Konopaki (E)

*** Quick link: our class discussion page can be found here ***
*** Instructions:  How to Post to the Hub ***

*** 2015 Exam Outline ss9-exam-outline-2015 and Exam Rubric 2015***

Ms. Konopaki’s office hours- this is when you can be certain I am in my office to ask for questions or help before the final exam:

Screen Shot 2015-06-08 at 9.50.34 AM

*** MISSING WORK!! **** UPDATED June 1!!!

Fur trade Venn diagram

  • Derek
  • Hans
  • Nick

Fur Trade venn diagram bibliography

  • Will G
  • Oliver
  • Nick

Inquiry log (looks like this- Research Tracking & Feedback Sheet)

  • Will G

Venn Diagram from self-directed research on First Nations

  • Will G
  • Stefan
  • Nick
  • Michael

Bibliography for in-class essay

  • Nick

Monday June 1st

SS9 Exam Prep

Friday, May 22nd

Today you will continue on your Fur Trade assignment. Please keep in mind that we expect sources to be reliable and scholarly.

PREP: Work on Fur Trade assignment.

Wednesday May 20th

Today we will introduce the final exam and how to study. The outline is posted at the top of this page.

We then introduced your FINAL assignment for the year! Fur Trade Venn Diagram Assignment

Prep: Work on Fur Trade assignment.

Wednesday May 13th

Today we are sharing your Fakebook pages with other students. Please make sure that you have shared the link to your page (via the google form posted on May 11th), that your ArcGIS map is viewable by other people and that your bibliography is a separate post on your Fakebook page.

Afterwards, you will work on an outline/draft for the piece of writing you will be doing on Friday on the question: “What role did exploration play on early Canadian economics and did your explorer play a significant role in this?”

You will need to turn in your outline or draft so please plan accordingly. H-E Template and/or essay-planning-worksheet may be helpful.

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 May 1st

Today we are starting a new assignment as we move our focus from First Nations people to explorers. Full details on the assignment are here- SS9 Explorers Project. You should look at SS9 Explorers Project Rubricto understand how you will be graded.

PREP: Communicate with your partner about any work you should be completing between now and next class. See the below timeline (things move quickly):


Wednesday, April 29

In-class essay day! Please make sure your essay and APA bibliography are posted on your wordpress (or handed in on paper). Good luck!

Monday April 27 2015

Today we worked on making essay outlines for your in-class essay next class (Wednesday). I discussed creating a strong thesis statement and how to create an outline. Please make sure that you have turned in you compare and contrast essay Venn diagram, which I collected today.

PREP: Create your essay outline and come to class on Wednesday prepared to write your essay.

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

Wednesday, April 8th

Class Notes:  Today was our field studies trip to the Museum of Anthropology.

Prior to the trip we used Research Tracking & Feedback Sheet to investigate First Nations issues.

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 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 Friday’s class.

Thursday, April 2nd

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.

Tuesday, March 31

Today we talked about the ethnic make up of Canada.


Then we discussed and defined “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, March 13th

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

Today we presented our StoryMaps. They were generally quite well done so a big pat on the back to everyone. Please complete this google form so we can have your feedback on how each group worked together: https://docs.google.com/forms/d/1liJvRTfCGo_pReScmKOIrMlMfyjO5MCbneix0UfXWWg/viewform

Prep: Make sure I have access to your StoryMap and bibliography.

Monday, March 9th

Today you got into groups (your GIS group and one other) and practiced your presentation. This was a trail run for the real presentations on Wednesday.

Friday, Feb 27th

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.


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

PREP: Work on your Physiographic Regions of Canada assignment.

Wednesday, Feb 25th

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.


Monday, Feb 23rd

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:

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

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

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

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

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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, Feb 19th

Today we started with writing our in-class paragraph on mercantilism. Once we finished all classes assembled and we continued with presentations. We have just a few more to get through next class.

HW: if you have not filled out the google form on accountability and your groups dynamic please do so now! http://goo.gl/forms/HRshCxxbE5

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.


Tuesday, Feb 10th AND Friday, Feb 13th

Today was a work period on your British Empire projects. Don’t forget they are DUE and to be presented on Tuesday, Feb 17th. Please make sure your group is ready! This may involve getting together on the weekend or at a lunch hour, emailing/calling/texting/facebook-ing your group members to coordinate!

Wednesday, Feb 4th

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 (OOPS! I just noticed my mistake- Will L is doing Hong Kong, Will G- British Guiana):


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 had the entire class to do a piece of writing on the question ” “From the point of view of your agenda (Socialist… Capitalist… Imperialist…) was the Industrial Revolution in Britain during the 1800s a success?”

As students finished their writing they began work on this booklet- Imperialism in Africa – Primary Sources. The entire booklet is due next class. Yes, the entire booklet. Yes, even if you spent the whole class writing.

PREP: Complete the booklet (posted above) and submit by hand on on your wordpress.

Tuesday, Jan 27th

** Please see bottom of this post for students who are missing work **
Today we will be negotiating “The Factory” and “New Lands”. Before each begins you should have your Scorecard prepared (see SS9 – Philosophy and the Industrial Revolution for details). As you go through each negotiation please keep track of what you accomplish and do not accomplish. I will be collecting the completed scorecard. If you posted it already on the WordPress re-post it with the heading “Completed Scorecard” and then list the negotiation you are discussing. For example if you are discussing new lands I should see on the hub an attachment called “Completed Scorecard- New Lands”. Finally- post to WordPress please! No HUB!

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.

Missing- critical writing (posted to HUB) on question “Why did the Industrial Revolution start in Britain?”

  • Ed
  • Luc
  • Oliver
  • Derek
  • Will G
  • Nick

Missing Cornell Notes and/or bibliography (to be posted on your WordPress):

  • Will G (notes)
  • Stefan (both)
  • Bruce (both)
  • Oliver (bibliography)
  • Nick (both)

Friday, Jan 23rd

Today we have Day 1 of our scenarios.  Up first is the Highland Clearances followed by the English Enclosures.

A few things to keep in mind:

  1. You are roleplaying your agenda throughout all of today’s class and next class.
  2. You will have 30 minutes per scenario.
  3. In each scenario, you will need to negotiate with the people around you, regardless of their agenda and come to some sort of agreements about what to do with the situation presented by the scenario.  Whatever you all collectively decide you will have to write down and have everyone in the group sign and submit to Ms Konopaki at the end of the scenario.
  4. Scenario 1 will be with people of the same scenario.  Think of this as practice.
  5. Scenario 2 will be something like a fishbowl to allow you a bit of teamwork and further practice.  This will be explained in class.
  6. Scenarios 3 and 4 (next class) will be in groups and you will be the only person in the group with your agenda.
  7. You are expected to submit a 12 point Scorecard to Ms Konopaki 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 submitted to your WordPress (or hardcopy) your minimum 6 source APA bibliography and Cornell Notes.
  9. Don’t forget, we do have a rubric for this assignment: SS9 Philosophy and Industrial Revolution Rubric.

HW: Get ready for our next negotiations on Tuesday, prepare scorecards.

Monday, Jan 19th

Today we had a work period to research your given philosophy and each of the four scenarios we will be discussing later this week. This means you should be researching and taking notes on: The English Enclosures, The Highland Enclosures, The Factory and New Lands as well as your philosophy.

More detail on this assignment can be found here: SS9 – Philosophy and the Industrial Revolution
The rubric you are being marked on is here: SS9 Philosophy and Industrial Revolution Rubric
A Cornell template: SS9 Cornell Template

PREP: Your APA bibliography (with a minimum of 6 sources) and your Cornell Notes are due at the end of class on Wednesday, Jan 21. You may wish to do work outside of class to ensure you meet this deadline- it will depend on how far you got in class today.

Thursday, January 15th

Today we will begin our project to better understand philosophies that were developed during the Industrial Revolution. Please see SS9 – Philosophy and the Industrial Revolution and SS9 Philosophy and Industrial Revolution Rubric.

Cornell Notes template: SS9 Cornell Template

Resources on agendas

Prep: Continue to research your agenda and the relevant scenarios.  You are expected to submit a minimum 6 source APA bibliography by the end of class on Wed, January 21st.

Tuesday, January 13th

Welcome back! Today we are beginning a new chapter on the Industrial Revolution.


Using Chapter 5 find three examples of technological advancement for agriculture, transportation and textiles (creating different fabric like wool and cotton).

Prep: Using your text (Chapter 5) answer the following question in a short paragraph: “Why did the Industrial Revolution start in Britain?” Please post on the HUB by Thursday, January 15th.

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, December 12th

Please make sure you have handed in/posted your reflection and critical writing from last class. Today you will be watching the movie “Oliver”.

Wednesday, December 10th

Today those who have not yet presented their PBLs will do so. (Please ensure you turn in your PBL submission form as well as your product and anything you wish to be taken into consideration when I mark them.)

The class will spend time reflecting on their PBL. You will write two responses to both prompts below. These responses should be posted on your own wordpress under the title “PBL: reflection and critical writing” These are due next class, Friday December 12th. Please review the Social Studies Writing Styles for instructions on how to write these pieces.

  1. 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? (this should be a detailed and thoughtful reflection of your PBL. It should be no shorter than 10 sentences!)
  2. 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. (It should be no shorter than 10 sentences!)

Again, these are due (on your wordpress) Friday, December 12th.

Monday, December 8th


Thursday, December 4th

PBLs will be presented next class. I would strongly advise your to look at the SS9 PBL Project Rubric that you will be assessed on so you can consider what we are looking for. Make sure you have looked at the PBL checklist and have met requirements (this is what I handed out next class. Don’t forget the PBL submission form (last page on the checklist document) must be filled out and handed in along with your PBL.

PREP: Do whatever is necessary to present and hand in your PBL on Monday, December 4th.


  • PBL submission form (last page on the checklist document)
  • Bibliography (specific instructions on the checklist document)
  • Your product (which I am super excited to see. What I’ve seen so far is very impressive guys!)
  • Research notes/scripts/presentation aids/handouts you give out/ BASICALLY ANYTHING ELSE YOU HAVE WORKED HARD ON THAT YOU WANT ME TO CONSIDER WHEN MARKING YOU!!!

Friday, November 28th

On Tuesday I will be checking progress on your project, it can be a draft of a paper, a picture of the model you’ve started, the start of your website, script, etc. Anything- I just want to see that you’ve put some time and energy into this product so far.

Here is the PBL rubric for reference. SS9 PBL Project Rubric

PREP: You should be writing another learning log on the question “Are you excited/interested in what you are learning/creating? Why or why not?” DUE: TUESDAY on WordPress

Thursday, Nov 20th

Today I collected the Research Analysis form and handed out the SS9 PBL Product Creation (you only need to complete the first two pages). This is due next class. We talked about how the PBL will progress after the term break. You should be focusing on creating your product now.

Below is a guide for you to see what I have collected from you and what you still need to do:

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Tuesday, Nov 18th

Today we checked in about work that should be completed up to this point. Some of you are missing learning logs that should be posted on your own WordPress by now (find the details in previous posts). You were given time to research today and to complete: SS9 PBL Research Evaluation & Product Proposal Form.

PREP: Finish the PBL Research Evaluation form (see above) to be handed in next class. I will also be looking at your research notes and bibliography thus far next class.

PROGRESS CHECK: (by Thursday all

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Friday, Nov 14th

RESEARCH DAY! Plus, refining your driving question. After today you will be WELL on your way in this PBL so please reflect on if your driving question is to your satisfaction and if your research is leading you to an answer. If not, you may need to refine or adjust your question.

PREP: Research notes will be checked on Tuesday! And please complete Learning Log #2- to be posted on your WordPress

What have you researched so far?

  • Be specific! What information you have sought out and how you have done it.
  • How successful have you been in your research so far?

What do you now want/need to research?

  • Be specific! What do you need to find out and how will you do it?

Do you need to refine your driving question? Consider if your research is successfully answering your question. Have you discovered something that you want to pursue/or has changed your initial curiosity?

DUE: Tuesday, November 18th before class starts, there will be NO extensions!

Wednesday, Nov 12th

Today we had our second research day. At this point everyone has cleared their driving question with me and should be well on their way! There was no assigned homework beyond researching as you see fit BUT:

  • please ensure you have posted your first learning log on your WordPress (this homework was due today- details are posted below under November 7th)
  • remember I will be collecting research notes. This means you should be taking research notes!

Working driving questions:

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Friday, Nov 7th

Research day 1. Consider this image when starting your PBL:



Here is a quick reference of you status after class today. Click to enlarge the image:

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  1. Do research as needed. If we did not speak in class please look at your school email. I will be emailing students who need to refocus their driving question.
  2. Please post on your first learning log to your wordpress. This is an assessed component of your project mark and it should be detailed and reflective. Prompt: “Consider your grade 8 PBL project. Where you would like to move on from that? How will your refine your process from last year? What ideas do you have so far? How are you feeling about this project, etc. ?“ To make my life easier please state your driving question in this post. This is due Monday, November 12th.
  3. Ensure that I can access your wordpress by posting the link in the HUB discussion folder labeled “Student wordpress links” Thanks!

Wednesday, Nov 5th

PBL online form- https://docs.google.com/forms/d/1CDww2U-BNDivS1MHchjzqExDTQihQe8pRsRACJOe2zU/viewform

Thursday, Oct 30th and Monday, Nov 3rd

Over the last two days you attended 4 mini-workshops on various aspects of a PBL. Please explore other teachers pages on this wordpress for resources. Workshop- Cornell, APA and evidence is the resource on my workshop.

PREP: Start to consider a possible driving question and PBL.

Tuesday, October 28th

Today all groups finished their presentations on their recipe for revolution. We then introduced our new PBL project. Please look over SS9 PBL Revolutions Project for full details.

PREP: Post a reflection about your groups ability to cooperate and collaborate on your project. Tell me specifically what you contributed along the way and to the final project. If you have not already done so, please post your recipe bibliography on the HUB.

Thursday, October 23rd

We discussed the events that transpired in Ottawa today. We talked about the timeline of events, why this is a significant event, possible consequences and whether this could have been predicted or not.

We then had class time to finish the recipes. As requested here is a link to cooking verbs you can incorporate.

PREP: Finish recipe, be prepared to present on Tuesday!

Tuesday, October 21st

Work period on your revolutions recipe. You will have 30 minutes next class to work. They are due Tuesday, October 28th.

Friday, Oct 17th

I introduced your upcoming assignment- SS9 Recipe for Revolution and we walked through some examples. Students selected their groups and began initial research on the revolution of their choice (English, French or American!) Students should look at the SS9 Recipe for Revolution Rubric to understand what the expectations for this assignment are. These recipes will be due Thursday, October 23nd. You will have one whole period (Tuesday, October 21st) to put the work together as a group.

PREP: Complete research on your selected revolution, make sure you bring that research to class on October 21st so you may put it together with your group!

Wednesday, Oct 15th

We looked at the stages of a revolution today in class. We followed the PowerPoint Stages of Revolution and watched the included videos. We talked about the different kinds of revolutions- political, economical and cultural were our main focus. We also addressed the factors that can lead to revolution and what a revolution may look like. We looked at the reading SS9 Brintons Stages of Revolution and started the worksheet SS9 Stages of Revolutions Worksheet.

We watched this video to makes sense of how the revolution in Tunisia and Egypt are connected. (keep in mind this video is almost a year old now!)


PREP: Complete the Stages of Revolution worksheet- you will need to watch the video indicated at the top and read the Stages of Revolution handout.

Thursday, Oct 9th

I introduced your upcoming assignment- SS9 Recipe for Revolution and we walked through some examples. Students selected their groups and began initial research on the revolution of their choice (English, French or American!) Students should look at the SS9 Recipe for Revolution Rubric to understand what the expectations for this assignment are. These recipes will be due Thursday, October 23nd. You will have one whole period (Tuesday, October 21st) to put the work together as a group.

PREP: Complete research on your selected revolution, make sure you bring that research to class on October 21st so you may put it together with your group!

Tuesday, Oct 7th- What happens when the social contract is broken?

We looked at the stages of a revolution today in class. We followed the PowerPoint Stages of Revolution and watched the included videos. We talked about the different kinds of revolutions- political, economical and cultural were our main focus. We also addressed the factors that can lead to revolution and what a revolution may look like. We looked at the reading SS9 Brintons Stages of Revolution and started the worksheet SS9 Stages of Revolutions Worksheet.

  • PREP: Complete the Stages of Revolution worksheet- you will need to watch the video indicated at the top and read the Stages of Revolution handout.

Friday, October 3rd

Today we will be doing a self reflection on the essays we completed last class Paper- self assessment. This will be used for me to get a sense of how you feel about our first writing assignment as well as for you to reflect on what you did well in the process as well as what you could improve upon next time.

We will then discuss and begin work on our very own websites- SS9 WordPress Instructions You will be given most of the class to work on this individually.


  1. Finish creating your own wordpress site. After you have made a post (or as many as you wish to right now!) post a link in the HUB for me to look at. Please post it under the discussion “WordPress links”.
  2. Post your self assessment on the HUB.
  3. Have a GREAT weekend!

Wednesday, October 1st

Today we completed our in-class essay. If you were away please contact me immediately to arrange a time for you to write it.

Monday, Sept 29th

Today we  will be discussing the purpose and importance of a bibliography then you will be given the rest of the class to prepare notes that you may bring in with you next class. Please remember you are preparing notes that will help you write the essay in classEssay Planning Worksheet

PREP: Prepare a bibliography to bring into the essay (you will not have time to create this on Tuesday). Any further research or prep necessary to write the essay.

Thursday, Sept 25th

Today Ms. Konopaki is away so you will be working with Mr. Yen. You will be looking at how to structure a thesis and how to compose an excellent thesis statement. Here is what you need to follow along in class:
How To Guide For Essay Writing
Bike helmet- Persuasive Essay
Transitions in academic writing

Next class Ms. Konopaki will be back and you will be preparing notes for your in-class essay.

PREP: Submit your draft of your thesis via the HUB as soon as possible, complete any further reading you feel necessary.

Tuesday 23 September 2014

We joined Mr Chapman and Mr DaSilva’s class today and started off 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:


Sept 19th

We began today with a quiz on what we have covered so far this year.  After a brief discussion of the quiz and we began to discuss the nature of economics.  We then used the remaining class period to work together in groups on the SS9 Economics Worksheet with help from an Economic Philosophy PowerPoint.

PREP: Finish the SS9 Economics Worksheet and read the Action Philosophy- Marx comic.

Sept 17th

Today we continued looking at the philosophy behind politics. We used the worksheet UNDERSTANDING THE POLITICAL SPECTRUM to guide our exploration. We dissected the Charter of Rights and Freedoms in groups and shared the important points with our peers.

PREP: Please remember we have a quiz on Friday September 19th! It will cover everything we have looked at so far this year: Human Nature, Epistemology and Politics. As well, if you have fallen behind on your journal entries please get those in immediately so I can provide you feedback about your reflective writing.

Sept 15th

We looked at some selected quotes from your journal entries relating to knowledge and epistemology. In pairs, you came up with terms you know in relation to “politics” and we created a word web on the board of some of our ideas (there were so many great ones we couldn’t list them all!) We read the Political Philosophy Worksheet and as a group discussed the questions. In pairs you read and answered The Prisoner’s Dilemma and we shared our thoughts as a class.

PREP: Please read the quote by Susan Goldman on the bottom of the Political Philosophy worksheet (link above) and answer the following question: Do you agree with Ms. Goldman? Is anarchy the way to finding social order, social wealth and general enjoyment of life?

Sept 11th

Today we talked about your first two journal entries, which I enjoyed reading a lot! I raised some points that came out of your answers to “Are humans naturally good or evil?” and you shared a lot of thought provoking comments. In pairs you answered the Rene Descartes Comic Questions. As a class we read the Epistemology Article.

PREP: Write a journal response to the question: Can we ever know anything with 100% certainty? Please remember not simply respond in a word or sentence but rather consider the question and share your rational behind your thoughts.

Sept 9th

Today we discussed in pairs the question “Are humans naturally good or evil?” We came together as a class to share our thoughts and I introduced the ideas of two philosophers, John Locke and Thomas Hobbes, and what they each believe about human nature. In pairs we read articles about Thomas Hobbes (Hobbes on Human Nature) and nature vs. nurture (http://psychology.about.com/od/nindex/g/nature-nurture.htm) and answered a set of questions from the readings.


  • Post on our online discussion page: what is your position on the question of humans being natural good or evil? Why?
  • Read the Rene Descartes comic and prepare some thoughts to share next class.

Sept 5th

Today we opened the school year with a conversation with what makes a good class room discussion and what a student’s role is in discussion based activities. We did the tennis ball activity to mimic good discussion behaviors. We also talked about the importance of reflection and reflective journaling. Finally we discussed what philosophy is and how it relates to our course.

HOMEWORK: Please post a philosophical question you are interested in learning about along with why it interests you and what your initial thoughts are. Please post it before next class on the discussion page found here.

Sept 3rd

Hello and welcome to grade 9! I was excited to see so many familiar faces today and I look forward to getting to know all of you over the next term!

As we briefly discussed today our course focuses on the development of Canada in the eighteenth and nineteenth century in a global context. We will be looking at economic, political and cultural revolutions, philosophy, First Nations, the geography of Canada, and more!

Although there is no formal assignment I encourage you to look over the course syllabus (SS9 Course Overview 2014-2015) and let me know if you have any questions. If you have a computer or tablet please bring it next class.

Please note our discussions page is here (bookmark this!)


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