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)

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.