Mr. Johnston

Per.2: Social Studies 9

  • No homework

Per.3: Social Studies 8

  • Tests were returned today.  Get them signed.  Show Mr. Johnston on Monday.
  • p.22 of textbook.  Questions 1, 2, & 3.  Quest. #3 is wrong, you must use Fig.2.2 NOT Fig.2.3.  You will create a paper strip scale as outlined on p.20 of your textbook.

Per.4: World Issues 120

 

Per.2: Social Studies 9

  • Test for Monday, February 16th.  Review notes can be found under the calendar entry for the test on right hand side of page.

Per.3: Social Studies 8

  • Test on Chapter 1 was today.  Many did not finish test; what was completed will be marked and students can complete the remainder on Monday.

Per.4: World Issues 120

Per.2: Social Studies 9

  • Read pp.20-26 on "Building Landforms"
  • Review & Reflect p.22; questions 1, 2, and 3
  • Review & Reflect p.26. question 1
  • Apply & Extend p.26; questions 1 & 2 (will require extra research outside of book)
  • ~20minutes given in class to do this and the majority is a review from Grade 8 Science class

Per.3: Social Studies 8

  • Study for Thursday's Chapter 1 test.  Start with vocabulary this evening.

Per.4: World Issues 120

  • Time in class today was focussed on researching for our Country Profile's assignments which are due next Tuesday.

Per.2: Social Studies 9

  • Advised students there would be a test on Mon. Feb.16th on Chapter 1.  Review will be given this Thursday.
  • No homework otherwise.

Per.3: Social Studies 8

  • Reminded students of Chapter 1 Test this Thurs. Feb.12th
  • Began taking vocab. and notes for Chapter 1.
  • No homework otherwise.

Per.4: World Issues 120

  • An assignment on Countries of the World handed out today.  Due date of: Tues. Feb. 17th, 2015
  • No homework otherwise.

Per.2: Social Studies 9

  • Gave a revised due date of Mon.Feb.9th for Painting Analysis (see note in Teacher page feed)
  • Most students completed Apply & Extend questions 1 & 2 on p.12 in class but if not, they are expected to be completed for homework.

Per.3: Social Studies 8

  • Today we examined; "Case Study: Finding a Sunken Ship" pp.14-16.  Disucssed the relevance of the Titanic to Atlantic Canada and its history/geography/etc. 
  • For homework: Ques.#s 1, 3, 4, 5(a)

Per.4: World Issues 120

  • Assignment on Global Connectedness (see yesterday's homework for details) is due.
  • Today in class we reviewed yesterday's articles and then looked at the topic of Global Interdependance and did two activities on said topic; the first activity was a website we visited (see below) and the second was a economic trading game.

http://education.nationalgeographic.com/education/media/globalcloset/?ar...

 

 

 

The Red Maple by AY JacksonThe Red Maple by AY JacksonOn Monday, Feb. 2nd, students were given a reprint of a painting for which they are expected to write an interpretation.  They have been advised to use the guiding questions on p.4 of their textbook to create a 250-300wd analysis of the painting.  Ideally, I am not looking for them to answer each question independantly, but rather to use each question as a way to understand the painting.

REVISED DUE DATE: Monday, February 9th, 2015

HINT: Your analysis should focus on what the painting means, but a secondary purpose should be about why/how this painting represents some sense of Canadian identity.

Below is a link to a website which gives a guidelines and a sample for writing an analysis/interpretation of a painting.  Just below this link, however, I have included the relevant sections which will explain how to set up your analysis.  Please pay attention to this.

http://www.gallaudet.edu/tip/english_center/writing/essays/writing_critical_essays_about_literature/writing_a_critical_analysis_of_a_painting.html

 

Begin The Essay

Introduction:

Just like all other essays, your first paragraph serves as your introduction. This section should identify the title of the painting, the artist, what year the painting was created, and where the painting is located. You should also introduce your thesis in this paragraph. Your thesis could be about one specific aspect of the painting, or it could be a broad statement about the painting as a whole.

Analysis:

Your next several paragraphs should analyze the painting. For example, if your thesis is that the painting is a "startling piece of work," then the body of your paper should describe why you find it to be startling. Within your analysis you should include specific descriptions of the piece itself. However, do not focus only on describing the painting; presumably your audience is familiar with the work. You should describe aspects of the painting only as they relate to your thesis. For example, if your thesis is that the painting is "startling," perhaps it is the subject's body language that makes it startling. You may want to include a description of that figure's body language and explain the impact the body language has on the audience.

In an informal essay about art it is acceptable to include your own feelings and behavior as you looked at the painting. You can include information like how long you studied the painting, whether you compared it to other paintings in the gallery, whether or not you made a sketch of the work, how the painting made you feel, etc. If the painting makes you feel sad, then explain what evokes that feeling. Is it the colors the artist used? Is it the figure's pose, or the facial expression, etc.?

Drawing Conclusions:

It is then important for you to make some conclusions about why you think the artist made the decisions that he/she did. If the painting looks startling or sad, why do you think the artist chose to paint it that way? Is part of the painting dark or dull simply to draw the audience's attention to another part of the canvas? You may also want to research what was happening during that time of the artist's life. Often there will be a correlation between the mood of the painting and the events in the artist's life during that time.

 

Conclusion:

The end of your essay should reiterate the important points that you made, yet leave the reader with something more to think about.

 

Per.2: Social Studies 9

  • Musicians Reflect Canadian Identity --> answer questions 1 & 3 of Review & Reflect on p.12

Per.3: Social Studies 8

  • No homework; but for those who were absent, in class we worked on, answered, and corrected all 5 questions on p.13 dealing with large & small-scale maps in Finding Your Way Downtown pp.12-13

Per.4: World Issues 120

  • Choose two examples of Global Connectedness and give me the pros and cons of both in two separate paragraphs.  Hand in for Friday, Feb.6th. (examples include: internet, 24-hour news networks, satellite programming, radio & radio waves, telephones (cell or others), Skype/Facetime, e-mail, Snapchat/Wechat/Whatsapp, Social Media (Facebook, Twitter, Instagram), Airlines, etc.

As discussed in class, here are some suggested websites where you can follow the news on your own:

http://www.cbc.ca/news

http://www.cbc.ca/news/world

http://www.bbc.com/news/world/

http://www.cnn.com/world

http://www.huffingtonpost.ca/

http://www.nytimes.com/ (great website, but there is a paywall; you do, however, get 5 or 10 free article reads a month)

 

This is a good start for now.  Below are the videos of Marshall McLuhan's Global Village that we watched in class:

http://www.cbc.ca/player/RADIO+HOLDING+PEN/Demystifying+McLuhan/Video/ID/1565028215/

 

Per.2: Social Studies 9

  • Read pp.5-9 of textbook on "Artists Reflect Canadian Identity"
  • On p. 8, complete Review & Reflect questions 1-4.

Per.3: Social Studies 8

  • Complete handout of 10 practice questions on latitude and longitude (first two were done together in class)

Per.4: World Issues 120

Students were introduced to the concepts of latitude and longitude today.  Connections were made to their past learning and use of GPS and participation in geocaching.  Discussion was between absolute location (using lat. & long. coordinates) and relative location.

Homework - Questions 1,2, & 3 on p.4 of text. 

If students have any difficulty understanding the concepts, they can use the following website to learn more about the topics:

http://www.socialstudiesforkids.com/articles/geography/latitudelongitude.htm

or they can view the following video to hear and see what latitude & longitude are:

https://www.youtube.com/watch?v=JZ-X8UDz0EA

 

 

Chapter 1: An Introduction to Canadian Identity

  • Be prepared to give a personal definition of Canadian Identity, what it includes and what it is affected by.  Feel free to include anything you have learned in this course.

  • ART= French, British, Aboriginal.  How does their art reflect Canadian identity?  What affected or influenced their art?

  • CRTC=What is it? What is its role?  Is it still relevant/needed?

Chapter 2: Canada’s Physical Geography

  • What is topography?  What are the elements of topography (elevation, relief, gradient, geology)

  • How are landforms shaped? (weathering, erosion, deposition, mountain building)

  • Eight Landform Regions = How are Canada’s geographic regions classified?  What are the 8?  Be able to place them on a map.  Be able to describe them or give a detail of each.

  • Climate = what are the Global and Regional factors that effect climate.  Global are:  latitude, air masses & winds, ocean currents; Regional are: altitude, bodies of water, mountain barriers.  Be able to explain how all these factors affect climate.

  • What are the climate regions in Canada? 

    • A. Tropical

    • B. Dry Climate

    • C. Warm, Moist

    • D. Cool, Moist (also known as temperate continental)

    • E. Polar

Chapter 3: Canada’s People

  • Pop.Density & Pop. Distribution:  What are each?  Be prepared to define and explain w/ reference to Canada.  Population Distribution = why have we chosen to live where we have to live? (near the border, around lakes & rivers, near natural resources)

  • Site vs. Situation factors.  Define each.  Be prepared to discuss w/ real life Canadian examples. P.43 in your textbook

  • Canadian settlement patterns = In different regions of Canada, what occurred? The regions of Atlantic Canada, New France(Quebec), Ontario, Prairies, British Columbia and the North

  • Decline of rural population –

    • Know percentages know the dates

      • 1881 = 75% rural

      • 1961 = 62% urban

      • 2001 = 81% urban

    • Industrial revolution…what was it?  What effect would it have on pop. distribution?

  • What are the 5 political regions of Canada?  Be able to name and describe them or give details about them.  P.52 in textbook.

  • Where is the core?  What is it the core?

Chapter 4: Migration

  • Know the different ways that it is believed First Nations came to Canada.

  • Know the difference between Push & Pull factors.  Be prepared to explain or give an example that is clear and understood.

  • What is “multiculturalism”?  Has Canadian immigration always promoted a multicultural society?  If not, explain specifically how not.

  • What is the difference between Canada’s acceptance of immigrants pre-1945 and post-1945?

  • What are the three classes of Canadian immigrants?  Be prepared to explain each.  How many immigrants does Canada accept a year?

  • What is emigration?  What is the “brain drain?”  Why should we be concerned about a brain drain?   Why shouldn’t we be concerned about a brain drain?

Chapter 5: Responses to Geographic Influences

  • Know the location of Australia.  How does it compare/contrast to Canada?

  • Know the climate zones of Australia.  How do they compare/contrast to Canada?

  • Know the landforms of Australia.  How do they compare/contrast to Canada?

  • Know Australia’s population, population density, population distribution, and land area size.  How do these compare/contrast to Canada?

 

Chapter 6: Prosperity & Depression

  • What was life like in Canada post World War I?

  • Why was the Maritime economy so particularly depressed just post-WWI? (think about rail/freight costs, tariffs, lack of capital investment)

  • Be prepared to explain the importance of electricity in boosting the economy.  How did lifestyles begin to change in the 1920’s?

  • Era of Prosperity = 1920’s; but not everybody enjoyed prosperity.  Who didn’t and why?  What was life like for them?

  • Tues. Oct.29th, 1929 = Black Tuesday.  What were the root causes of the Depression? (this is on my webpage; for the love of God and all that is holy look it up…for your sake and my sanity)  What was the Depression?

  • What was life like during the Depression?  Be prepared to describe it in detail.

  • Who was Bennett?  Be prepared to discuss him and his importance/legacy.

 

Chapter 7: Canada at War

  • Be prepared to explain the four phases of WWII and more specifically what Canada’s role was in each of these stages?

  • At war’s end, where did Canada stand in the ranks of world powers?

1st Period BBT 10 

-No homework; BUT some students have been advised that they have missing assignments from our Photoshop module that need to be submitted.

2nd Period Social Studies Gr.9

1.      Read “Phases of War” pp.105-109  Read only Phase 1 & 2.  Ignore the Skills Toolbox and the “What’s in a name?” sections.

2.      Review & Reflect p. 109 #s 1&2

3.      Apply & Extend p.110 #1 put your inquisitive mind to work!!!!

4.      Read Phase 3: July 1943 to June 1944 pp.110-111; pay attention to Figure 7.6 and you may need to pull out a map of the world.

5.      Review & Reflect p.111 #1

 

3rd Period Social Studies Gr.8 

On p.96: Questions 1(a) (b), 2, 6(a) (b)

NOTE: This is NOT for homework.  This is being done in class but I have put it here for the sake of students to look up and to clear up any confusion about what to do.

 

In the attempt to answer question 1(b) on p.96, some confusion exists as to what the question is asking.  Below should help to clarify what Mr. Johnston is looking for you to write about on this topic.  Remember, you can find the list of this year's award winners for the ECMAs at http://www.ecma.com/ecmw/2014/awards

How do the ECMAs showcase Atlantic Canadian culture?  Think about, what genres of music are represented? What types of instruments are used?  What are the song topics (hint: read lyrics)? How do these topics/lyrics showcase Atlantic Canadian culture?

Write a news article that would show how the ECMAs do all these.  Remember to also answer the 5Ws in your article (who, what, when, where, why)

 

5th Period Canadian Geography 120 

 

1st Period BBT 10

-Started in-class presentations this morning.  Due to technical difficulties only got through first two presentations; will pick up remaining three the were schedule for yesterday (3)Brett & Olivia; 4)Riley & Dylan; 5)Jensen & Paulina)  All materials are available at http://www.bbtnb.ca 

-Tomorrow we will arrange the remainder of the presentation order.

 

 2nd Period Social Studies Gr.9

-No homework; BUT, go back and ensure that yesterday's questions are completed.  We started correcting some in class today, but still have to correct remainder of p.101

 

3rd Period Social Studies Gr.8

-Answer questions 3(a), 4(a)(b)(c), and 5(a) on p. 85 of textbook.  We discussed these questions at some length in class so these should be easy to complete but yet done in much detail.

 

5th Period Canadian Geography 120

-No homework; however Module 3 Assignment Part B due Friday, Dec.5th See calendar on right hand side of this webpage for further details.

1st Period BBT 10

-Tomorrow, Tues. Dec.2nd will be the start of presentations for our Business and Multimedia unit Students have been made aware of this for over a week now.  Any remaining work will need to be done on the student’s own time.  First five presenters go tomorrow and are as follows: 1)Cameron; 2)Robyn & Cassidy; 3)Brett & Olivia; 4)Riley & Dylan; 5)Jensen & Paulina.  All materials are available at http://www.bbtnb.ca

 

 2nd Period Social Studies Gr.9

-Read pp.95-97

-Review & Reflect p.97 #s 1&2

-Read pp.97-101

-Review & Reflect p.101 #s 1-4

 

3rd Period Social Studies Gr.8

-Read pp.82-84

-questions #s 1, 2(a) p.85

 

5th Period Canadian Geography 120

-No homework; however Module 3 Assignment Part B due Friday, Dec.5th 

1st Period BBT 10

-Tues. Dec.2nd will be the start of presentations for our Business and Multimedia unit and as such, some students may need to work at home at completing some elements.  All materials are available at http://www.bbtnb.ca

 

2nd Period Social Studies Gr.9

-Read pp.93-94 on Leisure, Sports, and Changing and Conflicting Attitudes

-Ques. # 1, 2 p.94 Review & Reflect

-Ques. #1 p.94 Apply & Extend

 

3rd Period Social Studies Gr.8

-Read p.80 on "Cultures Change"

-Ques.#2,3 on p.81

NOTE: Assignment is due.  The "Problem-Solving" approach as laid out in ques.#3 p.78; the same assignment that is detailed on the calendar on the right hand side of this page.

 

5th Period Canadian Geography 120

-No homework

1st Period BBT 10

-Students have been made aware that Tues. Dec.2nd will be the start of presentations for our Business and Multimedia unit and as such, some students may need to work at home at completing some elements.  All materials are available at http://www.bbtnb.ca

 

2nd Period Social Studies Gr.9

-Test on Ch.5.  All notes and reviews are available in my webpage feed.

 

3rd Period Social Studies Gr.8

-Test on Ch.5.  All notes and reviews are available in my webpage feed.

 

5th Period Canadian Geography 120

-No homework; however Module 3 Assignment Part A due Friday, Nov.28th as laid out in Calendar description to right side of wepage.

NOTE: The Gr. 8 Atlantic Canada Chapter 5: What is Culture" test will be held Wed. Nov.26th.

Chapter 5: What is Culture?

Test Review

·         Be able to give a definition of culture and explain the different elements that make up culture.

·         What is the difference between a genetic trait and a cultural trait?

·         Know what an anthropologist is.

·         What are the common characteristics that are found in all cultures according to George P. Murdock? (p.68 in textbook)

·         Be able to list/describe what physical needs and emotional needs are.  Also, if given a scenario like on p.70, be ready to describe what needs are being met by that situation.

·         What is the difference between material and non-material culture?  What category do values fit in?  Be ready to divide a list AND explain why you did so of cultural characteristics into material and non-material.

·         What is traditional culture vs. popular culture?  Explain from where we get popular culture.  How can popular culture sometimes come into conflict or tension with our traditional culture?

(eg: for First Nations, it would be popular culture to speak English but many homes still try to promote their First Nations language)

·         What is an agent of socialization?  It is an institution or organization which passes culture onto the next generation.  Be prepared to list a few agents of socialization and explain how they pass on culture.

·         What are three methods for resolving conflict?  Why do you think we studied those in a chapter called “What is Culture?”

 

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