Friday, December 18, 2009
Friday,December 18, 2009
Today, we finished watching the film "Life and Debt". If you weren't here, look for the answers on line (research... they WILL be there). Have a great holiday.
Wednesday, December 16, 2009
Wednesday, December 16, 2009
Today, we looked at global sustainability and prosperity. If you need to find out about it (weren't here), read chapter 14 in your text.
Tuesday, December 15, 2009
Today, we examined the answers students came up with on their assignment (see yesterday). Students then took notes and we discussed sustainable prosperity (how to achieve it and problems with it). We also looked at food consumption around the world.
Monday, December 14, 2009
Monday, December 14, 2009
Today, we finished watching the film Flow. The students then broke into assigned groups in order to answer the questions. Once these were handed in, they were given the questions to answer for Chapter 13. These are located below. They are also due tomorrow.
Chapter 13: Questions
INSTRUCTIONS: Read all of Chapter 13: Impacts on Environments (p 268 – 285). Then answer the following questions (point form is fine).
1. People used to develop the resources they needed locally; today, this is not the case. How does globalization affect resource development?
2. A specific example of this is found in Alberta. Explain the development of this resource, how much we benefit, and the problems we are or could be faced with as a result.
3. What perspectives are there about developing the Oilsands? Place the perspectives on page 275 on a continuum.
4. What alternatives have been suggested instead of oil? What are the pros and cons?
5. Should land be left in its natural state or developed for human uses? Examine the perspectives presented, reach a decision and then justify your reasons.
6. How does the global community attempt to resolve resource development and environmental issues? (mention the agreements and legislation and explain them as well)
Chapter 13: Questions
INSTRUCTIONS: Read all of Chapter 13: Impacts on Environments (p 268 – 285). Then answer the following questions (point form is fine).
1. People used to develop the resources they needed locally; today, this is not the case. How does globalization affect resource development?
2. A specific example of this is found in Alberta. Explain the development of this resource, how much we benefit, and the problems we are or could be faced with as a result.
3. What perspectives are there about developing the Oilsands? Place the perspectives on page 275 on a continuum.
4. What alternatives have been suggested instead of oil? What are the pros and cons?
5. Should land be left in its natural state or developed for human uses? Examine the perspectives presented, reach a decision and then justify your reasons.
6. How does the global community attempt to resolve resource development and environmental issues? (mention the agreements and legislation and explain them as well)
Friday, December 11, 2009
Friday, December 11, 2009
Today, we checked to ensure that all students read the article on water. We then began to watch teh film "Flow". If you were not here, this film can be found in video stores. The questions students were given are as follows (they will be due at the end):
Flow: How Did a Handful of Corporations Steal Our water?
1. What is meant when we say there is a world water crisis?
2. What is the effect of privatization of the world’s dwindling fresh water supply in these areas:
politics:
pollution:
human rights:
dominating world water cartels:
3. What is the crisis at the global scale?
4. What is the crisis at the human scale?
5. What governments are culprits in this? How?
6. What corporations are culprits in this? How?
7. What practical solutions have people and institutions implemented or proposed?
8. What new technologies have been developed to solve this problem?
Flow: How Did a Handful of Corporations Steal Our water?
1. What is meant when we say there is a world water crisis?
2. What is the effect of privatization of the world’s dwindling fresh water supply in these areas:
politics:
pollution:
human rights:
dominating world water cartels:
3. What is the crisis at the global scale?
4. What is the crisis at the human scale?
5. What governments are culprits in this? How?
6. What corporations are culprits in this? How?
7. What practical solutions have people and institutions implemented or proposed?
8. What new technologies have been developed to solve this problem?
Thursday, December 10, 2009
Thursday, December 10, 2009
Today, Students worked on active reading strategies. These included highlighting main points, paraphrasing and numbering. They read the article below in preparation for the documentary about water.
Should Water Utilities be Privatized?
Experts who support the privatization of water resources believe that private industry has the financial resources to upgrade infrastructures and deliver safe drinking water. Those who oppose privatization argue that it leads to higher prices and violates human rights. As you read the following perspectives, think about the possible impacts of commercial development of water resources.
Privatization ... allows for the de-politicization of environmental and health regulations. Governments that own, operate, and finance water and wastewater utilities cannot properly regulate them. All too often, conflicts of interest prevent them from enforcing compliance with laws and regulations. Privatization reduces these conflicts, freeing regulators to regulate and increasing the accountability of all parties....
Across the country, thousands of facilities fail to comply with laws and standards. Many are inefficiently run: Some are grossly overstaffed; others are staffed by insufficiently trained operators. Many are in need of costly upgrades. Water charges are insufficient to cover these costs. Clearly, many
systems could benefit from the capital investment, expertise, efficiency, and accountability that privatization can bring.
-Elizabeth Brubaker, "A Thirst for Privatization," Financial Post, •
• January 9, 2003; excerpted from "Liquid Assets : Privatizing and
Regulating Canada's Water Utilities," The Centre for Public •
• Management, University of Toronto , 2002.
The private sector was the first to notice: the planet is running out of fresh water at such a rate that soon it will be the most valuable commodity on earth.... Water for profit takes several forms. Backed by the World Bank
and the IMF, a handful of transnational corporations are seeking to cartelize [combine forces to control] the world's water delivery and wastewater systems. Already, Vivendi and Suez of France deliver private water services to more than 200 million customers in 150 countries. Now they are moving into new markets in the [less developed] world, where debt-struck governments are forced to abandon public water services and hand over control of water supplies to for-profit interests.
These companies have huge profits, charge higher prices for water, and cut off customers who cannot pay.... Based on the policy known as full-cost recovery (charging for the full cost of water, including profits for shareholders), the water companies are able to impose rate hikes that are devastating to millions of poor people who are forced to use cholera-laced water systems instead....
-Maude Barlow, Council of Canadians, "The Tide Is High,"
The Guardian , February 26, 2003,
http://www.canadians.org/display document.htm? •
COCtoken =&id=561&isdoc = l&catid=313.
These GATS [General Agreement on Trade in Services] agreements and the ideology that everything should be for sale to the highest bidder not only threaten our rights but deny the sacred nature of water-that it is given to us by the creator and the earth. This is the basis of our traditions and beliefs. ... Together we must oppose the unsustainable belief in unlimited growth and irresponsible development that will eventually destroy the rights of all human beings. Without a new way, one in which our traditions can play a leading role, the earth will not survive.
-The Interior Alliance , BC First Nations and the Council of Canadians , do you think so? •
" Nothing Sacred: The Growing Threat to Water and Indigenous •
Peoples," July 2001, http://www.canadians.org/display_
document.htm?COC_token=&id=237&isdoc = l&catid=78.
Questions: (you don't have to do these, just consider them).
1. What are the main arguments for and against water privatization?
2. Which perspective do you agree with? Support your position with direct quotations from the excerpts in this feature.
3. Do you think the commercial development of water resources would have a positive or negative impact on individuals and communities in Canada?
4. What impact do you think it might have on individuals and communities in countries with shortages of fresh water?
Should Water Utilities be Privatized?
Experts who support the privatization of water resources believe that private industry has the financial resources to upgrade infrastructures and deliver safe drinking water. Those who oppose privatization argue that it leads to higher prices and violates human rights. As you read the following perspectives, think about the possible impacts of commercial development of water resources.
Privatization ... allows for the de-politicization of environmental and health regulations. Governments that own, operate, and finance water and wastewater utilities cannot properly regulate them. All too often, conflicts of interest prevent them from enforcing compliance with laws and regulations. Privatization reduces these conflicts, freeing regulators to regulate and increasing the accountability of all parties....
Across the country, thousands of facilities fail to comply with laws and standards. Many are inefficiently run: Some are grossly overstaffed; others are staffed by insufficiently trained operators. Many are in need of costly upgrades. Water charges are insufficient to cover these costs. Clearly, many
systems could benefit from the capital investment, expertise, efficiency, and accountability that privatization can bring.
-Elizabeth Brubaker, "A Thirst for Privatization," Financial Post, •
• January 9, 2003; excerpted from "Liquid Assets : Privatizing and
Regulating Canada's Water Utilities," The Centre for Public •
• Management, University of Toronto , 2002.
The private sector was the first to notice: the planet is running out of fresh water at such a rate that soon it will be the most valuable commodity on earth.... Water for profit takes several forms. Backed by the World Bank
and the IMF, a handful of transnational corporations are seeking to cartelize [combine forces to control] the world's water delivery and wastewater systems. Already, Vivendi and Suez of France deliver private water services to more than 200 million customers in 150 countries. Now they are moving into new markets in the [less developed] world, where debt-struck governments are forced to abandon public water services and hand over control of water supplies to for-profit interests.
These companies have huge profits, charge higher prices for water, and cut off customers who cannot pay.... Based on the policy known as full-cost recovery (charging for the full cost of water, including profits for shareholders), the water companies are able to impose rate hikes that are devastating to millions of poor people who are forced to use cholera-laced water systems instead....
-Maude Barlow, Council of Canadians, "The Tide Is High,"
The Guardian , February 26, 2003,
http://www.canadians.org/display document.htm? •
COCtoken =&id=561&isdoc = l&catid=313.
These GATS [General Agreement on Trade in Services] agreements and the ideology that everything should be for sale to the highest bidder not only threaten our rights but deny the sacred nature of water-that it is given to us by the creator and the earth. This is the basis of our traditions and beliefs. ... Together we must oppose the unsustainable belief in unlimited growth and irresponsible development that will eventually destroy the rights of all human beings. Without a new way, one in which our traditions can play a leading role, the earth will not survive.
-The Interior Alliance , BC First Nations and the Council of Canadians , do you think so? •
" Nothing Sacred: The Growing Threat to Water and Indigenous •
Peoples," July 2001, http://www.canadians.org/display_
document.htm?COC_token=&id=237&isdoc = l&catid=78.
Questions: (you don't have to do these, just consider them).
1. What are the main arguments for and against water privatization?
2. Which perspective do you agree with? Support your position with direct quotations from the excerpts in this feature.
3. Do you think the commercial development of water resources would have a positive or negative impact on individuals and communities in Canada?
4. What impact do you think it might have on individuals and communities in countries with shortages of fresh water?
Wednesday, December 9, 2009
Wednesday, December 9, 2009
Today, I gave mini English lessons on when to use "who", and how to use possessions appropriately.
I then gave them to following reading to actively read and be ready to answer a question on tomorrow at the beginning of class.
Today, the bottled water industry, which virtually did not exist 10 years ago, is worth US$ 100 billion a year. So who should have control over safe drinking water-the industry, or government?
The Privatization of Water
The International Consortium of Investigative Journalists (ICI)) is a group of more than 80 • journalists from about 40 countries. The group was organized about seven years ago as a project of the Center for Public Integrity. ICIJ operates under the assumption that everything today is global - and in order to get the true picture of any issue, investigative journalism must be carried out globally. In 2002, ICIJ explored the issue of water privatization. As you read its findings, consider whether the privatization of water is an opportunity or challenge of globalization-or both.
In 1990, or 12 years ago, there were private operations in the drinking water field in 12 countries. They are now in 56 countries. If you throw in wastewater services and sanitation, as well as drinking water, they’re in more than 100 countries now. That's a tremendous expansion in just 12 years. If there was a McDonald's sign over this industry, it would read "300 million served." That's the number of people who get their water from
private utilities.
The companies have been quite successful in promoting themselves as the providers of water that is cheaper and more efficient. That's how they sold themselves around the world. What this means is that, in places like Africa, Asia, Latin America, you were formerly paying your water bill to a public utility that was controlled by elected politicians. When it goes private, you're paying it to a private company. There's less transparency,
less accountability, and part of the profits each time you flush the toilet or open the tap are going off to places, most likely Britain and France
that North America is a prime
[This expansion is] also happening in North America. Actually, North America is a prime target, the crown jewel for the water industry. Right now, in Canada and the United States, only 5 per cent of the water market is private; most is public. But we have seen major contracts in places like Atlanta, Indianapolis, Puerto Rico and, here in Canada, in Moncton, Halifax, and Hamilton.
When we started this research, we had 10 [water] companies on our list and now there's six, so there's been tremendous concentration just within the year. Really there are three giants-Vivendi and Suez, both from France, and Thames, which is based in England but owned by a German conglomerate, RWE. We're talking big here. These three companies combined employ twice as many people as the entire Canadian government. Their annual sales, for example: one company in Bolivia, its annual sales are twice the size of the gross national product of the entire country.
- Excerpted from "Water for Profit," CBC News Indepth,
• February 4, 2003, http://www.cbc.ca /news/features /water/qanda .html.
In Bonnyville, you likely have easy access to clean drinking water; yet in many areas of the world, including some First Nations communities in Canada, clean drinking water is not readily available. Some First Nations communities have to boil their water before they can drink it or wash with it. In 2005, almost 1000 residents of the Kashechewan First Nation of Northern Ontario were evacuated to neighbouring towns for treatment of the health effects of using tainted water. Many of them were suffering from skin conditions such as eczema.
In discussions about the economic and social gaps among individuals, communities, or countries, the term disparity is used. Disparity implies a "more or less" comparison or a "high, medium, or low" type of ranking. Statistics are most often used to help understand disparities around the world. Statistics offer numbers based on researched facts as a basis for comparison.
The following 2002 statistics from the World Health Organization show disparity in access to clean drinking water and sewage systems around the world.
· 17% of the world's population (l.1 billion people) did not have access to safe water sources
· Nearly two-thirds of the 1.1 billion people without access to safe water lived in Asia
· In sub-Saharan Africa, 42% of the population did not have access to safe water
· More than half of the population used water piped to their homes or yards which protected their health and freed them (mostly women and girls) from the difficult task of collecting water.
You probably take water for granted. You drink it, prepare food with it, wash with it, and swim in it. But how much water do you really need? The recommended basic water requirement is 50 litres per person per day. Yet the average Canadian uses up to seven times this amount. That's 350 litres of water a day!
Compare this to someone living in Gambia in Africa. He or she has only 4.5 litres of water to use each day. What impact does a lack of fresh water have on individuals and communities in water-stressed regions of the world?
Providing fresh water promises to be one of the greatest challenges of the 21st century. Most experts agree that a global water crisis is looming. Over the next 25 years, the number of people in the world who will face water shortages is expected to increase dramatically. Before the agricultural and industrial revolutions, fewer than one billion people competed for the available fresh water. Today, more than six billion people compete for the same amount of water. This figure will be at least eight billion-and perhaps as high as 10 billion-by the year 2050. How can governments ensure that this growing population has access to fresh water?
Fast Facts: There are six billion people in the world today. According to the United Nations, at least 1.3 billion do not have access to clean drinking water; another 2.5 billion lack proper sewage and water sanitation services.
Many people think of water as a public trust-an essential, life supporting resource for the benefit of everyone that should not be exploited for profit. That is why, in most countries of the world, water services have traditionally been provided by public utilities.
In recent years, however, a new global water industry is seeking to privatize water resources and services in many countries. Local governments often lack the money needed to upgrade aging water infrastructure. Instead, they issue long-term contracts to transnational corporations to manage water services.
I then gave them to following reading to actively read and be ready to answer a question on tomorrow at the beginning of class.
Today, the bottled water industry, which virtually did not exist 10 years ago, is worth US$ 100 billion a year. So who should have control over safe drinking water-the industry, or government?
The Privatization of Water
The International Consortium of Investigative Journalists (ICI)) is a group of more than 80 • journalists from about 40 countries. The group was organized about seven years ago as a project of the Center for Public Integrity. ICIJ operates under the assumption that everything today is global - and in order to get the true picture of any issue, investigative journalism must be carried out globally. In 2002, ICIJ explored the issue of water privatization. As you read its findings, consider whether the privatization of water is an opportunity or challenge of globalization-or both.
In 1990, or 12 years ago, there were private operations in the drinking water field in 12 countries. They are now in 56 countries. If you throw in wastewater services and sanitation, as well as drinking water, they’re in more than 100 countries now. That's a tremendous expansion in just 12 years. If there was a McDonald's sign over this industry, it would read "300 million served." That's the number of people who get their water from
private utilities.
The companies have been quite successful in promoting themselves as the providers of water that is cheaper and more efficient. That's how they sold themselves around the world. What this means is that, in places like Africa, Asia, Latin America, you were formerly paying your water bill to a public utility that was controlled by elected politicians. When it goes private, you're paying it to a private company. There's less transparency,
less accountability, and part of the profits each time you flush the toilet or open the tap are going off to places, most likely Britain and France
that North America is a prime
[This expansion is] also happening in North America. Actually, North America is a prime target, the crown jewel for the water industry. Right now, in Canada and the United States, only 5 per cent of the water market is private; most is public. But we have seen major contracts in places like Atlanta, Indianapolis, Puerto Rico and, here in Canada, in Moncton, Halifax, and Hamilton.
When we started this research, we had 10 [water] companies on our list and now there's six, so there's been tremendous concentration just within the year. Really there are three giants-Vivendi and Suez, both from France, and Thames, which is based in England but owned by a German conglomerate, RWE. We're talking big here. These three companies combined employ twice as many people as the entire Canadian government. Their annual sales, for example: one company in Bolivia, its annual sales are twice the size of the gross national product of the entire country.
- Excerpted from "Water for Profit," CBC News Indepth,
• February 4, 2003, http://www.cbc.ca /news/features /water/qanda .html.
In Bonnyville, you likely have easy access to clean drinking water; yet in many areas of the world, including some First Nations communities in Canada, clean drinking water is not readily available. Some First Nations communities have to boil their water before they can drink it or wash with it. In 2005, almost 1000 residents of the Kashechewan First Nation of Northern Ontario were evacuated to neighbouring towns for treatment of the health effects of using tainted water. Many of them were suffering from skin conditions such as eczema.
In discussions about the economic and social gaps among individuals, communities, or countries, the term disparity is used. Disparity implies a "more or less" comparison or a "high, medium, or low" type of ranking. Statistics are most often used to help understand disparities around the world. Statistics offer numbers based on researched facts as a basis for comparison.
The following 2002 statistics from the World Health Organization show disparity in access to clean drinking water and sewage systems around the world.
· 17% of the world's population (l.1 billion people) did not have access to safe water sources
· Nearly two-thirds of the 1.1 billion people without access to safe water lived in Asia
· In sub-Saharan Africa, 42% of the population did not have access to safe water
· More than half of the population used water piped to their homes or yards which protected their health and freed them (mostly women and girls) from the difficult task of collecting water.
You probably take water for granted. You drink it, prepare food with it, wash with it, and swim in it. But how much water do you really need? The recommended basic water requirement is 50 litres per person per day. Yet the average Canadian uses up to seven times this amount. That's 350 litres of water a day!
Compare this to someone living in Gambia in Africa. He or she has only 4.5 litres of water to use each day. What impact does a lack of fresh water have on individuals and communities in water-stressed regions of the world?
Providing fresh water promises to be one of the greatest challenges of the 21st century. Most experts agree that a global water crisis is looming. Over the next 25 years, the number of people in the world who will face water shortages is expected to increase dramatically. Before the agricultural and industrial revolutions, fewer than one billion people competed for the available fresh water. Today, more than six billion people compete for the same amount of water. This figure will be at least eight billion-and perhaps as high as 10 billion-by the year 2050. How can governments ensure that this growing population has access to fresh water?
Fast Facts: There are six billion people in the world today. According to the United Nations, at least 1.3 billion do not have access to clean drinking water; another 2.5 billion lack proper sewage and water sanitation services.
Many people think of water as a public trust-an essential, life supporting resource for the benefit of everyone that should not be exploited for profit. That is why, in most countries of the world, water services have traditionally been provided by public utilities.
In recent years, however, a new global water industry is seeking to privatize water resources and services in many countries. Local governments often lack the money needed to upgrade aging water infrastructure. Instead, they issue long-term contracts to transnational corporations to manage water services.
Tuesday, December 8, 2009
Tuesday, December 8, 2009
Today, we finished watching"Addicted to Plastic". Students then wrote a paper on what they learned from the film.
Monday, December 7, 2009
Monday, December 7, 2009
Today, students handed in their Chapter 12 questions. They also answered the following questions: How reliant is the globe on oil? What problems (social, political, economic) result form this reliance? Explain fully.
These questions were posed to allow students to demonstrate the knowledge they gained from watching the video about oil last week.
Students then watched the film "Addicted to Plastic", which shows the problems plastics have resulted in globally as well as offering some solutions. While there are no questions, they will need to answer some after. It is imperative that they watch this actively as it will also aid them in their final essay development.
These questions were posed to allow students to demonstrate the knowledge they gained from watching the video about oil last week.
Students then watched the film "Addicted to Plastic", which shows the problems plastics have resulted in globally as well as offering some solutions. While there are no questions, they will need to answer some after. It is imperative that they watch this actively as it will also aid them in their final essay development.
Tuesday, December 1, 2009
Thursday, December 3, 2009
Today, you will finish watching the documentary "A Crude Awakening: The Oil Crash". You will also finish answering the questions and hand them in.
I then want you to read Chapter 12: Challenges and Opportunities of Economic Globalization (Pages 248 - 267) in your text ans answer the following questions:
Chapter 12: Questions (20)
1. Why have the World Bank and the World Monetary Fund been targeted by anti- globalization protesters? (5)
2. Those who support the World Bank believe… (1)
3. Those who do not support the World Bank believe….(2)
4. How is the World Bank attempting to improve the situation for developing
countries? (4)
5. People who support the International Monetary Fund believe… (3)
6. People who don’t support the International Monetary Fund believe…(5)
I then want you to read Chapter 12: Challenges and Opportunities of Economic Globalization (Pages 248 - 267) in your text ans answer the following questions:
Chapter 12: Questions (20)
1. Why have the World Bank and the World Monetary Fund been targeted by anti- globalization protesters? (5)
2. Those who support the World Bank believe… (1)
3. Those who do not support the World Bank believe….(2)
4. How is the World Bank attempting to improve the situation for developing
countries? (4)
5. People who support the International Monetary Fund believe… (3)
6. People who don’t support the International Monetary Fund believe…(5)
Wednesday, December 2, 2009
Today you will watch the documentary "A Crude Awakening: The Oil Crash". There are questions that need to be answered as you watch. If you are not here, you will have to arranged to view this documentary at lunch.
Tuesday, December 1, 2009
Today, we examined the expansion of economic globalization. If you were not here, read chapter 11. I have placed the notes in your portfolio.
Monday, November 30, 2009
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
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
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.
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
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).
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
Tuesday, November 17, 2009
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).
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
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
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
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
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
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
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
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
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
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
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
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)
· 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
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?
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
Monday, November 2, 2009
Today, due to the numbers absent, we reviewed Capitalism (chapter 7). Tomorrow, we will discuss the Industrial Revolution in-depth.
Thursday, October 29, 2009
Friday, October 30, 2009
· 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.
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
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.
Saturday, September 26, 2009
Wednesday, September 30, 2009
Today, we are going to discuss and define plagiarism and its implications. In addition to a reading and discussion, you will also have an assignment that ties in to the reading. If you were not here, be sure to check your portfolio when you return.
Monday, September 28, and Tuesday September 29, 2009
Today and tomorrow you will be working in the booklets you started last week on identity. Make sure you have these in class.
Thursday, September 24, 2009
Thursday, September 24, 2009
Today, you answered the question "When a country hauls a product, what industries are impacted over time".
We then finished watching the documentary Manufactured Landscape.
I then handed out booklets 1C and we started this section, focusing on media (what it is), where media that we like (listen, read or watch) comes from, and then we just started looking at video clips which reflect the way Americans view us, when the bell rang. I am not giving you homework as it is a hot, long weekend and, sometimes, I feel for you! Have a good one!
We then finished watching the documentary Manufactured Landscape.
I then handed out booklets 1C and we started this section, focusing on media (what it is), where media that we like (listen, read or watch) comes from, and then we just started looking at video clips which reflect the way Americans view us, when the bell rang. I am not giving you homework as it is a hot, long weekend and, sometimes, I feel for you! Have a good one!
Wednesday, September 23, 2009
Wednesday, September 23, 2009
Today we were unable to work on the pilot project due to width band issues. Instead, we watched the documentary Manufactured Landscapes which discusses the effect we are having globally and industrially on the landscape. Students were to take notes in preparation for an essay they will be doing soon (they will be allowed to use case studies).
Students then had to be prepared to answer the following question:
"When a country hauls a product from one place to another, what industries are impacted over time?"
Students then had to be prepared to answer the following question:
"When a country hauls a product from one place to another, what industries are impacted over time?"
Tuesday, September 22, 2009
Today we watched a video on the Lubicon cree and finished the blue booklet #2. There were a number of questions you needed to answer in this booklet while watching. If you were not here, please see me to discuss an alternate viewing time.
Monday, September 21, 2009
Monday, September 21, 2009
Today we reviewed your homework from Thursday in the blue booklet. We focused on languages and the importance of languages in collectives as well as the concerns for their loss globally. I then handed out the following assignment:
In blue booklet:
PAGE 5 - DO OPTION #1
PAGE 6 - DO THE QUESTION UNDER THE CHART
PAGE 6 - EXPLAIN "AFFIRMATION OF IDENTITY
PAGE 8 - ALL
These are all due tomorrow for discussion. It will be a homework check.
In blue booklet:
PAGE 5 - DO OPTION #1
PAGE 6 - DO THE QUESTION UNDER THE CHART
PAGE 6 - EXPLAIN "AFFIRMATION OF IDENTITY
PAGE 8 - ALL
These are all due tomorrow for discussion. It will be a homework check.
Friday, September 18, 2009
Today, you created a symbol that shows the three collectives that influence your identity the most (see page 13 in your blue booklet). This is due on Monday.
Thursday, September 17, 2009
Thursday, September 17, 2009
Today, we worked in a collective situation and established a set of classroom rules as well as some consequences. Students noted the problems apparent in these types of large group discussions and the importance of mutual respect.
For homework, students need to do the following in their 1B blue booklet:
Page 3 all
Page 4 second question called Scenario
Page 5 everything above the chart
For homework, students need to do the following in their 1B blue booklet:
Page 3 all
Page 4 second question called Scenario
Page 5 everything above the chart
Wednesday, September 16, 2009
Wednesday, September 16, 2009
Today we started the booklet 1B. If you were not here, it is in your portfolio. Today, we examined collectives; what they are and how we are involved in them. Prior to this, we examined our differences and looked at the concept of identity. Basically, the concepts of identity, collectives, and traditions should be understood well.
Tuesday, September 15, 2009
Tuesday, September 15, 2009
Today, we went over the importance of answering questions fully. We then examined the terms domestic and international, defining them and then finding examples in the newspaper. That assignment is listed below.
FOR HOMEWORK: students are to briefly explain how the following factors influences globalization (Trade, Communication, Transportation, Media). These can be found in their text and from their own experiences.
In a group of two or three
· Locate three stories (articles) in the paper you were given
· Write down the name of each
· Indicate whether the story is international or domestic
· If domestic, indicate what country it is domestic for
· If Canada, indicate if it is a Canada wide story or a regional one
· If regional, state the region
· Look at the articles (read them!!!!!)
· Decide if the article is positive or negative for Canada or for the world.
· Negative for Canada/ Positive for the world
· EXPLAIN why the article(s) is positive or negative to the place you are connecting it to (cause/effect).
FOR HOMEWORK: students are to briefly explain how the following factors influences globalization (Trade, Communication, Transportation, Media). These can be found in their text and from their own experiences.
In a group of two or three
· Locate three stories (articles) in the paper you were given
· Write down the name of each
· Indicate whether the story is international or domestic
· If domestic, indicate what country it is domestic for
· If Canada, indicate if it is a Canada wide story or a regional one
· If regional, state the region
· Look at the articles (read them!!!!!)
· Decide if the article is positive or negative for Canada or for the world.
· Negative for Canada/ Positive for the world
· EXPLAIN why the article(s) is positive or negative to the place you are connecting it to (cause/effect).
Friday, September 11, 2009
Friday, September 11, 2009
Today we finished the presentations. Students then wrote on what they retained from the presentations in their journals as well as reflecting on whether they were successful active listeners. Students were then instructed to answer the following questions from the introduction (pages 1 to 3). These are due for Monday.
Social Studies 10-1
Chapter One: Understandings of Globalization
To what extent should globalization shape identity? (Part one main issue)
1. What is globalization?
2. In what three major ways does globalization affect us?
3. Why do people have different understandings about what globalization is?
4. Globalization is a complex topic. What does complex mean?
5. What is brainstorming?
6. What steps are involved in classroom brainstorming?
Social Studies 10-1
Chapter One: Understandings of Globalization
To what extent should globalization shape identity? (Part one main issue)
1. What is globalization?
2. In what three major ways does globalization affect us?
3. Why do people have different understandings about what globalization is?
4. Globalization is a complex topic. What does complex mean?
5. What is brainstorming?
6. What steps are involved in classroom brainstorming?
Thursday, September 10, 2009
Thursday, September 10, 2009
Today, due to computer difficulties, we started examining the textbook. You were to read pages 1 to 14 and answer the following questions. These were due at the end of class.
1. Globalization Affecting the Economic Aspects of your life
1. What is meant by Global Trade?
2. What might be the cost to the environment of eating foods that come from another part of the world?
3. What is meant by transnationals?
4. Who do transnationals influence the most in a country?
5. Name five transnational retail operations mentioned in this chapter
6. What percentage of the retail department store trade does Wal-mart have?
7. Where is Wal-mart from, how is it that it ended up in Canada and when? How many stores did it start out with in this country? How many did it end up with? What is it admired for?
8. What opinions presented support Wal-mart moving to a town, what opinions expressed show that people are not in favour of about Wal-mart moving to their town?
9. Before reading a quote, what should you do?
10. What is your view of Wal-mart coming to town (Bonnyville). Explain.
11. What is a union?
12. What are the benefits and drawbacks of belonging to one (for the worker and for the company)?
1. Globalization Affecting the Economic Aspects of your life
1. What is meant by Global Trade?
2. What might be the cost to the environment of eating foods that come from another part of the world?
3. What is meant by transnationals?
4. Who do transnationals influence the most in a country?
5. Name five transnational retail operations mentioned in this chapter
6. What percentage of the retail department store trade does Wal-mart have?
7. Where is Wal-mart from, how is it that it ended up in Canada and when? How many stores did it start out with in this country? How many did it end up with? What is it admired for?
8. What opinions presented support Wal-mart moving to a town, what opinions expressed show that people are not in favour of about Wal-mart moving to their town?
9. Before reading a quote, what should you do?
10. What is your view of Wal-mart coming to town (Bonnyville). Explain.
11. What is a union?
12. What are the benefits and drawbacks of belonging to one (for the worker and for the company)?
Wednesday, September 9, 2009
Wednesday, September 9, 2009
Today, we watched more of the news bureau presentations. The plan is to finish these tomorrow and then move on to a more specific investigation of the curriculum.
Tuesday, September 8, 2009
Tuesday, September 8, 2009
Today, a number of groups did their country presentations. We learned about Israel, Pakistan, and Great Britain. This was an important introductory activity as it will be the segway to weekly news bureau presentations.
Friday, September 4, 2009
Friday, September 4, 2009
Today, you were given time to finish your major assignment. Some of you are already finished so we also discussed finding news sources for various countries. You were also given an at home assignment for this weekend (don't panic; it's easy). In this assignment, you will discover how nations are interdependent. You will identify at least two products from each of the five categories (foods, clothing, toys games, housewares, electronics) that have been produced in other nations (you will be given a chart) and then you will label these on a map. This will be due on Tuesday.
Tuesday, September 1, 2009
Thursday, September 3
You will have the day to work on your major project, which is due on Tuesday, September 7.
Wednesday, September 2
Today, you will be given your first major group assignment. This assignment is due on Tuesday, September 7. Groups were formed based on strengths and, in the case of some students who will be missing this activity due to a school field trip, ability to participate (they will do it later).
The assignment cannot be presented in its entirety here due to FOIP, but the overview is as follows:
You are to research your country/continent/region and create a presentation. If you are a continent or a region, you may pick one country and focus on it; however, if its politics or conflicts are closely tied to others in the region, you may not want to do this. The purpose of this is to ensure your classmates understand the history of the region in order to create a better understanding of the current situation(s) there.
What MUST be included:
History (keep it relevant to help us understand what is happening today)
Political system today
Economy today (what they rely on; what they import/export)
Major issues they are/have been dealing with and why
Visuals to help us understand (Powerpoint if you want)
A handout for your classmates of major points (summary… no more than a page)
Due date: Your presentations will be given to the class on Tuesday, September 7.
The assignment cannot be presented in its entirety here due to FOIP, but the overview is as follows:
You are to research your country/continent/region and create a presentation. If you are a continent or a region, you may pick one country and focus on it; however, if its politics or conflicts are closely tied to others in the region, you may not want to do this. The purpose of this is to ensure your classmates understand the history of the region in order to create a better understanding of the current situation(s) there.
What MUST be included:
History (keep it relevant to help us understand what is happening today)
Political system today
Economy today (what they rely on; what they import/export)
Major issues they are/have been dealing with and why
Visuals to help us understand (Powerpoint if you want)
A handout for your classmates of major points (summary… no more than a page)
Due date: Your presentations will be given to the class on Tuesday, September 7.
Tuesday, September 1, 2009
Today, we worked on the importance of understanding multiple intelligence in group formation. You wrote a quiz which identified your strengths in this area which will be used to reach decisions on the major news bureau assignment you will receive soon. In addition, you received your textbook for the course and looked up the definitions to the twenty words you examined yesterday.
Tuesday, June 23, 2009
Monday, August 31, 2009
Welcome to Social Studies 10-1.
You will recieve a course outline in class today, part of which will be to let you know the supplies that you will need this semester. These include the following:
* pens (dark blue or black ink)
* flash drive (memory stick, USB, jump drive,) 512 mg or higher
* Hilroy Exercise Book, 32 pages (comes in packs of four with various colours)
* Highlighters (a pack of four colours)
* binder with dividers (four dividers minimum)
* loose leave paper (pack of 100 minimum)
* ruler (or other "staight-line" item)
* cue cards (recipe cards either lined or coloured, minimum 100)
* pencils
* pencil crayons (a pack of 24)
You will expected to have these items by Tuesday, September 8. This gives you the week, plus a long weekend to acquire them
In addition to this, you were given 20 terms to define as a group (without the aid of resources). This was done to get you talking and brainstorming as cohesive groups. The terms were as follows:
1. alliances -
2. collective security -
3. deterrent -
4. nationalism -
5. neutrality -
6. imperialism -
7. domino theory -
8. free trade agreement -
9. free market -
10. politics -
11. economics -
12. democracy -
13. globalization -
14. dictatorship -
15. apathy -
16. ripple effect -
17. value -
18. repression -
19. sphere of influence -
20. interdependence -
You will recieve a course outline in class today, part of which will be to let you know the supplies that you will need this semester. These include the following:
* pens (dark blue or black ink)
* flash drive (memory stick, USB, jump drive,) 512 mg or higher
* Hilroy Exercise Book, 32 pages (comes in packs of four with various colours)
* Highlighters (a pack of four colours)
* binder with dividers (four dividers minimum)
* loose leave paper (pack of 100 minimum)
* ruler (or other "staight-line" item)
* cue cards (recipe cards either lined or coloured, minimum 100)
* pencils
* pencil crayons (a pack of 24)
You will expected to have these items by Tuesday, September 8. This gives you the week, plus a long weekend to acquire them
In addition to this, you were given 20 terms to define as a group (without the aid of resources). This was done to get you talking and brainstorming as cohesive groups. The terms were as follows:
1. alliances -
2. collective security -
3. deterrent -
4. nationalism -
5. neutrality -
6. imperialism -
7. domino theory -
8. free trade agreement -
9. free market -
10. politics -
11. economics -
12. democracy -
13. globalization -
14. dictatorship -
15. apathy -
16. ripple effect -
17. value -
18. repression -
19. sphere of influence -
20. interdependence -