Saturday, October 3, 2015

News article: Aboriginals a Growing Force in Federal Politics

I thought this a good article to tie in with Social Studies 10-1/-2:

http://www.msn.com/en-ca/news/canada/aboriginals-a-growing-force-in-federal-politics/ar-AAf320X?ocid=spartandhp

I am pasting it below because news articles seem to disappear far too often!

Aboriginals a growing force in federal politics



Paul Martin had just rattled off an impassioned, combative speech before the Assembly of First Nations in July, and the audience members quickly rose to their feet.

The former prime minister hammered the Conservative government’s funding caps on aboriginal education, calling the trend “contrary to every value Canada stands for.” Martin’s fiery keynote speech closed the AFN’s annual general assembly — a three-day meeting that centred on a campaign to get indigenous people voting in this year’s federal election.

It struck a chord with many of the national chiefs, who showered him with applause as he walked off the stage at Montreal’s Place Bonaventure.

But there was at least one holdout in the crowd who refused to stand and cheer Martin: Joe Norton.

It didn’t matter that Norton, the long-serving Kahnawake Mohawk chief, was an old friend of Martin, or that he agreed with the substance of his speech. Nor did it matter that the two leaders would embrace moments later, playfully slapping each other’s arms in the middle of a packed ballroom.
Joe Norton will not stand at attention for the former prime minister of Canada.

“(Martin) is a longtime friend of mine, we go way back and I have a lot of respect for him and what he’s trying to do for First Nations,” Norton told the Montreal Gazette. “But he’s someone who represents something I cannot, in good conscience, participate in.”

This is Norton’s quiet act of protest against a government he says encroaches on indigenous sovereignty. It is Norton’s way of declaring that the people of Kahnawake are not subject to the Crown. The gesture speaks to the basic political reality of the Mohawk Nation: even in an election campaign that could drastically alter the relationship between Canada and its First Peoples, the Mohawks say they will not vote.

Though the Mohawks are bound to the Two Row Wampum — a centuries old treaty that affirms their nationhood and forbids them from participating in outside politics — they are hardly the only indigenous people who elect not to vote. Only 44 per cent of eligible voters on reserves across the country cast their ballots in the 2011 federal election. Meanwhile about 61 per cent of non-indigenous Canadians voted that year, according to Elections Canada.

But that could change.

Indigenous people are the fastest-growing segment of the Canadian population, and community leaders believe that young, increasingly urban and politicized aboriginals will have their voices heard in Ottawa this year.

This summer, the AFN launched a campaign targeting 51 key ridings in which aboriginal ballots could swing the national vote against the ruling Conservative Party.

A powerful voice in 51 ridings

After relations between the federal Conservatives and the Assembly of First Nations broke down last year, the lobby group launched a campaign targeting 51 key ridings in which the voices of aboriginal voters could help bring about a change in government. The AFN is just one of the organizations urging Canada’s First Nations to participate in the Oct. 19 federal election.

The last meaningful attempt at cooperation between the aboriginal lobby group and Tories ended in 2014 with a proposed $1.9-billion education bill to fund on-reserve schooling. A few months after AFN National Chief Shawn Atleo and Prime Minister Stephen Harper struck the deal, it fell apart amid claims that First Nations consultation over the bill was limited and that funding fell way short of what’s needed to give indigenous students the resources that the rest of Canadian children have. Atleo ultimately stepped down amid calls, from within the AFN, for him to resign over his handling of the file.

Now, National Chief Perry Bellegarde — Atleo’s replacement — says he’ll do something he’s never done before: vote in a federal election. Bellegarde is urging all First Nations peoples to do the same.
For non-indigenous Canadians, October will mark the nation’s 42nd federal election, but that isn’t the case for aboriginals. Before 1960 — when Prime Minister John Diefenbaker’s government granted First Nations unconditional franchise — the only way an indigenous person could vote in federal elections was by giving up their treaty rights.

This fall will only be the 18th federal election in which First Nations people have the right to vote — and many consider it the first election to substantively address issues that affect the 1.4 million indigenous Canadians.

***

There is another story that oddly mirrors the Paul Martin, Joe Norton anecdote.

This time, however, it was Justice Murray Sinclair standing at the lectern last June, presenting the Truth and Reconciliation Commission’s final report to a room full of white politicians in Ottawa. Sinclair, who headed the commission, spoke of the harrowing abuse related to him by the survivors of Canada’s residential schools, but added that he remains hopeful that the country can heal its colonialist wounds.

The Ojibway judge got his biggest ovation when he announced that the report calls for a public inquiry into the alarming frequency of missing and murdered aboriginal women. The crowd erupted in applause and Sinclair paused for a few moments to let the noise subside. There was, once again, at least one notable holdout: Bernard Valcourt, minister of Aboriginal Affairs and Northern Development.

Perhaps more than any other moment over the last decade, Valcourt’s decision to sit in protest speaks to the increasingly dysfunctional relationship between the governing Conservatives and First Nations. The Tories will not heed Sinclair’s call for an inquiry and won’t implement many of the other 93 recommendations of the TRC’s report.

The Harper government has repeatedly dismissed the idea that Canada’s missing and murdered indigenous women represent a sociological phenomenon, and it has held firm on this point in the face of unrelenting criticism from First Nations. All of Canada’s other major political parties, including the premiers of its 10 provinces, oppose the Conservatives on this front.

With each passing story of a young indigenous woman’s body found along the side of a river or in a pile of garbage, calls for the inquiry have grown and this, to many aboriginals, is the issue drawing them into the national debate. An inquiry will certainly not bring back the 1,213 aboriginal women who were killed or went missing over the last 25 years, but advocates say it would humanize the victims and force Canadians to confront some of the endemic problems First Nations face.

“There’s no doubt the need for an inquiry is one of the things that really pushed me to get involved,” said Tanya Lalonde, who works with the Liberal Party’s Aboriginal Peoples Commission, a political outreach group. “You hear about the way these women die and you want to know why it happens so often and you want it to stop. … You want politicians to hear the families of these women, to listen to these families and take action.”

Lalonde’s experience speaks to a possible shift in Canadian politics. Before she became the head of the Quebec branch of the APC in 2013, the position had been vacant for about 20 years. One former Liberal adviser said that courting the aboriginal vote was seen, by politicians of every stripe, as something of a fool’s errand given that they represent such a low percentage of the electorate (and one that doesn’t tend to vote in large numbers). But things seems different now.

A lot of Lalonde’s outreach work involves building bridges between her party and Montreal’s growing aboriginal community.

“Before getting involved (with the Liberals), I did some thinking and I decided that there needed to be someone at the table bringing an indigenous perspective,” said Lalonde. “A lot of the candidates care about the issues, but they don’t necessarily know a lot about them. My job is to give them context.”

Like about 60 per cent of Canada’s indigenous population, Lalonde does not live on a reserve. The 34-year-old hails from a remote Métis settlement in Alberta, and came to Montreal to pursue a degree in social work at McGill University. Although the missing and murdered file is close to her heart, Lalonde’s life story reveals a variety of issues that affect Canada’s indigenous population.

Lalonde grew up poor, in a crowded house without running water, but she says there were happy moments in her childhood. She lived a sort of traditional life: her grandfather was a trapper, a hunter and fisherman and, in those days, Lalonde experienced a deep connection to the land and her culture.
“But I also saw what poverty does to people … when I was a kid I was taken away, apprehended, and I spent the rest of my life in the child welfare system,” Lalonde said. “I lived in a series of foster families, they were loving families but they weren’t indigenous families. So I lost that connection to who I was, and that’s something a lot of children go through.

“I have a sister who is two years older than me who went through this with me. She got pregnant at a young age, she became addicted for a very long time. I was lucky, I got to reconnect to my culture when I was a teenager, I went to powwows and (sweat lodges) and met with elders and that saved me from going down another path.”

Studies suggest there are more aboriginal children removed from their families today than there were at the height of Canada’s residential school program. In the TRC’s final report, Sinclair referred to the trend as a continuation of the assimilationist policies of Canada’s past.

“A lot of the research shows that the reason so many indigenous children are taken away isn’t something like abuse — it’s poverty that gets marked as neglect,” Lalonde said. “Families who don’t have enough money to cover the basic necessities for their children, rather than get help from the system, they’re punished by the system and their children are taken away.”

Lalonde says her own experience shows that First Nations people can succeed inside the nation’s political system instead of apart from it.

***

A few weeks ago, Wab Kinew waded across the Lake of the Woods shoreline in Northern Ontario, hand-picking wild rice from the brisk water.

Later this fall, he will head into the bush to hunt water fowl with his two sons. Like many other Anishnaabe, Kinew fasts in the summer, partakes in the sun dance and sweat lodges, he speaks Ojibway and observes the rituals that keep his culture alive.

Kinew has been a hereditary Ojibway chief since he was 22, in a political sphere that — at least on the surface — feels miles away from the pomp and ceremony of Westminster-style democracy.
But come Oct. 19, none of this will stop Kinew from casting his ballot.

“There’s an argument that you’re sacrificing some part of yourself, some part of your indigenous identity by participating in federal or municipal or provincial elections,” says Kinew, a journalist, author and the University of Manitoba’s director of indigenous inclusion. “But I disagree. I voted in every election since I turned 18. I voted in First Nations elections, civic elections, provincial elections and federal elections.

“And I noticed, along the way, I never spoke less Ojibway after I voted. I didn’t feel any of my treaty rights or aboriginal rights impacted after I voted. I didn’t feel as though the sovereignty of my community was, in any way, impeded. I don’t buy that argument. … It’s like, yes, I’m status (Indian) but I also live in the city, my kids go to public school in Manitoba — so why wouldn’t I participate in the election?”

While there’s certainly a philosophical concern over elections and indigenous identity, one of the biggest roadblocks preventing aboriginals from getting to the polls is the actual voting process itself. It was once possible for aboriginals to vote using their Status Cards — a form of government-issued identification — but a federal bill passed in 2014 requires additional proof of identification and residence.

While critics of the government say this was a tactic aimed at disenfranchising indigenous voters, it may have had an opposite effect.

“In my home community of Onigaming, you’re seeing voter registration drives where people are going to the band office, getting their proof of residency straightened out so they’ll be eligible to vote,” said Kinew. “I’ve seen get-out-the-vote campaigns before, but never with this kind of a grassroots feel to it.”

Meanwhile, groups like Indigenous Rock the Vote have held a series of monthly voter identification clinics in Winnipeg and online to ensure that young aboriginal people are registered to vote in their ridings. The non-partisan group played a factor in Winnipeg’s municipal election last year, when the city elected Métis Mayor Brian Bowman, and also saw Cree candidate Robert Falcon Ouellette place third with 16 per cent of the vote.

“In some of the isolated, fly-in communities in my riding, we’ve got people calling us and saying, ‘How do I get the vote out in Fort Albany or Kashechewan? I’ve never done this, how do we do it?’ ” said Charlie Angus, the NDP candidate in Ontario’s Timmins—James Bay riding. “We’re seeing, in my region … communities that are doing the work of showing what you need to do to vote. That’s certainly an unprecedented move, and we’re seeing that in ridings across the country.”

Social media is also playing a role in the campaign, according to Angus and Kinew. As with the 2012 Idle no More protest movement, young aboriginal people are bypassing traditional media and connecting with each other directly through Facebook and Twitter.

Still, there are people who cannot reconcile their independence as First Nations with the act of voting for what they consider to be a foreign government occupying unceded indigenous territory.
The Two Row Wampum is an important reminder of this principle. The wampum belt treaty — which the Mohawks presented to Dutch settlers in the 17th century in what is now upstate New York — has two lines that run across it to symbolize both nations travelling side-by-side down the river of life.
“We don’t step into their boat and they don’t set foot in ours,” said Norton. “We’ve always been allies, not subjects, of the colonialists. We fought alongside Canada, defended Canada against the United States in the War of 1812. And we’re proud of our history.”

“But the Two Row Wampum was meant to go on forever. That’s why, when you look at a replica of it, you see strings on the end of it so you can keep adding to the belt as years go by. So we don’t vote, not now, not ever.”

***

The relationship between the Harper government and Canada’s indigenous people hasn’t always been fractured. The prime minister made the unprecedented gesture, in 2008, of apologizing on behalf of the government for its role in Canada’s residential school system.

During a ceremony at the House of Commons, Harper offered a heartfelt, eloquent apology, admitting that for years, the government’s goal had been to forcefully remove aboriginal children from their homes and “kill the Indian” inside them. Harper even delivered part of the speech in Ojibway, Cree and Inuktitut.

“You have been working on recovering from this experience for a long time and in a very real sense, we are now joining you on this journey,” he said, before an audience of survivors.

Even Angus, who rarely passes up an opportunity to criticize the Tory leader, calls Harper’s apology a high moment in Canadian Parliamentary history. But to Kinew — whose father was beaten and sexually abused during his years in residential school — the beauty of that apology did not translate into meaningful action.

Those who “who want to get on with the business of reconciliation,” says Kinew, “have been disappointed that, while the apology was made by this government and a lot of the rhetoric is what people want to hear, the actual policy proposals and funding priorities are not there.”

The Montreal Gazette’s emails to the Conservative government seeking comment for this article were not returned.

Seven years after Harper vowed to accompany First Nations down the path of reconciliation, the gap between the quality of life on Canada’s reserves and in its cities remains significant. On-reserve schools are underfunded, studies suggest 40 per cent of aboriginal children live in poverty and a recently-released Senate report found that the housing crisis afflicting reserves may be worse than previously thought — it could take the immediate construction of up to 85,000 houses, the report says, to accommodate Canada’s surging aboriginal population.

And so there may also be a natural skepticism about what any political party could do to improve the lot of a young, energized population that doesn’t have access to the same resources as their non-indigenous counterparts. Many First Nations people will be poor and feel alienated from the mainstream Canadian experience when the polls open on Oct. 19, and they’ll still be poor and marginalized after a new government is elected on Oct. 20.

There is still hope at a better future, says Kinew, but it has to start at the voting booth — and it won’t happen overnight.

“It’s a long-term investment in building political capital for our communities,” he says. “We want action on the issues that face indigenous people. Well, part of the way you get action from politicians is you vote in sufficient numbers that they realize you vote; and then you talk to them during their time in office and during the election campaigns. Over time, as politicians realize the indigenous people are a significant electoral force, they’ll meet with us and make pitches to us based on what they think will earn our votes.”

ccurtis@montrealgazette.com
Twitter.com/titocurtis

Tuesday, September 15, 2015

Crash Course on YouTube--Globalization

Crash Course is on YouTube and is a collection of videos on various subjects. They go through things fast, so you'll need to watch it twice (or more) to get all of the notes or to have your student really process it all. However, they are interesting, humourous and what they don't explain for the globalization videos gives a starting point to talk about some of the Social 10 (-1 or -2) vocabulary.

Here are the two about globalization:




Sunday, September 13, 2015

Grade 10 Chemistry: Atoms/Elements, Compounds and Mixtures--with Lego

In my attempt to find things other than the text or SNAP to cover Science 10 outcomes, I've turned to YouTube. You can find many, many videos on any of the concepts. The question is whether you--or more importantly, your student--will actually be able to slog through the whole video and get something out of it.

This one, however, I think is worthy of sharing. Short, to the point and using something most students will be quite familiar with: Lego.


Saturday, September 12, 2015

Writer's Workshop Resource

Here's one Writer's Workshop resource I've been having a look at today:

https://ttms.box.net/shared/static/18htc7rcb2.pdf

It will ask you to save it. It comes from the main page of the Teaching That Makes Sense page. I highly recommend reading it, even though some of it, or a large part of it, is aimed at younger grades. The process and a lot of the ideas are still the same. I know reading it today has helped me feel more confident about going forward with the Writer's Workshop approach to the grade 10 English writing my son has to do this year!

Thursday, September 10, 2015

Thursday, May 28, 2015

Workshops for Covering English Language Arts

I've done parent-directed high school English before, just following what was available online with School of Hope. The typical way of doing English Language Arts with at least what I've seen of online programs is to have your units: you've got your short story unit, your novel study unit, your this unit and that. The odd multimedia thing might be put in, poetry might be part of other units or on its own. And it's what I remember doing in school: you read, you answer a bunch of questions and sometimes do essays or projects.

One thing I've seen with some of the School of Hope English teachers is a little like the Dalton Plan approach: there are some specific things that have to be done and then additional work that has to be done, but the student gets to choose from a variety of things for that additional work.

It was how I was thinking I would go about things, to be honest, with my son for his high school years. I'd be able to figure out what I wanted him to do, pretty much just copy off of the School of Hope website with my personal preferences of things, and put it in a list, hand it over to him and have him mostly work independently. But then I got inspired this week to take up a different approach I had used years ago: reading workshops and writing workshops.

This is completely different. This is not an approach where you can give a student the work for the week and leave them to do it independently. It's an approach that I think will be useful for him for two reasons: 1) He still likes to be working with me on things and 2) I think he still needs some specific lessons, and the original reading and writing workshops involve mini-lessons.

What is the workshop approach? It's hard for me to sum up. I even have books requested on interlibrary loan so that I can refresh my memory about things and learn some new things, although I have read enough online this week to take more recent things by Lucy Calkins with a grain of salt (what seems to have started out as relaxing and playful in her approach became more demanding and exacting, not what I'm personally looking for). What I remember of these workshops is this:

For a reading workshop, part of it is silent reading time, whatever the student wants to read. Ideally, the teacher is also reading. I think a reading log is kept, but perhaps just after the book is done. In any case, after the silent reading time is sharing time, where students and teacher alike share about their book, their reactions and impressions, etc. Then there is a group time together with perhaps a specific short lesson about reading strategies or something related to the book being worked through all together. I don't know at the moment if it's typical of all reading workshop classrooms, but the one I read of this week taking place in a grade 9 classroom with many struggling readers had the teacher reading aloud a selection, students following along in their books, and then students take their copies home, reread that selection on their own and write in a reading journal about their thoughts and comments. It's a little more complicated than that, but the teacher has already read the book and brings up specific things to think about and students are really given the opportunity to respond in their way.

For the writing workshop, there is usually a little mini-lesson which might be about spelling or grammar or mechanics or specific writing things--the writing process or COPS or a specific style/genre of writing--which might even include reading a sample of the style being looked at as an example to then create your own. Then the students write. The minilessons at first are instructional in terms of the direction the teacher wants to get the students moving in; later, they will include things specifically seen among the students' writing, things that need to be addressed. The teacher might be writing, too, or conducting conferences with students to see how things are progressing.

As you can see, my memory and understanding of the whole process at the moment is a little scant. However, it is a process that I think would be very useful to my son and is definitely not something where you can plan out exactly what will be done in each workshop months at a time. And since I love reading and writing, myself, it's a way that will get me reading and writing even more. :) I want to at least try it for my son's grade 10 year and take it from there.

This is one book on the workshops topic:



I've had this one out from the library on ILL more than once. Many of the books out there are aimed at the elementary teacher and this one helped me understand things better for the older student.

I've requested some other books I don't think I've read yet. Authors to search for on this topic are Lucy Calkins (also listed as Lucy McCormick Calkins), Donald H. Graves and then more of Nancie Atwell's books. I will share more as I learn more.

ALL of the Course Codes

Debbie in the Homeschooling the Highschool Years group shared this list of all the possible course codes for high school courses in Alberta, but I don't know if they count locally developped courses. This is a comprehensive list for the 2014-2015 school year, so it could be different for the upcoming year (although it won't be very different):

http://education.alberta.ca/media/9118204/coursecodes2014.pdf


Saturday, May 9, 2015

Ideas on Covering Social Studies

One way I approached Social Studies for credit through parent-directed in the past was for us to go through the textbook and use some of the assignments teacher-directed students were told to do (with School of Hope) and then add on our own things, like news articles, movies, etc.

I was thinking of how I might eschew the textbook completely, but I don't know that it's possible. You can meet the Alberta Program of Studies outcomes without the textbook, but the textbook lets you know which key terms are most important, they give you the definition they expect you to go by and examples of the term that you should be familiar with--even if this isn't all explicitly in the Program of Studies. Certain specific examples of stories or events can also show up in tests.

Why does that matter? School of Hope, for one, requires a school-provided final exam for the core courses. I believe that mark is worth 30% of the final/school mark. I couldn't tell you where the exams were taken from, but I know from some in the past that they definitely touched on some specific things in the textbook that wouldn't have been as explicit in just reading the Alberta Program of Studies. With the 30-level courses, you're also facing the Diploma Exams, which will be worth 30% of the final mark next year instead of the current 50%, at least. But it still makes a difference in the final marks which may be very important to students.

But whether the textbook or not is used, there are different ways to cover social studies for Alberta credits that don't rely on simply using the textbook, even with the Alberta Program of Studies needing to be adhered to:

*Charlotte Mason-style: Find living books and movies to use to cover the topics. To stick to the type of scheduling as found here, inasmuch as the units aren't sequential, they would need to be split up and all covered each week. The plan would have to be to do it throughout the whole year as I'm not sure that one session per week per topic ("book") would fit into a single semester. Some of the books might be counted as covering English (and sometimes the list of approved fiction and non-fiction novels for English for the year do actually overlap). For the work part of it, there would, of course, be written narration/essays, but other types of work are also possible.  Looking at the schedule from the link, English history, geography, and European history would be replaced with APS social studies topics.

The tricky part for this might be to find suitable books to cover all of the topics with all of the necessary vocabulary and concepts. One alternative inspired by this I could see would be to just use the textbook and break it up into topics so that there is one reading per topic per week with narration following each reading.

Assessments would be through narrations and not tests. Some sort of marking scheme would have to be devised. And some sort of preparation at the 30 level for the diploma exams since multiple choice exams, in particular, have no part of a Charlotte Mason education, but the type of questions asked for the written are different, too.

*Montessori: A large part of approaching it Montessori-style would be research and multidisciplinary work, but also connecting studies--and the student--with the world around him/her. So, unlike Charlotte Mason, there wouldn't be a set schedule of do this topic for this amount of time on this particular day. Subjects would be intertwined as much as possible. However, like Charlotte Mason, real books and documents (or facsimiles thereof) would be used as much as possible. Additional items such as literary fiction and movies would also fit. Interviews, where possible, would also fit, as well as field trips to anything pertinent. The student would be expected to organize and plan such field trips him/herself. Self-directed interests as much as possible are part of the Montessori approach, which is a little difficult given there are specific outcomes to cover, but some of the conceptual things could be covered by a choice of research areas. At the elementary level, especially upper elementary, it's quite common for Montessori schools to provide a list of the local outcomes for a the 3-year span they are in (upper elementary is usually a class of grade 4-6) and the students work through them in the order they wish, not necessarily according to grade level. Something similar could be done with the high school student, even though there would only be a semester or a year to get through the outcomes.

Ideas of work would include research projects, essays, creation of maps, and discussions.

One site I read said something about Montessori students being able to quickly and easily meet the local requirements and then having the freedom to follow their interests. That could be another way to approach this: Use the textbook to meet the requirements and build in time (either during the use of the textbook or speed up the use of the textbook) to allow the student to use those topics as a springboard for their own self-chosen studies.

Part of Montessori is giving certain lessons, although a social studies lesson might only be once in a given week--or even once in two weeks. One Montessori high school in Ontario puts out a schedule each week of which lessons will be available when by the teachers. The rest of the time is up to the student to manage their schedule.



What is missing at home with the Montessori approach is the collaborative work that would/could happen in a school environment. Mom/Dad should be prepared to be a student of sorts with this, too, rather than simply being the teacher/guide. Discussions are also a vital part and such discussions should be set up in a way that Mom/Dad isn't trying to get the student to realize something or to learn something (like Socratic method), but to truly discuss and explore.


While there are Montessori schools that do tests and have other percentage or grade assessments, Montessori in its original form (and as always advocated by Maria Montessori herself) did not have grades and percentages. A certain level of mastery was expected, but it could be seen through the student's work and often assessed by the student him/herself. Some form of formal assessment would need to be devised to be able to provide marks to the school board. This is perhaps helpful from the above Montessori school has on their site:
The academic program is rigorous, involving students in accurate self-assessment, and individualized goal setting that emphasizes challenge, achievement, and accountability. Self-evaluation and self-assessment are the responsibility of the student, supported by teachers and the student’s advisor.  The faculty also evaluates students’ work in a wide variety of ways including testing. Specific academic skills are taught such as test taking skills, research skills and academic writing. The Ministry requirements for assessment, communication of progress and report cards are met. The most important goal of assessment is for each student to have a clear understanding of their strengths, their challenges, and how to manage these challenges. It is essential that students know themselves well and are comfortable with themselves when they graduate and move onto their postsecondary pursuit.


*Dalton Plan: The Dalton Plan, from my understanding, takes a particular unit of study and lists a wide variety of activities the student can choose from to show understanding and mastery of the concepts, skills and knowledge to be learned during that unit. Certain activities have to be done as part of the learning, like reading, teacher presentations, etc., and others can be chosen from to show the learning that has occurred as part of a final project on the unit of study. Such units are designed, typically, to take 4-6 weeks to finish. Students are responsible for their own time management with the work that is to be done. Here is an example of a grade 8 history assignment: http://www.dalton.org/ftpimages/98/download/Assignment_Revolutionary_Argument-8.pdf . There is an additional Lab component at the Dalton School where students can discuss further learning opportunities for their own learning and not as part of assessment.

So, for Social Studies, it would require some serious planning and prep on the parent's part to develop the Assignment and then to do lessons and discussions and such, but you would have another 4-6 weeks to develop the next unit. I could see how some elements of this approach would be useful in a homeschooling situation, nonetheless, and put more time management and personal responsibility in the student's hands.

These students do get marked on their Assignments, and they do have testing weeks.

*Unschooling: This would be the idea that the student has chosen himself or herself to meet the requirements for this course and it would be entirely up to them how they would go about it. A parent could, still, ask for a plan for how the student plans on covering the topics. (They are still students and having an adult check that the educationese is understood and well covered by their student isn't a bad idea.)

Of course, any part of these approaches could be combined with something else. For example, with Montessori, you could set up a list of requirements per topic like one non-fiction book has to be included and one field trip has to be planned and x-number of essays and so on. Limits put in place while still giving the student lots of freedom and choice.

----

Do you have information about another approach and how it could be used in Social Studies while covering the Alberta Program of Studies? Or other ideas on how to approach APS Social Studies without simply doing the textbook? Please share!

Wednesday, May 6, 2015

Math 10C Teacher Resource

I found this pdf online today while looking for stuff about the Math 10C textbook by McGraw-Hill Ryerson. It's the teacher's guide to the book, so it has all kinds of activities and tips in it, including common errors, things for gifted students, etc.

http://www.mytextbook.ca/product/9780070688810/offline_files/resources/specials/TeacherResourceBooks/M10TR_full.pdf

Monday, March 30, 2015

Learn Everyware Courses

Here are a whole bunch of Learn Everyware courses that you might find useful:

http://content.blackgold.ca/courses/

Some of the courses you will find:
*various CTS courses (child care, food studies, financial management...)
*20- and 30-level courses for biology, chemistry and physics
*almost every math course (including elementary and junior high)
*all of the diploma route social studies courses

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Additional info: Your school board may have login information for you for the LearnAlberta site. The T4T courses are the LearnEveryware courses, but there are also many other resources available on the site. https://www.learnalberta.ca/T4T.aspx?lang=en

Wednesday, March 25, 2015

Welcome!

Welcome to High School at Home (Alberta). This blog will be dedicated to my adventures in homeschooling my son through his high school years all the while getting credits. Expect to see any of the following on this blog:

*approaches to getting credits at home
*what needs to be done in different subjects
*information on board policies for obtaining credits
*books, videos, links and any other resource found that can help other parents, too, with homeschooling their high school student
*and more! Basically, whatever comes my way during this journey, including potential frustrations and venting.

Since a growing number of parents are homeschooling through high school in Alberta and wanting to get credits without signing their student up for online courses, I figured I might as well share what I find and perhaps help in some way.