Unit 4 (chapter 7) glossary terms

Please define the following in your notes -
branch plants
tariff
assembly line
secondary industries
primary industries
assimilate
stocks
share
dividend
victory bonds
interest
stock exchange
indicators
stock market
public relief
public works
balanced budget
installment plan

Exit Project update

You should be working hard to compile your information and materials. Every student who has been attending class regularly, has had a topic reviewed and approved. Most all students have some critiquing to do, but everyone knows what is expected of them. You should be preparing your presentations for January. Presentation times have been posted and discussed with the class. PLease come and see me ASAP is you have any questions or need any help.

NOTE: I am still waiting for the return of some exit project forms (parents were to sign).

Canada Remembers

1. In what ways was the outbreak of war “a marvellous release from poverty and drudgery” for Sara Johnson? Would this have been typical for other women of that time? How did her experiences change Sara?

2. According to Jean Danard, what were some of the difficulties faced by women in the service?

3. Why did it take courage for Agnes Brunning to volunteer for factory work near Toronto?

4. What evidence is given to suggest that the work at DIL was dangerous? Would these working conditions be allowed today? Explain

5. Why is Agnes described (with others) as an “unsung heroine” and what do you understand by this description?

Written Proposal - My Plan for Success!

In paragraph form, formally propose your Exit Project topic. As you write out your ideas, be sure to answer the following questions:

What is my topic and how does it relate to Canada and Canadian Identity?
Why am I interested in specializing in this topic?
How will I do my research?
What materials do I need to buy, collect, round-up?
How will I make/create my project?
What will the end product look like?
How will I display my project?
What will I do to make my project “come to life” or “stand out” from others? What will make my project unique and original?
How will I keep my audience engaged in the presentation?
How will I present my project? Will I use cue-cards?

*On the back of your paper, you may sketch a picture of your project and what you envision your set-up to look like*

Exit Project

The following information was sent home last week. Please review it with you parents, sign it and return ASAP

Grade Nine Social Studies:

Canadian Identity

Exit Project Information Sheet

Throughout the semester, you have looked at Canadian identity in many ways. We have learned about people, groups, organizations, historical events, cultures, languages, and inventions that have shaped our country. Now it’s your turn. What is Canada all about? What does it mean to be a Canadian? What would you like to tell the rest of the world about Canada?

General Information

The exit project is worth 30% of your overall mark in this course. It is also a mandatory component. There are three main components to the project: the oral presentation, the Gala Night presentation, and the reflective essay. FYI: Failure to complete any or all of the components will result in automatic failure. Exam exemptions cannot be used towards an exit project.

The Exit Project Proposal

During class, on Monday, November 9^th you will be asked to write a proposal plan for your exit project. The purpose of this exercise is to seek permission from your teacher to use your topic and ideas for your exit project. On that day, you will describe your topic and how it relates to Canadian identity. More specifically, you will relay how you plan to organize your project, what resources and materials you need to obtain, what it will visually look like, and how you will creatively involve and engage your classmates (your audience) so that they too learn from your presentation.

Library Days

Each Canadian Identity class will be given a minimum of two days in the library to search for ideas, materials, and resources. Currently, our scheduled days in the library are for Monday and Tuesday, November 16^th and 17^th. If you miss these research days, you will have to go to the library on your own time.

The Oral Presentation – 100 marks

From Wednesday, January 6th to Thursday, January 14th, students will be presenting projects in front of their classmates and teacher. Your presentation must be at least five minutes and, hopefully, no longer than fifteen minutes. Presenters will be evaluated on their presentation skills (body language, voice, use of props, etc.) and their prepared materials (the project itself). Teachers will be looking for evidence of preparation for both the project and the presentation. Please remember to display a title and include a proper introduction and a conclusion in your oral presentation. Each student will be assigned a particular day to present and a calendar will be posted as a reminder of these appointed times. FYI: Transportation of your materials is your responsibility. Therefore, plan ahead!

The Gala Night Presentation – 100 marks

Thursday, January 14^th: This is an exciting event which completely transforms the school cafeteria, to say the least! That night, you will set up your exhibit for your family, friends, and community leaders to see. During the Gala, you will be evaluated on your project display and on your professional conduct (behavior, helpfulness) and dress (no jeans, hats, ripped clothing, etc.). The Gala officially opens at 6:30pm and runs until 8:00pm. As part of their evaluation, we required students to attend a half hour before and after the Gala to assist with set-up and clean-up. So, you must be there from 6:00pm until 8:30pm that night. Again, arrangements for transportation are your responsibility. Perhaps you may need to stay after school if you cannot get here by 6:00pm.

The Reflective Essay – 100 marks

During the month of December, you will be given the opportunity to write the majority of your exit essay in class-time. The teacher will explain the essay question, its purpose, its structure, and will give you clear instructions about how to write this reflective paper. There will be a minimum of three days spent on the essay in class. It will be approached systematically, step by step each day, therefore, attendance is important. Students will be expected to hand in the final essay with a copy of their draft work and a formal title page. Exit essays can be submitted as early as Thursday, December 17th and no later than Friday, January 22^nd. There are no exceptions to this due date. Further details will be given during instruction time.

Progress Reports

Just a reminder that progress reports were sent home this week. Please review this with your parents, have them sign it, and return it to me as soon as possible. If you have a mark with the comment "absent" beside it, you are responsible to finish the work, but were not given a mark for that item. You will receive a mark once I have received it. If you have a mark with "incomplete" beside it, you are responsible to finish the work, but you have been given a zero until I receive it and mark it. If it is marked as incomplete, it is because you were present when it was assigned, but you have chosen to not hand it in on time. Please remember that late work is graded as such, and you are responsible for you. If you are absent you are still responsible to `catch up`on any missed work. If you have any concerns or need any help with completing an assignment, you know I am available each and every day.

Immigration

This week we have been working on an Immigration project. You have have 5 days, in total, to complete the group of readings and questions. If you have been out sick I have given an extension until Monday, Nov.9th. Please make sure you have all questions answered neatly and in complet sentences. Don`t forget your cover page!

Unit 3 Test Review

You should study all of your terms and definitions. I will be giving you examples of the terms and you will have to determine which term I am explaining. Make sure you study the landform regions. They are listed and explained in an earlier post. You should also be able to locate each region on a map. Please visit http://www.authorstream.com/Presentation-Browse-All/Liked/5
and click on, "Landforms of Canada" to study the map at the beginning. You may also use page 26-27 of your textbook.

Canadian Forests

Native trees fall naturally into two groups – the coniferous trees and the deciduous trees. The forests of Canada are largely composed of coniferous trees. However, there are only a total of 31 different conifer species across Canada. Meanwhile, there are over 100 deciduous species in Canada.

Conifers – Softwoods – Evergreens – Needle-Leaf
The leaves (needles) on conifers stay green during the winter and live on the tree for two or more years.
The Pines
The Larches
The Spruces
The Hemlocks
The Firs
The Arbor-Vitae

Deciduous – Hardwood – Broad-leaved
Their leaves are retained on the tree for only one season before being shed.
The Willows The Poplars
The Walnut The Hop Hornbeams
The Birches The Alders
The Beeches The Oaks
The Elms The Witch-Hazels
The Mountain Ashes The Maples
The Basswoods The Dogwoods
The Ashes

Chapter 3 Assignment

Glossary Terms
1. Population Distribution:
2. Archipelago Effect:
3. Population Density:
4. Site Factors:
5. Situation Factors:
6. Relocation:
7. Seigneurial System:
8. Township System:
9. Section:
10. Rural:
11. Industrial Revolution:
12. Urban:
13. Rural to Urban Drift:
14. Urbanization:
15. Hierarchy:
16. Core and Periphery:
17. Confluence:
18. Head Navigation:
19. Megacities
20. Infrastructure
21. Classified
22. Corridors
Define all the terms

Then, choose 20 terms and...
You have one of two options:
1. You can fold five pieces of paper in 4 parts each (20 squares) and draw a representation of the terms. Each drawing should be labelled with the term that it represents. You do not need to be an artist. You should be able to explain why you have drawn what you have.
2. Create a crossword puzzle, but the definitions can not come out of the textbook. You have to come up with creative hints for each term. You may use riddles and you must be creative.

Progress Reports

Progress reports went out today. Usually I would email them, but I still have not received an email address from everyone. I sent home paper copies to be signed by parents/guardians. They are to be returned on Tuesday, Oct 13th. Please email me if you have any questions or concerns. laura.kendall@nbed.nb.ca

New Brunswick Forestry Project

Due Date: Tuesday, October 13th, 2009
Instructions: Take a walk in the woods this colourful season and collect a minimum of seven different leaves and/or needle samples from mature trees within New Brunswick’s deciduous and coniferous forests. It is advisable that you towel dry the samples and press them flat in a sturdy book for a few days. You must bring your collection into class in a bag or in a book on Tuesday, the first day back after Thanksgiving.

Review

You should be able to name the province and region of each place
1.Sydney
2.Medicine Hat
3.Brandon
4.Jasper
5.Kelowna
6.Dawson
7.Bathurst
8.Bonavista
9.Lake Superior
10. Ellesmere Island
11. Alert
12. Calgary
13. Lake Winnipeg
14. Corner Brook
15. Sherbrooke
16. Ottawa
17. Moose Jaw
18. Inuvik
19. Reindeer Lake
20. Great Bear Lake
21. Lake Erie
22. Prince Rupert
23. Baffin Island
24. Lake Michigan
25. Lake Athabasca
26. Churchill
27. Trois-Riviers
28. Moncton
29. Cape Breton
30. Summerside
31. Happy Valley-Goose Bay
32. Lake Huron
33. Lake Ontario
34. Timmons
35. Fort McMurray
36. St. John’s
37. Saint John
38. Dawson Creek
39. Oshawa
40. Sault Sainte Marie30. Summerside

Name that Capital!

AB – ALBERTA - Edmonton
BC – BRISTISH COLOMBIA - Victoria
NB – NEW BRUNSWICK - Fredericton
NS – NOVA SCOTIA - Halifax
NU – NUNAVUT - Iqaluit
NT – NORTHWEST TERRITORIES - Yellowknife
NL – NEWFOUNDLAND & LABRADOR – St. John’s
PE – PRINCE EDWARD ISLAND - Charlottetown
QC – QUEBEC – Quebec City
ON – ONTARIO - Toronto
MB – MANITOBA - Winnipeg
SK – SASKATCHEWAN - Regina
YT – YUKON - Whitehorse
CANADA? OTTAWA! EH?!

Name that Province!

AB - ALBERTA
BC – BRITISH COLUMBIA
NB – NEW BRUNSWICK
NS – NOVA SCOTIA
NU - NUNAVUT
NT – NORTHWEST TERRITORIES
NL – NEWFOUNDLAND & LABRADOR
PE – PRINCE EDWARD ISLAND
QC - QUEBEC
ON - ONTARIO
MB - MANITOBA
SK - SASKATCHEWAN
YT - YUKON

Unit One Test Review: Geography

1. Create a compass and show the markings for: North, South, East, West, North-East, North-West, South-East, South-West.

2. List the 10 provinces, 3 territories and list their capitals.

3. What is the capital of Canada? What is the capital of Ontario?

4. Sketch the Atlantic Provinces and label the major cities/settlements and bodies of water.

5. Sketch Central Canada and label the major cities/settlements and the bodies of water.

6. Sketch the Prairies and label the major cities/settlements and bodies of water.

7. Sketch British Columbia and label the major cities/settlements and bodies of water.

8. Sketch the North and label the major cities/settlements and bodies of water.

Canada's Landform Regions

1. Canadian Shield
2. Appalachian Mountains
3. Western Cordillera
4. Innuitian Mountains
5. Arctic Lowlands
6. Interior Plains
7. Great Lakes/St. Lawrence Lowlands
8. Hudson Bay Lowlands

What sets each region apart?
Canadian Shield
The shield acts as the foundation of Canada’s other landform regions. It has had volcanoes, plains, and mountains. It has thin, acidic soils (called podzols). This soil supports the coniferous forests but is not good for growing crops. It covers much of Central Canada and including parts of SK, MB, ON, QC, Labrador, NT and NU.
Appalachian Mountains
The typical height for mountains in this chain is 1000m. There is both coniferous and deciduous forests (the cooler areas have more coniferous). The mountains seem more rounded than in other parts of Canada, like in Cape Breton, etc.
Western Cordillera
It is made up of parallel mountain ranges (the Coast Mountains, Columbia Mountains, and the Rocky Mountains), which rise over 3000m. The Okanagan Valley has rich soils and therefore ideal growing conditions. In BC, 200-300 year old fir trees may reach 100 m and 5 m in diameter.
Innuitian Mountains
These mountains have rugged peaks and rise over 2000m. This area also has steep-sided valleys and it is too cold for trees to survive, such as on Ellesmere Island.
Arctic Lowlands
They are located south of Innuitian Mountains. It is an extensive region of tundra, treeless plains, cold, dry climate and poorly drained soil. There are only bits of lichens and moss. Most of the Arctic Lowlands are located in Nunavut.
Interior Plains
Located between the Shield and the Western Cordillera (hence the name “interior”) it has three prairie plains. The three plains are separated by long, steep cliffs called escarpments- the Manitoba Escarpment and the Missouri Coteau. The interior plains have areas of semi-desert with cacti, mostly in the south. While other parts of the plains have very good soil (25 cm deep) for farming wheat. The Interior plains stretch all the way down to the Gulf of Mexico.
Great Lakes – St. Lawrence Lowlands
They stretch from southwest Ontario to the mouth of the Saguenay River in Quebec. It is very level land with very fertile soil called brown earth.
Hudson Bay Lowlands
Located within the Shield, it is an area of rocks to the depth of 2000m. These lowlands are located in northern Ontario and Manitoba. Due to poorly draining soil, there is generally a mix of tundra and “swamp forests.”

Extra Help

I am available for extra help during the noon hour. Please let me know a day in advance so I can schedule you in. If you miss class work you are responsible to get caught up. If you are missing on the day of an assignment, test or quiz, it is your responsibility to sign up for a time to complete the work. If you are missing on the day that work is due, you should make arrangemnts to get your work to school and passed in on time. If this can not be arranged you should email me ASAP. laura.kendall@nbed.nb.ca I am here to help you, so please ask if you need me!

Review

Over the past two week we have been working on geography. We started with an introduction to World geography (including the continents) and then moved on to Canadia geography. We concentrated on the differnet regons within Canada including the political boundaries. Each student should not have an understanding of the provinces and territories and will be demonstrating knowledge with the completion of a group project. The first assignment is due on Wednesday, Sept. 23rd (individual assignment) and the group project will be due by the end of the week. On Friday, there will be a test based on everything we have learned over the past two weeks.

Welcome!

Welcome to OHS and to Grade 9 Social Studies!
This course is intended to “enable and encourage students to examine social issues, respond critically, and make informed decisions as citizens of Canada.” Students will be learning about basic Canadian history as well as the factors that have shaped and continue to shape Canadian identity. Your chills will soon discover that Social Studies 9 is interactive, challenging and engaging. How ell one does will depend entirely upon attitude and effort. Please encourage your child to make a commitment to work hard and improve themselves for their own future benefit. With a determined attitude, all things are possible!
Like most classes, assessment and evaluation are based on the usual: quizzes, writing assignments, presentations, independent work, and test/exams. Since instructional time is vital to a successful year, a portion of the grade is based on attendance, preparedness, participation, homework and behaviour. This is designed to encourage students to “put their best foot forward.” Keep in mind that students are required to keep their work up-to-date. If they miss time, it is their responsibility to get the notes/work they missed from another student in the class. Late assignments will be penalized.
We will be covering many different units throughout the semester, such as Expressions of Canadian Identity, Geographic Influences on Identity, Decades of Change, Citizenship and Identity, and An Evolving Identity. By the end of the semester, students will be asked to portray their own understanding and interpretation of hat it means to be Canadian.
Extra help is available at noon hours. Each student must make prior arrangements with the teacher beforehand. If you have any questions please feel free to contact me at the school via email or telephone. I look forward to working with each and every student and with the parent/guardian support!