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Early and Ancient Civilizations

Students are currently working on advertisements for their chosen civilization. These may include the Sumerians or Babylonians of present-day Iraq, Egyptians, Chinese, Ancient Hebrews, Maya, Persians, Greeks or Romans. Other projects emphasize the importance of agriculture and music in civilizations. Students will promote their civilization topic later starting later this week and will strive to convince the class of the value of their civilization by highlighting their main accomplishments and how they impacted our society. If possible, excerpts will be displayed on line.
Students are welcome to place comment boasting about thier civilization here, if desired.

Feedback

Comments from yesterday's challenges have been posted to the page. Some comments, however, were left off because they do not answer the question or because they violated one of our contract guidelines such as the need to use only first names. If your comment does not appear, you may re-submit it but be sure to keep you comments on task and to use only your first name.
It seems as thought many people have uncovered all kinds of interesting information about Canadians. Find something today - online, in books or by talking to experts - that really interests you personally.

Roots of Society According to the Students

Using whatever research tools available (books, internet, teacher, librarian) determine five topics that you think would be valuable to study inorder to better understand what makes us in Saskatchewan, Canada the way we are culturally and socially. Record you topics in a comment by clicking the comment option in the bottom right hand corner. Use your first name only and the period in which you take this class (ex. John 5) to identify yourself.

Canadian Heritage Challenge

To record your answers, click on comment in the bottom right hand corner and list them with their numbers. (No one will see the answers until the end of the day.) Identify yourself by your first name only and the period in which you take this class (ex. Mary 2)

1. Did you know that Niagra Falls once stopped?! How could that have happened?
2. December 6 is the date upon which two tragic events occurred in Canada. What were they? (1917 and 1989)
3. Which airport that was used in WWII is closest to this school?
4. Find five locations in Canada which are said to be haunted. List them.
5. Find one heritage site in Saskatchewan.
6. Who is the Grey Cup named for? Explain who this person was.
7. When did our constitution officially become an act of Canadian Parliament? (year)
8. Our current Prime Minister is Stephen Harper. How many people have been our prime minister before him.
9. List one great Canadian and his or her accomplishment(s).

Social Studies 9 - Roots of Society: Course Outline

Grade 9 Social Studies course focuses on the many ways in which ancient cultures have influenced and contributed to the way of life in Canadian society. The course is designed to help students understand the origins of specific customs and beliefs that exist within our society, how they have become ingrained within our culture, and how they influence our actions and behaviours. To achieve this understanding, students will explore two major traditions that have had a major impact on the development of Canadian identity. The content of this course was chosen as the means of developing students' understanding of specific concepts related to the roots of society. The course is not meant to be a comprehensive history course, so it is inevitable that only some historical events will be addressed.
Core Units of Study
Geography – a review of skills (~1 week, February-March)
Unit One – Time (6-7* weeks; February-March)This unit is designed to help students understand that the development of culture and tradition occurs over time, and changes continually over time. Through the use of timelines, they begin to develop a sense that the roots of Canadian society go back to ancient history. As well, students explore cyclical and linear time measurement, technology over time and cultural perceptions of time. *Students will have the opportunity to explore one aspect of history of personal interest to them which will be shared in the Heritage fair.
Unit Two – Change (4-5 weeks; March – April)This unit engages students in the study of some of the changes, which led from Roman civilization to medieval civilization and ultimately to the Renaissance. Students explore ways in which these historical changes have influenced or contributed to Canadian society.
Unit Three – Causality (4-5 weeks; April – May)This unit is designed to help students understand ways in which specific historical events influenced and contributed to the Canadian way of life. Students explore the Reformation, the scientific revolution and political revolutions, in order to develop their understanding of cause and effect relationships.
Unit Four - Culture: First Nations Roots (2-3 weeks; June)This unit has been developed to help students understand the cultures of Aboriginal peoples of North America, and appreciate that they have long and rich cultural histories that have influenced and contributed to the roots of Canadian society. Students will focus mainly on First Nations peoples in Canada, especially Saskatchewan. As well, students will explore several contemporary issues related to Aboriginal peoples, and attempt to understand how past events have created the problems faced today. Materials:
Text: Roots of Society
Middle Years Social Studies Curriculum Guide and Teacher’s Activity GuideVarious Activity Resources (simulations, adventures, reading guides)
Various Authentic Materials (news media, documents)
Videos
Evaluation:
20% Daily (Assignments, performance in class activities)
30% Major Assignments (Essay, Projects, Heritage Fair)
30% Exams (Unit tests, quizzes, etc)
20% Final Exam

Class Guidelines

Attendance
Regular attendance is required as it is vital to academic success (and develops positive habits for all future success).

- Students who must be absent from class should notify the teacher in advance if at all possible to make alternate arrangements. The teacher will contact the parent/guardian of students with multiple absences to discuss the impact of the absences.
- In cases where an unavoidable absence coincides with an exam, an assignment due date or a major activity, students or parents are encouraged to contact the teacher (home phone calls [642-3332] and emails [feeley.joanne@prairiesouth.ca] can be used) to make alternate arrangements and ensure that the student has every opportunity to make up the missed activity and earn all possible marks. Unless advance arrangements are made, missed exams must be made up at 12:20 on the immediately following Tuesday.
- Unless advance arrangements are made, alternate assignments, exams and due dates will not be allowed except in the most extenuating of circumstances.
Note: Students who fail to exercise all possible responsibility may lose the opportunity to select alternate arrangements and may not earn full marks on the missed assignment.

Classroom Expectations for Behaviour
1- Bring all necessary materials to class (books, pens, extra book).
2- Be seated and prepared to work when the bell rings.
3- Follow instructions promptly the first time they are given
4- Sit in your assigned seat unless you have permission to move.
5- Respect others (Speak and act appropriately.)

Academic Progress
Students are expected to continuously apply themselves to the tasks necessary for academic success. This includes:
- punctual completion of all class assignments, homework, group activities and examinations. (Assignments are due at the beginning of class and will not be accepted otherwise unless advance arrangements have been made.)
- participation in all class activities.
- maximum effort in all tasks.
- Cooperation with all students and professionals involved in the program.
Consequences
It is understandable that students may lapse in behaviour on occasion as they adjust to new routines and warnings may be all that is required to curb irresponsible behaviours. However, if students do not comply with the above expectations after a warning, the following steps will be taken:
* For students who choose to behave inappropriately or demonstrate any behaviour that could limit their academic success, the teacher shall notify the parents and school administrators to inform them of the developing pattern of behaviour.
* For students who persistently choose to violate the expectations and/or fail to progress academically, the teacher will have to meet with the students and parents to establish a contract for improved behaviour.
* In the event that students still may not conform to the expectations of the contract, the teacher will refer the matter to administration for further action.
Note: - students are to attend to personal matters during the breaks
- water in clear plastic bottles is permitted in class provided that it does not become a distraction
- other food and drinks are not permitted without special permission form the teacher.
- electronic devices (cameras, phones, music players) are not permitted and will be confiscated.