Day 6: A Walking Tour of Downtown and Toronto Island!

Apologies for the delayed entry here folks.  In addition, this entry will be sans photos as my battery is quite dead but charging as we speak.  Nonetheless, here's the update from Friday's activities.

We headed downtown for lunch before meeting up with the Osler group for a historical walking tour.  Jason, our witty tour guide, taught us a lot about downtown Toronto, even educating the locals on a few things.  The tour was both fun and interesting, and we enjoyed it immensely.

We ended the tour at Union Station, and after saying a final goodbye to our Osler friends, ferried over to Toronto Island.  The students very much enjoyed time at the park and on the beach throwing around the football and the frisbee, and playing some beach volleyball.

We returned via ferry around 7:30 and feasted at "The Old Spaghetti Factory" before subwaying back to the residence. 

Students are getting packed up and prepared for our Saturday evening takeoff to Ottawa.  Before that, however, we're off to the Science Centre!

Day 5: Lasertag!

Today we met the Osler group at a little place called "The Rainforest Cafe" for lunch.  The food was delicious, the primates active, and the monsoons noisy!

At lunch we presented the Osler teachers with the finished sealskin wall hanging we created when they visited IHS.  They were delighted!

After lunch, we strolled down to Rinx, a fun park for humans that contains an ice free arena (for ball hockey, soccer, etc.), a laser tag arena, and a bowling alley, amongst other things.  The competition was on, as Jeff (Osler teacher) and Mister Lee battled for first place.  I believe Mister was the ultimate victor!  Then we shot nerf balls at each other for about 40 minutes, with the teachers absolutely crushing the students!

Then it was off to our final mall visit at Yorkdale, where we had dinner before returning to the residence.  Currently, the students claim to be doing homework and laundry, but as I write I can hear them running and giggling in the hallway.  Must be quite the homework!

Tomorrow we'll enjoy a guided walking tour of downtown, as well as a visit to Toronto Island.

Day 4: C.N. Tower, Eaton Centre, and the Blue Jays!

Please note I'm adding this blog "the morning after", as we arrived back at the res very late last night, at about 11:45.  This blogger was too tired to create a new entry.

However, it was a "good" tired, and the students reported they had a great day!

We began our day Wednesday downtown with our maiden subway journey to the C.N. Tower.  The glass floor was definitely a highlight for all those who don't suffer from acrophobia.  The following picture was taken after the tour, in the park across the street.  The tower is in the background.

After the tower tour, we did a bit of shopping at the Jays' store, in order to get outfitted for the big game!  Lunch was a Subway picnic in the park on a lovely day.

Then it was off to Eaton Centre for shopping, and the Pickel Barrel for dinner, which was topped only by the Jays' victory over San Francisco!

And that's it.  We took the subway back to the residence and enjoyed a peaceful slumber. 

 

 

Day 3: Swimming, Shopping, and Movies

It seems like swimming at the Y happened ages ago, but it was just this morning!  Tuesday was a great and busy day.  After swimming, we headed to Scarborough Town Center for some serious shopping, before relaxing this evening at the movies.

Tomorrow:  the C.N. Tower, Eaton Centre, and the Jays game!

Day 2: Sir William Osler High School

After a leisurely start and a brief ride on the TTC, we arrived at Sir William Osler to a warm welcome from our exchange friends.  We had an amazing lunch, courtesy of a great student program at SWO, after which we enjoyed a school tour.  Then sports day began:  volleyball, basketball, football, and archery. After dinner at the high school, we returned to Seneca residence for an evening of hockey and homework.  Tomorrow?  Swimming, shopping, and a movie!

Day 1: Iqaluit to Toronto

Overall, we had a fine travel day.  The only glitch we experienced was a brief delay in Ottawa as our original flight was cancelled and we were assigned to a new one. When all was said and done we arrived at Seneca College Residence just before 11 p.m. 

Incidentally,the current temperature in Ottawa is 5C and there is a frost warning for tonight--guess we brought the Arctic air with us! The group has retired for the evening but is excited to get things started tomorrow!

YMCA Trip!

Tonight is our final parent meeting.  Thank you everyone for attending!

Look for a new post on Sunday evening, May 12, when we've arrived in Toronto!

End of Semester 1

Well, here we are at the end of the semester.  Exams and projects are complete.  Marking is done.  English 30-2 students should expect to receive departmental exam marks sometime around mid-February. 

Here are some upcoming important dates:
Monday, January 30:  Semester 2 begins
Wednesday, February 8:  Inuksuk High School contacts the International Space Station
Thursday, February 9:  Parent/Student/Teacher interviews and Heritage Fair, 5 -7 p.m.
Friday, February 10:  Parent/Student/Teacher interviews
Monday, February 13 to Friday, February 17:  Teacher Professional Development (no classes)
March 4 to 10:  Arctic Winter Games, Whitehorse, YK

I look forward to another productive and educational semester!  See you all on Monday!

Exam and Watermain Woes

Due to the watermain break,IHS is closed this morning.  However, Grade 12's may still write exams this afternoon if the town reopens.  Stay tuned to CBC Radio for more information, or feel free to call me at home.  My number's in the book.

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!