English-Short Stories

Good morning, 

For Tuesday, read "The Lottery" by Shirley Jackson. 

Discussion question: What might the lottery symbolize? 

Journal Question # 2

Discuss some of the common sacrifices that individuals make for the sake of others in society; for example, consider home life, the family, schooling, work, wartime. What are some of the compromises and sacrifices that people make? How does the individual typically justify or rationalize these social expectations?


Task

Create a flash card for the literary device, theme. Use the definition from the handout provided to you on Friday.


*Complete Indian Horse and have it checked in at the library. Return it to me when you are finished.

English-Short Stories

Today we will begin looking at short stories. To begin with, I will pick a selection of readings from the novel The Things They Carried, by Tim O'Brien. Students will be asked to keep a writing journal as we progress through the unit. We will also refresh our memories with the elements of the short story---setting, characters, plot, conflict, point of view, and theme. Along with finishing our flashcards, students will be expected to complete a self-directed project for this unit.

For today's assignment, I will ask students to write about a list of things they carry as I read to them. I'm not referring to physical items in a backpack, rather, I want students to think about the emotional baggage we carry as we each make our way through our own journeys through life. This might include memories or feelings we have as a result of certain experiences, long-lasting moments, images we have seen that will be with us forever, or moments in time that have been ingrained into our beings.

Each writing assignment should be thoughtful, on topic, and at least 2-3 paragraphs. I will ask students to pick their five best pieces of writing to be included in a portfolio that will be handed in for marks. Each reflection will be worth 6 marks for a total of 36.

English-Flashcards continued

Pun:

Word play involving: the use of a word with two different meanings, the similarity of meanings in the two words spelled differently but pronounced the same; two words spelled somewhat the same but containing different meanings.

Verse:

Can refer to one line of poetry or all poetry written in rhythmic patterns

Prose:

Writing which follows regular grammatical conventions (uses full sentences and paragraphs) and is straightforward in its explanation or description.

Archetype:

A universal theme, pattern, or character which is repeated throughout literature in various cultures and time periods.

English

Have a read and listen to Jordan Tootoo who has just released a new book that looks at racism in sport.

http://www.cbc.ca/news/canada/british-columbia/racism-in-the-national-hockey-league-it-s-ok-to-talk-about-it-says-jordin-tootoo-1.2849833

English

Good morning,

In an effort to get organized for our final project, students will be asked to complete the following:

1. Which theme/project have you decided on?

2. Describe in two to three sentences what your idea is.

3. Are you working with a partner? If so, have you decided how to divide the work load?

4. Describe how you will represent your work (powerpoint, essay, movie, etc.).

5. Spend 15 minutes brainstorming. Create either a mind map, freewrite or a list as a prewriting activity. This must be handed in by the end of the block. Place your name on the top right hand corner and hand it in. This is worth five marks.


On Monday, students will be going to the computer lab to begin their project. They will have three days for research, planning, and producing. Students will be given a daily effort mark worth five marks for their work in the library. Thursday will be spent in the classroom for editing, presenting their progress, and asking questions. Friday will be their final work day for this assignment and all work MUST be handed in at this time.  Good luck. I look forward to previewing their final products.

English-Indian Horse

Indian Horse -- Final Project

As a final project for this novel, you are asked to choose one of the following themes to research, explore and represent. For all projects, direct references to the text are essential. Specific examples MUST be used. Direct quotes from the novel will be required:

·         The hockey rink as a place of worship

·         Hockey or skating as a form of poetry

·         Explore the idea that hockey or skating can be freeing or seen as a way of escaping one’s present circumstances

·         Explore the idea of resilience and how it relates to the protagonist

·         Explore both racism and stereotypes. Identify the difference between the two and provide examples

·         Present First Nations hockey players in Canada

·         Other?????? Let’s talk

You may work with a partner if you choose. All students will be marked on their effort and time commitment. As can be seen by the examples below, there are many ways to present information. Here is a list of potential ideas:

·         Write a play

·         Write an essay

·         Make a movie

·         Make a commercial

·         Create a poster-board presentation

·         Do an oral presentation

·         Create a Powerpoint or Prezi

·         Create a comic book

·         Write a children’s story

·         Write or perform a series of poems or spoken-word pieces

·         Paint a picture and write a synopsis of the interpretation

·         Other??  See me

Grading

Projects will be graded on neatness, quality of written expression, meeting completion date, effort, and creativity. If you choose a project that requires written work, the written work must be typed. All work will require a reference page. Because of the variety of projects, grading can be difficult. Therefore, a generic rubric will be used to evaluate student projects.

Quality of written expression includes grammatical structure, spelling, writing conventions, etc.

Neatness includes typed work, overall aesthetics, and final presentation

Completion mark is obtained by finishing within a determined time frame

Effort mark will be established daily. Marks will be based on the students’ daily efforts and their use of classroom time

Creativity is a subjective mark. I will be looking for the students’ ability to think outside of the box

This project is worth a total of 50 marks.

English-Flash Cards

Terms for today:

Dramatic Irony: The words or acts of a character in a play may carry meaning unperceived by himself but understood by the audience. Usually a character's own interests are involved in a way that he/she cannot understand. The irony lies in contrast between meaning intended by the speaker and the added significance seen by others.

Verbal Irony: Occurs when the attitude of the writer or speaker is the opposite to that which is literally stated (often similar to sarcasm).

Situational Irony: Occurs when a set of circumstances turns out to be the reverse of those anticipated or considered appropriate.

English-Indian Horse

Currently, we have read up to chapter seven in class. We have discussed a number of topics including racism, stereotyping, traditions and rituals. Students have completed one written response so far. The format is the same as the first response. Answer two of the three initial questions with a point-form answer and then write a two- to three-paragraph written response for the final question.

Initial questions:

1. What is something that you learned?
2. What is something that you wanted to ask?
3. From the readings, and in your own words, write down an image that stood out to you. 

In complete sentences, respond the the following by writing two to three paragraphs:

Describe the last time you went on a long trip. Did something unexpected happen? 

English-Flashcards

Flashcards this week

Understatement: The device of presenting something as less significant than it really is.

Initial Incident:  Begins the rising action; establishes the conflicts

English

Good morning,

There has been a delay receiving our novels for the next Unit. As a result, I will continue to read to the class. We are beginning chapter six today and students will be writing their second written response.

As a reminder, we will be having our vocabulary test tomorrow.

English

Our class has started to read the novel Indian Horse by Richard Wagamese. The story follows Saul Indian Horse as he journeys back through his life as a northern Ojibway. Students have been introduced to the setting and characters of the novel. We have also read the first three chapters in class.

On page three Wagamese writes, "If we want to be at peace with ourselves, we need to tell our stories." I have asked students to write their stories in three paragraphs. Paragraph one is a summary of their life so far. Paragraph two is a prediction of what their life holds for them between now and the age of 50. Paragraph three is a look ahead at old age. This assignment is worth 10 marks for completion.

As we read ahead, I will ask students to complete a series of written responses. All written responses should be two to three paragraphs long. Each paragraph should include complete sentences with concise and thoughtful remarks. Responses will be marked out of 6.

Also, students will be asked to provide feedback during our reading. Two of the following three questions must be answered after each reading session. Each response will be marked out of two:

1. What is something you wanted to ask?
2. What is something you learned?
3. What passage or description stood out for you?

Written Response # 1

Does your family have any traditions or rituals? If no, what traditions or rituals would you start?

English

Just a reminder that all stories are due Friday, Oct. 31st . Students should have an injury story, a fight story, and a story of their choice. All other work should be up to date and handed in for marking.

English-Vocabulary

Here is a list of vocabulary terms that students are responsible to know. Each word must be added to their current list and written in a sentence:

1.                  obsequious: obedient to an excessive degree…like a teacher’s pet, a suck

2.                  pernicious: having a harmful effect

3.                  austerity: strictness or severity

4.                  audacious: willing to take bold risks

5.                  duopoly: a situation in which two suppliers dominate a market

6.                  furore: an outbreak of public anger or excitement

7.                  hydrophobia: extreme fear of water; also rabies

8.                  kinetic: relating to or resulting from motion

9.                  litigious: having a tendency to go to law to settle disputes

10.              polysyllabic: having more than one syllable

11.              raconteur: a person who tells stories in an interesting way

12.              scimitar: a short sword with a curved blade

13.              synergy: a cooperation of two or more things to produce a combined effect greater than the sum of their separate parts

14.              unkempt: having an untidy appearance

15.              verbose: using more words than are needed

16.              woebegone: sad or miserable in appearance

17.              zephyr: a soft gentle breeze

18.              cataclysm: a violent upheaval or disaster

19.              cumulus: a cloud forming rounded masses heaped on a flat base

20.              exceedingly: extremely

21.              fissure: a long narrow crack

22.              grotesque: comically or disgustingly repulsive

23.              ichthyology: the branch of zoology concerned with fishes

English-Literary Devices

Here are some more terms for students to add to their flash cards:

Alliteration: The repetition of initial sounds in neighbouring words, e.g., sweet smell of success.

Assonance: The repetition of vowel sounds, e.g., Moses knows his toes smell like roses.

Consonance: The repetition of a consonant sound within a series of words to produce harmonious effect, e.g., and each slow dusk a drawing-down of blinds.

English

Students have been writing their personal narratives. Before they are ready to hand in a good copy, students will need to have a peer review. This needs to be completed and handed in along with their final copies. They will also do a self-evaluation of their stories using the criteria sheet provided.

Have a great weekend!

English-narration

The focus for the next three weeks is personal narratives. Our writer's workshop will include three stories, editing, peer reviews, refining ideas, and improving our work. We will be looking at a basic plot structure and using it to guide our personal writing.

Story # 1 is an injury story. Students will be assessed in three main areas:

1. Main focus-Climax
2. Second focus-Establishing Setting and Characters
3. Quality of Written Expression (Grammar, Spelling, Paragraph Structure, etc.)

Monday:

Share injury stories as a class

Go over basic plot structure
Notes
Start prewriting

Notes

• to narrate is to give account-in speech or writing-of a process or series of events that take place over a period of time.
• time is the heart of your narrative/management of time is essential
• your job is to find the right amount of detail for the events being accounted
• conflict is the fuel for the plot

English

Well done this week. We are making progress with our essay writing. We have covered expository and persuasive writing. Next week will be the start of a three week writing workshop in which we explore narratives. Peer editing will also be a part of this process. 

Spell and define the following words. Also, remember to write them in a sentence.

obsequious
pernicious
austerity


Terms and devices to add to your flash cards:

Parody-A work designed to ridicule attitudes, style or subject matter by handling either an elevated subject in a trivial manner or low subject with mock dignity. An example would be SNL (Saturday Night Live) sketches.

Satire-In literature, the ridicule of any subject-an idea, or institution, an actual person or type of person, or even mankind in general. Often, a ridiculous topic is treated with utmost respect and seriousness.

Genre-A kind of class to which a literary work belongs. Major divisions include drama, prose, oral literature, and verse, but smaller subsections include: adventure, thriller, mystery, science, fiction, fantasy, romance, historical fiction, realism, etc.

English

Write a five-paragraph response to one of the following questions:

What rule would you introduce into the modern game of hockey?

Or

What recent rule change do you think has been the best for hockey?

Write one paragraph describing the rule, one paragraph explaining the benefits of the rule, and one paragraph on how the rule would change/has changed the game. Your introduction should have a hook, and clearly state the premise of your essay. Your three sub-paragraphs should be well developed with examples and evidence. Your conclusion can be two or three summative sentences.

You have two full classes in the computer lab to state your case. Be persuasive.

 

Step one:  Prewriting (4 marks)

Collect your thoughts on paper. Make a list of potential ideas. There should be no pressure to write at this point. Just brainstorm. To be persuasive, you will want to think about your argument. Gather some evidence to support your position on your rule change.

Step two:  Draft your idea. (4 marks)

Make an outline before writing. Write a rough copy.

Step three:  Revise your work (4 marks)

You may have to re-think things a little. Revise, revise, and revise. Is your work clear and well-reasoned? Does it make sense? READ YOUR WORK OUTLOUD. How does it sound? Have someone else in the class hear you read it. Ask for suggestions. Does it need more evidence? The last act of revision is PROOFREADING (spelling and punctuation).

Step four:  Submit final draft (18 marks)                               Total        /30

English

We will be making a set of flash cards for our English terms and devices this year. Students will write the "Key Term" on one side of the flash card and the definition on the back. Grade 12 students will have the most extensive list.

For those who would like to work ahead, here is an extensive list to study from:

http://literary-devices.com/

Here are our terms for Friday:

Oxymoron: a short paradox, usually consisting of an adjective and a noun with conflicting meanings.
(i.e.) the touch of her lips was sweet agony

Paradox: an apparent contradiction or illogical statement. (i.e.) I'll never forget old what's-his-name.

Symbolism: any concrete thing or action in a poem or story that implies a meaning beyond its literal sense.

Personification:  giving human characteristics to non-human things or to abstractions (ideas).

ab·strac·tion

abˈstrakSH(ə)n/

noun

1. 1.

   the quality of dealing with ideas rather than events.

   "topics will vary in degrees of abstraction"

English

Today we started a vocabulary list. We will be adding to this list periodically. Words must include a definition and be used in a sentence.

Here are our first words:

Vernacular
Redemption
Emancipation

English

In English today, we looked at analyzing and categorizing song lyrics in an attempt to write an organized written response. Students were introduced to different methods of organizing text, such as mind-mapping. Students are to select a song, organize the information into logical categories, and write a written response.

Use a hook to capture my attention and use appropriate transitions to create flow between ideas.

This assignment is worth 10 marks.

Use of Hook and Transitions: 2 marks
Planning: 2 marks
Quality of written work (grammar, sentence structure): 2 marks
Analysis: 4 marks

English

Today we looked at capturing the reader's attention and transitions. Building on our expository paragraphing, students were introduced to three ways to grab the reader's attention:

1: starting with a question.
2. starting with a quotation.
3. starting with a key fact.

We also looked at transition words and phrases. We looked at examples online and discussed their relevance. https://www.msu.edu/~jdowell/135/transw.html

Students were then asked to write a paragraph on a topic of their choice using the model they were shown in class. Students can achieve 15 marks for this assignment.

Write a "hook" and a topic sentence: 5 marks (be sure to underline or highlight the hook)
Include three sub-topics, examples and a transition word: 5 marks (underline or highlight the examples)
Write a concluding statement that restates the topic sentence: 5 marks (underline or highlight)

*look at my previous blog to see writing exemplar

This assignment is due Wednesday, Oct. 1st.

English

Continuing with expository writing, students are to compare and contrast two dissimilar items. We started with a graphic organizer, such as a Venn diagram, and wrote a simple, but organized, multi-paragraphed response.

Compare and Contrast

A Baseball and the Great Wall

          There are many similarities and differences between a baseball and the Great Wall of China. Firstly, both objects are man-made.  Secondly, both have ridges that weave around like a meandering river. Finally, they are both hard objects. Like the similarities, there are also differences that can be detected.

          The differences are much easier to spot. A baseball is round, while the Great Wall is long and tall. The Great Wall is made out of bricks, mud, and stone, while a baseball is made from leather and string. A final difference is in the colour. The Great Wall mostly grey, whereas a baseball is white. As mentioned, there are many similarities and differences between a baseball and the Great Wall of China.

English

Model the example of expository writing seen below. Choose your own animal to write about and be sure to highlight or use a different colour pen as seen in the second example.

Expository Writing

What is the best pet?

    The best pet is a cat.  The first reason is cats are smart.  The second reason is they are clean animals.  The third reason is they are good friends.  For these reasons, cats are the best pet.

The best pet is a cat.  The first reason is cats are smart.  The second reason is they are clean animals.  The third reason is they are good friends.  For these reasons, pets are the best pet.

The best pet is a cat.  The first reason is cats are smart.  They can learn and adapt to people and environments.  The second reason is they are clean animals.  They bury their waste and keep their bodies clean.  The third reason is they are good friends.  They can sense when people are down and always do what they can to support them.  For these reasons, cats are the best pet.

Welcome to a new school year at G.P. Vanier.

Hi all,

After a long summer, it is time to get down to business. I am positive that this will be an exciting and productive year. I am pleased to be teaching your son/daughter this year and will be working very hard to help them achieve success both at school and on the ice.

Please feel free to contact me anytime at david.miller@sd71.bc.ca

Humanities 8

An Emerging Empire

Read pages 192 to 197 from Across the Centuries

1. In the three centuries after the end of the Han dynasty, what did China experience in the following areas:  Government, Economy, Religion

2. What did Emperor Wen do during the Sui Dynasty to achieve the following results:

Result                                                       Technique

a sense of common history

a sense of common goals

preservation of the classics

efficient government

Chinese unity

3. Summarize the three belief systems:  Confucianism,  Buddhism,  Daoism
4. Which belief system appeals the most to you and why?
5. What were the natural barriers that protected China on the east, west and southwest?

The Great Wall

Read pages 198 and 199

1. What were the benefits of constructing the Great Wall?
2. What were the costs of constructing the Great Wall?
3. Depending on whether you believe that there was more benefit than cost or vice versa, create a poster that would be used by a public relations firm either to promote or discourage the building of the wall.

Humanities 8

Introduction to Ancient Civilizations

What are civilizations?

How did they develop?

What are their influences?

The civilizations of Rome, Persia, India and China were all very different, but they shared common traits.

According to historians, a civilization is a society that has cities, a written language, specialized jobs, an organized government, technology, and skilled craftspeople.

Not all societies are complex enough to be civilizations. Early hunter-gatherers never settled long enough in one place to build cities or have a government; they had a distinctive culture but not a civilization.

Civilizations first developed as people learned how to increase their food supply. Physical settings can be a real influence on the development of a civilization. Farming freed people from spending all their time looking for food. With more spare time, people began to develop specialized skills. They also were producing surplus goods as well as surplus food, which could be traded. People needed places to meet and trade goods so towns and markets were built. To keep track of business, they developed systems of writing and numbers.

Today, trade still plays a major role in the way civilizations grow and change. Through trade, civilizations exchange ideas, inventions and goods and thereby become acquainted.

Look at the timelines on page 33 of Across the Centuries to see how the four ancient cultures were developing and came into contact.

Read the handout, “Asia: Physical Setting” and answer the following questions:

1. What are the natural boundaries of the area in which Chinese civilization developed?
2. What are China’s three great river systems?
3. What are two conditions that affected its development?
4. Where was the original cradle of Chinese civilization?

Humanities 8

The Outsiders newspaper project is due this Friday. As usual, students who are in need of extra time should see Mr. Miller for an extension.

Project criteria (pick one from each category):

Headline News Stories (10 marks)

1. Bob's death
2. Johnny's death
3. The rumble
4. The fire and rescue
5. Dally killed by the police

Interview (10 marks)

1. Darry
2. CherryPonyboy
3. Dally
4. Randy
5. Other

Letters to the editor (10 marks)

1. A neighbour
2. Ponyboy's teacher
3. Darry's coach
4. Soc's parent
5. Store owner

Other (5marks)

1. Advertisement (1960's style)
2. Obituary
3. Pictures
4. Classified ads (for sale, rentals, small business, etc.)

Quality of written expression, authenticity in both look and 1960's slang/vernacular. ( 10 marks)

Total marks for this assignment: 45

Humanities 8 The Outsiders

Vocabulary words for chapter 7-12. Students are to provide a definition for each word and prepare for a spelling test early next week.

1. aghast
2. exploits
3. contemptuously
4. divert
5. ornery
6. groggy
7. leery
8. grimacing
9. bewildered
10. delirious
11. stupor
12. idolized
13. liable
14. acquitted
15. vaguely

Humanities 8

The Outsiders

Chapter 1-6 Vocabulary Words:

Nape
Hacked
Savvy
Hoodlum
Nonchalantly
Hysterics
Plasma
Bewilderment
Indignant
Eluded
Premonition
Gingerly
Ornery
Gallantly
Aloofness

Students are expected to provide a definition for each word. This list will be used as the basis for a spelling test on Thursday, April 17th.

Humanities 8

In Humanities this week we wrapped up our unit on World Religions and the started reading that age-old classic, The Outsiders by S.E. Hinton. After a brief discussion on stereotypes, slang, and an introduction to the novel, we started reading as a class. We are finished chapter three and will be expected to be half way through the novel by early next week. Along with building our vocabulary, students are putting together a newspaper. Newspaper criteria and vocabulary words will be posted early next week.

Humanities 8

This week in Humanities was an overview of world religions. We looked at four questions:

1. What is religion?

2. Why study it?

3. How are religions similar?

4 How are religions different?

Religions: A force of change

What is religion? 

It is generally defined as the service and adoration of a god or gods as expressed in the form of worship. Religions influence the values and behaviour of individual people and society as a whole.

Religions usually attempt to answer the “big” questions, such as: Why do we exist; What is true and real; How did the universe begin; How does life end; Is there immortality; What is right and wrong; Why do things happen the way they do.

So why study it?

Because it is a part of all cultures and history, a study of it helps us to:

- understand differences between nations and cultures;

- see similarities in views of the world;

- appreciate our own beliefs by seeing them alongside those of others;

- relate one religion to another;

- keep from being superior by expanding our points of view and understanding.

How Religions are Similar

• Most have a belief in a power greater than humankind, which is the source of life
• Most have a holy place to which people make pilgrimages, i.e., Mecca, Vatican
• Most have holy writings, i.e., Bible, Qur’an
• Most have a few important people, i.e. prophets, missionaries, who are revered
• Most have a set of symbols, i.e., crosses, stars, etc.
• Most have a place of worship, i.e., church, temple, etc.
• Most have a belief in a “golden rule,” i.e., do unto others, goodwill towards man etc.

How Religions are Different

• Most differ in their idea of sin or evil
• Most differ in their idea of salvation
• Most differ in their idea of priesthood
• Most differ in their idea of a personal god

There are hundreds of different religions in the world, but some of the major world religions include: Hinduism, Buddhism, Daoism, Confucianism, Judaism, Christianity, Islam.

Using some of the information students learned, they were to make up their own religion and present it in a brochure. The following information should be included in their project:

1. Name of religion and a symbol 
2. How and why your religion began
3. The five basic beliefs of your religion
4. The structure of your religion (who leads it? who are the helpers?)
5. Illustrations and information about your religions place of worship
6. A paragraph on why the world needs your religion
7. Written presentation (colour, spelling, punctuation, layout and design)

 Total marks: 35 (5 marks per category)

Humanities 8

Hi all,

This past week in Humanities has been a bit of a mixed bag. We are slowly piecing together our middle ages projects. The ones that have been handed in are exceptional. Don't forget to hand in a brief write up on your project as well.

We have also looked at Heraldry. We then created a personalized shield or "coat of arms." Students were given a template and were asked to divide their shields into four quadrants. Things to include are: your spirit animal, sports or hobbies, friends and family, place. Place can be country, heritage, city or home. The final piece of this assignment is to include a motto at the bottom of their shield.

Today was a break from the middle ages. Students were to find a current event and report on it. Using our templates for current events, students were given a block to find and report on an event of their choice. Along with a brief summary, students must answer two of the four reflection questions. This would allow for some critical thinking as well as working with a deadline.

Tuesday and Wednesday's class will be a vocabulary test, a small unit final, and the creation of their own "Code of Ethics." Thursday and Friday students will be watching the movie A Night's Tale. The week before Spring Break will be a brief overview of World Religions.

Keep up the great work!

Humanities 8

For today's class, students are to draw a scene from daily life in a feudal society or from a battle. They can use their textbook, internet, or any of the sources that I have in class. This graphic representation will be worth 10 marks.

Humanities 8-Middle Ages

Write a one to two page critical reflection on how life would have been different for you growing up in middle-aged Europe. Use your research, prior knowledge and what you have learned in class thus far to guide your writing. Answering these questions should guide your reflection:

What would your home look like?

What would you have worn?

How would you have traveled?

What would your town look like?

Besides commenting on the above questions, make a comparison between growing up in a medieval society and today's society. State which society you would rather live in and provide a rationale for your decision.

Total marks: 10

Criteria

Quality of written expression (spelling, grammar, sentence structure)
Examples and comparisons
Rational or reason for decision

We have the computer lab booked for Tuesday and Friday. Tuesday's class is for research and rough work. Friday is reserved for peer editing and final printing. This assignment is due on Friday at the end of class.

Humanities 8-Middle Ages

Enjoy this youtube montage of Middle Ages movie clips.The Middle Ages

Humanities 8-Middle Ages

In preparation for a quiz on Tuesday, students should start a vocabulary list. Read pages 256-273 in Across the Centuries. Write out the definitions of all words in bold as seen below:

Monastery

Feudalism

hierarchy

fief

vassal

oath of fealty

knight

homage

manor

serf

chivalry 

bushido

king

lord/noble

peasant

serf

Humanities 8

Introduction to the Middle Ages/Medieval Times

This time period lasted about 1,000 years from 450 AD to 1450 AD.  It was a time in Europe that followed the fall of the Roman Empire and preceded the beginning of the age of science, art, exploration and widespread knowledge.

The period has been called the Middle Ages, the Medieval Period and also the Dark Ages, as little was recorded about this time period.

In the years following the fall of the Romans, there was no central rule in Europe as tribes of Barbarians moved throughout the land.  Some of the groups or tribes who occupied different parts of Europe were the following:

The Franks 

The Vikings

The Anglo-Saxons

The Celts

For a while, one great ruler, Charlemagne, came to the forefront as a ruler in Europe and he managed to almost re-unify the Roman Empire around 770-814 AD. He was interested in rebuilding civilization and had the intelligence, power and military successes to do so. When he died though, things fell apart as his empire couldn’t withstand Viking invasions. In its place a new system of government, feudalism, developed.

The Vikings were a force during the Middle Ages as they plundered much of Western Europe from their homeland in Scandinavia.  As a result of their Barbarian invasions, local leaders had to rely on their own strength, not a far-away king, to defend themselves. This led to the development of the feudal system.

Read through pages 21 to 35 in Pathways about Europe’s Early Middle Ages

- Summarize the sections focussing on the four groups that settled in Western Europe after the fall of the Roman Empire: the Franks, the Anglo-Saxons, the Celts, the Vikings.

- Make a poster that shows what parts of Europe were occupied by the four groups and highlight a couple points about each of the groups on the poster.

- Read the section on Charlemagne, p. 25 and 26, and make a table with two columns, one side list the good things he did and on the other side list the bad things he did.

Then write a paragraph on whether or not you think he should have been known as Charles the Great and why.

Humanities 8

Hi all,

Students in Humanities have been working on a Resiliency Project.The main concepts and content are: attributes of resilience, historical figures of resilience, and how students and family members show resilience.

To date we have looked at resiliency attributes and shared stories of resilience from our family or community members. Students have selected a community or family member that has inspired them with their story and are now in the process of interviewing and writing about them in the form of a Spoken Word piece that they will share with class.

To ensure your son/daughter gets the highest possible grade for this project, please make sure they have the support needed to complete the following assignments:

1: Resilience attribute poster (10 marks)
2: Historical reference fact sheet (10 marks)
3: Journal response "Describe a time in your life when you had to be resilient ( 5 marks)
4: Connections handout (5 marks)
5: Invitation letter (10 marks)
6: Get up and say it. An introduction to Spoken Word. Students stand in front of the class and say what bothers them about....? (5 marks)
7: Their Spoken Word write up. A one-minute Spoken Word tribute ( 20 marks)
8: Spoken Word presentation (10 marks)
9: Class discussion participation (5 marks)

There is a total of 80 marks available for this project.