Journal Prompts - Charlie Wilcox

Chapter 1

Would you have liked to live in 1915? List some advantages and disadvantages of living 100 years ago. Think of some of the comforts that you enjoy today that would not have existed then. What comforts of modern life would you miss the most?

Chapter 2

   Charlie has several options to consider when dealing with bullies – he can fight, he can run away, or he can stay and fight. Describe a time when you had to deal with a bully. What did you do? Why did you decide this was the best thing to do? Would you do anything different if you encountered a similar situation again?

Chapter 3

Describe a time when you were in trouble and list the steps you took to get out of it. Did it work? What advice would you give to someone else in the same situation?

Chapter 4

Why does Charlie’s mother say that war has nothing to do with us”?

Have you ever been separated from your family? Write about an experience including how you felt about it

Chapter 5

Have you ever played a joke on someone? Write about what happened. Did the person feel bad about it after? Do you think it was a positive or negative experience foe those involved?

Charlie says something to Davy that he regrets. He thinks, “That’s the problem with words—once you said them you couldn't unsay them.” Describe a time when you felt this way yourself.

Chapter 6

Sometimes people look back on upsetting events, but find that they have become funny to them over time. Have you had an experience like that? Write about it.

Chapter 7

Charlie has a nightmare while under anesthetic. Describe what it was about and explain why he might have had it.Charlie regrets talking about Mac and Dr. Daniels, thinking that he has gotten them into trouble. Have you ever said something that you regretted? What did you do to make up for it?

Chapter 8

Lucy Wilcox says “you may be listening, but you are not hearing.” What is the difference between “listening” and “hearing” here? Can you think of another saying in this chapter that means something similar?Have you ever made a decision that disappointed your family or friends? Do you think you did the right thing, even though you disappointed them?

Chapter 9

What words would you use to describe Aunt Maude? Have you ever met anyone like her?

Chapter 10

What advice would you have given Charlie if you met him on the dock?

Chapter 11

Charlie talks out loud to himself as he tries to get out of the crate in the ship’s hold. In your opinion, how does talking to himself help Charlie in this situation?Describe a time when you were in a scary situation and explain what you did to cope.

Chapter 12

What significance do the images in Charlie’s dream have for him? Why does the image of the floating steel anchor disturb him?

Who is most to blame for the situation that Charlie now finds himself in—Clint or Charlie? What were their motives for doing what they did? Do a person’s motives change how you feel about their behavior? Explain.

Chapter 13

The letter that Charlie writes is very short and simple. Write a new letter explaining more of the feelings that you think Charlie may be having right now.

Chapter 14

Charlie is not given much help in getting home. In fact, he is told to take care of himself until the money arrives from Newfoundland to send him home. If this were to happen today do you think that adults would have the same reaction?

Chapter 15

Charlie lies a number of times in this chapter in order to get where he is going. Explain whether you think lying is okay under certain circumstances, or if it is never OK.

Chapter 16

Part of the reason that Charlie wants to work hard in the hospital is to prove that he is not a coward. What things has he done to prove this already? What things do you think he may do in the future to prove this?

Chapter 17

Mac says, “If you’re old enough to watch good men die, I guess you are old enough for wine.” Do you agree or disagree? What makes a person more mature—age or years of experience?

Chapter 18

Do you agree or disagree with Charlie’s decision to let Mac have his ticket home? Why?

Chapter 19

What does the smell of the trenches tell you about what t must have been like to live in them?

Chapter 20

In order to be successful, the soldiers must work together as a team. Describe a time when you were able to accomplish more as a part of a team than you would have been able to do alone.

Chapter 21

There were many disturbing images in this chapter. What, in your opinion, was the most difficult to read?

List the many things that Charlie does to save Martin’s life. Out of all of them, which do you think is the most important? Why?

Chapter 22

When Charlie’s mom first sees him, she hardly recognizes him. In the author’s words he is “tall, grown, a man.” In what other ways do you think Charlie’s time in Europe has changed him?

Who were the first Metis?

The first Métis were the children of First Nations women and European explorers and fur traders. These children were usually raised as either First Nations or as Europeans. They did not see themselves
as having a distinct cultural identity. As time went on, however, and the descendants of these children married people with similar backgrounds, a distinct Métis identity began to emerge.

What do you know about the Métis culture? Try to recall what you learned about the Métis in chapters 1 to 3 in your textbook. Also take into account what you may know from friends and family who
are Métis.

Culture of the Red River Métis

Values, languages, music, and economy are all parts of a group’s culture. To learn about the culture of the Red River Métis, read  “Shared Culture of the Red River Métis” on page 172 of Voices and
Visions. Read up to “Shared Economy” on page 174.

Music was—and still is—an important aspect of Métis culture. Singing and dancing were favourite pastimes. The Red River jig, which combined the fast footwork of First Nations  dancing with reels and square dances from European ancestors, continues to be performed by Métis dancers today

The Métis Sash

If you’ve had the opportunity to see a group perform traditional Métis dancing, you may have noticed some of the dancers wearing colourful sashes. Today the sash is symbolic of the Métis identity. In the past, however, it had many practical uses. 

Read the Canada Today box on page 176 of Voices and Visions to learn about the sash. For more information, go to this website and click on The Story of the Métis Sash:

http://www.fortmcmurraymetis.org/

The Métis Flag

Another symbol of Metis identity is their flag. Examine Figure 8.5 on page 174 of Voices and Visions to learn about the Métis flag.

The Métis Nation of Alberta

http://www.albertametis.com

The Virtual Museum of Métis History and Culture

http://www.metismuseum.ca/main.php

The Métis in Alberta

www.albertasource.ca/metis

The Métis Economy

The way the people of a culture make their living is also part of their identity. This was certainly true of the Red River Métis. The fur trade and the buffalo hunt didn’t just provide  jobs for the Métis; they provided a way of life.

To find out about this way of life, read “Shared Economy” on pages 174–176

http://www.mcsbc.org/main/page_the_buffalo_hunt.html

Take another look at Figure 8.8 on page 176 of your textbook. Read the caption that goes with the picture. Why do you think it was so important for the Métis to follow strict rules for the buffalo hunt?

What role did women play in the Métis economy?
Fort George Country Wife

What tasks did the woman in the video do?
What advantages to living at the trading post does the woman mention?
What were two drawbacks to being a country wife?

Chapter 10 - A new Culture

In this chapter (The last one for this unit....) we will look at the creation of a new culture that is both Spanish and Aztec (Indigenous)

The Big Question: How does cultural contact between two societies affect their identity and worldview?

Curriculum Overview & Vocabulary for Chapter 10

• How does this photograph illustrate contact between the Aztec & the Spanish in Mexico?
• Are there elements of this photograph that we can use to predict the ending of this unit?

Section 1:  A Changing WorldHow can losing a war affect a conquered people’s worldview?

1. Think it Through P. 238

2. Read P. 238 & 239 ~ Why would the Spanish have shown little tolerance for the Aztec Religious Beliefs?

If Time: Exploring Sources P. 240

French 9 - Adjectives

French adjectives generally follow the same gender rules as French nouns (and they always agree with the gender of the noun they qualify).

• For normal cases, just add -e to the masculine forme.

Salty: salé (sing. masc.) / salée (sing. fem.)

• When the masculine form ends in e, the feminine form remains unchanged.

Yellow: jaune (sing., both masc. and fem.)

• Adjectives whose masculine form end in “er” change to “ère.“

First:  premier (sing. masc.) / première (sing. fem.)

Light:  léger (sing. masc.) / légère (sing. fem.)

• Adjectives whose masculine form end in “-eau” change to “-elle.“

New:  nouveau (sing. masc.) / nouvelle (sing. fem.)

• Some adjectives have feminine forms in  “te.“

Favorite:  favori (sing. masc.) / favorite (sing. fem.)

•  Adjectives whose masculine form end in “-l” change to “-lle.“

Mortal/lethal: mortel (sing. masc.) / mortelle (sing. fem.)

• Generally adjectives whose masculine form end in “-n” change to “-nne” :

Ancient: ancien (sing. masc.) / ancienne (sing. fem.)

Exceptions! Not all words that end in -n necessarily have feminine forms that end in -nne:

• Adjectives that end in “-ain”,  ”-ein”, “ -in”, “-un”, and most adjectives in

“-an”, forment généralement leur féminin en “-ne.“

Examples:

Vain:  vain (sing. masc.) / vaine (sing. fem.)

Texan:  texan (sing. masc.) / texane (sing. fem.)

Full: plein (sing. masc.) / pleine (sing. fem.)

Sly: malin (sing. masc.) / maline (sing. fem.)

• Generally adjectives whose masculine form end in “-et” change to “-ette”

Neat: net (sing. masc.) / nette (sing. fem.)

Exceptions: complet / complete,  concret / concrete,  désuet / obsolete,  discret / discreet,  incomplet / incomplete,  indiscret / indiscreet,  inquiet/ worried,  replet / replete,  secret / secret

end in “-ète.”

Indiscreet: indiscret (sing. masc.) / indiscrète (sing. fem.)

• Generally adjectives whose masculine form end in “-ot” and “-at” change to “-ote”and “-ate.“

Sot:  sot (sing. masc.) / sotte (sing. fem.)

• Generally adjectives whose masculine form end in “-s” change to “-se”:

Grey:  gris (sing. masc.) / grise (sing. fem.)

Except: bas / basse (low);  épais / épaisse (thick);  gras / grasse (fat);  gros / grosse (big);  las / lasse (tired) which end in “-sse.“

• Generally adjectives whose masculine form end in “-f” change to “-ve.“

New:  neuf (sing. masc.) / neuve (sing. fem.)

• Generally adjectives whose masculine form end in “-x” change to “-se.“

Examples:

Fearful: peureux (sing. masc.) / peureuse (sing. fem.)

Sweet: doux (sing. masc.) / douce (sing. fem.)

False: faux (sing. masc.) / fausse (sing. fem.)

Redheaded: roux (sing. masc.) / rousse (sing. fem.)

Old:  vieux (sing. masc.) / vieille (sing. fem.)

Number Rules

As in the case of nouns, the plural form of French adjectives is derived simply by adding the ending “-s” to the appropriate masculine singular form, or feminine singular form.

Example: Un chat malin/Des chats malins (One sly cat/Some sly cats)

And as in the case of nouns, adjectives that already end in “-s” or “-x” do not vary their forms from the singular to the plural.

Examples:

Un nuage gris/Des nuages gris (One grey cloud/Some grey clouds)

Un homme joyeux/Des hommes joyeux (One joyous man/Some joyous men)

Particular Cases:

• Adjectives that end in “-eu” and “-au” in the singular end in “-x” in the plural (exceptbleu (blue) which end in “-s”).

Example: Un lièvre peureu/Des lièvres peureux (A fearful hare/Some fearful hares)

• Adjectives that end in “-al” end in “-aux” in the plural:

Example: Un test normal/Des test normaux (A normal test/Several normal tests)

Exceptions:

• Adjectives whose singular form ends in “-al” and whose plural form ends in “-als”:  fatal / fatals (fatal); fractal / fractals (fractal); natal / natals (native); naval / navals (naval)

Example: Un combat fatal/Des combats fatals (A fatal combat/Some fatal combats)

As in English, French adjectives are words used to qualify other words.

Construction Rules

Unlike English, however, adjectives in French are generally placed after the noun they qualify.

Example: Un chat noir / A black cat

There are, however, several exceptions.  Here’s a useful trick to remember them: BAGS!

• [B] eauty: beau, belle (handsome);  joli(e) (pretty)
• [A] ge: jeune (young);  vieux, vielle (old);  nouveau, nouvelle (new)
• [G] oodness: bon(ne) (good);  mauvais(e) (bad,evil);  gentil(lle) (kind)
• [S] ize: gros(se) (fat);  grand(e) (tall);  petit(e) (small);  long(ue) (long);  court(e) (short)

Examples:

Un *bel homme et une jolie jeune fille / A handsome man and a beautiful young woman

Un jeune chien et un vieux cochon / A young dog and an old pig

Un bon champagne et un mauvais fromage /  A good champagne and a bad cheese

Un gros chat **court après une petite souris. / A fat cat runs after a small mouse.

*  The singular, masculine form of adjectives which end in -eau (e.g. beau /handsome) change their ending to -el (e.g. bel) when followed by a noun which starts with a vowel or a silent h.

**  Here  court isn’t the adjective for short but the third person, present conjugation of the verb courir / to run.

There are exception to the exceptions:

When the above adjectives occur after the noun, it means that a special emphasis is being made on the quality of the noun.

Examples:

Un petit chien / A small dog

Un chien petit / A dog that is small

The unusual placement places the emphasis on the adjective.

Other adjectives that come before the noun:

autre (other); chaque (each, every);  dernier (last); plusieurs (several); quelques (a few); tel (such); tout (all, whole, every)

“Multiple Adjectives” rule:

When using multiple adjectives, place them according to the placement rules delineated above:

Example:   Une vieille vache malade / A sick old cow

When two adjectives need to be in the same place (both before or both after), use the conjonction “et” to separate them.

Example:   Un oiseau bleu et vert / A blue and green bird

French 9- Irregular Adjectives and Vocabulary

masculine singular	masculine singular, starts with a vowel	masculine plural	feminine singular	feminine plural
beau	bel	beaux	belle	belles
nouveau	nouvel	nouveaux	nouvelle	nouvelles
blanc	blanc	blancs	blanche	blanches
bon	bon	bons	bonne	bonnes
heureux*	heureux	heureux	heureuse	heureuses
vieux	vieil	vieux	vieille	vieilles
tropical*	tropical	tropicaux	tropicale	tropicales
premier*	premier	premiers	première	premières

handsome / beautiful – beau / belle
new – nouveau

eux ending

happy – heureux
unhappy – malheureux
serious – sérieux
curious – curieux
nervous – nerveux
delicious – délicieux
wonderful – merveilleux

al ending

tropical – tropical
international – international
main, principal – principal
general – general
special – spécial
original – original

er ending

first – premier
last – dernier
entire – entier
dear – cher

Other Irregular Adjective Patterns

*adjectives ending in il, el, en, on, as, os, and sot double the last consonant

cruel > cruelle
gentil > gentille
ancien > ancienne
mignon > mignonne
nul > nulle
gros > grosse

*adjectives ending in f change to ve

destructif > destructive
actif > active

*adjectives ending in teur change to trice
protecteur > protectrice
créateur > créatrice

Test date changes

Ok grade 8's,
The Test date has been change to Wednesday, May 29th  to ensure that we have a class, as well as class time. Tutorial will be used tomorrow to do a review session.

Todays class will be reserved for you to work on your journal assignments. This will be due Thursday, May 30th. 

Todays class will be reserved for you to work on your journal assignments. This will be due Thursday, May 30th. 

Literature Circles

Hey Grade 7's

It is time to be starting the literature circles book assignments. Look back at your course outline and there are some more detailed instructions there. Hopefully those of you who read at a slower pace have been using your LAX time wisely!

Here are the choices of books for your literature circles (You MUST choose ONE):

• Charlie Wilcox   -   Sharon McKay   link 1    link 2
• Peacekeepers   -   Dianne Linden     link 1     link 2
• The Lightening Thief   -   Rick Riordan     link 1     link 2
• The Hobbit   -   J.R.R Tolkien
• The Outsiders   -   S.E Hinton
• The Breadwinner   -   Deborah Ellis

Confederation

What the Colonies Decided

The Province of Canada

Most of the people in Canada West were in favour of union. This was not the case in Canada East. Many
Canadiens worried that English Canadians would control the new country. George-Étienne Cartier disagreed. He believed that federalism would give the Canadiens control over matters that affected them directly. Francophones received promises that their language and other rights would be respected. Section 93 of the BNA Act gave the provinces control over education. The vote passed 91 in favour,
33 against. 

New Brunswick

Many people in New Brunswick worried that the larger Canadian colonies would dominate the union. At first, the Assembly voted against the idea. Then Britain put pressure on New Brunswick to accept the deal. The promise of a railway appealed to many colonists, too. New Brunswick politicians changed their minds. They voted to support union.

Nova Scotia

Joseph Howe worried that Nova Scotia would have little influence in the new country. He argued that the people of Nova Scotia would have to pay higher taxes, but that the money would be spent elsewhere. On the other hand, union meant Nova Scotia would get a railway. In the end, Nova Scotia voted to join union, too.

Prince Edward Island

This island colony was isolated from the other colonies. People thought that Prince Edward Island was too small. It would be swamped by the other colonies. Prince Edward Island did not join Confederation until 1873. 

Newfoundland

Newfoundland had little in common with the other colonies. The people did not think they would have much influence in such a distant government. They were more interested in their ties to Britain. Newfoundland and Labrador stayed out of Confederation until 1949. 

Social 7 Test Review

Hey Grade 7's
Remember you have a test on Tuesday, May 28th.

Here is a review outline for you

Definitions:
Free Trade
Manifest Destiny
Federalism
Consensus
Responsible Government
Patriots
Manufacturing
Export
Reciprocity
Compromise
Representation by Population
Coalition
Democracy
Political Deadlock
Maritimes
Confederation
Dominion
Governor General
Cabinet
House of Commons
Seat

People to know:
John A. MacDonald
Joseph Howe
Louis-Hippolyte La Fontaine

Robert Baldwin
George-Etienne Cartier

Important Acts, Laws and Events
Reciprocity Treaty
Act of Union
American Civil War and Manifest Destiny
Golden Age of the Maritime Colonies (Pros and Cons for Union)
Breaking Political Deadlock

What the Colonies Decided (Which ones joined Confederation)
BNA Act (British North America Act)
Who could vote in 1867?
Federal and Provincial Powers

Big Questions (Long Answer)
What did Confederation achieve for the Canadian system of Government?
How Was Confederation finally achieved?

Similarities and Differences between the Spanish and the Aztec

REMEMBER:
- Aztec Diary Assignment due Monday
- Chapter 9/10 Test Tuesday

1. How were the Spanish and Aztecs the same, and how were they different (Google Docs Version of the Chart)

The Spanish Vs. The Aztecs

Similarities	Differences

Confederation Discussions

How was Confederation finally achieved?

Complete Question Sheet

What is political deadlock?
How can political deadlock be overcome?

Union Activity Sheet

Read Pages 158-159

T-Chart - Reason for and against union. (Page 160)

Read Page 162
 Poster Assignment

Confederation and the Maritime Colonies

Think it Through

Go over think it through question 2.a)

Factor - How it encouraged confederation

To what extent was Confederation an attempt to strengthen the Maritime colonies?

Look at the table on page 155 - Why might some colonies oppose Confederation?

The Golden Age of the Maritimes
Read pages 155-156

Figure 7.9
Marco Polo

Do you think Confederation would improve the situations of First Nations and Black Canadians in the Maritime colonies? Why or why not?

Diary Writing Assignment

Test on Tuesday Next Week!

Chapter 10: A Deadly Meeting Diary Writing Assignment

The focus of this chapter were the following two outcomes:

• How were the differing worldviews of the Spanish and Aztecs factors in the dominance, or supremacy of one nation over the other?

• In what ways did factors such as technology and disease contribute to the

dominance of the Spanish over the Aztec civilization?

Keep these two focusing questions in mind as you develop your response to the following writing assignment:

What do you think was the most important factor that caused the collapse of the Aztec Empire – Technology, Disease or Strategy? Was it a combination of two of these factors?

Option (a) Write a diary entry from the point of view of a Spanish Conquistador on the most significant cause of the collapse.

Option (b) Write a diary entry from the point of view of an Aztec warrior on the most significant cause of the collapse.