The Real Game update

So far in The Real Game we have gone over the definitions of a job, occupation, and career.

Job:  a work role (paid or volunteer) with a specific organization in a specific place.

Occupation: a broad category of work with similar characteristics.  Many people have the same occupation, but they work for different organizations, and have different jobs.

Career:  A lifetime of learning how to balance learning, working, leisure, and relationships to be happy and fulfilled as possible.

Your grade 7 student has been given a role profile which outlines the job they will have during The Real Game.  Along with their job comes a set amount for their income.  They will have to learn how to work within their income and their leisure time.

If you have any questions please feel free to ask :)

The Real Game

Dear Parent or Guardian,

Your son or daughter, or a young person who looks up to you, is participating in an experiential career program called The Real Game. Its goal is to help young people dream about the future they want to create for themselves, and prepare for success in their adult lives and careers. Participants may bring home exercises that you can help them understand. You may also be invited to attend class events.

During the program, participants will:

Play the role of an adult character in the 21st century workforce

• • Learn about many aspects of real life that you and all adults face regularly

• Hold a job and balance work and other aspects of their character’s lives • Budget for housing, groceries, transportation, and other needs • Learn time management, goal and priority setting, and problem solving • Learn new skills and knowledge they will be able to use lifelong

Participating in The Real Game allows participants to: • Explore aspects of adult life in a safe, fun, and supportive learning environment

• Realize the importance of mastering essential workplace skills, knowledge and attitudes

Understand the value of work and the importance of lifelong learning, teamwork, positive attitudes, and good character

• • Learn to balance work, leisure, and other life roles

• Learn how success in school will impact future work and lifestyle options

The involvement of community members, particularly parents and gardians, is an important part of The Real Game. You are living the reality they will soon enter, and be expected to navigate successfully. You can help answer questions and provide critical guidance. In most cases, young people participating in The Real Game gain more respect for the adults in their lives.

If there is anything you want to discuss about The Real Game, or ways you provide support, please contact me.

Sincerely,

Megann Orendorff

Take Home Chapter 4 Test

1.) List and explain the four sectors of the economy. (P.61-62)

2.) Why is it important to have a diversified economy?

3.) What trends have been observed in the Primary and tertiary sectors of the economy since 1891? (P.64)

4.) How does and economy become diversified? Answer in terms of Pre- Industrial, Industrial and Post-Industrial. (P.67)

5.) Explain how Bishop’s Falls has a diversified economy.

6.) What economic forecast do you give for the province of Newfoundland and Labrador? Support your response.

7.) Which industry do you want to be associated with when you enter the labour market? Why?

8.) How does knowing about the economy of your local, national and global economic system empower you as an individual?

Write at least 2 paragraphs for questions 2,6, and 8.

This is to be completed in your exercise book and is due Thursday Nov. 17th in class. 

What we've been up to lately in class.

In these past weeks we have been focusing on chapter 4 in the text book.  As well as class work the classes have been discussing the economy on a global level.  I have asked students to watch the news every day if possible.  We have been talking about what has been happening in Greece, how they are at risk of going bankrupt.  We talk about how that can effect Canada, what would happen if Canada found itself in the same situation.  We also discuss why is it important that they be aware of the world around and how it can help them.

This as all been a part of chapter 4 in there text book.  Students will be given a take home test on the information from this chapter to be completed by Thursday Nov. 17th. 

Homework

Greetings once more grade 7s

Just a little note to keep the blog updated.  I have assigned page 62 #2 and page 64 letter C in class to be completed.

A note to parents, I have adopted an incentive idea from another teacher.   "The Cupcake Break"  is when a student brings a treat in for the whole class.  We take 10 mins time to enjoys the treat and talk about what is happening in the world and their lives.  Please be aware that Emily Clarke has an allergy to eggs.  I have spoken with her about this and she is ok with the idea; as long as she receives a bag of "hickory sticks" as her treat.  If there is an issue with the idea please notify me ASAP.

Ms O

Chapter 2 and 3 Test Breakdown

Chapter 2 Information that will be on the test:
- pre-industrial/ industrial/ post-industrial (p 24)
         be able to discuss the difference between each category (p 24, 31)
- needs and wants from both parties (the Aboriginal Peoples and the Europeans)
- the resources (p 26/27, )
- production and distributions of both parties and how it changed over time (p 28, 30,34, 35)
- the fur trade (p 33 and 37)
- the impact of contact (p 36-38)

Chapter 3 Information that will be on the test:
- all 5 definitions
- capitalist economic system cycle (p 44)
- the difference between capitalism and socialism (p 45)
- cause and effect (p 49)
- understanding poverty (p 50-51)
- poverty cycle (p 52)
- using money wisely (p 54)
- breaking the poverty cycle (p 55)

I know this seems like a lot.  Most of the material will be in multiply choice form.  Students will be expected to have a working knowledge of the material.  Meaning that they will be able to answer questions that describe the material and give their own examples.
We will be doing more review in class tomorrow.

Definitions from chapter 3

Capitalism/ Capitalist Economic System:  is that most of the goods and services people need and want are produced by private companies.  (Also be aware of Socialism: production of goods and services is in the hands of the government.)

Capital: is the money that has been invested into a business venture to start it up and keep it open.

Profit: is the money the business owner makes after paying the investment and paying other expenses.

Standard of Living:  is how much 'buying power' a family has.

Personal Capital: includes anything you might have to improve your economic situation.

Test

Most of you know this already but I'm putting it on here as a reminder.  There is a test on Wednesday for both classes.  Will we be doing a lot of review in class.  I'm switching our music classes to social studies to get more review in.  I will make up the music classes after the test.
The test is on chapters 2 and 3.

Just a reminder

make sure you get your tests signed and back to me ASAP!  Don't forget to watch the news at least once a week :)  Happy Homework!

Creative Writing Assignment

Creative Writing Assignment  

Grade 7 

Social Studies

Mrs. Orendorff

Picture yourself as a First Nations or European settler from the 1600s.  You are going to write a story about a day in the life of your character.  The story needs to be at least one page long.  You need to describe the scene by talking about the settlement or tribe, the setting, describe the clothes, and describe the relationship between the people in your story. You will also need to describe the tools they would use on a daily bases (an example of tools would be a stone mortar and pestle or fishing gear).    

Use chapter 2 of your textbook to help you come up with ideas.  There are examples you can use for inspiration on what scenes to imagine and what tools might have been used.

For those that do not complete the assignment in class it is homework :) 

I would like the assignment typed doubled spaced.  If you do not have a computer single spaced in your work book is fine. If you have any questions please leave a comment below or find me at school. 

Chapter 1 Definitions

Power:  the ability to direct or influence the behaviour other or the course of events.

Authority:  the power or right to give orders, make decisions, and enforce obedience.
constitution: is a set of rules that a government must follow.

Charter of Rights and Freedoms:  is a of Canada’s constitution.  It says that all government laws have to apply to everyone equally. 

Economics:  is the study of how people work to create wealth.

Politics:  is a general term for all things we do to organize ourselves, settle disagreements, and make decisions in our schools, communities, and countries.  

Culture: is a way of life.  It is made up of every day things such as language, food, and clothing, as well as spiritual beliefs. 

Society:  involves everything people do when they live, work, and play in communities.

Nation: is another word for country.

Human Rights: are the rights of every person to be empowered economically, politically, culturally, and socially.

Test

There will be a test on chapter 1 on Thursday September 22 2011 :)  We will have a review in class.

Course Outline

Social Studies Seven: 

The Social Studies curriculum for the intermediate grades is designed around conceptual organizers. The organizing concept for the Grade 7 curriculum is “empowerment”. The curriculum examines various aspects of empowerment - including personal, political, cultural, social and national. It draws largely on the history of the Canadian nation from the early 1800s to the end of World War I. Reference is made to earlier periods as well as the contemporary.

Textbook(s) and Resources

• Atlantic Canada Social Studies Curriculum Guide Grade 7 (2004, Interim Edition) 
• Changing Your World: Investigating Empowerment (2004, with teacher guide)

Course Evaluation

             

Methods of Evaluation	Timing of Evaluation	% of Evaluation
Unit Tests	After each unit of study	30% total
Quizzes, Assignments, Presentations, Participation (Checklist), Portfolio	on going	50%
Final Exam	During every unit of study	20%

Course Material(s)

Reading Material(s): Textbook, Course Outline, Course Outcomes, Teacher Guide Notes

Writing Material(s): Booklet (exercise), Graph paper, Looseleaf paper, Pencil, pen and eraser

Art Material Supplies: Colouring leads, eraser, glue, scissors, glue, etc...