- We began the class by completing the oral reading of an essay the students read individually. (Often, reading a story out loud with the intended emphasis and emotion can change a person’s understanding or appreciation of a piece of literature. While the students had read the essay themselves recently, reading it aloud changed its meaning for some and made it more understandable what mood the author clearly had through their writing.) We highlighted several sentences that could be possibly used as references or quotes to integrate into an essay in this unit.
- Students were given a thesis writing activity yesterday. This was due today.
- Students were given a new assignment to find five suitable quotes that would be relevant in a discussion on the significance of outside influences in an individual’s perception of “self”. They were to find these quotes using any of the literature we have taken in this B30 course to date. Once they had their five quotes, they were to choose one of them and write a formal body paragraph with a properly integrated quote with the same topic focus – the influence of others on an individual’s sense of “self”. This assignment (the 5 quotes and 1 paragraph) is due typed on Friday.
- Students have a History Unit test tomorrow covering everything we’ve taken to date in the class. They had this class as a study class to compare notes and prepare for the exam.
- Possible help in studying? Read through all the entries in the homework blog under the History 30 portion. It discusses in detail all the topics we have covered in each day.
- We finished yesterday’s discussion of the sexual violence suggested in many advertisments. We answered the questions that analyzed the “Escape Cologne” ad with the man who seemed to be overpowering a woman into a position of submission.
- We began a new topic that focused on the manipulation of ad companies who target viewers and specifically try to make them feel unworthy, insecure, and lacking if they do not possess certain products. There is a direct connection to these influences from advertising to the concept of self and worth that forms with an individual. If your body type does not seem to work with the style of clothing shown, the person develops an insecurity about their body or an existing insecurity is amplified. Low-rise jeans, all many jean stores sell these days for teens, is not a comfortable or flattering fit for many teens who have even a healthy weight. It was an interesting discussion and the connection was clearly made today between the influence of media and our personal concept of self-worth.
- The students are going to participate in a benchmark writing project this week. We looked at several essays, written by last year’s grade ten students from several Saskatchewan schools, and highlighted their openning sentences, their thesis statements, their topic sentences, and summary ones as well.
- We also looked at the use of transition phrases in the essays written as well.
- Today, we continued with a look at some public service annoucements that seemed quite shocking. Some students giggled and snickered while watching the ads and other students questioned them by asking “What about that is funny?” Some of these ads are shocking in what they represent so it was awkward and uneasy to view. It was a natural reaction in the context of our viewing them.
[youtube]JodRK6MV8iM[/youtube] The students noticed the abuser is wearing a tie.. nicely dressed.. anyone can be abusive…
[youtube]088ME2DYvOY[/youtube] Shocking ending…
- We also discussed how violence and sex are connected in media. Magazine ads can promote a certain sense of violence while making that violence sexually appealing, like in many cologne or clothing ads. We found a few examples on the internet and discussed them.
- Students have an assignment to find an individual who has made some contribution to their country, community or society. They will be constructing a poster to represent this individual’s accomplishments. For next class, they should have all the information necessary to begin composing that information on their poster.
- Also, I approached the students today with a challenge to them. There was a child fatality in Calgary over the holiday break. A parent left her two-year old child in the vehicle while it was running when she ran a quick errand in a nearby store. While she was away from the vehicle, the child got out of the car seat, was able to use the power window button to let the window down, and while she had her head through the window she accidentally pressed against the button again and the window was closed on her neck. The child was heard or found by a nearby stranger who removed her from the window and, since they could not revive her, set her in the seat and ran to the nearest store to call 911. While the stranger was making the call, the mother returned to her vehicle, saw her two kids sleeping (so she thought) and left the scene to continue on with her errands. It wasn’t for another forty minutes until she realized her child had died.
There is no law against leaving children in a running vehicle in Saskatchewan or Alberta, possibly even in all of Canada, but maybe there should be. In the past, power windows were not equipped in every automobile so the likelihood of trouble was less with the majority of vehicles having manual windows. Now, with so many power window vehicles, maybe we should have a new law enacted to protect children in these vehicles. As we have been discussing in our studies, laws in Canada change as the needs of Canadians change. Maybe this law is something Canada is ready for. The students all seemed interested in trying to do something so we’re going to give this ‘something’ a try. We’ll keep you posted and see how things go.
- A handout was given of the last of the unit notes for this unit. To be clear, unit notes you have been given go from 1-14 and then skip ahead to 18-27. You also have hand-written notes for Ch 7. We read through the notes on the overhead and there were portions in the handout where students had to fill in the answers. A lot of the information given today was review and more detailled facts about events we have already taken.
- There will be a unit one test on Thursday.
- Students began by reviewing what we did yesterday in understanding better the process to create a thesis statement. Students were to create for themselves their own topic sentences for the given essay question and then comprise a thesis statement to match their topic sentences.
After twenty-five minutes, we moved on to look again at some of the poems students would have read during the individual assignment they recently completed.
Understand this carefully: that an individual who lived in a vaccum, where there was no influence whatsoever from the outside, would grow up having no real understanding of who they were or how they should feel about themselves. It is only when we exist with others, whether it be neighbours, parents, friends, media influences, the specific country you live in and the values they have set, whatever the case may be, you see reflections of yourself that give you a sense of your identity. When you do something good or bad, something else gives you that sense. You are encouraged by a teacher for a good grade so that encourages your belief that you are smart or good at something. You make a mistake and hurt a friend and the feedback you get from your peers is negative so that contributes to your awareness that you’re not the perfect friend. Our understanding of who we are Comes to us from the feedback we get from the society and surroundings we have.Now, understand that for every author of one of the pieces of literature we have read, each of them is seeking an answer to what makes them who they are. Their ancestry’s history, like in “The Past”, is a part of how they became who they are. Their confusion over who they should identify with, either their French colonizers or their Teuton culture, like in the poem “I Am An Alien of Africa and Everywhere, influences them. In the poem “An Introduction, the author seems very critical of anyone else’s expectation of who she should become. She can be anything she likes but is told to “fit in” and choose a language to speak in. The identity you have and your understanding of who you are comes from the feedback you have gotten from your surroundings. For many students in our class, your identity and who you are is not an important subject right now in your life, but consider the possibility that at some point in your life, you may look back and wonder where you came from and how you became the individual you are.We looked at the poems titled: “I Am An Alien of Africa and Everywhere”, “An Introduction”, and “The Past”. The focus of our discussion was to:
- look to see how the poem adds to the discussion of other sources influencing an individual’s sense of ‘self’
- look for quotes that could be used easily in an essay paragraph for the dept. exam
- To begin a review of this unit’s concepts and topics, students were asked to create a concept map using thirty of the forty concepts and phrases we constructed as a class two classes ago. A handout was given that gave two examples of concept maps from last year’s History 20 class. The important thing often overlooked in creating the maps is to use ‘linking phrases’ to show the relationships between concepts that have been connected. This was to be handed in at the end of class, regardless of whether they were finished, and will be given back tomorrow for them to continue on their own time.
- There will be a Unit One test on Thursday.