happy holidays

See you in january..

here is a classic video to remind you what the holidays really mean

Stock Market Terms

26 vocabulary words that all relate to the stock market.

1 - rival

2 - leverage

3 - performance

4 - diversify

5 - commission

6 - execution

7 - regulate

8 - portfolio

9 - appreciation

10 - market

11 - research

12 - derivatives

13 - enterprise

14 - profit

15 - dividend

16 - investigate

17 - commodities

18 - fiduciary

19 - expectations

20 - analyze

21 - yield

22 - preservation

23 - tabloid

24 - invest

25 - fluctuate

26 - gazette

Match the 26 definitions below with the vocabulary words on the left. Answers are at the bottom of this page.

A--- to observe or study by close examination

B--- contracts (option or a future) whose value depend on the value of the securities, commodities, etc. that form the basis of the contract

C--- borrowed money used to magnify the percentage return on an investment

D--- the act or process of keeping safe, protecting or guarding

E--- diligent and systematic inquiry into a subject in order to discover or revise facts, theories etc.

F--- the financial return on a stock on a per share basis expressed as a percent of its market value

G--- one who contends with another for the same object

H--- to separate and examine the parts

I--- the act or process of carrying out an action

J--- a newspaper about half the page size of an ordinary newspaper

K--- a percentage of the amount (fee) charged by an agent for services

L--- the act or process of carrying out a command

M--- to distribute (investments) among different types of securities or industries

N--- a person to whom property or power is entrusted for the benefit of another

O--- a payment to corporate stockholders from that company's earnings

P--- to rise, fall or shift in an irregular motion

Q--- to govern or direct by rule

R--- a venture: a business undertaking

S--- a newspaper or official journal

T--- a formally organized meeting together of people to buy and sell stocks, bonds etc.

U--- a prospect of future benefits or fortune; the degree of probability that something will occur

V--- a list of securities owned by an individual or financial institution

W--- to put money in a company for a profit, income or return

X--- the financial gain when the selling price of goods exceeds their cost

Y--- an economic asset with physical properties

Z--- an increase in owner's equity

economics comic book project

ok heres the deal you got to make a comic book out of one winner of the Nobel prizes in economics.

Use comic life program on the computers at school or ask me and I will give you the program this is due Friday December 14th!!!!!!!!!!!!!!!

Here is a wiki link to the list


1.So choose one economist, then create your comic book.
2.Make sure it details the persons life.
3.Include dialog.
4.Includes definitions and concepts if needed.
5.Make sure to include the persons influence on economics.

economics chapter 4

Words you should understand:

market
demand
law of demand
law of supply
non-price factors
demographics
consumer expectations
substitute goods
complement goods
pure competition

As of right now 9 am tuesday december 11 google stock is at 718 dollars.

The heart

1. All vertebrates have what type of circulatory system?
2. How does the circulatory system maintain homeostasis?
3. Name 4 functions of the circulatory system.
4. What are blood vessels that carry blood away from the heart called?
5. What are blood vessels that carry blood to the heart called?
6. What is the sac that surrounds the heart called?
7. What is the muscular portion of the heart called?
8. What is the lining of the myocardium called?
9. What is the name of the upper cavities of the heart? The lower cavities?
10. What veins carry blood to the left atrium? The right atrium?
11. What arteries carry blood away from the left ventricle? The right ventricle?

Economics Video

You need to check this video:

http://www.storyofstuff.com/

And another that should explain the whole class

http://www.youtube.com/watch?v=ksGzn5bRFzQ&feature=related

diet wars

Make sure you know these definitions:

1. Body Mass Index

2. Calorie

3. Cholesterol

4. Glucose

5. Glycogen

6. Glycemic Index

7. Insulin

8. Obesity

9. Pancreas

10. Saturated Fats

11. Unsaturated Fats

12. Trans Fats

1. December is the most common time for people to go on diets. ____________

2. One way to determine if people are overweight is to measure their Body Mass Index (BMI). ____________

3. Blood glucose checks are made to determine if people are overweight. ____________

4. Approximately one-third of Americans are overweight. ____________

5. Animal fats are considered to be very healthy. ____________

6. The Atkins diet encourages people to eat fat. ____________

7. The USDA food pyramid encourages people to eat pasta, bread and potatoes. ____________

8. Most popular diets today are very similar to one another. ____________

9. Low-fat foods are not fattening. ____________

10. You gain more weight eating 3,000 calories in fat than eating 3,000 calories in carbohydrates. ____________

11. A baked potato increases blood sugar levels more quickly than an equal amount of pure table sugar. ____________

12. Some people believe that the Atkins diet contributed to Dr. Atkins' death. ____________

13. Some fats are good for your health. ____________

14. Generally only about 30 to 50 percent of the people who have lost weight regain it. ____________

15. People consume food when it is not mealtime. ____________

16. People in England are starting to develop weight problems. ____________

17. Children born in the year 2000 have a 50 percent chance of developing diabetes over the course of their lifetime. ____________

18. Many school menus are filled with artery-clogging fats. ____________

19. Children today are more physically active than children in the past. ____________

20. Walking does not provide sufficient exercise to lose weight. ____________

21. McDonald's has a new healthy Happy Meal. ____________

22. Obesity will soon surpass smoking as the leading cause of death. ____________

1.What kinds of foods did Europeans eat before the Age of Exploration?

2. What foods were introduced from the New World?

3. Compare and contrast the diets in various regions of the Canada.

4. Summarize the impact that immigrants and technology have had on Canadian diets.

Exercise Science Health Brochure Assignment

Exercise Science
Health Brochure Assignment

Due Date: Monday December 3 2007

Assignment:

For this assignment you are to research and create a poster or brochure on the topics below. The topic, however, should also relate to topics found in your textbook. The purpose of the assignment is to provide the general public with enhanced knowledge of your topic and ways in which they can improve their health or to understand supplements and vitamins Photos taken by you or found in magazines should be used to make your brochure or poster visually appealing. Be sure that all the information in your brochure is fact based and can be backed up by educational materials (textbooks, books, encyclopedias).

Brochure or poster example:

You may want to do your brochure on supplements or vitamins and health. If this is the case you would likely provide information on what type of vitamin or supplement is and why it is important for your physical and emotional health. You will also explain what the leading consequences are for those who do not exercise or eat well which are often correlated (connected).

Format:
• The Brochure should be on an 8x11 piece of paper.
• The paper should be folded in 3
• There should be information on all 6 folded sides.
• It should be visually appealing (especially the cover)
• Contain related pictures
• Be fact based
• Should aim to teach or explain some type of health related topic…YOUR CHOICE
• All information should be typed

Topics:
Beta Carotene
Amino Acids
Calcium
CoenzimeQ10 (Coq10)
EPA (Fish Oil)
Flax Seed Oil
Germanium
Gamma-linolenic acid
Inositol
Manganese
Herbs for Cancer eg Algae, Chlorella

Economics Project

This is a new project for economics class.

Research project/presentation:
Your own words or cite sources!
Research part to be handed in Friday November 30th
Presentation part to be presented Friday November 30th

Research part:

Research the different types of economies

1.Command economies

2. Traditional economies

3. Free market economies

4. Mixed market economies

a)Research the definition and different aspects of each type of economy.

Presentation part:

b) Choose a country that represents 2 of the above economies. Research how the countries economy operates. For example you might choose to examine the positive and negative aspects of the chosen economic model. Make sure you note the role of people and the role of government and businesses in the country.

c) Find a news article for each of the 2 countries you chose and present it in detail to the class.

d) you may choose to use handouts for the class or multimedia for your project but there are no specific requirements

Economics

Generally, every economic system can be classified as a traditional, command, or market economy.

TRADITIONAL: The 3 questions (what, how and who) are decided on the basis of customs, social patterns, religion or other ideas handed down through time.

MARKET: Here the major decisions regarding the 3 questions are made by individual consumers, businesses and, to a very minor extent, government. Buyers and sellers make their decision known in the market place.

PUBLIC (COMMAND): Here the major decisions to the economic questions are made by the government on behalf of the citizens it serves. The power of the government in such decisions varies.

1. Identify if it involves a What, How, or Who question.

2. 2. Identify if the decision reflects what you would find in a Traditional, Public (command), or Market economic system.

A. The Catholic Church opposes the development of a female condom.

B. A law makes it illegal for a landlord to consider race as a factor in determining who he/she may rent his/her apartment to. Hint

C. A local ordinance outlaws the sale of assault weapons.

D. Gun production is up in the U.S. in response to increased demand.

E. At Momas Pizza, she makes her pies the old fashioned way.

F. Wealthy Americans often send their children to private schools.

G. Government requires more testing of silicone breast implants before they can be put on the market.

H. G.I. Joe advertisements appear on shows that have primarily boy viewers.

I. Women in the U.S. earn 70 cents for every dollar a man makes.

J. The government controls the development of nuclear power plants.

K. An automobile manufacturer lays-off workers and replaces them with robots that lower production costs.

L. Since sarah, like 40 million other Americans, is poor, she cannot afford an abortion.

M. A manufacturer decides to dump his/her company’s waste into the Hudson River in an effort to keep production costs low.

Various type of economic system over the world are as follows:

Market Economy:

The Market Economy system is being accepted by most of the countries over the world following the success of western countries such as USA, Canada and Others. In a market economy system both buyers and sellers play a significant role and prices are determined through demand and supply interaction.

Political Economy:

In a world environment where acceptance of neo-liberalism is rising very fast, the relevance of political economy is well meant for bringing world powers together. Find detailed on global political economy dealing with global trade, finance, and other monetary and fiscal policies.

Global Economy:

The Global Economy has made a significant shift in its agriculture related economic activities to services related activities. It has also experienced a faster rate of growth in its Gross Domestic Product. Find detailed on the trend of global economy, global exports, global economic indicators and globalization economy.

Mixed Economy

Mixed Economy is such a type of economic system, where both capitalist economic norms as well as socialist economic norms exist. Both Private economic freedom and centralized planning co-exist.

Capitalist Economy:

A Capitalist Economy can be defined as a type of economic activity, where the means of production are mainly owned by the private owners. A higher degree of consumer's freedom exists in such types of markets.

Socialist Economy:

Socialist Economy is a type of economic system where the means of production and distribution are made by the public authority or the Government. Such type of economy can be defined as a centrally planned economy.

economics terms

An indifference curve in microeconomic theory is a graph showing different bundles of goods, each measured as to quantity, between which a consumer is indifferent. That is, at each point on the curve, the consumer has no preference for one bundle over another. In other words, they are all equally preferred.

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Analysing Current Economic Issues, Grade 12, University Preparation (CIA4U)

Course Description

This course explores the choices that individuals and societies make about the use of resources in a competitive global economy. Students will use economic concepts and models, as well as methods of economic inquiry to analyse current economic issues and make informed economic choices based on their analysis.

Unit 1	Applying Theories of Economic Choice to Maximize the Welfare of a Nation and its Citizens	20 hours
Unit 2	Economic Institutions: Changes Needed to Ensure Economic Prosperity in the Twenty-First Century	15 hours
Unit 3	The Validity of Economic Measures of Performance	20 hours
Unit 4	Economics and Politics: The Role of Government in the Economy	20 hours
Unit 5	Freer International Trade: Incentive, Costs and Benefits	15 hours
* Unit 6	Economic Conflict: Balancing the Interests of Economic Stakeholders	20 hours

Unit 1: Applying Theories of Economic Choice to Maximize
the Welfare of a Nation and its Citizens

Time: 20 hours

Unit Description

What type of economic system best allocates resources to maximize national wealth? How can a nation’s resources be allocated individually and collectively to best meet the needs and desires of its citizens? Students explore responses to these two central questions by applying fundamental economic concepts to the study of an economics issue dealing with welfare economics.

Through the use of problem-set type questions, students demonstrate an understanding of key economic concepts such as indifference curves, production possibility frontiers, and budget lines. The application of these concepts in the context of welfare economics allows students to use marginal analysis to explain how consumers, producers, and governments make important economic choices to satisfy the interests of individual stakeholders and the interests of a nation as a whole.

Using application questions, students also evaluate how the quality and quantity of consumer information, among other factors, can impact on a consumer’s optimal choice by having them apply the theories of supply and demand to determine the overall effect on equilibrium achieved in a market.

Many of these concepts are reinforced through a seminar on Adam Smith, modelled by the teacher and summarizing Smith’s ideas and theories in the context of welfare economics.
This seminar also serves as a lead into the study of the component parts of economic theories in which students compare and contrast models of economic theory with those of the pure sciences. Through this comparison, students identify the concepts of “normative” and “positive” economics and then apply them to an evaluation of whether a current trend like globalization effectively satisfies the often conflicting goals of freedom and equity.

This provides yet another opportunity for students to practise the application of welfare economics theories. To prepare students for the unit’s culminating activity, they are introduced to the concept of an economic spectrum, and in pairs, present a current or historical case study representative of one of the positions on this spectrum.

This presentation focuses on defending the case study they chose as an accurate representation of one of the positions on the spectrum. As well, consistent with the structure of the Adam Smith seminar, the first pair of students presents a seminar on Karl Marx. This also serves to support the students in the completion of the unit culminating activity.

Exercise Science (PSE4U), Grade 12, University Preparation

* Unit 1	Anatomy and Physiology	29 hours
Unit 2	Human Performance	31 hours
Unit 3	Motor Development	25 hours
Unit 4	Evolution of Physical Activity and Sports	12.5 hours
Unit 5	Relationship of Society and Culture to Sports and Physical Activity	12.5 hours

Unit 1: Anatomy and Physiology

Students explore the anatomy and physiology of the human body using correct anatomical terminology and physiological principles to describe human performance. They demonstrate an understanding of the skeletal and muscular systems and joint mechanics related to movement. Students analyse the relationship between the cardiorespiratory and energy systems as they relate to physical activity.

A Day of Remembrance

Take this Canada quiz


No CLASSES MONDAY 12th oR Friday November 16th

Exams THursday

World History

What are the elements of a product that make it valuable?

In what ways and for what reasons might people overconsume?

How does per capita consumption in the U.S. compare to that in other countries?

Romeo and Juliet

An interesting story in the news today

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World History

AIM: How did England give rise to the Industrial Revolution during the 1700’s?

1: We provide information on the conditions for development existing in Britain and ask students to answer the question - Why did the Industrial Revolution begin in Britain?

2: We provide information on the Agricultural Revolution - visual, and in the form of charts and readings - which would help students to answer the question, What is the relationship between the Agricultural and the Industrial Revolutions?

3: We provide information on some of the major new inventions and inventors of the Industrial Revolution in the textile, transportation, and communication industries, covering the period 1725 -1900.

Directions :: Select three inventors that you think had the most significant effect on their industry and society. For each inventor, write a recommendation for the Inventor’s Hall of Fame, in which you include the following:

1. Describe each nominee’s invention.

2. Describe the effect that the invention had on the industry at the time.

3. Describe how the invention had a long term effect that may possibly even have affected your life.

4. Use the information you have found on the computer to answer the following questions:

1. How did the first Industrial Revolution profoundly alter Britain’s society and economy? (Offer at least four examples)

2. Explain how the most important changes occurred in the organization of work.

Homework: Write a journal entry discussing your excitement over the new profession that you are going to choose now that the Agricultural and Industrial Revolutions are here. Discuss how you hope your life will change as a result of these revolutions.

World History

Check this link for a good review of the impact of the industrial revolution.


The Industrial Revolution began in the 1700s and continued through the early 1900s.

This time was one of the most important periods in the history of human society. Since the discovery and use of agriculture eight to ten thousand years ago, no other event has affected humankind more.

The results of this revolution would completely change the way humans acted. How they worked, the amount and type of goods they bought, the family structure, the social structure, and the way individuals thought were all changed.

Eng 10 romeo and juliet

Pick a quote and discuss what you think it means, whether or not you agree with it, and tell why it is important. You can also find your own quotes to discuss - from the novel, or other sources. Just be sure to copy the quote in your entry.
"For success, attitude is as important as ability."

"We can choose to throw stones, to stumble on them, to climb over them, or to build with them."

"You earn respect by what you live, not by what you demand."

"Make an effort, not an excuse."

"We are what we repeatedly do. Excellence, then, is not an act but a habit."

"Build bridges, not walls."

"Let the choices you make today be choices you can live with tomorrow."

"Money is the root of all evil."

"Walk your talk."

"You can teach what you believe, but you will reproduce who you are."

"You are responsible for your own actions and the consequences which follow, be they positive or negative."

"Clothes do not make a man (or woman)."

"Mud thrown is ground lost".

World History

Try this quiz on French Revolution and Napoleon

Napoleon is remembered not only for his military victories, but
also as a ‘Great Reformer’, bringing about improvements to France and
French Society.

Napoleon himself said: “I intend to keep the Revolution’s
useful changes, but not to abandon the good institutions it mistakenly
destroyed.”

How did France change under Napoleon? And did it change
for the better? Look at France
before, and during Napoleon’s rule.

1.Research changes to education

2.The governing of France

3.Individual rights and Freedoms

4.The catholic church

Describe these topics as they were before napoleon and how they worked after.

The Code Napoleon, 1804

• All people were declared equal before the law.
There were no longer any special privileges for
Nobles, Churchmen or rich people

• Feudal rights were ended.

• Trial by Jury was guaranteed.

• Religious Freedom was guaranteed.

• Parents were given powers over their children.

• Wives were not allowed to sell or give away
property.

• A wife could only own property with her
husband’s consent in writing.

• Fathers were allowed to imprison their children
for any time up to a month.

List the points of the code which you think are:
a. Fair?
b. Unfair?

Give reasons for your choices.

World Issues Globalization

Examine this website

And this one on vanishing cultures

Consider the effects of globalization on modern culture in "developed" countries and on indigenous cultures, use the Internet to get information on this topic, and list the ways in which globalization has affected various cultures. conclude by writing paragraphs assessing whether globalization is positive, negative, or a combination of positive and negative.

Take notes on the effects of globalization that the author cites in this article. Which country's culture seems to be impacting the world the most? What does the author say about U.S. culture? How does she feel about globalization in general?

Make a four-column chart with "American culture" in the left heading, "European culture" and "Japanese culture" in the middle columns, and "Indigenous cultures" on the right. Define indigenous cultures as cultures like the ones they saw on the "Vanishing Cultures" site.

List all the impacts they think globalization might have on these cultural groups. List both positive and negative impacts and write a plus or minus sign next to each one. Conduct some basic research on these cultures before making their lists.

Write paragraphs answering the question "Is globalization a good thing, a bad thing, or a combination of good and bad?" They should provide specific examples from their research.

List all the ways that globalization has affected them personally. Then have them write short paragraphs explaining whether they think these changes are positive or negative.

1. Which American products/corporations have spread to other countries around the world? What is it about American products/corporations that have caused them to spread (as opposed to other products/corporations)?

   
   

2. What positive and negative impacts do these products/corporations have? How could they alter local cultures?

   
   

3. Why is the American market is so dominant?

   
   

4. What role do other countries play in cultural globalization? How do other countries contribute to American culture?

   
   

5. Do you feel uncomfortable or threatened by foreign products? Why or why not? Do you think other Americans are? Why or why not?

Globalization does more than simply increase the availability of foreign-made consumer products. It also increases international trade in cultural products and services, such as movies, music, and publications.

Thus, one of the criticisms of globalization is that exposure to foreign cultural goods frequently brings about changes in local cultures, values, and traditions. Concern centers in particular on the influence of U.S. companies. Answer the discussion questions, record the answers. Choose a spokesperson to report its findings to the rest of the class.

World History Napolean

Napoleon was born on the island of Corsica in 1769. His family had received French nobility status when France made Corsica a province in that year, and Napoleon was sent to France in 1777 to study at the Royal Military School in Brienne. I

n 1784, Napoleon spent a year studying at the Ecole Militaire in Paris, graduating as a Second Lieutenant of artillery. Sent to Valence on a peacetime mission, Napoleon whiled away the hours there educating himself in history and geography.

During the years of the French Revolution, Napoleon fought well for the Republic, helping to defeat the British at Toulon. For his services there, he was made a Brigadier General. Napoleon married Josephine de Beauharnais and gained command of the French army in Italy.

As First Consul, Napoleon began a program to consolidate his power. He ended the current rift between France and the Church by instituting the Concordat of 1801.

France was then involved in several wars. In 1802, Napoleon signed the Peace of Amiens, a temporary peace with the British. In order to be able to concentrate solely on his European affairs, he sold France's Louisiana territory to the U.S. in 1803. And in 1804, he set the foundation for much of Europe's legal system by establishing the Napoleonic Code. In 1804, Napoleon did away with the Consulate and crowned himself Emperor in an extravagant coronation ceremony.

In 1805, Napoleon was planning an invasion of England when the Russian and Austrian armies began marching towards France.

Napoleon's forces defeated them at Austerlitz, but not before the British fleet had destroyed Napoleon's navy at Trafalgar.

At this time, Napoleon expanded his Empire. By now, Napoleon controlled almost all of Western Europe with the exception of Spain. He decided to try and destroy the economy of his major enemy, Britain, by instituting the Continental System, under which all European ports would refuse to accept British shipments.

He failed in this task, and in trying to force Spain to comply touched off the Peninsular War. Russia and Prussia, however, did cooperate with Napoleon for a few years under the Treaty of Tilsit (1807).

Around this time, Czar Alexander I withdrew Russia from the Continental System. In 1812, Napoleon's Grand Army entered Russia in order to punish Alexander, but the ravages of the deadly Russian winter decimated his army. Meanwhile, affairs in France began to look unstable. Napoleon rushed back to Paris and raised a new army, only to be defeated by a coalition of European forces at Leipzig in 1814.

Napoleon was then exiled to the isle of Elba, where he plotted his return. With the great powers of Europe deep in negotiations over how to redivide the continent, Napoleon escaped from Elba, sneaked into France, and raised a new army in the period known as the Hundred Days. In June 1815, the armies of Wellington and Blucher defeated Napoleon at Waterloo. Napoleon was again exiled, this time to distant Saint Helena in the South Atlantic, where he died in 1821.

Science Unit 3

Motion, Transportation, Electricity, Optics, Nuclear Physics, Waves, Communication

Find domestic and international publications posted on the Internet.

Consider a series of examples of newspaper and magazine articles that deal with a physics concept. The examples should be current and deal with several physics topics. As a homework assignment, obtain a current newspaper or magazine article.

Focus on the physics concepts dealt with in the article. Discuss each presentation summary and place them into one of three categories – perhaps “Career Based”, “Motion Based”, or “Interesting Physics for Next Year”

Examine the impact motion has on daily life - from walking and driving, to blood flow and nerve impulses. Construct your understanding of motion through examples of distance and time questions.

What is distance?

· What makes one location further away than another?

· What does it mean to travel from here to there in less time each trip?

· How would you compare travelling to the same location on two separate trips, one trip taking half the time of the other?

· A starter’s pistol fired 100 m away shows smoke first, then a sound is heard. Why?

· Describe the terms distance, speed, and time.

· How could you measure the speed of a river?

Using stopwatches and tape measures determine how far they travel in a given amount of time. Then determine how long it would take to travel a different distance. The distance values that require speculative work cover simple extensions (e.g., 10 m) to more complex values (e.g., 1.0 km or 18.3 m). Develop a sense of the relationship between distance, time, and speed as well as error and approximation.

Here are 2 games to introduce physics:

Game 1

Game 2


Game 3

a) A student walks three steps in 1 s. How fast is the student travelling?

b) The student travels six steps in 2 s. How far does the student travel in the first second? How far does the student travel in the final second? How fast is the student travelling?

eng 10 book report

English 10 book report project Due Friday october 12

Choose 2 of the following:

1. Interview a character from your book. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about his/her role in the story. However you choose to present your interview is up to you.

2. Make several sketches of some of the scenes in the book and label them.

3. Imagine that you are the author of the book you have just read. Suddenly the book becomes a best seller. Write a letter to a movie producer trying to get that person interested in making your book into a movie. Explain why the story, characters, conflicts, etc., would make a good film. Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.

4. Write a letter (10-sentence minimum) to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. This must be done in the correct letter format.

5. If the story of your book takes place in another country, prepare a travel brochure using pictures you have found or drawn.

6. Read a book that has been made into a movie. (Caution: it must have been a book FIRST. Books written from screenplays are not acceptable.) Write an essay comparing the movie version with the book.

7. Create a mini-comic book relating a chapter of the book.

8. Write an obituary for one of the characters. Be sure to include life-time accomplishments.

9. Write an ad for a dating service for one of the characters.

10. Rewrite the story for younger children in picture book form.

The Salem Witch Trials

Research life of a Puritan in New England

What a puritan is?

The Salem witch trials.

The causes of the paranoia and hysteria.


Choose an important person in the Salem witch trials:

1. How old was the person?
   
2. What was the person's occupation?
   
3. What do we know about the person's family?
   
4. Why do people think this person was accused of witchcraft and/or accused others of witchcraft?
   
5. What is most remembered in about this person in current popular culture, if anything?
   
6. Was this person wealthy or poor?
   
7. Where did this person live?

Write a story, letter, or diary entry from the
perspective of one of the afflicted. The writing should involve some or
all of the following: personal feelings of the historical figure,
description of 'fits' and other sensations experienced by the
'afflicted', an accusation, a court trial or recollections from a court
trial, remorse.

If you prefer, you may write a story, letter, or
diary entry from the perspective of one of the accused, or from a judge
or other court official. Again, the writing should be relevant to the
historical event. Make sure
historical evidence supports their viewpoint?

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Galileo Questions Wednesday

1. What institution did Galileo come into conflict with? Why?

2. What was the popular belief about the sun and the Earth at the time of Galileo?

3. The apparent movement of the Sun was both a ____ and a ____ at the time of Galileo.

4. What subject did Galileo leave medicine to study instead?

5. What did Galileo invent from the lenses of the spectacles?

6. What was one of the first practical uses for the "spyglass" Galileo invented?

7. What "heavenly" body did Galileo first study and chart?

8. What planet did Galileo first study? What details did he find?

9. Why did Galileo become famous in Europe shortly after 1600?

10. What view of Copernicus did Galileo adopt?

11. What was the second planet for Galileo to study?

12. Describe the opposition that Galileo encountered.

Part II

1. What did Galileo reason (hypothesize) about inclined planes?

2a.What number progression did Galileo discover with inclined planes?

2b. What did he call it?

3a. Distinguish between Galileo's major scientific contributions as a young man vs. when he was aged.

3b. What book did Galileo write that would influence Sir Isaac Newton?

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world history Unit 2: Revolution and Change, 1715–1815

The Enlightenment is viewed here as a time when individuals questioned the state of the human condition, and subsequently, a theme for the unit might be: “Most citizens of the Modern Western World did not benefit from new ideas and technologies derived from the Enlightenment, or from radical change as a result of the revolutionary events which occurred during the 18th Century.”

Enlightenment thinkers believed that new knowledge and information would result in changes to the political, social, economic, and intellectual realities of European society and the world beyond. However, technological advances and artistic expression as well as other world events spurred on the demands of the people of Europe.

What became viewed as desirous and necessary conflicted with the existing structure of the ancien régime. Students investigate the forces that led to the conflict and violence of the French Revolution. Students examine the events that propelled western civilization into a new stage of human development, and challenge myths and stereotypes concerning this period of world history. Some guiding questions that may assist students in this unit are:

· What are the ways in which a society can be governed?

· What is the relationship between the state and its citizens?

· Did social, economic, and technological change lead to revolutionary ideals?

· What role did the expansionist interests of the Western world vis-a-vis the non-Western world play in their economic and political development?

· What impact did issues such as slavery and regional trade have on the growth of non-Western societies?

· How did artistic expression in Neoclassicism indicate a rejection of the excesses of aristocratic life during the 18th Century?

· Was Napoleon a great leader who was able to mould forces to achieve his goals, or simply a leader who effectively took advantage of existing circumstances?

world history

Video on Galileo

Introduction to the Scientific Method

The scientific method is the process by which scientists, collectively

and over time, endeavor to construct an accurate (that is, reliable, consistent
and non-arbitrary) representation of the world.

Recognizing that personal and cultural beliefs influence both our
perceptions and our interpretations of natural phenomena, we aim through the
use of standard procedures and criteria to minimize those influences when
developing a theory.

As a famous scientist once said, "Smart people can come up with very good explanations for mistaken points of view."
In summary, the scientific method attempts to minimize the influence of bias or
prejudice in the experimenter when testing an hypothesis or a theory.

I. The scientific method has four steps

1. Observation and description of a phenomenon or group of phenomena.

2. Formulation of an hypothesis to explain the phenomena. In physics, the
hypothesis often takes the form of a causal mechanism or a mathematical
relation.

3. Use of the hypothesis to predict the existence of other phenomena, or to
predict quantitatively the results of new observations.

4. Performance of experimental tests of the predictions by several independent
experimenters and properly performed experiments.

Induction and Deduction are two different reasoning strategies. In
other words, they are two different ways to figure out the solution to
a problem.


With induction - you start with your own experience and then generalize
a rule. For example, The last ten times I touched the hot stove I
burned my hand. I bet every time I touch the hot stove my hand will be
burned. Another example, The last few times I eat green peppers I got
bad gas. I think eating peppers gives me bad gas.



With deduction - you start with a rule and then apply it to new
situations. For example: The sign at the amusement park says "Adult
Admission- $5" Therefore, I bet if I, an adult, try to enter I will be
charged five dollars. Another example: The law of gravity says that
what goes up must come down, so I bet if I throuw this ball up it will
fall back down.

“Why was new knowledge such a challenge to
traditional views?”

Research he following scientists: Ptolemy, Bacon, Descartes,
Vesalius, Galileo, Copernicus, Tycho Brahe, Kepler, Newton, Robert Hooke

Who	When	What Was Discovered	Method Used	Challenge to Old World View	Consequences

Research the
trial of Galileo versus Cardinal Bellarmine and the Inquisition.

What are the particulars of the primary document (who, what, when,
where, why, etc.)?

What was the process of the trial?

What were the main arguments of Galileo and of Cardinal Bellarmine?

Why were Galileo’s views considered heresy?

What did this trial say about the Church’s authority?

How did the Church try to suppress Galileo and the Copernican Theory?


Two students present the arguments of Galileo
and The Church. The others represent the Clerical Jury and the
Secular Jury on the trial. Questions and answers and debate should represent
the point of view and use all available evidence.

english 10 choose a novel

1 – BEAUTY AND THE BEAST/HOLD FAST TO
DREAMS

Baker, Nancy. A Terrible
Beauty. Gothic Vampire novels, about the “inner vampire”, set in Toronto.*

Bell, William. Crabbe. A
teenage boy struggles with alcoholism.*

Brooks, Martha. Bone Dance.
A teenage girl from Toronto travels west and meets a boy haunted by
nightmares.*

Burnard, Bonnie. A Good House.
Three generations in the life of an ordinary small town family from the 1950's
to the 1990's. 1999 Winner of the Giller Prize.*

Crutcher, Chris. Staying Fat
for Sarah Byrnes. Male/Female relationships.

Garland, Alex. The Beach.
A Lord of the Flies for Generation X. Richard and his friends find a
beach in Thailand where life seems ideal until conflicts with nature, armed
guards, and each other create a nightmare.

Hemingway, Ernest. The Old Man
and the Sea. An old man struggles to bring in a marlin.

Hospital, Janette Turner. Tiger
in the Tiger Pit. The family secret explodes at a birthday party.*

Hubert, Cam. Dreamspeaker.
An aboriginal boy seeks help from a wise elder.

Hughes, Monica. Hunter in the
Dark. A teenage boy pursues his dream, despite his illness.*

Laurence, Margaret. The Stone
Angel. An old woman examines her relationships in life.*

Lee, Harper. To Kill a
Mockingbird. Jem and Scout learn about prejudice from their townsfolk and
about ideals from their father.

Major, Kevin. Hold Fast. A
teenage boy and his cousin flee an oppressive father to search for freedom and
a sense of family.*

Melling, O.R. Druid’s Tune.
Fantasy. Teenagers travel to the time of the Celtic Druids.

Rawlings, K . Harry Potter.
A teenage boy goes to a school for magicians and finds adventure.

Salinger, J.D. Catcher in the
Rye. Holden Caulfield, isolated from his peers, seeks meaning in the adult
world and his family.

Shields, Carol. The Stone
Diaries.*

Steinbeck, John. Of Mice and
Men. Two friends seek their dream and find a nightmare.

Westall, Robert. The Promise. Romance.*

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english 10

Choose one chapter from lord of the flies n, present their understanding of topics and themes of their
chapter in an oral presentation to the class. They present and explain topic
webs, demonstrate the poetic aspects of the writer’s style by shaping a found
poem from the text. As well, write
poems connected to the themes of the chapters. Using computers, they prepare an
anthology your own poems and dialogues, with a title page and an
introduction. After the presentations, write a comparison essay.

Instructions

1. I will explain to the students that they have been using gerunds in their speech and writing but may not have known the term gerund.

2. I will write a definition on the board, which the students copy into their notes.

3. I will write a few short sentences which include gerunds on the board and asks students to identify the gerunds.

Journal topics choose from here

Journal 1

Journal 2

World History

1.	Galileo’s conclusions about the position of Earth in the solar system raised objections from the Church.
2.	Galileo lived at the beginning of a period in which scientific inquiry flourished.

Appreciate the heightened
emotions that scientists, on the one hand, and the Church, on the other
hand, felt when Galileo published his theory about Earth’s position.
That is, bring home the conflict between science and tradition today. Scientific breakthroughs that humans are
experiencing or may shortly be experiencing—breakthroughs that some
members of society think should not be carried out.

• cloning of animals
  
• cloning of humans
  
• genetic reengineering, genetic screening
  
• fertility treatments
  
• further research into space
  
• radiation of food
  
• greatly extending the average life span

research one of the preceding
issues or other similarly controversial ones. The research shouldshow both sides of the issue—arguments for proceeding
with scientific inquiry or breakthroughs as well as arguments for not
proceeding.

Once the research is
complete, half of members the role of scientists
working in the field, asking for support for their work to continue.
Assign the other half of the group to play the roles of skeptical
government officials, media, and concerned citizens, all of whom think
it is improper to continue this line of scientific research and
development.

Face each other in a news conference
called by the scientists, who have an announcement to make. The
government officials, media, and concerned citizens should ask
challenging questions of the scientists and make statements of their
own. Assign one student from outside the group to act as moderator for
the news conference, introducing the scientists and calling on the
government officials, media, and citizens who have questions or
comments.


1. Explain the significance of Galileo’s observations of Jupiter and its moons, and evaluate Galileo’s contributions to science and history.

2. Discuss how the Copernican system threatened Church doctrine, and why the Dialogue of Galileo—a devout Catholic—offended the Church.

3. Debate Galileo’s decision to recant his heliocentric views. Do you consider this cowardice, or did Galileo have no choice? What would you have done in his situation?

4. Discuss why students of world history need to study Galileo, the Catholic Church and its Inquisition in order to understand the Scientific Revolution, the Protestant Reformation, and the subsequent Enlightenment (Age of Reason).

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Friday

World History

Here is a good link for the renaissance.

And another good link


World issues

You have the research project on your chosen terrorist group and map project finished today.

English 10

Essay on Money

Science 10

Review chapter 1 for quiz on Monday and choose a pesticide or poison in our environment for research presentation and have your science news article.

world issues

Since we are examining maps this week take a look at these maps of the world.

World History Unit 1

Unit 1: Foundations and Institutions Challenged, 1500–1715

Time: 30 hours

Unit Description

This unit sets the foundations for the inquiries that are germane to the study of the West and the World over a period of almost five hundred years. Students examine several historical underpinnings of the modern world. The 16th
and 17th Centuries were times of social challenge including a huge increase in technological developments, which in turn connected with and diffused among world cultures, still affect the world to the present day.

Knowledge and values clashed and demanded redress in social, economic, intellectual, religious, and political ways.

· Who are some of the key individuals who created social change?

· How did the Western and the non-Western world interact?

· How did art challenge prevailing social and political values?

This unit begins with the transitions in society fashioned by the Renaissance, the Reformation, and Counter-Reformation. Students investigate the waning of the Medieval world and the rise of nation-states, the Age of Exploration and the consequences of opening trade routes from Europe to India, Africa, and the Americas, and the legacy of Columbus.

Students examine the role of religion as a force in the spiritual and intellectual development. Students study the effects of the scientific revolutions in Europe, the religious wars, and individuals such as Descartes, Copernicus, and especially Galileo.

Lastly, students study the French hegemony under Louis XIV as an example of the political and military development in Europe.

Science Grade 10 Outline

Description/Rationale

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further their skills in scientific inquiry; and to understand the interrelationships among science, technology, and the environment.

Students conduct investigations and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical reactions, with particular attention to acid-base reactions; factors that influence weather systems; and motion.

Unit Titles (Time + Sequence)

Unit Name and Timing	Unit Title	Skill Emphasis	End-of-unit Task
Unit 1 (24 hours)	Chemical Processes	Lab procedures and safety	Consumer Product Analysis
Unit 2 (24 hours)	The Sustainability of Ecosystems	Communication skills	Environmental Issue Analysis
Unit 3 (24 hours)	Motion	Experimental design, data collection, and analysis	Analysis of Sporting Equipment
Unit 4 (24 hours)	Weather Dynamics	Research skills	Media Presentation
Unit 5 (14 hours)	Making Connections	Synthesis of concepts, application of skills	Aquatic Study