Mid year experience week!!

2-1 S.S 8: Students worked in the library on their mid-term project. 

2-4 ELL S.S: War of 1812 worksheet. Due next day. 

2-3 ELL Reading: Assigned in class activities 

1-2 S.S 8: I gave out the instructions for the mid-term group project – How Does the Protestant Reformation Connect to Today? Each group chose a movement/campaign that is currently going on in our world that involves protest and reform. They are to research their movement/campaign and create a digital project that they will be presenting on Tuesday, February 6th. 

Project Assessment Rubric: Protestant Reformation Project Rubric

Project Instructions: Reformation Final Project 

MLA Guide/Instructions: MLA Quick Style Guide

1-1 S.S 8: I gave out the instructions for the mid-term group project – How Does the Protestant Reformation Connect to Today? Each group chose a movement/campaign that is currently going on in our world that involves protest and reform. They are to research their movement/campaign and create a digital project that they will be presenting on Tuesday, February 6th. 

Project Assessment Rubric: Protestant Reformation Project Rubric

Project Instructions: Reformation Final Project

MLA Guide/Instructions: MLA Quick Style Guide

1-3 S.S 9: Presentation day!

2-1 S.S 8: I gave out the instructions for the mid-term group project – How Does the Protestant Reformation Connect to Today? Each group chose a movement/campaign that is currently going on in our world that involves protest and reform. They are to research their movement/campaign and create a digital project that they will be presenting on Tuesday, February 6th. 

Project Assessment Rubric: Protestant Reformation Project Rubric

Project Instructions: Reformation Final Project

MLA Guide/Instructions: MLA Quick Style Guide

2-4 ELL S.S: We watched a documentary on the War of 1812 and filled in a set of notes to go along with it. Students will use these notes to write an entrance slip at the beginning of next class. 

2-3 ELL Reading: Mid-year week information assembly with Harjit Sajjan, Canadian Minister of Defence, as our guest speaking. 

1-2 S.S: We focused on student centered work today. Students were given a note package that they had to use to fill in a Cause and Consequences graphic organizer. For every cause, there is also a consequence/effect. We focused on the Pre-Modern period where Science, Religion, and Society were all changing rapidly. The chart is due at the beginning of class on Wednesday. 

Chart: Cause and Consequence Early Modern Era

Note package: Causes and Consequences of The Early Modern Era

1-1 S.S 8: We focused on student centered work today. Students were given a note package that they had to use to fill in a Cause and Consequences graphic organizer. For every cause, there is also a consequence/effect. We focused on the Pre-Modern period where Science, Religion, and Society were all changing rapidly. The chart is due at the beginning of class on Wednesday. 

Chart: Cause and Consequence Early Modern Era

Note package: Causes and Consequences of The Early Modern Era

1-3 S.S 9: Project work day. Presentation day is on Thursday!

2-1 S.S 8: We focused on student centered work today. Students were given a note package that they had to use to fill in a Cause and Consequences graphic organizer. For every cause, there is also a consequence/effect. We focused on the Pre-Modern period where Science, Religion, and Society were all changing rapidly. The chart is due at the beginning of class on Wednesday. 

Chart: Cause and Consequence Early Modern Era

Note package: Causes and Consequences of The Early Modern Era

2-4 ELL S.S: Students were given a question package to fill in about life in Upper Canada. Question package is due next class.

2-3 ELL Reading: We did silent reading to begin the class, then we worked on more exercises from our story Perseus.

• Vocab
• Pg. 84 #1-10
• Pg. 85 Exercise A
• Pg. 86 Exercise B
• Pg. 87 Exercise C

1-2 S.S 8: I gave a short lecture on the ways England became a Nation State while students took notes. Then, I gave an introduction to Equiano – a slave who eventually wrote a book about his life. Students were put into groups and each given a excerpt from his book – they examined the primary source and worked together to fill in a “Using primary source as evidence” worksheet. Then, each group shared what their excerpt was about. No homework!

1-1 S.S 8: I gave a short lecture on the ways England became a Nation State while students took notes. Then, I gave an introduction to Equiano – a slave who eventually wrote a book about his life. Students were put into groups and each given a excerpt from his book – they examined the primary source and worked together to fill in a “Using primary source as evidence” worksheet. Then, each group shared what their excerpt was about. No homework!

1-3 S.S 9: We have a work period for our French Rev project. You will likely need to meet up with your group on the weekend to get some of the project done as we only have one work period left after today! Project and presentation are due on January 25th. 

2-1 S.S 8: I gave a short lecture on the ways England became a Nation State while students took notes. Then, I gave an introduction to Equiano – a slave who eventually wrote a book about his life. Students were put into groups and each given a excerpt from his book – they examined the primary source and worked together to fill in a “Using primary source as evidence” worksheet. Then, each group shared what their excerpt was about. No homework!

2-4 ELL S.S: I handed back the Industrial Revolution Unit Test and went over where students could improve. Studying habits need to get better for all students, and all students need to put in their best effort during class as well as during tests. Then, students had the rest of the period to finish their Loyalist or Patriot propaganda poster.

2-3 ELL Reading: I brought in a new batch of books for students to read for silent reading. Then, we read a new story called “Perseus” on pg. 82-83. Students were to work on vocabulary and pg. 84 #1-10.

1-2 S.S 8:  Students worked in groups and shared their research they did on finding a conflict in the world today that had to do with religious differences. Then, we played a game a Kahoot to review what we had learned in the past 3 classes. Afterwards, students were given the rest of the period to work on a question package about the English Reformation and the Tudors. They were to split up the work among their group and share their answers in order to work together to get the package finished. The question package is due Friday, Jan 19. 

Question package: The English Reformation and The Tudors

1-1 S.S 8: Students worked in groups and shared their research they did on finding a conflict in the world today that had to do with religious differences. Then, we played a game a Kahoot to review what we had learned in the past 3 classes. Afterwards, students were given the rest of the period to work on a question package about the English Reformation and the Tudors. They were to split up the work among their group and share their answers in order to work together to get the package finished. The question package is due Friday, Jan 19. 

Question package: The English Reformation and The Tudors

1-3 S.S 9: We started off with an entrance slip where students had to write about which philosophes ideas they aligned most with and give three reasons why. Then, I handed out the instructions for our new project – events of the French Revolution! Students picked groups of 4, and then picked an event from the French revolution that they would have to become experts on and teach the class about. The project is due on Thursday, January 25 and the presentations are happening that day as well! 

Project marking rubric: Events of the French Rev Rubric

Project instructions: Presentation Project

PSA for all Socials 8 and 9 classes – please remember the re-test is tomorrow after school starting promptly at 3:15. Please come to my room around 3 to get settled and prepared to write. 

2-1 S.S 8: Students worked in groups and shared their research they did on finding a conflict in the world today that had to do with religious differences. Then, we played a game a Kahoot to review what we had learned in the past 3 classes. Afterwards, students were given the rest of the period to work on a question package about the English Reformation and the Tudors. They were to split up the work among their group and share their answers in order to work together to get the package finished. The question package is due Thursday, Jan 17. 

Question package: The English Reformation and The Tudors

2-4 ELL S.S: I gave a lecture on The Revolutionary War, where I focused a lot of time on the difference between Patriots and Loyalists. We also talked about Propaganda and what it was used for at the time. Then, students were given an assignment to make their own piece of propaganda as either a Loyalist or a Patriot. Students will have more time next class to complete their propaganda poster, then they will hand it in at the end of class. 

2-3 ELL Reading: We did silent reading for about 20 minutes, then we moved on to finish up some exercised out of our work book. The new exercises to finish today were:

• pg. 78 Exercise D
• pg. 79 Exercise E and F