Chapter 8 Unit Test - Thursday, Dec 19th

Hi grade 11's,

Your Chapter 8 unit test will be next Thursday, December 19th. This test will be slightly different in terms of the layout of the exam. The test will be geared towards being based on provincial exam multiple choice questions, so you can expect to see matching and multiple choice questions on your Chapter 8 unit test.

~Mrs.T

Chapter 8 Quiz (Human Geography) - Thursday, Dec 12th

Hi grade 11's,

Just to let you know you will be having a quiz this coming Thursday on pgs. 187-mid 210 on Chapter 8 (Human Geography). The quiz will be the same structure as other quizzes and will be a combination of multiple choice, matching and true and false questions. There will be a series of population pyramid questions on this quiz.

~Mrs.T :)

Socials Homework due: Tuesday, Dec 10th

Hi everyone,

Just a reminder to please, have the following homework done for next Tuesday's Socials class:

-The China One Child Policy handout questions will be due at the start of next Tuesday’s class

-Please read pgs. 193 (mid) – 199 for next Tuesday in their Student Workbooks

Thanks!

~Mrs.T 

"End of the Cold War" worksheet due tomorrow (Wed, 27th)

Hi grade 11's,

Just a reminder to please, have the following done for tomorrow's class:

-Chapter 6 exercise #1, "The End of the Cold War" worksheet

-Please read pgs. 141-150 in your student workbooks

Thanks!

~Mrs.T :)

Chapter 6 Quiz, Tuesday December 3rd

Hi grade 11's,

Just a reminder that you will have your Chapter 6 quiz next Tuesday, December 3rd. The quiz will be in the exact same format as all of your other quizzes, which will be in true & false, matching and multiple choice.

~Mrs.T

World War II Unit Test - Friday, November 15th

Hello everyone,

Just a reminder that your WWII unit test will be this Friday, November 15th. There will be 5-10 multiple choice political cartoons but the bulk portion of your test will be a single essay question. You will need to be prepared to write on all three of the following essay topics while only one of the three options will appear on your actual test.

The potential essay questions are as follows:

Option A - Assess how Canadians on the home front were impacted by the war

Option B - Discuss the manner in which Adolf Hitler and the Nazis organized and intensive effort to restrict, and then do away with, the Jews of Europe. 

Option C - Discuss Canada's contributions to the Allied war effort throughout the course of WWII

Thanks!

~Mrs.T

Story Tellers for Tomorrow's Remembrance Day Chapel

Story Tellers for Remembrance Day Chapel
(in order)

Red	Orange	Yellow	Green	Blue	Purple
Maddy Williams	Andre Darbinian	Jamie Ree	Carol Gwena	Luke Renton	Brooke Mothe
Rebecca Bogress	Riley Becker	Rachel Thain	Erin Filliol	Dan Erkau	Ally MacDonell
Emma Bleasdale	Linda Burger	Janica Grenier	Evan Leek	Chanha Lee	Farai Simbabure
June Lee	Justin Park	Danielle Stroscher	Hayley Bonner	Brittany Moorcroft	William Wang

Political Cartoon Assignment - Due Monday, November 4th

Hi grade 11's,

Just a reminder to please, have your political cartoon assignment done for the start of Monday's class. It will be marked at the start of class. It is only available in hard copy format.

Thanks & have a great weekend,

~Mrs.T :)

"Tell Me a Story" Remembrance Day assignment - Due Thursday

Hi everyone,


Just a reminder that 2 printed copies of your Remembrance Day assignment are due at the start of this Thursday's Social Studies class. Please ensure that this is completed as students will be remaining after school on Thursday to complete the task if it is not completed at the start of the block.

Thanks!

~Mrs.T :)

Remembrance Day Assignment

Tell Me a Story

Remembrance Day provides us all with the opportunity to be thankful for all the blessings and freedoms we are able to enjoy because of the sacrifices that so many have made on our behalf. As most of us have never known the hardship, loss, fear and sacrifice that are so often associated with war and conflict., it is right to take the time to express our gratitude in an attempt to convey our appreciation for what these individuals have done for us.

Sometimes it is difficult to grasp the sheer magnitude and scope of the sufferings of war as we go over statistics, numbers, facts and data, it is easy to loose sight of the impact that such events had on the actual people that endured them. Yet when we take a step back and take a moment to look into one person’s story- how their life was affected, their dreams, their family and loved ones, their hopes and values, we are able to gain a much deeper sense of appreciation for the meaning of sacrifice.

For this assignment, you are going to select a single photograph of someone that has been involved in conflict during the 20^th or 21^st. Using this photograph as your inspiration, tell us a condensed version of “their story” as you go on to explain what aspect of their experience compels and inspires you to remember. The photograph might very well be of an individual that you know (such as a family member), but it may also be of a stranger that you have never met but whose story you would like to uncover. The criteria for the assignment are as follows:

1.     Select a photograph of an individual

2.     Ascertain the necessary facts and information that will be needed to provide context to that individual’s story

3.     Write a thoughtful 300-400 word re-telling of that individual’s story, which include:

-Summarized description of their involvement in the particular conflict they were impacted by

-Conclude with what elements of this individuals story compel you to remember; why is their story meaningful or important to you?

4.     Using the template provided (see next page),  type out your good copy of your individual’s story, while inserting your selected photograph into the top of the document. It must fit on 1 single page.

5.     Print off 2 good copies in black and white to your teacher by the assigned due date 

*Please ensure that all images, content and word choices are age appropriate for K-12, as Remembrance Day chapel is an all school chapel

            It is important to put  forth the necessary time effort into producing a high-quality end product as each of you will be sharing (reading) your story to a small group of WRCA students (approximately 20-25 students) in next week’s coming Remembrance Day chapel. Please put your best foot forwards and shows leadership as the senior Social Studies and History students in the school- we want to do these people justice to the best of our abilities.

            Thank you for your help and involvement in making this Remembrance Day’s chapel meaningful- we look forwards to hearing about your chosen individual’s stories!

~Mr. Hickey & Mrs. Teichrob 

SAMPLE            SAMPLE            SAMPLE            SAMPLE            SAMPLE

My grandfather, Howard Campbell Good was a young husband to Rose Elizabeth and new father to a tiny, newborn daughter, Sherrie, when he received the call to come and serve his country during the latter half of the Second World War. Both Howard and Rose had fears about what this call for service could mean for their family; Howard was greatly troubled with the prospect of leaving behind his young family and wondered if he would see them again, while Rose was scared to see the love of her life leave, uncertain if she would see him alive.

            Yet though it all, as believers they decided to place their trust in God, resting in the assurance that he would provide and care for them. Howard’s training began by serving as a cook in the local Prisoner of War camp, which was located in Lethbridge, Alberta. Howard knew that he could be sent overseas at any time but was open to discovering how God was planning to use him in the POW camp in the meantime.

            Even as a believer, Howard found it to be tremendously difficult to view many of the prisoners with the same love and compassion that he knew Christ did, as the majority of them were considered to be his “enemies”. Howard committed this personal struggle to prayer and with God’s help, was able to minister to and even befriend a number of the prisoners, forming friendships that lasted even beyond the war.

            Howard served faithfully within the camp, and was never called into active overseas duty as the war ended before he was called up. He returned home to his wife and daughter, grateful for God’s hand of protection and provision for both he and his family. This story inspires me to “remember” because my grandparent’s faith in times of uncertainty helps me to realize that I need to put my trust and confidence in God’s provision more than I do. I am also inspired by the way in which my grandfather asked for God’s strength and help to overcome the unforgiveness and prejudices that he was wrestling with in terms of how he viewed his enemies. It is a lesson to me that regardless of the circumstances, we are to strive to view others as Christ sees them. If we were all able to do this, we wouldn’t have wars to begin with.  

Tomorrow's Quiz

Hi everyone,

Just in case you didn't grab it during Friday's class, please ensure that you are familiarized with the following pages/concepts for tomorrow's quiz:

-pgs. 89-102 (top)
-pg 103, Pearl Harbour
-in class notes & materials, Japanese Interment

Thanks!

~Mrs.T

Dieppe Uncovered assignment - due Thursday

Hi everyone,

Just a reminder that your "Dieppe Uncovered" assignment will be due at the start of this Thursday's class. Each response will receive a score of 1-6, which is the same scoring method used for provincial responses.

The question that you will be answering is as follows:

In light of the information conveyed in "Dieppe Uncovered", does it change our perspective of the raid itself? Explain. What are the implications?

You may want to consider...

PERSPECTIVE
-the plan itself
-the purpose
-changing responses (veterans)

IMPLICATIONS
-credibility of sources
-motive/purpose
-censorship (What is being left out and why? What is being included and why?)
-evaluating what to believe

Please ensure that your response meets the following criteria:
-400-500 words in length
-paragraphs
-type-written
-WRCA format

In the case that you need to reference the film again, it can be found at the following link:
http://www.history.ca/dieppeuncovered/video/featured+presentation/dieppe+uncovered/video.html?v=2270629742&p=1&s=dd&searchQuery=dieppe%20uncovered#daysofremembrance/video/search/dieppe%20uncovered

Thanks & good luck!

~Mrs.T :)

Please complete the following reading for tomorrow (Thursday)

Hi everyone,

Please complete reading the following pages in your Student Workbook: pgs. 87-94 (mid).

Thanks,

~Mrs. T :)

Weimar Republic Paragraph Response - due tomorrow (Wednesday)

Hi everyone,

Please have a 1 paragraph response completed for tomorrow's class on the following topic (based on today's class):

Describe the qualities in the type of leader and government that you think the average German would be looking for during the reign of the Weimar Republic.

This response will be collected at the start of tomorrow's class and will receive a score ranging from 1-6.

~Mrs.T

Due dates for October 7-9th

Hi everyone,

You're Interwar Years quiz (all of Chapter 3) will be on Wednesday and your Interwar Years journal will be due on Tuesday. The question for the journal is as follows: "Discuss how Canada became more socially, economically and politically autonomous during the Interwar Years".

Have a great weekend!

~Mrs.T :)

Assigned Reading - Due Thursday

Hi everyone,

Please ensure that you are staying on top of your reading and that you have completed pgs. 69 - 75 (top) in your student workbook for tomorrow's class.

Thanks and have a great evening!

~Mrs.T :)

Winnipeg General Strike Handout - Due Tomorrow (Wednesday)

Hi everyone,

Just a reminder that your "Winnipeg General Strike" handout is due at the start of tomorrow's (Wednesdays) class. It will be marked at the start of class, so it needs to be done, in hand a the very beginning of class.

Have a great night!

~Mrs.T :)

Great War Unit Test - Monday

Hi everyone,

Just a reminder that your Great War unit test is on Monday. You will have the whole block to write your essay. Study hard!

~Mrs.T

Homework due for Monday, September 23rd

Hi everyone,

Please ensure that you have the following done for Monday, September 20th 

• Read pgs. 48 (mid) – 54 (mid) for Monday 
• Students will complete Falk exercises #9, 11, 13 & 14 for Monday (It will be marked at the start of class)
• http://www.scribd.com/doc/169667084/Canadian-Battles-Worksheets
• Students can expect to have a quiz mid-week next week (Tuesday or Wednesday) on pgs. 41-54 (mid) in their student workbook. Great war unit test will be the following week. 

Have a good weekend!

~Mrs.T :)

Causes of the Great War In-Class Notes

http://www.scribd.com/doc/169511578/In-Class-Small-Group-Notes-Causes-of-the-Great-War

Homework due for Friday, September 20th

Hi everyone,

Just a reminder that tomorrow is the big day of your "What Caused the Great War" debate! Please be prepared and be sure to have your notes in hand. It is essential that you are organized.

Have a great night and see you tomorrow!

~Mrs. T :)

"What Caused the Great War" Debate - Moved to Friday, September 20th

Hi grade 11's,

Just a heads up that your "What Caused the Great War" Debate - Moved to Friday, September 20th. Please come to tomorrow's class with your top reason and research to accompany it.

~Mrs.T :)

SS 11 Quiz - Political Spectrum & Political Ideologies - THURSDAY

Hi everyone,

Just a reminder that you will have a quiz this coming Thursday at the start of Socials class. It will be on the political spectrum and political ideologies. The quiz materials will cover all handouts, concepts and readings that we have learned about so far.

The format of the quiz will be multiple choice, true and false and matching.

~Mrs. T :)

SS 11 Homework due: Tuesday, Sept 10th

Hi everyone,

Please make sure that you have the following done for tomorrow's class:

1) Revised good copy of your typed WRCA political ideology journal printed off and ready to be handed in at the start of class

2) The completed worksheet given out in class (due and will be marked at the start of class)

Political Ideology Journal Criteria

1. Complete outline (given in class). Must be completed and stapled to the back of good copy journal

2. Format is expected to please be in WRCA format (paper given in class)

3. Length of response should be between 700-1000 words in length

4. Response should be 5 paragraphs:

   -Introduction with thesis statement

   -Body paragraph 1 = Ideology #1

   -Body paragraph 2 = Ideology #2

   -Body paragraph 3 = Ideology #

   -Conclusion paragraph

5. Each of your body paragraphs must include 3 vocabulary words (total of 9 throughout)

6. Your vocabulary words must be underlined or highlighted

Good luck! Have a great weekend :)

~Mrs.T 

Socials 11 Homework - Due for Monday

1) WRCA political ideology journal is due on Monday in typed WRCA format

2) Reading in Chapter 2 in SWB pgs. 41-47 (top) 

Social Studies 11 Course Outline

Social Studies 11

Mrs. L.  Teichrob

Available by appointment

Why Study History?

History is our window into the past. It is our key to understanding the present.  It is our predictor for what is to come in the future.

History is our laboratory. Its data serving as vital evidence in our quest to contemplate and analyze how societies function, a necessity we require to determine how to run our own lives.

Historical literacy molds citizens. It provides us data about our problems, motives and values by giving us international and comparative perspectives that are essential for responsible citizenship.

Historical thinking promotes healthy habits of mind. Through the study of history, we learn invaluable skill sets such as observing, searching, exploring, questioning, uncovering, predicting, reconstructing, analyzing, reflecting, weighing, determining, challenging, defending and philosophizing.

History provides us with a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows us to test our own moral compass, to hone it against some of the real complexities individuals have faced in difficult settings as it teaches us “by example”. 

History is captivating. We are enthralled by stories that draw us inward, telling us of tales laced with triumph and tragedy, victory and defeat, loyalty and betrayal and good versus evil. Such stories resonate deeply within our souls as we seek to understand the capability of humanity, both good and bad.

History well told is beautiful. Skillful writing, vivid imagination, meticulous description, time travel and the art of masterful storytelling, allure us as they invite us to appreciate and admire the beauty of human life.

History is a guiding compass in our lives, impacting the choices you’ve made in the past, are making in the present and will make in the future.

Think about it.

If you are a Christian, you base your entire life- your choices, beliefs, motives, direction and purpose around the fact that a single individual lived more than 2000 years ago. You live you life according to the teachings found within a volume of ancient literature- a compilation of primary and secondary historical documents. Your eternal destiny is forever changed because of the acts of a single person who walked the earth centuries ago, changing the course of human history. Your life is shaped, molded and driven by history every single day (whoa…mind = blown).

Besides…studying history is fun.

                                                                                                                                               

Welcome to Social Studies 11! This is an incredible course and I am very much looking forwards to embarking on this exciting journey with you. Social Studies 11 has so much variety to offer you, including topics ranging from who we are as Canadians with respect to the manner in which we govern ourselves, citizenship, social justice, considering our recent past within the 20^th century and examining the role and influence Canada has within the global community. The objective of this course is to develop historically literate learners that will equipped to make informed, competent and faith-based judgments about historical events of the past and social issues of the present day. In this course, you will learn foundational “historical thinking” concepts, which will provide you with the framework and skill set that will help you to study history and engage with historical texts and artifacts in a meaningful way. The historical thinking concepts that will be emphasized in the course will include but are not limited to:

·      Establishment of historical significance

·      Use of primary source evidence

·      Identification of continuity and change

·      Analyzing cause and consequence

·      Taking historical perspectives

·      Understanding the ethical dimension of historical interpretations

Course Themes

1.    Government

·      Demonstrate understanding of the political spectrum

·      Demonstrate understanding of the political ideologies and philosophies

·      Explain how Canadians can effect change at the federal and provincial levels

·      Explain how federal and provincial governments are formed in Canada

·      Describe major provisions of the Canadian constitution

·      Assess the impact of the Canadian Charter of Rights on Canadian society

2.    History

·      Describe Canada’s evolution as a politically autonomous nation

·      Assess Canada’s role in the Great War and the war’s impact on Canada

·      Explain economic cycles with reference to the Great Depression and the labour movement in Canada

·      Describe the role of women in terms of social, political, and economic change in Canada

·      Assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity

·      Assess Canada’s role in the Second World War and its impact on Canada

·      Assess Canada’s participation in world affairs with reference to; human rights, the United Nations, the Cold War and other modern conflicts

·      Assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights

·      Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century, including their responses to; residential schools, reserves, self-government and treaty negotiations

·      Represent what it means to be Canadian with reference to distinctive programs, policies and important cultural and scientific achievement.

3.    Human Geography

·      Explain the significance of changes in world population with reference to; population pyramids, distribution, density and demographic transition models

·      Compare Canada’s standard of living with those of developing countries, with reference to poverty and key indicators of human development

·      Assess environmental challenges facing Canadians, including; global warming, ozone layer depletion and fresh water quality and supply

Expectations

·      Please arrive to class on time

·      Please come prepared, bringing all course-related texts and materials to each class

·      Please be respectful to the teacher, your peers and the classroom

·      Please check the blog on a daily basis by going to http://wrcasocialstudies11.blogspot.ca where blog posts will be made shortly after school each day and when applicable, assignments will be uploaded onto the blog in downloadable PDF files.

·      Please be responsible and take care of hard copy assignments that are given out in class, as you will only receive one copy. In the case that you have misplaced your assignment, you will be responsible to go to the blog and print off a new hard copy for yourself

·      Please have your homework ready to be handed in at the beginning of class in hardcopy format

·      Please take initiative to find out if you have missed assignments and find out what their due dates are in the case that you have been absent. This is your responsibility.

Student Workload

Social Studies 11 is a highly academic course and provincially examinable course, which means that you will have a challenging workload. A significant amount of reading, writing and research will be required on an on-going basis.

·      You can expect daily homework assignments

·      You can expect daily reading assignments. It is essential that you do not get behind in your reading or it will be extremely difficult to get caught up.

Required Supplies

These following supplies are required for every class:

·      Appropriate writing supplies

·      Binder and paper

·      Social Studies Student Workbook

·      Counterpoints Textbook

Evaluation

Tests                                     30%

Quizzes                         20%

Assignments                        50%

Course Schedule

1.    The Great War – Chapter 2 (September 3 - 30)

·      Quiz

·      Unit Test

2.    The Interwar Years  - Chapter 3 (October 1 – 9)

·      Quiz

·      No Unit Test

3.    The Second World War – Chapter 4 (October 15 – November 1)

·      Quiz

·      Unit Test

4.    Post-War Era - Chapter 5 & 6 (November 4 – 22)

·      Quiz

·      Unit Test

5.    Quebec & Aboriginals – Chapter 7 (November 25 – 29)

·      Quiz

·      No Unit Test

6.    Human Geography – Chapter 8 (December 3 – 19)

·      Quiz

·      Unit Test

7.    Government – Chapter 1 (January 6- 29)

·      Two Quizzes

·      Unit Test

8.    Review (TBA)

*Please note this course schedule is tentative and subject to change with sufficient notice given in advance