Social+Studies+30+-+Daily+Activities


 * __Thursday, Dec. 3, 2009__**

Students can: 1. correct the Indian Act, Reserves and the Indian Act and Residential Schools handout questions. 2. view the video called "Mission School Syndrome" to further understand the impact of residential schools on survivors.


 * __Wednesday, Dec. 2nd, 2009__**

Students can: 1. participate in a presentation of aboriginal speaker, Gerry Stonechild. The presentation will focus on Gerry's life experiences, with focus on the impact of treaties, residential schools and racism.


 * __Tuesday, Dec. 1st, 2009__**

Students can: 1. understand how the government used Residential Schools to ultimately assimilate First Nations people. Read handout on Residential Schools and do questions.

2. learn about how the government banned traditional practices and celebrations in attempts to further assimilate aboriginals.


 * Readings and questions due Thursday, Dec. 3, 2009.**


 * __Monday, Nov. 30th, 2009__**

Students can: 1. understand how treaties were used helped the Canadian government expand from coast to coast and ultimately, to assimilate First Nations people. 2. read handout, "Seven Treaties." Do questions and correct. 3. learn about the Aboriginal right to vote and the Indian Act by watching the Sharing Circle clip media type="youtube" key="sMTwxxT3j2k" height="344" width="425" 4. Read Indian Act Handout and do following questions.




 * __Friday, Nov. 27th, 2009__**

Students can: 1. understand how treaties were used helped the Canadian government expand from coast to coast and ultimately, to assimilate First Nations people. 2. read handout, "Seven Treaties." Do questions and correct. 3. analyze one of the historical treaties (for date, location, what was given, terms and conditions).


 * __Thursday, Nov. 26th, 2009__**

Students can: 1. discuss current events. 2. understand how allies of the United States reacted to the attack on Pearl Harbour by watching the following clip. Note this clip focusses on the Japanese in Canada. However, the government propaganda and general beliefs apply to countries who supported the allied forces. media type="youtube" key="JkaQqzumMGE" height="344" width="425" 3. watch a video clip that captures the internment of Japanese Canadians. media type="youtube" key="8mqSfnZ7D2I" height="344" width="425"

4. correct the Japanese Internment questions 5. understand how Japanese Canadians were personally affected by watching the video called, //Minoru: Memory of Exile.// To see the video, click on:[] and then click on the //Minoru: Memory of Exile video.//


 * __Wednesday, Nov. 25th, 2009__**

Students will: 1. discuss current events. 2. understand that the "How Will It End" assignment deadline as been extended to **THURSDAY, NOVEMBER 26TH BY 3:15.** 3. review the four models of Acculturation. 4. understand that segregation of cultures has been a real issue in Canadian society (ie. aboriginal reserves, Japanese Internment). 5. understand the events that led up to the internment of Japanese Canadians by watching the following video clip. [] [] and then click on the video called, //Minoru: Memory of Exile.// 6. read the Japanese Internment handout and do the following questions. Correct questions. 7. if time remains, study the events that surrounded the internment of Japanese Canadians after the bombing of Pearl Harbour by watching a video of the story one family who was directly affected. To watch video, click on the following.


 * __Tuesday, Nov. 24th, 2009__**

Students will: 1. go to the computer lab and begin "How Will It End" writing assignment - **DUE TODAY, TUESDAY, NOVEMBER 24th by 3:15 p.m.**


 * __Monday, Nov. 23rd, 2009__**

Students will: 1. go to the computer lab and begin "How Will It End" writing assignment - **DUE TUESDAY, NOVEMBER 24th**


 * __Thursday, Nov. 19th, 2009__**

Students will: 1. write Culture Definitions re-write 2. go to the computer lab and begin "How Will It End" writing assignment


 * __Wednesday, Nov. 18th, 2009__**

Students will: 1. write Culture Definitions re-write 2. go to the computer lab and begin "How Will It End" writing assignment


 * __Tuesday, Nov. 17th, 2009__**

Students will: 1. write Culture Definitions pre-test 2. review the four types of "Acculturation" 3. receive "How Will It End" writing assignment and understand requirements. 4. go to the computer lab in remaining time


 * __Monday, Nov. 16th__**

Students will: 1. review key culture terms 2. begin to understand concept of "Acculturation" and the four types


 * __Thursday, Nov. 12th, 2009__**

2. correct questions on "Canada: A Mixture of Cultural Origins."

 * __Wednesday, Nov. 11th, 2009__**

Remembrance Day - No School

5. If time remains, watch "For Angela" and video focussing on the effects of racism.

 * __Thursday, Nov. 5th, 2009__**

1. discuss current events.
2. write Culture Definitions Quiz. ====2. watch "A Class Divided" an online video profiling an racism activity done with Gr. 3 students in the late 1960s. Click on the following link to watch the video. []====


 * __Wednesday, Nov. 4th, 2009__**

1. discuss current events.
2. do the culture definitions activity and correct.

3. in preparation to watch "A Class Divided" viewing, understand racism in the United States in the first part of the 20th century.
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4. if time remains watch "A Class Divided."

__**Tuesday, Nov. 3rd, 2009**__

1. discuss current events.
2. correct "Search for Solutions."

4. discuss "Theories of Development" and identify key culture terms.
__Monday, Nov. 2nd, 2009__

1. discuss current events.
2. read and do handout called - **“Search for Solutions**.” Ask students to do questions #3, 5, 7, 8, 12, 13, 14, 16, 17, 18, 19, 20. Due for Tuesday.


 * __Thursday, October 29th, 2009__**

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Do #19, 20, 22, 23, 24, 25, 26, 27, 28, 29 for Wednesday.
__Tuesday, October 27th, 2009__

in Quebec under his leadership by watching
"//Evaluating Duplessis" and the "Crusade Against Left-Wing Thought"// at []

handout.
__**Wednesday, October 21st, 2009**__

2. Do the Riel Rebellions Pre-Test and correct.
3. Create a Venn Diagram featuring the similarities and difference between the Red River and Northwest Rebellions. Discuss. 4. Study if time remains.


 * __Monday, October 19th, 2009__**

1. Complete summary chart of two rebellions.
2. Analyze and interpret Riel Cartoons. 3. Go to the computer lab to work on current events assignments - Due Oct. 30th.

the hanging of Louis Riel.
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the Northwest Rebellion.

 * __media type="youtube" key="JvxKHSXjnZ8" height="344" width="425"

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Tuesday, October 13th, 2009__**

questions. Do questions for Tuesday.
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3. watch a video on the Red River Rebellion.
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4. Read more about Riel and the Red River Rebellion. Do attached questions.
.

1. write the exam on the Significant Events in Canadian history that caused change.

 * __Tuesday, October 6th, 2009__**

2. Do a pre-test on the Significant Events in Canadian history that caused change.
3. Receive the test outline and work on the study guide.

4. Be reminded that the Change Events test is on Wednesday, Oct. 7.


__Monday, October 5th, 2009__

1. Discuss current events
2. Review Significant Change Events in Canadian History by playing Jeopardy game. 3. Be reminded that the Change Events test is on Wednesday, Oct. 7. There will be a practice quiz on Tuesday,to prepare for the quiz.

__**Friday, October 2nd, 2009:**__

questions and timeline of the Significant Events handout.
3. Review if time remains.

the Significant Events handout.
.


 * __Wednesday, September 30th, 2009:__**

3. Do questions 17 - 20 in the Significant Events handout on Confederation. Due Thursday.
4**. REMEMBER THAT SEPT. CURRENT EVENTS ASSIGNMENT DUE OCT. 1!**

2. Further study the rebellions by doing studying rebellion songs and stories. Correct when finished.


3. If time remains, do questions 17 - 20 in the Significant Events handout.

3. Watch "Canada: A People's History" video segments on rebellions of Upper and Lower Canada.
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2. Watch `Canada: A People`s History` video featuring the Battle of the Plains of Abraham. You can find the video on by clicking going to:
[]

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**//REMINDER: Exam on Wednesday, Sept. 16th (includes information on Stages of Change, Worldview, Social Contract, Syllogisms, Dialectics and Moral Tests)//**

 * __Monday, September 14, 2009__**

2. Review dialectic activity using current issues in Canada

 * //REMINDER: Exam on Wednesday, Sept. 16th (includes information on Stages of Change, Worldview, Social Contract, Syllogisms, Dialectics and Moral Tests)//**

__**Thursday, September 10, 2009**__

**__Wednesday, September 2, 2009__**
Students will: 1. Hand in any outstanding forms (period 1 class) 2. Discuss current events 3. Continue to review answers to Canadian worldview group activity 4. Understand the difference between the concepts of "Worldview and Social Contact." 5. Learn about "Syllogisms" and identify the three parts of "Syllogisms"

3. Review Stages of Change
4. Write Stages of Change quiz

5. Understand concept of Worldview and identify examples of Canadian worldview (group work)
__**Friday, August 28, 2009**__

3. Begin Unit 1 on "Change."
a. identify the Stages of Change b. give an example of the Stages of Change they have experienced - complete chart - and discuss.

6. if t ime remains, begin discussing Personal Change and Stages of Change
====__**Tuesday, August 25, 2009**__ Welcome to the first day of classes. Today students will: 1. review the Social 30 course overview (see Social Studies 30 Handouts) 2. complete the "Who Are You" questionnaire 3. participate in the "It's a Small World After All" Icebreaker====