If you are finished your map please complete the following assignment:
Part C:
Research:
Choose one immigration experience to research from the following:
New France
Upper Canada
The Atlantic Provinces
Western Canada
Create four columns to provide answers for the following questions:
Column 1 : Short Descriptions of Immigrant Group - Who, Why, Where, When, How
Column 2: Major Challenges (food, clothing, etc.)
Column 3: Strategies Used to Overcome Challenges (arriving, supplies, etc.)
Column 4: different Perspectives of People Involved (children, women, etc.)
Use the following resources for your research. Remember to include a bibliography of the resources you used.
The Kids Site of Canadian Settlement
Library and Archives Canada (stories of different immigrant groups in Canada)
The Canadian Encyclopedia
Canadian Museum of Immigration at Pier 21
Passages to Canada
After finishing the assignment below complete the following assignment:
Part B:
Now it is time to decide what jobs need to be completed. For example: acquire food, gather water, construct shelter, produce household furniture and goods, create clothing, provide fuel, etc. Remember to think about the different seasons.
Create three columns titles: List your plans under each column:
An example of how to obtain water is provide below:
Column 1: Column 2: Column 3:
Basic Needs Short term plan Long term plan
Water carry a pail chop the ice
Part C:
Research:
Choose one immigration experience to research from the following:
New France
Upper Canada
The Atlantic Provinces
Western Canada
Create four columns to provide answers for the following questions:
Column 1 : Short Descriptions of Immigrant Group - Who, Why, Where, When, How
Column 2: Major Challenges (food, clothing, etc.)
Column 3: Strategies Used to Overcome Challenges (arriving, supplies, etc.)
Column 4: different Perspectives of People Involved (children, women, etc.)
Use the following resources for your research. Remember to include a bibliography of the resources you used.
The Kids Site of Canadian Settlement
Library and Archives Canada (stories of different immigrant groups in Canada)
The Canadian Encyclopedia
Canadian Museum of Immigration at Pier 21
Passages to Canada
After finishing the assignment below complete the following assignment:
Part B:
Now it is time to decide what jobs need to be completed. For example: acquire food, gather water, construct shelter, produce household furniture and goods, create clothing, provide fuel, etc. Remember to think about the different seasons.
Create three columns titles: List your plans under each column:
An example of how to obtain water is provide below:
Column 1: Column 2: Column 3:
Basic Needs Short term plan Long term plan
Water carry a pail chop the ice
These are the instructions for your next assignment:
You are going to draw a map of an island you will live on using the natural resources to survive, to build homes, furniture, a means of travel, etc.....
Read the scenario below:
Scenario:
You and a group of friends are moving to an island with plenty of natural resources to build a new community.
However, travel space is at a premium, you and your group are allowed to take a bare minimum of food rations and supplies.
When you and your group arrive at your new island, you find plenty of fish in the waters, fresh fruits and animals in the forests and fresh running streams in the mountains.
Remember you and your group only brought a small amount of processions with you. You must work with only the resources on the island to create your community.
For example: no stores, no electricity, no buildings, etc...
Think about how you will catch the fish without a net or fishing rod.
The instructions below must be included in the drawing of your island.
Your island must include:
1. a map of homes, sheds, gardens, etc..
2. the map essentials: title, legend, compass rose, and a scale.
3. the geographical features of the island, mountains, rivers, trees, etc...
4. the natural resources available
5. the location (latitude and longitude)
6. the layout of your community.
You are going to draw a map of an island you will live on using the natural resources to survive, to build homes, furniture, a means of travel, etc.....
Read the scenario below:
Scenario:
You and a group of friends are moving to an island with plenty of natural resources to build a new community.
However, travel space is at a premium, you and your group are allowed to take a bare minimum of food rations and supplies.
When you and your group arrive at your new island, you find plenty of fish in the waters, fresh fruits and animals in the forests and fresh running streams in the mountains.
Remember you and your group only brought a small amount of processions with you. You must work with only the resources on the island to create your community.
For example: no stores, no electricity, no buildings, etc...
Think about how you will catch the fish without a net or fishing rod.
The instructions below must be included in the drawing of your island.
Your island must include:
1. a map of homes, sheds, gardens, etc..
2. the map essentials: title, legend, compass rose, and a scale.
3. the geographical features of the island, mountains, rivers, trees, etc...
4. the natural resources available
5. the location (latitude and longitude)
6. the layout of your community.
The image below is an example of how your island can look. Use your imagination and have fun.
Watch the video below and complete the following assignment:
Continue working on the assignment below. When you are finished complete the assignment above.
After watching the video below answer the following questions in complete sentences.
What year did Leif Ericson come to Canada?
Who came to Canada in 1497?
What was he looking for and was he successful?
Where did he come from?
When did Jacques Cartier come to Canada?
What provinces did he explore?
When he explored the St. Lawrence River what where the names of the cities?
What year did Leif Ericson come to Canada?
Who came to Canada in 1497?
What was he looking for and was he successful?
Where did he come from?
When did Jacques Cartier come to Canada?
What provinces did he explore?
When he explored the St. Lawrence River what where the names of the cities?
Read the fable below.
Follow the directions on the worksheet.
Use complete sentences and check for spelling errors before sending the assignment.
After completing the following assignment locate another fable and explain the values.
May 11, 2020
Read the article below,
then click on the video link at the end of the article
and then respond to the questions following the video link.
Background Reading
"The Old West": These words often bring to mind images of a wild frontier and the brave cowboys who tried to tame it. It may also bring up images of battles between American settlers and Native Americans. But why were there battles?
Although both groups wanted to use the same land in the mid-1800s, that wasn't the only reason that they did not get along. The groups also had some fundamental differences in their perspectives on life and the role of nature.
Native Americans viewed the land as something to be respected and cared for. Although not all Native American tribes had the same views, most shared certain beliefs. Central to these was the belief that every form of life—human and nonhuman—has equal value and must be cared for. This belief focused on a respect for the land, which they depended on for survival.
Although some Native American groups stayed mainly in one region to farm the land, many traveled to find the resources that they needed. From information passed down through many generations, they knew how to "read" the land and determine where they needed to go to hunt for food or set up shelter. Their goal was to use sustainable methods for meeting their needs so that they would continue to find these resources for years to come.
The Canadian settlers, on the other hand, viewed the land as something to be conquered and occupied. As people streamed into the Western lands, they saw dense forests, wild rivers, high mountains, and scorching deserts—not to mention Native peoples and wild animals—which they would need to control. When they reached their destinations, they transformed each area from its natural state into what they wanted it to be, such as a farm or a town.
As the population of settlers in the West grew, people continued to stay connected to the cities of the East. To maintain communications and receive supplies, they gradually placed telegraph wires and railroad tracks across the continent. And as resources were used up and the good lands were settled, settlers moved farther and farther west to meet their needs.
The settlers felt that it was their Manifest Destiny to own the lands of the North American continent. Therefore, they believed it was their right and duty to remove all natural obstacles, including Native Americans, from their path. As the settlers took over the land, the Native Americans began to lose more and more regions that had been part of their territory. Overwhelmed by the number of arriving settlers, as well as by the settlers' guns and other tools of war, they were slowly driven out of one area after another.
As the territories were mapped into provinces and made part of Canada, the Canadian government forced many Native American groups to relocate to special reservations. While the lands they left behind were fertile, the lands they were relocated to were often not as useful for their survival. Native Americans lost much of their territory and countless lives between the clashes over use of the Western lands and the forced relocation to reservations.
Video:
www.pbslearningmedia.org/resource/adlit08.ush.exp.land/living-with-the-land/
After watching the video complete the following questions:
Questions
- Why did certain Native American tribes take this annual journey across the continent?
- How did the tribes determine where they would travel?
- What do you think Native Americans believed about who owned this land and how it should be used?
May 5, 2020
Hello everyone!
I hope you are enjoying this warm day.
Please scroll down to page 199.
Follow the instructions and complete that assignment before today's.
Only work for 40 minutes per day on these assignments!
When you are finished begin the new assignment posted today:
This is not a rush.
Read the article.
The next day start the questions.
Take your time answering the questions.
Please use complete sentences to answer the following questions after reading the article: (The questions are in blue.)
This is not a rush. Take your time.
Look at the picture at the bottom of page 202.
Provide a definition of Anishinabe.
Then answer the questions to the left of the picture on page 202.
Read the following pages:
Look at the picture at the bottom of page 202.
Provide a definition of Anishinabe.
Then answer the questions to the left of the picture on page 202.
Read the following pages:
After reading the above pages complete the following questions:
The Great Migration and the Push for Democracy
immigrant: a person intending to establish a home and citizenship in a country that is not their native country
emigrant: a person who leaves their native country to establish a home and citizenship in another country (emigrant and immigrant describe the same person at different points in the process of moving between countries
Continue working on Scenarios.
What would you do?
Write a paragraph (7-8 sentences) for each scenario below:
Take your time. DO NOT COMPLETE IN ONE DAY. Complete one or two a day.
Cooperation
You have been assigned to a
group for a science
project and you don’t like two
of the group members.
Trust
A friend of yours no longer
trusts you because you lied to
her. Now you want the friendship
back and want to regain
trust and faith.
Inclusion
You notice that a child with
special needs is sitting alone
on the playground. This child
always seems to be left out.
Caring
Your friend didn’t make the
team and you did. Your friend
is very upset.
Courage
You just saw a good friend
sneak into another student’s
lunch and take their treat.
Empathetic
You and your friend
auditioned for the lead role in
the play, you got it and your
friend is upset and jealous.
Cooperation
The teacher just asked you to
tidy up your group of desks,
yet the student next to you
made the mess.
Trust
You told a few lies to a
classmate about your friend.
That friend no longer trusts you
and you want the friendship
back.
Loyalty
You have been invited to a
great concert. However, you
already agreed to go to a
sleep over at your friend’s
house.
Caring
Only 6 people were needed
for a play and all of your
friends but one got a part.
Responsibility
You have not completed your
homework for 3 assignments.
Your teacher requested a
meeting with you.
Courageous
An older student on the yard
keeps calling one of your
friends some nasty names.
Honesty
You were stuck on 2 test
questions and copied from
your friend. Your mark is higher
than your friend’s and your
friend is discouraged.
Inclusive
A new student arrived at your
school. The student talks with
an accent and some students
laugh at the new student’s
accent.
Loyalty
You have accepted a play
date for
Saturday afternoon. Now a
friend has invited you to go
swimming and you would
prefer to go swimming.
Caring
During a play, you notice that
one of the students in your
class doesn’t have either of his
parents there to watch.
Everyone else does.
Responsibility
You threw one of your
classmate’s balls on the roof,
on purpose and your classmate
is really upset with you.
Empathy
A student in your class was
eating cookies, some of the
other students began teasing
and calling the student ‘Tubby
and Fatty.
Write a paragraph (7-8 sentences) for each scenario below:
Take your time. DO NOT COMPLETE IN ONE DAY. Complete one or two a day.
Cooperation
You have been assigned to a
group for a science
project and you don’t like two
of the group members.
Trust
A friend of yours no longer
trusts you because you lied to
her. Now you want the friendship
back and want to regain
trust and faith.
Inclusion
You notice that a child with
special needs is sitting alone
on the playground. This child
always seems to be left out.
Caring
Your friend didn’t make the
team and you did. Your friend
is very upset.
Courage
You just saw a good friend
sneak into another student’s
lunch and take their treat.
Empathetic
You and your friend
auditioned for the lead role in
the play, you got it and your
friend is upset and jealous.
Cooperation
The teacher just asked you to
tidy up your group of desks,
yet the student next to you
made the mess.
Trust
You told a few lies to a
classmate about your friend.
That friend no longer trusts you
and you want the friendship
back.
Loyalty
You have been invited to a
great concert. However, you
already agreed to go to a
sleep over at your friend’s
house.
Caring
Only 6 people were needed
for a play and all of your
friends but one got a part.
Responsibility
You have not completed your
homework for 3 assignments.
Your teacher requested a
meeting with you.
Courageous
An older student on the yard
keeps calling one of your
friends some nasty names.
Honesty
You were stuck on 2 test
questions and copied from
your friend. Your mark is higher
than your friend’s and your
friend is discouraged.
Inclusive
A new student arrived at your
school. The student talks with
an accent and some students
laugh at the new student’s
accent.
Loyalty
You have accepted a play
date for
Saturday afternoon. Now a
friend has invited you to go
swimming and you would
prefer to go swimming.
Caring
During a play, you notice that
one of the students in your
class doesn’t have either of his
parents there to watch.
Everyone else does.
Responsibility
You threw one of your
classmate’s balls on the roof,
on purpose and your classmate
is really upset with you.
Empathy
A student in your class was
eating cookies, some of the
other students began teasing
and calling the student ‘Tubby
and Fatty.
Today’s learning outcomes:
Understand what empathy is.
Write the definition of empathy.
If people empathized, do you think any of these behaviours would change and why?
Write 8-10 sentences for each one.
•Spreading rumours
•Calling people names
•Robbery
•Vandalizing someone’s property
•Racism
•Bullying someone because they are ‘different’
April 14, 2020
Today's assignment:
Please define the following 4 words:
Then write complete sentences to demonstrate an understanding of the words.
Actions
Consequences
Positive
Genocide
Complete the following chart in complete sentences.
Use the first one for an example.
Action Then what happened Consequence
My friend told me a joke... and it made me laugh. My friend made me happy.
My brother hit me really hard...
I stayed out later than my Mom said I could....
I walked my elderly neighbour’s dog to help out...
I ran across the road without thinking...
Another student called me names...
I got an award for effort in school...
April 13, 2020
Good morning.
April 7, 2020
Cloudy
Good morning,
Sorry there wasn't an assignment for yesterday. I hope everyone is well and not too bored. Today we are going to learn about Human Rights.
Let's look at April 13, 2020 to hand in the following assignments.
We looked at our wants and needs now let's look at why it's important to have a law to protect our human rights.
What are human rights?Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.
Vocabulary: please look up the definition of the following words and use a sentence to explain the meaning.
For example: human: is a person Sentence: Another name for a person is a human.
interrelated:
interdependent:
indivisible:
The Universal Declaration of Human Rights:
Article 1 Right to Equality Article 2 Freedom from Discrimination Article 3 Right to Life, Liberty, Personal Security
Article 4 Freedom from Slavery Article 5 Freedom from Torture and Degrading Treatment
Article 6 Right to Recognition as a Person before the Law Article 7 Right to Equality before the Law
Article 8 Right to Remedy by Competent Tribunal Article 9 Freedom from Arbitrary Arrest and Exile
Article 10 Right to Fair Public Hearing Article 11 Right to be Considered Innocent until Proven Guilty
Article 12 Freedom from Interference with Privacy, Family, Home and Correspondence
Article 13 Right to Free Movement in and out of the Country
Article 14 Right to Asylum in other Countries from Persecution
Article 15 Right to a Nationality and the Freedom to Change It
Article 16 Right to Marriage and Family Article 17 Right to Own Property Article 18 Freedom of Belief and Religion
Article 19 Freedom of Opinion and Information Article 20 Right of Peaceful Assembly and Association
Article 21 Right to Participate in Government and in Free Elections Article 22 Right to Social Security
Article 23 Right to Desirable Work and to Join Trade Unions Article 24 Right to Rest and Leisure
Article 25 Right to Adequate Living Standard Article 26 Right to Education
Article 27 Right to Participate in the Cultural Life of the Community
Article 28 Right to a Social Order that Articulates This Document
Article 29 Community Duties Essential to Free and Full Development
Article 30 Freedom from State or Personal Interference in the Above Rights
Complete the following questions after reading all 30 rights above.
Answer each question explaining "why" using 8-10 sentences. Proof read then send the completed answers to me.
1. Which of these rights are necessary for survival?
2. How are needs and rights related?
3. Which of these rights are necessary to live in dignity?
4. What would happen if you had to give up one of these rights?
5. Do you disagree with thinking of any of these things as a right? If so, explain your reasoning.
March 27, 2020, sunny
Please complete the above assignment.
This is the last assignment before Spring Break.
March 26, 2020, cloudy
The following question can have two correct answers. Take a stand and explain why you would do it.
You witness a bank robbery, and follow the perpetrator down an alleyway. He stops at a food bank and gives them all the money.
Would you: A) Report the man to police since he committed a crime or B) Leave him alone because you saw him do a good deed.
Good morning
Let's have some fun with social studies today. Please take a walk today.
Today we are going to work on our needs and wants.
Making choices: Imagine you can have any three things you want. In return you must give away three things that you already have.
Please write a paragraph explaining what you want and what you will give away, and why?
What I choose to have: What I would give away:
1. _________________________ 1. _____________________
2. _________________________ 2. _____________________
3. _________________________ 3. _____________________
I would want these things because: I would give up these things because:
Today's assignment:
Please define the following 4 words:
Then write complete sentences to demonstrate an understanding of the words.
Actions
Consequences
Positive
Genocide
Complete the following chart in complete sentences.
Use the first one for an example.
Action Then what happened Consequence
My friend told me a joke... and it made me laugh. My friend made me happy.
My brother hit me really hard...
I stayed out later than my Mom said I could....
I walked my elderly neighbour’s dog to help out...
I ran across the road without thinking...
Another student called me names...
I got an award for effort in school...
April 13, 2020
Good morning.
April 7, 2020
Cloudy
Good morning,
Sorry there wasn't an assignment for yesterday. I hope everyone is well and not too bored. Today we are going to learn about Human Rights.
Let's look at April 13, 2020 to hand in the following assignments.
We looked at our wants and needs now let's look at why it's important to have a law to protect our human rights.
What are human rights?Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.
Vocabulary: please look up the definition of the following words and use a sentence to explain the meaning.
For example: human: is a person Sentence: Another name for a person is a human.
interrelated:
interdependent:
indivisible:
The Universal Declaration of Human Rights:
Article 1 Right to Equality Article 2 Freedom from Discrimination Article 3 Right to Life, Liberty, Personal Security
Article 4 Freedom from Slavery Article 5 Freedom from Torture and Degrading Treatment
Article 6 Right to Recognition as a Person before the Law Article 7 Right to Equality before the Law
Article 8 Right to Remedy by Competent Tribunal Article 9 Freedom from Arbitrary Arrest and Exile
Article 10 Right to Fair Public Hearing Article 11 Right to be Considered Innocent until Proven Guilty
Article 12 Freedom from Interference with Privacy, Family, Home and Correspondence
Article 13 Right to Free Movement in and out of the Country
Article 14 Right to Asylum in other Countries from Persecution
Article 15 Right to a Nationality and the Freedom to Change It
Article 16 Right to Marriage and Family Article 17 Right to Own Property Article 18 Freedom of Belief and Religion
Article 19 Freedom of Opinion and Information Article 20 Right of Peaceful Assembly and Association
Article 21 Right to Participate in Government and in Free Elections Article 22 Right to Social Security
Article 23 Right to Desirable Work and to Join Trade Unions Article 24 Right to Rest and Leisure
Article 25 Right to Adequate Living Standard Article 26 Right to Education
Article 27 Right to Participate in the Cultural Life of the Community
Article 28 Right to a Social Order that Articulates This Document
Article 29 Community Duties Essential to Free and Full Development
Article 30 Freedom from State or Personal Interference in the Above Rights
Complete the following questions after reading all 30 rights above.
Answer each question explaining "why" using 8-10 sentences. Proof read then send the completed answers to me.
1. Which of these rights are necessary for survival?
2. How are needs and rights related?
3. Which of these rights are necessary to live in dignity?
4. What would happen if you had to give up one of these rights?
5. Do you disagree with thinking of any of these things as a right? If so, explain your reasoning.
March 27, 2020, sunny
Please complete the above assignment.
This is the last assignment before Spring Break.
March 26, 2020, cloudy
The following question can have two correct answers. Take a stand and explain why you would do it.
You witness a bank robbery, and follow the perpetrator down an alleyway. He stops at a food bank and gives them all the money.
Would you: A) Report the man to police since he committed a crime or B) Leave him alone because you saw him do a good deed.
Good morning
Let's have some fun with social studies today. Please take a walk today.
Today we are going to work on our needs and wants.
Making choices: Imagine you can have any three things you want. In return you must give away three things that you already have.
Please write a paragraph explaining what you want and what you will give away, and why?
What I choose to have: What I would give away:
1. _________________________ 1. _____________________
2. _________________________ 2. _____________________
3. _________________________ 3. _____________________
I would want these things because: I would give up these things because: