Mr Chapman (C)

Monday 26 May 2014

Fur Trade Presentation Rubric

Tuesday 20 May 2014

Today’s class we started by reviewing the Venn Diagrams assigned the previous class by Mr Jamieson.  After that we introduced the Fur Trade Investors Group Project.  By midnight, groups were expected to have submitted a thesis proposal.

HW: Work on the Fur Trade Investors Group Project and have a thesis proposal submitted by Tuesday midnight.

Tuesday May 13th, 2014

Battle of the Plains of Abraham

Due next class… Montcalm worksheet, minimum of two letters.  One written by yourself, another in response to a classmates letter.

Friday 9 May 2014

SS9 What if Montcalm Had Won

HW: SS9 Seven Years War Correspondence Letters  –  do just 1 letter for Tuesday’s class.  We’ll do the others in class.  🙂

Wednesday May 7th, 2014

The Seven Years War powerpoint

Thursday 1 May 2014

SS9 Discovering Canada Explorers Textbook Pages

Explorers Textbook Page Rubric

Monday 14 April 2014

Today we started off class considering what drove Europeans to explore and exploit the world.  After that, we discussed what is social media and then held a short discussion on how exploration 500 years ago might have been changed if social media existed during this era.  From there we discussed our next project: SS9 Explorers Group Project.  The rubric for this project can be found here: SS9 Explorers Project Rubric.

HW: Complete a “charter email” before next class and do some work on the SS9 Explorers Group Project.

Thursday 10 April 2014

What are the driving forces behind exploration?

John Cabot's Map of Newfoundland

John Cabot’s Map of Newfoundland

Waldseemüller Map, 1507

Waldseemüller Map, 1507

Questions to consider with regards to the 2 above maps:

Observe   Reflect   Question
Describe what you see.What do you notice first?What is the size and shape?What graphical elements do you see?What looks strange or unfamiliar?Describe anything that looks like it doesn’t belong.What place or places do the maps show?What, if any, words do you see on the maps?   Why do you think these were made?Who do you think was the intended audience?How do you think these were made?How does they compare to current maps of these places?With each map, what can you infer about what the people who made it knew and what they didn’t?If these were made today, what would be different? What would be the same? Why?   What do you wonder about…who?What do you wonder about…what?What do you wonder about…when?What do you wonder about…where?What do you wonder about…why?What do you wonder about…how? 
Further Investigation
What more do you want to know, and how can you find out?What is similar and what is different about these two maps? Why?Based on your knowledge gained from examining these maps, what clues do these provide about early exploration?

 

Homework: Watch : https://www.youtube.com/watch?v=hYeFcSq7Mxg and then write a paragraph on  why you believe Europeans thought that they had a right to take other people’s land.

 

Friday 4 April 2014

Use this Essay Planning Worksheet to help organize your essay for Tuesday!   *** As class on Tuesday will be shorter than normal thanks to Arts Week, if you want to come to class 10 minutes early to start your essay early, Mr Chapman will be there and will happily get you started ***

Wednesday 2 April 2014

Today we spent the first part of class considering what is a thesis statement and looked at several examples for us to help build upon our understanding.  We started a process to write a great Compare & Contrast Essay in our Tuesday class and used the rest of class to craft a thesis proposal for this essay.

HW: Read and understand everything expected of you in the Compare & Contrast Essay

Monday 9 March 2014

Russell Means & The Imaginary Indian

Wednesday 5 March 2014

In today’s class we finished off the last presentation and then broke up into our separate classes for a quiz based on the presentations.  Upon finishing the quiz, we had a discussion focussed around what are the different parts of a society and/or culture.  Here’s what we came up with:

Chapman 9C Parts of Society/Culture

We then divided up into 5 different groups to consider the 5 different groups mentioned in our textbook’s Chapter 7 and we used the remaining class time to complete summaries of the assigned sections.

HW: Finish up your summaries.

Thursday February 13

Class notes: Today we checked the progress on our research homework and then introduced the SS9 Physiographic Regions Model Assignment 2014. We talked through the roles & responsibilities, the rules for model building, the expectations of the product and the research process. We then divided into our groups and started to discuss roles and set targets.

Homework: due Monday February 17

  1. Each group member needs to do research on their allocated area of the task sheet and bring evidence of that research to class in the form of notes, images and citations

Thursday February 6

Class notes: Today we started the class by dividing to our groups of 4 to share the map skills we learned last class. We spent 5 minutes per workshop, where students taught the other members of the group what skills they learned. We then discussed how these could be useful if making a 3D model of a region. We turned our attention to the physiographic regions of Canada and used the SS9 Physiographic Regions Overview to understand the basics behind the geography of Canada. Finally we divided up the different sub-regions of Canada to set up some research for homework.

1. For your given sub-region, complete the SS9 Physiographic Regions Notes Sheet and include a list of citations and images you find.

Research topics/students – note this is not a group homework, you are just doing the same topic as the person listed.

  1. Pacific Coast/Islands  – Chris, Noah
  2. Cordillera/ Southern BC – Yutong, Francis, Steve
  3. Cordillera/Northern BC/Yukon – Harry, Preston, Andrew
  4. Interior Plains/North AB/NWT- Nick
  5. Interior Plains/Southern AB – Tiger, James
  6. Canadian Shield East – Max, Jacob
  7. Canadian Shield West – Brandon
  8. Arctic Lowlands – Brodie
  9. Arctic Coastal Plains – Danny, Tony
  10. Innuitian – Jason
  11. Great Lakes/ St. Lawrence – Jack, Bill
  12. Appalachians – Johnny, Richard

Tuesday February 4

Class notes: Today we started a new unit on the Geography of North America. We used the SS9 Five Themes of Geography and the SS9 Five Themes of Geography Worksheet to understand what geography is and what the difference between human and physical geography is. We used the Five Themes of Geography model to generate questions to learn about geographical issues, using migration to Canada as a focus topic. In the second part of the class we divided up into 4 groups and participated in a mini mapping skills workshop to provide basic awareness of map features for our upcoming project.

1. Compass and direction

2. Map scale and distance mapabilitymeasuringdistance

3. Legends and map symbols OS Map Symbols

4. Contour lines and height on a map mapabilityreliefandcontourlines

Friday January 31

Class notes: Today we spent the class completing an evaluation activity. We evaluated our own and our group members’ performances in the mapping project before completing a reflective paragraph on mercantilism. Mercantilism Summary Paragraph and STUDENT EVALUATION OF GROUP WORK

onday 27 January 2014

Today we continued on with our SS9 Mapping British Colonialism project.

HW: Finalize your map and be prepared to showcase it to the class at the start of our next class.

Thursday 23 January 2014

Today we continued on with our SS9 Mapping British Colonialism project.

HW: Do research for the project.

Tuesday 21 January 2014

Today we continued on with our SS9 Mapping British Colonialism project.

HW: Do research for the project.

Friday January 17th

Class notes: Today we started our next group project on mapping the British Empire. We talked through the task sheet expectations in the SS9 Mapping British Colonialism Student Version. We divided into mixed class groups and spent the remaining part of the class working in our group and learning about our given colony.

Project timeline:

January 17: class #1 – introduction to task; research topic

January 21: class #2 – research class; collect all information required on task sheet

January 23: class #3 – Poster prep

January 27: class #4 – Poster Prep

January 29: class # 5 – sharing

January 31st: reflection

Homework/Preparation: due: Monday January 20th

1. read and understand the task sheet in full

2. complete your allocated research topics and record sources in APA style. Take notes!

Wednesday January 15th

Class notes: Today we continued our new unit on Colonialism. We started the class by reviewing the key words (colony, imperialism, mercantilism etc.) for the unit and processes that took place. We watched a video on culture and colonialism… this will connect us to the idea that when a country invades and take control of a place, it will have an impact on the indigenous cultures that were there before. Finally we started looking at how the industrial revolution in Britain was built around using colonialism by reviewing 3 case studies on India, South Africa and Egypt. We read the basics about one example and shared with our groups.

Homework/Preparation: due: Friday January 17th

1. Complete the questions started in class:

a) Answer the question on the political cartoon on your handout

b) How did colonization have an impact on indigenous culture? Was it positive? negative? what have been the lasting impacts?

Monday 13 January 2014

Class notes: Today we started a new unit on Colonialism. We started the class  by learning about the key words (colony, imperialism, mercantilism etc.) for the unit and processes that took place by using the Imperialism PowerPoint. We discussed what we already know about empires and the colonial processes that have occurred in our history. In order to understand the impact of colonialism, we watched a Ted Talk on endangered cultures….this will connect us to the idea that when a country invades and take control of a place, it will have an impact on the indigenous cultures that were there before. Finally we started looking at how the industrial revolution in Britain was built around using colonialism.

 

Monday December 16th

Class notes: Today we returned to the issue of child labour. After sharing our findings from the BBC Panorama documentary on child labour in the production of chocolate, we started to look at other child labour stories. In small groups, we read a collection of stories from different child labourers, some achieving support and some not being so lucky. We shared our findings in small groups and answered some guiding question about each case.

Homework/Preparation: due: Wednesday December 18th

1. Write a reflective journal response (at least 2 pages) in response to what you have learned about child labour, including different stories you have heard today and in the documentary (or elsewhere). Choose your own focus:

e.g. explain how you feel about child labour and its relation to consumption; maybe give advice to policy makers, governments, companies or consumers; you could even write a return letter to a child labourer, empathizing with their situation.

Thursday December 12th

Class notes: Today we continued to watch the BBC Panorama documentary and the presence of child labour in the production of chocolate. We completed the class by discussing some of our reactions/impressions/observations/concerns about what we learned in the documentary.

Homework/Preparation: due: Monday December 16th

1. Complete the question sheet on the documentary. The sheet and video are both posted below.

Tuesday December 10th

Class notes: Today we started the class by discussing the Bangladesh factory collapse and the journal entries completed for homework. We then talked about what child labour is and watched a short video clip from the International Labour Organization. Then we used the ipec_presentation_2010 to further develop our understanding of Child Labour. Then we started watching the BBC Documentary Chocolate: The Bitter Truth, to understand how child labour continues to exist despite efforts to eradicate it. We completed parts 1 and 2 of the video and answered questions on Chocolate The Bitter Truth Questions.

Friday December 6th

Class notes: Today we discussed group workload amounts from our political revolutions group work and allocated bonus marks based on effort. We then gave back all of the feedback for the project. Next we heard our results from the Industrial Inventions exercise and talked about how values in the 19th Century are different from today’s values, and these values would have determined the decision of the judges. We then spent the rest of the class discussing the problems of industrialization using the SS9 #6 Problems of Industrialization.

Homework/Preparation: due: Tuesday December 9th 

http://www.theguardian.com/business/2013/nov/18/walmart-bangladesh-factories-fail-safety-review

http://www.bbc.co.uk/news/world-asia-22635409

http://www.cnn.com/2013/10/24/opinion/bangladesh-garment-workers/

 Read the following articles and answer the journal questions below:

1. Who was to blame for the factory disaster?  Was there more than one person/group/factor that was at fault?

2. Can we balance our wants for consumption & profit with the needs of peoples lives? What do we need to change to make it happen?

Monday 2 December 2013

Class notes: Today we started the class by reminding ourselves of the industrial inventions task and the importance of preparing a good sales pitch. Inventor groups were preparing their sales pitch ready for next class, while investors were preparing criteria for assessing pitches and developing questions to challenge each presenter.

Homework/Preparation: due: Wednesday 4 December 2013

1. Inventors: you need to have your 5 minute max verbal pitch ready to go (you should practice and time it in advance). You also need a one page summary of your pitch with references, explaining why your proposal should be funded. You also need to bring in resources to support your pitch e.g. labelled images. Here is the rubric you will be assed on – SS9 #4&5 Industrial Invenstions Presentation Rubric

2. Investors: you need to be ready to explain the criteria you are looking for to the team. You need a set of question aiming to challenge each group and you need an agreed method of recording notes/rating the pitches. Here is the rubric you will be assed on – SS9 #4&5 Industrial Inventions Presentation Rubric for judges

Thursday November 28th

Class notes: We started the class by completing the compilation of a shared record of ideas for the factors affecting Britain’s industrialization. We concluded that it was the combination of a wide variety of events/ideas/systems/practices that led Britain to industrialize before other nations. We shifted focus to the idea of innovation in 19th Century Britain by looking at the advancement of technology through the SS9 #3 Innovation in the Industrial Revolution. We then divided into groups in preparation for the Industrial Investments activity, where we learned about the expectations of this short group activity.

Starter resources for the activity

Group 1:

http://www.bbc.co.uk/history/historic_figures/tull_jethro.shtml

http://www.historyanswers.co.uk/themes/inventions/41445/jethro-tulls-seed-drill/

Group 2:

http://www.bbc.co.uk/history/historic_figures/watt_james.shtml

http://www.howstuffworks.com/steam-technology3.htm

Group 3: 

http://www.metmuseum.org/toah/works-of-art/156.4j23 

http://blogs.swa-jkt.com/swa/11156/2012/01/24/industry-revolution-spinning-jenny/

Group 4: 

http://www.bbc.co.uk/shropshire/content/articles/2009/02/12/abraham_darby_feature.shtml 

http://inventors.about.com/od/britishinventions/a/AbrahamDarby.htm

Group 5: 

http://www.pbs.org/wgbh/theymadeamerica/whomade/morse_hi.html 

http://inventors.about.com/od/tstartinventions/a/telegraph.htm

Group 6: 

should become familiar will all of the inventions

Tuesday November 26th

Class notes: We started the class by reminding ourselves about some of the key words introduced last class for the new Industrialization unit. We then reflected upon the Story of Stuff documentary and shared some of the ideas from the journaling activity set. We then shifted the focus of the class to think about what factors affect how a place industrializes by producing a mind map on the board. Then in pairs, we read about one factor SS9 #2 Factor cards relating to Britain’s case, and prepared to share why it had an impact in a seminar sharing session. Each group shared and a class table of notes was created in the SS9 #2 Sharing information table.

Homework/Preparation: due: Thursday November 28th

1. Read the following short articles:

http://www.un.org/apps/news/story.asp/html/story.asp?NewsID=33583&Cr=&Cr1=#.UpK4AqX5Eds

http://www.sierraclub.ca/national/programs/health-environment/food-agriculture/index.shtml

http://www2.news.gov.bc.ca/news_releases_2009-2013/2012AGRI0031-001130.htm

http://www.backpackfarm.com/index

2. In your journal, write a reflective piece about the following question (you must refer to what you read about in the articles).

As we have seen, a country’s development and wealth is usually based on a move away from an agricultural economy towards an industrial economy. Based on the information you have read, how can programs and development of the agricultural sector promote economic growth? Is there still any point in supporting agricultural societies? Why/why not? 

Wednesday November 20th

Class notes: Today we started class by spending 5 minutes evaluating the level of group cooperation in our political revolutions project by completing a quick survey on sharing workload. Then we started our new unit on Industrialization. We used the SS9 IRunit #1- introduction to discuss some guiding questions to help us define industrialization and understand where it came from. We then watched the documentary “The Story of Stuff” (below) to help us understand how production works and what some of the consequences of production are, before discussing some of the key elements from the program.

Homework/Preparation: due: Tuesday November 26th

  1. Write a journal response to the following question. Be sure to refer to the Journal Guidelines and JOURNAL RUBRIC to guide your reflective writing process.How did the documentary make you feel about consumption in our society? How did it make you feel about your own consumption? What, if anything, has to change about the way we view materialism?

Monday 18 November 2013

Today’s class was spent writing our in-class essay.

Thursday 14 November 2013

Class time today was used as our last chance to prepare for next Monday’s in-class essay.

HW: Be ready to write your in-class essay and be sure to bring in a completed bibliography AND outline/notes, etc.

Tuesday 12 November 2013

Today we began to plan out our in-class essays for next Monday’s class.  You were given the SS9 Political Revolutions Essay Package and the Essay Planning Worksheet to help make your writing ultimately stronger.

HW: Do some planning for your in-class essay.

Thursday 7 November 2013

We used today’s class to complete our understanding of the historical revolutions reviewed in class.  Here’s the Word document version of the worksheet… Stages of Revolutions Project Summary Chart

HW: Complete the worksheet.

Tuesday 5 November 2013

Day 2 of our Political Revolutions Group Project Presentations!

Friday 1 November 2013

Day 1 of our Political Revolutions Group Project Presentations!

Wednesday 30 October 2013

As many students were absent for swimming, rather than doing our presentations today, we instead had a class dedicated to essay.  We returned our bike helmet essays and had a long talk about how to become better essay writers with help from the How to guide for essay writing handout.

HW: Be ready to present your project next class for sure!

Monday 28 October 2013

Class time today was spent doing last minute preparations and practice for our Political Revolutions Group Project.

HW: Be ready to present your project!

Wednesday 22 October 2013

Today we continued on with our research for the Political Revolutions Group Project.

HW: Carry on with the project.  For Monday you should have your website completed and be prepared to use the entire class period to share/practice with your group for the presentations starting Wednesday 29 October.

Monday 21 October 2013

Today we continued on with our research for the Political Revolutions Group Project.

HW: Carry on with the project.

Thursday 17 October 2013

We spent today’s class in the library to allow Mr Crompton more time to review several important aspects of research and also to allow students more opportunities to research.

HW: Keep working hard on the Political Revolutions Group Project.

Tuesday 15 October 2013

Today with half the class out at the Grade 9 Explorer activities, the other half of the class visited the school library to discuss better research techniques and bibliographies with Mr Crompton.

HW: Work on the Political Revolutions Group Project.

Wednesday 9 October 2013

We spent today’s class in the library to allow Mr Crompton more time to review several important aspects of research and also to allow students more opportunities to research.

HW: Keep working hard on the Political Revolutions Group Project.

Monday 7 October 2013

Today with half the class out at the Grade 9 Explorer activities, the other half of the class visited the school library to discuss better research techniques and bibliographies with Mr Crompton.

HW: Work on the Political Revolutions Group Project.

Thursday 3 October 2013

Today we introduced our Political Revolutions Group Project.  Over the period of the next month, groups will compare and contrast one historical and one modern revolution:

  1. English Civil War and Egypt
  2. French Revolution (before Napoleon) and Libya
  3. Napoleonic France and Syria
  4. American Revolution and Taiwan

All groups will be broken up into the following roles (although, there will be some slight variance depending on group size):

  • Student 1: Project Manager; responsible for organizing team, deadlines, communicating with teacher etc.
  • Student 2: Website Manager; responsible for organizing website layout, organize content, videos etc.
  • Student 3: Research Manager; responsible for checking validity of websites/sources, preparing the bibliography, checking for citations etc.
  • Student 4: Manage research/presentation of historical event
  • Student 5: Manage research/presentation of current event
  • Student 6: Communications manager; responsible for sharing the web document and manage jigsaw speeches

Throughout the course of crafting your work, please be aware of the assessment criteria for this project:

  1. Political Revolutions Website Rubric
  2. Political Revolutions Project Rubric
  3. An essay rubric will also be revealed soon

HW: Start researching the project.

Tuesday 1 October 2013

October already!  Wow!  Today we attempted to what is a revolution and also how the social contract and the breakage of that fits into revolutions.  A PowerPoint, SS9- Stages of Revolution, helped to introduce us to the stages of political revolutions.

HW: Read SS9- Stages_of_Revolution, watch the video on Egypt here, and complete the worksheet SS9- The Stages of Revolutions Worksheet.

Friday 27 September 2013

We started off class by joining in with Mr Jamieson’s Socials 9 class in the bigger space and beginning our new unit.  We consider the role that government plays in our lives with our journals and then in larger group discussions looked at the role that governments SHOULD play in our lives.  We followed that discussion with another discussion considering Rousseau’s Social Contract and what should we do if we disagree with the government.

HW: Do the Hobbes/Locke worksheet given out at the end of class.  Not mandatory reading, but if you’re interested, here’s more on Hobbes: Hobbes Reading and on Locke: Locke Reading.

Wednesday 25 September 2013

Today we started off class with what originally was envisioned as a peaceful discussion on the issue of bike helmets that turned out to be a very intense debate on the topic and more broadly on government-funded health care.  After that, two options were proposed: 1, visit http://www.politicalcompass.org/test and complete the test to find where you are personally on the political scale and 2, write a journal entry in response to: “What have you learned about your own ideologies and political beliefs?”

HW: Finish the test on http://www.politicalcompass.org/test and finish your journal entry.

Monday 23 September 2013

Today we wrote our in-class essay on whether or not bicycle helmets should be mandatory.

HW: Complete a bibliography for your essay if you haven’t already and email it to Mr Chapman before next class.  Additionally, please turn in your self-assessment rubric to Mr Chapman by Wednesday’s class.

Thursday 19 September 2013

Today we spent some time finishing up our Economic Philosophy topic by considering the economic questions from last class and also discussing in details elements from the Karl Marx homework.  We then spent some time breaking down the creation of an essay.  Some useful resources to help you write essays are here:

How to guide for essay writing
Essay Planning Worksheet
Transitions in Academic Writing
Essay Rubric
Research Paper Self Assessment

After that, we were given some time to research the bike helmet issue here in Vancouver with help form the following:
City of Vancouver: Cycling regulations
Mandatory bicycle helmet laws in Canada
Vancouver Sun: Heads spinning over cycling helmet laws
I Support Adult Helmet Choice
VancCityBuzz: Vancouver bike share program delayed until 2014
The Times: Should bike helmets be compulsory?
The Bike Helmet Dilemna: Freedom and Choice vs Safety
The Guardian: Cycle Helmets – I defend to the last the right not to wear one

HW: Spend time researching the topic, make an essay plan, and feel free to bring some notes to class on Monday related to the topic.

Tuesday 17 September 2013

We started our class today with a 10 mark quiz on human nature, epistemology, and political philosophy.  After a brief discussion on the quiz and we began to discuss the nature of economics.  We then used the remaining class period to work together in groups on the SS9 Economics Worksheet with help from an Economic Philosophy PowerPoint.

HW: Finish the SS9 Economics Worksheet and read Action Phil- Marx

Friday 13 September 2013

Happy Friday the 13th!  Today after journaling about the acceptability of minors overruling parents, we considered in great detail the homework on obeying the government and anarchism.  After finishing that discussion we shifted into another discussion based around the SS9 UNDERSTANDING THE POLITICAL SPECTRUM worksheet.

HW: Prepare for our first quiz (Human Nature, Epistemology, and Political Philosophy) at the start of Tuesday’s class + read and paraphrase 1 section of the Charter of Rights and Freedoms.

Wednesday 11 September 2013

In class today we first journaled about politics and after a discussion on politics, we reviewed the discussion questions on epistemology from homework and then turned our focus a bit into considering and discussing The Prisoner’s Dilemma for the remainder of the class.

More Details:  If you’re curious to learn a bit more about the Prisoner’s Dilemma, please have a read through this Flash-based slideshow.

HW: Read and craft answers to SS9 Political Philosophy Worksheet

Monday 9 September 2013

With a shorter schedule than normal thanks to the fire drill, today we continued on with our Philosophy unit.  First after considering in our journals about if we can or cannot be 100% certain of anything, we spent great time considering both pieces of homework from last week’s class (Nature vs Nurture and the Rene Descartes Questions).

HW: Read and be prepared to discuss the questions related to the SS9 Epistemology Worksheet.

Wednesday 4 September 2013

Welcome to Grade 9 Social Studies!  I’m new to Saints and looking forward to getting to know all of you.  To help me know you better, for homework tonight (due tomorrow – Thursday 5 September) please fill out my simple Student Profile and email it back to me at rchapman@stgeorges.bc.ca.

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