|
| ||||
|
| ||||||
FRIDAY & MONDAY MAY 4 & 7
SUMMARY: Now that we've look at the major EUROPEAN battles (and to be honest, there are MANY, MANY more we could've looked at), we'll shift gears and look to the Pacific. Today, we'll complete a few readings and questions on The Attack on Pearl Harbor, The Manhattan Project, and the Bombing of Hiroshima & Nagasaki.
LEARNING GOAL: By the end of the lesson students will have gained historical perspective on why America joined WWII and analyzed part of their response on Japan
MINDS ON: Recognition Activity: "December 7, a date that will live in infamy..."
ACTION: USA & Japan: Empire of the Rising Sun Reading & Questions
CONSOLIDATION: Think/Pair/Share - Causes of Pearl Harbor???
- Consequences of Pearl Harbor???
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have gained historical perspective on why America joined WWII and analyzed part of their response on Japan
MINDS ON: Recognition Activity: "December 7, a date that will live in infamy..."
ACTION: USA & Japan: Empire of the Rising Sun Reading & Questions
CONSOLIDATION: Think/Pair/Share - Causes of Pearl Harbor???
- Consequences of Pearl Harbor???
HANDOUTS:
|
| ||||
WEDNESDAY 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:
|
| ||||
|
|
|
TUESDAY 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:
|
|
|
|
|
|
MONDAY 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
|
|
|
FRIDAY APRIL 26
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: Holocaust P.P. w/ 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: Holocaust P.P. w/ 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
TUESDAY & WEDNESDAY 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: TUES - Popcorn Quiz & Rise of Hitler Discussion Questions
- Interactive WWII Map - When did WWII begin??
- How was Hitler dealt w/ prior to WWII?
WED - 4 Corners Activity - What do we think of appeasement so far?
ACTION: TUES - Appeasement Reading
- Appeasement Pros/Cons Chart
WED - Appeasement Primary & Secondary Sources
CONSOLIDATION: TUES - 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: TUES - Popcorn Quiz & Rise of Hitler Discussion Questions
- Interactive WWII Map - When did WWII begin??
- How was Hitler dealt w/ prior to WWII?
WED - 4 Corners Activity - What do we think of appeasement so far?
ACTION: TUES - Appeasement Reading
- Appeasement Pros/Cons Chart
WED - Appeasement Primary & Secondary Sources
CONSOLIDATION: TUES - What are your initial thoughts on appeasement??
HANDOUTS:
|
| ||||
|
| ||||
MONDAY APRIL 23
SUMMARY: Alright, time to start a new unit on Canada in WWII. Now this unit will be VERY difficult to jump right into a Canadian Perspective....we'll need to do a LOT of Global History in order to see how Canada fits. We'll start our WWII unit by learning about the basic origins of WWII, which means we need to start talking about Hitler.
LEARNING GOAL: By the end of the lesson students will general knowledge on Adolf Hitler and his policies so that we can analyze his role in WWII beginning.
MINDS ON: Critical Question - What do you THINK you know about Hitler??
(2 Minute Write)
- Why do you think so many people compare Trump to Hitler?
http://www.baltimoresun.com/news/opinion/readersrespond/bs-ed-rr-trump-hitler-20170907-story.html
ACTION: Rise of Hitler Reading & Questions
CONSOLIDATION: Critical Questions From Activity Sheets
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will general knowledge on Adolf Hitler and his policies so that we can analyze his role in WWII beginning.
MINDS ON: Critical Question - What do you THINK you know about Hitler??
(2 Minute Write)
- Why do you think so many people compare Trump to Hitler?
http://www.baltimoresun.com/news/opinion/readersrespond/bs-ed-rr-trump-hitler-20170907-story.html
ACTION: Rise of Hitler Reading & Questions
CONSOLIDATION: Critical Questions From Activity Sheets
HANDOUTS:
|
| ||||
|
|
|
FRIDAY APRIL 6 - MONDAY APRIL 9
SUMMARY: A few days ago we discovered that the Famous 5 were lucky that Canada wasn't an independent country in 1929. Today though, 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: Popcorn Quiz (on A LOT of topics)
20s & 30s Unit Test Set-Up
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: Popcorn Quiz (on A LOT of topics)
20s & 30s Unit Test Set-Up
HANDOUT:
|
| ||||
THURSDAY APRIL 5
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: 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: NONE TODAY!!
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: 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: NONE TODAY!!
|
|
|
TUESDAY APRIL 3
SUMMARY: FINALLY THERE!!! Last in depth lesson about Canada & the Depression. Now that we all have a good understanding of how it STARTED and WHO was affected, we need to answer WHO combated it and HOW it ended. Today is all about the Prime Minister of Canada that dealt with The Great Depression - Richard Bennett.
LEARNING GOAL: By the end of the lesson students will have analyzed the role Richard Bennett played during the Canadian Depression so that they can form an opinion on his success or failure in office.
MINDS ON: Critical Questions - Was Robert Borden a good or bad Prime Ministers of Canada? Why/Why Not?
- What makes a GOOD P.M.?
ACTION: Richard Bennett & On-To-Ottawa Trek P.P.
CONSOLIDATION: Critical Question (Groups) - Was Richard Bennett a GOOD Prime Minister for Canada, or was he just dealt a 'bad hand'?
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have analyzed the role Richard Bennett played during the Canadian Depression so that they can form an opinion on his success or failure in office.
MINDS ON: Critical Questions - Was Robert Borden a good or bad Prime Ministers of Canada? Why/Why Not?
- What makes a GOOD P.M.?
ACTION: Richard Bennett & On-To-Ottawa Trek P.P.
CONSOLIDATION: Critical Question (Groups) - Was Richard Bennett a GOOD Prime Minister for Canada, or was he just dealt a 'bad hand'?
HANDOUTS:
| chc2p_bennett___ottawa_trek.pptx |
|
|
|
WEDNESDAY & THURSDAY MARCH 28 & 29
SUMMARY: Just wanted to say, I've been fairly impressed with how you guys churn through material - you guys are crushing the content. Today is a nice chance for us to slow down a bit and take history in, in a way MANY people do: movies. Our brains NEED to be turned on, as the movie Cinderella Man will be important to many of you for the next assignment. Our activity is to evaluated its historical accuracy...what parts of this movie are HYPER accurate, as in, a history teacher at the movies watching this film would be like "OOOOOOH, GOOD JOB...that's actually VERY historically accurate." (Something my poor wife has to put up with often)
LEARNING GOAL: By the end of the lesson students will have analyzed film Cinderella Man to determine its validity as well as the historical perspective it delivers
MINDS ON: Depression Activity Discussion - Big 3 Questions
ACTION: Cinderella Man & Tracking Sheet
CONSOLIDATION: Last 5 - Discuss w/ an elbow partner what should go on the page so far
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have analyzed film Cinderella Man to determine its validity as well as the historical perspective it delivers
MINDS ON: Depression Activity Discussion - Big 3 Questions
ACTION: Cinderella Man & Tracking Sheet
CONSOLIDATION: Last 5 - Discuss w/ an elbow partner what should go on the page so far
HANDOUTS:
| cinderella_man_worksheet.docx |
TUESDAY MARCH 27
SUMMARY: Today we'll delve into the Great Depression & examine important concepts about it from a world perspective and a Canadian perspective.
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 TAKE UP!!
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 TAKE UP!!
CONSOLIDATION: T/F Discussion & How Depression Started Simulation
HANDOUT:
|
| ||||
MONDAY MARCH 26
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. Today we'll analyze what changed for women in the 20s & 30s, and we'll evaluate whether those changes are positive or negative??
LEARNING GOAL: By the end of the lesson students will have identified the changes for women in the 1920s & 30s so that they can evaluate them
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 identified the changes for women in the 1920s & 30s so that they can evaluate them
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:
|
| ||||
|
|
|
THURSDAY MARCH 22
SUMMARY: Sooooo, with that Winnipeg General Strike 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 FROM TUESDAY MARCH 20!!
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 FROM TUESDAY MARCH 20!!
WEDNESDAY MARCH 21
SUMMARY: Last day for your Heritage Minute Videos....you've had about 7 hours of work time IN CLASS now.....can't imagine you needing more time. Looking forward to what you guys came up with :)
TUESDAY MARCH 20
SUMMARY: 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 2 - THURSDAY MARCH 8
SUMMARY: The next 4-5 days are dedicated to you working on your Heritage Minute IPad Videos. Friday & 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: Friday & Monday - Computer Research/Planning Period
- Gathering and Organizing Facts, Images, Quotes
Tuesday - Thursday - Video Creation
CONSOLIDATION: To Do List...
HANDOUTS: (From Thursday September 21)
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: Friday & Monday - Computer Research/Planning Period
- Gathering and Organizing Facts, Images, Quotes
Tuesday - Thursday - Video Creation
CONSOLIDATION: To Do List...
HANDOUTS: (From Thursday September 21)
| heritage_minute__or_2__rubric.docx |
| heritage_minute_or_2_success_criteria.docx |
THURSDAY MARCH 1
MONDAY & WEDNESDAY FEBRUARY 26 & 28
| chc2d_-_wwi_test_review.docx |
THURSDAY FEBRUARY 22
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 21
SUMMARY: We'll start today with a battles & homefront popcorn quiz, then we will use today as kind of a catch-up day w/ a few little extras.
LEARNING GOAL: By the end of the lesson students will have consolidated WWI issues impacting Canada
MINDS ON: Battles & Homefront Popcorn Quiz
ACTION: Battles Take Up w/ Passchendaele
Homefront Take Up w/ Top 3 Focus
Sam Hughes Reading w/ Highlighting
CONSOLIDATION: Critical Question - Did the videos help with your understanding of WWI issues vs. just reading about them?? Explain why/why not.
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have consolidated WWI issues impacting Canada
MINDS ON: Battles & Homefront Popcorn Quiz
ACTION: Battles Take Up w/ Passchendaele
Homefront Take Up w/ Top 3 Focus
Sam Hughes Reading w/ Highlighting
CONSOLIDATION: Critical Question - Did the videos help with your understanding of WWI issues vs. just reading about them?? Explain why/why not.
HANDOUTS:
| sam_hughes_article.pdf |
WEDNESDAY FEBRUARY 14
SUMMARY: We'll start today with a small battles review/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 Review/Popcorn Quiz
ACTION: Sam Hughes Notes
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 Review/Popcorn Quiz
ACTION: Sam Hughes Notes
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!!!
|
|
|
|
|
|
MONDAY & THURSDAY FEBRUARY 12 & 15
SUMMARY: Canada is at war!! We need to analyze 2 things now - what happened overseas and what happened at home. Today and Thursday, we will focus on 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: MON - 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: TUES - Station Readings & Primary Source Activities
WED - Conscription Reading & Homefront Consolidation Activity
- Wrap up Activity & Paragraph
CONSOLIDATION: TUES - What seems to be the most important issue? Why??
WED - 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: MON - 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: TUES - Station Readings & Primary Source Activities
WED - Conscription Reading & Homefront Consolidation Activity
- Wrap up Activity & Paragraph
CONSOLIDATION: TUES - What seems to be the most important issue? Why??
WED - What's the most significant issue LONG TERM vs SHORT TERM?
HANDOUTS:
FRIDAY & TUESDAY FEBRUARY 9 & 13
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)
MON - Work Period to Finish
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)
MON - Work Period to Finish
CONSOLIDATION: Critical Question - What are the top 2 contributions Canadians made?
Perspective Clips
HANDOUTS:
| canadian_contributions_to_wwi_-_questions.docx |
|
|
|
THURSDAY FEBRUARY 8
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
|
| ||||
WEDNESDAY FEBRUARY 7
SUMMARY: 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:
| the_road_to_wwi_-_master.pptx |
|
|
|
MONDAY & TUESDAY FEBRUARY 5 & 6
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.
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
THURSDAY FEBRUARY 1
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:
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:
|
| ||||