· You have a reading activity to do today. It is as follows:
Industrialization
Read pages 142 – 149 in your text. Do not skip anything as it is all relevant for future discussion.
Answer the following questions
1. Define the term “value” as it relates to Social Studies.
2. Whose values did industrialization reflect?
3. Define the term “industrialization”.
4. What factors lead to industrialization in Great Britain?
5. What effects did industrialization have on working people?
6. Answer the questions on page 145 (1, 2, and 3).
7. Answer question 3 on page 149 (in Explore the Issue)
Questions must be neat, in blue or black ink, and fully answered.
Thursday, October 29, 2009
Thursday, October 29, 2009
Today we will discuss the Film Rabbit-Proof Fence. I am concerned with the answers I am receiving so we will discuss this as well. I would like to get to answering the questions relating to Imperialism as well as their chapter summary for the beginning of Chapter 7. We will see how it goes though.
Wednesday, October 28, 2009
Today, you finished watching the film Rabbit-Proof Fence. Yesterday, you were provided with questions to answer while you watched it
· I reviewed some of the answers from yesterday’s class. Many of you are not spending time considering the answers of examining the questions for clues. Answers, like the one below, are NOT acceptable:
Question: What were the consequences for those who escaped and were caught by the tracker?
Lousy answer: “got whipped.”
· When you get a question, look for the plurals ("consequences" in the above question, is plural) as they will have plural (more than one) answer. Further, the reason for watching this film isn’t to waste time, but to show how Australian aboriginals parallel the experiences of aboriginals in other places (ie: CANADA).
· For the record, a reasonable answer to the above question would have been:
Reasonable answer: “Those caught were whipped, had their hair cut off, and were put in a locked isolation hut (box, solitary confinement).”
· I want you to review your answers from yesterday and then fix them to an acceptable level.
· I reviewed some of the answers from yesterday’s class. Many of you are not spending time considering the answers of examining the questions for clues. Answers, like the one below, are NOT acceptable:
Question: What were the consequences for those who escaped and were caught by the tracker?
Lousy answer: “got whipped.”
· When you get a question, look for the plurals ("consequences" in the above question, is plural) as they will have plural (more than one) answer. Further, the reason for watching this film isn’t to waste time, but to show how Australian aboriginals parallel the experiences of aboriginals in other places (ie: CANADA).
· For the record, a reasonable answer to the above question would have been:
Reasonable answer: “Those caught were whipped, had their hair cut off, and were put in a locked isolation hut (box, solitary confinement).”
· I want you to review your answers from yesterday and then fix them to an acceptable level.
Wednesday, October 28, 2009
Tuesday, October 27, 2009
Today, you begain watching the film Rabbit-Proof Fence. This is one case study that can be used when answering the unit question. Be sure that you take sound and comprehensive notes (questions have been supplied).
Friday, October 23, 2009
Friday, October 23, 2009
Today, you are to finish and hand in your major assignment. Then you are to read pages 134 – 141 (Historical Globalization and Imperialism).
· While reading, you are to create either notes on the reading (point form) or a concept map. In either case, there will be headings, sub headings, definitions and examples given.
· This is due for Tuesday (Homework if you use today for your assignment… it is also an independent activity)
· While reading, you are to create either notes on the reading (point form) or a concept map. In either case, there will be headings, sub headings, definitions and examples given.
· This is due for Tuesday (Homework if you use today for your assignment… it is also an independent activity)
Thursday, October 24, 2009
I understand that you developed a rubric for this major assignment yesterday. You will get a copy of it today.
Today you will have the time in class to work on your major assignment. As I understand it, you will be given both today and tomorrow to complete it.
Today you will have the time in class to work on your major assignment. As I understand it, you will be given both today and tomorrow to complete it.
Wednesday, October 21, 2009
Wednesday, October 21, 2009
Today you worked on your major assignment and also worked as a class to create a marking rubric. I will review it tonight and see how it measures up. You will get a copy tomorrow. In addition, it will be up to Ms. Normand (your sub) to determine if you need an extension for this assignment.Contrary to what many think, extensions are only considered if students need the time after working diligently, not if they have wasted it...in other words, use the time you are given to the best of your ability.
Tuesday, October 20, 2009
Tuesday, October 20, 2009
Today you were given the handout ``Understanding the effects of historical globalization on indigenous and nonindigenous peoples`. This is a major assignment activity that you can do in groups of three or less. While this is a written report, you must also cite your sources, provide a bibliography and create two charts: one showing the positives and one the negatives (effects of imperialism on the population). This is due on Friday, October 23 at the beginning of class.
Monday, October 19, 2009
Today, you answered questions on Imperialism while watching a powerpoint. You then answered the questions on page 132 of your text: under "Respond to Ideas" questions on analyzing the cartoon: a, b, and c.
Once this is finished, you were to read and make notes on pages 134-138 of your text (Chapter 7: Historical Globalization and Imperialism). These are due tomorrow.
Once this is finished, you were to read and make notes on pages 134-138 of your text (Chapter 7: Historical Globalization and Imperialism). These are due tomorrow.
Friday, October 16, 2009
Friday, October 16, 2009
Today we focused on gaining an understanding of what plagiarism is. Many of you seemed confused so I thought it would be worth it to spend some more time on this as it is important to know how to avoid it in all of your classes.
Basically, you copied a paragraph from the text verbatem.
You then learned how to show where it came from.
You then reviewed bibliography
You then paraphrased the paragraph
You then learned how to show where it came from.
Most of you seem okay at this now... only time will tell.
Basically, you copied a paragraph from the text verbatem.
You then learned how to show where it came from.
You then reviewed bibliography
You then paraphrased the paragraph
You then learned how to show where it came from.
Most of you seem okay at this now... only time will tell.
Thursday, October 15, 2009
Today we marked the questions for pages 119 to 130 (on the effects of cultural contact on indigenous groups: the Beothuk, the Pacific Aboriginals, the Nigerians, and the Sudanese). I also handed out a reading on Imperialism and, after you read it, tested you for retention. We then discussed the reading and the best way to read actively (highlight and paraphrase briefly).
Wednesday, October 14, 2009
Wednesday, October 14, 2009
Today we discussed the importance of understanding perspectives in visual images. We examined Jeffrey's visual of early Aboriginal/European contact and determined the explicit and implicit message it was trying to get across as well as the viewpoint. Students were then given a "Cartoon Analysis Guide", a visual, and a "Deciphering the Explicit Message" sheet. They are to do this activity for homework. If you were not here, the assignment and sheets are in your portfolio.
Tuesday, October 13, 2009
Tuesday, October 13, 2009
Today we discussed what reasonable accommodation means in relation to people. Below are the notes from today. Also, the students had to read pages 119 to 131 and answer the following questions fully:
1. Define the term cultural contacts
2. Define depopulation
3. An examplle oc cultural contact from your text is the Beothuk's contact with European cultures. Where were teh Beothuk located in North America?
4. What were some causes of Beothuk depopulation?
5. How did cultural contact affect Potlatch societies?
6. Briefly describe a potlatch ceremony
7. Where in North America did potlatch ceremonies take place?
8. How did European contact change the potlatch ceremony economically?
9. What reasons are suggested for the banning of the potlatch ceremonies?
10. Nigeria was created by Europeans (the British) in order to create an easily administered area. Several groups lived in these arbitrary borders and a few years after Nigeria was granted its independence in 1960 a civil war broke out amongst these people. What effect might colonialism have had in the cause of the Nigerian civil war?
11. Your textbook discusses the Sudan (p 129-131). What parallels might there be between Nigeria and teh Sudan in terms of lasting effects of colonialsm?
Reasonable accommodations:
o In the context of globalization, reasonable accommodation is when a society gives the right to equality and protection against discrimination to all people within that society.
o Canadian Charter of Rights and Freedoms demands that accommodation be made to various ethnic minorities.
o This means: anti-discrimination laws…
Some of the following could be discriminated against (class created)
· Immigrants
· Those not of the official languages or not of the language of the region
Race
· Culture
· the elderly
· Those of certain religions
· Those with health issues
· Teenage moms/pregnant
· Caste (social standing)
· The poor
· Those with physical disabilities
· Sexual orientation
· Appearance (short….)
· Aboriginals
· Priests/politicians/personalities
· Age
· Mentally handicapped
· Learning disability
·
1. Define the term cultural contacts
2. Define depopulation
3. An examplle oc cultural contact from your text is the Beothuk's contact with European cultures. Where were teh Beothuk located in North America?
4. What were some causes of Beothuk depopulation?
5. How did cultural contact affect Potlatch societies?
6. Briefly describe a potlatch ceremony
7. Where in North America did potlatch ceremonies take place?
8. How did European contact change the potlatch ceremony economically?
9. What reasons are suggested for the banning of the potlatch ceremonies?
10. Nigeria was created by Europeans (the British) in order to create an easily administered area. Several groups lived in these arbitrary borders and a few years after Nigeria was granted its independence in 1960 a civil war broke out amongst these people. What effect might colonialism have had in the cause of the Nigerian civil war?
11. Your textbook discusses the Sudan (p 129-131). What parallels might there be between Nigeria and teh Sudan in terms of lasting effects of colonialsm?
Reasonable accommodations:
o In the context of globalization, reasonable accommodation is when a society gives the right to equality and protection against discrimination to all people within that society.
o Canadian Charter of Rights and Freedoms demands that accommodation be made to various ethnic minorities.
o This means: anti-discrimination laws…
Some of the following could be discriminated against (class created)
· Immigrants
· Those not of the official languages or not of the language of the region
Race
· Culture
· the elderly
· Those of certain religions
· Those with health issues
· Teenage moms/pregnant
· Caste (social standing)
· The poor
· Those with physical disabilities
· Sexual orientation
· Appearance (short….)
· Aboriginals
· Priests/politicians/personalities
· Age
· Mentally handicapped
· Learning disability
·
Wednesday, October 7, 2009
Wednesday, October 7, 2009
Today the students wrote their first unit exam. It was multiple choice and consisted of 50 questions.
For tonight, I want them to read pages 114 and 115 in their text.
For tonight, I want them to read pages 114 and 115 in their text.
Tuesday, October 6, 2009
Today the students wrote their first in-class essays. Tomorrow is their unit multiple choice exam.
Monday, October 5, 2009
Today, we discussed the five paragraph essay layout that the students will be using tomorrow for their in-class essay. We also discussed the terms they need to know for this unit (which were all in their terms lists and blue student booklets.
Friday, October 2, 2009
Friday, October 2, 2009
Today we prepared for the unit exams the students will be writing next week. They will be writing an in-class essay on Tuesday and a multiple choice exam on Wednesday. Here are the things/terms they need to know:
Terms you need to know
· From the List one sheet
· ANY terms from your blue pilot project sheets
o 1A
§ Globalization
§ Collectives
§ Domestic / international
§ Factors which influence globalization
§ Global community
§ Multicultural
§ Diversity
§ Interdependency
§ Individual identity
§ Top ten populated countries
§ Economic divide
1B
§ Individual identity
§ Collective identity
§ Brainstorm
§ Assimilation
§ Marginalization
§ Accommodation
§ Diversity
§ Computer technology
§ Linguistic identity
§ Acculturation
§ Top spoken languages
§ Affirmation of identity
§ Cultural revitalization
§ Challenges and opportunities
§ Dominance of English
§ Cultural identity
§ Location: Brazil, Russia, Pakistan, China, Indonesia, U.S., Bangladesh, Nigeria, India, Japan
§ Homogenization
§ Acculturation
§ Accommodation
§ Symbol
§ interdependence
§ Collectives
§ Metis
§ Lubicon Cree
§ Francophones
§ Coltan/Cassiterite miners in the Congo
§ The French Language Charter
1C
§ Country of origin
§ Diversity
§ Media
§ Media concentration
§ Promoting Canadian Culture
§ Media cross ownership
§ Media convergence
§ Industry
§ Pop culture
§ Bilingual
§ Digital divide
§ Communication technology
Union
Industrial cycle (from manufacturing to transporting to destroying… think China and India).
Global warming
Congo tin Soldiers
Recession
Bias
Overpopulation
Pandemic
Outsourcing
Wallmart
Transnationals
The ways globalization affects us: Political, economic and social aspects of a society
Different perspectives to globalization
Terms you need to know
· From the List one sheet
· ANY terms from your blue pilot project sheets
o 1A
§ Globalization
§ Collectives
§ Domestic / international
§ Factors which influence globalization
§ Global community
§ Multicultural
§ Diversity
§ Interdependency
§ Individual identity
§ Top ten populated countries
§ Economic divide
1B
§ Individual identity
§ Collective identity
§ Brainstorm
§ Assimilation
§ Marginalization
§ Accommodation
§ Diversity
§ Computer technology
§ Linguistic identity
§ Acculturation
§ Top spoken languages
§ Affirmation of identity
§ Cultural revitalization
§ Challenges and opportunities
§ Dominance of English
§ Cultural identity
§ Location: Brazil, Russia, Pakistan, China, Indonesia, U.S., Bangladesh, Nigeria, India, Japan
§ Homogenization
§ Acculturation
§ Accommodation
§ Symbol
§ interdependence
§ Collectives
§ Metis
§ Lubicon Cree
§ Francophones
§ Coltan/Cassiterite miners in the Congo
§ The French Language Charter
1C
§ Country of origin
§ Diversity
§ Media
§ Media concentration
§ Promoting Canadian Culture
§ Media cross ownership
§ Media convergence
§ Industry
§ Pop culture
§ Bilingual
§ Digital divide
§ Communication technology
Union
Industrial cycle (from manufacturing to transporting to destroying… think China and India).
Global warming
Congo tin Soldiers
Recession
Bias
Overpopulation
Pandemic
Outsourcing
Wallmart
Transnationals
The ways globalization affects us: Political, economic and social aspects of a society
Different perspectives to globalization
Thursday, October 1, 2009
Thursday, October 1, 2009
Today we worked on the plagiarism assignment from yesterday. Many of you were confused so I thought this use of time was justified. Tomorrow, we will finish up this unit and discuss the exam and in-class essay that you will experience next week.
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