In the first half today we finished our article analysis on Mass Wasting and submitted them, if they did not get submitted they are due on Monday.
In the second half we tackled Aeolian Landscapes. Took some notes, read some pages (120-123), completed a worksheet that included #3a on p. 130 and watched some videos.
Today in the first half we started with goals setting for our report cards/student learning profiles. We did a review and went over the homework vocab (HW check). We then talked about what happened next in the constitution debates and introduced Brian Mulroney and the Meech Lake Accord. We took some notes and read pp. 87-89.
Key players in the next section: Brian Mulroney, Henri Bourassa, Elijah Harper
We did a pro's and con's chart on Meech that was our exit ticket.
In the second half we took a look at the party platforms for the BC election. In partners people discussed the platforms and what was interesting or stood out (good and bad). We watched several videos on the democratic process and why it is important to vote. AND we voted.
Test Monday.
Here are the video links:
https://www.youtube.com/watch?v=a7U4j-rUmME&t=5s
https://www.youtube.com/watch?v=3pWDhzPfCZ4&t=3s
https://www.youtube.com/watch?v=Q8RisdKgAqY&t=1s
Today is Socials we went over the Friday 5, completed a sheet on types of nations, did some review of the charter patriation. Worked on the following definitions in your own words with examples (HW check again on Thursday).
-patriate
-amending formula
-sovereignty association
-distinct society
-decentralization
-not withstanding clause
A reminder to start going over the vocab on the review sheet for your test on MONDAY now. The review sheet is linked here.
Today in Geography class we tackled Karst Topography or Karst Landscapes. These are landscapes that are often part of underwater river and cave systems. Karst refers to landscapes formed from the dissolution of soluble rocks primarily limestone but also dolomite and gypsum. We took some notes, labeled a diagram and watched this short video: https://www.youtube.com/watch?v=XMgattdqc_I&t=10s
1. Define regionalism:
-When your ties to your region/area are stronger than the ties to your country
2. Why is regionalism so prevalent in Canada?
-because Canada is so large
3. What are the four main regions in Canada?
-north, west, central Canada & Atlantic/Maritimes
4. Of all the regional issues discussed which do you think has the greatest impact or lasting consequences? Why? Back up your answer.
5. What are two things most of the Historical Wrongs in Canada have in common?
-rooted in racism, tied to colonialism
Quest/test date: Friday October 18
Grade 10 Review Sheet
Canadian Identity, Diversity & the Constitution (chapters 1-3 in Creating Canada)
Vocab:
National identity Nation-state Nation Ethnic Nation
Civic Nation Demography Multicultural society
Culture Federalist patriate. veto
Sovereignty Referendum Diversity Regionalism
Regional identity assimilation Social Safety net
Transfer payments equalization payment
Amending formula sovereignty association
Distinct society decentralization notwithstanding clause
Aboriginal Rights Treaty Rights Aboriginal self government
Reserves traditional territory land claims omnibus bill
Historical Wrong Ethical Judgement
People:
Pierre Trudeau
Brian Mulroney
Henri Bourassa
Elijah Harper
Jacques Parizeau
Rene Levesques
Major events:
-Charter patriation
-Kitchen Accord
-Meech Lake Accord
-Charlottetown Accord
-BNA Act
Questions to consider:
Causes and Consequences of Regionalism in Canada
Understand importance of knowing regional issues
Are a countries size and diversity related? Explain
How does Western Canada(or any region of choice) benefit from being in the Canadian Federation?
Importance of understanding perspectives around historical wrongs. Why is it important for present day governments to apologize for historical wrongs?
Explain different types of diversity and how they affect Canadian identity.
What is Canadian identity?
Why is it hard to nail down Canadian Identity?
Is Canada a country, an ethnic nation or a civic nation, defend your answer.
How might trends affect Canadian identity?
Oka Crisis & Quebec sovereignty
Cause & Consequences of patriating the constitution
Political Developments that took place between 1982 - present day that affected the sovereignty movement in Quebec.
Pros and Cons of Meech Lake Accord
How did Meech & Charlottetown contribute to unity in Canada, contribute to disunity in Canada
Cause & Consequences of Meech Lake and failure of
What is the significance and importance of an amending formula
Support or oppose the following “The notwithstanding claus should not have been included in the Constitution.”
Differentiate between a collective right and an individual right.
Explain the historical significance of the 1982 patriation of the charter from three different perspectives
Be ready to compare and contrast historical wrongs....yours and another one of your choice (from presentations).
Be prepared for a photo analysis/ captioning event
Be ready for a possible political cartoon analysis.
Be ready for more vocab on this test.
Mass Wasting Article Analysis
1. Find an article or news event (you might need to find a couple for the same event to get enough info) for a type of mass wastage of your choice (mudslide, rockfall, avalanche, creep, solifluction etc...and analyze the event by describing the following:
Today in class we wrote a Friday 5, finished up the last presentations on Historical Wrongs in Canada. From here we started looking at the Constitution, what a constitution is and how it is important in Canada. We understood what the BNA Act is and how it was hard for Canadians to change the constitution because it was British law and all changes needed to go through Britain. We looked at the process that Pierre Trudeau went through in 1982 in order to bring in the Constitution Act and patriate the constitution that includes our Charter of Rights and Freedoms.
We read pages 82-86 and created a T chart for cause and consequences of patriating the constitution. This is due for Homework on Tuesday.
Key vocab: Contitution, Constitution Act, British North America Act, patriate, amending formula
Today in Geography we finished up our case studies on the Babushka's and discussed the seven geographical thinking concepts as they related to the Ted talk from yesterday. After we took a look at this video to get an idea of what things are like in the "dead zone" today.
https://www.voanews.com/a/this-is-my-home-life-inside-chernobyl-s-exclusion-zone/7585823.html
From here we did a quick lesson on latitude and longitude and how this relates to absolute location on the globe. We took some notes and did a quick worksheet. (the slides info is pasted below)
After lat and long we moved to a review sheet for the Test on River Systems which is on Friday.
Finally we went to the library and worked on our Field reports (due Friday/Monday).
Today we discussed the Geographical Thinking Concepts, what these are and how they can be framed.
For our course, we will use a modified version of the Curricular Competencies:
Establish Significance
Use Primary Evidence
Identify Patterns and Change,
Analyze Cause and Consequence
Understand Interactions and Associations
Take Geographic Perspectives
Consider Ethical dimensions
Yesterday in Socials 10 students spent the block working on their projects on Historical Wrongs. These are due to present on Wednesday this week in our double block.
Today in class, we reviewed our Friday 5's and I handed back your Canadian Identity Mind Maps. We then took some notes on Regionalism, what Regionalism is and how it affects Canada. We discussed the regions and issues facing the regions were researched individually. Expert groups were formed on the four main regions: The West, Central Canada, The North and The Maritimes/Atlantic provinces where the issues were discussed and decided which still had impact today and which of these had the greatest impact on the region in terms of alienation.
Vocab today: regionalism, federalism, alienation, economic disparities (transfer payments)
On Wednesday this week: project presentations, go over last test, finish regions assignment.
Marking criteria presentation: Historical Wrongs/Apologies Name(s):
Historical Wrong:
Comments:
Peer Assessment: Historical wrongs
Name(s) of whose project it is:_________________________ Topic: _____________________
Your name:
1. What is an historical wrong?
-A "historical wrong" refers to an event or action in the past that is widely regarded as unjust, immoral, or harmful. Historical wrongs often have lasting impacts on societies, cultures, and individuals, leading to ongoing struggles for justice, reparations, and reconciliation. Acknowledging these wrongs is important for understanding history and addressing their consequences in the present.
2. Provide an example of an historical wrong.
This can include acts such as slavery, colonization, genocide, discrimination, or violations of human rights. Canadian examples include internment, Chinese head tax and Residential schools to name a few.
3. Provide two topics or central ideas that affect Canadian identity.
-demographics, culture, social change, politics, economics, science and technology, social media, international involvement
4. In a senate committee meeting (our simulation) what is the purpose of this meeting?
-to bring witnesses and experts forward around creating legislation
5. When considering ethical judgements what is important to remember?
-understanding both sides perspectives at the time
In Geography class this morning we started by going over and correcting our glaciation tests. From there we took some brief notes on Mass Wasting (see below) and looked at two examples of landslides in two separate videos (one of which occurred in Nepal last Friday). We discussed how mass wasting is being exacerbated by climate change and that humans have sometimes put themselves in harms way but also that nature can be destructive. We finished the day in the library trying to get a handle on our field reports which are due next week.
Mass Wasting: a process of gradation
-GRAVITY is a gradational force that works on all objects. Examples include: landslides, rockfalls, avalanches and soil creep
-Gravity moves weathered material down a slope, the energy exerted is determined by the following factors:
Geography looked like BC post secondary school visits in the first half of today. We then went to a fair of all the university and collages in the building.
Finally we went to the library and continued work on our Field Reports. Field Reports due: Friday/Monday
Today in Social Studies 10 we completed our government simulation. Students did a self evaluation and submitted this with their work that you did on the simulation. (including any role preparation work you did -sheets and any amendments). Students also had a bit of time to complete their mind maps in the first half of today. Mind Maps due Friday.
In the second half we discussed what historical wrongs/ethical dimensions are and did some work understanding ethical dimensions.
Marking criteria presentation: Historical Wrongs/Apologies Name(s):
Historical Wrong:
Comments:
Students got their collages back, if you are doing revisions or need to revisit any instructions see below.
Collage instructions:
Grab some magazine and find 5ish images and or words that represent what you believe to be Canadian identity. Cut out and glue them on a piece of construction paper. At the bottom write a brief description of why you chose what you did to represent what it means to be Canadian.
Can you be wrong? No because you are backing up your ideas. Will yours be different than others, probably….these are going to be displayed on the classroom wall. Be thoughtful, be clever and be concise! Your write up is key to connecting your ideas to Canadian identity, especially the why portion.
Does being Canadian mean that you are born here, live here, both? Does being Canadian mean a shared set of values, ideas, culture and history? What do you think? Don't forget a title!!
Today in Socials 10, I reviewed my expectations for the mind map and then we spent the rest of the class working on them. I reviewed that I would like three levels of information: 1 = topic, 2 = definition of the topic, 3 = examples (plural) to show your understanding. These all come from the text with the outline mind map being on page: 32
Here are the original instructions:
-Copy the skeleton mind map on page 32 onto a blank sheet of paper
-Go through the textbook and find an example to show how each heading might affect Canadian identity. Ensure you define each heading in the mind map as well
(This will be submitted: due Friday Oct. 5th)
At 1:15 we had an assembly on school culture.
