History 112-   Socratic Circle: Revolutions 1.      Are revolution ever justified? When do you think that this I allowed? 2.      How much violence is allowed in order to achieve your goals? If you have to use terror did you have the support that you thought. 3.      When is the state allow to use force, can they violate the rights of man in order revolution? 4.      Terrorism vs revolution? Law 120-  Quiz is Tuesday Feb 12, 2013. Performance Arts- monologue- choose one for your audition as well as a song. http://www.sft.edu/tips/monologues.html Music 10-  Quiz on musical genres next week.  THEATRE ARTS- presentations. Due on Monday.

History 112- Look at an event around the world, a revolution happening as identify these specific areas. Teacher will give students a chart. Look for one example around the world, and identify the 4 areas of a revolution. We will then compare a modern revolution to the French Revolution. Please use other credible websites to support your answer. http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-prot... Law 120- Influences on Canadian Law Class discussion on how do these things influence Canadian Law. What factors remain and which are different. (20 Minutes)- Students will break up into groups to explain the following: Read pages 24-30 Feudal Law Common Law Legal Law Aboriginal Law Trials- Ordeal/ Fire/ Oath Rule of Law Habeas Corpus  Students will then work through definitions list for chapter 1 law_unit_1_definitions_assignment.doc   Performance Arts- The objective and picking a monologue.

Modern History 112- History is happening all around us. We discussed the issue of “historical significant,” why is this moment in history important and what can we learn from it. Today students will engage in a 2-part research activity to show their understanding of historical significance. (Individual project) Part 1. Research and respond to two historically significant events that are happening around us. The first can be worldwide; the second should be current Canadian information. Research and follow these guidelines to accomplish your task: ·      Summarize the event, news “history” (1-2 paragraphs) ·      Explain in your own words why you picked this topic (why is it historically significant) (1-2 paragraphs) Part 2. Now discuss what you think will be a future historical significant event. (Example world war III- you may not use this one.) Make a logical guess and then explain why it would be historically significant. (1-2 Paragraphs) Due Tuesday 5th, February, 2013.   http://historicalthinking.ca/concept/historical-significance- link provided for a better understanding of Historical significance.   Law 120- Work in pairs to make a timeline that reflects how laws started and how they have progressed to today.  Include a brief write up – (paragraph) of what happened in that time period, what it teachers us about laws, and how it is significant to our law system today. Each group should have at least a page. Include a work-cited page. (no particular format) Due Tuesday 5th, February, 2013.  Performance Arts – Students will have this day to work on their project. They are due tomorrow.Due Tuesday 5th, February, 2013.  Music 10- musical genres continued and discussed. The worksheet provided by Mrs. Curtis.   Theatre Arts 120-( 15 minutes) Students will write their quiz. On a blank piece of paper write the first five lines of Shakespeare’s “Seven ages of Life” Students can then trade with other students and correct the work. ½ mark for every mistake. This includes spelling, punctuation, missing words ect. It will be out of 13. The second part of the quiz is to list the seven ages of man- out of 7. – ½ mark per mistake, example out of order, spelling ect. ·      The infant ·      Whining schoolboy ·      Lover ·      Soldier ·      Justice ·      Lean slippered pantaloons or businessman, or career. ·      Second childhood or old age. Then students will then begin their autobiography. Every actor approaches a character based on their “frame of reference” their past experiences and background gives them their ideas of how the character would react. Over the semester students will begin to build an autobiography, include the following: ·      Accomplishments ·      Failures ·      Future goals (where would you like to be in 5 years/10 years/20 years) ·      Likes/dislikes. This Bio will be a work in progress. Tell me about yourself. This is just the beginning.

History 112- Students will overview the course outline. Historical thinking concepts outlined. Text book introduced- Students will complete assignment # 1- Text book scavenger hunt. Success in the course will mean that students have a flash drive for backing up their work, as well as a notebook for all class notes and assignments   history_112_outline1.pdf LAW 120-  Course overview discussed. Students brainstormed about their expectations for the class. Activity #1- The Survivor Island Legal Code.        law_120__course_outline.doc   Performance Arts- Students will be given overview of course outline. Teacher will instruct students to look in their packages to determine what musical theatre is represented by the clues provided. The students will then use the rest of time to work on their “Broadway shorts” project. Due on Monday February 4th, 2013. Music 10- Students will make a list of the genres of music that they listen to. The teacher will them go over those genres to see whether they are accurate. Students can support their choices. theatre_arts_120_course_outline.doc Theatre Arts- Course overview and teacher expectations. Shakespeare's seven ages of man discussed. There will a quiz on Monday September 12th- Recite the first five lines and name the seven ages of man.