We gratefully acknowledge, respect, recognize and appreciate that we live, learn and work and teach on the traditional territories of the Kwanlin Dun First Nations and the Ta'an Kwächän Council.
Course Outline Social Studies (SS) 08
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Our Socials 8 Flipboard Magazine
Week by Week
Monday, February 19th to Thursday, February 27th
Including a creation story of their choice is an element in students' Interactive Portfolio.
Although we only watched Crash Course World Mythology Ep 2 Creation Myths Pt1 Out of the Abyss, there are several in that series that deal with creation stories. The key is that our approach was to consider what these myths had in common across the world and through human history, as well as the ways in which they may explain some of what humans knew about the world, some of which now seems to be confirmed by science (i.e. floods etc.) Students are welcome, even encouraged to watch other creation story videos included below.
The button above will take you to the Big Myth playlist on YouTube. There are 25 animations of creation stories from around the world.
To the right is a link to the Big Myth website, where you can also access the animations through their Flash based site. While there are apps available for this site, you do NOT need them to access the content on the web or on YouTube.
At the bottom of this document is the Cornell Notes review assignment.
The ABSOLUTE DEADLINE for this assignment is Friday, March 16th.
Monday, February 12th to Friday, February 16th
I have purchased a membership. Students have been 'enrolled' and given their enrolment information. Personal information was not used nor were emails required.
Over the course of the entire term, students will need to complete the lessons in "Typing Jungle", numbers 1 through to and including 417. Students who wish to achieve an "Exceeding Expectations" would need to complete all 612 lessons. Lessons can take only a minute or so to complete, and student progress - badges, speed and accuracy - are tracked for student and teacher review.
In order to access their enrolled accounts, students must sign in at the following URL:
If students try to simply go to "Typing Club dot com" they will not be able to track their progress nor will the instructor be able to do so.
In other work...
This is a diagram developed by Prof. Loyal Rue about the functions of myths in society. Key to understand is that humans want to understand how things are and how those things connect to what things matter, and have a tendency to create stories to integrate social understandings of experience, beauty, ritual, thought, and social institutions into those explanatory stories.
The Tree of Life image below shows how many billions of years ago the various 'arms' or kingdoms of life split from each other.
Monday, February 5th to Friday, February 9th
Story of the World Chapter 1 - In the Beginning
In this unit we are practicing our Cornell Note-taking skills while watching a documentary about the origins of the planet.
The screening we saw was the debut of material that was not included in the original airing of the documentary. We also had the opportunity to ask questions of the director, Allen Gregg.
The exciting element of this documentary was that it was filmed here in Yukon, and detailed the discovery of local artifacts that tell us about the history of First Peoples, and confirm the traditional teachings that First Peoples have been here for many thousands of years. Included is information on Kwäday Dän Ts'ìnchi: Long Ago Man Found.
Below is a link to the CBC The Nature of Things page which contains the documentary and related articles.
Students who were not able to attend the screening read the related articles and made Cornell Notes.
A mystery is emerging out the Yukon ice: human hunting tools hidden for as long as 9,000 years have started to melt out. And each new find is another piece to the puzzle of who these people were. Greg Hare is the archeologist who was there for the recovery of the very first artifact in 1996.
Monday, January 29th to Friday, February 2nd
The first tool students were introduced to was something called the CRAAP test, as developed at the University of California (Chico campus).
Assessing Sources using the CRAAP test
The CRAAP test for resource assessment was developed at California State University at Chico, but is now used widely at schools across North America.
The acronym reminds students to check the resources that they use for research on the basis of five elements:
C = Currency
R = Relevance
A = Authority
A = Accuracy
P = Purpose
Taking structured notes using the Cornell Note Taking System
- Breaking down the process of distilling information from a source into manageable sets -
- top-down, during-process recording of information,
- a "cue column" for key terms, important groups/individuals/contributors, dates main ideas,
- and a summary section to get the information into it's more condensed but clear form.
- A physical layout that is consistent and easy to navigate.
- A set process of repeated actions:
- putting information in the students own words while reading, viewing or listening;
- reviewing information to determine which terms, names, dates or concepts need to go in the cue column;
- reviewing and synthesizing information into a concise summary;
- and reviewing cue columns and summaries to prompt recall.
- This can be on a sheet of ruled, hole-punched paper.
- This can be on a notepad or in a notebook.
- This can be on a blank sheet of letter sized, legal sized or even tabloid sized paper.
- This can be single of double sided.
- Students are free to, even encouraged to, include icons, sketches, images, mind-maps, diagrams, colour-coding, and use note-taking abbreviations (please see below) to integrate visual learning with text based learning.
Monday, January 22nd to Friday, January 26th
It is particularly important to realize that procedures and expectations around personal devices and technology in the classroom have changed, as per directives from the school administration. Students who were in my class last semester should familiarize themselves with the changes.
Our classroom expectations are based on a specific set of First Nations teachings. While they are not local to Yukon First Nations, I have discussed them with elders, who tell me that these are values common not only to all First Peoples, but agree with me that these values are common to all cultures. These are posted at the front of the classroom as a reminder to everyone in the room of the guiding values that are the framework for the expectations of people in the room.