Chapman (C)

Final Exam Outline: SS9 Exam Outline 2015

Thursday 4 June 2015

Class Notes:  Your last day of classes!  GASP!  It’s been a pleasure teaching you and I wish you a wonderful summer.

Today’s class was dedicated to reviewing for the exam.

HW:  Have a great summer and think of Mr Chapman every day.  😀


Tuesday 2 June 2015

Class Notes:  Today’s class was used to give you some study and Q&A time with Mr Chapman, Mr Jamieson, and Mr Kern.  Hopefully by now you have completed your SS9 Exam Prep worksheet with significant detail and are fully set for the exam!


Friday 29 May 2015

Class Notes:  Today we built on our exam study resources.  By this point we have had recent exam practice for:

  1. Section 1, source evaluation and comparison through our Fur Trade Venn Diagram Assignment
  2. The Rubric through our Fur Trade Venn Diagram Rubric

Today we will be focusing on Section 2, the essay, and more specifically helping you review content and the big ideas that will help you through crafting your essay.

Work through the tables on the SS9 Exam Prep worksheet.  By thoroughly completing this worksheet, you should have a strong background in terms of content and the bigger ideas that will help you in Section 2.


Wednesday 27 May 2015

Class Notes:  Today we ensured that our Fur Trade Venn Diagrams were uploaded to our WordPresses.  We then took the time to consider our Final Exam Rubric by evaluating a classmate’s Venn Diagram (Fur Trade Venn Diagram Rubric).  After completing the rubric for a classmate and taking the time to read the evaluation we were given, we then completed another honest rubric for ourselves.

HW: Review the processes we have done throughout the year.  This will be very useful to you for studying purposes on the upcoming exam.


Monday 25 May 2015

Class Notes:  Today we spent the class time working on our Fur Trade Venn Diagram Assignment.

By the end of class today you should have your completed APA Bibliography uploaded to your WordPress.

HW: Continue to build your Fur Trade Venn Diagram.  The completed version will need to be submitted on Wednesday.


Thursday 21 May 2015

Class Notes:  Today we spent the class time working on our Fur Trade Venn Diagram Assignment.

HW:  Continue to build your Fur Trade Venn Diagram.  Keep in mind the following important dates:

  1. Monday 25 May = APA Bibliography completed and uploaded to your WordPress by the end of class.
  2. Wednesday 27 May = Venn Diagram completed and uploaded to your WordPress before class starts.


Tuesday 19 May 2015

Class Notes:  You may not have noticed the exam outline above.  If you haven’t, this is probably something that you will want to download and have a good read through.

Today we introduced our final unit of the year, The Fur Trade.  This mini-unit has been deliberately designed to:

  1. Connect some of the ideas from the previous 2 units, First Nations and the “Discovery” and Exploration of Canada.
  2. Give you some practice for one of the sections of the final exam.

To help guide us through this unit, have a read through Fur Trade Venn Diagram Assignment.  This assignment has structural components very similar to the first section of the exam and even uses the same rubric for evaluation as does the exam.

Class time today was mostly used to build you Fur Trade Venn Diagram.

HW: Continue to build your Fur Trade Venn Diagram.


Thursday 14 May 2015

Class Notes:  Today we had our in-class writing on “What role did exploration play on early Canadian economics and did your explorer play a significant role in this?”

Submit your responses, your draft/outline, and your APA bibliography to your WordPress upon completion at the end of class.  If you were absent today, you are still expected to complete it and submit it all to your WordPress ASAP.

HW:  Spend your Victoria Day weekend in Victorian-era clothing.


Tuesday 12 May 2015

Class Notes:  Today we had our in-class sharing of our Explorer Fakebooks.  Remaining class time was used to get started on creating a draft of your paragraph or essay for next class with the topic of:

“What role did exploration play on early Canadian economics and did your explorer play a significant role in this?”

You will need to submit a draft of your paragraph/essay with it on Thursday.  Here are some possibilities that your draft could be:

  1. H-E Template
  2. Essay Planning Worksheet
  3. Something different, although if you choose something else, you must ensure that you have clearly stated your thesis and provided points and evidence proving your thoughts.

HW: Complete your paragraph/essay draft and come to class ready to write!


Friday 8 May 2015

Class Notes:  Today we continued to build our Fakebooks.

Complete the Check-In:

HW: Continue to build your Fakebook.


Monday 4 May 2015

Class Notes:  Today we began our next unit, The Discovery and Exploration of Canada.  In this unit we’re going to combine some of the methods we’ve used to investigate other units in the past and beyond with our SS9 Explorers Project.  In this project you and a partner from our class will have the opportunity to investigate and research one of the many explorers who traversed our country.  In the process you’ll have the opportunity to:

  1. Make connections (Who were these explorers’ contemporaries?)
  2. Draft an economic letter (What would someone who commissioned such a voyage need to have figured out in terms of supplies, financial backers, etc?)
  3. Write a historical narrative (What would these explorers and their contemporaries be thinking throughout the exploration?)
  4. Create an ArcGIS map (What is where?  Where did the explorer actually go?)
  5. Explore creativity (How can I use a modern medium to explore a historical topic?)

We’ll be doing all the above through a website called Fakebook (note, not Facebook).

Use the SS9 Explorers Project Rubric as a guide.

HW: Work on your SS9 Explorers Project.


Thursday 30 April 2015

Class Notes:  Today was our in-class essay writing time for our Compare & Contrast Essay (2015).  You should upload to your WordPress by 11:20am today.


Tuesday 28 April 2015

Class Notes:  Today was in-class work time for your Compare & Contrast Essay (2015).  You should have submitted your completed Venn Diagram to your WordPress by this class.

HW: Complete final notes and pre-writing for your in-class essay next class.


Thursday 23 April 2015

Class Notes:  Today was in-class work time for your Compare & Contrast Essay (2015).  You should have submitted your completed inquiry log to your WordPress by this class.


Tuesday 21 April 2015

Class Notes: Today we are giving you more guidance and directions on the compare and contrast assignment. Please see this document- Compare & Contrast Essay (2015)


Wednesday 15 April 2015

Today we started class by filling out our Field trip feed back form.

Remaining class time was spent with SS9 First Nations Venn Diagram (this is an explanation & rubric for what you are expected to do).  We will use this as essentially a first draft for a later compare and contrast essay in a couple weeks.

HW: Continue to build your Venn Diagram.


Monday 13 April 2015

Class Notes:  Today we had a wonderful guest, artist Deb Sparrow (, who came in to discuss our collective story – the story of our city and region regardless of what ethnic origin we are.

HW: Continue to work on your Research Tracking & Feedback Sheet.  Plus, if you haven’t already submitted your Venn Diagram, please make sure you do before next class.


Thursday 9 April 2015

Class Notes:  Today we started talking about the Russell Means article and then looked at the Research Tracking & Feedback Sheet.  From there we moved up to the Learning Commons for some “free time” to explore options in First Nations.

HW: Work on your Research Tracking & Feedback Sheet and your Venn Diagram.


Tuesday 7 April 2015

Class Notes:  Today was our field studies at the Museum of Vancouver.

HW: Be sure to:

  1. Complete the form from last class if you haven’t already.
  2. Produce a Venn Diagram comparing the “People of the Pacific Northwest” section of your textbook with the museum exhibit.  This is to be uploaded to your WordPress no later than class time on Monday 13 April.
  3. Read through the following article by Russell Means, an actor you would have seen in the Last of the Mohicans clip: Russell Means & The Imaginary Indian and be prepared to discuss it in Thursday’s class.


Wednesday 1 April 2015

Class Notes: Our 4000 word essay was assigned today entitled “April Fools and Gullible Grade 9 Students.”

We then spent some time discussing the following questions:

  • What was their initial impression of how the groups were portrayed?
  • Did they feel that the sections were complete?
  • What did they feel was well done and what was missing?
  • How would they feel if that was their culture being portrayed?

From there we spent some time examining cultural stereotypes in mass media by looking at and discussing the following videos:


  1. Continuing off the themes from the previous class, please fill out the following form.
  2. Read the “People of the Pacific Northwest” section of your textbook.  You will need to have a solid understanding of this before going to the museum on Tuesday as you will be expected to produce a Venn Diagram comparing the textbook’s section with the museum exhibit to be uploaded to your WordPress no later than class time on Monday 13 April.
  3. Read through the following article by Russell Means, an actor you would have seen in the Last of the Mohicans clip: Russell Means & The Imaginary Indian and be prepared to discuss it in Thursday’s class.


Monday 30 March 2015

Class Notes: Today we talked about the ethnic composition of Canada:


We talked about “culture”.

  • language
  • traditions / customs
  • religion
  • clothing
  • food
  • music
  • architecture
  • art
  • ritual
  • economics
  • politics
  • social structure
  • geography
  • philosophy
  • ideology
  • and more…

Does this change over time?

In Groups of 5, you are going to look at one of the First Nations groups from Chapter 7 in your text. Each group will read and learn about one of the groups and prepare to share your understanding of “what was their culture?”.  You will then go into a new group of 5 and share your understanding with one another.

The groups are:

  • Inuit
  • Iroquois
  • Plains
  • Plateau
  • NW Coast

Individually, make sure you have a general understanding of each group’s culture and a more specific understanding of the culture of the group you researched.

HW:  If someone were to have made an entry in our textbook about your culture, like the ones about the First Nations, how would you feel? Would you feel like it was an accurate portrayal of who you are? What revisions would you suggest, if any?  Post your responses to your WordPress.


Thursday 12 March 2015

Class Notes:  Today was seen as a follow-up class to our Physiographic Regions of Canada assignment, the bulk of which was spent preparing a Hypothesis-Evidence Template (GIS Paragraph H-E Template) to write a 1 paragraph response to:

How can spatial technologies like GIS help us better understand the 2 types of geography, the 5 themes of geography, and the 3 questions of geography?

Your completed Hypothesis-Evidence Template should be uploaded to your WordPress before the end of class.  Additionally, you are expected to upload a completed paragraph by 10pm tonight.

HW: Upload a completed paragraph considering your Hypothesis-Evidence Template and the question above to your WordPress.


Tuesday March 10th, 2015

Friday 6 March 2015

Class Notes:  Today we shared our Storymaps with one other group and then made edits based on their suggestions.

HW: Finalize your Storymap.


Wednesday 4 March 2015

Class Notes:  Today we continued to work on SS9 Physiographic Regions Model Assignment 2015.

HW: Continue to build your Storymap.


Monday 2 March 2015

Class Notes:  Today we continued to work on SS9 Physiographic Regions Model Assignment 2015.

HW: Continue to build your Storymap.


Thursday 26 February 2015

Class Notes:  Today we built upon our knowledge of GIS, the 2 types of geography, the 5 themes of geography, and the 3 questions of geography by introducing our next assignment:SS9 Physiographic Regions Model Assignment 2015.

Groups are formed based either on a physiographic region or a subsection of a physiographic region of Canada.  This map will best help you visualize what you have been assigned: Physiographic Regions of Canada Map.

Physiographic Region Chapman
Cordillera Pacific (BC Pacific Islands) Jaden, Eduardo
Cordillera North (Yukon, Northwest Territories) Qaasim, Simarjot
Cordillera South (Mainland BC, Alberta) Arthur, Allan
Interior Plains North (Yukon, Northwest Territories, Nunavut) Finn
Interior Plains West (BC, Alberta) Edward
Interior Plains East (Saskatchewan, Manitoba) Jasper
Canadian Shield Davis (Nunavut, Québec, Newfoundland and Labrador) Gordon
Canadian Shield Kazan (Nunavut, Northwest Territories, Alberta, Saskatchewan, Manitoba) Davin
Canadian Shield James West (Manitoba, Ontario) Josh
Canadian Shield James East (Québec, Newfoundland and Labrador) Milan
Canadian Shield Laurentian (Ontario, Québec, Newfoundland and Labrador) Nicholas
Canadian Shield Hudson (Manitoba, Nunavut, Québec, Ontario) Sho
Arctic Lowlands (Northwest Territories, Nunavut) Radek
Arctic Coastal Plain (Yukon, Northwest Territories, Nunavut) Jackson
Innuitian (Northwest Territories, Nunavut) Will
St. Lawrence Lowlands West (Southern Ontario) Jake
St. Lawrence Lowlands East (Eastern Ontario, Québec, Newfoundland and Labrador) Windsor
Appalachians North (Newfoundland and Labrador) Jamie
Appalachians West (Québec, New Brunswick) Justin
Appalachians East (Prince Edward Island, Nova Scotia) Dillon

Beside the assignment, you would be best served by completing this 2 part tutorial to best understand what is a “StoryMap”:

  1. StoryMaps Part 1
  2. StoryMaps Part 2
  3. not a tutorial, but this file is needed to complete the tutorials:

HW: Work on your Physiographic Regions of Canada assignment.


Tuesday 24 February 2015

Class Notes:  Today we started off class with a short quiz:

From there we continued building on our GIS skills by looking at 3 more tutorials:

Complete the above tutorials, fill out the corresponding rows of the table in the GIS Intro Student Tracking Sheet, and then answer the associated questions in the same document.

HW: Finish the tutorials and the GIS Intro Student Tracking Sheet if you weren’t able to complete it in class.


Friday 20 February 2015

Class Notes:  Today we began a new unit: The Geography of Canada.  With this unit we will be introducing a spatial technology called GIS (Geography Information System).  Some examples of GIS that you may be familiar with include Google Maps, Google Earth, or GPS.  We’re going to take it to a different level with a program called ArcGIS by a prominent spatial technology company called ESRI.

We started class off by watching:

and then played a game:

After that we considered a PowerPoint The Geography of Canada.  This PowerPoint introduces the 5 themes of geography:

  1. Location
  2. Place
  3. Human-Environment Interactions
  4. Movement
  5. Region

and the essence of geography or the 3 big questions of geography:

  1. What is where?
  2. Why there?
  3. Why care?

We then introduced the GIS Intro Student Tracking Sheet to help guide us with the introductory tutorials for GIS (today and next class) and then spent the next 20-30 minutes considering the first tutorial (1 – Intro to GIS) to help us set up ArcGIS accounts.  Careful!  Be sure to click “Create a Public Account” when joining!

Screen Shot 2015-02-20 at 9.26.04 AM

We spent the last few minutes of class introducing our homework.  Pick either How Google Builds Its Maps—and What It Means for the Future of Everything or How digital maps are changing the way we understand our world and create Cornell Notes to be uploaded to your WordPress before next class.

HW: Complete your Cornell Notes (see above) and play around a bit with ArcGIS.


Wednesday 18 February 2015

Class Notes:  Today we first each wrote a paragraph based off our Mercantilism Summary Paragraph H-E Template that we completed for homework.  Upon completion, we submitted our paragraphs and our templates to our WordPresses.  From there, we spent the remaining class time finishing up our presentations from the previous class.

HW: If you have a laptop, please make sure to bring it to our next class.


Monday 16 February 2015

Class Notes:  Today we assembled the British Empire and discussed mercantilism in the process.

Complete the following form:

HW: Complete Mercantilism Summary Paragraph H-E Template in preparation for an in-class writing to take place next class.


Thursday 12 February 2015

Class Notes:  Today was our last in class work time on our SS9 Mapping British Colonialism assignment.

HW: Finish your SS9 Mapping British Colonialism assignment.  Next class you will be presenting it.


Thursday 5 February 2015

Class Notes:  Today was in class work time on our SS9 Mapping British Colonialism assignment.

HW: Work on your SS9 Mapping British Colonialism assignment.


Tuesday 3 February 2015

Class Notes: After checking to ensure that everyone has completed their SS9 Connecting the Industrial Revolution to Colonialism work, we considered the Map of the British Empire (1914) and then introduced our next assignment, SS9 Mapping British Colonialism.  From our class, here is your responsibility:

Great Britain Jaden
Ireland Arthur
Canada & Newfoundland Edward
The 13 Colonies Gordon, Eduardo
British Guiana Joshua
Bermuda & The West Indies Nicholas
Gibraltar Radek
Palestine (Israel) Will
Iraq Windsor
Oman & Aiden Justin
Sierra Leone Qaasim
The Gold Coast Finn, Simarjot
Egypt & Sudan Jasper
British Somaliland Davin
East Africa (Tanzania/Kenya) Milan
South Africa & Rhodesia Sho
India Jackson
Hong Kong Jake, Allan
Australia Jamie
New Zealand Dillon

HW: Continue to work on your SS9 Mapping British Colonialism assignment.


Friday 30 January 2015

Class Notes: Today we started class with a quick look into a couple of the big ideas from the homework package (Imperialism in Africa – Primary Sources).  By now your answers to that package should be posted to your WordPress – if not, please do so ASAP.  From there we further delved into the idea of imperialism by considering a PowerPoint on Imperialism.

Remaining class time was given to working on SS9 Connecting the Industrial Revolution to Colonialism – groups of 3 divided India, Egypt, and South Africa amongst themselves to research and share their results.

HW: Complete SS9 Connecting the Industrial Revolution to Colonialism and be sure to share your responses with your group.


Wednesday 28 January 2015

Class Notes:  Today we spent the first part of class doing our in-class writing in response to “Within Britain and from the perspective of your agenda, was the Industrial Revolution in the 1800s a success?”

Rubric: Industrial Revolution Writing

Your written response can either be hand-written and as such submitted to Mr Chapman physically or if digital, uploaded to your WordPress.

Questions to ask yourself prior to submission:

  1. Have I explained my ideas on the subject with sufficient care?
  2. Is the title of my response at least moderately informative?
  3. Is the opening of my work interesting and have I focused on the topic?
  4. Do I state my main point (thesis) early in my work and do I keep that viewpoint throughout?
  5. Is the organization of my work reasonable?  Does each point flow to the next?
  6. Are my ideas supported by examples, concrete evidence, research, etc?
  7. Are the sentences concise and clear?  Are needless words and inflated language eliminated?
  8. Is the conclusion to my work conclusive without being repetitive?
  9. Have I taken the time proofread?  Are spelling and punctuation correct?

If you answer “no” to any of the questions above, you’re not ready to submit and should spend a some time revising.

Once you have submitted your work, get started on your homework for tonight: Imperialism in Africa – Primary Sources.  Answers should be posted to your WordPress (except page 1 which is photocopied for you).

HW: Imperialism in Africa – Primary Sources.  Answers should be posted to your WordPress (except page 1 which is photocopied for you).


Monday 26 January 2015

Class Notes: Today we had Day 2 of our scenarios.  We broke up into groups containing individuals from the other agendas and then investigated:

  1. The Factory System
  2. New Lands/Colonialism

We also ensured that all of our materials were properly submitted:

  1. Scorecards
  2. Signed Negotiation Documents
  3. APA Bibliography
  4. 6 Cornell Notes

HW: Next class, we will be writing an in-class response to “Within Britain and from the perspective of your agenda, was the Industrial Revolution in the 1800s a success?”  It would be in your best interest to be prepared to write a response with examples.


Thursday 22 January 2015

Class Notes: Today we had Day 1 of our scenarios.  Up first was the Highland Clearances followed by the English Enclosures.

A few things to keep in mind:

  1. You are roleplaying your agenda throughout all of today’s class and next class.
  2. You will have 30 minutes per scenario.
  3. In each scenario, you will need to negotiate with the people around you, regardless of their agenda and come to some sort of agreements about what to do with the situation presented by the scenario.  Whatever you all collectively decide you will have to write down and have everyone in the group sign and submit to Mr Chapman at the end of the scenario.
  4. Scenario 1 will be with people of the same scenario.  Think of this as practice.
  5. Scenario 2 will be something like a fishbowl to allow you a bit of teamwork and further practice.  This will be explained in class.
  6. Scenarios 3 and 4 (next class) will be in groups and you will be the only person in the group with your agenda.
  7. You are expected to submit a 12 point Scorecard to Mr Chapman at the start of each scenario.  This can be either physical or to your WordPress.  Part of your assessment will be how many points you have successfully accomplished on your Scorecard.
  8. By now you should have at the very least submitted to your WordPress your minimum 6 source APA bibliography.  Cornell Notes on your primary source, your secondary source for your agenda, the Highland Clearances, and the English Enclosures completed and uploaded will make your experience today far stronger.
  9. Don’t forget, we do have a rubric for this assignment: SS9 Philosophy and Industrial Revolution Rubric.

HW: Finish up your remaining Cornell Notes, update your bibliography if necessary, prepare final 2 Scorecards, and get ready for our next negotiation.


Tuesday 20 January 2015

Class Notes: Day 2 of Research for our Philosophy and the Industrial Revolution assignment.  By the end of class on your WordPress you should have uploaded your minimum 6 source bibliography in APA format.

Additionally, of considerable benefit to you would be to have uploaded your first 2 Cornell Notes by the end of class:

  1. the primary source you’ve been assigned found in the SS9 – Philosophy and the Industrial Revolution document
  2. a secondary source on your agenda

Before next class, it would be of considerable benefit to you to upload your next 2 Cornell Notes:

  1. the Highland Clearances in northern Scotland
  2. The English Enclosure Movement

The more work you complete now, the better and easier your life will be!

HW: Continue to work on your Cornell Notes and have your Scorecards for the Highland Clearances and the English Enclosures complete and ready to submit.


Friday 14 January 2015

Class Notes: With Mr Chapman absent for the Curling Zones, Ms Pollock visited and Mr Jamieson took the lead.  Today we moved on, continuing to work on the Industrial Revolution Project.  This class was a research based class where we began to gather Cornell notes on both our agenda and the four historical scenarios that you will be discussing.  Remember you will need 6 pages total of notes that you need to turn in; one on each of the following

  1. the primary source you’ve been assigned found in the SS9 – Philosophy and the Industrial Revolution
  2. a secondary source on your agenda
  3. the Highland Clearances in northern Scotland
  4. The English Enclosure Movement
  5. The creation of factories and the factory system in Great Britain
  6. Colonialism (specifically British colonialism)

SS9 Philosophy and the Industrial Revolution
SS9 Philosophy and Industrial Revolution Rubric
SS9 Cornell Template
Workshop- Cornell, APA and evidence


Wednesday 14 January 2015

Class Notes: Today’s class saw us introduce our assignment to best understand the underlying philosophies that came to prominence during the Industrial Revolution: SS9 Philosophy and the Industrial Revolution and the associated rubric, SS9 Philosophy and Industrial Revolution Rubric.

We watched:

The class broke up into groups and had a focussed introductory mini-lesson on one of the following agendas:


Screen Shot 2015-01-15 at 8.07.12 PM

HW: Continue to research your agenda and also the relevant scenarios.  You are expected to submit a minimum 6 source APA bibliography to Mr Chapman by the end of class on Tuesday 20 January.  Our first scenario day will be Thursday 22 January and you will need to be well versed not only on your agenda but also on the scenarios by that point.


Monday 12 January 2015

Welcome back and nice to meet you!  Mr Chapman here.  I know about half of you from various things, but it’s great to get acquainted with everyone.

Some housekeeping items:

  1. Our Class Discussion Board (aka – Hub) will be:
  2. Your very first post on our Hub will simply be a link to your WordPress.  You are expected to complete this before next class.
  3. Mr Chapman will be updating our class website (this page – with considerable more frequency than Ms Warner did.  You are expected to check this website regularly and are responsible for all material present, regardless of whether or not you were absent from class.
  4. Mr Chapman has a “no bag” policy.  Since we have the class immediately after lunch, you should have enough time to drop off your stuff in our classroom and then return your bag to your locker.  The reason this policy exists is to help manoeuvrability around the classroom as you will often be asked to move about the room for various tasks.

Class Notes:

Today we continued looking into the Industrial Revolution.  Prior to the break, you had a chance to look into child labour, an unfortunate part of the growth that took place during the Industrial Revolution.  After a brief discussion surrounding that, we launched into considering the Industrial Revolution as a whole using the Industrial Revolution PowerPoint to help guide us in our understanding.

We first discussed:

  1. Should an employer be allowed to see your FB page as part of your interview?
  2. How would your political views (left vs right) effect how you might interpret this question and come up with your answer?
  3. If you answered no, should legislation be put in place to protect workers?

From there, we reviewed Feudalism and the Manorial System from Grade 8.

We then watched and discussed:

After that we used our textbooks (Chapter 5) to find 3 examples each of technological advancement for:

  • Agriculture
  • Transportation
  • Textiles

HW: On your WordPress, do the following:

  1. Craft a paragraph definition of the Industrial Revolution
  2. Answer the following question in a short paragraph:
    • Why did the Industrial Revolution start in Britain?

PLUS!  Don’t forget to make sure that you have uploaded the address to your WordPress to our Hub:




December 2014

Child Labour Video: chocolate-the-bitter-truth-questions


November 19th, 2014

Today you will be completing and submitting the project proposal form to your Hub folder: SS9 PBL Research Evaluation & Product Proposal Form


1.  Please make sure you are up to date with your Learning Logs (you should have completed four entries by today).

2. Tuesday November 26th – complete any additional research, start planning your product and collecting resources needed, add Learning Log # 5 – a description of your progress and thoughts about expressing your ideas via your product method.


November 17th, 2014

As has been the case for the past few lessons, today is another research day.  By now you should have consulted many sources (books, videos, websites etc.) on your topic. Before the end of class today, I would like you to complete a new post in your Learning Log documenting at least 10 sources that you have consulted thus far in APA format and a sentence or two explaining for each source whether or not that source is valuable to you and why.

You are expected to always update your Learning Log with your learning but there are some expected posts you will be assessed on throughout the PBL process.  Thus far they are:

  1. What is a learning log?
  2. What did you learn from all 4 workshops?  What did you learn that was new?  How are you planning to build on what you learnt from when you were in SS8 (assuming you went to St George’s last year)?  Etc.
  3. What is the graphic below telling us to do?  Why is this a great resource for us to consider when creating our PBLs?  Why is it important to pose real questions then look at finding resources?  Etc.


4. TODAY: 10 sources in APA format with a sentence or two explaining why and how the source is valuable to you.


HW: Continue to research and continue to update your Learning Log with the progression you have made on your PBL.


November 6th-14th, 2014

Research Days – formulating your driving question, finding basic facts about your revolution, updating learning logs with your progress, and filling in the document below to send to me!

Homework: On your WordPress, post your final driving question and 7-10 research questions that will help you answer your driving question.

November 4th, 2014

Today we will be split into two groups. One will visit Mr Crompton in the Learning Commons for the first part of the class and then we will switch. When you are with me, we will be reviewing the PBL expectations as well as starting our first learning log on your wordpress.  Please title it “Learning Log Entry #1 – response to workshops”. The log can be typed or you can post a video if they wish. Create your own Youtube channel perhaps to do this. This is an assessed component of your project mark and it should be detailed and reflective. Your entry should reflect on each of the 4 workshops you have visited. Think about your Grade 8 PBL project and where you would like to move on from that? How will these workshops help you? What ideas do you have so far? How are you feeling about this project etc.?

We will also review what makes a good driving question and you will begin to refine your choice. SS9 Driving Question

October 29th and 31st, 2014

For each of these lessons you worked in groups to rotate through the different stations relating to our upcoming PBL. You took part in the following workshops:

Workshop #1 – PBL Questions Workshop #1 – PBL Question Development

Workshop- Cornell, APA and evidence

Workshop _3 Creating a PBL Product

Workshop #4 Learning Log Introduction

October 27th, 2014

Today you presented your recipes and they were just fantastic! Very, very well done. I will get these marked and back to you as soon as possible. I’ll also need to find space on a wall somewhere for them to be displayed. You are one creative bunch!

We spent the second half of the lesson introducing the PBL project. Please see the following: SS9 PBL Revolutions Project

October 20-24th, 2014

You spent two lessons this week finishing up your research and finalizing your finished product for your Recipe for Revolution. I was away for the second part of the week with the Grade 10 Camp. I look forward to seeing your presentations next week when I return!

October 8-16th, 2014

We have covered the same lessons twice now, with many of you being away at Explorer. After reviewing the stages of a revolution and doing some work on the recent Egyptian Revolution, we have moved on to the task of creating a ‘Recipe for Revolution.’ In groups of three, you are to choose either the French Revolution, the English Civil War, or the American Revolution and create a recipe that identifies/explains the key causes, steps, and outcomes. Please see the attached sheets for more information: SS9 Recipe for RevolutionSS9 Recipe for Revolution Rubric

October 6, 2014

Today we are starting our second unit of the course, Revolutions! We will be reviewing a power point and having some discussion about the various types of revolutions as well as coming up with a class definition. Stages of Revolution We will then read through ‘Stages of a Revolution’ and discussion Brinton’s theory that all revolutions go through similar stages. SS9 Brintons Stages of Revolution We will then look specifically at the Egyptian Revolution and fill in a worksheet on the specific stages. SS9 Stages of Revolutions Worksheet

October 2, 2014

Today we completed a self-evaluation form for the course thus far and you had the opportunity to comment on what you think has gone well and what hasn’t, as well as giving yourself a predicted grade for your efforts and performance at the midterm point. research-paper-self-assessment After the evaluation, we introduced the idea of developing your own wordpress sites and you had some time to create your blogs. We will come back to these at a later date! ss9-wordpress-instructions

September 30, 2014

Today you used the class to write your bike helmet essays.

September 26, 2014

Today we carried on researching and planning our in-class essay about the regulation of bike helmets in Canada. You worked extremely well today – well done! Please see the attached document as a format for your essay plan essay-planning-worksheet

Remember to bring in notes, your bibliography (APA) as well as your essay plan, and a computer if possible, on Tuesday.

September 24, 2014

Today we begin our preparation for writing an in-class essay next week. You will have two classes to conduct research and prepare your essay and then will write it in class on Tuesday the 30th September. We will be reviewing the following documents to help us prepare our essay. Bike helmet- Persuasive Essay How To Guide For Essay WritingTransitions in academic writing Bike helmet essay – links to get you started

Homework: Please review the Economic PowerPoint and complete the accompanying questions SS9 Economics Worksheet due next Thursday the 2nd October.

September 22, 2014

Today you wrote your Philosophy quiz. We cross marked it and discussed some of the answers. We then moved on to Economics and simulated a Capitalist factory and a Communist factory. We discussed the advantages and disadvantages of each system.

September 18, 2014

Today we spent the first half of the lesson working through the ‘Prisoner’s Dilemma’ and worked in groups to consider the questions from the worksheet The Prisoners Dilemma. We then discussed the role of government in our lives and the extent to which those in charge have the right to limit our freedoms – see SS9 UNDERSTANDING THE POLITICAL SPECTRUM. You did some journaling and we finished the lesson by looking at the political spectrum and had some interesting discussion on your views about politics.

Homework: Please review the help sheet for your quiz on Monday! SS9 Philosophy Quiz Prep Sheet


September 16, 2014

Homework due: Questions from Epistomology reading

Today we started by mind mapping ideas/phrases/words that come to mind when we think of politics. Working in pairs, you came up with some excellent terms (freedom, democracy, greed, influence etc.). We then worked together to think about why we should (or should not) obey our government, what basic rights you believe human beings are entitled to, and finally, whether some of our freedoms should be restricted for the safety/well-being of society.

Prisoner’s Dilemma:

I showed you a clip from ‘Batman’ where the Joker conducts a very interesting social experiment; he tests the morals of Gotham’s citizens by forcing them to choose between saving their own lives or those of others. Many interesting conversations came from this, not least the idea that perhaps the actions of the citizens may have differed had the other boat not been full of prisoners!

We looked at the ‘Prisoner’s Dilemma’ worksheet and discussed some options for the two brothers being interrogated. We will pick this up again next lesson.


September 12, 2014

Homework due: Questions from the Thomas Hobbes article we read in class.

 Today we began by sharing some of the philosophical questions that you came up with last class. It was very interesting to see some commonalities between your ideas.

 We then broke off into groups and each studied a page from the Descartes comic Descartes comic on human nature. You each did an excellent job of summarizing the key points and describing/explaining the progression of his thoughts in your own words.

 I then asked you the question, ‘Can we ever know anything for certain?’ We used various images to show the ways in which our eyes can deceive us and discussed other examples of things that are not always as they seem.

 We finished the lesson by introducing an article on Epistomology Epistemology Article. Please read this sheet and complete the accompanying questions for next lesson.

Questions on Epistomology:

  1. Do you believe it is possible to have any concrete knowledge at all; something you can know for 100% certainty exists or is true?
  2. Does reason (thinking) provide us with knowledge of the world independently of experience? In other words could you reason out what the ocean looks like when you’ve never actually seen it or even had it explained to you? Could you come up with the idea of an ocean all on your own?
  3. Does our knowledge represent reality as it really is, or is what we perceive different (a little or a lot) from what really is happening? How much might our preconceived notions and beliefs distort what our senses take in or how much might we miss while we day dream?
  4. We know some people can’t see certain colours, what do you think of the idea that people might perceive colours differently from each other? That what you call green might appear to be red to someone else and visa versa; how would you ever know?


September 10, 2014

The Nature of Man

Homework due: Questions from the article we read in class on Nature versus Nurture.

Today we carried on our discussion of Nature versus Nurture and some excellent points were made with regards to much of our personalities being influenced by both factors. Many of you made insightful contributions and supported your ideas with valid evidence.

We then read through an excerpt from Thomas Hobbes’ book Leviathan Hobbes Leviathan and discussed his views on human nature. You are to complete the accompanying four questions for homework by next lesson.

Questions on Hobbes:

  1. What is anarchism?
  2. Why did Hobbes believe that people want to co-operate?
  3. Why did Hobbes believe that we end in competition with each other?
  4. Did Hobbes believe in nature or nurture?


September 8, 2014

Today we examined further “how to be a social scientist.”  We created a concept map of the high level framework of how groups meet their basic needs (food, shelter and clothing) and once they have accomplished these goals, they begin to pursue larger, more abstract goals (economics, politics and philosophy).


Screen Shot 2014-09-08 at 12.44.40 PM

Our job over the year is to understand further how these concept relate to one another.  In today’s lesson, we examined nature vs nurture.  You were asked to read the online article and share your thinking on the questions handed out.

Please hand them out on the hub!

Review the website on Nature versus Nurture at

Answer the following questions:

  1. Which theorists believe in nature?
  2. What is the difference between nature and nurture with reference to explaining human behavior?
  3. What are the strengths and weaknesses of each idea: can you think of any examples of human behavior that would support/refute the idea?
  4. What is your opinion?



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