Essay Planner Document

  Essay Planner PDF by Lauren Teichrob

Chapter 7 Unit Test - Potential Essay Questions (Monday, December 16th)

Hi Grade 8's,

Your Chapter 7 unit test will be on Monday, December 16th. You will have 3 essay questions to prepare for and 1 of the 3 questions will be given to you on your exam. The potential essay questions are as follows:

1. Compare and contrast how the perspectives of Renaissance Humanists differed from the attitudes of a medieval thinker.

2. Explain how science changed throughout the course of the Renaissance.

3. Describe the most noteworthy contributions that “Renaissance Men” made to the disciplines of art, science, mathematics and philosophy during the Renaissance.

The template for essay planners will be posted in the blog so that you can print them off for yourself as needed.

~Mrs.T :)

Renaissance Project - Biblical Through-line Descriptions

WRCA students are Creation Enjoyers

It is the intention of WRCA that students would come to know God as intimately as God knows them. Recognizing the truth that the glory and wonder of our God is revealed through His created world (Psalm 19:1-6), students will be immersed in His creation for the purpose of knowing God. Through creation enjoyment, students will share in God’s pleasure of His created world (Genesis 1). Being created in God's image, students will realize that every interaction they have with each other is a revelation of God's purpose for His created world.

WRCA students will learn how to live life to the fullness. (John 10:10b) Creation enjoying is both the act of appreciating creation (the beauty of a leaf, watching a pro athlete, experiencing a concert) and experiencing creation (climbing a tree, running the 100m dash, composing and performing a piece of music in a concert).

Through creation, students will be experience personal renewal and transformation that will continue throughout their entire lives.

WRCA students are Beauty Creators

It is the intention of WRCA that students will come to know God through the celebration of beauty, as God Himself celebrated during His creation of the world (Gen. 1).  Students are to take joy in creating beauty because they themselves are image bearers of a creative God (Gen.1:26).  Students will come to recognize that original beauty in friendships, spoken word, personal expression, innovation and service has been distorted by sin.  Students will be inspired to accept the invitation to be part of the creative process of restoring beauty and worshipping God in these areas of their lives, while awaiting Christ’s return. (Isa. 28:5) WRCA students will be given the opportunity to create and respond to beauty as inspired by writings in the Song of Solomon, the poems of Robert Frost, the music of Handel’s Messiah, the masterpieces of Rembrandt, and of the simplicity of the DNA molecule discovered by Watson and Crick.  

WRCA students will both create beauty themselves and appreciate the beauty created by others. Students will colour, paint, sculpt, take photographs, edit video, play an instrument, present performances, write stories and poetry, run cross country trails, and compete in tournaments.

An appreciation of beauty will come through an understanding of their bodies, collaborating with and serving each other, worshipping as a school body, and spending time with their buddies.  As students create beauty and learn the mysteries of God’s creation, they may come to know Him more truly, and more surely discover their role in His eternal purpose.

WRCA students are God Worshippers

It is the intention of WRCA that students would love God and worship Him with all their heart, soul, strength and mind (Luke 10:27).  In order for students to live out this form of worship they must desire to know God as intimately as God knows them.  At WRCA, worship is more than just music or an activity that is planned or programmed; worship is glorifying God with our whole life (Colossians 3:23-34).  When we seek to honor God, we worship Him.

WRCA desires that our students come to understand worship is a lifestyle.  It requires total surrender, allowing God to work in every aspect of our daily lives (Romans 12:1).  Worship in our daily lives embraces every opportunity to live out this lifestyle at home, at school, in the workplace and through our passions and desires.  It is about having God at the forefront of our thoughts and decisions, choosing Him in everything. This could be as simple as demonstrating sportsmanship during a competition, encouraging others in the hallways, or as difficult as choosing to glorify God in the midst of the loss of a loved one.  

WRCA wishes students to respond freely with thankfulness and gratitude because of the grace received through Jesus’ sacrifice (Ephesians 2:8-9). The desire is that students will seek out the wonderment of God which will enable them to light in areas of darkness.  Just as David worshiped God with the entirety of his being, in times of joy and sorrow, we invite students to worship with the same passion and conviction.   This means that students will live out their lives with authenticity and transparency and will work to transform their world for Christ.  

WRCA Students are Justice Seekers

It is the intention of WRCA that students recognize God’s hope for His people as they “act justly, love mercy, and walk humbly” with Him (Micah 6:8). God’s love for His people extends to all cultures and demographics, and to all people in all places.  It is our desire that our students seek to live in joy and peace with their neighbours.  Injustice pervades our world; it is too easy to forget or ignore our command to love our neighbour (Lev.19:18) resulting in poverty, disparity, inequality, violence, oppression, and ‘voicelessness’.  

It is essential that WRCA students learn to recognize these injustices.  As the Lord loves justice, we too should show our love for justice by binding up the brokenhearted, proclaiming freedom for the captives and releasing prisoners from darkness (Isaiah 61).  WRCA students seek justice in order to live God’s intention for His people.

Justice seeking is an attempt to mend and restore brokenness.  WRCA students will be known by their desire to break the cycles of injustice that capture and harm others.  Students will struggle to define justice, will learn to identify injustice as it is occurring, and will personally engage in seeking remedy to enable justice.  Students can engage in pursuing justice through identifying and protecting those who are treated unfairly, who are lonely, who are needy, and who need forgiveness.  

Thoughtfulness and discernment is important as students identify how, when and where to help.  Students should be encouraged by those who have sought justice throughout history.  They will recognize those before them who worked for the good of humanity, and will reflect with appreciation and humble hearts on those who have taken small steps that have turned into huge movements toward justice.  Students will learn from the wisdom of William Wilberforce, the courage of Martin Luther King, and the love of Mother Theresa.  

WRCA Students are Community Builders

It is the intention of WRCA that students come to understand that Christianity is grounded in the development of community for the benefit of all. God created us to live in relationship; we were created to commune with him and with others. At creation, man was in perfect community with God and His world. Unfortunately, that harmony of community was broken when mankind chose independence from God.

Peter’s life was an example of humanity’s brokenness being overcome by faith in Jesus. Just as Peter understood his need to surrender to Jesus, so we need to surrender to Christ for the growth of true community. Through his grace and power, God calls us to restore his vision for community. Ephesians 4:2-6 calls us to be completely humble and gentle; be patient, bearing with one another in love and to make every effort to keep the unity of His Spirit through the bond of peace. This is a call to be mindful of others and to think beyond the individual needs to the needs of the community. Just as Peter was charged to share the love of the Gospel and create the community of the Church, so are WRCA students charged with creating, participating and building community that reflects Christ’s love and obeys the will of God.

Students at WRCA will be active participants in building community through caring and loving relationships. Restoration of relationship will occur through their words, actions and attitudes. Students will come to an understanding that building community must be a conscious decision developed over time as they grow.  WRCA students will have opportunities to participate in and create community within their individual classes and the school community as a whole, both in leading and serving, and in both academic studies and co-curricular involvement.

WRCA students will continue to learn and practice living what it means to be a community builder as they strive to live out a life where others will see and know Christ’s goodness.

WRCA Students are Truth Seekers

It is the intention of WRCA that students develop the ability to distinguish and recognize truth, based on biblical principles. By learning God’s commandments, students will acquire the wisdom and discernment needed to identify messages that are being communicated to them by their culture (Proverbs 2:1-5). In response, students will set their priorities and values according to the standards communicated in God’s living Word and not conform to the patterns of this world (Romans 12:2). Just as Daniel refused to conform to the influences of his culture, WRCA students will demonstrate the courage and perseverance needed to face cultural pressures.

WRCA students are invited to equip themselves with truth founded on biblical principles so that they can stand strong in the face of a culture that is continuously presenting them with false thinking; the hope is that they might “shine like a light in the darkness” (John 1:5). WRCA students will acquire skills to grow their faith, to develop deep roots, to read and study scripture, to imprint God’s word upon their hearts, to pray, to meditate and be mentored. WRCA students will come to understand the importance and need to serve as active participants of bringing about truth, redemption and restoration to a fallen world.  WRCA students will graduate with a passion to seek truth, and to desire wisdom and discernment.

WRCA Students are Order Discoverers

It is the intention of WRCA that students will come to know and understand that God has created this world with purpose and inherent order (Psalm 19:1-3).  A WRCA student will learn that because of sin, order in creation has been disrupted and that they have been called to restore God’s order to the broken world around us.   WRCA graduates will learn that the order and sequence contained in the created world points to an inherent intentionality and purpose in all elements of creation.  

As students themselves participate in an ordered environment, they will discover examples of order/sequence such as sentence structure in English, patterns in Math, seasons in a year, and essential relationships within ecosystems.  WRCA students will develop organizational skills that will enable them to recognize the importance of order within their own lives. A WRCA student will acknowledge and act upon their responsibility to restore order within their community through building broken relationships, participating in community service activities, researching scientific methods and helping others restore order to their own lives through service learning activities. “For since the creation of the world, God’s invisible qualities – his eternal power and divine nature – have been clearly seen, being understood from what has been made” (Romans 1:20).  Through order discovering, may WRCA students develop an intimate awareness of the very nature of God.

WRCA students are Earth Keepers

It is the intention of WRCA that students recognize that they have a responsibility to care for the earth that God has created for them to enjoy (Ps. 24:1).  Earth keeping means care/tending, enjoyment, and honouring God’s creation.  WRCA students will be challenged to not only discover area’s where God’s creation has been hurt/distorted (Gen. 3), but to respond to their responsibility to rectify the hurt.  

The choices they make with their garbage, paper, juice boxes, pop cans, batteries, phones, compost and energy matter.  Opportunities to develop stewardship skills will include retreats, camps, daily academic study, field trips, service projects, and daily participation in recycling and composting. Through all of these experiences, WRCA students will appreciate, learn and grow a respect for animals, mountains, trees, lakes, oceans and all that God has created (Gen. 1).  Growing a respect for creation means a heart transformation and transforming our lives: living simply, consuming less and a fundamental change that leads to being better stewards of the earth and treasuring God’s gift to us. WRCA graduates will be conscious, active earth keepers who glorify God and enjoy Him and His creation.

WRCA students are Image Reflectors

WRCA students will understand that they themselves and those around them are uniquely created in the image of God (Genesis 1:27).  Furthermore, students will learn that their ability to reflect God’s image has been distorted by sin; but, through Christ’s ultimate sacrifice and our restorative work, we are able to work towards an accurate reflection of our creator.  The WRCA community will cultivate within each student the responsibility to reflect God’s image.  Students will recognize that Christ is the ultimate reflection of God in the flesh. They will realize the importance of knowing Christ as their personal Saviour so that they can genuinely reflect the characteristics of Christ (Galatians 2:20).

In an effort to become image reflectors, students of WRCA will desire to develop the fruits of the Spirit.  WRCA students will develop these qualities not only in the classroom, but also through activities within the school community.  Students will demonstrate love and kindness by caring for those less fortunate. They will bring joy to their community through sharing their talents.  Students will develop patience and gentleness through their interactions with their peers and buddies. Self-control will be evident in all interactions as a class group and on a team.  Each WRCA student will graduate with an sense of their identity in Christ and the ability to recognize what it means to reflect our creator.

WRCA students are Servant Workers

To be Christian is to serve.  It is the intention of WRCA that students come to know God as the greatest servant.  The students’ model for servanthood is the supreme servant: Christ, who humbled himself (Philippians 2:5 – 11).  Since the fall, people have a natural predisposition towards selfishness—we put ourselves ahead of others.  Though saved by grace, we understand that we show our love and thanks to Jesus for his sacrifice through our actions – through a life of servanthood lived through gratitude.  

Who is a servant?  It is the person who does things for others without seeking recognition or accolades.  It is not just the Mother Teresas, it is the student who takes time to give selflessly – in large and small ways - in school, at home, and in the community.  This student will learn to see opportunities to help and act on those opportunities.

  

Servant learning is a process of heart transformation.  Real servanthood goes beyond prescribed tasks and comes from the heart, though it must be acknowledged that opportunities to serve can train the heart.  Opportunities to serve in the school and community are provided to WRCA students. These may include: musical performances in the community, visits to the elderly, inner city work, food and clothing drives, and a Guatemala service trip.  WRCA students will recognize that serving is a way of life, not a single service opportunity.  It is seen in the hallways, on sports teams, in the classroom, and in the home.  Though students may not initially serve out of pure motives, it is WRCA’s intention that over the years serving others will become a way of life (Proverbs 22:6).

Chapter 7 Vocabulary Words

Chapter 7 Vocabulary Words

Italy: The Right Conditions

·      Stagnation

·      Accordance

·      Hinterland

·      Mercenary soldiers

·      City-state

·      Condotierri

·      Oligarchy

·      Florin, ducat

·      Republic

·      Piles

·      Patronized

The Family

·      Dowry

·      Sumptuary Law

·      Betrothal

·      The Medici

·      Lorenzo the Magnificent

Renaissance

·      Humanism

·      Reason

·      Antiquity

·      Renaissance Man

·      Nicolo Machiavelli

·      Savonarola

·      Dominican

·      Vanity

Great Artists

·      Cartoon

·      Carrara marble

·      Maul

·      Patron

·      Proportion

·      Perspective

·      Giovanni Bellini (pg. 211)

·      Leonardo DaVinci

·      Human Anatomy

·      Eccentric

·      Blasphemous

·      Michelangelo

·      Sistine Chapel

·      Artemisia Gentileschi

The Northern Renaissance

·      Johann Gutenberg

·      Printing Press

·      Albrecht Durer

·      Woodcutter

·      Copernicus

·      Empirical Reasoning

·      Etcher

·      Hypothesis

·      Galileo Galilei

·      Inquisition

Chapter 7 Quiz, Friday November 29th

Hi everyone,

Just a reminder that you have your Chapter 7 quiz this coming Friday, which will be on pgs. 203-225 in your Pathways text book ("The Cartoons" - "Renaissance Thought"). The quiz will be in the exact same format as all of your other quizzes (true and false, multiple choice and matching), so there will be no surprises!

~Mrs.T :)

Chapter 5 Unit Test, Friday, November 15th

Hi everyone,

You will be having your Chapter 5 unit test on Friday of next week. The schedule for next week is as follows:

Tuesday, Nov 12 - Black Plague

Wednesday, Nov 13 - Black Plague

Thursday, Nov 14 - Review Class

Friday, Nov 15 - Chapter 5 Unit Test

Please note! While we will have time in Thursday's class to prepare for 1 essay question, you will have to do the remainder on your own time! Do not expect be able to do all of your preparation/studying during Thursday's review class- it will not be a sufficient amount of time. You have a full week to prepare for your test so please be strategic in planning your time accordingly.  

The best and recommended way to tackle this is to:

• Finish essay planner "B" by Monday
• Finish essay planner "C" by Wednesday
• Plan to finish essay planner "A" during Thursday's review class

The potential essay questions are as follows:

A.            Explain how the Black Death affected the population of Europe    

                socially, economically and politically.

B.            Explain the role of women in Europe's Late Middle Ages.

C.            Asses how the emergence of a middle class impacted Middle Age 

                society.

Of the 3 possible essay questions, only 1 will appear on your exam so you need to be prepared to write on any of the the 3 topics listed above.

~Mrs.T 

Joan of Arc: Good or Evil? Assignment - Due Tuesday, November 12th

Hi everyone,

Just a reminder that the final 100% completed good copy of your "Joan of Arc: Good or Evil" assignment will be due at the start of next Tuesday's class. As discussed in class, it is very important that you meet this deadline so that the assignment can be entered on next week's report card. If your assignment is late, it will be entered as a zero (NHI) on your report card.

Thanks!

~Mrs.T :)

Chapter 5 questions & mind map sections - Due Friday, November 8th

Hi everyone,

Just a reminder to please, have both of the following completed for tomorrow's class:

1) Mind map sections "Women in the Middle Ages" & "The Church in the Middle Ages".

   *All sections of your mind map should be completed in their 100% entirety to this point by the start of    
     tomorrow's class!

2) Questions pg. 155 #2a, b, 4, 7   and   pg. 158 # 1, 3, 4 using full sentences!
    *A number of you have already completed the pg. 155 questions. If you have already done them, 
      please do not do them again! If you didn't complete them, then you need to please, do them.

    *Each question should have 3 points (minimum of 3 complete sentences in length).

Thanks!

~Mrs.T

Chapter 5 quiz - Wednesday

Hi everyone,

Just a reminder that you will be having a Chapter 5 quiz this coming Wednesday. It will be in the exact same format that all of our quizzes have been in (i.e. multiple choice, true and false and matching). Please ensure that you have done the following in preparation for our quiz:

-read pgs. 135-148 in your Pathways textbook
-read all Joan of Arc handouts that were given out in class
-complete "Knighthood & Chivalry" section and "100 Years War" section of your mind map (or equivalent)- this should already be done!

Thanks!

~Mrs.T :)

12 Matching statements - Due tomorrow (Tuesday)

Hi grade 8's,

Just a reminder to please have the following done for tomorrow's class:

-Select 12 vocab words from the "Knighthood & Chivalry" and "100 Years War" sections of your vocab sheet and create 12 matching statements with a corresponding answer key.
-Matching statements should be descriptive (in the format of a story/used in a "real life" way) rather than a definition.

    *Volleybal girls- if these instructions are unclear to you, then please phone a friend whom you know
      was present in today's class and ask for clarification as this class was a review class for
      Wednesday's quiz.

Social Studies = Due Monday, November 4th

Hi grade 8's,

You should have completed one of the two assignments below during Friday's class. Just a reminder to please have each of the following done for Monday's Social Studies class:

1) Complete sections "Town & Trade" & "100 Years War" in your mind map (or equivalent). It must be coloured as well, please.

2) Complete the following questions using full sentences:

pgs. 149 #5, 6a & 6b

pgs. 155 #2a, 2b, 4 & 7

Thanks and have a good weekend!

~Mrs.T :)

Mind map/alternate study aid = Due Thursday

"Knighthood & Chivalry" section of your mind map/alternative study aid = due Thursday

Due for Wednesday, October 30

Hi everyone,

Just a reminder of what you need to please, have done for tomorrow's class (which was what we were working on during today's class):

1) Read pgs. 141-143 (bottom) of Pathways
2) Complete pg 145 questions # 1a, 1b, 3 and 4a
3) Pick up a chapter 5 vocabulary sheet
4) Construct "Knighthood & Chivalry" section of your mind map (due Thursday)
   
*You can make your own version of a mind map! For example, if you think another study method would be more beneficial for your learning style, you could try to make flash cards, notes, a story, practice test questions with answer ket, etc. Just remember that however you decide to format your study aid, that it needs to meet 2 criteria
   -Includes all of the words listed on your vocab sheet in an organized way
   -Has to put the words into context (the way that they are actually used, not just a definition)

~Mrs.T

New Block Schedule for Tomorrow! (Thursday)

Hi everyone,

Just a reminder that you DO have all 4 blocks tomorrow! Each block will be 40 minutes long. The block order is as follows:

Period 3 9:00 – 9:40

Period 4 9:45 – 10:25

Period 1 10:30 – 11:10

Period 2 11:15 – 11:55

Thanks!

~Mrs. T :)

Chapter 4: Middle East In-Class Assignment, due tomorrow (Thursday)

Hi everyone,

Just a reminder that you need to please, have the following done for tomorrow's class:

*Have 8 condensed bullet points for tomorrow's class (as a group)

*Organize the structure of your presentation to the class

   -Who is doing what?

   -Are you doing visual aids or a recipe? 

   -How will you make it interesting?

   -How will you ensure your classmates can record your information? Do your points need to be 

    written out on the whiteboard?

Group #1- The Middle East, pgs. 107-108 & 113-115 = HUMMUS with PITA 

     (Mona, Kailee, Ethan, Danielle, Amy, Carly)

Group #2 - Foundations & Spread of Islam, pgs. 116-122 (top) = YOGURT & CUCUMBER SALAD  

     (Tia, Sarah, Tammi, Bo, Desseya, Sawyer)

Group #3 - The Abbasids, pg. 122-127 (mid - DON'T do government!) = SHISKA DIP & CRACKERS

    (Emma, Gabby, Megan D, Seong Yoon, Chloe, Max, Tapi)

Groups #4 - Government, Islam & the West, pgs. 127-130 = TABOULI

     (Matti, Natasha, Halle, Megan P, Brody, Maddy)

Good luck!

~Mrs.T :)

Chapter 3 - If you were absent during today's class...

Hi grade 8's,

If you were absent for any portion of today's class, please ensure that you get the Chapter 3 notes that you missed from a friend.

Thanks,

~Mrs. T :)

Potential Unit 2 Exam Questions

Hi everyone,

As discussed in class, here are the 2 potential Chapter 2 unit test questions that we will begin preparing for during today's (Wednesday) and tomorrow's (Thursday) classes:

A. Describe the feudal contract that existed between a common person and his lord

B. Describe the principles of justice and systems of law in the high Middle Ages

Remember- only 1 of these 2 questions will appear of the unit test.

~Mrs.T :)

What is happening for this week...

Hi everyone,

This post is just to help give you a sense of what will be happening in Social Studies this week so that you can plan your time accordingly:

Tuesday- finishing our last lesson on Chapter 2 (Royal Power)

Wednesday - review class, preparing for potential unit test essay topic #1

Thursday - review class, preparing for potential unit test essay topic #2

Friday - chapter 2 unit test, 1 essay question

If you know that you will be absent for one of these classes, please come and see me so that you can be proactive and find out what you have missed.

~Mrs. T :)

Please complete the following for Wednesday, Oct 15th

Hi everyone,

Just a reminder to please have the following done for tomorrow (you have completed most of this during today's class):

1) You have an extension to complete your "First Crusades" assignment- this will be collected at the start of tomorrow's class

2) Please have questions #1-3 on pg 67 in your Pathways textbook completed in full sentences. These will be collected and marked at the start of tomorrow's class

3) Please read "Royal Power" on pg. 65-67 in your Pathways textbook (the end of the chapter! whoo too!!!! :)

4) Please finish your mind map = 100% finished! (very short section remaining- it won't take you long at all)

Thanks!

~Mrs.T :)

First Crusades Assignment (Friday, Oct 9th lesson) - Questions due Tuesday, October 15th

Hi everyone,

If you missed today's class, here are the instructions that were given in class to accompany the "First Crusades" assignment. Please read the instructions carefully and have this assignment completed for Tuesday, October 15th 

Purpose:

Our task today is to compare and contrast 3 documents from the First Crusade, and in particular the capture of Jerusalem. You aregoing to explore different perspectives on this event while considering what happened when the Crusaders captured Jerusalem.

Instructions:

1) Read Document A along with Reading Guide. a. Highlight the document’s source to establish when, where, and by

whom this document was created. b. Predict what Raymond d’Augiliers might say about

the capture of Jerusalem. c. While you read, underline words and phrases that make them think this document is written

from a Christian perspective.

2) Read Document B. a. Highlight the document’s source to establish when, where, and by whom this document was created. b. Predict what Ibn al-Athir might say about the capture of Jerusalem. c. While reading, underline words and phrases that make them think this document is written from the Muslim perspective.

3) Identify 1-2 similarities and 1-2 differences between the 2 documents (Documents A & B)

4) Read document C. The third document does not contain any source information. Read the document, consider how it compares to the others and try to determine if the document comes from a Muslim or Christian writer. a. Underline words, phrases, or sentences that might indicate the perspective of this document. b. Draw on evidence from all 3 documents to decide if Document C is more similar to Document A or B. c. Students draw from evidence in the document to decide if it is written from a Muslim, or Christian perspective.

Questions (Complete sentences, 3-4 sentences each)

a. Based on these sources, what happened when Crusaders entered Jerusalem during the First Crusade?

b. What are the primary similarities and differences of these documents?

c. Are these trustworthy accounts? Why or why not?

d. What other primary source documents might you read to better answer today’s historical question?

Thanks and I hope that you have a wonderful Thanksgiving!

~Mrs.T :)

Chapter 2 Makeup Quiz Option - Wednesday (tomorrow) at lunch

Hi grade 8's,

Great job with improving your overall average quiz scores by 12%! That is a lot of progress- way to go!

As we discussed in class, there will be an option Chapter 2 quiz re-write during lunch tomorrow. The format will be 10 matching questions and 10 multiple choice. If you decide to re-write tomorrow, the new quiz score will replace your previous score, regardless of whether it is lower or higher (as discussed in class). The choice to re-write is entirely up to you!

Thanks and have a great night :)

~Mrs. T

Homework that is due for Wednesday

Hi everyone,

Please have the following done for tomorrow's class (most of you will have finished a significant amount of this during today's class):

1) Please read Medieval Law section on pgs. 56-58 in your Pathway's textbook

2) Complete the Medieval Law section of your mind map

3) Complete your Medieval Law Activities handout (point-form responses are acceptable)

*If you didn't complete your Pathways that were due today, please have them done for the start of tomorrow's class

Please complete the following for Tuesday

Hi everyone,

Please complete the following for tomorrow:

1) Read pgs. 54-55 

2) Complete their mind map for the section

3) Work on pg. 56 questions # 1-4 in complete sentences.

Chapter 2 Quiz on Monday

Hi everyone,

I hope that you're having a good weekend so far. Just a reminder to please, study hard on the weekend as you will be having your Chapter 2 unit test on Monday (covering "William the Conqueror" and "Medieval Life" sections of the chapter).

Thanks & have a nice weekend!

~Mrs. Teichrob :)

2 / 3 Items that are due for tomorrow - Thursday

Hi grade 8's,

Just a reminder to ensure that you please, have the following done for tomorrow:

1) REQUIRED - Complete all of your William the Conqueror section on your mindmap (colored, all symbols, 100% complete). If this is not complete, you will be staying with me after school tomorrow until it is done.

You can choose to finish 100% of option #2 or #3

2) Pathway questions - pg. 47 # 1, 2c, 3a, 3b   &    pg. 54 # 1, 2, 4, 5, 6a

3) Complete 100% of your Medieval Life section of your mindmap (colored, all symbols, etc. 100% complete)

Thanks and have a great night!

~Mrs. T :)

William the Conqueror section of Mind map - due Wednesday

Hi everyone,

Using the Chapter 2 Vocabulary sheet that was given out in class, complete the entire WILLIAM THE CONQUEROR section of vocabulary words on your mind map. You must have the following done for tomorrow:

-you must have a symbol for EVERY word on the vocab sheet under this section
-it must be colour coordinated
-it must be organized
-it must be neat/easy to read

Thanks!

~Mrs.T :)

Chapter 2 Vocabulary Words

WILLIAM THE CONQUERER AND THE FEUDAL SYSTEM

• Anglo-Saxon
• feudal contract
• vassal
• housecarls
• cavalry
• lance
• propaganda
• Normandy
• allegiance
• homage
• lord of the manor
• freeholder
• monarch (king)
• greater nobel (baron)
• lesser nobel 
• minor nobel 
• commoner
• freeholder/serf

MEDIEVAL LIFE & CUSTOM

• shire
• thatching
• fletching
• demesne
• bailif
• self-sufficient
• sustainable
• fallow
• crop rotation (pg. 48)
• fertile
• wattle and daub
• vermin
• louse
• drought
• Lammas
• troubadour
• obligation

BELIEF AND DEVOTION

• relic
• skeptical
• excommunicated
• tithe
• chastity

THE LAW

• prosecute
• judge
• to try
• ordeal
• treason
• canonize
• shrine

CRUSADES

• Holy Land
• Crusades
• Saladin
• Muslim
• Christian
• atrocity (pg. 64)

ROYAL POWER & DEMOCRACY

• Eleanor of Aquitaine
• King John
• Magna Carta
• King Richard

Have a great weekend!

Hi everyone,

No Socials homework for the weekend!!!! Wooo-hooo! :)

~Mrs.T

Due for Wednesday, September 25th

Hi everyone,

You will have the following due for Wednesday's Social Studies class:

1) Typed good copy "Fall of Rome" essay in WRCA format (due at start of class)

2) Chapter 1 Mini-Project group presentations

~Mrs.T :)

Chapter 1 Mini-Project - Due for Tomorrow (Tuesday's class)

Groups:

1) Franks & Charlemagne  pgs. 21-26
2) Anglo-Saxons & Celts pgs. 27-30
3) Vikings pgs. 31-35

Topics to Cover:

SOCIAL
-class structure
-leaders/important figures
-customs
-traditions
-religious beliefs
-gender roles
-daily life
-enemies

ECONOMIC
-how did they make $
-trade
-currency
-economic state
-taxes

POLITICAL
-form of government
-justice
-military tactics (weapons)
-class structure
-enemies

*Group members have to come to tomorrow's class with all of their assigned research done
*Bring all resources, information and materials that have been assigned to you

Homework Due for Monday, September 23rd

Hi everyone,

Please have the following completed for Monday:

• Complete your introduction and conclusion paragraphs for your Fall of Rome essay. You must bring your completed (rough copy) 5 body paragraphs with you to Monday's class
• Read pgs. 18 - 20 in Pathways and complete questions #4, 5 & 9 on pg. 20
• Expect to have a quiz mid-week (probably Wednesday) on pgs. 3-26 in their Pathways textbook. 

Homework due for Friday, September 20th

Hi everyone,

Just a reminder to please, have the following items done for the start of tomorrow's class:

1) Fall of Rome ECONOMICS paragraph (in rough copy)

2) Fall of Rome POLITICAL paragraph (in rough copy)

3) Read pgs. 13-17 in Pathways textbook (religions section)

Thanks and have a good night! Tomorrow is Friday...whoo-hoo!!!!!

~Mrs.T :)

SS 8: Due for Friday, September 13th

Hi grade 8's,

Please have the following done for tomorrow's (Fridays) class:

1) Rank all 15 of the reasons for the Fall of Rome

2) Write a topic sentence for each of the 3 categories. Make sure that your evidence connects to the theme of your topic sentence.

Thanks!

~Mrs. T :)

Geography Social Studies 8 Quiz - Tuesday, September 8th

Hello everyone,

I hope that you've been enjoying a nice weekend so far! I just wanted to let you know that your geography quiz will be this Tuesday at the beginning of class. We will spend some time during tomorrow's class (Monday) reviewing for the quiz, but the study guide is already available on the blog.

See you tomorrow!

~Mrs.T :)

Due for Monday

Hi everyone,

Please do the following for Monday:

1) Begin to review over the weekend for your upcoming geography quiz

2) Complete exercise #3 as well as the corresponding questions from the booklet that you were given during Friday's class.

Thanks & have a great weekend!

~Mrs.T :)