Thursday, October 16, 2025

Socials 10 Chap 1 & 2 Test review

TEST DATE:  Monday October 20th 

Canadian Identity, Diversity (chapters 1& 2 in Creating Canada)

Vocab:

National identity Nation-state Nation   Ethnic Nation

Civic Nation Demography Multicultural society

Culture Federalist Confederation

Sovereignty Referendum Diversity Regionalism

Regional identity assimilation Social Safety net

Transfer payments equalization payment

Amending formula sovereignty association

Distinct society

Aboriginal Rights Aboriginal self government

Reserves

Historical Wrong Ethical Judgement



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?

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.


Geog 12 & SS10. Oct. 14 & 16

 Socials 10:

On Tuesday we went over the Friday 5 and then headed to the library to work on our Historical Wrongs project.

Thursday in the first half we talked about the project quickly and some reminders from the blog post of what to ensure you have as part of the project.  From here we worked on the following definitions (define and give an example):

  • Diversity

  • Regional identity

  • Regionalism

  • Federalism

  • Cultural Diversity

  • Assimilation

Then we worked on the jigsaw activity on the different regions. First in our expert groups then in our groups and filled out the placematt/four quadrants sheet. If you were away, fill out your own sheet using pages: 66-75 in your text. Each quadrant should include:
  •     List some characteristics of your region
  •     List major issues/factors that have increased or decreased alienation over the years
Expert Group discussion:
  • of issues,
  • decide which issues are still prevalent today
  • which issue has the greatest impact on alienation either way.
Teach your original group members about the issues of regionalism from your regions perspective.

Answer the essential questions as a group:
  •     Will diversity break up the country or bind it together
  •     Should Canadians stay in a federation that isn’t perfect?
  •     Why do Canadians continue to try to get along?
  • Why might it be important to understand the issues facing other regions?
After this group work was complete we started chapter 3 in the text: Constitution debates. Students defined constitution and patriate/patriation. We talked about confederation and the BNA Act (review from last week). We also did some notes see slide below and watched two videos linked below.

Video links:

****HISTORICAL WRONGS PROJECT DUE:  FRIDAY OCTOBER 17
***TEST ON CHAPTERS 1 & 2:  MONDAY OCTOBER 20

GEOG 12

On Tuesday we went through the expectations of the Field Report and then headed to the library to write up our findings.

Thursday:  in the first half we took some notes on weathering as a system of gradation and watched some videos on the two types of weathering.  Physical & Chemical.  Read p. 106 in text.  

https://www.youtube.com/watch?time_continue=229&v=R-Iak3Wvh9c&feature=emb_logo

https://www.youtube.com/watch?v=VvV_Q18XViM

https://www.youtube.com/watch?v=ZM4M2J3GdSQ


We then did some connections models presentations.

In the second half we went back to our original data collection site on the Illecillewaet River and collected a second set of data as a comparison.



  • List major issues/factors  that have increased or decreased alienation over the years (chart)

  • Group discussion - of issues, decide which issues are still prevalent today & which issue has the greatest impact on alienation either way.

  • Teach your original group members about the issues of regionalism from your regions perspective. 

  • List some characteristics of your region

  • List major issues/factors  that have increased or decreased alienation over the years (chart)

  • Group discussion - of issues, decide which issues are still prevalent today & which issue has the greatest impact on alienation either way.

  • Teach your original group members about the issues of regionalism from your regions perspective. 

Monday, October 13, 2025

Socials 10: Answers to Friday 5, Oct. 10

 1.  What are ethical dilemmas and why might it be important to study, recognize and respond to these?

-an ethical dilemma is a moral conflict where there are two or more sides and you need to discern between them and choose the one that you think is most just or fair.  It is important to study ethical dilemmas so that we can learn from our mistakes and try not to repeat the past if it had a poor outcome.

2.  Give two examples of Historical Wrongs from our past.

Residential schools, Chinese Head tax, Internment, 60's scoop, Africville and many more

3.  What are two examples of trends, developments, policies or programs that are changing Canada as well as Canadian's ideas about Canadian identity?

-trend that we are using the internet more and more for communication & social media

-trend that for demographics Canada has an aging population that will require more services in the future

-policy of having to have public content contain at least 10% be Canadian to help create and preserve Canadian culture (ex. radio stations must play artists that are Canadian a minimum of 10% of the time

-Social Change - a development in the way Canadian society works is that there is more equality in the work place for women, equal and fair treatment in that we promote human rights and this is upheld in the Charter of Rights and Freedoms

4.  What is Quebec sovereignty?

-The idea that Quebec wants to be a distinct society and possibly separate from Canada in order to maintain cultural heritage

5.  Why is it important to understand both perspectives or multiple perspectives when making or looking at an ethical judgement?

-understanding all perspectives ensures that the narrative includes multiple sides and thus an understanding of all sides in order to come to a decision on if things were just and fair that includes all the narratives and perspectives present at that time and seek to understand reasoning behind the actions (if right or wrong).

Friday, October 10, 2025

Geog Field Report Outline

Writing your field report:
This should be in full sentences.

1. Title Page

  • Title of the Study: Include the name of the river and the focus of your study.
  • Your Name: Your full name.
  • Date: Date submitted 
  • Course: Geography 12.

2. Table of Contents

  • List the main sections of your report with page numbers for easy navigation.
  • Ensure to include the appendices

3. Introduction

  • Background Information: Briefly describe the river (set the scene for your study), including its location, size, and any relevant historical or geographical context (Characteristics of a location that describe how it may be impacted by different events human, environmental etc...)
  • Purpose of the Study: Explain the objectives of your field study (e.g. investigate the river’s ecosystem, analyze human impact, differences in the river from source to mouth etc...).  What we were trying to understand.
  • Research Questions: Outline specific questions you aim to answer, such as differences in the river from source/headwater to the mouth.
  • Location:  include where your study took place

4. Methodology

  • Site Description: Describe the location(s) where you conducted your study (e.g., starting point, key features).
  • Data Collection Methods: Explain how you collected data (e.g. measuring flow rate, observations of flora and fauna etc...).
  • Tools and Equipment: List any equipment used 
  • Timeframe: Mention when the study took place.
  • Use this order:
    Describe the materials and equipment used in the research.
    Explain how the data samples were gathered.  Where these were gathered.
    Explain how the measurements were made and what calculations were performed upon the raw data.
    Describe the statistical techniques used upon the data.  (accuracy, precision, bias…so you would briefly explain that precision and accuracy were at times difficult for the following reasons).

5. Data Presentation

  • Tables and Graphs: Use visual aids to present quantitative data (e.g.flow measurements, depth etc...). show all your data and results (in a small table).
    Show observations with sketches and info.
  • Maps: Include maps to show the study area and any relevant features.
  • Photos: Incorporate photographs to provide visual context and evidence.

6. Analysis

  • Data Interpretation: Analyze the data collected, discussing trends, patterns, and anomalies.
  • Comparative Analysis: If applicable, compare findings with other studies or historical data.

7. Discussion

  • Implications of Findings: Discuss the significance of your results. How do they relate to your research questions?  What did you learn from your findings.
  • Human Impact: Consider any human activities affecting the river (e.g., pollution, development) and their consequences.
  • Ecosystem Insights: Reflect on the ecological health of the river and its surroundings.

8. Conclusion

  • Summary of Findings: Recap the key points and findings from your study.  What can you conclude from your study of the river (think of your purpose/aim).

9. References (if necessary)

  • Citations: Include all sources referenced in your report, formatted according to the required citation style (APA).  If needed.

10. Appendices

  • Include any supplementary materials, such as raw data (data collection sheets), additional maps, or detailed photographs.

Tips for Writing

  • Be Clear and Concise: Use straightforward language 
  • Organize Logically: Ensure each section flows logically to the next.
  • Proofread: Check for grammatical errors and ensure clarity.
 Also include in your data, river gradient for the entire river.  See number 6 c. p. 201 in text.
elevation of river at (mouth or where joins Columbia) Revelstoke 480m
elev. at camp ground bridge 1245m
elev. at meeting of the waters bridge 1270m
elev. at source of glacier 2040m
Distance/length of river 62km.

To calculate velocity:
divide distance by time.
v=d/t

Friday Oct. 10th Geog & SS10

 Socials 10

We did a Frday 5.  We then completed our goals sheets for Ms. Grimm to load up into myed for each of you.  Then we took some notes on regionalism and confederation.  Students then divided up into groups to work on a regionalism jigsaw.  They each have a home group.  If you were away you will get an email  to your school address with your home group and your topic to research and the page numbers.  We will complete this in our double block next week but you need to get a head start on reading your topic and getting down some notes.  Here are the instructions:



Geog. 12

We wrote our river systems test and then got started on our field reports.  See blog post on field reports.  You will have more class time to complete this obviously.  Ensure you have all your data.

Thursday, October 9, 2025

Socials & Geog Oct. 8

 Geography 12- Oct. 8th

We got back to the pass today and completed our data collection.  If you were absent, there was an assignment for you to complete, it is relevant to the field study and will be shared with the class on Monday.  Ensure you get the data from those that were present.

Test Friday:  River systems

Socials 10  Oct. 8th

First half was spent in the Library working on our Historical Wrongs project.  You will have one more class on Tuesday to complete this.  (Please see blog post). This is due:  Friday Oct. 17th

Second half we worked on some goal setting for this year.  From here we went on to working on completing our mind maps on Canadian Identity that you started with the substitute teacher a couple of weeks ago.  These are due tomorrow, Friday October 10th

Geography 12 - Review sheet for River systems test

Test date:  October 10, Friday

Earth Matters pp.116-118, 185-193 

Be ready to define and give an example of some of the following vocabulary:

tributary                          drainage patterns                  flood plain                waterfall
erosion                            undercutting                         meander                    v-shaped valley
levee                               delta                                      estuary                     gorges/canyons
oxbow lake                     alluvial fan                            flow velocity            potholes/watermills
solution                           suspension                            traction                      dredging             
saltation                          sediment transport                hydraulic action        watershed
abrasion                          attrition                                dam.             mouth.     source

***Be able to differentiate between erosional and depositional features in a river system.


Know the drainage patterns! I didn't add to the vocab...but know them!


Know the stages of river development and what sort of evidence there is to support what stage of development a

river is in.


Be able to describe and draw a diagram showing the processes of erosion.

Be ready to label diagrams of river systems.

Know the different components of a river system.

Be able to associate the features of a river system to what we have seen in our field work.

Understand the human impacts on river systems



Tuesday, October 7, 2025

Socials 10: Historical Wrongs project

 

HISTORICAL WRONGS PROJECT:

-further research either the residential school apology or another government apology in Canadian history & create a short visual display including bibliography  (examples:  Ukrainian/Japanese/Italian internment, Komagata Maru, Chinese Head tax, Residential Schools, the St. Lewis)
1.  Notes  - create a solid set of written notes on your topic of choice, think 5W+H
2.  Visual display to communicate learning. (poster, power point, sway, photo collage etc...)
3.  Bibliography in Chicago style

-ensure you provide background info from both perspectives of the issue (for example:  Why the Canadian Govmt created Residential Schools and how Indigenous people felt about these schools --at the time).
-give time frame of initial issue, (ex. when Residential Schools started/ended)
-when the government apologized & why they apologized including what provoked the apology (ie, what was the catalyst).  Did the apology include a monetary piece?
-any other pertinent information

Marking criteria presentation:  Historical Wrongs/Apologies                        Name(s):

Historical Wrong:

Criteria:

Met

S/W

Not yet

Content: - easy to understand and to the point

              - provides background information, perspectives, timeframe




Slides:  easy to follow and read (ie. not too much information)




Presentation: Volume

                      Engaging (look at audience)

                      Told not read




Information on topic communicated in a purposeful and insightful manor




Comments:



Here is the peer assessment you will be completing:

Peer Assessment:  Historical wrongs

Name(s) of whose project it is:_________________________  Topic: _____________________

Your name:

Criteria:

Met

S/W

Not yet met

Content:  -Easy to understand, to the point

                -Includes background info, timeframe, perspectives




Slides:  -Easy to follow/understand 

             -Not too much information per slide





Presentation:  -Volume (you can hear them easily)

                       -Information is told not read

                       -Engaging, they look at audience





One thing you liked about presentation:

One thing they could do better next time:



Monday, October 6, 2025

Oct. 6 Socials 10 & Geography 12

Socials 10 

Today in SS10 we went spent a few minutes discussing a few things about the simulation including the power of the chair as I handed back students self assessments and work on the committee simulation.  From here we went over and corrected our tests on government.  We concluded the class working on our mind maps on Canadian Identity that you started with the TOC two weeks ago.  Here are the instructions:

Please use the skeleton mind map on page 32 to start your mind map.  Your mind map should have 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 and the information being on the following pages.   

These mind maps are due on Friday Oct. 10


Geog. 12

We started by going over the Friday 5, then we moved to going over and correcting our tests.  I also handed back mind maps and photos on the 5 themes of Geography.  We then watched the first half of Bill Nye on River Systems and I learned how to change the resolution on a youtube video - haha!  Here is the link to the video: https://www.youtube.com/watch?v=Y02Z4uuDwkY

Upcoming:

Tuesday:  finish River systems book work

Wednesday:  finish River systems field work at Rogers Pass

Friday:  Test on River systems



Saturday, October 4, 2025

Answers to Friday 5: Oct. 3, Geog 12

 1.  What are two differences between the mouth and the source of a river?

source:  where the river begins, usually at elevation, from a glacier or spring or rain run off.  It is usually a steeper gradient and the river is less wide, more larger boulders etc...

mouth:  where the river ends and meets an ocean, another river or a lake.  Usually flow is slower and river is wider here.  Sometimes creates a delta or estuary here.  Lower elevation and more small rocks, not really large boulders.

2.  What are some things that characterize a young river?

Steeper, rapids, waterfalls and canyons, flow is pretty straight, less tributaries as drainage basin is less developed, V shaped, narrow valley, stream bed is lined with boulders, cobbles, rock 

3.  List two drainage patterns of a river (or sketch them).

dendritic, trellis, parallel, radial, deranged

4.  What are the four ways that a river erodes a landscape?

Erosion happens via Abrasion, Attrition, Hydraulic Action & Solution

Abrasion:  causes river bed to become deeper through the action of scraping or wearing away

Attrition:  stones and rocks knock together breaking into smaller particles so the bedload is breaking itself apart or by hitting the bed

Hydraulic Action:  the ability of moving water to dislodge and transport rock particles, breaking up the banks

Solution:  Water dissolved soluble materials


5.  List two ways that humans try to manage river flow?

Dams, reservoirs, levees, dykes, hydroelectric power stations, dredging

Friday, October 3, 2025

Oct. 3rd SS & Geog 12

 Geog 12:

We started the day with a Friday 5, then moved to continuing work on our river sheets.  After working on these for a bit we watched this https://www.youtube.com/watch?v=CDEj62HGNkk vid on River Systems.  We talked a bit about the Great Divide.  Then we finished with two more presentations on connections models.  Mataya presented on Forest Fires and Brooke on offshore wind turbines.  

*we decided to hold off on looking at tests until Monday

Soc 10:

We too decided to hold off on looking at tests until Monday.  Senate questions were handed back.  Then we started some background work for our projects....see below:

Then we did some work to prep for our projects on Ethical Dimensions and Historical Wrongs:
P. 16 & 17 in text
What are ethical dimensions or judgements?
Right/Wrong actions, who judges?
Were past actions right/ethical 
Judging whether past actions were justified, assigning historical responsibility, and attributing contemporary accountability.

Historical Wrongs
-what are they
-read pp. 42 - discuss and be ready to respond to Q 1 and 2 at bottom of page
-read p. 47 (including the voices), should Canadians talk about the victories of the past?  What about the blemishes of our past?  Why or why not.  
-How can these events contribute to Canadian identity?

Introduction of project and time in library to work on research notes.

Historical Wrongs Project:
-further research either the residential school apology or another government apology in Canadian history & create a short visual display including bibliography  (examples:  Ukrainian/Japanese/Italian internment, Komagata Maru, Chinese Head tax, Residential Schools, the St. Lewis)
1.  Notes  - create a solid set of written notes on your topic of choice, think 5W+H
2.  Visual display to communicate learning. (poster, power point, sway, photo collage etc...)
3.  Bibliography in Chicago style

-ensure you provide background info from both perspectives of the issue (for example:  Why the Canadian Govmt created Residential Schools and how Indigenous people felt about these schools --at the time).
-give time frame of initial issue, (ex. when Residential Schools started/ended)
-when the government apologized & why they apologized including what provoked the apology (ie, what was the catalyst).  Did the apology include a monetary piece?
-any other pertinent information

Marking criteria presentation:  Historical Wrongs/Apologies                        Name(s):
Historical Wrong:
Criteria:
Met
S/W
Not yet
Content: - easy to understand and to the point
              - provides background information, perspectives, timeframe



Slides:  easy to follow and read (ie. not too much information)



Presentation: Volume
                      Engaging (look at audience)
                      Told not read



Information on topic communicated in a purposeful and insightful manor



Comments: