Goodbye!

Have a great Summer and good luck next year!

Grade 7 History

Culminating Task Assessment:

You are a reporter working for the newspaper, the "Radical Rebel," gathering information and evidence surrounding conflict and change, specific historical events, and key personalities.  You are to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850. You will investigate the nature of conflict and change and its resolution using examples from the past and applying skills developed throughout the unit.

Inquiry: investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective; Historical Significance)

Specific:

1. formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (e.g., the War of 1812, cholera epidemics, increased immigration from Europe, heightened class divisions in Upper and Lower Canada, rise of the Patriotes in Lower Canada, the Battle of Saint-Eustache, education reform)
   
2. gather and organize information and evidence about perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, using a variety of primary sources (e.g., diaries, excerpts from books that were popular at the time, newspaper editorials, paintings or drawings from that period, petitions, speeches) and secondary sources (e.g., poetry, songs, paintings, or drawings from after this historical period; historical fiction; web resources and/or books on Canadian history)
   
3. analyse and construct maps as part of their investigations into some significant events, developments, and/or issues that affected Canada and/or Canadians during this period, with a focus on exploring their spatial boundaries (e.g., locate major battles of the War of 1812 or the Rebellions of 1837–38; construct flow maps to show where famine Irish were displaced from and where they settled in Canada; analyse demographic maps to determine settlement patterns in Upper Canada and how they affected First Nations in the colony)
   
4. 4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to compare the perspectives of English and French Canadians on the Durham Report; analyse the content of selected paintings to determine the perspective that is being presented; use a graphic organizer to help them determine similarities and differences in how various groups or individuals viewed life on the frontier; use graphs to help them determine the increase in immigrants to the various colonies in British North America)
   
5. evaluate evidence and draw conclusions about perspectives of different groups on significant events, developments, or issues that affected Canada and/or Canadians during this period
   
6. communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels, famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family Compact, Château Clique, responsible government) and formats appropriate for specific monopoly to the Pacific coast have on First Nations and Métis people? On European traders? On prospective western settlers?”
   
7. identify factors leading to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850 (e.g., the War of 1812, the Upper Canada Rebellion, the Battle of Saint-Eustache, Irish immigration, establishment of the Underground Railroad, exploration by John Franklin or David Thompson), and describe the historical significance of some of these events/ trends for different individuals, groups, and/or communities
   
8. identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., alliances between First Nations and British forces during the War of 1812, the Treaty of Ghent, the Abolition of Slavery Act of 1833, the Durham Report, the Act of Union, treaties with First Nations peoples, responsible government, the Rebellion Losses Bill, the Common School Act of 1846), and explain the impact of some of these changes on various individuals, groups, and/or communities
   
9. identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., an increase in immigration, the global recession of the 1830s, growing markets for lumber and wheat, political reform movements in Upper and Lower Canada, the construction of canals and railway lines, education reform, mining in Canada West, cholera and smallpox epidemics, the extinction of the Beothuk in Newfoundland), and explain the impact of some of these changes on various individuals, groups, and/or communities
   
10. describe interactions between different groups and communities in Canada during this period (e.g., French, English, First Nations, Métis, Loyalists, African Canadians, Irish and Scottish immigrants, different religious denominations, the Family Compact, the Château Clique, landowners, servants)
    
11. identify some significant individuals and groups in Canada during this period (e.g., Robert Baldwin, General Isaac Brock, Peter Jones, William Lyon Mackenzie, Grace Marks, John Norton, Louis-Joseph Papineau, Richard Pierpoint, Peggy Pompadour, Laura Secord, Tecumseh, Catharine Parr Traill; groups advocating responsible government or public education; immigrant aid and other charitable organizations; the Family Compact and Château Clique; groups such as Mennonites in Waterloo County or the Six Nations in the Grand River region of Upper Canada), and explain their contribution to Canadian heritage and/or identity   

Grade 8 History - Task

The setting is Canada at the end of World War I. The newly elected government wants public input on the future direction of the country. Since its confederation in 1867, Canada has gone through a period of rapid change in a variety of areas: women's roles, labour interests, military interests, immigration, agriculture, and industry. Interested groups have been invited to present to the Royal Commission on the topic of change in Canadian society, considering both positive and negative aspects, as the country moves on after World War I.

In small groups, select for research one group, such as women in the work force, farmers, Aboriginal people, or business people. Conduct reading, research, and discussion on your selected group. Using collected research, make a small presentation for next class to the Royal Commission outlining the changes which have affected that particular group, evaluating the impact of those changes. Key questions to be addressed in your presentation are: What major changes have taken place since Confederation? What has been the impact, both positive and negative, of those changes on your group? How can we deal with or make the most of the changes that have taken place?

Focus is to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914. ((FOCUS ON: Historical Perspective; Historical Significance)

Specifics:

1. Formulate questions to guide investigations into perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914 (e.g., the Boer War, the Manitoba Schools Question, efforts to protect and educate children, Canadian immigration policy, the “continuous journey” regulation, increases in the Chinese head tax, amendments to the Indian Act, movements for women’s suffrage, reciprocity, heightened rivalries in Europe).
2. Identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., Alberta and Saskatchewan becoming provinces, the response to the Manitoba Schools Question, European alliances and the conflict in South Africa and threat of conflict in Europe, the Truancy Act of 1891, the Alaska boundary dispute, the Naval Service Bill, increases in the Chinese head tax), and explain the impact of some of these changes on various individuals, groups, and/or communities. 
3. Identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., the Klondike gold rush; changes in the home countries of immigrants; the Immigration Act of 1910; technological changes; increasing urbanization; the development of mining in Ontario, Nova Scotia, and British Columbia; reciprocity), and explain the impact of some of these changes on various individuals, groups, and/or communities.
4. Describe significant examples of cooperation and conflict in Canada during this period (e.g., conflicts between English and French Canadians over issues such as the Boer War and the Naval Service Act; conflict between European and non-European immigrants; strikes by coal miners in Nova Scotia and British Columbia; cooperation of different groups under the social gospel umbrella; cooperation between immigrants in new ethnic enclaves).
5. identify a variety of significant individuals and groups in Canada during this period (e.g., Maude Abbott, Henri Bourassa, Alexander Graham Bell, Pauline Johnson, J. J. Kelso, Wilfrid Laurier, Tom Longboat, Nellie McClung, L. M. Montgomery, Duncan Campbell Scott, Clifford Sifton, John Ware; the National Council of Women of Canada, the Trades and Labour Congress, various immigrant groups), and explain their contributions to Canadian heritage and/or identity.

Reminder - Forms

Grade 7s bring in your scientist in the classroom money. 

7/8s: sick kids envelopes and forms filled out due Friday. 

Grade 8 History:

a. Read the handout entitled "Working Conditions in the 20th Century" (BLM 3.1).

b. In pairs, or on your own, answer questions provided (BLMs 3.2).

c. "From the reading, which issues do you see as the most serious issues?" Discuss significant issues.

d. Group into small clusters, each group will be assigned a topic from the "most serious issues" list.

e. For the next lesson, each group will develop a response to their issue and make a visual presentation to the class, such as a political cartoon, a placard, dramatic presentation, newspaper ad, etc., which demonstrates the importance of the issue identified and the impact it will have on society.

Next class
You will present your issue-based visual response to the class.




Grade 7 History:

1. Webquest

2. 3 Parts:

Part 1:
Using your textbook, you are to analyse aspects of the lives of various groups in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 1713–1800 (FOCUS ON: Continuity and Change; Historical Perspective).

Part 2:
You are then to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective; Historical Significance)

Part 3:
Describe various significant events, developments, and people in Canada between 1800 and 1850, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence)

Literary and Persuasive Essay

Literary: Please look at the rubric for your previous essay for guidance of what I am looking for. Remember you must use evidence from your literature circle book to backup what you are saying. Refer to examples posted previously in the blog. Your essay must explain how your literature circle book is a Coming of Age story. Must have 3 arguments in the body. 

Coming of Age Story:

A Coming-of-Age novel typically follows one or more young characters on a quest of some sort. These novels require that the main character or characters grow, develop, or mature, generally in a mental or emotional manner. They face various tribulations and obstacles which help to form their adult personalities. These obstacles can be of a physical, experiential, emotional, or spiritual nature--whatever causes the narrator to grow or change in maturity can be considered an obstacle. Examples of Coming-of-Age novels would be The Adventures of Huckleberry Finn, Harry Potter, To Kill a Mockingbird, The Red Badge of Courage, Catcher and The Rye, The Giver, Enders Game, and A Tree Grows in Brooklyn.

Also, a coming-of-age novel (or story) is sometimes called an "initiation" novel or story because the protagonist is initiated into a previously unknown mental or emotional state. Frequently, the protagonist is initiated into the realities of life, developing a loss-of-innocence theme in the narrative. This initiation is accomplished as the character experiences new and difficult circumstances that cause confusion and pain as he or she makes the transition. After completing the journey, the character is forever changed in fundamental ways. As well, the character finds their niche in society and becomes accepted into society at large. Characters in coming-of-age novels often find that they are not accepted into society for a number of reasons, but by the end of the novel, they have matured and made their peace with society, but this is only the result of enduring some form of suffering. 

Persuasive: you MUST have evidence embedded within your essay to backup your statements. You MUST also introduce your sources and provide references within the essay at the end of a quote or an idea that is not yours and provide a properly formatted and alphabetical bibliography at the end of your essay with at least 3 academic sources. You can use easybib or citationmachine.net to help you. Refer to your notes from the previous essay to help you with how introduce and reference a source. Must have a hook, thesis, introduce 3 arguments, body (3 arguments), conclusion (summing up essay, but in different words than your introduction), lasting message

Reminders

Scientist in the classroom forms and money must be brought in tomorrow at the latest. (Grade 7)

Upcoming Due Dates

Literacy:

Literature Circles: Week 5 (last section) due Week of June 8

Literature Circle assignment: Due June 22

Essay: literary or persuasive: Rough Due June 15, good copy Due June 17 (must be edited by a peer, need to show evidence)

Math:

Currently working on probability

Probability Test: Tuesday June 16

Retest for your weakest unit (need to show proof that you deserve a retest, need to come up with a strategy of how you are going to show that and share that with me), June 22

History:

Grade 8s: next section due June 11

Grade 7s: textbook work on Conflict and Change

Health:

Substance Abuse presentation: due June 17 ( must be ready and prepared the day of to present)

Reference link: http://www.mobyss.ca

Art:

Starbucks Graphiti Art task: Rough Copy Due June 12, Good copy Due June 19

Drama:

Monologue Rough Copy Due: June 16, Good Copy Due June 22

Literary Essay

Examples and breakdown of a literary essay:

http://www.newton.k12.in.us/hs/english/vanduyn/eng11-12ap/A%20Guide%20to%20Writing%20the%20Literary%20Analysis%20Essay.pdf

http://www.timeforkids.com/files/2011-07/literaryessaysampler.pdf

http://www.mooreschools.com/cms/lib/OK01000367/Centricity/Domain/1344/Example%20Literary%20Essay_The%20Giver.pdf

Health - Grade 7/8

June 2 - Grade 8 History

Grade 8 History:

The concept of change is identified in Subtask 1: change in school structure, change in technology, change in population, natural disaster, political change, etc. 

a. What happens to people when a significant change occurs? How do people feel? How do some people behave when things are changing around them? What can happen to people's workplaces? homes? thinking? 

b. You are going to consider one significant invention (i.e., the steam engine) and the effects of that invention on society. 

c. BLM 2.1 (Change Agent: the invention of the steam engine). You are to read the outline of the history of that invention. Key questions to check your comprehension and application of concepts (e.g., If you were living in a city at the time of the invention of the steam engine, how might your life have changed? How would your life have changed if you lived on a farm? On what kinds of occupations might the effects of the steam engine have been minimal?). 

d. Industrial Revolution. Discuss the fact that the steam engine was just one of the many inventions which affected the lives of Canadians in the decades immediately following Confederation. Change occurred in all facets of Canadian life. 

e. BLM 2.2, 2.3, 2.4, 2.5: four significant areas of change in Canada: agriculture, transportation, communication, and manufacturing. (These four topics are addressed in BLMs). 

f. In small groups, you are to read and discuss ONE of the topics identified. Your discussion should centre on the key question: "In what ways would the lives of ordinary people change as a result of inventions or advancements?" You are to prepare your information and you are to serve as "experts" for other students in the class who are reading about a different topic. 

g. When individual groups have completed their discussion of a single, selected topic, you are to ("jigsaw") so that the new groups include at least one student "expert" for each of the four topics discussed. In each new group, at least one student will have discussed the consequences of changes in agriculture, one will have discussed the changes in manufacturing, and so on. 

h. Peer-Teaching Activity: The new groups will provide a framework for peer-teaching. Each member of the new group is now an "expert" on one of the four topics selected. He or she is now responsible for teaching the members of the new group information and reflections of the previous topic's discussion. By the end of this activity, students should be ready to summarize in their notebooks all four topics of discussion. A BLM is provided for this purpose (BLM 2.6). 

i. Suggested Journal Response Assignment: "Of the four areas of change you read about, which one was the most challenging for people to adjust? Explain your thinking." Note: Organizers or Notes from the information provided during the peer-teaching activity can be handed in for a check "complete" or for marking. 

Grade 8 History - May 27

Fill out the change web with your response to this question.

Question:
"The school board is seriously considering the introduction of year-round schooling. Your task is to determine how you, your family, and the community will potentially be affected by this change."



Technology and Change:
An economic or cultural event, like a political decision or military action abroad, or a single invention can change our everyday lives.

Current modes of travel: How do you get to school? How long does it take? Do any of you communicate with friends or relatives who live far away? How do you communicate with them?

1871, 1911, 2001. 

Using these dates I want you to consider: How might a note to a friend get from Vancouver to Halifax in 1871? In 2001? How long would it take? What technology would be used?

Record your answer at the bottom of the page.

BLM 1.3, "Changing Technologies." Consider the six selected events listed on that BLM which mark major technological changes affecting Canadians. On your own, answer the question: "In what ways do you think each of these changes would have affected the lives of ordinary Canadians?" If you can think of specific events or ideas studied earlier this year during our 'Confederation' Unit, include those ideas when you respond to the question.

Extension Activity: The World Wide Web: Assessing the effects of a current change. Using BLM 1.2. Repeat the process for the new topic: "What have been the effects on society of the introduction of the World Wide Web?"

BLM 1.4 Introduction to the Industrial Revolution. You are to consider the following: What do you suppose were the causes of the great number of inventions and technological improvements during the late 19th century? How would these changes affect a young country like Canada? If you were living in this time period, where in Canada do you think you would most like to have lived? Why? Which of the inventions or technological changes would you like to know the most about?

The focus: This should lead you to think about the multiple and interrelated effects of a single invention. For instance, the introduction of the personal computer and the World Wide Web has altered the way we communicate, pay our bills, entertain ourselves, and learn.

Think about the kinds of things that can happen when a series of significant inventions occur at the same time.

For homework: write a list of ideas in response to the question: "How did society change as a result of the Industrial Revolution?"

Grade 7 History - May 26

In partners you are to follow this Webquest and complete the tasks by next class. Each individual is required to have their own BNA notebook. Please make sure you go through each slide. 

http://jtt.hdsb.ca/content/collinson/FOV1-00159953/british%20north%20america/7_social_studies_history_british_na.htm

Revised Literacy Circles Dates

Thursday May 14

Due Dates:

Literature Circles:

Art Project:

Mental Health Project:

Wed. April 22

Tuesday April 21

Monday April 20

Quebec City Forms and Money due tom!

Math:

Thursday April 10

Thursday April 2

Wed April 1

Remember wear blue tomorrow. 

Introduction of an essay: outline

How to write a hook:

http://m.wikihow.com/Write-an-Essay-Introduction

Types of hooks and examples:

Tuesday March 31

Language Deadlines

You are being given plenty of time to work on both tasks. I am expecting quality work and for tasks to be handed in on time. There will be no extensions. 

Monday:

Rough copy of narrative due. You will spend part of the period peer editing and conferencing with the teacher. 

Essay part of the period to research. 

Tuesday:

Rough copy of narrative due. You will spend part of the period peer editing and conferencing with the teacher. 

Essay part of the period to research. 

Wendesday:

Rough copy of narrative due. You will spend part of the period peer editing and conferencing with the teacher. 

Essay part of the period to research. 

Thursday:

Good copy of narrative due. 

Essay introduction is due. 

Tuesday April 7:

Essay: Plot synopsis due

Wednesday April 8:

Essay: examination and analysis section due

Thursday April 9:

Essay: comparison of social injustice paragraph due

Friday April 10:

Essay: Social Injustice facing present day Canadians due

Monday April 13:

Essay: Conclusion due

Tuesday April 14 and 15: 

Revision and conferencing of essay

Thursday April 16:

Essay due

Trading Card Examples

Trading Card examples:

Make sure you put your references at the bottom of the back of the trading card. You may use www.easybib.com to help you. 

Thursday March 26

Wed March 25

Friday March 6

RRJ due for those who haven't handed it in. Submit on google classroom. 

History notes. 

Tuesday March 3

Some students owe Reading Response Journals, they were due last Friday. MUST BE SUBMITTED USING GOOGLE CLASSROOM!

Bring your research for your health assignment. No more extensions, due next health class. 

Friday Feb 27

History Notes - 8s

Thursday Feb 26

Wed Feb 25

Tuesday Feb 24

Mon Feb. 23

Reminders:

Language

Narrative writing: 

First plan due at the end of Thursday

Second plan due at the end of Friday

RRJ due Friday - focus on summary

Math:

HW

Health:

Due next Wed. 

History:

Grade 8s: Reading and questions

Grade 7s: Timeline assignment 

Permission forms for black history month

High school forms signed and completed 

Friday Feb. 20

RRJ

Battle at Kruger - http://youtu.be/LU8DDYz68kM

Fox Story - Break down the narrative on the sheet

Geography textbook and notes

Thursday Feb 19

History: Grade 8s

Tuesday Feb. 17

Wednesday February 11

Homework - Wednesday Jan 21

Tuesday Feb. 3, 2015

Wednesday Feb. 4, 2015

Monday Feb 9

Ski forms must be brought in tomorrow at the latest. 

Bring a novel to read in class!

Tuesday Feb. 3, 2015