November 27: Today I gave you your final marks and your marked tests from yesterday. We did a self-evaluation, then we talked about what it means to talk about a relationship between two things (such as people and resources of a region). Usually when you are talking about a cause and effect, you use words like "because, since, as, and so, thus, due to the fact that", etc. For example: "The coast region has a lot of cedar trees due to its climate, and so the people used the cedar for housing, transportation, and clothing."
If you're interested in improving your mark on the last section of the test you wrote yesterday, please write a paragraph showing the relationship between the people and the resources of the Coast region of BC, and have it ready for tomorrow. I'll mark it and amend your test and final grade. :)
If you're interested in improving your mark on the last section of the test you wrote yesterday, please write a paragraph showing the relationship between the people and the resources of the Coast region of BC, and have it ready for tomorrow. I'll mark it and amend your test and final grade. :)
November 26: We had our last test today. No homework. :)
November 25: We finished up categorizing our facts about regions today, and we noticed that we could use not only our regional knowledge from the textbook but also our common knowledge to figure out what facts referred to which region. For example, anything which had to do with rainforests, rain, and temperate climate, lots of resources, and the most number of Indigenous nations is the Coast. Facts about the region close to the Rockies is the North East region; facts that talk about a really hot dry desert-like climate are about the Southern Interior, etc.
I gave you a sample test, which will be startlingly similar to the test I give you tomorrow. Please study from your notes and from the sample test. Two little hints I'll give you is that I've mixed up the order of the regions on your real test, and if you are able to hand in your coloured and completed map of the regions with your test, you get five additional marks. If you hand in your map on Wednesday, you'll just get four marks. :)
I gave you a sample test, which will be startlingly similar to the test I give you tomorrow. Please study from your notes and from the sample test. Two little hints I'll give you is that I've mixed up the order of the regions on your real test, and if you are able to hand in your coloured and completed map of the regions with your test, you get five additional marks. If you hand in your map on Wednesday, you'll just get four marks. :)
November 21: We continued on categorizing the facts in your "regions" booklet, preparing ourselves for the test on TUESDAY (I talked too much today, so I'm giving you an extra day). :)
November 20: Today we finished up with our presentations, then I gave you two activities: a map on which you're to draw and colour the four regions of BC, and a list of facts about the four regions that you have to categorize according to which region they refer to.
Homework: Get as much done for those two activities as you can. THERE WILL BE A QUIZ ON THIS INFORMATION ON MONDAY. :)
Homework: Get as much done for those two activities as you can. THERE WILL BE A QUIZ ON THIS INFORMATION ON MONDAY. :)
November 19: Today we got into four groups and divided up our textbook reading into the four regions of BC, and each group took a different region to report on. You wrote facts about each region on paper and presented the information in front of the class, while gluing the info onto a large sheet. We didn't quite finish, so we'll continue tomorrow. :)
November 18: Today we did a journal entry about the following image:
You were to write using the following questions as your guide:
1. Why am I showing you this image?
2. How do you feel about this image, and why?
3. How do you think my mother would feel about this image, and why?
4. How does GZ feel about it, and why?
As I told you in class, you'll be handing this journal write in for marks, so if you were away today, please spend 15 minutes or so completing this write on your own time and hand it in to me as soon as possible. :)
1. Why am I showing you this image?
2. How do you feel about this image, and why?
3. How do you think my mother would feel about this image, and why?
4. How does GZ feel about it, and why?
As I told you in class, you'll be handing this journal write in for marks, so if you were away today, please spend 15 minutes or so completing this write on your own time and hand it in to me as soon as possible. :)
November 15: We had our little quiz today, and took it up.
November 14: Today we worked on our questions for pages 18-20 in the textbook, while I listened to a project or two. We went over the first ten questions, and I let you know that tomorrow we'll have a small quiz on five of those questions. Good luck, and keep working on those projects, those of you who haven't presented yet.
Here's a copy of the questions for the quiz tomorrow: remember, I'll be choosing five from the ten:
Here's a copy of the questions for the quiz tomorrow: remember, I'll be choosing five from the ten:
| worksheet_pages_18-20.docx |
November 13: I reminded you that if you haven't done your project, you need to get it done as soon as possible; come and see me to arrange a time/date or make sure you show up for the time and date that you arranged with either me or Mr. Moro.
Today we read pages 18-20 in our textbook and had some lively discussion. I then handed out a set of 15 questions for you to work on; they'll be due by the end of tomorrow's class. :)
Today we read pages 18-20 in our textbook and had some lively discussion. I then handed out a set of 15 questions for you to work on; they'll be due by the end of tomorrow's class. :)
November 12: Today was project day. Those of you who didn't have their projects ready, you've been given instructions from either myself or Mr. Moro. Tomorrow we start in on the next part of our learning. :)
November 8: We watched a movie about honouring our Indigenous Veterans today.
Don't forget that you are welcome to come to school on Monday (Remembrance Day) between noon and five to work on your projects in my room, and to get help if you need it. Otherwise, I'll see you Tuesday.
REMEMBER THAT YOUR PROJECTS ARE DUE TUESDAY.
Homework: work on your project. :)
Don't forget that you are welcome to come to school on Monday (Remembrance Day) between noon and five to work on your projects in my room, and to get help if you need it. Otherwise, I'll see you Tuesday.
REMEMBER THAT YOUR PROJECTS ARE DUE TUESDAY.
Homework: work on your project. :)
November 7: Today we watched another short video honouring Indigenous veterans, then I explained your Persistance and Change resource.
I found out at lunch today that Mr. Mather isn't coming to CHSS until after Block 1. So we won't be able to meet with him on Friday. Sorry about that!
Remember that I'll be available Monday between noon and five in my classroom to help you with your projects, or at least give you a nice place to work.
Homework: Keep working on your projects. Tomorrow we watch a long video about Indigenous veterans. :)
I found out at lunch today that Mr. Mather isn't coming to CHSS until after Block 1. So we won't be able to meet with him on Friday. Sorry about that!
Remember that I'll be available Monday between noon and five in my classroom to help you with your projects, or at least give you a nice place to work.
Homework: Keep working on your projects. Tomorrow we watch a long video about Indigenous veterans. :)
November 5: Today we watched a short video about Indigenous veterans, and talked about why we should remember and honour them. We then went over our FNESC resource to figure out how it fits into our research for our projects. We drew a graphic on the board that had five boxes surrounding a circle; each of the boxes represented one aspect of the five strands we're studying for the project (governance, spirituality, etc), and the circle in the middle is INDIGENOUS WORLD VIEW. I also looked over your checklist, and we figured out that you'll need to read and make notes on AT LEAST ONE RESOURCE PER DAY FROM NOW ON so that you can write your project on Saturday and put it together on Sunday. :)
November 4: We decided that we would spend some time with Mr. Mather on Friday, as well as talk about Indigenous veterans (as Remembrance Day is coming up), so we're putting off our project date to TUESDAY, NOVEMBER 12.
Those who didn't write their test on Friday wrote it today. The rest of us took up the test we wrote.
I handed out the work from Persistance and Change so that we don't have to borrow the books from Ms. McNeil-Clark.
I wanted to start going over the FNESC resource, but we ran out of time.
Homework: continue reading through your research materials, and working on your project.
Those who didn't write their test on Friday wrote it today. The rest of us took up the test we wrote.
I handed out the work from Persistance and Change so that we don't have to borrow the books from Ms. McNeil-Clark.
I wanted to start going over the FNESC resource, but we ran out of time.
Homework: continue reading through your research materials, and working on your project.
November 1: We had our test today, but didn't have the time to take it up. We'll do that on Monday. Please don't forget that your project is due on FRIDAY NOVEMBER 8.
October 31: We had our practice test today, and marked it in class. Good luck on your real test tomorrow! :)
October 30: We watched a bit of "The 8th Fire" and learned about the indigenous relationship with the land from Wab Kinew (back when he had short hair :)). We went over the answers to all of the questions in your "pages 8-15" worksheets, but didn't 'go over what you've learned about the 5 areas of Indigenous life that we're studying, or the questions at the end about your opinion of the most important area. You can do that part on your own. :)
Please remember that you have a practice quiz tomorrow, and that we'll be working from Persistance and Change tomorrow (we'll get the copies from Ms. McNeil-Clark).
Homework: work on your worksheets and study for your practice test. :)
Please remember that you have a practice quiz tomorrow, and that we'll be working from Persistance and Change tomorrow (we'll get the copies from Ms. McNeil-Clark).
Homework: work on your worksheets and study for your practice test. :)
October 29: Today I gave you your checklist, and we matched up the seven resources you need for this project with "world view" and the boxes you need to fill in for Spirituality, Governance, Stewardship of the Land, Cross-Cultural Protocols, and Conflict Resolution. We spent the rest of the block working.
Homework: keep working on your resources, remembering that you have a test on pages 8-15 from your textbook on Friday, and your project is due on Friday November 8.
Homework: keep working on your resources, remembering that you have a test on pages 8-15 from your textbook on Friday, and your project is due on Friday November 8.
October 28: Hope you all had a great long weekend. I missed you all when I was in Victoria on Friday.
We talked a bit today about your test and your project. Here's an overview:
Your test will be this Friday, November 1, on the questions I gave you on pages 8-15 from your textbook.
Your project will be due next Friday, November 8.
Your project will be covering everything on the checklist you made. Here's a copy that I made in Word:
We talked a bit today about your test and your project. Here's an overview:
Your test will be this Friday, November 1, on the questions I gave you on pages 8-15 from your textbook.
Your project will be due next Friday, November 8.
Your project will be covering everything on the checklist you made. Here's a copy that I made in Word:
| five_aspects_of_indigenous_culture_checklist.docx |
You chose your format for your project today; many of you chose to do a powerpoint or a poster. Please remember that if you do either of these two projects, YOU'LL HAVE TO ALSO HAVE AN ORAL COMPONENT SO THAT YOU CAN SHOW ME THAT YOU KNOW THE MATERIAL, AND ARE NOT JUST READING IT FROM THE POSTER OR PRESENTATION.
Homework: Start in on your project, or continue on with your "pages 8-15" worksheets to prepare for the test. :)
Homework: Start in on your project, or continue on with your "pages 8-15" worksheets to prepare for the test. :)
October 22: Today Mr. Turner came in and spoke to us about the results of the election, concentrating on the differences between majority, minority, and coalition governments. He gave us a lot of insights as to why the election turned out as it did. Thank you Mr. Turner!
Homework: no homework.
Homework: no homework.
October 21: We had a "work at your desk" block today, as you read pages 8-15 of your textbook and took a look at the question sheet for those pages. I started telling you about your evaluation for this section, but we ran out of time. We'll continue on with that tomorrow.
Homework: no homework. :)
October 18: We took a look at our marks, then had a journal write:
If you were in charge of the school, what changes would you make? For example:
We then read for a short while from page 8 of our textbook to learn about the relationship which Indigenous people have with the land.
Homework: no homework. Have a great weekend! :)
If you were in charge of the school, what changes would you make? For example:
- what would be the purpose of school?
- what would be taught here?
- what subjects would you get rid of?
- what rules would you have, and which would you get rid of?
- who would run the school, and why?
We then read for a short while from page 8 of our textbook to learn about the relationship which Indigenous people have with the land.
Homework: no homework. Have a great weekend! :)
October 17: Today we had our quiz on the Nine Allied Tribes. We took it up in class when we were done.
Homework: no homework :)
Homework: no homework :)
October 16: Test day. Good luck!
October 15: Today we did an exercise to help us study the information in the Ts'msyen Society: I put random answers to the questions from your question sheet on some paper and we cut them out and arranged them so that they matched the order of the questions. Good luck on your test tomorrow!
October 9: We had a great class today, working on solving the situation of some of us feeling we hadn't had enough time to prepare for the test on Friday. So here's the solution we came up with, working as a team:
Friday October 11: Practice test on Nine Allied Tribes
Wednesday October 16: Test on Ts'msyen society
Thursday October 17: Test on Nine Allied Tribes.
I put a graphic on the board outlining the major points of the "Ts'msyen Society" handout from September:
Friday October 11: Practice test on Nine Allied Tribes
Wednesday October 16: Test on Ts'msyen society
Thursday October 17: Test on Nine Allied Tribes.
I put a graphic on the board outlining the major points of the "Ts'msyen Society" handout from September:
We went ove rthe first few questions on page 1 of the worksheets, and noticed that the phrasing and order of the questions exactly matches that of the "Ts'msyen Society" handout. Straightforward!
Homework: See if you can do a few more questions from the handout sheets, so that we can hit the ground running tomorrow. :)
Homework: See if you can do a few more questions from the handout sheets, so that we can hit the ground running tomorrow. :)
October 8: We did a game today whereby we got into teams and placed the tribes, translation of their names, and their crests onto the board. Great job! It was a short day, that's all we had time for.
Homework: no homework.
Homework: no homework.
October 7: Today we started with some warm chocolate chip muffins and hot tea, then played Bingo with our vocabulary about the Nine Tribes, their clans, and the translation of their tribe names. Smooygit Gixoon then came in for five minutes to talk about how much we can trust maps we get from a book. :) Here's a picture of the board:
Remember, you'll have to know the location, name, translation, and clan of each tribe, as well as the information in the "Ts'msyen Society" handout (which has worksheet questions attached to it). Your test is on THURSDAY OCTOBER 10. You can show me your learning however you like, as long as it's clear to me that you aren't reading information off of a poster or other written source.
Homework: no homework :)
Homework: no homework :)
October 4, 2019: Today we watched "People of the Skeena", a documentary made in 1949 from a very colonized point of view, then "Tsimshian Traditions", a more current video made from the point of view of a Ts'msyen youth. We compared various elements of the two videos. We then spent the rest of the block working on our map, chart, and worksheets regarding the Nine Allied Tribes and the pdeex, waap, longhouse, and Galts'ap. Please remember that you'll have a test on this material on THURSDAY OCTOBER 10.
Homework: study for your test. :)
Homework: study for your test. :)
October 3: Today we worked on our map, and our chart, and I gave you a worksheet about clans, crests, and other social structures. We decided that we are having some sort of assessment thing a week today (Thursday October 10) about the work that we're doing now. It could be a written test, an oral conversation, etc. You'll need to be able to do the following:
- name the nine Allied Tribes,
- locate their traditional territory on a map,
- be able to translate the meaning of the tribe names into English,
- say what clan their head chief is,
- tell me all the details of what you've learned from the "Ts'msyen Society" handout (we'll stick with the structure of the worksheets for the sorts of questions I'll ask)
October 2: Today I gave you a new map and a little booklet to help you with your locating of the Nine Allied Tribes of the Ts'msyen Nation. Then Ms. McNeill-Clark came in and helped us with our pronunciation:
October 1: Today we started reading from the letter written by the Nine Allied Tribes to the government, and underlined the sections which explained Ts'msyen political structure. I gave you an outline map to put the territories of the tribes on... the scale of the sample map didn't match the scale of your outline map, which caused some of you some frustration. Do you best with it.
Homework: Finish up the outline map. :)
Homework: Finish up the outline map. :)
September 30: Hello! I'm really glad to be back here after almost a week in Ottawa. Today we had our guest speaker Vanessa Fladmark, a Haida Masters student (ocean biology at UBC) come and talk with us about the impact of residential schools on the Haida community and her family in particular. We say a heartfelt haawa to Vanessa for that emotional and important discussion.
Homework: no homework.
Homework: no homework.
September 23: Today I gave you back your tests and we did a self-evaluation as to how we prepared for the test, and how we can improve. I then gave you a worksheet for our housefront visit with Smooygit Gixoon, and we took up the first four answers. We'll do the rest tomorrow.
Homework: no homework
Homework: no homework
September 20: I gave you a bit of time to study for your quiz, then we took the quiz, and started to take it up. We ran out of time after marking the first page.
Homework: no homework. Have a great weekend! :)
Homework: no homework. Have a great weekend! :)
September 19: Today we started out with our journal write about how what we're doing in class relates to the Social Studies curriculum. We then broke into groups of three and wrote out the definitions of Indian, Indigenous, Aboriginal, First Nations, and Native from our "Why Terminology Matters" booklet. We have finished that booklet now, and will have a quiz on it tomorrow. Here are pictures of today:
Good luck on your quiz tomorrow! :)
September 18: Today I reminded you about the journal write tomorrow, then we continued working on the "Terminology Matters" worksheet. Here's what information we came up with:
-Nation is confined to that area
-tax benefits to being on reserve if one is Indigenous
Define:
Define:
That's as far as we got. Please make sure you have the entire "Terminology Matters" worksheets, as we're having a quiz on it on Friday. It's not too soon to start studying! :)
- What is a reservation?
-Nation is confined to that area
-tax benefits to being on reserve if one is Indigenous
Define:
- traditional territory: also includes “ancestral territory” (land handed down from generation to generation), is land that was/is traditionally used by First Nations.
- (see above)
- unceded: not given to the Canadian government through treaty or some other agreement.
Define:
- potlatch: ceremony given for a specific reason (naming, stone moving, memorial)
- strict rules with a potlatch, because it’s based on the cultural rules of the Nation
- translation of potlatch is “to give away”
- lots of different form of interactions took place at the potlatch
- some Nations prefer the term “feast”
- poles and posts: Carvings which represent families, crests, story (reconciliation, adaawx)
That's as far as we got. Please make sure you have the entire "Terminology Matters" worksheets, as we're having a quiz on it on Friday. It's not too soon to start studying! :)
September 17: We started off with me reminding you that we're going to do a journal write on Wednesday about "How Does This Apply?". You may use your notes. We then continued working on "Why Terminology Matters":
2. a) Métis people are part European and part Indigenous
2. b) Inuit people:
- Terminology matters because:
- we need to respect every group;
- wrong terminology can be damaging to the group involved;
- we want to be accurate
2. a) Métis people are part European and part Indigenous
- Métis people should not be grouped into the First Nations community as they have a specific history and identity. the term Métis can be singular or plural, and refers to individuals or groups.
- until recently, were not considered “Indians” by Canadian law.
2. b) Inuit people:
- Originate in the Arctic
- legally distinct from First Nations people and Métis people
That's as far as we got.
Homework: Please finish up the "Why Terminology Matters" booklet for tomorrow. Remember that we have a quiz on it on Friday. :)
Homework: Please finish up the "Why Terminology Matters" booklet for tomorrow. Remember that we have a quiz on it on Friday. :)
September 16: Thank goodness, we finally finished the "How Does it Apply?" set of questions! Here's what we came up with:
| how_does_this_apply_answer_sheet.docx |
That took up most of the block, considering that we started off with tea and muffins, and were in no hurry to get down to work. :D We sat in circle and talked about our impressions of the Ivan Coyote presentation, and how wonderfully everyone behaved with Smooygit Gixoon at PRMS.
We decided that you'll be writing your journal entry about how we're using the Social Sciences Big descriptions in our BCFP12 class on WEDNESDAY of this week.
Tomorrow we'll be finishing up with "Terminology Matters" and discussing the housefront (with a worksheet as a structural guide to the discussion).
Homework: no homework. Have a great evening! :)
We decided that you'll be writing your journal entry about how we're using the Social Sciences Big descriptions in our BCFP12 class on WEDNESDAY of this week.
Tomorrow we'll be finishing up with "Terminology Matters" and discussing the housefront (with a worksheet as a structural guide to the discussion).
Homework: no homework. Have a great evening! :)
September 13: We went to PRMS today with Mr. Campbell to learn about the housefront and how it relates to his family. We'll go over some of the things he talked about on Monday, as well as finish up the "Why Terminology Matters" work. Have a great weekend! :)
September 12: We went to Ivan Coyote today. DON'T FORGET THAT WE'RE MEETING MR. CAMPBELL AND MS. DEMMINGS AT PRMS TOMORROW MORNING AT 8:45. Have a great evening! :)
September 11: Today we talked about our schedule for the rest of the week: WE'RE MEETING AT THE LESTER CENTRE TOMORROW MORNING AT 8:45 TO SEE IVAN COYOTE; I'LL TAKE ATTENDANCE IN THE FOYER, and WE'RE MEETING MR. CAMPBELL AT PRMS (AT THE FRONT DOOR) ON FRIDAY MORNING AT 8:45 TO HEAR ABOUT THE HOUSEFRONT. Don't forget!
We did another couple of questions from our "How Does it Apply?" booklet; when we're all finished the booklet, I'll put all of the responses on the webpage for you to study for your journal writing. I think we'll do that writing Tuesday or Wednesday, not Monday. We're not quite ready yet.
We started our Terminology Matters piece, and I indicated which portions of the "Indigenous Peoples: Language Guidelines" booklet we needed to study for our terminology quiz on this coming Tuesday. I gave you two worksheets to complete to help you organize your thoughts. We'll continue on that tomorrow. Have a great evening! :)
We did another couple of questions from our "How Does it Apply?" booklet; when we're all finished the booklet, I'll put all of the responses on the webpage for you to study for your journal writing. I think we'll do that writing Tuesday or Wednesday, not Monday. We're not quite ready yet.
We started our Terminology Matters piece, and I indicated which portions of the "Indigenous Peoples: Language Guidelines" booklet we needed to study for our terminology quiz on this coming Tuesday. I gave you two worksheets to complete to help you organize your thoughts. We'll continue on that tomorrow. Have a great evening! :)
September 10: We had a short class today, as it's a flex day. Thanks for reminding me, Drey! We started off with going over one more question from our "How Does This Apply?" sheet, then I gave you your self assessment sheets, and explained that your own assessments of your work throughout the trimester will be an important element of your final grade. I then handed out your journals, and explained that you'll be writing in them periodically and that they're also quite important for your final grade. Today's topic was "Why do we study First Peoples in BC, and what are we learning?" I only gave you about 10 minutes to write, so you may not have written a large amount of information. Have a great evening! :)
| weekly_self-assessment_for_bcfp12.docx |
September 9: You handed in your First Day Survey today, then we did one more questions from our "How Does it Apply?" worksheet. We answered the question "why are we studying Indigenous history, culture, and events?" We let our pal Wab Kinew answer that question from his "500 Years in 2 Minutes" clip from the DVD "8th Fire". We sat in circle and enjoyed some tea and muffins while we worked. I then gave you the "Indigenous Peoples: Language Guidelines" booklet and I explained the beautiful art on the cover (thanks, Marty). We started reading about how important the use of terminology is when it comes to groups of people (page 5), and that's as far as we got. No homework. :)
September 6: We had a little exercise in critical thinking whereby we looked at a painting of Fort Kamloops and saw that we're meant to think that the Indigenous people were really excited about how the white settlers could help/save them, when in fact that idea has no place in the actual history of BC. We looked at some tweets from the archivist from Kamloops who proved to us with old diary entries and diagrams that the white settlers were actually quite dependent upon the Indigenous people for food. We then continued on with our "How does it Apply?" worksheet, and got this far:
3. What does it mean to think critically?
That's as far as we got. No homework, have a great weekend! :)
3. What does it mean to think critically?
- share/show your opinions
- don’t accept information or visuals at face value
- do some research – how and why the material is biased
B.
- What is it about Indigenous culture and history that shaped the world we live in?
- We'll study Social Studies with a deep Indigenous focus.
That's as far as we got. No homework, have a great weekend! :)
September 5: Today we took a look at our survey which I asked you to fill out and complete for tomorrow. We then looked at the webpage, then I showed you the introductory paragraphs of the BC Curriculum for Social Studies and gave you a little booklet about how those introductory paragraphs relate to BCFP12. This is what we came up with so far:
3. What does it mean to think critically?
We'll do the rest tomorrow. No homework. :)
- What do we need to be informed about?
- history of First Peoples in BC
- territories
- traditions
- culture
- health
- rez
- communities
- diet
- sacred animals
- crests
- stories
- Elders
- why did colonization have such a negative effect, and what was it
- Chiefs – hereditary and elected
- school
- participate in cultural events (as a guest)
- continue with the language, learning from an Elder
- talk to other students
- listen to and learn from knowledge-keeper
- have a coming together feast
- creating visuals to put around the school
- speaking out
- be aware of current issues which affect Indigenous people
3. What does it mean to think critically?
- share/show your opinions
- don’t accept information or visuals at face value
We'll do the rest tomorrow. No homework. :)
September 4: We got our textbooks today, then got in circle and had some tea and snacks. We then talked about what we thought would be covered in this course, and what we hoped we would be doing. You guys really want to get out of the classroom and get out into nature, and go to the museum and take field trips. Sounds good to me! I gave you the course outline and we went over it. No homework. :)
September 3: Today we met each other, and talked a bit about the new attendance rules at CHSS. Welcome to class!