Socials 11-1: Final class/exam prep

Well, today was bitter sweet for me. I have really enjoyed working with you and will miss you next semester. I hope you feel satisfied with the course - both your learning and my teaching.

We began the day with a group activity to practice brainstorming/organizing for the essay questions. Thanks to Mr. B. we have access to a wonderful essay prep resource. Use this LINK to find the "Twenty Facts about Twenty Topics" Google Doc I showed you today.

I'm sorry we ran out of time with our massive SPERM-G(and A) table. You know I get excited when I start talking about this stuff. I hope you all practice (I really do care that you all do well). Good luck!

Use this LINK to access the Google Doc

Socials 8-1 and 8-2: Castle design project Day One (of two)

Today I went over the parameters of the design project. We used the computers and Google Maps to find a location to locate our castles and then we started to plan them in detail. We will have one more in-class work period but you may work on them at home if you wish. I thought everyone worked well. Enjoy the weekend.

Socials 10-2: CAPP

Today was a CAPP block. I collected the mini-paragraphs from the People's History episodes. We will work on the unit final project when we return in Term 3. Good luck with your exams and enjoy the weekend.

Socials 11-1: Exam prep: essays

Today, we started by reading some sample essays and seeing how they would be marked against the 6-point holistic scale. We then looked at a sample "brainstorm" t-chart from an essay. We also took thirty exam topics and categorized them A) Canada and the world: History and, B) Canada and the world: Geography in order to see which command words appeared most often and to see how some themes are more popular than others. Tomorrow we'll do some group brainstorming and prewriting for our last class together. Practice those on-line exams.

Socials 8-3: Castle Design: Day Two (of two)

Today was the second (of two) work periods to complete the castle design project. I had a computer cart available for those who needed to print their Google Earth views.

Socials 10-4: CAPP

Today was the last CAPP block of Semester One. There is no Socials 10 homework: study hard for your other exams.

Socials 10-4

Today I returned your mini-paragraphs from the People's History summary you handed in last class. I then gave the full block so that you could work on your culminating project (either a sketchnote or an essay).

On Wednesday at 3pm we will have a tutorial for the Government unit test and on Thursday at 3pm there will be a second re-write for anyone still wishing to improve his or her mark.

Socials 8-3: Castle Design: Day 1 of 2

Today we worked on our castle designs. I am giving two full class blocks to complete the project. If you would like, you may access the computers in the library during lunch in order to print two Google Earth views of the site you've chosen for your castle.

Socials 11-1: Test Prep: Day 2

Again today, we worked our way through a past exam. We started right from the beginning (to review our review of the government unit) up to the end of the Second World War. Again, I strongly encourage you to do the practice exams available via this LINK (keep practicing them until you can achieve a better score than you hope to achieve on next Monday's test.

Socials 10-2: The Quebec Conference and Parti Rouge Opposition

We started by seeing our marks for Term 2.  On Wednesday at 3pm we will have a tutorial and on Thursday at 3pm there will be a second re-write for anyone still wishing to improve his or her mark.

There were many students away today. We watched the People's History episode on the Quebec Conference and I created a sketchnote.  The episode can be viewed via this LINK (start at about 100.00 minutes). We also watched the two episodes that follow. Next class we will write a mini-paragraph and learn about our final assignment for this unit (no unit test - yippee).

That's one busy sketch!

Socials 8-1 and 8-2: Castle documentary

Today we view the first half of the Castle documentary by PBS. We stopped to take notes and to discuss some of the important ideas/theme.  You can find the video via this LINK.

Socials 11-1: Test Prep/review

Today we worked our way through the politics/government unit using a past exam. I strongly encourage you to do the practice exams available via this LINK (keep practicing them until you can achieve a better score than you hope to achieve on next Monday's test.

Socials 11-1: Political Cartoons to Identify Key Issues Around International Aid

Today I collected your overpopulation political cartoon paragraphs (with self-evaluations) and then unless you wish to start doing some of the practice exams - they will help you, guaranteed!

CIDA and NGOs

Think big when considering the essay questions

we used a series of political cartoons to highlight some key issues to consider when discussing international aid - especially CIDA and NGOs and the idea of tied aid. We are getting very good at the "What is it?" and "What does it mean?" pieces, but we need more work expanding the discussion to "Make connections with the bigger topic." Next week we will have a short unit test/big quiz (Tuesday or Wednesday) while we prepare for the final exam. There is no homework

Socials 10-4: Finishing the Conferences

Today we watched the last three short episodes of the People's History. We had some key discussions and saw how politics can have many layers; I'm thinking here of the Macdonald - Cartier - Tilley - Grand Trunk Railway financiers arrangement. I collected the mini-paragraphs from yesterday and assigned our final unit activity - a sketchnote of a multi-paragraph piece highlighting a key aspect or component of our study of the 1860s and the road to Confederation. I am not giving you a test. There is no homework (unless you wish to get started). Thanks for your continued enthusiasm.

Socials 8-3: Castle project and Google Earth

Today we started with a quick intro to Google Earth. Thanks go to the students who tried to help their peers download Google Earth (I witnessed lots of patience). If you were unable to print your two view at school, please try at home (if you have that capability - you needn't print in colour - save your ink). Some people started with their designs.  There is no homework. Enjoy your weekend.

Socials 10-2/10-4: The Confederation Debate

Sorry for the missed posts. We spent the last two classes engaged in a mini debate about Confederation and then we used the People's History to get some details on the 'story"of the different players and events associated with the conferences. Sorry, 10-4, that you had to relearn castles - my typo on the TOC's lesson plan was wholly my responsibility! For homework, 10-4 should finish their 3-4 sentences summarizing the episode that told of Dorion's and the Parti Bleu's opposition to Confederation..

If you still don't know how you did on the government re-retest, please come see me.

Hmmm: that's the downside of sketching in the moment -
it's supposed to say "threat" not "treat" (can you see the typo?).

Socials 8: Intro to Castles

Two versions of the review sketchnote
(oops = "divine" not "devine")

Sorry for the missed posts. Here is a general summary of the last three classes. Before we started to look at castles, I wanted to confirm the main points about the feudal system. We worked together to build a sketchnote and then we moved on to learning the common parts of a castle. Remember that each castle was unique and just because our diagram had certain elements, there will certainly be other castles that lacked those things. Socials 8-3 has watched the 60-minute castle documentary, and the other two classes will watch it on Monday.

There is no homework.
Some students in Socials 8-1/8-2 are missing things for the upcoming report card.
Shay, Nicholas, Ethan, Lindsey, Freddy, Brody and M'Lee please check with me. 

Notes from the Castle documentary

Socials 11: Geography Terms Google Doc/Reviewing Political Cartoons

I'm sorry that I've missed a few posts - Monday was a PD day and on Tuesday I drove the basketball team. Last day we collected Ex #7-10. Those should be done by Friday. They wrap up the key issues in the geography unit. We also did a review of political cartoons and then I had you find a cartoon that dealt with world overpopulation and write a response to it. When I read those, some students were right on, but half the class wrote far too abridged a response; so, I gave another review and example today using an example that Mr. Buxton and I discussed yesterday. I shared his response as an example of a well-rounded exemplar. I returned your original paragraphs and asked you to complete a self evaluation rubric with the option of reworking the original if desired. Please have those for tomorrow.

Today we also used this LINK to access a Google Doc to curate definitions for the unit terms. There were 108 terms and the Google Doc got a bit crazy with 26 people working on it at once, but once we started to draft our terms outside of the Doc, things worked better. If you were unable to finish all four of your terms, please do so by Monday - after that I will close the Doc to editing.

Yesterday's sample cartoon on overpopulation.

Our initial brainstorming

Socials 11-1 Human Rights and Globalization

Today was another crammed class. We started by reviewing demographics by picking countries and guessing at their place on the H D Index and the shape of their population pyramid. I wanted to reinforce that the relative location of the Equator is a good yardstick to measure a country's status. I also mentioned Singapore as a non-example of the proximity to the Equator rule - but the rule is still useful to remember.

I shared a PowerPoint on the Universal Declaration of Human Rights (and others) to highlight the international community's attempts to improve living conditions around the world. We also used the story of a female forest fire fighter in BC to show how the BC Civil Rights Act works and how tribunals have the public good in mind.

Answers to Ex #15

Next I asked that you complete Ex #14 (on world health) for homework - sorry I can't give more class time and more beneficial practice on everything. I then discussed Ex #15 and put notes on the board for you to use. I also assigned Ex #16 to be done for homework. We then discussed the proliferation of digital technology and spoke specifically about the Internet and mobile phones (there were some interesting statistics).

The homework is designed to give you practice for the exam; please help yourself by doing it.

(Remember to use SlideShare to access old PPTs.

Socials 10-4: Debating partnership

Today we did a follow-up activity to our research on the pros and cons to the colonies joining together. We separated into four groups with pros and cons in each. Next, all the pros met together, as did the cons. After hammering out good arguments through discussion, members of the two camps went back to their groups to debate the merits of their sides. I was pleased with the decorum and the quality of the arguments.

Next, we watched two brief episodes of the People's History. I modelled a sketchnote for each. Next class, I will give less scaffolding as you grow your personal capacity to take notes. Thanks for a productive class - time seemed to fly. There is no homework - enjoy the long weekend.

The first conference was so positive
the players decided to go to Québec

The first video helped to explain why
George Brown became willing to join
together with Macdonald and Cartier

Socials 8-3: Intro to Castles

Devine Right of Kings: they needed the Church

Parts of the Manor

Solution to the castle diagram

Today we started with a quick review of what we have learned about the feudal system and then we discussed the parts of a manor farm before creating a quick sketch.  Next, I showed the rubric for the castle design assignment that is upcoming. We will watch a documentary on castle design and then create our own. To get ready for that, we started today by researching and labelling the parts of a castle so we could get used to some of the terminology. We went over the answers before the bell - there is no homework. Enjoy your long weekend.

Socials 11-1: Human Development Index and Wealth Distribution

Today we had a PPT discussion on the UN's HDI and Canada's shifting place upon it. WARNING: BE CAREFUL WHEN READING STATISTICS. A formal study of statistics is outside the scope of Socials 11, but we must be aware that statistics taken at first glance (and even second or third glance) can be misleading. For example, we discussed that if Canada has lost ground on the HDI it could be as much because other nations have risen, rather than because Canada has dropped. Also, the criteria and how data is measured can (and has) changed.

We watched the first of three short clips to illustrate the distribution of wealth at home in Canada, but I also have ones for the USA and one for the a whole world view.  Do you remember the year of protests against the One Percent? It is important to seek out the source of such reports. For example, is the report biased? Is it connected to a political organization that might has a specific goal or agenda? In the case of the videos I showed, who was, for example, Edward (Ed) Broadbent - a name associated with the organization that reported the Canadian information. What does the term non-partisan mean? We mentioned it.

Here are the links: 1) World Distribution  2)  USA Distribution  3)  Canada Distribution

Thinking about poverty in Canada today? Here is a concise summary from the CBC website (George Stroumboulopoulos) with a ton of links in it for the person that requires extra information:
10 Things...Poverty in Canada

Here is the link to Mr. Rauser's Socials 11 page with the Hans Rosling BBC population documentary:
"Don't Panic" BBC Documentary I suggest this would be a valuable hour to spend to get you thinking about how to apply our study of demography to real world situations.

Please complete Ex. #11 from Falk for next class.

Socials 11 -1: Quebec and Aboriginal Quiz;

Today we did our quiz and then moved on to complete two study guides associated with demography: Ex #3 "Tools of a Geographer" (pp.188-94 in the workbook) and Ex #6 "Problems of Population Growth (pp. 198-99).  Tomorrow we will look at the Human Development Index.  As an intro, please read pp. 341-351 in the text.  Yes, it's more than I normally assign, but we only have two weeks left and Monday is a PD pad.

I will return your marks for the quiz tomorrow (the class average was 70%, which is just about average for this term).

Socials 8-1 and 8-2: The Manor

Today we debriefed the introduction to feudalism study guide and read an info sheet on the manor system.  Next, we completed a map of Western Europe. If there was time, some students got started sketching a manor farm and labelling its parts. For homework, please come to class with the map done.

Don't forget that tomorrow at 3 p.m. we will do the geography test re-write.

Socials 10-4: Confederation

Today we had a TTOC because I was out of the class. We took notes from a slideshow to gather some facts about the road to Confederation and re minded ourselves about what British North America looked like in the 1860s.  We have to remember the different sources of conflict in any story. Those can be internal and external. They can also be real or imagined (perception can be everything). Thus we must remember that the world's largest standing army had just concluded five years of war and while war-weary, the US Army still had great capacity and some Americans were looking to the North. Also, the economic stressors after the British repealed the Corn Laws and took away Canada's trading advantage were taking a toll.

We ended the class by watching a short segment from the People's History - sorry for the quality.  There is no homework IF you did the last day's reading.

Don't forget tomorrow's government retest at 3 p.m.

Socials 10-4: Road to Confederation: the conferences and so on

Today we discussed the steps to Confederation.  Here is a good slideshow I found on SlideShare: http://www.slideshare.net/brhughes/reasons-for-confederation

Here is our reading:

Socials 11-1: Intro to Demography

Today we had an intro to demography - the study of populations. We discussed some key terms and had a mini activity to reinforce the three criteria that make up the U.N.'s "Human Development Index." We also learned about population pyramids (please complete one for homework). You must know the four pyramid models (note that in your text, Early Expanding and Expanding are mislabeled!). We went on the CIA World Factbook to look at a variety of population pyramids from around the world. We will continue to review these as the unit continues.  Here is the link: https://www.cia.gov/library/publications/the-world-factbook/

On Wednesday, we will have a quiz on the Aboriginal and Quebec unit.  It will be similar to the practice quiz we had last week.

Notes: pg. 5

Notes: pg. 4

Notes: pg. 3

Notes: pg. 2

Notes: pg 1

Socials 8-1 and 8-2: Introduction to the Feudal System

Today we set up the procedures for completing the history study guides for this next unit. If you keep your pages organized it will be much easier for you to look back an find information when you come to do the summary activities and the tests. If you were unable to complete the William the Conqueror sheet (pages 44-47 in the text) please do so for homework. You may see me outside of class if you require help. 

Today we had a tutorial for those students who are doing the geography test re-write on Thursday at 3 p.m.

This is how we set up our notes

Socials 10-2: CAPP

Today was a CAPP block; there was a presentation for all grade 10 students in the theatre.  There is no homework unless you did not complete the reading from last class.

Scials 11: Wrapping up Quebec and Aboriginal Issues.

The quiz

Today we started with a quiz on this week's work. We practiced looking at the issue of Québec separation from a view of violent versus non-violent mechanisms. Next, we debriefed Ex #7-8 on Aboriginal issues. We are now in a position to look at Aboriginal rights through the same lens (violent and non-violent). We ended by watching some of the CBC Barbara Frum interview with Pierre Trudeau (after he had retired as P.M.). Below are some notes (should knows?) about the positions on the failed Meech Lake Accord (Brian Mulroney's first attempt to bring Québec into the Constitution).

Notes from the source question of the quiz (#8)

My notes from the Frum/Trudeau interview

Click HERE to see the full interview

On Monday we begin our geography/demographics unit!

Socials 10-2: Sketchnote wrap-up and current events

Today we started by completing our sketchnotes: as I look at them I am impressed with your interpretations of the assignment. It is clear that you put forth a full effort: they look great. We also started to read the text section on the path to Confederation, specifically the section about the conferences. I spoke to that in a brief sketchnote and ask that you use the attached photo to remind yourself of the reading and assignment that I asked you to finish before next class. We ended with a short discussion about some current events and how you use social media and mainstream media to stay connected with the world.

Conferences: steps to Confederation

Homework

Socials 8-1/8-2: Current Events

Today we had a discussion that took two associated tacks - one was on Twitter and the role of social media in making sense of our contemporary world, and the other was on the recent events around the magazine Charlie Hebdo, in Paris. I was pleased with the level of engagement and participation in today's discussions. We heard from some class members who are usually more quiet.  I hope you are encouraged to get out an gain more access to world and local events on a more regular basis. There is no homework (that was a trick: your homework is to watch the news). 

We talked about Twitter and how the rise of technology
continues to influence the way we interact with information.

We decided a Venn diagram was a better tool to discuss Twitter
than a simple T chart.  There are many good ideas here.

Socials 11-1: Aboriginal issues in Canada

Today we spent a some time discussing the pros and cons of Québec separation (for Québec and for Canada).  I also touched on NAFTA (the free trade agreement, but we'll cover that more as part of the review (I have to skimp on some topics because we have lost about 10% of the time for this course and the exam will not cut us any slack).

Next we looked at my "cheat sheet" (summary sheet) for Aboriginal issues to see the big picture.  We also debriefed Ex #6 starting with the terms used for the different First Peoples. We watched the Peoples' History episode that discussed Harold Cardinal and the Trudeau White Paper from 1969; we then wrote a few sentences to summarize some of the major themes: most students found it easy to write about the Residential Schools topic (I found this gratifying since most students seemed to have a strong understanding of the issue and its affect on First Nations people and culture).

For homework please complete Ex #7-8.  We will debrief tomorrow.

Socials 10-2: Sketchnote work period

Today we used the entire block to complete our sketches - I saw very engaged work; thanks. If you were unable to complete your work, please bring it to the next class. At this point, we are switching gears back to history. We need only to summarize/solidify our understanding of the steps to Confederation (conferences, etc.) and then we'll move on to the West.  For homework, please read the pages in the textbook noted in the board notes and complete three what/so-what statements.

Socials 10-2: Sketchnote practice

Today we used the whole block to work on our "sketchnote on sketchnoting."  I will be giving you about 20 minutes to finish next class and then we'll be returning to history!

Socials 11: Quebec (lesson 3 of 3)

Terms from our what/so-what quiz

Today, we started with a quick review of some of the important concepts we've already examined. Here is a copy of that quiz:

Next, we watched three episodes from the Peoples' History. We learned about the October Crisis, Language Wars, and the 1976 Parti Québécois election and 1980 referendum.

Finally, I created a timeline for the events associated with the referenda and the Constitutional crises that developed alongside them.  For homework, come to class and get a copy of Ex # 6 to complete for tomorrow.

Socials 8-1, 8-2 (Wednesday) and 8-3 (Thursday)

Today we started with a check-in of the big topics we've studied so far. We are beginning an examination of the Late Middle Ages and the feudal system, and I wanted us to be able to place that in relation to the other cultures we've studies thus far. I told a story about my first visit to Scotland back when I was 12 years old. It is my way of connecting to some of my first experiences with "history."Next, we did a difficult group activity: I asked you to consider how we might divide Canadian society? I saw lots of good work and in the end we decided that this was a difficult question (perhaps as tough as 8/10).  Next class we'll look at William the Conqueror.  There is no homework, but i asked that you continue to ask how we might divide our society.

We learned the meaning of the word, "factoid."

I asked you to think more deeply during our next unit.

Socials 11: Quebec after the Quiet Revolution (The 1970s and 80s)

Today we started by reviewing the Quiet Revolution and the rise of Québecois nationalism and then looked at Ex #3 with a focus on the difference between the violence of the October Crisis of 1970 conducted by the terror group the FLQ and the peacefulness of the political movement known as the Parti Québecois under Réne Levesque. We also watched Trudeau's famous "Just watch me" interview from the steps of Parliament. We discussed the implications of invoking the War Measures Act and the resultant capacity of the police to restrict basic freedoms - especially habeas corpus. After the PQ came to power in 1976, they started along the path towards the 1980 Quebec sovereignty referendum.  Prior to the referendum, in 1977, they introduced Bill 101 that extended Bill 22 (that made French the official language in Quebec) so that government workers and courts had to use French, and English was forbidden from outdoor signs.  Although this seemed to trample the Charter rights of English Québecers, the PQ invoked the Notwithstanding Clause. Tomorrow we'll finish up with Quebec by looking at the referenda and the question of separation in more detail.

Please complete Ex #4 for homework.

My rough sketch of today's lesson

My incomplete finished copy

Socials 11-1: Quebec - Part One

Today we started looking at Quebec.  For the provincial exam, you must understand the reasons for the rising Québec nationalism after the Duplesis era. You should be able to identify the characteristics of the 60s, 70s, and 80s and the key players in them.  What went on at Expo 67? What was thew October Crisis? When were the two referenda, and what was Canada's response to them?

From Maître Chez Nous

We started by seeing what you already know about Québec and then we jigsawed Ex #2 and then watched the Peoples History episode titled "Maître Chez Nous." I created a sketchnote but asked you to create a two-sentence summary.  This is to practice for the provincial. After we debriefed, I showed you "Vive le Québec Libre." We were told of the impending showdown between federal Liberal Justice Minister (later P.M.) Pierre Trudeau and up and coming Premiere René Lesvesque. Please also create a short summary of that one.  For homework, I asked that you come to class with Ex #3 completed.  We're sprinting to the finish, so don't miss out.

Socials 10-2 (Monday) and Socials 10-2 (Tuesday): Revisiting sketchnotes

Today I spoke to you about the global economy and the need to learn how to collaborate. I also spoke about how handwriting increases recall over keyboarding (and how sketchnoting increases that).  We then had a relaxed (and fun?) class learning some more sketching skills and techniques.  Here is the graphic I shared at the end of class.  There is no homework.

Socials 8-1, 8-2 (Monday) and Socials 8-3 (Tuesday): Sketching

Today we started by working in groups to collaborate in the creation of a "review" sketchnote about sketchnoting. This allowed those who were here at the end of the year to "teach" those who missed the last two classes and how to do the assignment.  I think it is important for us to develop skills in the area of collaboration - these must allow us to work effectively and to feel good about our work.

We spent the rest of the class working on our own sketches.  I collected them at the end of class so they wouldn't be lost..

Thanks for a good day. There s no homework.