- Graphic Organisers
- The Historical Thinking Project
- update May 28- 2 pages (complete) SS8 Exam Outline June 2013
Wednesday June 5
Last Class! Thank for you for a wonderful year; I look forward to seeing some of you in class in Socials 10 in a couple years, and all of you in and around our wonderful school before that. Be curious, go explore your world. Have a safe and happy summer!
Monday June 3
Class Notes: Finish posters, do review stations as per document below.
Resources: SS8 Reformation and Nation State Questions
Thursday May 30
Class Notes: Read one of the topics in the package of notes presented, we went through the last of the slides, and then started work on the summative posters that will be finished on Tuesday.
- q Definitions
- q Important Individuals
- q Important Ideas/Philosophies/Values
Nation State & Elizabeth I
- q What was unique about Henry VIII as a ruler and what is his legacy?
- q What was unique about Elizabeth I as a ruler and what is her legacy?
- q What is the North American connection?
Age of Exploration
- q Why did Europeans begin exploring at this time?
- q How did technology aid exploration?
- q What is the North American connection?
Resources: Pathways Nation State and Exploring
Friday May 24
Class Notes: Time to go through and take your own notes on the material we have covered using the notes package distributed to you at the start of the unit.
Resources: see notes sheet from May 11.
Prep: If you wish (i.e. optional) start reading Chapter 9.
Wednesday May 22
Class Notes: Science & The Renaissance interactive lecture (See slides below).
Prep: Be doubly sure you have read the renaissance chapter in your text.
Resources: SS8 Renaissance Science, Pathways Excerpt Renaissance 300- 308, SS8 Term 3 Bonus Project
Friday May 16
Class Notes: Art characteristics review and then sharing our responses to Da Vinci’s quote: “the supreme work of a piece of art is to convey the passion that animates a person.”
Some of your responses are below…
and here’s mine, which we watched together.
Prep: Ensure you have read the Renaissance chapter by now in your text.
Wednesday May 15
- Part 1- Finding patterns in renaissance thought: Humanism, Scientific Inquiry, Individualism, Challenging Authority
- Part 2- Characteristics of Renaissance Art.
Prep 2: Take notes on the above posted presentation if you chose to watch and listen in class.
Prep 3: Respond to the last slide in the above presentation.
Monday May 13
Class Notes: We spoke about the assembly presentation by Mr. Rob Miller and his ideas on commitment, teachable spirit, confidence & competitiveness, mental toughness and the choices we all make as a member of a team. We then moved on to talking about the patterns of ideas that underscored the changes that happened during the Renaissance. We used this presentation as a resource:
<div style=”margin-bottom:5px”> <strong> <a href=”http://www.slideshare.net/maggiesalgado/renaissance-new-ideas” title=”Renaissance: new ideas ” target=”_blank”>Renaissance: new ideas </a> </strong> from <strong><a href=”http://www.slideshare.net/maggiesalgado” target=”_blank”>maggiesalgado</a></strong> </div>
You then wrote down the following list of patterns of ideas, which we will look at next class:
Themes of ideas: 1) humanism 2) individualism 3) challenging authority 4) observation vs. faith
Resources: Powerpoint above. SS8 Renaissance Guiding Questions Student Version
Prep: Read pages 209-213 and 222-228 for Tuesday. Identify an important sentence from the text and one question you have.
Thursday May 9
Class Notes: In reading through the first 4-5 responses on religion & conflict, I was disappointed. And so, we paused our regularly scheduled programming (the Renaissance) and took a reflective look at our own writing and discussed three general weaknesses:
1) Structure- i.e. the sequencing of ideas, the order of sentences, etc.
2) Unsubstantiated claims- i.e. opinions or statements that are not effectively supported. We established a list of ways claims can be substantiated: logic (see below), evidence, anaology, appealing to authority (i.e. Newton’s theory of gravity) ,and personal experience.
3) Irreleveant evidence- i.e. facts or offered examples that are not related to the opinion given.
Logic.- we discussed the idea of burden of proof (that which the author must show to be true in order for his claim to be accepted by the reader… i.e. your goal as a writer!). We discussed deductive reasoning- going from larger principles to a more specific one.
1) All men are mortal.
2) Jacob is a man.
Thus/Therefore 3) Jacob is mortal.
I have asked you to rework your responses, and everyone must identify at the top of their page their claim (this is probably your thesis statement) and then individual statements of your burdens to proove (you probably have 2).
Resources: Writer’s Web: Arguing Cogently,
Prep: Spend no more than 30ish minutes reworking your response, and hand in your original and your revised version on Tuesday.
Tuesday May 7
Friday May 3
To hand in by end of class (by email or hard copy) 1) completed self assessment 2) graphic organiser/outline 3) response.
Resources: SS8 Paragraph Rubric Religious Conflict
Wednesday May 1
Class Notes: Final research time for your conflict. Creation of the table (see resource below) which you should ensure to have in your notes. We then discussed the paragraph:
To what extent is religion responsible for historical and/or modern conflict situations?
(in other words…How much…. How far… to what degree)
What are you being asked to do?
- Give an explanation (opinion + proof/evidence/facts/examples)
- Say how much (yellow)
- All- solely responsible
- Can be
- Most likely
- Not at all
Prep: Start a graphic organiser/outline. You must show this before you start writing your response in class on Friday. (You can work on it in class on Friday as well, but manage your time, as your paragraph is due at the end of class.).
Resources: SS8 Sources of Conflict Religion Case Studies
Monday April 29th
Class Notes: Reflecting on this article “Four arrested as Bangladesh building toll rises…” What are the issues present? What further questions would you ask?
Worked on KWL for Hypothesis #3, took notes on four terms: fundamentalism, extremism, jihad, crusade. We then did a very brief overview of the other religious-based conflicts we will work on: Ireland, Israel-Palestine, Nigeria, Sunni-Shia, Afghanistan and the “more work” option of finding a conflict in South America. See the template below for the information we will report back to the class on as well as your conflict.
Prep: Spend ~ 15-20 minutes before next class researching your conflict, you will have another 15 in class, and then we will report back in class.
Resources: SS8 Sources of Conflict Religion Case Studies
Thursday April 22
Day 2 of the St George’s Day project… good work and excellent reflection. Se images below.
Friday April 19th
Day 1 of 2 on the St George’s Day project- theme: St George around Saints. Idea: Crests showing past and present of Saints, and historical examples of St George imagery.
Wednesday April 17th
Class Notes: Completed Wonder/Learn column in hypothesis #2. Completed group and then individual Venn Diagrams comparing Historical and Modern Political conflicts (see images of your posters below).
Resources: Horizons Excerpt Crusades Page 166-172, Venn Diagram Template
Prep: Ensure your Venn diagram is complete… hypothesis #2 notes handed in Thursday. Read the provided pages and do the highlighted questions (inset questions in margins of pg 166, 168, 169 & 171. #1-3 on 167. Do these on the back of your hypothesis #3 sheet; Conflicts about Religion.
Monday April 15th
Class Notes: Review of Wade Davis lecture and discussion on questions regarding the protester article.
Resources: SS8 Conflict Political Power Protesters ResponsesF
Thursday April 11th
Class Notes: Today we spoke/read about Arab Spring. Some of the things we discussed will be posted in notes below.
Resources: Click on images above to go to links shown in class. SS8 Conflict Power Year of Protester Article and Questions
Tuesday April 9th
Class Notes: Hand in your Hypothesis #1 notes, including graphic organiser.
Begin Hypothesis #2: Political Power.
- What is political power? : “power is the ability to influence the behavior of people. The term authority is often used for power perceived as legitimate by the social structure. Power can be seen as evil or unjust, but the exercise of power is accepted as endemic to humans as social beings.” (Wikipedia).
- How do you know when an actor (person, country, etc) has political power?
- In what ways can an actor gain power?
- In what ways can an actor lose power?
- What would you fight for?
- What would change about your life if Canada was involved in a war?
- SS8 Conflict Political Power Intro ResponsesF
Prep: 1) If you didn’t in class, finish questions (1, 3 a & b, 5 on page 148 of your text (not the hand out) and t-chart (Would the 100 Years War happen in the 21st century? Come up with good points for YES and NO). 2) Quick and dirty research for 15 minutes: What is the Arab Spring?
Friday April 5:
Class Notes: Today we finished our discussion on conflicts over resources looking into the issue of water, using the resources below.
Prep: Complete the graphic organiser to answer the question: Will Canada be involved in a war over water? You might think about the following: why, why not, when? against whom? what kind of war or conflict?
Wednesday April 3
Class Notes: Welcome back from Spring Break! Started the class with some 3 x 3 wordbox brain puzzles. We created notes pages for our unit on the causes and consequences of conflict. See the document below for the questions that should be on the top of the page (each box = 1 page). You should set up a Know Wonder Learn chart to take up the rest of the page. Leave the back on each blank. We then read pages 31-36 on the Vikings and took notes (use the back of your page for Hypothesis #1).
Resources: SS8 Conflicts Notes Sheets Questions only
Prep: Re-read pages 31-36 on the Vikings and take notes on what you feel is important on the way of life and legacy of this society.
Thursday March 7
Class Notes: Essay return and workshop on either flow, introductory paragraph or concluding paragraphs. Textbook reading and questions on the Vikings, page 31-35 questions 1-4.
Tuesday March 5
Class Notes: Review of Test and introduction to new Unit: Causes and Costs of Conflict, including the Critical Thinking Skill of Continuity and Change.
Friday March 1st
Class Notes: Test. Review notes below.
Wednesday February 27th
1) Reading essays from 2 of your peers.2) Offer your essay up for and complete a TAG conference feedback sheet for an essay.
3) Complete a self assessment of your own essay, using the rubric categories and completing the check list on the other side.
4) Staple rubric, outline/organiser and essay together and submit.
5) Study for the rest of the period. Test on Friday. Study sheet is reposted here for you: SS8 How is society organised test study notes
Prep: Prepare for test on Friday.
Monday February 25, 2013
Class Notes; Work period on your essays. Remember to check the check list, and that we took off the “notes” part, but that the graphic organiser/outline still stands. Lastly, don’t focus on the page numbers. Concentrate on proving your thesis with examples and evidence from the Middle Ages (substantial reference, as per the essay instruction sheet) and Modern societies (relevant examples, as per the essay instruction sheet).
Prep: Complete essay for Wednesday. It should be printed and ready to hand in at the start of class. Can’t wait to read them!
Thursday February 21st
Class Notes: Reviewed what a thesis statement is and should do, and then you developed your own in response to the essay question: What is/are the most important component(s) of a society? We shared thesis statements and gave constructive comments in response. Friday’s class will be devoted to writing, with open opportunity to consult with your classmates and I.
A thesis statement is:
- clear and concise
- a complex sentence
- in the third person
A thesis statement does:
- give an opinion (basic)
- gives an an opinion and insight into the argument (advanced
Resources: essay assignment below, SS8 How is society organised test study notes
Prep: continue work on essay and studying, keeping in mind it is due at start of class on Tuesday February 26.
Tuesday February 19th
Class Notes: Sharing of your sentences/paragraphs on historical significance and the plague.
For the rest of class, we did a ranking of ten different elements that contribution to a society’s organisation, ranked 1 (most important) through 5 (least important). This was a lead up to the formal essay question: What are the most important components of a society? which we will be working on this week. Essay hand out is below.
Resources: SS8 How is soceity organised summative essay
Prep: Mull over the essay question, be prepared to develop a thesis on Wednesday’s class. Read the assessment rubric (in the document above).
Friday February 15th
Class Notes: We finished the documentary (below) on the black death. We then shared our responses to the question you answered for prep. We then took notes on Historical Significance.
- a way of thinking about history- it is a critical thinking concept
- a way of assessing historical people, places, events and ideas.
- something may be historically significant if you can justify one or more of the following characteristics:
- 1) it is part of the cultural narrative of society
- 2) it is part of a larger pattern
- 3) it is a turning point (after this, many important attitudes, practices or beliefs change).
Prep: Consider your response from last class. Now adapt it to respond to the updated questions: How is the black death historically significant in Europe? This should be a formal paragraph.
Wednesday February 13th
Class Notes: Ensure you have evidence/observations on the disease itself (symptoms, cause, attempted cures, spread, statistics) and reactions to it (peasants, nobles, religious cults, doctors) and then secondly, have made a prediction as to why the black death was a positive turning point in European history.
Prep: Prediction as noted above.
Thursday February 7th
- On your “What is slavery” notes page, complete the following.
- Time: Approx 10 minutes. Reflect on the survey you did (or saw others do) from myslaveryfootprint.org by responding to each of the following questions:
- What was your initial reaction to the number of slaves that “worked for you”?
- What are some of the reasons why this site might exist? In other words, what is the purpose of this activity?
- What are the challenges of this activity?
- If you were an anti-slavery activist, would you support the use of this site by your organisation? Give at least 2 reasons in support of or in opposition to your position.
- Time: Approx 10 minutes. Using external resources, determine modern definitions for the following terms: child labour, child soldiers, prostitution and write them down.
- Time: Approx 15 minutes. In your own words and using a graphic organiser (venn diagram, chart, mindmap, etc), show how are these terms similar to slavery and show how they are different from slavery.
- Time: Planning 5 minutes Writing 15-20 minutes Editing 5 minutes. Finally, respond to the following in a formally organised paragraph that should be approximately ¾ of a page: “Were the serfs and peasants of the middle ages slaves?” Your response should have at least 2 supporting reasons to support your clear claim.
- Time: Approx 10 minutes. Reflect on the survey you did (or saw others do) from myslaveryfootprint.org by responding to each of the following questions:
Prep: Please complete any of the above questions you did not complete in class, for next class.
Monday February 4th
Class Notes: What is slavery?
- What is a definition of slavery?
- What are the assumptions of slavery?
- What are historical examples of slavery? (slaves, owners, geographic area, work done by slaves, current status)
- My Slavery Footprint (click image below)
- How is slavery different from: child labour? prostitution? child soldiers?
- In what ways does slavery exist today?
Prep: Complete the “My Slavery Footprint” (click image above) for next class.
Thursday January 31st
Class Notes: What are civil rights?
The Universal Declaration of Human Rights (1948)
The US Civil Rights Movement (1960s)
The Magna Carta (warning… this video clip is “historical fiction”!)
Prep: Please read this page: http://www.betterbytheyear.org/slavery/what_is_slavery.htm. Do any other exploration of the site or subject as you are inspired! We will tackle the question: What is slavery? on Monday’s class. Remember that your notes are due for a check. You should have notes on the government role, economy + questions on trade from the text, social class + your situation/subject of discrimination, and civil rights notes page. Check all the postings below to make sure you have everything.
Tuesday January 29th
Class Notes: We started off with a few important notes regarding social class- including the fact that it is 1) subjective (personal), 2) local and 3) a cycle. Ensure you have notes jotted down to that effect. We also had a very interesting discussion as to why people don’t just change their class. We watched and discussed the video clip below on the Indian caste called the untouchables. We finished off by doing questions 1-4 in the document posted below.
Resources: SS8 What is Social Class Situations
Prep: Do questions 5 and 7 in the document below. On Monday’s class,you’ll had in your notes on government, economy (including the questions on trade from the text), social class (including the document we worked on today).
Friday January 25th
Class Notes: A quick overview of the reading and questions you did for this class. We will move on to our next question: What is social class?
Resources: Article: What divides us?
Prep: After Tuesday’s class, you’ll be handing in your notes so far. Ensure you are caught up and up-to date on notes and any prep work. For next class, find an example (fiction or nonn fiction) where a group or a person has received either beneficial or harmful treatment because of the social class to which they belong. Think about historical/current events, novels, plays, movies, etc.
Wednesday January 23rd
Class Notes: What is an economy? We looked at trade routes, and made some great observations and generalizations about trade. More detailed notes will follow…
Prep for next class: Read pages 149-155 to questions on Pg 155- 1, 2, 4, 8. Do these questions on your note sheet “What is an economy?”.
Monday January 21st, 2013
Class Notes: Completion of a summary of your crest (see document below) and sharing your crest with 2 groups of classmates. Creation of the 7 notes pages we will be using for the next 6 or 7 classes (one question below on each of the 7 pages):
- How are communities structured; what are their necessary parts?
- What is the purpose of government?
- What is an economy?
- What is the role of health & the impact of disease?
- What are civil rights?
- What is a social class?
- What is slavery? How did it start?
We discussed question #2 today. In general, what is the purpose of government? What is the most important purpose of government? For the middle ages, we discussed the social, economic and political role of the royals at the time. The last piece you’ll do as your prep for next day. See below.
Prep: Read pages 57 and 58, about the three kinds of courts (manor, royal and church). Make a chart that compares the three kinds of churches on four characteristics. This chart should be on your notes page for this question, #2 What is the purpose of government?
Resources: SS8 Royal Power Coat of Arms Self Assessment
Thursday January 16th
Class Notes: work period on Coat of Arms project.
Resources: See below.
Prep: complete coat of arms and prepare to share it on Monday.
SS8 Royal Power Coat of Arms Template
Prep: Read the Coat of Arms Assignment and Rubric documents for next class.
Tuesday December 18th
Class Notes; Beginning planning phase of designing your 21st century community.
Resources: SS8 Unit 3 21st Century Phase Planning
Friday December 14th
Class Notes: Review and discussion of questions below. Excellent work!
Wednesday December 12th
Class Notes: Work period on the following from you text:
1) Notes on pages 54-68 on three themes: What is the role of the church? What is the role of government? What are the sources of conflict and change?
page 56- 1, 2ab, 3
page 59- 1, 3, 4
page 65- 1ab, 2b
page 67- 1, 4, 5
Homework: Finish the above for discussion on Friday.
Monday December 10th
Class Notes: SHaring and considering of your community maps. Mull over how these maps represent feudalism, what the most important component of them are. We will be wrapping up Feudalism and the question “how are societies organised” over the next couple classes, and then you will begin the contemporary version of your community designing project!
Thursday December 6th
Class Notes: Final work period on community maps. They are due on Monday for sharing/discussion!
Tuesday December 4th
1) Recap of field trip
2) Review of objectives and expectations of manor project.
3) Work period.
Homework: Continue work as the group has agreed on your manor project. Work should be done end of class on Friday, presentations (with maps and 2page explanation due Tuesday).
Friday November 30th
Class Notes: Field trip to Olympic Village to speak with Mr. Graham Winterbottom of the City of Vancouver Planning Department and study principles of community design in one of Vancouver’s newest neighbourhoods.
Homework: Complete the Activity Sheet
Resources: SS8 Unit 3 Olympic Village Field Trip
Wednesday November 28th
Class Notes: What are maps? An interactive lecture on the conceptual idea of maps and mapping and viewing of the TED talk below.
Each community group then met to determine two things with respect to your community map:
- what will be represented accurately?
- what will be represented symbolically?
Resources: SS8 Maps, Field Trip Parent Announcement and Permission Grade 8 Olympic Village
Homework: Be prepared to work on your community map next class, last chance for field trip permission forms- trip is Friday. Remember: bring lunch & a pen, bring appropriate jacket to be outside for 45 minutes, meet at the start of class at the front doors.
Thursday November 22nd
Class Notes: Self Assessment and Community Meeting #1.
Resources: SS8 Manor Project Community Meeting Agenda, SS8 Manor Project Research Assessment
Homework: Any steps as determined at your Community Meeting.
Tuesday November 20th
Class Notes: Last work period. Clarification of what should be in your portfolio, and handing out of folders.
Homework: Due Thursday: Permission Form for Field Trip (November 30), and Research Portfolio.
Friday November 16th
Class Notes; sharing of key terms and research questions. Work on your research and clarification of items required for your research portfolio.
Resources: SS8 Unit 3 Society Organisation Manor Project Student Worksheet, SS8 Unit 3 Society Organisation Manor Project Assignment, Cornell Notes Template
Homework: Continue working towards completion of Research Portfolio due start of class Thursday November 22nd. Work period on Tuesday.
Wednesday November 14th
Class Notes: A review of what we have done over the previous two classes considering the questions What is a hierarchical society and what are some examples? and What are the effects of a hierarchical society? You did a great job of starting off your statements for the second question with “from the perspective of”. Well done.
We then moved on to thinking about our manor project, assessing it using the black hat and yellow hat (see below), and then getting into expert groups to start thinking about some potential research questions.
Resources: SS8 Unit 3 Society Organisation Manor Project Student Worksheet, SS8 Unit 3 Society Organisation Manor Project Assignment,
Homework: Complete Stages 1, 2 and 3 of the handout page (student worksheet above). Don’t forget to refer to the two images above to help you with stage 3.
Friday November 9th
Class Notes: Completion of our interactive lecture and notetaking on the context and big picture of feudal Europe and Japan. You asked some excellent questions with the “I wonder…” set up, click below to see all of your questions.
Wednesday November 7th
Class Notes: Review of the assembly presentation from the Salvation Army on Human Trafficking. More follow up will be coming in advisor periods and assemblies next week. What are everyday acts of courage you can do to respond?
Discussion on your work of looking at a story from a different perspective… What was challenging about that process? What was easy?
|– know what they think by looking at how they act- to understand motives in a particular setting- easy at the start when descriptions were provided- could be more creative when there was less information- coming up with idea- executing the idea- couldn’t think of how it would go||– finding evidence- harder to see beyond surface level view- didn’t know how to think from a (Pokemon, Baby Bear,etc) perspective- harder to think about how the main story would be different- harder to think about his interpretations of events that the original author didn’t provide clues- idealistic nature makes it harder to dig into a character- executing the original idea- have to come up with a way of how the character would be in the story- coming up with the idea|
An interactive lecture on the context of Feudalism in Europe. We will finish this next day, and move on to Japan.
Skill focus for the day: note taking
Content focus for the day: overview of feudalism
Resources: SS8 Unit 3 Middle Ages Context Print Version
Homework: None, so long as Side A is complete (from Monday’s class) and essay that was due Monday is handed in.
Monday November 5th
Class Notes: Essays are due! Start of Unit 3- introduction to unit questions and the idea of taking on a historical perspective.
Here are some ideas for Side A you came up with:
- Boy who cried Wolf
- Little red riding hood- Wolf
- Hansel and Gretel
- Goldilocks- Bears (small)
- Game of Thrones- Joffrey
- Spongebob- Patrick
- Family Guy-
- Humptey Dumpty- HD
- Snow White- Mirror
- Hunger Games- Peeta, Prim
- Pokemon- Brock, Team Rocket, Pikachu
- Big Bang Theory- Comic Book Guy Stuart
Resources: SS8 Unit 3 Society Organisation Historical Perspective, SS8 Unit 3 Society Organisation Historical Perspective Worksheet, SS8 Unit 3 Society Organisation Unit Question Students
Homework: Complete Side A of the Historical Perspective-Taking worksheet for Wednesday.
Thursday November 1st
Class Notes; Peer edit day.
Resources: SS8 Peer Editing Template
Homework: Final copy, graphic organiser and peer edit sheet due on Monday November 5.
Tuesday October 30th
Class Notes: A continuation of your work on your formal response to our end of unit question: Do we as humans in the 21st century need religion to be ethical and moral? Individual check ins and feedback.
Homework: Finish draft to do peer editing on Thursday. Final copy, graphic organiser and peer edit sheet due on Monday November 5.
Friday October 26th
Class Notes: as an amazingly coincidental follow up to the guest speaker in assembly, Mr. Bob Niemack, we considered the two films and one image below to respond to the summative question for this section of our studies: Do we as humans in the 21st century need religion to be ethical and moral?
We started step 1 (brain dump) and step 2 (organise ideas) of your formal essay. This will continue in class on Tuesday.
Resources: SS8 Religions Response, Persuasion Map, SS8 Religion and Morality
Homework: Finish the third package of religion, and be prepared to hand in the best of your work on Tuesday. Questions for each religion are posted in Wednesday’s post below.
Wednesday October 24th
Class notes: Review of the Islam questions from previous day. We reviewed some of the essential information about Islam from the slides below. Students chose either the Christianity or Judaism package to begin reading and work on the respective questions. Please ensure you finish your package for Friday’s class.
Christianity Questions: pg 7 #1, pg 15 #1abc, pg 17 #2, #4abc
Judaism Questions: pg 7 #2abc, #4, pg 9 #1, #2abc, #5, pg 16 #1abc, #4abc
Resources: SS8 Middle East Islam Foundations and Spread
Homework: Finish reading selected package and questions for Friday.
Monday October 22nd
Class Notes: Feedback from Spirit Day presenter, Drop Everything and Read at 11am. For the remainder of class your worked through 3 stations- 1 on pairing Islamic beliefs and actions, 1 on comparing and contrasting Christian beliefs to Islamic beliefs and the final a reading station with the following 3 questions:
1) Recall information about the revelation of the Qur’an to Muhammad. Using this information discuss: What does it mean to call the Qur’an the word of God? Think about using these words to help you: read/recitation, Arabic, revelation, angel, Muhammad, guidance
2) What would be the strengths and weaknesses of the Qur’an being translated into languages other than Arabic? Think of 5 for each.
3) “The Qur’an is relevant for everyone living in the 21st century” Give at least two reasons from a Muslim point of view that would agree with this statement. Give two further reasons that would disagree with this statement. Finally, support your own point of view with at least one reason not already mentioned.
Homework: Please complete the reading package and the 3 questions above. We will go over them on Wednesday.
Wednesday October 17th
Class Notes: To Be Updated
Monday October 15th
Class Notes: To Be Updated
Thursday October 11th
Class Notes: Presentations
Tuesday October 9th
Class Notes: A guided workshop preparing your presentations on Religions using the slides and notes sheet below.
Resources: Powerpoint Rubric, SS8 Presentation Preparation Student Sheet, SS8 Presentation Preparation, 10 Tips for Presentations That Don’t Suck
Homework: Finish presentations for Thursday. Order will be decided at the start of class. To hand in: electronic or paper copy of slides and completed planning notes.
Wednesday October 3, 2012
Class Notes: Final research period. Next class we will work on preparing presentations.
Homework: any final work that is needed for research (shouldn’t be much, if any!)
Monday October 1st, 2012
Class Notes: Work period on religions project.
Homework: Decide in your group on expectations prior to Wednesday’s class (your last research period).
Resources: project resources, see Thursday September 27th
Thursday September 27th, 2012
Class Notes: Reading and questions, page 8-12 in Pathways (your text). And map-completion, put the following on the map provided. Introduction to Religions Project.
Project Groups & Topics
|Group 1-ChristianityKoshiFrancisIsaMaric||Group 2- HinduismJacobGabeMarcusDamien|
|Group 3- BuddhismCallumRichardArjunAlvin||Group 4- JudaismDanielMatthewGarrickNathan|
|Group 5- IslamPaulPeterRyanBrogan|
Homework: If you were in class: finish map. If you missed class, finish both the Reading Questions and Map.
- Mediterranean Sea
- North Sea
- United Kingdom
- Atlantic Ocean
- Arctic Circle
- Arctic Ocean
- Baltic Sea
- Black Sea
- Czech Republic
Tuesday September 25th
Class Notes: Welcome back! today we watched more of the film 2210: The Collapse and along the way, thought about (and then discussed at the end of class) parts that didn’t sound “right”, parts that hit close to home, historical civilisations referenced and any other connections you could make.
Homework: Read pages 8-12 for Thursday’s class. We will have a reading check in class on Thursday.
Monday September 17th, 2012
Class Notes: finished our exploration of the 5 point framework of Collapse, including presentations by each group on their indvidual topic. We then watched 20 minutes of the film 2210: The Collapse, which explores the very same framework and book. You can watch the full video at the link below.
We then spent 15 minutes doing a written response to the question: If you were a leader of a civilization, what would you be most concerned about to ensure your people survived and even thrived? I look forward to reading your responses and to seeing you after camp. Have a great week there!
Thursday September 13th, 2012
Class Notes: Finishing our conversation of the three factors involved in Geographic Luck. If you’re interested in finding out more, you can visit this site: http://www.pbs.org/gunsgermssteel/ . We then continued with exploration of another theory of Jared Diamond’s, this one on why civlisations collapse. We will continue work on this next day.
Resources:SS8 Jared Diamond Collapse pg 11 to 15, SS8 Diverse Fates Collapse Chunk Signs and Instructions, SS8 Diverse Fates Survive Thrive Die Template (blank), SS8 Diverse Fates Survive Thrive Die Template Block B (class notes)
Homework: Read all the pages in the Collapse booklet.
Tuesday September 11th, 2012
Class Notes: Review of the assignment from last day and spent another 30 minutes working through as much as you could. We then transitioned to working through the slides posted below which are an overview of Jared Diamond’s theories in Guns, Germs and Steel. We will continue this next day.
Resources: SS8 Diverse Fates GGS Overview
September 5th, 2012
Homework: Complete and PRINT (yes, print) the Student Profile. This is a chance for you to share some information with me, and for you to show me you have successfully found the wordpress site. You can complete this online and print, or print then complete. Either way, please give it thoughtful care and attention. I look forward to reading, and offer my respect for your privacy in, what you will share.
Resources: General Resources as above, Student Profile.