Tuesday, November 11, 2008
Math Test
Math Test Friday November 14 on the introduction to Algebra unit that we have been workin on.
Monday, October 20, 2008
History 3 Test
Study your project about the way of life of the Iroquois, Algonquins and the French Habitant. Look over information about the Fur Trade and the Seigneurial System.
Math 3 Homework
Tuesday October 22, come to class with your own Math Magic Number Trick. Check out the internet for all kinds of tricks.
Saturday, June 14, 2008
Thursday, June 12, 2008
Wednesday, June 11, 2008
Friday, June 6, 2008
Friday, May 2, 2008
History 3 and 4 Oral History Project (Due May 16)
Oral History Project Guidelines
IntroductionMuch of what we study in history is what is considered "traditional" history; that is, it is the history of major political figures, important historical events, and significant historical trends. Now it's your turn to help create the history that occurs on the banks of the river-the story of everyday people, the story of immigrants.
What is an Oral History?Oral histories are created when one person (the interviewer) interviews another person (the interviewee) about a specific time period in the interviewee's life or a specific topic they can recall. The interviewer takes the interviewee's responses and creates a text of the interviewee's words told through the point of view of the interviewee. This is not an exact transcript of what the interviewee says. The interviewer must edit the transcript-moving parts around, taking parts out, and even adding words here and there (with the interviewee's permission). The final piece of writing should capture the voice and spirit of the interviewee.
Steps to Completing the Oral History
Select a person you wish to interview
Obtain their permission
Set up an interview time and location; set aside an hour Do some research on the country of their origin
Create questions to guide your interview
If possible, tape record the interview; take notes on interviewee's mannerisms, etc
Transcribe the interview into Q/A format, word for word
Edit the Q/A into the final oral history
Source: Adapted from The New Americans Teacher Guide
Oral History Project: Guidelines for Recording an Interview
Oral history interviews can bring history to life. It can be a very satisfying project for both those interviewed and the interviewers. Preparation before the interview will help make your project more fun for you, the interviewer, and the person you interview.
Set up a time and place to meet with your interview subject.
Know how to use your equipment. Practice recording a conversation with a friend or family member so that you are comfortable with the process. Speaking clearly and precisely helps. Make sure the volume/sound level is O.K.
Write up or use a list of questions to ask your interview subject. Use questions that require more than a yes/no answer. E.g. What was the neighbourhood like when you were growing up? Start with general questions and then look for specific information E.g. How did the war affect your life?
When it’s time to interview the subject, make sure you are there promptly. Bring a blank tape/video. Bring extra batteries. And don’t forget your list of questions.
Always treat the person you are interviewing politely and with respect. Speak clearly. Do a practice question to make sure the tape/video recorder is working.
Always start the tape/video by stating your name, your subject’s name, the time, and the date into the recorder. Don’t forget to label the tape/video on the outside as well.
Understand that your list of questions is a guide for you to follow. Sometimes the person being interviewed has a special story he or she would like to tell. Ask directly. E.g. Do you have a special story you would like to have recorded? Would you share it with me? Be prepared for the unexpected!
Keep your recording session to about 30-40 minutes. It can be very tiring for you and the other person you are interviewing.
Make sure you thank your subject when you are finished. Remember, you could not do the project without their cooperation.
Send a follow up letter or note to the individual you interviewed and thank them for the experience.
Adapted Source: Hometown History Activity Booklet
Guiding Questions for Oral History Interviews
· What country are you originally from?
· Why did you leave this country?
· When did you leave? How old were at that time?
· What were the conditions in the country when you left?
· How did you prepare for your trip here?
· Who came with you when you emigrated? Who did you leave behind? What did you leave behind?
· How did you get here? Did you stay somewhere else before arriving here?
· Why did you choose Canada? Why not some other country?
· Who decided you would come here? Did you want to leave?
· How did others in your home country treat you when they knew you were leaving?
· What changes in lifestyle did you make when you came here?
· What was your first impression of Canada? Has this initial impression changed over time?
· What are some of the differences/similarities you've noticed in the cultures here and in your home country?
· What were your hopes for yourself (and/or your family) when you came here? Have you realized these hopes?
· How were you treated when you first arrived in Canada? How are you treated now?
· Were your expectations of Canada met? Was your idea of Canada the same as the reality?
Source: Adapted from The New Americans Teacher Guide
Interview Tracking
Interviewer's name:
Interviewee's name, address, & telephone:
interviewee contacted
interviewee answer received
interview date: ___________
preliminary research done
interview guide completed
interview completed
recordings labeled
interviewer notes completed
articles/photos borrowed (list with date)
articles/photos returned(list with date)
recordings copied
accession number assigned
recordings transcribed
recordings indexed
interviewee release form signed
interviewer release form signed
photo release form signed
life history formed completed
end product completed
recordings archived
paperwork copied and archived
Sharing Oral Histories
On the day the oral histories are due, students may use a read-around-group to share the writings:
1. Students sit in groups of 4-5, facing each other.
2. On teacher's signal, they pass their papers clockwise.
3. Give students just a bit less time than they all need to finish reading the first paper.
4. Give them a signal to pass their papers. Students read the second paper. Repeat this process until all members of the group have read all papers (or however many papers in the first group you wish for them to read).
5. On teacher's signal, groups exchange papers and repeat the reading process.
6. After they are all read, the group collectively chooses the one they think will best represent their group to the class.
Journal Entry
After each group has its designee read its paper to the class, have students do a quick write in their journal using the following starters. Students should respond to several, if not all of the statements with a brief sentence or two. Put them on the board or overhead:
What I heard that surprised me was…
One thing that shocked me was…
Something I learned from the oral histories was…
One thing I thought was important from the interviews was…
From what I heard read, I have a question or would like to know more about…
v After students complete the quick write, use this as a basis for a whole class discussion where students brainstorm generalizations about immigration that can be leaned from the interviews.
v Finally, have students complete a reflective journal as a homework assignment on "How the experience of conducting an oral history interview and hearing the interviews of other students has reshaped my ideas about immigrants and the experience of immigration."
v The following day, have students work in partner pairs and share their homework journals with one another. Pairs can share important or new insights with the class in a final whole class discussion.
IntroductionMuch of what we study in history is what is considered "traditional" history; that is, it is the history of major political figures, important historical events, and significant historical trends. Now it's your turn to help create the history that occurs on the banks of the river-the story of everyday people, the story of immigrants.
What is an Oral History?Oral histories are created when one person (the interviewer) interviews another person (the interviewee) about a specific time period in the interviewee's life or a specific topic they can recall. The interviewer takes the interviewee's responses and creates a text of the interviewee's words told through the point of view of the interviewee. This is not an exact transcript of what the interviewee says. The interviewer must edit the transcript-moving parts around, taking parts out, and even adding words here and there (with the interviewee's permission). The final piece of writing should capture the voice and spirit of the interviewee.
Steps to Completing the Oral History
Select a person you wish to interview
Obtain their permission
Set up an interview time and location; set aside an hour Do some research on the country of their origin
Create questions to guide your interview
If possible, tape record the interview; take notes on interviewee's mannerisms, etc
Transcribe the interview into Q/A format, word for word
Edit the Q/A into the final oral history
Source: Adapted from The New Americans Teacher Guide
Oral History Project: Guidelines for Recording an Interview
Oral history interviews can bring history to life. It can be a very satisfying project for both those interviewed and the interviewers. Preparation before the interview will help make your project more fun for you, the interviewer, and the person you interview.
Set up a time and place to meet with your interview subject.
Know how to use your equipment. Practice recording a conversation with a friend or family member so that you are comfortable with the process. Speaking clearly and precisely helps. Make sure the volume/sound level is O.K.
Write up or use a list of questions to ask your interview subject. Use questions that require more than a yes/no answer. E.g. What was the neighbourhood like when you were growing up? Start with general questions and then look for specific information E.g. How did the war affect your life?
When it’s time to interview the subject, make sure you are there promptly. Bring a blank tape/video. Bring extra batteries. And don’t forget your list of questions.
Always treat the person you are interviewing politely and with respect. Speak clearly. Do a practice question to make sure the tape/video recorder is working.
Always start the tape/video by stating your name, your subject’s name, the time, and the date into the recorder. Don’t forget to label the tape/video on the outside as well.
Understand that your list of questions is a guide for you to follow. Sometimes the person being interviewed has a special story he or she would like to tell. Ask directly. E.g. Do you have a special story you would like to have recorded? Would you share it with me? Be prepared for the unexpected!
Keep your recording session to about 30-40 minutes. It can be very tiring for you and the other person you are interviewing.
Make sure you thank your subject when you are finished. Remember, you could not do the project without their cooperation.
Send a follow up letter or note to the individual you interviewed and thank them for the experience.
Adapted Source: Hometown History Activity Booklet
Guiding Questions for Oral History Interviews
· What country are you originally from?
· Why did you leave this country?
· When did you leave? How old were at that time?
· What were the conditions in the country when you left?
· How did you prepare for your trip here?
· Who came with you when you emigrated? Who did you leave behind? What did you leave behind?
· How did you get here? Did you stay somewhere else before arriving here?
· Why did you choose Canada? Why not some other country?
· Who decided you would come here? Did you want to leave?
· How did others in your home country treat you when they knew you were leaving?
· What changes in lifestyle did you make when you came here?
· What was your first impression of Canada? Has this initial impression changed over time?
· What are some of the differences/similarities you've noticed in the cultures here and in your home country?
· What were your hopes for yourself (and/or your family) when you came here? Have you realized these hopes?
· How were you treated when you first arrived in Canada? How are you treated now?
· Were your expectations of Canada met? Was your idea of Canada the same as the reality?
Source: Adapted from The New Americans Teacher Guide
Interview Tracking
Interviewer's name:
Interviewee's name, address, & telephone:
interviewee contacted
interviewee answer received
interview date: ___________
preliminary research done
interview guide completed
interview completed
recordings labeled
interviewer notes completed
articles/photos borrowed (list with date)
articles/photos returned(list with date)
recordings copied
accession number assigned
recordings transcribed
recordings indexed
interviewee release form signed
interviewer release form signed
photo release form signed
life history formed completed
end product completed
recordings archived
paperwork copied and archived
Sharing Oral Histories
On the day the oral histories are due, students may use a read-around-group to share the writings:
1. Students sit in groups of 4-5, facing each other.
2. On teacher's signal, they pass their papers clockwise.
3. Give students just a bit less time than they all need to finish reading the first paper.
4. Give them a signal to pass their papers. Students read the second paper. Repeat this process until all members of the group have read all papers (or however many papers in the first group you wish for them to read).
5. On teacher's signal, groups exchange papers and repeat the reading process.
6. After they are all read, the group collectively chooses the one they think will best represent their group to the class.
Journal Entry
After each group has its designee read its paper to the class, have students do a quick write in their journal using the following starters. Students should respond to several, if not all of the statements with a brief sentence or two. Put them on the board or overhead:
What I heard that surprised me was…
One thing that shocked me was…
Something I learned from the oral histories was…
One thing I thought was important from the interviews was…
From what I heard read, I have a question or would like to know more about…
v After students complete the quick write, use this as a basis for a whole class discussion where students brainstorm generalizations about immigration that can be leaned from the interviews.
v Finally, have students complete a reflective journal as a homework assignment on "How the experience of conducting an oral history interview and hearing the interviews of other students has reshaped my ideas about immigrants and the experience of immigration."
v The following day, have students work in partner pairs and share their homework journals with one another. Pairs can share important or new insights with the class in a final whole class discussion.
Monday, March 17, 2008
Secondary 3/4 Fitness Project
This is simply a poster project. In the next two weeks I want you to have someone take some pictures of you doing various physical activities such as skiing, skating, swimming, walking, jogging, weightlifting, volleyball, basketball, badminton, etc.
Three of the activities must be an outdoor activity and three must of an indoor activity.
The project will be graded on the variety of choices of activities chosen to be photographed, the neatness and creativity of the poster, proper labelling, and the realism of the the pictutes (the pictures used should be true action pictures and not posed.)
Project is due April 10
Three of the activities must be an outdoor activity and three must of an indoor activity.
The project will be graded on the variety of choices of activities chosen to be photographed, the neatness and creativity of the poster, proper labelling, and the realism of the the pictutes (the pictures used should be true action pictures and not posed.)
Project is due April 10
Physical Education V Fitness Project
Similar to last years project, this will be a picture diary. This year I want students to go through the various websites that I have attached to this post and use the webtools provided to do an assessment of your fitness. Then design a fitness program to meet your specific needs. Finally take pictures of yourself doing the various activities in your plan and make a poster to submit to me with a write up included that explains why you chose the activities and exercises that you did.
http://www.bbc.co.uk/health/healthy_living/your_plan/
The Project is due April 11
http://www.bbc.co.uk/health/healthy_living/your_plan/
The Project is due April 11
Tuesday, March 4, 2008
History of Quebec and Canada class at Noranda High School
Upcoming events in History 3 and History 4:
History 4 has a project due on March 20
Go to streaming.discoveryeducation.com/studentcenter and type in T7FDE-9C49
History 3 has a project due on April 7
History 4 has a project due on March 20
Go to streaming.discoveryeducation.com/studentcenter and type in T7FDE-9C49
History 3 has a project due on April 7
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