1. •Each group choose a continent
   •Each person chooses a country
   •Each one of those 4-5 countries is labelled by their type of government
   •Colour the country blue if it has a democracy
   •Label the country by whether their current reigning political party is right or left wing
2. Start project with designing your own political party - must include - name, priorities three priorities well explained, at least three well explained policies on international politics.  We will design the rubric together.

Choisis une ville et trouve:

• l'origine de son nom (2 points)
• les facteurs d'emplacement historique pour l'étabilissement de la ville (3 points)
• quel group d'immigrants a établi la ville là et pourquoi  (2 points)
• quel traité recouvre cette ville https://guides.library.ualberta.ca/first-nations-metis-inuit/treaty-map-of-canada (1 point)
• quel group Première Nations y vivent http://www.muturzikin.com/cartesusa/imagesusa/languesautochtones.png (1 point)
• cette ville fait partie de quelle région page 51 du texte (1 point)
• cette ville fait partie de quelle région physiographique page 27 du texte (1 point)
• une représentation artistique de la région  avec le nom de l'artiste (2 points)

Fais une affiche qui inclut le français bien écrit et corrigé dans bonpatron.com qui est propre (5 points)

White privilege article

1. How was the author's life not privileged?

2. In the McIntosh article referenced on page 2 - what ways does she show that white people are privileged?

3.  List some other examples of privilege discussed in the article.  What does cisgender mean?

4. What are your final thoughts on privilege?

World Map 

1. Name the 7 continents and 5 oceans (Antarctic Ocean/Southern Ocean both ok, Australia is not a continent the continent is OCEANA)

2. Make diagonal lines across Latin America

3. Make diagonal lines in the opposite direction across Central America

4. Colour in China and Hong Kong

ON BOTH MAPS - (make a legend)

5. Colour the water, and only water, blue

6. Colour the Middle East - one colour 

7. Colour Europe one colour

8. Colour in Syria and Yemen

Due to the importance of being and active contributing members of a group for many of the projects marks will be earned based on the days present and working on a project.  For example, if a project takes ten class days to complete and a student only attends five they will receive 50% of the mark that the group received.

 All marks are based on a scale where a “C” indicates that work is sufficient but needs in improvement; a “B” is proficient; and an “A” indicates exceptional work. Students will have many opportunities for feedback and to improve their work before they hand in a final project.

 BLMS late assignment policy:

-    To get full marks, assignments need to be handed in by the assigned due date.

-    For every date late, after the assignment due date, 10% will be deducted from the mark (up to a maximum of 40%).  Weekends count as one day.

-    If a student is absent on a due date, a written excuse from a parent or guardian must be presented upon the student’s return, or the late-day deductions will apply.

-    A student’s mark cannot be lower than 60% given that the student deserves a passing grade on the assignment to begin with.  Any work getting a mark of less than 60% will receive that grade.

-    In order to be graded, all work must be handed in no later than 2 weeks after the given due date of the assignment.  Term marks are final.

 BLMS Attendance Incentive –

Exams are normally worth 30% of students’ mark. To reach Academic Incentive, a student must meet the following criteria:

1)               Miss 5 or fewer classes in that particular subject (school activities exempted); AND

2)               Be in good standing (not owing for assignments, projects, etc.)

 The subject teacher will then apply one of the three following options to the student’s advantage:

1)               15% Final Exam, 85% Class Mark

2)               50% Final Exam, 50% Class Mark

 Extra help is available at lunch upon request Monday, Tuesday, Wednesday and Friday.

Sciences humaines (Social Studies) FI9 – period 2

This course is designed with the intention exploring all aspects of Canadian identity.  We will cover topics including culture, geography, politics, immigration, world issues, and history.  This course includes many projects and hands-on activities.  Students will not have homework every night, but there will times where they will be working on big projects and have work to do at home. 

Histoire Ancienne (Ancient History) FI10 – period 3

This course is designed to explore history including learning how to read documents, reflect on primary documents, and do research projects.  Students will learn about Early Humans, Mesopotamians, Egyptians, Greeks and Romans. This course includes many projects and hands-on activities.  Students will not have homework every night, but there will times where they will be working on big projects. 

 World Issues 120 – period 4

This course is designed with the intention exploring world issues that are both relevant to the students and current by studying evolving issues.  Students will read, write, interview and present projects.  The emphasis of this course is on collaborative learning and discussion; therefore, students with irregular attendance are not likely to succeed. 

 Participants in this course must be respectful of the opinions and cultures of others within the class.  This class will not be emotionally comfortable.  The subjects discussed will be controversial and our opinions may be challenged.

 Due to the importance of being and active contributing members of a group for many of the projects marks will be earned based on the days present and working on a project.  For example, if a project takes ten class days to complete and a student only attends five they will receive 50% of the mark that the group received.

Environmental Science 120 – period 5

This course is structured very differently than most courses currently being offered.  It structured around student interests and current environmental issues.  Students will consider the environment from the perspective of their own personal behaviours, government, Indigenous perspectives and sustainable development.  

Most importantly students should realize that this will be a project-based course where they choose their own environmental concerns and implement strategies to improve that problem.  They will need to be active learners. They will work from a scientific perspective to research, experiment and present their findings with respect to a current issue.

Choose an endangered animal and do a project. The way you present your findings in your choice but you must research this:

1. Some key points about the animal and their habitat
2. Human impact on the animals and their environment
3. What is being done to help those animals?
4. What more do you suggest should be done?

You can share your findings with me in a Powerpoint, essay, poster.  MUST BE IN YOUR OWN WORDS.

Problem: Understand how different levels of acidity affect the mass of shells

Background knowledge:

Hypothesis:  If_______ then _______ because

Materials:

Procedure:

 Type up your lab.  SEE ATTACHED for your evaluation rubric and guide to writing a lab.

1)            Title and names

2)            Statement of the Problem

3)            Background Information:

a)   What is the historical pH level in the ocean?

b)   How much is the pH changing?

c)    What organisms does the changing pH affect?

d)   What is causing the change in pH levels?

e)    What common household ingredients could be mixed with water to change pH in water?

4)            Hypothesis: If __________ then ______________ because

5)            Materials (as a list)

6)            Procedure

7)            Results:

a)   Analyze your results and explain it to the world - be scientific explaining what you proved with your experiment

b)   Ex.  The shell that was in lemon juice for 13 days with a pH of 5 experienced a change in weight of 12%.  It was also observed that the colour changed, 5 2mm holes were formed and the shell became very brittle breaking easily with slight hand pressure.

8)            Conclusion: 

a)           Answer your intital question

b)           Explain whether your hypothesis was correct

c)           Explain any potential mistakes in this experiment (like evaporation)

d)           How can this information be applied to the real world problem of the rise in ocean acidification?

e)           What further research could be done in our lab and out on the oceans to learn more about this problem?