Friday 29 May 2015
Class Notes: Today we built on our exam study resources. By this point we have had recent exam practice for:
- Section 1, source evaluation and comparison through our Fur Trade Venn Diagram Assignment
- 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.
Final Exam Outline: SS9 Exam Outline 2015
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.
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:
- Connect some of the ideas from the previous 2 units, First Nations and the “Discovery” and Exploration of Canada.
- 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.
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:
- H-E Template
- Essay Planning Worksheet
- 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: http://goo.gl/forms/KqOGCGMAem
HW: Continue to build your Fakebook.
Monday, May 4th, 2015
We are beginning looking at the idea of Exploring Canada. The unit overview is available here: SS9 Explorers Project.
For next class, you must:
- Read the unit
- Identify your historical topic
- Begin your research – take notes and show evidence of what you have learned
Tuesday 21 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)
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.
April 7th, 2015
Wednesday 1 April 2015
Class Notes: Our 4000 word essay was assigned today entitled “April Fools and Gullible Grade 9 Students.”
Continuing off the themes from the previous class, please fill out the following form.
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:
HW: 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 next week as you will be expected to produce a Venn Diagram comparing the textbook’s section with the museum exhibit.
Monday 30 March 2015
Today we talked about the ethnic composition of Canada:
We talked about “culture”.
- traditions / customs
- social structure
- 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:
- 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.
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?
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 emailed to Mr. Kern (firstname.lastname@example.org) before the end of class. Additionally, you are expected to upload a completed paragraph before class resumes after Spring Break – huge thumbs up to you if you upload it before Spring Break!
HW: Email a completed paragraph considering your Hypothesis-Evidence Template and the question above to Mr. Kern.
Tuesday March 10th, 2015
February 26, 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)||John Kim|
|Cordillera North (Yukon, Northwest Territories)||Ken Hong|
|Cordillera South (Mainland BC, Alberta)||Tim|
|Interior Plains North (Yukon, Northwest Territories, Nunavut)||Felix|
|Interior Plains West (BC, Alberta)||Sean|
|Interior Plains East (Saskatchewan, Manitoba)||Gary|
|Canadian Shield Davis (Nunavut, Québec, Newfoundland and Labrador)||Yoshi|
|Canadian Shield Kazan (Nunavut, Northwest Territories, Alberta, Saskatchewan, Manitoba)||Jo Goetz|
|Canadian Shield James West (Manitoba, Ontario)||John Meikle|
|Canadian Shield James East (Québec, Newfoundland and Labrador)||Jason Forbes|
|Canadian Shield Laurentian (Ontario, Québec, Newfoundland and Labrador)||Simon, Andrew|
|Canadian Shield Hudson (Manitoba, Nunavut, Québec, Ontario)||Jamieson|
|Arctic Lowlands (Northwest Territories, Nunavut)||Eric|
|Arctic Coastal Plain (Yukon, Northwest Territories, Nunavut)||Darius|
|Innuitian (Northwest Territories, Nunavut)||Cameron|
|St. Lawrence Lowlands West (Southern Ontario)||Thomas|
|St. Lawrence Lowlands East (Eastern Ontario, Québec, Newfoundland and Labrador)||Anson, Eric|
|Appalachians North (Newfoundland and Labrador)||Rohet, Joe|
|Appalachians West (Québec, New Brunswick)||Sam|
|Appalachians East (Prince Edward Island, Nova Scotia)||Arshan|
Beside the assignment, you would be best served by completing this 2 part tutorial to best understand what is a “StoryMap”:
- StoryMaps Part 1
- StoryMaps Part 2
- 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.
February 24, 2015
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: https://geoguessr.com/canada
After that we considered a PowerPoint The Geography of Canada. This PowerPoint introduces the 5 themes of geography:
- Human-Environment Interactions
and the essence of geography or the 3 big questions of geography:
- What is where?
- Why there?
- 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!
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.
Monday 16 February 2015
Class Notes: Today we assembled the British Empire and discussed mercantilism in the process.
Complete the following form: http://goo.gl/forms/qBs4nbwKdP
HW: Complete Mercantilism Summary Paragraph H-E Template in preparation for an in-class writing to take place next class.
Tuesday, February 3rd
Today we will begin to map the British Empire. The overall assignment: SS9 Mapping British Colonialism Student Version
|Canada & Newfoundland||Andrew|
|The 13 Colonies||Jamieson|
|Bermuda & The West Indies||Eric|
|Palestine (Israel)||Gary||Timothy Kwan|
|Oman & Aiden||Jason|
|Sierra Leone||Joe Zhang|
|The Gold Coast||John Kim|
|Egypt & Sudan||John Meikle|
|British Somaliland||Josef Goetz||Thomas B.|
|East Africa (Tanzania/Kenya)||Ken Hong|
|South Africa & Rhodesia||Kalen|
You can refer to the British Map Map of the British Empire (1914).
Friday, January 30
1. Read the powerpoint
2. Re-read the attached notes
Today we will be connecting the Industrial Revolution to Colonialism. For those of you away today, please take a look at the SS9 Connecting the Industrial Revolution to Colonialism Lesson Plan.
You will need to work through the PowerPoint on Imperialism.
Here are the notes from today! Jan 30 Notes Please re-read them.
On Monday, we will do the task on one of the colonies.
Wednesday January 28th
As we begin our exploration into the Industrial Revolution, please use the document to guide your research and prepare for the debates:
October 29 – Nov 6 Mini-Lessons
Tasks for mini-lesson
1. make sure your blog is set up
2. create a “reflective journal / process log.” Explain with at least 1 picture / video answering: “A revolution is a lot like a…”. PS – you can not use “a revolution is a lot like a recipe!”
3. Blogs should allow you to create a conversation through the use of comments. It is important to remember to be respectful and kind with your comments. For this task, find at least 2 blogs in our group and ask a question or provide a kind / respectful comment.
October 6, 2014
Revolution Anyone? Below are the two resources we are working through today:
Your key is to have a “surface understanding ” of the 4 phases of a revolution. You don’t need to know each of the elements, but you do need to know the 4 phases!
September 24, 2014,
Marx and Economics – This video was shared to reinforce our reading of Marx. Enjoy!
September 22, 2014 – Economics
Today we determined how your personally created political parties would “distribute wealth” based on your philosophical and political beliefs. I am glad many of you have not yet been voted into power!
We are also exploring 3rd social need – economics. Please complete the attached worksheet below by watching the powerpoint and answering the questions in your own words. The questions are due Wednesday.
September 18, 2014 – Political Perspectives and Understanding the Political Spectrum
Today we went deeper into our paragraph sharing our thoughts on “what is a social scientist.” We then spent some time designing our own political party, reflecting on our platform for education, health care, taxes, crime and a topic of your choice.
We began to explore the concept of a “political spectrum.”
FOR HOMEWORK – please read the document “Understanding the Political Spectrum” and be prepared to determine where your political party rests on the continuum.
September 12, 2014 Is reason infallible? Can we ever know something for certain?
Class Notes: Ms. Coates stepped in for Mr. Kern today… it was great to see you all!
- Descartes– in groups of 3, we worked on one page of the comic. Your group acted, summarized or otherwise represented what was happening in your frames. As we went, we summarized and jotted down key ideas, summarised in this document.
- Hobbes– together as a class, we previewed the 4 questions (discussed as a good reading strategy when you know you have questions for a set reading) and then read the article together, pausing when we alighted on something that would help answer a question. Remember direct quotations should be in quote marks, and you should also include your own way of saying what the author wrote.
- Epistemology- After reading the difficult Hobbes article together, you now are going to tackle the article on epistemology (thinking about human knowledge in general) on your own, and complete questions 1 and 2 (on the second page) for homework for Tuesday.
Resources: SS9 Philosophy #3 Descartes Reading Questions ; Hobbes on Human Nature; SS9 Epistemology Worksheet;
Prep: Read the article on epistemology and complete questions 1 and 2 for homework for Tuesday. Please post your responses to the hub.
September 10, 2014
- Read “Theory of knowledge” at http://www.theoryofknowledge.info
- When completed reading, have students generate 2 “surface” questions and 2 “deep questions (connecting, inferring)
- hand in the 4 questions on the hub.
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).
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! https://hub.stgeorges.bc.ca/class/qrftam8/DiscussionBoard/Pages/DiscussionBoard.aspx
Review the website on nature Vs. Nurture at http://psychology.about.com/od/nindex/g/nature-nurture.htm
Answer the following questions:
- Which theorists believe in nature?
- What is the difference between nature and nurture with reference to explaining human behavior?
- What are the strengths and weaknesses of each idea: can you think of any examples of human behavior that would support/refute the idea?
- What is your opinion?