TUESDAY NOVEMBER 26
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: ON GOOGLE CLASSROOM!
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: ON GOOGLE CLASSROOM!
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WEDNESDAY & FRIDAY NOVEMBER 20 & 22
SUMMARY: After we consolidate our learning from yesterday, you will have a period and a half to find important points/details surrounding D-Day (more specifically, Juno Beach). 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: WED: Independent Research Task
FRI: Saving Private Ryan - D-Day Scene & Documentary Points
Juno Beach Paragraph Creation
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: WED: Independent Research Task
FRI: Saving Private Ryan - D-Day Scene & Documentary Points
Juno Beach Paragraph Creation
CONSOLIDATION: Critical Question - Which of the 4 Battles is MOST important??
HANDOUTS: NOT POSTED - D-Day Info Page
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TUESDAY NOVEMBER 19
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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MONDAY NOVEMBER 18
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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THURSDAY & FRIDAY NOVEMBER 14 & 15
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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TUESDAY & WEDNESDAY NOVEMBER 12 & 13
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: WED: Take Up Manhattan Project Questions/Blanks
ACTION: TUES - Booklet Reading & Questions
- Canadian Connection to Nagasaki - Reading & Debates
WED - CBC News in Review: Revisiting Nagasaki (Canadian Perspective)
- Dropping the Bomb on Hiroshima Clip
- Nagasaki Aftermath Clip
- History of the Atomic Bomb Video
CONSOLIDATION: TUES: Critical Question - Do you believe dropping the bombs on Hiroshima & Nagasaki was THE RIGHT THING TO DO?
WED: 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: WED: Take Up Manhattan Project Questions/Blanks
ACTION: TUES - Booklet Reading & Questions
- Canadian Connection to Nagasaki - Reading & Debates
WED - CBC News in Review: Revisiting Nagasaki (Canadian Perspective)
- Dropping the Bomb on Hiroshima Clip
- Nagasaki Aftermath Clip
- History of the Atomic Bomb Video
CONSOLIDATION: TUES: Critical Question - Do you believe dropping the bombs on Hiroshima & Nagasaki was THE RIGHT THING TO DO?
WED: Critical Question - What's happened SINCE this video that changes the outlook?
HANDOUTS: NOT POSTED!!
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MONDAY NOVEMBER 11
SUMMARY: Today we'll be doing history a tad out of order.....we're going to focus specifically on what gets the United States involved in WWII AND how they respond. More specifically, today will be about the Attack on Pearl Harbor.
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:
THURSDAY & FRIDAY NOVEMBER 7 & 8
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 - WEDNESDAY OCTOBER 23 - 30
SUMMARY: After our test, the next FULL week we'll be working on our 20s & 30s Inquiry Assignment. This is honestly my favorite project I've created....EVER!!! The first day will be OVERVIEW OF WHAT'S EXPECTED, and then from there it's on you to get the project done. Use your time wisely!!!!!!!!
LEARNING GOAL: By the end of the lesson students will have inquired into a topic and evaluated resources to showcase their knowledge and understanding of a Canadian event/topic in the 20s & 30s
MINDS ON: Critical Video - Noam Chomsky on "To Be Truly Educated"
ACTION: WED - Inquiry Assignment OVERVIEW, Topic Selection
THURS - WED - Question Creation, Find Answers, Eval Sources
CONSOLIDATION:
HANDOUTS:
LEARNING GOAL: By the end of the lesson students will have inquired into a topic and evaluated resources to showcase their knowledge and understanding of a Canadian event/topic in the 20s & 30s
MINDS ON: Critical Video - Noam Chomsky on "To Be Truly Educated"
ACTION: WED - Inquiry Assignment OVERVIEW, Topic Selection
THURS - WED - Question Creation, Find Answers, Eval Sources
CONSOLIDATION:
HANDOUTS:
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WEDNESDAY & THURSDAY OCTOBER 16 & 17
| 20s___30s_test_review.docx |
TUESDAY & WEDNESDAY OCTOBER 15 & 16
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: Critical Question - Are movies a good way to understand/learn about history??
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: Critical Question - Are movies a good way to understand/learn about history??
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 |
FRIDAY & TUESDAY OCTOBER 11 & 15
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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THURSDAY OCTOBER 10
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 combatted 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 - Were Robert Borden & MacKenzie King 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 - Were Robert Borden & MacKenzie King 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 OCTOBER 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)
HANDOUT: POSTED TO GOOGLE CLASSROOM
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)
HANDOUT: POSTED TO GOOGLE CLASSROOM
TUESDAY OCTOBER 8
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:
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:
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MONDAY OCTOBER 7
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: READING & QUESTIONS ON GOOGLE CLASSROOM
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: READING & QUESTIONS ON GOOGLE CLASSROOM
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FRIDAY OCTOBER 4
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 OCTOBER 3
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 OCTOBER 3
THURSDAY OCTOBER 3
SUMMARY: Very excited to see what your videos and powerpoints are like. REMEMBER - DUE MONDAY!! Today, we're on to a new Unit - The 20s & 30s. 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_blanks.pptx |
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MONDAY & TUESDAY SEPTEMBER 23 & 24
FRIDAY SEPTEMBER 20
SUMMARY: All of next week (BESIDES THE TEST) is dedicated to your first project in our class - A Heritage Minute (more like 3-4 MINUTES) Video...or A Heritage Minute Poster/P.P.. Today, we'll make sure EVERYONE understands how to get the marks :) You'll be given a Success Criteria Checklist, a Rubric, some exemplars from past students, and then we'll finish it off w/ THE DRAFT!! If there is any time remaining, you can study for tomorrow's test.
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: POSTED ON GOOGLE CLASSROOM!!
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: POSTED ON GOOGLE CLASSROOM!!
WEDNESDAY & THURSDAY SEPTEMBER 18 & 19
| chc2d_-_wwi_test_review_2019.docx |
TUESDAY SEPTEMBER 17
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_-_blanks.pptx |
MONDAY SEPTEMBER 16
SUMMARY: We'll start today with a small battles popcorn quiz, then we will learn about the Kawartha Lakes connection to WWI....it's not pretty. From there, we'll take some time to gain some perspective and 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: 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: Sam Hughes Reading & Questions on Google Classroom
LEARNING GOAL: By the end of the lesson students will have gained perspective into WWI Battles of Importance
MINDS ON: Battles 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: Sam Hughes Reading & Questions on Google Classroom
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THURSDAY & FRIDAY SEPTEMBER 12 & 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
1) How well did Canadians fight in WWI?
2) How much did Canadian Battles change us?
ACTION: THURS - Canadian WWI Battles Reading & Worksheet (Using Textbooks)
FRI - 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
1) How well did Canadians fight in WWI?
2) How much did Canadian Battles change us?
ACTION: THURS - Canadian WWI Battles Reading & Worksheet (Using Textbooks)
FRI - 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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TUESDAY & WEDNESDAY SEPTEMBER 10 & 11
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: TUES - During a war, do things get better or worse on the home front?? What factors, led to your overall decision?
WED - 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: NOT POSTED - Primary Sources & Readings
LEARNING GOAL: By the end of the lesson students will know and evaluate Canadian home front issues during WWI
MINDS ON: TUES - During a war, do things get better or worse on the home front?? What factors, led to your overall decision?
WED - 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: NOT POSTED - Primary Sources & Readings
| chc2d_-_wwi_canadian_homefront_issues.docx |
| chc2p_canadians_at_home_during_ww1_-_readings.docx |
MONDAY SEPTEMBER 9
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 (IF WE HAVE TIME)
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 (IF WE HAVE TIME)
CONSOLIDATION: Critical Question (Debate) - Should Canada have joined WWI?
HANDOUTS: (NOT POSTED) Paragraph Reading on Aboriginal & Black Canadians
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| joining_wwi___opinions_worksheet.docx |
FRIDAY SEPTEMBER 6
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:
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WEDNESDAY & THURSDAY SEPTEMBER 4 & 5
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
CONSOLIDATION: 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
CONSOLIDATION: During each segment
HANDOUTS: NOT POSTED - Big 4 Note & Section Sheets
TUESDAY SEPTEMBER 3
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 2D 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
CONSOLIDATION: 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 2D 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
CONSOLIDATION: 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
