Explorers Partner Deadlines

Your notes in your Humanities folder on your explorer are due on Wednesday. On Thursday you will work with your partner to combine your notes and create the webpage. This should be done in class by the end of Thursday or over the weekend as homework.


Your explorers research will be marked as follows:

	4	3	2	1
Who: Fully prepares research report on the person: includes full name, brief synopsis of who the person is, includes a picture.	Includes full name, strong synopsis of who the person is, includes a picture of the person, credits sources	Includes full name, brief synopsis of who the person is, includes a picture	includes full name, includes some synopsis, includes a picture	Is missing either full name, synopsis, or picture
What: describe what he or she did or overcame to make him or her resilient	Gives a strong analysis about what aspects of the person person's life made him or her resilient. Gives excellent background information with specific facts relating to instances of resilience.	Gives a good analysis about what aspects of the person person's life made him or her resilient. Gives good background information with specific facts relating to instances of resilience.	Gives some analysis about what aspects of the person person's life made him or her resilient. Gives some background information with specific facts relating to instances of resilience.	Gives an analysis about what aspects of the person person's life made him or her resilient. Gives a little background information relating to his or her instances of resilience.
Where and when: describe when and where he or she showed this resilience	Uses dates and mentions specific places to fully and accurately describes when and where the person showed resilience.	Uses dates and mentions specific places to accurately describes when and where the person showed resilience.	Uses dates and mentions some specific places to describes when and where the person showed resilience.	Gives a date and place where the person showed resilience.
Why: Why did you chose this person? Why is this person an important example of resilience?	Shows strong reflection about the importance of the individual and his or her resilience	Shows good reflection about the importance of the individual and his or her resilience	Shows some reflection about the importance of the individual and his or her resilience	Shows limited reflection about the importance of the individual and his or her resilience with little personal connection or depth.
List the resilient attributes that apply	Clearly lists all relevant resilient attributes based on the information about the explorer	Lists several attributes with no obvious ones missing.	Lists several attributes with one or two obvious ones missing.	Lists some accurate attributes
Social and Personal Responsibility	Fully completes the required research individual doc by due date. Shares work with partner and combines findings on webpage by due date.	Completes the required research individual doc by due date. Shares work with partner and combines findings on webpage by due date.	Is one day late for one due date	Completes work but is late by two or more days total

Resilience Reader Responses

The following activity will be used for our resilience reader during silent reading on most days. Please follow the instructions in the doc.

https://docs.google.com/document/d/1dv08GOzFTIkCifUx-4P_R963XvzmUETn5QFuRqN1TE4/edit?usp=sharing

You will hand in a paper copy of the work you do for this activity. It will be due at the start of class the day after the assigned reading.

Resilient Figures

Hi all,

We are going to start looking at specific resilient people and how they show the attributes we studied.

• How does Rick Hansen show resilience in this video? Is it easy to see the same sort of resilience in our own lives? 
• Starting resilience: 
• Read "The Only Wheelchair in Town" 
• As you read, write down any words you don't know on a post-it note.
• Review any unknown words.
• Re-read the story, this time underline all the words or phrases that suggest adversity or challenges (ex. "wimped out"), and all the words that suggest resilience (ex. "I owed her an apology"). 
• With your list of attributes in front of you, create a T-chart where you copy from the story adversity words on one side and resilience words on the other. Try reading between the lines to look for how attributes are expressed.
• Share your t-chart with your group. What others ones did they find? Hand this in.

Historical figure

Your next assignment will be to look at explorers stories of resilience to answer the sub-question “How did
explorers have resilience?” 
1. You should go on the website http://beyondthemap.ca/english/explorers.html
2. Please read over a couple of the explorers and think about what ones you want to do. You will pick the same one as your partner. 
Groupings: 
-Gabe C
-Sylvie, Tyson
-Kira, Nikki
-Marissa, Jade
-Megan, Gabe J
-Zach, Hudson
-Conor, Parker
-Kiera, Amber
-Landon, Ming

3. With your partner, research a resilient explorer. You need to identify at least three resilient attributes he or she embodied. Later we will interview community members who show resilience and connect them to our own stories and stories from the past. These historical figures will be the pool we can choose from to connect with community members and personal stories. After you submit your research, you will create a  page on a class Google site with this all compiled. Right now, you should write in your Explorers doc in you humanities assignment folder. 

What is resilience? Are there different types of resilience?

Attributes of Resilience Posters

Resilience Attribute Handout
You will work in groups to create posters for each of the attributes of resilience. Your group will be given the same number of attributes as members. As a group you must decide how to divide up the work. You will write up a plan outlining who is responsible for what portions of the assignment. Everyone must have an equal share of the assignment. The posters will be marked as a group.

Each poster should include:

• a title (the attribute)
• the definition of term in your own words (each definition must be approved by the entire group before it is put on the poster).
• A drawing (with captions or self-explanatory) that illustrates the meaning of the attribute or an example of someone showcasing this attribute. The drawing must be original. You may create it on the computer or scan it in if you would like. 
• The lettering may be hand written or you can print it off. 

Each poster will be printed or created on a paper that is 11x17.

On Tuesday, when all the posters are done, the groups will present them. 

Assessment

Groups:

Attributes 1-5: Jade, Conor, Megan, Landon, Amber
Attributes 6-9: Kiera, Gabe J, Gabe C, Zach
Attributes 10-13: Tyson, Marissa, Ming, Parker
Attributes 14-17: Hudson, Kira, Sylvie, Nikki

Resilience Questions

The Driving Question:

What can we learn from other people's inspiring stories of resilience that we might be able to use in our own lives?

1. Sharing stories of resilience
2. Go over the driving question
3. Brainstorming the need to know questions

Here are our sub-questions in the groupings you organized.

Mammals and People

What it is and how it works

Non-Living Stuff and Plants

History