Monday 26 May 2014
Tuesday May 13th, 2014
Due next class… Montcalm worksheet, minimum of two letters. One written by yourself, another in response to a classmates letter.
Friday 9 May 2014
Wednesday May 7th, 2014
The Seven Years War powerpoint
Thursday May 1
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?
Questions to consider with regards to the 2 above maps:
|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?|
|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.
Tuesday April 8
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.
Friday April 4
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
Wednesday April 2
Class notes: Today we started the class by handing in our Venn diagrams and paragraph responses. We will be using this information as we move forward to complete our third essay assignment this year. This term we are working on a comparison style essay and we will be writing an in class essay next week. Though we are learning about First Nations communities, we will actually be comparing/contrasting our sources as the focus for our essay. Today we talked about the process and then started to work on our thesis statements. Next class you will have a planning class for your essay outline, and then the following class will be your in-class essay. Compare & Contrast Essay
Homework due by midnight tonight!
- Send your teacher a draft of your thesis statement. You will receive feedback by return email. The sooner you send it, the more likely you will be able to use this feedback to prepare your essay.
Monday March 31
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 Wednesday April 2
- 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
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
- 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
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…
Homework/Preparation: due Wednesday March 5th
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?
Wednesday February 26th, Friday February 28th
Class notes: groups will be presenting their models to the class.
Homework/Preparation: due Tuesday March 4th
1. Quiz on the presentations given on the physiographic regions
Monday February 17-24th
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 26th.
Homework/Preparation: 26th February
1. Model should be built and presentation ready for the 26th.
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
- Each group member needs to do research on their allocated area of the task sheet and bring evidence of that research to class in the form of notes, images and citations.
Thursday February 6
Class notes: Today we started the class by dividing to our groups of 4 to share the map skills we learned last class. We spent 5 minutes per workshop, where students taught the other members of the group what skills they learned. We then discussed how these could be useful if making a 3D model of a region. We turned our attention to the physiographic regions of Canada and used the SS9 Physiographic Regions Overview to understand the basics behind the geography of Canada. Finally we divided up the different sub-regions of Canada to set up some research for homework.
1. For your given sub-region, complete the SS9 Physiographic Regions Notes Sheet and include a list of citations and images you find.
Research topics/students – note this is not a group homework, you are just doing the same topic as the person listed.
- Pacific Coast/Islands – Perry & Jamie
- Cordillera/ Southern BC – Connor & Cameron
- Cordillera/Northern BC/Yukon – Robert & Caius
- Interior Plains/North AB/NWT- Luke & Damien
- Interior Plains/Southern AB – Nathan & Edward
- Canadian Shield East – Mark
- Canadian Shield West – Sean
- Arctic Lowlands – Jim, Jack
- Arctic Coastal Plains – Harvey & Daniel
- Innuitian – Joshua
- Great Lakes/ St. Lawrence – Arturo, Josh
- Appalachians – Ryan & Eric, Alvin
Tuesday February 4
Class notes: Today we started a new unit on the Geography of North America. We used the SS9 Five Themes of Geography and the SS9 Five Themes of Geography Worksheet to understand what geography is and what the difference between human and physical geography is. We used the Five Themes of Geography model to generate questions to learn about geographical issues, using migration to Canada as a focus topic. In the second part of the class we divided up into 4 groups and participated in a mini mapping skills workshop to provide basic awareness of map features for our upcoming project.
1. Compass and direction
2. Map scale and distance mapabilitymeasuringdistance
3. Legends and map symbols OS Map Symbols
4. Contour lines and height on a map mapabilityreliefandcontourlines
Friday January 31
Class notes: Today we spent the class completing an evaluation activity. We evaluated our own and our group members’ performances in the mapping project before completing a reflective paragraph on mercantilism. Mercantilism Summary Paragraph and STUDENT EVALUATION OF GROUP WORK
Thursday January 24-Wednesday January 29
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 Wednesday January 29.
Tuesday January 22
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.
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. SS9 Connecting the Industrial Revolution to Colonialism.
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 January 13th
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.
Wednesday December 18th
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:
Monday December 16th
Class notes: Today we returned to the issue of child labour. After sharing our findings from the BBC Panorama documentary on child labour in the production of chocolate, we started to look at other child labour stories. In small groups, we read a collection of stories from different child labourers, some achieving support and some not being so lucky. We shared our findings in small groups and answered some guiding question about each case.
Homework/Preparation: due: Wednesday December 18th
1. Write a reflective journal response (at least 2 pages) in response to what you have learned about child labour, including different stories you have heard today and in the documentary (or elsewhere). Choose your own focus:
e.g. explain how you feel about child labour and its relation to consumption; maybe give advice to policy makers, governments, companies or consumers; you could even write a return letter to a child labourer, empathizing with their situation.
Thursday December 12th
Class notes: Today we continued to watch the BBC Panorama documentary and the presence of child labour in the production of chocolate. We completed the class by discussing some of our reactions/impressions/observations/concerns about what we learned in the documentary.
Homework/Preparation: due: Monday December 16th
1. Complete the question sheet on the documentary. The sheet and video are both posted below.
Tuesday December 10th
Class notes: Today we started the class by discussing the Bangladesh factory collapse and the journal entries completed for homework. We then talked about what child labour is and watched a short video clip from the International Labour Organization. Then we used the ipec_presentation_2010 to further develop our understanding of Child Labour. Then we started watching the BBC Documentary Chocolate: The Bitter Truth, to understand how child labour continues to exist despite efforts to eradicate it. We completed parts 1 and 2 of the video and answered questions on Chocolate The Bitter Truth Questions.
Friday December 6th
Class notes: Today we discussed group workload amounts from our political revolutions group work and allocated bonus marks based on effort. We then gave back all of the feedback for the project. Next we heard our results from the Industrial Inventions exercise and talked about how values in the 19th Century are different from today’s values, and these values would have determined the decision of the judges. We then spent the rest of the class discussing the problems of industrialization using the SS9 #6 Problems of Industrialization.
Homework/Preparation: due: Tuesday December 9th
Read the following articles and answer the journal questions below:
1. Who was to blame for the factory disaster? Was there more than one person/group/factor that was at fault?
2. Can we balance our wants for consumption & profit with the needs of peoples lives? What do we need to change to make it happen?
Monday 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: Wednesday December 4th
1. Inventors: you need to have your 5 minute max verbal pitch ready to go (you should practice and time it in advance). You also need a one page summary of your pitch with references, explaining why your proposal should be funded. You also need to bring in resources to support your pitch e.g. labelled images. Here is the rubric you will be assed on – SS9 #4&5 Industrial Invenstions Presentation Rubric
2. Investors: you need to be ready to explain the criteria you are looking for to the team. You need a set of question aiming to challenge each group and you need an agreed method of recording notes/rating the pitches. Here is the rubric you will be assed on – SS9 #4&5 Industrial Inventions Presentation Rubric for judges
Thursday November 28th
Class notes: We started the class by completing the compilation of a shared record of ideas for the factors affecting Britain’s industrialization. We concluded that it was the combination of a wide variety of events/ideas/systems/practices that led Britain to industrialize before other nations. We shifted focus to the idea of innovation in 19th Century Britain by looking at the advancement of technology through the SS9 #3 Innovation in the Industrial Revolution. We then divided into groups in preparation for the Industrial Investments activity, where we learned about the expectations of this short group activity.
Starter resources for the activity
Group 1: http://www.bbc.co.uk/history/historic_figures/tull_jethro.shtml http://www.historyanswers.co.uk/themes/inventions/41445/jethro-tulls-seed-drill/
Group 2: http://www.bbc.co.uk/history/historic_figures/watt_james.shtml http://www.howstuffworks.com/steam-technology3.htm
Group 6: should become familiar will all of the inventions
Tuesday November 26th
Class notes: We started the class by reminding ourselves about some of the key words introduced last class for the new Industrialization unit. We then reflected upon the Story of Stuff documentary and shared some of the ideas from the journaling activity set. We then shifted the focus of the class to think about what factors affect how a place industrializes by producing a mind map on the board. Then in pairs, we read about one factor SS9 #2 Factor cards relating to Britain’s case, and prepared to share why it had an impact in a seminar sharing session. Each group shared and a class table of notes was created in the SS9 #2 Sharing information table.
Homework/Preparation: due: Thursday November 28th
1. Read the following short articles:
2. In your journal, write a reflective piece about the following question (you must refer to what you read about in the articles).
As we have seen, a country’s development and wealth is usually based on a move away from an agricultural economy towards an industrial economy. Based on the information you have read, how can programs and development of the agricultural sector promote economic growth? Is there still any point in supporting agricultural societies? Why/why not?
Wednesday November 20th
Class notes: Today we started class by spending 5 minutes evaluating the level of group cooperation in our political revolutions project by completing a quick survey on sharing workload. Then we started our new unit on Industrialization. We used the SS9 IRunit #1- introduction to discuss some guiding questions to help us define industrialization and understand where it came from. We then watched the documentary “The Story of Stuff” (below) to help us understand how production works and what some of the consequences of production are, before discussing some of the key elements from the program.
Homework/Preparation: due: Tuesday November 26th
- 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
Class notes: Today we completed our in-class political revolutions test essay. Next class we will be moving into the large classroom space.
Thursday November 14th
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: Monday November 16th
1. Complete thesis revision, essay outline, APA style bibliography and checklist
Tuesday November 12th
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: Thursday November 14th
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.
Thursday November 6th
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. When we had finished the table, we started a whole class discussion of how the English Civil War events met different aspects of the stages model. Next class we will finish this discussion and start planning our essays.
Tuesday November 5th
Class notes: Today we completed our second set of presentations on Napoleon 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…
Friday November 1st
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…
Wednesday 30 October 2013
As many students were absent for swimming, rather than doing our presentations today, we instead had a class dedicated to essay. We returned our bike helmet essays and had a long talk about how to become better essay writers with help from the How to guide for essay writing handout.
HW: Be ready to present your project next class for sure!
Monday October 21st
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: Wednesday October 23rd
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.
Wednesday October 9th/Thursday October 17th
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: Monday October 21st
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.
Monday October 7th/Tuesday October 15th
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: Wednesday October 9th/Thursday October 17th
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.
Thursday October 3rd
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: Monday October 7th
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.
1. English Civil War & Egypt
Project Manager – Alvin & Ryan Website Manager -Ryan & Alvin Research Manager – Damien Lead Historical Researcher – Luke Lead Current Researcher – Sean Communications Manager -everyone
2. French Revolution (before Napoleon) & Libya
Project Manager -Robert Website Manager – Jack Research Manager – Harvey Lead Historical Researcher -Josh Lead Current Researcher -Daniel Communications Manager – everyone
3. Napoleon & Syria
Project Manager – Connor Website Manager – Eric Research Manager – Cameron Lead Historical Researcher -Aturo Lead Current Researcher -Caius Communications Manager – Jamie
4. American Revolution & Taiwan
Project Manager – Mark Website Manager – Josh Research Manager -Edward Lead Historical Researcher – Nathan Lead Current Researcher – Perry Communications Manager – Jim
Tuesday October 1st
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 Thursday October 3rd
1. Complete the 2 questions on the back of the video recording sheet and be ready to discuss them in class.
Friday September 27th
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 Tuesday October 1st:
1. Answer the 6 questions on the Hobbes Vs Locke worksheet according to your own beliefs. Make sure you explain your thoughts. Email to firstname.lastname@example.org under the subject heading “your name-SS9C-HobbesvsLocke”. If you would like more detailed information on Hobbes and Locke, please see readings below.
Homework/Preparation: due Tuesday October 1st:
1. Answer the 6 questions on the Hobbes Vs Locke worksheet according to your own beliefs. Make sure you explain your thoughts. Email to email@example.com under the subject heading “your name-SS9C-HobbesvsLocke”.
Wednesday September 25th
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 Friday September 27th:
1. Complete the journal entry answering the question “What have you learned about your own ideologies and political beliefs?” Explain your thoughts.
Monday September 23rd
Class notes: In-class essay
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 – bike helmets in Vancouver. We learned about how to structure a persuasive essay paper and then we started to prepare our essay plans.
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 Monday September 23rd:
1. Complete your essay plan
2. Look at the supporting documents/websites to help you prepare for your in-class essay next class.
Tuesday September 17th
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 Thursday September 19th:
1. Finish the questions started in class
2. Read Action Phil- Marx.
Friday September 13th
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 Tuesday September 17th:
1. Prepare for a quiz on the ideas we have studied in class so far: human nature, epistemology, and political philosophy.
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. 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 firstname.lastname@example.org 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 September 9th
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 Wednesday September 11:
Complete the following worksheet. SS9 Epistemology Worksheet
Thursday September 5th
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. http://psychology.about.com/od/nindex/g/nature-nurture.htm
Homework/Preparation: due Monday September 9:
Read the following cartoon and be prepared to discuss it in class:
Wednesday September 4th
Welcome back to St. George’s and welcome to our new Socials 9C 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 email@example.com. 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 Thursday September 5
1) Visit class website; review Course Introduction material; journal guidelines document
2) complete Socials 9C Student Questionnaire (you can email me a copy to firstname.lastname@example.org subject line “Your Name – SS9C- Student Questionnaire”