Here is an archive of the Math Assignments for Unit 4... in case you missed any or were curious about work you need to catch up on... It was on the Homework page, but had to be removed, as we are moving on... Ms. SM
4.2 "Fractions, Decimals and Percents" p. 130 - 135 Due: Monday, Jan. 31
Complete "Show you know" p. 132, 133, 134
Summarize Key Ideas p. 135
Level A - 1,2,4,6,8,13
Level B - 1,2,4,6,8,13-18
Level C - 1, 2, 6, 8, 10, 13, 15, 17, 21, Math Link
4.3 "Percent of a Number" p. 138-141
Key definitions/terms: "halve", "profit", "of" (define use text subsection 4.3)
Strategy - Look for a pattern. Why do we need to do this?
Show You Know p. 140-141 - complete
Key Ideas summary p.141
Assignment - Due: Friday, Feb. 4th.
Level A - 1-3, 5, 7, 8, 10,
Level B - 1-3, 5, 8-13
Level C - 1-2, 8-16
*Show all work...
4.3 Handout also due Monday, Feb 7th ---- HAND IN FOR EVALUATON...
Level A - do #4 and 7
Level B and C do all the handout.
4.4 Start on Wednesday, February 9th.
KEY TERMS: tax, GST, PST - What is Sask PST?
Show You Know p. 146&148
Key Ideas Summary p. 148 *** Due: Thursday, Feb. 10th.
p. 149.. 4.4 Assignment - Due: Monday, Feb. 14th.
Level A - 1-4, 5, 6, 8, 10
Level B - 1-4, 6, 8-12
Level C - 1-3, 9, 11 - 13, Math Link
Wednesday, Feb. 16th Assignment – “What I Need to Work On” – Students review Section 4.4 and all of unit, then in partners write down 3 things that they need to work on (each student writes their own). They can look through the unit assignments to see what needs work. Be specific - choose a couple practice problems and work through them.
Unit 4 Chapter Review p. 150 text - Show all work. If stuck... go back to that section of the unit.
Level A – 1-3, 4. a, b, 5. a, c, 6.a, b, d 7. b, c, 9. a, c 10.a, 12. a, c, f, 16.
Level B – all
Level C – all and games on www.mathgoodies.com/lessons/
( Choose the “percent” selection on the site).
** 1ST HALF OF ASSIGNMENT IS DUE: Thursday.
Unit 4 Wednesday, Feb 23rd Assignment
Practice Test
Level A - 1-4, 6, 8, 10
Level B - 1-12
Level C - 1-14
due: Friday, Feb 25th
Friday, March 4, 2011
Wednesday, March 2, 2011
City of Ember Assignments and Intro
Novel information... just in case you need it...
The City of Ember - Brief Summary of the Novel
In the underground city of Ember, young Lina and Doon struggle with clues in order to reveal both the history of their city and a way to save the population before their source of light dwindles away to nothing.
Jeanne DuPrau presents a colorless society with a bleak future in The City of Ember. The citizens of Ember live underground where they face daily blackouts, food shortages, and corrupt politicians. With the source of light waning, two young citizens take it upon themselves to unlock the secret to Ember’s mysterious past. Lina Mayfleet and Doon Harrow navigate this post-apocalyptic world in an attempt to decode a cryptic message that may save them all.
*Reference:http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780375822742&view=tg
Pre-Reading Activities
Watch the video below
(copy and paste into the URL window)
City of Ember DVD. Assignment Day. @ Yahoo! Video
http://video.yahoo.com/watch/4370185/11722947
The City of Ember Pre-Reading Activity:
Mock Assignment Day
Imagine that today is “Assignment Day” and each of you will get a job placement that will determine your future within the community. Mock job assignments will be distributed to you, and there will be a short talk about service to one’s community.
After Activity, think about...
-How did you feel about being assigned to a profession?
-What kind of world are we going to read about, where people are assigned jobs to work as messengers, laborers, electrician’s helpers, and supply clerks?
-What do these jobs show about the society of Ember?
-What do you predict the government is like?
During Novel Activities
*** See the other The City of Ember page... questions and assignments are on there.
Post - Reading Novel Activities
Thematic and Curricular Connections
Questions for Discussion and Essay Writing, Projects...
Grade 7/8's: Choose one of the writing activities listed below, be sure to fully explore all the questions
given.
Relationships Family and Friendship
Family - The main characters of the novel have nontraditional family structures. How do the main characters acclimate to their unconventional families in the towns of Ember and Sparks? How do their family relationships change from one book to the next? How does the absence of a mother affect both Doon and Lina? Both Doon and Lina are very responsible young people. How are their responsible dispositions related to their family roles?
Friendship–Lina and Doon share a friendship in the novel. Lina and Doon recognize positive and negative qualities in their friendships, a key aspect of accepting someone as your friend. What personality traits do they admire in one another? What qualities do they find troublesome in each other?
Write a multi paragraph essay that explores the relationships of family and friends in the novel.
The Effects of War– The novel is set in a post apocalyptic world. Ember is a last refuge for the human race (later if you read Sparks, it is a post-disaster society starting over.) Identify the lasting effects of war on both societies. What is the author’s message to readers? Imagine a world where technology and abundant resources no longer exist. How would their lives be altered? Explore all the ways that the lives of the citizens are different from our lives. Make connections to other societies in history or today that are impacted by war.
Greed–How does greed escalate to conflict? Trace incidents of greed by both townspeople and politicians throughout the novel. What is the ultimate message about greed in the novel? What is the author trying to say about corruption and power? Are the events of these novels a realistic reflection of human nature? Find an example in history or today, of how corruption and power can be destructive to a country or to an organization.
Community Leadership–In small groups, discuss the role of community leadership in The City of Ember and whether the leaders acted as good role models. Which characters provided true leadership for the town? Find an example of leaders in our society who act as role models for citizens. Show through examples how they are true leaders.
CROSS CURRICULAR PROJECT IDEAS...
CHOOSE ONE OF THE PROJECTS BELOW AND COMPLETE IT!!
* Use the writing process, brainstorm, plan, draft and compose a final project....
Art–Lina dreams of a world full of color and wonders what it might look like. She uses drawing as a way to express her dreams about faraway cities and unknown regions. She says that pictures can capture an idea or a place in ways language cannot. Sketch a place of a utopian society, like Lina does, and carefully select colors that reflect the mood and tone. Accompany your artwork with a one-page explanatory essay of your utopian city. Essays may be included on Kidblog with a scanned copy of your visual.
Language Arts–Write a magazine article for a travel magazine that describes either Ember as a travel destination. Cite lines from the novel's text that describe what it’s like to live in Ember. Use elements of descriptive language like imagery, simile, and metaphor in your writing.
Your magazine may be in the form of a website or as an on-line magazine (you can use kidblog.org for this)
Science– The novel hinges on dependence on electricity, even if it's a waning light source like in The City of Ember. Using the internet resources in this guide, research the fundamentals of electricity. How does it work? Who discovered it? What are the key scientific principles behind it? Explore the Watt’s on Your Mind Web site http://www.wattsnew.com/wattsnew3/castlegate/castlegate.html to learn about wasting electricity in our society.
Generators... visit: http://www.pbs.org/wgbh/amex/edison/sfeature/acdc.html
How does electricity work?
http://kids.everykilowattcounts.com/en/what-is-electricity/index.html
The idea of growing food and nurturing plants from seeds is paramount in this novel. Explore the benefits of growing food and buying local produce. Also, explore the benefits of composting as a means of creating a sustainable future. Besides growing their own food, how do the citizens reuse items? How do the citizens live sustainably? Why must they embrace this lifestyle for their existence?
http://www.nyu.edu/projects/mstep/lessons/howplants.html
http://www.kidsregen.org/educators/educators2.php?section=eduNga&ID=3#evaluating
http://www.sciencenetlinks.com/lessons.cfm?DocID=376
Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Social Studies and Geography–When the citizens of Ember escape their dark society for a more promising land, they became refugees. Define the word refugee and research the global refugee crisis. Where are the top 10 locations on the planet with the highest population of refugees? Choose one, and then write a three page report of that location’s current refugee situation as well as a brief history of its cause.
With your report, include map to pinpoint the 10 areas of the world with the most refugees: Afghanistan, Angola, Burma, Burundi, Congo-Kinshasa, Eritrea, Iraq, the Palestinian territories, Somalia, and Sudan. Why must refugees flee their homelands and why do some countries deny refugees access into their territories? Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Economics–The principles of supply and demand dictate what resources are available in the town of Ember. As Lina says in The City of Ember, “You can’t divide a can of applesauce evenly among all the people in the city” (p. 153). Explore the concept of supply and demand; make a list of all the items in the novel that are in demand. Think about the creative ways in which the novel’s characters supply these items. How are the people of the novel experts on reusing things? What can we learn in our society from the lifestyle of the people of Ember? Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Partner Poetry Assignment...
Partner Poems for Two Voices and the Theme of Community in
The City of Embers
Purpose: The purpose of this lesson is for you to examine life in your community and to compare/contrast it with life in the community created in The City of Embers. You are going to express your understanding of the contrast of the two communities by writing a poem for two voices. (To further understand the format for a poem with two voices, please refer to "Honeybees" or "Two Women" for more ideas).
Brainstorming:
1. Close your eyes and imagine being part of The City of Embers community. Imagine life in a city with the only source of light coming from light bulbs. Imagine most food coming from cans (with some produce being grown in greenhouses), your whole life is in a small town of under 500 people, no t.v.'s, no radios, no computers, no ipods and at twelve years old you are given your job assignment... and you start work. How would you feel about your daily life? What would life be like in this community? What would your goals be for the future? Keep in mind, you only know about this kind of life.
2. Share your brainstorm with people in your assigned group (provided by Ms. Steawart-Mitchell).
3. On a T- chart labeled, GIVER COMMUNITY and MY COMMUNITY; list characteristics for both communities and what life is like. Be sure to compare and contrast the two communities. 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 a member of Ember the other a person living in Regina. You will write the poem with a partner and it must express the differences between the two communities. Some other ideas that you and partner can develop might be living in the community, family life, jobs, daily life, school or what's it's like being a particular age.
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
Can be two, three, four, or more people.
Living in my community. . . I have very few choices I am given an Assignment.
Families in my community
Are always small.
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 communities. 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).
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.
Museum in a Box for The City of Ember
Do this assignment as individuals, partners or groups of 3...
Imagine you are a curator for the Ember Museum of Cultural History. There will be a new display on what it means to be a citizen of the city of Ember. You want to make this display as interactive as possible for the audience. This display must include more than artifacts, you must also include video that reflects what's important to citizens, music that reflects the citizens (with an explanation of how the song characterizes the citizens), artifacts or pictures of 4 of the most important items that the citizens need to live their lives. Not only will you display artifacts, explain the significance of the items....
To create this display, you will use the technology in the website:
http://museumbox.e2bn.org/
*If you have difficulty using this website and loading it on your computer, you may also use Glogster.com, and do the same thing... Just organize it carefully on the glog.
The City of Ember - Brief Summary of the Novel
In the underground city of Ember, young Lina and Doon struggle with clues in order to reveal both the history of their city and a way to save the population before their source of light dwindles away to nothing.
Jeanne DuPrau presents a colorless society with a bleak future in The City of Ember. The citizens of Ember live underground where they face daily blackouts, food shortages, and corrupt politicians. With the source of light waning, two young citizens take it upon themselves to unlock the secret to Ember’s mysterious past. Lina Mayfleet and Doon Harrow navigate this post-apocalyptic world in an attempt to decode a cryptic message that may save them all.
*Reference:http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780375822742&view=tg
Pre-Reading Activities
Watch the video below
(copy and paste into the URL window)
City of Ember DVD. Assignment Day. @ Yahoo! Video
http://video.yahoo.com/watch/4370185/11722947
The City of Ember Pre-Reading Activity:
Mock Assignment Day
Imagine that today is “Assignment Day” and each of you will get a job placement that will determine your future within the community. Mock job assignments will be distributed to you, and there will be a short talk about service to one’s community.
After Activity, think about...
-How did you feel about being assigned to a profession?
-What kind of world are we going to read about, where people are assigned jobs to work as messengers, laborers, electrician’s helpers, and supply clerks?
-What do these jobs show about the society of Ember?
-What do you predict the government is like?
During Novel Activities
*** See the other The City of Ember page... questions and assignments are on there.
Post - Reading Novel Activities
Thematic and Curricular Connections
Questions for Discussion and Essay Writing, Projects...
Grade 7/8's: Choose one of the writing activities listed below, be sure to fully explore all the questions
given.
Relationships Family and Friendship
Family - The main characters of the novel have nontraditional family structures. How do the main characters acclimate to their unconventional families in the towns of Ember and Sparks? How do their family relationships change from one book to the next? How does the absence of a mother affect both Doon and Lina? Both Doon and Lina are very responsible young people. How are their responsible dispositions related to their family roles?
Friendship–Lina and Doon share a friendship in the novel. Lina and Doon recognize positive and negative qualities in their friendships, a key aspect of accepting someone as your friend. What personality traits do they admire in one another? What qualities do they find troublesome in each other?
Write a multi paragraph essay that explores the relationships of family and friends in the novel.
The Effects of War– The novel is set in a post apocalyptic world. Ember is a last refuge for the human race (later if you read Sparks, it is a post-disaster society starting over.) Identify the lasting effects of war on both societies. What is the author’s message to readers? Imagine a world where technology and abundant resources no longer exist. How would their lives be altered? Explore all the ways that the lives of the citizens are different from our lives. Make connections to other societies in history or today that are impacted by war.
Greed–How does greed escalate to conflict? Trace incidents of greed by both townspeople and politicians throughout the novel. What is the ultimate message about greed in the novel? What is the author trying to say about corruption and power? Are the events of these novels a realistic reflection of human nature? Find an example in history or today, of how corruption and power can be destructive to a country or to an organization.
Community Leadership–In small groups, discuss the role of community leadership in The City of Ember and whether the leaders acted as good role models. Which characters provided true leadership for the town? Find an example of leaders in our society who act as role models for citizens. Show through examples how they are true leaders.
CROSS CURRICULAR PROJECT IDEAS...
CHOOSE ONE OF THE PROJECTS BELOW AND COMPLETE IT!!
* Use the writing process, brainstorm, plan, draft and compose a final project....
Art–Lina dreams of a world full of color and wonders what it might look like. She uses drawing as a way to express her dreams about faraway cities and unknown regions. She says that pictures can capture an idea or a place in ways language cannot. Sketch a place of a utopian society, like Lina does, and carefully select colors that reflect the mood and tone. Accompany your artwork with a one-page explanatory essay of your utopian city. Essays may be included on Kidblog with a scanned copy of your visual.
Language Arts–Write a magazine article for a travel magazine that describes either Ember as a travel destination. Cite lines from the novel's text that describe what it’s like to live in Ember. Use elements of descriptive language like imagery, simile, and metaphor in your writing.
Your magazine may be in the form of a website or as an on-line magazine (you can use kidblog.org for this)
Science– The novel hinges on dependence on electricity, even if it's a waning light source like in The City of Ember. Using the internet resources in this guide, research the fundamentals of electricity. How does it work? Who discovered it? What are the key scientific principles behind it? Explore the Watt’s on Your Mind Web site http://www.wattsnew.com/wattsnew3/castlegate/castlegate.html to learn about wasting electricity in our society.
Generators... visit: http://www.pbs.org/wgbh/amex/edison/sfeature/acdc.html
How does electricity work?
http://kids.everykilowattcounts.com/en/what-is-electricity/index.html
The idea of growing food and nurturing plants from seeds is paramount in this novel. Explore the benefits of growing food and buying local produce. Also, explore the benefits of composting as a means of creating a sustainable future. Besides growing their own food, how do the citizens reuse items? How do the citizens live sustainably? Why must they embrace this lifestyle for their existence?
http://www.nyu.edu/projects/mstep/lessons/howplants.html
http://www.kidsregen.org/educators/educators2.php?section=eduNga&ID=3#evaluating
http://www.sciencenetlinks.com/lessons.cfm?DocID=376
Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Social Studies and Geography–When the citizens of Ember escape their dark society for a more promising land, they became refugees. Define the word refugee and research the global refugee crisis. Where are the top 10 locations on the planet with the highest population of refugees? Choose one, and then write a three page report of that location’s current refugee situation as well as a brief history of its cause.
With your report, include map to pinpoint the 10 areas of the world with the most refugees: Afghanistan, Angola, Burma, Burundi, Congo-Kinshasa, Eritrea, Iraq, the Palestinian territories, Somalia, and Sudan. Why must refugees flee their homelands and why do some countries deny refugees access into their territories? Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Economics–The principles of supply and demand dictate what resources are available in the town of Ember. As Lina says in The City of Ember, “You can’t divide a can of applesauce evenly among all the people in the city” (p. 153). Explore the concept of supply and demand; make a list of all the items in the novel that are in demand. Think about the creative ways in which the novel’s characters supply these items. How are the people of the novel experts on reusing things? What can we learn in our society from the lifestyle of the people of Ember? Write an essay that explores the questions above, or create a visual using Powerpoint or Glogster that explores the questions above.
Partner Poetry Assignment...
Partner Poems for Two Voices and the Theme of Community in
The City of Embers
Purpose: The purpose of this lesson is for you to examine life in your community and to compare/contrast it with life in the community created in The City of Embers. You are going to express your understanding of the contrast of the two communities by writing a poem for two voices. (To further understand the format for a poem with two voices, please refer to "Honeybees" or "Two Women" for more ideas).
Brainstorming:
1. Close your eyes and imagine being part of The City of Embers community. Imagine life in a city with the only source of light coming from light bulbs. Imagine most food coming from cans (with some produce being grown in greenhouses), your whole life is in a small town of under 500 people, no t.v.'s, no radios, no computers, no ipods and at twelve years old you are given your job assignment... and you start work. How would you feel about your daily life? What would life be like in this community? What would your goals be for the future? Keep in mind, you only know about this kind of life.
2. Share your brainstorm with people in your assigned group (provided by Ms. Steawart-Mitchell).
3. On a T- chart labeled, GIVER COMMUNITY and MY COMMUNITY; list characteristics for both communities and what life is like. Be sure to compare and contrast the two communities. 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 a member of Ember the other a person living in Regina. You will write the poem with a partner and it must express the differences between the two communities. Some other ideas that you and partner can develop might be living in the community, family life, jobs, daily life, school or what's it's like being a particular age.
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
Can be two, three, four, or more people.
Living in my community. . . I have very few choices I am given an Assignment.
Families in my community
Are always small.
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 communities. 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).
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.
Museum in a Box for The City of Ember
Do this assignment as individuals, partners or groups of 3...
Imagine you are a curator for the Ember Museum of Cultural History. There will be a new display on what it means to be a citizen of the city of Ember. You want to make this display as interactive as possible for the audience. This display must include more than artifacts, you must also include video that reflects what's important to citizens, music that reflects the citizens (with an explanation of how the song characterizes the citizens), artifacts or pictures of 4 of the most important items that the citizens need to live their lives. Not only will you display artifacts, explain the significance of the items....
To create this display, you will use the technology in the website:
http://museumbox.e2bn.org/
*If you have difficulty using this website and loading it on your computer, you may also use Glogster.com, and do the same thing... Just organize it carefully on the glog.
Tuesday, March 1, 2011
Social Studies Blogging
Students, be sure to write at least one blog to Cpl. Karen on kidblog.org. This is part of your Social mark. There were supposed to be blogs written for both January and February. To check if you have made enough of a contribution, go to kidblog.org and check your account.
Parents, Please feel free to check the blogged assignments over with them as well. Even just to check out our blogging project with a UN peacekeeper in Sudan or our "Blogging Literature Circles"
Further reminder, the last day for Term 2 overdues is March 11th. Students have overdues written in their agenda, and overdue assignments are posted immediately. Please discuss this with them, as incomplete assignments do impact student grades... Students are given ample time to work on any assignments at recess. It is up to the individual to use that time wisely. If you need further confirmation regarding overdues, please feel free to call me at the school.
Ms. SM
Parents, Please feel free to check the blogged assignments over with them as well. Even just to check out our blogging project with a UN peacekeeper in Sudan or our "Blogging Literature Circles"
Further reminder, the last day for Term 2 overdues is March 11th. Students have overdues written in their agenda, and overdue assignments are posted immediately. Please discuss this with them, as incomplete assignments do impact student grades... Students are given ample time to work on any assignments at recess. It is up to the individual to use that time wisely. If you need further confirmation regarding overdues, please feel free to call me at the school.
Ms. SM
Thursday, February 24, 2011
Silencing Dissent
Viewing Questions on Uprisings and Social Media...
The "Big Question" - In the past uprisings in the Middle East have been stamped out by government control... why is there a change now??
Silencing Dissent Viewing Questions
http://www.cbc.ca/video/#/News/Featured_Videos/1555003082/ID=1808687807
1. In the past, if there were uprisings in the middle east, there was tough government crackdowns.... What has changed?? Infer your response from clues in the video.
2. How has the media impacted how dictator regime leaders behave?
3. What impact has the media had on governments?
4. What impact has it had on your awareness of current events?
http://www.cbc.ca/video/#/News/Featured_Videos/1555003082/ID=1812446554
*** You could replace this Extension with another shorter viewing assignment except for the questions on the "Facebook Phenomenon". To find the music go to the Music page of my blog. Stewie.
The "Big Question" - In the past uprisings in the Middle East have been stamped out by government control... why is there a change now??
Silencing Dissent Viewing Questions
http://www.cbc.ca/video/#/News/Featured_Videos/1555003082/ID=1808687807
1. In the past, if there were uprisings in the middle east, there was tough government crackdowns.... What has changed?? Infer your response from clues in the video.
2. How has the media impacted how dictator regime leaders behave?
3. What impact has the media had on governments?
4. What impact has it had on your awareness of current events?
The Facebook Phenomenon - Viewing Questions
http://www.cbc.ca/video/#/News/Featured_Videos/1555003082/ID=1812446554
- Who created Facebook?
- What's the name of the movie based on the founding of Facebook?
- What's Facebook's role in uprisings in the Middle East (and North Africa) as well as in the earthquake in New Zealand?
- Key words in your answer... Egypt*
- When Egypt started uprising, why did the government move to turn off Facebook?
- Why do you think the word "Facebook" was spray painted on a city wall somewhere in Egypt?
- In New Zealand, how did social media help earthquake victims?
- How did social media, like texting "4636" help in Haiti?
- What is "crowd sourcing"?
- How is crowd sourcing used for finding workers?
- How did the creators of Facebook do more than create a "dating site"?
- Why would some people say that Facebook is not just for socializing and dating?
- How is social media changing the world a profound way?
Roots of Mideast Unrest Viewing Questions
1. How did the young man in Tunisia (who lit himself on fire) start the "fire of uprisings" and demonstrations?
2. What are 2 causes of the unrest?
3. There is a Saskatchewan connection to the unrest, it relates to grain and the cost of food prices ... What do you think the connection is?
4. What did the Libyan leader, Gaddafi say was responsible for the uprisings? What's the connection between coffee and Al Quada?
Extension: Other video mentioned in newscast, "The Anatomy of a Revolution"
Further Extension, watch Billy Joel's video, "We Didn't Start the Fire". Listen to the chorus (repeated part of song)... How does this song connect to events in the Middle East/North Africa and Facebook?
*** You could replace this Extension with another shorter viewing assignment except for the questions on the "Facebook Phenomenon". To find the music go to the Music page of my blog. Stewie.
Sunday, February 20, 2011
Food War- Food Fight
For those interested in history pre-WWII (I don't think WWI is included in there... not sure... ) to present day global events... check out this video... The various types of food are metaphors for the countries that they represent...
hamburger - U.S.
croissants - France
McNuggets - Britain ??
beef stroganoff - Russia
kabobs - Middle East... Iraq...
"Food Fight"
http://www.youtube.com/watch?v=e-yldqNkGfo
Get the idea...
It's just interesting...
Stewie
hamburger - U.S.
croissants - France
McNuggets - Britain ??
beef stroganoff - Russia
kabobs - Middle East... Iraq...
"Food Fight"
http://www.youtube.com/watch?v=e-yldqNkGfo
Get the idea...
It's just interesting...
Stewie
Thursday, February 17, 2011
South Sudan Votes
Visit the following site and complete the questions below...
http://www.theglobeandmail.com/news/world/africa-mideast/south-sudan-votes-overwhelmingly-in-favour-of-independence/article1896874/
(same article as was given in class).
Extention - Check out the following podcast (include transcript) on the referendum and Southern Sudan... Then check out the Holocaust museum in New York... After the holocaust, people said, "Never Again", however has this been the case? Although it's depressing, it is real, and we should be aware, there has been atrocities all over the world since WWII. Go to the sites links below.
http://www.ushmm.org/genocide/analysis/details.php?content=2011-01-20
http://www.ushmm.org/genocide/bearing_witness/sudan_2010/
"You Are My Witness" - Isaiah 43:10 "Defying Genocide"
http://www.ushmm.org/genocide/take_action/gallery/video/3
"No On Our Watch" Darfur (Northern Sudan) - Although not in Southern Sudan... but a video with images from the Holocaust War Museum...
http://www.ushmm.org/genocide/take_action/gallery/video/3
Questions - Copy... Paste and compose answers in complete sentences...
Due: Wednesday, Feb.23rd.
1. What evidence in the article supports the fact that the people supported independence?
Give 3 examples that you can infer from the article.
2. What is one of the main resources or industries of Southern Sudan? Why would there be potential conflict?
3. What did South Sudan's leader, Salva Kiir, state that he will campaign for?
4. What is the country going to be called?
5. Why do you think that the new leader, Salva Kiir has to campaign for the international community to forgive the country's debts?
6. What is the general feeling of the country's citizens about the formation? Use statements from the article to support your ideas.
7. How are the U.S. actions in removing South Sudan from "a list" going to help the country?
http://www.theglobeandmail.com/news/world/africa-mideast/south-sudan-votes-overwhelmingly-in-favour-of-independence/article1896874/
(same article as was given in class).
Extention - Check out the following podcast (include transcript) on the referendum and Southern Sudan... Then check out the Holocaust museum in New York... After the holocaust, people said, "Never Again", however has this been the case? Although it's depressing, it is real, and we should be aware, there has been atrocities all over the world since WWII. Go to the sites links below.
http://www.ushmm.org/genocide/analysis/details.php?content=2011-01-20
http://www.ushmm.org/genocide/bearing_witness/sudan_2010/
"You Are My Witness" - Isaiah 43:10 "Defying Genocide"
http://www.ushmm.org/genocide/take_action/gallery/video/3
"No On Our Watch" Darfur (Northern Sudan) - Although not in Southern Sudan... but a video with images from the Holocaust War Museum...
http://www.ushmm.org/genocide/take_action/gallery/video/3
Questions - Copy... Paste and compose answers in complete sentences...
Due: Wednesday, Feb.23rd.
1. What evidence in the article supports the fact that the people supported independence?
Give 3 examples that you can infer from the article.
2. What is one of the main resources or industries of Southern Sudan? Why would there be potential conflict?
3. What did South Sudan's leader, Salva Kiir, state that he will campaign for?
4. What is the country going to be called?
5. Why do you think that the new leader, Salva Kiir has to campaign for the international community to forgive the country's debts?
6. What is the general feeling of the country's citizens about the formation? Use statements from the article to support your ideas.
7. How are the U.S. actions in removing South Sudan from "a list" going to help the country?
Wednesday, February 16, 2011
New sites that grab my attention
Check out
www.capzles.com
learn how to use it at the site below, there is a video tutorial.
Students will need an e-mail account.
http://ilearntechnology.com/?p=3617
www.ilearntechnology.com
What it is: Capzles is another interactive timeline maker. I really love all the little extras that Capzleshas! With Capzles teachers and students can add photos, videos, audio, and text to their timeline. Themes, colors, backgrounds, and background music can be added to the timeline making it unique and personalized. Capzles also provides options when sharing your Capzle, it can be private with a specific list of who can view the Capzle or made public for the world to see.
History to music... How to integrate History for Music Lovers into the classroom: This is my new favorite way to introduce a history topic. If this doesn’t grab student attention and leave them wanting to learn more, I don’t know what will. The collection of videos is a fantastic place to start learning. The lyrics give students just enough information that when they begin fleshing out the period or figure in history with additional reading or research they will have a solid base to build from. The lyrics are catchy, students will forever associate William the Conqueror with Sexyback.
Go to Youtube and check out the related links...
http://www.youtube.com/user/historyteachers#p/u/39/bQ8A5gRe_Dw
www.capzles.com
learn how to use it at the site below, there is a video tutorial.
Students will need an e-mail account.
http://ilearntechnology.com/?p=3617
www.ilearntechnology.com
What it is: Capzles is another interactive timeline maker. I really love all the little extras that Capzleshas! With Capzles teachers and students can add photos, videos, audio, and text to their timeline. Themes, colors, backgrounds, and background music can be added to the timeline making it unique and personalized. Capzles also provides options when sharing your Capzle, it can be private with a specific list of who can view the Capzle or made public for the world to see.
History to music... How to integrate History for Music Lovers into the classroom: This is my new favorite way to introduce a history topic. If this doesn’t grab student attention and leave them wanting to learn more, I don’t know what will. The collection of videos is a fantastic place to start learning. The lyrics give students just enough information that when they begin fleshing out the period or figure in history with additional reading or research they will have a solid base to build from. The lyrics are catchy, students will forever associate William the Conqueror with Sexyback.
Go to Youtube and check out the related links...
http://www.youtube.com/user/historyteachers#p/u/39/bQ8A5gRe_Dw
City of Ember Daily Assignments
Chapter 1- 9 for The City of Ember
Daily Novel Assignments -
Chapter 10 to end... for The City of Ember
City of Ember Chapter 10 on... -
Click or double click - save and print...
Daily Novel Assignments -
Chapter 10 to end... for The City of Ember
City of Ember Chapter 10 on... -
Click or double click - save and print...
Social Studies Site for Current Events News Timeline Videos
This site is super amazing... it is everything we need for current events and social wrapped up into one!!
Check it out!!! We are definitely going to use this.
http://www.dipity.com/
Check it out!!! We are definitely going to use this.
http://www.dipity.com/
Monday, February 14, 2011
50 Alternatives to a Book Report
Here's a good article taken from another webpage... Interesting ideas on responding to literature...
Reference: Mitchell, Diana. “Fifty Alternatives to the Book Report (Teaching Ideas).” English Journal 87.1 (January 1998): 92–95.
Reference: Mitchell, Diana. “Fifty Alternatives to the Book Report (Teaching Ideas).” English Journal 87.1 (January 1998): 92–95.
Students tire of responding to novels in the same ways. They want new ways to think about a piece of literature and new ways to dig into it. It is hoped that this diverse group of suggestions will whet the interest of students in exploring new directions and in responding with greater depth to the books they read.
1. Character astrology signs.
After reading brief descriptions of the astrology or sun signs, figure out which signs you think three of the main characters from your book were born under. Write an explana- tion of why you think they fit the sign, drawing on their actions, atti- tudes, and thoughts from the book.
2. Heroes and superheroes.
Select two or three people your character would think of as a hero or superhero. Describe the characteris- tics of the hero and why those char- acteristics would be important to your character. Also describe which characteristics your character would most want for himself/herself that the hero or superhero possesses.
3. Create a childhood for a character. If your main character is an adult, try to figure out what he or she would have been like as a child. Write the story of his or her child- hood in such a way that shows why heorsheisthewayheorsheisin the novel.
4. Critique from the point of view of a specific organization. Se- lect an organization that might have a lot to say about the actions or por- trayals of characters in the novel you read, and write a critique of the book from its point of view. For ex- ample the Society for the Prevention of Cruelty to Animals might have a lot to say about Lennie’s treatment of animals in Of Mice and Men, The Na- tional Association for the Advance- ment of Colored People on the por- trayal of Crooks, and the National Organization of Women on the por- trayal of Curley’s wife and the fact that she was never given a name.
5. Social worker’s report. If the events in the novel merit it, write up a report as a social worker would on the conditions in the home and whether or not it’s a good environ- ment for a child. For example, if a social worker went to the McNabs’ house in Maniac Magee by Jerry Spinelli (1990, Little, Brown) how would she describe the home and parenting style of Mr. McNab? What would her recommendations be?
6. College application. Create the application that a character you have just read about could write and submit to a college. Use all the infor- mation you know about the charac- ter and infer and create the rest of it. On the application include Name, Academic Rank in Class, High School Courses Taken and Grades, Extracur- ricular Activities and Personal Activi-ties, and Work Experience. Choose one of the following questions to an- swer in a two-page essay from the character’s point of view: what expe- rience, event, or person has had a significant impact on your life? Dis- cuss a situation where you have made a difference. Describe your areas of interest, your personality, and how they relate to why you would like to attend this college.
7. School counselor’s recom- mendation letter. Write a summary appraisal from the school counselor’s point of view that assesses the char- acter’s academic and personal quali- ties and promise for study in college. The college is particularly interested in evidence about character, relative maturity, integrity, independence, values, special interest, and any noteworthy talents or qualities. Why do you feel this student would be well-suited to attend college?
8. Talk show invitation. Se- lect a character, think about his or her involvements and experiences, then figure out which talk show would most want your character on as a guest. What would they want the character to talk about? Who else would they invite on the show to address the issues the character is involved in? Write up the corre- spondence between the talk show host and the character in which the host explains what the character should focus on while on the show. After the show, have them exchange one more letter mentioning how they felt about what happened.
9. Radio exchange. Your char- acter calls into a radio show for ad- vice. Choose which show your char-acter would call in to and then cre- ate the conversation he or she would have with the radio advice giver.
10. Movie recommendations.
From all the movies you’ve seen in the last couple of years, pick five you would recommend that your character see. Give a brief summary of each movie and explain why you think the character should see it.
11. Create a home page. Se- lect several characters and design a home page for each of them, picking out appropriate backgrounds and pictures and then creating informa- tion that would tell a viewer about your character. Also, create links to at least five different sites that you think your character would be inter- ested in. Then write up and post on the page an explanation of how you made the decisions you did and what you believe this tells us about the character.
12. Chat room conversations.
Imagine that your character has found other people to talk with while in a chat room he or she found while surfing the Internet. Describe the chat room your character was in and why your character would be drawn to the kind of group that op- erates the chat room. Then construct the conversation your character had with others while in the chat room.
13. E-mail directory. Create the e-mail directory of all the people you can imagine your character keeping in touch with on e-mail. Explain why you selected the people you did and what it shows about your character. Then construct sev- eral exchanges between your char- acter and some of the people in your character’s directory.
14. Title acrostic. Take a sheet of construction paper and write the title of the book down the side of the paper. For each letter in the title, construct a sentence that begins with that letter and that tells some- thing significant about the story.
15. Cartoon squares. Create a series of six drawings in six squares that shows a significant
event in the novel. Under each pic- ture or cartoon, write a few lines of explanation.
16. Word collage. Write the title of the book in the center of a sheet of paper. Then look through magazines for words, phrases, and sentences that illustrate or tell some- thing about your book. As you look, think in terms of the theme, setting, plot line, as well as characters. Work to get fifty such words, phrases, or sentences so the whole sheet of paper will be covered. The visual im- pact of the collage should tell a po- tential reader a lot about the book.
17. Yearbook entries. Imagine what three or four characters from your novel were like in high school. Cut out a picture of a person from a magazine to represent each charac- ter. Mount one picture per page and under each picture place the follow- ing information which you will cre- ate: nickname of character; activi- ties, clubs, sports they were in and what years; class mock award such as “class clown”; quotation that shows something about the person and what is important to him or her; favorites such as colors and foods; a book that has had a great impact on him or her; voted “most-likely-to” what?; plans after high school.
18. Letter exchange. Create a letter exchange between a character and the author or write a series of self-reflective letters from several characters on what the character learned about himself, others, and life.
19. Awards. Create an award for each of the main characters based on their actions in the novel. One might be awarded “most coura- geous” for fighting peer pressure, another might be awarded “wisest” for the guidance he or she gave other characters. For each award, write a paragraph that explains why this character deserves this award.
20. Talk show on issues in novel. Create and perform a talk show around one of the major issues or themes in the novel. For example,
after reading The Crazy Horse Elec- tric Game by Chris Crutcher (1987, Dell) you might want to discuss the issue of running away from home. Include people to represent several points of view on the issue. You might include characters from the book, a social worker, a police offi- cer, a gang member, etc.
21. Dream vacation. Where do you think your character would most like to go on a vacation? Pick a spot, describe it, and explain why he or she would want to go there or download information from the In- ternet on the place. Then write a day-by-day itinerary of what the character would do each day and why you think the character would enjoy this activity.
22. Scrap book. Think about all the kinds of mementos you would put in a scrap book if you had one. Then create a scrap book for your character, cutting out pic- tures from magazines or drawing the mementos he or she would have in a scrap book. Think about Willie in The Crazy Horse Electric Game by Chris Crutcher. He would probably have something in his scrapbook to represent his baby sister, his love of baseball, his accident, his experi- ences in L.A., and so on.
23. Photos or magazine pic- tures. Find two or three photos or magazine pictures that would have special significance to your charac- ter. Mount them on a sheet of paper and write an explanation of why they would be important to your character.
24. Music. After reading a novel, figure out how you would di- vide up the book into sections. Then select a piece of music that you think captures the feel or tone of each section. Record the pieces and if possible do voice-overs explaining what is happening in the novel dur- ing the piece of music and why you felt this piece of music fit the section of the novel.
25. Poetry. Write three poems in response to the novel. The poems can be about the characters, where the book took place, or the themes in the book.
26. Twenty questions. Three classmates are each assigned the role of one of the characters in the book. You and your fellow classmates have to figure out which person is which character. Only 20 questions may be used. Create the questions that you and your classmates can use to fig- ure out the identity of each of the three students.
27. File a complaint. Adapt the persona of one of the characters who you feel was portrayed in a sex- ist or racist manner. Write up a com- plaint explaining what you feel was unjust in your portrayal and explain the actions you would like the au- thor to take to remedy the biased portrayal.
28. Tangible or intangible gifts. Select a character and figure out what two or three things you be- lieve your character most needs or wants. Draw or cut out pictures to represent these “gifts” and write to your character an explanation of why you picked these things out for him or her.
29. Talk to the author. Write a letter to the author of the book ex- plaining to him or her why you think he or she wrote the book and what he or she was trying to show through the book. Be sure to explain what you got out of the book. If the author is still alive, send the letter to the au- thor via the publisher of the book.
30. Point of view column.
Write an opinion column like those that appear on the editorial page of the newspaper. Choose a theme or topic from the novel you just read and write the column from the point of view of one of the characters. Your character might write about the im- portance of education or why we should accept people who are not like us.
31. Character monologues.
Select an event in the story that characters have different views on. (For instance, Willie in Crazy Horse
Electric Game, his girl friend, his mom, dad, and friends all had dif- ferent views on his running away.) Then write up two or three charac- ters’ opinions on the same event in the form of monologue (one person talking to him or herself).
32. Make up a word test for the novel. Think of fifteen words that are essential to the understand- ing of the book. Explain why you picked the words you did and how you would define them in terms of the story.
33. Answering machine mes- sage. Answering machine messages have gotten more and more creative over the years, reflecting the inter- ests and idiosyncrasies of the owner. Select five characters from the novel you have just read and create an an- swering machine message from each of them. Pay particular attention to diction and tone.
34. Found poems. Select a chapter from the novel you have just read that you consider powerful or interesting. Then select words, lines, and phrases that you think project strong images and show the impact the chapter makes. Arrange this ma- terial into a poem.
The following example comes from Chapter Twenty in Spite Fences by Trudy Krisher (1994, Delacorte):
Violence at the Lunch Counter Sit-in
Fist slammed into George Hardy’s face
Glasses slid to his chin Shattered into a spider’s web. River of red blood Running from his nose. It was the red color of the fence The red color of the earth on which I stood It was red The color of my life this summer The color of Kinship.
35. Name analysis. Select a few of the characters from the novel. Look up each of their names in a name book to see what the name means. Write all the meanings down and then write a short essay for each character explaining in what ways
the name is suitable and in what ways the name does not fit the character.
36. A character’s fears. One way we get to know characters is to think deeply about them and make inferences based on their actions and on what they and others say about them. Through a person’s ac- tions we can learn what they fear and what they want to avoid the most. Select several characters from your novel and write short essays on what you believe they fear the most and what evidence you used to come to this conclusion.
37. Currentevents.Selectfive current news or feature stories from television or news magazines that you think your character would be interested in. Then explain how your character would respond to each of the stories and the opinions your character would have about what was happening in the story.
38. Advertisements. To show your understanding of a character, go through several magazines and newspapers looking for advertise- ments of goods you think your char- acter would like. Cut out the pic- tures, mount them on a poster board, and under each picture write a few lines about why this product would appeal to your character.
39. A pamphlet. Think of an issue that was very important to your character. Then create a pamphlet aimed at persuading others of the importance of the issue. Include fac- tual information, testimonials, pic- tures or graphics, etc. For instance, Charlotte from The True Confessions of Charlotte Doyle by Avi (1990, Or- chard) might want to create a pam- phlet explaining the reasons women should have more life choices.
40. Draw a scene. If you are artistic, think of an important scene and draw it the way you see it. Place the characters in the scene too and then figure out where you were in relation to the characters when you read the book. Then write or tape your explanations of why you drew the scene the way you did and why
94
January 1998you think you were where you were in the scene. What does it tell you about who you related to in the novel?
41. New acquaintances. Se- lect two characters. Then think about three to five people, living or dead, that you would like your char- acters to meet. Write about how you selected these new acquaintances and what you’d like the character to learn from the people you intro- duced him or her to. For instance, after reading The True Confessions of Charlotte Doyle you might want Charlotte to meet Sojourner Truth so she can see other women who do important work, Madame Curie who worked in a field not many women ever entered, and so on.
42. Book choices for charac- ter. Select a character and then choose five books for him or her, thinking about what he or she might like and also what you think they need to know more about. Scan li- brary shelves, the Internet, or use the library’s computer card file. Why did you select the nonfiction books you did? What do you hope your character will like about or get out of the fiction?
43. Community resources for characters. After looking in the phone book and on the Internet, create a file of community resources that would help a character in your novel cope with an issue. If the main character has alcoholic parents, you could collect pamphlets, names of self-help groups, and any agencies that address the problem. Then cre- ate a display board so others can see what is available.
44. Family history. Create the history of the family of one of the main characters in your novel. For instance, in Spite Fences, what would Mama’s life have been like? What major events affected her family? How were such things as holidays and birthdays celebrated? What is important to this family?
45. Detective work. If a de- tective or police officer suddenly
showed up in your novel, who or what would they be investigating? Write about what the detective is looking for, how he or she knew something was awry or needed investigating, and what was re- commended. For example, in Spite Fences, a detective could show up at Maggie’s home to investigate the physical abuse or an undercover po- liceman could be in town investigat- ing civil rights violations.
46. The Dating Game. Imag- ine that some of the characters are writing up resumes so they can ap- pear on the “Dating Game” show. What would they say about them- selves and what would they say they would like in a significant other?
47. Create a character’s room.
We learn a lot about people by what they keep in their closets, what they have on their walls, what they select to put in a room. Select a character you know well and create a living room, bedroom, kitchen, or some other room that would mean a lot to the character. Draw it or write about it, making sure to include an expla- nation of why you designed the room as you did.
48. CD collection. Design a CD collection for a character you know well, being sure that the col- lection includes music that ex-
presses as many aspects of the char- acter as you are aware of.
49. Photoalbum.Thinkabout the events that happened in your novel. Decide which scenes or pic- tures from the novel a character would want to remember. Then draw several of these “photos” for an album page or write about which pictures the character would want in his or her album. For instance, in Freak the Mighty by Rodman Philbrick (1993, Scholastic), Max would want a picture of himself opening the Christmas present Kevin made for him, a picture of Kevin on his shoulders, and a pic- ture of Kevin bursting in to save him from his brutal father.
50. A character alphabet.
Choose a character you liked and then create sentences based on the alphabet scheme that demonstrate your knowledge of the character. If after reading Spite Fences, you de- cided to write Zeke’s alphabet it could start like this:
A is for the ABUSE Zeke took at the hands of a racist mob.
B is for his BENDING OVER BACKWARDS to make sure the visiting civil rights activist could work in obscurity.
C is for the CAMERA he gave Maggie so she could begin to look at the world in new ways.
Tuesday, February 8, 2011
Decimals Rap
Wow.... I'm glad that there are people out there willing to rap about Math... It saves me trying to do all this work...
So relaxing... and it's about percents...
You're going to hate it... but just listen...
More fraction, decimals percent practice...
So relaxing... and it's about percents...
You're going to hate it... but just listen...
More fraction, decimals percent practice...
Monday, February 7, 2011
Power in the News
How can a country be powerful??
Complete the following statements...
° Political power is the ability to…
° Economic power is the ability to…
° Technological power is the ability to…
° A country with a well-educated population could…
° A well-armed nation could…
Quick review... What are the 4 forms of authority??
Give me an example using the recent uprising in Egypt as examples.
What are the benefits of authority? Obviously there are benefits of authority ... What about when authority is abused?
What's the CANADIAN CONNECTION TO HUMAN RIGHTS... A CANADIAN WROTE THEM way back in 1947... Our very own
It's from Historica Minutes
EXTENTION
OTHER CANADIANS WHO CARED ABOUT RIGHTS... CHECK OUT HISTORICA MINUTES (SEE THE LINK ABOVE AND SEARCH THESE PEOPLE...)
or what about
Complete the following statements...
° Political power is the ability to…
° Economic power is the ability to…
° Technological power is the ability to…
° A country with a well-educated population could…
° A well-armed nation could…
Quick review... What are the 4 forms of authority??
Give me an example using the recent uprising in Egypt as examples.
What are the benefits of authority? Obviously there are benefits of authority ... What about when authority is abused?
Authority protects our rights:
· Authority can be used to provide order and security in people's lives (e.g., air traffic controllers prevent accidents and provide safety for airplane passengers).
· Authority can be used to protect important rights and freedoms (e.g., the Charter of Rights and Freedoms).
· Authority can be used to ensure that benefits (advantages) and burdens (disadvantages) will be distributed fairly (e.g., laws ensure that all children have an opportunity to receive a free public education; parents' rules may require each of their children to help with household chores).
In Egypt there could be a possible transition of authority or change of government... Especially evident when there is a government leader who has been in charge for 30 years... Do you think that the change will be different? Now think about Southern Sudan where Cpl. Karen Hamelin (UN peacekeeper) is stationed. The country recently had a referendum or a vote by the people to decide if they should separate from Northern Sudan. This too is quite a change...
So now imagine...
- You wake up one morning and found there was no longer any authority. All rules, laws, police, courts, teachers, principals and government had disappeared.
- What problems might arise?
- How would they protect their rights?
- Would they even have any rights?
- So what's the purpose record of authority in society?
- to provide order and security - What are some examples that you know of that show this?
- to protect important rights and freedoms - What are some examples that demonstrate this?
- to ensure that the benefits and burdens are distributed fairly - What are some examples of this?
- Authority is expressed through formally installed agents and institutions (e.g., schools, teachers, police, health care system, justice system).
Now back to Egypt and Southern Sudan.... Let's make the connection of what we are studying in our unit to current events and demonstrations of power... RIGHT NOW!
- So what's happening in Egypt?? Imagine Mubarak steps down now.... What are the problems that a lack of authority creates? What could happen? What would have to be set up, to ensure that basic rights are preserved?
- Thinking about Egypt and Southern Sudan... How can authority be used to deal with issues in these countries? One country a peaceful transition to new government... the other revolutionary uprising...
- BLOG YOUR THOUGHTS ON KIDBLOG...
So now let's make the connection to closer to home...
How does authority protect each of us? Why do we need various forms of authority in our lives? What responsibilities do we have to authority or authority figures? Why is this?
For every RIGHT that we have there is a corresponding RESPONSIBILITY... Why is that? Look at the Education Act.... Canadian Charter of Rights and Freedoms... or United Nations Rights of Children...
Canadian Charter of Rights and Freedoms link.... just take a look... it's full of legal language but the document that protects our rights in Canada!
http://laws.justice.gc.ca/en/charter/1.html#anchorbo-ga:l_I
http://www.mapleleafweb.com/features/canadian-charter-rights-and-freedoms-introduction-charter-rights#overview
Here's a summarized version easier to understand...
http://encyclopedia.kids.net.au/page/ca/Canadian_Charter_of_Rights_and_Freedoms
Canadian Charter of Rights and Freedoms link.... just take a look... it's full of legal language but the document that protects our rights in Canada!
http://laws.justice.gc.ca/en/charter/1.html#anchorbo-ga:l_I
http://www.mapleleafweb.com/features/canadian-charter-rights-and-freedoms-introduction-charter-rights#overview
Here's a summarized version easier to understand...
http://encyclopedia.kids.net.au/page/ca/Canadian_Charter_of_Rights_and_Freedoms
http://www.unicef.org/voy/explore/rights/explore_rights.php
What's the CANADIAN CONNECTION TO HUMAN RIGHTS... A CANADIAN WROTE THEM way back in 1947... Our very own
J
ohn Humphrey.... see we have a long history of caring about the rights of others!
Check out the following link... http://www.histori.ca/minutes/minute.do?id=10219
It's from Historica Minutes
EXTENTION
OTHER CANADIANS WHO CARED ABOUT RIGHTS... CHECK OUT HISTORICA MINUTES (SEE THE LINK ABOVE AND SEARCH THESE PEOPLE...)
or what about
Agnes Macphail... another Canadian Champion for Human Rights who was Canada's First Woman Member of Parliament...
or
Nellie McClung who was responsible for getting the vote for women in Canada.
Subscribe to:
Posts (Atom)