*intro assignment (posted on Padlet - class time provided next class to complete)

Class given full period to complete.

Students have a double-period to review, create flashcards, quiz each other, ask teacher questions and clarify any misunderstandings ahead of our unit test next week.

Students have a double-period to review, create flashcards, quiz each other, ask teacher questions and clarify any misunderstandings ahead of our unit test next week.

*Intro to "Quality of Life". Indicators of a 'good life' -- compare and contrast Jose and Emma

**additional study/prep time period

**additional study/prep time period

Comparing and contrasting the quality of life for Emma and Jose using graphic organizer

*Intro to "Quality of Life" - what are the indicators of a good life? Class and group activity

Defining Human Development (organizer)

Parent/Guardian signature + return required

The World as 100 People (start)

Parent/Guardian signature + return required

P5: What is "Human Development" -- graphic organizer class group activity

Improving the Quality of Life: using our graphic organizer - three levels of focus

Improving the Quality of Life: using our graphic organizer - three levels of focus

*vocabulary builders (new terms)

Students use vocabulary strategy organizer to define 6/12 new terms posted

Group activity: looking at the indicators of human development and introducing the human development index.

Group activity: looking at the indicators of human development and introducing the human development index.

*complete next 6 vocabulary terms using organizers

*complete next 6 vocabulary terms using organizers

Students will work in assigned groups to explore ONE of the S.D.G's (will be assigned by teacher). Group goal is to create a poster and present the basic elements of the S.D.G to the class.

intro activity to Human Rights (Squares Bingo)

intro activity to Human Rights (Squares Bingo)

*students to use provided organizer to identify INJUSTICE-STRENGTH-ACTION of upstanders of choice (weblink)

P5: Human Rights VOCABULARY new terms posted -- students define using organizer strategy

*Continue unpacking NEW vocabulary terms posted for Human Rights

*Continue unpacking NEW vocabulary terms posted for Human Rights

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.

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.

Vocabulary builders (terms posted here on Padlet)

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

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

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 _________?"

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 _________?"

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.

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.

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.

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

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.

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

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

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

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

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.

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.

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.

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.

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).

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).

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.

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.

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.

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.

Continue with student presentations and share.

Continue with student presentations and share.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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

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

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

*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

*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

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

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

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.

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.