Name:Due:

Babies Documentary
Demographic and Qualify of Life Comparison

Description:Babies is an absorbing look at a year in the lives of four babies born in different cultures: the bustling city of Tokyo; rural Mongolia; the desert region of Namibia;and San Francisco. Director Thomas Balmes recorded their lives over a period of 400 days and edited his footage to reveal the interconnectedness of human experience. For 79 minutes, babies do what babies do: they get born; fed, bathed; cry; play; learn to sit; crawl; and walk; and begin to explore their worlds.

Reflection NOTES:
As you watch the film record the following:

What are the four main differences between rural and urban area babies experiences in their childhood: sanitation and safety, healthcare, housing, education, feeding (food) and bathing, toys and play and family structure.

Bayanchandmani, Mongolia - Bayarjargal / Opuwao, Namibia -Ponijao
San Francisco, USA - Hattie / Tokyo, Japan - Mari

Discussion Questions (for after the viewing):

1.Which scenes in this film most clearly indicate to you the interconnectedness, the similarity in all human behavior?

2.Ethnocentrism is the belief in the superiority of one's culture. Can you find any scenes in the film that cause you to respond with what may be an ethnocentric viewpoint?

3. Which baby would you consider to be the happiest and why?

BabiesQuality of Life Comparison Paper & Rubric:

3. After you have viewed the documentary, write a reflection paper (2-3 pages) comparing the lifestyles of all four babies. Additional research is required, including a proper bibliography.Be sure to include the following demographic and quality of life data:

  • Country Population Statistics (Total pop, B.R, D.R, Total Fertility Rate, Infant Mortality Rate, P.G.R etc.)
  • Country Classification (Developed etc.)
  • HDI Scores
  • Health Care, Sanitation and Housing
  • Family and Gender roles
  • Education and Economy Systems

Here are some websites to get you started:

Categories / 50-59% (Level 1) / 60-69% (Level 2) / 70-79% (Level 3) / 80-100% (Level 4)
Knowledge and Understanding - knowledge of content (e.g., facts, terms, definitions)
- understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies) /5 / demonstrateslimited knowledge of content and terms pertaining to demographics or quality of life / demonstratessome knowledge of content and terms pertaining to demographics or quality of life / demonstratesconsiderable knowledge of content and terms pertaining to demographics or quality of life / demonstratesthorough knowledge of content and terms pertaining to demographics or quality of life
Thinking
Use of processing skills (e.g., analysing, generating, integrating, synthesizing, evaluating, detecting point of view and bias) /5 / uses processing skills with limited effectiveness / uses processing skills with some effectiveness / uses processing skills with considerable effectiveness / uses processing skills with a high degree of effectiveness
Communication
Use of critical/creative thinking processes (e.g., inquiry, problem-solving, decision-making, research)
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, written, and visual forms /5 / uses critical/creative thinking processes with limited effectiveness
expresses and organizes ideas and information with limited effectiveness / uses critical/creative thinking processes with some effectiveness
expresses and organizes ideas and information with some effectiveness / uses critical/creative thinking processes with considerable effectiveness
expresses and organizes ideas and information with considerable effectiveness / uses critical/creative thinking processes with a high degree of effectiveness
expresses and organizes ideas and information with a high degree of effectiveness
Application
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts
/5 / transfers knowledge and skills to new contexts with limited effectiveness / transfers knowledge and skills to new contexts with some effectiveness / transfers knowledge and skills to new contexts with considerable effectiveness / transfers knowledge and skills to new contexts with a high degree of effectiveness
TOTAL / /20

Expectations

  • analyse the causes and effects of economic disparities around the world;
  • compare the cultural, economic, and political aspirations of selected groups and the effects of their actions on local, national, and global geographic issues.