Hello everyone.  Here's an update on class activities:

Socials 10: 
The land claim unit is long complete and democracy and justice are underway.  Students are currently working on their mock election campaigns.  I anticipate an exciting forum  next Thursday, December 15 in the library, when parties have an opportunity to speak to the electorate about their platforms and positions on various issues.  Voting will take place over the lunch hour to give everyone an opportunity to influence the final outcome.

Today, the final assessment project will be introduced.  Assignments due:
1.  Textbook questions on Democracy (these were due December 8)
2.  Essays on the landclaim due Monday, December 12 (this was extended due to a very informative guest speaker)
3.  Election projects due Thursday, December 15
4.  Final assessment projects due Tuesday, January 17

After Christmas we will be studying Canada's global position historically and currently. 

English 30-2:
Students are studying poetry and practicing visual response.  Their final exam will take place during class time on Thursday, December 15.  Senior Memories are due Friday, January 6.  Departmental exams take place on Wednesday, January 11 and Thursday, January 19.

That's it for now.

Monday, November 7, 2011

Hello everyone.  Here's a quick update on classroom activities and dates to remember.

Socials 10:
We continue our study of the NLCA this week.  We should have this unit completed by next Thursday, November 17.

English 30-2:
Students are beginning a combined poetry and play unit.  The following are the notes students will have tomorrow for Ian Ross's play, farewel:

Ian Ross’s farewel

The central subject of farewel is the destructive colonial power of Canada.  Set in the fictional Partridge Crop Reserve, the play asserts the First Nations’ presence and the current movement toward self-government and self-determination.  Some of the key issues of the play are:  who has the power, how they get the power, how they use it, and what kinds of responsibilities follow, or should follow, from having it.  Ultimately, the play offers an alternate existence based upon inclusion rather than exclusion, and not on conquering outside territory but on developing an internal sense of community.

The title farewel is an inversion of the word welfare and is used as a colloquialism, or slang expression.  On the Partridge Crop Reserve, welfare is the symbol of government economic control and oppression.  The play is structured around the reserve inhabitants waiting for their welfare cheques.  It soon becomes clear that these government handouts are not enabling residents to achieve independence, but rather producing disabilities among the residents and an overall loss of self-esteem.  Being “on welfare” (think addiction, like being “on drugs”) is a paradox, meaning the opposite of “faring well”, and by the end of the text, actually saying “farewell” to “welfare” is actually the first step toward self-determination, pride, and well-being.

As we read, note the following:

-          The shift in loyalty of the reserve’s residents

-          Repetition in changes in symbols, actions, words, and ideas from the beginning to the end of the play

-          The change in Melvin

-          Binaries or opposites

-          Themes of identity, culture, and power

-          Puns or word play

-          Double entendres or double word meanings

-          Ironies

-          The treatment of race and gender

-          The role of poverty

Important dates to note:
Friday, November 11--Remembrance Day, no school
Thursday, November 17, 5-7 p.m.--Parent/Student/Teacher interviews
Friday, November 18, 8 a.m. to 4 p.m.--Parent/Student/Teacher interviews
Friday, November 25--No school, Teacher Professional Development

Thanks for your interest and support.

High Arctic Relocation

High Arctic Relocation:

• 1953-1955
• Northern Quebec
• Natural food sources scarce due to over-hunting and over-fishing
• Cold War between the U.S. and the U.S.S.R. resulted in the creation of the Distant Early Warning (D.E.W.) Line in Canada.
• The cold war was a period of great tension between the two superpowers, the United States of America and the Union of Soviet Socialist Republics. The results of this tension were the arms race (each country amassing huge amounts of nuclear weapons) and proxy wars (e.g., Vietnam). It was largely an ideological conflict between capitalism (U.S.) and communism (U.S.S.R.).
• The Canadian government wanted to populate Canada's high arctic for security purposes and to guarantee their claim to the Northwest Passage.
• The D.E.W. Line was created because the U.S. Recognized that the U.S.S.R.'s most direct flight path, in the event of a “hot” war was over Canada's arctic region. Thus, they created radar stations at strategic points along the D.E.W. Line(s) for security and early warning of attack.
• The Cold War ended in the late 1980's with an end to the arms race and the dissolution of the U.S.S.R.
• Individuals and families relocated to the high arctic were promised that if they were unhappy after two years, they could return home. This promise was not kept.
• Relocatees were not allowed to bring anything with them when relocated, and were in fact forced to wear government issued clothing that was inadequate for the conditions they would face.
• Individuals relocated were forbidden to ask R.C.M.P. or armed forces members for survival assistance. Some members of these organizations were unscrupulous and actually raped the Inuit women in “exchange” for food products.
• The families of Grise Fiord and Resolute affected by this received an apology and compensation from the Federal Government.

October 26, 2011

Hello Everyone!  Just a quick update on classroom happenings.

English 30-2:
Students have completed novel studies and literary response essays.  We are currently watching films to complement the novels.  Today, students will begin writing persuasive essays.

We will begin reading Ian Ross' play, "farewel" once essays are complete.

The Mid-Term Exam for Block A English will be Wednesday, November 2 at 10:00 a.m.  The Block D Mid-Term will be Thursday, November 3 at 1:00 p.m.  Mid-Terms are valued at 15% of the final classroom mark.

Socials 10:
We are well into our unit on Staking the Claim.  Students have daily written work to complete in addition to projects and other activities.  We are looking forward to hearing from guest speakers regarding the Nunavut Land Claim in the near future.

The Mid-Term Exam is Thursday, November 3 at 9:00 a.m.

Enjoy the rest of the week.

October Update

Greetings, All.

English 30-2:
Students are wrapping up novel studies and working on skills required for literary response.  Next week, we should have that wrapped up, plus novel tests and found poetry.  Then, we'll move on to film studies.

Please note that Block A's Midterm Exam in this course will be on Wednesday, November 2 at 10 a.m., while Block D's will be on Thursday, November 3 at 1:00 p.m.

See the calendar attached to this blog for Departmental Exam dates.

Socials 10-1:
We have completed the Diversity and Pluralism Unit and are moving on to Staking the Claim, combined with Democracy and Governance.  Essay deadline has been extended to Monday, October 17. 

Homework assigned this weekend involves creative writing in response to a photograph.

That's all for now.  Happy Saturday, everyone!

Socials 10-1

This is just a note for Socials students.  First, a reminder that the unit test is on Thursday, October 6 during Block C.  In addition, tomorrow (Tuesday) you will be given the following essay assignment.  Note that the rough draft is due on Tuesday, October 11.

Socials 10-1

Essay Assignment

Due Friday, October 14, 2011

What is the “Canadian identity” and what has made this identity what it is?

Write a 500 to 750 word persuasive essay in which you present key events or factors that you believe have had the most influence on Canadian identity.  Consider history, geography, challenges, outside influences, etc. when preparing your text.  Use a minimum of three sources to support your arguments.

Note:  Wikipedia is not an acceptable source.

Your mark will be assigned as follows:

1. Brainstorming and Outline.  10 marks.  This should be stapled to the rear of your document.
2. Rough draft.  10 marks

This should be stapled to the rear of your document, complete with evidence of editing and revisions.  This is due on Tuesday, October 11, 2011.

3. Title page.  10 marks

This should include the following:

      Title

      Submitted to:

      Submitted from:

      Date submitted:

      Your title should creatively present the main idea of your paper in 5 words or less.  It requires capitals.

4. Introduction.  5 marks

Your introduction is your opportunity to grab your readers’ attention, so make it creative and interesting.  Start generally and narrow the introduction down to your thesis statement.  One paragraph.

5. Conclusion.  5 marks

One paragraph.  Restate the thesis in a new way (echo it).  Go from that restatement to close your paper with a bang.  Do something interesting—end with a quote or something profound to wow your reader.

6. Body.  Ideas. 30 marks

Probably three paragraphs in support of your thesis.  Be detailed and clear here, as it is the meat and potatoes of your paper.  These marks include not only content but the way you present the content.  Sentences should be varied and sophisticated.  Consider word choice, tone, style, etc.

7. Mechanics.  5 marks

Spelling, punctuation, capitalization.

8. List of works cited page.  5 marks

You need to cite your referenced works in this section.  Do it alphabetically by author as per the handout and the online website, www.easybib.com.

Total Marks Available = 80

October 2, 2011

Hope everyone is enjoying their weekend.  Just a heads-up that there is no school for IHS students on Friday, October 7th as teachers have professional improvement.  Everyone has Monday, October 10th off for Thanksgiving. Therefore, students have a four day weekend to which they can look forward.

 Here's what to expect this week in class.

English 30-2:
We had a great day at Nakasuk on Friday reading to the students.  I was very proud of all the Grade 12's who participated.
We'll continue with the novel studies this week.  Everyone can look forward to some notes on the novels on Monday before we move on with reading.

Socials 10-1:
Students completed statistics presentations on Friday, which were fantastic.  On Monday, we'll view the last few before moving on to citizenship.  On Tuesday, Dee Karadag, a brand new Canadian citizen, will be our guest speaker.  Wednesday we'll review and complete the unit before writing the test on Thursday.

Students will be assigned their first essay this week.  It will be due on Tuesday, October 11.

Have a great week, everyone! 

Tuesday, September 27, 2011

English 30-2:

Children's stories look fantastic and we'll be sharing them with students at Nakasuk School on Friday, September 30.

Currently, both blocks are reading novels and responding in various ways.  Block A is reading Fallen Angels, while Block B is reading Generals Die in Bed.  Both are excellent war novels, exposing such themes as friendship, isolation, dehumanization, desperation, and man's reaction in the face of adversity. 

Socials 10-1:

On Monday, September 19, the class voted on which famous Canadian poster represented the most influential Canadian, and Mike Myers was selected.  Since then, students have been working through textbook information regarding history's influence on who Canadians are today.  The next textbook assignment is due on Friday, September 30.  In addition, they are now working on a demographics project which is due on Friday, September 30.  When time permits, we will be continuing our work on Canada's citizenship quiz preparation.

I am away on medical this week from Tuesday, September 27, until noon on Thursday, September 29.  If you need to reach me during that time, please don't hesitate to email.

Have a great week.

Friday, September 16, 2011

Happy Friday, Everyone!

Socials 10-1:.
Students are currently working on a famous Canadians project.  Their task is to prove to the class, using poster text only, that their chosen Canadian is the most important and influential person in the history of our country.  This is their first work with persuasive text, which is a major focus of the Social Studies skill curriculum.  The poster is due for Monday's class.

Today, students begin work on a textbook assignment about Canadian history and its contribution to our Canadian identity.  This assignment is due for Tuesday's class.

Here are today's class notes:

Notes:  Who We Are

Socials 10-1

Over the course of this unit, we are trying to find solutions to the following “big” questions:

1.        What forces have shaped, and continue to shape, the Canadian national identity?

2.       How has the relationship between Aboriginal, French, and English cultures contributed to the evolution of our nation?

3.       How did Canada develop a policy of official multiculturalism?

4.       What forces challenge Canada’s current identity, and what forces present opportunities for positive change?

So far, we’ve studied Canada’s geography.  Geography shapes people in many ways.  For example, warring aboriginal nations developed a system whereby they respected the land areas of other nations.  Immigrants arriving in Canada could only travel so far east, west, and north due to lack of funds or transportation, so settled in common areas with individuals who spoke the same language or practiced the same religion.  Landforms restrict travel as well, like large bodies of water or mountains.  In addition, people settle where there are sustainable resources to support them, like arable land and fresh water.  All of these factors shape our population.

In addition to geography, the people around us also shape our identities.  When we interact with other cultures, we often adopt some of their practices or social norms.  Humans typically surround themselves with people who share their ideologies or values, thus this shapes the people we become.  Thus leaders emerge in societies who are shaped by us but in turn influence the development of the population.  Canada’s first prime minister, John A. Macdonald, is a good example of this.  In addition, societies develop media; media is both shaped by people and people are shaped by them.  Consider the Canadian Broadcasting Corporation (CBC) and its influence on the national identity.

Challenges, like war or famine, also shape people.  When humans face shared difficulties, they typically either come together or fall apart.  In the case of Canada, we have been brought together by adversity.  Take, for example, the war of 1812; Canada, a British colony, went to war against the U.S.  We won that war, and in fact burned the White House, but most importantly, fused as a nation.  The Battle of Vimy Ridge, during World War I is another example of a country taking pride in combating adversity as a nation.  On a smaller scale, cultures come together and have stronger bonds due to common enemies; consider the Jews during Hitler’s reign or the Inuit who were relocated to Canada’s uber north.

History also shapes humanity.  Canada has a rich First Nations and immigrant history in spite of its youth as a country.  We’ve experienced revolutions, rebellions, and crises, along with positive and peaceful change.

Read the assigned textbook pages and complete the assigned questions in order to learn more. 

English 30-2:
Students are completing their children's stories today.  Next week, we'll take our books to buddy read at Nakasuk School.  We'll also start a novel.

Enjoy your weekends, everyone!

Tuesday, September 13, 2011

English 30-2:
Students are currently studying story structure and style by both reading stories and creating their own children's stories.  Published stories are due on Friday, September 16.

Socials 10-1:
Students continue their study of Canada and its regions.  There will be a map test on Wednesday, September 14.  Students are also analyzing news stories from the internet.

Happy Tuesday!

Welcome Back to Inuksuk High School!

Here we are at the beginning of yet another fantastic school year!  This semester, I have two different classes over three blocks:  English 30-2 and Social Studies 10-1.  If you are a student or the parent of a student in one of these classes, then "this blog's for you"!

English 30-2:
Students are beginning the semester by writing chapters of what will ultimately become their, "Senior Memories" autobiographies.  In addition, we are doing some reading and responding.

Socials 10-1:
Students begin by mapping Canada and getting to know some of the terms involved in the study of Diversity and Pluralism.

On Wednesday, September 7, students will write a quiz about the political geography of Canada and current events.

Students, please return parent forms including email addresses.

That's all for now.  Please don't hesitate to call or email if you have any questions or just wish to chat.  My email link is on the blog and my classroom number is 979-5281 ext. 2508.  Here's hoping the school year is good to us all!

April Update

Greetings parents and students.  Sorry I've been so remiss in updating the blog.  Here's an update of class happenings.

I'll start with a reminder that report cards go out today.  Parent-Student-Teacher Interviews will be held at IHS from 7-9 p.m. tomorrow (Thursday), and 8:30 to 4:00 on Friday.  I look forward to meeting with all of you.

English 10-1:
Today we will complete our in-class reading of Shakespeare's "Much Ado About Nothing".  Yesterday, the students performed various scenes from the play so far, and it was delightful!  The written assignments that accompany the play, which were assigned when we began reading, are as follows:

“Much Ado About Nothing”

English 10-1

Student Assignments

1.  At the end of Act I: (3 x 5 = 15)

Respond, in complete, detailed sentences, to the following questions:

          a.  What do we learn of Claudio in this scene?

          b.  What do we learn of Hero in this scene?

          c.  Why does Claudio ask Benedick about Hero before he confesses his interest in her?

2.  At the end of Act II:  (I-10 + P – 5 = 15)

          Write a 250 word diary as Benedick.  Assume his characteristics and indicate his reactions and feelings about what has gone on in his life in this act. (I – 10; P – 5 = 15)

3.  At the end of  Act III: (I-10 + P – 5 = 15)

          Select what you believe to be the most important word or phrase in the entire act.  Defend your choice in a 250 word essay.

4.  At the end of Act IV: (I-15 + P – 10 = 25)

          Is Claudio a good person or a bad person?  Defend your opinion in a 500 word essay.  Ensure you quote from the text to support your ideas.

5.  At the end of Act V: (I-10 + P – 5 = 15)

          Write a 250 word diary as Beatrice.  Assume her characteristics and indicate her reactions and feelings now that she has married Benedick.

All writing assignments are due no later than Tuesday, April 26.

Outside of the written assignments, the key thing for the students to do is to reread the play daily.  We read in class, but because it's their first experience with Shakespeare, I recommend they read and reread.  In addition, www.sparknotes.com is a wonderful resource.

As I wrote at the beginning of the semester, students have daily homework in English, almost without exception.  We have to master over 120 outcomes in a very abbeviated second semester, so the homework is unavoidable.  They do have class time to work on assignments, but just not enough. 

Tomorrow is "Thunderous Thursday", as we do not have a Friday class, so I look forward to some stellar performances once again.

When students return from the break on April 26, we will begin to "Abbreviate the Bard".  In groups, the students will rewrite and perform the play in a "Reader's Digest" version.  In addition, we will watch the film, starring Denzel Washington and Emma Thompson, before writing the test on the play.

Socials 16:

Students are currently working on their "Staking the Claim" unit.  We will be watching part I of the accompanying film before the break, after taking a look at traditional Inuit values and culture.  After the break, we'll study the "culture clash" that precipitated the push for a land claim agreement.  This is where students will sink into their final assessment projects on topics in Inuit History like Residential Schools, Starvation, The Dog Slaughter, etc.

English 30-2:

We are wrapping up our reading of Flowers for Algernon this week.  We'll be responding to text a little today, as well as studying novel structures.  With any luck, we'll be finished reading the novel tomorrow.

After the break, we'll connect themes from this text with personal and other textual themes after viewing the film.  We'll study more short stories, poetry, plays, and their language and style after that, in order to better prepare for the departmental exam in June.

That's it for this entry!  I hope everyone has a relaxing, recharging, fun, and safe Spring Break!

March 16, 2011

March continues to be a very busy and productive month.  Here are some classroom updates:

English 10-1:
Today we wrap up "A Complicated Kindness" with a final journal discussion.  Tomorrow, students participate in Inuktitut Language Days, so will not have class, but all journal entries are due.  Students should indicate which three of the entries they'd like me to mark.  There are no classes on Friday due to teacher professional improvement.

On Monday, March 21, Critical-Analytical Essays on the novel are due.  Tuesday is our novel test, and on Wednesday, the final novel assignment, a casting and film poster, are due.  Friday, March 25 is our next Fantastic Friday.

Our next study unit is the Bard's comedy, "Much Ado About Nothing".

Just to look ahead a bit...I am away on a YMCA student exchange to Toronto the week of  March 28 to April 1.  Mid-term exams also fall into this week, with the English exam on Thursday, March 31 at 9 a.m.

Socials 16:
We continue our Justice unit.  Students have been studying both traditional Inuit justice and modern day justice.  We are beginning a discussion of capital punishment, about which students will write a short persuasive essay.

This week we are participating in Inuktitut Language Days, so class time is rather limited.  There are no classes on Friday due to teacher professional improvement.  We'll take up the justice discussion next week, hopefully with a lawyer as guestspeaker.

Again, as a look ahead, I am away the week of March 28-April 1.  Students will write their mid-term exam on Thursday, March 31 at 1 p.m.

English 30-2:
We are currently reading "Flowers for Algernon".  Students are writing personal responses to the novel and studying vocabulary.  We will also begin working on persuasive writing this week.  Again, no classes on Friday the 18th.  The English mid-term will be Friday, April 1 at 9 a.m.

March 7, 2011

English 10-1:
Students have completed both their children's books and writing the same story for an adult audience.  While I was away at meetings last week, they viewed, "To Kill a Mockingbird" and are completing a critical/analytical essay on one of its' themes.  This essay is due on Friday, March 11.
On Monday, March 7, we will review student responses to eight chapters of, "A Complicated Kindness".  One of these responses was pushed back due to my absence from the classroom.  On Wednesday, we discuss responses to four more chapters. 
Friday will be our first Fantastic Friday, and we'll start getting organized for that on Tuesday.  As well, we'll begin a representation activity related to our novel.  Students will cast the imaginary film of, "A Complicated Kindness", and create an accompanying movie poster to advertise the film.

Socials 16:
Students have fully completed the first unit on Canada.  Now we move into a unit on Justice.  Students are currently working on responses to the film, "The Shawshank Redemption".  They are also doing a bit of research on David Milgaard and wrongful convictions.  This week, we move into a case study of justice involving a fictional young offender.

English 30-2:
Students have completed the first part of their viewing unit, including children's stories.  Some may still have some work to do in response to the film, "Little Miss Sunshine".  On Monday, we begin our novel study, which should be on "October Sky".

I cannot stress enough how important school attendance is.  If students don't go to class, they don't build the skills necessary for success in both school and life.  Please ensure your child attends school.

Have a great week, everyone.  Enjoy the sun.

Here we are, already two weeks into the semester.  We have one week of school, from February 14th to 18th, before students have a one week holiday while teacher attend professional improvement.  School resumes on Monday, February 28.  Here's what's happening in classes this week:

English 10-1:
Students will continue working on their children's stories on Monday and Tuesday.  On Wednesday, we begin studying the Miriam Toews novel, A Complicated Kindness.  The novel study will involve writing personal and critical responses to text, reading group discussions, and a final critical/analytical essay. 

Socials 16:
Most of the students are almost complete their study of the regions of Canada.  This week, we move onto work on famous Canadians.

English 30-2:
Students are studying and practicing visual response, as well as writing children's literature.  On Friday, we'll have a test on visual response.

Have a great week, everyone.

Welcome to Semester Two!

Well, here we are in February, and here is an update on what's going on in the classroom.

English 10: 
We're diving right into curriculum with a short story reading and writing from both two different points of view and two verb tenses.  Homework for Wednesday involved answering five questions following reading.  We'll be working on writing in class Thursday.

Socials 16:
Canadian geography is our opening topic.  We'll work on mapping Canada, learning about the regions, learning about Canadian issues, and current political leaders.

English 30-2:
Senior Memories has been introduced and students have written their first rough draft.  We'll do some reading and responding on Wednesday, Thursday, and Friday, in addition to writing.

Happy February!

The Week of January 10-14

O.K. Sports Fans!  The following is what you can expect from the week to come:

Socials 30/33:
Monday:  Project work
Tuesday:  Module 8 work
Wednesday:  no class, as all students are writing their English Departmental exam.  If you wish to work on projects from 8 to 9, you may.  However, you are welcome to prepare for English.
Thursday:  Socials Departmental Part A for those students choosing to write it.  Project work for everyone else.
Friday:  Module 8 work

English 30-2:
Monday:  Exam preparation
Tuesday:  Exam preparation
Wednesday:  Exam, 9 a.m.
Thursday:  Part B exam prep.
Friday:  Part B exam prep.

Socials 10-1:
Monday:  Final Assessment Project work
Tuesday:  "
Wednesday:  "
Thursday:  Party Forum and Election
Friday:  Essay writing workshop and rough draft writing

Have a great week!

Socials 10-1 Final Assessment

The following is the final assessment project outline for Socials 10-1:

Topic:  Canadian Government

Requirements and Instructions for your project are as follows:

Your task is to collaborate with group members in order to create a new youth based political party for Nunavut.  You have class time from Friday, January 7 until Wednesday, January 12 in order to complete this project.  On Thursday, January 13 you will have your forum and election.

Your team must:

1.       Develop a name for your party

2.       Create a party logo

3.       Develop a party platform that reflects the values and concerns of youth in Nunavut.

4.       Elect a party leader

5.       Prepare a persuasive speech for your leader to deliver

6.       Prepare an advertising campaign (posters, pamphlets, slogans, T.V. and radio ads, etc.) to represent and promote your party over the course of the campaign

7.       Each group member is responsible for producing at least ONE element of the campaign

8.       You must record your daily progress for the next two weeks in a journal.  This will be a critical reflection of the party development process, forum, election, and position paper progress

9.       Your group must create a visual and auditory record of this progress.  This will be part of your final project, which you will present to the school and community on January 21.

At Thursday’s forum, you will present your party platform, ads, etc., and attempt to persuade students that they should vote for your party.  BE CREATIVE.  Following party presentations, there will be an open question and answer forum.  Prepare for this. 

At the end of the forum, you will have an opportunity to elect the political party of your preference.  Each student will be issued one ballot.

Guidelines and instructions for your position paper are as follows:

1.        Select any thesis related to Canadian Government, e.g.,

a.       First Past the Post vs. Proportional Representation

b.      Qualities of a good Prime Minister

c.       An Elected Senate

d.      Consensus vs. Parliamentary Style Government

e.      Media’s influence on campaigns

f.        Appropriate policies of a political party

g.       Setting pre-planned election dates vs. Spontaneous

h.      Canada’s involvement in Afghanistan

i.         Etc.

2.       This is to be a formal essay.

3.       Your topic must be Kim-approved

4.       Minimum 500 words, typed, double spaced, Times New Roman font 12

5.       Title page and works cited page in MLA format

6.       Must produce a rough draft, complete with editions and revisions

7.       Must utilize a minimum of three sources other than dictionaries and/or encyclopedias

8.       Your essay is due NO LATER THAN Wednesday, January 19.

Evaluation will be as follows:

1.        Completion of Political Party Project as per guidelines                   30 marks

2.       Journal, Self, and Peer Assessment of Group Work                          20 marks

3.       Position Paper                                                                                    40 marks

4.       Active Participation at Social Studies Celebration of Learning         10 marks

Total                                                                                                        100 marks

Happy New Year!

Welcome back to school, everyone!  Hope your holidays were pleasant and restful and you're all ready to  dig in to the final three weeks of the semester!

**A Big Reminder that the Social Studies Celebration of Learning/Heritage Fair takes place on Friday, January 21.  The school will be open for viewing of projects from 1:30 to 3 p.m.  Parents and community members are welcome to attend!

For the week of January 4-7:

Socials 30/33:
Tuesday and Friday are project days.  Wednesday and Thursday will be reserved for work on the final Module.

Note:  For those students writing the exam, which is optional, Part A is Thursday, January 13 at 9 a.m.

English 30-2:
We will be working on poetry, poetic terms, and short stories this week, before moving on to exam preparation on Thursday and Friday.  Part A of the Departmental Exam is on Wednesday, January 12 at 9 a.m.  This exam is NOT optional, and is worth 50% of the course mark.

Socials 10-1:
We will be discussing Government and Politics this week.  Students will begin working on their final assessment projects (in place of a final exam), which involves creating and promoting their own political parties before hosting a democratic election next week.  Look for specific project details in a future blog post.

Have a great week everyone, and a healthy and happy 2011!