Then, second semester started, and my lack of interest soon turned into strong dislike.
I remember how frightened I was after we spent the first two classes just to introduce ourselves to each other, and the third class to do a group presentation (which was unmarked). It was dreadful to think about how future classes would be, because the first three classes were already filled with my top three dislikes about a class—group work, presentation, and wasting time.
Fortunately, things got better very soon. We began to take notes, and interactions between students became a lot less frequent. Sure, the classes were boring—a lot of the time the teacher was answering stupid questions such as "Where is the Atlantic Ocean?"—but at least it was bearable. Also, most of the things that we learned in the class were things that I did not know before, and this made me quite glad.
And, for some reason, we never did the "creative" assignments! We did not have to write a letter and dip it into tea to pretend that it was written sixty years ago, nor did we have to pretend to be women during WWII, trying to create shopping lists. I was extremely relieved that we did not have to do these assignments.
We did, however, have two major group presentations. But surprisingly, I did very well in both of them! I suppose it was because of the amount of time that I was given to prepare, as well as the group members with whom I did the the presentations.
And as expected,
we had plenty of essays to write in history class. I wrote two research essays—one about Chinese immigration and the other about the Korean War—as well as three other essays for tests. The one about the Korean War I had to finish the morning that it was due, and the ones for tests I almost didn't finish because of the time constraint. But fortunately, I did very good on all of them, except the one about Chinese immigration (how ironic...).
Now only the posters and the artefacts are left. During the two group presentations, we also had to create posters and make artefacts. These were very annoying, as my teacher expected quite a lot from us, and also because they required quite a lot of materials and creativity. In the end, I didn't do too well on one of the posters, and neither of the artefacts were very good. Fortunately, the marks weren't exactly bad, and even if they were, they didn't worth that much anyway.
That was all for the assessments. And quite surprisingly, I did fairly well on almost all of them! As a result, I ended up with an unbelievable mark—a 98!
Because of this mark, history class became sort of a positive memory for me. Well, I can't say it's all because of the mark, for I also felt that I did learn quite a lot of things from the class—I learned a lot about the history of Canada during the first half of the 20th century. Also, as a last unimportant comment, I really liked how my history teacher constantly used more difficult words such as "lugubrious."
Next-up: Looking Back at Grade 10 Mathematics
Or, go back to intro and a list of all posts in my grade ten reflection series
Fortunately, things got better very soon. We began to take notes, and interactions between students became a lot less frequent. Sure, the classes were boring—a lot of the time the teacher was answering stupid questions such as "Where is the Atlantic Ocean?"—but at least it was bearable. Also, most of the things that we learned in the class were things that I did not know before, and this made me quite glad.
And, for some reason, we never did the "creative" assignments! We did not have to write a letter and dip it into tea to pretend that it was written sixty years ago, nor did we have to pretend to be women during WWII, trying to create shopping lists. I was extremely relieved that we did not have to do these assignments.
We did, however, have two major group presentations. But surprisingly, I did very well in both of them! I suppose it was because of the amount of time that I was given to prepare, as well as the group members with whom I did the the presentations.
And as expected,
we had plenty of essays to write in history class. I wrote two research essays—one about Chinese immigration and the other about the Korean War—as well as three other essays for tests. The one about the Korean War I had to finish the morning that it was due, and the ones for tests I almost didn't finish because of the time constraint. But fortunately, I did very good on all of them, except the one about Chinese immigration (how ironic...).
Now only the posters and the artefacts are left. During the two group presentations, we also had to create posters and make artefacts. These were very annoying, as my teacher expected quite a lot from us, and also because they required quite a lot of materials and creativity. In the end, I didn't do too well on one of the posters, and neither of the artefacts were very good. Fortunately, the marks weren't exactly bad, and even if they were, they didn't worth that much anyway.
That was all for the assessments. And quite surprisingly, I did fairly well on almost all of them! As a result, I ended up with an unbelievable mark—a 98!
Because of this mark, history class became sort of a positive memory for me. Well, I can't say it's all because of the mark, for I also felt that I did learn quite a lot of things from the class—I learned a lot about the history of Canada during the first half of the 20th century. Also, as a last unimportant comment, I really liked how my history teacher constantly used more difficult words such as "lugubrious."
Next-up: Looking Back at Grade 10 Mathematics
Or, go back to intro and a list of all posts in my grade ten reflection series
