Class Outline: Wednesday

1. Silent Reading: Catch up on Resilience Readers, Chains 1-5, silent reading or study vocabulary. Please don't read Chains 6 yet.
2. Vocabulary Quiz
3. Time to work on paragraph for Chapter 5 and complete all the questions for up to 5. Chapter 1-5 questions are due at the end of class. 
4. Copy out vocab for Chapter 6.
5. Based on the vocab, predict what you think will happen in Chapter 6. 
6. Class reads Chapter 6 (for homework if not done)

Poem About Slavery

Now that we have read up to Chapter 3 in Chains, we will look at a poem about slavery.

"The Slave Auction" by Frances Ellen Watkins Harper (http://www.poetryfoundation.org/poem/177157)

This is the biography of the writer: http://www.poetryfoundation.org/bio/frances-ellen-watkins-harper#poet

As you read the poem, write down your inferences about slavery next to each stanza that may apply to Chains.

Chains

We are done our work on the French Revolution and English Civil War and are moving on the resilience through the lens of the novel Chains!

Yesterday, we started off by rating our feelings about various themes in the novel. Now, we are getting into the story itself.

For each chapter, we will begin by defining key terms before we read. Each student now has a duo-tang with the words for each chapter. Please fill it out with the definitions before we read that chapter.

Each student was also sent questions for Chapter 1-5. These are in your Humanities folder. After we read each chapter, you will have time to complete the questions. There will also be activities and connected texts at various chapters throughout.

French Revolution Videos

Here are some "Horrible History" videos we will discuss in class.

Historical Wife Swap

The French Revolution Report

The Storming of Bastille

Handouts for French Revolution Part 1

Here are the first 3 handouts for the French Revolution. I will add the rest as we go.

Link to French Revolution handouts

Handouts for English Civil War

If you have lost your notes sheets and need them to study, here are the ones from the English Civil War.

Link to Civil War handouts

Class Outline: Finishing Up the English Civil War

1. Read aloud stories
2.

Finish up the causes graphic organizer. Copy out the causes in your notes.
3. English Civil War Time Capsule:

• In a group of 3 or less create a list of object to put in a time capsule to give someone a sense of the time and place of the English Civil War.
• What would we put in the time capsule? What artifacts would we choose to give a prospective historian an accurate sense of the conflict?
• Come up with a list of objects and why you would chose them. 
• Present this list to the class.

4. The French Revolution Introduction: "Guillotine" 

What resilient attributes would probably characterize most people who lead or are part of revolutions?

Brainstorming as a class before research:

• Optimistic: you don’t go to war if you don’t think you can win. Thinking they have the power to change things
• Problem-Solving: they are going to come across problems they need to solve. They see a problem in society and want to solve it with revolution
• Purposes: have a reason to start a revolution
• Initiative: they start a revolution
• Determination: they don’t give up and keep going for their cause
• Survival: they want to survive war
• Faith: they have to believe what they are doing is the right thing and will benefit people. Have faith in themselves.
• Physical Well-Being: they have to be ready for hardships of war
• Strong Social Support System: people follow leaders to have a successful revolution
• Insightful: knowledge of ways to overcome powerful ideas and people.

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

Strength and Resilience!

As some of you may know, our next project is on strength and resilience.

Definition of “resilient”: Strong, resistant, quick to recover, spirited, determined or flexible.

What is Resilience?

• Resilience is the ability to adapt to adversity, to roll with the punches and cope with life’s misfortunes and setbacks.
• Resilience will help you survive challenges and even thrive in the midst of hardship. It can help you endure loss, chronic stress, traumatic events and other challenges both big and small.
• Resilience won’t make your problems go away, but resilience can give you the ability to see past them, find enjoyment in life and handle stress better.
• Resilience is developing “Internal Resources” (skills and coping mechanisms to improve your mental well-being) that you can draw on throughout life’s ups and downs.
• Becoming more resilient takes time, practice, experience and often guidance from others.
• Resilience doesn’t mean you ignore your feelings. When adversity strikes, you still experience anger, grief or pain, but you’re able to go on and remain generally optimistic and go on with your life.
• Being resilient also doesn’t have to mean going it alone. In fact, being able to reach out to others for support is a key component of being resilient.

As you watch the film and read the stories introducing you to this topic, please consider:

• What struck you about the stories of resilience you saw or heard about?
• What challenge did the people/person face and how did they overcome this challenge?
• How did overcoming this struggle help make the people/person stronger?
• What characteristics helped make the people/person resilient?

Much of this project has been adapted for our community from a Resilience Cafe on bie.org.