Confederation Poster Assignments

SOCIAL STUDIES 9 (2017-2018)
Please begin by recognizing and acknowledging the Semiahmoo Matsqui, Katzie, and Kwantlen Nations on whose traditional unceded territories we live, we learn, and we do our work.
Feb. 28: END OF TERM 2....officially done! the Confederation questions and the HBC vs NWC task will appear in term 3
​Friendly Advice...start critical thinking!!! Stop wasting time in class! Telling me what I told you will not get you credit for anything. Thanks for listening, but I need you to "think" and learn on your own (with my help and the help of your peers...remember, we're in this together!

Feb-5-9...road to confederation...
Feb 13...draw a graphic organizer. In the middle write Confederation Reasons (the reasons why the colonies needed to join). Join 6 bubbles to the middle...these are the evidence for each reason! Use the above classroom notes to create your graphic organizer.

Feb 14/15...the task for today (and Feb 15) is posted below...
Horizons Text pp.73-76: Confederation Questions...
 
1. Explain how Britain’s attitude changed toward the colonies during the years leading up to confederation (1840-1860).
 
2. Look at the image on page 75.  What happened? Why did this happen?
Write a newspaper article sharing the news of the event with the other colonies. Explain why it is important!

Feb. 20....complete the rest of the confederation questions using your graphic organizer and the Horizons text book.
HAND THEM IN WITH YOUR GRAPHIC ORGANIZER ATTACHED.
Feb 27/28 the HBC vs NWC...which company was better? Your opinion...think critically please... the assignments are embedded in the notes posted below...
Questions:
In your opinion, which company (HBC or NWC) was better for (1) traders AND (2) for First Nations?
List at least 3 reasons why for each-explain your reasoning! Entirely your opinion based on what you've learned.

Wanted Poster:
Draw an employment poster. Choose a company (HBC or NWC) and advertise to hire new employees. Give reasons why someone should work for your company

Mar 1...students should have completed either the fur trade questions or the Wanted Poster by today...
​Mar. 2...students in all classes began looking at the development of the Metis in the Red River area, followed by the introduction of the Selkirk settlers in 1811...How do you think the Metis families living along the Red River would have reacted to the arrival of the new settlers?? Many felt that they were welcomed as potential new customers for Metis food supplies...others believed they might be hated because they were supported by the HBC...others felt they might not be welcomed because they would be a drain on resources like buffalo...

Mar. 9-12...the clash of cultures and the Incident at Seven Oaks...students were asked to write a comment on the events of that day in June 1816...what caused it? Who was to blame? What should happen?
















​September 6...welcome back!

Culture is an important concept...students used talking/sharing circles to try to determine what culture is. At the same time, students learned a little about aboriginal governance (using consensus as a means to govern) while they were discussing culture...Critical thinking, communication, social competencies were clearly demonstrated!

September 8...Some geography stuff...we'll try to touch on all of the following big ideas before your student teacher starts later this month...
  • New ideas and ideologies profoundly influence societies and events.

  • The physical environment influences the nature of political, social, and economic change.

  • Power alters the balance of relationships between individuals and between societies.

  • Collective (cultural/social) identity is constructed and can change over time.
Primary sources...analyze (look at and record what you see), interpret (what do you think it means). We looked at the following source today
September 12/13...students wrote a Sources Test (a check for understanding) about Primary and Secondary sources...a short geography unit begins with students drawing a "memory map of Canada", followed by a "mind map from the school to their home".
September 14...What is Truth and Reconciliation? It would appear that the problem is our education system. Students looked at notes that told about the history of Canada...there was little mention of First Nations and some of the information was inaccurate...we decided we needed to change the way history in Canada was taught!

September 18...Time to get ready to show what you know about the "Political" shape of Canada!
September 27...Test Day!!! When you're done the test please consider the following task...
A. For Today… choose 4 of the following and rank them in order of importance in regard to URBANIZATION in BC (Past and Present) . Provide a statement that outlines your reasons for the choice you made.

Fur Trade
Fishing
Saw Mills
Pulp and Paper Mills
Agriculture
Mining
Industry (various)
Transportation (Roads and Railways)
Government

B.   What is an important industry in BC today? How does it impact the above activities? Hand this in!!

Nov. 27...Mr. Goldsack is back....moving forward by taking a step back in time...students need to complete the questions at the end of the following notes..
Nov. 29...the enlightenment...students were asked to write a letter to the pope /king expressing their concerns about their oppressive policies, and then start the Enlightenment Questions (use examples to answer the questions!!!)
Dec.4-14...students have been researching their enlightenment thinker and preparing to present their findings...in addition, students began investigating some of the events (causes) that resulted in a war (Consequence) between the Colonists in America and Britain.
Dec. 18-22...students will continue learning about the causes of the American Revolution...on Dec. 20, 21, and 22 students will present their Thinker research to peers (minimum 5 different people) and submit the report, with a proper bibliography. The core competencies for this task include communication, and critical thinking skills...the bibliography is another important skill that should be learned and demonstrated!
Jan 8-12...Causes of the American Revolution review and propaganda ...The incident at Boston in 1770.. students will begin the Revolutions Assignment. This task involves the past and present, critical thinking skills, and analysis of historical perspective.


The French Revolution...causes and propaganda....
The Revolutions Assignment is due on January 26
​Jan. 22-26...the road to confederation begins with the Loyalists moving to Canada...followed by rebellion (1830s) and Lord Durham's report....

Jan. 26...Write a paragraph explaining why/why not you believe Durham was a racist....use examples to support your opinion! The following notes might be helpful...
Jan. 29-Feb 1...students shared ideas about what a "coalition government" was and is..and then started investigating what life was like for the Loyalists (or any pioneer coming to the "new" British colony in Quebec (Lower Canada). The assignment is attached:​
Friendly Advice...start critical thinking!!! Stop wasting time in class! Telling me what I told you will not get you credit for anything. Thanks for listening, but I need you to "think" and learn on your own (with my help and the help of your peers...remember, we're in this together!
Feb 13...draw a graphic organizer. In the middle write Confederation Reasons (the reasons why the colonies needed to join). Join 6 bubbles to the middle...these are the evidence for each reason! Use the above classroom notes to create your graphic organizer.
Feb 14/15...the task for today (and Feb 15) is posted below...
Horizons Text pp.73-76
 
1. Explain how Britain’s attitude changed toward the colonies during the years leading up to confederation (1840-1860).
 
2. Look at the image on page 75.  What happened? Why did this happen?
Write a newspaper article sharing the news of the event with the other colonies. Explain why it is important!


Feb. 20....complete the rest of the confederation questions using your graphic organizer and the Horizons text book. HAND THEM IN.
Feb 27/28 the HBC vs NWC...which company was better? Your opinion...think critically please...
Mar.1 -8...students are learning more about the Metis and the role they played in the development of the west...In 1811when the Selkirk settlers arrived at Red River there were many Metis families already living there. How do you think the Metis responded to the arrival of the settlers???
Mar. 9...students continued the notes and learned about the significance of the Incident at Seven Oaks....they were asked to write a letter from the perspective of the Metis or the Settlers...
The following are tasks that students should be actively working on before the break...

UNIT 5: State & Local Government
Unicameral PPT: Unicameral
NE State Executive Branch PPT: NebExecBranch
State Judicial Branch PPT: StateJudicial
County Administrators PPT: countyadmin
Political Parties PPT: PoliticalParties
Political Spectrum:
City of Lincoln Notes: CityLincoln
Naturalization PPT: Naturalization Notes

UNIT 4: 3 Branches of Government
Congress Venn Diagram (Blank): VennDiagram
Congress Venn Diagram (Complete): VennDiagramP4
Powers of Congress PPT: PowersofCongress
Bill Becomes a Law Flow Chart: HowABillBecomesALaw_TeacherAndStudent(1)
Bill’s Journey PPT:
Roles of the President PPT: PresidentPowers
Executive Department Collage Directions: Executive Branch Collage Directions
Exec. Dept & Ind Agency & Reg Commission Wrksht: 6_34Worksheet
Judicial Branch Packet: FederalCourtSystemRA
Federal Court System Chart (Complete):
Supreme Court PPT: SupremeCourt
Legislative Branch Crossword: LegBranchCrossword
3 Branches of Government Review: 3BranchesReview

UNIT 3:Amendments to the Constitution
Amendment Process Notes: AmendProcess
Amendment Research: Civics Amendment Research Assignment
Amendment Poster Notes: AmendmentMuseumNotes
Bill of Rights Power Point: BillofRights
Amendments 11-27 Power Point: Amendments 11-27
Amendment Worksheets: AmendmetWorksheets
Applying the Bill of Rights: applying the bill of rights

UNIT 2: The Creation of a New U.S. Government
Shay’s Rebellion: Shays Rebellion Lesson Plan1
Significant Founder Paper Directions: significantcrperson
Constitutional Convention PPT: ConstConv
7 Articles of the Constitution: 7ArticlesofConst
To Sign OR Not to Sign (Jay): JohnJayArgument
To Sign OR Not to Sign (Gerry): ElbridgeGerryArgument
Federalist or Anti-Federalist PPT: FedORAnti-Fed
Fed vs. Anti-Fed Document Analysis: Federalists and Antifederalists ORIGINAL DOCUMENTS-1
Unit 2 Crossword: Unit2Crossword

Unit 1: Foundations of American Government
Civics in Our Lives PPT: Ch1Sec1Notes
Prisoner’s Dilemna Questions: Prisoner’s dilemma Sim
Roots of Democracy PPT: RootsDemocracy
Locke vs. Hobbes Assignment: LockeHobbes
We the People Assignment PPT: WEPOAssign
Interpreting the Declaration of Independence (only pgs. 4-5): 06 Declaration Independence
Articles of Confederation PPT: ArtofConfed
Articles of Confederation Group Work: ArticlesofConfederationWrksht

Intorduction & Classroom Organization Unit
Class Expectations: CivicsDExpectations
Course Outline: CivicsCourseOutline
Portfolio Table of Contents: PortTOC
Letter to Mr. Craft: LettertoMrCraft

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