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My Jakarta-My World

ATL- thinking:



Gather and organize relevant
information to formulate an argument
Interpret data
Draw reasonable conclusions and
generalizations
Consider ideas from multiple
perspectives

ATL – communication


Paraphrase accurately and concisely
Preview and skim texts to build
understanding
Make effective summary notes for
studying

Key Concept: Global interaction focuses on the connections among individuals and communities, as
well as their relationships with built and natural environments, from the perspective of the world as a
whole.
Related concepts: Conflict and cooperation, Resources, Sustainability, Globalization
Global context - Globalization and sustainability: How is everything connected? Students will
explore the interconnectedness of human-made systems and communities; the relationship between
local and global processes; how local experiences mediate the global; the opportunities and tensions
provided by world- interconnectedness; the impact of decision-making on humankind and the
environment.

Week One
1. First 1 or 2 meetings: Activate prior knowledge: KWL (or similar) Global
Issues. Choose an activity to introduce MYP related items e.g. Global
Context/ Key Concepts/Inquiry questions etc.

2. Meeting 2 or 3, inquiry activity http://www.kidsgoglobal.net/theissues/human-rights Go to ‘issues’, choose one topic and click ‘explore
the issues’ using www.Bubbl.us create a mind map to research and record
information (note taking).

Week Two
3. Complete your mind map convert to PDF or WORD and upload to
Managebac.
4. Global issue traffic and Roads: Go to http://roadskillmap.com/#59.5343180010956,194.0625,1 Choose a country and teacher guides
the students through the ‘IDEA’ analysis activity (Appendix I).
-

-

Write a WELL ORGANIZED, PERSUASIVE paragraph. You should have a
well written topic sentence and powerful conclusion. Your paragraph
should convince the reader that this issue must be corrected? Use
data from the graphics, the information you filled into the IDEA,
including value and limitations, and develop it into a paragraph.
(Teacher guides the students through the Paragraph planner).
(Appendix II).

5. Go to http://www.worldlifeexpectancy.com/cause-of-death/road-trafficaccidents/by-country/

My Jakarta-My World
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In groups choose a country ‘Home country’ (Ctrl or Command + f)
complete the ‘IDEA’ analysis activity.

Week Three
6. Go to http://pulitzercenter.org/reporting/asia-indonesia-jakarta-roadfatal-driving-economy-public-infrastructure-bus-motorcycle-accident
‘A Deadly Cycle-Drama on the Streets of Jakarta’ (Appendix III). Take
notes using the’ Journalists’ Questions’ to record information, research
and record information (note taking).
Note to teachers
“Long before students sit down to write their summaries, they have to
categorize the information they’ve read. The process can be daunting for
novice summary writers—regardless of their ages. One tried-and-true
method to help students isolate important information is the strategy
journalists have traditionally used to organize their writing. Called the
Journalists’ Questions or the 5 Ws and an H, these simple questions help
writers identify important information about a topic. Only after the
questions have been answered, can writers organize their news stories—
or in the case of your students—their summaries.”
Your
Name
Author
Nature
and
Origin
Who?
What?
Where?
When?
Why?
How?

Your
Conclusi

Who are the primary or most important characters? Who are the
secondary characters? Who participated? Who is affected?
What is the topic? What is its significance? What is the problem? What
are the issues? What happened?
Where did the event occur? Where is the setting? Where is the source
of the problem?
When did the event occur? When did the problem begin? When is it
most important?
Why did the event, issue, or problem occur? Why did it develop the
way it did?
How is the lesson, problem, or issue important? How can the problem
be resolved?
How does it affect the participants or characters identified in the Who
question
What are your thoughts on the topic and information provided?

My Jakarta-My World
ons
Sources: “Prewriting Strategies.” KU Writing Center. University of Kansas, Lawrence, KS. 6 June
2006<http://www.writing.ku.edu/students/docs/prewriting.shtml>. Urquhart, Vicki, and Monette McIver.
Teaching Writing in the Content Areas. Alexandria, VA: ASCD, McRel, 2005, 82-84. (Adapted-TSB)

Questions in content area classrooms; ask students to consider the questions a
journalist would ask. Students apply the questions to the lesson. Not all questions
will be answered.
o Who is the text about? • Where did it happen?
o What was the most important event or detail? • Why did it happen?
o When did the event occur? • Why did it happen?
7. Global issues and local solutions - Conflict and
Cooperation/Perspective
A case study on The Three Gorges Dam, the ‘winners and losers’ (Appendix
IV)
8. Global issues and local solutions - Conflict and Cooperation: Case
Study: The Shrinking Areal (Appendix V).
9. Conducting an Electronic Survey (Gather and organize relevant
information to formulate an argument). AT THIS POINT STUDENTS SHOULD
PICK A GLOBAL ISSUE TO STUDY FOR THERE ASSESSMENTS.
Students will create and analyze a survey using Google Forms or Survey
Monkey. (Appendix VI)
10.Analyzing an electronic survey.
NB/Students will need a few days for respondents to complete the surveys.
Students will use a task specific ‘IDEA’ analysis to analyze the results of their
surveys. THIS WILL BE PREPARATION FOR A SUMMATIVE ASSESSMENT.
(Appendix VII)
At some point soon the task will need to be assigned (Appendix VIII)