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G9 Integrated Humanities SA – 25th March 2019

G9 Integrated Humanities SA – 25th March 2019

Dear Students,

Please take note that the Summative Assessment for Unit 4: Peace and Conflict will take place on the 25th March 2019 during the HRM slot at the following venues.  The SA will be taken on GoFormative, therefore, students need to have their charged Chromebook  available for the HRM slot.

The criteria assessed during this online assessment is Criteria A and D

The venue allocation for the G9 sections are as below:
X-Box – G9 Eureka(20)
Pulse – G9 Epiphany & G9 Serendipity(40)
Sr. Library – G9 Revelation(20)
G9 wing – G9 Enigma and G9 Fortuity(20+20)
On the 22nd March, Criterion B source and questions will be given as homework on Google Classroom to be submitted on 24th March 2019 ( before 11.59pm). 
This will also be assessed as part of the Summative Assessment for the unit. 
Link to CP :
https://docs.google.com/presentation/d/133Q3ZTG9NlwAyz7LiXA4_DfHI2av0gpC9tx510261ns/edit?usp=drive_web&ouid=116690602963493677145
Grade 9_Integrated Humanities_Important_Final Term Assessment Syllabus_April 2019

Grade 9_Integrated Humanities_Important_Final Term Assessment Syllabus_April 2019

Dear Students and Parents,

Please find the final term assessment syllabus and details below:

Grade 9 Criterion-wise units
Criteria Units to be assessed
Criterion A: Knowing and Understanding

Unit 1 – Natural Resources and Threat                        to Sustainability

Unit 2 – Engines of Economy

Unit 3 – Human Development

Unit 4 – Peace and Conflict

Criterion B: Investigating

Unit 3 – Human Development

Unit 4 – Peace and Conflict

Criterion C: Communicating

Unit 1 – Natural Resources and Threat                        to Sustainability

Unit 2 – Engines of Economy

Unit 3 – Human Development

Unit 4 – Peace and Conflict

Criterion D: Thinking Critically

Unit 1 – Natural Resources and Threat                        to Sustainability

Unit 2 – Engines of Economy

Unit 3 – Human Development

Unit 4 – Peace and Conflict

 

Unit wise topic list:

 

Unit 1 – Natural Resources and Threat to Sustainability

  • Natural resources.
  • Finite and Infinite resources.
  • The significance of the resources.
  • Consumption.
  • Sustainability.
  • Threats to Sustainability – Depletion, Pollution, Destruction.
  • Multipurpose projects.
  • Making Informed Choices
  • Ways to enhance sustainability.
  • Common access resources.
  • International cooperation to enhance sustainability.
  • Debates regarding Climate Change/ Sustainability.

 

 

Unit 2 – Engines of Economy

  • Sectors of Economy.
  • What is the Economy?
  • Surat Economy – Case.
  • Indian Economy.
  • The New Economic Policy of 1991.
  • The economic crisis 1991-1992.
  • Types of Economy.
  • Economic systems.
  • GDP.
  • GNP
  • Per-capita.
  • Globalization.
  • Samsung – case  (MNC).
  • Friction – GST, Demonetization, Recession, Scam.
  • Lubricants – Banks, Stock exchange, Forex, Financial institutions, and FDI.

 

Unit 3 – Human Development

  • Consumerism.
  • Needs and wants.
  • Maslow’s Need Hierarchy Theory.
  • What is Human Development?
  • The standard of Living.
  • The concept of Poverty.
  • Types of Poverty.
  • Causes and Impact of Poverty.
  • The vicious cycle of Poverty.
  • Factors affecting the development of Country.
  • Human Development Index.
  • Life expectancy.
  • Sustainable Development Goals. (SDG)
  • Social Entrepreneurship.

 

Unit 4 – Peace and Conflict

  • Dell’s Theory.
  • What is Conflict?
  • Types of Conflicts.
  • Kargil War- Territorial Conflict.
  • Tibet- China Conflict (Ethnic and Territorial).
  • War and Human nature.
  • Causes and effects of Conflicts.
  • Global Conflicts.
  • Superpowers.
  • Role of the United Nations.
  • Other Intergovernmental Organisations. ( NATO)
  • Resolving conflicts – Security Council.
  • Israel-Palestine conflict. (Religious and territorial)
  • Sanctions.
  • Types of Sanctions.
  • US-China Trade war.
  • Peace Process.
  • Syria – Case.
  • Why Peacemaking is difficult?

Assessment Details:

  • Question Paper will consist of questions seeking a short, medium and long response.
  • The assessment will be an On-Screen assessment to assess Criteria A, B, C & D – 2 HOURS
  • All the resources shared on Curricle(subject resource sheet and central presentations), Google Classroom as well as the worksheets provided(online or in hard copy), classroom discussions, case studies examples, and notes will be considered as a part of the syllabus and will be sufficient to prepare for the assessment.

 

Important notes for On-screen Assessment:

  • Fully charged Chromebook will be required along with your personal stationery and the usage of only wired earphones is permitted. In case your Chromebook is given for repair, bring a receipt for the same.
  • Rough papers will be given if needed for rough work. These will not be taken as submissions.

 

In case of any query/concern, please feel free to approach any of the Grade – 9 Integrated Humanities educator.

 

Thanks and regards,

Grade 9 Integrated Humanities team.

 

Guest Speaker Sessions by Mr. Tenzin Tsundue

Guest Speaker Sessions by Mr. Tenzin Tsundue

Greetings,

Born to a Tibetan refugee family who laboured on India’s border roads around Manali, North India, during the chaotic era of Tibetan refugee resettlement in the early seventies, we introduce to you, Mr. Tenzin Tsundue, a writer-activist, a rare blend in the Tibetan community in exile. He published his first book of poems, Crossing the Border, in 1999 with money begged and borrowed from his classmates at Bombay University. In 2001 he won the ‘Outlook-Picador Award for Non-Fiction’. His second book, Kora, is already in its eighth edition, and his third title, Semshook, is in its third edition. This the third edition Tsen-GÖl, first published in March 2012.

After graduating from Madras, South India, he braved snowstorms and treacherous mountains, broke all rules and restrictions, crossed the Himalayas on foot and went into forbidden Tibet! The purpose? To see the situation of his occupied country and lend a hand to the freedom struggle. Arrested by China’s border police, and locked up in prison in Lhasa for three months, he was later ‘pushed back’ to India.

Find out more about him : https://www.tenzintsundue.com/about/

Fountainhead School welcomes Mr.Tenzin Tsundue to our school to conduct guest speaker sessions to enlighten our students in Grade 9, 10 and 11 regarding the ongoing Tibetan Conflict from various perspectives.

The details of the sessions are as follows: 

Day Session Students Topics to be discussed Timings and Venues
25th February 2019
Day 3
1 Grade 9 Tibet Conflict
– Why do conflicts occur?
– What role does Globalisation play in such          conflicts?
– Who are involved in the Tibet conflict and what are their views on the issue?
– Can freedom be ever achieved for Tibet? how? if not,  why?
– Moral reasoning of justifying wars/conflicts.
10.30am- 12.30pm
Hippodrome
2 Grade 10 India Studies and Global Perspectives
– India’s disputes with China especially with regard to Tibet, 
– Refugee rights and Migration 
– India’s support to Tibet
– Difference of opinions and feelings between generations on the fight Tibetan independence.
1.30pm-3.00pm
Hippodrome
26th February 2019
Day 4
1 Grade 11 Theory of Knowledge
– Media manipulation regarding the Tibet conflict that is occurring.
– Ethical aspects as freedom fighter “Are they really doing the right thing?”, 
– The truth about the conflict -different perspectives (personal level, the local level, national level, and global level)
12.30pm-2.15pm
Pulse
2 Grade 9 Personal Project Students
Book Writing
10.00am-11.30am
Piaget

 

 

 

G9 – IH Summative Assessment Unit 2 : Human Development

G9 – IH Summative Assessment Unit 2 : Human Development

Dear All,

Students will take the opportunity to explore their problem solving and critical thinking skills to present social enterpreneurship ideas to help them understand how to manage access to resources more responsibly as well as think of creative ways on how equal opportunites can be given to develop fair societies.

For this unit’s SA, students will be presenting their ideas of social entrepreneurship projects in Shark Tank stimulated summative assessment. These ideas are concentrating on one or more from the 3 dimensions learnt (education, life expectancy and standard of living)

The students’ presentation on their entreprise proposal will start from 28th January 2019- 5th February 2019

The template of the entreprise proposal template and exempler of the proposal (for student’s reference) are shared in the curricle Central Presentation.

Please ensure that the submission of the hard copy on the proposal is done by 25th January 2019.

-Grade 9 IH Team-

 

 

 

 

 

 

G9 IH Human Library Event

G9 IH Human Library Event

Hello Parents/Students,

This is to inform you that, G9 Integrated Humanities team has planned an event called HUMAN LIBRARY on the 10th of Jan, from 10:15 am to 12:00 pm.
For this event, we have invited 20 guests, to be a part of the Human Library.
The 10th Jan, is Day 3, where students have PS slot at 8.40am, and they will come back from PS by 10.00 am, We sincerely request students to have their breakfast quickly (with this we also request the students to bring breakfast tiffins from home as queuing for pantry might take time).
Please ensure that students reach the venue (will be shared to students via blogpost on the 9th January) on time.
There will be a Google form that will be shared to the students during HMB tomorrow (8th Jan) for students to select the guests that they are interested for a conversation.  Students are to make 3 choices of guests that they would like to interact with. First come first served basis will be applied.
Here is the table of the invited guests for reference to help the students to make choices.
Name of Guests Organisation Description Topic
Niraj Viradiya The Building Company He is a builder. He builds sustainable homes/buildings. He has constructed Monarch building which is a sustainble project. Sustainable Standard of Living
Priyanka Unadkat pasti dan pustak dan She is Mrs. Galaxy queen 2018, Mrs.India Gujarat 2018, Now heading a national beauty pageant. A socialite. Working for the underprivleged since 4 year. She along with her husband started the ‘Pastidan se pustakdan ‘. And till date have donated approximately 8000 books to the poor kids. education
Ms. Rupal Shah Ji Corporator She is the corporator and also leads the head of an organisation that works for rape victims. developmental aspects of the city
Phsycology team Psychology Psychology team will educate us on the importance of mental health in our lives. mental health
Dr. Anjana Bidari Special needs teacher Teaches special needs children in fountainhead school. mental health
Vikas Sukhani School for slum. Runs a school for the slum children education
Zenab Alika Yuva It is an organisation that gives opportunities for the underpriviledged to take part in various fields education and fairness
Raj Sethia Lions club surat. Organises fashion shows for HIV kids and celebrates festivals with them. human rights
Sagar Papneja Pathshala An NGO that works for the underprivileged children providing them with education. education and fairness
Preeti and Leena savemissinggirls Work for girl traffiking. girl child trafficking
Nimisha Agrawal Jumbish It is an organisation that gives opportunities for the underpriviledged to take part in various fields education and working for the underpriviledged.
Aarushi Kankariya Silver lining surat Works for the underprivileged children, provide them education, take them to restaurants. education and Equality
Vikas Doshi Youth nation Works for underpriviledged in terms of education and providing opportunities. Human rights
Kavita Parmar Sanitary for poor. Works for underpriviledged and supplies sanitary napkins in slum areas. health and sanitation
Sucheta cancer patient counselling A fashion designer and a gold medalist in textile studies. Physiological counselor. Works for social causes . Works with schools for specially abled Children, teaches them art and craft . She has brilliantly held 7 such exhibitions. Since past three years as a counselor in cancer hospital, every weekend she travels to Dharampur and teaches art , craft, painting, stitching etc to the four schools. Currently handling 13 divorce cases. She has adopted 2 schools of poor and work with them and associated with various NGO’s. She runs the group VASUDHAVE KUTUMBKAM. mental health
Dr. Hina Sheth Doc, in govt. hospital Dr. Hina will give an insight on health, nutrition, death rates, mortality rates, etc. and also about the poor she treats for free in the government hospital and their plight. Doctor
Pravin Parekh Do nivale pyaar ke. Distribution of food to poor. Food and Health(equality)
Capt. Amrinder singh Navy Knowledge about how saftey and security is important, and was an ex officer in Navy. Safety and security
Utsav Oza educating the blind Utsav works with a school for blind children and teaches them once in a week. education and fairness
Harsh Vaghela Food and health Harsh collects extra food, and distributes to the slum Food and Health(equality)

Thank you.

G9 IH Homework : Preparing annotated notes on article

G9 IH Homework : Preparing annotated notes on article

Hi students,

You are required to prepare annotated notes on the article : India – A Cruel Paradox of Rising GDP and Low Social Development

Link : https://www.newsclick.in/india-cruel-paradox-rising-gdp-and-low-social-development

This notes will enhance your understanding about the concept of poverty in India.

How to Annotate the article:

Link : https://www.youtube.com/watch?v=x00WyEKMKOI

Thank you.

 

 

 

Requesting Parents’ consent regarding the IH Assignment given for Grade 9

Requesting Parents’ consent regarding the IH Assignment given for Grade 9

Dear Parents,

An assignment has been shared with the students of  Grade 9, on the unit of Human Development. The purpose of this assignment is to understand what the Human Development mean and to develop the understanding of the rationale behind its creation which emphasizes that people and their capabilities should be the ultimate criteria for assessing the development of a country, rather than just relying on economic growth.

For this purpose, as per a task given to build upon the prior knowledge, students are ought to estimate what their own family income and budget (monthly)  and at what income would they define themselves as poor?

Please take note that they are trying to understand about money and poverty and they might ask for your actual income and budget and compare it with what they have estimated (this information is not compulsarily to be shared anywhere in the assignment explicitly; it’s only for the individual student to understand their own reality as compared to the poor). Though, if it is comfortable for both parents and students to have this estimated figures to be noted in the assignment, it would be appreciated as it would help them in their learning process.

Post the discussions with parents, the students are expected to carry out an investigation based on their inquiry generated. They are to conduct a primary research for which they will be creating a questionnaire which includes objective indicators about health, education, income are included on which interviewees can be marked. The details of these procedure is shared in their assignment.

This assignment will be assessed on the Criterion B : Investigating

Thank you.

 

 

 

Global Perspective Topics for Term 1 2018-19

Global Perspective Topics for Term 1 2018-19

Dear All,

Please find below the details of the syllabus of Global Perspectives(0457) for the Term 1 Examinations of 2018-19.

Following are the topics that are included in the examination. (Please refer to the  GP text book for further details)

Component 3 : Written Paper (1 hour 15 minutes)

  1. Employment
  2. Education for all
  3. Law and Criminality
  4. Fuel and Energy
  5. Transport System

Total Marks   : 70 (weighing 65%)

IS/GP Knowledge Carnival Marks 30 (weighting 35%)
Thank you