* test: Monday, May 31
* You are allowed a study sheet of 1 side of loose leaf - created by you!!!!
How is Wealth Distributed in the World?
More than 6.7 billion people live on our planet. As the CIDA Developing World map shows, they live in vastly different conditions. About 1 billion people—nearly one in six—live in extreme poverty, on less than a dollar a day.
While the developing world is not easy to describe, and the problems it presents are not easy to solve, many developing countries have made remarkable progress in the last several decades.
Overall, poverty is decreasing. Today, 82 percent of people in the world can read and write—the highest percentage in history. Between 1960 and 2005, life expectancy in developing countries increased by almost 20 years, from 47 to 65. Some developing countries have built up their economies to the point where they are now major competitors in the international marketplace.
Yet, for other countries, especially those in sub-Saharan Africa, poverty remains a daily threat. On that part of the continent, 33 million children were not enrolled in primary school in 2005.
Around the world, 854 million people still go to bed hungry every night. And each minute, one woman dies during pregnancy or childbirth because she didn't received adequate or prompt care.
What is development?
Development begins with meeting the most basic human needs—food, clean water, good health, and shelter. But it also involves the chance to earn a living in a society where human rights are respected and where women as well as men can participate fully in the life of their communities. Sustainable development requires an infrastructure that provides essential services and underpins economic growth, as well as an economy that encourages innovation and respects the environment.
Canadians believe it is important to help people in need. Today, television and the Internet bring images from developing countries directly into our homes. We can see that our own security, health, environment, and economic well-being are increasingly touched by events rooted in the poverty of developing countries.
In countries affected by conflict, such as Afghanistan, Canadian development experts work side by side with Canadian diplomats and Canadian soldiers to lay a solid foundation for peace and hope.
Canada is part of a new global community working to accomplish what no nation can do alone. In September 2000, at a special United Nations assembly to mark the turn of the century, the world's leaders agreed to the Millennium Development Goals (MDGs)—to reduce poverty, hunger, disease, illiteracy, environmental degradation, and discrimination against women by 2015.
With support from the Canadian International Development Agency, thousands of individual Canadians and hundreds of organizations, businesses and institutions are working with partners in developing countries to reduce poverty and meet these goals. Their efforts help create a better world and a better life for us all.
This map is designed to provide a glimpse of some of the challenges in developing countries and the progress made toward achieving five of the MDGs. It uses the United Nations Development Programme's human development index (HDI) to show which countries have achieved high levels of development and which countries are still working toward improving the lives of their people.
What is the HDI?
In 1990, the United Nations Development Programme (UNDP) created a composite index that measures the quality of life in United Nations member countries. This human development index (HDI) is based on three aspects of human development: longevity (measured by life expectancy at birth), knowledge (measured by a combination of adult literacy and school enrolment), and standard of living (measured by GDP per capita in PPP US$).
Every year, the UNDP produces a new report that ranks member countries according to the HDI, details improvement and decline in various areas, and examines one particular topic in great detail.
Did you know?
In 2004 an estimated 2.5 billion people were living on less than $2 a day—that's nearly half the people in the developing world. Source: World Bank
In sub-Saharan Africa, one out of every three people is undernourished, and this number is increasing. Source: FAO
The United Nations’ Food and Agriculture Organization (FAO) was founded on October 16, 1945 in Quebec City, at a meeting chaired by Lester B. Pearson, who later became Canada’s fourteenth Prime Minister. Each year, since 1981, the FAO has held a World Food Day on October 16 to raise awareness of the need to find a lasting solution to global hunger and malnutrition. The theme for 2008 is world food security and the challenges of climate change. Source: WFD
Beyond causing tremendous human suffering, hunger and malnutrition kill more than five million children per year, and cost developing countries billions of dollars in lost productivity and national income. Source: FAO
World Poverty and Hunger game… “Food Force”
Game is created by the United Nations
http://www.food-force.com/
A major crisis has developed in the Indian Ocean, on the island of Sheylan. We’re sending in a new team to step up the World Food Programme’s presence there and help feed millions of hungry people.
A MINITURE EARTH VIDEO SLIDESHOW
VIEW AT http://www.miniature-earth.com/me_english.htm
Wednesday, May 19, 2010
Tuesday, May 18, 2010
SMART Board Survey
We need to complete a survey asap!!
The survey is regarding the SMART board.
Just copy/paste this link into your browser window.
Survey Link:
http://esrealitycheck.com/rc/takeit.asp?i=1394375
Thanks!!
Stewie
The survey is regarding the SMART board.
Just copy/paste this link into your browser window.
Survey Link:
http://esrealitycheck.com/rc/takeit.asp?i=1394375
Thanks!!
Stewie
Social Studies -Millenium Development Goals
WHAT IS DEVELOPMENT?
In a world that is very rich, many people are very poor. Development is about reaching these people and helping them improve their lives.
Indeed, development is a complex term that takes in many different ideas. But most simply, development, when we are talking about countries, means reaching an acceptable standard of living for all people. It means that people have the basic things they need to live. It means that all the people have the right to make choices about their lives. It means that they have opportunities to improve their living situations.
Developed countries are not necessarily rich countries, and all rich countries are not necessarily developed. For example, rich countries may not be considered developed if they have a few very rich people and many very poor people, and if many people don't have healthcare and education, clean air and water, roads and electricity.
Development is a cooperative effort of many. The governments of poor countries work to improve their incomes, and, in most cases, to improve the lives of their people. The governments of most rich countries try to help poor countries to do so. Institutions like the World Bank also provide money and projects to improve the lives of poor people. Many other charitable groups around the world work to do the same. And the poor themselves struggle daily to provide for themselves and their families.
These groups and governments established a list of goals that the whole world today is striving to reach-—the Millennium Development Goals.
Development will always be ongoing, even when these basic goals are met. People will always try to improve the quality of their lives and the lives of their children. At the same time, all agree that development efforts should be "sustainable." This means meeting today’s needs without creating problems for future generations.
What is Sustainable Development?
There are many definitions of sustainable development, including this landmark one which first appeared in 1987:
"Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." ( from the World Commission on Environment and Development)
But what does this mean? What are the needs of the present? Take a minute and jot down five to ten needs that you have in your own life.
Have you listed any needs that conflict with one another? For example, if you listed clean air to breathe, but also listed a car for transportation, your needs might conflict. Which would you choose, and how would you make your decision? If within ourselves, we have conflicting needs, how much is that multiplied when we look at a whole community, city, country, world? For example, what happens when a company’s need for cheap labor conflicts with workers’ needs for livable wages? Or when individual families’ needs for firewood conflict with the need to prevent erosion and conserve topsoil? Or when one country’s need for electricity results in acid rain that damages another country's lakes and rivers?
How do we decide whose needs are met? Poor or rich people? Citizens or immigrants? People living in cities or in the countryside? People in one country or another?You or your neighbor? The environment or the corporation? This generation or the next generation? When there has to be a trade off, whose needs should go first?
The Long and the Short of It
People concerned about sustainable development suggest that meeting the needs of the future depends on how well we balance social, economic, and environmental objectives--or needs--when making decisions today. Some of these needs are itemized around the puzzle diagram.
What social, economic, or environmental needs would you add to the puzzle?
Many of these objectives may seem to conflict with each other in the short term. For example, industrial growth might conflict with preserving natural resources. Yet, in the long term, responsible use of natural resources now will help ensure that there are resources available for sustained industrial growth far into the future.
Studying the puzzle raises a number of difficult questions. For example:
- Can the long term economic objective of sustained agricultural growth be met if the ecological objective of preserving biodiversity is not?
- What happens to the environment in the long term if a large number of people cannot afford to meet their basic household needs today?
- If you did not have access to safe water, and therefore needed wood to boil drinking water so that you and your children would not get sick, would you worry about causing deforestation?
- Or, if you had to drive a long distance to get to work each day, would you be willing to move or get a new job to avoid polluting the air with your car exhaust?
- If we don’t balance our social, economic, and environmental objectives in the short term, how can we expect to sustain our development in the long term?
What sustainable development dilemmas do you and your family face in your everyday lives? Jot note 3-5 ideas.
Ms. Stewart-Mitchell ~ Social Studies Name:
What is Development?
In a world that is very rich, many people are very poor. Development is about reaching these people and helping them improve their lives.
Indeed, development is a complex term that takes in many different ideas. But most simply, development, when we are talking about countries, means reaching an acceptable standard of living for all people. It means that people have the basic things they need to live. It means that all the people have the right to make choices about their lives. It means that they have opportunities to improve their living situations.
Developed countries are not necessarily rich countries, and all rich countries are not necessarily developed. For example, rich countries may not be considered developed if they have a few very rich people and many very poor people, and if many people don't have healthcare and education, clean air and water, roads and electricity.
Development is a cooperative effort of many. The governments of poor countries work to improve their incomes, and, in most cases, to improve the lives of their people. The governments of most rich countries try to help poor countries to do so. Institutions like the World Bank also provide money and projects to improve the lives of poor people. Many other charitable groups around the world work to do the same. And the poor themselves struggle daily to provide for themselves and their families.
These groups and governments established a list of goals that the whole world today is striving to reach-—the Millennium Development Goals.
Development will always be ongoing, even when these basic goals are met. People will always try to improve the quality of their lives and the lives of their children. At the same time, all agree that development efforts should be "sustainable." This means meeting today’s needs without creating problems for future generations.
What is Sustainable Development?
There are many definitions of sustainable development, including this landmark one which first appeared in 1987:
"Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." ( from the World Commission on Environment and Development)
But what does this mean? What are the needs of the present? Take a minute and jot down five to ten needs that you have in your own life.
Have you listed any needs that conflict with one another? For example, if you listed clean air to breathe, but also listed a car for transportation, your needs might conflict. Which would you choose, and how would you make your decision? If within ourselves, we have conflicting needs, how much is that multiplied when we look at a whole community, city, country, world? For example, what happens when a company’s need for cheap labor conflicts with workers’ needs for livable wages? Or when individual families’ needs for firewood conflict with the need to prevent erosion and conserve topsoil? Or when one country’s need for electricity results in acid rain that damages another country's lakes and rivers?
How do we decide whose needs are met? Poor or rich people? Citizens or immigrants? People living in cities or in the countryside? People in one country or another?You or your neighbor? The environment or the corporation? This generation or the next generation? When there has to be a trade off, whose needs should go first?
The Long and the Short of It
People concerned about sustainable development suggest that meeting the needs of the future depends on how well we balance social, economic, and environmental objectives--or needs--when making decisions today. Some of these needs are itemized around the puzzle diagram.
What social, economic, or environmental needs would you add to the puzzle?
Many of these objectives may seem to conflict with each other in the short term. For example, industrial growth might conflict with preserving natural resources. Yet, in the long term, responsible use of natural resources now will help ensure that there are resources available for sustained industrial growth far into the future.
Studying the puzzle raises a number of difficult questions. For example:
- Can the long term economic objective of sustained agricultural growth be met if the ecological objective of preserving biodiversity is not?
- What happens to the environment in the long term if a large number of people cannot afford to meet their basic household needs today?
- If you did not have access to safe water, and therefore needed wood to boil drinking water so that you and your children would not get sick, would you worry about causing deforestation?
- Or, if you had to drive a long distance to get to work each day, would you be willing to move or get a new job to avoid polluting the air with your car exhaust?
- If we don’t balance our social, economic, and environmental objectives in the short term, how can we expect to sustain our development in the long term?
What sustainable development dilemmas do you and your family face in your everyday lives? Jot note 3-5 ideas.
What are the Millennium Development Goals?
In September 2000, most of the countries of the world agreed to cut extreme poverty and hunger in half by the year 2015. What will it take to accomplish this—and to it make stay?
Reducing poverty means providing the basic things people need to live.
Basic life needs include having enough nutritious food to eat and clean water to drink, having a home to live in, having access to good health services, being able to go to school, being able to find work, etc.
The Millennium Development Goals (MDGs) are eight targets that would help meet these basic needs for most people. Only then will the lives of the very poor be improved in a lasting way. And, development experts believe that if the MDGs are reached, the number of poor people in the world would be cut in half. The MDGs should be achieved by the year 2015.
The Millennium Development Goals were written by the United Nations, governments, international development organizations and other people who are concerned with poverty in the world.
The goals were drafted because these organizations wanted to do two things: First, they wanted to help poor people become self-sufficient and be able to contribute to their society. Second, they wanted to be able to measure how much progress has been made in reducing poverty in the world and in helping poor countries develop.
They considered some of the different problems which make and keep people poor, and came up with the following list of goals:
• Eradicate extreme poverty and hunger
• Improve maternal health
• Achieve universal primary education
• Combat HIV/AIDS, malaria, and other diseases
• Promote gender equality and empower women
• Ensure environmental sustainability
• Reduce child mortality
• Develop a global partnership for development
OTHER SITES TO HELP YOU UNDERSTAND:
http://www.unicef.org/mdg/
* This site has visuals/videos and podcasts
to help you understand
CASE STUDY #1
Breaking the silence on gender-based violence in schools
United Nations Girls' Education Initiative special podcast
In the run-up to the 10th anniversary of the United Nations Girls' Education Initiative and the global conference entitled 'E4 - Engendering Empowerment: Education and Equality' to be held in Dakar, Senegal from 17 to 20 May, UNICEF has been featuring a series on girls’ education and gender equality. The following report is part of that series.
By Pi James
NEW YORK, USA, 17 May 2010 – For millions of children worldwide, physical and emotional abuse and gender-based violence are a harsh daily reality.
AUDIO: CLICK ON THE PODCAST ON THIS SITE: http://www.unicef.org/girlseducation/index_53661.html
On the occasion of the 10th anniversary of the United Nations Girls’ Education Initiative (UNGEI), UNICEF Radio moderator Amy Costello spoke with Judith Bruce, Senior Associate and Policy Analyst with the Population Council, and Keyti, a Senegalese rap star, about violence against girls and the role of education.
‘Girls don’t feel safe’
According to Ms. Bruce, who works with the Population Council’s Poverty, Gender and Youth programme, violence targeted at girls is prevalent in communities and schools around the world. Among its many repercussions, violence can have a devastating impact on girls’ education.
“Even if [violence] doesn’t happen, the threat of it is what keeps girls from school in the first place,” Ms. Bruce said, adding that the fear of violence limits girls’ participation and frequently undermines their learning. She cited a recent Population Council study based in Zambia, in which two-thirds of girls reported that someone they knew was being abused by a male family member at home, and over a third reported that they knew of girls who had been abused by teachers.
“We have more than 80 per cent of girls saying that they know that girls are forced to do things they don’t want to do for money,” Ms. Bruce said. She noted that the ages of rape victims – at least, in cases of rape that are reported – are getting younger.
“Girls don’t feel safe,” she said. “They don’t feel safe at home, they don’t feel safe on the way to school and they don’t feel safe in school.”
A 15-year-old girl writes answers on the chalkboard in her classroom in Senegal. Girls around the world suffer multiple forms of violence in and out of school settings. © UNICEF/NYHQ2008-1125/Nesbitt
‘Enough is enough’
Keyti, a renowned rap musician and member of AURA – a network of young West African rap stars who have united to promote children's rights – said that growing up in Senegal, he encountered many social differences between girls and boys. However, he said, this is changing “little by little.”
“As a Senegalese boy, I didn’t [have] any obligation to participate in the house chores,” Keyti said, adding that he recalled his sisters and other girls “always cleaning the houses, always making food, always washing the clothes. As a boy, all I had to do was go outside and play football.
“But more and more, I get the feeling that it’s changing in Senegal right now,” he said. “Even the government is helping.”
Keyti argued that people – and communities as a whole – need to break the silence on violence. “Enough is enough,” he said. “If we really want Africa to be developed, we’ve got to take care of our problems … and face things as they are.”
Questions
1. Which Millenium Development Goals are being targeted in this case?
2. Who is being affected by lack of justice in this case?
3. How are boys and girls treated differently in this situation?
4. How have the injustices impacted both boys and girls in this case?
5. Who is helping in this situation?
6. How is having a rap musician working for children important for making a change?
http://www.unicefglobalstudy.blogspot.com/
In a world that is very rich, many people are very poor. Development is about reaching these people and helping them improve their lives.
Indeed, development is a complex term that takes in many different ideas. But most simply, development, when we are talking about countries, means reaching an acceptable standard of living for all people. It means that people have the basic things they need to live. It means that all the people have the right to make choices about their lives. It means that they have opportunities to improve their living situations.
Developed countries are not necessarily rich countries, and all rich countries are not necessarily developed. For example, rich countries may not be considered developed if they have a few very rich people and many very poor people, and if many people don't have healthcare and education, clean air and water, roads and electricity.
Development is a cooperative effort of many. The governments of poor countries work to improve their incomes, and, in most cases, to improve the lives of their people. The governments of most rich countries try to help poor countries to do so. Institutions like the World Bank also provide money and projects to improve the lives of poor people. Many other charitable groups around the world work to do the same. And the poor themselves struggle daily to provide for themselves and their families.
These groups and governments established a list of goals that the whole world today is striving to reach-—the Millennium Development Goals.
Development will always be ongoing, even when these basic goals are met. People will always try to improve the quality of their lives and the lives of their children. At the same time, all agree that development efforts should be "sustainable." This means meeting today’s needs without creating problems for future generations.
What is Sustainable Development?
There are many definitions of sustainable development, including this landmark one which first appeared in 1987:
"Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." ( from the World Commission on Environment and Development)
But what does this mean? What are the needs of the present? Take a minute and jot down five to ten needs that you have in your own life.
Have you listed any needs that conflict with one another? For example, if you listed clean air to breathe, but also listed a car for transportation, your needs might conflict. Which would you choose, and how would you make your decision? If within ourselves, we have conflicting needs, how much is that multiplied when we look at a whole community, city, country, world? For example, what happens when a company’s need for cheap labor conflicts with workers’ needs for livable wages? Or when individual families’ needs for firewood conflict with the need to prevent erosion and conserve topsoil? Or when one country’s need for electricity results in acid rain that damages another country's lakes and rivers?
How do we decide whose needs are met? Poor or rich people? Citizens or immigrants? People living in cities or in the countryside? People in one country or another?You or your neighbor? The environment or the corporation? This generation or the next generation? When there has to be a trade off, whose needs should go first?
The Long and the Short of It
People concerned about sustainable development suggest that meeting the needs of the future depends on how well we balance social, economic, and environmental objectives--or needs--when making decisions today. Some of these needs are itemized around the puzzle diagram.
What social, economic, or environmental needs would you add to the puzzle?
Many of these objectives may seem to conflict with each other in the short term. For example, industrial growth might conflict with preserving natural resources. Yet, in the long term, responsible use of natural resources now will help ensure that there are resources available for sustained industrial growth far into the future.
Studying the puzzle raises a number of difficult questions. For example:
- Can the long term economic objective of sustained agricultural growth be met if the ecological objective of preserving biodiversity is not?
- What happens to the environment in the long term if a large number of people cannot afford to meet their basic household needs today?
- If you did not have access to safe water, and therefore needed wood to boil drinking water so that you and your children would not get sick, would you worry about causing deforestation?
- Or, if you had to drive a long distance to get to work each day, would you be willing to move or get a new job to avoid polluting the air with your car exhaust?
- If we don’t balance our social, economic, and environmental objectives in the short term, how can we expect to sustain our development in the long term?
What sustainable development dilemmas do you and your family face in your everyday lives? Jot note 3-5 ideas.
Ms. Stewart-Mitchell ~ Social Studies Name:
What is Development?
In a world that is very rich, many people are very poor. Development is about reaching these people and helping them improve their lives.
Indeed, development is a complex term that takes in many different ideas. But most simply, development, when we are talking about countries, means reaching an acceptable standard of living for all people. It means that people have the basic things they need to live. It means that all the people have the right to make choices about their lives. It means that they have opportunities to improve their living situations.
Developed countries are not necessarily rich countries, and all rich countries are not necessarily developed. For example, rich countries may not be considered developed if they have a few very rich people and many very poor people, and if many people don't have healthcare and education, clean air and water, roads and electricity.
Development is a cooperative effort of many. The governments of poor countries work to improve their incomes, and, in most cases, to improve the lives of their people. The governments of most rich countries try to help poor countries to do so. Institutions like the World Bank also provide money and projects to improve the lives of poor people. Many other charitable groups around the world work to do the same. And the poor themselves struggle daily to provide for themselves and their families.
These groups and governments established a list of goals that the whole world today is striving to reach-—the Millennium Development Goals.
Development will always be ongoing, even when these basic goals are met. People will always try to improve the quality of their lives and the lives of their children. At the same time, all agree that development efforts should be "sustainable." This means meeting today’s needs without creating problems for future generations.
What is Sustainable Development?
There are many definitions of sustainable development, including this landmark one which first appeared in 1987:
"Development that meets the needs of the present without compromising the ability of future generations to meet their own needs." ( from the World Commission on Environment and Development)
But what does this mean? What are the needs of the present? Take a minute and jot down five to ten needs that you have in your own life.
Have you listed any needs that conflict with one another? For example, if you listed clean air to breathe, but also listed a car for transportation, your needs might conflict. Which would you choose, and how would you make your decision? If within ourselves, we have conflicting needs, how much is that multiplied when we look at a whole community, city, country, world? For example, what happens when a company’s need for cheap labor conflicts with workers’ needs for livable wages? Or when individual families’ needs for firewood conflict with the need to prevent erosion and conserve topsoil? Or when one country’s need for electricity results in acid rain that damages another country's lakes and rivers?
How do we decide whose needs are met? Poor or rich people? Citizens or immigrants? People living in cities or in the countryside? People in one country or another?You or your neighbor? The environment or the corporation? This generation or the next generation? When there has to be a trade off, whose needs should go first?
The Long and the Short of It
People concerned about sustainable development suggest that meeting the needs of the future depends on how well we balance social, economic, and environmental objectives--or needs--when making decisions today. Some of these needs are itemized around the puzzle diagram.
What social, economic, or environmental needs would you add to the puzzle?
Many of these objectives may seem to conflict with each other in the short term. For example, industrial growth might conflict with preserving natural resources. Yet, in the long term, responsible use of natural resources now will help ensure that there are resources available for sustained industrial growth far into the future.
Studying the puzzle raises a number of difficult questions. For example:
- Can the long term economic objective of sustained agricultural growth be met if the ecological objective of preserving biodiversity is not?
- What happens to the environment in the long term if a large number of people cannot afford to meet their basic household needs today?
- If you did not have access to safe water, and therefore needed wood to boil drinking water so that you and your children would not get sick, would you worry about causing deforestation?
- Or, if you had to drive a long distance to get to work each day, would you be willing to move or get a new job to avoid polluting the air with your car exhaust?
- If we don’t balance our social, economic, and environmental objectives in the short term, how can we expect to sustain our development in the long term?
What sustainable development dilemmas do you and your family face in your everyday lives? Jot note 3-5 ideas.
What are the Millennium Development Goals?
In September 2000, most of the countries of the world agreed to cut extreme poverty and hunger in half by the year 2015. What will it take to accomplish this—and to it make stay?
Reducing poverty means providing the basic things people need to live.
Basic life needs include having enough nutritious food to eat and clean water to drink, having a home to live in, having access to good health services, being able to go to school, being able to find work, etc.
The Millennium Development Goals (MDGs) are eight targets that would help meet these basic needs for most people. Only then will the lives of the very poor be improved in a lasting way. And, development experts believe that if the MDGs are reached, the number of poor people in the world would be cut in half. The MDGs should be achieved by the year 2015.
The Millennium Development Goals were written by the United Nations, governments, international development organizations and other people who are concerned with poverty in the world.
The goals were drafted because these organizations wanted to do two things: First, they wanted to help poor people become self-sufficient and be able to contribute to their society. Second, they wanted to be able to measure how much progress has been made in reducing poverty in the world and in helping poor countries develop.
They considered some of the different problems which make and keep people poor, and came up with the following list of goals:
• Eradicate extreme poverty and hunger
• Improve maternal health
• Achieve universal primary education
• Combat HIV/AIDS, malaria, and other diseases
• Promote gender equality and empower women
• Ensure environmental sustainability
• Reduce child mortality
• Develop a global partnership for development
OTHER SITES TO HELP YOU UNDERSTAND:
http://www.unicef.org/mdg/
* This site has visuals/videos and podcasts
to help you understand
CASE STUDY #1
Breaking the silence on gender-based violence in schools
United Nations Girls' Education Initiative special podcast
In the run-up to the 10th anniversary of the United Nations Girls' Education Initiative and the global conference entitled 'E4 - Engendering Empowerment: Education and Equality' to be held in Dakar, Senegal from 17 to 20 May, UNICEF has been featuring a series on girls’ education and gender equality. The following report is part of that series.
By Pi James
NEW YORK, USA, 17 May 2010 – For millions of children worldwide, physical and emotional abuse and gender-based violence are a harsh daily reality.
AUDIO: CLICK ON THE PODCAST ON THIS SITE: http://www.unicef.org/girlseducation/index_53661.html
On the occasion of the 10th anniversary of the United Nations Girls’ Education Initiative (UNGEI), UNICEF Radio moderator Amy Costello spoke with Judith Bruce, Senior Associate and Policy Analyst with the Population Council, and Keyti, a Senegalese rap star, about violence against girls and the role of education.
‘Girls don’t feel safe’
According to Ms. Bruce, who works with the Population Council’s Poverty, Gender and Youth programme, violence targeted at girls is prevalent in communities and schools around the world. Among its many repercussions, violence can have a devastating impact on girls’ education.
“Even if [violence] doesn’t happen, the threat of it is what keeps girls from school in the first place,” Ms. Bruce said, adding that the fear of violence limits girls’ participation and frequently undermines their learning. She cited a recent Population Council study based in Zambia, in which two-thirds of girls reported that someone they knew was being abused by a male family member at home, and over a third reported that they knew of girls who had been abused by teachers.
“We have more than 80 per cent of girls saying that they know that girls are forced to do things they don’t want to do for money,” Ms. Bruce said. She noted that the ages of rape victims – at least, in cases of rape that are reported – are getting younger.
“Girls don’t feel safe,” she said. “They don’t feel safe at home, they don’t feel safe on the way to school and they don’t feel safe in school.”
A 15-year-old girl writes answers on the chalkboard in her classroom in Senegal. Girls around the world suffer multiple forms of violence in and out of school settings. © UNICEF/NYHQ2008-1125/Nesbitt
‘Enough is enough’
Keyti, a renowned rap musician and member of AURA – a network of young West African rap stars who have united to promote children's rights – said that growing up in Senegal, he encountered many social differences between girls and boys. However, he said, this is changing “little by little.”
“As a Senegalese boy, I didn’t [have] any obligation to participate in the house chores,” Keyti said, adding that he recalled his sisters and other girls “always cleaning the houses, always making food, always washing the clothes. As a boy, all I had to do was go outside and play football.
“But more and more, I get the feeling that it’s changing in Senegal right now,” he said. “Even the government is helping.”
Keyti argued that people – and communities as a whole – need to break the silence on violence. “Enough is enough,” he said. “If we really want Africa to be developed, we’ve got to take care of our problems … and face things as they are.”
Questions
1. Which Millenium Development Goals are being targeted in this case?
2. Who is being affected by lack of justice in this case?
3. How are boys and girls treated differently in this situation?
4. How have the injustices impacted both boys and girls in this case?
5. Who is helping in this situation?
6. How is having a rap musician working for children important for making a change?
http://www.unicefglobalstudy.blogspot.com/
Friday, May 14, 2010
MATH INTEGERS RULE
REMEMBER THE FOLLOWING "PERSONALITY RULE" FOR Multiplying or Dividing INTEGERS...
Imagine there is a party where many people are hanging out....
If you have 2 positive people chatting, they will have a good or "positive" time, so + x + = +
If you have 2 negative people chatting, they will also have a good time because after all they can both complain, but eventually they are having fun because they have like personalities. So.... - x - = +
BUT if you have a positive person hanging out with a negative person, they will not have a good time because they are not alike... so...
+ x - = - or - x + = -
This "Personality Rule" applies whether you multiply or divide integers... and there you go, an easy way to remember the sign rules of integers.
Ms. Stewie
A REALLY GOOFY RAP ABOUT INTEGERS.... But if it helps you understand... awesome!
ECO-EARTH DAY LITURGY AND PRESENTATION
As a culmination of our EARTH MONTH, that started off with the SCHOOL EARTH HOUR CHALLENGE and included a variety of activities to celebrate the earth, we will have a EARTH LITURGY/CELEBRATION on WEDNESDAY, MAY 19TH at 10:30.
**** WEAR YOUR AWESOME ONE-OF-A-KIND TIE DYED SHIRT ON WEDNESDAY!!!!***
WELL DONE GRADE 7/8'S (and those other grade 8's from Mr. C's and Mrs.H/Mr.M.'s classes) for creating a ton of amazing shirts for the school. I really appreciate all of your hard work!!! Many teachers complimented me on how great you guys are!!
WELL DONE!!!
**** WEAR YOUR AWESOME ONE-OF-A-KIND TIE DYED SHIRT ON WEDNESDAY!!!!***
WELL DONE GRADE 7/8'S (and those other grade 8's from Mr. C's and Mrs.H/Mr.M.'s classes) for creating a ton of amazing shirts for the school. I really appreciate all of your hard work!!! Many teachers complimented me on how great you guys are!!
WELL DONE!!!
Sunday, May 9, 2010
HAPPY MOTHER'S DAY MOM!!!
HAPPY MOTHER'S DAY TO ALL MOMS OUT THERE!!
To my mom, Happy Mother's Day. I hope it's relaxing and a time for YOU to enjoy the day to yourself!
This song is for you. Right now it's not really a beautiful day... but the song is awesome and makes you think of positive things. Anyways... Enjoy!
By the way... I just like the song because it's cool.... and I love U2.
To my mom, Happy Mother's Day. I hope it's relaxing and a time for YOU to enjoy the day to yourself!
This song is for you. Right now it's not really a beautiful day... but the song is awesome and makes you think of positive things. Anyways... Enjoy!
By the way... I just like the song because it's cool.... and I love U2.
Friday, May 7, 2010
French - Passe Compose and Futur Proche
FUTUR PROCHE (FUTURE TENSE)
In French when you want to say something is going to happen, you use "Futur Proche" tense.
The Structure:
SUBJECT + aller CONJUGATED (to fit the subject) + 2ND VERB (INFINITIVE/UNCHANGED FORM)
+ REST OF SENTENCE...
To use the Futur Proche tense, you need to use ALLER CONJUGATED.
Aller Conjugation Chart
Je vais
Tu vas
Il va
Elle va
Nous allons
Vous avez
Ils vont
Elles vont
** Aller means to go!
Futur Proche Examples:
Je vais manger un sandwich.
(I am going to eat a sandwich.)
Tu vas voyager a Edmonton.
(You are going to travel to Edmonton)
Ils vont etudier a l'ecole.
(They are going to study a the school)
Elles vont chanter a l'eglise.
(They are going to sing at church)
Kieran va manger un sandwich sous-marin.
(Kieran is going to eat a submarine sandwich).
** Note that when you have a name of a person, use "va")
Futur Proche Practice - Use the following to write sentences in french... using the futur proche tense.
1. Brianna/chanter/a l'ecole
2. Carl et John Mark/vister/sur l'autobus
3. Je /regarder /le television
4. Ils/voyager/a la foret
5. Elles/prendre/un vacance sur l'ile tropicale
6. Vous/aller/a un parc national
7. Nous/manger/a la restaurant
8. Tu/faire/un gateau
PASSE COMPOSE
If you want to say that something happened in the past, use PASSE COMPOSE. Passe Compose means past tense.
Passe Compose Structure
SUBJECT + AVOIR CONJUGATED + INFINITIVE VERB + REST OF SENTENCE
EX) J' AI MANGER UN SANDWICH SOUS-MARIN.
ENGLISH: I ATE A SUBMARINE SANDWICH.
Tu as parler avec tes amis.
You talked with your friends.
AVOIR CONJUGATED
J'ai
Tu as
Elle a
Il a
Nous avons
Vous avez
Elles ont
Ils ont
Passe Compose Practice - Use the following to write sentences in french... using the passe compose tense.
1. Brianna/chanter/a l'ecole
2. Carl et John Mark/vister/sur l'autobus
3. Je /regarder /le television
4. Ils/voyager/a la foret
5. Elles/prendre/un vacance sur l'ile tropicale
6. Vous/aller/a un parc national
7. Nous/manger/a la restaurant
8. Tu/faire/un gateau
Other things you need to know...
je = I
tu = you (informal or singular)
elle = she
il = he
nous = they
vous = you (formal or plural)
ils = they (for a group of boys or a group of boys and girls)
elles = they (for a group of girls)
In French when you want to say something is going to happen, you use "Futur Proche" tense.
The Structure:
SUBJECT + aller CONJUGATED (to fit the subject) + 2ND VERB (INFINITIVE/UNCHANGED FORM)
+ REST OF SENTENCE...
To use the Futur Proche tense, you need to use ALLER CONJUGATED.
Aller Conjugation Chart
Je vais
Tu vas
Il va
Elle va
Nous allons
Vous avez
Ils vont
Elles vont
** Aller means to go!
Futur Proche Examples:
Je vais manger un sandwich.
(I am going to eat a sandwich.)
Tu vas voyager a Edmonton.
(You are going to travel to Edmonton)
Ils vont etudier a l'ecole.
(They are going to study a the school)
Elles vont chanter a l'eglise.
(They are going to sing at church)
Kieran va manger un sandwich sous-marin.
(Kieran is going to eat a submarine sandwich).
** Note that when you have a name of a person, use "va")
Futur Proche Practice - Use the following to write sentences in french... using the futur proche tense.
1. Brianna/chanter/a l'ecole
2. Carl et John Mark/vister/sur l'autobus
3. Je /regarder /le television
4. Ils/voyager/a la foret
5. Elles/prendre/un vacance sur l'ile tropicale
6. Vous/aller/a un parc national
7. Nous/manger/a la restaurant
8. Tu/faire/un gateau
PASSE COMPOSE
If you want to say that something happened in the past, use PASSE COMPOSE. Passe Compose means past tense.
Passe Compose Structure
SUBJECT + AVOIR CONJUGATED + INFINITIVE VERB + REST OF SENTENCE
EX) J' AI MANGER UN SANDWICH SOUS-MARIN.
ENGLISH: I ATE A SUBMARINE SANDWICH.
Tu as parler avec tes amis.
You talked with your friends.
AVOIR CONJUGATED
J'ai
Tu as
Elle a
Il a
Nous avons
Vous avez
Elles ont
Ils ont
Passe Compose Practice - Use the following to write sentences in french... using the passe compose tense.
1. Brianna/chanter/a l'ecole
2. Carl et John Mark/vister/sur l'autobus
3. Je /regarder /le television
4. Ils/voyager/a la foret
5. Elles/prendre/un vacance sur l'ile tropicale
6. Vous/aller/a un parc national
7. Nous/manger/a la restaurant
8. Tu/faire/un gateau
Other things you need to know...
je = I
tu = you (informal or singular)
elle = she
il = he
nous = they
vous = you (formal or plural)
ils = they (for a group of boys or a group of boys and girls)
elles = they (for a group of girls)
Wednesday, May 5, 2010
Oil Spill Your Reactions... Blog Post
Writ a blog response to the oil spill in the Gulf of Mexico.
Remember to use your aliases and not your name.
Stewie
Videos for comtemplation...
Remember to use your aliases and not your name.
Stewie
Videos for comtemplation...
Human Rights Booktalk
Human Rights Novel Booktalk Assignment
Presentation due date: May 18 start date... (yes I changed the date to accomodate our hectic schedule, initially students were presenting on May 14th)
During WWII, children of Jewish descent were forced to flee their homes to escape the Nazis. Families left most of their belongings behind, able to take with them only what they could carry in a small suitcase. There have been many instances in history, or even today, where people are forced to leave their home with only a few belongings.
Your Assignment: Create a suitcase or travel case (appropriate to the time and country) of things that represent the ideas or key events from your novel. You can use a collection of trinkets, pictures, or symbols to represent the key of the novel.
Example: Imagine you are reading the novel, The Hunger Games. If you were Katniss (the protagonist/main character) you would talk about your character and things that are important to you. You may pack a bow and arrow in your travel case because it represented you as a hunter, and ofcourse, the skills you developed using the bow and arrow, helped to provide food for your family... then eventually saved your life.
You might also pack a piece of bread or a bun to represent a very special person in your life, Peeta. (yes it sounds weird). Peeta was the boy also chosen to represent your district, in the Hunger Games. You never really paid attention to him prior to the lottery. You never really noticed him, except for the time he gave you bread when you were starving. Peeta gave you three loaves of bread when you and your family were starving, even though it meant a beating from his mother.....
Get the idea...?? You need to get into the character and BECOME the character.
Explore the following novel elements:
1. Character (introduce not only yourself, the protagonist, but the other supporting characters that are important to the novel. Ex: antagonist.)
2. Setting (include a description of where and when your novel takes place, and how the setting impacts the novel, you could also include a map of the setting)
3. Problem (main conflict of the novel and internal or personal struggles. Explore the conflict with the antagonist.)
4. Solution (how did everything end up? How the plot "unravel"?)
5. Moral or theme of the novel - What is the main message? What is the main theme?
The travel case must also include items that represent your thoughts and feelings, and the values brought out in the novel.
Travel cases will be made in class, however, time will be needed to find the items to fill your travel cases.
How many items? at least 8... but less than 15.
The Presentation...
When you present, pretend you are the protagonist or main character. Talk about the key elements of the novel, as events from the book that happened to you. How would you react to other characters? How do you react to the problem? What are your feelings?? What do others think about you?
Come dressed in the role of your character with your travel case or travel bag filled with book related "trinkets" or momentos. Be authentic to your character and the time period of your book.Try to "get into your character". PRACTICE, PRACTICE, PRACTICE!! Make cue cards or notes to help you.
Feel free to create a backgrounnd via Powerpoint (e-mail to me at j.stewart-mitchell@rcs.sk.ca) so I can upload to the smart boart.) You can also use background music (please bring music on a memory stick or c.d. or embed in a powerpoint; as Youtube is very slow.
Presentation due date: May 18 start date...
Presentation due date: May 18 start date... (yes I changed the date to accomodate our hectic schedule, initially students were presenting on May 14th)
During WWII, children of Jewish descent were forced to flee their homes to escape the Nazis. Families left most of their belongings behind, able to take with them only what they could carry in a small suitcase. There have been many instances in history, or even today, where people are forced to leave their home with only a few belongings.
Your Assignment: Create a suitcase or travel case (appropriate to the time and country) of things that represent the ideas or key events from your novel. You can use a collection of trinkets, pictures, or symbols to represent the key of the novel.
Example: Imagine you are reading the novel, The Hunger Games. If you were Katniss (the protagonist/main character) you would talk about your character and things that are important to you. You may pack a bow and arrow in your travel case because it represented you as a hunter, and ofcourse, the skills you developed using the bow and arrow, helped to provide food for your family... then eventually saved your life.
You might also pack a piece of bread or a bun to represent a very special person in your life, Peeta. (yes it sounds weird). Peeta was the boy also chosen to represent your district, in the Hunger Games. You never really paid attention to him prior to the lottery. You never really noticed him, except for the time he gave you bread when you were starving. Peeta gave you three loaves of bread when you and your family were starving, even though it meant a beating from his mother.....
Get the idea...?? You need to get into the character and BECOME the character.
Explore the following novel elements:
1. Character (introduce not only yourself, the protagonist, but the other supporting characters that are important to the novel. Ex: antagonist.)
2. Setting (include a description of where and when your novel takes place, and how the setting impacts the novel, you could also include a map of the setting)
3. Problem (main conflict of the novel and internal or personal struggles. Explore the conflict with the antagonist.)
4. Solution (how did everything end up? How the plot "unravel"?)
5. Moral or theme of the novel - What is the main message? What is the main theme?
The travel case must also include items that represent your thoughts and feelings, and the values brought out in the novel.
Travel cases will be made in class, however, time will be needed to find the items to fill your travel cases.
How many items? at least 8... but less than 15.
The Presentation...
When you present, pretend you are the protagonist or main character. Talk about the key elements of the novel, as events from the book that happened to you. How would you react to other characters? How do you react to the problem? What are your feelings?? What do others think about you?
Come dressed in the role of your character with your travel case or travel bag filled with book related "trinkets" or momentos. Be authentic to your character and the time period of your book.Try to "get into your character". PRACTICE, PRACTICE, PRACTICE!! Make cue cards or notes to help you.
Feel free to create a backgrounnd via Powerpoint (e-mail to me at j.stewart-mitchell@rcs.sk.ca) so I can upload to the smart boart.) You can also use background music (please bring music on a memory stick or c.d. or embed in a powerpoint; as Youtube is very slow.
Presentation due date: May 18 start date...
Thursday, April 29, 2010
EARTH RELATED VIDEOS AND SUCH...
After watching Dave Matthews Band's video, "The Space Between" I got thinking...
WATCH THE VIDEO... CHECK OUT THE FACTORY IN THE BACKGROUND...
What are some things you can do right now to help the planet?? Oh you might say, I'm only ___ years old... what can I do?? Well you can do a lot! Over the next month I want you all to make a personal commitment to do something for the earth. It doesn't have to be huge... but every small act add up to making a huge difference....
How about...
1. Always make sure that your family has the reusable bags handy in the car or near the front door??
2. You bring a reusable water bottle to school and totally avoid buying water or drinks that are bottled in single use bottles (ie: Gatorade, Dasani water). By the way, if you like Gatorade or sports drinks, save yourself $2-$3 and buy the Gatorade drink crystals at the store (it is WAAAAYYYY CHEAPER, and it's the same thing...!) Or you can also make your own "organic energy drink" by using water, grape or cranberry juice, sugar and a dash of salt. I have a recipe if you like... or you can google it I'm sure.
3. Be on the "light patrol" around the house. Turn off lights in rooms where there isn't anyone present...
note, I said rooms where there isn't anyone present... ie: don't madly turn off lights around the house while people are reading or doing homework in the name of the environment!! In addition to this, use energy efficient light bulbs, but of course this is something you can discuss with your parents.
4. Ride a bike, walk, skateboard... don't ask for a ride home if you can help it.
5. Pack a "garbage free" lunch. If you have prewrapped food, avoid these items and pack things that can be stored in reusable containers OR... if that's not always possible, then make sure your wrappers get home and get recycled... which brings me to my next point...
6. Become your family's "Recycling Guru"... Be the one in charge of the recycling. Be vigilant, be committed, get everyone on board. Yes I know, many people say they just don't have time to recycle... do we have time to waste when it comes to protecting the planet...
7. Use the dryer less, hang your clothes to dry (on clotheslines, hangers, racks for drying clothes). It saves energy and helps prevent your clothes from wearing out.
8. It's spring, and we don't think about turning up the heat as much, but you can remember in the winter, "Don't touch that thermostate... put on a sweater".
9. In the summer, think about doing energy efficient things to keep your house or apartment cool... Open windows at night and allow air to flow through the house, keep curtains clothes during the day (with the windows closed), try not to use the stove at night and make "cool suppers" (like salads, sandwiches etc.) or barbeque outside. Of course, don't do things like drying your clothes in the dryer when your trying to cool down the house.
10. Conserve water.... yes you are probably too young to think about purchasing low flow toilets or energy efficient appliances or cars just yet.... but there are a few things you can do...
- add bricks to your toilet tank to help use less water when flushing (Do you remember what we discussed in class)
- make sure taps are always turned off and not leaking
- keep a pitcher of cold water in the fridge (or it can be in a water filter - type pitcher), so that you run the tap less to get cold water for drinking.
- for those of you who wash or own clothes, use cold water to wash them. It also saves energy.
- if you have a lawn be conscientious about watering early in the morning or late at night... or better yet, plant a garden or xeroscape (did I spell that right) or do creative things with rock or wood chips in your yard... Yes I know it's hard to get away from having a lawn, especially with families... I decided that I would let our lawn become more "prairie like" but cutting it less ;-) !!
There's 10 off the top of my head... What else can you think of??? Please post your comments.
Here's a couple vid's to help get you thinking.
Why we Should Use Reusable Bags...
Why You Will Think Twice About Bottled Water...
www.thestoryofbottledwater.com
Strange Days for Planet Earth Video...
What is the North Pacific Tropical Gyre? Check it out...
Synthetic Sea...
CNN Report on Garbage Island
Blue Man Group Comment on Global Warming
Jack Johnson - 3R's
Madonna - Hey You
Yes, not a singer that has always deserved respect... but the song has a good message.
Dave Matthews - Don't Drink the Water
It's about rights to land in the Amazon, but some definite environment connections.
WATCH THE VIDEO... CHECK OUT THE FACTORY IN THE BACKGROUND...
What are some things you can do right now to help the planet?? Oh you might say, I'm only ___ years old... what can I do?? Well you can do a lot! Over the next month I want you all to make a personal commitment to do something for the earth. It doesn't have to be huge... but every small act add up to making a huge difference....
How about...
1. Always make sure that your family has the reusable bags handy in the car or near the front door??
2. You bring a reusable water bottle to school and totally avoid buying water or drinks that are bottled in single use bottles (ie: Gatorade, Dasani water). By the way, if you like Gatorade or sports drinks, save yourself $2-$3 and buy the Gatorade drink crystals at the store (it is WAAAAYYYY CHEAPER, and it's the same thing...!) Or you can also make your own "organic energy drink" by using water, grape or cranberry juice, sugar and a dash of salt. I have a recipe if you like... or you can google it I'm sure.
3. Be on the "light patrol" around the house. Turn off lights in rooms where there isn't anyone present...
note, I said rooms where there isn't anyone present... ie: don't madly turn off lights around the house while people are reading or doing homework in the name of the environment!! In addition to this, use energy efficient light bulbs, but of course this is something you can discuss with your parents.
4. Ride a bike, walk, skateboard... don't ask for a ride home if you can help it.
5. Pack a "garbage free" lunch. If you have prewrapped food, avoid these items and pack things that can be stored in reusable containers OR... if that's not always possible, then make sure your wrappers get home and get recycled... which brings me to my next point...
6. Become your family's "Recycling Guru"... Be the one in charge of the recycling. Be vigilant, be committed, get everyone on board. Yes I know, many people say they just don't have time to recycle... do we have time to waste when it comes to protecting the planet...
7. Use the dryer less, hang your clothes to dry (on clotheslines, hangers, racks for drying clothes). It saves energy and helps prevent your clothes from wearing out.
8. It's spring, and we don't think about turning up the heat as much, but you can remember in the winter, "Don't touch that thermostate... put on a sweater".
9. In the summer, think about doing energy efficient things to keep your house or apartment cool... Open windows at night and allow air to flow through the house, keep curtains clothes during the day (with the windows closed), try not to use the stove at night and make "cool suppers" (like salads, sandwiches etc.) or barbeque outside. Of course, don't do things like drying your clothes in the dryer when your trying to cool down the house.
10. Conserve water.... yes you are probably too young to think about purchasing low flow toilets or energy efficient appliances or cars just yet.... but there are a few things you can do...
- add bricks to your toilet tank to help use less water when flushing (Do you remember what we discussed in class)
- make sure taps are always turned off and not leaking
- keep a pitcher of cold water in the fridge (or it can be in a water filter - type pitcher), so that you run the tap less to get cold water for drinking.
- for those of you who wash or own clothes, use cold water to wash them. It also saves energy.
- if you have a lawn be conscientious about watering early in the morning or late at night... or better yet, plant a garden or xeroscape (did I spell that right) or do creative things with rock or wood chips in your yard... Yes I know it's hard to get away from having a lawn, especially with families... I decided that I would let our lawn become more "prairie like" but cutting it less ;-) !!
There's 10 off the top of my head... What else can you think of??? Please post your comments.
Here's a couple vid's to help get you thinking.
Why we Should Use Reusable Bags...
Why You Will Think Twice About Bottled Water...
www.thestoryofbottledwater.com
Strange Days for Planet Earth Video...
What is the North Pacific Tropical Gyre? Check it out...
Synthetic Sea...
CNN Report on Garbage Island
Blue Man Group Comment on Global Warming
Jack Johnson - 3R's
Madonna - Hey You
Yes, not a singer that has always deserved respect... but the song has a good message.
Dave Matthews - Don't Drink the Water
It's about rights to land in the Amazon, but some definite environment connections.
Monday, April 19, 2010
EXPOSITORY WRITING PRACTICE - WHAT DOES IT MEAN TO BE A GLOBAL CITIZEN?
Expository Writing Practice - Wednesday - Tuesday April 14-20
Topic (see handouts)... What does it mean to be a global citizen??
RAFTS CHART...
Role - you are a writer for World Beat magazine
Audience - teen readers of the magazine
Form - expository essay
Topic - What does it mean to be a global citizen? What characterizes a global citizen? What do they do? Why do people need to strive to become global citizens?
Strong Verb - explain
* Complete a RAFTS chart, Web and Outline for tomorrow - Tuesday, April 20
FOR HOMEWORK Complete the introduction paragraph and the 1st paragraph of your body paragraphs due Tuesday.
*** TAKE NOTE...
AFL WRITING ASSESSMENT STARTS WEDNESDAY, APRIL 21-23.
GRADE 7/8'S will participate, the grade 8 assessments will photocopied so that I can mark them, then they will be sent to the Ministry of Education; the grade 7 booklets will only be evaluated by me. This is the same for all grade 7/8 classrooms.
Thursday, March 25, 2010
Math New Unit --- Volume
We are learning about Volume now!!!
To get ready to work out those formulas, click on the Youtube video below.
The Volume Video... That voice who is narrating sounds just like Michael Jackson
This movie teaches students how to find the volume of a solid figure. Learn how to solve and find the volume of a 3D shape using length times width times height. Includes the volume song.
*Try not to laugh too much at the way the narrator says "box" (or "baux")
Volume of a Cube Formulas and images on:
http://math.about.com/od/geometry/ss/cube_3.htm
* Copy/paste into your browser window.
cube = a 3 *** In a cube all the sides are the same length.
Which is the same as Volume = side x side x side
or V = length x width x height* Remember all the sides are the same units.
rectangular prism V = l x w x h
V = B x h ( if the base is calculated for you) or V= l x w x h
right triangle prism
V = (base of triangle x height of triangle divided by 2) x height of prism
or V = (b x h / 2 ) x H
irregular prism = b x h
*** Calculate the area of the Base
cylinder = b h = pi r 2 h
V = (pi x r 2) x h *"pi" is a sign that I can't type on here.
* pi = 3.14
* the small 2 means square the number or multiply the number by itself ex: 2 squared is 2 x 2 = 4.
To get ready to work out those formulas, click on the Youtube video below.
The Volume Video... That voice who is narrating sounds just like Michael Jackson
This movie teaches students how to find the volume of a solid figure. Learn how to solve and find the volume of a 3D shape using length times width times height. Includes the volume song.
*Try not to laugh too much at the way the narrator says "box" (or "baux")
Volume of a Cube Formulas and images on:
http://math.about.com/od/geometry/ss/cube_3.htm
* Copy/paste into your browser window.
cube = a 3 *** In a cube all the sides are the same length.
Which is the same as Volume = side x side x side
or V = length x width x height* Remember all the sides are the same units.
rectangular prism V = l x w x h
V = B x h ( if the base is calculated for you) or V= l x w x h
right triangle prism
V = (base of triangle x height of triangle divided by 2) x height of prism
or V = (b x h / 2 ) x H
irregular prism = b x h
*** Calculate the area of the Base
cylinder = b h = pi r 2 h
V = (pi x r 2) x h *"pi" is a sign that I can't type on here.
* pi = 3.14
* the small 2 means square the number or multiply the number by itself ex: 2 squared is 2 x 2 = 4.
Expository Writing Tips
Introduction to Expository Writing Song - It actually pretty much sums up expository writing, and the guy can actually sing!
The Expository Essay
An expository essay attempts to explain the subject to the audience. This may be accomplished by explaining a process, comparing or contrasting two items, identifying a cause-effect relationship, explaining with examples, dividing and classifying, or defining. Depending upon the particular type of expository essay being written, the order of presentation of supporting details may vary. The process essay will employ chronological (time) order; the essay which compares or contrasts, explains with examples, or divides and classifies may use an order of importance (most-to-least important or least-to-most important); the essay which employs causal analysis may identify a cause and then predict its effect or start with the effect and seek to identify its cause.
The Expository Essay Goal:
Expository writing seeks to inform, explain, clarify, define or instruct.
Characteristics:
The general characteristics of expository writing include:
•focus on main topic
•logical supporting facts
•details, explanations, and examples
•strong organization
•clarity
•unity and coherence
•logical order
•smooth transitions
Uses:
Expository writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research papers.
Example Prompts:
•Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution.
Here's another EXPOSITORY WRITING SONG... I know you want to download it to your ipod, just listen to what she has to say.... Just turn down the volume.
The Expository Essay
An expository essay attempts to explain the subject to the audience. This may be accomplished by explaining a process, comparing or contrasting two items, identifying a cause-effect relationship, explaining with examples, dividing and classifying, or defining. Depending upon the particular type of expository essay being written, the order of presentation of supporting details may vary. The process essay will employ chronological (time) order; the essay which compares or contrasts, explains with examples, or divides and classifies may use an order of importance (most-to-least important or least-to-most important); the essay which employs causal analysis may identify a cause and then predict its effect or start with the effect and seek to identify its cause.
The Expository Essay Goal:
Expository writing seeks to inform, explain, clarify, define or instruct.
Characteristics:
The general characteristics of expository writing include:
•focus on main topic
•logical supporting facts
•details, explanations, and examples
•strong organization
•clarity
•unity and coherence
•logical order
•smooth transitions
Uses:
Expository writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research papers.
Example Prompts:
•Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution.
Here's another EXPOSITORY WRITING SONG... I know you want to download it to your ipod, just listen to what she has to say.... Just turn down the volume.
Monday, March 22, 2010
CANADIANS WHO MADE A DIFFERENCE AND RESISTED IN WWII
PAULINE VANIER HISTORICA MINUTES AUDIO FILE
http://www.histori.ca/minutes/minute.do?id=13563
http://www.histori.ca/minutes/minute.do?id=13563
Copy/paste this into your URL window and search for Pauline Vanier for a 1 minute Historica audio clip.
This audio clip could be used to help you further understand what we are studying. Feel free to learn more about Canadian volunteers like the Vaniers on this site.
Below is a Youtube video about the Vaniers... Watch and learn and REFLECT...
How did Governor General George Vanier and Pauline Vanier help the refugees of WWII. Why were their efforts so important. How did they stand up for what they believe in, and help refugees during WWII??
Below is a Youtube video about the Vaniers... Watch and learn and REFLECT...
How did Governor General George Vanier and Pauline Vanier help the refugees of WWII. Why were their efforts so important. How did they stand up for what they believe in, and help refugees during WWII??
Wednesday, March 17, 2010
Social Studies/Current Events - Waving Flag
Waving Flag Song - Lyrics and song
Video of the Young CANADIAN artists for Haiti
THE "Why Should We Care About
Haiti, Chile and Other Places Impacted By NaturalDisaster ASSIGNMENT...
Imagine you hear someone say to you, "I'm tired
of hearing about Haiti, Chile and other places where there
is natural disaster. It's sad, it's terrible what the earthquake did to the people of Haiti.
But I donated already
and now I'm tired of hearing about it.
Besides, what can
I do anyways???"
What would you say to convince this person
that they should care?
What would you say to this
person to convince them that if we don't
care, who will??
How would you convince them to change their
attitude?
What would you say to change their views??
PART I: In the form of a letter persuade this
person to care. Give reasons that would convince
them on an emotional level and a factual level. Your letter should be 3-4 paragraphs if you
are in grade 7 (intro paragraph, 1-2 middle paragraphs and a conclusion paragraph), and 4-5
paragraphs if you are in grade 8(intro paragraph, 2-3 middle paragraphs and a conclusion paragraph). You can address the letter to "Dear Friend" or "Dear
Dude with Attitude"...
PART II: Take your letter and create a powerpoint that reflects images of Haiti, other people around the world and connections to home.
Your powerpoint must be of at least 10 slides with your letter incorporated between slides. All images must be appropriate and
sensitive to the nature of the current events issue. Be sure to incorporate music (not necessarily
"Waving Flag" to the powerpoint). Use transitions and many effects, but ensure that they do not detract from the message.
*** If you prefer, you do NOT HAVE TO INCLUDE ALL OF YOUR LETTER IN THE POWERPOINT... just the main ideas. Be sure to include a FULL DRAFT OF THE WHOLE LETTER AT THE END OF THE POWERPOINT FOR EVALUATION.
* Be sure to organize your ideas using the storyboard organizer.
When you are finished you will present the powerpoint to the class.
*A Evaluation Rubric has been given to you in class. Please use it.
** This assignment may now be completed in partners (writing the letter) and composing the powerpoint.Due Date: for this persuasive letter rough draft is April 1((I'm not fooling you!!) That is for both Mr. C's class and my class.
K'Naan releasing Haiti charity song
Somali-Canadian rapper reworks Wavin' Flag to support relief effort
Video of the Young CANADIAN artists for Haiti
THE "Why Should We Care About
Haiti, Chile and Other Places Impacted By NaturalDisaster ASSIGNMENT...
Imagine you hear someone say to you, "I'm tired
of hearing about Haiti, Chile and other places where there
is natural disaster. It's sad, it's terrible what the earthquake did to the people of Haiti.
But I donated already
and now I'm tired of hearing about it.
Besides, what can
I do anyways???"
What would you say to convince this person
that they should care?
What would you say to this
person to convince them that if we don't
care, who will??
How would you convince them to change their
attitude?
What would you say to change their views??
PART I: In the form of a letter persuade this
person to care. Give reasons that would convince
them on an emotional level and a factual level. Your letter should be 3-4 paragraphs if you
are in grade 7 (intro paragraph, 1-2 middle paragraphs and a conclusion paragraph), and 4-5
paragraphs if you are in grade 8(intro paragraph, 2-3 middle paragraphs and a conclusion paragraph). You can address the letter to "Dear Friend" or "Dear
Dude with Attitude"...
PART II: Take your letter and create a powerpoint that reflects images of Haiti, other people around the world and connections to home.
Your powerpoint must be of at least 10 slides with your letter incorporated between slides. All images must be appropriate and
sensitive to the nature of the current events issue. Be sure to incorporate music (not necessarily
"Waving Flag" to the powerpoint). Use transitions and many effects, but ensure that they do not detract from the message.
*** If you prefer, you do NOT HAVE TO INCLUDE ALL OF YOUR LETTER IN THE POWERPOINT... just the main ideas. Be sure to include a FULL DRAFT OF THE WHOLE LETTER AT THE END OF THE POWERPOINT FOR EVALUATION.
* Be sure to organize your ideas using the storyboard organizer.
When you are finished you will present the powerpoint to the class.
*A Evaluation Rubric has been given to you in class. Please use it.
** This assignment may now be completed in partners (writing the letter) and composing the powerpoint.Due Date: for this persuasive letter rough draft is April 1((I'm not fooling you!!) That is for both Mr. C's class and my class.
Anne Frank and Holocaust Persuasive Writing Prompt
ELA READING: ANNE FRANK AND RESISTING HITLER
Reading/Writing Assignment #1 - Resisting Hitler Letter
Imagine you are Helmuth from the short story, "Resisting Hitler" and you have merely 2 months to live as you sit in jail. Remember you received a punishment for standing up to the Nazis and their hate propaganda of the Jewish people. You have the opportunity to compose a letter to your brother with the last words you wish to share. What would you say?
The assignment from the RAFTS model.
Role - You are writing from Helmuth's perspective
Audience - Your brother (and peers)
Form - Friendly letter format
Topic - Words of wisdom, final thoughts on the resistance against the Nazis
Strong Verb - Explain your reasons for making the sacrifice and doing what was right or persuade your brother to carry on your mission
Follow these steps for writing:
1) PREWRITE - Brainstorm what you will include in the letter, thinking about the reasons and facts that connect to the story and what you know about the resistance.
Do this in the form of a detailed web with many branches.
Outline - What will you include in the INTRODUCTION, MIDDLE PARAGRAPHS/BODY and CONCLUSION? Create a detailed OUTLINE.
2) DRAFT - Compose the letter. Ensuring that you paint a "sensory picture" - identifying reasons why you went against the Nazis. Use at least 8 transitions in your writing.
3) REVISING - Check over the organization, details, content, word choice. Have you included all the details in the right order to paint the picture??
4) EDITING - Proofread and ensure that your letter is free of mechanical errors (grammar, capitalization, spelling and punctuation errors) and that the sentences and paragraphs are composed well.
5) PUBLISHING AND PRESENTING - Create an "AUTHENTIC" letter that reflects the time period. How could you make it reflect a young man in a WWII jail??
Reading Assignment #2 - Anne Frank, Hero of the 21 Century
We will be completing a persuasive writing piece that connects to our lesson on Anne Frank.
The prompt:
We will be completing a persuasive writing piece that connects to our lesson on Anne Frank.
The prompt:
Anne Frank was voted by Time Magazine as one of the most role models of the 21st century. In the form of a persuasive essay, explain to young people today why this is true (with multiple reasons and factual support) and why we should be aware of and learn about the Holocaust.
MUSE - THE RESISTANCE
This song is not exactly about Anne Frank, but it makes me think about her family doing all they can to stay together. Listen to the lyrics and think about what connections you can make. Let this song be your "muse"... :-)
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