Monday, November 30, 2009

Today we finished the powerpoint on Chapter 10: Economic Globalization. If you were not here, the notes are in your portfolio. For tonight, read the Voices (perspectives) on page 219.

Friday, November 27, 2009

Today, we reviewed a few more questions from the test booklet (Page B). We then started a powerpoint on economics and globalization (up to page 7). Be sure regardless that you are very familiar with chapter 10.

Thursday, November 26, 2009

Today, you will finish the questions you were given yesterday.When finished, you are to put the definitions on cue cards and then hand in the answer sheets.
Make sure that you UNDERSTAND the terms and haven’t simply copied from the text as it is the UNDERSTANDING that will matter.

Wednesday, November 25, 2009

Today, students were given a reading to introduce them to the history leading up to economics as it is today so we could talk about various influences.
They were then given a booklet which they were to read and answer questions in as well as reading chapter 10 (pages 206-223).
They will have today and tomorrow to do this (it will be due at the start of class on Friday).

Tuesday, November 24, 2009

Today, I gave the students a source based reading to analyze and then two questions which referred to it. This is an activity they will be doing often in order to help them understand how to answer source based questions. We are starting a new unit today. I handed out an overview of the unit and we discussed it.

Monday, November 23, 2009

Today, you revised your essay. We will be starting the new unit tomorrow

Thursday, November 19, 2009

Today, you wrote your unit exam.

Tuesday, November 17, 2009

Students will spend this class in peer-editing and review for their exam on Thursday.
Each student will be given a copy of a classmate's essay
they will be instructed to read it and then fill in a peer assessment sheet.
They will also have to deconstruct the paper using pencil crayons and post its
They will also do a couple of other related exercises with the paper prior to handing it back
The purpose of this activity is to improve their skills in essay writing
Once finished, they will study for their exam (I have handed out a sheet of concepts and terms they must know).

Monday, November 16, 2009

Today, the students finished their essay. If they were unable to complete it during class time, they could take it home and finish it there; however, they must have it stored in a computer here (either email it in - after printing two hard copies or bring it in on a flashdrive - again, after printing two hard copies). They will also need to fill in a pre-submission sheet and attach it to one of the copies.
I will also hand out the list of terms they will need to study for their unit exam on Thursday, November 19, 2009. I have inserted the terms below.

Social Studies 10-1Unit 2: Legacies of Historical Globalization: Terms to Know

1. Acculturation
2. Adam Smith (what he believed in and the name of his book)
3. Regional alliance
4. assimilation
5. the Beothuk
6. Bilingual nation
7. The British East India Company
8. Capitalism
9. how early social status came about (same with the caste system)
10. chattel
11. colonies
12. Colonialism
13. Communism
14. The history of the Congo (Africa) (book, page 193)
15. cross cultural sensitivity
16. cultural imperialism
17. Cultural Mosaic deindustrialization
18. Cultural Pluralism
19. Empire
20. Entrepreneur
21. Ethnicity
22. Eurocentrism
23. Ethnocentrism
24. Free market (system)
25. First Nations history as it relates to globalization and today
26. globalization(including its history)
27. Imperialism
28. indentured labour
29. Industrial Revolution (5 w’s and affects as well as inventions/advancements and ties to the other “movements)
30. Indian Act (especially in relation to residential schools)
31. India: the textile industry
32. International trade
33. Japanese in World War Two (in Canada.. the history of internment)
34. Marginalized (marginalization
35. melting pot;
36. Mercantilism
37. Nation
38. Protectorate
39. Reconciliation
40. satellite (as in a country… not something you see in the sky on a clear night)
41. the Silk road
42. Socialism
43. sphere of influence

Friday, November 13, 2009

Today students began to work on their essays. For most, this involved re-analyzing the sources, looking up examples (case studies) they are unfamiliar with, and then attempting to develop their position (thesis). They will have Monday to work on this as well. If they are feeling pressured this weekend, completing the steps above will really help.

Thursday, November 12, 2009

Today, we began a learning unit which ties to your finals for this section. You were given a source based question to analyze and answer (in essay form), but we spent the class analyzing what the sources were about and then examining the question and the expectations (which I have inserted below). I cannot insert the sources so I will put the assignment in your portfolio. This is an open book essay and will be tweaked for almost two weeks. In other words, the purpose is to ensure you have successfully mastered the approaches and skills needed to handle one of these. See me tomorrow early if you have any questions or concerns. You will be working on it tomorrow and Monday.

How to Meet the Objectives of the Social Studies 10
Written Response #1

For this type of essay, you will be provided with a number of sources and a question to answer. In order to do well, you will need to do the following:

· address each of the sources in your writing (source 1, II, III and type)
· explain each source (what it is about)
· show a perspective on each source (the position it was written from)
· apply Social Studies knowledge and understanding to each source (again, what it is explaining as it relates to what you have learned about globalization)
· discuss the links between each source and the theme (s)(the theme(s) come from examining the sources and seeing a topic that appears in each)
· identify and explain the relationships that exist among the sources (what is common)
· present a strong, clear thesis
· make references to the sources as you use your own examples to prove your point
· use precise vocabulary
· use “Social Studies” terms (show what you have learned!)

For success in the “quality of communication category, you must:

· use paragraph (essay) form
· present a well organized response
· use a variety of sentence structures for effect
· use grammar and mechanics appropriately
· use punctuation correctly
· spell correctly
· edit and proofread your work
· put your full name, date and class on the top right-hand page of your work
· put the page number(s) on your work
· Use a 12 point font
· Use time-Roman font
· Double spacePrint two copies to hand in

Tuesday, November 10, 2009

As it is Remembrance Day tomorrow, we are going to watch a documentary on the impacts of war on those who serve. It is called "Alive Day Memories."

Friday, November 6, 2009

Unit two Terms you need to be able to identify and define and provide examples (case studies) for:

1. Impact
2. Cultural contact (impact)
3. Indigenous
4. Non-indigenous
5. What goods and technologies are exchanged and in what circumstance?
6. Depopulation
7. Influences of cultural contact on governments
8. Influences of cultural contact on social institutions
9. Foundations of historical globalization
10. Rise of Capitalism
11. Industrialization
12. Imperialism
13. Eurocentrism
14. Explain the relationship between historical globalization and imperialism (examples!!!)
15. Describe and explain multiple perspectives on the political, economic and social impacts of historical imperialism and globalization.
16. British rule in India
17. British and French rule in Canada
18. Post-colonial
19. Posti-colonial government in Canada
20. Contemporary global issues based on the past
21. Consequences of residential schools
22. Social impact on Indigenous peoples (loss of languages, civil strife)
23. Civil strife


This weekend, read and make notes on chapter 9, Historical Origins and Contemporary issues

Pages 180- 200

Thursday, November 5, 2009

Most of the students were able to finish their chapter questions yesterday, but I want to be fair to those who are away so I am not assignming any new ones today. Instead, we will examine the curriculum and see what knowledge we should have attained by now. What I will do with the students is look at the curriculum, generate questions with them (such as what concepts about imperialism should we know), discuss the case studies we have explored, and created greater understanding in preparation of their unit exam (next week some time... ). I will then post this information here after the class so that students who are absent will be able to access it.

Hi again. We ended up making a list of concepts for unit one. Basically we should all be able to define, identify and give examples of each of the following concepts.
Traditions
Identity
religion (this was discussed in class factually, with a focus on political strife as a result)
Christianity
spirituality
the arts
attire
relationship to land
ideal
ideology
ideological beliefs
role modeling
political globalization
economic globalization
social globalization
diversity
technology
media
universalization of pop culture
hybridization
language laws
linguistic rights
cultural content legislation
cultural revitalization
linguistic revitalization

Wednesday, November 4, 2009

In Chapter 7, we examined the rise of European imperialism. Now, we will examine how the policies of European imperialism led to practices that affected Indigenous peoples around the world and the lasting effects of these policies and practices on the globalized world. After reading this chapter, you should be able to answer the following question:

· How well has Canada addressed the impacts of globalization?

Read Chapter 8: Pages 162 – 177: Imperialist Policies and Practices then answer the following questions in point form. I am presenting them in the same format as they appear in the chapter so they are essentially reading/understanding support questions:
1. a. When did European global expansion begin?
1.b. What resources did they discover and where?
2. When did France create a colony in Canada? What was it called? Why did they come here?
3. Where did Britain first establish colonies? Why?
4. Why was their rivalry between the French and the English?
5. What companies were formed relating to trade and when?
6. How were the First Nations drawn into the rivalry? Provide an example.
7. Read the quotation on page 163 of your text. In what ways is this quotation in its attitude
Eurocentric toward the First Nations peoples?
8. Explain the religious rivalry between the British and the French.
9. How was the Hudson’s Bay company of 1869 powerful? How does the control of this
company at that time mirror companies today, such as Walmart?
10. What were the early relationships between Europeans and Aboriginals in this country like?
How did the treaties lead to problems?
11. Define the word “paternalistic”.
12. By what year had Europeans become the majority in this country?
13. What year was Confederation? What did it do?
14. Who was excluded from this agreement? Why would that matter?
15. How were aboriginals affected by Confederation?
16. What year was the CPR completed?
17. What affect did it have on aboriginals and Europeans in Canada?
18. What year was the British East India Company established? Why was this company created
and how does it compare historically to the Hudson’s Bay Company?
19. Who was Ghandi? What were his goals in relation to India?
20. Explain what the issues are surrounding Aboriginal land claims as well as its history.
21. Explain the history of South Africa as it relates to Indigenous Self-government (pages 176-
177)

Tuesday, November 3, 2009

Read Pages 149 – 157 (all) and then answer the following questions on Imperialism and Eurocentrism
Questions:
1. Define Imperialism
2. Define Eurocentrism
3. Examine the visual “The Plumb-pudding in Danger” on page 149. What relationships among the peoples of the world are defined?
4. Define protectorate and provide an example
5. Define colony and provide an example
6. Define Sphere of Influence and provide an example
7. What was crucial for imperialism to succeed?
8. Who were the Canadiens and what did they have to struggle with?
9. What “nasty” did the Spanish do Aboriginal people in South America?
10. Examine the two perspectives about imperialism on page 155 of the text. Read the speech of the British Secretary of State for the Colonies. According to his perspective, what damage has been done in the Colonies and, whose lives matter the most?

Monday, November 2, 2009

Today, due to the numbers absent, we reviewed Capitalism (chapter 7). Tomorrow, we will discuss the Industrial Revolution in-depth.