Socials 10-2/10-4: West Coast Logging Legacy (video link)

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Socials 10-2/10-4: The Chinese in BC

This week in Socials 10 we looked at the People's History episode titled "Gold Mountain" as a means to start a discussion about the Chinese experience in BC. We saw just how much racism existed towards Asians in this province. It was BC who petitioned the Canadian government to impose the ever-increasing Head Tax as a way to stem the tide of Chinese immigrants after the initial influx of miners and the later influx of CPR workers. We also discussed immigration in general and the nature of the evolving demography here in BC. There is no homework.

Students are always shocked that a company would
produce a machine and give it such a "racist" name.

Socials 10-2: BC society game board

The "solution"

Today we began by piecing together a puzzle with 24 statements about 8 topics associated with the early growth of BC. Next, we read two pages from the Falk handbook (pp.73-74) in order to identify some of the factors that were promoting/challenging the growth of the new colony. We also spoke specifically about the economic forces that were putting the province "in the black" and "in the red." There is no homework unless your sketchnote and/or paragraphs are overdue.

Socials 10-2/10-4: Work periods to complete "early BC history sketchnotes"

Monday and Tuesday's classes were given as work blocks to compose the sketchnotes.
The sketches are due next class.

Socials 10-2: Research for Early BC history sketchnote (Day 2 of 2)

Today we used computers for the second day to dig into the BC gold rush and other salient facts so we can create our sketchnote next class (Monday).

I spoke with a number of students who are missing one or both of the paragraphs that are way past due. Please live up to your promises and have them in on Monday.

Socials 10-2/10-4 Gold Mining Research

We will use these (and other) sites to research the BC gold rush. Our goal is to create a sketchnote to show our thinking/learning.

1. http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler04/frames/main.htm

2. http://gold.royalbcmuseum.bc.ca

3. http://www.canadahistoryproject.ca/1871/1871-05-gold-rush.html

4. http://www.cariboogoldrush.com/contents.htm

5. http://www.barkerville.ca

6. http://opentextbc.ca/geography/chapter/5-4-case-studies/

Socials 10-2: The Numbered Treaties

Today we did a group/share jigsaw activity to learn about the Numbered Treaties on the Plains. First, students read the textbook overview on pp. 179-82 and then, in groups of four, they researched one or two of the treaties (Treaty Number 1-7). These websites were helpful:

Source ONE

Source TWO

Source THREE

Next, the students who researched Treaty One met together while those who researched the others did the same. In the end, once individuals confirmed with their peers that their research was accurate, they came back to their original groups of four to share with one another what they had learned.

At the end of class I asked everyone to copy these three dates that span fifty years:

First of the Numbered Treaties (#1): 1871 (Southern Manitoba)

Imposition of the Indian Act: 1876

Last of the Numbered Treaties (#11): 1921 (NWT and Yukon)

There is no homework - next class I will collect the Riel Trial paragraphs.

Socials 10-2: Riel Trial Day 2 of 2

Today we reviewed the Crown's case and then heard from the Defence. Unfortunately, Riel was sentenced to hang, but we were able to have a better idea of ways the trial could be viewed as either fair or unfair (remember Ms. Wagner's message about perspective). I asked that you write a brief paragraph to summarize the trial - please complete that for homework if you were unable to do so in class.

Socials 10-2, 10-4: Riel Mock Trial: Day One (of Two)

Today we set up the mock trial and learned some basics about how a criminal trial works. Next, I detailed some of the things to look out for in the Crown's case and that of the Defence. I thought each class did a good job with their reading. Next class we will review the Crown's case and then move on to the witnesses for the Defence. I heard some good reading on Day One, but the biggest reaction and thus the Academy Award would have to go out to Jamie, thus far.

Socials 10-2: Wrapping up outstanding assignments for Term 3

Today we used our time to complete any outstanding work students had. Those who finished started the readings for the last few topics left before we have our unit test for The West. At the end of the block we chose parts for the Riel mock trial that we will do next week.

Here are the parts for Monday's Riel Trial - Please don't miss it!

Here are the readings.

Socials 10-2: Batoche

Today we watched The People's History episodes titled "The Siege" and "Batoche." From there, we split into groups of four, and collaborated to create a Venn diagram to compare and contrast the Red River Resistance of 1869 and the North West Resistance of 1885. We had a chance to share some of our findings. If you didn't get your reading done yesterday, you got a reprieve, but please come to class with it done for Wednesday. Next class we will use our prewriting to create a paragraph that compares and contrasts these two events.

Socials 10-2: Intro to the NW Rebellion

On Thursday we viewed the first two parts of the People's History associated with the 1885 Rebellion and then we created 20-minute sketchnotes to solidify our understanding of the 1869 Red River Resistance. If you have not handed in the sketchnote, please do that for tomorrow's class.

Board notes to help in the creation of the sketchnote

Socials 10-2: The Red River Resistance

Today we began by reading pp. 155-7 in the text. I asked that you gather three bullet points and create two questions. We found in discussion that the questions tended towards three general areas: 1) what was going on with the fur trade; 2) why did the government treat the Métis so poorly; and, 3) why were people coming to the West?

Next we watched three episodes of the People's History with discussions after each. They were: "If We are Rebels," War is Upon Us," and, "A Single act of Severity." We are now familiar with the actions of the Resistance including the execution of Thomas Scott and the resultant military expedition to Fort Garry. We also understand the steps taken by the Métis to achieve the creation of their new territory through the Manitoba Act.

There is no homework.

Socials 10-2: The Métis and the West

Today we started with a discussion of some elements of Métis culture that we learned about in the Gabriel Dumont reading. For example, we talked about how shaming is not a key part of our mainstream Canadian culture, but that it was a serious punishment for the Métis - for example, for theft. Next we read pp151-54 from the text and did a pair/share. After that, I took some of the points you made on the board for later reference. We ended by watching the People's History episode titled "Seven Oaks." There is no homework.

Socials 10-2:

Today we did some reading and questions from the Falk workbook. We also watched two episodes from the People's History: Seven Oaks and The Selkirk Settlers. We'll review the answers to the questions next class.

Socials 10-2: Understanding the Métis

Today we did a jigsaw activity using Chapter One from George Woodcock's Gabriel Dumont. In groups of four or five we divided the reading and then worked to learn details about different elements of Métis life on the Canadian Prairies. By the end of class, most groups were able to share their learning amongst themselves. We will share by group next class. There is no homework.

Section summaries of Chapter One

A simplified Dumont family tree (to explain why their seemed
to be two "Gabriels"

Socials 10-2: iPad practice

We used this block to learn the gestures for the Paper app and then we practiced. Many students created accounts so they could save their work to the cloud. There is no homework unless you still haven't handed in your canoe/York boat paragraph. Enjoy the break.

Socials 10-2: Reviewing the Canoe vs. York Boat paragraphs

Today I returned the paragraphs that had been handed in. Next, we went over the rubric to see more precisely what each element meant. We spent the second half of the block editing our paragraphs and applying changes from the things that we discussed.

Only those who have not yet returned their canoe/York boat paragraphs have homework - please get them done for Friday.

Socials 10-2: Aboriginal Culture: the James Bay Cree

Today we began by outlining things we already know about First Nations culture. We created a T-chart to compare West Coast First Nations with those of the Plains. Next, we saw a short video that showed how the James Bay Cree of Mistassini tan a moose hide. I think you did well in your observations. We noted the mix of tradition and modern ways. We used the last half hour to complete our canoe/York boat paragraphs. Please get those in to me ASAP; I also asked that you read pp. 135 - 138 in the text for homework.

Socials 10-2: Fur Trade Transportation Paragraph

Today we used our research from last class to write a paragraph for the following prompt: "Compare and contrast the use of the canoe and the York boat in the fur trade." Please try to have that typed up (double-spaced) for next class.