Great job on the presentations, 7B!
-Mr. Charalambous
May 14
We're in the midst of our geography presentations. The first five that we saw today were great! Please remember that we will continue with the rest after the long weekend. Come prepared.
-Mr. C
May 7
This is just a friendly reminder that your geography assignment is due next Thursday. The success criteria has been shared below. Please ensure that you and your partner are working on this assignment everyday in order to finish it on time. We'll begin presentations next week!
I will be successful when…
- I’ve projected my voice clearly
- I’ve faced the audience and maintained eye contact
- I’ve engaged the audience during the presentation
- I’ve researched and included factual information related to my topic
- I’ve discussed the environmental impact of my topic and society
- Why should we care?
- I’ve talked about the “why” behind my topic (e.g., why do we cut down forests?)
- What’s involved in the ______________ process
- I’ve explored alternative solutions to address the issue
-Mr. C
May 5
Keep an eye on the blog. I will be posting the student generated success criteria soon once we've finalized it with 7A.
Mr. Charalambous
April 30
Consider which of the five topics interest you the most: over-fishing, open-pit mining, blood diamonds or deforestation. On Monday it will be a first come, first serve basis as to which topic you'll be researching on.
-Mr. C
April 13
Finish up questions 2 and 3 on mining.
-Mr. Charalambous
March 26
Don't forget to answer the two questions on choropleth maps and dot distribution maps
-Mr. C
March 24
1. You've been hired as the Minister of Fisheries. How would you have dealt with the situation in the 90s knowing that your decision has an effect on the environment, jobs, economy and entire community?
2. More and more people are starting to farm fish. But people who oppose this say it is unnatural because of the artificial food and living conditions. On the other hand it helps restore jobs back into the community. What side of the debate are you on?
-Mr. C
March 12
Great job on the test, 7B. We'll be moving on to our next unit after the break. Enjoy your March Break!
-Mr. C
February 27
So just a heads up that on March 9th we'll be having our first 'Quest.' (It's not quite a quiz and not quite a test)!
We will have a review before our assessment however here's just a heads up on some of the key concepts you'll need to know:
- Tectonic Plates (and everything that's related to it!)
- Global Warming (causes and consequences)
- Climate
- lines of latitude
- oceans currents
- altitude
- different climate regions (e.g., polar or temperate)
- How to read and infer from a choropleth map (a different coloured map)
-Mr. C
February 23
Please complete the comparison chart between the weather in Winnipeg, Manitoba and Vancouver, British Columbia. Hint: using a line graph will help you best capture the information.
Question: Although they share the same latitude, you'll notice a significant different between the two. What explains this? (Look at a map to see where they're located!)
-Mr. Charalambous
February 18
In your own words, describe the similarities and the differences between an earthquake and a volcano. How are they occur? Why are there mountains near faultlines?
At home, look up the deadliest examples of earthquakes and/or tsunamis. Where are they located? Are they on or near a faultline?
-Mr. C
February 10
Many scientists believe that global warming is causing changing in hurricane activity. Tropical storms are fed by surface waters that have been heated to 28C. Sometimes water surface temperature are much higher.
Two recent studies have found that in the past that the number of Category 4 and 5 tropical storms have almost doubled in the past 30 years...
In your own words, or with drawings or diagrams, explain the following:
a) What causes a tropical storm to develop?
b) How is this linked to global warming?
-Mr. Charalambous
February 6
Please complete question 2 on the effects of global warming.
-Mr. C
January 13
We have one more day to practise our plays and then the following class we will be presenting. Come prepared, 7B!
-Mr. C
P.S.. Don't forget that I need a copy of your songs lyrics!
January 9
For your plays I'm looking for:
- a proper script done with the appropriate format
- a demonstration of the knowledge of the event
- an understanding and communication of its significance
-Mr. Charalambous
December 19
No homework from me! Enjoy the break!
-Mr. Charalambous
December 12
So let's recap the expectations of the assignment.
You are to choose FIVE artifacts from the founding of Quebec in 1608 to the Upper and Lower Canadian rebellions in 1837. These artifacts can represent the Voyageurs, the Filles du Roi, The Battle of the Plains of Abraham, The Battle of Detroit, Sir Isaac Brock, Louis Joseph-Papineau (just to name a few).
You can choose anything of significance.
Remember, the what you're choosing however are artifacts. So these five objects must represent the historical subject you're talking about. What do I mean? Think about it:
- A cannonball could represent an artifact from the War of 1812
- Beaver pelt could represent an artifact from the Voyageurs or Coureur des bois
- A hankerchief could be an artifact representing the tears you cried when you found out a cousin had passed away during the the 7 Years War.
- When you've chosen five strong topics
- You've chosen artifacts that best represent them (e.g., chosing a banana to represent the War of 1812 is a poor choice!)
- That you've accurately described the topic and the history that it represents
- That you've clearly and successfully communicated your ideas
- That you've identified the significance (why is, say, the fur trade something that's important to know in Canadian history?)
-Mr. Charalambous
December 10
Next week, Wednesday, December 17th, your assignment is due. Please make sure that you're regularly working on it.
-Mr. Charalambous
November 15
Your assignment has been introduced. A copy of it can be found on DropBox.
-Mr. Charalambous
October 30
For your research task you need to:
- Include a multimedia component
- Video
- Images
- Maps
- Key information
- Who was involved
- When did it happen?
- What was the outcome?
- Were there significant casualties?
- What was the significance?
October 16
Please review for your history test on Monday. The important terms are on the homepage in case you missed any. You will also need to know what challenges the Loyalists faced when they immigrated to Canada.
*If anybody wants to review, please come to room 204 tomorrow (Friday) at recess*
-Mr. Charalambous
October 10
History:
1. Overall, how good a job do you think the British did in keeping the different groups pleased with their policies in North America? Explain your point.
2. Why did the Loyalists come to Canada at this time? If you lived in one of the Thirteen Colonies, do you think you would've become a Loyalist?
-Mr. Charalambous
September 23
If you haven't completed your "profile" for your immigrant group, make sure you complete it for next class.
Seigneurs & Seigneuries
Seigneurs were granted "seigneuries" (plots of land) in New France. They used "habitants" to work the land much like the feudal system. Seigneuries were...
- beside a river
- long and narrow
- given common plots of land for social events
Les Habitants
Habitant families worked on the land owned by seigneurs. They had lots of responsibilities including:
- growing crops and raising animals to support themselves
- giving a portion of what they made to the seigneurs for rent
- Pay taxes to the church and the government
-Mr. Charalambous
September 15
Please complete these two questions for homework off the handout I gave you today:
1. Describe one connection you made to the text. Think about the reasons people came to New France and the reasons people come to Canada today.
2. Make a cause-effect diagram to show how Europeans and First Nations affected each.
Terms:
Missionaries (Jesuits): Their role was to convert Aboriginals to Catholicism
Soldiers: They defended the colony from Aboriginal tribes and other European groups
Labourers and Fur Traders: They literally built New France and/or traded with Aboriginals for fur in exchange for European goods
Fille du Roi: They were poor and often orphaned women who were granted passage and a dowry by the king to marry and settle in New France
