Island School Humanities
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  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is sustainability such a problem?
      • 2. What political problems do cities face?
      • 3. Can economic issues in cities be solved?
      • 4. What environmental problems exist in cities?
      • 5. How can innovation make cities more sustainable?
      • 6-7. Assessment: How can Hong Kong be made more sustainable?
      • 8. Reflection: How can my home be made more sustainable?
  • Futures
    • Elements >
      • Big History Project
      • Freakonomics
      • History: Film, Food and Fashion
      • Law
      • Mundo Geographico
      • Philosophy at the Movies
      • Run Your Own Business
      • Social Psychology
      • Urban Survival
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3. How was trade unequal in the past?

Activity 1 - What is inequality?


Activity Tasks
  1. Define - What does the concepts 'equality' and 'inequality' (disparity) mean? 
  2. Group Work - Get into pairs or small groups. Each group will have a number between 1-4. Each group will have five minutes to mind-map what they know already about their corresponding question:
    1. What types of inequality are there?
    2. What causes inequality?
    3. What effect does inequality have on people, societies, and the planet?
    4. ​Is inequality a bad thing?
  3. Share - Meet with another group of the same number, and share your ideas, filling in any new ideas onto your mind-maps.

Activity 2 - What is economic inequality?


Activity Tasks
  1. Define - If you know what inequality is, what might 'economic inequality' mean?
  2. Think/Pair/Share - In what ways could trade between countries be unequal? Consider first this definition:
    1. Trade - the exchange of goods and services between countries
  3. Discuss - To what extent is economic inequality in today's world caused by events from history? Can you think of any examples on trade inequality from the past?

Activity 3 - Was global trade fair in the past?


Activity Tasks
  1. Select - You will be researching a historical commodity trade from the past to work out who benefitted and who suffered from the trade. Read the tasks instructions on this sheet and select a historical commodity trade to investigate from the table:
  2. ​Research - Using the suggested sources and research table on this sheet, try to answer the nine questions by researching key relevant information:
    1. ​​What was the resource?
    2. Where was resource produced?
    3. When was the resource traded?​
    4. Who consumed the finished product?
    5. Who transported and manufactured the resource?
    6. Who produced or supplied the resource?
    7. Who benefitted from the trade of this resource?
    8. Who suffered from the trade of this resource?
    9. Overall, was the… trade fair or unfair?
The Atlantic Rum Trade
The Atlantic Tobacco Trade
The Atlantic Sugar Trade
The Opium Trade
The Fur Trade
The Tea Trade
The Australian Gold Rush
The American Gold Rush
The Silver Trade
The Diamond Trade

Activity 4 - What is relevant information?


Activity Tasks
  1. Discuss - For each category of relevant information below, think of an example of what this might look like for this research project, and where you might find this information:
    1. Numbers - date and time, specific numbers, measurements
    2. Statistics - Although technically just one form of number evidence, statistics are special enough to count as their own separate type of evidence, especially because they are so valuable at making evidence representative. Percentages, ratios, averages, ranges
    3. Names - place names, people, products, organisations, movements, ideas, concepts, businesses
    4. Expert Opinion - Refers to the use of someone else’s knowledge or opinion, when the author quotes or mentions a recognized expert in the field, could be given as a direct quote
    5. Documentary Evidence - primary sources like laws, speeches, interviews, diaries, policies
Picture
Picture

Activity 5 - Why is visual design important?


Activity Tasks
  1. Signup - Signup on the website www.canva.com, using your school email to setup a free account. You will be using Canva to design your infographic, illustrating your findings.
  2. Review - Reflect upon these visual design tips to help you design your infographic. In particular, pay attention to:
    1. Topic: The topic of the infographic should be specific in nature.
    2. Type: The type of infographic chosen (for example, timeline or informational) should support the content being presented.
    3. Objects: The objects included in the infographic should be relevant to the topic.
    4. Data Visualizations: The data visualizations, tables, and/or graphs are easily to understand.
    5. Style: Fonts, colors, and organization are aesthetically pleasing and appropriate.
    6. Citations: Full APA citations for all sources used are included somewhere.

PREVIOUS LESSON - WHAT IS THE IMPACT OF EXPLORATION?
NEXT LESSON - HOW DOES TRADE & EXCHANGE WORK TODAY?

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  • Home
  • About
  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is sustainability such a problem?
      • 2. What political problems do cities face?
      • 3. Can economic issues in cities be solved?
      • 4. What environmental problems exist in cities?
      • 5. How can innovation make cities more sustainable?
      • 6-7. Assessment: How can Hong Kong be made more sustainable?
      • 8. Reflection: How can my home be made more sustainable?
  • Futures
    • Elements >
      • Big History Project
      • Freakonomics
      • History: Film, Food and Fashion
      • Law
      • Mundo Geographico
      • Philosophy at the Movies
      • Run Your Own Business
      • Social Psychology
      • Urban Survival
    • Entrance >
      • Business
      • Economics
      • Geography
      • History
      • Religious Studies
    • Escape
    • Explorations
  • IBDP
    • Business & Management
    • Economics
    • Environmental Systems and Societies
    • Geography
    • Global Politics
    • History
    • Philosophy
    • Psychology
  • I&S Blog