Jamieson (E)

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.


  1. Write a short response to Mr Jamieson’s email: “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.


Wednesday May 12, 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!

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.

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)


April 14th, 2015

Field trip feed back form.

SS9 First Nations Venn Diagram… explanation & rubric

April 8th, 2015

Research Tracking & Feedback Sheet

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:


  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.


Friday March 13

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?

Prep: Upload a completed paragraph considering your Hypothesis-Evidence Template and the question above to your WordPress. HAVE A FANTASTIC BREAK!

Wednesday 11 March 2015



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.

Cordillera Pacific (BC Pacific Islands) Bains
Cordillera North (Yukon, Northwest Territories) Chiu
Cordillera South (Mainland BC, Alberta) DeLano
Interior Plains North (Yukon, Northwest Territories, Nunavut) Hector
Interior Plains West (BC, Alberta) Johnson
Interior Plains East (Saskatchewan, Manitoba) King
Canadian Shield Davis (Nunavut, Québec, Newfoundland and Labrador) Leung
Canadian Shield Kazan (Nunavut, Northwest Territories, Alberta, Saskatchewan, Manitoba) Li
Canadian Shield James West (Manitoba, Ontario) Li
Canadian Shield James East (Québec, Newfoundland and Labrador) Miller
Canadian Shield Laurentian (Ontario, Québec, Newfoundland and Labrador) Stephens
Canadian Shield Hudson (Manitoba, Nunavut, Québec, Ontario) Stothers
Arctic Lowlands (Northwest Territories, Nunavut) Stratton
Arctic Coastal Plain (Yukon, Northwest Territories, Nunavut) Suyama
Innuitian (Northwest Territories, Nunavut) Taghdissian)
St. Lawrence Lowlands West (Southern Ontario) von Dadelszen
St. Lawrence Lowlands East (Eastern Ontario, Québec, Newfoundland and Labrador) Wang
Appalachians North (Newfoundland and Labrador) Worland
Appalachians West (Québec, New Brunswick) Xu
Appalachians East (Prince Edward Island, Nova Scotia) Yoshino

Wednesday 25 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.


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.


Wednesday Feb 4

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:

Bains Neil Great Britain
Chiu Truman Ireland
DeLano Mike Canada & Newfoundland
Hector Joey The 13 Colonies
Johnson Tristan British Guiana
King Chris Bermuda & the West Indies
Leung Arthur Gibraltar
Li Trevor Palestine (Israel)
Li William Iraq
Miller Joey Oman & Aiden
Stephens Matt The Gold Coast
Stothers Sean Egypt & Sudan
Stratton Callum British Somaliland
Suyama Jason East Africa (Tanzania & Kenya)
Taghdissian) Cyrus South Africa & Rhodesia
von Dadelszen Piers India
Wang Jeff Hong Kong
Worland Oscar Australia
Xu David New Zealand
Yoshino Alex Sierra Leone

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

Monday, February 2

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 January 29th

Today we completed the in-class writing assignment on  “From the point of view of your agenda (Socialist… Capitalist… Imperialist…) was the Industrial Revolution in Britain during the 1800s a success?”

Please ensure that you have handed in a rubric with your name and how you have submitted your work on it.  When you have finished please complete the following assignment: Imperialism in Africa – Primary Sources, maps can be picked up in class for part 1.

Tuesday January 27th, 2015

We finished up the last round of the debates today.  Definitely some great conversations going on, and it was good to see students staying in their roles and arguing their points.  Next class will be the in class writing assignment where you will have to answer the following question… “From the point of view of your agenda (Socialist… Capitalist… Imperialist…) was the Industrial Revolution in Britain during the 1800s a success?”

Feel free to bring notes, remember you’ll be evaluated mainly on your ability to demonstrate a knowledge of both your agenda and the historical events surrounding the British Industrial Revolution.

Monday January 19th, 2015

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

Thursday January 15th, 2015

Today we went into mini-lessons for an introduction on the agendas you’ll be expected to adopt in the coming scenario of in class debates.  Click on the links to find the Capitalism 20m lesson handout and the Utilitarianism 20M lesson handout.  Also if you wish to read ahead and cover the entire assignment you can have a look at the SS9 – Philosophy and the Industrial Revolution outline.  Next class will be a research period looking at primary sources.  Please make sure you’ve got a good hold on the introductory ideas and outlines for your agenda.

Tuesday January 13th, 2015

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.  Today we began to discuss the Industrial Revolution in broader terms, and how many of the issues that people faced back then are still ideas and concepts that we deal with today.

We then 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?

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


  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?

Wednesday December 10

Class notes: Today we heard the final two presentations from Tristan and Mike. They were given feedback by the audience members. We then started the final piece of the project by completing a reflective writing response. Students posted it on their own WordPress pages as their final learning log, #5.

Reflection questions for Learning Log #5

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.

Homework: due Friday December 12

1. Make sure all project items are on your WordPress: Learning Log #5, any digital products, APA bibliography, Cornell notes etc.

Thursday December 4-Monday December 8

Class notes: Today we started with our PBL presentations. We divided the room into two presentation areas and made our way through 8 of the presentations. Students presented for 10-15 minutes each and then received questions from the audience. Peers assess the presenters using the SS9 PBL Project Rubric Student Peer Marking Version.


1. Today’s presenters must have the product handed in, and all supplementary documents (bibliography, notes etc.) posted on the WordPress.

2. Those who didn’t present will be presenting on Wednesday (Mike & Tristan).

Tuesday December 2

Class notes: Each student met with the teacher and a buddy group to discuss their plans for the presentation. We reviewed progress so far on the PBL product and made suggestions. Students then spent the rest of their time preparing for the beginning of presentations next class.

Homework: due Thursday December 4

1. Students need to make sure they have the following items ready

– PBL Product – PBL accompanying speech – full and complete APA bibliography – all notes associated with research – all learning logs completed

Friday November 26

Class notes: We started the class by looking at the remaining work classes left (only 3!) with our focus now being on making a creative product. Many boys had not completed their homework and we spent most of the class having one on one interviews again to chase work. All students should have the following on their WordPress:

– Learning Log #4

– Product Proposal form, including Cornell notes for each source and APA bibliography

Students should now be working on designing their product and accompanying speech. This weekend should be spend building/making the product to show a draft/unedited version in our last class next week.

Thursday November 20

Class notes: We started the class by reviewing the important project timelines, looking at major milestones and how to get prepared for making the product and presenting it to the class. Students continued with areas they are working on including  product proposal, research analysis, note taking etc. in preparation for making their product next class. Students attended one to one sessions again with the teacher to either get a green light on their driving question or on their product idea.

Homework: due Wednesday November 26

1. Complete any additional research, start planning your product and collecting resources needed, add Learning Log # 4 – a description of your project progress and thoughts about expressing your ideas via your product method.

Tuesday November 18

Class notes: Today’s class was dedicated to 3 parts:

  1. Finalizing your Driving and Research Questions.
  2. Ensuring you are up to date with learning logs on your WordPress.
  3. Start and complete by the start of next class our SS9 PBL Research Evaluation & Product Proposal Form.  This should also be uploaded to your WordPress.

Homework: due Thursday November 20

1.  Thursday November 20 – Complete the proposal form started in class. Post on your WordPress with your APA bibliography and post your Cornell research notes on by uploading them as a Word document.

2. Wednesday November 26 – complete any additional research, start planning your product and collecting resources needed, add Learning Log # 4 – a description of your project progress and thoughts about expressing your ideas via your product method.

Friday November 14

Class notes: Each student spent a few minutes with the teacher refining the driving question and research questions. Some students need to go away and do more research before adjusting their driving question further. Everyone spent the remainder of the class researching their topics and collecting citations.

Homework: due Tuesday November 18

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

2. On your WordPress, post 10 citations that you have used to learn about your topic. Post in APA style. For each source, give a brief explanation of how this source is useful to you.

Wednesday November 12

Class notes: We spent the class slowing down and going back to the basics with the development of our driving question. We clarified what the difference between a driving and research question. We then worked individually completing the ss9-pbl-question-formation1 worksheet and completing a peer feedback exercise to help us shape our project direction. Revolutions by Project Based Learning (Responses)-2

Homework: due by the end of the day

1. If you didn’t finish the worksheet, please hand in to Ms. McLean’s desk by the end of the day.

Friday November 7

Class notes: We started the class by reviewing the Inquiry Process diagram and reflecting on the importance of using a step-by step approach to research. Each student had a one on one check in with the teacher about their proposal form and suggestions have been given to all students via their personal folder on the Hub. Students should use this advice to update their driving question.









Homework: due Wednesday November 12

1. Read the advice given on the Hub. Make suggested changes. On your WordPress, post your updated Driving Question and new research questions.

2. Study the diagram above and complete Learning Log #2 – The Inquiry Process on your WordPress. Your entry should discuss why this process is important and list 5 quality sources you have found for your research process.

Wednesday November 5

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.


Monday November 3

Class notes: After attendance was taken the class moved through the next two workshops on note taking and creating a driving question. The resources are here:

Workshop- Cornell, APA and evidence

Workshop #1 – PBL Question Development

Workshop #1 – PBL Questions

Homework: due Wednesday November 5 

1. Complete your first Learning Log entry on their WordPress. You can give the title “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.?

Thursday October 30

Class notes: In preparation for our PBL project, we attended two support workshops today. In the first, we talked about what a Learning Log is, what it should look like and how these logs will be created on your personal WordPress pages this year. We use the Workshop #4 Learning Log Introduction to support the workshop and referred to the Sample Video Logs to look at some examples of video logging (vlogging) as an option. You could also choose to do a voice over/animation video log. If you chose to do a video option, it is bets to create your own Youtube channel, add privacy settings and post the link to the WordPress each time you make an entry. The second workshop today aimed to help you think of creative ideas for your PBL product and the Workshop _3 Creating a PBL Product was used as support.

Tuesday October 28

Class notes: Today we started the class by posting our Recipes for Revolution around the classroom and giving students and opportunity to walk around and review student work. We then gave each group 5 minutes to explain their recipe. We completed this exercise with a summary discussion relating back to the stages of a revolution. The second part of the class was spent introducing the upcoming PBL project using the SS9 PBL Revolutions Project task sheet. Students started to think about the topics they are interested in and ask any questions relating to the project.

Tuesday October 21

Class notes: We started the class by discussing the quality of the first Socials 9 essays submitted, talking about areas to improve and referring to the rubrics posted on the Hub. We then discussed the purpose of the midterm mark and the approach used by the socials department across 8-10s. Student midterm rubrics are also on the Hub. We then continued with our Recipe for Revolution project. Groups completed a draft poster transferring information from research onto the poster. Groups will have one more class to prepare their final product.

Homework: due Thursday October 23

1. Bring in poster paper next class to prepare your recipe cards.

Thursday October 9 / Thursday October 16

Class notes: We started the class by reviewing the stages of revolution and the worksheet on revolutionary change in Egypt. We then talked through the upcoming mini project on SS9 Recipe for Revolution and the steps involved. We divided into groups and reviewed the SS9 Recipe for Revolution Rubric to understand the assignment. We set goals for completion given our departure for Explorer next week, and then we started work on the reading.

Homework due: Tuesday October 21

1. Complete your research on your revolution. Read the corresponding chapter in the text and in your notes, highlight aspects of the ingredients and procedure of the revolution.

Tuesday October 7/ Tuesday October 15

Class notes: We started the class by checking the submission of WordPress pages and dealing with any technical difficulties. We then introduced the new unit of study, revolutions. We connected our philosophy unit to this new topic by introducing the idea of the social contract using the Stages of Revolution and answering some discussion questions. We brainstormed what a revolution involves and developed a definition of the word, revolution. We then watched a video clip on the beginning of the Arab Spring revolution before completing a journal response. We then tried to break down the components of a revolution by reviewing the SS9 Brintons Stages of Revolution and the SS9 Stages of Revolutions Worksheet to learn more about the revolution in Egypt.

Homework due Thursday October 9/ Thursday October 16

1. Complete the Stages of Revolutions worksheet started in class.

Friday October 3

Class notes: Today we finished off the philosophy unit by drawing together the ideas learned throughout the last few weeks, and in creating our bike helmet essays. We discussed the central theme of government control and made connections to decision-making, choice and voting. We then completed an essay self-assessment exercise using the research-paper-self-assessment before moving forward. We introduced the idea of using a WordPress page using the ss9-wordpress-instructions and started work on this process.

Homework: due Tuesday October 7

1. Complete the set up of your WordPress page. Share the link to the Hub folder titled SS9 WordPress accounts. Make sure your WordPress is either public or allows the teacher to access it.

Wednesday October 1

Class notes: Today we spent the whole lesson writing our in-class essay. Students posted their completed essays, essay plans and bibliographies to the Hub for submission.

Monday September 29

Class notes: Today we started preparing for our in-class essay, which is next class. We shared our opening paragraph/thesis statements and received some feedback before starting to work through the essay-planning-worksheet in preparation for next class.

IMG_3646 IMG_3647













Homework due Wednesday October 1

1. Bring your completed essay plan, APA bibliography and research to class. Bring a laptop if you wish to type your essay.

Thursday September 25

Class notes: Today we started the class by discussing the bike helmet issue, making connections to the right of government to make decisions on our behalf. We identified varying positions on the issue and looked at some of the resources posted to support understanding of the issue. We then switched to discuss components of a good essay, before talking through the How To Guide For Essay Writing.  Using the documents below, we started to prepare for the in-class essay by writing a draft thesis statement:

Bike helmet- Persuasive Essay

Transitions in academic writing

Bike helmet essay – links to get you started

Homework: due Monday September 26

1. Complete your thesis statement and post on the Hub.

2. Complete additional reading/research of the issue.

Tuesday September 23

Class notes: Today we started to investigate the difference between economic systems and how this connects to services and support available in society. We watched a video that explains the difference between Capitalism and Socialism, before introducing the concept of Communism. We then made connections back to the political spectrum and discussed how economics and politics are inherently linked. In small groups, we discussed Karl Marx’s work and the content of the comic read for homework using the SS9 Economics Discussion questions. We broadened the discussion to compare and contrast the different economic systems and understand how each system views the distribution of resources and provides services to citizens using the Differences between systems page.








Homework: due Thursday September 25

1. Next class you will be starting preparation for an in-class essay. Please read the articles listed below to familiarize yourself with the topic material in advance.

Cycling Safety Tips

Cycle helmets

Vancouver bike share program

Cycle safety

Bike Helmet Dilemma

Guardian article

Friday September 19

Class notes: Today we started class with our philosophy unit quiz. We then moved to look at economics and the differences between economic and political belief systems. We used our own ideas, the guidance questions on the SS9 Economics Worksheet and the economic-philosophy to gain a deeper understanding of economics.

Homework: Due Tuesday September 23

1. Finish the questions started in class. Post on the Hub.

2. Read the Action Phil- Marx comic.

Wednesday September 17

Class notes: We started the class by discussing our thoughts towards the Susan Goldman quote, posting for homework. We then returned to the Prisoner’s Dilemma and discussed the possible outcomes, along with factors that affect the decision-making process. We then made connections between the scenario and the bigger picture in terms of forming opinions, perspectives and action based on experiences. We then introduced the political spectrum and explained some of the key ideas/some examples that we see in our lives. Using the SS9 UNDERSTANDING THE POLITICAL SPECTRUM. We started with some pair discussion of the guiding questions, before opening it up to the class. We completed the class by returning to the idea of rights and using the Charter of Rights and Freedoms, we created a mind map based on what we have learned so far about rights.

Homework: due Friday September 17. 

1. Quiz next class on Human Nature, Epistemology, Political philosophy. Use the SS9 Philosophy Quiz Prep Sheet to help you. Make sure you read over ever document posted on the WordPress…even if you divided up workload with another student. Make sure you go back over the discussion questions.

Monday September 15

Class notes: Today we started the class by discussing our thoughts of What is knowledge? We then switched focus to the new topics of politics and brainstormed what we already know about the subject. We applied our knowledge of philosophy so far to the question Why should we obey the government? We used the SS9 Political Philosophy Worksheet to guide our thoughts before working through the The Prisoners Dilemma exercise.

Homework: due Wednesday September 17:

1. Write a Hub posting/journal entry with your thoughts regarding the Susan Goldman quote.

Thursday September 11

Class notes: We started the class by checking the homework submissions on the Hub and then discussing some of our thoughts towards the Nature Vs. Nurture debate. In pairs we discussed the Descartes comic using the SS9 Philosphy #3 Descartes Reading Questions before considering the question What is knowledge? We read the SS9 Epistemology Worksheet to develop a more in-depth understanding of this question before completing a journal response to explain your thoughts about the question, Descartes comic.

Homework: due Monday September 15:

1. If you didn’t finish your Hub journal posting in class, please do so for Monday.

Tuesday September 9

Class notes: Today we started the class by checking that homework submission on the Hub is working for everyone. We then spent 10 minutes discussing some of the interesting philosophical questions posted on the discussion board in small groups. As a class we considered the question, are human beings naturally good or evil? before looking at some major theories from Thomas Hobbes and the Nature Vs. Nurture debate to help us answer this question in more detail. In pairs we divided up two readings, Hobbes on Human Nature and Nature Vs. Nurture and using the SS9 Philosphy #2 Human Nature Reading Questions. We finished the class by returning to the original question and completing a personal journal response.

Homework: Due Thursday September 11

1. Finish your journal entry started in class and post on the Hub

2. Read the Descartes comic and prepare to discuss next class.

Friday September 5

Class notes: Today we started the class by familiarizing ourselves with how the WordPress works and how we can upload our homework assignments to the Hub. We spent the rest of the lesson getting to know each other with a selection of discussion activities before reviewing the rubrics for discussion and journaling. We discussed expectations of journaling and then moved on to introduce the unit topic of philosophy.

IMG_3630 IMG_3631

Homework: Due Tuesday September 9 

1. Think of a philosophical question you have always been interested in learning about. Post it on the Hub with a brief explanation of why it interests you and what your initial thoughts are. Find your folder here https://hub.stgeorges.bc.ca/class/u8u9di2 and click reply. You can enter your question and response directly into the box. Your title should be your question.

Wednesday September 3 

Welcome to Social Studies 9! It was so great to meet you all today, however brief, and I look forward to our next class together on Friday so that we can get to know each other! Social Studies 9 is a really engaging course for a number of reasons: we have in-depth, interesting discussions on life’s most interesting philosophical dilemmas; we study political and economic revolutions, both past and present, to learn about the extent people go to in their efforts to achieve change and a better life; we will focus on essay skills to support you as you move towards your senior courses and we will give you the opportunity to design your own research project tailored towards your interests in a PBL project.

Today was perhaps a little overwhelming, but don’t worry, we have plenty of time to get our heads around the course. Take a look at the course syllabus and some of your questions might be answered: SS9 Course Overview 2014-2015

Finally, a class folder has been created for you on the HUB. This is the location that you will  post your assignments and journal reflections. You can access it by using this link (I recommend you book mark this as you will be using it a lot): https://hub.stgeorges.bc.ca/class/u8u9di2

See you on Friday!


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