COLONY ESSAY
Construct a society for your Magmageddon ColonySelect the best elements from the countries and societies you have studied this year (Ancient Athens, Six Nations Confederacy, Canada, others . . .) to create your Society. (Please use the essay format in your LA binder.)
-social structure . . .
The study of people and their environment with particular emphasis on social factors (humans, society, & culture).
- society, class structure, general public, gender roles, hierarchy, social norms/ conventions, population breeding
-economic . . . .
The branch of geography dealing with the relationship between physical (natural resources) and economic conditions to produce raw materials into finished products which can be distributed for trade.
- jobs, resources, money, agriculture, imports & exports, investments, population organization
-geographic . . . .
The study of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of plants and animals.
-Development, planning & construction, temperature, plants/ growing, quality of land, terrain, ship/ man made buildings/ living/ work/ etc . . .
- political / govt. system
o Who has the power
o How keep the power
o How make decisions
o How do people work together for common goals
-definition of citizen (what is a responsible citizen)
- How do you feel your government system might grow and evolve in the next 5-10 years?
- History:
*What steps would you take to honor our culture and society's origins here on earth. What would that look like?
Style:
Formal Essay
Timeline
Due June 10th
-social structure . . .
The study of people and their environment with particular emphasis on social factors (humans, society, & culture).
- society, class structure, general public, gender roles, hierarchy, social norms/ conventions, population breeding
-economic . . . .
The branch of geography dealing with the relationship between physical (natural resources) and economic conditions to produce raw materials into finished products which can be distributed for trade.
- jobs, resources, money, agriculture, imports & exports, investments, population organization
-geographic . . . .
The study of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of plants and animals.
-Development, planning & construction, temperature, plants/ growing, quality of land, terrain, ship/ man made buildings/ living/ work/ etc . . .
- political / govt. system
o Who has the power
o How keep the power
o How make decisions
o How do people work together for common goals
-definition of citizen (what is a responsible citizen)
- How do you feel your government system might grow and evolve in the next 5-10 years?
- History:
*What steps would you take to honor our culture and society's origins here on earth. What would that look like?
Style:
Formal Essay
Timeline
Due June 10th
Social Studies Review
It has been a long road since September. We will continue to review concepts covered in class from 9 months ago, as well here are some digital resources to support you.
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ATHENS & IROQUOIS RESEARCH PROJECT
DUE: WEDNESDAY, April 9, 2014.
Students will be given 2-3 hours of in-class time to complete Step 1: Research. Text book and link are provided but other sources are not needed but may be used.
Researching Athens: Katherine, Catherine, Evin, James, Albert, Nathan, Henry, Shawn, Matt,
Researching Iroquois: Evan, Jessica, William, Gabriel , Lucas, Kya, Jane, Elizabeth, Amisha, Sunny
* Underlined Students will be receiving more support during the research. *
STEP 1) RESEARCH
Conduct research on the structure and function of the Ancient Athens or Iroquois Confederacy government system. Your research will need to specifically answer the 6.2.3 or 6.2.4 questions. You are also responsible for identifying all key terms within your project. Please have your research approved.
STEP 2) FORMAT & SOLO WORK
Pair up with a partner from our class and decide on one format to communicate your information in a joint effort. You will need to complete a Proposal Form to have your partnership and format approved.
For example you and your partner could decide to create a PowerPoint Presentation and then independently work on their own slides explaining ALL of the questions and terms in their research. When both partners are independently done their own half of the project they would combine it to create one PowerPoint slide show.
STEP 3)GROUP WORK (UPDATED!!!!)
With your partner collaboratively answer: How do the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy. (We have 'unpacked' this question in class and these 3 questions are the result of that conversation . . . .
1) Define: Equity and Fairness
2) Where is equity and fairness within the Canadian Democracy System?
3) Compare and contrast all three systems.
. . . . already done . . . Research Question 5 or 7: Where is the democracy in ___________ (equity and fairness) ?
EACH STUDENT WILL BE RESPONSIBLE FOR THEIR PORTION OF THE PROJECT AND WILL BE GRADED ONLY ON THEIR PORTION OF THE PROJECT. A COLABORATIVE MARK WILL BE GIVEN FOR STEP 3.
DUE: WEDNESDAY, April 9, 2014.
Students will be given 2-3 hours of in-class time to complete Step 1: Research. Text book and link are provided but other sources are not needed but may be used.
Researching Athens: Katherine, Catherine, Evin, James, Albert, Nathan, Henry, Shawn, Matt,
Researching Iroquois: Evan, Jessica, William, Gabriel , Lucas, Kya, Jane, Elizabeth, Amisha, Sunny
* Underlined Students will be receiving more support during the research. *
STEP 1) RESEARCH
Conduct research on the structure and function of the Ancient Athens or Iroquois Confederacy government system. Your research will need to specifically answer the 6.2.3 or 6.2.4 questions. You are also responsible for identifying all key terms within your project. Please have your research approved.
STEP 2) FORMAT & SOLO WORK
Pair up with a partner from our class and decide on one format to communicate your information in a joint effort. You will need to complete a Proposal Form to have your partnership and format approved.
For example you and your partner could decide to create a PowerPoint Presentation and then independently work on their own slides explaining ALL of the questions and terms in their research. When both partners are independently done their own half of the project they would combine it to create one PowerPoint slide show.
STEP 3)GROUP WORK (UPDATED!!!!)
With your partner collaboratively answer: How do the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy. (We have 'unpacked' this question in class and these 3 questions are the result of that conversation . . . .
1) Define: Equity and Fairness
2) Where is equity and fairness within the Canadian Democracy System?
3) Compare and contrast all three systems.
. . . . already done . . . Research Question 5 or 7: Where is the democracy in ___________ (equity and fairness) ?
EACH STUDENT WILL BE RESPONSIBLE FOR THEIR PORTION OF THE PROJECT AND WILL BE GRADED ONLY ON THEIR PORTION OF THE PROJECT. A COLABORATIVE MARK WILL BE GIVEN FOR STEP 3.
Iroquois Confederacy
General Outcome 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy Grade 6 Students will examine how the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy. Students will: 6.2.4 analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues: · How was the Iroquois Confederacy structured? · What was the role and status of women within the Iroquois Confederacy? · What are the advantages and disadvantages of consensus as a decision-making model for government? · How did the Six Nations use the consensus-building process? · How did the Wampum Belt address collective identity? · How did the social structure of the Iroquois Confederacy impact its political structure? · To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? http://www.nelson.com/albertasocialstudies/productinfo/gr6_9/documents/abss6ch4draft.pdf Key Terms: Social Structure of Nation and Clan Haudenosaunee Matrilineal Clan Mothers Men Women Children 2 types of Wampum Belts (Hiawatha & 2 row) Chiefs Grand Council Seventh Generation Clan System 6 clan names –became- 7 Consensus Diagram of the process of decision making |
Ancient Athens
General Outcome 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy Grade 6 Students will examine how the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy. Students will: 6.2.3 analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting upon the following questions and issues: • How was the government of ancient Athens structured? • How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making? • How did identity, status and class structure impact citizenship in ancient Athens? • How did the social structure of ancient Athens impact its political structure? • To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? http://www.nelson.com/albertasocialstudies/productinfo/gr6_9/docs/abss6ch3.pdf Key Terms: Social Structure Slaves Children Men Women Metics Citizens Boule Pnyx Hill Assembly Create a Diagram of the structure of the government in ancient Athens |
Mind Mapping the Canadian Charter of Rights and Freedoms
Please be sure all rights and freedoms are listed and explained within the structure of your mind map.
Please be sure all rights and freedoms are listed and explained within the structure of your mind map.
Government Project
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Levels of Government and Their Responsibilities
Please go to the following website to play the game to test your knowledge. |
Candidate Research
Candidate Research
The Room 18 Research Team has been busy researching candidates for the upcoming Mayor, Councillor, and School Trustee elections. Please explore the project further using the links. |
Close Encounters Of A Political Kind
Project Election Watch
Over the next week, it will be your job as a classroom journalist to inform yourself about some of the issues and news articles that are presenting themselves as we approach the Calgary Municipal Election on October 21, 2013.
Your job will be to locate an article about one of the issues in these elections and to present this information to the class in a brief presentation.
You will need to:
1) Bring the article to class
2) Summarize the article clearly (a written copy of your summary is required) Do not just read the entire article to us
3)Introduce a discussion question to the class
In addition, it will be your role to facilitate the discussion period and to answer any questions that your classmates may have about your issue particularly.
Possible Resources:
The Calgary Herald
The National Post www.nationalpost.com
The Globe and Mail www.theglobeandmail.com
www.cbc.ca
www.ctv.ca
www.canada.com
www.thecanadianpress.com
Over the next week, it will be your job as a classroom journalist to inform yourself about some of the issues and news articles that are presenting themselves as we approach the Calgary Municipal Election on October 21, 2013.
Your job will be to locate an article about one of the issues in these elections and to present this information to the class in a brief presentation.
You will need to:
1) Bring the article to class
2) Summarize the article clearly (a written copy of your summary is required) Do not just read the entire article to us
3)Introduce a discussion question to the class
In addition, it will be your role to facilitate the discussion period and to answer any questions that your classmates may have about your issue particularly.
Possible Resources:
The Calgary Herald
The National Post www.nationalpost.com
The Globe and Mail www.theglobeandmail.com
www.cbc.ca
www.ctv.ca
www.canada.com
www.thecanadianpress.com
Quescussion {questions + descussion}:
A classroom conversation of student voice, where a lead question around a topic is put forward and the other students can only respond with questions to further the conversation.
____________________________________________________________
During a math conversation about humans and our attraction with cycles and patterns (seasons, emotional, behavioral, finical, aesthetically, etc. . . .) the question was posed by a student around society and how we organize ourself. It was originally worded something like this, " what is wrong with [society] that if i don't do certain things that i can't succeed? Why do I need to change to be successful in our [society] and why not just change [society]? It was the question that segue gway into a social studies Quescussion around government, society and human beings organize ourselves.
(The original question was then 'word smithed' by the student to "Why does our society work the way it does?" )
A classroom conversation of student voice, where a lead question around a topic is put forward and the other students can only respond with questions to further the conversation.
____________________________________________________________
During a math conversation about humans and our attraction with cycles and patterns (seasons, emotional, behavioral, finical, aesthetically, etc. . . .) the question was posed by a student around society and how we organize ourself. It was originally worded something like this, " what is wrong with [society] that if i don't do certain things that i can't succeed? Why do I need to change to be successful in our [society] and why not just change [society]? It was the question that segue gway into a social studies Quescussion around government, society and human beings organize ourselves.
(The original question was then 'word smithed' by the student to "Why does our society work the way it does?" )