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:

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

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

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.

https://youtu.be/_wbw08jPRus

Historical Wrongs

-what are they

-read pp. 42 - discuss and be ready to respond to Q 1 and 2 at bottom of page

-https://www.cbc.ca/news/canada/british-columbia/memorial-totem-pole-returned-1.6981891#:~:text=A%20ceremony%20was%20held%20to,living%20constitutional%20and%20visual%20record.%22

-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:

Geog & SS10 Oct. 1

 SS10:

We did our simulation today!  Some fun debate.

Students also filled out a self evaluation and submitted this with their prep work for the simulation.

Geog 12:

We did some review and discussion on river systems and then watched a couple videos on the topic, read Earth Matters pp. 116-118, 185-191. After doing this we worked on a review sheet. Part 1 and 2 of review sheet are due on Friday. In the second half we went and talked about some of this information in the field while examining the Illecillewaet River system. *** Friday 5 on Friday all reading is fair game.

https://www.youtube.com/watch?v=8a3r-cG8Wic

https://www.youtube.com/watch?v=ewJimXu3ZLo

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)