Posting of Marks. Everything due by next class. Thank you for all of the feedback. My experience with you will make me a better teacher!
Week 7:
Mar 31: Inventions, Art, Review
Prepare for test on Wednesday
Apr 2: Unit Test: Chapter 7
Watch storyofstuff.org video and take teaching notes
Apr 4: Ecological Economics
Week 6:
Mar 11: Railways and Unions
Read page 273 - 282 and take 5-6 notes for marking, submit map or journal
Mar 13: Rights, Immigrants, and First Nations
Submit all outstanding work for marking over break, review for unit test after break
Mar 31: Inventions, Art, Review
Prepare for test on Wednesday
Apr 2: Unit Test: Chapter 7
Watch storyofstuff.org video and take teaching notes
Apr 4: Ecological Economics
Week 6:
Mar 11: Railways and Unions
Read page 273 - 282 and take 5-6 notes for marking, submit map or journal
Mar 13: Rights, Immigrants, and First Nations
Submit all outstanding work for marking over break, review for unit test after break
Week 5:
Mar 7: Push and Pull
Read page 266-272 and post plan for immigration
Mar 5: Laurier Boom
Read pages 261-265 and review for short quiz
Mar 3: Coast to Coast
Remember to register at Spruz, post your resilience homework, and respond to others' (http://socialstudies10jo.spruz.com/)
Mar 7: Push and Pull
Read page 266-272 and post plan for immigration
Mar 5: Laurier Boom
Read pages 261-265 and review for short quiz
Mar 3: Coast to Coast
Remember to register at Spruz, post your resilience homework, and respond to others' (http://socialstudies10jo.spruz.com/)
Presentations order:
SS10 2.3
Group 1: Justice, Eiren, Althea, Julie, Samim
Group 2: Anthony, Harpreet, Aman, Preet, Akita
Group 3: Denise, Shagun, Sania, Amna, Arvin
Group 4: Danielle, Kiran, Navneet, Simmone, Edmond
Group 5: Steven, Hobei, Anne, Gurjinder
Group 6: Naeema, Vanessa, Mark, Joie, Joban
SS10 2.4
Group 1: Jasmin, Christian, Bavneet, Jimmy, Jaskaran, Sahar
Group 2: Abigail, Gabriel, Teejay, Sahejpal, Dileep
Group 3: Amrik, Dillon, Carmen, Dilkash, Subeg
Group 4: Jamaine, Mohammed, Kobe, Joshua, Mahima
Week 4:
Feb 25: Final presentations
Continue Blog Work
Feb 27: New Unit
Blogs and self/peer assessments due!!!
Week 3:
Feb 18: Somewhere in Between
Visual Narrative
Reading pg. 232-236
Feb 20: First Presentations
Continue Blog Work
Week 2:
Feb 12: Confederation Debate
Animation/Puppet Show
Reading pg. 228-231 (reading ahead pg. 232-236)
Feb 14: Railroad to Vancouver
Tour route selection map
Reading pg. 232-236
Week 1:
Feb 3: Community and Intentions
Biographies for tour company blog portfolio (150-200 words)
Divide Reading of Text Pg. 208-016 be ready to teach 3-4 main points
Feb 5: Rights and Resources
Letter or script posting to blog (200-300 words)
Divide Reading of Text pg. 216-224 be ready to teach 3-4 main points
Feb 7: Decolonizing Development
Blog research posting (Approximately 500 words)
Divide reading of text pg. 225-231 be ready to teach 3-4 main points
SS10 2.3
Group 1: Justice, Eiren, Althea, Julie, Samim
Group 2: Anthony, Harpreet, Aman, Preet, Akita
Group 3: Denise, Shagun, Sania, Amna, Arvin
Group 4: Danielle, Kiran, Navneet, Simmone, Edmond
Group 5: Steven, Hobei, Anne, Gurjinder
Group 6: Naeema, Vanessa, Mark, Joie, Joban
SS10 2.4
Group 1: Jasmin, Christian, Bavneet, Jimmy, Jaskaran, Sahar
Group 2: Abigail, Gabriel, Teejay, Sahejpal, Dileep
Group 3: Amrik, Dillon, Carmen, Dilkash, Subeg
Group 4: Jamaine, Mohammed, Kobe, Joshua, Mahima
Week 4:
Feb 25: Final presentations
Continue Blog Work
Feb 27: New Unit
Blogs and self/peer assessments due!!!
Week 3:
Feb 18: Somewhere in Between
Visual Narrative
Reading pg. 232-236
Feb 20: First Presentations
Continue Blog Work
Week 2:
Feb 12: Confederation Debate
Animation/Puppet Show
Reading pg. 228-231 (reading ahead pg. 232-236)
Feb 14: Railroad to Vancouver
Tour route selection map
Reading pg. 232-236
Week 1:
Feb 3: Community and Intentions
Biographies for tour company blog portfolio (150-200 words)
Divide Reading of Text Pg. 208-016 be ready to teach 3-4 main points
Feb 5: Rights and Resources
Letter or script posting to blog (200-300 words)
Divide Reading of Text pg. 216-224 be ready to teach 3-4 main points
Feb 7: Decolonizing Development
Blog research posting (Approximately 500 words)
Divide reading of text pg. 225-231 be ready to teach 3-4 main points
Chapter 7 Emergence of Modern Canada 1896 - 1914
The emergence of modern Canada from 1896 - 1914 presents an opportunity to discuss the importance of transition in the development of a country and the lives of its citizens. Being aware of the difficulties associated with transition allows us to have compassion for people and land, past and present. Compassion is essential in equipping citizens with skills for peace and sustainability when faced with difficult transitional periods in their lives, and in their communities. Students can then have resilience during transitional periods and use their abilities to improve society and Canadian communities.
In this unit students will:
Explore and develop an understanding of the connections between the past, present, and future of Canada and the transitional periods that have shaped the development of the country.
Explore and develop an understanding of the interaction between humans and the environment, how they impact each other, and what it means for Canada now and in the future.
Explore and develop an understanding of how economic, political, environmental, and social systems work, and how they change and/or continue through time.
Students will be able to:
Practice cooperative learning, historical and geographic thinking through lessons integrating critical thinking, analysis of different perspectives, and collaborations to build personally meaningful understandings.
Practice assessing, analyzing, and synthesizing information and ideas from different sources and produce their own media based on their new understandings.
Explore and better understand their own identity, perspectives, and values in terms of issues related to gender, First Nations, newcomers, environment, economy, technology and politics.
Debate and discuss historical and current issues, while developing, supporting, and communicating their own ideas to make informed decisions as citizens of a democratic society.
Assessment:
Assessment will consist of student blog/portfolio entries according to assigned work each day.
Students will be required to develop and consistently update their blog/portfolio according to the rubric.
Students will be assessed for participation, collaboration, social responsibility, critical thinking, communication, and ability to assess, analyze, and synthesize information and ideas.
The end product will be a synthesis of knowledge and skills gained from the unit. Students will practice master level thinking by collaborating to produce an
In this unit students will:
Explore and develop an understanding of the connections between the past, present, and future of Canada and the transitional periods that have shaped the development of the country.
Explore and develop an understanding of the interaction between humans and the environment, how they impact each other, and what it means for Canada now and in the future.
Explore and develop an understanding of how economic, political, environmental, and social systems work, and how they change and/or continue through time.
Students will be able to:
Practice cooperative learning, historical and geographic thinking through lessons integrating critical thinking, analysis of different perspectives, and collaborations to build personally meaningful understandings.
Practice assessing, analyzing, and synthesizing information and ideas from different sources and produce their own media based on their new understandings.
Explore and better understand their own identity, perspectives, and values in terms of issues related to gender, First Nations, newcomers, environment, economy, technology and politics.
Debate and discuss historical and current issues, while developing, supporting, and communicating their own ideas to make informed decisions as citizens of a democratic society.
Assessment:
Assessment will consist of student blog/portfolio entries according to assigned work each day.
Students will be required to develop and consistently update their blog/portfolio according to the rubric.
Students will be assessed for participation, collaboration, social responsibility, critical thinking, communication, and ability to assess, analyze, and synthesize information and ideas.
The end product will be a synthesis of knowledge and skills gained from the unit. Students will practice master level thinking by collaborating to produce an
SS10 Chapter 6 Scope and Sequence
The history of British Columbia to 1896 presents an opportunity to discuss human intentions as they relate to behaviour, the limits we run up against as a result of our behaviour, (resource abundance, economic development, human rights) and how we are all subject to our interdependence with each other and the environment. Being aware of our interdependence allows us to have compassion for people and land. Compassion is essential in equipping citizens with skills for peace and sustainability when faced with conflicts of intention and limitations. Students can then have awareness of intentions, limits, and interdependence in all situations. Limits can also be framed in terms of potentials for improving society and BC communities.
In this unit students will:
Explore and develop an understanding of the connections between the past, present, and future of BC and how limitations, intentions, and interdependence have shaped the development of the province.
Explore and develop an understanding of the interaction between humans and the environment, how they impact each other, and what it means for BC now and in the future.
Explore and develop an understanding of how economic, political, environmental, and social systems work, their limitations and interdependence, and the intentions behind decision-making at different levels of community.
Students will be able to:
Practice cooperative learning, historical and geographic thinking through lessons integrating critical thinking, analysis of different perspectives, and collaborations to build personally meaningful understandings.
Practice assessing, analyzing, and synthesizing information and ideas from different sources and produce their own media based on their new understandings.
Explore and better understand their own identity, perspectives, and values in terms of issues related to gender, First Nations, newcomers, environment, economy, technology and politics.
Debate and discuss historical and current issues, while developing, supporting, and communicating their own ideas to make informed decisions as citizens of a democratic society.
Assessment:
Assessment will consist of student blog/portfolio entries according to assigned work each day.
Students will be required to develop and consistently update their blog/portfolio according to the rubric.
Students will be assessed for participation, collaboration, social responsibility, critical thinking, communication, and ability to assess, analyze, and synthesize information and ideas.
The end product will be a synthesis of knowledge and skills gained from the unit. Students will practice master level thinking by collaborating to produce an actual tour and practical marketing plan for their own tour company in BC, taking into account stakeholder intentions, social, and environmental impacts.
In this unit students will:
Explore and develop an understanding of the connections between the past, present, and future of BC and how limitations, intentions, and interdependence have shaped the development of the province.
Explore and develop an understanding of the interaction between humans and the environment, how they impact each other, and what it means for BC now and in the future.
Explore and develop an understanding of how economic, political, environmental, and social systems work, their limitations and interdependence, and the intentions behind decision-making at different levels of community.
Students will be able to:
Practice cooperative learning, historical and geographic thinking through lessons integrating critical thinking, analysis of different perspectives, and collaborations to build personally meaningful understandings.
Practice assessing, analyzing, and synthesizing information and ideas from different sources and produce their own media based on their new understandings.
Explore and better understand their own identity, perspectives, and values in terms of issues related to gender, First Nations, newcomers, environment, economy, technology and politics.
Debate and discuss historical and current issues, while developing, supporting, and communicating their own ideas to make informed decisions as citizens of a democratic society.
Assessment:
Assessment will consist of student blog/portfolio entries according to assigned work each day.
Students will be required to develop and consistently update their blog/portfolio according to the rubric.
Students will be assessed for participation, collaboration, social responsibility, critical thinking, communication, and ability to assess, analyze, and synthesize information and ideas.
The end product will be a synthesis of knowledge and skills gained from the unit. Students will practice master level thinking by collaborating to produce an actual tour and practical marketing plan for their own tour company in BC, taking into account stakeholder intentions, social, and environmental impacts.