Social Studies 8
June 12 -13
Monday - Review for final exam
Tuesday - Last day of classes
- Review for final exam
- Calligraphy activity
Wednesday - Final exams begin (see exam schedule)
Thursday, June 15 - Social Studies 8 Final Exam is at 9:00 am in the gym.
Monday, June 19 - Last day of in-school exams
Tuesday - Last day of classes
- Review for final exam
- Calligraphy activity
Wednesday - Final exams begin (see exam schedule)
Thursday, June 15 - Social Studies 8 Final Exam is at 9:00 am in the gym.
Monday, June 19 - Last day of in-school exams
June 5 - 9
Monday - Practise for presentations to small groups of students gallery walk style
- Finish research report
Tuesday - Presentations begin
Wednesday - Presentations
Thursday - Colours Day, Survive-a-thon and FADS assembly
Friday - Finish presentations
- Review for final exam
- Finish research report
Tuesday - Presentations begin
Wednesday - Presentations
Thursday - Colours Day, Survive-a-thon and FADS assembly
Friday - Finish presentations
- Review for final exam
Week of May 29 - June 2
Monday - Begin creating a visual for your presentation
Tuesday - Finish visual
Wednesday - Write presentation outline
Thursday - Write research report
Friday - Write research report
Tuesday - Finish visual
Wednesday - Write presentation outline
Thursday - Write research report
Friday - Write research report
Week of May 23 - 26
Monday - Hope you are enjoying your long weekend!
Tuesday - Begin research project
- Create research plan and research outline in the computer lab
Wednesday - Use Workflowy.com to begin creating point-form notes on your research topic
Thursday - Research in computer lab
Friday - Complete your point-form notes along with a bibliography and hand them in for assessment
Tuesday - Begin research project
- Create research plan and research outline in the computer lab
Wednesday - Use Workflowy.com to begin creating point-form notes on your research topic
Thursday - Research in computer lab
Friday - Complete your point-form notes along with a bibliography and hand them in for assessment
Week of May 15 - 19
Monday - We saved the feudal game and lesson for today as many students were away for the latter part of last Friday as they were on a field trip for English class.
- Battle of Hastings Re-enactment video
- Feudal Pyramid (social structure) note and discussion
- Feudal game
- Terms and definitions
Tuesday - Feudal game
- Terms and definitions
- video on the life of a noble
Wednesday - Daily Life in Medieval Europe = compare and contrast women and men's roles and responsibilities
- Role of the Church
- Magna Carta
- video on the life of a peasant
Thursday - Black Death = notes and video
Friday - Oriental Paper-Making with an Artist in the School
- Battle of Hastings Re-enactment video
- Feudal Pyramid (social structure) note and discussion
- Feudal game
- Terms and definitions
Tuesday - Feudal game
- Terms and definitions
- video on the life of a noble
Wednesday - Daily Life in Medieval Europe = compare and contrast women and men's roles and responsibilities
- Role of the Church
- Magna Carta
- video on the life of a peasant
Thursday - Black Death = notes and video
Friday - Oriental Paper-Making with an Artist in the School
Week of May 8 -12
Monday - Discuss present-day conflict in the Middle East
- View short video on conflict in Israel and Palestine (see video above)
- Finish video from last week on the Crusades The Kingdom of Heaven
Tuesday - View a short video on Islam and Politics (see video above)
- Discuss the civil war in Syria, ISIS, ISIL
- News article assignment
We discussed bias in journalism and then I read a 2001 article from USA Today about Hamas' suicide bombers. Students identified words that were biased, opinion, and persuasive language in the piece and then we discussed present-day suicide bombers. We went to the computer lab and students chose one online news story in Middle East from Aljazeera.com source to summarize using the template provided. They also need to choose another news story that can be regional, national, or international from CBC, BBC, Reuters, National Post, Globe and Mail or Aljazeera. They need to print the story and then summarize it using the template provided.
Wednesday - Finish news article assignment from yesterday
- Share one of your news stories with a small group of your classmates
- Review for quiz on Friday:
Compare and contrast chart and Venn diagram
Play a Kahoot
What to study and format of quiz
Thursday - Begin Medieval Europe and Japan Unit
- Bayeaux Tapestry video and Battle of Hastings Re-enactment video (no time for the latter video; will show
early next week)
- Completed a series of events graphic organizer in class using illustrations or point-form notes to tell the key
ideas of the Battle of Hastings
Friday - Kahoot for review
- Short Quiz on Judaism, Christianity and Islam
- Feudal System = Feudal Pyramid note
- Feudal Game
- View short video on conflict in Israel and Palestine (see video above)
- Finish video from last week on the Crusades The Kingdom of Heaven
Tuesday - View a short video on Islam and Politics (see video above)
- Discuss the civil war in Syria, ISIS, ISIL
- News article assignment
We discussed bias in journalism and then I read a 2001 article from USA Today about Hamas' suicide bombers. Students identified words that were biased, opinion, and persuasive language in the piece and then we discussed present-day suicide bombers. We went to the computer lab and students chose one online news story in Middle East from Aljazeera.com source to summarize using the template provided. They also need to choose another news story that can be regional, national, or international from CBC, BBC, Reuters, National Post, Globe and Mail or Aljazeera. They need to print the story and then summarize it using the template provided.
Wednesday - Finish news article assignment from yesterday
- Share one of your news stories with a small group of your classmates
- Review for quiz on Friday:
Compare and contrast chart and Venn diagram
Play a Kahoot
What to study and format of quiz
Thursday - Begin Medieval Europe and Japan Unit
- Bayeaux Tapestry video and Battle of Hastings Re-enactment video (no time for the latter video; will show
early next week)
- Completed a series of events graphic organizer in class using illustrations or point-form notes to tell the key
ideas of the Battle of Hastings
Friday - Kahoot for review
- Short Quiz on Judaism, Christianity and Islam
- Feudal System = Feudal Pyramid note
- Feudal Game
Week of May 1 - 5
Monday - 5 minute video on Judaism (posted above)
- We read and highlighted key ideas in order to answer some questions about the origins of Christianity
- please finish questions for homework
Tuesday - terms and definitions
- Islam notes and word search
Wednesday - Crusades videos = one is posted below and the URLs for the others are: http://www.history.com/topics/crusades/videos/roots-of-the-crusades
http://www.history.com/topics/crusades/videos/the-crusades
- Crusades reading and fill in the blanks notes
Thursday - Kingdom of Heaven video = crusades, siege tactics, politics
- only students who are all caught up on their work will be viewing the video; students will work in the library
to finish assignments and join us when they are done catching up!
Friday - Finish video
- We read and highlighted key ideas in order to answer some questions about the origins of Christianity
- please finish questions for homework
Tuesday - terms and definitions
- Islam notes and word search
Wednesday - Crusades videos = one is posted below and the URLs for the others are: http://www.history.com/topics/crusades/videos/roots-of-the-crusades
http://www.history.com/topics/crusades/videos/the-crusades
- Crusades reading and fill in the blanks notes
Thursday - Kingdom of Heaven video = crusades, siege tactics, politics
- only students who are all caught up on their work will be viewing the video; students will work in the library
to finish assignments and join us when they are done catching up!
Friday - Finish video
Week of April 24 - 28
Monday - Begin Middle East Unit
- Story of Aladdin in One Thousand Arabian Nights
- Map of the Middle East = finish it for homework
Tuesday - Geography of the Middle East = created notes as a class and recorded them on note template
- Society and culture
- KWL Chart
Wednesday - Remember to bring in your permission forms for the Skills Canada field trip to the CGC!
- Self-Reflection for Viking longship project
- We went over the answers to the Vikings test
- Students learned about climagraphs = graphs that show average monthly temperatures and precipitation
of cities
- Students interpreted and began creating their own climagraph
Thursday - CGC for Skills Canada = lots of interactive displays and activities for students to learn about the trades
Friday - Catch up day
- Finish notes from Tuesday, map of Middle East, and climagraph
- Story of Aladdin in One Thousand Arabian Nights
- Map of the Middle East = finish it for homework
Tuesday - Geography of the Middle East = created notes as a class and recorded them on note template
- Society and culture
- KWL Chart
Wednesday - Remember to bring in your permission forms for the Skills Canada field trip to the CGC!
- Self-Reflection for Viking longship project
- We went over the answers to the Vikings test
- Students learned about climagraphs = graphs that show average monthly temperatures and precipitation
of cities
- Students interpreted and began creating their own climagraph
Thursday - CGC for Skills Canada = lots of interactive displays and activities for students to learn about the trades
Friday - Catch up day
- Finish notes from Tuesday, map of Middle East, and climagraph
Friday, April 21
We played a Kahoot to review for the test and then students wrote the Vikings unit test.
We played a Kahoot to review for the test and then students wrote the Vikings unit test.
Thursday, April 20
Finally! Test day! Students spent much of the class putting their Viking longships through a series of tests including: strength, load capacity, and seaworthiness. Well done! Everyone worked cooperatively and it was a lot of fun. We also finished the fill n the blanks notes on Vikings from last Tuesday when there was a sub in for me.
Finally! Test day! Students spent much of the class putting their Viking longships through a series of tests including: strength, load capacity, and seaworthiness. Well done! Everyone worked cooperatively and it was a lot of fun. We also finished the fill n the blanks notes on Vikings from last Tuesday when there was a sub in for me.
Wednesday, April 19
We postponed the testing of the longships until tomorrow as today a group of geologists came to do an interactive presentation as part of Water Week in the Yukon. Ask your child about watersheds, topography and the cool sandbox!
We postponed the testing of the longships until tomorrow as today a group of geologists came to do an interactive presentation as part of Water Week in the Yukon. Ask your child about watersheds, topography and the cool sandbox!
Tuesday, April 18
Today we viewed a couple short videos on Norse mythology. Students learned about the main Norse gods and goddesses, city of Asgard and Ragnarok (how the world will end). They added to their notes under the heading: Organized Religion. Next, they created ten test questions about the Vikings using their notes (eight characteristics of civilizations). They were to create three multiple choice questions, and the rest a combination of short answer and fill in the blanks. The questions were due before the end of the class. Students who completed their questions used the class to work on their ships. We will be testing the ships tomorrow! The unit test on the Vikings will be this Friday.
Today we viewed a couple short videos on Norse mythology. Students learned about the main Norse gods and goddesses, city of Asgard and Ragnarok (how the world will end). They added to their notes under the heading: Organized Religion. Next, they created ten test questions about the Vikings using their notes (eight characteristics of civilizations). They were to create three multiple choice questions, and the rest a combination of short answer and fill in the blanks. The questions were due before the end of the class. Students who completed their questions used the class to work on their ships. We will be testing the ships tomorrow! The unit test on the Vikings will be this Friday.
Thursday, April 13
Students continued to work on the Viking ships and much progress was made. A few students took supplies home to work on their boats over the long weekend.
Students continued to work on the Viking ships and much progress was made. A few students took supplies home to work on their boats over the long weekend.
Wednesday, April 12
Today students continued working on their Viking ships. I had them reflect on what was working well with the construction project and what were some of the difficulties they encountered. We discussed the fact that part of the learning involved with these types of projects is the ability to adapt or modify your plans as you encounter difficulties. Students were on task the whole class and despite the fact we ran out of large wooden craft sticks, steady progress was made. Tomorrow I will bring more building supplies!
Today students continued working on their Viking ships. I had them reflect on what was working well with the construction project and what were some of the difficulties they encountered. We discussed the fact that part of the learning involved with these types of projects is the ability to adapt or modify your plans as you encounter difficulties. Students were on task the whole class and despite the fact we ran out of large wooden craft sticks, steady progress was made. Tomorrow I will bring more building supplies!
Tuesday, April 11
There was a sub in for me today. The plan was the students would continue to work on their longships, although I did have a plan b for any students who had trouble staying focused on this task. From my observations yesterday, everyone was focused and working well cooperatively. Tomorrow I will bring in material for the sails. Looking forward to seeing the completed ships which should happen in the next couple days! |
Monday, April 10
Today students began building their Viking longships. Using the plans/research they obtained last week, they set about creating their ships using popsicle and wooden stir sticks as well as a variety of glues. Soapy boiling water was used by some to bend the wood. The objective is to build a small-scale (no more than a foot long) ship that is authentic in appearance and is somewhat seaworthy! |
Thursday, April 6
We finished the last ten minutes of the video from yesterday and then we discussed how Vikings transferred knowledge through their sagas or epics (long narrative poems that were memorized by skalds/poets and told around the fire). Next, we viewed a short animated video of Beowulf, a famous, ancient Anglo-Saxon poem about a Swedish hero's battles and then we compared Old English to modern-day English (see the segment of the poem on page 28 of the Pathways textbook). Finally, we went to the computer lab to do research on how to build a Viking longship. On Monday students will begin building small-scale models of Viking ships. I will supply all the materials needed but students are welcome to bring any extra supplies from home if they want. |
viking_ships_-_q-files_encyclopedia.webloc | |
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File Type: | webloc |
Wednesday, April 5
Today students worked in groups to create point-form notes on a specific section of the textbook about the Vikings. They added these ideas to the note template from yesterday and then shared the information with the class. We also discussed the key ideas from yesterday's video. Students were expected to copy these notes from the board and add them to their note template. Afterwards, we viewed a video about Viking battle tactics (fighting on ships that were lashed together - a floating battleground) and weapons, including: how and from what materials they were made (iron smelted from peat), different types of weapons and how each one was used in battle (battle axe, throwing axe). |
Tuesday, April 4
We began the unit on the Vikings today. I read a short fictional story based on actual events (The Viking Raid p. 3-7 of the Pathways textbook). We also discussed reasons the Vikings would want to attack a monastery as well as the technologies the Vikings used to raid and the technologies the Franks used to defend themselves against the Vikings. Next, we watched a video on Viking culture. Students were expected to make point-form notes as they viewed the video using the note template that was provided. |
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Monday, April 3
Today the students completed a Know-Wonder-Learn chart for the Viking unit we are beginning. I will review these tonight and adapt my plans for the unit according to students' interests and prior knowledge. Next, I concluded the unit on ancient China with a lesson about a more event in China. We discussed the meaning of the words: capitalism, socialism and communism. I read an illustrated story, a first hand account of a boy who lived through the Cultural Revolution in China called Red Land, Yellow River by Ange Zhang. Students did a great job recognizing the similarities of Mao's manipulation of youth in the Red Guard Corps to that of Hitler's manipulation of youth in Nazi Germany or the manipulation of youth in Isis terrorist cells. A little heavy for a Monday after a two-week break! A few students handed in some assignments that they completed over the break. We will go over the answers to the unit test on China later this week as a couple students still need to write it. |
Tuesday, March 14
We spent the majority of the class reviewing for the unit test. Students wrote a practice matching test for the terms and definitions for this unit. As we went over the answers we discussed ways to remember the meanings of some of the words such as using root words as in "artisan", reference to popular movies such as the Oracle in the Percy Jackson movies for the word "oracle", and prefixes as in "interdependent", and "to decapitate". Next, students did a practice short answer test on the main concepts and as we went over the answers, students added to their answers so that they had a complete set of study notes. Because the students were so focussed on the review tasks, the reward was a trip out to the sugar shack that the French class set up outside where students completed a couple tasks (my favourite the two-person ski) in order to receive some maple taffy on a stick. Fun times. |
Friday, March 10
Many students were away due to the basketball championships. GO PCSS! I gave out a review guide for the unit test that will be written next Thursday. See the handouts tab. Next week we will play some review games in order to prepare for the test. Today students worked in the computer lab on the mini research project. The expectation is that each student will use three reputable sources to find information on their invention and then create a poster on the computer. Many students began work on the poster today. Excellent work! |
Thursday, March 9
Today we continued working on the mini-research project on an ancient Chinese invention. First, I showed students how to use easybib.com, a website that formats the source for you using the URL address. Next, we discussed plagiarism and how to avoid it. Finally, students went to the computer lab, chose one reputable website on their topic, and wrote down key ideas in point-form on a note card. We will continue working on this project tomorrow. We ran out of time, so preparation for the unit test will take place at the beginning of tomorrow's class.
Today we continued working on the mini-research project on an ancient Chinese invention. First, I showed students how to use easybib.com, a website that formats the source for you using the URL address. Next, we discussed plagiarism and how to avoid it. Finally, students went to the computer lab, chose one reputable website on their topic, and wrote down key ideas in point-form on a note card. We will continue working on this project tomorrow. We ran out of time, so preparation for the unit test will take place at the beginning of tomorrow's class.
Wednesday, March 8
We went to the library to complete the assignment from yesterday which was evaluating a website using the CRAAP method. Students did a good job completing this task and handed it in for assessment. I also gave a print-out to each student with their current mark in the course and the marks for the assignments up to now. Some class time was given to revise assignments and hand them in again for a higher mark or to complete them. Tomorrow we will begin preparing for the unit test which will be written next Thursday. |
Tuesday, March 7
Today students chose an ancient Chinese invention to study and research. We went to the library where Ms Estabrook, the teacher-librarian, gave a lesson on evaluating websites using the acronym CRAAP (Currency, Relevancy, Authority, Accuracy, Purpose). Students made some notes and then we went next door to the computer to put this information into practice. Students chose a website with info on the invention they are researching and printed a copy. Using a list of questions to help evaluate the information, they began highlighting the necessary info in order to determine whether or not the website passes the CRAAP test and is thus reputable and worthy. |
Monday, March 6
After reading for 15 minutes, we went over the answers to the quiz from last week. We finished viewing the video on Empress Wu and discussed how she contributed to ancient China's development as a civilization. I gave back some assignments from this unit and explained how students could revise their work and hand these assignments in again for a higher mark. Lastly, we played a game with mini whiteboards. Students had to guess which inventions were Chinese or Canadian. I think many were surprised to learn that both Canadians and the ancient Chinese were the first to create so many great inventions!
After reading for 15 minutes, we went over the answers to the quiz from last week. We finished viewing the video on Empress Wu and discussed how she contributed to ancient China's development as a civilization. I gave back some assignments from this unit and explained how students could revise their work and hand these assignments in again for a higher mark. Lastly, we played a game with mini whiteboards. Students had to guess which inventions were Chinese or Canadian. I think many were surprised to learn that both Canadians and the ancient Chinese were the first to create so many great inventions!
Friday, March 3
Students read for 15 minutes and then we did a jigsaw activity in the library for the last dynasty we will study - The Tang and the Golden Age of China. Students were put into four groups and each group was assigned one section of the text to read and cooperatively make point-form notes on a note template. Next, new groups were formed and each member shared the info they learned and the notes they created. Students handed in their notes so that I could check for completion, but today I assessed and gave them a mark for how well they worked cooperatively in their groups and whether they were able to stay on task.
Students read for 15 minutes and then we did a jigsaw activity in the library for the last dynasty we will study - The Tang and the Golden Age of China. Students were put into four groups and each group was assigned one section of the text to read and cooperatively make point-form notes on a note template. Next, new groups were formed and each member shared the info they learned and the notes they created. Students handed in their notes so that I could check for completion, but today I assessed and gave them a mark for how well they worked cooperatively in their groups and whether they were able to stay on task.
Thursday, March 2
I was away today but the students went to the cafeteria to listen to a presentation by the RCMP on texting and sexting. Ask them about it. They came back to the classroom for 15 minutes of silent reading and then began viewing the video below on China's Empress Wu, China's first and only female emperor.
I was away today but the students went to the cafeteria to listen to a presentation by the RCMP on texting and sexting. Ask them about it. They came back to the classroom for 15 minutes of silent reading and then began viewing the video below on China's Empress Wu, China's first and only female emperor.
Wednesday, March 1
Today students reviewed and then wrote Quiz #2 which was similar to the first quiz on the map of China and geography. I will use the higher mark of the two quizzes. Next, the girls who worked on the notes for the Sui Dynasty put those on the board and students copied them into their notes. We discussed the key ideas and then viewed a video on the Sui and the construction of the Grand Canal in China. |
Tuesday, February 28
Students read for 15 minutes and then we learned about the Han Dynasty. I assigned one paragraph in the textbook to each student to read and extract the key idea or ideas in point-form. Each student wrote their key ideas on the board to share with the rest of the class. We discussed these ideas and then students wrote these onto their note templates. Lastly, we viewed a short video on the Great Wall of China. |
Monday, February 27
Students read for 15 minutes and then spent the rest of the class doing a hands-on review activity to prepare for the second quiz on the map of China and its geography which will be written on Wednesday. In groups of three or four, students created three-dimensional maps of China using string, folded paper, etc. On the floor, they created the outline of China's borders using string. Next, they added physical features such as the Himalayas, major rivers, desert, etc. using paper and other found objects. They added the Great Wall and capital city of Beijing and then used sticky notes to label each specific landform, city, human-made feature, as well as geographical terms such as: tributary, river source, river mouth, peninsula, strait. Most students were on task and worked well cooperatively to complete this task. Well done!
Students read for 15 minutes and then spent the rest of the class doing a hands-on review activity to prepare for the second quiz on the map of China and its geography which will be written on Wednesday. In groups of three or four, students created three-dimensional maps of China using string, folded paper, etc. On the floor, they created the outline of China's borders using string. Next, they added physical features such as the Himalayas, major rivers, desert, etc. using paper and other found objects. They added the Great Wall and capital city of Beijing and then used sticky notes to label each specific landform, city, human-made feature, as well as geographical terms such as: tributary, river source, river mouth, peninsula, strait. Most students were on task and worked well cooperatively to complete this task. Well done!
Thursday, February 23
Today students read for 15 minutes and then we learned about Daoism and Buddhism. We viewed two short videos and then completed the comparison chart from yesterday.
Today students read for 15 minutes and then we learned about Daoism and Buddhism. We viewed two short videos and then completed the comparison chart from yesterday.
Wednesday, February 22
Students read for 15 minutes and then we learned about Confucianism and Legalism. We viewed short video and then we filled in a comparison chart using information from the text book.
Students read for 15 minutes and then we learned about Confucianism and Legalism. We viewed short video and then we filled in a comparison chart using information from the text book.
Monday, February 20
Today students read for 15 minutes and then I handed out a blank note template for the Qin Dynasty. We viewed a video on the Qin Dynasty where we learned about the first emperor of China, how his underground tomb with 6000 terra cotta soldiers was created, and how the Qin were able to mass-produce cross-bows that were far more efficient than the first European crossbows centuries later. We compared the burial traditions of the first emperor to that of the Ancient Egyptians and the military might and organization of the Qin to the Ancient Roman Empire. We also discussed the fact that the first emperor, Shi Huangdi, was infamous for burning books with ideas that contradicted his beliefs, similar to Adolf Hitler. Students added ideas from the video to their Qin note template. Tomorrow students will spend part of the class doing course selection for next year. |
Friday, February 17
Students read for 15 minutes and then they wrote a short quiz on the map of China and some of the concepts learned last week. Next, they completed their notes from yesterday on the Zhou Dynasty. They self-assessed their notes using a copy of my notes and made additions/revisions where necessary. Students added these definitions to the terms chart: Mandate of Heaven, nomadic and interdependent. Afterwards, some students worked on finishing the map of China assignment and others worked ahead on the Qin Dynasty.
Next Tuesday students will be doing their course selection for next year.
Students read for 15 minutes and then they wrote a short quiz on the map of China and some of the concepts learned last week. Next, they completed their notes from yesterday on the Zhou Dynasty. They self-assessed their notes using a copy of my notes and made additions/revisions where necessary. Students added these definitions to the terms chart: Mandate of Heaven, nomadic and interdependent. Afterwards, some students worked on finishing the map of China assignment and others worked ahead on the Qin Dynasty.
Next Tuesday students will be doing their course selection for next year.
Thursday, February 16
Today students read their chosen pieces of reading material for fifteen minutes and then we completed the note on the Shang Dynasty. I read aloud the information about the Zhou Dynasty and students created their own notes using the same template as the Shang Dynasty. Lastly, I gave out the chocolate hearts that I forgot to give on Valentine's Day and we discussed the ancient Roman and Christian origins of Valentine's Day. Students will have some time to work on the notes tomorrow but will need to finish them on the weekend if necessary. |
Wednesday, February 15
Students read for 15 minutes and then we discussed the word "symbolism". Next, they viewed a video about Chinese New Year (http://www.history.com/topics/holidays/chinese-new-year/videos) and I asked them listen and look for the symbols as well as what each symbol represents. Students were given a note about the customs, rituals, and celebrations associated with Chinese New Year and I read this aloud as they highlighted the symbols. They recorded the symbols as well as what each symbol represents on a chart and this was handed in for assessment. Afterwards, students ate mandarin oranges which are given as gifts during Chinese New Year. We discussed the origins of chopsticks and viewed a video demonstrating how to use chopsticks. Lastly, we ate sticky rice and discussed the importance of rice as a staple food in China. There was a bit of time to work on the map of China which I expect students to finish for homework to be handed in by Friday the latest. |
Tuesday, February 14
We went to listen to a presentation about course selection for next year. Our counsellors discussed the required courses and the large selection of exploratory courses from which to choose. Also, instructors of SASE, CHAOS, MAD, Drama, and Textiles presented slide shows and/or discussed their courses. Applications were available for students to take home and discuss with parents. On February 24 students will go to the computer lab to officially choose their courses. |
Monday, February 13
Today students read for 15 minutes and then we discussed their research from last week - the origin of the fortune cookie. I challenged students to find other examples of things we associate with a particular country or culture that are not necessarily true or authentic. Next, we discussed the origin of tea - China! We viewed a short video about the Tea Ceremony in China and then we made green tea which a former student of mine brought back from China. I also tried to incorporate some current events in China which included a few newscasts but due to technical difficulty with the speakers and the distraction of the tea making, we might have to revisit current events later in the week! We did have a lively conversation about Communism and Capitalism. |
Friday, February 10
Students read for 15 minutes and then I introduced a mini research project on the origin of the fortune cookie. We discussed reputable sources on the Internet and students were instructed to find and read three news articles on the origin of the fortune cookie. Students worked in the computer lab to research and answer questions on the topic. This took longer than I expected and a few students did not finish, so they should finish it for homework. Of course, we ate fortune cookies! On Monday, we will discuss the students' findings. |
Monday, February 6
Students read for 15 minutes. Next, we started our unit on China. We viewed a video and students noted the urban and rural landscapes as well as physical features of China. We read "The Mystery of the Oracle Bones" and discussed how knowledge is passed down and the importance of artifacts. For homework students are to bring an artifact to school tomorrow that people a thousand years from now would have difficulty understanding. We also started a vocabulary list for the unit. Students defined artifact and oracle. See handouts tab for vocab list. Students also started the map of China assignment.
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Friday, February 3
Students read for 15 minutes and then we marked the first page of the textbook scavenger hunt together. I handed back their notes on civilizations and students were given time to improve the notes and submit them for further assessment. Lastly, students created ten potential quiz questions on the elements of civilizations and provided answers to them.
This assignment is for homework and is due on Monday. See handouts tab for assignment.
Thursday, February 2
We discussed the effect of the natural disaster that wiped out roads in yesterday's game and connected that to current events in Canada and the world. Students were given three more questions to answer in class and these are for homework if not completed in class. We played one giant game of Settlers of Catan with five different teams building settlements. Students did not enjoy this version of the game as much and we discussed the reasons why and related these to the current world. For example, one group was caught stealing resources and another group had difficulty making decisions with some many people to consult. |
Wednesday, February 1
We discussed strategies used in yesterday's game and students were given three more questions to answer. This assignment is for homework if it was not completed in class. Next, we viewed two videos on human displacement and discussed cause and effects relationships in Yukon in terms of economic development and changes to the physical landscape. Finally, students were put into groups for the game, but this time they were to form an alliance with another player and work cooperatively as a team to build their settlements. There was also a natural disaster that affected roads in the game today. |
Tuesday, January 31
Students read and afterwards they were given three questions to answer regarding the game they played yesterday. See handouts tab for assignment. Students who did not finish answering questions in class are expected to complete them for homework due tomorrow. Students were put into different groups to play Settlers of Catan again and those new to the game were encouraged to develop strategies in order to win the game . |
Monday, January 30
Students read for 15 minutes and then we viewed two satirical videos from "This Hour Has 22 Minutes" and we discussed to which part of Canadian history does the "Settlers of Catanada: Historical Edition" refer? From the second video, what is the significance of one of the players asking: "Wait, there's weed in this game now?" I introduced the Settlers of Catan game and students were put into groups to play the game. I was really impressed with how well the students who knew how to play the game taught the students who had never played before. Well done! |
Friday, January 27
Today students read for 15 minutes and then we went over the answers to the first page of the textbook scavenger hunt. A reminder that two students still need to complete the second page - you know who you are! Next, students used their graphic representations of civilizations to create point-form notes about each of the eight elements of civilization. Students put their ideas on the board and then we generated more ideas. Great participation! The notes and graphic representations were handed in and I will assess them this weekend. Have a great weekend! |
Thursday, January 26
Students read for 15 minutes and I reminded them to hand in the completed scavenger hunt today. Next, we discussed the types of behaviour that we want to see in the classroom and those that are not acceptable. I used the metaphor of a sandwich and we co-created a poster that I'll hang in the room to remind them of the positive behaviours that foster learning. Afterwards, we discussed the word 'civilization'. What does it mean? What are the elements of civilization? Students drew on their past learning experiences about ancient Mesopotamia, the Sumerians, and the ancient Egyptians, Greeks and Romans. Students completed the first two columns of the KWL chart and then they worked with a partner to create graphic representations of civilization. The graphic representations are for homework and are due tomorrow.
Students read for 15 minutes and I reminded them to hand in the completed scavenger hunt today. Next, we discussed the types of behaviour that we want to see in the classroom and those that are not acceptable. I used the metaphor of a sandwich and we co-created a poster that I'll hang in the room to remind them of the positive behaviours that foster learning. Afterwards, we discussed the word 'civilization'. What does it mean? What are the elements of civilization? Students drew on their past learning experiences about ancient Mesopotamia, the Sumerians, and the ancient Egyptians, Greeks and Romans. Students completed the first two columns of the KWL chart and then they worked with a partner to create graphic representations of civilization. The graphic representations are for homework and are due tomorrow.
Wednesday, January 25
We started with a trip to the library where students were introduced to Ms Estabrook, our teacher-librarian. Students then found reading material to sign out for silent reading which occurs at the beginning of each class. We discussed primary and secondary sources and then we finished working on the textbook scavenger hunt which is due tomorrow. |
Tuesday, January 24
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