MONDAY MAY 27
SUMMARY: The next 4 days will be dedicated to you getting time to 1) WRITE this essay and 2) Get some much needed DESCRIPTIVE FEEDBACK. The schedule for the next 4 days is listed in the Action section....if you miss any of these work periods, it's on you to stay up to date.
LEARNING GOAL: By the end of the lesson students will be have created and honed their essay writing skills
MINDS ON: MON - Reynolds Method, Body Paragraphs, Conclusions Quick Review
ACTION: MON - Reynolds Method Intro Writing & Body Writing (Rough)
TUES - THURS - Work Periods (217)
TUES - Intro Should be DONE
WED - Body Paragraph #1 Should be DONE
THURS - Body Paragraph #2 & Conclusion Should be DONE!
CONSOLIDATION:
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will be have created and honed their essay writing skills
MINDS ON: MON - Reynolds Method, Body Paragraphs, Conclusions Quick Review
ACTION: MON - Reynolds Method Intro Writing & Body Writing (Rough)
TUES - THURS - Work Periods (217)
TUES - Intro Should be DONE
WED - Body Paragraph #1 Should be DONE
THURS - Body Paragraph #2 & Conclusion Should be DONE!
CONSOLIDATION:
HANDOUTS:
| body_paragraph_chc2p.docx |
THURSDAY MAY 23
SUMMARY: Today will be an important one for skill building.....today we'll learn specifically what will be expected when writing history essays (noticeably different from English). Though we'll go over the entire essay process in the next few days, today is a VERY special day. Welcome to THE REYNOLDS METHOD....it'll make your life a LOT easier!!
LEARNING GOAL: By the end of the lesson students will be aware of history essay expectations, MOST SPECIFICALLY, how to create and breakdown essay questions
MINDS ON: Critical Question: How do you write an essay intro? What does it need??
How many sources should you use in an essay?? Quote Count?
How do essays get marked?? (K/T/A/C)
ACTION: THE REYNOLDS METHOD
- Creating Essay Questions & Writing Intros
- Essay Question Practice (Gretzky)
Body Paragraphs: KNOWLEDGE & THINKING
Conclusions
CONSOLIDATION: Essay Week Planning - Where We'll Go From Here
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will be aware of history essay expectations, MOST SPECIFICALLY, how to create and breakdown essay questions
MINDS ON: Critical Question: How do you write an essay intro? What does it need??
How many sources should you use in an essay?? Quote Count?
How do essays get marked?? (K/T/A/C)
ACTION: THE REYNOLDS METHOD
- Creating Essay Questions & Writing Intros
- Essay Question Practice (Gretzky)
Body Paragraphs: KNOWLEDGE & THINKING
Conclusions
CONSOLIDATION: Essay Week Planning - Where We'll Go From Here
HANDOUTS:
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| essay_graphic_organizer.docx |
| atomic_bomb_essay_rubric_single_column.docx |
TUESDAY & WEDNESDAY MAY 14 & 15
SUMMARY: After concluding our last paragraphs for our significant battles of WWII we'll spend Tuesday setting up our arguments and all of Wednesday ARGUING!!! Now arguing doesn't have to be a gongshow; we can be respectful, open-minded and calm (well...most of us).
LEARNING GOAL: By the end of the lesson students will have developed a stance on the major battles of WWII so that they can argue their position intelligently to classmates
MINDS ON: TUES: Paragraph Check
WED: 10 Min Prep For Debates
ACTION: TUES: Ranking - Shape, #1, Bottom, Fill out Shape (4 Corners)
Develop Arguments FOR yourself, Prepare COUNTER arguments
WED: 5 Debates
- 1:30 Partner 1
- 1:30 Partner 2
- 2:00 Open Dialogue
- Anyone Change???
CONSOLIDATION: WED: See our final stances
HANDOUTS: NONE TODAY!!
LEARNING GOAL: By the end of the lesson students will have developed a stance on the major battles of WWII so that they can argue their position intelligently to classmates
MINDS ON: TUES: Paragraph Check
WED: 10 Min Prep For Debates
ACTION: TUES: Ranking - Shape, #1, Bottom, Fill out Shape (4 Corners)
Develop Arguments FOR yourself, Prepare COUNTER arguments
WED: 5 Debates
- 1:30 Partner 1
- 1:30 Partner 2
- 2:00 Open Dialogue
- Anyone Change???
CONSOLIDATION: WED: See our final stances
HANDOUTS: NONE TODAY!!
MONDAY MAY 13
SUMMARY: We'll continue today with post WWII Canada. We'll start by just completing an overview activity on several of the topics in the post WWII era.
LEARNING GOAL: By the end of the lesson students will have an understanding on the events and themes in the post WWII era
MINDS ON: Critical Question - Will things get better or worse on a global scale after WWII?
ACTION: Post WWII P.P. - Focus on Themes
CONSOLIDATION: Critical Question - What seems to be the dominant theme: Unity, Prosperity, or Security?
Critical Question - Do things seem more optimistic or pessimistic?
HANDOUTS: NOT POSTED!!
LEARNING GOAL: By the end of the lesson students will have an understanding on the events and themes in the post WWII era
MINDS ON: Critical Question - Will things get better or worse on a global scale after WWII?
ACTION: Post WWII P.P. - Focus on Themes
CONSOLIDATION: Critical Question - What seems to be the dominant theme: Unity, Prosperity, or Security?
Critical Question - Do things seem more optimistic or pessimistic?
HANDOUTS: NOT POSTED!!
FRIDAY MAY 10
SUMMARY: Now that we're out of WWII, we need to see globally what happened RIGHT at the end of the war - the beginning of the COLD WAR. Today we'll go through some of the key factors involved in the outset of the Cold War from a global perspective.
LEARNING GOAL: By the end of the lesson students will have gained knowledge surrounding the beginning stages of the Cold War
MINDS ON: 5 Ws & H - Cold War
ACTION: Cold War P.P.
CONSOLIDATION: Berlin Wall Documentary Clips
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have gained knowledge surrounding the beginning stages of the Cold War
MINDS ON: 5 Ws & H - Cold War
ACTION: Cold War P.P.
CONSOLIDATION: Berlin Wall Documentary Clips
HANDOUTS:
| cold_war_begins.ppt |
THURSDAY MAY 9
SUMMARY: Today, we'll look at another NOT-SO-GOOD moment from Canadian history - Japanese Canadian internment. During WWI the Canadian government stereotyped and discriminated against German-Canadians....in WWII the primary focus was Japanese Canadians.
LEARNING GOAL: By the end of the lesson students will have evaluated the Canadian government's oppressive actions towards Japanese Canadians during WWII
MINDS ON: Video - Japanese Canadian Internment
ACTION: Japanese Canadians During WWII Reading & Questions
Apology to Japanese Canadians Clip
CONSOLIDATION: Discuss Critical Question Answers
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have evaluated the Canadian government's oppressive actions towards Japanese Canadians during WWII
MINDS ON: Video - Japanese Canadian Internment
ACTION: Japanese Canadians During WWII Reading & Questions
Apology to Japanese Canadians Clip
CONSOLIDATION: Discuss Critical Question Answers
HANDOUTS:
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WEDNESDAY MAY 8
SUMMARY: Over the next few days we'll analyze the invention of the first atomic bombs, their use, and their validity (all the while trying to gain some perspective). We'll see how Canadians responded and start to formulate opinions on their use during WWII.
LEARNING GOAL: By the end of the lesson students will have gained knowledge related to the first atomic bombs so that they can evaluate their use both throughout the 20th century
MINDS ON: Booklet Take-Up (QUICK)
ACTION: - Booklet Discussion
- Manhattan Project Clips (35:00-44:00)
- Dropping the Bomb on Hiroshima Clip
- CBC News in Review: Revisiting Nagasaki (Canadian Perspective)
- Canadian Connection to Nagasaki - Reading & Debates
- Nagasaki Aftermath Clip
- History of the Atomic Bomb Video
CONSOLIDATION: Critical Question - Do you believe dropping the bombs on Hiroshima & Nagasaki was THE RIGHT THING TO DO?
Critical Question - What's happened SINCE this video that changes the outlook?
HANDOUTS: NOT POSTED!!
LEARNING GOAL: By the end of the lesson students will have gained knowledge related to the first atomic bombs so that they can evaluate their use both throughout the 20th century
MINDS ON: Booklet Take-Up (QUICK)
ACTION: - Booklet Discussion
- Manhattan Project Clips (35:00-44:00)
- Dropping the Bomb on Hiroshima Clip
- CBC News in Review: Revisiting Nagasaki (Canadian Perspective)
- Canadian Connection to Nagasaki - Reading & Debates
- Nagasaki Aftermath Clip
- History of the Atomic Bomb Video
CONSOLIDATION: Critical Question - Do you believe dropping the bombs on Hiroshima & Nagasaki was THE RIGHT THING TO DO?
Critical Question - What's happened SINCE this video that changes the outlook?
HANDOUTS: NOT POSTED!!
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FRIDAY - TUESDAY MAY 3 - 7
SUMMARY: The next few days will be dedicated to THE BIG ONE - D-Day. After we consolidate our learning from yesterday, you will have a period and a half to find important points/details surrounding the battle. We'll watch the opening scene from Saving Private Ryan and a few other clips to help us w/ some perspective for this MONUMENTAL battle in history.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the D-Day (Juno Beach) so that they can evaluate its historical significance
MINDS ON: Create Raid on Dieppe Paragraph (Groups of 2 - 4)
Surviving D-Day (MG42 Clip)
ACTION: FRI: Saving Private Ryan - D-Day Scene & Documentary Points
MON-TUES: 2 Period I-Pad Independent Research Task
Skim & Highlight D-Day Reading
Create Juno Beach Paragraph
CONSOLIDATION: Critical Question - Which of the 4 Battles is MOST important??
HANDOUTS: NOT POSTED - D-Day Info Page
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the D-Day (Juno Beach) so that they can evaluate its historical significance
MINDS ON: Create Raid on Dieppe Paragraph (Groups of 2 - 4)
Surviving D-Day (MG42 Clip)
ACTION: FRI: Saving Private Ryan - D-Day Scene & Documentary Points
MON-TUES: 2 Period I-Pad Independent Research Task
Skim & Highlight D-Day Reading
Create Juno Beach Paragraph
CONSOLIDATION: Critical Question - Which of the 4 Battles is MOST important??
HANDOUTS: NOT POSTED - D-Day Info Page
THURSDAY MAY 2
SUMMARY: Today we'll transition to some Canadian content. At this point in our learning, Hitler had complete control of Europe. The Allies needed to figure out HOW to get back in. It was MUCH harder than you expect!!! Before the Allies committed to a plan, they wanted to PRACTICE it first....enter the Canadians and the Raid on Dieppe.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the Raid on Dieppe so that they can evaluate its historical significance
MINDS ON: Review of content so far
Atlantic Wall P.P.
ACTION: Complete Nightmare of Death (Raid on Dieppe) Reading & Questions
Raid on Dieppe Clips (Perspective)
Normandy P.P. - Visuals of preparation & Mulberry Harbors
CONSOLIDATION: Critical Question - Now that you've gained knowledge on 3 battles....which one is most significant??
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the Raid on Dieppe so that they can evaluate its historical significance
MINDS ON: Review of content so far
Atlantic Wall P.P.
ACTION: Complete Nightmare of Death (Raid on Dieppe) Reading & Questions
Raid on Dieppe Clips (Perspective)
Normandy P.P. - Visuals of preparation & Mulberry Harbors
CONSOLIDATION: Critical Question - Now that you've gained knowledge on 3 battles....which one is most significant??
HANDOUTS:
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WEDNESDAY MAY 1
SUMMARY: Now that we have knowledge of our first major battle, we need to create a paragraph to condense it. Afterwards, we'll look to our next major battle: The Battle of Britain.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the Battle of Britain so that they can evaluate its historical significance
MINDS ON: Create Dunkirk Summary Paragraph (Condense our Bullet Point Notes)
ACTION: Battle of Britain Reading & Questions
Battle of Britain Paragraph (HOMEWORK if not completed)
CONSOLIDATION: Critical Question - Which of the 2 battles so far do you believe is most significant to WWII on the whole and WHY??
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the Battle of Britain so that they can evaluate its historical significance
MINDS ON: Create Dunkirk Summary Paragraph (Condense our Bullet Point Notes)
ACTION: Battle of Britain Reading & Questions
Battle of Britain Paragraph (HOMEWORK if not completed)
CONSOLIDATION: Critical Question - Which of the 2 battles so far do you believe is most significant to WWII on the whole and WHY??
HANDOUTS:
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TUESDAY APRIL 30
SUMMARY: Today is the first lesson of 4 where we will look at major battles that were of incredibly significant to WWII. We'll be learning about the battles in a variety of ways, but in the end, you'll need to evaluate and compare the battles against one another to determine which you feel was most significant. Today, we'll learn through a documentary about a unique battle at the onset of WWII - Dunkirk.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the battle at Dunkirk so that they can evaluate its historical significance
MINDS ON: Critical Question - When summarizing an important battle, what do you need to tell people? (Imagine you had 5-6 sentences)
Dunkirk Trailer
ACTION: Dunkirk Documentary w/ bullet point notes
Major Battles Paragraph Creation (Most Likely Tomorrow)
CONSOLIDATION: Critical Question: Can a retreat be our most important battle?? Why/Why Not??
HANDOUTS: None Today
LEARNING GOAL: By the end of the lesson students will have gained knowledge about the battle at Dunkirk so that they can evaluate its historical significance
MINDS ON: Critical Question - When summarizing an important battle, what do you need to tell people? (Imagine you had 5-6 sentences)
Dunkirk Trailer
ACTION: Dunkirk Documentary w/ bullet point notes
Major Battles Paragraph Creation (Most Likely Tomorrow)
CONSOLIDATION: Critical Question: Can a retreat be our most important battle?? Why/Why Not??
HANDOUTS: None Today
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MONDAY APRIL 29
SUMMARY: The next few days will be a hard lesson. We'll be learning about the stages of the Holocaust through a PowerPoint coupled w/ clips from Schindler's List (a brilliant movie showcasing the horrors of the Holocaust).
LEARNING GOAL: By the end of the lesson students will have gained knowledge and perspective about major stages of the Holocaust
MINDS ON: Elbow Partner & Class Discussion: What did your parents say when they heard you were going to learn about the Holocaust & watch portions of Schindler's List?
ACTION: THURS: Holocaust P.P. w/ Schindler's List
FRI: Schindler's List
CONSOLIDATION: Critical Question: Why are films like this so important to history? What do they provide average citizens of the world??
HANDOUTS: P.P. NOT HANDED OUT
LEARNING GOAL: By the end of the lesson students will have gained knowledge and perspective about major stages of the Holocaust
MINDS ON: Elbow Partner & Class Discussion: What did your parents say when they heard you were going to learn about the Holocaust & watch portions of Schindler's List?
ACTION: THURS: Holocaust P.P. w/ Schindler's List
FRI: Schindler's List
CONSOLIDATION: Critical Question: Why are films like this so important to history? What do they provide average citizens of the world??
HANDOUTS: P.P. NOT HANDED OUT
WEDNESDAY & THURSDAY APRIL 24 & 25
SUMMARY: Now that we've seen some major components of how Hitler gained power inside Germany we need to analyze how his power spread outside of Germany. The next few days we'll analyze the British government's policy of APPEASEMENT towards Hitler.....Mr. Reynolds hates appeasement....we'll see what you think by the end of the next few days.
LEARNING GOAL: By the end of the lesson students will have analyze factors and sources surrounding appeasement towards Hitler so that they can evaluate its effectiveness and overall impact on WWII
MINDS ON: WED - Popcorn Quiz & Rise of Hitler Discussion Questions
- Interactive WWII Map - When did WWII begin??
- How was Hitler dealt w/ prior to WWII?
THURS - 4 Corners Activity - What do we think of appeasement so far?
ACTION: WED - Appeasement Reading
- Appeasement Pros/Cons Chart
THURS - Appeasement Primary & Secondary Sources
CONSOLIDATION: WED - What are your initial thoughts on appeasement??
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have analyze factors and sources surrounding appeasement towards Hitler so that they can evaluate its effectiveness and overall impact on WWII
MINDS ON: WED - Popcorn Quiz & Rise of Hitler Discussion Questions
- Interactive WWII Map - When did WWII begin??
- How was Hitler dealt w/ prior to WWII?
THURS - 4 Corners Activity - What do we think of appeasement so far?
ACTION: WED - Appeasement Reading
- Appeasement Pros/Cons Chart
THURS - Appeasement Primary & Secondary Sources
CONSOLIDATION: WED - What are your initial thoughts on appeasement??
HANDOUTS:
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MONDAY APRIL 15 - THURSDAY APRIL 19
INQUIRY TASK
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TUESDAY APRIL 2
SUMMARY: AMAZING!!! Canada is now an independent country...just in time for the worst economic collapse of the century. Today we'll delve into the Great Depression & examine important concepts about it from a world perspective and a Canadian perspective.....AFTER taking up our first test.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about The Great Depression so that they can evaluate its effect on both the world and Canada.
MINDS ON: Question Creation - What sort of questions would you want answered if you were to be an expert on The Great Depression (5Ws & H)
- Let's focus on the "H"....the good one....
ACTION: Depression Reading & Questions
CONSOLIDATION: T/F Discussion & How Depression Started Simulation
HANDOUT:
LEARNING GOAL: By the end of the lesson students will have gained knowledge about The Great Depression so that they can evaluate its effect on both the world and Canada.
MINDS ON: Question Creation - What sort of questions would you want answered if you were to be an expert on The Great Depression (5Ws & H)
- Let's focus on the "H"....the good one....
ACTION: Depression Reading & Questions
CONSOLIDATION: T/F Discussion & How Depression Started Simulation
HANDOUT:
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MONDAY APRIL 1
SUMMARY: We're going to visit an interesting topic that has a noticeable impact on Canadian society: 'the drink'. Alcohol plays a huge role in Canadian history. After reading a handout on key prohibition facts & terms, we will watch The Simpsons Episode - The 18th Amendment and determine its historical accuracy.
LEARNING GOAL: By the end of the lesson students will be able judge the role Canada played during American prohibition in the 20's & 30's
MINDS ON: 1) POPCORN QUIZ!! A BIGGGG ONE!!
2) Prohibition Cartoon Analysis
ACTION: 1) Read & Summarize Prohibition Handout
2) Watch Simpsons 18th Amendment Episode & Fill in Graphic Organizer
CONSOLIDATION: Critical Question - Did the Simpsons accurately portray American Prohibition?
- Did Prohibition affect Canada in more of a NEGATIVE or POSITIVE way?
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will be able judge the role Canada played during American prohibition in the 20's & 30's
MINDS ON: 1) POPCORN QUIZ!! A BIGGGG ONE!!
2) Prohibition Cartoon Analysis
ACTION: 1) Read & Summarize Prohibition Handout
2) Watch Simpsons 18th Amendment Episode & Fill in Graphic Organizer
CONSOLIDATION: Critical Question - Did the Simpsons accurately portray American Prohibition?
- Did Prohibition affect Canada in more of a NEGATIVE or POSITIVE way?
HANDOUTS:
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FRIDAY MARCH 29
SUMMARY: Now that we've seen a CLEAR positive change for Canadians w/ the addition of new technologies, we'll move to a new topic...one that we've already looked into in our WWI unit - Women. What changes for women in the 20s?? Are those changes positive or negative??
LEARNING GOAL: By the end of the lesson students will have evaluated the changing role of women in the 1920s
MINDS ON: Critical Question - After WWI, was life better for Canadian women?
- Do you think things got BETTER or WORSE for Canadian women in 1920s Canada?
ACTION: HISTORICAL INQUIRY PROCESS ACTIVITY - "Persons Case" Brainstorm
- Think, Pair, Share
The Role of Women - Reading & Qs
CONSOLIDATION: Critical Question Revisited T-Chart - Were things BETTER or WORSE for Women in 1920s Canada?
HANDOUT:
LEARNING GOAL: By the end of the lesson students will have evaluated the changing role of women in the 1920s
MINDS ON: Critical Question - After WWI, was life better for Canadian women?
- Do you think things got BETTER or WORSE for Canadian women in 1920s Canada?
ACTION: HISTORICAL INQUIRY PROCESS ACTIVITY - "Persons Case" Brainstorm
- Think, Pair, Share
The Role of Women - Reading & Qs
CONSOLIDATION: Critical Question Revisited T-Chart - Were things BETTER or WORSE for Women in 1920s Canada?
HANDOUT:
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THURSDAY MARCH 28
SUMMARY: Sooooo, WWI ending didn't transition to 'good times' very easily. Today we'll investigate a way that can easily be seen as making life a little better - New Tech.
LEARNING GOAL: By the end of the lesson students will have a general understanding of what new technologies were introduced to Canadians in the post-WWI era and evaluate their impact.
MINDS ON: Brainstorm - What are the top 3 most important technologies in our modern, daily lives? Categories?? What does technology DO for us??
ACTION: Technology P.P.
CONSOLIDATION: Ranking Activity (Historical Importance!!!)
HANDOUT: SAME AS MONDAY!!
LEARNING GOAL: By the end of the lesson students will have a general understanding of what new technologies were introduced to Canadians in the post-WWI era and evaluate their impact.
MINDS ON: Brainstorm - What are the top 3 most important technologies in our modern, daily lives? Categories?? What does technology DO for us??
ACTION: Technology P.P.
CONSOLIDATION: Ranking Activity (Historical Importance!!!)
HANDOUT: SAME AS MONDAY!!
MONDAY MARCH 25
SUMMARY: Very excited to see what your videos are like. For now, we will move along. Now that WWI is over, we need to analyze what happened in Canada (and the world) in the post-war era.
LEARNING GOAL: By the end of the lesson students will have a general understanding of what post WWI Canada went through in the Winnipeg General Strike
MINDS ON: Brainstorm - What do we think of when we say "THE 20s"??? What about "THE 30s"
- Do things get 'better' after a war or 'worse'?? WHY?!?!
ACTION: Winnipeg General Strike P.P.
CONSOLIDATION: Critical Question - What is more important after events like these - short or long term outcomes??
HANDOUT:
LEARNING GOAL: By the end of the lesson students will have a general understanding of what post WWI Canada went through in the Winnipeg General Strike
MINDS ON: Brainstorm - What do we think of when we say "THE 20s"??? What about "THE 30s"
- Do things get 'better' after a war or 'worse'?? WHY?!?!
ACTION: Winnipeg General Strike P.P.
CONSOLIDATION: Critical Question - What is more important after events like these - short or long term outcomes??
HANDOUT:
| winnipeg_general_strike___tech.pptx |
FRIDAY MARCH 22
SUMMARY: Sorry I'm not around to start Unit 2 guys....I wish I could be here for this one. A big theme of our WWI unit was a growing sense of independence....today we'll analyze how Canada DID become an independent country.
LEARNING GOAL: By the end of the lesson students will have evaluated key moments of independence in post WWI Canada
MINDS ON: Brainstorm - "auto" words
ACTION: Canadian Independence Reading & Questions (Change & Continuity)
CONSOLIDATION: Critical Question: Who deserves more credit, King or Borden, for Canadian autonomy?
HANDOUT:
LEARNING GOAL: By the end of the lesson students will have evaluated key moments of independence in post WWI Canada
MINDS ON: Brainstorm - "auto" words
ACTION: Canadian Independence Reading & Questions (Change & Continuity)
CONSOLIDATION: Critical Question: Who deserves more credit, King or Borden, for Canadian autonomy?
HANDOUT:
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MONDAY - THURSDAY MARCH 18 - 21
SUMMARY: The next 4 days are dedicated to you working on your Heritage Minute IPad Videos. Monday we are in computer labs to ORGANIZE and GATHER information for our project. Tuesday - Thursday we EXECUTE!! FOLLOW THE RUBRIC/SUCCESS CRITERIA!!!
LEARNING GOAL: By the end of the lesson students will have created a heritage video on a major person/event of WWI Canadian history showcasing its importance to our society.
MINDS ON: Review Rubric/Success Criteria
ACTION: Monday - Tuesday - Computer Research/Planning Period
- Gathering and Organizing Facts, Images, Quotes
Tuesday -Thursday - Video Creation
CONSOLIDATION: To Do List...
HANDOUTS: (From Thursday March 7)
LEARNING GOAL: By the end of the lesson students will have created a heritage video on a major person/event of WWI Canadian history showcasing its importance to our society.
MINDS ON: Review Rubric/Success Criteria
ACTION: Monday - Tuesday - Computer Research/Planning Period
- Gathering and Organizing Facts, Images, Quotes
Tuesday -Thursday - Video Creation
CONSOLIDATION: To Do List...
HANDOUTS: (From Thursday March 7)
THURSDAY MARCH 7
SUMMARY: All of next week is dedicated to your first project in our class - A Heritage Minute (more like 3-4 MINUTES) Video. Today, we'll make sure EVERYONE understands how to get the marks :) You'll be given a Success Criteria Checklist, a Rubric, Planning Sheets, and some exemplars from past students. Then we'll finish it off w/ THE DRAFT!! If there is any time remaining, you can jump on your phones are START the research today.
LEARNING GOAL: By the end of the lesson students will have an understanding of what their expectations are for their Heritage Minute Video
MINDS ON: Critical Question - What the heck could we make videos about from this unit?
ACTION: Success Criteria, Rubric, Exemplars, DRAFT!!
CONSOLIDATION: Test Review!!
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have an understanding of what their expectations are for their Heritage Minute Video
MINDS ON: Critical Question - What the heck could we make videos about from this unit?
ACTION: Success Criteria, Rubric, Exemplars, DRAFT!!
CONSOLIDATION: Test Review!!
HANDOUTS:
| heritage_minute__or_2__rubric.docx |
| heritage_minute_or_2_success_criteria.docx |
THURSDAY FEBRUARY 28
SUMMARY: Last days of Unit One are appropriately about the last days of WWI and what followed. We need to answer some key questions - How did it end? Did Canada leave the war the same as it was coming in, OR did things change? Were those changes positive or negative?? SO MANY QUESTIONS!!
LEARNING GOAL: By the end of the lesson students will have understanding of what went on at the end of WWI both globally and for Canada
MINDS ON: Critical Question - How do you make sure fights don't happen again between the same people? How do we keep peace??
ACTION: WWI Ends P.P.
WWI Test Review
CONSOLIDATION: Critical Question - Was WWI 'good' for Canada? Explain!!
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have understanding of what went on at the end of WWI both globally and for Canada
MINDS ON: Critical Question - How do you make sure fights don't happen again between the same people? How do we keep peace??
ACTION: WWI Ends P.P.
WWI Test Review
CONSOLIDATION: Critical Question - Was WWI 'good' for Canada? Explain!!
HANDOUTS:
| wwi_ends_-_master.pptx |
WEDNESDAY FEBRUARY 27
SUMMARY: We'll start today with a small battles popcorn quiz, then we will actually SEE some WWI stuff. Again, this is a MAJOR turning point for our country!!....pretty cool stuff to SEE.
LEARNING GOAL: By the end of the lesson students will have gained perspective into WWI Battles of Importance
MINDS ON: Battles Popcorn Quiz
ACTION: Battles, Sam Hughes, Liquid Courage Wrap-up
Halifax Explosion Clips
Vimy Ridge Clips
CONSOLIDATION: Critical Question - Did the videos help with your understanding of WWI issues vs. just reading about them?? Explain why/why not.
HANDOUTS: NONE TODAY!!!
LEARNING GOAL: By the end of the lesson students will have gained perspective into WWI Battles of Importance
MINDS ON: Battles Popcorn Quiz
ACTION: Battles, Sam Hughes, Liquid Courage Wrap-up
Halifax Explosion Clips
Vimy Ridge Clips
CONSOLIDATION: Critical Question - Did the videos help with your understanding of WWI issues vs. just reading about them?? Explain why/why not.
HANDOUTS: NONE TODAY!!!
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FRIDAY & TUESDAY FEBRUARY 22 & 26
SUMMARY: The next few days are BY FAR the most important days of our course so far, and definitely the most important days of our first Unit. We will analyze specifics about Canadian WWI battles. How well did we fight? What were the results? Did anything about Canada change while we were fighting?
LEARNING GOAL: By the end of the lesson students should be able to describe some of the key contributions Canada made during WWI AND explain their impact
MINDS ON: Prediction Activity - Scale of 1 - 10 how much did Canadian Battles change our nation??
ACTION: FRI - Canadian WWI Battles Reading & Worksheet (Using Textbooks)
TUES - Work Period to Finish
- Canadian WWI Battles
- Canadian Homefront Issues
CONSOLIDATION: Critical Question - What are the top 2 contributions Canadians made?
Perspective Clips
HANDOUTS:
LEARNING GOAL: By the end of the lesson students should be able to describe some of the key contributions Canada made during WWI AND explain their impact
MINDS ON: Prediction Activity - Scale of 1 - 10 how much did Canadian Battles change our nation??
ACTION: FRI - Canadian WWI Battles Reading & Worksheet (Using Textbooks)
TUES - Work Period to Finish
- Canadian WWI Battles
- Canadian Homefront Issues
CONSOLIDATION: Critical Question - What are the top 2 contributions Canadians made?
Perspective Clips
HANDOUTS:
| canadian_contributions_to_wwi_-_questions.docx |
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WEDNESDAY & THURSDAY FEBRUARY 20 & 21
SUMMARY: Canada is at war!! We need to analyze 2 things now - what happened overseas and what happened at home. The next 2 days are all about looking at the Canadian home front during WWI.
LEARNING GOAL: By the end of the lesson students will know and evaluate Canadian home front issues during WWI
MINDS ON: WED - During a war, do things get better or worse on the home front?? What factors, led to your overall decision?
THURS - What seems to be the most important home front issue so far?
ACTION: WED - Station Readings & Primary Source Activities
THURS - Conscription Reading & Homefront Consolidation Activity
- Wrap up Activity & Paragraph
CONSOLIDATION: WED - What seems to be the most important issue? Why??
THURS - What's the most significant issue LONG TERM vs SHORT TERM?
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will know and evaluate Canadian home front issues during WWI
MINDS ON: WED - During a war, do things get better or worse on the home front?? What factors, led to your overall decision?
THURS - What seems to be the most important home front issue so far?
ACTION: WED - Station Readings & Primary Source Activities
THURS - Conscription Reading & Homefront Consolidation Activity
- Wrap up Activity & Paragraph
CONSOLIDATION: WED - What seems to be the most important issue? Why??
THURS - What's the most significant issue LONG TERM vs SHORT TERM?
HANDOUTS:
| chc2p_canadians_at_home_during_ww1_-_questions.docx |
| chc2p_canadians_at_home_during_ww1_-_readings.docx |
| chc2p_canadians_at_home_during_ww1_-_images.docx |
TUESDAY FEBRUARY 19
SUMMARY: Now that we know HOW WW1 got started we're going to finally get some Canadian content. Soooo, what was 1914 Canada like?? What did the Canadian people think of the idea of fighting a war in Europe FOR Britain??
LEARNING GOAL: By the end of the lesson students will develop an opinion as to why Canada joined WWI and whether Canada should have.
MINDS ON: 1) Popcorn Quiz - I love these
2) Guess the Country Activity
ACTION: 1) Why Canada Went to War Reading & T-Chart
2) Analysis of Canadian Opinions on WWI - CHART
3) Paragraphs on Aboriginal & Black Canadians
CONSOLIDATION: Critical Question (Debate) - Should Canada have joined WWI?
HANDOUTS: (NOT POSTED) Paragraph Reading on Aboriginal & Black Canadians
LEARNING GOAL: By the end of the lesson students will develop an opinion as to why Canada joined WWI and whether Canada should have.
MINDS ON: 1) Popcorn Quiz - I love these
2) Guess the Country Activity
ACTION: 1) Why Canada Went to War Reading & T-Chart
2) Analysis of Canadian Opinions on WWI - CHART
3) Paragraphs on Aboriginal & Black Canadians
CONSOLIDATION: Critical Question (Debate) - Should Canada have joined WWI?
HANDOUTS: (NOT POSTED) Paragraph Reading on Aboriginal & Black Canadians
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FRIDAY FEBRUARY 15
SUMMARY: WOW!!! WE'RE GOING TO ACTUALLY DO SOME HISTORY TODAY!!! Today we will set the stage for what was going on in the world prior to 1914 and see what were the M.A.I.N. causes of WWI. Cool fact of the day, a TEENAGE assassin was a major factor in WWI starting.
LEARNING GOAL: By the end of this class students will understand and evaluate the M.A.I.N. causes of WWI (why is he spelling 'main' like that???)
MINDS ON: How is a fight more likely to break out?? (4 Corners Activity)
ACTION: Road to War P.P.
CONSOLIDATION: Which of the 4 causes was the most influential??
Clips if we have time (if not, check em' out at home!)
HANDOUT:
LEARNING GOAL: By the end of this class students will understand and evaluate the M.A.I.N. causes of WWI (why is he spelling 'main' like that???)
MINDS ON: How is a fight more likely to break out?? (4 Corners Activity)
ACTION: Road to War P.P.
CONSOLIDATION: Which of the 4 causes was the most influential??
Clips if we have time (if not, check em' out at home!)
HANDOUT:
| wwi_ends_-_master.pptx |
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MONDAY & THURSDAY FEBRUARY 11 & 14
SUMMARY: For the next 2 days we will be completing a series of activities that will show us all how we will be learning our history this year. We will learn the 4 Historical Thinking Concepts (4 ways to study history), and today we'll focus on 2: Historical Significance AND Change & Continuity. Tomorrow: Cause & Consequence AND Historical Perspective.
LEARNING GOAL: By the end of these classes students will have a basic understanding of what the Historical Thinking Concepts are, and how to use them
MINDS ON: Our Big 4 - Note
ACTION: Historical Thinking PowerPoint & Activities
1) Change & Continuity
2) Historical Significance
3) Cause & Consequence
4) Historical Perspective
CONSOLODATION: During each segment
HANDOUTS: NOT POSTED - Big 4 Note & Section Sheets
LEARNING GOAL: By the end of these classes students will have a basic understanding of what the Historical Thinking Concepts are, and how to use them
MINDS ON: Our Big 4 - Note
ACTION: Historical Thinking PowerPoint & Activities
1) Change & Continuity
2) Historical Significance
3) Cause & Consequence
4) Historical Perspective
CONSOLODATION: During each segment
HANDOUTS: NOT POSTED - Big 4 Note & Section Sheets
TUESDAY FEBRUARY 5
SUMMARY: Welcome back!! Very excited to have you guys to journey with through 20th Century Canadian History! Today is all about taking care of the usual Day 1 admin stuff but with a few Mr. Reynolds additions. This course changed DRAMATICALLY (in a good way) recently and I'm VERY EXCITED to see what you guys think.
LEARNING GOAL: By the end of this class students will have a basic understanding of CHC 2P expectations.
MINDS ON: Complete the Historical Questionnaire Handout....you'll be answering one!
ACTION: 1) Review Course Outline
2) Review Mr. Reynolds' Room Website
3) Cell Phone Talk
CONSOLODATION: Critical Question - Why is it important to STUDY history?? Especially since some of you have already thought to yourself - "Can't I just google this stuff??"
HANDOUTS: COURSE OUTLINE NOT POSTED
LEARNING GOAL: By the end of this class students will have a basic understanding of CHC 2P expectations.
MINDS ON: Complete the Historical Questionnaire Handout....you'll be answering one!
ACTION: 1) Review Course Outline
2) Review Mr. Reynolds' Room Website
3) Cell Phone Talk
CONSOLODATION: Critical Question - Why is it important to STUDY history?? Especially since some of you have already thought to yourself - "Can't I just google this stuff??"
HANDOUTS: COURSE OUTLINE NOT POSTED
