History and Foundation of Modern Power Dynamics - Country Context Video
History and Foundation of Modern Power Dynamics - Country Context Video
History and Foundation of Modern Power Dynamics
Country Context Video (Mona) and Essay (Lulu)
How did geography, plants, and animals impact early human civilization?
How does geography/plants/animals impact on early human civilization manifest itself in the modern world?
What is a nation-state, why are they important, and what are tenets of how they function?
What is colonization and why is it important?
How do countries interact with one another in the modern world?
How can humans approach geo-politics in ways that limit domination and greed and move past war, human suffering, and environment degradation?
In class, we have been discussing the concept of the nation-state, how they operate, and how they interact with one another. Part of this discussion has been about how some countries are “haves” and some are “have nots”. This is part of the central premise of Guns Germs & Steel, which is that a country's native crops and animals impacted its ability to create technology, especially weapons, and that this resulted in the country’s current state of development. Utilizing the country we are in (Japan), research its context to understand whether Japan is a well-run country (i.e. a “have”) or not a well-run country (i.e. “a have not”) and create a 1-3 minute video (Ramona) and an essay that is no less than 600 words (Lulu) showing what you have learned.
1. In class together, we will brainstorm indicators of what makes a well-run country.
2. From the list of indicators that we created in step one, brainstorm no less than three observations you have had while in Japan that either fit under these indicators or not. This will create a list of no less than three observations that identify Japan as a well-run country or not. From this list, decide whether you think Japan is well run or not.
3. Based on this list of no less than three observations, do online research to learn more about each one.
4. You need to use no less than two online sources and cannot use the AI generated response at the top of Google.
5. Make a list (ie simple bibliography) to capture the online sources used during research.
6. Write an essay that is no less than 600 words long explaining your thesis and analysis, which is due Tuesday, November 19
1. In class together, we will brainstorm indicators of what makes a well-run country.
2. From the list of indicators we create in step one, brainstorm no less than three observations you have had while in Japan that either fit under these indicators or not. This will create a list of no less than three observations that identify Japan as a well-run country or not. From this list, decide whether you think Japan is well run or not.
3. Based on this list of no less than three observations, do online research to learn more about each one.
4. You need to use no less than two online sources and cannot use the AI generated response at the top of Google.
5. Produce a bibliography to capture the online sources used during research.
6. Create a one to three minute video from what you have observed while here in Japan and what you have learned from your online research. The video should include either photos, videos, or a description of what you have observed in Japan that led you to your conclusion about whether Japan is well run or not, as well as information from your online research. You can use any editing app you prefer and your video must use the sources you listed in your bibliography and may include:
Video
Still Images (photos, drawings, graphs, etc.)
Text
Voiceover
Music
Graphics
Transitions
7. Submit for feedback.
8. Incorporate the feedback.
9. Publish the video to your portfolio on the website.
Guide to Creating an Informative Video
Outline: Create a rough outline of your video’s structure (introduction, main content, conclusion).
Write a Script: Draft a script detailing what will be said and shown in each part of the video.
Storyboard: Sketch a storyboard to visualize scenes, shots, and transitions.
Add Visual Aids: Create still images, animation, video, and audio to illustrate the ideas you will present in the video.
Edit the Video: Use video editing software to cut, trim, and arrange your footage.
Add Effects: Add transitions, text overlays, music, and sound effects as needed.
Review: Watch the video multiple times to ensure quality and coherence.
Get Feedback: Submit your video for feedback.
Adjust: Incorporate the feedback.
10. Publish: Add your video to your portfolio on the website.
D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
D2.Geo.8.6-8. Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.
D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past.
D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.
D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
Outcomes courtesy of: https://www.socialstudies.org/standards/c3
Global: An Extraordinary Guide for Ordinary Heroes Chapter 1
Guns, Germs and Steel Documentary Miniseries
https://www.pbs.org/gunsgermssteel/educators/lesson1.html
https://www.pbs.org/gunsgermssteel/educators/lesson2.html
https://www.pbs.org/gunsgermssteel/educators/lesson3.html