All grade nine school work now being hosted on D2L! https://d2l.cbe.ab.ca/d2l/loginh/

Login with you CBE ID Number and regular password (same login credentials as you have used on a school computer)

Something to do if you're bored with your family/younger siblings!

https://www.raisingedmonton.com/you-can-do-this-digital-harry-potter-themed-escape-room-with-your-kids/

Hello everyone! I hope you're all doing well and staying safe! You don't need to do anything over spring break, and if you need to talk to me, email epjeffery@cbe.ab.ca

Oh and if you haven't handed in your "Secret Path" project yet, please take a picture and email it to me. About half are missing. If you want to share something on drive, please send it to epjeffery@educbe.ca

Here is something slightly fun to look at if you haven't already seen it:

• https://www.billboard.com/articles/news/international/9329174/vietnam-coronavirus-psa-song-best-tiktok-dance-videos

I hope I'll get to see you all soon.

If you're looking for something to do, Mr. Lafferty has daily conversation topics on his Humanities page...

Immigration Jigsaw - Tuesday

Immigration Notes Monday

Immigration Notes so far

Secret Path - All Sections

The Stranger

Pre reading:

1. What relevance does the title “The Stranger” have to you?
2. Examine the 3 images and the title.
3. What do masks have to do with being a stranger?
4. What do you think of when you think about a (being a) stranger?
5. What is symbolic about an empty swing set?
6. What do you know about the importance of the Raven in First Nations culture, or in any other mythologies?
7. What is a literary or artistic motif? What are some major motifs that you’ve seen in books you’ve read, movies you’ve seen, or art you’ve checked out?

In text:

1. Choose two phrases within the lyrics that you feel are important or speak to you in some way. Explain why you feel they are important or any personal connections you have.
2. How does the music impact your understanding of the poem?

Visuals:

1. Discuss in groups, answer in your journal, and be prepared to discuss as a class:
2. Why do you think this boy is walking alone down a railway path? Think literally, and figuratively.
3. Discuss in your groups the contrast/juxtaposition within the first 6 pages. How does the illustrator show this?
4. After examining the first 6 pages what emotions do you feel? What images do you find the most striking?
5. What triggers the first memory of the residential school for Chanie?
6. What do you think is the significance of the last image before the next poem?
7. In your notebooks start a section called Residential Schools and record how the images of the residential schools make you feel and what about the images make you feel that way. How would these students feel? What evidence of assimilation do you see? You will add to this throughout this story.

Swing Set

Pre Reading:

1. What situations require escape? What do you want to escape from?

In text:

1. The first verse talks about tension in the chains of the swing. What might this actually be a reference to?
2. Why do you think the author did not use names in the first two lines of the second verse? The people were just referred to as someone.
3. In the 3rd verse the author describes the swing, “dancing in the sun, dancing wildy where it was.” Why do you think the swing was described this way? Think critically about background context!
4. How has the feel or tone of the music changed? How would you describe the music for this section?

Visuals: Discuss in groups and be prepared to discuss as a class

1. The images alternate between images of the school and images of the children swinging on the swing set. Why?
2. In the last picture on the fourth page what made the children stop swinging?
3. What emotion is evident on the main character’s face?
4. In the last picture he is alone. What do you think happened to his companions? What clues can you use to determine this?

Seven Matches

Putting it all together:

After reading and listening to the song, and examining the pictures, answer and be ready to discuss the following questions in your groups:

1. How does the boy feel towards the woman who gave him the matches? Find evidence for your answer.
2. Which image do you find the most emotional? Why?
3. In terms of symbolism what is this section really about? Provide evidence?

I Will Not Be Struck

Pre Reading:

1. What does the title mean to you?

In text:

1. How and why is nature used in this song? Why is the term “earthlike” and “sunlike” used? Be detailed.
2. What do you think the author’s intention was by the line “They civilized?”
3. Why does the narrator put his ear on the railway track? Can this have a deeper, more symbolic meaning?
4. What does this song tell you about the situation and emotional state of Chanie?
5. What is the significance of the last stanza?

Visuals:

As a group write what you feel the character is thinking in each frame (11 total, 1-2 sentences per frame). Be prepared to share with the class.

Son

Pre Reading: When you are scared, what brings you comfort? What experiences and memories do we use for hope in this world?

In text/Visuals: Read and listen to the song and examine the images. Then respond to the following questions in group discussion. Be prepared to discuss as a class.

1. What do you think is meant by the line, “They put zero into it, their country doesn’t exist.”
2. What is meant by the line “... and there isn’t a next sentence”?
3. Why does the father come through the fire? How is this symbolic?
4. What is the father’s message to the son? Provide evidence (textual or imagery).
5. What is the significance of the last two images?

Task: Using some of the imagery and symbolism in the story and/or your own experience, as a group, write a poem about the power of family. Ensure your poem uses imagery, symbolism, metaphors and similes. Be prepared to share this poem with the class (the teacher may keep the poems anonymous and read them out loud).

Secret Path

Pre Reading

1. Given where we are at with the story, what is the significance of the title? How has it changed since our initial discussion of the text?

In text

1. What is the significance of the repetition of the line “walking home?”
2. Why are different jackets brought up?
3. What type of sensory imagery is used in this song? Provide examples.
4. How does the idea of “the secret path” evolve over the course of the song? What do you think this means?
5. What is the meaning of the last stanza?

Visuals:

1. In your groups examine the visuals for this story and then go back and re-read the song. How have the visuals enhanced or changed your interpretation of the song? Provide at least two detailed examples.

Don’t Let This Touch You

In text:

1. What mood does the author create? Find lyrical examples to support your response
2. What does rain symbolize in this song?
3. “Words” are described as many things in this song. What do you think is meant by each metaphor?
4. What do you think is meant by the line, “I’m confused by freedom, what do you do with freedom”?

Visuals:

1. What is implied within the visuals?
2. In the context of the pictures what do you think, “don’t let this touch you” means?
3. What is significant about the last two images?

Haunt Them. Haunt Them. Haunt Them

Pre Reading:

1. Consider again the spiritual significance of Raven to First Nations?
2. What are eyes symbolic of?
3. What do you think of when you think of the spiritual world?

In text:

1. The song poses three questions at the beginning. What do they mean?
2. What is significant about dreams at the beginning of the song?
3. How does Raven help the boy? What does Raven say to the boy throughout the song?
4. Who do you think is the “them”?
5. What is meant by pale last day?
6. Why would Raven wish the boy an ordinary death?
7. In the line, “Said he’d be back after I escaped it,” what is “escaped it” in reference to.
8. What is the meaning of the 3rd last stanza? What is its message to the reader?
9. What rationalization occurs at the end of the song? Revisit the question of who “them” are?
10. What is the overall mood of this song? How does the author achieve this (Provide examples)?

Visuals:

1. How are eyes used in the visuals? Provide several supporting examples?
2. What is “haunting” about the first page of visuals?
3. Why is Raven drawn, “Larger than life”?
4. Why do you think the boy is remembering creating Halloween masks?
5. How has your interpretation of the boys in masks changed from the picture at the beginning of the story?

Putting it all together:

1. After the examining the visuals and revisiting the song discuss the significance of this section of the story. Think about the “clash” of cultures, the idea of haunting, the use of Halloween and Raven.
2. As a group write a thought bubble for the last image. Use both the visuals and the song to help formulate your ideas. Be prepared to explain your choice of words.

The Only Place to Be

Pre-reading:

1. Given the context of the story and where we are at what do you think is meant by the title?

In text:

1. What is significant about the first line?
2. This is the second song to use the words “earthlike,” and “sunlike.” How do you think it is used in the context of this song? Has it changed since the song “I will not be struck”? Go back and review your response if you need.
3. What is your interpretation of the third stanza?
4. Why start and end the song in the same way?

Visuals:

1. What is the illustrator’s intent of the first visual?
2. What is the illustrators intent with the next two pages of visuals (With the boys and priest in the woods)?
3. What is the illustrator’s intent with the last two pages of images?

Putting it all together:

1. Thinking back to the title and after listening to the song and examining the visuals what is meant by, “The only place to be”?
2. How do the illustrations and song generate empathy? What is Chanie feeling right now. How do your emotions compare?

Here, Here and Here

1. What transformation happens within the first 8 frames? How does this relate to the song?
2. how is the interaction between the spiritual and physical world shown?
3. How is Raven used to close out the story?

Here are the questions for the last two sections. Due tomorrow. If you missed a few sections, they're all on the blog, you'll just have to scroll down.

The Only Place to Be

Pre-reading:

1. Given the context of the story and where we are at what do you think is meant by the title?

In text:

1. What is significant about the first line?
2. This is the second song to use the words “earthlike,” and “sunlike.” How do you think it is used in the context of this song? Has it changed since the song “I will not be struck”? Go back and review your response if you need.
3. What is your interpretation of the third stanza?
4. Why start and end the song in the same way?

Visuals:

1. What is the illustrator’s intent of the first visual?
2. What is the illustrators intent with the next two pages of visuals (With the boys and priest in the woods)?
3. What is the illustrator’s intent with the last two pages of images?

Putting it all together:

1. Thinking back to the title and after listening to the song and examining the visuals what is meant by, “The only place to be”?
2. How do the illustrations and song generate empathy? What is Chanie feeling right now. How do your emotions compare?

Here, Here and Here

1. What transformation happens within the first 8 frames? How does this relate to the song?
2. how is the interaction between the spiritual and physical world shown?
3. How is Raven used to close out the story?

Secret Path Questions - Due Tomorrow

Haunt Them. Haunt Them. Haunt Them

Pre Reading:

1. Consider again the spiritual significance of Raven to First Nations?
2. What are eyes symbolic of?
3. What do you think of when you think of the spiritual world?

In text:

1. The song poses three questions at the beginning. What do they mean?
2. What is significant about dreams at the beginning of the song?
3. How does Raven help the boy? What does Raven say to the boy throughout the song?
4. Who do you think is the “them”?
5. What is meant by pale last day?
6. Why would Raven wish the boy an ordinary death?
7. In the line, “Said he’d be back after I escaped it,” what is “escaped it” in reference to.
8. What is the meaning of the 3rd last stanza? What is its message to the reader?
9. What rationalization occurs at the end of the song? Revisit the question of who “them” are?
10. What is the overall mood of this song? How does the author achieve this (Provide examples)?

Visuals:

1. How are eyes used in the visuals? Provide several supporting examples?
2. What is “haunting” about the first page of visuals?
3. Why is Raven drawn, “Larger than life”?
4. Why do you think the boy is remembering creating Halloween masks?
5. How has your interpretation of the boys in masks changed from the picture at the beginning of the story?

Putting it all together:

1. After the examining the visuals and revisiting the song discuss the significance of this section of the story. Think about the “clash” of cultures, the idea of haunting, the use of Halloween and Raven.
2. As a group write a thought bubble for the last image. Use both the visuals and the song to help formulate your ideas. Be prepared to explain your choice of words.

Secret Path Questions - Due Tomorrow

Don’t Let This Touch You

In text:

1. What mood does the author create? Find lyrical examples to support your response
2. What does rain symbolize in this song?
3. “Words” are described as many things in this song. What do you think is meant by each metaphor?
4. What do you think is meant by the line, “I’m confused by freedom, what do you do with freedom”?

Visuals:

1. What is implied within the visuals?
2. In the context of the pictures what do you think, “don’t let this touch you” means?
3. What is significant about the last two images?

Figures of Speech Visual Dictionary due March 18th! You should be half done by now.

Notes from today:

Secret Path Questions for tomorrow:

In text

1. What is the significance of the repetition of the line “walking home?”
2. Why are different jackets brought up?
3. What type of sensory imagery is used in this song? Provide examples.
4. How does the idea of “the secret path” evolve over the course of the song? What do you think this means?
5. What is the meaning of the last stanza?

Visuals:

1. In your groups examine the visuals for this story and then go back and re-read the song. How have the visuals enhanced or changed your interpretation of the song? Provide at least two detailed examples.

Current Events Discussion - Tuesday

The Secret Path - Son

Collective Rights Notes

If you were away the past two days we have taken notes on Metis and language collective rights in Canada. Powerpoints are on Lafferty's Humanities page.

https://www.rsf.gsacrd.ab.ca/eteacher_download/1119/25523

The Secret Path - I Will Not be Struck

Link is in the post below. Here are the questions for today:

Pre Reading:

1. What does the title mean to you?

In text:

1. How and why is nature used in this song? Why is the term “earthlike” and “sunlike” used? Be detailed.
2. What do you think the author’s intention was by the line “They civilized?”
3. Why does the narrator put his ear on the railway track? Can this have a deeper, more symbolic meaning?
4. What does this song tell you about the situation and emotional state of Chanie?
5. What is the significance of the last verse?

Visuals:

As a group write what you feel the character is thinking in each frame (11 total, 1-2 sentences per frame). Be prepared to share with the class.

The Secret Path - Seven Matches

Finish up the questions to this section for tomorrow. Link to "The Secret Path" video:

• https://www.youtube.com/watch?v=yGd764YU9yc

Putting it all together:

After reading and listening to the song, and examining the pictures, answer and be ready to discuss the following questions in your groups:

1. How does the boy feel towards the woman who gave him the matches? Find evidence for your answer.
2. Which image do you find the most emotional? Why?
3. In terms of symbolism what is this section really about? Provide evidence.

"The Possibility of Evil" by Shirley Jackson

Today we read "The Possibility of Evil." Read and write a paragraph on the theme for Monday!

https://www.wlps.org/view/2542.pdf

We also watched this video on irony, to clear up some misunderstandings from last week:

Indian Act Amendments

Figures of Speech - Friday Project

Treaty and Indian Act Research

If you were away, please see Mr. Lafferty's blog for the links and the questions that need to be answered for one of the following - treaty 6, treaty 7, treaty 8 or the Indian Act. This is to be done for Monday.

Collective Rights Intro Notes

If you were away today get these notes down.

Collective Rights Vocabulary

You will need to have a definition for each word as well as a grade 9 version.

• Sovereignty
• Separation
• Affirm
• Collective Identity
• Collective Rights
• First Nations
• Annuity
• Reserve
• Assimilate
• Individual Rights
• Ethnocentrism
• The Indian Act
• Anglophone
• Francophone
• Proclamation
• Treaty
• Inherent
• Official Language Minority
• Publicly Funded
• Entrenching

Charter of Rights - Simplified and Explained!

December 10, 2019

https://www.canada.ca/en/canadian-heritage/services/how-rights-protected/guide-canadian-charter-rights-freedoms.html#a2h

Rights and Freedoms Research

https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-declaration-of-the-rights-of-man/

http://www.constitution.ru/en/10003000-03.htm

https://www.humanrights.gov.au/our-work/rights-and-freedoms/rights-and-freedoms-right-right

https://constitutingamerica.org/bill-of-rights/#toggle-id-2

Charter of Rights and Freedoms

Download or Order Yours for free HERE!

Charter of Rights and Freedoms - Vocabulary

Rights vs. Freedoms

Charter of Rights and Freedoms

Entrench

Fundamental Freedoms

Multiculturalism

Enshrine

Labour Union

Legal Rights

Diversity

Constitution

Bill of Rights

Indian Act

Ethnocentric

Chapter Two Study Guide – YCJA (UNIT TEST FRIDAY)

Final YCJA Notes

These are the last notes you'll need for the YCJA Unit. THE UNIT TEST IS ON FRIDAY!

Youth Advocacy Groups Research

Today your task will be to practice solid research skills and look into one of these youth advocacy groups. Your task is to focus on the youth portion of their work:

• The Elizabeth Fry Society
• https://www.elizabethfrycalgary.ca/
  • Youth Programs:
    • Affordable Housing
    • Court Programs
    • Legal Advocacy
    • Immigrant Legal Advocacy
    • Indigenous Cultural Support
    • Prison Outreach
• The John Howard Society
• https://www.cjhs.ca/our-programs/
  • Youth Programs:
    • Youth Housing
    • Outreach, Advocacy and Support
    • Conflict Resolution
  • Indigenous Programs
    • Mentorship for Indigenous Youth
    • Indigenous Youth Outreach, Advocacy and Support

Novel Check In

Today we are working on writing full, descriptive paragraphs and on understanding the development of theme and characters in writing. IF YOU WERE AWAY TODAY YOU STILL NEED TO DO THIS.

Your job is to explain the theme and the main character of the novel you are currently reading (or a previous novel or a short story we read in class).

Theme:

• Explain what message the author is trying to get the reader to understand.
• Make sure you include a thematic statement in your paragraph AND USE THREE EXAMPLES to support your choice of theme.
• Some examples of themes we've looked at so far:
  • Be careful what you wish for, authority should be respected, don't rely too much on technology, don't judge a book by its cover...

Character:

• Describe a main character from your novel in detail.
• Explain how the author developed the character as a person in your book over time. You can describe how they have changed as well.
• Make sure you describe specific character traits to explain, at least 5.
• Some examples are:
  • Courageous, cruel, selfish, kind, caring, charismatic, curious, compassionate, childish, modest, egotistical etc.

Youth Criminal Justice Act Flow Chart

The Veldt - Homework

After reading The Veldt you need to answer these questions:

• Find at least 3 foreshadows.
• Create a strong theme statement - support with evidence from the story.
• Did you like this story? Why or why not? Explain

Coat of Arms Friday Project

For next next Friday you will need the good copy of your personal coat of arms MOSTLY done. If you are still working on your rough copy or just started the good copy you will have homework before Friday November 29th.

Four Factors and Flowchart Notes

See Mr. Lafferty's Humanities page for the flowchart notes and the four factors that need to be taken into consideration when passing judgement on a young offender.

YCJA Unit Vocabulary Words

Here is the link to the website for resume writing:

• www.thebalancecareers.com/high-school-resume-examples-and-writing-tips-2063554

Study Guide for the Unit Test - WEDNESDAY

You received a copy in class to help you study for the next two days. Today we worked on notes, tomorrow we will finish notes and review.

Study Tips:

• re-write notes BY HAND based on the guide
• use different colours to write out the notes
• quiz yourself or find a person to help
• GET HELP IF YOU DON'T UNDERSTAND

Media Notes from today:

Unit Test NEXT WEDNESDAY!!!

• You will get a study guide Monday but should start reviewing on the weekend - especially the branches of government if you didn't do well on the assignment!!!

Lobbying Assignment

Your job is to choose one (or both) of these issues or topics, and to lobby for or against the passing of those laws. You must:

First:

• Outline why you are for or against these new laws.
• Explain the plan and process you will use to lobby these laws
• Which experts will you consult?
• How will you get the word out to gain support?
• Who will you be lobbying?
• When would be the most opportune time to lobby those people?
• Where would you try to meet the people you are lobbying?
• How would you gain their favour?

Second:

• Create a paragraph or letter to convince your reader to support your side of the argument.

A. The Administration team at our school has begun a motion to ban all student cell phones from the premises of the school. This would be enforced through the use of metal detectors at the school entrances, with the added benefit of filtering out weapons and other undesirable products. Having a cell phone in school will result in the phone being confiscated, the student having detention, a phone call home, and eventually, suspension. All teachers and administrative staff at NCS will vote on this decision to pass or strike down this motion on November 1.

Or

B. The Administration team at our school has begun a motion to require all students to wear school uniforms while attending Nose Creek School. The school uniforms are traditional, and include blazers and ties for all students, black dress shoes, as well as dress pants and/or skirts as a mandatory requirement. Rolling up sleeves, adding pins or decorations, and having loose or sloppily tied ties will be punishable offences (detention, phone calls home, suspension, etc.). All teachers and administrative staff at NCS will vote on this decision to pass or strike down this motion on November 1.

Three Branches of Government Assignment

The Important Things About - The 3 Branches of Government

You are going to create a pamphlet of the most valuable information about the three branches of our Canadian Government. Although I am looking for specific and relevant details, I am also looking for you to be concise with your work. You are going to need to do research and search through lots of information to choose what is most important. To create your pamphlet:

1. Create three sections on blank sheets of paper, and label each of them one of the 3 Branches of our Canadian Government.

1. In each section provide the following information about each branch:
2. Definition – what is this branch?
3. Who is in charge and whom does it involve?
4. How many members are there in the branch, and how does one become a member of this branch?
5. The jobs that this branch performs – what is the main purpose of this branch?
6. An image that represents the branch, or that depicts its role in Canada… research for this if you need to.
7. Where in the building is it located in Parliament?
8. An example of this branch in action – research!
9. Any other interesting bits of information – research!

Lobbying

Please answer these questions tonight based on your notes and the videos from today. I will collect them Tuesday first thing. Look at Mr. Lafferty's page for the slides and videos.

• How could you explain what a lobbyist does, to someone in grade 5? Use your own words and use a simplified example to clarify.
• When do you think that Lobbyists would be most influential in the Legislative Process?
• Do you think that Lobby Groups are beneficial to Canadian citizens? Explain, in detail! Use real-world examples.

How Bills Become Laws

Button, Button

We read this short story today.

https://christian_fuller.myteachersite.org/teacher/files/documents/button%20button.pdf

Party Platforms - Simplified

https://newsinteractives.cbc.ca/elections/federal/2019/party-platforms/

https://www.bnnbloomberg.ca/2019-federal-election-platform-tracker-where-the-major-parties-stand-so-far-1.1308714

Political Quizzes

Political Spectrum – CONTINUED

1. Take the CBC Vote Compass Quiz

a. Plot “you” on the spectrum you drew in the notes the other day

2. Take the I Side With Quiz

a. Plot your self again

3. Are they in the same spot?

a. Who do you match “most” closely with?

4. Look through your political party note sheet

a. Highlight all the platform points you agree with

b. Does this match up with what the quiz told you?

5. If you were to vote today who would you vote for?

a. Explain why, what is your reasoning, especially if you had a low match with any party.

b. Also look at where the parties over lap – could you support a different party?

6. Once you’ve finished the quizzes and have decided on a party you might support, you need to research the CANDIDATE that is in your riding to see if you support the person as well as the party.

Have a great weekend - enjoy the snow!!!!!

Mini-Research Homework

September 26, 2019

Homework

September 24^th

^{This should take 15 minutes!!!!}

Novel Check in:

1. Make a prediction for the theme of your novel – what message do you think the author is trying to get you to understand?

a. Use EVIDENCE

2. Explain who your main character is. What kind of person are they? What choices have they made so far that tell you that?

a. Identify some character traits that apply to your character.

3. Are the characters in your book relatable?

a. What makes them relatable?

Political Party Research

September 23, 2019

Cabinet Ministers

Who is your Cabinet Minister?

- Name

- Personal information like where they're from

What is their position in the Cabinet?

- Name of their position

- What does that mean?

- What previous experience did they have before being appointed as a Cabinet Minister

- Write an example of something they've done RECENTLY

​Draw a picture of them

Website #1

Website #2

Welcome to the new site!

Have a great weekend!