Mr. Johnston

I’ve chosen the following two articles as this week’s article of the week as they relate to the topic, “Canada’s Values.” 

 - http://news.nationalpost.com/news/canada/canadian-gender-equality-under-threat-from-society-of-immigration-former-pm-kim-campbell  (watch the NP Explainer video at the end of this article as well)

- http://www.cbc.ca/news/canada/montreal/supreme-court-rules-against-prayer-at-city-council-meetings-1.3033595

Per.2 = Canadian Identity 9

  • Read pp.77-79
  • Answer questions 1, 2, & 3 Review & Reflect p.79
  • Read pp.79-80
  • Answer questions: Review & Reflect #1; Apply & Extend #’s 1 & 2

Per.3 = Social Studies 8

  • No homework

Per.4 = World Issues 120

  • Students have been given two assignments related to our unit on Genocide.  This first is a Venn Diagram that is to be completed concerning two of the studied genocides.  The second project is to complete a PowerPoint presentation that thoroughly examines one of 6 genocides studied in class.  The powerpoint should address the 8 stages of genocide as discussed at the beginning of the unit.  Classtime this week will be provided for these projects and they are due: Monday, April 20th, 2015

Per.5 = BBT 10

  • While there is no homework, there are still a number of students who have not completed assignments from Module 1 and Module 2; advised today that there are going to be deadlines set on these coming soon.

PowerPoint Presentation On A Genocide

Things that must be included/addressed:

  • Where is the country that it took place?  Locate it geographically within the world and discuss its political boundaries.  Good opportunity to use visuals in your powerpoint.

  • At whom was this genocide directed? The particular ethnic group that was the target and how they would differ from the mainstream or from the ‘party’/group committing the genocide.

  • Address how each of the eight stages of genocide were met or accomplished. (use your notes to refresh your memory on what each stage is)

  • A slide showing what was happening in Canada (or outside of Canada that we were involved in) at the time; what were the major events occupying the gov’t at this time?

  • What was Canada’s response to this particular genocide?  What aid, if any, did we provide?  What role did we have?

Per.2: Canadian Identity 9

Good copy of letter due on Tues. April 7th

Complete questions #1-3 for Review & Reflect p.70.

Test on Chapters 3&4 = Friday, April 10th, 2015

Per.3: Social Studies 8

Took notes on Chapter 3 today in preparation for Chapter 3 test on Thursday, April 9th, 2015.

Per.4: World Issues

Created a working definition of Genocide

Looked at Eight Stages of Genocide

Began exploration of Cambodia and Khmer Rouge.

Started documentary "Khmer Rouge: Army of Children & Dictator Pol Pot"  Students are asked to try to finish watching this at home over the extra-long weekend.  Found here on youtube: https://www.youtube.com/watch?v=CESn5dcrKVE

Per.5: BBT10

Started  Business & Enterprise unit.  Students are expected to have Stage 1 completed and well understood.  On Tuesday we move onto Stage 2.  This can be found at http://bbtnb.ca/mod/page/view.php?id=29

Per.2: Canadian Identity 9

Review & Reflect questions 1 & 2 on p.67

Apply & Extend question #1 a OR b (student's choice).  Students are to prepare a letter (instead of a debate) of about 250 words and about 5-paragraphs.  The student is essentially arguing for or against the statement in a 5-paragraph mini-essay.  Only a rough copy is due tomorrow.

Per.3: Social Studies 8

p.28 of textbook

questions 1-8 all reference the data found in the Radiosonde chart on p.47

Per.4: World Issues

Finished film "Shake Hands With the Devil" today.  Discussed film and moved onto a CBC interview w/ Romeo Dallaire http://www.cbc.ca/archives/categories/war-conflict/peacekeeping/peacekeeper-to-the-world/genocide-in-rwanda.html

Per.5: BBT10

Introduced Business & Enterprise unit.  Found at http://www.bbtnb.ca

 

Per.2: Canadian Identity 9

Read pp. 62 & 63 on "Immigration After 1945" & "Today's Immigration Policy."  Pay special attention to the three pie charts on p.63

Answer question #1 on p.64 which refers to those pie charts.

Per.3 = Social Studies 8

Questions #1, 2, & 4 on p.46.  For question 1, think about science class and as water vapour cools down, what states of matter does it go though? 

Per.4: World Issues

 

Per.5: BBT10

 

 

Per.2: Canadian Identity 9

Students are to complete the Comprehension Check assignment for Chapter 3 that was handed out on Tues.Mar.24th.  They have been given parts of 3 class periods to complete this.  Should any students have forgotten this at home or lost it, the assignment can be found as an attached document at the end of this post.

Per.3 = Social Studies 8

Tests were handed back on Thurs. for Chapter 2.  Students are to get those signed and then show Mr. Johnston when they have done that.

Per.4: World Issues

Here is the link to the article of the week discussed in today's class.

http://www.macleans.ca/society/monica-lewinskys-and-our-problem-isnt-technological-its-cultural/

Per.5: BBT10

Still waiting on some assignments from Module 1 from students.

**Grade 8 Social Studies test on Chapter 2 is still scheduled for tomorrow, Thursday, March 18th.  Review can be found in the right hand column Calendar.  Click on calendar and it will bring up review.

 

Per. 2: Canadian Identity 9 

-No homework

Per.3: Social Studies 8

-Chapter 2 Test

Per.4: World Issues 120

-Students are expected to have questions completed for first section of film, "Hotel Rwanda"

Per.5: BBT 10

-No homework, but students are reminded that they are to have Module 1 units completed and submitted by email before Friday.  This were to have been done before March break yet many of them are still overdue.  This WILL affect your report card mark.

 

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

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