Mr Jamieson (E)

Wednesday May 21st, 2014

Fur Trade Investors Group Project

Screen Shot 2014-05-21 at 9.26.40 AM

Wednesday May 14th, 2014

Battle of the Plains of Abraham

SS9 What if Montcalm Had Won

SS9 Seven Years War Correspondence Letters

Due next class… Montcalm worksheet, plus one letter.

Monday 12 May 2014

The Seven Years War powerpoint

Thursday May 8th, 2014

Work period… please remember that your SS9 Discovering Canada Explorers Textbook Pages is due next class.

Friday 2 May 2014

SS9 Discovering Canada Explorers Textbook Pages

Explorers Textbook Page Rubric

Tuesday 15 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 April 3rd
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.

Monday’s class– essay outline

Tuesday April 1st
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!


Wednesday March 12th
Class notes: Today we started the class by reviewing the video clips from last class and reading the  Russell Means & The Imaginary Indian article. We discussed the article and then watched 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 . We then introduced the First Nations Source Comparison assignment and started to develop ideas for the project.

Homework/Preparation: due Friday March 14th

  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.

Monday March 10th

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.

Homework/Preparation: due Tuesday March 11th

1. Decide which FN group you would like to study for your project.


Thursday February 20th, 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!!

Tuesday February 18th, 2014
Class notes:  Today was a work period.  Ensure you are up to date and your group is on task!

Friday February 14, 2014
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 Tuesday February 18

  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.

Tuesday January 26th, 2014
Class notes:  Another work period.
1. complete the research required
2. work on components for your poster

Friday January 24th, 2014
Class notes:  Another work period.
1. complete the research required
2. work on components for your poster

Wednesday January 22nd
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: Friday January 24th
1. complete the research required
2. work on components for your poster

Monday January 20th
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 20: class #1 – introduction to task; research topic
January 22: class #2 – research class; collect all information required on task sheet
January 24: class #3 – Poster prep
January 28: class #4 – Poster Prep
January 30: class # 5 – sharing

February 3rd: reflection
Homework/Preparation: due: Wednesday January 22nd

1. read and understand the task sheet in full
2. complete your allocated research topics and record sources in APA style. Take notes!

Thursday January 16th
Class notes: Today we continued our new unit on Colonialism. We started the class by reviewing the key concepts about colonial control over indigenous groups emerging from last class’ video. Then we divided into 3 large groups to review 3 case studies on India, South Africa and Egypt. We read the basics about a given country example, answered questions and shared ideas with our groups. Then we divided into smaller jigsaw groups and shared our findings for each of the 3 case studies. We concluded by identifying the similarities and differences between each of the cases. SS9 Connecting the Industrial Revolution to Colonialism.

Tuesday January 14th
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 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.

Homework/Preparation: due: Thursday January 16th

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?

Tuesday December 17th

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. Then we started a reflective journaling exercise about child labour.

Homework/Preparation: due: Thursday December 19th

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.

2. Read at least 3 of the following articles in preparation for next class:–en/index.htm

Friday Dec 13th, 2013

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.

Prep:  Complete the following worksheet (Stories of Child Labour reading questions), with one of the profiles below.

20070621_CS_Senegal_Gold 20070621_CS_Peru_Gold

Wednesday Dec 11th, 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

Monday Dec 9th, 2013
Class notes:  Today we will be doing the last of the Dragon’s Den presentations, the final decision by the panel of judges!!  After that, your teacher will be giving you a follow up assignment from the Revolutions Website Project, for you to finish.

Once that is done please complete the following for home work…

  1. Read the following… SS9 #6 Problems of Industrialization
  2. Read the following articles from: The GuardianThe 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?

Thursday Dec 5th, 2013
Class notes:  Today we have… the Dragon’s Den!! Well done to the class on some excellent presentations.

Tuesday Dec 3rd, 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: 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

Friday Nov 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.  Xavi Delgado was kind enough to offer up his notes so that everyone can make sure they have a full copy. (Xavi’s notes)  The two section that were missing from the group are listed below…

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:

Group 2:

Group 3:

Group 4:

Group 5:

Group 6: should become familiar will all of the inventions

Wednesday Nov 27th, 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:


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? 

Thursday November 21st, 2013

Class notes: Today we started class by a few 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?

Tuesday November 19th, 2013
Class notes:  IN CLASS ESSAY DAY!!!

Homework:  None.

Friday 15 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!!

Wednesday 13 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.

Friday Nov 8th, 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 Wed Nov 13th.  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
Friday Nov 15th- Essay Preparation #2
Tuesday Nov 19th- In class essay

Wednesday Nov 6th, 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.

Monday Nov 4th, 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.

Thursday October 31st, 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 your reflection ready for next class.

Tuesday October 22nd, 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.

Friday October 18th, 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.

Wednesday Oct 16th, 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

Thursday Oct 10th, 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..

Tuesday October 8th, 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

Friday October 4th, 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

Wednesday October 2nd, 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.

Monday September 30th, 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)

Thursday September 26th, 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

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

Tuesday September 24th, 2013
Class notes:  In class essay!!!

Homework: None.

Friday September 20th

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


Wednesday September 18th

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 (to be completed for homework if not finished in class)

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

Monday Sept 16th

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.

Thursday September 12th

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 with the subject heading “Your name -SS9C – political philosophy”.

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

Tuesday Sept 10th, 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

Friday Sept 6th, 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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