Forbairt Foghlaim Fís

www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

Politics & Society

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Round 3 Day 1

Key Messages

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A wide range of participatory and enquiryfocused teaching and learning activities are appropriate for Politics and Society

The decisions as to the most appropriate sequence and structure for learning will need to be made by the teacher in light of their own knowledge of the learners in their class

Developing in learners the skills of analysing and interpreting data is an important objective of Politics and Society

Seminar Overview Session 1 9.15 – 11.00

• Interrogation of selected learning outcomes and Key Thinkers • Overview of Cosmopolitanism, patriotism and nationalism

11.00 – 11.15 Coffee

Session 2

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11.15 – 1.00

1.00– 1.45 Session 3 1.45 – 3.45

• Continuation of interrogation of selected learning outcomes and concepts • Data Analysis Lunch • Exploration of Citizenship Project

What does it mean to belong?

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Patriotism

Nationalism

Cosmopolitanism

Identity

Who am I? All Humanity Nation

Community

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Family Self

Patriotism

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• “Love of one’s country; Special affection for one’s own country; A sense of personal identification with the country; special concern for the well being of the country; Willingness to sacrifice to promote the country’s good.” (Stephen Nathanson, 1993) - Stanford Encyclopaedia of Philosophy

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Nationalism • 1: loyalty and devotion to a nation; especially : a sense of national consciousness exalting one nation above all others and placing primary emphasis on promotion of its culture and interests as opposed to those of other nations or supranational groups • 2: a nationalist movement or government - Merriam Webster Dictionary

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Patriot or Nationalist?

SNL Clip

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Cosmopolitanism “…the basis for articulating and entrenching the equal liberty of all human beings, wherever they were born or brought up. It is the basis of underwriting the liberty of others, not obliterating it. It’s about protecting and nurturing the autonomy of each and every person so that they can determine the framework of their own lives.” (David Held, 2001)

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Nationalism vs Cosmopolitanism “The boundary of your state is not the boundary of your moral concern. That's the universal side of cosmopolitanism.”Kwame Appiah

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Integration into National Culture

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A Change in Ireland

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Migrant Integration Strategy (2017) • “Integration is defined in current Irish policy as the ability to participate to the extent that a person needs and wishes in all of the major components of society without having to relinquish his or her own cultural identity.” • “Integration recognises the right of migrants to give expression to their own culture in a manner that does not conflict with the basic values of Irish society as reflected in Ireland’s Constitution and in law.”

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What does integration mean? When do we consider migrants to be Irish?

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Cosmopolitan Dispositions

Who am I? All Humanity

Nation

Community

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Family

Self

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Check-In

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Data Analysis

Leading Questions - Yes Prime Minister Clip

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Data Data Read all About it

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LC Ordinary Level Maths-Strand 1 Topic

Students at OL should be able to

1.5 Finding, collecting and organising data

• • •

•

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1.6 Representing data graphically and numerically

select a sample (Simple Random Sample) recognise the importance of representativeness so as to avoid biased samples discuss different types of studies: sample surveys, observational studies and designed experiments design a plan and collect data on the basis of above knowledge

Graphical • describe the sample (both univariate and bivariate data) by selecting appropriate graphical or numerical methods • explore the distribution of data, including concepts of symmetry and skewness • compare data sets using appropriate displays including back-toback stem and leaf plots • determine the relationship between variables using scatterplots • recognise that correlation is a value from -1 to +1 and that it measures the extent of the linear relationship between two variables • match correlation coefficient values to appropriate scatterplots • understand that correlation does not imply causality

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LC Ordinary Level Maths-Strand 1 Topic

Students at OL should be able to

1.6 Representing data graphically and numerically

Numerical • recognise standard deviation and interquartile range as measures of variability • use a calculator to calculate standard deviation • find quartiles and the interquartile range • use the interquartile range appropriately when analysing data • recognise the existence of outliers

1.7 Analysing, interpreting and drawing inferences from data

• recognise how sampling variability influences the use of sample information to make statements about the population • use appropriate tools to describe variability drawing inferences about the population from the sample • interpret the analysis and relate the interpretation to the original question • interpret a histogram in terms of distribution of data • make decisions based on the empirical rule • recognise the concept of a hypothesis test • calculate the margin of error ( ) for a population proportion* • conduct a hypothesis test on a population proportion using the margin of error

Politics and Society Developing in learners the skills of analysing and interpreting data is an important objective of Politics and Society’ (NCCA, 16

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It is envisaged that students will work regularly with data in class and may even through small projects generate their own data (e.g. through a survey, interviews, etc)

The objective is develop their skills of criticality

Methods will need to be critically evaluated

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Quantitative and quantitative data Quantitative Data

Qualitative Data

Characteristics:

Characteristics:

Examples:

Examples:

Pros and Cons

Pros and Cons

Sampling

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Populations and Samples • In statistics, a distinction is made between a population and a sample. • A population is the set of all possible data • A sample is a subset of the population, i.e. part of this data. The Population is all possible data

A sample is part of the data

Sampling

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Sampling is useful because it reduces the amount of data that needs to be collected and processed. • A numerical property of a sample is called a statistic. A census is an example of a survey taking in the entire population • A numerical property of a population is called a parameter.

Sampling without bias When a sample is being selected, bias needs to be avoided. • Bias is anything that makes the sample unrepresentative. Standing outside Nowlan Park to interview people to determine how often the the residents of Kilkenny attend hurling matches would inevitably lead to bias as only that proportion of the population who attend the games are being interviewed.

Sampling

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Random Sampling For a random sample, every member of the population must have an equal chance of being selected A random sample chosen without replacement is a simple random sample.

Decimation was a Roman a practice of executing every tenth prisoner to punish units or large groups guilty of capital offences. Is decimation an example of a simple random sample

Ball bearings have no opinions-only radii The prediction of voting behaviour interests many political and social scientists and preoccupies major political parties. However, despite several decades of research, attempts to forecast election outcomes have met with variable success and pollsters, together with users of their results, have often been frustrated by differences between their estimates and the subsequent election outcomes (see Perry 1979; Crespi 1988).

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In principle, political opinion polling appears a straightforward task:

"All one has to do is use a properly drawn sample of the electorate large enough to minimise random sampling error, get honest answers from everyone, do the questioning close enough to the time of voting to minimise changes in voting intentions, anticipate how the undecided will vote, and, finally, distinguish between voters and non-voters in the electorate" (Perry (1979) p. 312).

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Polling and unreliability Potential for inaccuracy • Pollsters need to balance the cost of a large sample with the reduction in sampling error. • A sample size of around 500 – 1,000 is a typical compromise for political polls • To reduce the margin of error*  Use bigger samples  Using poll averages

Polling and unreliability Problems with polls typically stem from:

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Methodologies that bias the sample Faulty demographics Selection Bias • Non response • Self selection • Differing probabilities of selection Coverage Bias Response bias Responses don’t represent respondents true beliefs • Engineered • Inadvertent (poor questions) • Wording of questions • Order of questions • Number and form of alternative answers

Students need to practice using data as part of classroom learning ‘

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This will in turn, support them in being able to critically evaluate a piece of research that they have not previously seen, making reference to the quality of the evidence and the conclusions drawn from the study. (LO 2.5, 6.1, 7.5 and 8.2 of the strands of study). (NCCA, 2016 , 16)

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Session 3

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Filter Bubbles and Echo Chambers

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Citizenship Project: Topics

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NCCA Guidelines

Forbairt Foghlaim Fís

www. pdst. ie © PDST 2016 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre