Questions from Textbook

To help you prepare for the test do questions: 1, 3b, 4, and 5 from page 66-67

Chapter 3 Test and Cod, Seals, and Survivours

It's test time again.  YAY! :D  A test is a pleasant recollection of what you've learned.
The test will be on chapter 3 'Making a Living in the Nineteenth Century' and Cod, Seals, and Suvivours.  A lot of the information will over lap ;)

The terms for this chapter are:
Consumer Economy: in which people use money to buy what they need.

Subsistence Economy: producing most of what they need for their own consumption.

Inshore Fishery: took place near the shore, with fishermen operating out of small boats.

Labrador Fishery: a migratory fishery conducted by non-residents.

Bank Fishery: large vessels called schooner carried and dories to the backs; where fish were plentiful.

Truck System: the method of trade that existed between fishermen and merchants.  It was a cashless system that worked on credit.

Seal Fishery: there were two branches of the seal fishery; the 'landsman's hunt' where seals were hunted on land or near the shore.  The 'offshore hunt' where men went off on boats to the ice flows to hunt.

The important lessons for review from Cod, Seals, and Survivours are, 1 (fishing artifacts),  2a (A Subsistence Economy), 3 (Fishing Methods [the cod trap]), and 5 (The Truck System)

More information will be added as we review during class.

Test Warning!

You will have a test next week(Monday or Tuesday depending on if you're 8-1 or 8-2) on chapter 3 and Cod, Seals, and Survivours.  We will be going over everything you need to know in the coming classes.

I will post most of the information regarding the test on the blog.

What we've been up to lately.

Just a note to parents.  The grade 8 class have been working on Cod, Seals, and Survivours.  This is a series of lessons that teach students about the Newfoundland fisheries.  Students read diaries, comment on painting, watch videos, and discuss topics about what it would be like to live in Newfoundland during the 1800s.
Each student has hand outs from class if you are interested :)

Great Job Grade 8s

The tests have been marked and over all everyone did very well :D  The tests will be sent home with the students to be signed and returned.

TEST

There is a test this week.  Thursday for 8-1 and Friday for 8-2.  We will review in class.

Definitions from Units 1 and 2

Unit 1
Collective Past: the history of people

 Historical Method: used by historians and professionals who invesitgate and interpret the past.  They look for evidence to answer the questions they pose.

Individual Past: is made up of the major events and experiences in your life that shape you and your memories.

 Primary Source: is a first hand account made at the time that an event occurs.

 Secondary Source: is an interpretation of an event based on information gathered from primary sources.

History: is the study of the past.

Unit 2
Lifestyle: refers to the way a person or group live

Emigrate: is the person who moves from their home to another country/ place.

Immigrate: moving (the act of moving or travel) from you homeland to another country/place.

Push Factor: reasons why someone would leave a place (negative).

Pull Factor: reasons why someone would move a place (positive).

Natural Increase: where there are more births than deaths and a higher rate of immigration than emigration (more people coming than going).

Internal Migration: movement from one place to another within the same province or census area.

Story Board

For those of you that have already handed it in THANK YOU :D  For those of you that are handing it in tomorrow I look forward to seeing them.
8-1 was due today and 8-2 is due tomorrow 3rd period
Here is a copy of the assignment and the mark break down.

Grade 8 Social Studies

Story Board Assignment

Mrs. Orendorff

Envision yourself as an Aboriginal person or an European settler who have been living peacefully together for a number of months (at least 2 seasons).  Make a story board of cultural exchange from either party to the other.  It can be as simple as teaching the other group a style of cooking or something more complex.  Your poster needs to demonstrate an understanding of the people and their way of life.  

Using different resources (primary or secondary) come up with a cultural exchange you feel you can capture in 4-6 screen shots.  Use the heritage moment of making maple syrup that we viewed in class as an example.  Along with your story board type out a brief synopsis of the cultural exchange that you have portrayed. 

Mark Breakdown 

colour: 4 marks

cultural exchange present: 7 marks

both parties are represented: 5 marks

synopsis included: 5 marks

4-6 screen shots are included: 4 marks

total marks: 25 marks 

Due for next class

page 43 question #2   Make sure I see your homework :)

Family Tree

Hi Grade 8s, remember your family tree assignments are due after the weekend.  8-1 on Monday and 8-2 on Tuesday.  If you've misplaced your assignment sheet here's another one :)

Family Tree

Gr 8 Social Studies

Mrs. Orendorff

You are a historian, and you are trying to find out how your family came to live in Bishops Falls.  You will need to ask family members where they came from, why they moved and how they met one another to discover their journey to the area.   

Conduct an oral interview with a member of your family (preferably a Grandparent).  Prepare 5 open ended questions to ask them about their lives to try and find out how you ended up in Bishops Falls. 

Draw a family tree either in tree or pedigree form going back at least 3 generations.  Type out your questions and the answers to me handed in with your family tree. 

Family Tree worth 10 marks

• 3 generations are included (3 marks)
• the tree or pedigree follows the correct form (5 marks)
• names, place of birth, and dates are included (2 marks)

Written Questions worth 10 marks 

-1 mark for every open ended question

-1 mark for each complete answer 

Course Outline

Social Studies Eight:

The Social Studies curriculum for the grade eight class is history based.  This course studies Newfoundland History through the themes of discovering and appreciating history, history as a story of people, history as a story of significant events, and history as a story of change.  

Textbook and Resources

Text:  Voyage to Discovery

Web content, power point, songs, stories, video, guest speakers etc. 

Course Evaluation

Methods of Evaluation	Timing of Evaluation	% of Evaluation
Unit Tests	After each unit of study	30%
Quizzes, Assignments, Presentations, Portfolio, Participation (Checklist)	On going	50%
Final Exam	During every unit of study	20%

Supplementary Reading Material

Research    

Dictionary

Thesaurus 

Writing Materials

Booklet

Pencil

Pen