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 |
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