1-2 S.S 8: Movie analysis and reflection. No homework over winter break.

1-1 S.S 8: Movie analysis and reflection. No homework over winter break.

1-3 S.S 9: Movie analysis and reflection. No homework over winter break.

WINTER MADNESS FROM 12:50-3:00pm!!!

Enjoy your holidays!

2-1 S.S 8: Test day. 

2-4 ELL S.S: Movie analysis on “The Polar Express”

2-3 ELL Reading: Movie analysis on “The Polar Express”

1-2 S.S 8: Test day

1-1 S.S 8: Test day

1-3 S.S 9: Test day

2-1 S.S 8: Review period to study for our test coming up on Thursday. 

2-4 ELL S.S: Today is the test on the Industrial Revolution

2-3 ELL Reading: Exercise A, Exercise B, Exercise C 

1-2 S.S 8: Review period to study for our test coming up on Wednesday

1-1 S.S 8: Review period to study for our test coming up on Wednesday. 

1-3 S.S 8: Review period to study for our test coming up on Wednesday. 

2-1 S.S 8: I gave a brief lecture on British, French and Dutch explorers. Then, I explained what the Colombian exchange is and how it effected the world – we watched  Crash Course video about this as well and answered questions along the way. Afterwards, I asked students to choose whether they believed the Colombian Exchange was overall worth it or not. Students were assigned three questions for homework from the textbook – Pg. 267 #1-3. Do not forget about our test coming up on Thursday December 21!

British, French and Dutch Explorers PowerPoint: British, Dutch and French PPT

For those interesting in studying for the test over the weekend, here are some things to focus on:

• All PowerPoint notes (Age of exploration, Portuguese, Spanish, and British/French/Dutch)
  • How did Europeans treat Indians, Africans and First Nations people? How does this history still affect us today?
• The 2 Crash Course videos we watched – 15th Century Mariners, and The Colombian Exchange.
  • Most importantly, think about the big questions asked at the end of the question sheets we filled in.
• Ships and Navigation section of textbook
• Political cartoon analysis!
• The Colombian Exchange – was was exchanged between the old and new world? Ultimately, was it worth it?

2-4 ELL S.S: Today we had a review period for our test coming up on Tuesday December 19. Students were to create test questions to guide their studying. 

Link to the study guide: Test Review

2-3 ELL Reading: 

• Read stories on Pg. 62 and 63 in groups of 4
• New vocabulary: Enormous, Yolk, Arch, Explore, Surface, Wave, Knee, Shell
• Pg. 64 #1-10

1-2 S.S 8: I gave a brief lecture on British, French and Dutch explorers. Then, I explained what the Colombian exchange is and how it effected the world – we watched  Crash Course video about this as well and answered questions along the way. Afterwards, I asked students to choose whether they believed the Colombian Exchange was overall worth it or not. Students were assigned three questions for homework from the textbook – Pg. 267 #1-3. Do not forget about our test coming up on Wednesday December 20!

British, French and Dutch Explorers PowerPoint: British, Dutch and French PPT

For those interesting in studying for the test over the weekend, here are some things to focus on:

• All PowerPoint notes (Age of exploration, Portuguese, Spanish, and British/French/Dutch)
  • How did Europeans treat Indians, Africans and First Nations people? How does this history still affect us today?
• The 2 Crash Course videos we watched – 15th Century Mariners, and The Colombian Exchange.
  • Most importantly, think about the big questions asked at the end of the question sheets we filled in.
• Ships and Navigation section of textbook
• Political cartoon analysis!
• The Colombian Exchange – was was exchanged between the old and new world? Ultimately, was it worth it?

1-1 S.S 8: I gave a brief lecture on British, French and Dutch explorers. Then, I explained what the Colombian exchange is and how it effected the world – we watched  Crash Course video about this as well and answered questions along the way. Afterwards, I asked students to choose whether they believed the Colombian Exchange was overall worth it or not. Students were assigned three questions for homework from the textbook – Pg. 267 #1-3. Do not forget about our test coming up on Wednesday December 20!

British, French and Dutch Explorers PowerPoint: British, Dutch and French PPT

For those interesting in studying for the test over the weekend, here are some things to focus on:

• All PowerPoint notes (Age of exploration, Portuguese, Spanish, and British/French/Dutch)
  • How did Europeans treat Indians, Africans and First Nations people? How does this history still affect us today?
• The 2 Crash Course videos we watched – 15th Century Mariners, and The Colombian Exchange.
  • Most importantly, think about the big questions asked at the end of the question sheets we filled in.
• Ships and Navigation section of textbook
• Political cartoon analysis!
• The Colombian Exchange – was was exchanged between the old and new world? Ultimately, was it worth it?

1-3 S.S 9: The War of 1812!!!! We watched a CBC documentary about what happened in the war of 1812 and how it forged our country! Read the section on the war of 1812 in your textbook. Don’t forget about our test coming up on Wednesday December 20!

Link to the video: https://www.youtube.com/watch?v=xTOB5Jmi0A4

2-1 S.S 8: I collected homework from students. Then, I gave a lecture on Spanish Explorers and the horrible ways they treated the First Nations Peoples of the Americas. We discussed how Columbus was a slave trader, intentionally spread disease and intentionally murdered First Nations people. Many other Spanish colonists acted in this way as well. Then, we analyzed political cartoons that questioned Columbus’s fame – should such a horrible person have an american holiday dedicated to them? 

No Homework 

2-4 ELL S.S: We talked about child labour during the Industrial Revolution and watched a part of a documentary that told the horrible stories and experiences of these children. Students took note of 5 examples of how children were mistreated in the workplace. Afterwards, I started a short lecture on the Environmental impacts of the Industrial Revolution. We will finish this next day and begin to review for our TEST ON TUESDAY DECEMBER 19!

No homework 

2-3 ELL Reading:

• Vocabulary
• Pg 54 #1-10
• Pg 55 Exercise A
• Pg 56 Exercise B
• Pg 57 Exercise C
• Pg 58 Exercise D
• Pg 59 Exercise E and F
• Pg 60 Activity B – answer all questions. 

1-2 S.S 8: I collected homework from students. Then, I gave a lecture on Spanish Explorers and the horrible ways they treated the First Nations Peoples of the Americas. We discussed how Columbus was a slave trader, intentionally spread disease and intentionally murdered First Nations people. Many other Spanish colonists acted in this way as well. Then, we analyzed political cartoons that questioned Columbus’s fame – should such a horrible person have an american holiday dedicated to them? 

No Homework 

1-1 S.S 8: I collected homework from students. Then, I gave a lecture on Spanish Explorers and the horrible ways they treated the First Nations Peoples of the Americas. We discussed how Columbus was a slave trader, intentionally spread disease and intentionally murdered First Nations people. Many other Spanish colonists acted in this way as well. Then, we analyzed political cartoons that questioned Columbus’s fame – should such a horrible person have an american holiday dedicated to them? 

No Homework 

1-3 S.S 9: I collected the propaganda posters that students made. Then, students were given a sheet of questions that they had to answer using our textbook. Today was a self directed work day. All questions are due at the beginning of next class – this is one assignment I will not accept late because of how much class time students were given to complete it. 

2-1 S.S 8: First I collected the homework. Then, I gave a mini lecture on Portuguese exploration while students filled in a guided note package. Students were given the rest of the class to work on a worksheet about the effects of Portuguese exploration. They were asked to consider the immediate and long lasting effects of the way the Portuguese treated the native people of Africa, India and Brazil. They were asked to use ethical judgement to evaluate this.

• Homework link: T-Chart Portuguese
• Homework link (Only the last page of this document called “The Moral Dimension”): Moral Dimensions Portueguese Exploration

2-4 ELL S.S: I did a homework check and then we went over the answers to the homework. Then, I gave a mini lecture on Transportation, Factories and Working Conditions during the Industrial Revolution while students filled in their guided notes. Afterwards, we did a simulation of what it was like to work in a cottage industry compared to a factory. No homework!

2-3 ELL Reading: Partners read a current events article to each other in turns. Then, students were to finish their vocabulary and hand in to me. After that, they were to work on:

• Pg. 54 #1-10
• Pg. 55 Exercise A
• Pg. 56 Exercise B
• Pg. 57 Exercise C