Chapman (E)

Final Exam Outline: SS9 Exam Outline 2015

Wednesday 3 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 Konopaki.  Hopefully by now you have completed your SS9 Exam Prep worksheet with significant detail and are fully set for the exam!

It’s been a pleasure teaching you and I wish you a wonderful summer.

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

 

Monday 1 June 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.

 

Thursday 28 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:

  1. Write a short response to your WordPress: “What sources are most valuable to you as a researcher? What makes a ‘good’ source?”
  2. Review the processes we have done throughout the year.  This will be very useful to you for studying purposes on the upcoming exam.

 

Tuesday 26 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.

 

Friday 22 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.

 

Wednesday 20 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.

 

Friday 15 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.

 

Wednesday 13 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 Friday.  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!  Keep in mind, Friday’s class is a short one so you’ll want to truly be ready and not waste time doing last minute research.

 

Monday 11 May 2015

Class Notes:  Today we continued to build our Fakebooks.

Complete the Check-In:  http://goo.gl/forms/KqOGCGMAem

HW: Continue to build your Fakebook.

 

Friday 1 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.

 

Wednesday 29 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 9:45am today.

 

Monday 27 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.

 

Wednesday 22 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.

 

Monday 20 April 2015

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

 

Thursday 16 April 2015

Class Notes:  Today we had a wonderful guest, artist Deb Sparrow (http://debrasparrow.ca/), 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 and your SS9 First Nations Venn Diagram.

 

Tuesday 14 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.

 

Wednesday 8 April 2015

Class Notes:  Here is the Research Tracking & Feedback Sheet that Mr Jamieson introduced at the start of class today.

Beyond that, 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.

 

Thursday 2 April 2015

Class Notes: We started class by having a conversation 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:

HW:

  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 Wednesday 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 Tuesday 14 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 class on Friday 11 April.

 

Tuesday 31 March 2015

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

IMG_1408

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.

 

Friday 13 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.

 

Wednesday 11 March 2015

https://docs.google.com/forms/d/1liJvRTfCGo_pReScmKOIrMlMfyjO5MCbneix0UfXWWg/viewform

 

Monday 9 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.

 

Thursday 5 March 2015

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

HW: Continue to build your Storymap.

 

Tuesday 3 March 2015

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

HW: Continue to build your Storymap.

 

Friday 27 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) Pierce
Cordillera North (Yukon, Northwest Territories) Rohen
Cordillera South (Mainland BC, Alberta) Nathan
Interior Plains North (Yukon, Northwest Territories, Nunavut) Matthew N
Interior Plains West (BC, Alberta) Mateo
Interior Plains East (Saskatchewan, Manitoba) Nick
Canadian Shield Davis (Nunavut, Québec, Newfoundland and Labrador) Chris
Canadian Shield Kazan (Nunavut, Northwest Territories, Alberta, Saskatchewan, Manitoba) Lauchlan
Canadian Shield James West (Manitoba, Ontario) Alex F
Canadian Shield James East (Québec, Newfoundland and Labrador) Noah
Canadian Shield Laurentian (Ontario, Québec, Newfoundland and Labrador) James
Canadian Shield Hudson (Manitoba, Nunavut, Québec, Ontario) Matthew T
Arctic Lowlands (Northwest Territories, Nunavut) Jonathan
Arctic Coastal Plain (Yukon, Northwest Territories, Nunavut) Thomas
Innuitian (Northwest Territories, Nunavut) Desmond
St. Lawrence Lowlands West (Southern Ontario) Jerry
St. Lawrence Lowlands East (Eastern Ontario, Québec, Newfoundland and Labrador) Alex M
Appalachians North (Newfoundland and Labrador) Zenith
Appalachians West (Québec, New Brunswick) Michael
Appalachians East (Prince Edward Island, Nova Scotia) Brandon

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: https://drive.google.com/file/d/0B2eJb6q6wzZoaWZHeXZMeWoyTzg/view?usp=sharing

HW: Work on your Physiographic Regions of Canada assignment.

 

Wednesday 25 February 2015

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

http://goo.gl/forms/r8s2kdDBVo

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.

 

Monday 23 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 MapsGoogle 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: https://geoguessr.com/canada

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 Interaction
  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.

 

Thursday 19 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.

 

Tuesday 17 February 2015

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

Complete the following form: http://goo.gl/forms/HRshCxxbE5

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

 

Friday 13 February 2015

Class Notes:  Happy Friday the 13th!  Ooooo…

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.

 

Tuesday 10 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.

 

Wednesday 4 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 Pierce
Ireland Nathan
Canada & Newfoundland Mateo
The 13 Colonies Christopher
British Guiana Alex F
Bermuda & The West Indies James
Gibraltar Jonathan
Palestine (Israel) Desmond
Iraq Alex M
Oman & Aiden Michael
Sierra Leone Rohen
The Gold Coast Matthew N
Egypt & Sudan Nicholas
British Somaliland Lauchlan
East Africa (Tanzania/Kenya) Noah
South Africa & Rhodesia Matthew T
India Thomas
Hong Kong Jerry
Australia Zenith
New Zealand Brandon

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

 

Monday 2 February 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.

 

Thursday 29 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).

 

Tuesday 27 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.

 

Friday 23 January 2015

Class Notes: Today we had Day 1 of our scenarios.  Today was the Highland Clearances and 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. First we will be with people of the same scenario.  Think of this as practice.
  5. Next 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.

 

Wednesday 21 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.

 

Monday 19 January 2015

Class Notes: Today was the first of 2 research days for our SS9 Philosophy and the Industrial Revolution assignment.  We started class first off with any clarification questions that you may have.  From there, we did a brief review of Cornell Notes and a reminder that you will need 6 pages of Cornell Notes total – 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)

Additional Resource: Workshop- Cornell, APA and evidence

HW: Continue to work on your Philosophy and the Industrial Revolution Assignment.  Don’t forget – by the end of next class you will be expected to submit a minimum 6 source APA format bibliography.

 

Thursday 15 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:

https://www.youtube.com/watch?v=B3u4EFTwprM

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

Roles:

Screen Shot 2015-01-15 at 8.07.36 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 Wednesday 21 January.  Our first scenario day will be Friday 23 January and you will need to be well versed not only on your agenda but also on the scenarios by that point.

 

Tuesday 13 January 2015

Welcome back and nice to see all your smiling faces once again!

A few good reminders:

  1. Our Class Discussion Board (aka – Hub) is: https://hub.stgeorges.bc.ca/class/yfatjsv/
  2. Mr Chapman has a “no bag” policy.  Since we have the class at the start of the day, you should have enough time to drop off your stuff in our classroom and then return your bag to your locker BEFORE CLASS STARTS.  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.
  3. Yes, we are the first class of the day, but you are still expected to be in class and ready to start at 8:30am.  Some of you have had troubles with that time and Mr Chapman would like to see those troubles permanently fixed.

Class Notes:

Today we continued looking into the Industrial Revolution.  Prior to the break, we 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:

https://www.youtube.com/watch?v=zhL5DCizj5c

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?

 

 


 

 

Thursday 18 December 2014

Last day before break!  To celebrate, we watched the remaining 20 minutes of “Oliver!”

After that time was given to complete a table comparing fact and fiction of “Oliver” on your WordPress.

In addition, on your WordPress, answer the following critical thinking question in a full paragraph with plenty of evidence:

  • How do movies like “Oliver” shape our understanding of history?  Should they shape our understanding?

 

Friday 12 and Tuesday 16 December 2014

Consider yourself at home!  Today we started a transition point in our study of revolutions.  Over the past 2 months we have really focussed in on political revolutions and we have each become experts on at least 1 revolution.  After the winter break we will immediately start to look at another major revolution, the Industrial Revolution.  To help us in this transition, starting today we will watch the winner of 6 Academy Awards including Best Picture and Best Director, the 1968 epic “Oliver!” – a heroic adventure of an orphan fighting his way through the slums of early 19th century London and his quest for love.

Please sir, I want some more!  Click this image for the film's trailer.

Please sir, I want some more! Click this image for the film’s trailer.

We will watch part 2 of this film in Tuesday’s class.

 

Wednesday 10 December 2014

Today was our wrap up class for the PBL Revolutions unit.  The entire class time was given to work on the 2 questions below.  These questions are expected to be completed in class and uploaded to your WordPress as Learning Log #8.  Refer to Social Studies Writing Styles for my expectations on your finished pieces.

1) Reflective writing question: What was your experience with this PBL? Was this more, less or equally successful compared to your PBL in grade 8? What were your successes? What were your shortcomings? Are you proud of your product? Did you learn anything/nothing/a lot? Where will you go from here with future PBLs?

2) Critical writing question: please write an answer to your driving question. It should be a formal piece of writing with a hypothesis and pieces of evidence from your research to support your hypothesis.

HW:  Make sure all project items are on your WordPress if they aren’t already: Learning Logs, any digital products, APA bibliography, Cornell notes, etc.

 

Monday 8 December 2014

Today we had our Day 2 of our PBL presentations.  You are expected to do a Peer Evaluation (SS9 PBL Project Rubric Student Peer Marking Version) for each and every presentation you see.  Email Mr Chapman at the end of class and attach all the Peer Evaluations in one document.

 

Thursday 4 December 2014

Today we had our Day 1 of our PBL presentations.  You are expected to do a Peer Evaluation (SS9 PBL Project Rubric Student Peer Marking Version) for each and every presentation you see.  Email Mr Chapman at the end of class and attach all the Peer Evaluations in one document.

 

Tuesday 2 December 2014

Today was our last class to work on our PBLs.  Next class you will be presenting to a small group – be prepared – students will be called upon at random to present.  While some presentations will have to wait until Monday’s class to present, everyone should be ready to go for Thursday’s class.

HW: Finish all remaining components of your PBL Project and be ready to present on Thursday.

 

Friday 28 November 2014

Work period!  By now, all research should be complete and you should be in the final stages of assembling your PBL.  Next class is your last in-class work time and the final product plus all your process work is due on Thursday 4 December.

HW: Work on your PBL and make sure to continue to update your Learning Logs

 

Wednesday 26 November 2014

Work period!

HW: Work on your PBL and make sure to continue to update your Learning Logs

 

Thursday 20 November 2014

We started today’s class by reminding ourselves of the remaining dates left of our PBL Assignment:

  • Wednesday 26 November = Product Making and Refining Day 1
  • Friday 28 November = Product Making and Refining Day 2
  • Tuesday 2 December = Product Making and Refining Day 3
  • Thursday 4 December = Sharing Day 1
  • Monday 8 December = Sharing Day 2
  • Wednesday 10 December = Reflection

Please note that while there are 2 Sharing Days, everyone is still expected to have completed their PBL by Thursday 4 December, no exceptions.

After that, the remaining class time was given to work on whatever you need to get accomplished for your PBL.

HW: Upload to your Learning Log before next class a completed version of the SS9 PBL Product Creation form.  Keep in mind your Learning Log at the absolute minimum should have the following:

  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 this graphic (the inquiry graphic from Friday 7 November)) 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. 10 sources in APA format with a sentence or two explaining why and how the source is valuable to you.
  5. Your 3-4 favourite research questions (and your Driving Question).
  6. A completed version of the SS9 PBL Research Evaluation & Product Proposal Form.
  7. A completed version of the SS9 PBL Product Creation Form.

Note, items 1-6 should have been completed by today’s class for your Term 1 grade.

 

Tuesday 18 November 2014

Today’s class was dedicated to 3 parts:

  1. Uploading your Research Questions.  By now you should already know what Research Questions will help you answer your Driving Question.  Please post your 3 or 4 favourite Research Questions to your Learning Log as post #5.
  2. Start and complete by the start of next class our SS9 PBL Research Evaluation & Product Proposal Form.  This should also be uploaded to your Learning Log.
  3. POST YOUR DRIVING QUESTION TO THE LEARNING LOG IF YOU HAVEN’T ALREADY.

Learning Log Status as of 8:15am Tuesday morning:

Learning Log Status

Learning Log Status – Yellow means you’re missing a component (for example, maybe you didn’t include a sentence explaining each source with your bibliography?)

HW: Finish crafting your Research Questions and upload to your Learning Log and finish the SS9 PBL Research Evaluation & Product Proposal Form and again upload to your Learning Log (if you haven’t already).

 

Friday 14 November 2014

Today is another research day.  By now you should have read through tonnes of resources and to that end, before the end of class today you will be expected to have as 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.

Update: Here’s our class’ status with the WordPress Learning Logs:

Chapman (E) Learning Log

Learning Log Status

 

You are expected to always update your Learning Log with your learning but there are and will be throughout the PBL several expected posts.  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 this graphic (the inquiry graphic from Friday 7 November)) 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.

 

Wednesday 12 November 2014

Today is our 2nd research day.  If you hadn’t spoken with Mr Chapman in Friday’s class about your driving question, that was your top priority for the day.  Other than that, class time was given for building your research in whatever fashion you feel you need.  Mr DaSilva and I are here to help guide you.

HW: Do more research to help answer your driving question.  Don’t forget to keep your Learning Logs updated.

 

Friday 7 November 2014

Today is the first of our research days.  We first considered the following inquiry graphic:

the-inquiry-process

Class time was then given to either work in our classroom or go up to the Learning Commons to work on flushing out our Driving Questions, our Research Questions, and also finding at least 3 potentially worthy sources (sources should be posted to your WordPress in APA format before the end of class).

By the end of class, this was the status of our Driving Questions:

Here's a list showing the status of our driving questions.

Here’s a list showing the status of our driving questions.  Click the image for a bigger version.

HW: Carry on with your research.  Before next class you should also have at least one new post up on your Learning Log focussing on the inquiry graphic above – What is this graphic 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.

 

Wednesday 5 November 2014

Class notes: Today we completed our preparation for PBL by attending the final two workshops, one in the library on searching for information, and then the other on preparing a proposal form. Students used the second half of the class to complete the PBL Online Proposal Form which submits initial PBL ideas to the teacher for feedback.

Homework: due Friday November 7:

1. Make sure your online proposal form has been completed and submitted for discussion with the teacher on Friday.

 

Thursday 30 October 2014 AND Monday 3 November 2014

These two classes were dedicated to workshops to help shape your SS9 PBL Revolutions Project.

Workshop Resources:

Workshop #1 – PBL Questions

Workshop #1 – PBL Question Development

Workshop #2 – Cornell, APA and evidence

Workshop #3 – Creating a PBL Product

Workshop #4 – Learning Log Introduction

HW: Complete your first 2 Learning Log posts:

  1. What is a Learning Log?
  2. Response to Workshops – 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.

 

Tuesday 28 October 2014

Today’s class started with each group posting their Recipes for Revolution around the room and then having a couple of minutes to present their Recipes.  After every group had the opportunity to speak, we had a larger discussion as a class about the Stages of Revolution and how we worked them into our Recipes.

The last half of the class was spent discussing our next major assignment in this course, a Revolution PBL.  We used SS9 PBL Revolutions Project to help in our understanding.

 

Thursday 23 October 2014

Today’s class was half spent discussing our bike helmet essays and then the remaining time was given to working and completing our Recipes for Revolution.

 

Tuesday 21 October 2014

Today’s class was a work period to collaborate and compile your recipe for revolution with your group on your chosen revolution.  Don’t forget – you’re presenting your recipes next class!

HW: Finalize your recipe for presentation purposes.

 

Friday 17 October 2014

Today’s class started with a quick review of the stages of revolution – what are they?  How do they apply to the Egyptian example from homework (SS9 Stages of Revolutions Worksheet)?

From there we introduced and reviewed a mini-assignment on Revolutions – SS9 Recipe for Revolution.  This mini-assignment will give you the opportunity to research and consider one of the major historical revolutions that still shape today’s world – the English Civil War, the American Revolution, or the French Revolution.  We spent some time looking at the mini-assignment’s rubric (SS9 Recipe for Revolution Rubric) to help give us an understanding of the expectations of this mini-assignment.  We gave some time to start our research and figure out group responsibilities.

HW: Work on your SS9 Recipe for Revolution.  Your research for the recipe should be complete before next class – next class should be spent constructing your recipe and preparing for your presentation.

 

Wednesday 15 October 2014

We started class today ensuring that everyone has their WordPress sites up and operational and answered any questions related to it.

From there we began our new unit, Revolutions.  First up we crafted our own definitions of the word “Revolution” and then created a list of all the revolutions we could think of in small groups.  After a quick class discussion, we connected the idea of political revolutions with that of the social contract by considering the Stages of Revolution PowerPoint as a class.  From there we brainstormed what it takes to start of a revolution and watched a clip of the recent Arab Spring to show that revolutions are just things of the past but rather are relevant in today’s world as well.

As a class we read SS9 Brinton’s Stages of Revolution and then started work on SS9 Stages of Revolutions Worksheet to look at how Brinton’s 75 year old revolution philosophy applies to a very recent revolution, Egypt.

HW: Finish the SS9 Stages of Revolutions Worksheet.

 

 

Thursday 9 October 2014

Today’s class started with a quick review of the stages of revolution – what are they?  How do they apply to the Egyptian example from homework (SS9 Stages of Revolutions Worksheet)?

From there we introduced and reviewed a mini-assignment on Revolutions – SS9 Recipe for Revolution.  This mini-assignment will give you the opportunity to research and consider one of the major historical revolutions that still shape today’s world – the English Civil War, the American Revolution, or the French Revolution.  We spent some time looking at the mini-assignment’s rubric (SS9 Recipe for Revolution Rubric) to help give us an understanding of the expectations of this mini-assignment.  We gave some time to start our research and figure out group responsibilities.

For the remaining 20 minutes of class we broke up into 4 groups based on your homework research.  Considering your research and not based on your own personal opinion but based on evidence, which of the following 4 topics do you feel more accurate statement?

  1. Hong Kong should be democratic.
  2. Hongkongese protesters need to stand down and embrace China.
  3. One China including Hong Kong and Taiwan – there should be no barriers.
  4. Taiwan is an independent country.

HW: Work on your SS9 Recipe for Revolution.  Your research for the recipe should be complete before next class – next class should be spent constructing your recipe and preparing for your presentation.

Tuesday 7 October 2014

We started class today ensuring that everyone has their WordPress sites up and operational and answered any questions related to it.

From there we began our new unit, Revolutions.  First up we crafted our own definitions of the word “Revolution” and then created a list of all the revolutions we could think of in small groups.  After a quick class discussion, we connected the idea of political revolutions with that of the social contract by considering the Stages of Revolution PowerPoint as a class.  From there we brainstormed what it takes to start of a revolution and watched a clip of the recent Arab Spring to show that revolutions are just things of the past but rather are relevant in today’s world as well.

As a class we read SS9 Brinton’s Stages of Revolution and then started work on SS9 Stages of Revolutions Worksheet to look at how Brinton’s 75 year old revolution philosophy applies to a very recent revolution, Egypt.

HW: Three parts:

  1. Finish the SS9 Stages of Revolutions Worksheet.
  2. Research the current Hong Kong protests.  What is the protesters position?  What is the Chinese government’s position?
  3. Research Taiwanese independence.  What are the different sides in that debate?

 

 

Friday 3 October 2014

Today’s class was dedicated to putting all of our ideas from the past month together.  We spent some time discussing the central theme of government control and established connections beyond – decision-making, choice, and voting.  We discussed the essay and essay topic before time was given to complete the Research Paper Self Assessment.

After that we introduced the idea of using a WordPress website in the future to post our thoughts, journal writings, etc.  Use the SS9 WordPress Instructions as a guide to complete your own WordPress site.

HW: Finish creating your own WordPress website.  Be sure to share your link to your Hub folder (on https://hub.stgeorges.bc.ca/class/yfatjsv/) and additionally make sure that either:

  1. the website is public
    OR
  2. the website is visible only by you and Mr Chapman

 

Wednesday 1 October 2014

Essay writing day!  Be sure to submit:

  1. Your essay
  2. Your essay outline
  3. Your thesis statement (if you haven’t already – something that should have been done 6 days ago!)

Digital?  Submit to our class discussion board: https://hub.stgeorges.bc.ca/class/yfatjsv/

Physical?  Submit to the pile beside Mr Chapman’s laptop at the front of the room

Monday 29 September 2014

Essay Planning Worksheet

Thursday 25 September 2014

Some questions related to the homework readings to get the morning brain juices flowing:

  1. What is the bike helmet issue?
  2. What’s the connection between this issue and philosophy?
  3. What’s government got to do with it?
  4. What are the various positions on this issue?

Some questions related to essays:

  1. What is a persuasive essay?
  2. What are the components of any good essay?
  3. What is a thesis?

A few documents to help you along today:

  1. How To Guide For Essay Writing
  2. Transitions in Academic Writing
  3. Bike Helmet – Persuasive Essay
  4. Bike Helmet Essay – Links to Get you Started

Before the end of class, you should post on our class discussion board (https://hub.stgeorges.bc.ca/class/yfatjsv/) your thesis statement for your essay.  Feel free to make any edits over the weekend – Mr Chapman will read your thesis statement before next class and offer some advice for how to improve it.

HW: Craft a first draft of your introductory paragraph for your essay and work on additional reading and research on this bike helmet issue.

 

Tuesday 23 September 2014

We started off today’s class by looking at the 3 questions from the SS9 Economics Worksheet we didn’t have a chance to finish last class.  We then shifted to watching a video to compare and contrast two major economic systems, capitalism and communism.

After watching the video, students in students made Venn Diagrams comparing Socialism, Capitalism, and Communism – making sure to identify how each system undertakes the distribution of resources.  This is a great resource to help craft your Venn Diagrams: http://asianhistory.about.com/od/governmentandlaw/f/Difference-Between-Communism-And-Socialism.htm

After that we examined the Karl Marx comic from homework (Action Philosophers Marx) with help from SS9 Economics Discussion Questions.  Answers should be discussed, no need to post it to our class discussion board.  We broadened the conversation to a class by class level.

HW: Next class we will begin the process of creating an in-class essay.  To help you best prepare, make sure to carefully read each of the following websites:

 

Friday 19 September 2014

As hinted on Wednesday’s class, we shifted a bit today to focus on economic philosophy, of course, immediately after our quiz to start class.

In pairs, we created Venn Diagrams comparing what we know about politics with what we know about economics and had a short discussion surrounding this afterward.

From there, time was given to work with a different partner in reading Economic Philosophy and answering the associated SS9 Economics Worksheet individually on our class discussion board (https://hub.stgeorges.bc.ca/class/yfatjsv/)

After a discussion centred around the ideas on the worksheet, we finished class with a discussion focused around:

  • How does our political beliefs influence our economic beliefs and vice-versa?

HW: Read Action Philosophers: Marx Comic

Wednesday 17 September 2014

We kicked off class today considering a bit of the homework from Monday’s class:

  • Did any student change their opinion on their thoughts of the role of the government and its relationship with the people?

We spent some time considering the Prisoners Dilemma – what’s the best solution considering the situation?  For further explanation and for real world application, we then looked at http://www.reffonomics.com/TRB/chapter10/Nash6.swf.

We then loaded up our class discussion board (https://hub.stgeorges.bc.ca/class/yfatjsv/) for a journal activity:

  • When, as a minor, should I have the right to over-rule my parents?

We then took some time to try to understand the Political Spectrum first with a pair discussion: what do we understand about the terms ‘left and right’? and then as a whole class considered the table on SS9 UNDERSTANDING THE POLITICAL SPECTRUM and time was given to work on the questions.

From there, we introduced our quiz for next class.

HW: Study for the quiz.  Hint!  SS9 Philosophy Quiz Prep Sheet will help you considerably!

 

Monday 15 September 2014

We started off today’s class with a review discussion of epistemology – What is it?  What are the main ideas considered in it?  With all that was learnt and discussed in Thursday’s class, was there anyone who changed their opinion from the start of Thursday’s class?  Why?

From there, we broke up into our table groups and created mind maps with a central theme of “What do I know about politics?”  From there we launched into a full class discussion on the same question to help connect ideas for everyone in the class.

After that we took some time to consider the quotation and first 3 questions on SS9 Political Philosophy Worksheet and wrote a proper paragraph on one of those 3 questions on our class discussion board page (https://hub.stgeorges.bc.ca/class/yfatjsv/).

HW: Finish the SS9 Political Philosophy Worksheet.  Answers should be posted our class discussion board page (https://hub.stgeorges.bc.ca/class/yfatjsv/).

Thursday 11 September 2014

Today we started off class with a 10 minute journaling session on our class discussion board page (https://hub.stgeorges.bc.ca/class/yfatjsv/) with our topic being:

  • Can we ever know anything with 100% certainty?

Upon completion of that we launched into a class discussion of the comic.

  1. What were your impressions/thoughts/feelings about this comic?
  2. Its style/content etc.?
  3. What were the main ideas emerging from the comic?

From there, we formed pairs and working on the questions found on SS9 Philosphy #3 Descartes Reading Questions and also crafted 2 additional questions per pair.  After that, we had a discussion centred around both the assigned questions and the questions pairs created.

We then looked at Epistemology with help from SS9 Epistemology Worksheet.  Pairs read the article and then did the associated questions on the bottom of the worksheet.  We then discussed our answers as a full class.

HW: Have a look at your journal entry from the beginning of the class and write a short paragraph on whether or not you still agree with what you wrote, and what you found most interesting about both epistemology and Descartes.

Tuesday 9 September 2014

Today we delved deeper into our philosophy unit.  We first discussed our homework – what are some philosophical questions that interest you and why are these questions of such interest to you.  We then branched out into talking about human nature – are we naturally good or naturally evil?  Are human actions products of their environment or is their behaviour just the way they were born?  We used this discussion as a branching point to further our study of the ongoing debate of nature vs nature and the famous philosophy Thomas Hobbes by breaking up into pairs with each member of the pair being given a different task.

Partner 1:

  1. Read Hobbes on Human Nature
  2. Answer the following questions:
    1. Why should people obey the state (government)?
    2. What is anarchism?
    3. Why did Hobbes believe that people want to co-operate?
    4. Why did Hobbes believe that we end in competition with each other?
    5. What then did he believe is the role of government?

Partner 2:

  1. Read http://psychology.about.com/od/nindex/g/nature-nurture.htm
  2. 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?

After finishing the reading + questions, partners shared what they learnt with one another and then we had a class discussion whether or not our original ideas on nature vs nurture changed and why.

HW: On our Class Discussion Board (https://hub.stgeorges.bc.ca/class/yfatjsv/) post your theory on nature vs nurture – which do you feel is a more accurate argument?  What reasons do you have for supporting that side?  Elaborate – examples are always welcome! AND read Descartes Comic.

Friday 5 September 2014

Today we started the class doing some basic housekeeping.  We had a good look at the documents on the “About Course” page (see the bar on top) and then looked at our discussion board page (https://hub.stgeorges.bc.ca/class/yfatjsv/) where we will be posting our thoughts and assignments throughout the year.  We practiced this by writing our own definition of “Social Studies”

After that we had storytime where we created a story together as a class beginning with “Once upon a time” and finishing with “and they all lived happily ever after.”  From there we took the time to discuss what worked and what didn’t work in the story and how it all relates to Harkness.

We spent the final 15 minutes of class discussing Philosophy.

HW: Finish your definition of Social Studies and also post at least 2 philosophical questions you have and explain why these questions interest you.

Wednesday 3 September 2014

How time flies!  It seems like just yesterday many of you entered the Senior School as Grade 8 students and now you’ve already completed 1 exciting year of Social Studies!  In Grade 9 Social Studies, we’ll continue on with many of the ideas and skills you learnt and developed in Grade 8 but building on it with greater depth and higher expectations.  You will be doing a lot of writing this year and developing your essay writing skills.  You’ll also have the opportunity for more independent research along a similar idea as last year with another PBL.  We’ll also have a lot more class discussions in greater depth than before as well.  Thematically, we’ll be considering philosophy, revolutions, First Nations, the geography of Canada, and beyond.

I hope you’re excited for the new school year and let’s make it a great one!

PS ~ Our class’ discussion board page will be https://hub.stgeorges.bc.ca/class/yfatjsv/

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