Good morning everyone.
This is our last day of classes before "Spring Break".  If we were in school, tomorrow would be parent-teacher conferences so, I'm having classes today, but my next posting will be on Monday, April 6 when we normally would be back at school.

Please see the letter below which was forwarded from the office.  It has resources for handling the COVID-19 situation.

Please see the letter below which was forwarded from the office.  It is about Pope Francis's message.

Now, let's get to work!
8ELA
-Reading-Please be sure to do your 40 minutes to an hour of reading and since we're treating today like a Friday/end of the week, send me your book title and pages read as of today.  I won't be counting pages read next week (but you CAN still keep reading!).
-We're continuing our theme of War and Conflict with a new short story.
-

“The Power of Light” by Isaac Bashevis Singer

http://aws.cricketmedia.com/media/20161222161418/power-of-light.pdf

Our next story takes place during World War II.  Think about what you know about the Nazis and their murder of European Jews during this time.  Have you seen a movie or read a book about this time period?

Understand that Warsaw is a city in Poland and that the Warsaw ghetto was created when Nazis forced all Jews in Warsaw to move to a certain part of the city.  Life in this ghetto became increasingly desperate as time passed.  Take a moment and review the map of Europe so you are familiar with the setting.

https://qph.fs.quoracdn.net/main-qimg-b93b481e567a48e13287c873753d13a2-c

Our story today focusses on two children; they talk about Hanukkah which is an eight-day festival that commemorates a victory for religious freedom and it’s celebrated between late November and late December.  Popular traditions during this time are lighting candles, playing with dreidels (a spinning top toy), and special foods including potato pancakes.  As you move through the story, think about character traits.

-Read the story then do the following questions.  I'll be collecting homework on Monday, April 6.

1.  Why are David and Rebecca alone, without parents?  /1
2.  Identify three dangers/difficulties do the children face while living in the ghetto?  /3
3.  What reasons does David have for wanting to escape the ghetto now while Rebecca wants to wait?  /2
4.  Identify a character trait of either David OR Rebecca.  Cite text to prove your opinion.  /3
5.  Explain the symbolism in the story. (Identify the object, the idea it represents, and why you think this way—you may cite text to support your answer).  /3
6.  Explain why you like or dislike this story.  /2

8SS
-Last class we learned about citizenship in ancient Rome.  Please compare your work to the answers below.
Answers
1.  The first stage of citizenship was that freeborn patrician men living in Rome were citizens.  THEN it was extended to plebeians.  THEN is was extended to wealthy/powerful non-Romans in conquered lands and to foreign leaders and soldiers.  THEN is was granted to every freeborn person living under Roman rule.
2.  A census is a counting of citizens and their wealth.  The Roman government valued it because they could tax people based on their wealth and they knew how many people they had for soldiers.  The Canadian government does a census to know how many people live here so it can plan for schools, hospitals, taxes, etc.
3.  (answers will vary)
4.  Slaves did jobs such as domestic servants, skilled tradespeople, doctors, tutors, and musicians.
5.  Slaves allowed the Romans to have a life of nice life of leisure since all the slaves did all the work Romans didn’t want to do.
6.  (answers will vary)  The obvious reason the rebel slaves of 73BC were punished so harshly was to send a message to everyone entering Rome that rebellion would NOT be tolerated and that punishment would be very harsh.  (Remember, crucifixion was being nailed to a cross while alive, with friends and family watching.  Posting these bodies along THAT road was where EVERYONE would see them, families would have been devasted and newcomers would have been afraid.)


 7SS
-Last class we learned about Human Rights Abuses.  Please compare your work to the answers below.
Answers
1.  Discrimination is the action of treating someone differently because of his or her differences whereas prejudice is an attitude and feeling about someone because they belong to a “group”.
2.  Racism is the discrimination and prejudice we have toward someone because of his or her race.
3.  Apartheid is the system of segregation or discrimination on grounds of race in South Africa between 1948 and 1991.  It could have been having to carry a passbook when travelling within SA, separate areas for blacks and whites to live, separate park benches/beaches/entrances to places.
4.  (answers will vary-I have listed many facts--you only needed three)  Three Nelson Mandela facts are:
-Mandela’s middle name, “Rolihlahla,” literally means ‘pulling the branch of a tree,’ or           colloquially, ‘troublemaker.’

-In his family, Nelson Mandela was the first to receive formal education. At that time, very few    black kids attained high school education in South Africa.

-Nelson Mandela, when he became aware that his guardians arranged his marriage, fled to   Johannesburg. He stole cattle and sold it to collect money for his travels.

 -During his initial days in Johannesburg, he took the job of a night watchman then a law clerk.

 -In 1940, he was expelled from the University of Fort Hare for his involvement in a student strike.
-In 1943, Nelson Mandela received his B.A. from Fort Hare.
-In 1952, Nelson Mandela was convicted under the Suppression of Communism Act, and was banned from leaving Johannesburg and participating in public gatherings. The same year, he formed the first black partnership in South Africa.
-Mandela joined the African National Congress in 1944, and formed the ANC Youth League along with some others during the same year. The group was displeased by the policies and        principles of the Congress, and wanted to erect their own party.
-Another cool fact about Mandela is that he was a master of disguise. He disguised himself as a  fieldworker, a chauffeur or a chef. He used his talent to evade policemen who tried to arrest him. And finally when he was arrested, he was in a chauffeur’s outfit!
-In his honor, his birth date of July 18 has been declared “Nelson Mandela International Day.”
-Nelson Mandela served as President of the African National Congress (ANC) party from 1991 to  1997.
-During the 1994 election for the presidency, the majority of voters chose the ANC to lead the country, and Nelson Mandela was sworn in as President.
-Nelson Mandela became South Africa’s first black president on May 10, 1994. He was the first South African president to be elected democratically, and also the oldest president to assume office.
-Nelson Mandela spent nearly 70 years of his life advocating for the rights of minorities in South Africa. He wanted to establish a free and non-racist society in the country, and inspire people all over the world. He was against discrimination, injustice and inequality.
-Nelson Mandela also spread awareness about AIDS and treatment programs for the deadly           disease, which also cost him the life of his only son Makgatho (1950-2005).
-Nelson Mandela married three times. His last marriage was at the age of 81 to Grace Michel.    He had been married to Mozambique President Samora, who was a widow at the time of her  marriage to Mandela.
-Nelson Mandela co-authored a book with Fidel Castro.
-Nelson Mandela and F.W. de Klerk were jointly awarded the Nobel Prize for Peace in 1993, “for their work for the peaceful termination of the apartheid regime, and for laying the foundations   for a new democratic South Africa.”
-Nelson Mandela spent nearly 27 years of his lifetime in jail.
He spent 18 years of his imprisonment on Robben Island. During these years, he was allowed to meet his wife once every six months.
-When Nelson arrived on the island with other political prisoners, their warden’s first words    were: “This is the Island. This is where you will die.” The conditions on the island were difficult      for the estranged prisoners.
-Nelson, however, spent the remaining years of imprisonment in a jail near Cape Town. Here, he had access to radio, TV, newspapers and any visitors he wanted.
 -Each prisoner on Robben Island had a seven-foot cell, and had to perform hard labor at limestone quarries.
 -During the time he was behind the bars, he earned a Bachelor of Law degree from the University    of London, and educated his fellow prisoners to adopt a nonviolent approach to getting better treatment in the prison.
-During the 27 years he was in jail, he was offered freedom from the prison on six different occasions by the apartheid government on certain terms, which he denied.
5.  Viola Desmond sat in the whites-only section of a movie theatre.
6.  She fought the charges in court.

7.  (answers will vary)  The obvious answer is that Viola Desmond was denied #2-Don’t Discriminate.  I know this because she was treated differently from white customers. 

8.  (answers will vary)  Denying human rights to a community could result in poverty since some people will have better/easier access to jobs than others, it could also result in a lower quality of life since some people would be sad since they couldn’t think and express themselves in the way they want, or it could result in more people in jail if they are denied the right to being equal before the law and having unfair detainment.

-Today, we continue to look at how human rights have been denied but we're also looking at what people are doing about.

-Read p. 97

-Watch the video from Amnesty International//50 Years-Animated Cartoon (2:05)

https://www.youtube.com/watch?v=noQZ99Sljms

-Do the following questions.  I'll collect homework on Monday, April 6--please do not send homework unless your name is called.

Amnesty International

1.  What does AI do?  /3

2.  Who created it, when, and why?  /3

3.  What is the AI logo?  Explain what it means.  /2

4.  Review the Amnesty International Canada website.  https://www.amnesty.ca/our-work  You’ve learned what AI does, but review the Our Work section of the website.  How does AI affect change?  /2

5.  Review the Amnesty International 50 Years cartoon.  Do you feel this short film was effective at conveying the importance of AI work?  What makes you think this way?  /2

6.  How does Amnesty International improve quality of life?

Good morning.
I have a few important messages; please read the information in red.

Grade 7:  Only send me your homework when I call your name.

Everyone needs to put their name on their work: include it in the title bar.

A message from Mr. Herr:  PHYSICAL EDUCATION  

March 23 (Monday) - 27 (Friday)  and  April 6 (Monday) - 9 (Thursday)  

30 minutes (minimum, more would be great!) of OUTDOOR Physical Activity 

Examples could include:  going for a walk with Dad &/or Mom (or another 'responsible' person), going along when a pet (ie. dog) is being taken for a walk, playing in your yard, going to a park or "open space" to play, going for a 'brisk' fitness walk with a partner(s) . 

Any questions please contact Mr. Herr at therr@holycrossschool.mb.ca 

8ELA

-Reading-Be sure to get in your 40 minutes to an hour everyday.  If you're nearing the end of your book, make a plan for a new book.  Perhaps a family member or friend will let you borrow one of theirs; remember, new genres could result in happy adventures.
-We're correcting "Lather and Nothing Else" today.  Compare your work to mine.

"Lather and Nothing Else"

1.  (answers will vary)

2.  In the historical fiction “Lather and Nothing Else” by Hernandez Tellez, suspense is created in the first two paragraphs with the reader learning that the main character is so nervous he is shaking and that’s because the man who just entered is carrying guns and lots of bullets.  This is suspenseful because the reader wonders WHO would be walking around with so much ammunition and why it’s okay for him to do so.  The reader also is anxious because this man with the guns, for some reason, makes the main character nervous—the reader wonders why (maybe they’ve had contact before).

3.  (answers will vary)

4.  In the historical fiction “Lather and Nothing Else” by Hernandez Tellez, the man who has entered with the guns has been rounding up rebels in the countryside.  He has killed some of them.

5.  In the historical fiction “Lather and Nothing Else” by Hernandez Tellez, the reader learns that the main character, the barber, is a secret revolutionary.  He’s like a spy for the rebels.

6.  In the historical fiction “Lather and Nothing Else” by Hernandez Tellez, the main character has a conflict with himself; he must decide whether to kill Captain Torres.   On the one hand, he wants to kill Captain Torres but knows that this will result in having to hide the body, running from Torres’s soldiers, and that some would call him a coward because he did it when the Captain’s eyes were closed.  He also feels that some would respect him and call him an avenger and hero of the people.  On the other hand, he doesn’t want to kill Torres because he just wants to do his job, he’s just a barber and not a murderer.

7.  (answers will vary)

8.  In the historical fiction “Lather and Nothing Else” by Hernandez Tellez, at the end of the story we learn that Torres admits that it’s not easy to kill.  This shows that he struggles with this task.  This is different from the Captain Torres of the rest of the story, because up to this point, the Captain doesn’t seem bothered by hunting down rebels, killing them, or torturing them.  This leaves the reader wondering if Torres is a true villain.

8SS
-We've been working on Roman Society and today I'm collecting homework.  The following people need to send me their work today.  8M-Maya, Jason, Charlene, Roman, Emily, Quentin, and Ramsen. 8B-Israel, Athaniel, Josh, Gabby, Sara, Nina, Joel, and Anna.

7SS
-Last day, we were working on Human Rights Abuses and studied South Africa and Canada.  The following people need to send me their work today.  ONLY the people listed here-Enzo, Kailee, Cyrus, Riley, Catherine, Joseph, Luciana, Deion, and Johanna.

Good morning.
We all have lots to do today so let's get started.  Please remember:

Put your name on all work you submit.

Only submit homework when your name is called.

Be sure the work you're submitting is your own unique ideas and sentences.

Send it the day it's due; I do contact parents when I don't get homework submitted.

8ELA
-Reading-Make sure to set aside 40 minutes to an hour to get your reading done.  I've heard from a few students that they've finished their books--that's great--but what now?  Remember that school is open so you could pick up a book from the library, you could go online and read/download an e-book, or you could borrow from a friend or family member; what's important is that you take the initiative to find a new book.  As we've learned in class, trying a new genre or something unfamiliar could result in a happy reading adventure!
-We've been working on the short story "Lather and Nothing Else" by Hernando Tellez and today I'm collecting homework.  The following students need to submit their work today:  8M-Maya, Jayson, Roman, Quentin, Samuel, Gabrielle and Sesinna and 8B-Athaniel, Gabby, Nina, Eric, Joel, Morgan, Shaun, Sherah-Mae and Matteo.

8SS
-Today's focus is on Roman society.
-Our Useful Latin Phrase today is quid pro quo which translates to "something for nothing".  The idea is that something will be received/you'll benefit in someway without doing anything special.
-Read p. CLII (Social Organization) and p. CLIII (Slavery) plus the green box labelled Figure 8.9
-We already know that like most ancient civilizations, slaves were part of the population, but today we learn just how important they were to the Roman lifestyle.  Today, we learned more about plebeians and patricians, and we know that the most powerful person in Roman society, during the time of the empire, was the emperor.
-Do the following questions.  I'll collect homework tomorrow.
Roman Society
1.  Identify/explain the four stages/evolution of Roman citizenship. (This means to tell me that at the beginning of Roman times, being a citizen looked like "this" but as the empire grew, being a citizen looked like "this", and then it changed to look like "this".  I want to know how the criteria for citizenship changed over time.)  /4
2.  What is a census?  Why was it valued by government?  Other than for this reason, why do you think the Canadian government does a census?  /4
3.  What do you think about Cicero's comment about women?  /2
4.  What jobs did slaves do in Roman society?  /3
5.  How did slavery affect/impact the Roman lifestyle (the way they worked/had leisure time)?  /2
6.  Why do you think the rebel slaves of 73 BC were punished in such a harsh way?  /2
**Be sure you are updating your Who's Who and Date Chart.

7SS
-We've been learning about human rights abuses and we focussed on apartheid on South Africa and racism in Canada.
-Do the following questions.  I'll collect homework tomorrow.
Human Rights Abuses

1.  Differentiate (explain the difference) between discrimination and prejudice.  /2

2.  What is racism?  /1

3.  According to the entrance at The Apartheid Museum in South Africa, what is apartheid?  Give an example of what it would have looked like in an average city in South Africa.  /2

4.  Identify three facts about Nelson Mandela.  /3

5.  What did Viola Desmond do that caused her arrest?  /1

6.  What did she do about it?  /1

7.  Thinking about apartheid in South Africa or Viola Desmond’s arrest in Canada, use the UDHR to identify a human right that is being denied/abused (number and words).  Explain your thinking.  /2

8.  How could denying human rights affect a community?  /2

Good morning.  It's going to be a nice day so be sure to get outside and enjoy the warm temperatures.  I have some reminders for everyone.

Please put your name on your work, not just in the email, 

but in the title bar (or elsewhere) on everything you submit.

Please be sure that the work you submit is unique to you; 

when I get several pieces of work that all have the same, unique idea 

or the phrasing of a sentence is identical, I question whose work I'm reading.  

Remember:  I want to know what YOU think and what YOU learned.

8ELA
-Reading-Be sure to get in your 40 minutes of reading today.  Did you submit pages read as of Friday?  If you didn't tell me the book and page you're working on, please send it today.
-Last week, we read "Lather and Nothing Else" by Hernando Tellez.  Please find the questions below.  I'll be collecting answers tomorrow.


1.  As you read this story, did you think the barber would harm Captain Torres?  Why or why not?  /2

2.  Suspense is created in the first two paragraphs.  What are two details the author uses to do this?  Explain why this is suspenseful.  /3

3.  Find another place in the story where the author achieves suspense.  Explain how it is achieved, while identifying the details.  /2

4.  What has the captain been doing for the past four days?  /1

5.  On page two and three, we learn that the barber has a secret.  What secret does the barber have?  /1

6.  The interior monologue reveals a character v self conflict.  What decision must the barber make?  What are the possible consequences of his choice?  /3

7.  Do you agree with the barber’s decision to let Torres leave unharmed?  Explain your thoughts.  /2

8.  Review the last paragraph of the story and especially these lines:  On the threshold he stopped for a moment, and turning toward me, he said, “They told me you would kill me. I came to find out if it was true. But it’s not easy to kill. I know what I’m talking about.”  What do we learn about the Captain Torres’s character?  How is he “different” from the Captain Torres from the rest of the story?  /2


8SS
-Last week, we learned about the Roman military and I collected homework.  Please review your work and compare it to answers posted below.

Roman Military

1.  Audaces fortuna iuvat is useful for today’s topic because fortune/wealth comes to those who are brave and willing to try new things.  The soldiers/military were brave and willing to go fight in foreign lands and they brought wealth to Rome (and themselves).

2.  Three criteria for being a part of the Roman military are soldiers had to be men, they had to be citizens, and they had to have their own weapons.  They also served without pay (it was their duty and love for Rome that made them serve).

3.  Auxiliary troops are those people who came from conquered lands.  They were forbidden from serving in their homelands because the Romans probably couldn’t trust them; the Roman probably thought they would encourage a rebellion against Roman control.  (Think of it this way:  Munroville goes to attack Cirictown and Munroville wins (of course!) we now control Cirictown.  Munroville wants to conquer more territory—let’s go conquer Barairoburg!—who should I leave to control Cirictown while I’m out with my soldiers conquering new lands?  Should I leave one of my loyal Munroville citizens or should I leave a Cirictown citizen?  Hmmmm…I think I’ll leave a loyal grade 8 student there because I can trust him or her and I’ll take the newly conquered Cirictown people with me.)

4.  A centurion  is a full-time officer and a legion is the group of 6000 soldiers.

5.  Hannibal is the commander of the Carthaginian army (could you tell me where Carthage is?  It’s on the map we did at the start of this unit).  He decided to attack from the north because Rome controlled the Mediterranean Sea with it’s strong navy.

6.  (answers will vary-possibilities follow)  Hannibal was unsuccessful because his attack route was too long (through Spain, mountains, and more mountains) and his soldiers were exhausted and he lost many elephants on the journey.  He was unsuccessful because as the leader he should have protected Carthage and he didn’t; he left it open to attack and once he was away, the Romans attacked and Hannibal had no choice but to turn back/give up.

7SS
-Last week, we learned about the UDHR, why it was created, and how it is to be used.  Remember, it is formed on the idea that these are the rights that EVERYONE has simply because he or she is human.

-Today we’ll look at how these rights can be denied.  While many countries have denied rights to their citizens, we will focus on South Africa and Canada.

-Read p. 96 from your textbook to learn what happened in South Africa.  Be an active reader—you may want to print the page and highlight the big ideas in each paragraph.  If you don’t want to print, stop after every paragraph and ask yourself:  what was the big idea in that paragraph?

-Access The Apartheid Museum in South Africa (a virtual field trip!) and click on Exhibitions then Permanent Exhibition.  Visit boxes 1 – 18 for more information and visuals of apartheid.

https://www.apartheidmuseum.org/permanent-exhibition

-Now let’s see how human rights were abused in Canada.  Watch the video and review the website.

https://www.pc.gc.ca/en/culture/clmhc-hsmbc/res/doc/information-backgrounder/Viola_Desmond

https://www.historicacanada.ca/content/heritage-minutes/viola-desmond

-Tomorrow, I’ll assign the questions that will check your learning on the idea of human rights abuses.

Good morning everyone.
It's frosty outside so stay inside and enjoy working from home.  Please be advised that the school's office has new hours during the school suspension; should you need to pick up or drop off material/supplies, please come during this time but call ahead to ensure staff will be here.

As discussed in class, I will not be collecting Journals during the school suspension.  However, you are responsible for maintaining your Reading Goal.

Please remember to put your name on your work.  

Please put your name on your work.

8ELA
-Reading-Please make sure you complete your 40 minutes to an hour of reading.  Today, be sure to send me an email summarizing titles/pages read.
-We're correcting "The Sniper" today.  Review your work and compare it to mine.

“The Sniper” by Liam O’Flaherty

This story takes place during the Irish Civil War.  It describes an encounter that could have happened any time between June 1922 and May 1923.  However, guerrilla warfare continued for many decades after that.  The civil war centred on the concept that Free Staters wanted Ireland to be an independent nation, separate from Great Britain and the Republicans wanted Ireland to continue to be part of Great Britain.

1.  The short story titled “The Sniper” by Liam O’Flaherty is historical fiction.  I know this because it is about two snipers fighting each other in the city of Dublin during a time of war and this isn’t happening anymore.  (I would also accept realistic fiction because two people shooting at each other could happen in our modern times.)

2.  In the short story titled “The Sniper” by Liam O’Flaherty, there are two main characters.  They are both males and their names aren’t revealed but they are both on rooftops; one is a Free Stater and the other is a Republican.

3.  The short story titled “The Sniper” by Liam O’Flaherty takes place in Dublin, Ireland on the rooftops near O’Connell Bridge.  It takes place at nighttime during the civil war.

4.  The short story titled “The Sniper” by Liam O’Flaherty contains several conflicts.  One conflict is

- char v char – the Republican and Free Stater snipers are trying to shoot each other

OR

- char v self – the Republican, after shooting the Free State sniper, feels bad and throws his gun to the ground, gibbering, and cursing the war/himself/everybody.

5. (answers will vary-some possible answers follow)  The short story titled “The Sniper” by Liam O’Flaherty has

- personification.  This can be seen in the line “the heavy guns roared”.  Roaring is a verb that living things do, like lions or angry people.  It’s useful to the story by making the guns roar, they seem ferocious and scary.

OR

- foreshadowing.  This can be seen in the lines “The flash might be seen in the darkness, and there were enemies watching.  He decided to take the risk.”  This makes me think that the Republican knew it was dangerous and that he shouldn’t smoke but he wanted to anyway.  It’s useful to the story because it makes me think that the enemies ARE watching and something bad is going to happen. 

OR

- personification.  This can be seen in the line “the dull panting of the motor”.  Panting is a verb that living things do like dogs or animals that have been running.  It’s useful to the story because this armored car is panting, like a beast, and that makes it scarier.

OR

-metaphor.  This can be seen in the line “the gray monster”.  The author is comparing the armored car to a monster, that is a dull gray.  It’s useful to the story because monsters are scary and the reader gets how the Republican is facing more danger.

6.  (answers will vary)  The short story titled “The Sniper” by Liam O’Flaherty has

- a spooky mood to it.   Another way this mood is achieved is with the description of the setting; the author uses words like “twilight faded into flight”, “enveloped in darkness”, and “dim light of the moon”.  These visuals make me feel afraid.

OR

- a nervous, anxious mood to it.  This is achieved with constant danger being put in front of the main character; he is faced with a sniper, an armored car with gun turret, and he gets shot.  These events leave me worried for the Republican sniper.

7.  (answers will vary)  The short story titled “The Sniper” by Liam O’Flaherty has the theme of

- war destroys families/relationships.  I think this way because the main character kills his brother, and he is very happy and proud of himself when he does it.  Without the war, he probably loved his brother and would never hurt him.

- war takes away our individuality.  I think this way because the soldiers are simply following orders, doing what “their side” wants without any consideration to who they are as individuals/people; instead, everyone is turned into a soldier.

-We're working on a new story today.  See my lesson below.

“Lather and Nothing Else” by Hernando Tellez

http://mrquarrie.weebly.com/uploads/1/0/1/0/10102453/just_lather_thats_all.pdf

Today’s story is an interior monologue.  This is a story told entirely by one character and contains his or her innermost thoughts and emotions.  Our focus today is on how a character is developed and how suspense is created.  As you read, notice how the author uses the interior monologue to build suspense as the main character considers the possible consequences of his actions.

Be an active reader.  As you move through the paragraphs, Question (why does a character behave in that way), Visualize (create a picture in your head of what the author has described), and Predict (what do you think will happen next?). Stop every now and then, and use these strategies.

Words to understand before reading:  stropping (the act of sharpening a blade toa fine edge on a thick band of leather called a strop), regime (a word to describe a government, usually negative), nape (the back of the neck), stanched (prevented from flowing-usually refers to stopping the flow of blood from a wound)

-Read the story; questions will be assigned on Monday and answers from selected students will be collected on Tuesday.

8SS
- Roman Military questions are due today.  The following students need to send in their work today:  8M-Dara, JE, Iris, Maenign, Kristine, Gabrielle, Sesinna and 8B-Theodore, Alyssa, Eric, Aidan, Munachi, Sherah-Mae, Nevaeh

7SS
-We're correcting the UDHR today.  Review your work and compare it to mine.
1.  Human rights are the rights and freedoms we have simply because we are human.
2.  (answers will vary)
Cyrus the Great was part of creating human rights because he declared that all people had the right to choose their own religion.
OR
Mahatma Ghandi was part of creating human rights because even when faced with violence, he insisted and protested for human rights for all people, not just Europeans.
3.  World War II prompted the creation of the UDHR.  This is because the world had never before had such violence and such extreme denying of basic human rights that world leaders wanted to ensure it never happened again.
4.  a)  The UDHR is a list of 30 basic rights and freedoms.
b)  It was officially signed on December 10, 1948.
c)  Eleanor Roosevelt (wife of the American president) started the work of creating the UDHR.
d)  John Peters Humphrey (a Canadian law professor) wrote the first draft.
5.  The UDHR is founded on three principles:  that the rights are inalienable (no one can take them away from you--because you're human!), they are interdependent (they work together), and they are indivisible (you can't have some and not others--because they are interdependent).
6.  Since the UDHR is not a law, countries aren't FORCED to use them but countries use them as guidelines to create their own laws and guidelines for running their own countries.
7.  (answers will vary)
For this question, you should have told me the number and title of a right that you think is important.  Then you would have gone on to explain why you think that way.

For instance, I think # 26-The Right to Education is important because learning and understanding how things work will help me get a job and manage my world.  I learned how education affects the poverty cycle, so by having an education, I will eliminate poverty and I'll have money to pay my bills.

                

Good morning. 
The sun is shining and it's the first day of spring.  Spend some time outside; walk the dog, play in the yard, or soak up some of that vitamin D.

Please do not send me your completed homework unless I call your name.  

As discussed in class, when I do assign homework and it's due the next day, 

I will post the names of people who need to submit it.  

I will post the answers the following day.

If your name is called to submit homework and you do not send it, parents will be notified.  

You must treat this situation as "school at home"; 

if it's expected to be done in the classroom, it's expected to be done at home.

8ELA
-Reading-Be sure to read your 40 minutes to an hour today.  TOMORROW send me an email with the title and pages read of any book you finished and/or the title and pages so far of the book you're working on.
-"The Sniper" questions are due today.  The following people need to send me their homework today:  8M-Dara, JE, Iris, Maenign, Kristine, Marvic, Athena and 8B-Israel, Josh, Sara, Aidan, Munachi, Livia.  Answers will be posted tomorrow.

8SS
-Roman Military-we understand that the Roman Republic was a time of democracy and that the Roman Empire was a time of dictators/emperors.  This "empire" was built with the strength of a powerful military,
-Useful Latin Phrases-audaces fortuna iuvat (pronounced like aww-dock-ess for-tuna you-vat) translates to "fortune favours the bold"
-read p. CL (The Roman Army) and CLI (Hannibal's Expedition)
-update your Who's Who and Date Chart
-to the following questions:
Roman Military
1.  Why is today's Useful Latin Phrase appropriate for today's topic?  /1
2.  Identify three criteria (things you had to be or have) for being part of the Roman military.  /3
3.  What are auxiliary troops?  Why do you think they were forbidden from serving in their homelands?  /3
4.  What is a centurion?  What is a legion?  /2
5.  Who is Hannibal?  Why did he decide to attack Rome by land, from the north?  /2
6.  Why do you think Hannibal was unsuccessful?  /2

7SS
-Universal Declaration of Human Rights" questions are due today.  The following people need to send me their homework today:  Angelica, Helena, AJ, Victoria, Lauren, Julie, Ethan, Owen.  If you have already submitted, please DO NOT send it again.  Answers will be posted tomorrow.

Good morning.  I hope everyone is feeling well today.

I have noticed many people wrote their pink questions in first person.  Why?  

The question is:  Julius Caesar:  Delightful Dictator or Terrible Tyrant?  

No where in that question do I indicate that I want a personal opinion--

it should be written in third person.  Please review your work.  

I'll be printing your work later this afternoon.  

If you submitted the incorrect format, please correct and resubmit.

8ELA
-READING CLASS.  Please be sure to continue your daily reading.  40 minutes to an hour is necessary to meet your goal; at this point in time, I'll be using term two goals.
-Spelling/Skills-Rather than uploading a corrected worksheet, please correct your work using the answers listed below.
-Spelling-Unit 15
Spelling Practice
1.  possession                            2.  aspiration
3.  deduction                             4.  revelation
5.  provision                              6.  secession
7.  diction                                  8.  occupation
9.  erosion                                 10.  omission
Spelling in Context
1.  possession
2.  occupation
3.  erosion
4.  provision
5.  aspiration
Proofreading Practice
1.  revelation
2.  possession
3.  provision
4.  deduction
5.  omission
Spelling Application
1.  accommodations (note that this word is plural)
2.  calculation
3.  admission
4.  exertion
5.  petition
Pronoun Problems-Lesson 9
Part A
1.  We   2.  us   3.  We   4.  us   5.  we   6.  us   7. us   8.  We 
Part B
1.  a                             2.  b                             3.  b
Pronoun Problems-Lesson 10
Part A
1.  he     2.  she   3.  him   4.  she   5.  her   6.  he   7.  her   8.  he   9.  her
Part B
1.  his points to health   2.  their points to muscles   3.  it points to skin   4.  his points to life
Using Who/Whom
1.  Who   2.  Who   3.  Whom   4.  Who   5.  Who   6.  Who   7.  whom
8.  whom   9.  Who   10.  whom   11.  Whom   12.  Whom   13.  whom   14.  Who
15.  Whom   16.  whom   17.  whom   18.  Whom   19.  Who   20.  Whom   21.  Who
Worksheet 10-Avoiding Problems in Agreement of Pronoun and Antecedent
1.  their   2.  her   3.  their   4.  his or her   5.  his or her   6.  their   7.  his or her   8.  her
9.  his   10.  his or her   11.  their   12.  their   13.  his or her   14.  him   15.  their   16.  their
17.  his or her   18.  his or her   19.  their   20.  its   21.  their   22.  its
**Please remember that when referring to no one or someone, this is a singular pronoun so you MUST continue with the singular and use his or her NOT their (which is plural).
-"THE SNIPER" - In yesterday's class, we read this short story to start our new unit with the theme of War and Conflict.  A paper copy was given to students who attended ELA class yesterday and I posted a link to the same story online for those who stayed home.  I wrote yesterday that the questions would be posted today; you'll find them below.  They are due tomorrow and I'll be calling for homework tomorrow.  Please remember that if your name gets called/posted tomorrow, you are to email it to me via the school website.

"The Sniper" by Liam O'Flaherty
1.  What genre of fiction is this?  How do you know?  /2
2.  Identify the characters by name/physical appearance/location.  /2
3.  Identify the setting (you may want to Google the locations given in the story for an accurate answer).  /2
4.  Identify a conflict and explain it.  /3
5.  Find figurative language or a literary device; do not choose a simile--stretch your knowledge and find something else.  Cite text and explain why it is useful in this story.  /3
6.  What mood is created in this story?  How is this achieved?  Cite text to help explain your
answer.  /3
7.  What could be the author's message/theme regarding war and conflict?  Why do you think this way?  Remember, a theme is a phrase or sentence, not a word or two.  /2

8SS
- As per yesterday's instructions, be sure to email me your pink question on Julius Caesar:  Delightful Dictator or Terrible Tyrant.  It is due today.

7SS
- UNIVERSAL DECLARATION OF HUMAN RIGHTS Lesson
-In yesterday's class, you were to finish highlighting your Background information page and watch two videos about how human rights came to be and the specific rights in the Declaration.
-Complete the following questions; they are due tomorrow.
-UDHR
1.  What are "human rights"?  /1
2.  Identify one person, from the videos (history),  who was part of creating "human rights".  What did this person do to make these rights happen? /2
3.  What historical event prompted the creation of the Universal Declaration of Human Rights?  Explain your thoughts.  /2
4. a) What is the UDHR?  /1
b)  When was it officially signed?  /1
c)  Who got the work started?  /1
d)  Who wrote the first draft?  /1
5.  The Declaration is founded on three principles--what are they and what does each one mean?  /3
6.  The UDHR is not law.  How is it used then?  /1
7.  Review the list of rights (you received a handout with all 30 rights listed and explained).  Other than rights 1, 2, and 3, which right do you think is very important?  Why?  /3

Good morning.

I'll be posting at various times through the day so it's best to check at the end of the school day or first thing in the morning.  I'll be managing my blog much the way I do my classes; I won't usually assign ELA and SS homework on the same day.  I do expect the work to be done according to the due dates and as discussed in the classroom, I will still collect homework.  Should your name be called for homework, you can send it via email.  It can be typed into the email, attached via a Word document, or you can take a picture of it and send that.  When school resumes, I'll be picking up where the last blog posting ended; I won't go backwards to yesterday and review.  Please maintain your school work.

8ELA-Reading Class--This is an assignment you can maintain.  Obviously, I can't do Status of the Class daily so on Fridays, please send me an update on your reading (title and page number).  If you finish a book, tell me and tell me how many pages were it and your new title.  Please read for 40 minutes to an hour everyday--like in class.

NEW UNIT--While I was very excited to continue working on our Love poems, it's not practical at this point in time; we'll come back to them.  Our unit now is WAR AND CONFLICT.  See Lesson Plan below.

WAR AND CONFLICT

- Let's think about what we think we know.

- What is "war"?  What is "conflict"?

- Are there wars/conflicts going on today?  If you think there are, what countries or parts of the world will we find them?

- Do you know about any wars/conflicts from the past?  Don't think about ancient history--focus on the last 100 years.

- Before we start our novel study, we want to look at literature written about conflict.  Understanding what war looks like beyond the soldiers and battlefields, will help us appreciate the characters in our upcoming novel.  We'll read about parts of the world that have struggled with war and conflict but our focus will be before the war, the consequences/aftermath of a war, and daily life for non-soldiers.

- Read "The Sniper" by Liam O'Flaherty.  ( https://www.classicshorts.com/stories/sniper.html )

- Things to think about before reading:  what might the story elements be?  Who are the characters?  What is the setting?  What might the story/plot be?

- Questions will be assigned tomorrow.

8SS-JULIUS CAESAR AND THE START OF AN EMPIRE

- Last class we learned how the republic of Rome turned into a dictatorship; the idea of democracy being lost.  Today we'll focus tighter on this idea and we'll learn about one of ancient Rome's well-known leaders.

- Useful Latin Phrases:  Veni, vidi, vici:  these famous words were uttered by Roman emperor Julius Caesar after a short war.  They translate to "I came, I saw, I conquered."  Another well-known phrase of his is Et tu, Brute? These are the famous last words of Caesar as he is murdered by his friend Marcus Brutus in Shakespeare's "Julius Caesar".  They translate to "Even you, Brutus?"; they are used poetically today to mean an utmost betrayal.

- watch the video about Caesar and the Roman gov't.  Remember what we've learned about it so far:  patricians had two consuls to manage the senate BUT because of civil war that changed to three and it was called the First Triumvirate (Magnus, Crassus, and Caesar)

https://www.youtube.com/watch?v=uJ-XgaOkPuk

- Read p. 150 of the text (The Death of Julius Caesar, The Beginnings of the Empire, plus the blue and green boxes)

- Update your Who's Who list and Date Chart.

- Assignment

Is Julius Caesar a Terrible Tyrant or a Delightful Dictator?

This single question is a Pink Question.  It must be written in that format.  Feel free to do additional research (beyond your text book and the Youtube video).  I want to know if you think Caesar was a "good guy" or a "bad guy".  Why do you think this way?  DUE DATE:  TOMORROW, MARCH 18, WEDNESDAY--EMAIL YOUR WORK.

7SS-UNIVERSAL DECLARATION OF HUMAN RIGHTS

-Last week we started reading the handout Background:Universal Human Rights and highlighting it.  Continue this and finish highlighting both sides.  

-Watch the following videos:

https://www.youtube.com/watch?v=oh3BbLk5UIQ

https://www.youtube.com/watch?v=QhrmL-0LgvI

-Questions will be assigned tomorrow based on the handout and the videos.

Hello Everyone!

I will be updating this site daily given the COVID-19 situation in Manitoba.  Students who were at school today were shown how to access this site and how to email me.  The expectation for students is that they are checking this site daily for the day's lesson.  Occasionally, I will request homework so students will email it.  Both this site and the email contact link are found on the school's website; pull down STAFF and you'll see the teacher listings.

8ELA-We had Reading class followed by Unit 15 Spelling and Skills (pronoun problems).  Please see below for worksheets. Print at home and then complete; due Wednesday.

8SS-We corrected Roman Government--answers below.

1.  Two major groups within Roman society are the patricians (the wealthy, powerful people of Rome) and the plebeians (the ordinary people of Rome--NOT slaves).
2.  The Concilium Plebis is the legislative assembly of the plebeians.  Three things the tribunes did for the people were protect their rights, reject decrees of the senate and initiate laws that represented their interests.  (Understand that the tribunes were plebeians--they created a new section of the government to work with the senate).
3.  Populares wanted to implement change whereas the Optimates wanted Roman traditions/society to stay the same.
4.  A republic is a system of gov't where people hold supreme power--it is a democracy.  Rome was a republic because they voted for representatives and put limits on their power.  (The USA is a republic whereas Canada is not--we are a constitutional monarchy--our ultimate head of state is the Queen).
5.  By 133 BC, there was civil conflict in Rome--the poor had lost all faith in gov't and there were several dictators (the characteristics of a republic--see Q#4--were not happening)
6.  The Twelve Tables were bronze tablets that had Roman laws written on them.
7.  It is like Canadian law because both civilizations can plead a case in court and both have a punishment for crimes.  OR It is not like Canadian law because we do not execute people, we do not publicly flog people, we do not cut off people's hands.  It is also not like Canadian law because we do not consider adultery a crime and we do not consider tomb robbing as severe a crime as the Romans.

7SS-No new material presented today; very small number of students present.