Social Studies 9
June 12 - 13
June 5 - 9
Review guide for final exam was given for chapters 1-7
Viewed video "Adventurers and Mystics" from Canada: A People's History series and filled in the blanks to create notes.
Short quiz on info from the first two videos.
View "Claiming the Wilderness" from Canada: A People's History series and complete notes.
View "Battle for a Continent" from Canada: A People's History series and complete notes.
Viewed video "Adventurers and Mystics" from Canada: A People's History series and filled in the blanks to create notes.
Short quiz on info from the first two videos.
View "Claiming the Wilderness" from Canada: A People's History series and complete notes.
View "Battle for a Continent" from Canada: A People's History series and complete notes.
May 29 - June 2
Begin unit on the Fur Trade and European settlement in Canada
Finish research report - due Friday, June 2
View the video "When the World Began" from Canada: A People's History series which discusses the first inhabitants of North America who crossed the Bering Land Bridge, the First Nations pre-European contact and the conflicts arising between Europeans and First Nations peoples in North America.
Finish research report - due Friday, June 2
View the video "When the World Began" from Canada: A People's History series which discusses the first inhabitants of North America who crossed the Bering Land Bridge, the First Nations pre-European contact and the conflicts arising between Europeans and First Nations peoples in North America.
May 23 - 26
Monday - No school. Hope you are enjoying your long weekend!
Tuesday - Some students needed more time to complete their visual component while others began writing the research report.
Wednesday - Write presentation outline
Thursday - Presentations
Friday - Presentations
- Write research report
Tuesday - Some students needed more time to complete their visual component while others began writing the research report.
Wednesday - Write presentation outline
Thursday - Presentations
Friday - Presentations
- Write research report
May 15 - 19
Monday - Computer lab 202 to continue working on our research projects
- Create point-form notes and a mind map
Tuesday - Continue working on research notes in computer lab
- Begin thinking about the visual component of this project and what form it shall take
Wednesday - Complete research notes
Thursday - Begin creating visual for your presentation
Friday - Complete visual component
- Create point-form notes and a mind map
Tuesday - Continue working on research notes in computer lab
- Begin thinking about the visual component of this project and what form it shall take
Wednesday - Complete research notes
Thursday - Begin creating visual for your presentation
Friday - Complete visual component
May 8 - 12
Monday - We viewed two short videos, one on the Iroquois and the other on the People of the Plains. We reviewed these two groups briefly and students completed the People of the Plains note template and questions and submitted them for assessment.
Video on the Iroquois - http://www.discovery.com/tv-shows/other-shows/videos/americas-first-nations-long-houses/
Tuesday - We viewed a student-created video on the People of the Plateau. Each student was given one topic from the note template to study and then the information was written on the board and shared with the class. Next, we did the same collaborative activity to create notes and answer questions for the People of the Northwest Coast. Quiz on Chapter 7 on Friday!
Wednesday - View short video on totem poles and potlatches
- Begin research project
- CRAPP Test (test to determine reliability of online research sites)
Thursday - Play a Kahoot to review for quiz on Chapter 7 on Friday
- Go to the library to participate in the activities planned by a visiting author
Friday - Quiz on Chapter 7
- Computer lab to do research
Video on the Iroquois - http://www.discovery.com/tv-shows/other-shows/videos/americas-first-nations-long-houses/
Tuesday - We viewed a student-created video on the People of the Plateau. Each student was given one topic from the note template to study and then the information was written on the board and shared with the class. Next, we did the same collaborative activity to create notes and answer questions for the People of the Northwest Coast. Quiz on Chapter 7 on Friday!
Wednesday - View short video on totem poles and potlatches
- Begin research project
- CRAPP Test (test to determine reliability of online research sites)
Thursday - Play a Kahoot to review for quiz on Chapter 7 on Friday
- Go to the library to participate in the activities planned by a visiting author
Friday - Quiz on Chapter 7
- Computer lab to do research
May 1 - 5
Monday - We discussed the earthquakes that occurred
this morning. - We viewed a few short videos on: the Great Rift Valley in eastern Africa, why Everest is the tallest mountain in the world, and the Niagara escarpment. - We played a Kahoot to review for the test - Students wrote the test on Chapter 6 Regional Geography of North America Tuesday - Map of the First Peoples of Canada - Using multiple sources students are mapping the territories of 23 of the more than 50 First Peoples of Canada Wednesday - Finish map - Go over the answers to the Chapter 6 Test on the Regional Geography of Canada Thursday - Inuit - Each student read about one aspect of Inuit life and made point-form notes. Students put their ideas on the board where we discussed them and they we copied into the note template. - We viewed a video about the present-day Inuit of Greenland and their struggle to maintain a subsistence living of hunting by dogsled on the rapidly melting sea ice http://www.nbcnews.com/video/ann-curry-reports/55616980 Friday - Iroquois and people of the Plains - I was away at the Young Authors' Conference - Students were to read and complete the note templates for the Iroquois and the People of the Plains. Please complete these for Monday as they are prep for an experiential activity outside mid-next week. Cut-off for handing in revisions to any assignments from the last unit on the Regional Geography of North America. |
Ann Curry Reports | July 10, 2014
On Thin Ice: Inuit way of life vanishing in ArcticNBC's Ann Curry reports from Greenland, providing a rare glimpse of Inuit hunters facing a rapidly changing way of life in the Arctic. |
April 24 -28
This week we completed the unit on the Regional Geography of North America. Students are encouraged to revise their notes/questions on the various regions and hand them in for further assessment by next Friday. We viewed a few videos on landforms and weather phenomenon including: hurricanes, tornadoes, rain-shadow effect and deltas. They are posted below. Students went outside on Thursday to create models of various landforms including: volcanic mountains, rift valleys, rain-shadow effect and deltas using found objects in nature such as moss, sticks, snow, dirt, and rocks. Well done! On Friday we played a practice Kahoot before students wrote the unit test.
April 17 - 20
We went over the answers to the test written on Friday and then began Chapter 6 Regional Geography of North America. The geographical terms and definitions note sheet is to be completed and handed in for assessment. Students learned how to read and interpret a climagraph and then I modelled how to create one. Next, students created two climagraphs for cities in Canada and these were handed in for assessment. This week we also completed a graphic organizer on the Appalachian region together and then students completed graphic organizers and interpreted climagraphs for the other seven geographical regions of Canada. These were handed in for assessment.
Friday, April 14
We played a Kahoot to review for the test today.
Students wrote the Chapter 5 test on the Industrial Revolution.
We played a Kahoot to review for the test today.
Students wrote the Chapter 5 test on the Industrial Revolution.
Thursday, April 13
We completed the unit on the Industrial Revolution by looking more closely at living and working conditions of the poor in urban areas as well as changes to women's lives. Next, we interpreted a bar graph about changes to England's economy and looked for bias in visuals such as paintings and sketches. We read a government report on the death of a child chimney sweep in 1813 and discussed the importance of government documents as primary sources and good sources on info about social conditions and attitudes due to the transcriptions of actual testimony they contain. Lastly, we viewed a couple short videos about the Irish Potato Famine and then discussed the causes and effects of the famine. Students recorded the the key ideas we discussed today onto a note template provided. |
Wednesday, April 12
Today students printed their images of the invention and inventor for the informal presentations as this did not happen yesterday. Each student then presented their research and the images were placed on a timeline. Students were given a chart to record the key ideas of each invention such as any advantages and any disadvantages. Next, they viewed a short video on the Water Frame and the advent of the factory. Lastly, I handed back some assignments from last week and I discussed how students could revise their work and resubmit it for an improved mark. Tomorrow we will finish this unit and late next week we will have a short unit test on the key concepts.
Today students printed their images of the invention and inventor for the informal presentations as this did not happen yesterday. Each student then presented their research and the images were placed on a timeline. Students were given a chart to record the key ideas of each invention such as any advantages and any disadvantages. Next, they viewed a short video on the Water Frame and the advent of the factory. Lastly, I handed back some assignments from last week and I discussed how students could revise their work and resubmit it for an improved mark. Tomorrow we will finish this unit and late next week we will have a short unit test on the key concepts.
Tuesday, April 11
There was a sub in for me today. Students completed a short note on the key ideas we discussed yesterday, including the effects of: enclosure, loss of the commons, new breeds of animals, and the movement of unemployed people from farmlands to the cities. Next, they viewed a short video on child labour during the Industrial Revolution and then they completed some notes using a template. Lastly, they went to the computer lab to find and print their illustrations for their mini-reseach project on important inventions of the Industrial Revolution. |
Monday, April 10
We began Chapter 5, a short unit on the Industrial Revolution. Students first viewed the video below as an overview of the what the Industrial Revolution was, its significance, and the reasons it first began in Britain. We discussed the Agricultural Revolution and students were given one invention to research. They wrote their research information in a chart that was given to them. Tomorrow we will go to the lab so they can find and print an illustration of the invention and the inventor (if possible). On Wednesday they will present their research to the class in an informal presentation.
We began Chapter 5, a short unit on the Industrial Revolution. Students first viewed the video below as an overview of the what the Industrial Revolution was, its significance, and the reasons it first began in Britain. We discussed the Agricultural Revolution and students were given one invention to research. They wrote their research information in a chart that was given to them. Tomorrow we will go to the lab so they can find and print an illustration of the invention and the inventor (if possible). On Wednesday they will present their research to the class in an informal presentation.
Thursday, April 6
We went over the answers to quiz #1 and 2 and I explained that students have the option of writing a short test on the Chapter 4 Napoleonic Era unit if they are not happy with their quiz marks. Next, we discussed the significance of Napoleon' defeat in the Battle of Waterloo. We viewed a short video on the Battle of Waterloo and also a video on his exile. We compared maps of Europe - Napoleon's Europe in 1807 to the Post Vienna Congress Europe in 1815. Students completed a comparison chart and handed it in for assessment. Lastly, students answered some questions on Napoleon's abdication and exile. These are for homework if not completed in class and are expected to be submitted on Monday for assessment.
We went over the answers to quiz #1 and 2 and I explained that students have the option of writing a short test on the Chapter 4 Napoleonic Era unit if they are not happy with their quiz marks. Next, we discussed the significance of Napoleon' defeat in the Battle of Waterloo. We viewed a short video on the Battle of Waterloo and also a video on his exile. We compared maps of Europe - Napoleon's Europe in 1807 to the Post Vienna Congress Europe in 1815. Students completed a comparison chart and handed it in for assessment. Lastly, students answered some questions on Napoleon's abdication and exile. These are for homework if not completed in class and are expected to be submitted on Monday for assessment.
Wednesday, April 5
Today we did a variety of activities and covered a fair bit of information in the unit. First, we viewed a short video on the Battle of Austerlitz and discussed how Napoleon used topography and weather to his advantage. Next, we looked more closely at Napoleon's Grand Armee and discussed what made his soldiers so loyal and formidable. We discussed the difference between 'patriotism' and 'nationalism'. We also discussed the importance of evaluating a secondary source to see if there is any possible bias and read the information on page 117 of the textbook. Afterwards, we did an activity on detecting point of view in a visual. We looked at figure 4-20 on page 112 of the textbook and went through a series of questions in order to detect point of view (physical and emotional point of view). Each student chose a visual (painting) from the text and detected the point of view using the questions provided. This assignment was handed in for assessment. Finally, students wrote a short quiz on the information they learned yesterday. |
Tuesday, April 4
We learned about Napoleon the emperor of France and conqueror of most of Europe. I showed a short animated video that summarized his life and accomplishments and then we worked as a group to answer some questions using the text as a reference. We discussed Napoleon's reforms and his battle tactics, specifically those in the Battle of Austerlitz - his use of geography, topography, and weather (fog) as well as his ability to anticipate how the enemy would react. |
Monday, April 3
Today we began a short unit on Napoleon Bonaparte. I showed a five minute video that summarized his life and accomplishments and then we worked as a group to answer questions using the textbook as a source of information. Students learned about Napoleon's early career, his Italian and Egyptian campaigns as well as the reforms he made to France after overthrowing the government and becoming its leader. |
Friday, March 10
I was away today; students spent the class working on the research project in the computer lab.
Next Wednesday is the unit test.
I was away today; students spent the class working on the research project in the computer lab.
Next Wednesday is the unit test.
Thursday, March 9
We spent the first half of class creating a review sheet for the Chapter 3 French Revolution test. Afterwards, we went to the computer lab to continue working on the research project. As this point, students have finished their research, have written the articles and are now at the point of putting all of their work onto a newspaper template and adding illustrations. |
Monday, February 28 - Wednesday, March 8
We have been working in the computer lab doing research for the French Revolution newspaper the students are creating. Working in two groups, we have divided up the work so that each student is responsible for researching three to four topics. We have discussed how to determine whether a website is reliable by looking at its currency, relevancy, author, accuracy and purpose. Students are collecting and recording information in point-form using workflow.com. I showed them how to use easybib.com to properly reference their sources. Also, I showed them where to look for primary sources to include in the news articles and how to reference them. They are using graphic organizers and templates to assist them in writing their feature articles, obituary, letter to the editor, etc. Lastly, they have chosen a word processing program to use for the layout and design of the newspaper.
Tomorrow we will be in the classroom preparing for the test on chapter 3 - The French Revolution which will be written on Wednesday, March 16.
We have been working in the computer lab doing research for the French Revolution newspaper the students are creating. Working in two groups, we have divided up the work so that each student is responsible for researching three to four topics. We have discussed how to determine whether a website is reliable by looking at its currency, relevancy, author, accuracy and purpose. Students are collecting and recording information in point-form using workflow.com. I showed them how to use easybib.com to properly reference their sources. Also, I showed them where to look for primary sources to include in the news articles and how to reference them. They are using graphic organizers and templates to assist them in writing their feature articles, obituary, letter to the editor, etc. Lastly, they have chosen a word processing program to use for the layout and design of the newspaper.
Tomorrow we will be in the classroom preparing for the test on chapter 3 - The French Revolution which will be written on Wednesday, March 16.
Wednesday, February 22
Today I was in a meeting, so there was a sub. Students read for 15 minutes and then they wrote a short quiz on life in France during the 17th century under the rule of King Louis XIV. Next, each student was given two questions to answer regarding events leading up to and including the French Revolution using the textbook. Students put their answers on the board to share with the rest of the class and these were copied down. We will discuss the answers tomorrow.
Today I was in a meeting, so there was a sub. Students read for 15 minutes and then they wrote a short quiz on life in France during the 17th century under the rule of King Louis XIV. Next, each student was given two questions to answer regarding events leading up to and including the French Revolution using the textbook. Students put their answers on the board to share with the rest of the class and these were copied down. We will discuss the answers tomorrow.
Tuesday, February 21
Students read for 15 minutes and then we went over the answers to the chapter 2 test on the English Civil War. Next, we viewed a video that presents an overview of the events and consequences of the French Revolution (see below). Lastly, students completed the terms and definitions for chapter 3 and finished answering the chapter 3 questions on pre-Revolutionary France. |
Friday, February 17
Students read for 15 minutes and then we discussed some of the illustrations in the text book regarding life in 17th century France and Louis XIV. We also compared maps of France to determine reasons for poverty and wealth in certain regions. Next, we viewed two short videos: one on Louis XIV's expensive building projects - the palace at Versailles and the Grand Canal, and another on the events leading up to the revolution under the reign of Louis XVI. Lastly, we began working on some chapter 3 questions. No homework, unless you have not completed the map of France. |
Wednesday, February 15
Students read for 15 minutes and then they wrote a quiz in preparation for the Chapters 1 and 2 Test on the Modern Age and the English Civil War which they will write tomorrow. Next, we reviewed the answers to some of the questions in the chapter 2 unit and I returned the vocabulary assignment. Afterwards, we viewed a short video on life in 17th and 18th century France and compared it to life in 17th century England. Lastly, students worked on the map of France or did revision work on previous assignments. |
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 ACES, CHAOS, MAD, Drama, and Guitar presented slide shows and/or discussed their courses. Applications were available for students to take home and discuss with parents. On February 20 students will go to the computer lab to officially choose their courses. Students also wrote a short quiz in preparation for the Chapters 1 and 2 Test on the Modern Age and the English Civil War. |
Monday, February 13
I gave students the format and key ideas they should know for the Chapters 1 and 2 Test on the Modern Age and the English Civil War which they will be writing this Thursday. We also started the next unit in the French Revolution by creating a map of the agricultural resources, centres, and geographical features of France. |
Wednesday, January 25
Due today: timeline assignment We went to the library to sign out reading material for silent reading that occurs at the beginning of every class. Afterwards, we began a brief review of some of the events you learned about near the end of last year's course. See handouts tab for review assignment. |