows. Challenges related to "place and space" can be on a local, national and

global scale.

2

lndividuals and Societies

Change

This is the process of movement from one state to another. It is universal, inevitable and constant. It allows examination of the forces that shape the world: past, present and future. Students learn about the causes, processes and consequences of change: natural and artificial; intentional and unintentional; positive and negative. Global interactions

This concept recognizes the interconnection and interdependence of the natural world and the larger human community. It focuses on the many ways that people cooperate and come into conflict-with each other and the natural world-in a global context. Sgstems Systems are sets of interacting or interdependent components that form an integrated whole. Everything in the known universe is a component

of a system-generally of multiple interacting and interdependent systems. Systems provide structure and order in both natural and human-made environments. They are dynamic and complex in nature. They rely on a state of equilibrium and are very vuinerable to change.

Related concePts Teaching the four key concepts of individuals and societies can seem a daunting prospect. Students will struggle with grasping the big ideas and placing them in a relevant context unless they are "unpacked". One of the tools to unpacking the key concepts is the related concepts. Each discipline within individuals and societies has rz specific related concepts that support connections between the key concept and the context; these are summarised in the following table. Related concepts are more concrete ideas that exist on a smaller scale. They form the framework for chapters 6-17 in this textbook and have been chosen from a variety of individuals and societies disciplines. Teachers are encouraged to use those that are relevant for their students while still ensuring that their curriculum is internationally minded.

Chapter

1|

lntroduction to lB Skills 3

Chapter

Keg concept

Related concept

Topics

6

Time, place and

Conflict

Conflict occurs primarilg when there is disagreement over resources, ideas and territorU. Although the three topics in this chapter are based on different tgpes of conflict, there are similarities that help provide an understanding of the

sPace

related concept. 7

Time, place and

Development

Development is studied through significant events in historg that have ongoing repercussions todag. Development of nations is influenced bg the status of women and minoritg groups, the existence and actions of international organizations and the influence of political regimes.

Choice

Responsibilitg of choice connects with the lB mission statement of encouraging students to become active, compassionate and lifelong learners. Responsibilitg happens on different scales and is constantlU changing as global interactions increase.

Resources

The connection between people and the use of finite

sPace

8

Global

interactions

9

Sgstems

resources highlights the challenges being faced bg

businesses and organizations. lnnovative solutions and entrepreneurship can help overcome some of these challenges. 10

Change

Causalitg

Cause and effect help us to analgse and reflect on the

impact of change. Scientific, geographical and technological discoveries have had both positive and negative impacts. TL

Time, place and

Povertg

challenges us to understand the underlging causes. Measuring povertu against levels of consumption can provide an unbalanced definition of povertg and therefore influence the policies designed to address povertu.

space

t2

Global

The often caclical occurrence of povertg in a location

Trade

Trade holds the potentialto increase prosperitg but these

gains can be unevenlg distributed across individuals and

interactions

societies. A number of different factors can disrupt the flow of trade, while other factors and conditions can encourage trade. 13

Global

Power

interactions

Power in individuals and societies is connected to the perception of status and relationships. Power relationships

between countries can be susceptible to exploitation but can also be used to advance development in a countrg.

t4

4

Sgstems

lndividuals and Societies

Sustainabilitg

Sustainabilitg exists when use of resources is equivalent to the rate at which theg are replaced. Sustainabilitg is threatened bg depletion, pollution and destruction and can occur on a varietg ofscales. Conserving resources and enhancing production efficiencg can contribute to improving sustainabilitg.

15

Sgstems

Networks

Networks are the complex interaction between d sgstems. Theg relg on inputs and outputs to ensure that theg continue to operate. Networks of production and consumption connect people with the environment. Virtual networks a re increasi ngl g co mplex, con necting i ndivid uals and societies around the world.

16

Sgstems

lnterdependence

nterdependent relationships between countries, businesses and individuals are reliant on negotiation and collaboration. An element of trust must exist between the groups to ensure that consistencg of the interaction is maintained. lnterdependence of all nations on the Earth's vital support sgstem means equal responsibilitg shared bg allcountries.

1,7

Change

Globalization

An increasinglg connected world has expanded the idea of globalization from a business perspective to an experience

I

that affects most of us. Globalization has the potential to bring long-term benefits and solutions but requires cooperation and communication. Toble

1.1 lndividuals and societies

keg concept summarg

Learning skills Students' methods of learning can be categorized into three different inquiry action and reflection.

stages:

lnquirg Inquiry-based learning begins with the student's current knowledge base and experiences, then guides them on ajourneyto enhance their conceptual understanding of the big ideas in individuals and societies. Inquiry requires students to be actively involved in their own learning, and the MYP encourages this by providing opportunities for students to build meaning and refine understanding principally through structured inquiry. The starting point is students'current understanding; the goal is the active construction of meaning through connections between current understanding and new concepts.

Action An important part of conceptual learning is the development of socially responsible attitudes and thoughtful and appropriate action. Action extends a student's learning and can demonstrate a sense of responsibility. Action will look different within and between different age groups in the MYP. Students may choose to act alone or collaborate with others. They may also choose not to act. As a subject area, individuals and societies easily lends itself to promoting student action on a variety of scales.

Chapter

1|

lntroduction to lB Skills 5

Reflection Inquiry learning needs to allow time and space for students to reflect on how their new knowledge and skills connect with existing knowledge and experiences. Reflection prompts synergistic thinking and encourages students to think about how understanding of concepts can be applied in different situations (transfer). Reflection is an explicit part of the objectives in all MYP subject groups, and is a key skill taught in ATL. As an MYP teacher, teaching through inquiry action and reflection needs to be central to your education philosophy.

Conceptual teaching and learning is:

Conceptual teaching and learning

. .

learningthrough inquirg

.

encouragingstudents to act on their knowledge

r

using knowledge to understand big ideas

.

. .

makinB connections through concepts across different

subjects. The

is not: teaching onlg through memorization or rote learning gettin!, students to the "right" answer

coveringcontent asthough working gour waU through a

checklist

.

"teachingto the test".

characteristics of conceptual learning

Knowledge A conceptual framework places greater emphasis on understanding and using knowledge and skills in a variety of contexts to solve problems, answer questions and create products. Without the building blocks of knowledge, students would find it difficult to understand the concepts of individuals and societies. The MYP conceptual framework encourages teachers to select knowledge and skills relevant to their students to explore the conceptual framework. Careful consideration of context will ensure that what students learn is relevant and useful for them to understand the key concepts of individuals and societies.

Global contexts As a programme of international education, the MYP promotes globally relevant contexts in which students can practise sustained inquiry, responsible action and critical reflection in a rapidly changing world. As a teacher, you are in the best position to decide what contexts are relevant for your students. When you select a context for inquiry you are answering the question "why is it relevant for my students to understand this concept?" The global contexts selected for this text take into account the following:

Scale-study of a concept on an individual, Iocal or global level will vary depending on what is relevant for your students. Relevance-the context needs to be relevant for the world your students Iive in.

6

lndividuals and Societies

lnternational-mindedness-IB

pro grammes aim to develop internationally minded students, and this is supported through using a variety of contexts to understand concepts.

A diagram showing a visual representation of the different parts of conceptual learning can be found in the student book.

Approach es to learning (ATL) skills Approaches to learning (ATL) skills are a set of learning tools that enable students to access content, understand and synthesize information and communicate their findings.It is the responsibility of every teacher to ensure that their students have frequent opportunities to learn, practise and master the range of ATL skills as successful learners in the MYP. The ATL skills in the MYP are a continuation of ATL skills that students have learned, practised and mastered in the Primary Years Programme (PYP). At the MYP level, new skills are learned; existing skills are developed further and appiied to new situations. Skills learned, practised and mastered in the MYP form the foundation of skills needed for success in the Diploma Programme and the IB Career-related Certificate Students in MYP years 4 and S will have already experienced many of the skills required of MYP students. They may be only at a novice or Iearner level, or they may have mastered a skill to the extent that they can teach it to other students. In any classroom, teachers will have students with differing skill levels. It is important to utilize effective differentiation strategies to ensure that each student is adequately challenged. Each chapter in this book emphasizes different ATL skills that will enabie your students to practise, develop and master a comprehensive range of these skills by the end of their MYP course.

A detailed breakdown of the different types of ATL skills can be found in Chapter I of the student book. Skills for IB Skills: individuals and societies have been selected from the list of MYP ATL skills available in From principles into pra*lce (MYP zot4).

Objeetives In this course, both skills and objectives are closely related to the assessment criteria. There are four assessment criteria and each one is designed to measure student skills in a different area of individuals and societies as follows:

I

Criterion A

Knowing and understanding

Maximum

Criterion

B

lnvestigating

Maximum 8

Criterion

C

Communicating

Maximum

Criterion

D

Thinking criticallg

I Maximum I Chapter

1|

lntroductionto lB Skills ?

The objectives of any MYP subjeet state the specific targets that are set for learning in the subject. They define what students will be able to accomplish as a result of studying the subject.

In order to meet these objectives, students will engage in a variety of activities; continually refining their skiils. These skills are very mueh interactive and interrelated, though in some instances teachers may wish to deal with them as diserete skills.

Summary This teacher book has been conceived to provide specific gruidance to aceompany the topies covered in the student booh offering notes to help teachers that complement every student activity. This is only a starting point of eourse and the teacher book authors have made efforts to suggest alternative activities and teaching approaches where they might add value to the learaing.

individuals and societies courses will look different in every MYP classroom, but the IB Sktlls: Indtvtduak q.nd Soci,eties: A practtcal guide books should become invaluable resources for both students and teachers alike.

0

lndividuals and Societies

CHAPTER

2

I time, place and

e o nce P t 1

ATL skills Activitg

1

Self-management Consider ethical, cultural and environmental implications.

,t3

/

Thinking Consider ideas from multiple

the effects of time and place on ,ti Hypothesize creating historical significance.

interaction

the significance of time and place

Description

/

Space and

Activitg 2

o

Investigate and explain the influence of different spaces on the way we communicate.

perspectives.

Introdueing time, place and space Connecting time, piace and space is an integral part of studying any individuals and societies topic. By understanding when and where an event occurred, students are able to hypothesize why it occurred, as well as make predictions on future events. This key concept is useful for helping to provide a context or grounding for particular events, phenomena and developments. Through the teaching of different topics, students will begin to develop an internal reference or framework that they can use to establish relationships between events and locations.

Why are time, place and spaee important? The history of life on Earth is made up of innumerable events and developments, some more significant than others. The connections and interactions between individuals and societies, and societies and environments, form the basis of our knowledge about how the world works. Through the key concept of time, place and space, students will be challenged to inquire into how these ideas interact. Understanding the interaction will support them in being able to investigate issues such as why there are differences in levels of development, why conflict is more common than peace in a certain area, or how poverty persists despite continued efforts to eradicate it.

Time For students to explore the concept of time, it is important that they develop a mental framework to reference when learning about events,

Chapter2

|

Kegconceptl:time,placeandspace 9

I

both historical and present day. This framework of significant eras will be influenced by the context of your students and school. However, it is important that they have opportunities to develop an understanding of the concept of time, as well as being able to communicate different scale representations of time.

Encourage studer-rts to use

varied vocabulary, even when having an informai discussion. You could provide them with

vocabuiary prompts such

Figure 2.2 in the student book provides an example of the scale of human experience on Earth in relation to the planet's formation. Use this image as a starting point for the lesson plan below.

as

key words and phrases posted

in the classroom.

Time

Stage

Procedure

Resources

20 min.

lnvestigating

Read out the lgrics for the song Luciditg bg Kinobe or displag

Song lgrics

them in the classroom. Ask students to spend a few minutes thinking about or discussing

the idea of perspective in connection with the lgrics.

lndividuallg, ask students to write down what theg consider to be the 10 most important events that have impacted the world in the last 100 gears. ln groups oftwo orthree, ask students to share the events that theU chose. Ask the groups to discuss, using the following

promPts:

r r r

Whg did theg choose those dates?

theg see influences on their choices related to where theg were living at the time? After discussing with classmates, do the students want to make changes to their list? Can

The groups should then write one paragraph that explains

their collective understanding of the connection between perspective and time. 40 min.

Brainstorming

Ask students to look at Figure 2.2 and Figure 2.3 in the

student book. Ask them to explain to another student how theg think the two

figures connect. Explain to the students that scale can show events in time in relation to each other, but it can also be used to showthe

importance of events. The two figures are different visual representations of scales that students will be using as inspiration for the next step. ln pairs, students will use their lists from this lesson's investigating stage. Theg can choose to combine lists orto collaborate and create a new list of 10 ideas. Each pair will need to create a visual representation that accuratelg shows the scale of events over a time period. Theg

also need to create a scale that shows a ranking of events in order of importance.

10

lndividuals and Societies

Student book

20 min.

Hgpothesizing

rng on

pace of change in the past,

students to make predictions for the next 100 gears. Ask students to generate in pairs a list of 10 global events that will happen overthe course of the next centurg. Prompt students to think about areas of science, technologg, politics, conflict, peace, development and the environment. Ask each pair to specifg in which gear theg think the event

willoccur.

Space As a concept, "space" is quite abstract for students to grasp. When teaching about space, it is helpful to raise the students' awareness of how they already use the word in everyday language.

;ti

Activitg

1

Space end interectlon

this aaivhg encourages students to reflect

ofthe conceptofspace. Bg using

spaces, students will think about the

and behaviour.

Time

Stage

Procedure

Resources

20 min.

lntroducing

Ask the students to read Activitg 1 in the student book.

Student book

:

ln pairs, theg should create a short conversation for each of the scenarios posed. Theg can write a script or perform a short skit that shows the interaction.

: ::

:

Next, discuss as a class the two questions posed at the

bottom of the activitg:

t !

:

How does space impact language? How does space affect the people working or

spending time there?

t

Chapter

2|

Keg concept 1: time, place and

space 11

lnvestigating

40 min.

versus

, Str-rclent,s shotrlcl lcrol< v;r ri

r.ty of

a.-lve rt

i-*

st il rvide

e.rnelrt s,

c-onsiclerir.rg aspects srrch as

prict. loc:rtior.r, ,sizt oi hous.., nrrnrl.e.r' :rnd tlrpr- of roor-ns.

T]t.tsr. :tIls\\rlts r'crtilrl [o.'tts rltt

ti-rt spilcts r^;itl-rin a l-iome or on

tirt' 1,,.'iti.,u c'l nrore experrsive real estate. Cf iallenge str.rdents

to consider

bot1"r

aspects

ithen

:rns\\-ci'j nq thu.se questiorrs.

Yor-i trra1, tteed

to give

exanrples of virtr-ral spaces, such as chat rooms, onlir-re

rtual sPace

The aim of this exercise is to see if there are similarities

newspaper

between how people create real spaces and virtual spaces. Students can work individuallg or in pairs, depending on the resources available and class size.

advertising;

Ask students to research the different real-estate

advertisements that are available for housing in the local area. Provide students with the following prompts:

I r

How are spaces described? Based on their research, what seem to be the most

important spaces?

r

Whg do theg thinkthese spaces are important?

Step 2

Askthe students to brainstorm in small groups ideas around virtual space. The following question prompts will help them:

r t r

Where does virtual space exist? What are the different uses of virtual space? Whg do people use virtual spaces and not actual sPace?

Second Life, online garles and

the "trvitter-sphere".

Share the diagrams in a whole-class collaboration, then

ol lab orat

ive

d or-

r-r

me nt -.,

internet

Step 1

ln pairs, instruct students to collaborate to create a Venn diagram comparing their research and discussions from steps 1 and 2 of this exercise.

c

or real-estate

ask each student to complete a MUSE for the activitg: M = Something "Meaningful"

theg learned from the

activitg U = Something

that furthered their "Understanding"

of place S

= SomethingtheU found "Surprising"

E

= Somethingtheg found "Engagin('or interesting.

Place 4D)LITERARY

LTNKS

controlled through routines until a startling event interrupts his connection with time and space. The film studg can be interdisciplinarg,

The concept of place implies a personal connection with a particular location. A space is something that can be changeable, used by different people for different reasons. A place holds much more emotional connection and therefore topics connected to place will tend to generate discussion and debate. The topics of peace and conflict provide a context for understanding the concept of place: who owns a place; emotional and historical connection to a location; the influence of a place on culture and

exploring aspects such as the creative process

identity.

You mag wish to explore

furtherthe concepts

of time and space in connection with desting

through a fi lm studg af Stranger than Fiction. Harold Crick, the main characte[ leads a life

flanguage and literature] and the use of colour and image in set design fdesign and arts].

12

lndividuals and Societies

ili

Activitg 2

The sign ificance of

time and lace place.

point forsrudentsto explorc

Resources

Procedure

Time

Stage

15 min.

Reflecting D

Referstudentstothe image ofthe house on page 13 ofthe student book, and the text about the film TheWlzard of 02.

You may r,vish to give sorle

comes frorn. Yonr str-rdents

Askthem to respond in small groups to Dorothg's statement "There's no place like home." ls there reallg no place like home? Whg would Dorothg make this statement?

can do a web search lor "Tlte

As a class, share responses from the small-group

contexl ior tlre image in leiation to tlre fiim that it

Wi zarcl

te}1

of Oz" , or yoLl courld

discussions.

them the story.

20 min.

Refer students to the image in Activitg 2. The picture is

Thinking

Student book

of an ordinarg kitchen in a house from the ancient town of Pompeii. lt is not known who lived in this house or

whethertheg were important, butthis place now has historical signifi cance. Ask students to discuss the image in groups of 3 or l

4, and respond to the questions posed in the activitg

'lt

I

instructions.

40-60 min

The following exercise provides an opportunitu to

Creating D

This activity can be expar-rded depending on time and

explore interdisciplinarg links with design. Students can collaborate atthe start ofthe process butthen should create their future home individuallg.

resollrces avaiiable. Students

Explain to students that theg have been given the opportunitg to design their own place. lt could be just

may like to challenge

one room or a whole house.

themselves by designing

a

wl'role house. Oti-rer students

mcy prefer to

focLLs on

one or two rooms.

just

The students' design must meet the specifications

of a place that represents their personal interests. Their personalitg will influence shape, colour, size,

functionalitg and materials.

ofthe design process, students need to be able to explain whg this is "their" place.

At the end

Chapter

2|

Keg concept 1: time, place and

space 13

CD)wrs

LrNKs

Plato's cave provides a useful discussion prompt for considering what is real or

urrreal, what defines the place and space we occupu, and how our thinking mag be limited or influenced bg location. Go to www.goutube.com and search for "The Cave: An

Adaptation of Plato s Allegorg in 0a9".

Summary The combination of time, place and space helps us to understand and explain events and phenomena in our world. This complex interaction influences where and how we live, the evolution of ideas and changes in environment. It bestows signifieance on specific historical events and environmental loeations. Students'understanding of time, place and space will support them in being able to act on their knowledge in an ethical and responsible way.

Referenees Atkinson, K. zor3. Life After Life. London, UK. Doubleday.

14

lndividuals and Societies

ncept 2z ATL skills Activitg

1

/

Change in individuals and societies Activitg 2 What is human

Thinking

Brainstorm to generate ideas.

/

Thinking

Use MindMapo to generate ideas and

nature?

ao

Think of examples of things changing from one state to another.

oa

Students use MindMapt to clarify and reflect on their view of human nature and the implications of this view for how we should live and relate to

questions. Activitg 3

/

Structured thinking

Setf-management Use appropriate

strategies for organizing complex

each other.

a Students use a change analysis table to organize their thinking about the causes, processes and consequences involved in a given historical

I

change.

information. Activitg 4

Setting limits

./

ttrinfing Gather and organize relevant information to formulate an argument.

ta

Suggest appropriate limits for an inquiry into a given change in terms of time, place, space, and

specificity.

Introducing ehange Students'inquiries into change involve asking why things change or stay the same, how they change or stay the same and which things change or stay the same. The chapter on change in the student book seeks to introduce students to tools and skills that will help them structure and carry out their inquiries. The teacher book adds to these

tools and strategies, as well as to opportunities to practise them. While the change chapters in the student and teacher book relate to the key concept of time, place and space, it is worth noting that the connection between change and time is especially close and that any inquiry into change will also involve an inquiry into time. This is because we use time to assess the pace of change (for example, whether a change is evolutionary or revolutionary) while using change to mark the passage of time (for example, seasons of the year, developmental stages of life, movement of hands on a clock).

Change involves moving from one state to another Change involves the process of movement from one state to another. As this is a broad statement, the student book provides examples focusing on how countries, economies and societies can all change their state. Chapter

3|

Keg concept 3: change 15

Change in individuals and societies D

You r:ray want to raise the possibiiitrgou teach an integrated course.

that sorne things in eristence never

The basic question would he: What are some examples of how [psgchologg,

change at a1i (for example, God in

economics, geographg, history, philosophgJ can investigate the process of movement from one s€te to another"?

monotheistic religions; in philosophy the idea of a deeper, r-rncirangir-rg rvorld that is more real than that

which we perceive, as in Parmenides'

thought or Plato's theory of fonns). Discipline

Objects of studg, and how theg can change

Psgchologg

lndividuals, includingtheirthoughts, emotions, behaviours and levels of mental health or sickness.

Economics

Economies Inational, regional, globalJ, including: overall economic activitu, levels of development, aggregate demand and supplg, unemplogment, price levels, levels of inequalitg, government policies Ion taxes, spending, moneU supplg and regulationsJ, exchange rates,levels of trade.

r

Markets, including:

r r

supplg and demand, price, other determinants of supplg and demand such as tastes, prices of related goods, population, income, natural events, government policies [taxes, subsidies, price controlsJ. market tgpes fperfect competition, oligopolg, monopolg).

Firms, including:

Geographg

Historg

I I r r !

changes in costs, revenues and profits. Populations, including fertilitg levels, life expectancg, demographics. Levels of development and inequitg. Levels of environmental qualitg and sustainabilitg. Patterns of resource consumption.

Societies and individuals from the past and their political, economic, social and cultural

conditions overtime. Philosophg

The truth about human nature, freedom, aesthetics, ethics (the truth itself mag not

change but our ideas about it do).

Change is universal, inevitable and eonstant In the student book this phrase is interpreted to mean that, while some things seem to change more frequently and faster than others eventually, even the most slowly evolving things change (the shape and location of continents, for instance).

t6

lndividuals and Societies

This statement highlights the important relationship between change and continuity, especially in the study of history. The following teachrng idea can help students investigate this relationship more deeply.

TEACHIilG IDEA 1 When it comes to inquiring into change, it can be helpfulto set a baseline to clarifg the starting point forthe inquirg. lf we are investigating a set of changes, we want to be able to answerthe question "changingfrom what?"The example that follows sets a baseline for inquirg into 20th centuru world historg using the categories of historg.

Students can set such baselines themselves; gou willjust need to clarifg forthem the following:

. .

What is the time at vvhich the baseline is being set? [Earlg 20th centurg in the example below.) What is the place for which the baseline is being set? [Globallg in the example below, distinguishing between majorworld regions.J

r What historical conditions are the focus of the baseline? [Political, economic, social and cultural in the example below.)

While the following example establishes the broadest possible scope for setting a historical baseline, the answers to the questions above allow gou to adjust the activitu in terms of time, geographical scope and specificity. ()ne variation would be to keep the scope

geographicallg broad, askingstudents to setthe baseline forthe entire world and its major regions, but narrowthe focus in terms of the categories of historg, askingstudentsto set a haseline just for political conditions. Alternativelg, gou could keep the scope broad in terms of historical conditions, asking students to set a baseline for all four major categories of historg, while narrowing the scope geographicallg, asking them to focus on just one region or even one countrg.

Region North America

Socialissues Strong militarg

Fullg industrialized

Equalitg Imore

Enlightenment-

p0wer.

Relativelg

so than Europe]

values of freedom,

Established nation-

high levels of development.

but still much segregation and inequalitg between

equalitg, popular

states. Democratic.

sovereigntg. Nationalism.

races. Rise of large working

class IproletariatJ. Latin America

Established nation-

Debt issues.

lncreasing equalitg, but still a strong,

Enlightenment-

states but some

Heavg immigration

instabilitg Imilitarg control in some

[eg, from Asia].

mostlu European-

values of freedom, equalitg, popular

Somewhat less

descended elite.

sovereigntg-

cou ntriesJ.

industrialized than

ln some cases, heavg influence

Europe, North

from

US.

plaged less of a role than in Europe, North America, but still somewhat important, had less impact on actual

America.

Lower levels of development than North America,

politica l/socia

Europe.

I

sustems.

Chapter

3|

Keg concept 3: change 17

Africa

Almost all countries under European

Some development,

but limited. control Iimperialism, Verg limited colonialismJ. industrialization, most countries still European-imposed agricultural. borders and the nation-state model.

Southwest Asia

Almost all countries under European

More development

than Africa, but still control Iimperialism, limited. colonialism), Limited although in some industrialization, cases more indirect large agricultural than in Africa. sectors.

ln most countries European elites ruled overAfrican masses.

Some assimilation with European

Strong elites in place, verg slow

Some assimilation

with European

movement, if ang, toward equalitg.

terms of religion

culture, religion. Traditional culture and religion prevalent, especiallg in rural areas.

culture, but not in

Ilslam remained strong).

Some attempts to

adopt European

political sgstems Ieg nation-state, parliamentarg governance). Europe

lmperialist

Mang countries fullg

More equalitg

Enlightenmentvalues of freedom,

[controlled much of

industrialized.

Iless power for

Asia and Africa].

Relativelg

monarchies/

equalitg, popular

Strong militarg

high levels of

aristocraciesJ.

sovereigntg.

Power.

development.

Large working class

Nationalism.

Iproletariat).

Established nationstates. Asia

Almost all countries under European

control Iimperialism, colonialismJ, although in some cases more indirect than in Africa. Japan: a modern nation-state, with imperialist foreign policg. Some limited aftempts in countries other

than Japan to adopt European political

sgstems.

18

lndividuals and Societies

Limited

Still quite traditional,

Some assimilation

industrialization

with elites

with European

[except in Japan, where it was

IEuropean or nativeJ

culture, but some resistance to this

advancedJ, some attempts to move from agricultural to industrial economies but verg

limited.

ruling not much equalitg.

through attempts to maintain traditional cultures.

What is human nature? and anolvesor has permanent but also hirlg challenging fo r beforetheg be$nAaivitg 2 bg

it. You mag therefore wantto of human nature and some of the implications

implications of this are live according to those conclusions.

r

Romentlcism (Jean-Jacques is that we need to build a extent and to achieve self-actualization.

this

f

to human nature is the enjogment of being alive. An implication of fullest as alive as possible, i.e., to develop our

E)dstentlallsm IFriedrich Nieusche]: we share. An implication of this is we followthe fewwho are (for example,

r

the image of God. An implication of this is that our marn Refiglous vlcw: Fundamental to human goal in life is to re-establish the unitg with God that wa have lost.

Afterthe discussion, ask students to considerwhat vtew ofhuman nature and/or crttural traditions that theg have inherited from

book supports studenBwith a with a strategg fo rthinking about the book includes links to a website article about howto usethem effecivelg.

making

The causes, processes and consequenees of change

t

Activitg 3

Structured thinking

and 5 ofthe MYB srudents needto develop the abilhg to of change, especiallg those consequences. Ihose book gives students two tools, them to practise using

in

awagthatgoes begond simple cause sgstems, muhiple causes set car$es themselves, slarting new for addressingthe

orexpounded by

of histodcal causation, anen

subject to queslioning and

a

teache6

or new underslandings of

Chapter

3|

Keg concept 3: change

19

Alternative change analgsis

table-the outbreak

of the First World War

Cause

Process

r

Wilhelm lls father Frederic dies at a

The rise to power of Wilhelm ll in

Catastrophe of the First

relativelg Uoung age

1888, after the untimelg death of his father, brought to the German throne a ruler whose approach

World War, setting in

r r r

I

Wilhelm ll becomes Kaiser in 1888

Consequence

Wilhelm ll is aggressive on the geopolitical stage fwhere his father would to other countries, as well as his stance regarding political reform perhaps not have been) in his own countrg, helped create Wilhelm ll does not allow political reform the conditions that made a major in Germang, maintaining an authoritarian European conflict more likelg. political sgstem [where his father would His aggressive approach to perhaps have allowed more democracAJ relations with other countries Wilhelm ll's aggression and unfriendliness helped give rise to an unstable toward Russia, France and Great Britain sUstem of alliances among helped to unite those countries and put European countries while his Germang in an insecure position where it maintenance of authoritarian rule was more likelg to pre-emptivelg attack in at home made it easier for him the case of an impending conflict [where to take Germang to war when the his father mag have been friendlierto these time came.

motion a series of rolling disasters that would dominate the 2Oth centuru.

countriesJ.

Alternative flow chart showingthe causes of the First World War

+

r'

1

:

l

l

v Ia For each arrow in a flowchart

showing caLlses, processes and consequences, students sirould be able to insert terrns such

"contributed to", "1ed to", "causecl" or " influenced". as

20

lndividuals and Societies

.t

v v

\

Anottrerwag to help students undestandthe disputable nature of historical interpretation isto splitthem into groups and have them complete the change analgsis table and flowchart using difftrent secondary sources, which provide different interpmtations regardingthe causation of the same event. lnvestigatingthe causes and processes that lead to certain consequences will often raise the issue for students of how far back in historg theg should go in seeking causes. ln the case of the First World War, for example, the role of the sgstem of alliances among European states in contributinBto the outbreak of the war raisesthe queslion of howthe large, unified nation-states involved in those alliances came to exist in the first place. Should the rise of the modem 17th centurg, also nation-state, the origins of which stretch backto be included in a discussion ofthe causation War? ln secondary bg the works of history students will find the author. ln orderto conducttheir own to be ableto make

however,

the

inquiries. Activitg need to set limie on historical so, not onlg in terms of time fhow far

to do sPace

and specificitg.

t

Activitg 4

Setting limits

Another conceptual understanding that is fundamental to working with change is that ang change involves a countless set of relationships amonB causes, prccesses and consequences, so we must limit our inquiry into a given change in terms of time, place, space and specificitg. Ihis is a challenging but important undestanding fur students to be able to applg when theg are inquiring into change. Activitg 4 provides students with practice in applgingthis conceptual undersanding.

ln lB prognmmes we want students to engage in meaningful to deep understanding.This can onlg happen ifstudents possess a significant amount ofcontent

:

the example in the student book thinking. The abilhg to set

I

l ;

ln the case ofthe holoGust example from Christianitg from Judaism, various of actual relations between Christians and theories inthe 19th century. Needlessto tryingto engage in the task of setting limits task if their inquiry involves an arca of history with

to gain this kind of background knowledge while also

\hu will therefure likelg find that students will onlg be successfulwith this theg are alreadg well acquainted.

paraphrase cognitive psgchologist Daniel Willingham, "gou can teach students maxims about how theg ought to' set appropriate limits for their inquides, 'but without background knowledge and practice, theg probablg will not be able to implementthe advice theg memorize.'The best wag, therefore, to ensu re that students can engage in mea ningfu I and authentic inquiry, is to sgstematicallg help them build content knowledge thmughoutthe course of their schooling so that they can draw on this knowledge as theg undertake specific inquiries. To

Chapter

3|

Keg concept 3: change

21

The student book asserts that the causes of change can be natural and artificial, intentional and unintentional, and positive and negative.

Natural and artificial change The Teaching Idea below looks in detail at natural and artificial causes of change.

TEACHING IDEA 2 look at natural and artificial causes ofchange in more depth, give students a copg ofthe essag "Geographg Strikes Back", bg Robert D. Kaplan fthis can be found through a web searchJ. Kaplan argues in this piece that manu of the major issues we face in todag's world have causes rooted in geographg. ln other words, theg have natural rather than artificial, or human-made, causes. Have students address the following questions as theg studU the essag. The table below provides both an example of how students might organize their responses to the questions, as well as possible responses theg might actuallg give. To

Step 1 Read the essag closelg. ldentifg:

r thevarious regions on which Kaplan focuses . the problems each region faces r how natural causes rooted in geographg affectthose problems . how human actions affectthose problems. Step 2 Kaplan's thesis is that natural causes explain mang of the world's problems. ln a few cases [for instance in his discussions of Sgria and Chinal he explains how humans are currentlU trying to address those problems or how theg might address them in the future. For each set of problems Kaplan identifies, suggest waus that human action might address them. Step 3 Kaplan concludes: "ln this very brief surveg of the world as seen from the standpoint of geographg, I dont wish to be misunderstood: Geographg is common sense, but it is notfate. lndividualchoice operateswithin a certain geographical and historical context, which affects decisions but leaves mang possibilities open." Discuss the relative balance between natural factors and human actions when it comes to creating and solvingthe problems F.aplan presents.

Place Iregionf Central and

Carpathian Mountains separate Central

Southeastern Europe

Europe from the Balkans, leading to

East and South Asia

different patterns of development in the two areas.

exchange of ideas, processes and products, possiblg causing levels of development to converge.

Himalagas separate lndia and China,

Modern communication and transportation technologies allow for

leadingto the development of two diffe rent civi lizations.

22

lndividuals and Societies

Modern communication and transportation technologies allow for

exchange of ideas, processes and products, causing cultures and societies to become more similar.

Southeast Asia

The South China Sea serves as'the Pacific antechamber to the lndian

0cean," making it a crucial connecting point for oil moving from Southwest Asia

China, Vietnam and the Philippines could

work together to develop agreements for

the use of the South China Sea and its resources.

to the huge populations of East Asia. lt is also thought to contain oil and gas which could be exploited to provide further energg to these populations. The countries bordering it therefore strive to ensure theg have access to its resources and shipping lanes.

Eastern Europe

The countrg of Russia lies on a "vast,

Russia and its neighbours to the west

continental space that is unprotected bg mountains and rivers",leadingto a sense of "deep geographical insecuritg" for Russians and attempts to overcome this insecuritg bg establishing imperial

could work together to create conditions [such as high levels of cultural and commercial exchange) that would build trust and understanding and lessen concerns about securitg.

buffer zones in Eastern Europe. South-central Asia

Afghanistan and Pakistan have no natural border and therefore "comprise

the same lndo-lslamic world," making it difficult forthem to function well as two

The two states could work together to

establish control over their respective territories and to limit unwanted interference bg each other's citizens.

separate states. Southeastern Europe

Greece lies at the intersection of the

Greece could work to build its political

Mediterranean and Balkan worlds, leading to a historg of domination bg outside groups such as the Romans, Bgzantines and Ottoman

and economic strength in order to overcome the disadvantages of its location and avoid the pattern of outside rule repeating itself in the future.

Turks, and the resulting development of counterproductive political and

economic practices in response to external control. East Asia

The Han Chinese find themselves

surrounded bg minoritg populations [Tibetans, Uighur Turks, MongoliansJ occupging high plateaus possessing "much of China's fresh water, hgdrocarbons and other natural resources", leading to a sense of insecuritg among China's leaders and concerns about the countrg's longer-

term unitg.

Chinese leaders currentlU seek to maintain strong central control over these minoritg areas, populate them

with Han Chinese, stimulate their economies and provide limited amounts of autonomg. The Han Chinese could worktogether

with these minorities to create conditions [such as high levels of cultural and commercial exchange) that would build trust and understanding and lessen concerns about securitg and

disunitg.

Chapter3

|

Kegconcept3:change 23

'

Southwest Asia

Sgria's ethno-religious groups are

divided geographicall g, increasing the chances of fragmentation. 0n the other hand, Sgria occupies a territorg with "deep roots in specific agricultural terrains that hark back millennia", meaning that its borders are not whollg artificial and openingthe possibilitg that it could become a stable, unified c0untru.

Sgria's leaders attempted to use panArabism and rejection of lsrael as ideas which could unifg its people. ln the future Sgrians could work together to create conditions [such as high levels of cultural and commercial exchange) that would build trust and understanding and allow the countrg to take advantage of its favourable location on the

Mediterranean.

i

lntentional and unintentional change The discussion of intentional and unintentional change offers an opportunity to link to the key concept of systems. Unintentional changes frequently result from the complexity of systems and the fact that multiple systems often interact, making them even more unpredictable. Social science has even developed a "law" of unintended consequences to reflect the fact that our actions, especially when they target complex systems, always have unanticipated consequences. You may also want to introduce the idea here that a consideration of unintended consequences should be an important part of the inquiry cycle. Students should be trying to predict unintended consequences as they develop understanding and plan for action. After taking action, and in preparation for possible further action, they should reflect upon any unintended consequences that arose from their actions and, if the consequences were negative, consider how to adjust their plans to

avoid them.

What unintended consequences resulted from the action? Were they positive or negative? If they were negative, how can they be avoided in future actions? If positive, how can they be accentuated in future actions?

Figure

3.7

fficd

lndividuals and Societies

of the context surrounding your actions (the individuals, groups, systems involved), consider what unintended consequences might emerge from the action.

Unintended consequences in the inquirg cgcle

ra0actoar

24

Based on your understanding

I

Positive and negative change Judging whether a given change is positive or negative offers students the opportunity to practise synthesizing "information to make valid, well-supported arguments," the second strand of criterion D. It can also be the source of interesting class discussion, including in more formal formats like the Socratic seminar mentioned earlier in this chapter.

f

Yorr nrav want to r-aise "pace" as an ..le'rnent clf cl-lange, r.'hic]-i

is not discr-rssed eiserryher,.

in the str-rtlent book. When rr,e dist i:rclrr i-.h,

@)wee

LINKS

for instance,

betrr eren evolution anc'l

to http://serc.carleton.edu and search "cosmic calendar" for a lesson that helps students understand the historU of the universe bg compressing it into one Uear. You can also do a general web search of "cosmic calendar" to find a readg-made version. Go

I

r,\'Jllrtion. w(' .rl'c fc.crrstLrtl crr

the pace of cl.range. We also

r-rse

the concept of geological tin're

"Welcome to the Anthropocene" 0n wwwuoutube.com focuses on the idea that the extent of human impact on the Earth has caused us to enter a new geological epoch. lfwe have indeed entered a new epoch, what has been the pace ofthat change?

rr-hen investi gating changes

that happen so slo,,r-lv tirat they are imperceptible across a

human ]ifetime ol everl rrany generatious (for

exa rnpie.

the errolution of species, the

a

DUmmary

shifting of cor-rtinents).

The student book allows students to explore the concept of change, and especially the aspects of change which interest practitioners of individuals and societies disciplines.It also gives them a number of strategies and tools that they can use as they work with the concept of change in the individuals and societies course. The teacher book expands on this, adding some strategies for working with change and ideas for further exploration of the concept.

Referenees Bloom, A. rg8Z. The Clostng of the American Mtnd. New York, NY USA. Simon & Schuster.

Willingham, D.T. "Critical Thinking: Why Is It So Hard to Teach?" American Educator 31, no. z (Summer 2oo7).

Chapter

3|

Keg concept 3: change 25

flr

lJo

global

rons

Activity Activitg

1

/

Interactions on different scales Activitg 2

trade groups

Thinking Consider ideas from multiple

aa

Explore and compare the development and impact of different global interactions.

perspectives.

/

The "rules" of trade Activitg 3 Research into

Deseription

ATL skills

/

o Investigate and analyse equality in trade

Social Make fair and equitable decisions.

o

agreements.

Thinking

oo

Compare interactions between different countries to form trade alliances.

Formulate factual, topical, conceptual and debatable questions.

Introducing global interactions The key concept of global interactions directly connects with intercultural awareness, one of the fundamental concepts of the MYP. The MYP model also stresses the development of internationalmindedness as one of the primary aims for learning. Global interactions explores the increasingly connected world that our students live in, and will be working in. As a concept, it covers ideas such as the global connections in trade, movement of populations, migration of animals and the management and stewardship of global resources.

Why global interaetions are important Understanding globai interactions is integral to individuals and societies. In order for the students to be able to decipher and explain the world around them, they need to recognize and analyse the relationships that exist between people and environments all over the world. These relationships have several variables that are explored through the related concepts of interdependence, complexity, cooperation and conflict. For students to be able to analyse these variables, the terms need to be clearly explained in contexts that are relevant to their lives.

25

lndividuals and Societies

TEACHING IDEA 1 The following questions/activities can provide starting points for discussions of the related concepts:

lnterdependence

r .

ls there a person in gour life who gou relg on and who relies on gou?

How did this relationship form?

Complexitg

o

ln mathematics, what differences are there between simple and complex problems?

.

How can gou make a problem more simple? 0r more complex?

Cooperation Choose a team sport that gou know well. Describe different aspects of cooperation between the different team members.

Conflict What different sorts of conflicts can occur between countries? Scan a local newspaper or news website and identifg the varging

tgpes ofconflicts.

lnterdependence intr:r'rLt :e:iLreriir'!'lLt t:r,,llrtionslrips ytrov'ides m.an-l areas irr,' :;LLrilr.:ris 1:r :rL,irrf ise: ,:rLr..ir :rl'.r]is oi crraluirtion, rnakirt