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Social Studies Midterm

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Vanessa G

on 23 April 2015

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Transcript of Social Studies Midterm

Cliffs of Critical Thinking
“Apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, and defending a position”
Grotto of Gathered Resources
"Demonstrated effective research skills".
Evergreens of Evaluation: PLO B2
"Evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815-1914"
An example of oral presentation:
Thank you!
In half a semester of social studies, we've discussed what Canada (or being Canadian) means to us, created a resource database, discussed current events, and held a Canadian confederation roleplay.
During this time, there are several PLOs I've completed, and many still want to learn more about.
Socials Studies is a class to learn about ourselves, our world, and the issues our society faces. Using the skills and knowledge we learn in Socials helps us become citizens in our country, and understand how to take action for a better world in a productive and responsible (i.e.; legal) way. But thanks for not sucking out all the fun from Socials, Mr. J - it can be valuable to recognize that the people we have in power can be quite ridiculous, and we always have room to improve!

Going into the latter half of socials 10, I have a couple of goals. Firstly, I would like to get more involved with my classmate's work, and reply in comments on their blogs and twitters. Secondly, I want to start exploring my own interests in social studies outside of class time, so that I bring new questions and ideas to each class.
Social Studies Midterm
Vanessa Giannopoulos
Governmental Grasslands: PLO C4
“Describe the structure and function of Canada’s Federal, Provincial, and Local governments”
"I don't like the look of these newcomers...let me guide you through our land, before it is gone."
I fulfilled this PLO through the formal debates we had on confederation, and the twitter posts I made throughout the Confederation. During the debate, my Aboriginal/Metis squad and I defended our position on not joining Canada, or joining with extreme modifications to the constitution. We came up with strategies to address our unfavourable situation, and compared it with the points of view of the rest of the groups (West Canada, East Canada and Maritimes). We also wrote a position paper that showed connections between events and their causes, such as the inequality between European and Aboriginal peoples, and the resources and culture each group had. Over twitter, I summarized the concerns of my people into 140 character segments, and questioned the motives of the Western Canadians .
Socials has been a ton of fun (and learning) so far, and I hope it continues into the rest of the semester.
To kick off the Confederation role play, our class found informative online resources (Websites, articles, encyclopedias, primary documents) and submitted them to create a resource database. . Our CRAAP testing determined which ones we kept to read and use for research. I submitted several resources for the CRAAP testing, most of which were secondary sources. During the CRAAP testing, we assessed and organized the reliability of information sources, which helped us be more aware of the possible bias and misinformation we might encounter. In my resource blog post, http://vanessag.talons43.ca/mapping-out-british-north-america/, I interpreted two maps of Canada. Throughout the term, I’ve presented my data in oral, graphic and written forms, such as blog posts, discussions/ debates, and charts/webs (such as our Empires worksheet).
"We had to give them furs and food to survive the winter"
- http://vanessag.talons43.ca/shots-fired/
"The whole idea of 'your land' and 'my land' didn’t really exist with the First Nations, which lead to problems when Europeans colonized Canada.”
- http://vanessag.talons43.ca/mapping-out-british-north-america/
"We fight with the British, but sometimes I wonder how these people are any better than the American enemies."
- http://vanessag.talons43.ca/shots-fired/
In my blog posts, I described contributions that Aboriginals made to the development of Canada, such as fighting in the war of 1812, helping explorers, and aiding the Europeans in the winter. In my resource blog post, I critiqued the rationale for treaties and evaluated their continuing effects on Aboriginal people, especially in our province. With the Aboriginal and Metis women in my social studies group, I assessed the role of Aboriginal women in the fur trade; Jessica described it as “
…being given away, like a type of treaty…
”, because often European fur traders married Aboriginal women to help them find animal habitats, navigate the land, and communicate with customers. This was also why many Aboriginals ended up working for fur trading companies such as the HBC and the NWC.
Confederation Cone Volcano: PLO C2
"Analyse political, economic, social, and geographic factors that led to Confederation and to the development of Canada's provinces and territories.
I described the factors leading up to confederation in the debates I had both in person and on twitter. I also assessed factors of expansion, like sea-to-sea unification and threat of annexation from USA, and proposed solutions to these factors, offering military alliance with the dominion of Canada. In class readings, we compared the position of West and East Canada with Nova Scotia and New Brunswick on Confederation, and I learned to describe the Charlottetown, Quebec, and London Conferences.
Up until now, you've only heard about my achievements this year in socials. But I'm not perfect! Far from it, so the rest of this land is full of wonders I haven't explored yet - the PLOs I still need to work on.
PLO C4 is one area that I wish to improve on during the rest of the term. I realized how little knowledge I have in this area when Mr. Jackson gave an in-class lecture about how the structure of the Canadian Government had changed from 1815-1867, and I realized I didn’t really know what most of the components of our government (such as the House of Commons, Legislative Assembly or Cabinet) were or how they worked. This gap in knowledge was made particularly evident when we watched a current events video featuring Thomas Mulcaire and Stephen Harper. I didn't know what “the opposition” was or how different parties functioned in federal government.
I can do this by finding and watching a video about Canadian Government, and making a flowchart of how it works (I may share good videos I find on #talonsss). After learning more about this system, I'd like to discuss its proficiencies and deficiencies with another person.
Reservoir of Resource Management: PLO E3
“Evaluate attitudes and practices in resource development in BC from 1815 – 1914 and their impact on contemporary resource management”
I learned a little bit about the resources we have here in Canada when writing my blog posts (especially: http://vanessag.talons43.ca/spirit-log/ ), but I didn’t know a lot about who used them, and the details of how they were attained. It was out-of-character of me to learn and talk about this, as I didn’t have the technology or power to do so. Furthermore, the very idea of cutting down more trees than I needed to sell ships went against my character. Thus, I’m still very curious about what methods were used in forestry, mining, fishing, agricultural, etc. industries in that time range. And, if our methods back then were unsustainable, how long did it take us to change our ways? How far have we come?
What I will do:
Find online resources, at least one or two being primary documents of resource development back then
Compare them to methods now, and discuss the changes (good or bad) we have made with one or two other people.
Peaks of National Policy: PLO D1
“Assess the impact of MacDonald’s National Policy on Canada”.
I want to learn about John A. MacDonald’s National Policy. I realized that I had no clue about this topic during this Midterm activity - in fact, I did not even know that it was a PLO. So, I will do some pre-reading online before we discuss this topic in class. I will then draw a quick little chart outlining what I think the positive and negative consequences of the National Policy, and compare it to what actually happens when we learn about this topic in class.
What I will do:
Find 2+ online articles to read and reflect on, giving a brief summary of my knowledge on the topic.
Share or teach this knowledge to my fellow students!
Full transcript