Ms. McLean (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

Friday May 2 

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.


Monday April 7


Class notes: Today we spent the whole class writing our in-class essays. Essays were then emailed to Ms. McLean, along with a bibliography.

Use this Essay Planning Worksheet to help organize your essay for Wednesday!



Thursday April 3


Class notes: Today we spent the class reading our thesis statement feedback and making adjustments, and then planning out an essay outline.


Homework: due next class


1. Complete your essay outline and email a copy to Ms. McLean



Tuesday April 1

Class notes: Today we reminded ourselves of our First Nations source comparison assignment which we started before the break. We talked about the purpose of the assignment: which is to evaluate the quality of sources available to us to help us learn about First Nations culture. When evaluating we are considering accuracy, detail, authenticity, bias and the absence of information/generalization presented. Students continued to work on their two products: a venn diagram comparing the sources and then a paragraph (s) which evaluate the sources: what are their strengths and weaknesses in teaching us about First Nations people? what to the contain? what do they omit? What questions do we still have that these sources do not provide?

Homework/Preparation: due Thursday April 3

  • Email or give a paper copy of your venn diagram to your teacher
  • Email your paragraph and APA bibliography to your teacher
  • Make a copy of both for yourself as you will be using them in the next assignment

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.

Monday March 2nd

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 and submitted to your teacher.

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

Homework/Preparation: due Wednesday March 2nd

1. 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?

Thursday February 27th, Monday March 2nd

Class notes: groups will be presenting their models to the class.

Homework/Preparation: due Monday March 2nd

1. Quiz on the presentations given on the physiographic regions

Tuesday February 18-25th

Class notes: groups are working on research for their model. Groups should arrange to meet to build the model so it is ready for presentations on the 25th.

Homework/Preparation: 26th February 

1. Model should be built and presentation ready for the 26th.

Friday February 14

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 February 11

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  – Ryan & Quentin
  2. Cordillera/ Southern BC – Ben & Bill
  3. Cordillera/Northern BC/Yukon – Maric & Kellan
  4. Interior Plains/North AB/NWT- Lyndon & Steven
  5. Interior Plains/Southern AB – Nolan & Ty
  6. Canadian Shield East – Quinn & Sam
  7. Canadian Shield West – Roberto & Adam
  8. Arctic Lowlands – Rhys
  9. Arctic Coastal Plains – Anders
  10. Innuitian – Jonathan & Connor
  11. Great Lakes/ St. Lawrence – Griffin & Thomas
  12. Appalachians – Konrad & Adrian

Wednesday February 5

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

Monday February 3

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

Friday January 25-Thursday January 30

Class notes: all classes in this time period should be spent creating your map for the British Empire wall map. You should use the task sheet provided and the rubric as a checklist to make sure you have completed all of the required components.

Homework: to complete the necessary amount of poster preparation so that you are ready to put the poster on the wall at the beginning of class on Thursday January 30

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?

Wednesday December 18th

Thursday December 19th

Class notes: Today we completed our studies of child labour by looking at the connection between poverty and crime, through a Ted Talk. Then we moved into groups to prepare a poster summarizing our top priorities on how to end or reduce the impacts of child labour. We used the following articles to generate ideas:–en/index.htm

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 December 13th

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: Tuesday December 17th

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

2. You were given a reading today on one child. Please read the story about the child and answer the questions on Stories of Child Labour reading questions.

Wednesday December 11th

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.

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: Wednesday December 10th

 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?


Tuesday December 3rd

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 November 29th

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:

Group 2:

Group 3:

Group 4:

Group 5:

Group 6: should become familiar will all of the inventions

Wednesday November 27th

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.

Sharing Information Table

Homework/Preparation: due: Thursday November 28th

1. Read the 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

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?

Tuesday November 19th

Class notes: Today we completed our in-class political revolutions test essay. Next class we will be moving into the large classroom space.

Friday November 15th

Class notes: Today each student had their thesis statement checked and revised by the teacher. Then we worked on completing our essay outlines for next week’s in-class essay.

Homework/Preparation: due: Tuesday November 17th

1. Complete thesis revision, essay outline, APA style bibliography and checklist

Wednesday November 13th

Class notes: Today we started our essay preparation week by working our way through the details of the SS9 Political Revolutions Essay Package. Individually, we chose our essay question and started to look at the essay writing process. We spent much of this class focusing on research – what do we already have? what additional information do we need? in order to answer the question. We then looked at the thesis statement.

Homework/Preparation: due: Friday November 15th

1. Your draft thesis statement needs to be completed in the context of an opening essay paragraph. Be ready to share with your teacher next class.

Friday November 8th

Class notes: Today we returned to our jigsaw groups to discuss how our respective historical revolutions relate to the 5 Stages of a Revolution, in preparation for our essay. On our tables we spent about 8-10 minutes discussing each revolution, filling in the major points on the Stages of Revolutions Project Summary Chart. We will use this information to support our essay planning next week.

Wednesday November 6th

Class notes: Today we completed our second set of presentations on The English Civil War and the American Revolution. Again students presented using their group websites, while audiences assessed the speakers and gave them feedback. Take a look at the presenters in action…

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Monday November 4th

Class notes: Today we started our revolutions presentations. We divided into jigsaw groups with one person per revolution sitting at each table. We had 2 x 30 minute presentations using our group’s websites. Students explained the causes, events and results of both their historical and modern revolutions, as well as making comparisons and asking questions. The other students in the group assessed the presenters using the rubric and then have immediate feedback on what they did well and how they could improve. Take a look at the presenters in action…

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No homework!

Thursday October 31st

As our class was shortened today for Halloween, rather than doing our presentations today, we instead had a class dedicated to essay. We discussed our feelings about the first essay and receiving our marks back and then we talked about some of the key requirements in a good essay using the How to guide for essay writing handout. We then started a 30 minute reflection on our own essay efforts answering the following two questions:

1. Evaluate your first SS9 essay writing experience (strengths, weaknesses, likes, dislikes, concerns, questions).

2. Knowing you are writing a second essay in a week, what changes will you make now, if any? if not, why won’t you change?

Homework/Preparation: due: Monday November 4th

1. Finish the reflection question started in class if you haven’t already. Email to Ms. McLean

2. Bring in your midterm mark rubric.

3. Be ready to present next class.

Tuesday October 22nd

Class notes: Today we started the class with a 10 minute group meeting led by the project manager, to re-focus the group goals for the week. By now, all research should be complete and this week students should be focusing on preparing their materials for next week’s presentations. Students used the SS9 McLean Group Project Checklist to help guide what has been done, and what needs to be done before our presentations start next week.

Homework/Preparation: due: Thursday October 24th

  1. Complete your allocated role/responsibility for next class. The website should have all of the information on it and the Communications Manager should have a draft presentation/speech plan so that Wednesday’s class can focus on practicing for the presentations next week.

Thursday October 10th/Friday October 18th

Class notes: Today we had another library class. We started the class with a 10 minute meeting where project managers led their group to share what they found for homework. Then, students had the whole lesson to keep looking for information about their revolutions.

Homework/Preparation: due: Tuesday October 22nd 

All groups of students need to have all of their research complete for Monday. From this point, students will have the rest of the week to start making products. So, homework is to finish collecting research that answers all of the project task key questions.

Tuesday October 8th

Class notes: Today we spent the majority of the class in the library discussing the importance of preparing a quality APA style bibliography, followed by moving through research sources for our project and detecting bias in our sources.

Homework/Preparation: due: Thursday October 10th

As a group, set your team some research to complete and bring to class on Wednesday. For example, divide your group into two subsections for the two different revolutions and find out the following information:

For both the Historical Revolution and Modern Revolution, find out:

  • Key dates, locations
  • Causes of the revolution
  • Major events and their impact
  • Key figures involved
  • Long term impacts/results

Take good quality notes in your own words and RECORD SOURCES using easybib.

Friday October 7th

Class notes: Today we reflected upon the case study of Egypt and Brinton’s Stages of Revolution model. We also made connections to other events taking place in the news. Then we introduced the class term project using the Political Revolutions Group Project and then looked at the assessment criteria using the Political Revolutions Website Rubric and the Political Revolutions Project Rubric. An essay rubric will follow.

Homework/Preparation: due: Tuesday October 8th

1. Read and take notes for the textbook chapter relevant to your group topic. This will give you the basic grounding of your historical issue.

Group Roles:

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

Group Organization

1. English Civil War & Egypt

Project Manager   – Anders                                                                                                                                                                                               Website Manager   – Bill                                                                                                        Research Manager    – Rhys                                                                                                           Lead Historical Researcher   -Maric                                                                                                  Lead Current Researcher – Roberto                                                                                 Communications Manager – Anders/Bill

2. French Revolution (before Napoleon) & Libya 

Project Manager   -Quinn                                                                                                                                                                                               Website Manager  – Adam                                                                                                         Research Manager   – Nolan                                                                                                            Lead Historical Researcher – Thomas                                                                                                    Lead Current Researcher   – Adrian                                                                               Communications Manager – Ryan

3. Napoleon & Syria

Project Manager – Ben                                                                                                                                                                                                 Website Manager  – Steven                                                                                                         Research Manager    – Sam                                                                                                           Lead Historical Researcher – Kellan                                                                                                    Lead Current Researcher   – Griffin                                                                               Communications Manager -Ty

4. American Revolution & Taiwan

Project Manager  -Lyndon                                                                                                                                                                                                Website Manager  -Konrad                                                                                                         Research Manager -Jonathan                                                                                                              Lead Historical Researcher   – Connor                                                                                                  Lead Current Researcher   – Quinton                                                                               Communications Manager – Shared

 October 2nd

Class notes: Today we returned to our discussion of the social contract and the role government plays in our lives. We watched a video clip on revolution in the Arab Spring and tried to imagine what emotions we would be experiencing if we were in this situation – we journaled about our thoughts. We discussed what a revolution is and what the different types of revolutions are and used the SS9- Stages of Revolution PowerPoint to consider the revolution as a process. We looked at Brinton’s SS9- Stages_of_Revolution handout   and then watched another video of the stages of revolution in Egypt. We tried to identify Brinton’s stages in the video and noted down the events that match the stages in a recording table on the SS9- The Stages of Revolutions Worksheet.

Homework/Preparation: due Friday October 4th:

1. Complete the 2 questions on the back of the video recording sheet and be ready to discuss them in class.

Monday September 30th

Class notes: Today we started our second unit on Political Revolutions. Using our understanding of government control from the philosophy unit, we journaled about the role government plays in our lives. We then discussed the roles and responsibilities of government before reading about government theory, professed by philosophers Thomas Hobbes and John Locke using the Hobbes_vs_Locke worksheet.

Homework/Preparation: due Wednesday October 2nd:

1. Answer the 6 questions on the Hobbes Vs Locke worksheet according to your own beliefs. Make sure you explain your thoughts. Email to under the subject heading “your name-SS9E-HobbesvsLocke”. If you would like more detailed information on Hobbes and Locke, please see readings below.


Hobbes Leviathan

Locke Reading

 Thursday September 26th

Class notes: Today we completed a for the essay writing process. Then completed a political compass test at to find out where our beliefs fit on the political spectrum. Finally we attempted to draw together our understandings from the philosophy unit, along with our  political spectrum results in a journal entry.

Homework/Preparation: due Monday September 30th:

1. Complete the journal entry answering the question “What have you learned about your own ideologies and political beliefs?” Explain your thoughts.

Tuesday September 24th

Class notes: In-class essay

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 – bike helmets 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

 Homework/Preparation: due Tuesday September 24th:

1. Complete your essay plan

2. Look at the supporting documents/websites to help you prepare for your in-class essay next class.

Wednesday September 18th

Class notes: Today we started with a 10 point quiz on human nature, epistemology & political philosophy. We then introduced the basic concepts surrounding economics and then spend some time responding to questions on the SS9 Economics Worksheet.

Homework/Preparation: due Friday September 20th:  

1. Finish the questions started in class

2. Read Action Phil- Marx.

Monday September 16th

Class notes: Today we started the class by discussing the 4 questions we worked on for homework on political philosophy. We had an interesting discussion on individual rights and the Quebec Charter proposal in the news currently. We then divided into small groups to discuss the SS9 UNDERSTANDING THE POLITICAL SPECTRUM questions.

Homework/Preparation: due Wednesday September 18th:  

1. Prepare for a quiz on the ideas we have studied in class so far: human nature, epistemology, and political philosophy.

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 Monday September 15th:  

1. Review your notes and thoughts on the Prisoner’s Dilemma. If you struggled with some of the concepts, try visiting this website which tries to explain it: Understanding 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 -SS9E – political philosophy”.

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

Tuesday September 10th

Philosophy unit class #2

Class notes: Today Ms. McLean was absent but we carried on with Mr. Jamieson. We went over the Rene Descartes cartoon and some of the questions the boys had after reading this wonderful exercise in mental gymnastics.

Homework/Preparation: due Thursday September 12th:  

Complete the following worksheet.                                                               SS9 Epistemology Worksheet

Friday September 6th

Philosophy unit class #1.

Class notes: We discussed if people are inherently good or bad and wrote about it in our journals. We read the Hobbes on Human Nature article, answered 4 questions (on the philosophy page) and then discussed the answers. We visited the website on Nature vs Nurture and discussed.

Homework/Preparation: due Tuesday September 10:

1) Finish your notes on the 4 questions we started in class today (see philosophy page)

2) Read the following cartoon and be prepared to discuss it in class:

Action Phil- Descartes

Wednesday September 4th

Welcome back to St. George’s and welcome to our new Socials 9E class website. You can use this page throughout the year to find out about course updates, assignments, resources, deadlines, field trips, guest speakers and much more! This is the first port of call for questions you may have about the course and if you miss a class, you will be able to click on this page to find out about what you missed, and catch up on the work before you return to class. If you can’t find what you are looking for, or you have a question, you can email me at Have a great year, everyone!

Class notes: Discuss temporary classroom space and timeline, review Socials 9 Course Introduction material, review website and contact details.

Homework/Preparation: due Friday September 5

1) Visit class website; review Course Introduction material; journal guidelines document

2) complete Socials 9E Student Questionnaire (you can email me a copy to subject line “Your Name – SS9E- Student Questionnaire”


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