Social Studies 10Final ProjectWaleed Hakeem

In case you haven’t noticed…TALONS social studies is far different and far

more unique than “traditional” social studies, and here are some reasons why: TALONS learners don’t just learn, we absorb,

inquire, connect, and debate TALONS learners don’t just take a test, we are

creative, and we rely on our individual expression and opinions to show our learning in other forms

TALONS learners don’t just walk away with 100%, we reflect on areas for growth, and we discuss with our peers and instructors on strategies to help us earn that “100%” (whatever that may be)

As a result…Today’s presentation will encompass many of

these values and will look back at the extraordinary learning my classmates and I have accomplished over the past year

The Eminent Person Study Every minute of my 2014

eminent person study was challenging, including: Convincing Mr. Jackson

and my peers that Miranda Sings is more than a YouTube sensation

Finding the balance and personal connection between Miranda and myself during my speech

Nonetheless, I learned to truly embrace the role of Miranda on Night of the Notables while making sure to keep my ‘act’ genuine and sincere, because my goal was to create that connection with the audience

R U KIDDING ME?! PLO A1 for convincing

PLO A2 for researching

PLO A3 for performing

My unique learning opportunity

Confederation I used my character, Louis J. Papineau, to immerse myself in our

confederation unit. I effectively used twitter, blog posts, and oral presentations to highlight my character’s needs, wants, and goals PLO C1 for note-taking PLO C2 during note-taking and the confederation debate PLO A3 for my final address

Post-Confederation (Riel) To close the confederation

unit, the TALONS class began shifting gears to PLO C3, B2, and B4 where we would familiarize ourselves with Louis Riel through the following activities: Watching excerpts of the

film, “Riel” Various readings, including

“The Birth of Manitoba” and “The Indian Horse”

PLO B2: Document of Learning

PLO B2 (it deserves its own title)

Evidence of learning: Readings on treaties and

residential schools, and their respective notes

‘Sticky note’ exercise Op-Ed/Political Cartoons

This Riel unit was somewhat of a bridge or transition into the next unit, which discussed Aboriginal people’s and their interactions with the rest of Canada

Connecting the past to the present Residential Schools

Current Situation + developments

Government and Politics

To vote or not to vote? PLO A1, A2, and C4

during: Political Narrative Note-taking/class

discussions Analysis of political ads

Studying the political parties and their respective visions for Canada allowed me to form an opinion and express my views with my peers, parents, and siblings

Twitter Findings

PLO C4: A Special CaseMy Mid-term project explained how PLO C4 was

one that I could grasp, but how it was also one that I was losing grasp of. As a result, I am proud that I took action upon my reflection to be more invested in the concept of politics and to inquire and discuss more in class and outside of class.

In summary, our unit regarding government gave me a deeper understand of how our country works, and it allowed me to carefully analyze the marketing techniques of the parties and evaluate the ads in order to predict which party will be successful in the upcoming election

ACT REFLECT ACT

CLOSING YAY’s I learned to immerse

myself in class discussions, and while not always talking, I was an effective listener and supporter of my peers

I took action and made an effort to enhance PLO’s that were unfamiliar to me during my mid-term, such as PLO B2, B4, and C4

CLOSING NAY’s I encourage myself to

continue to ask questions when I am unaware of a concept. This is a learning goal that I have had for a while and that want to continue to improve

I would like to continue to find new knowledge on PLO B2 by reading more of my peers’ op-eds

Thank YouEnd of Presentation