June 10th,  Dear Mini 9s:

Be sure you review the powerpoint on Literary Devices/Poetic Devices for Wednesday’s short story test.  Flashback, dilemma, omniscient point of view, etc!

See you Wednesday.  Ms. Brett

June 4, 2019.  Today we wrote a practice Short Story test.  I’ll return these ASAP for important feedback.  You will write a short story test for me on Wed. June 12th.  Reminder – your assignment “What does it meant to be a nation of immigrants” is due on Monday, June 10th.

On June 6th, I’ll assign an abridged version of a group project on Post Confederation topics.  This will be due on Tuesday, June 18th.  More details to come.

Another reminder:  long blocks field trip on Friday, June 14th.  Chinatown and Museum of Vancouver.

Ms. Brett

May 31st.

Dear Students,

Thi is due Monday, June 10th. Have a good weekend!

Humanities 9 Ms. Brett

Answering the Big Question: What does it mean to be a nation of immigrants?

You can choose one of three options – Interview or opinion or political cartoon.


  • Interview:  


Ask a family member about:  

  • Your family’s immigration history.  Share their/your own experience of immigrating to Canada.
  • Thoughts/feelings about Canada’s immigration process.
  • Consider any changes for future immigration policies to Canada.

Summarize your family’s answers in a one page typed (or more)  write-up. Include at least 2 direct quotations from your interviewee.

 Your Opinion:

Write your own opinion in a one page typed (or more) response to the BIG QUESTION. Include:

  • Thoughts, feelings, opinions
  • Include two quotations from the article “Room to Grow” by Adrienne Clarkson
  • Conclude with your vision of Canada’s immigration future.

Add a visual to your write-up(interview or opinion).  This may include:

  • A family photo
  • A picture of a family heirloom
  • A historic document that provides background to your immigration experience
  • A map
  • A political cartoon about Canada’s immigration policies
  • A visual that illustrates your opinions/feelings/thoughts
  • Include a brief description/explanation under the visual.

Political Cartoon

Create a political cartoon for one of the immigrant groups we studied in class.  The cartoon should include the following aspects to explain the historical event:

  1. Time: include date/time reference
  2. Setting: location, building, scene, images
  3. Characters/caricatures: real or fictitious individuals
  4. Script: words, phrases, titles that provide specific information.
  5. Title: a brief phrase or sentence that summarizes your point/purpose.
  6. Explanation: provide a one page explanation of your political cartoon

Format:  include a title.  Paragraph form required.  Check for grammar. Please type and print your assignment.    Rubrics attached. Due Date: _________________________________


May 23, 2019

Dear Students,

Please read “The Loons” by Margaret Laurence for Monday, May 27th.  Please reply to the following questions:

  1. What point of view does Margaret Laurence use in the story?
  2. What do the loons symbolize in the story?  Did you find any other examples of symbolism in the story?
  3. What is the conflict in the story?
  4. What is the theme of the story?  Please write this in one or two sentences.
  5. How are Piquette and Vanessa foils in the story?
  6. Please write down as much character detail about Piquette and Vanessa as you can.  Consider positive and negative/neutral characteristics throughout the story.

May 21st, 2019

Hi everyone, Please read “Room to Grow” for Thursday.  There are three questions to answer. We will be looking at political cartoons on Thursday, too.  Book Club will meet on Thursday too.

Ms. Brett

May 16th, 2019

Dear Students – please read “Growing up Greek” (found a link for the story if you don’t have it: https://cws.journals.yorku.ca/index.php/cws/article/viewFile/13900/12953) for Tuesday, May 21st.  Please answer these questions:

  1. According to Lucas, why can’t she precisely answer where she comes from?
  2. What does the word “emigrated” mean?
  3. What is the best way to describe the tone of the article/story?  Reactionary, reflective, optimistic?  Give reasons/support for your answer.
  4. Comment on the conflicts Helen Lucas experiences throughout her recounting of growing up.
  5. What observation of life or theme do you take away after reading “Growing up Greek”?
  6. Comment on the significance of the title “Growing up Greek”.
  7. What literary device is used in this line, “The message we children got was that we would have a better station in life than they did”?
  8. Share something that resonated with you from the article (a connection?).
  9. Share something that was new or unusual to you from the article.

May 13th, 2019

Please read the following short story and answer the questions below.  Due Wed. May 15th.

Please answer the following questions.  Due Thursday, April 25th.
1.What do the totem poles symbolize?
2.Why does Mr. Hootam disagree with Beebe that the totem pole is gargling when he knows that it is? Why do different people hear different things?
3. Comment on the repeated line of “lack of space” found in the story.  What is Thomas King referring to?  Where do we see a dearth of Indigenous art and culture?
4.Why is it that they finally stop cutting down the totem poles?
5. What is the irony of this short story?

May 9th, 2019

Questions for “The Hockey Sweater”:

  1. Identify the conflict of the story.  Internal/external?  How many conflicts are there?  How does conflict drive the plot in this story?
  2. Describe the setting of the story.  If you have a chance, watch the NFB version of the story.  Consider how the setting is revealed.  Look at the subtle ways it is show to the viewer.
  3. What do you think is the theme of the story?  What observation of life does the author Roch Carrier try to share with the reader?
  4. Reflect on the tone of the piece, which was written at the beginning of the separatist movement in Quebec.

We will discuss these questions on Monday, May 13th.  Ms. Brett

Webquest #2 DUE Monday, May 13th

How Canadian Identity Has Changed Over Time

A look back

Webquest #2


Name: Humanities 9

Date: Ms. Brett


Using the Internet (use wikipedia sparingly, please check out https://www.canadashistory.ca/, https://www.thecanadianencyclopedia.ca/en, https://www.britannica.com/place/Canada, https://pier21.ca/research/immigration-history/settling-the-west-immigration-to-the-prairies-from-1867-to-1914,https://lop.parl.ca/About/Parliament/Education/ourcountryourparliament/html_booklet/confederation-e.html,https://www.thecanadianencyclopedia.ca/en/article/sir-clifford-sifton, https://opentextbc.ca/postconfederation/chapter/4-4-the-clifford-sifton-years-1896-1905/,https://reviewcanada.ca/magazine/2012/05/persuasive-posters/ please find answers to the questions below.  


A note on Confederation:  

Confederation refers to the process of federal union in which the British North American colonies of Nova Scotia, New Brunswick and the Province of Canada(Ontario) joined together to form the Dominion of Canada — a new country. The term Confederation also commonly stands for 1 July 1867, the date of the creation of the Dominion. Before Confederation, British North America also included Newfoundland, Prince Edward Island, British Columbia, and the vast territories of Rupert’s Land (considered the private domain of the Hudson’s Bay Company) and the North-Western Territory. Beginning in 1864, colonial politicians, known as the Fathers of Confederation, met and negotiated the terms of Confederation at conferences in Charlottetown, Quebec City and London, England. Their work resulted in the British North America Act, Canada’s Constitution, which was enacted by British Parliament. At its creation in 1867, the Dominion of Canada included four provinces: Nova Scotia, New Brunswick, Quebec and Ontario. Between then and 1999, six more provinces and three territories joined Confederation.


  1. Describe the cultural/ethnic composition of Canada at the time of Confederation, and describe today’s ethnic composition.  When did the shift begin to change?


  1. What occurred in 1867-1914 that made settlement of the Canadian West much easier?   


  1. Who is Clifford Sifton? Develop your response fully here.


  1. The immigrants who came to Canada (the west) were mostly from which continent?  Please give some examples of groups of these settlers.


  1. Which Canadian provinces were created in 1905?


  1. Find an immigration poster by Clifford Sifton.  Print it off and examine it closely. Begin to critically think about the poster.  How is Canada portrayed as a promised land? What truths are obscured by the posters?  


  1. Prior to WWI, Canada was mostly a rural, agricultural society. How did this begin to change after WWI?


  1. Some modern inventions began to bring Canadians together.  For example, the telephone. Another was the automobile. Can you think of another invention during this time that helped bring Canadians together?  What game was introduced that brought a sense of national pride?


  1. How would you describe Canadian Identity today?  How has it changed?


Student…. Applying  (B/B+) Extending (A/A+)
Significance of Event: how, what, where, when, who, when.

Cause and Consequence: why?

Shows understanding of event, may miss some minimal information. Demonstrates a clear understanding of the causes and impacts this event had on society. Evidence is included to support understanding. Shows thorough understanding of the specific information related to this event and its place in history. Shows thorough understanding of why this event happened and explains the results of the event on the people, location, and/or history. Clearly supported by evidence.


May 7th, 2019

https://vsbworld-my.sharepoint.com/:p:/g/personal/abrett_vsb_bc_ca/EReJdybKjuZGnuGt2ozEJWQBuXWk10J6KDKIxn-W5dNh8g?e=J0wAOv .   Please review terms here

The Hockey Sweater – pdf link found below:


See you Thursday.  Core Competency Block at 8:35 am.  Walk for Water at 9:40 am.  Current Events:  Ezra, Sam K and Emmett

Ms. Brett

May 3, 2019

We are moving into short stories and identity of Canada throughout the 1800s. Please complete Webquest #1 for homework (Tues. May 7th).  Short Story ppt link below:

Canadian Identity: Immigration and Multiculturalism

Periods of Immigration to Canada

Webquest #1

Name: Humanities 9

Date: Ms. Brett

Using the Internet (use wikipedia sparingly), please check out please find answers to the questions below.  You can use these sites:





The Loyalists: 1776 to 1790 CE

  1. Who were the loyalists (where were they from? Why were they called Loyalists?)


  1. How many Loyalists immigrated to Canada during this time?


  1. Describe who were the  Black Loyalists at this time.


The Great Migration: 1815-1850 CE

  1. Give a few reasons why people wanted to leave Europe (especially Britain) during this time period.


  1. Of the immigrants who came to Canada at this time, about what percentage were British?


  1. This period is called The Great Migration because Canada’s population did not merely double over this time, but its population in 1851 was 5 times the 1815 population.  During this time period, most of the settlers were establishing themselves in eastern Canada. Why?


Student…. Applying  (B/B+) Extending (A/A+)
Significance of Event: how, what, where, when, who, when.

Cause and Consequence: why?

Shows understanding of event, may miss some minimal information. Demonstrates a clear understanding of the causes and impacts this event had on society. Evidence is included to support understanding. Shows thorough understanding of the specific information related to this event and its place in history. Shows thorough understanding of why this event happened and explains the results of the event on the people, location, and/or history. Clearly supported by evidence.

Please have a look at this slideshow/powerpoint as we move into a unit on short stories:


Have a good weekend! Ms. Brett

April 24, 2019

For more information on the Seven Years’ War please visit these sites:



In class test on May 1st (Wednesday). Open book, use of notes, handouts, etc. More details coming soon.

1st Book Club meeting on Friday, April 26th.  Current Events for Tia and Allen, too.

Book Club/Lit Circle Info Sheet

Humanities 9 Book Club

Theme based: immigration, racism, displacement, migration

Ms. Brett

Spring 2019

Adelaide, Julia  Charlotte, Sophia, Tia   Greg, Danny, Luke Kyle and Evan        Becca, Aiswarya, Iliad,     Kai, Allen, Shae,

                 Sam A, Ciara, Fred       Trevor, Emmett, Ezra            James, Carl, Antonia Emi

Sam K Gillian



I’d like to organize this reading experience more like a book club rather than a lit. circle: there’s more freedom this way and more fluid and meaningful conversations about the book can be had.  When you get into your pairs/groupings, please decide how you’d like to break up the chapters to be read by a certain time. You will be given some class time to read and on certain days, you will meet with your group to discuss the assigned chapters.  Then you will work independently on one of these projects.  Before choosing which project, identify the issue/theme that is illustrated in the novel.  Some formats/choices below may work better with particular issues/themes (immigration, racism, displacement, migration).


  1. Write an essay (4 pages: 800-1000 words).  Some of you are natural essay writers and others may want to strengthen essay writing skills.  You will need a thesis that guides your writing. We will work together on this.


  1. Make several connections. Build a collection of other forms that connect with the novel and explain how they connect.  Find poems, a short story, newspaper or magazine articles. Choose an appropriate way to display these connections.


  1. Write a detailed newspaper article (with accompanying photos) reporting a major event in the novel as well as editorial in which you express your views on the issue.  Make your assignment look like the front page of a newspaper.


  1. Write the next chapter, the one after the book has ended.  Try to imitate the author’s style of writing and make it original (no ideas should be taken from something you have read or watched on TV).  4 pages? 800-1000 words.


  1. Write a long letter or a series of long letters from one character to another or from you to one of the characters, indicating the relationship between the two – or how you identified with the character.  Show your understanding of the personal situations and the process by which the relationship was formed. Should be about 1000 words.


  1. Write the script of the play where the antagonist of your novel is put on trial or alternatively, interviewed by a counselor or journalist.  Organize classmates or members of your book club/reading group to present the play in a live or pre-recorded reading of your script. Should be about 3-5 minutes long.


  1. Musical accompaniment: divide your novel into four parts.  Select a piece of music that best represents each part of the book.  You can choose music videos as well. Put together a compilation of each song and include a write up under each video/song that explains the connection to the novel.  Each write up should be a paragraph long.


  1. Create a website that explores your book.  Be sure to include a summary, quotations, literary devices, “about the author” and other important components and fun facts.  Explore theme and connect how the novel connects to the larger world. Show a close reading of the text here.


  1. Spoken Word.  Create two spoken word poems and write it from the perspective of the protagonist and antagonist.  Incorporate elements of the spoken word genre: rhythm, rhyme, imagery. Spoken word is raw, powerful and emotional!  Write out your Spoken Word poems (typed please) and submit a written accompaniment which explains choices, connections to the novel, theme, issue, etc.  One page plus your spoken word x 2.


On the due date (__________________), you will present your project to the class.  We will go by book by book. The rubric for the Individual Project is attached.


Overall assessment:  you will be assessed on the following:


Effort/Critical thinking – (Core competencies) – using class time wisely, giving others a chance to speak, being reflective on different opinions, etc.


Relevance to theme – (curricular competencies)are you able to show your understanding of the theme/issue through the project? Are you able to show understanding through plot, characters, big ideas?


English conventions and mechanics (curricular competencies). Is your project written well?  Is is proofread? Consider spelling, grammar, sentence variety, concision, verb tense, etc.

April 15, 2019

Guerilla Poetry Assignment – due tomorrow April 16th.  See assignment below.  Also, we will be looking at Deadwood #2 and Exercise #3 Formal Writing.



The mission is simple: return poetry to the people by subversively putting it into their hands. *. We are celebrating Poetry Month!


Distribute a poem in the school.  This task has four components:

  •      Choose a poem and choose a creative method to share your poem with the PW community
  •      Present your poem and method of delivery to the class
  •      Share your poem with the school
  •      Write a Response Poem


  •      Poem Selection:  choose a poem.  Be sure your choice is school appropriate.
  •      Delivery Method:  decide how you will distribute your poem to the PW community.  The more creative the better! Think about aligning the delivery method with the poem’s topic or theme…
  •      Presentation:  Share your poem and delivery method with the class. Talk briefly about why you chose your poem and the delivery method.  Max. 90 seconds per student.
  •      Placement:  Place your poem in the school.  Take a picture of your poem in position and email it to me, with the location and poem title in the subject line (eg. “Musée des Beaux Arts,” bench in Ms. King’s room)
  •      Response Poem: Write a response to the original poem using a line from the original. Write about something different than the subject of the original source poem to see how a line can take on a new meaning when placed in a fresh context.  Your poem should be at least ten lines long to give your poem time to gain and sustain its own momentum.  Your response poem may use one of two approaches:

o   The Springboard Poem: Choose a line from your selected poem and use it as the first line of a new poem.   Do not use a line that was the first line in the source poem, but one from the middle or end of the poem that stands out as particularly interesting, beautiful, and/or inspiring.

o   The Landing-Strip Poem: Choose a line from your selected poem and use it as the last line of a new poem. Do not use a line that was the last line in your source poem, but one from the beginning or middle. Write a poem about a subject of your own choosing that will eventually end with the borrowed line. **  

DATES:  Tuesday, April 16th             Presentation & Placement

    Thursday, April 18th                Response Poem Due


*  guerillapoetics.org ** adapted from Liisa House


Poem Distribution Rubric


Performance Indicator:  Originality – an original piece expressing student vision informed by choice, perspective and/or values.


Meets Expectations – Developing C/C+ Fully Meets Expectations –

Proficient B/B+

Exceeds Expectations –

Extending A/A+

Distribution of poem has a clear perspective and purpose. Distribution of poem offers a vision expressed in a unique way; distribution of poem demonstrates critical thinking. Distribution of poem offers a vision expressed in a completely unique way; Distribution of poem demonstrates critical thinking that challenges values or that transcends subject matter.


Rubric for Response Poem – Guerilla Poetry


Performance indicators: meaning (ideas, insight), STyle (vocab, voice, Poetic devices), Form (Poetic Form, line breaks, ending), COnventions (punctuation, spelling, grammar)


Meets Expectations – Developing C/C+ Fully Meets Expectations –

Proficient B/B+

Exceeds Expectations –

Extending A/A+

Attempts to develop a poetic statement with some literary devices (often rhyme/simile); may be contrived in parts Creates a thoughtful poetic statement that features some effective literary devices and imagery Engages the reader in a well-crafted poetic statement that features some powerful imagery and and literary/poetic devices.

Current Events – beginning mid April and continuing into May.


Higher Level Thinking question samples.

Current Events

Humanities 9

Ms. Brett Term 3



In the news…..  Politics (local, national, provincial, international, entertainment, sports, health, indigenous, technology, business etc  


Please present your findings in a powerpoint, pechakucha, or prezi.  Organization and visually appealing text/images are essential. Include a Works Cited.  Thank you. Have a look at the rubric on the reverse for assessment/expectations.


Quick summary: 3-5 point summary of event



So what factor?  Why does this story matter?  Who is impacted/what is the result?



Offer a final thought on the story: connect to the world at large, how a trend could be occurring, what the fallout might be.  See if you can connect it back to what we are studying..



Have a higher level question ready to ask the class when you’re done.


Current Events Oral/Visual Presentation Rubric


Bottom Line
Expectations for this Performance are metB/B+  
Evidence of exceeding standards A/A+
Organization: Students present information in logical, interesting manner which the audience can follow

Students demonstrate full knowledge of the topic with clear explanations and elaborations.

Delivery: Students use a clear voice and possess a confident stance and manner.
Originality: Students present the Current Event in a fresh, exciting, thoughtful and creative way.  All text is proofread.


April 1st, 2019

Next Field Trip:  Wed. April 10th, 2019


It’s Chekhov’s The Cherry Orchard, but told through the lens of a Punjabi-Sikh family in the Okanagan Valley. With the bank calling and money low, will the Basrans be able to save their beloved orchard? Inspired by the playwright’s own childhood, this fresh adaptation confronts life, loss, and the Canadian immigrant experience with humour and beauty.

Running time: Approx. 2 hours and 45 minutes (including one intermission)

Students will travel in pairs or small groups to the theatre.  We will meet at 1pm at the entrance to the venue: 2750 Granville Street @ 11th Avenue.  Students will be dismissed at 3;45pm. See you there!


Dear Students,

Continue to please work on memorizing your script for Bard.  Our final presentation date is Feb.21st.

Poetry in Voice in class competition has been postponed to late February/early March.

Independent Reading is due on Monday, January 28th.

Ms. Brett

Nov. 27, 2018


Submit by 3pm on Thurs. Nov. 29th.

Also, please complete the Gr. Organizer (Causes of the French Rev.) and the Venn Diagram (comparing/contrasting the Dec. of Rights and Man to the Declaration of Independence).  And read pages 200-223 – for Thursday Nov. 29th.

Ms. B

November 13, 2018

Hello, Creative Writing assignment third draft/final copy due Tuesday Nov 19th.

American Revolution Poster Project is due Wednesday Nov 21st.

Please meet in the library on Thursday Nov 15th

Ms Brett

Nov. 7th – Today we peer edited your first draft.  The second draft is due Tuesday, Nov. 13th.  Please bring to class!  Final draft due Nov. 19th. Also, continue to work on your American Revolution project.  Due Nov. 21st.

See you next week. Ms. B

Nov 5  please have your first draft ready – it is due tomorrow !

Continue to work on your SS project  Ms Brett

Nov. 2.  Please continue to work on your creative writing assignment and your American Revolution project!  Ms. Brett

Oct. 31st  Happy Halloween!  First draft of the creative writing assignment is due on Nov. 7th.  I’ll assign a Social Studies project tomorrow in class.  See you then! Ms. Brett

Oct. 24:  Today I assigned a creative writing assignment inspired from this:


Dear students,

Let’s take up the “The First Page” writing challenge by writing the first page of a book set in 2168. Your challenge is to write the first page of a novel set 150 years in the future, with your protagonist facing an issue that’s topical today and setting the scene for how it’s all playing out in a century and a half.

How will the world leaders of today impact the world of tomorrow? Who will be the biggest name in pop culture in the future?? How will climate change impact the protagonist’s life, where he or she lives, the struggles he or she is facing? Speaking of he/she – does gender even exist in 150 years??

Your assignment will be 300-400 words in length. Your assignment also needs a title, but the title is not included in the word limit. Your story can be written in any genre from mystery or thriller to literary fiction, from adventure or romance to satire or sci-fi.  Have fun!

First draft due: Nov. 7th – feedback – peer and teacher

Second draft due: Nov. 13th – feedback – peer and teacher

Final copy due: Nov. 19th

Ms. Brett

Oct. 22./18  Homework:  read pages 140-154 for homework (Crossroads).  See you Thursday.  Ms. Brett

Dear Students – another contest to consider!


Oct. 18th – sorry for the short notice:


Short Story contest – closes on Oct. 31st.

Ms. Brett

Oct. 15th – Reminder – Current Event Presentations today!  Last stretch…. then Student Vote.

Wednesday afternoon we are meeting at Granville Island for the Writers Fest.  Please meet in front of the theatre at 12:30pm.

Alternate Realities

Alternate Realities

Rachel Hartman, Ashley Little, Paula Morris, David A. Robertson

Wednesday, October 17
1:00pm – 2:30pm
Performance Works

1218 Cartwright St, VancouverFour young adult novelists share their brave new worlds with students and ponder how they both create and sustain these wildly creative locations. Celebrated award-winner Ashley Little’s depiction of high school in Confessions of a Teenage Leper may feel familiar… but there’s a bizarre, deadly disease at its heartIn David A. Robertson’s supernatural tale, Monsters, set on the Wounded Sky Nation reserve, teenager Cole Harper struggles to fit in. Further afield, Rachel Hartman shares a tale of knights in armour—and brave girls bucking gender roles—in Tess of the Road. Finally, Paula Morris reimagines Rome as a place for duelling gods and goddesses in The Eternal City. Students will be enthralled by these charismatic writers sharing their techniques for world-building.


Anna Ling Kaye is a fiction writer who has been short-listed for the Journey Prize, former editor at PRIMS International and Ricepaper magazines and co-founder of Hapa-palooza Festival.

You will be dismissed at 2:30 pm.  Ms. Brett


Oct. 9

Dear Minis, Please read pages 118-127 from Crossroads-due Thu. Oct. 11th.  C. E. will continue on Thus. too.  See you then!  Ms. Brett

Happy Thanksgiving Minis!  Enjoy your long weekend.  Ms. Brett

Dear Minis – we meet at the Vancouver Art Gallery today!  See you there at 1pm for our 1:30pm tour.

Thursday is our next class together.  We will discuss our viewing of The Curious Incident of the Dog in the Night-time.  And we will begin Current Event presentations:

October 4:

Samuel + Emmet: rezoning

Emi – profiling four candidates

Adelaide, Julia and Shae (Ken Sim)

See you later today.  Ms. Brett

Dear Minis,  Reminder:  we will meet at the Stanley Theatre on Wednesday, Sept. 26th at 1pm.  The show begins at 1:30 and ends at 4pm.  Students will be dismissed at 4pm.

Also, today students were assigned book club style questions which they will present informally on Thurs. Oct. 4th.

Tues. Oct. 2 – we are meeting at the Vancouver Art Gallery – for a guided tour of Ayumi Goto and Peter Morin: how do you carry the land?

Students will be dismissed at 3pm from the Vancouver Art Gallery.

Ms. Brett

Hello – reminder- please have “Curious Incident of the dog in the night-time” read for Monday 🙂

Ms. Brett

Hello Minis,  Today you signed up for your Current Events presentations and topics:

October 4:

Samuel + Emmet: rezoning

Emi – profiling four candidates – be sure to check with Gillian and Sophia (Shauna Sylvester) and Adelaide, Julia and Shae (Ken Sim)

October 9

Kyle:  school board trustees

Carl – housing

James: Gregor Robertson legacy

October 11:

Kai + Antonia – closing schools/annexesSophia + Gillian – Shauna Sylvester

Greg + Allen – Bike lanes

Charlotte, Aishwarya, Sam Au: homelessness

Fred: Parks and Rec

October 15:

Luke: low voter turnout

Evan and Iliad: how the electoral process works

Ciara + Tia: parties defined

Becca – how to become a candidate

Danny + Trevor: transportation

Ezra: opioid crisis/epidemic

Reminder:  Field trips have been organized for Wed. Sept. 26 to the Stanley Theatre to see “Curious Incident of the Dog in the Night-time” at 1:30pm.  The concludes at 4 pm and students will be dismissed from the venue.  Vancouver Art Gallery for Oct. 2 – 1:30 to 2:30 pm.  October 17th – Granville Island for the Vancouver Writers Festival.  More details soon.

Dear Minis,

We will begin this term with a look at the Vancouver Civic Elections in the form of Current Events (presentations taking place in October).

Next Wednesday we will be attending the play “Curious Incident of the Dog in the Night-time” taking place at the Stanley Theatre (2750 Granville Street @ 12th).  The show begins at 1:30 pm and concludes at 3:45pm.  All students will be meet me at 1pm.

We will be visiting the Vancouver Art Gallery on Tuesday, October 2nd for a one hour tour beginning at 1:30pm.  More information to come on this outing.

I have booked tickets for the Writers Festival for Wednesday, October 17th to see “Altered Realities” at 1pm.  More information coming.

See you Thursday – I’ll assign the Current Events assignment and you may begin signing up.

Ms. Brett