Social Studies 9B - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed pages 180-182, and discussed varying perspective from the Singh decision.
Social Studies 9D - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed pages 183-185, and discussed the Indigenous and Francophone perspectives.
Social Studies 9B - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed the two articles about elderly immigrants. Looked at statistical evidence vs. anecdotal evidence provided by the authors. Discussed which type of evidence is more powerful. Discussed the merits of the two articles, and which article was most convincing.**For homework, students are to read pages 180-182 for next class
Social Studies 9D - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed pages 180-182, and discussed differing views of the Singh Decision.
Social Studies 9B - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed the two articles about elderly immigrants. Looked at statistical evidence provided by one author. Will finish the second article next class.
Social Studies 9D - Watched two (2) more videos in preparation for the Student Budget Consultation survey. Reviewed the two articles about elderly immigrants. Looked at statistical evidence vs. anecdotal evidence provided by the authors. Discussed which type of evidence is more powerful. Discussed the merits of the two articles, and which article was most convincing.
Social Studies 9B - Students handed in their Immigration Statistics worksheet. Watched three (3) more videos in preparation for the Student Budget Consultation survey. Students should finish the back page for of the Video Inquiry worksheet for Wednesday's Class. Read an article by Lorne Gunther about immigration. Students were to highlight important evidence. For homework, students are to read the article "Elderly Immigrants Contribute" and highlight the author's evidence used to support the author's position. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Social Studies 9D - Students handed in their Immigration Statistics worksheet. Watched three (3) more videos in preparation for the Student Budget Consultation survey. Students should finish the back page for of the Video Inquiry worksheet for Wednesday's Class. Read an article by Lorne Gunther about immigration. Students were to highlight important evidence. For homework, students are to read the article "Elderly Immigrants Contribute" and highlight the author's evidence used to support the author's position. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Immigration Statistics worksheet link:
https://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-557/tables-tableaux-notes-eng.cfm
Social Studies 9B - Watched three (3) videos in preparation for the Student Budget Consultation survey. Watched a video about the Romas in Canada, and Canada's immigration policy. Students were to complete the video inquiry worksheet as they viewed the video. Students should finish the back page for Wednesday's Class. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Social Studies 9D - Watched three (3) videos in preparation for the Student Budget Consultation survey. (Class was interrupted for vaccinations) ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Immigration Statistics worksheet link:
https://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-557/tables-tableaux-notes-eng.cfm
Social Studies 9B - Students had a second class to complete the Immigration Statistics worksheet. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Social Studies 9D - Students had a second class to complete the Immigration Statistics worksheet. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Immigration Statistics worksheet link:
https://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-557/tables-tableaux-notes-eng.cfm
Social Studies 9B - Students worked to complete the Immigration Statistics worksheet. Students will have tomorrow's class to complete the assignments. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Social Studies 9D - Students worked to complete the Immigration Statistics worksheet. Students will have tomorrow's class to complete the assignments. ****Immigration Statistics worksheet due: Tuesday, Feb. 23***
Immigration Statistics worksheet link:
https://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-557/tables-tableaux-notes-eng.cfm
Social Studies 9B - Reviewed pages 178-179. Reviewed living conditions in a Refugee Camp. Students worked together to complete the worksheet: "Consequences of Immigration". Reviewed the worksheet as a class. Watched another video about refugees.
Social Studies 9D - Reviewed pages 178-179. Reviewed living conditions in a Refugee Camp. Students worked together to complete the worksheet: "Consequences of Immigration". Reviewed the worksheet as a class. Watched 2 short videos about refugees.
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
Social Studies 9B - Did a quick review of last week's material. Reviewed page 174 (students read individually), and the material on page 177. Students took notes about the objectives on page 177. Watched a short video about refugees.
Social Studies 9D - Did a quick review of last week's material. Reviewed page 174 (students read individually), and the material on page 177. Students took notes about the objectives on page 177.
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
Social Studies 9B - Students watched a video about Immigration in Canada, and made a list of 10 statistics from the video. Reviewed statistics from video that the students generated, and what the statistics tell us about immigration. Reviewed the historic events on page 173 (Komagatu Maru and the Chinese Head Tax) and discussed past discriminatory immigration practices.
Social Studies 9D - Reviewed statistics from video that the students watched the previous day, and what the statistics tell us about immigration. Reviewed the historic events on page 173 (Komagatu Maru and the Chinese Head Tax) and discussed past discriminatory immigration practices.
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
Social Studies 9B - Reviewed student results from the "Immigration Officer" Activity. Reviewed the bullet points on page 172. Reviewed the "next steps; on the bottom left corner on page 170. The class worked together to make a list of advantages and disadvantage of the Points System. Reviewed the worksheet "Immigration Criteria for Economic Immigrants" from the homework the previous day.
Social Studies 9D - Reviewed student results from the "Immigration Officer" Activity. Reviewed the bullet points on page 172. Reviewed the "next steps; on the bottom left corner on page 170. The class worked together to make a list of advantages and disadvantage of the Points System. Reviewed the worksheet "Immigration Criteria for Economic Immigrants" from the homework the previous day. Students watched a video about Immigration in Canada, and made a list of 10 statistics from the video.
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
Social Studies 9B - Reviewed pages 167-168. Students read the cartoon on pages 169-170. Reviewed the point system for economic immigrants. Students completed the "Immigration Officer" Activity using the point system. For homework, students are to complete the worksheet: "Immigration Criteria for Economic Immigrants".
Social Studies 9D - Reviewed pages 167-168. Students read the cartoon on pages 169-170. Reviewed the point system for economic immigrants. Students completed the "Immigration Officer" Activity using the point system. For homework, students are to complete the worksheet: "Immigration Criteria for Economic Immigrants".
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
Social Studies 9B - Reviewed the categories of Immigration (pie chart) on page 167. Reviewed the Objectives of the Immigration and Refugee Protection Act on the bottom of page 167. (***Students should know these objectives). Reviewed page 168 of the textbook. Discussed the vocabulary words "demographic" and "labour force growth". Read the 2006-2007 Plans and Priorities report on p. 168. Discussed birth and death rates, and implications for "Labour force growth". To understand demographics, students watched a video about population pyramids, life expectancy and viewed the interactive about Canada's historic population. The links are listed below. Students should understand implications for Canada's slowing population growth.
Social Studies 9D - Reviewed the categories of Immigration (pie chart) on page 167. Reviewed the Objectives of the Immigration and Refugee Protection Act on the bottom of page 167. (***Students should know these objectives). Reviewed page 168 of the textbook. Discussed the vocabulary words "demographic" and "labour force growth". Read the 2006-2007 Plans and Priorities report on p. 168. Discussed birth and death rates, and implications for "Labour force growth". To understand demographics, students watched a video about population pyramids, life expectancy and viewed the interactive about Canada's historic population. The links are listed below. Students should understand implications for Canada's slowing population growth.
****If students have left their textbook at school, there is a pdf copy of the textbook on my Moodle site!*******
https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/pyramid/pyramid.cfm?type=1&geo1=01
https://www.worldometers.info/demographics/life-expectancy/#countries-ranked-by-life-expectancy
Canada's population clock
https://www150.statcan.gc.ca/n1/pub/71-607-x/71-607-x2018005-eng.htm
Social Studies 9B - Completed (as a class) the Factors of Immigration worksheet using the interactive about immigration in Canada from 1901-2001. Reviewed page 166, and the two bullet points and the categories of Immigration (pie chart) on page 167. Tomorrow, we will review the Objectives of the Immigration and Refugee Protection Act on the bottom of page 167.
Social Studies 9D - Completed (as a class) the Factors of Immigration worksheet using the interactive about immigration in Canada from 1901-2001. Reviewed page 166, and the two bullet points and the categories of Immigration (pie chart) on page 167. Tomorrow, we will review the Objectives of the Immigration and Refugee Protection Act on the bottom of page 167.
Social Studies 9B - Completed notes on emigration/immigration, and push/pull factors. Worked together as a class to complete the Factors of Immigration worksheet using the interactive about immigration in Canada.
Social Studies 9D - Reviewed emigration/immigration, and push/pull factors. Worked together as a class to complete the Factors of Immigration worksheet using the interactive about immigration in Canada.
Social Studies 9B - Reviewed the bottom of half of p. 2 worksheet from last class. Reviewed pages 162-163. Students took notes on emigration/immigration, and push/pull factors.
Social Studies 9D - Reviewed the bottom of half of p. 2 worksheet from last class. Reviewed pages 162-163. Students took notes on emigration/immigration, and push/pull factors.
Social Studies 9B - Introduced immigration topic by looking at where most students' families originated from. Complete p. 1 and the top of p. 2 of the worksheet: Chapter 5: Immigration Intro. For homework, students are to complete the bottom of half of p. 2 for next class.
Social Studies 9D - Introduced immigration topic by looking at where most students' families originated from. Complete p. 1 and the top of p. 2 of the worksheet: Chapter 5: Immigration Intro. For homework, students are to complete the bottom of half of p. 2 for next class.
