Government Information for Social

WHO SAID GOVERNMENT WAS BORING??? CHECK OUT THE PAGE WHO WANTED TO BE HEARD, WITHOUT SAYING A WORD...





http://www.cbc.ca/news/politics/story/2011/06/07/pol-senate-page.html
The video...
http://www.theglobeandmail.com/news/video/video-former-senate-page-speaks-out-after-protest/article2047154/?utm_content=2047154&utm_medium=Feeds%3A%20RSS%2FAtom&utm_source=Video

VIDEO ON CANADIAN GOVERNMENT... LINK MAY ONLY WORK AT SCHOOL... but try it...
http://rover.edonline.sk.ca/videoBrowseSubject.htm

*** Go to Social Studies... grade 8, go to page 2, choose the video titled,
"Understanding Canadian Government"


Check out other photos from politics including our new Speaker of the ... from Saskatchewan!! Conservative  MP Andrew Scheer, from Regina - Qu'Appelle constituency....
http://www.cbc.ca/news/politics/photos/546#igImgId_9007
The article on Speaker Scheer...
http://www.660news.com/news/local/article/235377--saskatchewan-mp-chosen-at-speaker-of-the-house-of-commons
http://www.cbc.ca/news/politics/story/2011/06/07/pol-senate-page.html


Hacking Schananaggans (I have nooo idea if that's spelled right)...
Conservative site hacked... false reports of PM Harper sent to hospital after choking on a hash brown... Is it false??? 


REVIEW OF THE GOVERNMENT UNIT…


Respond to these questions in the form of graphic organizers... WE WILL DO MORE OF THIS IN CLASS TO GET YOU STARTED... BUT PLEASE READ OVER THE QUESTIONS AND BECOME FAMILIAR WITH THE MATERIAL THAT WE ARE STUDYING...


1. What are the 3 levels of government? What are they in charge of? Who are the leaders?


2. How many Members of Parliament are there? What does a M.P. do?


3. The M.P.’s meet in the House of Commons. What is the business in the House of Commons? How does a person become an M.P.? How are the provinces represented? Does each province get the same number of M.P.’s?


4. What does the Prime Minister do? How can you become prime minister? Who does he appoint when he is in charge? What is his/her official residence?


5. What about the cabinet? What are the different names for cabinet ministers? Who do they represent? What’s the connection to the provinces and territories? What do they do in their jobs? What are they in charge of? How can you become a cabinet member? What if you do a poor job? Who fires you? Who helps cabinet ministers and is the “expert” of that job? What do ministers without “portfolios” do?


6. What happens in the House of Commons? Who gets to sit in there? Who makes sure things are in order? What is the “upper house” ? What is the “lower house”? Each session in the House of Commons begins with what? How is seating organized in the House of Commons? What is Question period? Why is the Speaker so necessary during Question Period?


7. What is the senate? What do senators do? What role do they have with the bills that are passed? How many of them are there? Who appoints them? How do you get the chance to become a senator? What is a “new job” for senators in recent years?






8. What role does the Govennor General have? What is his or her connection to the Monarch in England? Why is the Queen our head of state?


9. What are the 3 levels of the federal government? What are each of these 3 levels responsible for? (Executive, Judicial, and Legislative)…


10. What’s the importance of the Canadian Charter of Rights and Freedoms?


11. Government and me… How does the government help me everyday? How do I tell the government what I think is important? What are my rights and freedoms? What is Parliament? What is a bill?


12. Make a diagram of Canada’s Parliamentary System…


Check out the following links...
Guide to the House of Commons:












http://www.parl.gc.ca/About/Parliament/GuideToHoC/who-e.asp

Levels of Government and Responsibility...
Who to complain to when you do know...
http://www2.actden.com/writ_den/g01/direct.htm



The Business of Parliament
http://www.parl.gc.ca/About/Parliament/GuideToHoC/can_parl-e.asp


Debates from the Senate
http://www.parl.gc.ca/Content/Sen/Chamber/411/Debates/002db_2011-06-03-e.htm


LegisInfo
http://www.parl.gc.ca/ParlBusiness.aspx?Language=E



The Mace...

Making Canadian Laws...

http://www.parl.gc.ca/About/Parliament/GuideToHoC/making_laws-e.asp




















































The Canadian Charter of Rights and Freedoms
http://www.parl.gc.ca/About/Parliament/GuideToHoC/can_parl-e.asp
Video Documentary
http://www.charterofrights.ca/en/02_00_01


MORE INFORMATION TO SUPPLEMENT YOUR NOTES ON CANADIAN GOVERNMENT...


Parliament Activities... some are more "lesson oriented"... we will be doing a couple in class.
http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/activities-sect4-e.asp


http://www.parl.gc.ca/About/Parliament/Education/SetAgenda/agenda/gettingstarted-e.asp


The Road to Democracy Booklet - note EAL section!
http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/pdfs/booklet-Section1-e.pdf

Canada's System of Government
http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/pdfs/booklet-Section2-e.pdf


Canada's Democracy in Action
http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/pdfs/booklet-Section3-e.pdf


The Business of Parliament
http://www.parl.gc.ca/About/Parliament/Education/OurCountryOurParliament/pdfs/booklet-Section4-e.pdf

More Items of Interest...
Apathy is Boring
http://www.apathyisboring.com/en/youth_friendly/


http://www2.actden.com/writ_den/g01/direct.htm


 

1. Speaker
2. Pages
3. Government Members
4. Opposition Members*
5. Prime Minister
6. Leader of the Official Opposition
7. Leader of the Second Largest Party in Opposition
8. Clerk and Table Officers
9. Mace
10. Hansard Reporters
11. Sergeant-at-Arms
12. The Bar

13. Interpreters
14. Press Gallery
15. Public Gallery
16. Official Gallery
17. Leader of the Opposition’s Gallery
18. Members’ Gallery
19. Members’ Gallery
20. Members’ Gallery
21. Speaker’s Gallery
22. Senate Gallery
23. T.V. Cameras

Forensics Story 16:9

The following is a link to a forensics episode on 16:9...

http://www.globalnews.ca/story.html?id=4797484

Grade 8 Math AFL

INFORMATION FOR PARENTS....
Parent information on the Math 8  AFL (Assessment For Learning)
http://www.education.gov.sk.ca/2011math-parent-pamphlet


Opportunity to Learn Rubrics
http://www.education.gov.sk.ca/2011math-otl-rubrics


FOR STUDENTS...
GRADE 8 PRACTICE QUESTIONS
CLICK ON THE LINK BELOW... 
http://www.education.gov.sk.ca/2011math-preassess-resource
print pages 24-47


**If you want to see the ANSWER KEY GO TO PAGE 51-55 for the GRADE 8 Key.
Keep in mind grade 8's, we will be reviewing this practice test for the next couple weeks to ensure you are prepared. For some of the questions, we will be exploring a mini unit of study (surface area and volume).

Assessment For Learning Prep package

Fully Alive Questions - need grade 8 text

Fully Alive – p. 31 “Living in Relationship” All questions due Friday.


Read p. 32-60

Questions for reading. Answer in complete sentences.

1. Explain how parents deal with concerns with their teens (p.39)

2. Name 2 different ways families handle conflicts? (p.41) Why are there different ways to deal with conflict?

3. Explain the 3 forms of abuse that are in the text. How are children impacted by it? (p. 43-45)

4. If you had a chance to make rules, as a parent would, what would you do? Explain 3 considerations you would make... and why. (p. 47-49)

5. What are 5 qualities you have to offer as a friend? Why are these qualities beneficial? (p. 51)

6. Define "moods" and "cliques". Why are these potential "issues" in friendship? (p. 53-55)

7. Read the Biblical passages on p. 60, Deuteronomy and Corinthians... How can you incorporate these passages into your life?

Current Events and Cpl. H's visit to Rwanda

Social Studies

The following is information about Rwanda and our Canadian connection. As many of you know, Cpl. Hamelin recently visited Rwanda and posted a few comments on kidblog.org regarding her visit.

Read the information below to learn more about a Canadian hero, Romeo Dallaire...

What Affects Quality of Life andThe Importance of Protecting Human Rights

General Romeo Dallaire - Hero of Rwanda

A Quote on Romeo Dallaire -

"Lt.Gen Romeo Dallaire (Ret.)is one of the greatest Canadians alive today. He sacrificed his time and his health for people who live half way across the world. He has great ideas and great standards and is one of my heros. I thank him for everything he has done and given and wish him all of the best." - author unknown 

A compilation of clips from Shake Hands with the Devil. Music is All I Need by Radiohead.

Copy Paste the following URL into your browser window. It's a PBS documentary on Rwanda

http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/video/

Video Clip for Canadian Movie - "Shake Hands with the Devil" (relates to genocide in Rwanda)

Interview from The Hour (CBC)

Video Presentation "Romeo Dallaire - Rwandas Saviour"

* Reviews the events leading up to the genocide and the history behind the fight.

** Warning some images are shocking (newsclips of deaths), please be aware.

Interview with Romeo Dallaire - CBC Radio Archives

http://archives.cbc.ca/war_conflict/peacekeeping/clips/11596/

"All hell breaks loose in Kigali"    -    Broadcast Date: April 7, 1994

On the evening of April 6, 1994, a plane carrying the Hutu presidents of Rwanda and nearby Burundi is shot down. As news of the presidents' deaths spreads, armed Hutu extremists launch a calculated campaign of terror and begin killing hundreds of Tutsis and politically moderate Hutus.

In this clip from CBC Radio's As It Happens, a shaken Roméo Dallaire describes the scene from Kigali, saying Hutu militias have "gone on a rampage" of "killing, destroying, massacring [and] mutilating."

The following is a Timeline of the Rwanda Genocide

Significant events, statements and decisions that reveal how the United States and the West chose not to act to save hundreds of thousands of lives in the Rwandan genocide of 1994.

April 7

Hutu gunmen systematically start tracking down and killing moderate Hutu politicians and Tutsi leaders. The deputy to the U.S. ambassador in Rwanda tells Washington that the killings involve not just political murders, but genocide.

The U.S. decides to evacuate all Americans.

Canadian General Romeo Dallaire, head of the U.N. peacekeeping force in Rwanda, is told by headquarters not to intervene and to avoid armed conflict.

Day 1

Estimated Death Toll: 8,000

April 9, 10, 11

Evidence mounts of massacres targeting ordinary Tutsis. Front page stories newspaper stories cite reports of "tens of thousands" dead and "a pile of corpses six feet high" outside a main hospital.

Gen. Dallaire requests a doubling of his force to 5,000.

Nearly 3,300 Americans, French, Italians and Belgians are evacuated by troops sent in from their countries.

Day 4

Estimated Death Toll: 32,000

April 15

Belgium withdraws its troops from the U.N. force after ten Belgian soldiers are slain. Embarrassed to be withdrawing alone, Belgium asks the U.S. to support a full pullout. Secretary of State Christopher agrees and tells Madeleine Albright, America's U.N. ambassador, to demand complete withdrawal. She is opposed, as are some African nations. She pushes for a compromise: a dramatic cutback that would leave a token force in place.

Day 8

Estimated Death Toll: 64,000

April 16

The New York Times reports the shooting and hacking to death of some 1000 men, women and children in a church where they sought refuge.

Day 9

Estimated Death Toll: 72,000

April 19

By this date, Human Rights Watch estimates the number of dead at 100,000 and calls on the U.N. Security Council to use the word "genocide."

Belgian troops leave Rwanda; Gen. Dallaire is down to a force of 2,100. He will soon lose communication lines to outlying areas and will have only a satellite link to the outside world.

Day 12

Estimated Death Toll: 100,000

April 21, 22

The U.S. and the entire U.N. Security Council vote to withdraw 90% of the peacekeepers in Rwanda.

At the urging of Human Rights Watch, the White House issues a statement calling on four Rwandan military leaders to "end the violence."

It is the only time during the three months of genocide in which high-level U.S. attention is directed at the genocide leaders.

Day 14

Estimated Death Toll: 112,000

April 25

Gen. Dallaire is down to 450 ill-equipped troops from developing countries. He works to protect some 25,000 Rwandans who are at places guarded by U.N. forces. He still hopes the Security Council will change its mind and send him forces while there is still time.

Day 18

Estimated Death Toll: 144,000

April 27

Pope John Paul II uses the word "genocide" for the first time in describing the situation in Rwanda. This same day, Czechoslovakia and Argentina introduce a draft resolution to the U.N. Security Council that includes the word "genocide."

Day 20

Estimated Death Toll: 160,000

April 28

The press ask State Department spokeswoman Christine Shelly whether genocide is happening. Her response carefully tries to avoid the word: "…we have to undertake a very careful study before we can make a final kind of determination…."

Day 21

Estimated Death Toll: 168,000

May 1

A Defense Department discussion paper, prepared for a meeting of officials having day-to-day responsibility on the crisis, is filled with cautions about the U.S. becoming committed to taking action. The word genocide is a concern. "Be careful. Legal at State was worried about this yesterday -- Genocide finding could commit [the U.S.] to actually 'do something.'"

Day 25

Estimated Death Toll: 200,000

May 3

The U.S. unveils long-planned new peacekeeping doctrine (Presidential Decision Directive 25). In emphasizing the need to establish first what is in the "national interest," it limits U.S. participation in U.N. missions and U.S. support for other nations that hope to carry out U.N. missions.

Day 27

Estimated Death Toll: 216,000

May 5

A Pentagon memo rejects a proposal from Gen. Dallaire and State Department officials to diminish the killings by using Pentagon technology to jam the extremists' hate radio transmissions.

"We have … concluded jamming is an ineffective and expensive mechanism.… International legal conventions complicate airborne or ground based jamming and the mountainous terrain reduces the effectiveness of either option. … It costs approximately $8500 per flight hour … it would be wiser to use air to assist in the [food] relief effort."

Day 29

Estimated Death Toll: 232,000

May 13

Horrified by the scale of the killings, some members of the U.N. Security Council are ready to increase Gen. Dallaire's force. Dallaire's plan is for 5,000 more troops to secure Kigali and create safe havens in the countryside. But the State Department instructs U.N. Ambassador Albright to work to modify the plan. The U.S. wants to create protected zones at Rwanda's border areas, a less risky option for intervening troops.

Day 37

Estimated Death Toll: 296,000

May 17

Six weeks into the genocide, the U.N. and U.S. finally agree to a version of Gen. Dallaire's plan: nearly 5,000 mainly African U.N. forces will be sent in and the U.N. requests that the U.S. provide 50 armored personnel carriers (APCs).

Bureaucratic paralysis continues. Few African countries offer troops for the mission and the Pentagon and U.N. argue for two weeks over who will pay the costs of the APCs and who will pay for transporting them.

It takes a full month before the U.S. begins sending the APCs to Africa. They don't arrive until July.

Day 41

Estimated Death Toll: 328,000

May 25

Seven weeks into the genocide, President Clinton gives speech that restates his policy that humanitarian action anywhere in the world would have to be in America's national interest:

"The end of the superpower standoff lifted the lid from a cauldron of long-simmering hatreds. Now the entire global terrain is bloody with such conflicts, from Rwanda to Georgia. Whether we get involved in any of the world's ethnic conflicts in the end must depend on the cumulative weight of the American interests at stake."

Day 49

Estimated Death Toll: 392,000

June 22

Eleven weeks into the genocide, with still no sign of a U.N. deployment to Rwanda, the U.N. Security Council authorizes France to unilaterally intervene in southwest Rwanda.

French forces create a safe area in territory controlled by the Rwanda Hutu government. But killings of Tutsis continue in the safe area.

Day 77

Estimated Death Toll: 616,000

July 17

By this date, Tutsi RPF forces have captured Kigali. The Hutu government flees to Zaire, followed by a tide of refugees. The French end their mission in Rwanda and are replaced by Ethiopian U.N. troops. The RPF sets up an interim government in Kigali.

Although disease and more killings claim additional lives in the refugee camps, the genocide is over.

Day 100

An estimated 800,000 Rwandans have been killed

Government of Canada Videos and awesome sites...

Government of Canada videos... Here's a start... know any other good videos? E-mail me!

HISTORY OF "RESPONSIBLE GOVERNMENT -
Historica Minutes
http://www.histori.ca/minutes/minute.do?id=10141

http://www.histori.ca/minutes/minute.do?id=10133


RMR - He just sums it up!


Proud to be Canadian! Student created video from Youtube...


Parliamentary System of Canada



Legislation - What the Senate does... officially!


Interview with our new Governor General, Daveid Johnston, on The Hour with George Strombo...
http://www.cbc.ca/strombo/

The Senate and Governor General


Who Serves in the Senate?


RMR - Views on the Senate



GOVERNMENT WEBSITE ON THE PARLIAMENT OF CANADA
http://www.parl.gc.ca/Default.aspx?Language=E

http://www.parl.gc.ca/About/Parliament/GuideToHoC/can_parl-e.asp

http://www.parl.gc.ca/LegisInfo/Home.aspx?Language=E&Parl=40&Ses=3

CANADIAN PARLIAMENT FOR KIDS AND TEACHERS!
http://www.parl.gc.ca/About/Parliament/Education/resources/parl-e.asp

HOW CANADIANS GOVERN THEMSELVES... E-BOOKLET
http://www.parl.gc.ca/About/Parliament/SenatorEugeneForsey/book/preface-e.html

PHOTOS OF PARLIAMENT! GALLERY OF IMAGES...

Parliament of Canada Photo Gallery
Canadian Symbols at Parliament

WHAT DOES THE SENATE DO??? THE LOWDOWN ON THE SENATE!
http://www.parl.gc.ca/About/Senate/FAQJuniorVersion/brochure-e.htm

Filibuster Cartoons is a REALLY AWESOME AND INFORMATIVE SITE about CANADIAN GOVERNMENT.... AND MANY THINGS POLITICAL IN CANADA! CHECK IT OUT!

http://www.filibustercartoons.com/New%20Canada%20Guide/index.php

http://www.filibustercartoons.com/canguide_1_prlmnt_2.php

http://www.filibustercartoons.com/primemins.php

COLOURING PAGE - CANADIAN PARLIAMENT!
http://www.hellokids.com/c_15392/coloring/geography-coloring-pages/countries-of-the-world-coloring-pages/canada-parliament-coloring-page#contenu

CANADIAN PRIME MINISTER.... GOVERNMENT SITE FOR KIDS...
http://www.collectionscanada.gc.ca/primeministers/kids/index-e.html


POLITICAL CARTOONS...
http://www.mackaycartoons.net/

http://zone.artizans.com//

RULERS OF THE WORLD...
http://rulers.org/

MORE POLITICAL STATEMENTS...

CANADIAN PARLIAMENT OPENS - British Pathe

CANADIAN PARLIAMENT OPENS - British Pathe

Monkey's Paw

Wednesday's Lesson - "The Monkey's Paw" - short story by W.W. Jacobs
** If you want to read this short story, just google it... It's a classic!
Students, you will get this handout in class.

Before Reading - About the Author…


1. Where was Jacobs born?

2. What was the name of his first collection of stories?

3. For what work is he best known?

Before Reading – Discussion Questions

1. If you could wish for anything what would it be? What if there were grim consequences or a difficult “trade off” to your wish? Would you still do it? Why do people wish for things in our society?



2. What stories, myths or fairy tales have you read that connect to making wishes or fate?



3. What does the word “fate” mean? People who believe in fate are known as “fatalists”. Some ways fate is predicted include palmistry, numerology or horoscopes. Have you experienced a situation that seemed like fate? How is fate connected to superstition?

During Reading

1. What words and phrases in the passage on page 1 help to create a suspenseful, ominous mood? What images come to mind when you read the passages?



2. What does “mate” mean?



3. Do you find the sergeant-major's story believable? Why or why not?



4. What is a “fakir”?



5. Why is the sergeant-major alarmed?



6. What is a “talisman”?



7. Why doesn't Mr. White know what to wish for?



8. What happens when Mr. White makes his wish?



9. What are the family's feelings about the wish in the morning?



10. How does the first wish come true?



11. Why does Mrs. White want the monkey's paw?



12. What fear does Mr. White have?



13. Why does the man hesitate before making a wish?



14. Why is the man afraid?



15. What was the man's third wish?



16. What is probably upsetting the sergeant-major about the White family's lightheartedness toward the paw?





17. What event reveals the power of the monkey's paw?





18. How is the following statement by Sergeant-Major Morris an example of foreshadowing? "I don't know what the first two were, but the third was for death." *Foreshadowing – when the author presents clues in the story so that the reader knows that a twist of events is yet to come.





19. Explain how Mr. White’s feelings about the monkey’s paw change throughout the story.







After Reading – Respond to ONE question in multi-paragraph form

Does Fate rule our lives or do we have some control over what happens to us? Explain.





If you had the monkey’s paw, what would your three wishes be? List the consequences that may have occurred due to each wish-good and

bad.

Chapter 6 Fractions Math Assignments - Grade 8

Ch. 6 Fractions (most recent to least recent listed) - This is an "archive" of what the grade 8's did in the unit.


Test - Thursday, May 12th

p. 236 Chapter Review (Unit 6) - Due: Tuesday, May 10th

Level A: 1 - 6, 9, 10, 13, 15, 17, 19, 20
Level B: all except: 14, 18, 22, 27
Level C: all

p. 238 Practice Test due: Wednesday, May 11th


Level A: 1-5, 6-8, 9. a & c, 10.
Level B: all
Level C: all


6.6 - p. 233
Level A - 1, 2, 4, 6, 11
Level B - 1, 2, 4, 6, 9, 10, 11-13
Level C - 1-3, 9-10, 14-17

Due: May 10th

Quiz - Fraction concepts 6.1-6.5 Quizzes have been handed back, they need to be signed.

Tuesday, April 19th Assignment - "Get Ready" Handout due: Thursday, April 21st

Level A: 1-2 all, 3. a, c, e, g, 4. a, c, 5. a, c
Level B: 1-5

Level C: 1-6

6.5 Dividing Fractions Assignment - Correct Wednesday, April 20th.

Define/explain the following, due: Thursday, April 14
Reciprocals

Basic strategy for dividing
When you multiply a fraction x the reciprocal, what's always the answer?

p. 223 - Copy and Complete the table and do the questions for #5-6.

When you divide a number by a proper fraction, the quotient is _______ then the original number.

Complete the Show you Know questions on p. 224-225.

Summarize and give examples of the key ideas in your words.

Thursday's assignment:


p. 227-229 DUE: Friday, April 15

Level A: 5, 6 (without diagrams), 7, 8, 9 (a and c only), 11, 12, 13

Level B: 5, 6 (without diagrams), 7, 8, 9, 11, 12, 13, 15, 16, 17, 18, 19
Level C: 5, 6 (without diagrams), 7, 8, 9, 11, 12, 13, 19, 20, 21, 22, 23




6.4 Multiplying Improper Fractions and Mixed Numbers p. 216-219

What is a mixed number?
What is lowest terms?



Explain how to convert Improper Fractions to a Mixed Number.

Explain how to convert a Mixed Number to an Improper Fraction.

Show You Know p. 218 and 219 - complete

Summarize the Key Ideas in Your Words (include an example).
Assignment: p. 219-221 Correct - Friday, April 8th

Level A #1-2, 3-9 (only a) and c))

B # 1-2, 4, 5, 6.c) d), 8 b) c) 10-15, 17

C #1-2, 4, 5, 13-21


6.3 Multiplying Improper Fractions Due: Tuesday, April 5th

A - 3 a), b), 4 a), b), 5 a), b) c), 7 and 8

B - 3-7, 8, 9, 10, 11

C - 3-7, 11-15

6.2 Dividing a Fraction by a Whole Number p. 208 due: Thursday, March 30th

Level A - 4. a) c), 5. a) c), 6. a), 7, 9. a), 12

Level B 4, 5, 6, 7, 9-12

Level C 4, 5, 6, 7, 9, 10, 14, 15

6.2 - Read section, complete the "Show You Know" questions and summarize the Key Ideas in your words due: Tuesday, March 29th.


Handout 6.1 was due March 25th

p. 198 6.1 - was due March 24th.

Complete the "Show You Know" sections for p. 199-200, and summarize the Key Ideas in your own words.

Assignment:

Level A - 4, 6, 7, 11

Level B- 4-12

Level C - 4-10, 13-15

Due: Thursday, March 24


* Be sure to show your work, and TRY every question (that means all calculations and steps). If students do not SHOW ALL THEIR WORK for assignments, they will be expected to REDO THE ASSIGNMENT. If a student does not understand how to do a question, they MUST SHOW an attempt or EVIDENCE OF TRYING THEIR BEST

Social - Parliament Budget Rick Mercer

Rick Mercer's comment on the Federal Budget...

http://www.cbc.ca/mercerreport/video.html

Check out all the links and videos on the site.

Simpson's Raven Episode

http://dotsub.com/view/58591756-7128-488c-bfe9-22463d46d907

Cyber Awareness

Party Platforms of Canada Research Assignment

Students were given a chart for researching the political parties...
Write responses in jotnotes.

They are to research specific topics (on handout) - go to
http://www.cbc.ca/news/politics/canadavotes2011/#
Go to "My Election" - all the parties are listed on the right hand side if you scroll down,

Click on  a party, then go to "The Parties on the Issues"

www.cbc.ca/news/politics/canadavotes2011/platforms/infogrid/


This assignment may be completed in partners (1-2 people)
Due: May 4th (feel free to research over the holidays).

Get Out and Vote Poster

Social Studies - Government Election Assignment
Create a poster using the expectations below... due Wednesday, April 20th....
Copies of these posters will be photocopied and put up around the University and Siast...
NO PERSONAL INFORMATION ALLOWED OR SCHOOL INFORMATION...
I will  be double checking to ensure privacy, before putting them up...

Your Role - Grade 7 or 8 Student


Audience - 18-24 year olds (who aren't voting)

Format - Poster

(Individuals 8 1/2 x 11 paper,

Partners 11 x 17 paper)

Topic - Why the 18 - 24 year olds need to vote!

Motivate this age group to get out and VOTE! Exercise their duty, right, responsibility...Use a catchy slogan, make it appropriate..

NO PERSONAL INFORMATION OR SCHOOL INFORMATION!

Canada Votes!

Canada votes! Where do you stand??

Before we even start our new unit on Canadian Government, we are going to explore YOUR POLITICS! What do you value? What are your beliefs? Are you Liberal? Conservative? NDP? Green Party? Blog Quebecois?? Find out with votecompass!

http://www.cbc.ca/news/politics/canadavotes2011/votecompass/

Take the test and record your results in your binder.

Rick Mercer - Political Satire of Political Party Leaders



Debate Highlights
http://www.cbc.ca/video/#/News/1221258968/ID=1880490059

Literature Circle - End of Novel Project and Test

DIALOGUE POEM ASSIGNMENT....






MORE NOVEL TESTS AND PROJECTS....


You are going to write a novel test which will explore the key elements for your novel..
please create an outline for your essay. You will only WRITE ONE ESSAY on one of the topics below. Essay length 3-5 paragraphs... Be sure to have an introduction, body paragraphs (1-3) and a conclusion.


Novel Test Essays ideas:

Partner Poems for Two Voices and the theme... Dystopia... "Finding Freedom and Revolution" in the novels: 

The Hunger Games

Among the Hidden

The Giver

Uglies

Brainstorming:

1. Close your eyes and imagine being part of the society from your novel. Imagine life in a society where you have little freedom. Choices are made for you... the way you live is controlled by the government of your society. How would you feel about your life? What would life be like in this society? What would your goals be for the future? How would you be able to stand life in this society? Could you just speak out and revolt? What could happen to you... or your family???

2. Share your brainstorm with your Literature Circle group...

3. On a T- chart labeled, Novel Protagonist:.....  and Novel Antagonist - or YOU

List characteristics for both societies and what life is like. Be sure to compare and contrast life in the two societies. Really show the difference between the two societies. Explore both the similarities and the differences.

Drafting the Poem for Two Voices:

Now start drafting a poem that shows two very different points of view. One point of view is life as the protagonist from your novel and other maybe the antagonist OR you a person living in Canada. 

The poem maybe written individually or in partners. 

Some other ideas that you may develop might be living in the society, rights, freedoms, family life, jobs, daily life, school or what's it's like being a particular age.

LENGTH: your poem should be of at least 12 lines (individual) or 20 lines (partners)

Here is an example. Examine the language and the form in the following lines.

*Notice that phrases on the same line are read together. Notice that colour is used to separate what is read separately. Lines in both colours are read together.

Living in my community...

I have many choices. I choose my job.

Families in my community 

Living in my community. . . I have very few choices I am given an Assignment.

Families in my community 

But we always can depend on our family... (said together in unison)

Display: Create a small poster for your poem (1/2 size of bristle board), that includes your poem typed attractively and 10 visuals that reflect the differences and the similarities of the two points-of-view.

Presentation: Present your poem to the class. Try to develop the mood and the tone of the poem by adding costumes or props. But be sure to practice the tone and parts that are in unison.

 Decorate with pencil crayon and other mediums that would be eye catching and would offer "texture" to your display (suggestions: glitter, string, yarn - reflects Ember, tinfoil... be creative with your ideas on how to represent your poem).

Are always small.

Can be two, three, four, or more people.

Purpose: The purpose of this lesson is for you to examine life in our country (or that of an ideal society) and to compare/contrast it with life in the dystopian society from your novel. You are going to express your understanding of the contrast of the two societies by writing a poem for two voices. (To further understand the format for a poem with two voices, see below).

Test Outline:

Matching - Elements of Literature booklet (types of character, protagonist, antagonist, foil, stock, dynamic, static, round flat; types of conflict, internal or self vs. self, external person vs. person, person vs. nature, person vs. society; types of point of view...) Study the handouts given in class.

Plot Pyramid - Create a plot pyramid for your novel, including terms such as setting, initial incident, rising action (key points), climax, falling action and resolution.* This will be similar to what you did in class. Feel free to reference the one you created earlier.

Short answer: specific novel questions on type of character, why you think so (ie: dynamic, static, round, flat; type of conflicts evident in the novel; type of point of view; author's message...)

Essay question - ONE essay

1. It’s hard, but try to see things from the Government's perspective. Why would the leaders seek to control of the people so strictly? Write a speech in from the president's/ leader's voice, addressing the people (districts, city, dystopian country etc.).
2. Your novel is an example of dystopian literature. What other dystopian titles have you read? Or what dystopian movies have you watched? What are the similarities and differences? Do they have a common theme? ** Think of the handout on Dystopian Literature and Societies that you got earlier.
3. If you look at lists of dystopian literature, you can see a clear pattern — it has increased dramatically in the last few decades. Why is this? Why would teens be motivated to read books with this theme?
4. Allegory: a narrative having a second meaning beneath the surface one – a story with two meanings, a literal meaning and asymbolic meaning. That said, how is your novel an allegory? What is the symbolic meaning?
5. How is your protagonist from your novel, a classic "Dystopian Character"? Explain, referencing your handouts and your novel, write in essay form. Be sure to check the handout on Dystopian Literature.

 

** Students are allowed the "chart handout" - "Elements of Literature Novel Analysis" and ONE SIDE  of looseleaf with the essay outline and any other notes (ie mini plot pyramid).

Math AFL Assessment - Grade 8

It's that time of year... not spring and thoughts of Easter holidays, but AFL Assessments for Math 8!
Click on the following link to see past assessments...
http://www.education.gov.sk.ca/2011math-preassess-resource

This link will help to familiarize yourself with the format of the test.  It also contains practice questions for you to do for fun!! Or just to get ready for the assessment...

Stewie

Tree Frog

Tree Frog: "Add this tree frog to your page to see how he inquisitively follows your mouse or eats the flies you give it"

Social Studies Test Review

Our Test has been moved from this Friday, April 1st (No fooling!) to next Wednesday, April 6th. Students were given the study sheet in class, but in case they lose it... here it is...

Social Studies - Test Review


Forms of Power and Comparative Government

1. What is power?

Power is the ability of one person or group to control

actions, and sometimes even the thoughts of others.



2. How can bullies wield power? How do they use threat to

wield power?



3. With power, comes responsibility. Why is this? Therefore, why must government or politicians exercise power judiciously? (fairly)



4. What are the four sources of power?

Influence, Force, Authority and Collective Action

(know what these terms mean and examples in your life and in current events).

5. Be able to explain a form of power in current events and whether it's a nation, organization or individual who is wielding the power; and the consequences of the decisions stemming from the power. You will receive a case study - article from current events that you will be analyzing.




6. Make sure you have, "Power in the News - How can a country be powerful?" handout

What are the 3 benefits of authority?

- Authority can be used to provide order and security in people's lives.

- Authority can be used to protect rights and freedoms

- Authority can be used to ensure that benefits and burdens are distributed fairly.

7. Collective Power (notes) - What is synergy? What's the benefit?

8. What is a cooperative? What's the benefit?

9. Why were different cooperatives formed?

10. What are the different types of cooperatives?
 
Comparative Government


*if you are missing the notes, go to the blog. Know the different forms of government, how they overlap and examples of each form of government.
 
What was the role of technology with the current revolution in the Middle East?
 

AFL Reading Assessment

The AFL Reading Assessment is an "Assessment For Learning" to evaluate reading for grade 7. I will have the grade 8's complete the test (a photocopied version) as well to prepare them for this test in grade11... and because I will be using the data for reportcards as well. Basically, if we are taking class-time to do the test, make sure students are prepared for it... then I am going to include the results on the reportcard.

The following are links to the 2009 test and questionnaires regarding reading strategies.... For more information check out the Ministry of Education Links below.
Ms. Stewart-Mitchell

Main Page


http://www.education.gov.sk.ca/Default.aspx?DN=0c1e31f2-11b9-4a1c-b585-5b0c9d7c4cae

Student Questionnaire

http://www.education.gov.sk.ca/Default.aspx?DN=fd3d4e38-96c9-4a11-9a02-cfef856def8a&l=English

2009 Assessment

http://www.education.gov.sk.ca/Default.aspx?DN=775a211b-0b12-4bee-bf7b-90d96b10618a&l=English

Canadian government -our democracy

Our next unit will focus in on Canadian Democracy

Sites to check out...

http://www.collectionscanada.gc.ca/2/9/index-e.html

http://www.ualberta.ca/~jkirman/

http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev



http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev

http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev



http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev


http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev

http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev

http://canadaonline.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=canadaonline&cdn=newsissues&tm=7&f=00&tt=14&bt=1&bts=1&zu=http%3A//www2.parl.gc.ca/Sites/LOP/Education/LearningStrategies/lesson.asp%3FLanguage%3DE%26tife%3D2%26lpl%3Dtoclev