In the last few classes we have been busy wrapping up World War I and discussing the interwar years and the climate that served as a foundation for Hitler's rise to power.
It is so important that you understand the various perspectives of different countries after World War I - The Paris Peace Conference and the signing of the Treaty of Versailles was the catalyst for the second World War. We did our simulation of the Paris Peace Conference so that you could understand the emotion after the Great War.
We then began investigating Hitler's rise to power by relating it to Dr. Seuss's 'Yertle the Turtle'. We also watched a clip from 'Triumph of the Will', a Nazi Propaganda film, read Hitler's April 10, 1923 speech, and viewed a clip of 'Schindler's List' - the intent was to understand the intense emotion of WWII. We will now tie all of our understanding together by discussing the chronology of the interwar years and Hitler's rise. You will be able to see how the emotion that we have spent so much time discussing will be the reason that World War II starts and escalates to the extent that it did.
Monday, June 1, 2009
Monday, May 11, 2009
May 11 - Activity Directions
Good morning everyone - sorry I can't be there but I have fallen victim of a virus... we all know how fast they can spread! I've been evaluating my symptoms and am pleased to report that I do not have H1N1.
Today you are going to go beyond the general aspects of World War I and focus on four specific battles. The battles that you will be investigating are key battles fought by Canadians - this is important because I want you to understand the emergence of nationalism in Canada during WWI.
Today you are going to be using PowerPoint as an organization tool for your answers to the questions below. For every answer you will make one PowerPoint slide so in the end, you will have a slide show that describes the Battle of Ypres, the Somme, Vimy, and Passchendaele. On Thursday, we will be watching the movie Passchendaele in class.
You will are only required to use the Canada at War website (http://wwii.ca/index.php) but feel free to expand your research to other sites if you feel the need. The Canada at War website is an incredible compilation of information and includes footage, stories and in-depth descriptions of each battle.
DO NOT CUT AND PASTE INFORMATION - TAKE INFORMATION AND PUT IT IN YOUR OWN WORDS. PLAGIARISM RESULTS IN MARKS OF ZERO.
FOR EACH BATTLE:
- Slide one: title and date
- Slide two: map (eg. where is vimy?)
- Slide three: casualties
- Slide four: explanation of the battle - what was the aim of this battle?
- Slide five: how were Canadians involved in this battle?
- Slide six: results (was it successful or not, did they achieve their goals etc)
- Slide seven: explanation: what influence/impact did this have on Canadian nationalism?
- Slide eight-ten: pictures with captions illustrating battle
I will be there tomorrow (hopefully) to clarify any questions that you may have. Please use your class time wisely. We will discuss a due date tomorrow based on how hard you work in class today! Spend the time getting involved and interested in these battles - they are a critical aspect of our history!
Today you are going to go beyond the general aspects of World War I and focus on four specific battles. The battles that you will be investigating are key battles fought by Canadians - this is important because I want you to understand the emergence of nationalism in Canada during WWI.
Today you are going to be using PowerPoint as an organization tool for your answers to the questions below. For every answer you will make one PowerPoint slide so in the end, you will have a slide show that describes the Battle of Ypres, the Somme, Vimy, and Passchendaele. On Thursday, we will be watching the movie Passchendaele in class.
You will are only required to use the Canada at War website (http://wwii.ca/index.php) but feel free to expand your research to other sites if you feel the need. The Canada at War website is an incredible compilation of information and includes footage, stories and in-depth descriptions of each battle.
DO NOT CUT AND PASTE INFORMATION - TAKE INFORMATION AND PUT IT IN YOUR OWN WORDS. PLAGIARISM RESULTS IN MARKS OF ZERO.
FOR EACH BATTLE:
- Slide one: title and date
- Slide two: map (eg. where is vimy?)
- Slide three: casualties
- Slide four: explanation of the battle - what was the aim of this battle?
- Slide five: how were Canadians involved in this battle?
- Slide six: results (was it successful or not, did they achieve their goals etc)
- Slide seven: explanation: what influence/impact did this have on Canadian nationalism?
- Slide eight-ten: pictures with captions illustrating battle
I will be there tomorrow (hopefully) to clarify any questions that you may have. Please use your class time wisely. We will discuss a due date tomorrow based on how hard you work in class today! Spend the time getting involved and interested in these battles - they are a critical aspect of our history!
Monday, May 4, 2009
H1N1 - Swine Flu
It is important to keep on top of current events - the H1N1 outbreak is no exception! I have now changed the current event topics on the tool bar to the left to bring up any articles on H1N1 (formerly known as swine flu)! When you read the articles, think about how this might have an affect on our community and even our school!
May 1-May 4
We have been watching 'All's Quiet on The Western Front' to get an indepth understanding of World War One and the consequences of Total War and Trench Warfare. I'm always interested in this movie because it is written from the German perspective - something we usually overlook!
This classic novel is a must read for everyone! We will follow up the movie with group discussions to get you thinking about the emotional component of warfare.
- How were conditions at the Western Front different from expectations in training camp?
- In the attack, what did the machine gun do to the glory of war and individual heroism?
- What was the pattern of battle? What preceded the attack?
- After four years of war, how was the German home front affected? Were there still parades, crowded streets and joyous sounds of going off to war?
- How does Paul confront his former teachers? How do the young students react to his vision of the war?
- What is ironic about Kat's and Paul's deaths?
- Describe the attitude of this movie toward World War I and all wars.
This classic novel is a must read for everyone! We will follow up the movie with group discussions to get you thinking about the emotional component of warfare.
- How were conditions at the Western Front different from expectations in training camp?
- In the attack, what did the machine gun do to the glory of war and individual heroism?
- What was the pattern of battle? What preceded the attack?
- After four years of war, how was the German home front affected? Were there still parades, crowded streets and joyous sounds of going off to war?
- How does Paul confront his former teachers? How do the young students react to his vision of the war?
- What is ironic about Kat's and Paul's deaths?
- Describe the attitude of this movie toward World War I and all wars.
Tuesday, April 28, 2009
April 29th
Today you are in the computer lab working on enriching your knowledge of World War One.
This lesson will be an inquiry lesson - THERE ARE DIFFERENT STEPS THAT YOU NEED TO TAKE TO FINISH THE LESSON COMPLETELY! At one point, you will be working in pairs and discussing questions (no need to write your answers down, but be able to discuss the answers in an intelligent manner). The goals is that you will create an in depth answer and explore the questions to the best of your ability!
SO - here is what you do
1. Go to the website http://www.bbc.co.uk/schools/worldwarone/
2. If you have your earphones - get them! Spend time exploring the four stories under "true stories" heading. Look through the scrapbooks, journals, letters, photos and keepsakes of the observer, the survivor, the soldier and the sister. These will allow you to see the war from four different perspectives. You can use your earphones to listen to the stories or, if you don't have earphones, then you can read the transcripts!
3. You are then to read EACH of the articles
The Road To War: The Triple Alliance
The Road To War: The Triple Entente
Interpretation: Propaganda
World War and Total War
AFTER you have read the articles, get in pairs and DISCUSS the following questions - THIS IS A CRITICAL STEP! Think about your answers to the questions that follow!
• What long-term factors led to the outbreak of war?
• What short-term factors helped trigger World War 1?
• Which factor was the most important cause of World War 1?
• Was war inevitable?
• Was Germany really to blame for the outbreak of war?
• How did people react to the outbreak of war?
• What were the main aims of government propaganda?
• How effective was government propaganda?
4. Look through the interactive timeline and the animated version of Flanders fields
5. FINALLY, you are able to play some games - TRY OUT YOUR LUCK IN THE TRENCH WARFARE GAME! Experience the danger of a First World War battle. Can you win the day, or will you be responsible for thousands of deaths?
Finished Early? Current Events are due on Thursday - spend the rest of your time working on those!
Have fun on this site! There is a lot to see but please use it to your advantage to gain a more in depth understanding of World War One!
This lesson will be an inquiry lesson - THERE ARE DIFFERENT STEPS THAT YOU NEED TO TAKE TO FINISH THE LESSON COMPLETELY! At one point, you will be working in pairs and discussing questions (no need to write your answers down, but be able to discuss the answers in an intelligent manner). The goals is that you will create an in depth answer and explore the questions to the best of your ability!
SO - here is what you do
1. Go to the website http://www.bbc.co.uk/schools/worldwarone/
2. If you have your earphones - get them! Spend time exploring the four stories under "true stories" heading. Look through the scrapbooks, journals, letters, photos and keepsakes of the observer, the survivor, the soldier and the sister. These will allow you to see the war from four different perspectives. You can use your earphones to listen to the stories or, if you don't have earphones, then you can read the transcripts!
3. You are then to read EACH of the articles
The Road To War: The Triple Alliance
The Road To War: The Triple Entente
Interpretation: Propaganda
World War and Total War
AFTER you have read the articles, get in pairs and DISCUSS the following questions - THIS IS A CRITICAL STEP! Think about your answers to the questions that follow!
• What long-term factors led to the outbreak of war?
• What short-term factors helped trigger World War 1?
• Which factor was the most important cause of World War 1?
• Was war inevitable?
• Was Germany really to blame for the outbreak of war?
• How did people react to the outbreak of war?
• What were the main aims of government propaganda?
• How effective was government propaganda?
4. Look through the interactive timeline and the animated version of Flanders fields
5. FINALLY, you are able to play some games - TRY OUT YOUR LUCK IN THE TRENCH WARFARE GAME! Experience the danger of a First World War battle. Can you win the day, or will you be responsible for thousands of deaths?
Finished Early? Current Events are due on Thursday - spend the rest of your time working on those!
Have fun on this site! There is a lot to see but please use it to your advantage to gain a more in depth understanding of World War One!
Saturday, April 25, 2009
April 27
It has been a busy week at the school! In Social we have moved on to our next unit which has us analyzing nationalism in WWI and WWII. We will be getting into the nitty gritty of WWI this week - VERY EXCITING!
Tuesday, April 14, 2009
Monday, April 6, 2009
April 6
It is finally spring weather outside which is always exciting!
We focused on Francophones and First Nations peoples today as we discussed different perspectives on Nationalism in Canada.
Tomorrow we will be attending a presentation by Troy Payne that focuses on building resiliency! It should be exciting. We will resume our class on Wednesday when we focus on Multiculturalism and then move on to contending nationalism. Next week we will be starting talking about World War I and World War II!
We focused on Francophones and First Nations peoples today as we discussed different perspectives on Nationalism in Canada.
Tomorrow we will be attending a presentation by Troy Payne that focuses on building resiliency! It should be exciting. We will resume our class on Wednesday when we focus on Multiculturalism and then move on to contending nationalism. Next week we will be starting talking about World War I and World War II!
Tuesday, March 31, 2009
March 31
Today we are looking further into Ukrainian internment in Canada during WWI. In order to help you understand this better we will look at primary documents at the http://www.infoukes.com/history/internment/ website. Use this website to find the answers to the internet search!
Once you are finished, you will move on to work on your journals!
Once you are finished, you will move on to work on your journals!
Sunday, March 29, 2009
Welcome Back!
I hope everyone had a fun and relaxing spring break - hard to believe that a week has gone by already!
Feel free to post any interesting (yet school appropriate!) spring break stories on the blog!
Feel free to post any interesting (yet school appropriate!) spring break stories on the blog!
Wednesday, March 18, 2009
Project - Missing Voices
As you know, we are starting a new project where you are expected to put yourself in the shoes of a Chinese worker during two consecutive days in 1880. You are telling the missing story of Chinese immigrants in Canada. In your writing, you are expected to provide historical detail.
In order to help you with the research, I highly recommend using the following sites:
http://www.collectionscanada.gc.ca/settlement/kids/021013-2031-e.html (don't let this fool you, it might seem elementary, but it is EXTREMELY informative!
http://www.canadianhistory.ca/iv/
http://collections.ic.gc.ca/
In order to help you with the research, I highly recommend using the following sites:
http://www.collectionscanada.gc.ca/settlement/kids/021013-2031-e.html (don't let this fool you, it might seem elementary, but it is EXTREMELY informative!
http://www.canadianhistory.ca/iv/
http://collections.ic.gc.ca/
March 18
Today we took a look at the missing voices in Canadian history. Not all individuals have been represented equally in Canadian history and therefore, different groups have different visions of Canada.
We will look at these different perspectives and also discuss the challenges this poses to nationalism in Canada today.
Deadline for the project was extended to to lab usage - we will present on FRIDAY!
We will look at these different perspectives and also discuss the challenges this poses to nationalism in Canada today.
Deadline for the project was extended to to lab usage - we will present on FRIDAY!
Monday, March 16, 2009
March 16
Today we moved on to discuss the emergence of nationalism in Canada. We read a few pages from the textbook and then compared symbols of nationalism in France to those of Canada. It is interesting to note that the Canadian symbols brainstormed were very 'superficial' - hockey, beaver, loonie, Rush etc. while those of France were embedded in a deep history (La Marsailles, July 14 Bastille Day (Fete Nationale), Le Tricolor etc).
Based on this I think it is pretty important that we start to look at our history to understand nationalism in Canada. The Red Ensign, the Maple Leaf, O Canada - these national symbols have a history too (just not quite as old!).
Based on this I think it is pretty important that we start to look at our history to understand nationalism in Canada. The Red Ensign, the Maple Leaf, O Canada - these national symbols have a history too (just not quite as old!).
Wednesday, March 11, 2009
March 10 & 11
It has been a tough couple of days in Social, what with the buses not running! We were missing a substantial number of students so we were not able to move on our new projects/lessons. Instead, we watched Marie Antoinette because Andrea purchased it AND brought it in (how convenient Andrea...).
We will be back at it tomorrow as the weather is suppose to clear!
We will be back at it tomorrow as the weather is suppose to clear!
Monday, March 9, 2009
March 9
We are working on short skits to demonstrate our knowledge of nationalism during the French Revolution. Students are having to relate the French Revolution to current media today.
Monday, March 2, 2009
March 2
March has finally arrived! From a school perspective, March is a tricky one with so many interruptions!
Today we took a look at Napoleon. It is always interesting with the French Revolution to look at how France went from absolutism to democracy right back to a dictator!
We had an interesting debate today that stemmed from Courtney's current event article on the representatives in California calling for the legalization of marijuana to aid in recovery from the current economic crisis. Andrea also presented her current event article last week and also drew up a nice poster to illustrate her point!
We do not have class tomorrow as we will be listening to a guest speaker during the G/H block.
Today we took a look at Napoleon. It is always interesting with the French Revolution to look at how France went from absolutism to democracy right back to a dictator!
We had an interesting debate today that stemmed from Courtney's current event article on the representatives in California calling for the legalization of marijuana to aid in recovery from the current economic crisis. Andrea also presented her current event article last week and also drew up a nice poster to illustrate her point!
We do not have class tomorrow as we will be listening to a guest speaker during the G/H block.
Tuesday, February 24, 2009
February 24
Today we wrapped up the moderate phase of the revolution and moved into the radical phase - we should be wrapping up this topic by the end of the week!
I am attempting to allow comments to be posted to this blog... hopefully it works!
Your Declaration of the Rights of Man and Citizen are due tomorrow!
I am attempting to allow comments to be posted to this blog... hopefully it works!
Your Declaration of the Rights of Man and Citizen are due tomorrow!
Monday, February 23, 2009
February 23
Today we finished up our Declarations of the Rights of Man and Citizen. What was really interesting was to see how close the Declarations written by students were to the actual Declaration of the Rights of Man and Citizen written by representatives of the National Assembly in 1789! What a smart group!
We then finished up with a class discussion on the Declaration to ensure student understanding.
A Happy Birthday goes out to Kendra today!
We then finished up with a class discussion on the Declaration to ensure student understanding.
A Happy Birthday goes out to Kendra today!
Sunday, February 22, 2009
February 20
Today we looked at the goals of the National Assembly. Students were asked to write their own Declaration of the Rights of Man and Citizen as though they were a representative of the National Assembly during the first phase of the French Revolution. We will continue this assignment on Monday!
Have a great weekend!
Have a great weekend!
Tuesday, February 17, 2009
February 17
Today we continued on with our "French Revolution Background Jigsaw". This will give you a general background understanding of the Revolution and then we will go into depth covering each phase of the Revolution as a class.
Don't forget about the Concept Quiz this Thursday on 'understandings of nation'. Also, for those of you who are presenting for Current Event Thursday, be sure to come prepared!
Don't forget about the Concept Quiz this Thursday on 'understandings of nation'. Also, for those of you who are presenting for Current Event Thursday, be sure to come prepared!
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