- What actually makes it worth it? Is it worth it if we learn from it?
- How did the deaths of the people benefit Napoleon’s campaign?
- Why did the people in power always end up getting killed ?
- Do the people always revolt when a royal person dies?
- After a Dictator dies, do the people always revolt, does it always end up into a bloodbath?
- How did the deaths of the people benefit Napoleon’s campaign?
- Why was Napoleon being a hypocrite and denouncing himself, then continuing to be the emperor?
- Why does Napoleon believe that the roman way’s are the way to go and not something else?
- Why did the French allow people to dictate them over and over? Why did they not revolt at the new kings and emperors?
- Why didn’t the French Revolution happen earlier in time? Why this time?
- Why do you think Napoleon brought down the prices of food?
- In what other ways was British affected by the [French] revolution? (Food, did their economy fail? Did people rise up to change but decided ‘mmmmmm better not’?)
- What was Napoleons lasting impact on slavery?
- Why did people act like nothing ever happened after Napoleon was gone?
- Why did the French allow people to dictate them over and over? Why did they not revolt at the new kings and emperors?
- How was the deaths of thousands of innocents related to the rise of France as an empire, and major continental player in Europe?
- Did the fact that one person could start such a big revolution inspire other world leaders/terrors?
- Were there people happy with the revolution at the time? Who befitted from supporting the revolution?
- How have the calendars changed through the years?
Author Archives: pruck
Action: Doc Qs
Also posted under HU9 Assignments (there are a lot of notes there atm, so it’s a little jumbly)
What type of writer are you?
Types of writer
Researchers have looked at how different people write. In “Writing at University” Phyllis Crème and Mary Lea* describe four different writer types: the Diver, the Patchwork Writer, the Grand Plan Writer and the Architect Writer. This is just one way of categorising writers, but it offers a helpful place to start thinking about your own writing process.
What type of writer are you?
The Diver
The Diver Writer finds it difficult to stick to a plan and tends to dive straight into a piece of writing, writing in order to work out what she wants to say. Sometimes she will write one section, which may end up in the middle of the finished piece and builds up the writing slowly in bits (Crème and Lea, 1997, p.73).
The Grand Plan Writer
The Grand Plan Writer spends a lot of time reading and making notes; she needs to do a lot of reading, probably more than is really necessary. Then she thinks about the material, even while doing other things. Then, when she writes out the essay in longhand, it seems just to go together automatically. Occasionally she needs to add an introduction when the writing is finished but she has not made an explicit plan. The work rarely needs re-drafting (Crème and Lea, 1997, p.74-5).
The Architect Writer
The Architect Writer begins by writing notes that are the ideas for headings. She may use a large sheet of blank paper to draw out the main ideas for the essay. She makes a separate list, perhaps in a column along one side, of ideas for later or tasks that need to be done before the writing proper begins. She has an outline of the whole piece before she begins to write; sometimes using a diagram to help with the planning (Crème and Lea, 1997, p.75-6).
The Patchwork Writer
The Patchwork Writer makes a list of headings that relate to the question and uses these to create some idea of the sections of the essay. She gets the ideas down using these headings but is often unclear about the shape of the argument at this stage. She moves sections around as she tries to write the links between the various sections. The shape of the argument becomes clearer in this process. Sometimes she finds it necessary to cut out large sections because although interesting they are not relevant (Crème and Lea, 1997, p.74).
Some things to think about:
For most people, it is helpful to have a range of strategies or ways of starting writing, which may help with different writing tasks and for different stages in producing a piece of writing
Trying new ideas can help you develop your approach to writing, adjust to the demands of new programmes or levels of study and work on aspects of writing you would like to change.
Source: http://www.nottingham.ac.uk/studyingeffectively/studying/writer/types.aspx
The Math Matrix
http://www.shmoop.com/linear-equation-systems/abstract-things-summary.html
I LIKE ABSTRACT STUFF; WHY SHOULD I CARE?
Systems of equations can also be represented using matrices. A matrix is a rectangular grid full of numbers, such as
The great thing about a matrix is that it keeps all those floating numbers trapped inside a box, so they can’t escape. It might need to plug up a couple of holes at the top and bottom, but it’s better than nothing.
The word “matrix” has many interesting meanings. There’s a movie called The Matrix. (We’re not counting the “sequels,” and you can’t make us.) There’s also a matrix in the science fiction television series Dr. Who. There was a character named “Dot Matrix” in the movie Spaceballs. We could go on, but we’re getting tired of all the linking.
Anyway, back to math. The system of equations
could also be written as a matrix equation:
The subject of linear algebra deals with ways to solve matrix equations, as well as various other things relating to matrices. For example, if you get married one day, you may want to have a Matrix of Honor by your side.
Gr 7 / Gr 9 How to Begin an Essay
These tips aren’t the greatest, but they do have a variety of “ways-in” to opening up your esssay. I personally relate it to something in my life, a meditation, or poignant issue. Most of all, an opening line should grab your attention and lure you in. If you’re not interested, then probably no one else will be either.
Make your opening exciting so when your thesis takes the stage, we are already spellbound!
http://grammar.about.com/od/developingessays/a/How-To-Begin-An-Essay-13-Engaging-Strategies-With-Examples.htm
Gr 9 – Ch 4 Collective Rights Notes
Notes- Pg 118-122
- Collective rights are granted to groups in society for historical and constitutional reasons
- They are given because a person belongs to a group in society
- Examples of these groups include First Nations, Metis, Inuit, Francophones, and Anglophones
- Not everyone has collective rights
- These rights are established and protected by the Canadian constitution
- Aims to create a society where different identities are accepted
- Acknowledges the founding peoples of Canada
- Collective identities are declared with the collective rights
- A collective identity is a common identity shared with a group of people
- Language and culture contribute to collective identities
- Many legislations are related to collective rights
- Examples: Indian Act, Manitoba Act, Canada’s Constitution, Charter of Rights and Freedoms
Quiz Questions
In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of collective rights in Canada?
- The Canadian Charter of Rights and Freedoms recognizes collective rights in Canada by granting language rights to collective identities such as the Francophones and Anglophones.
- The Minority Language Education Rights also allows minority Anglophone and Francophone groups to have their children receive education in their language.
Critical Questions
- Why are collective rights important to all Canadians?
- Collective rights are important to all Canadians because they are an important part of the constitution that develops respect for all cultural groups, enabling Canada to be the multicultural country it is today.
- Why do you believe Canadians want to commemorate the link between history and the identities of Francophones, First Nations people and the Metis?
- Canadians would most likely want to commemorate the link between history and the identities of Francophones, First Nations and the Metis because their groups contributed greatly to the history of Canada as its founding peoples.
Pages 141 – 144 – Colin & Evan L
English Speaking | French Speaking | Inuktitut Speaking |
Yukon | Quebec | Nunavut |
North West Territories | ||
British Columbia | ||
Alberta | ||
Saskatchewan | ||
Manitoba | ||
Ontario | ||
Newfoundland and Labrador | ||
New Brunswick | ||
Nova Scotia | ||
Prince Edward Island |
Rachel St. Laurent attends a Francophone school in Falher, Alberta. She feels that it is important to learn French because it is part of her heritage and she plans to pass her knowledge down to her children. Even though her community is mostly English speaking and she worries she will lose her French speaking ability, she presses on to show her community that just because someone speaks a different language doesn’t mean they’re inferior.
Devin Mens, english speaking student who attends Quebec high school in Quebec City is comfortable with his situation. He says being an Anglophone in Quebec can be hard since only 5% of the population is English speaking but he is not worried about losing his identity because it makes you more prominent
In what ways does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in minority settings?
Provinces establish Francophone schools in minority areas and encourage Francophone culture in the community.
English is spoken most but French is important and Quebec speaks French.
152-154-Matheson
1869-1870
-The metis people were promised over 500000 hectares of land
1875-1879
-the Indians were offered an option to have either land in Manitoba or become “treaty Indians”. Metis were not offered the same land as Indians so they got the land in Manitoba.
-Metis had the same rights to land as first nations but they don’t need to go on reserves
1985
-the northern resistance fought to protect metis rights, they were fighting to assert their rights, like the red river resistance
– it was an attempt to overthrow Canadas government.
1986-1910
-metis farmers established farms in St.Paul des metis, near what is now St. Paul Alberta, on land provided by the catholic church
-the Metis did not have a title to this land, and had to leave when the settlement had to leave
155-Justin
1938
L’Association des Métis de l’Alberta et des Territoires du Nord-Ouest: Lobbied for land to be set aside for the Metis alone.
Metis population betterment act was passed to set aside land for the Metis.
James Brady, Malcolm Norris, Felix Calihoo, Peter Tomkins and Joseph Dion created L’Association des Métis de l’Alberta, which lobbied for Metis reserves. Just lik our society, the Metis had split opinions in the matter.
1940–1960
The land was not in control of the Metis. When 4 settlements proved unsuitable for farming, hunting, and fishing, the government simply reclaimed the land.
156-158-Maddie
-Metis lobbied for recognition of their rights in the constitution. Section 35 recognizes the metis as aboriginal people. (constitution act of 1982)
1990
Metis “received” the metis settlements as a permanent land base, and the right to manage their own affairs under the government enacted legislation which included:
*Constitution of Alberta Amendment Act
*Metis Settlements Accord Implementation Act
*Metis Settlement Act
*Metis Settlement Land Protection Act
Autonomy: Authority to make decisions
2003
Supreme court ruled that the metis have the right to hunt and fish as one of canada’s aboriginal people under the constitution.
2004
Metis can hunt and fish for food without a license.
2006
April- Metis in Manitoba launched a court case seeking compensation for land promised, but not delivered, in the manitoba act.
2007
Alberta government put rules in place that restricted these rights without agreement from the metis organizations.
Gr. 9 ONLINE EXHIBIT: “VIOLATION OF YOUR RIGHTS”
Gr 9 Review – Language Rights
Many people seem to think that Language Rights in Canada protect the use of any language in the world in Canada. Freedom of speech covers that, however, language rights are specific to Canada’s official language use & education.
http://www.charterofrights.ca/en/18_00_01
Language Rights – Charter of Rights and Freedoms
The Language Rights in the Charter of Rights and Freedoms are presented in two sections, the Official Languages of Canada and Minority Language Education Rights. This section of the Charter proclaims English and French are the official languages of the country and that federal services must be provided in both languages. This section includes specific provisions for New Brunswick where provincial services are provided in both official languages.
Minority Language Education Rights address the rights of Canadian parents to have their children educated in either French or English in any part of the country. Explore this critical cultural section of the Charter.
Q on Scrolls
Q: Do we answer the questions in the textbook and the ones that you gave us as a group or individually?
A: That’s a great question. I think the most fair thing to do will be for the group to be given a group mark on thoroughness of all curriculum questions answers listed on the Bushido Hostage Scroll Assignment. The textbook page is a close match to the curriculum questions.
What I do not want is group members to answer the same question several times. Groups should split the questions evenly to make sure everyone has a fair contribution. A peer mark for group contributions will be included at the reflection stage of the project.
Individual writing marks will also be assessed, so please do include your name on your particular writing or creative parts.
If groups have chosen to divide the scrolls in other ways than by splitting up writing, let me know so I may find an appropriate rubric (design, performance, etc).
So, there will be an individual component for contributions, as well as a combined group mark for the overall product.
ATA Teacher’s Conference – My Schedule
My Schedule