Tuesday, April 1, 2014

Tuesday, April 1. 2014

Today's schedule is: C-AG-D-A-B

D Block Social Studies 10 - Yesterday we looked at William Lyon Mackenzie, Joseph Howe and Louis Joseph Papineau. Today we'll start with reviewing the rebellion of Lower Canada in 1837-1838. We'll talk about the 92 Resolutions proposed by Louis Joseph Papineau and the British response. We are going to finish looking at the rebellion in Lower Canada talking about Ste. Denis, Ste. Charles, and Ste. Eustache. We will learn the story of Dr. Olivier Chernier and see how the British treatment of him resonated for over 140 years in Quebec (all the way up to the FLQ in 1970). Today we'll spend some time watching the Canada: A People's History episodes: "A Seething Anger"; "On the Eve of Rebellion"; "The Die is Cast"; "The Explosion"; and "The Last Stand" which deals with Ste. Eustache and the harsh treatment of the Patriotes by the British forces in Quebec (led by John Colborne, Baron Seaton, Commander-in-Chief of the British forces in North America, and acting Governor General of British North America). 

A Block Social Studies 11 - Today you can start by finishing up questions 1-3 from page 16. For the rest of the class, you'll need to work in partners so you can understand the differences between primary and secondary sources in historical research. From the Ontario History Quest...

A Primary Source:
  1. First-hand evidence or eyewitness account of an event, circumstance or personality
  2. Tells about the event without adding any interpretation or commentary that may convey attitudes from a later time
  3. Reflects the individual viewpoint or bias (a one-sided point of view) of the participant/recorder
  4. Reflects the biases and attitudes of the time period in which it was written or produced
A Secondary Source:
  1. Second-hand account of an event, circumstance, or personality made after the time period being recorded
  2. Interprets, analyzes or explains a historical event and the evidence of that event
  3. Usually attempts to be objective and balanced, but may reflect the biases of the historian/recorder
  4. Could convey the attitudes of the time period in which it was written or produced
There are a number of questions that a history student or historian must consider when analyzing primary or secondary sources.
  • What type of source is this, primary or secondary?
  • What is the background of the person(s) who created the source?
  • Why did the person(s) create the document?
  • What is the historical context (time, place, and situation) within which it was created?
  • What is the main idea expressed in the source? What are the key facts that support this idea?
  • Is there a bias or one-sided point of view in the source? What are some key words or phrases that reveal the bias?
  • What evidence does this source contribute to my research?
I'll have you practice interpreting Primary and Secondary source information by partnering up and working on questions 1-7 on page 18-19 in the Counterpoints textbook (Building Your Skills: Analyzing primary and secondary sources).

B Block Geography 12 - Today, you'll need to work on the physical weathering questions in your week 7 package: definition of frost action, exfoliation, and pressure release jointing along with questions 10, 12, 13, and 15 from page 442 of your Geosystems textbook. You can find the answers between pages 420-423 in the text. Next, we move on to chemical weathering. We'll take some notes down about carbonation (solution), oxidation, and hydration and fill in a chart on weathering types, rates, and their connection to climate conditions. Lastly you'll need to work on questions 17, 20, and 21 from page 443 in the Geosystems text and you can find the answers between pages 423-427 in the text. We'll use the animations found at the University of Kentucky Earth & Environmental Sciences department

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