Tuesday, May 17, 2011

Current Events and Cpl. H's visit to Rwanda

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

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

What Affects Quality of Life andThe Importance of Protecting Human Rights

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

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


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

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


Interview from The Hour (CBC)

Video Presentation "Romeo Dallaire - Rwandas Saviour"
* Reviews the events leading up to the genocide and the history behind the fight.
** Warning some images are shocking (newsclips of deaths), please be aware.

Interview with Romeo Dallaire - CBC Radio Archives

"All hell breaks loose in Kigali"    -    Broadcast Date: April 7, 1994
On the evening of April 6, 1994, a plane carrying the Hutu presidents of Rwanda and nearby Burundi is shot down. As news of the presidents' deaths spreads, armed Hutu extremists launch a calculated campaign of terror and begin killing hundreds of Tutsis and politically moderate Hutus.

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

The following is a Timeline of the Rwanda Genocide


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


April 7

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


The U.S. decides to evacuate all Americans.

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

Day 1

Estimated Death Toll: 8,000

April 9, 10, 11

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

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


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

Day 4

Estimated Death Toll: 32,000

April 15


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

Day 8

Estimated Death Toll: 64,000


April 16


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


Day 9

Estimated Death Toll: 72,000

April 19

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

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

Day 12

Estimated Death Toll: 100,000

April 21, 22

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

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

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

Day 14

Estimated Death Toll: 112,000

April 25

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


Day 18

Estimated Death Toll: 144,000

April 27

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

Day 20

Estimated Death Toll: 160,000

April 28



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

Day 21

Estimated Death Toll: 168,000


May 1


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


Day 25

Estimated Death Toll: 200,000


May 3

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


Day 27

Estimated Death Toll: 216,000


May 5

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

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

Day 29

Estimated Death Toll: 232,000

May 13

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

Day 37

Estimated Death Toll: 296,000

May 17

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

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

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

Day 41

Estimated Death Toll: 328,000

May 25

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

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

Day 49

Estimated Death Toll: 392,000

June 22

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

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

Day 77

Estimated Death Toll: 616,000

July 17

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

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

Day 100

An estimated 800,000 Rwandans have been killed

Monday, May 16, 2011

Government of Canada Videos and awesome sites...

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

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

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


RMR - He just sums it up!


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


Parliamentary System of Canada



Legislation - What the Senate does... officially!


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

The Senate and Governor General


Who Serves in the Senate?


RMR - Views on the Senate



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

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

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

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

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

PHOTOS OF PARLIAMENT! GALLERY OF IMAGES...



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

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

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

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

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

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

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


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

http://zone.artizans.com//

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

MORE POLITICAL STATEMENTS...


CANADIAN PARLIAMENT OPENS - British Pathe

CANADIAN PARLIAMENT OPENS - British Pathe

Monkey's Paw

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

Before Reading - About the Author…


1. Where was Jacobs born?

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

3. For what work is he best known?

Before Reading – Discussion Questions

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



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



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

During Reading

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



2. What does “mate” mean?



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



4. What is a “fakir”?



5. Why is the sergeant-major alarmed?



6. What is a “talisman”?



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



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



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



10. How does the first wish come true?



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



12. What fear does Mr. White have?



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



14. Why is the man afraid?



15. What was the man's third wish?



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





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





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





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







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

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





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

bad.

Chapter 6 Fractions Math Assignments - Grade 8

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


Test - Thursday, May 12th

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

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

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


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


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

Due: May 10th

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

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

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

Level C: 1-6

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

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

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

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

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

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

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

Thursday's assignment:


p. 227-229 DUE: Friday, April 15

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

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




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

What is a mixed number?
What is lowest terms?



Explain how to convert Improper Fractions to a Mixed Number.

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

Show You Know p. 218 and 219 - complete

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

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

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

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


6.3 Multiplying Improper Fractions Due: Tuesday, April 5th

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

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

C - 3-7, 11-15

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

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

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

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

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


Handout 6.1 was due March 25th

p. 198 6.1 - was due March 24th.

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

Assignment:

Level A - 4, 6, 7, 11

Level B- 4-12

Level C - 4-10, 13-15

Due: Thursday, March 24


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

Thursday, May 12, 2011

Social - Parliament Budget Rick Mercer

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

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

Check out all the links and videos on the site.

Thursday, April 28, 2011

Cyber Awareness

Wednesday, April 20, 2011

Party Platforms of Canada Research Assignment

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

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

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

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


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

Tuesday, April 19, 2011

Get Out and Vote Poster

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

Your Role - Grade 7 or 8 Student


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

Format - Poster

(Individuals 8 1/2 x 11 paper,

Partners 11 x 17 paper)

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

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

NO PERSONAL INFORMATION OR SCHOOL INFORMATION!

Monday, April 11, 2011

Canada Votes!

Canada votes! Where do you stand??

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

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

Take the test and record your results in your binder.

Rick Mercer - Political Satire of Political Party Leaders



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

Literature Circle - End of Novel Project and Test

DIALOGUE POEM ASSIGNMENT....






MORE NOVEL TESTS AND PROJECTS....


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


Novel Test Essays ideas:
Partner Poems for Two Voices and the theme... Dystopia... "Finding Freedom and Revolution" in the novels: 
The Hunger Games
Among the Hidden
The Giver
Uglies









Brainstorming:

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

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

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

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

Drafting the Poem for Two Voices:



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

The poem maybe written individually or in partners. 

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

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

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

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

Living in my community...



I have many choices. I choose my job.

Families in my community 




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

Families in my community 


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

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


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


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



Are always small.

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

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

Test Outline:
Matching - Elements of Literature booklet (types of character, protagonist, antagonist, foil, stock, dynamic, static, round flat; types of conflict, internal or self vs. self, external person vs. person, person vs. nature, person vs. society; types of point of view...) Study the handouts given in class.
Plot Pyramid - Create a plot pyramid for your novel, including terms such as setting, initial incident, rising action (key points), climax, falling action and resolution.* This will be similar to what you did in class. Feel free to reference the one you created earlier.
Short answer: specific novel questions on type of character, why you think so (ie: dynamic, static, round, flat; type of conflicts evident in the novel; type of point of view; author's message...)
Essay question - ONE essay
  1. It’s hard, but try to see things from the Government's perspective. Why would the leaders seek to control of the people so strictly? Write a speech in from the president's/ leader's voice, addressing the people (districts, city, dystopian country etc.).
  2. Your novel is an example of dystopian literature. What other dystopian titles have you read? Or what dystopian movies have you watched? What are the similarities and differences? Do they have a common theme? ** Think of the handout on Dystopian Literature and Societies that you got earlier.
  3. If you look at lists of dystopian literature, you can see a clear pattern — it has increased dramatically in the last few decades. Why is this? Why would teens be motivated to read books with this theme?
  4. Allegory: a narrative having a second meaning beneath the surface one – a story with two meanings, a literal meaning and asymbolic meaning. That said, how is your novel an allegory? What is the symbolic meaning?
  5. How is your protagonist from your novel, a classic "Dystopian Character"? Explain, referencing your handouts and your novel, write in essay form. Be sure to check the handout on Dystopian Literature.

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



Math AFL Assessment - Grade 8

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

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

Stewie

Tuesday, April 5, 2011

Tree Frog

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

Thursday, March 31, 2011

Social Studies Test Review

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

Social Studies - Test Review


Forms of Power and Comparative Government

1. What is power?

Power is the ability of one person or group to control

actions, and sometimes even the thoughts of others.



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

wield power?



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



4. What are the four sources of power?

Influence, Force, Authority and Collective Action

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

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




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

What are the 3 benefits of authority?

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

- Authority can be used to protect rights and freedoms

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

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

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

9. Why were different cooperatives formed?

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


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

Wednesday, March 30, 2011

AFL Reading Assessment

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

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

Main Page


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

Student Questionnaire

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

2009 Assessment

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

Saturday, March 26, 2011

Canadian government -our democracy

Our next unit will focus in on Canadian Democracy

Sites to check out...

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

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

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



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

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



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


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

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

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

Tuesday, March 15, 2011

Devastation in Japan

Here's your new current events assignment that you will start Monday, March 21st... or at least that week...
You must construct a Current Events “Glog” on the devastating effects of the natural disaster in Japan.


a. What are the causes of the earthquake (basic scientific reason)?


b. What are the causes of the tsunami (basic scientific reason)?


c. What are the effects of these natural disasters on Japan…
Explain/Show 10 ways the people have been affected.
d. Make a statement... show people why we should care!

****Think of the economy, resources, health…short term and long term effects.
Explain all these ways, but SHOW the impact!
Brainstorm the layout of the glog on PAPER, then research the facts… find websites…
Be sure to cite your sources!
Write your research on paper in jotnotes…. THEN go to Glogster and create your glog! Do individually!
Canadian Democracy Information and Links


Parliament virtual tour...

http://www.ottawakiosk.com/panos/parliament_2.html

http://www.collineduparlement-parliamenthill.gc.ca/index-eng.html

Government site on democracy
http://www.international.gc.ca/glynberry/transitions.aspx?lang=eng

http://canadaonline.about.com/od/whodoeswhat/Who_Does_What_in_the_Federal_Government.htm

Lesson 1:

Big Question: What governments expected to do? Answers will be written in the form of a Brainstorm Web on (5 minutes)

Body of Lesson:

After the brainstorm, you will be split into three groups, A, B and C. Each group is now an independent country. Your group will need to come up with a name for their country and then pick someone in the group to represent you. The representative of each group will be given a cue card, which will state the type of government that their country uses.(See your slide show notes on comparitive governments). (5 min)


Your government must now deal with an issue. This issue is how pollution and how it is impacting your country and the citizens. How will your government deal with the problem? (20 minutes)

Final Question: How did you feel being a citizen that country? How did the form of government affect the decisions that were made and the say you had in the government?( For example if you were part of the Dictatorship group, how did you feel about not having a choice in the decision of their country? (10 minutes)

Reflection:
Have your answers changed about government, and the best form of government?

What do we expect of a democratic government and how is this different from the role of government in other countries?

Assessment:
You will be assessed for understanding on the basis of their participation in the activity.

Lesson 2:

Big Question: How do the different levels of government in Canada affect you?


Objectives:

Identify the three levels of government in Canada: Federal, Provincial, and Municipal

Understand that the Canadian Government is a constitutional monarchy, where our Parliamentary system contains three branches, the Legislative, the Executive and the Judiciary.

Discussion: What type of government does Canada have? (Representative Democracy)

How is this different from Direct Democracy?
“How has government affected you since you woke up this morning?
Explore notes and handouts on Canadian Government... See notes in class.

See below and download if needed:


Government notes -

Reference links:
http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%2011/Gr.%2011-Canadian%20Government-G.%20Chapman.pdf












Government notes -









Reference links:



http://www.library.ubc.ca/edlib/lessonplans/sec/ssed314/Grade%2011/Gr.%2011-Canadian%20Government-G.%20Chapman.pdf

Friday, March 4, 2011

Unit 4 Percent - Math Assignments

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

Wednesday, March 2, 2011

The Seven Last Words - Loyola Press

The Seven Last Words - Loyola Press

The Seven Last Words of Jesus

Lenten Prayer Service
http://www.loyolapress.com/the-seven-last-words-the-first-word.htm

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.

Tuesday, March 1, 2011

What's with the ashes? - Loyola Press

What's with the ashes? - Loyola Press

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

Thursday, February 24, 2011

Skiing Cancelled

No skiing Friday... too cold.... next time March 11th...

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?




The Facebook Phenomenon - Viewing Questions

http://www.cbc.ca/video/#/News/Featured_Videos/1555003082/ID=1812446554



  1. Who created Facebook? 
  2. What's the name of the movie based on the founding of Facebook?
  3. What's Facebook's role in uprisings in the Middle East (and North Africa) as well as in the earthquake in New Zealand? 
  4. Key words in your answer... Egypt*
  5. When Egypt started uprising, why did the government move to turn off Facebook?
  6. Why do you think the word "Facebook" was spray painted on a city wall somewhere in Egypt?
  7. In New Zealand, how did social media help earthquake victims? 
  8. How did social media, like texting "4636" help in Haiti? 
  9. What is "crowd sourcing"? 
  10. How is crowd sourcing used for finding workers? 
  11. How did the creators of Facebook do more than create a "dating site"? 
  12. Why would some people say that Facebook is not just for socializing and dating? 
  13. 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