Socials 8

1. We have watched the movie, "Avatar".

As students watch the movie, they are looking for similarities between "Avatar" and  what we have learned about colonization.

2.  Students have received a review for their upcoming unit test.  Link below.

European Colonization Review Sheet

Socials 9 - Monday January 10 - Thursday January 27, 2022

We continue to study European Colonization looking specifically at Canada for the next few classes.

1.  Map of Canada - Complete the map of Canada.

Map of Canada instructions

Map of Canada

2.  Choose one of the following Indigenous groups in Canada

• Inuit
• Eastern Woodlands
• Plains
• Plateau
• Northwest Coast

Complete the chart ("Indigenous Groups in Canada") by researching the culture of the particular group you have chosen.  (You may choose one particular band or nation found within that grouping, if you prefer.)

Indigenous Group in Canada

3.  We will be discussing the relationship between the Indigenous Peoples of Canada and the Colonizers.  From early contact to approximately the 1800's, the relationship was based on cooperation.  Starting in the mid-1800's, the relationship deteriorated with increased immigration and unfair and racist government policies of displacement and practices of assimilation.

Watch the following videos.

Worlds Collide summary

4. The Proclamation Act of 1763 states some very important "rules" in regards to Indigenous Land rights.  Research this Act and explain what it sets out, specifically, in regards to Indigenous peoples.

Proclamation Act of 1763

5. In 1876, the government of Canada introduces the "Indian Act".  It is an attempt to "kill" indigenous culture and assimilate the First Nations Peoples into Euro-Canadian culture.  Watch the following videos to learn about the policies within this act and how it impacts Indigenous peoples and their culture.

Create a list of the policies included in the "Indian Act".

6.  What kinds of short term/long term consequences would you expect these policies to have on indigenous peoples that experienced them as well as future generations of indigenous peoples? 

Watch the following video

Summarize the ideas found in the video.... the long term consequences that "The Indian Act" has had on indigenous peoples' lives/families.

9.  So... we've briefly looked at the impact of colonization and the Indian Act and how it continues to negatively affect indigenous peoples today.  Now... how does Canada move forward?  How can it address the wrongs of the past and repair the relationship with Indigenous peoples?  That is what Truth and Reconciliation is all about.... 

Watch: 

In 2008, Prime Minister Stephen Harper officially apologized, on behalf of Canada, for the residential school system.

 Watch:

A commission was set up to look at how the Canadian government's policies had hurt (and continue to hurt) Indigenous peoples, address these wrongs and find a way forward... It was called the "Truth and Reconciliation Commission".  In 2015, it released it's report.

Watch:

In the report, there were 94 calls to action.

TRC Calls to Action

We watched the movie, "Indian Horse", based on a book written by Richard Wagemese, a residential school survivor.  

Mini Unit - The Lead up and Causes of World War 1.

World War 1 - 1914-1918.

What do we already know about what's happening in Europe around the late 1800's, early 1900's?

• Industrialization
• Imperialistic policies of European countries / Colonialism around the globe by the Europeans

Use the note sheet (below) to keep track of the information you learn as you watch each of the following videos.

The Causes of World War 1

Watch:

Watch:

Watch:

Helpful Backdrop Information:

Britain

• massive world-wide empire - 1/4 of all people on the globe owed allegiance to the British crown
• very powerful Navy

Serbia

• strong feelings of nationalism amongst Serbian people (some of which were ruled by the Austrio-Hungarian Empire, others who were in Serbia).  They did not want to be ruled by the Austrio-Hungarians.
• buddied up with Russia

Germany

• recently united from a group of smaller states.
• feeling quite powerful
• wanted to quickly industrialize, militarize (and strengthen their navy) and build their empire

France

• recently had been at war with Prussia (Germany) and had lost some important territory to them in the east of France.

Watch:

Watch:

Watch:

Summary of WW1 and its consequences

Watch: 

REVIEW SHEET FOR THE UNIT TEST.

Review Sheet

Socials 8 - Friday January 14, 2022

 1.  For many years, Christopher Columbus was seen as a hero.  In the United States, they had a holiday named after him, called, Columbus Day.  As we learn more about his voyages to the "New World" and the ways in which he treated the Indigenous Peoples of the Caribbean, we must question this "hero" status.

Watch the following video.

Then write a paragraph explaining your opinion on the following.  Please share this paragraph with me on Office 365.

• "Is it fair for us to judge historical figures by the values we have today rather than judging them by the values that existed during their time period?"

2.  We are preparing for a trial in class.  The trial will charge the following people/groups with the death of millions of Taino people.  Christopher Columbus, Columbus' Men, Queen Isabella and King Ferdinand and The System of Empire.  

You will be assigned to a group.  Each group must come up with a defense and then argue who they feel is the most guilty.  Each group will also have the opportunity to provide witnesses and question other groups.   

*Marks will be given for the activity so if you won't be at school, please choose ONE of the defendants listed above and then: 

• Read the Indictment 
• Write a well-constructed paragraph to defend yourself against the charges. 
• Write a well-constructed paragraph explaining who you think is most guilty and why. 

 Please share this assignment with me on Office 365.

Columbus Indictment

Columbus' Men indictment 

King Ferdinand and Queen Isabella indictment

The System of Empire indictment

Socials 8 - Wednesday January 12, 2022

 1.  Read the handout, "How did the Age of Exploration lead to Imperialism?"

Exploration leads to Imperialism

2. Watch the video:  "Colonization"

3.  Using the information in the handout, the video, your textbook (chapter 8) or from the internet, complete the worksheet that includes;  Definitions, Reasons for Exploration (3 G's - Gold, God and Glory), and the Consequences on the aboriginal peoples in the areas explored / colonized.  

Worksheet

4.  For the rest of the class, we participated in a simulation activity, where two very different cultures meet for the first time.  In this activity we looked at how easily misunderstandings can occur between different cultures.  For example, what is respectful in one culture may be considered disrespectful in another.  It is important for people to take the time to learn about each other's culture rather than prejudging it.

Socials 8 - Tuesday January 11, 2022

 1.  Review .... The 5W's + H on European Exploration.

2.  Watch each of the 4 videos.  Complete the note sheet for each of the videos.

Origins of European Exploration Notesheet

Christopher Columbus

Consequences for the Taino Peoples

Columbian Exchange

Socials 8 - Monday January 10, 2022

1. Handed back Renaissance tests and went over correct answers. 

2. Introduced European Exploration - read pages 243-246 of our textbook, "Pathways". Took notes, on who?, where?, when?, why?, what? and how? about European Exploration. 

3. Completed a world map - focussing on Continents, oceans and key countries (that we'll be discussing in this unit). Assignment below.

World Map instructions

World Map

Volleyball - Wednesday/Thursday June 17/18

For those of you planning on attending class Wednesday and/or Thursday - you are NOT expected to work out either day.  For those of you who are not planning on coming to class, please complete this workout either Wednesday or Thursday.

A reminder to everyone to complete your 3 volleyball assignments.  Last day to hand them in:  Friday June 19.

Warm-up:  your choice

Fitness:  HIIT workout.  Perform each exercise at a high intensity - go through the entire set before resting.  Rest for 1-2 minutes, repeat 5-7x.

• 10 mountain climbers (10 each leg)
• 5 jump squats
• 20 jumping jacks
• 10 mountain climbers (10 each leg)
• 10 plank shoulder taps (5 each arm)
• 5 lunge jumps (5 each leg)
• 10 climbers (10 each leg)
• 5 jump squats
• 20 jumping jacks

Volleyball Control Drills:

• Sitting on the ground - continuous setting while doing sit ups - 100 contacts
• Sitting on ground - right arm Vball groove, left arm Vball groove, pass to self, set to self, repeat continuously - 100 contacts
• While seated on a couch - set to self - 100 contacts
• While seated on a couch - pass to self - 100 contacts
• Stand to squat while setting to self (feet must remain planted) - 100 contacts
• Stand to squat while passing to self (feet must remain planted) - 100 contacts
• While seated on a couch - alternate passing and setting to self - 100 contacts
• While lying on your back - set to yourself - 100 contacts
• While standing with feet planted - alternate right arm Vball groove to left arm Vball groove contact - 100 contacts
• From kneeling position, set to self - 100 contacts
• From kneeling position, pass to self - 100 contacts
• 20 spike approaches (4 sets of 5 reps)
• 20 block jumps - move side to side (4 sets of 5 reps)

Volleyball Challenge:  

Pass to self, Set to self, Tip (or Roll Shot or pokey or bounce off forehead) to self, left arm contact, right arm contact, REPEAT.  TEXT me your max continuous contacts.