Monday/Tuesday/Wednesday October 28/29/30, 2019
This week, students in Block 3/4 will be taking part in Career Education instead of Socials 8 (or English 8). In order to keep each of our Socials 8 (and English 8) classes on a similar schedule, Ms. Atamanuk and I will trade classes (twice) during blocks 7/8 this week. This will allow each of the grade 8 students that we teach to have 2 Socials and 2 English classes.
In Socials, students have started a new assignment using the Comic Life computer program. The assignment is to create a comic strip that depicts the events leading up to the signing of the Magna Carta (while including an explanation of what rights the Magna Carta protects). Students will be given 2 full classes to work on this assignment in the IT Lab. If they are unable to complete it during these two classes, they will need to take some time during lunch or after school on Thursday Oct 31 and/or Monday Nov 4. The assignment is due Tuesday November 5.
A reminder that the next chapter test will take place during the double block - Wednesday Nov. 6 (Blocks 7/8) or Thursday Nov. 7 (Blocks 3/4). Students will receive their review booklet on Wednesday Oct. 30. We will use class time on Monday (Nov. 4) and Tuesday (Nov. 5) to review for the test.
Tuesday 29 October 2019
Thursday 24 October 2019
Socials 8 - Blocks 3/4 and 7/8
Thursday October 24, 2019
1. We reviewed what we had learned about the Magna Carta last day.
2. Introduced the next assignment - students will be using the "Comic Life" computer program to create a comic about the events leading up to the signing of the Magna Carta. Students can use their textbook to gather information for their comic. They will be given two classes for this assignment. It will be due: Tuesday November 5.
3. Upcoming test on Chapter 2 - Blocks 7/8 - Wednesday Nov. 6,
- Blocks 3/4 - Thursday Nov. 7.
1. We reviewed what we had learned about the Magna Carta last day.
2. Introduced the next assignment - students will be using the "Comic Life" computer program to create a comic about the events leading up to the signing of the Magna Carta. Students can use their textbook to gather information for their comic. They will be given two classes for this assignment. It will be due: Tuesday November 5.
3. Upcoming test on Chapter 2 - Blocks 7/8 - Wednesday Nov. 6,
- Blocks 3/4 - Thursday Nov. 7.
Wednesday 23 October 2019
Socials 8 - Blocks 3/4 and 7/8
Wednesday October 23, 2019
1. Reviewed the political spectrum
2. Defined forms of rule: Absolute Monarchy and Democracy and plotted them on the political spectrum.
3. Using the textbook, we read the section on "Royal Power and Democracy". Discussed what the political situation was like during the 1200s in England and how and why the Magna Carta came about and why it is a historically significant document and still affects us today.
4. Watched a few youtube videos to reinforce the textbook reading.
• The Magna Carta (British Library)
• The Magna Carta and the emergence of parliament
• Horrible Histories: The Magna Carta Rap Battle
5. Completed the 5 W's in regards to the Magna Carta
1. Reviewed the political spectrum
2. Defined forms of rule: Absolute Monarchy and Democracy and plotted them on the political spectrum.
3. Using the textbook, we read the section on "Royal Power and Democracy". Discussed what the political situation was like during the 1200s in England and how and why the Magna Carta came about and why it is a historically significant document and still affects us today.
4. Watched a few youtube videos to reinforce the textbook reading.
• The Magna Carta (British Library)
• The Magna Carta and the emergence of parliament
• Horrible Histories: The Magna Carta Rap Battle
5. Completed the 5 W's in regards to the Magna Carta
Tuesday 22 October 2019
Socials 8 - Blocks 3/4 and 7/8
Tuesday Oct 22, 2019
1. We discussed the election results.
2. Students had a chance to work on their party platform assignment in the library. If they didn't get it completed, it is for homework.
3. We finished the rest of the movie, "Kingdom of Heaven".
4. For those who had completed all their work, we watched some very goofy, "Monte Python -In Search of the Holy Grail" clips (as the movie is set in the Middle Ages :)
• For the rest of this week - we will finish up chapter 2. The chapter 2 test has been tentatively scheduled for Tuesday November 4.
• Much of next week will be spent on Career Education.
1. We discussed the election results.
2. Students had a chance to work on their party platform assignment in the library. If they didn't get it completed, it is for homework.
3. We finished the rest of the movie, "Kingdom of Heaven".
4. For those who had completed all their work, we watched some very goofy, "Monte Python -In Search of the Holy Grail" clips (as the movie is set in the Middle Ages :)
• For the rest of this week - we will finish up chapter 2. The chapter 2 test has been tentatively scheduled for Tuesday November 4.
• Much of next week will be spent on Career Education.
Monday 21 October 2019
Socials 8 - Blocks 3/4 and 7/8
Monday October 21, 2019
Election Day!!! Taking a quick break from the Medieval times to focus on Canada today.
1. Introduced politics in Canada:
• youtube videos: The Levels of Government and Federal Elections
2. Looked at the 6 political parties in Canada
3. Talked about the political spectrum in terms of Left and Right in regards to economic philosophies and progressive and conservative in regards to social philosophies. And where each of the Canadian parties fits on these continuums.
4. Students were asked to pick three different topics and research the political platforms of each party in regards to their topics. We used a very helpful website for this: "Canada Votes 2019 - Party Platforms compared".
5. Students took a survey at youth.votecompass.com to determine how their opinions fit in with the different political parties views.
Students will have more time in tomorrow's class to complete the political party platforms assignment.
Election Day!!! Taking a quick break from the Medieval times to focus on Canada today.
1. Introduced politics in Canada:
• youtube videos: The Levels of Government and Federal Elections
2. Looked at the 6 political parties in Canada
3. Talked about the political spectrum in terms of Left and Right in regards to economic philosophies and progressive and conservative in regards to social philosophies. And where each of the Canadian parties fits on these continuums.
4. Students were asked to pick three different topics and research the political platforms of each party in regards to their topics. We used a very helpful website for this: "Canada Votes 2019 - Party Platforms compared".
5. Students took a survey at youth.votecompass.com to determine how their opinions fit in with the different political parties views.
Students will have more time in tomorrow's class to complete the political party platforms assignment.
Sunday 20 October 2019
Socials 8 - Blocks 3/4 and 7/8
Friday October 18, 2019
1. Students summarized what had happened in the movie, "The Kingdom of Heaven", so far.
2. Students continued watching the movie.
1. Students summarized what had happened in the movie, "The Kingdom of Heaven", so far.
2. Students continued watching the movie.
Wednesday 16 October 2019
Socials 8 - Blocks 3/4 and 7/8
Wednesday / Thursday October 16/17, 2019
1. Checked student's Middle Eastern maps for completion.
2. Reviewed what they remembered from the Crusades.
3. We read from the textbook about the end of the Crusades and the consequences on Western Europe and completed our note sheet.
4. Went over a timeline of events in regards to Jerusalem's history - to put the Crusades into perspective and make more sense of the movie we are about to watch.
5. Students dissected Pope Urban II's famous speech - looking for words/phrases that were meant to provoke strong emotions in the Crusaders as well as ways in which he described the Muslims.
6. Students were asked to come up with their own slogans - either to; encourage Western Europeans to go on Crusade OR encourage Crusaders to have mercy on the people living in Jerusalem when they conquered it. Students read out their slogans to the class.
7. The movie, "Kingdom of Heaven" was introduced - characters and setting discussed, and then we watched the first hour of it. Students were asked to pick out information that they have already learned about the Middle Ages and Crusades that was being reinforced by the movie.
We will continue watching the movie next day.
1. Checked student's Middle Eastern maps for completion.
2. Reviewed what they remembered from the Crusades.
3. We read from the textbook about the end of the Crusades and the consequences on Western Europe and completed our note sheet.
4. Went over a timeline of events in regards to Jerusalem's history - to put the Crusades into perspective and make more sense of the movie we are about to watch.
5. Students dissected Pope Urban II's famous speech - looking for words/phrases that were meant to provoke strong emotions in the Crusaders as well as ways in which he described the Muslims.
6. Students were asked to come up with their own slogans - either to; encourage Western Europeans to go on Crusade OR encourage Crusaders to have mercy on the people living in Jerusalem when they conquered it. Students read out their slogans to the class.
7. The movie, "Kingdom of Heaven" was introduced - characters and setting discussed, and then we watched the first hour of it. Students were asked to pick out information that they have already learned about the Middle Ages and Crusades that was being reinforced by the movie.
We will continue watching the movie next day.
Socials 8 - Blocks 3/4 and 7/8
Tuesday October 15, 2019
1. Reviewed what we had learned about the CRUSADES from last class.
2. Students were given time to work on and complete their maps of the Middle East.
3. We began watching "The Crescent and the Cross" - and filled out notes as we watched it. It highlighted the most important information about the beginning of the Crusades.
1. Reviewed what we had learned about the CRUSADES from last class.
2. Students were given time to work on and complete their maps of the Middle East.
3. We began watching "The Crescent and the Cross" - and filled out notes as we watched it. It highlighted the most important information about the beginning of the Crusades.
Friday 11 October 2019
Socials 8 - Blocks 3/4 and 7/8
Friday October 11, 2019
1. Homework Check - worksheet on Medieval Religion, Law and World Perspective. We went over the questions together to ensure student answers were correct.
2. Introduction to the Crusades.
1. Homework Check - worksheet on Medieval Religion, Law and World Perspective. We went over the questions together to ensure student answers were correct.
2. Introduction to the Crusades.
- Who was involved? The Christians vs. the Muslims
- What were the Crusades? Religious wars fought over the holy land of Jerusalem
- Where did they take place? Around the area of Jerusalem
- When did it occur? The first crusade began in 1096, numerous other crusades occurred ending about 1291.
- Why did people go to fight? They believed God willed it, to take back Jerusalem from the Muslim Turks, to gain land and money, for the promise of remission of all sins and eternal life in Heaven.
3. Students began working on a map of the Middle East. They will be given more time to work on it on Tuesday in class.
Have an awesome long weekend.
Wednesday 9 October 2019
Socials 8 - Blocks 3/4 and 7/8
Wednesday October 9, 2019
1. Students were given time to complete their Similarities/Differences chart.
2. We looked at the importance of religion in the lives of Medieval people, the law/court system that was in place at that time and the limited perspective of the world that people had.
Students have a worksheet to fill out using information from their textbooks (pages 54-61) and a short video, "The Medieval Mind - Timelines.tv - the History of Britain".
Whatever wasn't completed during class time will be for homework: Due: Friday Oct 11
1. Students were given time to complete their Similarities/Differences chart.
2. We looked at the importance of religion in the lives of Medieval people, the law/court system that was in place at that time and the limited perspective of the world that people had.
Students have a worksheet to fill out using information from their textbooks (pages 54-61) and a short video, "The Medieval Mind - Timelines.tv - the History of Britain".
Whatever wasn't completed during class time will be for homework: Due: Friday Oct 11
Socials 8 - Blocks 3/4 and 7/8
Tuesday October 8, 2019
Today we looked at the similarities and differences between:
"Life in the Middle Ages - the serf" and "Life in the Middle Ages - the noble" to complete the chart that was handed out. Other information can also be found in the textbook.
In block 3 - Chapter 1 - The Early Middle Ages test was handed back and we went over it.
Today we looked at the similarities and differences between:
- a serf and a freeholder (free peasant)
- a man's and a woman's role in Medieval society
- a noble's life and a serf's life
"Life in the Middle Ages - the serf" and "Life in the Middle Ages - the noble" to complete the chart that was handed out. Other information can also be found in the textbook.
In block 3 - Chapter 1 - The Early Middle Ages test was handed back and we went over it.
Socials 8 - Blocks 3/4 and 7/8
Monday October 7, 2019
Block 8 - School assembly on Mental Health
Block 4 - Students were given time to complete a self-assessment of their Manor assignment so that they could make any alterations/additions before handing it in. We completed the "manor simulation" that this class hadn't yet participated in.
Block 8 - School assembly on Mental Health
Block 4 - Students were given time to complete a self-assessment of their Manor assignment so that they could make any alterations/additions before handing it in. We completed the "manor simulation" that this class hadn't yet participated in.
Socials 8 - Blocks 3/4 and 7/8
Friday October 4, 2019
- Students were given the entire class to work on their "Manor drawings".
- Manor assignment is due: Monday Oct. 7
Wednesday 2 October 2019
Socials 8 - Blocks 3/4 and 7/8
Wednesday / Thursday October 2/3, 2019
1. Quick check in to see what students remembered from last class's introduction to the High Middle Ages.
2. H/W check
3. Went over H/W questions
4. Read textbook - pages 47-48 - to understand what a "manor" is.
5. Watched youtube video - "The Medieval Manor - timelines.tv"
6. Class activity. Students drew their roles in medieval society - either a monarch, lord, knight or peasant. The monarch/lords and knights swore an oath of allegiance - sealing a feudal contract. Serfs were instructed by the lord as to their role on the manor. We took part in a simulation to demonstrate how crops would have been "paid" by the serfs to their "superiors".
7. Students were given a "manor" assignment where they need to draw their own manor. They will be given time next class to work on the assignment and then it will be due: Monday Oct. 7
8. We also looked at where "surnames" come from. Students are expected to name 5 of their citizens (on their manor) - using realistic names from the time period.
1. Quick check in to see what students remembered from last class's introduction to the High Middle Ages.
2. H/W check
3. Went over H/W questions
4. Read textbook - pages 47-48 - to understand what a "manor" is.
5. Watched youtube video - "The Medieval Manor - timelines.tv"
6. Class activity. Students drew their roles in medieval society - either a monarch, lord, knight or peasant. The monarch/lords and knights swore an oath of allegiance - sealing a feudal contract. Serfs were instructed by the lord as to their role on the manor. We took part in a simulation to demonstrate how crops would have been "paid" by the serfs to their "superiors".
7. Students were given a "manor" assignment where they need to draw their own manor. They will be given time next class to work on the assignment and then it will be due: Monday Oct. 7
8. We also looked at where "surnames" come from. Students are expected to name 5 of their citizens (on their manor) - using realistic names from the time period.
Tuesday 1 October 2019
Socials 8 - Blocks 3/4 and 7/8
Tuesday October 1, 2019
We began the next unit - The High Middle Ages (from the 1000s to around the 1200s)
1. The class was introduced to the Normans - who were they?, where were they from?, where did they settle?
2. We watch a very short video on the Normans.
3. We learned about the Bayeaux Tapestry and the story that it represents (the Battle of Hastings).
We began the next unit - The High Middle Ages (from the 1000s to around the 1200s)
1. The class was introduced to the Normans - who were they?, where were they from?, where did they settle?
2. We watch a very short video on the Normans.
3. We learned about the Bayeaux Tapestry and the story that it represents (the Battle of Hastings).
- a battle between the Normans and the Anglo Saxons (in England)
- took place in 1066
- in a place called Hastings, England
- a conflict over who would be the next king of England
- William the Conqueror (of Normandy) defeated Harold (of England).
4. Watched a very "cheesy" video about the Battle of Hastings and the Bayeaux Tapestry.
5. Discussed that when William took over England, he instituted Norman feudalism. A political/social system based on Fiefs (Land), Fealty (Loyalty) and Faith (Religion). We examined the social hierarchy that this system created in society. Students watched a short video to reinforce the explanation of feudalism.
6. Students received a handout about feudalism and are expected to answer the questions using their textbook for next class. (HOMEWORK)
Socials 8 - Blocks 3/4 and 7/8
Monday Sept. 30, 2019
Students wrote the Chapter 1 - Early Middle Ages Test.
Students wrote the Chapter 1 - Early Middle Ages Test.
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