Grade 6 Participates in ‘A Kid’s Guide to Canada’ Pilot Project

Our Grade 6 Social Studies class with Mrs. Bertrend began participating in a pilot project this week called ‘A Kid’s Guide to Canada’. This is our second pilot project this year that we have participated in, and what an exciting opportunity to try and give feedback on different learning tools and resources for other students across Canada to benefit from! Our first pilot project was exploring the ‘Children First Canada’ toolkit and you can read more about it here. 

This week the students have started to explore ‘A Kid’s Guide to Canada’ which is a virtual trip across Canada that has been created by students, for students. There are levelled scavenger hunt-style questions that help to reinforce:

  • The physical and political geography of Canada
  • Cultural awareness across Canada
  • Map reading skills
  • Digital measurement tools

In addition to the skills that the virtual trip across Canada helps to reinforce, because we are participating in the pilot project, students are also learning how to give valuable feedback about the program and how it can be further improved for future students that participate.

One thing that is clear is as soon as our learning tasks are in a game format with a bit of friendly competition, the students are that much more excited to dive into the learning! It’s game on!

Grade 7 Early Canadian History

Our Grade 7 class is currently learning about early Canadian history starting from the year 1713 up to Confederation (this is where we pick up in Grade 8!). As part of our unit, we have been looking at the key roles that existed during the fur trade, such as the voyageurs, coureur de bois, and Indigenous women. Students each chose a job from a list and had to use the program Thinglink.com to share a description of the job, the challenges of the job, what an average day was like, and lastly some fun facts about the job. Below you will find the QR codes that connect to each Thinglink assignment.

Leo shares about the role of the habitant

Maytal shares about the coureur de bois:

Halel shares about the voyageurs:

Yaakov shares about the coureur de bois:

Please leave a comment below with any questions you have for the students!

Middle School Earth Day Celebrations

On Thursday, April 22nd we celebrated Earth Day as a Middle School and larger OJCS school community. Both our English and French Social Studies classes spent time together learning about the importance of ‘everyday being Earth Day’ and we dove into a rich discussion about the impact of COVID-waste on our environment. While PPE is essential to keeping ourselves safe during the pandemic, we discussed how we can be more mindful about reducing or managing waste that is produced through the pandemic. Together we read the article ‘More masks than jellyfish’ and discussed how we can still keep ourselves safe through COVID while reducing COVID-waste, through strategies like reusable masks. One highlight from the Grade 6 class is we listened to Maayan in Grade 8’s Passion Project presentation, which focused on the impact of plastic pollution in our oceans. Click the link above to join Maayan for her ‘wireside’ chat. Elisha in Grade 8 also shared her Passion Project with the school in her own ‘wireside’ chat discussing her own process of learning about and creating a vertical garden. We encouraged students to take the OJCS Earth Day Pledge and share one way they can help restore the Earth in their everyday lives. The pledges were shared on a school Flipgrid page. 

What is one way you will help repair our world?

 

Le début de la fin pour la Nouvelle-France

Bonjour tout le monde,

Aujourd’hui, nous avons commencé notre unité sur la chute de la Nouvelle-France.  Quelques questions que nous allons tenter de répondre lors des prochaines semaines:

1- Comment ceci a -t-il pu se passer, puisque la Nouvelle-France contrôlait ce vaste territoire ?

2- Quelles étaient les stratégies employées par les généraux Wolfe et Montcalm lors de la guerre?

3- Si les Britanniques ont bel et bien gagné la guerre de 7 ans, pourquoi parlons-nous encore le français au Canada?  

La Proclamation royale vs l’Acte de Québec

Cette guerre était un des moments décisifs dans l’histoire du Canada, et c’est important que les élèves réalisent la signification de cette période.  Restez à l’écoute…

Mr. Cinanni

 

 

Imagine la vie dans les années 1700 en Nouvelle-France !

 

Tu viens d’arriver de la France avec ta famille, et tu dois rebâtir ta vie sur un territoire que le Seigneur te donne, dans l’effort de peupler la Nouvelle-France !  As-tu le courage de faire tout ceci ? Peux-tu imaginer tout ce qui est impliqué?  Penses-tu que le travail serait difficile ?

En classe, nous avons visionné deux vidéos qui démontrent l’établissement du système seigneurial en Nouvelle-France, car depuis 1663, la Nouvelle-France est devenue une colonie ROYALE !! Et des hommes commme Talon, Frontenac et Laval sont présents pour assurer le futur de la colonie.

Avec l’aide du site web thinglink,.com, j’ai recréé un système seigneurial et j’ai attribué une terre  à chaque famille de la classe!  Ils ont appris qu’être placé près du cours d’eau, près du manoir et près des routes est vraiment important pour tout le travail nécessaire !

Voici le lien à la colonie Cinanni!  Évidemment, je suis le Seigneur, mais les élèves ont également appris que le Seigneur a beaucoup de responsabilités envers les colons de la colonie. https://www.thinglink.com/scene/1309665639056539650

Il y a quelques semaines, on a même étudié des peintures par l’artiste Cornelius Krieghoff, qui a une galerie au musée des beaux-arts à Ottawa. Voici deux de ses peintures, qui exposent la vie en Nouvelle-France!

Pour en savoir plus sur la vie en Nouvelle-France, je vous invite à visiter ce site web:

https://primaire.recitus.qc.ca/sujet/organisation/nouvelle-france-1745

Mr. Cinanni

L’assimilation des Premières nations du Canada

Bonjour,

Cette semaine, dans le cadre de notre cours d’histoire en 8e année, nous avons discuté de la signature de l’Acte de l’Amérique du Nord britannique.  En 1867, l’AANB a été approuvé par les provinces en question, mais les chefs politiciens ont choisi d’exclure tous les représentants des  Premières nations.

J’ai montré cette photo à la classe hier et ils étaient tous en choc.  L’objectif du gouvernement à l’époque était simple:  nous allons vous faire ressembler comme nous…..nous allons vous forcer à parler notre langue, à vivre nos traditions…..et vous faire oublier votre culture.

N’oublions jamais que tout le territoire de l’Amérique appartenait une fois à ces Premières nations.  La politique de l’assimilation a été mise en vigueur pour forcer les Autochtones à s’intégrer à la culture des Blancs.

Voici une vidéo que nous avons visionnée ce matin en classe:

J’ai bien apprécié les discussions qui ont suivi après ceci, et j’espère que nos élèves réalisent que l’histoire de notre beau pays n’est pas toujours aussi pacifique que l’on désire croire, même si on souhaite l’oublier.  Pour citer ce qui est écrit sur la plaque d’immatriculation des automobiles du Québec:  Je me souviens.

Mr. Cinanni

Grade 6 Participate in ‘Children First Canada’ Pilot Project

This year our Grade 6 Social Studies classes had the opportunity to participate in a pilot project with Children First Canada’s Young Canadians’ Parliament (YCP). Classrooms from Grades 5-12 across Ottawa were part of this stage of the pilot project, and we were proud to be part of the process! One special feature about the way Mr.Cinanni and I incorporated the YCP Toolkit into the grade 6 classroom is that both our English and French streams participated, and we were able to be creative and offer the content in both languages.

Through the project, students participated in a series of lessons that introduced them to the United Nations Convention on the Rights of Children and the Canadian Charter of Children’s Rights. We analyzed and discussed historical and current perspectives of children’s rights and the role of government and parliament in ensuring children’s voices are heard.

This month we celebrated their participation in the pilot project by presenting certificates to each grade 6 student. Below is a photo of some of the students holding their certificates.

One highlight from the unit was a 4-corners activity where we read statements about children’s rights, and students had to travel to the ‘I Agree’, ‘I Strongly Agree’, ‘I Disagree’ or ‘I Strongly Disagree’ corner that represented their opinion.

Another highlight of the unit was learning about and discussing ‘equity’ and ‘equality. Students were presented with a choice board of presentation formats to display their understanding of the two terms and offer examples. Use the QR code below to see one Flipgrid video assignment.

What an amazing learning opportunity for our Grade 6 class! We are thankful to have been selected to participate in the pilot project.

Chaque enfant compte ! Every Child Matters !

Orange Shirt Day (September 30th) is a day when we honour the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools.

C’est une journée pour nous souvenir, et pour nous rééduquer au sujet de l’impact que les pensionnats ont eu sur l’histoire de nos Premières nations.

 

Today during our grade 8 Social Studies class, we reunited both classes to discuss the significance of Orange Shirt Day. Our conversation led us to a series of key words, which were then written on a small orange t-shirt, to remind each and every one of us of the impact of the residential school system on our First Nations.

https://www.orangeshirtday.org/

Orange Shirt Day | University of Alberta

 

 

 

 

 

Nous voici en classe en écoutant Mrs. Bertrend en train de nous expliquer l’activité qui suivra avec les t-shirts en carton.  Les élèves devront y inscrire des mots-clés pour nous rappeler l’histoire derrière les pensionnats.

Orange shirt day is a movement that officially began in 2013 but in reality it began in 1973 when six year old Phyllis Webstad entered the St. Joseph Mission Residential School, outside of Williams Lake, BC. Young Phyllis was wearing a brand new orange shirt for her first day of school – new clothes being a rare and wonderful thing for a First Nation girl growing up in her grandmother’s care – but the Mission Oblates quickly stripped her of her new shirt and replaced it with the school’s institutional uniform.

 

While she only attended for one year the impact affected Ms. Webstad’s life for many years. “I finally get it, that feeling of worthlessness and insignificance, ingrained in me from my first day at the mission, affected the way I lived my life for many years. Even now, when I know nothing could be further than the truth, I still sometimes feel that I don’t matter.” [1]

Ms. Webstad’s story is the nucleus for what has become a national movement to recognize the experience of survivors of Indian residential schools, honour them, and show a collective commitment to ensure that every child matters. The initiative calls for every Canadian to wear an orange shirt on September 30 in the spirit of healing and reconciliation.

The date, September 30, was chosen because that was the time of the year the trucks and buses would enter the communities to “collect” the children and deliver them to their harsh new reality of cultural assimilation, mental, sexual and physical abuse, shame and deprivation.

 

Mrs. Bertrend and Mr. Cinanni

 

 

Welcome! Virtual Back to School Night Videos

Dear Middle School Families,

Welcome to our 2020-2021 school year! Tonight is our ‘Virtual Back to School’ evening where you are invited to join each of your child’s teachers virtually (see Dr. Mitzmacher’s email with the schedule for the evening) and learn about the different programs. There will also be time for you to ask questions.

Below you will find the video presentation about each grade for Social Studies if you ever need to refer back to it or if you’re not able to join us this evening. Please reach out if you have any questions!

Grade 6 Social Studies

Grade 7 Social Studies

Grade 8 Social Studies

Kindly,

Mrs. B

Partis à la dérive (des continents) !

Tu veux dire que la plaque indienne a créé les Himalayas ? Notre ami Scrat nous a montré l’impact du plus simple mouvement au noyau de la Terre !

Avec l’aide d’un casse-tête de la dérive des continents, mes étudiants et étudiantes ont recréé  le mouvement des continents à travers les millions d’années.

 

Chaque élève a eu la chance de visionner les plaques tectoniques en mouvement, voyant la pangée en action!  Ceci a fait un beau lien au vocabulaire appris cette semaine au sujet des désastres naturels, et plusieurs élèves ont réalisé que ces plaques en mouvement provoquent des catastrophes pour la population de la Terre.

Le site web  Quand la planète gronde a permis aux élèves de voir ceci tellement facilement.

Mr. Cinanni