Humanities 10            PW Mini

Term 3                 Ms. Brett


Please complete a written reflection commenting on your learning this 3rd and final term – identify an area of greatest growth (skill or competency area), a challenge you worked with, something you were proud of, ideas you found engaging. Make this as dense and concise as possible, but with as many specific content references to the term as possible.


Think about our areas of study for Term 3:


Argumentative Essay Writing:

-Follow a Columnist Project to prepare for Argumentative Essay Writing

-hook, thesis statement, topic sentences, concluding sentences, in text citations, use of voice and syntax for effect/impact, clincher


Short Story Unit (some choices thematically linked to social studies curricular competencies –  WWII and Canadian and Indigenous Perspectives):

“The Watch”



“The Loons”

”Ski Dreams”

-Short Story test – “All the Years of Her Life” multiple choice and paragraph response



-WWII group project – Canadian perspective

-WWII Curator role – individual response

-Cold War

-Canada Post WWII – nation building questions/discussions

-Treaties (with special guest speaker)

-Museum of Vancouver field trip – ancient landscape and living culture (connected to Indigenous ways of being/Indian Horse) amongst other relevant exhibits reflecting the curriculum from SS10 and SS9.


Indian Horse

-novel study – discussions and reflecting and writing

-in class literary essay

-visit to the VSB Reconciliation Pole to meet Indigenous carvers

-Qwalena – 3 Crows Production

-Six word story


Romeo & Juliet

Film study (brief) to prepare for visit to “Bard on the Beach”: Shakespeare in Love (June 13th)


  • &    – from the term/year


Due June 19th


Reflect on the following:


  • I can understand spoken, written and visual texts at or above my grade level.
  • I actively seek and engage with a rich variety of texts.
  • I can summarize ideas, information and findings.
  • I actively confirm that my understandings and interpretations are correct.
  • I actively seek clarification of ideas and information as needed.
  • I can express information, ideas and feelings orally, visually and in writing.
  • I actively, insightfully and respectfully participate in discussions.
  • I can present information and ideas clearly, concisely and in an organized manner.
  • I can present information and ideas with style and impact and in an engaging manner (I use strong and appropriate voice, syntax, word choice and images).
  • I create and use conceptually strong, relevant and well-executed visual representations that show great attention to detail.
  • I can present information and ideas to a variety of audiences
  • I am an active and attentive listener and encourage the person speaking with appropriate visible and/or verbal cues when appropriate.
  • I recognize that people have different points of view and I can disagree respectfully.
  • I can find reliable information and ideas about a topic that interests me or is assigned to me.
  • I document and properly cite the sources of my information and ideas.
  • I can clearly and concisely explain my learning, as well as how it connects to my prior understandings, experiences and efforts.
  • I can respectfully and clearly give, receive and respond to feedback.


June 10th, Dear Students,

Short Story Test tomorrow.  Long Block field trip on Thursday.  See you tomorrow. Ms. Brett

June 4, 2019   Dear Students, Please feel free to come in early to begin writing your in class essay.  We have Mini 3 booked.  I’ll be at school at 8:35am.  Ms. Brett

May 31st, 2019

Dear Students— Just a reminder you’re argumentative essay is due Monday, June 3rd.  Have a good weekend!  Ms, Brett

Please follow this format:

Final Argumentative Essay Writing Prep Humanities 10 (Brett)

A few general reminders:

  • Use 12 point font – Times New Roman
  • Normal 1” margins
  • Double spaced paragraphs and a space between paragraphs too
  • Works Cited attached


A few common mistakes:

  • No italics, colour or bold – please avoid
  • Title not included – be sure to include a title
  • Not proofreading your essay for spelling, grammatical errors etc.


Keys to completing a good essay

  • Proofread on paper and not just on the computer screen!
  • Read the essay out loud.  Look/hear for mistakes each time
  • Check every quotation, fact, paraphrased line – check for citations
  • Review your outline.  Read over your thesis and be sure each topic sentence echoes your thesis statement.
  • Complete you Works Cited
  • Please print out your final copy and attach the rubric.
  • Check your Writer’s Burden:  Unity, Coherence, Transition, Variety and Emphasis


Matthew Owens

Humanities 10

Ms. Brett

May 30th, 2019

                           La Flame is Burning Brighter than Ever

Please work on your six word story for Indian Horse.  This is due May 28th.  See samples below.  Also, please find your favourite passage and be ready to share with the class on May 28th.

Six word story samples:

What a nice priest; never mind.

Abandoned in snow, saved by ice

Ice hockey: an escape from despair.

Broken. Ice hockey. Strong and free.

He wished he could skate forever.


In class essay topics to begin thinking about:

  1. Discuss how Richard Wagamese’s novel is a metaphor for Canada.  The novel is a metaphor of Canada’s greatest game and Canada’s greatest shame.
  2. What impact does Saul’s strong, spiritual connection to his ancestors have on him at different points throughout the novel?
  3. Discuss how Indian Horse shares the importance of family, culture and respect through the depiction of cultural alienation, deprivation, and lifelong consequences the Residential Schools caused.
  4. Discuss the use of metaphor in the novel.  How does Richard Wagamese dot the novel with its use.  To what effect?
  5. Redemption plays a role in the novel.  How so?
  6. Reflect on a theme found in Indian Horse and discuss how it is developed in the novel.
  7. Discuss symbolism in the novel Indian Horse.
  8. What role does Saul’s connection to the land play in the novel?
  9. Discuss how the surname Indian Horse is an appropriate name for Saul.

In class essay – June 5th

May 14th, 2019

Dear Students, please read to page 181 for Thursday, May 16th.  Please read to the end of the novel for Wed. May 22nd.  Rough draft of essay due May 24th.

  1. Please comment on the flashback found in Chapter 39.  What is the purpose of it?
  2. Chapter 42 shows that Saul fights back when he plays hockey now.  Something he didn’t do before.  Results of this are not what Saul had hoped for.  What happens based on how he plays?
  3. Comment on the significance of the following quotations:

“These guys weren’t mean.  They weren’t vicious.  They were just indifferent, and that hurts a whole lot more.” (page 163).

“But the press would not let me be.  When I hit someone, it wasn’t just a bodycheck; I was counting coup… If I inadvertently high-sticked someone… I was taking scalps… When I did not react… I was the stoic Indian ” (166).

“Yeah, well, maybe I’m better suited to a tomahawk than a hockey stick”. (166).

“I discovered that being someone you are not is often easier than living with the person you are” (181).

Due Thursday May 16th

“Are Things Different Now?”  Due May 22nd

Find a newspaper or magazine article, news story, government report, etc. that discusses any issue that is present in the novel; you could discuss racism in sport, living conditions, education.


Issues faced by Indigenous in the novel – Current Event related to this – Discussion of whether things have changed or not.  Find at least two issues/current events.  Due Wednesday May 22nd.

Post WW 2 Canada Name:

Short Answer/Long Answer Date:

(Use the SS10 Student Workbook)

Taking notes of big themes and issues in post war Canada

Philosophy of Social Welfare (Ethical Judgment)

!. What is the difference between the terms “welfare” and “welfare state”?  What are 5 elements that are common in welfare states?

  1.  Choose ONE of the five elements and describe in as much detail what the program does and whether, in your opinion, this program should be funded by the government.
  2.  Explain how democracy, capitalism, and social welfare can coexist.  What do we call this type of government?
  3.  List at list three countries that practice social democracy.

Post WW 2 Canada Name:

Short Answer/Long Answer Date:

(Use the SS10 Student Workbook)

Taking notes of big themes and issues in post war Canada

The United Nations


  1. What was the primary reason for the failure of the League of Nations?


  1.  List four goals of the new world organization of nations: The United Nations.


  1.  Who are the five permanent members of the Security Council?


  1.  What does it mean to have veto power?


  1.  List three of the UN’s humanitarian agencies.


  1. In what ways have the UN’s humanitarian agencies been successful?


  1.  Describe Canada’s role in the UN.


May 10th, 2019

Read to page 136 (Chapter 30) Indian Horse Tuesday, May 14th.

Complete the second handout (SS10 work book) – refer to pages 162-167.  Due Tuesday, May 14th.

Post WW 2 Canada Name:

Short Answer Activity (Continuity and Change) Date:

(Use the SS10 Student Workbook)

Taking notes of big themes and issues in post war Canada.

Life in Canada after the Second World War

  1. What aid did Canadian veterans receive on their return from WW2?


  1. What was the Marshall Plan?  What was the extent of Canada’s involvement in the Marshall Plan?


  1. Outline the debate that ensued over the route for a trans-Canada natural gas pipeline.


  1. Identity two new technological developments in Canada during the Cold War era.


  1. Define urbanization.


  1. How did the onset of suburbia affect the automobile industry?




Post WW 2 Canada Name:

Short Answer Activity (Continuity and Change) Date:

(Use the SS10 Student Workbook)


Taking notes of big themes and issues in post war Canada.

The beginning of the Cold War (Cause and Consequence)


  1. What did the two superpowers struggle for throughout the Cold War?


  1. Why did the Western capitalists fear the Soviets?


  1. Why did the Soviets fear the Western Capitalists?


  1. Define “domino theory”.  Define “satellite states”.


  1. Identify the Eastern European countries in which Stalin established a communist regime.


  1. How did Winston Churchill respond to the creation of Stalin’s satellite states?




Rough draft of essay due May 24th.  Good final copy due June 3rd.

Have a good weekend!  Ms. Brett

May 8th, 2019

Dear Students, Please remember to complete the questions from the handout I gave you on Monday.  “Post WW2 Canada”.  Also, we will take up “Borders” and discuss the questions on Friday.  See you then! Ms. Brett

Post WW 2 Canada Name:

Jigsaw Activity Date:

(Use the SS10 Student Workbook)

Taking notes of big themes and issues in post war Canada.


Section/Exercise 1 – Significance

International Crises Significance
Korean War (1950-53)
Suez Crisis (1956)
Cuban Missile Crisis (1962)
Assassination of JFK (1963)
Vietnam War (1957-1975)
Cyprus (1964-1993)


Post WW 2 Canada Name:

True/False Activity Date:

(Use the SS10 Student Workbook)


Taking notes of big themes and issues in post war Canada.


Section/Exercise 2: The Development of the Welfare State – True/False – EVIDENCE


Provide evidence by indicating the page number you found the information.


1.The terms “welfare” and “welfare state” mean the same thing. _____


  1. Welfare states always fund income assistance programs. ____


  1. A democracy can have elements of socialism. ____


  1. Canada and the US are considered welfare states. _____


  1. Before WW2, there were no welfare programs of any sort. ____


  1. Conscription had a major impact on the development of welfare states. _____


  1. Social welfare developed the most in the middle of the 20th Century. ____


  1. Keynesian economics, a philosophy of how governments should spend money, encouraged cut backs and less spending on welfare programs. _____


  1. The government was most involved with social welfare and spent the most amount on money on social services in the middle of the 20th C. ____


  1. The Colombo Plan is an example of Canada’s involvement in international social welfare. _____

English 10/Mini

Indian Horse




  1. 1. an object made by a human being, typically an item of cultural or historical interest.

For example:  “gold and silver artifacts”, family heirlooms (jewelry), tools, documents, adornments.  Artifacts aren’t modified in any way.

We all come from somewhere.  We are all grounded in stories.  Artifacts reveal this to us.

Student Objectives/Learning Intentions

  1.     explain how your artifact represents you, your identity, and your family.
  2.     understand what their classmates’ artifacts represent and why the diversity of these artifacts is important.
  3. Connect to the novel “Indian Horse” – how does Saul experience the world without artifacts?  

Please begin to think about an artifact that you can bring in and share with your classmates.

  • Describe your artifact—what is it, where did it come from?
  • What does this artifact reveal about your background and yourself?

Then, take some time to decide what you want to share with the class

Bring to class: __________________________________________________

May 6, 2019

Dear Students.  Reminder – VSB Reconciliation Pole visit on Wednesday, May 8th.  We leave at 10:10am.  For Wednesday, please read “Borders” by Thomas King and answer the Qs.  See below for link and questions.  See you Wednesday.  Ms. Brett

Upcoming Field Trip: Wed. May 8th at the VSB for the Indigenous Carvers’ Reconciliation Pole visit.

Humanities 10

Field Trip to the VSB

Reconciliation Pole Visit

Wednesday, May 8th

11am to 12 noon

Dear Students,

On Wednesday, May 8th, we will visit the Reconciliation Pole on the grounds of the Vancouver School Board.  You will leave at break (10:10 or 10:15am) in order to travel to the VSB (1580 West Broadway). Please take transit (#16 or #25/#10). We will meet at 10:50 am and our visit begins at 11am.  At 12 noon you will be dismissed and you will take transit back to PW for your afternoon classes. You may be a few minutes late. Please bring your compass card and your lunch.

Dear Students, today we worked on researching for our essays.  Essay outlines are part of this too.  For Monday, May 6th be sure to read to the end of Chapter 21.  Have a good weekend.  Ms. Brett

April 30th, 2019  Please read the novel Indian Horse to page 82 (end of Chapter 21).  For May 6th.  Pay attention and note any passages/pages that stand out to you.

Ms. Brett


April 27th – not for homework yet…. “Borders” by Thomas King – will assign this coming week:
DUE MAY 6th.  Thank you.
  1. What is the conflict in this story? What type of conflict is it?


  1. What happens at the climax of the story?


  1. Brainstorm what you know about the following concepts. How is each of these addressed in the story?  How are these terms connected in the short story?







April 25th.
Please continue to read “Indian Horse” to page 42.  For homework, please take note of passages/paragraphs of great interest or impact to you – especially as Richard Wagamese speaks about Saul’s and his family’s connection to land and nature.
I’d also like you to consider what identity means to you.
Reflect on this:  “They say I can’t understand where I’m going to if I don’t understand where I’ve been” (Wagamese, 2).
We will discuss this on Tuesday, April 30th.
Also please think about an artifact that you’d like to share with the class in a few weeks. More on this soon.
Columnist Project due Tuesday, April 30th!!!
April  23, 2019
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?
April 17, 2019
Dear Students,
Please ensure your Columnist Project is completed by Tuesday, April 30th.  One columnist – three articles – annotated and each with a precis.
Details in previous entries on this blog.
Have a great long weekend.  Ms. Brett
April 15, 2019
Dear Students, please meet in C101 on Wed. April 17th – 1.4 – first block.
1.3 – meet in the mini gym – for a special presentation – The Power of Privilege.
Ms. Brett
PS . please review important terms for our study of different texts this term:
April 11, 2019
Please read the story, “The Watch”:

The Watch

“The Watch” was written by Elie Wiesel in 1964. The story is based on his personal experiences before and after the Holocaust, focusing on the protagonist’s feelings of loss and trauma and how he tries to deal with them through forgiveness and remembering.

  1. What conflict is the main conflict in this story? Explain in a short paragraph.
  2. What is the point of view of the story and why is it relevant?
  3. What does the watch symbolize? Explain.
  4. What is the theme of the story – please write this in one sentence.

Here are the links to the Cinematheque films:Fabric of the Church:

Vetus Et Nortum:
Pathways to Canada:

A sample annotated column:  Use the link below.  Follow a columnist project (annotation and precis) due April 23rd.

Also, a review of logos, pathos and ethos:

Here’s the rhetorical triangle:

Image result for rhetorical triangle

One more to consider:

Image result for rhetorical triangle

FOLLOWING A COLUMNIST – The Columnist Project: Mini Humanities 10

Some of the most prominent practitioners of stylish written rhetoric in our culture are newspaper columnists. Sometimes they are called pundits – that is, sources of opinion, or critics. On the reverse side find a list of well-known newspaper columnists. Select one (or another one that I approve of) and complete the tasks below. Please start a new page and label as TASK # each time you start a new task.

TASK 1—Brief Biography.

Write a brief (100-200 word) biography of the columnist. Make sure you cite your source(s) at the bottom of the page. Import a picture of the author on your biography.

TASK 2—Five Annotated Columns.

Make copies from newspapers or magazines or download them from the internet. I suggest cutting and pasting the columns/essays  into Microsoft word and double-spacing them because it makes them easier to annotate and work with. Your annotations should emphasize such things as:

– the central idea of the column

– identify appeals to logos, pathos, or ethos

– (by what means does the columnist seek to convince readers of the truth of his central idea?)

-the chief rhetorical and stylistic devices at work in the column

-the tone (or tones) of the column

– errors of logic (if any) that appear in the column

– the way the author uses sources, the type of sources the author uses (Be sure to pay attention to this one!)

– the apparent audience the author is writing for

-Use the rhetorical triangle (Topic, Audience, Context)

This should be an analysis of the argument and also of how the rhetorical strategies affect or impact the argument.

Personal Response-(Part of Task 2) Finally, add a few final comments to each column that summarizes your general response to the piece (feeling, opinions)—do not summarize the column! This task is hand-written.


TASK 3 – Write a precis, after annotating each article.    

A precis reveals your understanding of the arguments and points authors make in a specific piece.  Composing a precis can be particularly useful when organizing sources for a research project. When writing your precis, please be sure to objectively summarize the article accurately in your own words.  Before you begin writing your precis, read the column a number of times to make sure you completely understand the author’s rhetorical situation.

Here is an example Precis:


TASK 4 – Final Remarks

Add a statement titled ―Final Remarks.  In this reflect on what you learned, what value this had, what you think of the writer or subject matter, etc. Where could this assignment lead you in the future?  Where do you go from here?

A Few Canadian Prominent Newspaper Columnists:  Elizabeth Renzetti   Jen Gerson Andrew Coyne  


DUE DATE:____________________________

  Follow a Columnist/Precis Rubric


C / C+



B / B+



A /A+

86 – 92 – 98

Biography incomplete, Five annotated columns not completed. Personal reflection missing for some and/or is simply a summary.  Precis for each article/column is incomplete. Final remarks not included. Assignment is not carefully proofread. Biography and photo included, Five annotated columns completed in good detail. Personal response  (handwritten)does not summarize but rather offers a response to each piece. Precis of each column/article is complete and reveals your understanding of the arguments. Final Remarks are included. Proofread carefully. Biography completed with photo and sources included, Five annotated columns completed in excellent detail. Personal response  (handwritten) does not summarize but rather offers a personal and opinionated response to each piece. Precis of each column/article is complete and reveals  in depth understanding of the arguments. Final Remarks are included. Thoughtful and engaging. Proofread carefully.



Survey link for SS courses:


Nov. 16.  For homework continue to work on your Social Studies WebQuest (  Here you will choose topic 1 or 2 and topics 3 and 4.  Topic 5 to be done with a partne. Upload when finished.  Save to a word document or google/one drive.  All due Nov. 26th.  Part of Term 1.

Next class we will continue to work on your essay.

Have a good weekend! Ms. Brett

Nov 14, 2018  In class essay next class – Nov. 16th.

Thesis  Powerpoint found at the link to the left.

Also, when you have a chance, please visit this site and become familiar with the following terms:


  • Premier
  • Constituency / Electoral District / Riding
  • Ballot
  • Ballot box
  • Governing Party
  • MLA
  • MP
  • Legislative Assembly
  • Lieutenant Governor
  • Liberal Party
  • NDP
  • Green Party
  • Political Party
  • Question Period
  • Shadow Cabinet
  • Official Opposition
  • Party Whip
  • FTPT
  • MMP
  • DMP

Concept Questions:

  • Why do we have government?
  • Why do we hold elections?
  • How do elections work in Canada?
  • What are Parliamentary majorities and minorities?
  • What are the various positions on the political spectrum?
  • Why do we have political parties?
  • What can your MLA / MP / City Councillor do for you?
  • Why might the system of First Past the Post not work well for us?
  • What are some alternatives to First Past the Post?

Dear students, we will work on thesis statements on Wednesday in preparation for our in class essay on Friday Nov 16

Also, to further prepare for the essay consider some of the themes and topics we have touched on or discussed in class: Maslow’s Hierarchy of Needs, women’s representatives or lack of representation in the novel, the social construct of the characters, analogy, allegory, symbolism, irony, propaganda and language, man’s inhumanity to man.

Please continue to work on the webquests under “Government” found at – thanks to Ms Underwood! Topics: one or two and three and four.  Due Monday Nov 26

Get your forms in for our Victoria field trip!!

have a great long weekend  Ms Brett


Nov. 2. 2018

Hello!  We will explore Canadian government (Federal Political Parties)  and the structure and function of government next week.  We will move to essay writing next week, too.  Have a good weekend!  Ms. Brett

Oct 31st  Happy Halloween!  Continue to read the SS 10 Workbook – to page 37.  We will discuss on Tuesday, Nov. 6th. Ms. Brett

questions for Ch 9

1. The young pigs are only being educated – speculate why. Why might educating everyone on the farm lead to problems?


2. Consider how the president was elected – was it fair? Would you do it differently?


3. Consider how Boxer has changed. Who cares for him? How do they show it? Was it fair what happened to Boxer?


Ch 10

1. What is the definition of bureaucracy? How does Orwell make fun of bureaucracy?

2. How do the animals now feel about society on the farm? Why do they feel this way?

3. All the seven commandments are erased  – what’s the new commandment and what’s ironic about it?

4  What changes have the years brought to the farm?

5. At the conference with neighbouring farmers, what new changes does Napoleon point out?

Oct. 25th:  Questions for Chapter 7 + 8 due Monday, Oct. 29th.



Ch. 7

  1. Why do you think no one helped the hens during the protest?
  2. What things are blamed on Snowball in Chapter VII? Do you think these accusations are true? Why or why not?
  3. Do the animals believe Squealer when he accuses Snowball of being a traitor? Why or why not?
  4. Do you believe that Squealer really has secret documents that prove Snowball was a traitor? What is your evidence?
  5. Foreshadowing is when the author gives us clues about what will happen next in a story. How is it an example of foreshadowing when Squealer gives a “very ugly look at Boxer”?
  6.  What is Boxer’s solution to the bloodshed (killing, violence) and what does this say about him?

Ch. 8

1. Frederick gives Napolean forged money and Pilkington refuses to help him. Which of Napolean’s actions may have made the farmers behave this way towards him?

2. What makes the battle against Frederick’s men different from the Battle of the Cowshed?

3. How is Napoleon becoming more and more like a typical dictator?

4. The animals celebrate a victory, but at what cost? What happened to the animals during the battle?

5. Describe the whisky incident. Why would Orwell make this scene a little humorous?

Oct. 23/18  Due Oct. 25th – Thursday

chapter 5 questions

  1. What role does “Four legs good, two legs bad” play in Napoleon’s propaganda? What is its meaning?
  2. How useful are speeches like Snowball’s if it not entirely understood?
  3. It was assumed that the windmill plans had been rubbed off the floor.  How does Orwell use the word to describe the animals’ level of thought? Is this the first time the animals have assumed something?  Why is it dangerous to assume things?
  4. Who do Snowball’s plans benefit? Do you believe the windmill will succeed?

chapter 6 Questions

1. How is Snowball used as a scapegoat? (A 0person who takes blame for another’s action)

2. How much work are the animals doing ? How are they forced to work harder?

3. How is the windmill destroyed? Why does Napolean blame Snowball?

4. Who the animals believe is responsible for the windmill? Do you agree with them?  Why or why not?

SS10 workbook reading – pages 4-37 due Friday Nov 2

See you Thursday! Ms Brett

Oct. 22/18

Another contest to consider:


Oct. 18th – sorry for the short notice!

Contest closes on Oct. 31st.

Ms. Brett

Dear Students,

Tomorrow we are meeting at the Writers Fest:

Van Slam Special

Moderator: Jillian Christmas

Van Slam Special

Kay Kassirer, jaye simpson, mitcholos touchie, Rabbit Richards

Tuesday, October 16
1:00pm – 2:30pm
Granville Island Stage

1585 Johnston St, Vancouver

The 2018 Van Slam Team includes some of the finest slam poets in the city: poets who have ranked in the top four at Van Slams throughout the year. Kay Kassirerjaye simpsonmitcholos touchie and Rabbit Richards dazzle judges and audiences with their solo and ensemble pieces. Immerse yourself in the work of some of the finest practitioners of the art form before they tour across North America as ambassadors of Vancouver’s vital spoken word scene.

Jillian Christmas is an award-inning slam poet and Vereses Festival of Words Artistic Director.

You will be dismissed at 2:30 pm.

See you then!  Ms. Brett


Hello Students,

Tomorrow I’ll be at a Pro D event so a TOC will be here.  Instructions will be left to guide you in the afternoon.

Chapter questions for Animal Farm – Chs. 3 + 4:

Ch. 3

  1. Provide examples of the difference between the pigs and the other animals that occur in this chapter.
  2. Where do we find evidence of problems in the leadership of the newly established government?
  3. The pigs are in charge.  Do you think it’s fair that only they can drink the milk produced? Why/why not?

Ch. 4

  1. At the end of Ch. 4, the animals decide to fire Mr. Jones’ gun twice a year to celebrate the anniversaries of the Rebellion and the Battle of the Cowshed.  Consider your own culture- what celebrations are similar to these anniversaries? How are they important to you?
  2. Who are the true heroes of the battle? Explain.

See you next week – Tuesday we meet at Granville Island for the Writers Fest!  12:30 pm is our meeting time at the Granville Island Stage (next to the public market).

Final Current Event presentations take place next Thursday.

Ms. Brett

Hello!  Tomorrow I’ll be at Social Emotionally Learning workshop so a TOC will be in to cover our class.  We begin our study of Animal Farm.  Please be sure to have read to the end of Chapter 2 for Friday.  Some questions will be assigned for homework.

Current Events also take place on Friday –

Friday Oct. 5: Mathew school trustees, Annelies Jay 5 parties  defined and explained.

Thanks – see you Friday.  Ms. Brett

Dear Minis,

For homework, think about how our voting rights have evolved in Canada.  Current Events presentations begin on Monday, Oct. 1st.

Ms. B

Hello Minis,  Have a good weekend – be sure to keep up with the Current Events assignment.  Think about the democratic guiding principles too!!!

Ms. Brett

Dear Minis,

Reminder:  we are heading to the Stanley Theatre  (2750 Granville Street) on Wednesday, September 17th for a 1:30 pm showing of “The Curious Incident of the dog in the Night-time”.  Please travel in pairs or small groups and meet at the theatre for 1pm.  Today in class we reviewed how to get to the theatre by bus.  You will be dismissed at 3:45 pm at the conclusion of the play.   Warning – strong language will be used in the play.

In addition, we are working on the Vancouver Civic Elections.  Presentations begin in October:  1st, 5th, 10th, 12th and 18th.

We are attending the Writers Festival on Tuesday, Oct. 16th.  More information to come.

Ms. Brett