Recently, our Chief Superintendent Mr Usih, stated that "it is not enough to recognize racism exists, but we must disrupt practices that serve some students and not all". In light of the current social tensions around racism, I would like you to think about what racism means in your world. I have included some video texts which relate specifically to Canada's black history and racism in Canada. These texts are not about many groups who also face racism.
Please respond to one of the following questions as a personal letter, OR an essay.
1)How does Canada's governance respond to racism? Reflect on Canada's history of involvement with slavery.
2) Is it enough to say that racism exists? If not, what should government do? Why, in the 21st C are we still having this conversation?
3) What does racism mean to you? Why is it important to think about racism as part of our citizenship?
Dear Carers and Students
Take this week to catch up on a task that you have not completed. This includes any task from the course of study you have missed. Alternatively, if you have completed all of your work, please choose one task that you could improve upon as a response to the notes I have given you on your text. Please let me know what your plan is for this task by email.
SUBMIT FOR COMPLETION MARK
This week we have had MEET tutorials on Wednesday and Thursday and therefore I did not post new work as we were doing the previous week's assessment.
I have posted revision material on Taxation and Social Programs. I would like students to work through the reading/revision/media materials before completing this week homework task. Ive given 5 options for students to respond to the big questions of this unit:
1) How do decisions about social programmes and taxation in Canada and the USA attempt to meet the needs of citizens? 2) How does paying or not paying taxes affect social programmes and quality of life? 3) What values shape the economic policies of political parties on social programmes and taxation?
Our YPI project offered excellent discussion around social programs. The set task offeres a few creative response opportunities.
Meets continue MONDAY to THURSDAY ---> SOCIALTAYLOR
Back by POPULAR DEMAND - Group Tutorials!!!!
This week I have put together some revision material for Chapter 6 - The Economy and Labour Unions. We have recently covered Ch 3-5 so it is timely to return to topics from Term 1. Work your way through the revision materials and then see if anything needs to be added to the study guide provided. Next week (Wednesday/Thursday) we will have some small group discussion tutorials to discuss the topics in the material. Please sign up next to a topic you want to talk about in a group of your choice. The written part of your work will be LESS THAN a page of your own exploration of the topic. See classwork for more details.
Dear Parents, Carers and Students.
SURPRISE!!! Along with our new routines I seem to have accidentally switched my postings from Wednesday (initially designated) to Thursday. Not sure how that happened. Anyway, here is my announcement that work is being posted today. It is still due the following Friday - students now have extra-extra time!!!
Before reading through the unit summaries in our classroom and completing the google form QUIZ, respond to the four reflection questions in the google doc to submit for COMPLETION MARK:
Reflect for each chapter (in google doc):
The most important thing I learned in each chapter is that...
One thing I’d like to know more about is ...
Going further - Google Quiz: (AVAILABLE FROM TUESDAY MAY 19)
Can you answer, without looking back and in your own words, the questions in this google quiz?
Create a political cartoon about life in a time of pandemic. This is not a license to be offensive. It is important to do more than just create a meme.
Some relevant textbook pages are:
CH2 Pg 74
CH3 Pg 108
CH7 Pg 256
A meme is a humorous image, video, piece of text, etc., that is copied (often with slight variations) and spread rapidly by Internet users.
A political cartoon, is a type of graphic with caricatures of public figures, expressing the artist's opinion. ... They typically combine artistic skill, hyperbole and satire in order to question authority and draw attention to corruption, political violence and other social ills.
Take some time to research current political cartoons and think about an issue that is directly affected by governance in Canada. Im available each day from 1 - 3 PM in my google meet to discuss your ideas.
Collective Rights: First Nations
Students are exploring expository and artistic texts on the experiences of First Nations people and residential school. Students are asked to respond to Gord Downey's The Secret Path in a T-Chart analysis. During the week, students will then sign up for a small group tutorial during which students will participation in discussion on their own notes about The Secret Path and Canada's history of residential schools.
1) READ 2) WATCH 3) TAKE NOTES 4) SIGN UP 5) PARTICIPATE
***** Finally, to accommodate the needs of some students I have decided to open next weeks MEET times in the afternoons from 1 - 3 Monday to Thursday. Our previous 9 - 11 slot will be now closed *****
Students are provided with a video and news text to supplement their textbook reading on the collective rights of Metis people and the current issues they face. The assigned work is a handout that needs to be completed by next Friday in which the students take notes (Part 1) from their reading and express the main ideas of the reading in a concluding paragraph (Part 2).
I have also included future work for Residential Schools. This work is FUTURE not for this week, however I would like students to look through the material if they have time. This material will be the focus of small group discussions.
Dear Parents and Students,
Collective Rights - This week I have put some material up reviewing collective rights focussing on The Indian Act. Before school closed we had looked broadly at Collective Rights incorporating the rights of indigenous people (First Nations, Metis and Inuit) and language rights (Francophone and Anglophone). Over the next few weeks students will be exploring The Indian Act, Metis and also some history of residential schools and the implications for first nations' people today.
This week students will be revising the relevant chapter in their textbook (online) watching a video, reviewing a powerpoint and worksheet and completing an online quiz.
Thank you for your ongoing support with our remote learning.
Dear Parents and Students.
As you know, we have started with our remote learning through Google Classrooms. It's great that most of you have figured out how to submit assignments through the classroom. This week your IMMIGRATION PARAGRAPH is due Thursday night. I am concerned that a few of you have not been in touch at all. It is very important that you all make contact with me during my MEET time 900 - 1100.
Checking in ( GOOGLE MEET - SOCIALTAYLOR ) to let me know how you are doing with homework is important. If you like, organize a buddy to log in with. The main thing for you to know is that I will keep an attendance. You choose when, just check in OK? If you want to make an afternoon appointment please drop a message in the classroom STREAM.
I hope you and your families are well,
Dear Parents and Students,
Today I uploaded a new assignment for the following week. The basic question is about Canada's immigration policy. I have also included some really interesting multi media texts that capture the experiences and stories of refugees in their journeys to Canada. The task is to write one paragraph (one page) in response to the question. We have spend a lot of class time discussing the structure of arguments. Please remind students to upload classwork through the google classroom to make it more secure and easier for me to provide feedback.
Here is the link to our classroom https://classroom.google.com/c/NTc1NDA1MDY3NzRa
I am available for you and your son/daughter to ask questions in my OPEN DOOR MEET space called SOCIALTAYLOR from 9 - 11 every day (Monday to Thursday)
ADDITION WEDNESDAY AFTERNOON:
I do not check the email address firstname.lastname@example.org this is a default address. My email for all communication is: email@example.com
I do not check for SHARED DOCUMENTS IN GOOGLE DRIVE- these are easily lost
Please submit all assignments IN GOOGLE CLASSROOM so I can give timely feedback and keep track of what is complete.
Remember - Content Upload for Social Studies is WEDNESDAY
I will try to watch for comments within tasks and respond to your emails during the day and please drop in to our MEET.
Immigration - Timeline of Canadian Immigration. In what ways has governance in Canada marginalized immigrant communities throughout history? "Push - Pull" Factors - how has the Canadian government responded to crisis?
Remember - Please drop in to our classroom MEET from 9 - 11 Monday - Thursday
As you are aware, instructions are to come regarding the nature of learning in this environment. Keep healthy, active and motivated! There will always be school so make the most of some down time with family. Social Studies students: this pandemic is a masterclass in citizenship. At what point are the rights and freedoms of individuals less important than the rights and freedoms of the many. How have you seen federal policy change on the fly to meet the needs of Canadians? What Charter section applies concerning mobility rights and how does S1. come into play. How have social programs been affected?
Just some food for thought. Keep engaged in the conversation and talk to your families.
Please stay tuned for further instructions on how to proceed. In the case that we continue with an online learning process, no doubt I will be in touch with you via the same channels: this blog, email and my D2L course material.
Stay well and hopefully see you soon,
9 Social: Complete YCJA Speech. Commence Immigration unit with course reading and 3 Level Guide
9 Drama: Reading Medea Adaptation, Commence viewpoints ensemble work and NSP Theatre Training exercises
8 Drama: Commence individual written work (ACT 1 of Scenario)
7 Drama: Task 1 Contentless(Blank Scenes) Script analysis and rehearsal
Congratulations to all the YPI groups who are progressing through to the final this Thursday. In many cases there were only a few fine points to distinguish between the top groups. It was a testament to how hard some of you have been working the the passion you have put into representing your chosen charities with utmost commitment. All round it made for wonderful standard of spoken presentations.
9 Social Revision of previous analytical paragraph task - Advertising. Students who have progressed to the final round will have some time to practice their YPI presentations. We will complete our Judicial Branch unit this week.
9 Drama Have completed 1st drafts of playwriting tasks. Students will participate in performance training exercises in preparation for class ensemble performance in June.
8 Drama Continue with practical workshops in non-verbal communication and playmaking. They are exploring the world of Commedia Del Arte.
Buy your tickets for INTO THE WOODS!! Coming Soon !! No free school time shows, you have to bring your family for a great night out!!
Into the woods tickets are ON SALE https://www.eventbrite.com/e/into-the-woods-jr-tickets-85438772669
PVA LAURIER WEBSITE is UP https://sites.google.com/educbe.ca/pvalaurier/
9 Social Semester Planner Term 2 (revised) This week students will revise/rewrite analytical paragraphs and make improvements on their YPI presentations. Class finals are this week WEDNESDAY and THURSDAY.
9 Drama are finishing script writing task to be submitted to the Encore Festival
8 Drama continue with practical workshops on ensemble and masked character work. This week they have the opportunity to work on improvisational situations in mask to explore non-verbal communication.
7 Drama are creating and performing group work which demonstrates / harnesses the tension of relationships - ceremony. Students have chosen an object to create a short performance that is a ceremony (real or imagined).