# data[].attributes.body
Important News and Deadlines

As we approach the end of our learning year, students in 7/8W will be focusing their studies primarily on their Group Research Projects. Time to collect, organize and prepare presentations will be given, however, some groups may need to work independently to ensure final projects are completed by no later than June 7th.

Also, updates via this Padlet will only be provided when necessary and will no longer be updated each day.

# data[].attributes.headline
Societies Project Planner of Chosen Country

# data[].attributes.subject
Societies Project Planner of Chosen Country

# data[].attributes.body
Important News and Deadlines

As we approach the end of our learning year, students in 7/8A will be focusing their studies primarily on their Group Research Projects. Time to collect, organize and prepare presentations will be given, however, some groups may need to work independently to ensure final projects are completed by no later than June 7th.

Also, updates via this Padlet will only be provided when necessary and will no longer be updated each day.

# data[].attributes.body
Student Choice: Jamaica

*Students have chosen Jamaica to learn about the elements of society. All students have been grouped according to a specific inquiry theme:

-Economy

-History

-Geography

-Politics

-Culture

-Technology

# data[].attributes.body
Group Project Research

Groups will have a double-period to complete their written plan and designate research topics.

# data[].attributes.body
Group Project Research

Groups will have a double-period to complete their written plan and designate research topics.

# data[].attributes.body
Intro to Jamaica: video + group meeting to discuss inquiry plan and designate research assignments

# data[].attributes.body
Student Choice: Thailand

*Students have chosen Jamaica to learn about the elements of society. All students have been grouped according to a specific inquiry theme:

-Economy

-History

-Geography

-Politics

-Culture

-Technology

# data[].attributes.body
Looking at the 'steps' towards reaching reconciliation. Group activity, sorting outcomes outlined in the 94 Calls to Action.

# data[].attributes.body
Truth & Reconciliation: Complete Review of reconciliation, residential schools and treaties. Introduce "94 Calls to Action"

# data[].attributes.body
Truth & Reconciliation: Complete Review of reconciliation, residential schools and treaties. Introduce "94 Calls to Action"

# data[].attributes.body
Travel Projects DUE today (Mrs. Hofman). All students are to SHARE their projects with Mr. A using the LINK BELOW (not via email or other).

https://padlet.com/alcockmarshall/social-studies-travel-project-share-space-a8zz0frdh909oi1d

T.R.C: Continue with reconciliation, residential schools and treaty review

# data[].attributes.body
T.R.C: Reviewing reconciliation, residential schools and treaties group activity

# data[].attributes.body
T.R.C: Reviewing reconciliation, residential schools and treaties group activity

# data[].attributes.body
final period provided to complete "Travel Brochure" project assigned by Ms. Hofman.

# data[].attributes.body
Special thank-you and good luck to Ms. Hofman who has successfully completed her final teaching practicum and all her educational requirements to become a certified teacher!

This week in social studies, we will be completing our independent country research projects introduced by Ms. Hofman.

All projects will be DUE (and shared digitally with Mr. A) by Thursday afternoon.

Some additional class time will be provided by Mr. A to complete, however, many students will need to work on their projects at home to ensure the deadline is met.

# data[].attributes.body
Travel Projects DUE today (Mrs. Hofman). All students are to SHARE their projects with Mr. A using the LINK BELOW (not via email or other).

https://padlet.com/alcockmarshall/social-studies-travel-project-share-space-a8zz0frdh909oi1d

T.R.C: Continue with reconciliation, residential schools and treaty review

# data[].attributes.body
final period provided to complete "Travel Brochure" project assigned by Ms. Hofman.

All projects are DUE (and shared digitally with Mr. A) by this Thursday (end-of-day).

# data[].attributes.body
Happy Earth Day!

Today we celebrated Earth Day by introducing our next topic: Sustainable Development.

Today we discussed a major environmental issue in Manitoba: Contamination of water. We identified the human activities, consequences and solutions for the contamination of water systems.

This week the students will look into an environmental issue in their selected countries for their travel projects.

# data[].attributes.body
Today the students were introduced to the next topic for their Travel Projects:

The students played the Natural Resource Game, where they learned about the use of renewable resources and how the management of natural resources can influence human life and the environment.

The students will be researching the natural resources of their countries, how their countries use them and if their country is sustainable.

# data[].attributes.body
Today the students were introduced to the next topic for their Travel Projects:

The students played the Natural Resource Game, where they learned about the use of renewable resources and how the management of natural resources can influence human life and the environment.

The students will be researching the natural resources of their countries, how their countries use them and if their country is sustainable.

# data[].attributes.body
Happy Earth Day!

Today we celebrated Earth Day by introducing our next topic: Sustainable Development.

Today we discussed a major environmental issue in Manitoba: Contamination of water. We identified the human activities, consequences and solutions for the contamination of water systems.

This week the students will look into an environmental issue in their selected countries for their travel projects.

# data[].attributes.body
Today the students have been working on their travel projects.

Students have been researching the temperatures, weather patterns and precipitation of their selected country in Europe or South America.

They have been working on representing their research plans as a travel brochure, travel magazine or slides.

# data[].attributes.body
Today the students have been working on their travel projects. The students have been researching the temperatures, weather patterns and precipitation of their selected country in Europe or South America. They have been working on representing their research plans as a travel brochure, travel magazine or slides.

# data[].attributes.body
New Unit: Discovering how humans impact Europe and South America

Students have been introduced to the various countries in Europe and South America in a mapping activity.

Maps will be DUE Friday, April 5th.

Each student will be focusing on one country in Europe or South America of their choice. Throughout this unit, students will be exploring the geography, climate, environment and human development of their society.

# data[].attributes.body
New Unit: Discovering how humans impact Europe and South America

Students have been introduced to the various countries in Europe and South America in a mapping activity.

Maps will be DUE Thursday, April 4th.

Each student will be focusing on one country in Europe or South America of their choice. Throughout this unit, students will be exploring the geography, climate, environment and human development of their society.

# data[].attributes.body
For the next 4 weeks, Ms. Hofman will be teaching ELA to the students in 7/8A. She will post updates here as she moves through her final practicum block.

# data[].attributes.body
For the next 4 weeks, Ms. Hofman will be teaching ELA to the students in 7/8A. She will post updates here as she moves through her final practicum block.

# data[].attributes.attachment_caption
All 54 Countries in Africa Ranked by H.D.I

# data[].attributes.attachment_link.title
All 54 Countries in Africa Ranked From Worst to Best

# data[].attributes.body
Students continue mapping Ethiopia's political and physical attributes.

# data[].attributes.body
Student begin mapping the physical attributes of Nigeria.

# data[].attributes.body
Mapping Ethiopia's political and physical attributes. Students create personal maps using criteria provided in class.

# data[].attributes.body
Inter-Connected: Global Citizenship Simulation

# data[].attributes.body
Inter-Connected: Global Citizenship Simulation

# data[].attributes.body
Students have chosen Nigeria as our country of focus for the next unit. Today, we will begin looking at the basic elements that comprise a society.

# data[].attributes.body
Students will complete initial introduction to the countries of Africa and vote on their preference of investigation for our next unit. We will begin by looking at the basic elements that comprise a society.

# data[].attributes.body
Students have chosen Ethiopia as our country of focus for the next unit. Today, we will begin looking at the basic elements that comprise a society.

# data[].attributes.body
NEW UNIT: Exploring a Society in Africa

Students will choose a country in Africa and explore its society, culture, geography and history.

Today, we will chart the H.D.I for each country in Africa on our personal maps to help us decide a country of focus.

# data[].attributes.body
NEW UNIT: Exploring a Society in Africa

Students will choose a country in Africa and explore its society, culture, geography and history.

Today, we will chart the H.D.I for each country in Africa on our personal maps to help us decide a country of focus.

# data[].attributes.body
Human Rights: Student presentations

# data[].attributes.body
Human Rights: Student presentations

# data[].attributes.body
Human Rights Defender Project

Continue with student presentations and share.

# data[].attributes.body
Human Rights Defender Project

Continue with student presentations and share.

# data[].attributes.body
Human Rights Defender Project

Students will continue to share their projects and what they've discovered with their classmates.

DUE on Wednesday: Both the Defender Project planning organizer and the End of Project Reflection.

# data[].attributes.body
Human Rights Defender Project

Students will continue to share their projects and what they've discovered with their classmates.

DUE on Wednesday: Both the Defender Project planning organizer and the End of Project Reflection.

# data[].attributes.body
Human Rights Defender Project

Students share their projects and what they've discovered with their classmates.

DUE on Wednesday: Both the Defender Project planning organizer and the End of Project Reflection.

# data[].attributes.body
Human Rights Defender Project

Students share their projects and what they've discovered with their classmates.

DUE on Wednesday: Both the Defender Project planning organizer and the End of Project Reflection.

# data[].attributes.body
Human Rights Defender Project + Reflection

Students will be given a final 2-period block to finish their projects and begin writing their end-of-project reflections (handed out in class).

# data[].attributes.body
Human Rights Defender Project + Reflection

Students will be given a final 2-period block to finish their projects and begin writing their end-of-project reflections (handed out in class).

# data[].attributes.body
Human Rights Defender Project: LAST WEEK

Students will be prepared to share their projects by this Friday, Feb. 25th.

Students will be given additional prep time this week to ensure all aspects of their projects are completed.

# data[].attributes.body
Human Rights Defender Project: LAST WEEK

Students will be prepared to share their projects by this Friday, Feb. 25th.

Students will be given additional prep time this week to ensure all aspects of their projects are completed.

# data[].attributes.body
FIELD-TRIP: Human Rights Museum

# data[].attributes.body
FIELD-TRIP: Human Rights Museum

# data[].attributes.body
Upstander Project + C.H.R.M visit prep

Tomorrow we will be participating in the Upstander Project series offered by the C.H.R.M. Today, we will be revisiting the goals of the U.D.H.R and your projects and preparing for our visit.

# data[].attributes.body
Upstander Project + C.H.R.M visit prep

Tomorrow we will be participating in the Upstander Project series offered by the C.H.R.M. Today, we will be revisiting the goals of the U.D.H.R and your projects and preparing for our visit.

# data[].attributes.body
Systems of Government: Identifying the roles and obligations and comparing the different governmental systems used in our world.

# data[].attributes.body
Systems of Government: Identifying the roles and obligations and comparing the different governmental systems used in our world.

# data[].attributes.body
Intro to Governmental Systems: exploring the definition and responsibilities of a governing body.

# data[].attributes.body
Sources of POWER: looking for examples of positive and negative uses of power in individuals, groups and nations

# data[].attributes.body
Sources of POWER: looking for examples of positive and negative uses of power in individuals, groups and nations

# data[].attributes.body
Power vs. Authority: Who has power? Who has authority? Group activity + share using provided organizer.

# data[].attributes.body
New Unit: Power & Authority. Note: Human Rights Defender project is still active. Students are encouraged to continue working on their projects independently.

Power vs. Authority: Comparing and contrasting using provided organizer. Student work in groups recording responses. Full class discussion to complete.

# data[].attributes.body
New Unit: Power & Authority. Note: Human Rights Defender project is still active. Students are encouraged to continue working on their projects independently.

Power vs. Authority: Comparing and contrasting using provided organizer. Student work in groups recording responses. Full class discussion to complete.

# data[].attributes.body
Completing the "Upstander" project check-in (see link under class resources).

# data[].attributes.body
P4: Completing the "Upstander" project check-in (see link under class resources).

P5: Class review and feedback on Padlet posts and potential ACT/TELL plans

# data[].attributes.body
Read-aloud + Independent Reading

# data[].attributes.body
**All students should be working on their TELL and ACT portion of their Upstander projects. We plan to share our projects (both to our class and others) NEXT WEEK. Students not prepared will need to find additional time at home in order to be ready!

# data[].attributes.body
**All students should be working on their TELL and ACT portion of their Upstander projects. We plan to share our projects (both to our class and others) NEXT WEEK. Students not prepared will need to find additional time at home in order to be ready!

# data[].attributes.body
FINAL provided research periods for Defender project

All students should now have their research completed and will move into the "TELL/ACT" planning for their projects.

# data[].attributes.body
*Due to the number of students away attending the track meet and band sectionals, today's agenda has been postponed until tomorrow

FINAL provided research period for Defender project

All students should now have their research completed and will move into the "TELL/ACT" planning for their projects.

# data[].attributes.body
FINAL provided research periods for Defender project

All students should now have their research completed and will move into the "TELL/ACT" planning for their projects.

# data[].attributes.body
*Due to the number of students away attending the track meet and band sectionals, today's agenda has been postponed until tomorrow

FINAL provided research period for Defender project

All students should now have their research completed and will move into the "TELL/ACT" planning for their projects.

# data[].attributes.body
*research period #4 for Defender project

# data[].attributes.body
*research period #4 for Defender project

# data[].attributes.body
*research period #3 for Defender project

# data[].attributes.body
*research period #3 for Defender project

# data[].attributes.body
Defender Project

Students have a double-period in the lab to conduct and collect their research for their chosen human rights issue. Students will use the provided K-T-A (*Know-Tell-Act*) organizer to start building their action plan.

# data[].attributes.body
Defender Project

Students have a double-period in the lab to conduct and collect their research for their chosen human rights issue. Students will use the provided K-T-A (*Know-Tell-Act*) organizer to start building their action plan.

# data[].attributes.body
*Human Rights Upstander Project refresh: revisit project goals and discuss next steps

# data[].attributes.body
*Human Rights Upstander Project refresh: revisit project goals and discuss next steps

# data[].attributes.body
Reading Photographs: Using criteria to examine images that demonstrate human rights (and violations) in our world.

# data[].attributes.body
Reading Photographs: Using criteria to examine images that demonstrate human rights (and violations) in our world.

# data[].attributes.body
*Upstander Project

Students work in groups to discuss and record the strengths, characteristics and talents of their classmates.

Introduce prompt: "How can I take a stand for _________?"

# data[].attributes.body
*Upstander Project

Students work in groups to discuss and record the strengths, characteristics and talents of their classmates.

Introduce prompt: "How can I take a stand for _________?"

# data[].attributes.body
LAB: Students narrow down "Upstander Project" focus area.

E.g. Right to Live -- exploring malnutrition in northern Manitoba communities

# data[].attributes.body
LAB: Students narrow down "Upstander Project" focus area.

E.g. Right to Live -- exploring malnutrition in northern Manitoba communities

# data[].attributes.body
H.R.M's "16 Symbols" - match Human Rights article to graphics, explore what 'character traits' students have as strengths that could be applied to project (with partner).

# data[].attributes.body
Vocabulary builders (terms posted here on Padlet)

# data[].attributes.body
*Mr. A away

Vocabulary builders (terms posted here on Padlet)

# data[].attributes.body
Class Discussion: Upstander assignment

Go over upstander grid, highlighting the INJUSTICE-STRENGTH-ACTION (I.S.A) for each.

back side of handout - 15 Articles of Human Rights showcased by H.R.M - icon match

REFLECTION: Students to complete the posted reflection (on "Upstander Project" Padlet ---- linked to the right) in their NEW Shared digital writing folders on One Drive.

# data[].attributes.body
Class Discussion: Upstander assignment

Go over upstander grid, highlighting the INJUSTICE-STRENGTH-ACTION (I.S.A) for each.

back side of handout - 15 Articles of Human Rights showcased by H.R.M - icon match

REFLECTION: Students to complete the posted reflection (on "Upstander Project" Padlet ---- linked to the right) in their NEW Shared digital writing folders on One Drive.

# data[].attributes.body
*Complete Upstander "Grid" from previous class.

*Continue unpacking NEW vocabulary terms posted for Human Rights

# data[].attributes.body
*Complete Upstander "Grid" from previous class.

*Continue unpacking NEW vocabulary terms posted for Human Rights

# data[].attributes.body
Identifying the traits of known upstanders Viola Desmond and Malala. Students to use provided organizer to identify INJUSTICE-STRENGTH-ACTION of upstanders of choice from weblink (H.R.M).