MONDAY DECEMBER 11
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 INTRO PARAGRAPH expectations
MINDS ON: Critical Questions About Essay (Bottom of Reynolds Method)
ACTION: THE REYNOLDS METHOD
- Creating Essay Questions & Writing Intros
Conclusions
CONSOLIDATION: Essay Week Planning - Where We'll Go From Here
LEARNING GOAL: By the end of the lesson students will be aware of history essay INTRO PARAGRAPH expectations
MINDS ON: Critical Questions About Essay (Bottom of Reynolds Method)
ACTION: THE REYNOLDS METHOD
- Creating Essay Questions & Writing Intros
Conclusions
CONSOLIDATION: Essay Week Planning - Where We'll Go From Here
FRIDAY DECEMBER 8
WEDNESDAY & THURSDAY DECEMBER 6 & 7
SUMMARY / LEARNING GOAL: The next 2 days are dedicated to you guys getting prepared for:
1) Our WWII Unit Quiz (FRIDAY)
2) Seminars starting next week (TUESDAY & WEDNESDAY)
1) Our WWII Unit Quiz (FRIDAY)
2) Seminars starting next week (TUESDAY & WEDNESDAY)
TUESDAY DECEMBER 5
SUMMARY: Yesterday we analyze several sources that indicate there are reasons to legitimize the use of the atomic bombs that ended WWII. Today, we'll discover that Canada played 2 key roles in the development of the atomic bombs. After discovering the facts we will try to analyze some perspectives and determine if we should be PROUD or ASHAMED of our contributions.
LEARNING GOAL: By the end of the lesson students will have gained knowledge on Canada's contributions to the atomic bombs so that they can evaluate the significance of our contributions
MINDS ON: Pre-vote on PROUD / ASHAMED
ACTION: The Atomic Bomb & Canada Readings & Reflection Questions
City of Widows Clips & CBC Article Analysis
CONSOLIDATION: Post-vote on PROUD / ASHAMED
LEARNING GOAL: By the end of the lesson students will have gained knowledge on Canada's contributions to the atomic bombs so that they can evaluate the significance of our contributions
MINDS ON: Pre-vote on PROUD / ASHAMED
ACTION: The Atomic Bomb & Canada Readings & Reflection Questions
City of Widows Clips & CBC Article Analysis
CONSOLIDATION: Post-vote on PROUD / ASHAMED
MONDAY DECEMBER 4
SUMMARY: Now that we've looked at all the battles in Europe, we'll shift gears and look at the Pacific. We're going to fast-forward how the U.S. joins WWII and focus on what they do in the Pacific that is so memorable. Today we'll focus on the American use of atomic bombs in Japan. The goal is for us to evaluate primary and secondary sources pertaining to the bombing to determine what their BEST reason was to use the bombs.
LEARNING GOAL: By the end of the lesson students will have evaluated sources about the atomic bombing of Japan at the end of WWII so that they can evaluate the QUALITY of sources
MINDS ON: Atomic Bomb Dropping Pre Videos & Pre-Evaluation Vote
ACTION: Atomic Bomb Source Evaluation Task
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?
LEARNING GOAL: By the end of the lesson students will have evaluated sources about the atomic bombing of Japan at the end of WWII so that they can evaluate the QUALITY of sources
MINDS ON: Atomic Bomb Dropping Pre Videos & Pre-Evaluation Vote
ACTION: Atomic Bomb Source Evaluation Task
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?
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THURSDAY & FRIDAY NOVEMBER 30 & DECEMBER 1
SUMMARY: The next 2 days are BIG ONES!! Thursday, the main focus will be to inquiry about D-Day (and more specifically - Juno Beach). Friday will focus on gaining perspective through Saving Private Ryan. For the inquiry, you should be able to find LOADS of details about what D-Day was all about and why it was important without help. Can't stress how significant/shocking/sensitive this topic is, so again, PLEASE do you best to stay on task.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about D-Day so that they can evaluate its historical significance
MINDS ON: Thursday: Behind The Scenes Clip
Friday: Arlington Cemetery Image Analysis
ACTION: Thursday: D-Day & Juno Beach Inquiry Task
Friday: Saving Private Ryan - D-Day Perspectives
CONSOLIDATION: Critical Question - Why is D-Day such an important battle?
LEARNING GOAL: By the end of the lesson students will have gained knowledge about D-Day so that they can evaluate its historical significance
MINDS ON: Thursday: Behind The Scenes Clip
Friday: Arlington Cemetery Image Analysis
ACTION: Thursday: D-Day & Juno Beach Inquiry Task
Friday: Saving Private Ryan - D-Day Perspectives
CONSOLIDATION: Critical Question - Why is D-Day such an important battle?
TUESDAY NOVEMBER 28
SUMMARY: We'll continue on with our WWII battles tasks, finally turning to some Canadian content - The Raid on Dieppe. We'll have a lengthy Minds-On, read a summary of the battle and watch some clips for context. Towards the end of class we'll analyze some Primary Sources to determine whether this battle should be viewed as a FAILURE or a LEARNING OPPORTUNITY.
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: Dieppe Minds On Thinking Activity & Visuals
ACTION: Raid on Dieppe Reading & Questions & Clips
Raid on Dieppe Primary Source Evaluations
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: Dieppe Minds On Thinking Activity & Visuals
ACTION: Raid on Dieppe Reading & Questions & Clips
Raid on Dieppe Primary Source Evaluations
MONDAY NOVEMBER 27
SUMMARY: Hope everyone found the Dunkirk documentary interesting! Today we'll transition to another major battle of WWII - The Battle of Britain. Canadians CLEARLY didn't help at Dunkirk, but we definitely had some pilots involved during the Battle of Britain.
We'll complete this task by reading about how the battle progress and answering questions as we go. We'll also throw in some clips to help for perspective. At the end of the lesson you guys will compare the 2 battles so far and try to determine which battle seems more important.
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: Interactive WWII Map & Dunkirk
ACTION: Battle of Britain Reading & Questions
- Clips 16:30 - 23:00, 36:35 - 43:00
We'll complete this task by reading about how the battle progress and answering questions as we go. We'll also throw in some clips to help for perspective. At the end of the lesson you guys will compare the 2 battles so far and try to determine which battle seems more important.
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: Interactive WWII Map & Dunkirk
ACTION: Battle of Britain Reading & Questions
- Clips 16:30 - 23:00, 36:35 - 43:00
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THURSDAY NOVEMBER 23
SUMMARY: Today we'll finally start to navigate SEVERAL critical moments on the battlefronts for WWII - some Canadian, some not. Our goal today is to pull out the important information of ONE of these battles so that we can determine the historical significance of the results.
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: If we were to write about an important battle of WWII, what specific points should be included??
ACTION: Dunkirk Documentary & Tracking
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: If we were to write about an important battle of WWII, what specific points should be included??
ACTION: Dunkirk Documentary & Tracking
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THURSDAY - TUESDAY NOVEMBER 16 - 21
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
MON: Schindler's List ENDING
Canada & The Holocaust Reading & Reflection Task
CONSOLIDATION: Critical Question: Why are films like this so important to history? What do they provide average citizens of the world??
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
MON: Schindler's List ENDING
Canada & The Holocaust Reading & Reflection Task
CONSOLIDATION: Critical Question: Why are films like this so important to history? What do they provide average citizens of the world??
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WEDNESDAY NOV 15 & WEDNESDAY NOV 22
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 - 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: How should Mr. Reynolds parent Annabelle scenario??
ACTION: WED: Appeasement Activity w/ Storymap
WED: Appeasement Source Evaluation
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: How should Mr. Reynolds parent Annabelle scenario??
ACTION: WED: Appeasement Activity w/ Storymap
WED: Appeasement Source Evaluation
TUESDAY NOVEMBER 14
SUMMARY: Today we'll 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. Today will focus on how he rose to power and the beginning stages of the Holocaust
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: What do we THINK we know about Hitler??
ACTION: Rise of Hitler Reading & Questions
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: What do we THINK we know about Hitler??
ACTION: Rise of Hitler Reading & Questions
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THURSDAY NOVEMBER 2 - FRIDAY NOVEMBER 10
SUMMARY: ANOTHER UNIT DONE!!! The next 6-7 days will all be us completing another major unit summative (15% of your overall mark). Thursday we'll go over the concept of how to create good inquiry QUESTIONS (major part of the mark) - and then you'll have a few days to create questions and find answers. MONDAY & TUESDAY will be our final days to finalize questions, gather answers and record WHERE we found them. WEDNESDAY will be a day dedicated completely to creating PROPER CHICAGO BIBLIOGRAPHIES. THURSDAY & FRIDAY we'll focus on EVALUATING SOURCES (our C.R.A.P. method) - and then give you a few days to CRAP your sources. This is a VERY time consuming task so PLEASE USE YOUR TIME WISELY!!!
LEARNING GOAL: By the end of this assignment students will have honed their understanding of the Historical Thinking Concepts, as well as critical evaluated a 20s & 30s topic of their choice and evaluated source material
ACTION: THURSDAY & FRIDAY
20s & 30s Inquiry Task Overview
- Creating Inquiry Questions w/ Historical Thinking Concepts
- Draft Topics
- Brainstorming Questions & Finding Answers (6 Sources)
MONDAY & TUESDAY
Finalizing 10 Questions w/ Thinking Concepts
Find All Answers Using 6 Separate Sources
WEDNESDAY
Chicago Bibliographies
THURSDAY - FRIDAY
Evaluating Sources & Proper Chicago Format
LEARNING GOAL: By the end of this assignment students will have honed their understanding of the Historical Thinking Concepts, as well as critical evaluated a 20s & 30s topic of their choice and evaluated source material
ACTION: THURSDAY & FRIDAY
20s & 30s Inquiry Task Overview
- Creating Inquiry Questions w/ Historical Thinking Concepts
- Draft Topics
- Brainstorming Questions & Finding Answers (6 Sources)
MONDAY & TUESDAY
Finalizing 10 Questions w/ Thinking Concepts
Find All Answers Using 6 Separate Sources
WEDNESDAY
Chicago Bibliographies
THURSDAY - FRIDAY
Evaluating Sources & Proper Chicago Format
MONDAY & TUESDAY OCTOBER 30 & 31
FRIDAY & MONDAY OCTOBER 27 & 30
SUMMARY: Over the next few days we'll finish off our 20s & 30s unit content by looking specifically at how the Canadian Prime Minister during the Great Depression tried to handle the issue. By the end of the lesson you guys will determine whether he should be seen in a positive or negative light.
LEARNING GOAL: By the end of the lesson students will have gained knowledge about Richard Bennett so that they can evaluate his success/failure as Canada's Prime Minister during the Great Depression
ACTION: Richard Bennett & The On To Ottawa Trek Lesson
LEARNING GOAL: By the end of the lesson students will have gained knowledge about Richard Bennett so that they can evaluate his success/failure as Canada's Prime Minister during the Great Depression
ACTION: Richard Bennett & The On To Ottawa Trek Lesson
WEDNESDAY & THURSDAY OCTOBER 25 & 26
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: Think/Pair/Share - What SHOULD we see in a Depression movie??
ACTION: Cinderella Man & Tracking Sheet
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: Think/Pair/Share - What SHOULD we see in a Depression movie??
ACTION: Cinderella Man & Tracking Sheet
FRIDAY - TUESDAY OCTOBER 20 - 24
SUMMARY: Over the next few days we'll delve into the Great Depression & examine important concepts about it from a world perspective and a Canadian perspective. Your task will include answering true/false questions, short answer tracking questions and even locating 10 images or quotes that summarize different aspects of the Canadian Depression.
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: Friday - Stock Market OVERVIEW
Monday - Final Paragraph of Depression Reading
ACTION: FRIDAY
Depression Reading & Questions
Depression CRITICAL QUESTIONS & Image/Quote Search
MONDAY
Dionne Quintuple Inquiry Focus
TUESDAY
Depression Reading Discussion
Dionne Inquiry Question Share
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: Friday - Stock Market OVERVIEW
Monday - Final Paragraph of Depression Reading
ACTION: FRIDAY
Depression Reading & Questions
Depression CRITICAL QUESTIONS & Image/Quote Search
MONDAY
Dionne Quintuple Inquiry Focus
TUESDAY
Depression Reading Discussion
Dionne Inquiry Question Share
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THURSDAY OCTOBER 19
SUMMARY: : Today we're going to tackle Prohibition in America and Canada during the 20s and 30s. We'll start by looking at some political cartoons to see if we can understand the messaging. From there Mr. Reynolds will simply delivery a Google Slides Presentation on how Prohibition affected both Canada and the USA. Our job will be to fill in the tracking sheet on key concepts.
To END we'll analyze a Simpsons episode about Prohibition and see how much they pulled from the history books to help write their episode. ***Always fun when we can analyze history through a different medium***
LEARNING GOAL: By the end of the lesson students will have general knowledge about prohibition culture of the 20s & 30s for Canada and the USA
ACTION: Prohibition Lesson
- Political Cartoon Analysis
- Google Slides Presentation
- Simpsons Historical Accuracy Task
To END we'll analyze a Simpsons episode about Prohibition and see how much they pulled from the history books to help write their episode. ***Always fun when we can analyze history through a different medium***
LEARNING GOAL: By the end of the lesson students will have general knowledge about prohibition culture of the 20s & 30s for Canada and the USA
ACTION: Prohibition Lesson
- Political Cartoon Analysis
- Google Slides Presentation
- Simpsons Historical Accuracy Task
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TUESDAY & WEDNESDAY OCTOBER 17 & 18
SUMMARY: By giving you guys the Choice Tasks for Unit 2 ALREADY, our lessons will most likely take a bit longer than a period at a time moving forward. With that in mind, we'll start today by spending 20 minutes wrapping up yesterday's task on Changing Role of Women in the 1920s. AFTERWARDS, our lesson today is focused around a MAJOR Canadian development in the late 20s & early 30s - AUTONOMY!!! Today's class will highlight the steps Canada took after WWI to get to full AUTONOMY in 1931 with the Statute of Westminster.
LEARNING GOAL: By the end of the lesson students will have evaluated key moments of autonomy in post WWI Canada
MINDS ON: How many 'auto' words can you make??
ACTION: Canada & Autonomy Reading & Questions
LEARNING GOAL: By the end of the lesson students will have evaluated key moments of autonomy in post WWI Canada
MINDS ON: How many 'auto' words can you make??
ACTION: Canada & Autonomy Reading & Questions
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MONDAY OCTOBER 16
SUMMARY: Our Inquiry Tasks should be IN (After 5 full periods of class time and 2 weekends I'm REALLY hoping they are).
Today we'll start by going through the concept of TRUE INQUIRY. We'll be applying that inquiry concepts to the Role of Women after WWI (namely in the 20s). Do we think things PROGRESSED or REGRESSED???
LEARNING GOAL: By the end of the lesson students will have evaluated the changing role of women in the 1920s so that they can determine its positive or negative impacts
MINDS ON: Inquiry into Persons Case - What Questions should we ask??
ACTION: Women's Changing Role in the 20s & 30s Reading/Questions
- Better/Worse For Women T-Chart
- Follow-Up Paragraph
Today we'll start by going through the concept of TRUE INQUIRY. We'll be applying that inquiry concepts to the Role of Women after WWI (namely in the 20s). Do we think things PROGRESSED or REGRESSED???
LEARNING GOAL: By the end of the lesson students will have evaluated the changing role of women in the 1920s so that they can determine its positive or negative impacts
MINDS ON: Inquiry into Persons Case - What Questions should we ask??
ACTION: Women's Changing Role in the 20s & 30s Reading/Questions
- Better/Worse For Women T-Chart
- Follow-Up Paragraph
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