Staying on top of things.

This blog is created as a way to stay on top of what we will be learning throughout the year and as a way to discuss various topics that will arise as you learn. I hope that you find this blog useful as a way of checking in on what you have missed while you were away and double-checking on the information that we will cover in the class.

An important note: It is YOUR responsibility to catch up on missed work and assignments through this blog. Therefore, I will expect that you will be prepared and ready for all activities and the work assigned will be completed on time. It is really important to stay on top of your work so we can be motivated, responsible members of the class.

Also, feel free to offer up your comments on lessons, activities, etc. as you like. It is important that you can comfortably offer up any feedback that will help create memorable learning experiences. Your voice is important.


Success does not come before effort in the dictionary!





Friday, October 31, 2014

H - SS 9 > Native Art and Piktochart

Students completed the group work on the characteristics of Native Art in Coastal, Plains, Iroquois and Algonquian groups and shared their findings to the class, note key similarities and differences.

An assignment was introduced to students near the end of class. The objective is to show the answer to a question using Piktochart.  http://piktochart.com/
Native study assignment

The question:  How do Natives interact with their environment?  
Students should take time over the next few days to find the answer through the question through the previous lessons and by researching on the internet.  Also, experimenting on the Piktochart site would be a good idea to iron out any issues with the assignment.

Thursday, October 30, 2014

D - SS 8 > Christianity in the Roman Empire

As a class, students analyzed a document on Christianity in the Roman Empire.  Through the reading and discussion, students are to write a letter to a friend as if they were present during the Roman Empire.  In the letter that is 1/2 to a full side of one page, students explain why they are choosing to covert to Christianity but also stating one fear they have about converting. There should be about 3 reasons supported with evidence and a thorough explanation followed by the fear they have with converting. 

B & C - SS 10 > Concerns of the people in Upper and Lower Canada

Students continued work on their Right to Vote chart, taking some time to review the information on Women, Aboriginals and Military Personnel.  Also, students worked together to discuss the grievances expressed by the people in the colony in both Upper Canada and Lower Canada and drawing comparisons between them.  For next day, students are to complete the right to vote chart and the reading up to the section on Lord Durham.

Wednesday, October 29, 2014

H - SS 9 > Native Art comparisons

Students discussed the story of Franklin, a teenager from the Nisga'a community, looking at characteristics of his life in his community and in comparison to their own.  For the rest of the class, students reviewed a list of websites that display native art for four groups.  Students worked in small groups to complete a chart to help them compare and contrast the different examples. The first 2 groups must be done for next day and time will be given to complete in class. 


native art sites.

Tuesday, October 28, 2014

B&C - SS 10 > Issues with Colonial Government in Upper Canada

Students focused on the grievances and issues with the government in the colony, specifically grievances in Upper Canada. Also, students compared the differences in government between 1791 and the present government.  Some key concerns involved the issues of responsible and representative government. 
For next day, students must prepare the following:
1.  Answer: What were the grievances in Upper Canada?
2. The "Right to Vote" chart.  voting chart
3.  Read and take notes on pages 37-43 in the text.  From "Stirrings in Lower Canada" to "Lord Durham".

D - SS 8 > The Rise and Fall of the Roman Empire

Students were given the entire period to work on an assignment that displays a reason for the Rise of the Roman empire and a reason for the fall of the Roman empire.  Each factor must be explained in 2 - 3 sentences that accompanies the drawings.

Assignment sheet and rubric are attached.

Rise and fall of the Roman Empire

Monday, October 27, 2014

H - SS 9 > Native Groups and the story of Franklin

Students spent most of the class discussing the characteristics of the 5 assigned native groups: Iroquois, Algonquian, Coast, Plains and Plateaus. This included talking about the way they lived, including social, spiritual and political practices.

Native Peoples Chart

For the last half of the class, students were given the story of Franklin, a teenage boy from the Nisga'a community. When reading, students will compile information pertaining to the following headings:
1. Characteristics of Aboriginal Youth
2.  Relationship to Nature
3.  Challenges to Aboriginal Youth
4.  Differences?similarities with St. Pat's Students