Socials 8-1 8-2

Today in Socials we copied a Vikings sketchnote from the board as I told you the story of the Vikings.  We were then assigned the  final project, a Vikings sketchnote.  It is due on Monday Please use the websites on the Vikings handout and my Sketchnote to help you with your subject. The assignment requires; 3 different texts, doodles and text-boxes.

.

Monday, Nov 10 8-1,8-2

Today we wrote an in-class paragraph on the Franks.  Students used their prepared topic sentences and 2nd sentences. Everyone worked quietly and respectfully. Thank you!

When you were finished, I asked you to do a viking's research sheet and gave you three websites to find the answers. (The links are here, here and here) Please finish the sheet over the weekend, so you are prepared for Wednesday's class.

Homework: finish vikings worksheet. 

Socials 8-1 and 8-2 Wednesday Nov 5

Today we reviewed the Franks and discussed the paragraph assignment for Monday. We all worked on a topic sentence and 2nd sentence. I encourage all students to write out what they plan to say so they are ready for Monday. If any students wish to talk to me about their topic sentences, I am available in room 123 at lunch.

We then learned about another great Emperor, Charles the Great or Charlemagne. We watched a film (link is here) and discussed some of the " big ideas." For example, that he brought education back to Gaul. Also, he divided his land among counts that answered only to him and so forth.

Socials 8-1 and 8-2: Monday, Nov 3

Today in Socials 8 we talked about two up coming assignments.  An in-class paragraph on the Franks on Monday, Nov 10th and a sketchnote on the Vikings. The sketchnote will be due the following week.

We then discussed the Franks and I demonstrated sketchnoting. We watched a short clip on Clovis a Frankish warrior King (see link here).We then got into groups and worked on a project to help us better experience Frankish Society. We will present our findings next class.

Wednesday, Socials 8-1 8-2

Today we wrote a Quiz in socials for the first 20 minutes.  Then, we worked on our Rome paragraphs.

I have asked the students to open a gmail account so that they can use Google Drive for assignments.  Google Drive is an online word program that allows students access to their work on multiple computers including their computer at home.  Furthermore, the document can be shared with a teacher and the teacher can comment.

In group 8-2 (c block) I issued a study guide for the next section of the chapter on the Franks.

Socials 8-1 and 8-2 October 27

Today we had a lesson on paragraph writing.  We reviewed the elements of a paragraph and then practiced writing topic sentences.  We ended by revisiting the seven reasons listed in the text on page 11, and used them to write our own paragraph.  Group 8-1 only managed time for notes as we had a series of computer problems. Here are the board notes:

Wednesday Socials Class 8-1, 8-2

Today in Socials, after watching a short clip from Gladiators the movie  (link is here), we tried to image how it might have been for those soldiers defending the borders of the failing Empire. We imagined that they would need to get messages to Rome, but communication would have been difficult due to Barbarian attacks, spies, terrain, weather and lack of communication technology. We then worked in groups experiencing different scenarios which we shared with the class.  The class was a buzz of activity! Nice Work!

Monday's class

Today's class we tried our had at "expert groups." The class broke out into groups of four and each group looked at how a specific religion was crucial in the reshaping of Europe. We were then asked to make summaries and present them. The summaries were very succinct and clear. Only group 8-1 had time to present their work. We will use our summaries when we decide what topic we would like to write about next class.

There is no homework

Socials 8-1 and 8-2 Friday's class

In Socials today we looked at seven reasons why the Roman Empire fell. We then summarized the reasons and decided whether or not they were, external forces (coming from outside the Empire) or internal forces (coming from inside the Empire).  We discovered that some of the factors were both external and internal. We finished off the day with Tableaus. 

There is no homework!

Wednesday 8-1 and 8-2

Today in both socials classes we reviewed how to find the main idea in a paragraph and we went over some of the paragraphs. Afterward, we discussed the role of government and brainstormed what would happen if the government in Ottawa and the provinces ceased to be. This helped us to imagine what it would be like for the citizens of the Roman Empire when Rome fell. We realized some changes would be immediate and others would take longer. We looked at a presentation of Rome (the link is here). And then we shared with out partners things we knew about Rome, things we wanted to know and things we learned. We will continue to discuss the fall of Rome next class.

There is no homework.

Friday's grade 8 classes

Today we reviewed the story of Rome. We created a timeline and I tried to help students grasp what, for example, 500 years means.  For example, what is a generation, and how many of those fit into 500 years?  After that we read the "Story of Rome" together as a class. I then showed you a new skill that will help us when we are writing our own paragraphs and that was identifying the main idea. We discussed that the main idea is the "point" in the paragraph and that it is usually found in the first sentence. We noted that it is the most important thought about the topic. We worked on finding the main ideas in the paragraphs of our "Story of Rome." I then gave you a chance to try it with a partner. We will continue this work next class. Group 8-2 had a chance to watch another History Makers song. The link is here. Next class we will all have a chance to see this video. 

There is no homework. Enjoy your long weekend. 

Civilization review continued.....

Today in Socials we reviewed the attributes of civilization we discussed last class. We noted several of these in our notebooks. We learned that having a food surplus allowed for people to specialize in different fields, such as: doctors, basket makers, carpenters and truck drivers. We watched a short clip with John Green that gave us another perspective about civilization. You can watch the link here.

We also learnt a new skill called sketch noting. Sketch notes allow us to make pictures to remember large amounts of information. We explored different fonts, icons and text-boxes. We will continue to learn more about this new skill in future classes.

Civilization- culture

Here  you can write your blog comments on one of three topics:
1. Describe what Canadian culture is to you.
2. How does your heritage/ culture influence or define you?
3. What aspect of Canadian culture do most admire and why?
Remember: Do not forget your names. Anonymous comments will be deleted.

The First History Lesson

I am Mrs Wagner and I am a teacher upgrading my qualifications.  For the next six weeks I will be teaching history in Mr. Marshall's Social Studies classes.

Today we had a brief discussion about the attributes of civilization.  We looked back to grade seven and came up with a number of factors such as, food supply, population, water, a system of government and a highly developed culture.  We then did group work and generated as many ideas we could with three aspects of civilization namely, power, culture and religion.  Once we had done that, we tried out some Tableaus.  First, we created scenes from a wedding, to practice and once we go the idea, we created Tableaus to reflect culture, religion and power.  I was really please how engaged and willing each of the groups were.

Lastly we watched the "History Teachers" parody of Gwen Stefani's "Harajuku Girls" called "civilization."  To follow the link press here.  The music video review many of the aspects of civilization we had been talking about.

Test 2014

Test

Last Day of the Japan Unit

Groups 8-1 and 8-3
Today we had a look at the Tokugawa Shogunate and learned how Tokugawa united the warring daimyo's. We also found out that it was Tokugawa Ieyasu who moved the capital to Edo, known in modern day as Tokyo. The link is here: Tokugawa Shogunate  We made a quick review and wrote a test.  The test showed some larger connections, that is, how the geography, the religion, early history and Feudalism have influenced the Japanese society today.  We closed with a short film about the modern Pop Culture in Japan Link is here
J Pop: Japanese popular culture.

I wish you all a wonderful spring break and thank you for contributing to my teaching practicum. It was a wonderful experience.

Mr. Marshall will be collecting the Japan tests from me and you will be getting the assessment results after the break!

Today we have a chance to comment on the Summaries from the History Lesson on Tuesday, March 11, 2014. We read over Japan - A Brief History- and talked about some aspects of it.  You were asked to fill out a blank Pyramid sheet and make a compare and contrast between Feudalism in Europe and Feudalism in Japan.  Tomorrow we will have a short open book assignment that will be used as an assessment piece for the course.  Each student can prepare by reading Japan- A Brief History as homework.

Japan's History Group 8-1

Today we are reviewing a large amount of history with "expert groups."  Each group has been asked to summarizes what they have read in two ways.  Make point notes,  and summary to the blog.
The blog summaries are posted here in comments.  Each student must comment on at least two of the "other summaries" The comments will be done at the end of class or as homework.

Japan's Georgaphy

Today, we looked at the Geography of Japan.  We looked at where Japan is in the world in relation to Canada.  We looked at several different maps that depicted the following: the Pacific Ring of Fire, the population, topography,climate and currents. The maps can be accessed here: Japan: Maps  In groups, we shared photos of Japan and made hypotheses of where the photos could have been taken by using our new understanding. Your hypothesis were right on the mark! We discussed how Japan is isolated and protected due to its geography.We also noted the lack of arable land and high population density in low lying regions. Lastly, we considered how Japan's beauty and cataclysmic natural history has created a culture that reveres (deeply respects) nature.

The class worked on a worksheet and answered the questions using both the text, pages 175-177 and google.  A copy of the worksheet can be found here Japan: Geography Worksheet.

Introduction to Japan

Today, we looked briefly at where Japan is in the world. We looked at "snapshots" of Japan's culture, history and geography in order to get a feeling for the land and its people. The slide show can be found here slide show of Japan
We also had a chance to share what we know with a KWL exercise: What we know? What we want to know and what we learnt: ( you will be able to access your KWL document here once it is finished). Everyone put in a great effort coming up with ideas!
We also had a chance to label a map of Japan with its oceans, its islands and its neighbours. As an extra, I asked you to label Tokyo and Mt Fuji (aka Fuji San).

If you missed this exercise, the map can be picked up in Mr. Marshall's room.