What is your responsibility or role in helping others in the world?
Instagram Search: #DoSomethingForNothing
What are the different ways ordinary people are able to impact change in their immediate environment?
Eleanor Rigby Song Study:
- A Satirist Comedian makes the case in Germany for publishing Mein Kampf again (7 mins)
- This Toronto Woman Survived Auschwitz – now she’s still speaking up for people murdered (19 mins)
b: A Boy on the Beach (Podcast is 17 minutes long – link on website)
- Award Winning Singer pens song about family’s journey to Canada (related to Kurdi’s drowning)
- Chinese Artist/Activist recreates images of Kurdi boy on beach (for charity/awareness)
Additional Optional Podcast Choices:
- Doctor Forced to tell Lung-Transplant Patients to Fundraise to pay for Lifesaving Treatment
- Misinformation on Social Media can Spread Hesitancy About Vaccines, Experts Warn
- Housing is a Human Right? Finland’s attempt to solve a social problem
- Haisla FN man working to save his people from Vancouver’s opioid crisis
- Black athletes who protest pay the same price as those who did 50 years ago
Pros and Cons of being either a Visual or Non-visual Minority in society (*developed by a previous group of students)
Non-visual: when there is a quality of your being that people cannot visually recognize or notice, but that might cause some people to see or treat you differently. (Ex: religion not including features that are visually noticeable (like being Jewish), sexual orientation (could be same-sex oriented without people knowing your personal feelings/attractions), mental disability, race (some people may be of a race group without distinguishing features, like fair-skinned Metis)
- if your minority identity is hidden, you can’t be discriminated against so easily
- you could choose to hide the part of your identity you fear people wouldn’t accept, and feel a sense of being safe
- if you eventually choose to reveal your whole self to others, that acceptance, if gained, means so much more
- you have a chance to build up relationships that you may not otherwise have if they knew some private qualities of yourself (like a Jewish faith or same-sex attraction)
- it is your choice to disclose parts of yourself – you have some control of who knows and when they know
- it could free you to be yourself openly among others without people judging you
- you’d maybe always have a worry that it would be discovered; you’d have the hurt and lose after and existing relationships may change
- you wouldn’t ever really know if you were truly accepted, if those around you didn’t know a private part of your identity
- you would always be withholding or protecting a part of yourself from others
- there is the fear of that discovery moment, repeated over and over again throughout your life, if you kept part of yourself from others
- your potential membership in a community of people you have things in common with would potentially be hidden; you wouldn’t get to know people who could support you because you wouldn’t know of each other
- could hear insults related to your identity from those around, maybe even friends, without them knowing it hurts you (ex: David hearing his friends make Jew jokes)
- over time, it could become a toxic environment you’re in, where you silently endure and struggle with your sense of acceptance
- could end up perpetually hiding part of your true identity; repressing it (same-sex identity)
Visual minority: when there is a quality of your identity that can visually be recognized (and potentially judged in society) Examples: sex ( male or female), physical or mental disability (blindness, wheel chair-bound), religion (with religious clothing like a nicab or turban), race (some people of a different racial group may be recognized while others may not, depending on their features)
- if your quality if visual, people around you would likely know they’re targetting you with insults, rather than make jokes that relate to you without them knowing it
- you may accept yourself sooner – live life being yourself, your whole self
- first impressions made would filter out the people you would want in your life or not; they either accept you or not
- people would see you as you are, so if someone doesn’t accept you there wasn’t an attachment making it more disappointing a loss
- you would be able to be part of a group or community of people who share your qualities (ex: community of believers in the same religion)
- people may think they know you, based on assumptions or stereotypes (face criticism or harsh treatment, like targetted comments to hurt you)
- you don’t have a choice to hide parts of yourself from those who would be unaccepting of you. (Ex: “Shopping While Black” behaviour – negative bias of shop workers towards people shopping based on prejudice)
- you might have a hard time developing relationships, because people may judge you or you might feel self-conscious that they might be less accepting
- you might feel/face exclusion, feeling left out of groups
- may have a greater sense of of isolation, feeling on the outside
- there’s the mental process a child has to go through when discovering or slowly understanding why people may see them differently, despite of who they actually are
If you pursue post-secondary education, the odds are you’ll have to develop a piece of writing that requires in-text citations and a Works Cited page. Here are some resources to use as a guide for that:
- author and page #
- anonymous authors
- text from an anthology or collection
- multiple authors
- internet sources
Citing non-print or sources from the Internet
With more and more scholarly work being posted on the Internet, you may have to cite research you have completed in virtual environments. While many sources on the Internet should not be used for scholarly work (reference the OWL’s Evaluating Sources of Information resource), some Web sources are perfectly acceptable for research. When creating in-text citations for electronic, film, or Internet sources, remember that your citation must reference the source in your Works Cited.
Sometimes writers are confused with how to craft parenthetical citations for electronic sources because of the absence of page numbers, but often, these sorts of entries do not require a page number in the parenthetical citation. For electronic and Internet sources, follow the following guidelines:
- Include in the text the first item that appears in the Work Cited entry that corresponds to the citation (e.g. author name, article name, website name, film name).
- You do not need to give paragraph numbers or page numbers based on your Web browser’s print preview function.
- Unless you must list the Web site name in the signal phrase in order to get the reader to the appropriate entry, do not include URLs in-text. Only provide partial URLs such as when the name of the site includes, for example, a domain name, like CNN.com or Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.
Works Cited page – basic guidelines
- Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.
- Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.
- Double space all citations, but do not skip spaces between entries.
- Indent the second and subsequent lines of citations by 0.5 inches to create a hanging indent.
- List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-250. Note that MLA style uses a hyphen in a span of pages.
- If you’re citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name.
Easybib Citation Maker: this website can be helpful for easily making your Works Cited page.
There are a lot of cool books on the shelves of the bookcase at the back of the room. Most are separated to fit their best course or genre that they relate to, but it can be deceiving, since many overlap and fit a number of high school ELA courses.
To help you see what your options are and decide, I’ve created online shelves in GoodReads. At the link below, you can skim through and read summaries to every book on my shelf and get a sense of its topic, rather than judging by colour.
Curious about a book? Ask me about it!
You’ll see on the left of the page a number of Shelves – click through them to skim books that apply and are potential choices within your class.
To begin our look at Macbeth, we considered the possible influences for our choices:
- Fault: we make our own decisions, exert free will, so we alone are responsible for successes or failures
- Fate: timing of events/sequencing can be all it takes to set up a circumstance that leads to our downfall – could it be just coincidence or destiny that leads us to success or failure?
- Influence: people that surround us has differing levels of influence on us. Those who are more persuasive can be quite impacting, so could it be less our success/failure and more someone else’s at times?
To start the play, it’s helpful to have a basic overview of what the play is about and who the players are. This summary cartoon does a great job of that. Watch up to about six minutes in. That leaves the ending/tragedies that unfold still to be discovered as we read/perform the play.
There’s also the continued conspiracy theory that Shakespeare isn’t the sole author of all he’s credited for writing. An interesting film/documentary was made looking into that possibility.
You’re about to read a novella (short novel) set in the Dirty 30s of America. To understand the relationships and context of the story’s plot, you’ll need to learn a bit about that era of history.
Do some online digging and find out a few things about each of the following:
- America in the Dirty 30s – The Great Depression
- The Dustbowl
- Migrant Workers
- Unemployment Rates
- Why Men Left their Families
- Riding the Rails (traveling by train)
- Role differences of men and women
- What happened to children during the Depression
- Look up Photography of The Dirty Thirties and skim through them
Once you’ve learned about these things, you’re ready to read the novel.
You can also read the summary of or watch at home the film Cinderella Man. It’s set in a similar time and includes many of these characteristics of the time.
We’ve recently finished studying events in history where culture groups were in need of protection from persecution. It’s a pretty heavy, but important, topic!
In our discussions recently we made comparisons of more recent world events, after the Travel Ban (#1) was enacted in America. The reactions from people across the USA were amazing to see; the positive reactions were amazing. The negative ones, discouraging.
I said I’d collect some of the examples so you can see what happened.
— CJ Werleman (@cjwerleman) January 31, 2017
This. This is a picture. pic.twitter.com/TaUrKyjFiY
— Gideon Turk (@GideonTurk) January 31, 2017
— Lindsey Wasson (@lindseywasson) January 29, 2017
Attorneys have set up shop at the O’Hare McDonald’s as they work to get the 18 people held out pic.twitter.com/zueaLgNVA4
— Stacy St. Clair (@StacyStClair) January 28, 2017
A hockey player was taunted with racial slurs in St-Jerome on Saturday and it’s not the first time bigotry has intersected with the sport. https://t.co/XXhU4NXm53
— CTV Montreal (@CTVMontreal) February 26, 2019
Hi there from far away! Below are the Introductions the Canadian students have made to share with our new German friends. We’re really looking forward to whatever we each gain from this exchange of cultures and ideas!
Exciting times for #ELAB10 students!! We’ve got new #penpals and are just starting our first writing post directed to them. Our pals are from #Germany and are in gr9, which we think is actually equal to our gr10. We’ve created introductions to send to them and their teacher said they’re going to look through them and “call dibs” to pick who they’ll pair up with. The German students will be writing in English, but it’s not their first language, so each #Canadian student will have 2 partners (and one with 3). Now… what to write them!? They’ll each initiate a conversation topic every two weeks – one started by a Canadian student about one of our recent #ELA topics they want to share/hear feedback on and one topic initiated by a #Germanstudent for the same exchange of ideas. We’re excited to try this out! We’ll be using our #elablogs and the key thing that was brought up today was they’ll have a real audience! #realworldlearning #culturalexchange #realtopics #openminded #Saskteacher
Beside each name if their Introduction PDF.
Below each name is their first Post/Letter written to you! Good luck getting started!
Bella (Isabella) Bella – About Me
First Blog Post to You: http://bellat2015.edublogs.org/2017/03/21/letters-to-a-pal-week-1/
Brooke Brooke – About Me
First Blog Post to You: http://villib2015.edublogs.org/2017/03/22/dear-pen-pal/
Carson Carson – About Me
First Blog Post to You: http://carsong2015.edublogs.org/2017/03/21/first-wright-to-my-pen-pal/
Jenna Jenna – About Me
First Blog Post to You: http://jenna2015r.edublogs.org/2017/03/22/letter-to-a-pal-week-one/
Leah Leah – About Me
First Blog Post to You: http://leahl2015.edublogs.org/2017/03/21/letter-to-a-pal-week-1/
Mackenzie Mackenzie – About Me
First Blog Post to You: http://becky2015b.edublogs.org/2017/03/21/letter-to-a-pal-week-1/
Nate Nate – About Me
First Blog Post to You: http://nate2015p.edublogs.org/2017/03/21/127/
Trystan Trystan – About Me
First Blog Post to You: (Written by a guest since Trystan is going to be away for a week)
We’re excited to hear from you!!