Answers to Friday 5: Sept 26

 1.  What are some things that define Canadian identity?

Bilingualism, Diversity and multiculturalism, being polite, parliamentary system of government, universal healthcare, indigenous recognition

2.  Why is Canadian identity sometimes hard to nail down?

Canada is so big that often people have a high sense of regionalism

3.  What are some ways American's influence Canada and Canadian identity?

pop culture, social media, economic, slang/language, movies/tv, creating a we are not American culture

4.  What is regionalism?

-when you identify with your region more than your nation

5.  Define ethnic nation.  Is Canada an ethnic nation?  Y/N why?

ethnic nation is a community of people with the same cultural background, language, religion - Canada is not an ethnic nation but we have several ethnic nations within our borders such as Quebecois, Inuit, Metis etc...

Socials 10: Sept. 25 & 26

 Thursday:  

I was away on a Geography 12 field trip.  Students reviewed Canadian identity and what influences our identity including watching this video as a review:  https://www.youtube.com/watch?v=UYElf0rSEvc and were to add to their mind maps

 There was discussion on regionalism and politics and stereotypes and how these affect Canadian identity.  Students watched this movie on Canadian stereotypes:  https://www.youtube.com/watch?v=7ZE0TuKTpo4

Then students:  Read p. 30-32 & define the following in your notes (bolded words in back):

National identity, Country, Nation-state, Nation, Ethnic nation, Civic nation, Social Justice

After this students created collages on Canadian identity:

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!

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?

Friday:

Students wrote Friday 5's

Discussion around pictures on page 30 and their significance.  We reviewed primary vs. secondary sources and talked about how pictures can be used as evidence.  Students then did a sheet on analyzing photographs and on the vocab above.  This sheet is for HW if not complete (HW check on Monday)

Geog 12: Glaciation Review sheet

 Test/Large quiz is on Friday.  

Earth Matters Text book pages:  102-103, 132-139

There will be two diagrams to label.  There will be some short answer questions.  There may be a T/F section where you have to back up your answer.

Understand the terminology and how to apply it.

Understand how glaciation is an agent of gradation.

Be able to describe why a crevasse forms.

Be able to differentiate between erosional and depositional landforms.

Know the following terminology:

Glaciation:

U & V shaped valley Glacier Hanging glacier/valley Moraine (terminal, lateral etc) Isostasy              drumlins Abrasion             erratics Finger lakes    outwash plane Drumlins             esker Kames               icefall Kettles               cirque Arete                  col Horn                   skerries Alpine glaciation Continental glaciation Gradation Fjord

Geog. 12 Sept. 23 - River Systems

 Today in Geog 12 we reviewed the glaciation sheet and added some definitions to the diagram on the third page from Earth Matters text book p. 134.  We then turned our attention back to river systems (specifically erosion and transportation)and took some notes and did some reading in Earth Matters to reinforce our learning from our notes.  We read pp. 116-118 (up to Underground River Landscapes) to also help our understanding.

Here are a couple of diagrams to help you out with the processes:

We watched this video to help our understanding:  https://www.youtube.com/watch?v=8EIoBao-UvI

Sept. 22 Geog & SS

 Socials 10:

Today we started our new unit on Canadian Identity.  We did a major brainstorm on Canadian identity and what it means to be Canadian in small groups creating mind maps.  From here we did some comparing of each others mind maps pulling out similarities and great ideas and then each student created their own mind map on Canadian identity pulling from the ideas around the room.  We then compared these to our identity maps from earlier in the year.  We came to some conclusions around Canadian identity and what influences identity including our vast geography.  The idea that people in different parts of the country identify with different things, bringing our discussion to regionalism.  We also discussed Canadian identity also being not American and how this affects us both historically and now.

Tuesday we will be working on our role play on government.

Geography 12

Students got field trip forms for our planned field trip to Rogers Pass.  If you were away please come and pick one up.

We went over our Friday 5's.  From here we reviewed some glacial depositional features:  kames, eskers and drumlins.  We discussed moulins and watched these two videos:  

https://www.youtube.com/watch?v=CVAPWfyoxK4

https://www.youtube.com/watch?v=OvRXWbTZ8YY

and did a review sheet on glaciation.  ***Small test on glaciation on Friday

Tuesday we will discuss river systems a bit more and have some connections model presentations.  We will also look at a topographic map of Rogers pass and where we are going on Thursday.

Answers to Friday 5: Sept. 19

 1. Define gradation.

Gradation refers to the processes that lead to the gradual leveling or smoothing of the Earth's surface over time through natural forces. It encompasses the mechanisms by which landforms are eroded, transported, and deposited, contributing to the overall shaping of the landscape.

2. What are the three key concepts associated with gradation?

Erosion, Transport, Deposition

3. What are some similarities or differences between alpine and continental glaciers?

Differences:

Location; Alpine glaciers are only found on mountain tops where as continental glaciers are only found at the earth's poles regardless of elevation. Size; Alpine glaciers are smaller compared to Continental glaciers.

Similarities:

Both move and cause erosion. Both change the landscape. Both developed in constantly cold temperatures below freezing.

4. Define cirque.

A cirque is a steep sided hollow or amphi-theater type depression that is the result of glacial erosion at the head of an alpine valley.

5. What are two glacial features formed by either erosion or deposition?

erosion - cirque, arete, horn, tarn, v,u shaped vallies

deposition - moraine, erratic (kame, esker but we haven't talked about this yet)

Sept. 18 & 19th SS & Geog

 Thursday

Socials 10:

We finished up the government unit, did a bunch of review, including a review sheet.  Students also read an article comparing the american and canadian systems of government and used a venn diagram to compare these.  We played a review kahoot and submitted Senate questions.  All in preparation for our test on Friday.

Geography 12:

We were out in the field all day collecting data at Bridge creek.

Friday:

Socials 10:  

Test on Government and then if done students worked on their role play assignment.

Geog. 12

Friday 5, finished up glaciation notes (TEST coming up on glaciation this coming week) and then students went on the Terry Fox run/walk

Socials 10 & Geog 12 Sept 15/16

 Geog. 12

Monday - we went over Friday 5, spent time working on either the glaciation review sheet or connections model work.  I did some review using some photos particularly talking about striations and moraines. 

Tuesday we continued working on our glaciation sheets, we started to go over them as we reviewed some ideas and vocab.  We did some notes and are in the process of finishing up glaciation.  Please find the slides and videos below.

https://www.youtube.com/watch?v=wbsURVgoRD0

https://www.youtube.com/watch?v=loI584OFVpE

https://www.youtube.com/watch?v=mspVqx3vgek

https://www.youtube.com/watch?v=CVAPWfyoxK4

Social Studies 10

Monday - we went over the Friday 5.  Then we talked about the branches of government and I taught on the Senate.  See slides below and the video links.

https://www.facebook.com/watch/?v=638469686833232

https://www.youtube.com/watch?v=OLadbJe4MXg&t=3s

https://www.youtube.com/watch?v=YSO27QPieTs

https://www.youtube.com/watch?v=TtSlEISAowA&t=49s

Tuesday - we talked about the law making process, made a diagrammed set of notes on how a bill becomes a law, watched a couple of videos on this and worked on completing Senate Questions. We finished off assigning roles for the simulation and got both the bill and a hand out on our role.  Reminder that there is a test on Friday and the review sheet is on the blog.

https://sencanada.ca/media/366227/com_howabill-web_e_final.pdf

https://www.youtube.com/watch?v=I779LkXVraE

https://www.youtube.com/watch?v=4O8syj77goQ&t=1s

Socials 10: Government review sheet. (Assessment #1)

Socials 10:  Government Review sheet

Terminology:
Political spectrum:  Right, Centre and Left wing government ideologies
Communism, Fascism, Capitalism, Liberalism, Socialism, Conservatism, etc...
Levels of Govmt:  municipal, provincial, federal
Branches of Govmt:  Executive, Legislative, Judicial
Governor General
Lieutenant Governor
Prime Minister
Premier
Mayor
Cabinet, Cabinet post/portfolio, Cabinet solidarity, shadow cabinet
Senate (Upper House)
Caucus
patronage
House of Commons (lower house)
Constitutional Monarchy
Direct vrs Representative Democracy
majority vrs minority government
Republic
First past the post vrs proportional representation 
Free Vote
Referendum

Speaker of the House

Private Members Bill

Pluralism

Diversity

Some questions:
Be able to describe the different parts of the political spectrum and put the different ideologies on as well as our current political parties (Liberal, Conservative, NDP & Green, BQ).  Be able to hypothetically apply the different ideologies.
Be able to describe our electoral system.
Understand and explain the different branches of government
Senate and the issues around it.
Federal vrs Provincial responsibilities.
Different ways you as a citizen can influence government 
Informed citizenship
Differentiate between the American and Canadian systems of government (if we get there)
Be able to take a bill to a law.
Understand the major positions of government (GG, PM, Cabinet, MP etc...)
Majority government vs. Minority government
Understand voting & election

Be able to differentiate between the American and Canadian political systems

SS10: Answers to Friday 5, Sept. 12

 1.  Draw the political system and differentiate between the two sides.

L <-------------------------------------+------------------------------------->R

  Socialism, Change               Center                   Capitalism/Conservatism/Tradition

Higher taxes, social safety net                             -lower taxes, don't want change, smaller gov

                                                                            

2.  What is a political party and why are they important?

-group of likeminded people who believe in the same causes or ideologies that come together to form a party

-gives people choices at election time to align their personal ideals with a party.

3.  What are the three levels of government and what is the name of the position that leads each level?

Federal = PM/Prime Minister

Provincial = Premier

Municipal = mayor

4.  What is the role of the Governor General?

-open & close parliament

-meet with foreign dignitaries

-sign bills into law (provide royal assent)

-head of the armed forces

5.  Who is our current Governor General and why are they historically significant?

Governor General = head of state

Mary Simon is our current GG, she is historically significant because she is the first Indigenous GG

Bonus:  name the 5 main political parties in Canada

-Liberal, Conservative, New Democratic Party, Bloc Quebecois, Green

Answers to Friday 4, Sept. 12

 1.  What is a system?

-A system is a collection of interdependent parts enclosed within a defined boundary.

2.  List the 5 main spheres/subsystems.

Hydrosphere, Biosphere, Cryosphere, Atmosphere, Lithosphere

3.  Provide an example for two spheres:

Atmosphere = the air we breath

Biosphere = animals and humans

Cryosphere = glaciers (ice)

Lithosphere = rocks and minerals on the E's surface

Hydrosphere = rivers and lakes

4.  Why do. we have 5 themes and how can they help us?

The Five Themes (Location, Place, Human-Environment Interactions, Movement, and Regions) are a framework for making sense of geographic data. It helps you to understand the holistic nature of geography (as a theme cannot be seen in isolation from the others). 

SS10 & Goeg 12 Friday Sept. 12

 Socials 10

-we wrote our Friday 5

-groups presented on the 5 main political parties and students filled in a notes frame on this

-we did some review and notes on majority vs minority governments

Geog. 12

- students wrote the weekly quiz, Friday 4 this week

-we took notes and did some brief group work on gradation and glaciers, we watched these two short videos: https://www.youtube.com/watch?v=RnlPrdMoQ1Y 

https://www.youtube.com/watch?v=HEStq4VYJ2Y&t=144sand finished by working on a work sheet on glaciation that included some reading in the text book

**I collected finished mind maps, if not complete, please get 'er done!

SS10 & Geog 12 Sept 8 & 9

 Socials 10:

Monday:  Students got their text books for the class today.  We then went over the Friday 5 quiz and did some review.  From here we continued talking about the political spectrum, including creating a diagram and labeling it.  We talked about and took notes on the major ideologies including capitalism, socialism, liberalism, fascism, communism and conservatism.  We linked our knowledge to grade 9 and what we learned in grade 9.  We also started to put our own political parties on the spectrum.

Tuesday:  We started with some review.  Talked about political parties, the purpose of political parties and what a party platform is.  We watched this video:  and started research in groups on our political parties.  We also worked through the voter compass to understand how our views individually might land on the spectrum and matched with a party.  We reviewed some aspects of the political spectrum.

Geography 12

Monday:  We went over the Friday 5, did some review and did notes and discussed the spheres of the Earth.  We did some quick group work type questions.  We also spent some time outside orienting ourselves and talking about the Geography of Revelstoke.  Monashees, Selkirks, prominent peaks and rivers.  We also spent time studying some photos for the connections model presentations students will be doing in class.

Tueday:  Work block on either the connections models or mind map.  We spent the last few minutes doing some lab prep.

Sept. 11th Geog & SS 10

 Geography 12:

Today we spent most of the class in the field completing the first phase of our river study.  The remainder of the class was ensuring all had correct data or working on either mind maps or connections model project.

Mind maps due Friday Sept. 12

Connections models x 2 due Friday Sept. 19

Here is the diagram for the connections models:

Socials 10:

Today in the first half we completed research and posters for the political party our group was in charge of.  These will be presented on Friday.  

In the second half we took some notes on government structure, MP's, PM, GG, MLA, Mayor and Premier.  Put names to these posts and parties.  We also talked about the three levels of government and how the above positions fit in.  We also talked about where parliament is and how there are two houses.  We watched the following videos and then went to the Library to do a reading and some questions on the Senate from Counterpoints (an older text book).  I will teach on the topic of the senate on Friday so students can form a better response to number 4 which will be a paragraph response.

https://www.youtube.com/watch?v=7C8uDuhLqvg

https://www.youtube.com/watch?v=W7RKzzoLK-g&t=1s

https://www.youtube.com/watch?v=jRHuBs_ZhEU&t=1s

https://www.youtube.com/watch?v=9G-oAQ7wf-U&t=1s

SS10 vote compass

 https://votecompass.com/https://votecompass.com/

Geog 12: Answers to Friday 5, Sept. 5

  1.  What are the two main types of Geography?  Differentiate between the two.

Physical & Human Geography

Physical geography deals with the natural features and processes of the Earth. It examines the physical characteristics of the environment and how these features and processes shape the planet.

Human geography looks at the relationship between people and their environments. It explores how human activities and cultures shape and are shaped by the physical landscape.

2.  List the 5 themes of Geography:

MR HELP

Movement, Regions (formal, functional, perceptual), Human-Enviro Interactions, Location (Absolute and Relative), Place (Human and Physical characteristics)

3.  Define one of these and provide an example:

(go through all 5)

4.  Lines of Longitude run in which direction.

N-S

5.  Name and describe one of the spheres.

*Atmosphere: This is the layer of gases surrounding Earth. It includes the air we breathe and plays a critical role in regulating temperature and weather patterns.

*Hydrosphere: This includes all of Earth’s water in its various forms—liquid, solid (ice), and gas (vapor). It covers oceans, rivers, lakes, glaciers, and groundwater.

*Lithosphere/Geosphere: This is the rigid outer layer of Earth, including the crust and the upper mantle. It consists of rocks and minerals and forms the ground and landmasses.

*Biosphere: This encompasses all living organisms on Earth, including plants, animals, fungi, and microorganisms. It interacts with the other spheres by affecting and being affected by their processes.

*Cryosphere: Often considered part of the hydrosphere, the cryosphere specifically refers to the frozen water parts of the Earth, like glaciers, ice caps, and sea ice.

Soc 10: Answers to Friday 5, Sept 5

  1.  Define diversity:

-diversity is everything that makes us different from each other. 

2.  Provide an example of how Canada upholds diversity.

-Examples of diversity are:  race, ethnicity, gender, sexual orientation, socio‑economic status, ability, age, religious beliefs, or political views. Canada upholds these by having laws to protect rights and freedoms, promote immigration, welcome diversity in education including courses in different languages and celebrate a vast number of different ethnic and religious holidays, festivals, and traditions.

3.  How is pluralism different from diversity?

-Pluralism means recognizing, valuing, celebrating and respecting our differences vs diversity is just the things that make us different from each other.   Pluralism presents opportunities to learn from each other, everyone belongs and everyone is free to express differences.

4.  Provide an example of how Canada is a pluralistic society.

-Canada is pluralistic examples:  Celebration of various cultures, holidays, religions, Gay Marriage, LGBTQ+ taught in schools, accepted, Truth and Reconciliation

5. What is the root cause of racism?

Fear

Sept. 5 Geography & Soc 10

 Geography 12

We got our text books, wrote a Friday 5 and then moved onto some notes on the spheres/systems of the earth plus watched this video: https://www.youtube.com/watch?v=N3EqcUNdIl8 From here we worked on our two assignments on the 5 themes of Geography (which are due on Friday 12th at the latest.

Socials 10:
We had our first Friday 5.  From here we did some group work on pluralism.  We looked at the following dilemma and broke this down and tried to come up with solutions.  From here we had a bit of time on our paragraphs (due next week) and we talked about the political spectrum including watching this video:  https://www.youtube.com/watch?v=XJA3EhyVPc0&t=1s

Sept. 4 Geog & SS10

 Geography 12:

Today in Geog 12 we reviewed the 5 themes of Geography and then started two assignments.  Please see them in prior blog posts.  1. Inventory on Revelstoke --->photos to match theme.  2.  Mind Map on 5 themes.  These are due next week, Thursday/Friday.

Socials 10:

Today in Socials 10 we reviewed diversity and talked about pluralism.  We watched this video https://www.youtube.com/watch?v=Aizge5qq5D4 on pluralism and did some group work answering these questions:  

What is pluralism (board words →definition)

Where does Canada fit in?  Do you view Canada as a pluralistic society?

Why or why not?

We also talked about the root of racism and some other things that stemmed from pluralism.  We worked on a paragraph:  if you could rewrite history knowing what you know today, rewrite our colonial past with a pluralistic lense.  You will have time on Friday to finish.  

Five Themes of Geography Group work:

 Group activity: 

1. Start with a conversation about what you’ve read, heard, and talked about in the lesson so far. Try to ensure that all members of the group understand the topic. 

2. Next, talk about how you will take on this task using the chart paper provided: 

Inventory of the Place Where You Live  • create a rough map that lists the natural (physical) characteristics of Revelstoke  • mention major landforms, vegetation, waterbodies (be descriptive and use names if you know them)  • add cultural (human-built) features and characteristics as well  • be thorough - try to work through all possibilities carefully

3. Now do it... part of this activity is learning more about how your group process works. 

Assignment (individual or group): Over the next few days, take 5 pictures to show the 5 themes of geography. They can be from around the school or community. Be prepared to submit them to the class for viewing and possibly explanation (hopefully the pictures will speak for themselves). Try to make the pictures great, but don’t manipulate the context (change the setting to match the theme) -- look for existing examples. 

Geography 12: 5 themes of Geography

Please finish watching the video on the five themes of Geography.  The link is below.  Please come to class with a good idea of each theme.  Below are some hints to help you formulate your definitions:

Location - gets divided into absolute and relative
Place - have both human and physical characteristics
HEI- think about relationship
Region - three types formal, functional & vernacular/perceptual
Movement - what all moves in our world?

https://www.youtube.com/watch?v=J1afrDnnyt4

Assignment:

Geographers use 5 themes or principles of geography to gather, organize and analyze information.

Using your notes/memory identify, describe and organize each of these 5 principles/themes into a graphic organizer (visual web/mind map).  Be sure to provide an example to help explain your descriptions (place that you know well and are able to describe (favourite holiday spot, summer cabin, grandparents city etc...).  The place may be a city or town, a park or holiday destination:  basically somewhere large enough to describe in geographic terms).

Your mind map should have three levels of information:
1.  5 organizing principles
2.  Definition of each of 5 principles/themes
3.  Example of definition from the place you have chosen.  Your example should include a description for clarity

*The purpose of this web/mind map is to show you understand the 5 organizing principles/themes
You could also achieve this with photographs/pictures connecting to the definition.

Sept. 3 - Geography & Socials 10

 Geography 12:

Today students filled out a quick form about themselves and why they are taking Geography 12.  We then did a brainstorm on "what is geography", took some notes and watched this video:  https://www.youtube.com/watch?v=vlVVaZhRAEA  From here we discussed the 5 themes of Geography and watched this video:   https://www.youtube.com/watch?v=J1afrDnnyt4

Homework:  watch this video https://www.youtube.com/watch?v=9KGiPURP4-I and ensure you understand and can define the 5 themes.  Start thinking about how these themes are represented in Revelstoke or another place you are very familiar with.

Socials 10:

Students filled our a form about themselves that included a goal for Socials 10.  We then did some group work on diversity, what it is and why it is important.  Watched this video:  https://www.youtube.com/watch?v=3AQ7yC5jQ28 and discussed what resonated, how we can increase diversity in our lives and why it is important.  From here we defined diversity and completed a chart an identity chart and answered the following questions:  

Do you think the way people see you aligns with the way you see yourself?

Are there factors you listed on your identity chart that you think other people would be surprised to see?

Homework: complete chart and questions if not done in class.