Category Archives: Socials

Socials stuff

Blog Post #2: Sourcing a significant personal object

1. What is the Story of my 2002 Canadian Mint Specimen Set?

Image result for 2002 canadian mint specimen setImage result for canada 2002 mint specimen set

2. What type of source is this? Who created it? When and where was it produced?

This is a primary source, as the coins contained inside were made straight from the mint in Ontario during the time of printing in the beginning of 2002.

3. What other events or developments were happening when the source was created? How might they have influenced the source?

Events that were currently happening in the area was none other than a new year, influencing the year, designs and picture on the set, differing it from years past and future.

4. What do you notice that is important about the source? What is interesting? What can’t you explain?

When I first found it, I noticed that it was made with a smooth leather-like case around the coins inside, all of which were in mint condition and shining in the sunlight. The one thing that I found most intriguing was the 50 cent coin, as I had not seen one before, and before I figured out that there was a such thing, that was the one thing that I could not explain.

5. What groups might the creator have belonged to? Why do you think they made the source? Who was the audience? How might the background / values of the creator and audience have influenced this source?

The creator was most likely part of an organization, or directly employed with the Canadian mint, designing and replicating the sets to be produced and distributed throughout Canada.

6. What can you learn from examining this source? Does it help you answer you inquiry question? Does it confirm, extend, or contradict what you know? What does it not tell you? What further questions do you have?

I can learn that the coins were made in Canada in 2002, the amount of coins our country had in distribution as well as their values, and from the symbols I could learn what animals / boats / plants were closely affiliated with Canada. It confirms my thought of it being made in Ontario, the fact that there is a 50 cent coin, the composition of each coin, and the symbols our country uses on their currency. It does not tell me how many were made, and where they were shipped to. As it is a fairly good means of historical documentation in the economic field, I have no more questions that I haven’t already found out due to this, or have researched and answered for myself over the past few years.

Social Studies post: Best question to focus on this year

After careful thought and consideration, eliminating the questions in which I believe we have already delved deep into, I came to the conclusion that the best question from the “Guideposts to Historical Thinking”, is “The Ethical Dimension”, or “How can history help us to live in the present. The main reason I have selected this question is due to the different view and route we can take, should we use it.

Last semester, we focused a lot on historical significance in any socials studies conversation, and as such, that is the topic that the majority of the class knows the most about. I propose that we switch gears, falling into a new category: “The Ethical Dimension”. This “Guidepost” focuses on learning how to understand our mistakes in the past, and attempting to eliminate or never repeat them again. Such events include great tragedies such as the holocaust, where many people were killed over a misled leader’s skewed view of how the world should be run. Back then, it would not have been uncommon for people in Germany to see his actions as justifiable, or correct, as that was what they grew up with, and were used to. Nowadays, most of us wouldn’t dare do anything like that, all due to the examination of the fallout and price of the events that occurred, and comparison to what that could do in today’s world. As dumb as it sounds, this is how people have risen to their current state. They learned from the consequences of their actions, and realized that some things just wouldn’t be good for them to survive, thrive, or get along with one another.

The reason this is important is so that we can build, grow, and survive a society, rather than focus on other topics without as large of an impact on daily life, like “[understanding] the people of the past”. With time, discussion, and independent inquiry, I am sure that we will be able to learn from this topic, implement it into our lives, and share the knowledge with others.

English 10 Romeo and Juliet ‘Puppy love’

In William’s Shakespeare’s Romeo and Juliet, it is claimed by a critic, Jo Ledingham, that what they are both participating in is no more than ‘Puppy love’, and I disagree and agree with that statement. As speculated by Robert William, “[w]e know too that it can’t be any later than 1596, or any earlier than 1591” (William, Robert). This idea of it being set in such a time raises the question of whether or not the two, Romeo of 18 years and Juliet of 13, were qualified as adults, or if they were even capable of real love at such an age.

  1. The idea of Puppy love being true: Seeing as Juliet and Romeo originally fall for one another based merely on looks rather than what they are on the inside, it is clear to see that they are not necessarily experienced in love, and instead follow an idea of love at first sight. Romeo, more than Juliet, has this one quality shining through him more than anything else, lustful and depressed when what he wants does not come his way, but also quick to change when another beauty catches his eye. After lamenting over his lost Rosaline, and being forced to go to a party, seeing Juliet for the first time, and then immediately describing her as “beauty too rich for use, for earth too dear” (1:5 47). Juliet, likewise falls for the son of her enemy, but with a hint of logistics and understanding of the issue that could be their relationship, realizing the stress and anger could boil over in to an all out family feud war. As she stands on her balcony wondering “O Romeo, Romeo! [Why] art thou Romeo?” (2:2 33), she realizes that her love is doomed to fail due to her lover being Romeo, and not one of another name. This shows that Romeo follows the path of puppy love,while Juliet can think more deeply, for certainly looks would not compel the intelligent Juliet to cross a lifelong family rivalry.
  2. In another perspective, it can be seen that Romeo and Juliet have seen through just beauty and looks, but have established a fate-like connection bonding the two for life, till death do they part. Romeo instantly strives to do all he can to win over his love, marrying almost immediately, and while Juliet may have her doubts, she agrees to marry Romeo if “[He] purpose marriage, send [her] word by to-morrow” (2:2 144).  This shows that they have found the connection, and thus would like to secure it before it is found out by their parents who would immediately destroy the relationship and punish their kids for participating in such a relationship. This shows their true commitment to one another, to the point of where Romeo asks Friar Laurence to marry them, and follows through in a very short period of time. During the end of the play, they even die for one another, and as a result, break up their families long bitterness.

So, in a way, I agree with the statement, but in another point of view, I would rather back the opposite. Overall, I would say that at the beginning, their love is merely a physical looks-based love, but as it progresses, I am certain that it has evolved past the point of poultry love, but one of understanding and willingness to end oneself to be with their loved on forever.

Sources cited

https://www.enotes.com/homework-help/what-time-period-does-romeo-juliet-by-william-57573

Document of learning 1: Eminent

Thus far, I have successfully strung together a series of ideas and works in which I believe will allow my notable to truly shine through as the remarkable man he was, and the interesting life he lived. Although it is nearing the end of the project, I have come across some major breakthroughs via studying and absorbing the data and information given to me.

Of the breakthroughs, the one I am most proud of is my learning center design. After reevaluating my options time and time again, I settled on a scene from one of Charlie’s films, Gold Rush. During this film, The Tramp (played by Charlie) and Big Jim McKay (Mack Swain) are trapped in a cabin after they rushed to the area to secure their share of the gold rush occurring. Little did they know that a snowstorm would come along and ruin their intent, forcing them into a tight space in which they must work with one another to survive the storm. This lead to them eating a shoe, in one of the scenes which inspired multiple comedy scenes in modern day productions. Another example was when they had the entire cabin tipping back and forth in a unique idea in which they added hinges to make it appear as though the cabin were truly tilting off the edge of a cliff. I hope to incorporate both of these into an interactive learning center with multiple activities and other items to increase the attention drawn to my station.

Another addition to my learning was to compile all of my eminent criteria and progress into a single google document, keeping me up to date on anything that I did not have the sheet on hand to deal with. This idea of a “Master Document” allowed me to continue working diligently on my project with the pros of a lighter bag, less stress as to whether or not I forgot any sheet or information and remain at maximum efficiency.

Overall, the project is becoming an overwhelming success and I hope to see each and everyone of my ideas through. Until next time, thanks for reading!

Charlie Chaplin Introduction post: Eminent

As eminent comes round once more, another notable figure must be chosen, and after some hard thought and time, I have settled on Sir Charles Spencer Chaplin, or Charlie Chaplin as he is more commonly known.

What led me to making my final selection was a series of influences, the main one being the field in which we both excel at, Theatrical arts. Telescoping forward, I can see myself following a similar path to him, acting and directing films, but I also have a great interest in engineering. The reason as to why I believe I will follow a similar path to Charlie is due to other complimenting me on my acting capability and idea of how the industry works. However, this particular field is filled with wannabe actors and directors, unlike Chaplin’s time, which will increase the difficulty to achieving said eminence myself

Image courtesy of pngmart.com

Regarding likeness of Charlie and I, there are some barriers between our upbringing and life thus far. Charlie was brought up without a father figure, went bankrupt after his mother lost her voice, as she was a singer, and had to support his entire family, bringing them out of poverty, employing his brother, and taking care of his mother who developed mental health issues, none of which I have been burdened with. There were other things that he did later on in his life, such as marrying and divorcing 3 wives before eventually settling on his true love Oona O’neill; these actions do not resemble something that I would do in the foreseeable future, so I am including them as well.

In regards to overcoming these barriers, I believe that I should maintain a firm understanding that he wasn’t always middle or high class, but had his hardships when he was young, and he had to work through those; when portraying Charlie, I will attempt to include those hardships into his character to best simulate his likeness, as there isn’t another clear workaround.

I intend to learn how we are identical, and how we are completely different, utilizing the extremes of both sides of the spectrum to best grasp the character I should be portraying and studying. I also hope to gain insight as to what I may follow in the future, as my options are open now, but as high school passes, will become more limited.

After visiting the library, I had managed to research my character’s persona, sadly without taking notes, but to the point that I would be able to accurately simulate Charlie to somebody who knew who he was, and they would know that I was portraying Charlie. I had also come to a conclusion as to whom my eminent person should be, as I originally had two ideas. Both this year and last year, I struggled with finding an eminent person, but I came up with Genghis Khan both times. After a stroke of luck, I found somebody much more intriguing in grade 9, but this year, I wasn’t sure that there would be any alternatives. After a lot of thought, I had another option being Charlie, via a suggestion from Mr.Morris and connections to myself as well as a basic idea of what he did. The library trip secured my decision as it made me realize that I had to choose, as the book limit was quite low, and I had to split it between the two of them, limiting my take away from the trip. I calculated the similarities between them, and I mostly resembled Charlie, while not even relating to Genghis Khan. I realized that the only reason I wanted to study Genghis was out of curiosity, and the fact that he was an amazing military strategist. After coming to this conclusion, I lept to Charlie and secured him on the list of notables.

Overall, I would say that I agree with my choice and will have some enjoyment in researching and learning about my notable, as it may shed light on myself,my passions and my future.

Thanks for reading!

Plan for speech: Eminent 2017

Exposition:

-Looks back from Oscars chair

-Problems with mother, having to leave her at the asylum.

-Has to provide for himself

 

Early buildup:

-Gets a minor show

-has to take on multiple jobs to support himself afterward

Late buildup:

-Secures a job after performing and catching a directors eye

-job offers 150$ a week

Climax:

-Creates the tramp from the costume bin

-Becomes a star

Falling action:

-makes tens of films

-hugely successful

-becomes quite famous as well as his character

Resolution:

– Films from his past with the tramp finish

-Back in the Oscars

-smiles and leaves the stage

the years 1750-1785 by: Charles James Fox

I must say that is wondrous that I get to share my glorious life with you… lower class men. I am not like you,  I am the descendant of a baron and the second duke of Richmond. Of course my father preferred me of all my brothers and sister, he let me break his watch without even getting mad. And this one time, he promised me that I would be able to see a wall demolished only to find that it was already, so he built it again so I could watch it be destroyed. (I love my dad).

Schools runs around and all I can think about is the world around me, not these stingy books and losers, so my father removes me from school for a while to see George the third’s coronation. Eventually I went back to the books, getting into Hetford college in Oxford. I met people that some may consider to be more influential then me, CHARLES JAMES FOX. These common folk were none other than Voltaire, Lafayette and Edward Gibbon, all small compared to me (In some cases literally.)

School ends and my serv- I mean father, purchases my rightful spot in the parliament, where I got another title, Hypocrite! Not like I was bad, I just didn’t really think everything through… yeah, I’ll go with that. So that was fun and all, but I got bored of it and joined the Whigs, my wonderful political party, even though I didn’t leave it. I dressed in the American revolutionaries colours, just to prove which side I was on, you should have seen George’s face, so laughable. Anyways, Marquess of Rockingham dies and that splits my wonderful party in two, forcing me to side with the stupid idiot who called himself Lord North. We made our case and came to power in Britain 1783, good times. Then a lot of drama happened in the political world of mine, but that story is fro another time.

(Objective) As you can see here, there was no possible way I could have been unjust or offensive in any way shape or form, I just wanted power.

(Obstacles) Of course Rockingham happens to die, and daddy didn’t help me at all.

(Action) So what did I do? I acted on it by stating what I believed and that got me to where I am now.

 

That is all for now, hope to see you ugly faces viewing my wondrous article of my daring fables once they are done, realizing how much better I am than you. Just you wait fro what I will do next, after all this is me when I am young and new, food for thought. Hope to never talk to you until I have too.

-CJF

HamiTALONS Theme map

Our Hamilton study has come to an end, and with it, our theme maps for the musical.

I have developed a simple mind map on which I can elaborate on much more than what is on the page. I couldn’t add this information due to the program (it was new to me) and that there just wasn’t enough space.

Anyway, here is my map

theme-map

Throughout the process of making this map, I realized a variety of fact I never knew about myself.

A. I had little idea of what a theme statement was

B. I am horrible at paint.net

C. I need to give myself way more time than I think I do

All of these qualities have led to me researching individual literary qualities of theme and theme statements. Once my understanding was adequate, I made multiple copies of what my theme statement would be and what the map would look like. However, none of them satisfied me, and I worked until I realized that I had no time left to create one if I were to restart once more. Thus leaving me with the map above. If I could redo the entire project, I would give myself much more time to work around the problems, adding anything that I wouldn’t have thought of the day before and to study up before jumping into a scenario that I may not be able to solve.

Midterm:Outline

Outline for Socials Midterm

 

Pieces of Content:

  • Columbus’s “progress”
  • Socials and Me Doc
  • Social Cycles
  • Eminent
  • Civil War
  • Cromwell
  • Trump and the election
  • Geniuses and Prodigies
  • Others? – Trudeau – Pipelines

Skills:

  • Research – interview – libraries – Google
  • Writing – Blogging – Speech – Learning Center
  • Speaking – discussion – presentation
  • Collaboration – planning

FORMATS: (x3)

Big Idea
Ex.1 Ex.2 Ex.3
Big EX.
B.I.1 B.I.2 B.I.3

 

What I am Learning

  • 3 Big Ideas That we have covered thus far or 3 Big Examples, for each one, list 3 underneath of the opposite genre
  • 3 stars for curricular competencies
  • 3 wishes for curricular competencies

 

HOW WILL MINE LOOK?

Essay like, put big ideas first, followed by the others. Be sure to include meaningful and occasional personal experience. 5 paragraphs, one for intro, conclusion and 3 FOR THE BIG IDEAS CONTINAINING THE EXAMPLES, THE EXAMPLES COVER CONTENT AREAS.

 

Brainstorm Big Ideas, and tons of examples: (B.I., how the Content areas help the B.I. and Examples of content areas.

  • Emerging Ideas and Ideologies profoundly influence societies and events
    • Printing press
    • English Civil War
    • Martin Luther
  • The Physical environment influences the nature of political, social and economic changes
    • The Revolution Wheels
    • Trump and Hillary Debate
    • Printing Press
  • Collective Identity is constructed and can be changed over time
    • ­English Civil War
    • Eminent
    • Election 2016
  • The physical environment influences the nature of political, social, and economic change
    • Wheels of Revolution
    • Columbus’ Progress
    • Eminent

 

Curricular Competencies and W/S

CC

  1. Use Socials Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.
  2. Assess the significance of people, places events, or developments and compare varying perspectives on their historical significance at particular times and places, and from group to group. (significance)
  3. Assess the justification for competing historical accounts after investigating points of connection, reliability of sources, and adequacy of evidence. (evidence)
  4. Compare and contrast continuities and changes for different groups at the same time period (continuity and change).
  5. Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence).
  6. Explain and infer different perspectives on past and present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective).
  7. Recognize implicit and explicit ethical judgements in a variety of sources (Ethical Judgement).

Make reasoned ethical judgements about actions I the past and present, and determine appropriate ways to remember and respond (ethical judgement).

 

Wishes

  1. 5
  2. 3
  3. 2

Stars

  1. 7
  2. 4
  3. 1

Another Eminent report

Learning centers are just around the corner, and I feel prepared. Over the weekend, I have been working hard on my center, creating the individual pieces to construct today. My center has both information, interactive activities and an attempted office-like space to represent what exactly my eminent person (John Michell) would work in. After studying him for this time, I truly grasped how forgotten he was. John had explored many different things, from the possibility of black holes to the chance of finding star clusters to seismology (earthquakes). John is one of the most accomplished forgotten scientists ever.

here is my biBLOGraphy:

  1. https://en.wikipedia.org/wiki/John_Michell

Starting point for my research, quite helpful. Though it is only a Wikipedia article, the information that I found on the site was similar, if not identical to the information on other sites. The wiki shows a large variation on a multitude of subjects, giving the reader a firm understanding.

2.http://io9.gizmodo.com/5717082/the-forgotten-genius-who-discovered-black-holes-over-200-years-ago

The author of this document is also a comic book fanatic, somebody who no longer cares about history and frankly the document is six years old. Even though there is accurate information that has been proven through other sites, this should never be the type of document that is prioritized.

3.https://www.britannica.com/biography/John-Michell

Considerably smaller than the remainder of the articles, the report was made for a newspaper. After cross-referencing the information with other sites and his books, the site’ information proved to be tiny, yet truthful.

4.https://www.aps.org/publications/apsnews/200911/physicshistory.cfm

Yet another news article format. Good for revising information, not for beginning. Do not trust this site wholeheartedly.

5.http://www.encyclopedia.com/people/history/historians-miscellaneous-biographies/john-michell

The image portrayed of John is a image of the author whim has the same name. otherwise is a good reinforce, but do not believe the portrait

6.http://messier.seds.org/xtra/Bios/michell.html

Once again you will find nothing new,  and the formatting isn’t all that well done. Not interesting, and not well written.

7.https://books.google.ca/books?hl=en&lr=&id=C4o5AAAAcAAJ&oi=fnd&pg=PA1&dq=A+treatise+of+artificial+magnets&ots=FIVb9EG8lc&sig=bByJnw-pGHhCmE51kYuubigcCGA

Short, yet well written. shows me exactly what he did. Proves that he discovered what he did in his own words, nice to know that he was recognized for this at least. Show how to make artificial magnets

8.http://rstl.royalsocietypublishing.org/content/57/234.full.pdf

Another one of John’s Papers, the document is not Computer based, but like the others of it’s kind is a PDF document. This is  a basic description of the beginning of his theory of double stars

9.http://rstl.royalsocietypublishing.org/content/51/566.full.pdf

More of John’s work, this time covering the beginning of the new science of Seismology. This is a good and interesting paper among the others.

10.http://rstl.royalsocietypublishing.org/content/74/35

Another one covering the beginning of the theories of black holes. John doesn’t know it yet, but he had stumbled upon one of the greatest discoveries of all time.

11.http://rstl.royalsocietypublishing.org/content/56/119.full.pdf

Yet another Paper by John Michell, and probably the last. John never finished the experiment listed here, (measuring the density of the earth) but he did formulate the beginning, later carried on by Henry Cavendish.