Mr Jamieson (C)

Monday 26 May 2014

Fur Trade Presentation Rubric

Tuesday May 20th, 2014

Fur Trade Investors Group Project

Assignment May 20

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

SS9 Seven Years War Correspondence Letters

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?

 

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 April 4th
Essay Planning Worksheet

Wednesday April 2nd
Today we began the process of turning our Venn diagrams into a compare & contrast essay.  This will consist of three parts, all of which will need to be turned in.

Part 1- an essay proposal
Part 2- an essay outline
Part 3- an in-class essay

As of today your essay proposal should have been finished and handed in.  For further information on what will be coming next have a look at the Compare & Contrast Essay document.  Please remember, you need to keep your own copies of each stage of this assignment.  Please don’t hand in your only copy.

Friday’s class– essay outline

Monday March 31st
Welcome back!!  I hope everyone had a restful and enjoyable break.  This week we will be moving on with the First Nations Unit with a more in depth look at our text book.  Today will be the last work period.  Your Venn diagram and source evaluation will be due next class!

Thursday March 12th
Class notes:  Today was another work day on the First Nations Source Comparison assignment.  By now you should a good idea of the group you want to use in the comparison, a source (or preferably more than one source) to use as a comparison, and be planning your Venn diagram and paragraph summary.  Remember that your paragraph summary is the explanation that goes with your Venn diagram.  Also remember that this assignment is about comparing sources and the information that is available in them, not about comparison of the FN groups themselves.

Tuesday March 11th
Class notes: Today we started the class by watching another Hollywood movie clip to remind us of the issue at hand: that First Nations peoples are not accurately portrayed in the media. We then explained the next individual project, which will lead into an individual essay after Spring Break. We talked about how alternative sources of information can be used to teach us about FN people and we referred to Edward Curtis Photography as an example. We then introduced the First Nations Source Comparison assignment and started to develop ideas for the project.

Homework/Preparation: due Wednesday Thursday March 13th

  1. Complete the research you need for your project by finding an alternative source or sources to review. Use the task sheet to start analyzing the source.

Friday March 7th

Class notes: We started today’s class by sharing the information we found for homework in terms of your thoughts on how First Nations people are represented in the textbook. We then watched a series of video clips to understand how First Nations people have been portrayed in video/movies etc.

We then read the Russell Means & The Imaginary Indian article and discussed.

Wednesday March 5th, 2014
Class notes:  Today we finished with the last of the presentations for the classes.  An excellent 3-D map of Canada.  Please ensure that you’ve finished the STUDENT EVALUATION OF GROUP WORK

After the last presentation we had a quiz based on the information from the student maps and then moved on to the new unit, First Nations.  We started with outlining what the class thought a description of a culture included.  See photo below…

 Photo on 2014-03-05 at 11.53

For prep please ensure you’ve read the summary of one of the First Nations groups from Chapter 7.  You’ll need to take notes and examine the summary through the eyes of someone from that culture.  Look at what you felt should be included in the description of a culture and ask yourself… how accurate and complete is this summary?  Is it fair?  Did it leave you with a full description of that cultural group?  Is it missing anything, and if so what?

Wednesday February 19th, 2014
Class notes:  Another strong work period.  It was exciting to see some of the models beginning to take shape.  Remember… only one more work period to go, so use your time wisely!!

Monday February 17th, 2014
Class notes:  Today was a work period.  Ensure you are up to date and your group is on task!

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.

Monday January 27th, 2014
Class notes:  Another work period.
Prep:
1. complete the research required
2. work on components for your poster

Thursday January 23rd, 2014
Class notes:  Another work period.
Prep:
1. complete the research required
2. work on components for your poster

Tuesday January 22st, 2014
Class notes: Today we continued with our group mapping assignment. This is class #2 of the project and the focus was collecting information to answer all components of the task. Some students also started sketching their maps. You now have 2 more classes to develop your map.

Homework/Preparation: due: Thursday January 23rd
1. complete the research required
2. work on components for your poster

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 Dec 16th, 2013

Today we completed the following worksheet (Stories of Child Labour reading questions), using one of the child labourer profiles below.  No prep was assigned.

20070621_CS_Tanzania_MGHP_Children
20070621_CS_Tanzania_Gems
20070621_CS_Senegal_Stone_crushing
20070621_CS_Senegal_Salt
20070621_CS_Senegal_Gold 20070621_CS_Peru_Gold
20070621_CS_Nicaragua_gold
20070621_CS_Nepal_Stone_crushing
20070621_CS_Nepal_Gravel
20070621_CS_Mongolia_Gold
20070621_CS_Indonesia_Gold
20070621_CS_India_Quarry_workers_MVF
20070621_CS_Guatemala_Gravel

Thursday December 12th

Class notes: Today we finished 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.

Tuesday Dec 10th, 2013
Class notes:  Today we held a class starting to look at child labour, trying to define exactly what child labour is and what the causes are.  We began looking at a video on the trade of chocolate, and the labour problems associated with it.

Prep:  Be sure to have a look at the following PowerPoint: ipec_presentation_2010

Friday Dec 6th, 2013
Class notes:  Today we did the last of the Dragon’s Den presentations, Jethro Tull’s Seed-drill.  The judges will be presenting next class.  The rest of the class was spent reviewing the Revolutions Website projects, with a specific focus on:

  1. Presentation and the importance of it.
  2. What makes good evidence?
  • Truth, being factual
  • Relevance, being on topic
  • Compelling, being convincing evidence

For home work please do the following…

  1. Read the following… SS9 #6 Problems of Industrialization
  2. Read the following articles from: The Guardian, The BBC and CNN
  3. Write a journal reflection on:
  • Who was to blame for the factory disaster? Was there more than one person/group/factor that was at fault?
  • Can we balance our wants for consumption & profit with the needs of peoples lives? What do we need to change to make it happen?

Wednesday Dec 4th, 2013
Class notes:  Today we have… the Dragon’s Den!! Well done to the class on some excellent presentations.

Monday December 2nd
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: Thursday December 5th

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, 2013
Class notes:  Today we finished off the  SS9 #2 Sharing information table from the  SS9 #2 Factor cards that were handed out on Tuesday.  Both Mike Lau and Will Andrews have offered up their notes so that everyone can make sure they have a full copy. (MIke Lau’s notesWill Andrew’s notes)  The two section that were missing from the group are listed below…

Factor: The Guild System
Definition: Working collectives or organizations that were responsible for a specific industry or craft (metal working, weaving, glass) similar to modern unions.
Change Promoted: Educated skilled workers, standardized industries (quality and production) and pricing.

Factor: Peace at home, war abroad.
Definition: England in the 1700s went into a period of domestic peace.  While it still fought several wars abroad (in Europe and overseas) the English countryside was untouched by war for generations during the 18th Century.
Change Promoted: Enabled England to prosper without the destruction (farms and factories) that comes with a war.  The wars fought abroad brought new colonies and resources into the British Empire.

After finishing this we moved on to talking about the new technology that was introduced at this time looking at SS9 #3 Innovation in the Industrial Revolution.  We then divided into 6 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, 2013

Class notes: We started the class by going over the linear economic system that was discussed in the video The Story of Stuff. We talked about the 19th Century paradigms that helped create that system and the difficulties with continuing to use it today.

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.

We will finish this activity up next class.  Please remember that for this term BAGS WILL NOT BE ALLOWED IN THE SOCIALS ROOM!!

Homework/Preparation: due: Thursday November 28th

1. Read the 4 following short articles:

  1. http://www.un.org/apps/news/story.asp/html/story.asp?NewsID=33583&Cr=&Cr1=#.UpK4AqX5Eds
  2. http://www.sierraclub.ca/national/programs/health-environment/food-agriculture/index.shtml
  3. http://www2.news.gov.bc.ca/news_releases_2009-2013/2012AGRI0031-001130.htm
  4. 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 with 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 November 18th, 2013
Class notes:  IN CLASS ESSAY DAY!!!

Homework:  None.

Thursday 14 November 2013
Class notes:  Today we finished up with our pre-writing process.  You should have finished up with your hypothesis sheet and your research.  Before next class be sure that you have finished with both your Essay Planning Worksheet and created your bibliography.  Remember next class we write the essay!!

Tuesday 12 November 2013
Class notes: Tasks covered today in class we began the process of producing an essay based on the research from the website projects.  Specifically we focused on these first four tasks…

  1. Read the essay questions and choose which one you wish to answer.
  2. write down the key command words from the question (what specifically are we asking you to do).
  3. Carefully read the marking rubric and be 100% sure on what you are being marked on.
  4. Begin to formulate your answer and consider possible evidence to use in your paper.

Resources needed…
SS9 Political Revolutions Essay Package
Essay Planning Worksheet

Homework: continue to prepare for writing your inclass essay on Monday.

Thursday Nov 7th, 2013
Class notes:  Today we finished off the last of the Revolutions Projects.  Well done to the class for what seemed to be a series of impressive presentations.  After the projected were finished we moved on to filling in the Stages of Revolutions Project Summary Chart, which will be due on Tuesday Nov 12th.  This will help us move through the process of preparing to write an in-class essay based on the information researched during these presentations.

Next class- Essay Preparation #1
Thursdays Nov 14th- Essay Preparation #2
Monday Nov 18th- In class essay

Tuesday Nov 5th, 2013
Class notes:  Second day of presentations today.  Excellent presentations all, we will finish up next class and then begin looking at the process of how to put this information into a coherent persuasive essay.  We will have a summary of the revolutions that the projects have looked at on Thursday, and then begin to look at the process of research and writing next week.

Friday Nov 1st, 2013
Class notes:  First day of the presentations and they were outstanding… best work I’ve seen from the class yet.  We will finish those up and then move on to the next task which is organization for the in-class essay.  You will need to become very familiar with one of the other projects, so make sure you are spending time on the web pages looking for one that interests you.  You will need to know it well.

Wednesday October 30th, 2013
Class notes:  Today we stopped and postponed the presentations for a day.  Instead we stopped and went over the writing process associated with Social Studies persuasive essays and had a chance to reflect on where in the process that we have the opportunity to make improvements.  Please make sure that you have handed in your reflection.

Monday October 28th, 2013
Today we continued on with our research for the Political Revolutions Group Project.

HW: Carry on with the project, presentations starting Wednesday 29 October!!!

Monday October 21st, 2013
Class notes:  Welcome back to the second half of the Explorer 9 boys.  I hope you had a great week away and thoroughly enjoyed your trip.  Today we continued on with our research and checked in with Mr Jamieson to ensure that we are on track and will be able to complete the project on time.

Homework:  Keep working on the Revolutions Research Project.

Thursday October 17, 2013
Class notes: Today we spent the class in the library continuing on working with our project.  The boys will need to ensure that they are well organized and ready to go for next weeks library periods.

Tuesday October 15, 2013
Class notes:  Welcome back from Explorer 9!!  Today was the first day library periods with Mr Crompton.  He talked about research, organization and bibliographies.
Homework: continue to work on project

Wednesday October 9th, 2013
Class notes: Today we spent the class in the library continuing on working with our project.  The boys will need to ensure that they are well organized and ready to go when they return from Explorer 9..

Monday October 7th, 2013
Class notes:  Today was the first day library periods with Mr Crompton.  He talked about research, organization and bibliographies.
Homework: continue to work on project

Thursday October 3rd, 2013
Class notes:  Today we broke up into groups to begin working on the new Revolutions project.  They boys were divided up based on which Explorer week that they will be out and further into sub-groups and given topics.  Resources are available below.  Make sure you are organized, assign individual roles and get reading.

Project Outline and Resources:
Political Revolutions Group Project
Political Revolutions Website Rubric
Political Revolutions Project Rubric

Tuesday October 1st, 2013
Class notes:  Today we began looking deeper into the idea of defining a revolution and what role breaking the ‘social contract’ plays in that.  We examined a short PowerPoint (SS9- Stages of Revolution) introducing the concept of the stages of political revolutions and the idea that they move through generalized, but predictable phases.
Homework: Finish reading the handout SS9- Stages_of_Revolution and complete the worksheet SS9- The Stages of Revolutions Worksheet after watching the video on Egypt found at here.

Friday September 27th, 2013
Class notes: Today in class we began to transition to a new unit on revolutions.  We examined the political concept of the ‘social contract’; what we do for the government, what the government does do for us and what options do we have if we disagree with what our government does.

Homework: finish the Hobbes vs Locke worksheet… Hobbes_vs_Locke (for the questions, you pick the philosopher you agree with more and answer the question)

Wednesday September 25th, 2013
Class notes: Today in class we wrapped up the Philosophy Unit.  We completed a self-assessment and reflection on the process of writing the essay itself.  We followed it up by having the students complete the political compass test found at http://www.politicalcompass.org/test.

Homework: Write a reflection on “What have you learned about your own ideologies and political beliefs?” Explain your thoughts.

Monday September 23rd, 2013
Class notes:  In class essay!!!

Homework: None.

Thursday September 19th
Class notes: We started the class today by discussing the questions on the economics worksheet set for homework. We then discussed the Karl Max cartoon. We then introduced the issue for your in-class essay  on whether or not you agree with the mandatory bike helmets laws in Vancouver. We learned about how to structure a persuasive essay paper and then we started to prepare our essay plans.

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

Research and Information: a selection resources on the bike helmet issue in Vancouver
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

Tuesday September 17th

Class notes: Today we wrote a 10 mark quiz on Philosophy and then moved on to discussing how the issues we’ve talked about in previous classes affect how we run our economy.  The worksheet and PowerPoint are included below and are for homework if not finished in class.
Economic Philosophy (PowerPoint)
SS9 Economics Worksheet

Homework: Read the Karl Marx Action Philosophers comic below
Action Phil- Marx

Friday September 13th

Class notes:  Today we finished up talking about politics by going over the political spectrum worksheet (SS9 UNDERSTANDING THE POLITICAL SPECTRUM) and learning about what people mean when they talk about Left vs Right in politics.  Students worked in small groups to answer questions designed to help them decide where on the spectrum their opinions put them.

Homework: Finish worksheet questions and prepare for the quiz next class on Human Nature/Hobbes, Epistemology and Politics.

Wednesday September 11th

Class notes: Today we started the class by discussing the 4 questions posed for homework from the Epistemology worksheet last class. We then received our new journals which are going to be used only for reflection purposes. See Journal Guidelines for more information. We opened our journals are started reflecting on today’s class prompt, “what do we know about politics?”. We then moved into small groups of 3-4 students to complete the The Prisoner’s Dilemma activity and finished the class discussing how the situation faced in the dilemma represents how people adopt different beliefs about the government and how politics work. We concluded with setting a homework task (see below).

*Tips on completing questions for homework: The Epistemology worksheet results showed us that some students wrote a lot, while some wrote very little. It is important that you try to answer questions in full. If you do not understand a question, maybe you could discuss it with one of your friends or email the teacher to clarify what it means rather than leaving it blank. Also if you want to extend your answer, think of supporting your point with a real life example or scenario.

Homework/Preparation: due Friday September 13th:  

1. Review your notes and thoughts on the Prisoner’s Dilemma

2. Answer the questions on the SS9 Political Philosophy Worksheet. Your answers are going to be assessed using the criteria below. Please ensure your writing is formal, clear and addresses each question fully. You should type your work and send it by email to pjamieson@stgeorges.bc.ca with the subject heading “Your name -SS9C – political philosophy”.

Criteria: Total marks available   /10                                                                           Explanation & justification     /6                                                                                       Complete & full answers       /2                                                                                         Mechanics & form                 /2

Monday Sept 9th, 2013

Today we went over the Rene Descartes cartoon and some of the questions the boys had after reading this wonderful exercise in mental gymnastics.

Homework was to complete the following worksheet…

SS9 Epistemology Worksheet

Thursday Sept 5th, 2013

Today we covered the first part of the Philosophy Unit.  We talked about what Philosophy is, Thomas Hobbes and had a discussion on Human Nature.  If you missed class today you’ll need to go to the Philosophy Unit page, read the handout on Hobbes and Human Nature answering the four questions as you go along.  For homework next class you’ll need to have read the Action Philosophers comic book on Rene Descartes found under homework on the Philosophy Unit homepage.

Look at this TED talk for more ideas on Human Nature

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