Tuesday, November 22, 2011

The Power of One

Short video to inspire and get you thinking about ways small acts can make a difference...

An inspiring video, although it has a little too much American-like imagery... I need a version that feels more Canadian... yes you might be thinking... What do you mean? ...I don't know...

A book that started it all for me... That is teaching about human rights and the importance of standing up and saying what you believe, then acting on what you believe...

THE POWER OF ONE by BRYCE COURTENAY
One of my favourite books of all time is the Power of One, written by Bryce Courtenay. This amazing book went on to become a movie in 1992. It explores segregation and discrimination in South Africa.

Here are some quotes to prep you and get you thinking before watching clips from the movie, "Power of One"... You will notice that there is a huge variety of the categories of comments, from courage to winning...

“First with the head, then with the heart.”
― Bryce Courtenay, The Power of One

“Pride is holding your head up when everyone around you has theirs bowed. Courage is what makes you do it.”
― Bryce Courtenay

“. . . besides love, independence of thought is the greatest gift an adult can give a child.”
― Bryce Courtenay, The Power of One

“Winning is a state of mind that embraces everything you do.”
― Bryce Courtenay, The Power of One

“The power of one is above all things the power to believe in yourself, ofen well beyond any latent ability you may have previously demonstrated. The mind is the athlete, the body is simply the means it uses to run faster or longer, jump higher, shoot straighter, kick better, swim harder, hit further, or box better.”
― Bryce Courtenay, The Power of One

“Always in life an idea starts small, it is only a sapling idea, but the vines will come and they will try to choke your idea so it cannot grow and it will die and you will never know you had a big idea, an idea so big it could have grown thirty meters through the dark canopy of leaves and touched the face of the sky.' He looked at me and continued. 'The vines are people who are afraid of originality, of new thinking. Most people you encounter will be vines; when you are a young plant they are very dangerous.' His piercing blue eyes looked into mine.' Always listen to yourself, Peekay. It is better to be wrong than simply to follow convention. If you are wrong, no matter, you have learned something and you grow stronger. If you are right, you have taken another step toward a fulfilling life.”
― Bryce Courtenay, The Power of One

Here is part 1 on Youtube...

Here is part 2 on Youtube....

Part 3...

Peace heroes - quotes and more...

Here's a link that you should check out, recommended by Emilio.... this might help you out in your Activists Religion Project...

Remember you need to have the "What do you already know about your activist?" part of the chart completed as well as 5 inquiry focused questions, "What do you want to learn about the activist?" Remember to phrase your wonderings in 5 questions... sort of like Jeopardy!!

http://www.peaceheroes.com/quotes.htm

A Different Perspective

Just got this video from a fellow teacher friend... really makes you think about the emotional changes a person goes through when they go to war...

Some of the images are pretty emotional... as are the lyrics...

Monday, November 21, 2011

New sites to try...

Grade 7/8... let's try new on-line software for our activists presentation...

maybe... prezi.com ???

or... vuvox... ???

http://www.vuvox.com/collage

I think I need to work on my skills with these forms of media... and see if our computers can run it fast enough at school....

I Need to Wake Up - Melissa Ethridge

ELA - song, "I Need to Wake Up" by Melissa Etheridge...
Check it out on Youtube. It was written for the documentary, "An Inconvenient Truth"

VIEWING AND READING QUESTIONS...

Our assignment involves analyzing the lyrics and the following questions.

Who created the media text? (songwriter)

Who benefits from the text?

Why was the song created? What is the purpose of the song?

What audience is the song intended for? What specific features appeal to the audience? State specific lines and explain.

How would you change the song to appeal to a different audience?

How does knowing the song was written increase your understanding or appreciation for this song?

Think about movies you've watched and their sound tracks. What do you think directors have to consider when choosing music to go with a movie?

VIA YOUTUBE...

Listen to some of the following songs. Be sure to pay attention to the lyrics and the message the musician/songwriter is trying to give.

1. We shall overcome (gospel)

http://www.youtube.com/watch?v=gIx_3VvSAy8

2. Cats in the Cradle (Harry Chapmin)

http://www.youtube.com/watch?v=KUwjNBjqR-c

3. Imagine (John Lennon)

http://www.youtube.com/watch?v=fJzPqU1pnc0&feature=fvst

4. Unwritten (Natasha Beddingfield)

http://www.youtube.com/watch?v=TtGY4G7II6s

5. For What It's Worth (Buffalo Springfield)

http://www.youtube.com/watch?v=f5M_Ttstbgs

6. Paved Paradise (Joni Mitchell)

http://www.youtube.com/watch?v=wKRThOEPl7Y

7. Daughters (John Mayer)

http://www.youtube.com/watch?v=APh3jv7j8sU

8. Don't Drink the Water (Dave Matthews)

http://www.youtube.com/watch?v=PFbFwmIKlqM&feature=related

9. We Are The World (Micheal Jackson)

http://www.youtube.com/watch?v=xy1gp3F5NhY

10. Live Like You Were Dyin (Tim McGraw)

http://www.youtube.com/watch?v=xSE8NJHn7ss

11. Life Uncommon (Jewel)
http://www.youtube.com/watch?v=WHbQjLc7GXc

12. Unison (Black Eyed Peas)
http://www.youtube.com/watch?v=dG1zQt2NjWg

13. Blowin in the Wind (Boy Dylan)
http://www.youtube.com/watch?v=vrQ4saKGI5k

14. Get Up Stand Up (Bob Marley)

Listen to a few songs listed above. Think about the message.... Get ready to explain the connection to the social issue the song explores...

Extension: Other Social Justice songs... http://www.sojust.net/songs.html
*Be aware of appropriate lyrics!

http://www.edchange.org/index.html

A. You are challenged to find a contemporary song that has an important message about "Stepping Up". In this assignment, include a copy of the lyrics and include the song with your RELIGION ASSIGNMENT RESEARCH AND GLOGSTER PRESENTATION... ACTIVISTS WHO HAVE FOLLOWED IN THE FOOTSTEPS OF JESUS.

B. When you present your religion assignment, be ready to state how the message of the song connects to our unit, "Stepping Up" and to your activist. Explain your reasons with specific details....

C. You can embed a video and/or play your song for the class via the SMART board, but ensure that the video is appropriate, or you will use an audio verson of the song only.

FYI....

http://www.pbs.org/frontlineworld/stories/carbonwatch/2010/05/carbon-watch-nominated-for-webby-award.html

I NEED TO WAKE UP... ELA LESSON FOR THIS UNIT...

Reading - song, "I Need to Wake Up" by Melissa Ethridge check it out on Youtube. (see below)It was written for the documentary, "An Inconvenient Truth"

Our assignment involves analyzing the lyrics and the following questions.
Who created the media text? (songwriter)

Who benefits from the text?

Why was the song created? What is the purpose of the song?

What audience is the song intended for? What specific features appeal to the audience? State specific lines and explain.

How would you change the song to appeal to a different audience?

How does knowing the song was written increase your understanding or appreciation for this song?

Think about movies you've watched and their sound tracks. What do you think directors have to consider when choosing music to go with a movie?

Listen to some of the following songs. Be sure to pay attention to the lyrics and the message the musician/songwriter is trying to give.

1. We shall overcome (gospel)
2. Cats in the Cradle (Harry Chapmin)
3. Imagine (John Lennon)
4. Unwritten (Natasha Beddingfield)
5. For What It's Worth (Buffalo Springfield)
6. Paved Paradise (Joni Mitchell)
7. Daughters (John Mayer)
8. Don't Drink the Water (Dave Matthews)
9. We Are The World (Micheal Jackson)
10. Live Like You Were Dyin (Tim McGraw)
11. Life Uncommon (Jewel)
12. Unison (Black Eyed Peas)
13. Blowin in the Wind (Boy Dylan)
14. Get Up Stand Up (Bob Marley)

Listen to a few songs listed above. Think about the message.

A. You and your partner are challenged to find and present a contemporary song that has an important message about "Stepping Up". In this assignment, include a copy of the lyrics and complete a persuasion map to support your reasoning (see graphic organizer given in class - note form below)
Reason 1 - 3 supporting details
Reason 2 - 3 supporting details
Reason 3 ....

B. Present your song to the class, stating the message of the song and how it connects to our unit, "Stepping Up" Explain your reasons with specific details.

C. Using Glogster ( I will be creating an account) you are going to create a new "socially conscience" - Social Justice oriented c.d. cover for you song. Here i a link to the site:
http://edu.glogster.com/go/__________ (type that weird number/letter user id code int the blank)

D. You can play your song for the class via the SMART board, but ensure that the video is appropriate, or you will use an audio verson of the song only.

Present: Tuesday,May 25

FYI....

http://www.pbs.org/frontlineworld/stories/carbonwatch/2010/05/carbon-watch-nominated-for-webby-award.html

Sunday, November 20, 2011

Surviving Hitler

Many students are interested in the Holocaust.... Here's an interesting story I saw on the cbc website. It will air November 20th. It's a love story of a German boy and a Jewish girl...

http://www.cbc.ca/passionateeye/episode/surviving-hitler-a-love-story.html

Paper Clips, Butterflies and the Holocaust

How are paper clips and the Holocaust connected? How is something so small used to link documents together connected to a part of our history which we can never forget?? Why are butterflies symbols of children who perished in the Holocaust?

See link below for Holocaust Butterfly Project

http://www.justimaginedesigns.com/butterflyprojectpg.html

Watch the trailer below...

"Paperclips" Film Trailer Listening Questions...
1. How many people live in the community?

2. What does it mean when it is said that they "really didn't have no diversity"?

3. a) What organization was founded only about 100 miles away?
b) Watch the rest of the film clip and explain how the 6 million paper clip project connected to the organization in 3. a)...
c) What connections do you think that the kids in this community would develop?

4. The idea started in a school, but spread to the whole _____________________.

5. Name 2 celebrities of the 3 mentioned that sent paperclips.

A documentary clip on the same topic from a newscast...

The "Paperclip Project" Holocaust Documentary Listening Questions
1. What does the teenage girl say the paperclip represents?

2. Why does she say, "I'm not going to just throw it down and leave it?"

3. What state do the middle schoolers come from?

4. How many million did they want to collect? Why?

5. The paper clips came in the mail with..... Name 2 things.

6. What do the letters teach students?

7. Although there are no Jews in the community, why

8. During WWII, why did Norweigens put paper clips on their labels?

9. The boy at the end of the clip says, "In the beginning I was a little prejudice toward people, but now I've learned to live with everybody". How did this project change his life?

"I Never Saw Another Butterfly" trailer ... a haunting look of Auschwitz and the children who died there...

"I Never Saw Another Butterfly" Video Listening Questions
1. How many children passed through the Terezin Concentration camp?

2. Less than how many survived?

3. a) Why did the filmmakers choose to only have voice overs (just voices) for each of the images?
b) Why did the film makers only use museum images?
c) What effect does this have on the viewer?

4. Why are the words "perished at Auschwitz" used?
5. What does "perished" mean?

6. Briefly state why must we take the time to watch to learn about the Holocaust??

Children of the Holocaust... some parts are pretty heart wrenching... Some images are shocking... but it is real... These events really happened - and it is important that we take the time to see who is impacted by war. Who is impacted by hate... and why we must be aware of what's happening in our world, to ensure that this never happens again. We must educate ourselves and be aware of what's happening in our world... and not be people of apathy. Apathy is what caused the death of millions and millions of people throughout history, not just during the Holocaust.

If you are a teen that watches action flicks where there might be shooting or death... then you can probably handle this powerpoint below. If you cannot, then it is understandable... These photos are a bit shocking.

I Never Saw Another Butterfly

The last, the very last, So richly, brightly, dazzlingly yellow.
Perhaps if the sun's tears would sing against a white stone...

Such, such a yellow is carried lightly ‘way up high.
It went away I'm sure because it wished to kiss the world goodbye.

For seven weeks I've lived in here,
Penned up inside this ghetto
But I have found my people here.
The dandelions call to me

And the white chestnut candles in the court.
Only I never saw another butterfly.

That butterfly was the last one.
Butterflies don't live in here,
In the ghetto.

by: Pavel Friedmann 4.6.1942

The poem is preserved in typewritten copy on thin paper in the collection of poetry by Pavel Friedmann, which was donated to the National Jewish Museum during its documentation campaign. It is dated June 4, 1942 in the left corner.

Pavel Friedmann was born January 7, 1921, in Prague and deported to Terezín* on April 26, 1942. He died in Oswiecim* (Auschwitz) on September 29, 1944.

*Terezín was a Nazi concentration camp.

I Never Saw
Another Butterfly...

By Fiorna Hams, St. Paul's Anglican
Grammar School, Australia

Franta (Frantisek) Bass was born in Brno on September 4, 1930. He was deported to Terezín concentration camp on December 2, 1941, and died in Auschwitz on October 28, 1944. He was fourteen years old. A total of about 15,000 children under the age of fifteen passed through Terezín, (Theresienstadt), a civilian town, turned ghetto, turned concentration camp in the Bohemian mountains, just southwest of Prague, Czechoslovakia. This town, built for only 8,000 people, at one stage housed close to 60,000.

Living conditions were poor; food was scarce, and shelter was wherever people could find it. Transports came and went until 1944 when only 100 of the 15,000 children that passed through Terezín had survived, none under the age of fourteen.

What did survive was a suitcase full of drawings and poems done by the children of Terezín between 1942-1944. In 1955, after ten years of collecting dust, the suitcase was found and the contents restored. The pictures and prose of the children have been read by millions around the world, and many of them are collected in a book, I Never Saw Another Butterfly....

From collages, to crayon pictures and poems, to letters for lost parents, this collection provides an interesting and rarely seen view of what was later known as the Holocaust. The accounts and interpretations made by the children as these events occurred around them is unique when studying this period of European history. The book was compiled to inform, like most texts, about the Holocaust and the suffering of the Jewish people.

But, this book was written by children. The accounts are not analytical or reflective, simply the thoughts, ideas, dreams, and nightmares of the innocent minds of young children with no sense of history. The writings tell of lost innocence, and, with intuitive subtlety, reveal the fears and suspicions of what the adults know of Terezín, but do not tell.

Pictures of home, loved ones, butterflies and flowers are signs of hope in a hopeless situation, and poetry about homelands and freedom are as much about faith and belief in the future as they are dreams of the past. But as years go by and people come and go, how long must a child wait to be free? Paintings grow dull and gray; poetry saddens, and we realize that there is no longer innocence in Terezín.

I am a Jew and will be a Jew forever.
Even if I should die from hunger,
never will I submit.
I will always fight for my people,
on my honor.
I will never be ashamed of them;
I give my word.

I am proud of my people,
how dignified they are.
Even though I am oppressed,
I will always come back to life.

-- Franta Bass

Text Studied: Volavkova, Hana, ed., I Never Saw Another Butterfly... Childrens' Drawings and Poems from Terezín Concentration Camp, 1942-1944. Expanded Second Edition, with a Foreword by Chaim Potok and Afterword by Vaclav Havel. (New York: Schocken Books, 1993.) 106 pages.

Reference: http://www.iearn.org/hgp/aeti/aeti-1998-no-frames/another-butterfly.htm

Holocaust Poetry by Children - Click on the link below
http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr6/blms/6-2-4b.pdf

I Survived the Holocaust Website... Many stories, many pictures...
http://isurvived.org/TOC-I.html

Anne Frank and Resisting Hitler Assignment

Anne Frank - Let's take a look at a person so well known for her strength and hope during the time of the Holocaust. What would it be like to be a teen during the Holocaust? What would you do if you were forced into hiding? Would you do it?

A short graphic novel style animation of Anne Frank and what led up to her family going into hiding...

The Diary of a Young Girl
by Anne Frank
One of the most famous accounts of the Holocaust is told by a teenage Jewish girl who from1942 to 1944, with her family, hid from the Gestapo in a tiny attic in Amsterdam. Young Anne wrote regularly in her diary and, despite impending doom, continued to believe in human goodness and to express hope that one day she might live in a world without hate. On August 4, 1944, her family and friends were captured and sent to Auschwitz. Anne died in the Bergen-Belsen concentration camp, probably of typhus, several weeks prior to the camp's liberation. The book is recommended for junior high school and high school students.

Saturday, July 15, 1944
It's difficult in times like these: ideals, dreams and cherished hopes rise within us, only to be crushed by grim reality. It's a wonder I haven't abandoned all my ideals, they seem so absurd and impractical. Yet I cling to them because I still believe, in spite of everything, that people are truly good at heart. It's utterly impossible for me to build my life on a foundation of chaos, suffering and death. I see the world being slowly transformed into a wilderness, I hear the approaching thunder that, one day, will destroy us too, I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that everything will change for the better, that this cruelty too shall end, that peace and tranquility will return once more. In the meantime, I must hold on to my ideals. Perhaps the day will come when I'll be able to realize them!

--The Diary of a Young Girl, eds. Otto H. Frank and Mirjam Pressler, p. 332

What part of this quote grabs you attention the most? Why? What does this passage say about Anne as a person? How would you describe her writing?

"Dear Kitty" - A short animation on Anne Frank from Youtube

Watch the following Youtube hosted Powerpoint on Anne Frank. It shows a variety of photos from her life... and memorials in recognition of her.

Information on Anne Frank will be given in class. To read about her, go to the virtual museum
http://www.annefrank.org/

Otto Frank, Anne's Father... Learn about how he came across the diary and some background information on Anne. What can we learn about what it was like to be a teen during the Holocaust?

Otto Frank says that "Anne inspires young people". Why does this young lady who lived decades ago, continue to inspire us??

Otto Frank - He was lucky to survive... One may wonder that if you lost your family to the Holocaust, what would you do if you found a diary of your child? Would you keep the memories contained within for yourself, or would you want the world to see the life as a Jewish teen in hiding during this time? What would you do?? Some say that Otto was on a mission to devote the rest of his life to Anne's memory? Would you do the same? Why or why not??

Video footage of Anne!

Tour of the Anne Frank House Site: Anne Frank Foundation

Directions:

· Visit the Anne Frank Foundation at URL: www.annefrank.org

· Under the heading “The Story of Anne Frank” click on “The Secret Annex Online.”

· Watch the video clip “Behind the Secret Entrance”

· Next, click “Go Straight Inside”

· Click on the prompts through the house and listen to the audio as you move through the secret annex.

· You can click on certain pictures to see what the rooms would have appeared like when occupied.

After touring the rooms, write a 2 page Response, and include answers to the following questions:

1. What do you feel, or what do you think, as you look at the different rooms?

2. What do the rooms tell you about the people living there?

3. What most surprised or interested you as you moved through the tour?

4. What new things did you learn? Do you have any new questions that need to be

answered?

If you’d like, you may copy and paste of images into your Response to illustrate your points.

ROLE PLAY OF WHAT IT'S LIKE TO BECOME A REFUGEE. Although this "Role play game" is supposed to represent issues that refugees face today, there are many connections to people who had their rights taken during WWII. Check out this link:
www.playagainstallodds.com

How does it feel? How are the events similar to the Jewish people of the Holocaust??

AUSCHWITZ - ONE OF THE CONCENTRATION CAMPS OF THE HOLOCAUST...

Virtual Museum from Auschwitz
http://en.auschwitz.org.pl/z/index.php?option=com_content&task=view&id=7&Itemid=35

http://en.auschwitz.org.pl/m/

Picture Galley
http://en.auschwitz.org.pl/m/index.php?option=com_ponygallery&Itemid=3

Life at Auschwitz - Birkenau
http://en.auschwitz.org.pl/e/index.php?option=com_virtuemart&page=shop.browse&category_id=6&Itemid=11&vmcchk=1&Itemid=11

Heroes - Rescuers of the Holocaust... some images are disturbing... Be respectful of the memory of those who suffered from the Holocaust.
These may be disturbing...http://www.photos.oskarschindler.net/index.html

http://www.auschwitz.dk/auschwitz.htmThe Virtual Museum Tribute Assignment
----In connection to our ELA unit, "Stand Up and Make a Difference".

HERO OF THE HOLOCAUST ASSIGNMENT...
Miep Gies - Here's a special woman who like Helmuth, risked her life to help others during the Holocaust. Check out the video and learn more about this remarkable woman!

You are a designer for an On-line Virtual Museum. You have been given the task to create a "Virtual Collage" in Tribute to a survivor or hero of the Holocaust. Use Glogster (or other technological software approved by Ms. S-M) as a medium to showcase your Tribute. Include information about your survivor/hero summarized in your words, images, music, videos (embedded) to enhance the presentation for your on-line audience.

You must include information such as: a picture of your survivor, birth date/death, birth place, family information (parents and siblings), interests, hobbies or occupation and a brief time-line of the person's life.

*Note: Glogster accounts will be assigned.

Potential Heroes to Research and Inspire You...
Raoul Wallenberg
http://www.jewishvirtuallibrary.org/jsource/biography/wallenberg.html

Miep Gies
http://www.jewishvirtuallibrary.org/jsource/biography/Miep_Gies.html

Oskar Schindler
http://www.auschwitz.dk/id2.htm

Heroines of the Holocaust
http://www.annefrank.dk/rescuers/index.htm

More Heroes of the Holocaust
http://www.findagrave.com/cgi-bin/fg.cgi?page=vcsr&GSvcid=64184

Social Issues Arts Ed unit plan - Draft

SOCIAL ISSUES AND ARTS ED

Questions to guide us...

Big Idea Questions....

What is a social issue?

Why are there conflicts in society?

How do periods of war impact society?

Why do issues occur in society?

What is a value?

What happens when values conflict?

How do conflicting values cause social issues?

How do we resolve conflicts when values differ between groups of people?

Essential Skills

Students will be able to recognize their own values and explore points of view of others.

Students will be able to communicate (represent) the impact of war on society.

Targeted Outcomes:

CP8. 4

CP8.5

CP8.6

CR8.1

CR8.2

*CH8.1

Assessments:

Peer Evaluation for group planning and work.

Reflection responses

Rubric for peer evaluation

Title/Tasks…

A. “Values Exploration and Obtaining What You Want” Drama Activity/Discussion

1. Concept web – Exploring Social issues… What is a social issue? What do I value?
As a class share responses to this question on the board or break into small groups and write responses to the question above, then share as a class.

2. Big Question to Guide us… What are my core values?

3. Other Questions for Discussion:What do people value? What are people willing to do to get what they value?

What will people do to get money?

What will people do to get power?

What will people do to get popularity?

**Groups will brainstorm answers to these questions... OR...Each group will be given a question to brainstorm responses to...

4. Guide discussion into how disagreements lead to conflicts, which can lead to war...

What happens when values conflict? (An argument can lead to a fight, which leads to a battle, which leads to war).... What happens when it's countries who have a fight?

B. From Photos to Tableau - "Looking at the Perspective of Children During War"

Photograph – Westminister British Columbia
http://www.theprovince.com/technology/This+History/5473173/story.html

"WAIT FOR ME DADDY"
File photo of 'Wait for me Daddy' photograph by Claud Detloff. As soldiers march off to war in June 1940, Warren Bernard, 5, reaches for his father Private Jack Bernard of the Duke of Connaught's own Rifles. Taken on Eighth Street in New Westminster, BC. Claud Detloff was a Province photographer and he sold the copyright of this image to the National Archives of Canada.

Read more: http://www.theprovince.com/entertainment/This+History/5473173/story.html#ixzz1f9N9cfUE

Lesson Details...
Activity - Bring the Tableau to Life…
Students use this photo of a starting point to guide them in creating a Tableau from the boy's perspective.
Questions to Ponder...What's going on in the photo? Who is the boy? Who is the man reaching out to him? What is going on in both of their minds? If the man is the boy's father, what did the mother tell the boy about where his dad was going?
Students: Take 1 minute to discuss in small groups of 3-4 students, then create a short 30 second tableau where students are going to "freeze frame" the moment in the photo... The freeze can take place at any point in the tableau. Remember that with the Tableau you want to "capture a significant moment in time"

C. So What's it Like to live in a War?
Play on-line role play game… http://www.playagainstallodds.com/ – transition activity into “The Escape”

Drama in Context – to create an experience to relate to children’s experience with escaping invasion… focus on developing empathy.
What's it like to to escape? Set up the classroom with many chairs scattered around the room (or desks), then blind fold 6 students... One blindfolded student will become a "soldier" (use the same army as seen in the on-line game, playagainstallodds.com... corrupt...) and another a person will be a guide trying to escape with a small group of 4 students who are blindfolded (all are escapees) . The objective of the "game" or dramatization is that the "escapee" must lead a group of other blindfolded "escapees" out of danger without getting caught by the "soldier". They must be very quiet and careful not to disturb chairs... or they will get caught. As an added challenge and to create the sense of war... the teacher will play sound effects which simulate a war situation... See the following sites as inspiration... (all from Youtube)
http://www.youtube.com/watch?v=9XZ7atFoaD4&feature=related
http://www.youtube.com/watch?v=pfFdItIEqJg

D. Explore the Life of a Child Who Lived During War
Anne Frank House/Annex Tour (see on-line tour: www.annefrank.org)

OR Boy in the Striped Pajamas OR explore resistence “fighter” Helmuth Hubener see YOUTUBE VIDEO http://www.youtube.com/watch?v=1cto6mRGInk&feature=player_embedded#!

Culminating Task:

Create a dramatic scene from WWII based on the drama in context - “The Escape…”

Group created activity…

Resources:

Life of a refugee… (today’s perspective)

http://www.playagainstallodds.com/

Life in WWII

Heroes of the Holocaust – Helmuth Hubener

Youtube video on Helmuth Hubener

http://www.youtube.com/watch?v=1cto6mRGInk&feature=player_embedded#!

The Boy Who Dared – Life of Helmuth Hubener

Or see Nelson Mini-Series, “Step Up” unit

Anne Frank

http://www.annefrank.org/en/Subsites/Home/

Virtual Tour of Auschwitz

http://en.auschwitz.org.pl/z/index.php?option=com_content&task=view&id=7&Itemid=35

Friday, November 18, 2011

ELA Old Assignments

Just an FYI of homework that was on the homework page... this is just here for reference...
Past Assignments: (all handed in already)

Lucille Teasedale - Viewing Assignment

Anne Frank - virtual museum tour and Reflection of tour 1-2 pages typed (see blog - Anne Frank). There are 4 questions to answer in Reflection. Web and outline: Wednesday, Oct. 19th, good copy Friday, October 21st. (hand in your web, rough draft and revisions with final copy).

"Resisting Hitler" - Letter from Helmuth to his brother - Web, outline and part of 1st draft of letter OVERDUE.

"Resisting Hitler" - Before, During and After Reading Questions OVERDUE

"Universal Soldier" - complete side 1 and 2 of the handout package given in class for both songs/poems studied in class OVERDUE

"The Nest" short story all questions (except narrative writing) OVERDUE

AGS Old Assignments

THESE ARE OLD ASSIGNMENTS... THEY WERE POSTED ON THE HOMEWORK PAGE... I JUST PUT THESE HERE FOR REFERENCE ...

*** ARCHITECTURE GOES TO SCHOOL - All assignments are due!! Walking Tour Reflection, Learning Process Reflection and all Role assignments or print outs!! These assignments will be incorporated with Social Studies, Arts Ed and Career Guidance.

Bring home sketchbooks and sketch up... depending on your role get your portion completed for Thursday... All group project buildings and spaces must be decided and planned for Thursday. All must be mapped out on tracing paper for group. Project leaders ensure group members have completed their expected portion - all students evaluated on their progress.

4+ More Sketches - for each building... sketch complete a 2-D image and a 3-D image... include answers to the "LISTS" (Notes to explain who is using the building and how they are using it). DO IN SKETCHBOOK.... include images from Internet of other buildings to help you...

6 Sketches in Sketchbook and list of how the sketch meets the needs of the project site (2-D or 3-D images) . See the Home page of this blog. Due: Thursday, October 13th.
Focus Group Questions 3-4 "Babies" with 2-3 reasons to justify with support (see Home page of Blog) - Good copy due: Tuesday, Oct. 4th

Community and Culture Questions (from Roger's presentation) was due: Wed. Sept. 28th - 9 am

Sustainability and Architecture (from Chang's presentation) was due: Thursday, Sept. 29th - 9am

"Poster " or "plate" of Design principal - overdue..

Architectural Walking Tour of Regina sketch book assignment (Choose 8 and explain... see blog Home page) Due: Thursday, Sept 29th... Hand in to Ms. SM

Past math Assignments for grade 8

Review Handouts for test - due Friday, October 14

"Edible Ratio Problem" (and answer key and "treat") - due Friday, Oct 14 (for the "Math Ratio party")

Math Test - Ratios, Rates and Proportion Thursday, October 13th

Practice Test p. 72-73 (different levels) - Correct in class and record marks

4 Hand outs (double sided): Ratios, Proportions and Perscents: was due Thursday, Sept. 29th

Past Assignments... so you know what we we've been doing...Chapter Review p. 70-71 was due: Tuesday, October 4th

A: 1-5, 6, 8, 9, 10, 11, 12, 15, 16

B: 1-5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 18

C: all

p. 68-69 was due: Friday (even if there was the bike trip!)

A: 15, 17, 18, 19, 20

B: 17, 18, 19, 21, 22, 23, 25

C: 19, 22, 24 - 28

p. 66-67 2.3 Porportional Reasoning Assignment - Due: Wednesday, Sept 21

Level A: 1, 3, 4, 6, 8, 9, 10, 13, 14

Level B: 1-16

Level C: 1-16

p. 65-66 - 2.3 Proportion do the Show You know (2 sets) and summarize the key ideas.

QUIZ: MONDAY, SEPTEMBER 27TH (DELAYED DUE TO OTHER EVENTS THIS WEEK) on 2.1 Ratios, 2.2 Rates, AND 2.3 Proportional Reasoning Concepts . Allowed a "foldable study sheet" for quiz.p. 59-60 2.2 Rates

Level A: 1-5, 6, 8, 10, 13

Level B: 1-5, 6, 7, 8, 10-15, 16

Level C: 1-5, 7, 8, 14-19

** You can "trade" a number with like-skills for another number from another level.

was due: Friday, Sept. 16

p. 51-53 -- 2.1 "2 Term and 3 Term Ratios"

Level A: 1-4, 5, 6, 9, 11, 12, 19

Level B: 1-4, 5, 6, 9, 11-18

Level C: 1-4, 5, 6, 9, 11, 13, 14, 15, 19-22

was due: Monday, Sept. 12th

** Show all your work and demonstrate your understanding in written form.Level A - Adaptation - Less questions, but outcomes are covered.

Level B - Base - "Typical" amount of questions to explore outcomes.

Level C - Challenge - Need a Challenge or Extention! Tougher questions.

Thursday, November 17, 2011

Caped Crusader

Check it out... a real life super hero who helps out the homeless in NYC!!

So - Does he really need a cape?

http://www.cbc.ca/video/#/News/1221258968/ID=2168180883

Stick to helping the homeless or making a difference in a safe way... check out the link below...

http://www.cbc.ca/video/#/News/1221258968/ID=2167990365

Wednesday, November 16, 2011

REPORTCARDS ARE FRIDAY!!

Marks have been posted, overdue assignment reminders given out... now it's time for Report cards... We will get a chance to discuss progress at the Three-way conferences next week. Parents have you signed up on line yet?

* Three way conferences are: parents, students and teachers

This format gives students an opportunity to lead in the discussion of how they are doing, and examine the path they taking in reaching their goals.

Occupy Protests - Current Events

Should They Stay or Should They Go??
Grade 7/8, what do you think?

Let's explore the sides...
News Article...
http://www.cbc.ca/news/world/story/2011/11/15/f-occupy-facets.html

Occupy Wall Street Photogallery - New York City
http://www.cbc.ca/news/world/photos/1450#igImgId_22970

Occupy Regina Photogallery
http://www.cbc.ca/news/canada/sask/photos/1307

Occupy Wall Street - Across Canada
http://www.cbc.ca/video/#/News/Canada/1239665812/ID=2168131566

Occupy Toronto... Both Sides of the Story... Interview with Evan Soloman
http://www.cbc.ca/video/#/News/Canada/1239665812/ID=2167802115

Check out the link above for both sides of the story... look at the pictures on the photogallery... Then make a decision... Should They Stay or Should They Go???
Create a T- Chart and compare the different points of view behind the issue.

Should civil governments be allowed to evict the protestors? Jot down reasons for both sides... It's important to see both points of view. Then decide, based on the evidence... Should they (the protestors) stay or should they go?? Hand in a T-Chart with your final decision explaining WHY you think what you do...

Here's a little music to inspire and leave you thinking... This was a popular song when I was in University!!

EXTENSION... The french had issues with how the rich monarchy was so disconnected to the needs of the people... who were starving... so they revolted...
Check out the video below and see if you can make the connection... between the French during the reign of Louis IV and Mary Antoinette...

Tuesday, November 15, 2011

The Girl Who Cried for Peace

History Behind the Story...

http://canadachannel.ca/HCOJR/index.php/E._First_People_and_the_Fur_Traders

http://www.histori.ca/minutes/minute.do?id=10123

http://www.canadianhistoryseries.com/furtrade.htm

http://www.histori.ca/minutes/minute.do?id=10124

Stewie's "SMART" Thoughts in the Classroom

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