Neriah Baines – Social - Dynamic Relationships – 9.1 , 9.2 , 9.3 and 9.4
Goal #2: To analyze the dynamic relationships of people with land,
environments, events, and ideas as they have affected the past,
shape the present, and influence the future.
DR9.1 Examine the challenges involved in obtaining information
about societies of the past.
Dynamic Relationships Outcome 9.1 Overview
Learning Outcome
Examine challenges
in obtaining
information of the
past.
Essential Question(s)
Exceeding Expectations
Meeting expectations
independently
Mostly meeting
expectations with
assistance
Not yet meeting
expectations, even with
assistance
I have demonstrated an
independent and
consistent ability to
examine challenges in
obtaining information of
the past in a manner that
reflects a deep and
thorough understanding in
my description and
explanation and the
insight conveyed in my
responses to EQ and BI.
I have demonstrated an
independent and consistent
ability to examine challenges in
obtaining information of the
past as evidenced by my
description & explanation of
the role of archaeology,
literature, music, artifacts and
visual arts, as well as the
advantages and disadvantages
of oral accounts of history
through my study of various
civilizations, and responses to
EQ.
With assistance and/or
variable consistency I am
able to examine challenges
in obtaining information of
the past.
Even with assistance I am
having difficulty examining the
challenges in obtaining
information of the past.
Be thorough in your
descriptions and
explanations of the
elements that provide
information about the past.
Why are some civilizations
easier to learn about than
others?
What makes something a
challenge?
How do we know about the past?
How do we know if what we have come to understand is true?
Outcome DR 9.1
Examine the challenges involved in obtaining information about societies of the past.
A. Analyze the advantages and disadvantages of oral accounts as sources of information about historical events
B. Explain various technologies used in archaeology (e.g., shovels, brushes, carbon dating, GPS cartography, satellite imagery).
C. Present results obtained and techniques used in ongoing archaeological digs (e.g., Wanuskewin, Eagle Creek; Point-à Callières, Montréal;
Pompéi, Italy; Dufferine Terrace, Québec City; Fort Temiscaming, Québec; Ahu o rongo, Easter Island).
D. Investigate the role of literature, visual arts, music, newspapers, photographs, and other artifacts in obtaining information about past
societies.
E. Recognize the dynamic nature of historical knowledge by identifying examples of changes occurring in the interpretation of history as a
result of new information uncovered or acknowledged.
Goal 2 Dynamic Relationships (9.1)
Analyze the advantages and disadvantages of oral accounts as sources of information about historical events.
Task:
Find your own examples of written and oral accounts and then use that information to fill out the following chart.
Examples Of
Written Accounts of History
Oral Accounts of History
A written account in history is September 11,
2001. (9/11) When the twin towers in New York
City, New York got crashed down by terrorists.
Written Accounts of History
Advantages
This is true because
everyone saw it.
Scientists know and the
media know exactly
what happened and it’s
a way to know what
actually happened.
Disadvantages
People can think about
it and people can get
ideas about doing it
again because now the
world knows. But that
would be just horrible.
An oral account in history is the end of the world
on December 21st, 2012. The Mayan Civilization
had a calendar that ended on that day so they
said that the world would end according to their
calendar.
Oral Accounts of History
Advantages
They know it will
happen but they aren’t
sure. The media
doesn’t have it but a lot
of people have talked
about it.
Disadvantages
They aren’t sure if it will
happen but everyone
has said it will happen.
Goal 2 DR 9.1
Archaeology Activity
Task:
In this activity you will be asked to investigate the science of archaeology and the impact that archeology has on our society.
1. Explain various technologies used in archaeology, what are some of the tools of the trade?
2. Present results obtained and techniques used in ongoing archaeological digs. Choose from one of the following archeological dig
sights.
a.
b.
c.
d.
e.
f.
Wanuskewin, Eagle Creek
Point-à Callières, Montréal
Pompéi, Italy
Dufferine Terrace, Québec City
Fort Temiscaming, Québec
Ahu o rongo, Easter Island
You must include in your presentation:
-Maps, pictures, etc…
-In depth look at what they are discovering in these areas
-The tools and techniques that they are using
-What affect does the dig have on our society
Pompéi, Italy
Pompéi, Italy and their history. In the fateful year of 79 AD, the city of Pompéi was a thriving city of about 20,000 inhabitants. This was during the
heyday of the Roman Empire, and Pompeii was a popular place for wealthy Romans to visit on holiday. The city was already historic. Some homes in
the city center had been there since at least 300 BC, so by 79 AD, these homes were already older than the United States is now. During those years,
progress had come to Pompeii. There were small theaters and one grand amphitheater. The city and many of its buildings had running water brought
by a Roman aqueduct. There was a central swimming pool, a gymnasium, and at least 4 public baths. There were temples, a forum, a hotel, and
numerous restaurants. This was nearly 2,000 years ago, and life wasn't as different from today as you might expect. In the city center, upper stories
were built onto some of Pompeii's elegant houses.
Outcome DR9.1
Examine the challenges involved in obtaining information about societies of the past.
Task:
Your task is to investigate the role of literature, visual arts, music, newspapers, photographs, and other artifacts in obtaining
information about past societies.


You will choose SIX societies from the list provided.
You must have at least 5 examples of art, music, photos, etc… for each society.
Societies Include:
Mesopotamia or Ancient Egypt
Ancient Greece or Ancient Rome
Aztec, Incan or Mayan civilizations
Medieval Europe or Renaissance Europe
Ancient China or Feudal Japan
Iroquois First Nation or Salish First Nation
Ancient Greece- “Statue of a Seated Harp Player” 2800-2700 B.C, made from marble, “The Madytos Jewelry” 330-300 B.C, made from gold, “Amphora” 490 B.Cpresent, made from Terracotta, “Lekythos” (oil flask) 460-450 B.C, made from Attic Terracotta, and “Stamnos with Lid” 450 B.C-present, made from Terracotta.
Aztec- Art they made was sculptures, pottery, calendars, the double-headed figure, and Aztec Idols. These were made all around the time they were on the earth
but, they all passed and all that was left were their architecture and things they made.
Ancient Egypt- They had a lot of paintings and minor arts. They also played a lot of music. When they all passed they had a lot of architecture left.
Mesopotamia- Mesopotamian art was around from the year 9000-500 B.C. Some examples are “Two Court Officials”, “Processional Avenue North”, “10, 000
Immortals” and “Paintea Beaker”.
Ancient China- There is very few remains of paintings of Ancient China times except on ceramic and tiles. A clear historic development can be traced only after
5th century AD. Hundreds of caves of Buddhist wall paintings and scrolls dating back to late 5th century AD have been discovered. Some examples of Ancient
China Art: “Painted Western Han Dynasty” 206-8 B.C, “The Great Wall of China” 220-206 B.C and “The Ancient China Map” 4th Century B.C.
Mayan Civilizations- Mayan peoples began to settle in the “Yucatan” area of what is now Mexico between 2600 B.C and 1800 B.C. As the centuries rolled by,
their culture and religion developed. Some examples: “The Carved Maya” 1000-400 B.C.
Big Question:
What are the artifacts that we are going to leave behind? What do these artifacts say about our society?
We will leave behind cellphones (a lot of electronics), food, houses, schools, etc...
Goal 2 DR 9.1
Recognize the dynamic nature of historical knowledge by identifying examples of changes occurring in the interpretation of history as a result of
new information uncovered or acknowledged.
Task:
1. Your task is to identify historical knowledge that the world once believed to be true, but we now know is false. You are then going to
analyses the affect that this new information has had on our society.
Ex.
Up until the thirteenth century it was widely believed that the earth was flat and that if you travelled too far, you would fall off of the edge
of the earth. We now know that this is not true because Christopher Columbus sailed to what he thought was India in 1492 and proved that you
would not fall off the edge of the earth. This lead to further exploration of the planet and lead to further inquiry as to the shape of the earth. If
Christopher Columbus does not set sail you and I would not be living in North America.
The Earth was the centre of the Universe
Humans were incapable of flying
Dinosaurs did not exist
Mankind originated in Europe
Men’s brains were bigger that Women’s
2. You will then create one of your own historical discoveries and prove something we believe to be true today false.
Dinosaurs did not exist
People thought dinosaurs never existed because they couldn’t find dinosaurs/dinosaur bones. But Dr. Caspar Wistar found out they were
because he was the first person ever to discover a dinosaur bone. He found a Triceratops.
Goal #2: To analyze the dynamic relationships of people with land, environments, events,
and ideas as they have affected the past, shape the present, and influence the future.
DR9.2 Synthesize the significance of key historical events in societies studied.
Learning Outcome
Synthesize
significance of
key historical
events
Essential Question(s)
Exceeding Expectations
Meeting expectations
independently
I have demonstrated an
independent and
consistent ability to
synthesize the significance
of key historical events in
a manner that reflects a
deep and thorough
understanding, as well as
insights conveyed in my
responses to EQ and BI.
I can independently synthesize
the significance of key historical
events based on my ability to
relate origins and repercussions
of event, and judge their
importance to the society
studied in both the past and
current context, and have
affirmed such understanding in
my responses to EQ and BI.
Mostly meeting expectations
with assistance
With some assistance I am able to
synthesize the significance of key
historical events.
To synthesize requires connecting
and affirming your points, be sure
to do so.
Not yet meeting
expectations, even with
assistance
With assistance I am still
having difficulty synthesizing
the significance of key
historical events.
Given the cause and
outcome of the event, how
was society affected?
Keep thinking of the BI and EQ
What determines whether something is significant?
Synthesize - Reasoning from the general to the particular; logical deduction
Outcome DR9.2
Synthesize the significance of key historical events in societies studied.
Task:
1. Your task is to complete a timeline of key events that happened in your chosen societies. It is important that you choose events that
you feel are of great importance to that society. (Wars, Inventions, Building completions, Natural Disasters)



You will choose your societies from the list provided.
You must have at least 15 events on each timeline.
Pictures or diagrams must also be included.
Societies Include:
Mesopotamia or Ancient Egypt
Ancient Greece or Ancient Rome
Aztec, Incan or Mayan civilizations
Medieval Europe or Renaissance Europe
Ancient China or feudal Japan
Iroquois First Nation or Salish First Nation
Timeline of Ancient Egypt
3500 B.C – Early settlers in the Nile Valley
3100 B.C – Hieroglyphic script developed
2700 B.C – “First stone pyramid” built
2600 B.C – “Pyramids of Giza” built
2200 B.C – Various kings ruled Egypt
2055 B.C - Mentuhotep II gained control of entire country
2000 B.C to 1700 B.C – Agricultural development of the Faiyum. Earliest parts of Temple of Karnak built. Egyptians control Nubia.
1600 B.C – Ahmose unified country
1500 B.C – Hatshepsut became pharaoh
1100 B.C – Upper and Lower Egypt split
525 B.C – Persians conquered Egypt
196 B.C – Rosetta Stone carved
31 B.C – Battle of Actium
30 B.C – Cleopatra VII died
300 A.D. – Last use of hieroglyphic writing
642 A.D. – Egypt conquered by Arabs
820 A.D. – Caliph al Mamun entered the Great Pyramid
1517 A.D. – Ottoman Turks ruled Egypt
1922 A.D. – Howard Cater discovered the tomb of Tutankhamun
1953 A.D. – Egypt became independent
1960 A.D. – “Aswan High Dam” built
2. Once you have located 15 or more events, you are to choose one of the events to examine closer. You will discuss the origins of the
event (how does it start). Then you will look at the repercussions of the event (what happened after the event took place. You are to
complete this part for each society that you have researched).
The early settlers of Nile Valley. What happened was aside from being the only major source of freshwater in the area, the Nile was also advantageous in that it
flooded and receded on a predictable yearly schedule. After the floods, fresh fertile soil was deposited along the riverbanks, and early Egyptians planted their
wheat and barley here. Evidence suggests that they did not develop agriculture on their own, but learned it from the Mesopotamians. Although they
supplemented their diets with pigs and sheep, the land was still too dry to produce much food until they employed irrigation. The population steadily increased
from about 4000 BC, with the people living in small villages, or nomes, which had their own kings. There is evidence of pottery-and boat-making, as well as
intensified agriculture
3. You will then choose an event that has happened in your society and discuss the importance that this event would have played in the
lives of the people of that society. Also include what importance this event might have on people in today’s society. You are to
complete this part for each society that you have researched.
On July 1, 2010 a flood occurred in Yorkton. It flooded our city so bad that people could use a floaty and float around their neighborhood. A lot of fast food places
and the library got flooded bad that they couldn’t open the next day. They had to get repaired or just knocked down and rebuilt. Some houses also had sewage
back-ups. An emergency evacuation centre was set up at the Gallagher Centre, the city's main recreational centre and fairground. People making their way
there were told to stick to higher routes. Some flooded-out residents were seeking refuge in hotels as far away as Regina! Some people found it as a joke others
became homeless. This was one the tragic happenings of Yorkton, Saskatchewan.
Big Question: What determines whether something is significant?
The thing that determines whether the flood is significant is if it really happened, and if it would ever
happen again.
Goal #2: To analyze the dynamic relationships of people with land, environments,
events, and ideas as they have affected the past, shape the present, and influence the
future.
DR9.3 Assess the relationship of the natural environment in the development of a
society.
Learning Outcome
Assess the
relationship of
natural
environment
to
development
of society
Exceeding Expectations
Meeting expectations
independently
Mostly meeting
expectations with
assistance
In addition to being able to
assess the relationship of
the Natural Environment
(N.E.) to the development
of society in a variety of
contexts, I have proven to
be able to so in a manner
that is possessive of
insight and understanding
that is confirmed by my
responses to EQ and BI.
I can independently assess the
relationship of the natural
environment (N.E.) to the
development of society based on
my explanations and connections
of the influence of the N.E. on
ways of life, worldview,
technology, and overall progress
or decline of societies studied, as
well as the impact of human
factors on the N.E., and I have
affirmed such understanding in my
responses to EQ and BI.
With some assistance I can
assess the relationship of the
Natural Environment to the
development of society and
vice-versa.
Essential Question(s)
Be clear in your explanations
to ensure that your
connection is conveyed.
Not yet meeting
expectations, even with
assistance
Even with assistance I am
having difficulty assessing the
relationship of the Natural
Environment to the
development of society and
vice-versa.
What items make up natural
environment?
How do you think our N.E. has
impacted our society?
How does where we live impact how we live?
Assess - To determine the value, significance, or extent of.
Outcome DR9.3
Assess the relationship of the natural environment in the development of a society.
Task:
Your task is to examine the effect of the natural environment on the societies that we are researching. Choose ONE of the following
societies from the list below to research.
Societies Include:
Mesopotamia - Ancient Egypt - Ancient Greece
Ancient Rome - Aztec, Incan Mayan civilizations - Medieval Europe
Renaissance Europe - Ancient China - Feudal Japan
Iroquois First Nation - Salish First Nation
1.
Explain the influence of the major water systems, the topography, and the climate on the ways of life and worldviews in the societies
studied. Major water systems in Ancient Egypt were the annual flooding of the Nile Valley to cover their fields with black silt and to
irrigate their crops. They measured the flood to determine their taxes. They built canals and dams so that water could be
transported from the Nile Valley for irrigation and for drinking. The Egyptians created tools to help raise the water from the Nile
Valley to the surface of the fields. Topography of Ancient Egypt is he altitude of Egypt ranges from 133 m (436 ft.) below sea level
in the Libyan Desert to 2,629 m (8,625 ft.) above in the Sinai Peninsula. The Nile Delta is a broad, alluvial land, sloping to the sea
for some 160 km (100 mi), with a 250-km (155-mi) maritime front between Alexandria (Al-Iskandariyah) and Port Sa'id. South of
Cairo, most of the country (known as Upper Egypt) is a tableland rising to some 460 m (1,500 ft.). The narrow valley of the Nile is
enclosed by cliffs as high as 550 m (1,800 ft.) as the river flows about 900 km (560 mi) from Aswan to Cairo. A series of cascades
and rapids at Aswan, known as the First Cataract (the other cataracts are in the Sudan), forms a barrier to movement upstream.
2. Connect the characteristics of the natural environment with the settlement and movement of people in the societies studied.
People that settled in Ancient Egypt in the earlier days were probably smarter than people are today.
3. Give examples of ways in which the natural environment influenced technological development in the societies studied.
In Ancient Egypt natural environment influences the development in the societies studied because their crops flood and it also
made them get more food. Their crops flooded so much sometimes that they didn’t get much food.
4. Give examples of ways in which the development of societies studied impacted the natural environment.
In Canada or the U.S. for example people drive cars way too much. The air is much polluted everywhere because of people
driving.
5. Explain the effect of the natural environment in the progress or decline of the societies studied.
Ancient Egypt’s environment was very healthy and clean. Their air was not polluted because they only used carriages and not
cars. This was because cars were not invented in that age.
Big Question: How does where we live impact how we live?
Our neighbor’s impact how we live because the people you live by end up being really good friends and it also
depends on how they are because you can pick up on how they live and their habits. Also the environment has
an impact on how you live because if you have a flood in your society and your house floods then you would
have to move somewhere for a long period of time before you can move to a new house or till your house is
repaired.
Goal #2: To analyze the dynamic relationships of people with land, environments,
events, and ideas as they have affected the past, shape the present, and influence
the future.
DR9.4 Determine the influence of societies of the past on contemporary life in
Canada.
Learning Outcome
Determine the
influence of
past societies
Exceeding Expectations
More than I
demonstrating my ability
to determine the
influence of past societies
Meeting expectations
independently
I have independently and clearly
demonstrated my ability to
determine the influence of past
societies on Canada based on my
Mostly meeting
expectations with
assistance
Not yet meeting
expectations, even with
assistance
With some assistance I
can determine the
influence of past societies
on Canada.
Even with assistance I am
having difficulty determining
the influence of past societies
on Canada.
on
contemporary
Canada
Essential Question(s)
on Canada, I have done so
in a manner that reflects a
deep and thorough
understanding that is
possessive of clarity and
insight and is affirmed
overall by my responses to
EQ and BI
identification of ideas, images, and
symbols that have roots to past
civilizations, as well as my analysis of
the impact knowledge of past events
has had on the functionality of
Canadian society today. My
responses to BI and EQ also reflect a
clear understanding
Be sure to provide
substantial support to
your claims.
What kind of ideas, images
and symbols do we associate
as being Canadian? Have you
seen them in civilizations we
have studied?
Can you connect the outcome
of a significant event from the
past to the way we do things
in Canada today?
How can civilizations from the past influence the present?
Does knowing about the past ensure that similar mistakes will not occur in the future?
Outcome DR9.4
Determine the influence of societies of the past on contemporary life in Canada.
Task:
Identify ideas, images, and symbols in contemporary life that have their roots in societies of the past (e.g., political, artistic, recreational,
technological, mathematical, and scientific). Choose from ONE of the following civilizations
Societies Include:
Mesopotamia - Ancient Egypt - Ancient Greece
Ancient Rome - Aztec, Incan Mayan civilizations - Medieval Europe
Renaissance Europe - Ancient China - Feudal Japan
Iroquois First Nation - Salish First Nation
Once you have located the information, create a presentation depicting the contributions of your culture on Canadian society. You can
chose to present all or some of your findings.
Research Sheet
Contributions
Culture: Ancient Egypt
Language
The language they spoke was Afro-Asiatic.
Religion
Their religion is polytheism.
Art
Some art they made was paintings, and they left a lot of architectural buildings that they had built.
Architecture (buildings)
They left a lot of buildings behind because they had built so many.
Medicine
They made their own medicine. This was because of course they had no doctors so they were forced to know how to make
their own. Medicine was actually invented from the Ancient Egyptians.
Politics/Government
They of course never had any politics or government stuff to worry about so this subject does not involve Ancient Egypt.
Athletics
They did have athletics stuff, but no racing anyone. They would just go for runs or walks to stay fit. This was because they
knew it wasn’t healthy.
Inventions
They did invent some things like, the water clock, the sun clock, make-up, and medicine.
Agricultural Products (Tools/Foods)
Foods they would have eaten were bread, onions, vegetables, and dried fish. They would also drink beer and water.
Weapons
Weapons they would have used were bow and arrow, maces, battle axes, hatchets, swords, spear and daggers.
D.R. 9.4
Indicator:
Analyze the impact of knowledge acquired from historical events on the future of contemporary societies.
The decline of the Roman Empire
The attempted annihilation of indigenous cultures and languages and ethnocentrism
The power of the church and the Protestant Reformation
Task:
Your task is to research each one of these events in history, once data has been collected then analyze the impact each one of these events has had
on our society.
-
Ask yourself what happened and what were the lessons learned from this event.
-
How do these events lead to changes in future societies?
Is there an event that has occurred in the last 100 years of our society that future societies will learn a lesson from?
Research Sheet
Historic Event
Fall of Rome
Destruction of Aboriginal
Culture
Who/What/Where/When/How
The eastern half became the Byzantine Empire, with its capital at
Constantinople (modern Istanbul). The western half remained centered in
Italy. Many say the Fall of Rome was an ongoing process, lasting more
than a century. Since Rome still exists, it is argued that it never fell. The
ancient Romans tried to solve some of their problems by splitting the
Roman Empire in half, hoping that would make the empire easier to
manage. Each side had an emperor, but the emperor in charge was the
emperor of the western half, the half that included the city of Rome. The
Western Roman Empire did not do well. Instead of getting stronger, they
became weaker. By 400 AD, it was pretty much over. The Huns, Franks,
Vandals, Saxons, Visigoths – any of these barbarian tribes might have
been the group that finally brought Rome down. They were all attacking
various pieces of the Western Roman Empire. In 476 AD, the Visigoths
sacked Rome. Europe entered the Dark Ages. The eastern half of the
Roman Empire received a new name – the Byzantine Empire. The
Byzantine Empire did fine. It lasted for another 1000 years.
In several historical accounts, the dormitories constructed to house
children have borne most of the weight of the charge that missionaries
were guilty of destroying Aboriginal culture. By separating children in
dormitories and strictly limiting contact with parents ¾ even though the
latter still lived in another part of the mission compound ¾ the
missionaries have been accused of corrupting the cultural development of
the children, replacing the Aborigines’ own spiritual beliefs with those of
Western Christianity. Christine Choo has written. One of the most
significant effects of the transfer of children to the dormitories which
occurred between 1900 and the 1950s was the loss of contact with the
older members of their families and communities, and consequently the
erosion of their knowledge of traditional life. Generations of Aboriginal
women who lived at Beagle Bay missions have spoken about their sense
of loss of culture, and their attempts as children to maintain contact with
the older people in order to obtain information about the old ways, which
the missionaries frustrated. As children they were not allowed to talk
about their parents or enquire about them; they were forbidden from
Lesson Learned
They learnt that they should not trust other
people.
They learnt to be stronger and not let other
people try to control their lives.
speaking their own languages, among themselves or with the older
people in the Colony; the parents who lived in the Colony were not
allowed to visit or make unregulated contact with the children.
Protestant Reformation
Our Societies
Event
The 16th century in Europe was a great century of change on many
fronts. The humanists and artists of the Renaissance would help
characterize the age as one of individualism and self-creativity.
Humanists such as Petrarch helped restore the dignity of mankind while
men like Machiavelli injected humanism into politics. When all is said and
done, the Renaissance helped to secularize European society. Man was
now the creator of his own destiny -- in a word, the Renaissance
unleashed the very powerful notion that man makes his own history. But
the 16th century was more than just the story of the Renaissance. The
century witnessed the growth of royal power, the appearance of
centralized monarchies and the discovery of new lands. During the great
age of exploration, massive quantities of gold and silver flood Europe, an
event which turned people, especially the British, Dutch, Italians and
Germans, money-mad. The year 1543 can be said to have marked the
origin of the Scientific Revolution -- this was the year Copernicus
published his De Revolutionibus (see Lecture 10) and set in motion a
wave of scientific advance that would culminate with Newton at the end of
the 17th century. In the meantime, urbanization continued unabated as
did the growth of universities. And lastly, the printing press, perfected by
the moveable type of Gutenberg in 1451, had created the ability to
produce books cheaply and in more quantities. And this was indeed
important since the Renaissance created a literate public eager for
whatever came off the presses. Despite all of these things, and there are
more things to be considered, especially in the area of literature and the
arts, the greatest event of the 16th century -- indeed, the most
revolutionary event -- was the Protestant Reformation. It was the
Reformation that forced people to make a choice -- to be Catholic or
Protestant. This was an important choice, and a choice had to be made.
There was no real alternative. In the context of the religious wars of the
16th and 17th centuries, one could live or die based on such a choice.
They learnt that they have a very good system
and how they have their own self-creativity and
that they made it up.
On July 1st, 2010 there was flood in Yorkton, Saskatchewan, Canada. It
flooded the lower parts of town; people got taken out of their houses
because they were flooded so bad. A lot of houses had sewer problems.
My house wasn’t that bad, even though my family and I had just finished
renovating my room with new carpet and paint. My new rug got very
damp from the water. Our downstairs got wet in some places too. Also
our sub pump broke down and so my grandfather had to go and get a
new one and we got everything cleaned up around 4:30 A.M. I was so
glad I did not have school the next day.
The town learnt to be more prepared about
floods and anything else that will come to
Yorkton.
Big Question:
Does knowing about the past ensure that similar mistakes will not occur in the future?
Yes, because if we didn’t learn from our mistakes then we would probably be a stupid world. Everyone learns
from their mistakes and accidents in the world, except some people don’t learn the first, second or third time.
This is why there are so many murders, suicides, drunken car crashes, etc.