Welcome to PERSPECTIVE MINDS
Welcome to Perspective Minds. This website is designed to assist DMCI students currently enrolled in the Grade 12 Law (LAWR4S), Grade 12 Psychology (PSYR4S), Grade 12 Global Issues (GLIR4S) and/or Grade 11 Enriched History (HISE3F) courses. Below is each individual course description as outlined in the DMCI 2019-2020 Student Handbook.
LAW 40S | LAWR4S – 1 CREDIT This optional Specialized (S) level course studies Canadian Law as it relates to investigation, criminal law, law suits, forensics, human rights, family law, etc. A field trip to observe the courts in action, guest speakers, movies, case studies, project work and group work are included in the course. Law 40S is now a Senate approved course which can be used to calculate the admission and entrance scholarship averages at the University of Winnipeg.
PSYCHOLOGY 40S | PSYR4S – 1 CREDIT Psychology is an optional course offered at the Specialized (S) level. This is an introduction to the field of Psychology and the major theorists who have influenced past and current psychological research. General topics include: consciousness, perception, memory, learning, intelligence, human development, stress, abnormal behaviour, personality theories and current therapies. Guest speakers, case studies, observations, unit tests and a final exam are included in this course.
GLOBAL ISSUES 40S | GLIR4S – 1 CREDIT Global Issues: Citizenship and Sustainability is an optional course offered at the Specialized (S) level. This course is based on the principles of active democratic citizenship, ecological literacy, critical media literacy, and ethical decision-making, and consolidates learning across the disciplines to empower students as agents of change for a sustainable and equitable future.
Students conduct inquiry into the social, political, environmental, and economic impact of contemporary and emerging global issues. Through their inquiry, students focus on questions of quality of life locally, nationally and globally. As a mandatory component of the course, students plan and prepare to implement a community-based action-research project.
CANADIAN HISTORY ENRICHED 30F | HISE3F – 1 CREDIT Canadian History is a compulsory course offered at both the Foundations (F) and Enriched (E) levels. Both courses include the same topics, but differ in their assignments and evaluations. This course examines the History of Canada, starting with the First Peoples in Canada to the present. Students will be introduced to the relative issues and events that have occurred in the past; and describe and analyze how they have shaped the development of our country. This enriched course will allow students to explore their understanding of Canada's past and how these events helped create the Canada we know and love. In order to qualify for the Enriched History course, students must have achieved a minimum grade of 80% in Grade 10 Geography. The pace of the Enriched History course will be more rigorous and fast paced. It is very important that students keep up with the assigned tasks and adhere to attendance guidelines in order to be successful.
Enriched students will be required to use inquiry models and will take part in both individual and group learning activities.
LAW 40S | LAWR4S – 1 CREDIT This optional Specialized (S) level course studies Canadian Law as it relates to investigation, criminal law, law suits, forensics, human rights, family law, etc. A field trip to observe the courts in action, guest speakers, movies, case studies, project work and group work are included in the course. Law 40S is now a Senate approved course which can be used to calculate the admission and entrance scholarship averages at the University of Winnipeg.
PSYCHOLOGY 40S | PSYR4S – 1 CREDIT Psychology is an optional course offered at the Specialized (S) level. This is an introduction to the field of Psychology and the major theorists who have influenced past and current psychological research. General topics include: consciousness, perception, memory, learning, intelligence, human development, stress, abnormal behaviour, personality theories and current therapies. Guest speakers, case studies, observations, unit tests and a final exam are included in this course.
GLOBAL ISSUES 40S | GLIR4S – 1 CREDIT Global Issues: Citizenship and Sustainability is an optional course offered at the Specialized (S) level. This course is based on the principles of active democratic citizenship, ecological literacy, critical media literacy, and ethical decision-making, and consolidates learning across the disciplines to empower students as agents of change for a sustainable and equitable future.
Students conduct inquiry into the social, political, environmental, and economic impact of contemporary and emerging global issues. Through their inquiry, students focus on questions of quality of life locally, nationally and globally. As a mandatory component of the course, students plan and prepare to implement a community-based action-research project.
CANADIAN HISTORY ENRICHED 30F | HISE3F – 1 CREDIT Canadian History is a compulsory course offered at both the Foundations (F) and Enriched (E) levels. Both courses include the same topics, but differ in their assignments and evaluations. This course examines the History of Canada, starting with the First Peoples in Canada to the present. Students will be introduced to the relative issues and events that have occurred in the past; and describe and analyze how they have shaped the development of our country. This enriched course will allow students to explore their understanding of Canada's past and how these events helped create the Canada we know and love. In order to qualify for the Enriched History course, students must have achieved a minimum grade of 80% in Grade 10 Geography. The pace of the Enriched History course will be more rigorous and fast paced. It is very important that students keep up with the assigned tasks and adhere to attendance guidelines in order to be successful.
Enriched students will be required to use inquiry models and will take part in both individual and group learning activities.
Text Annotation
Annotating a text or marking the pages with notes, is an excellent way to make the most out of the reading you do for these courses. Annotations make it easy to find important information quickly when you look back and review a text. They help you familiarize yourself with both the content and organization of what you read. They provide a way to begin engaging ideas and issues directly through comments, questions, associations, or other reactions that occur to you as you read. In all these ways, annotating a text makes the reading process an active one, not just background for writing assignments, but an integral first step in the writing process.
Think of it as having a conversation with whatever it is you're reading.
A well-annotated text will accomplish all of the following:
•clearly identify where in the text important ideas and information are located
•express the main ideas of a text
•trace the development of ideas/arguments throughout a text
•introduce a few of the reader’s thoughts and reactions
Source: rwc.hunter.cuny.edu/reading-writing/on-line
Think of it as having a conversation with whatever it is you're reading.
A well-annotated text will accomplish all of the following:
•clearly identify where in the text important ideas and information are located
•express the main ideas of a text
•trace the development of ideas/arguments throughout a text
•introduce a few of the reader’s thoughts and reactions
Source: rwc.hunter.cuny.edu/reading-writing/on-line
Knowing Your Why
My goal as a classroom teacher is to help YOU know your WHY. Take a look at comdian Michael Jr's take on it...
Inquiry
in·quir·y
ˈinkwərē,inˈkwī(ə)rē/
noun
noun: enquiry; plural noun: enquiries; noun: inquiry; plural noun: inquiries
an act of asking for information.
"the deluge of phone inquiries after a crash"
synonyms: question, query
"an inquiry about our location"
an official investigation.
synonyms: investigation, probe, examination, review, analysis, exploration;
Click on the file below to access an inquiry project rubric which may be used in aspects of these courses.
ˈinkwərē,inˈkwī(ə)rē/
noun
noun: enquiry; plural noun: enquiries; noun: inquiry; plural noun: inquiries
an act of asking for information.
"the deluge of phone inquiries after a crash"
synonyms: question, query
"an inquiry about our location"
an official investigation.
synonyms: investigation, probe, examination, review, analysis, exploration;
Click on the file below to access an inquiry project rubric which may be used in aspects of these courses.
P.E.E. Model Writing Strategies for Short Answers
The P.E.E. Model is a writing strategy to assist students with the organization of their thoughts. Once you are confident with the basic P.E.E structure (Point/Evidence/Explain) in order to get a higher level you will need to add more analysis to your explanation. An effective structure to use is the iceberg paragraph structure below.
For writing analytical paragraphs, the iceberg highlights that the ‘Point, Evidence’ part of the paragraph is only the tip of the iceberg, and that the most important section is the explanation. The deeper the explanation, the better the paragraph. Quotations from the original source are key.(source: https://www.deferrers.com/)
I have also included a video below that explains the P.E.E. Writing Model in more details! Thank you Mrs. Jones.
For writing analytical paragraphs, the iceberg highlights that the ‘Point, Evidence’ part of the paragraph is only the tip of the iceberg, and that the most important section is the explanation. The deeper the explanation, the better the paragraph. Quotations from the original source are key.(source: https://www.deferrers.com/)
I have also included a video below that explains the P.E.E. Writing Model in more details! Thank you Mrs. Jones.
Tutor Fair looks at each step of the PEE method in a little more detail using Wuthering Heights by Emily Brontë as an example:
P is for Point
This is where you make a statement about the text.
Example: Brontë seems to punish Isabella Linton for going against what was normal in Victorian society and leaving her husband by killing her off.
E is for Evidence
This is where you use the text to back up your statement by quoting from the passage you’ve been given or from the text if you’re working on an essay from home (don’t forget your quotation marks).
Example: “a kind of fever, slow at its commencement, but incurable, and rapidly consuming life towards the end.” (p.169)
E is for Explanation
This is where you let loose creatively (not so loose that you forget what you want to say) and explain how the evidence backs up your point. Here you can explain the meaning of the quote, discuss the subtext/your inferences and bring in some of the technical terms you’ve learned that will boost your score.
Example: The way that Isabella dies is dragged out and ‘slow’ but it also seems to reflect her descent from her place as an ideal female to a sinner in the eyes of polite Victorian society. Even the way that Brontë chooses a syndetic list to describe Isabella’s death extends the wait before ‘the end’. The use of the conjunctions ‘but’ and ‘and’ at the end of the sentence give a sense of the inevitable progression towards death that Isabella experienced as if to confirm the ‘incurable’ nature of her illness and her self-inflicted demise. To kill Isabella in such a cruel way seems like a punishment.
So the whole paragraph would read something like this:
Brontë seems to punish Isabella Linton for going against what was normal in Victorian society and leaving her husband by killing her off. Her death is described as “a kind of fever, slow at its commencement, but incurable, and rapidly consuming life towards the end”. This shows the way that Isabella dies is dragged out and ‘slow’ but it also seems to reflect her descent from her place as an ideal female to a sinner in the eyes of polite Victorian society. Even the way that Brontë chooses a syndetic list to describe Isabella’s death extends the wait before ‘the end’. The use of the conjunctions ‘but’ and ‘and’ at the end of the sentence gives a sense of the inevitable progression towards death that Isabella experienced as if to confirm the ‘incurable’ nature of her illness and her self-inflicted demise. To kill Isabella in such a cruel way seems like a punishment.(source: https://www.tutorfair.com/)
P is for Point
This is where you make a statement about the text.
Example: Brontë seems to punish Isabella Linton for going against what was normal in Victorian society and leaving her husband by killing her off.
E is for Evidence
This is where you use the text to back up your statement by quoting from the passage you’ve been given or from the text if you’re working on an essay from home (don’t forget your quotation marks).
Example: “a kind of fever, slow at its commencement, but incurable, and rapidly consuming life towards the end.” (p.169)
E is for Explanation
This is where you let loose creatively (not so loose that you forget what you want to say) and explain how the evidence backs up your point. Here you can explain the meaning of the quote, discuss the subtext/your inferences and bring in some of the technical terms you’ve learned that will boost your score.
Example: The way that Isabella dies is dragged out and ‘slow’ but it also seems to reflect her descent from her place as an ideal female to a sinner in the eyes of polite Victorian society. Even the way that Brontë chooses a syndetic list to describe Isabella’s death extends the wait before ‘the end’. The use of the conjunctions ‘but’ and ‘and’ at the end of the sentence give a sense of the inevitable progression towards death that Isabella experienced as if to confirm the ‘incurable’ nature of her illness and her self-inflicted demise. To kill Isabella in such a cruel way seems like a punishment.
So the whole paragraph would read something like this:
Brontë seems to punish Isabella Linton for going against what was normal in Victorian society and leaving her husband by killing her off. Her death is described as “a kind of fever, slow at its commencement, but incurable, and rapidly consuming life towards the end”. This shows the way that Isabella dies is dragged out and ‘slow’ but it also seems to reflect her descent from her place as an ideal female to a sinner in the eyes of polite Victorian society. Even the way that Brontë chooses a syndetic list to describe Isabella’s death extends the wait before ‘the end’. The use of the conjunctions ‘but’ and ‘and’ at the end of the sentence gives a sense of the inevitable progression towards death that Isabella experienced as if to confirm the ‘incurable’ nature of her illness and her self-inflicted demise. To kill Isabella in such a cruel way seems like a punishment.(source: https://www.tutorfair.com/)
Mental Health Resources
Although this is not an exhaustive list, hopefully the following resources and links will be helpful. Please don't hesitate to reach out to me as well.
WRHA Youth Mobile Crisis Team
204-949-4777
24/7
Age 17 and under
MATC Child and Adolescent Mental Health Service - Centralized Intake
Mon-Fri 7:30 a.m.-4:30 p.m.
204-958-9660
Age 3-18
Klinic Crisis Line
204-786-8686
1-888-322-3019
Age 13 and over
http://klinic.mb.ca/in-person-counselling/klinic-drop-in-counselling/
http://calminthestormapp.com/
Klinic Sexual Assault Crisis Counseling
204-786-8631
1-888-292-7565
Age 12 and over
Women's Health Clinic
Individual Counseling
204-947-1517
419 Graham Avenue
www.womenshealthclinic.org
Mood Disorders Association of Manitoba
204-786-0987
1-800-263-1460
100-4 Fort Street
http://www.mooddisordersmanitoba.ca/
Canada Suicide Prevention Services
1-833-456-4566 | Text 45645
FACES Self-Help Centre
Anxiety Disorders Association of Manitoba
204-925-0600
1-800-805-8885
100-4 Fort Street
CMHA (Canadian Mental Health Association)
Information and Referral Service
930 Portage Avenue
204-982-6127
Rainbow Resource Centre
Serving Manitoba's LGBTQ community
204-474-0212
170 Scott Street
Aurora Family Therapy Centre
515 Portage Avenue
Fee for service family therapy
204-786-9251
HSC Adult Eating Disorders Program
204-947-2422 ext 137
1-866-947-1517 ext 137
419 Graham Avenue
HSC Child and Adolescent Eating Disorders Program
204-958-9660
717 Bannatyne Avenue
204-949-4777
24/7
Age 17 and under
MATC Child and Adolescent Mental Health Service - Centralized Intake
Mon-Fri 7:30 a.m.-4:30 p.m.
204-958-9660
Age 3-18
Klinic Crisis Line
204-786-8686
1-888-322-3019
Age 13 and over
http://klinic.mb.ca/in-person-counselling/klinic-drop-in-counselling/
http://calminthestormapp.com/
Klinic Sexual Assault Crisis Counseling
204-786-8631
1-888-292-7565
Age 12 and over
Women's Health Clinic
Individual Counseling
204-947-1517
419 Graham Avenue
www.womenshealthclinic.org
Mood Disorders Association of Manitoba
204-786-0987
1-800-263-1460
100-4 Fort Street
http://www.mooddisordersmanitoba.ca/
Canada Suicide Prevention Services
1-833-456-4566 | Text 45645
FACES Self-Help Centre
Anxiety Disorders Association of Manitoba
204-925-0600
1-800-805-8885
100-4 Fort Street
CMHA (Canadian Mental Health Association)
Information and Referral Service
930 Portage Avenue
204-982-6127
Rainbow Resource Centre
Serving Manitoba's LGBTQ community
204-474-0212
170 Scott Street
Aurora Family Therapy Centre
515 Portage Avenue
Fee for service family therapy
204-786-9251
HSC Adult Eating Disorders Program
204-947-2422 ext 137
1-866-947-1517 ext 137
419 Graham Avenue
HSC Child and Adolescent Eating Disorders Program
204-958-9660
717 Bannatyne Avenue
Mental Health Websites
http://teentalk.ca/
http://teenmentalhealth.org/
http://reasontolive.ca/
www.stresshacks.ca
https://au.reachout.com/
https://youngminds.org.uk/
http://www.mooddisordersmanitoba.ca/
http://teenmentalhealth.org/
http://reasontolive.ca/
www.stresshacks.ca
https://au.reachout.com/
https://youngminds.org.uk/
http://www.mooddisordersmanitoba.ca/
Breath - All You Need is Five Minutes
Stacey Schuerman, an experienced yoga teacher leads us through an exercise designed to reset, renew, and rejuvenate our energy. Join her as she teaches us about breathing and calming the mind. Use this or similar techniques whenever you feel yourself experiencing stress or feelings of anxiousness.