Wednesday, 30 April 2014

History 12: China and Japan before the War

Today we started with a reading quiz to highlight some of the main points from the two DeMarco chapters.  Next, we watched Connor's video from last semester on the North African campaign.  We also used some slides to discuss the shifts in power in China and Japan before the Second World War:  we see the rise of military rulers in both countries.  We also reconnected with the Manchuria Crisis of 1931 (from our discussion of US isolationism and the Lytton Commission of the League).

I'd certainly have video of MacArthur wading ashore upon
his return to the Philippines.
We ended by reviewing my sketchnote.  If you were to use ThingLink how and where would you layer this image?

Please note that today's and tomorrow's Pacific War PPT can be accessed via the Mr. Marshall's PPTs on SlideShare link at the top right of this blog.

SS8-2: Final Day of Inquiry

Today we had our final day of inquiry research and artifact creation.  On Friday we'll begin a new unit and next Wednesday we'll have our sharing.  I am giving students the long weekend to complete their work.

Socials 10-3: The Chinese in early B.C. history

We started the day by examining the ups and downs of the town of Barkerville from boom town to ghost town to tourist town.  We used the history of Barkerville to address other broader ideas.  For example, the effects of transient populations on a community and the effect prosperity has on a community's demographic composition (ex. men, women and children or just single men).  Next, we read a short section in the text, pp.235-238, and then used the following links to start an investigation into the Chinese experience in B.C.

We closed the class by watching an episode from the People's History and then debriefing.  Here is my sketchnote:
Scroll to 1:08:18 of the linked video  to see the episode "Gold Mountain"
There is no homework.

Tuesday, 29 April 2014

Socials 10-2: Barkerville and the effect of the Cariboo rush on different groups.

Today we began by examining a primary source photo of old Barkerville in order to build our analytical skills.  Next, we completed a chart to track the development of the town, its decline and then its renaissance as a tourist/historic site.

We ended the class by using a table and puzzle pieces to assess the impact of the gold rush on different elements of society.  I was pleased with how willing most people were to keep checking their work to get as accurate a table as possible.  Here are the solutions:

If you haven't done so already, please read the textbook section on the Cariboo gold rush.

Socials 8-1/8-3: Renaissance inquiry

Today was the second-to-last (penultimate) inquiry research block - Thursday will be the final in-class session.  The inquiries will be shared next week.  Some of you will have work to do over the weekend in order to be ready in time.

History 12-1: Barbarossa and North Africa

Today we finished our discussion of the Eastern Front and then debriefed Chapter 11 in DeMarco.  I also showed a short clip from "World at War" to illustrate the landscape of the North Africa campaign.

Please complete Ex 1-2 on Chapter 12 for homework.

Tomorrow we'll look at Japan and the Pacific.

Monday, 28 April 2014

History 12-1: The Battle of the Atlantic and Operation Barbarossa

Today was an information sharing about the longest battle of the Second World War and one of the biggest.  Both PPTs can be found of Slideshare.  There is no homework: tomorrow we'll debrief some of the DeMarco chapters.

Socials 8-2: Renaissance Inquiry

Today was the second-to-last, or penultimate, in-class session to work on out inquiry projects.  We shall be sharing our five-minute presentations next week.  If you are feeling like one more class won't give you enough time to finish, you may like to do some work at home.

Socials 10-3: Gold mining techniques

Today I started by telling a story of my own experience with gold fever and then we watched a short video explaining some of the ins and outs of gold panning from one of B.C. real experts, the recently deceased Bill Barlee.  Here is my sketchnote:

Here is a link to the ten-minute video.

I then showed a short clip of the Cornish wheel in action at the Barkerville Historic Site.  From there we set to work investigating aspects of gold mining (historic or contemporary) that we were wondering about.  We ended the class by sharing in small groups.  I was pleased with how well everyone worked again today.

There is no homework unless you missed Friday's class and are behind on the study guides.

Friday, 25 April 2014

Socials 10-3: The Cariboo Gold Rush

Today we worked on our interpretation and analysis skills and completed two group activities.  First we  analyzed a photo of Barkerville and then answered some questions, and then we puzzled together a chart that gave the pros and cons of the gold rush for a variety of groups (ex. the Chinese, First Nations, miners, Engineers, etc.).  We ended the week with a recreation of the Great Escape from Stalag Luft 3 (shhhhh...).

There is no homework.

History 12-1: The Fall of Poland, the Phoney War, the Battle of France and the Battle of Britain

Today we did a quick summary of the first year of the war.  I noted that in general we can remember that just about everything works in the favour of the Axis powers for the first half of the war.  I showed part of a British documentary that challenges some of the myths about the Battle of Britain.  Here is the link if you wish to watch the rest The Real Story

Please ensure you read the two chapters from yesterday's post before coming to class Monday.

Socials 8-2: Renaissance Inquiry

We continued with our inquiry today.  We will have two more class blocks to work on this project and start to do our group sharings on May 5.

Thursday, 24 April 2014

Socials 10-2: Using coins to review the creation of B.C.

Today we reviewed the early history of B.C. and the reasons for the creation of the Cariboo Road and the Colony of B.C.  We discussed the great difficulty involved in sea travel to B.C. (around Cape Horn?) and also the expense.  We made many connections between the kind of economic pressures the colony faced with the kind of economic pressures our modern province faces.  I showed an 1858-1958 silver dollar and an 1871-1971 nickel dollar: we researched the significance on these two centenaries.  We ended by getting a study guide designed to give practice interpreting photographic sources.  Please come to class with the first page (Activity 6-4, #1-5) completed on Tuesday.

Socials 8-1/8-3: Renaissance inquiry

Today we worked to get all of our six study guides completed and checked.  Those who were finished worked on their inquiry questions.  Those who did not finish must be done when they arrive to Tuesday's class.  We only have a couple of inquiry class periods left to work on our inquiries.  Thanks for your good, focused work today.

History 12-1: Appeasement and the Start of the Second World War

Today we started by watching the "Why Appeasement" video and then debriefing the study guide.  We also discussed the difficulty a nation has in deciding when and how it reacts to international affairs.  We used some of Canada's recent history as examples.  I asked that we all take one term associated with the start of the Second World War and share our findings.

Here is the link to the Google doc we created to summarize the events that led to the Second World War.  Please have your piece completed prior to tomorrow's lesson.

I also asked that you read the two DeMarco chapters on the war before Monday's class (pp. 133-153).

Wednesday, 23 April 2014

Socials 8-2: Renaissance inquiry

Today we worked to get all of our six study guides completed and checked.  Those who were finished worked on their inquiry questions.  Those who did not finish must be done when they arrive to Friday's class.  We only have a couple of inquiry class periods left to work on our inquiries.  Thanks for your good, focused work today.

History 12-1: The Path to WW2

Today we did a summary study guide to the Spanish Civil War as a recap of yesterday's lesson.  We did a jigsaw activity and came together at the end to share our findings.  We wrote three sentences to summarize what we saw as the most important points to remember - you did well here.  Next, we debriefed DeMarco; lease ensure you do your reading: in a small class everyone has to pull his or her weight.  We ended by examining the two views for the cause of the war 1) action by the fascists and 2) inaction by the League members.  You must be able to remember the CASPRR acronym to aid in the recall of the step.  Tomorrow we'll watch the 20th Century video about appeasement.

There is no reading unless you did not get yesterday's done.

Socials 10-3: 1) Recap of early B.C. history and 2) the Cariboo Gold Rush

Today we did a summary of what we've learned about B.C.  I focused on the early history with the European navigators, the financial and political effects of the gold rush, and the reasons for and against BC joining Confederation.  I also took a side track and discussed the idea of balanced budgets and how they affect governments' fiscal planning and our own personal planning.  I even discussed debt, loans and credit because all of these were economic factors at play in BC in the early 1870s when John A. Macdonald came knocking at our door.

Next, we did some quick fact finding about the Cariboo gold rush.  Please post a comment that summarizes 10 bullet point facts: please remember to include your first name (only) so you can get credit for your work.

For homework, I asked that you read pp 220-230 in your text (but only the sections written on a white page - ignore the material written on coloured text boxes).

Tuesday, 22 April 2014

Socials 10-2: BC Gold Rush.

Please post a comment summarizing 10 bullet points about the Cariboo Gold Rush.

History 12-1: Spanish Civil War

Today we took a look at the Spanish Civil War (1936-1939).  We read Falk pp.79-81 and then took some board notes.  It is important 1) as an indicator of the style of war that was about to befall the world; and, 2) as an indication of the ineffectiveness of British and French appeasement/indifference.

Next, we jigsawed some primary source reports from the Spartacus website.  We reminded ourselves how to check for tone, bias, publication date, and so on.  In this case we noted how the Nationalists tried to say that the explosions at Guernica were the result of Republican terrorists, not German aerial bombardment.  I wonder how they would explain the machine guns that reportedly fired for fifteen minutes?  Here is  a link to the website: Spartacus.

For homework, please read Chapter 10 in DeMarco and choose any three exercises to be completed prior to tomorrow's class.

Sunday, 20 April 2014

History 12-1: Test Day

On Thursday we wrote the USA/India/Middle East test.  There is no homework: enjoy the long weekend; you've been working hard and maintaining all course standards.

Thursday, 17 April 2014

Socials 10-2: Early BC History

Please use the link to access the "Early BC History" Google doc.

Wednesday, 16 April 2014

Socials 10-3: B.C. History Day 2

Today we began by debriefing our Google doc with the vocab terms from early B.C. history (1750-1850).  Most students were able to have an entry on the file - thanks for that.  Those who weren't able to finish could see how much better a complete doc would be.  We also debriefed some slides I created to summarize an essay on B.C.'s joining Confederation.
Here is the link to notes via my Slideshare account.
For homework I asked that you read pp. 210-211 in the text.  Please come to our next class prepared.

Socials 8-2: Renaissance Inquiry

We continued with our inquiry work.  Next week we do not have the computers so you will have to continue your research at home.  The following week I've booked the computers, but if you're just getting started, you won't be able to do all of your research in class.

Remember that you will will be sharing your learning in small groups (using whatever method you choose: PowerPoint, posters, dances, essays, models and movies are just some ideas).  There will be three types of evaluation: self, peer and teacher.

History 12-1: Preparing for the USA/India/Middle East Exam

We spent the majority of the block reviewing and studying for tomorrow's unit test on the U.S.A., India and the Middle East.  As noted, the paragraph will be on a topic associated with the U.S.A.  Please remember that we discussed the importance of acknowledging the counter argument of any hypothesis.  If, for example, you are asked to discuss the ways the U.S. government changed during the 1930s, don't forget to also mention how it stayed the same. We were going to wrap up our unit/test prep by gaining some practice layering media using ThingLink.  Here is an example I created in about two minutes: Gandhi example.  Unfortunately, I forgot that I promised Mr. M. some time to allow you to complete the Min of Ed satisfaction survey, so we didn't get finished our media creation (ok, we didn't even get started).
cryptic notes about the test format.
Please be ready to hand in you India paragraph at the start of tomorrow's class.

Tuesday, 15 April 2014

History 12-1: Intro to the Middle East

Today we looked at the Middle East between the wars.  We examined the rise of Zionism and Arab nationalism as they related to the politics of the First World War and afterwards during the mandate years.  We started by getting our bearings geographically and then learned about the events before and after the 1917 Balfour Report and the 1916 McMahon letters and the Sykes-Picot Agreement.  We ended the class by watching a 5-minute summary of Mustafa Kemal's rise to power and the creation on the new Turkish Republic and the subsequent attack on the Treaty of Sevres in favour of the renegotiated peace of the Treaty of Lausanne.

There is no homework, but you should expect a unit test on Thursday: the USA/India/ and the Middle East (1914-1946). Please come to class tomorrow with you India summary paragraphs completed.

Please come to class tomorrow with you India summary paragraphs completed.

Socials 10-2: Debrief of Unit Test

Today I had planned to do a quick debrief of the test and then get down to an introduction of B.C.'s history, but I adapted the plan and we spent the whole block on that topic.  Many students had low marks on the test and I wanted to give extra support prior to this afternoon's tutorial and tomorrow's rewrite.

Socials 8-1/8-3: Renaissance Inquiry

Today we started by watching a short time-lapse video of Yosemite National Park in the U.S.  I also gave an example of my own technology inquiry and the use of "layered" links in a sketchnote as further evidence of how an inquiry can continue and keep reinventing itself.  After that, we all got to work.  Keep up the good work.  I saw many students trying to stretch their thinking today in the pursuit of real questions and answers rather than just hunting for the pre-cooked ideas that sometimes grace our study guides.

There is no formal homework assignment, but I encourage you to continue your inquiry as you see fit.

Socials 10 Test Notice

Today we had the after-school tutorial from 3:05 - about 3:45.  THE RE-WRITE FOR BOTH CLASSES WILL BE WEDNESDAY, AT 3:05.  

The following nine students will be permitted to do the re-write because they attended today:


Monday, 14 April 2014

Socials 8-2: Inquiry

Today I returned all of your missing work and let you see your marks as they will appear on the Term Three report card.  We spent the rest of the class working on our inquiries.  My focus was in trying to help students create good questions that would increase their chances for a successful outcome.  When we work in this student-directed way, it is important to create short term goals to keep yourselves moving foreword.  Keep up the good work.

Socials 10-1/10-3: IMPORTANT TEST NOTICE

If you would like to re-write the recent test, you must first attend a mandatory after-school tutorial on Tuesday from 3:05 - about 3:45.  THE RE-WRITE FOR BOTH CLASSES WILL BE WEDNESDAY, AT 3:05.  

Hist 12-1: India Part 2/writing assignment

Today we discussed a bit of educational theory and you told me what you think works and what doesn't work.  Next, I showed an example of a "layered" sketchnote created using ThingLink.  I also discussed the notion of student inquiry into authentic "wonderings" and used my own examination of the use of technology and my development of sketchnoting as an example.  I'm hoping to give you some time at the end of the semester to engage in some student-directed inquiry into a topic of your choice.

We ended by reviewing and concluding the PPT on India.  Here are the final two slides.  Please come to class on Thursday with a summary paragraph.  Try to find a nice balance between comprehensiveness and concision.
Link to layered sketchnote

SS10-3: Intro To BC

We started the class by debriefing the unit test on the West.  If you would like to re-write the test, you must first attend a mandatory after-school tutorial on Tuesday from 3:05 - about 3:45.  THE REWRITE WILL BE WEDNESDAY, AT 3:05.  Everyone has been told his or her mark, so you know if you should rewrite or not.  The most recent grade is the one that will appear on your report card.

Next, I introduced some overview information to start our study of B.C.'s history.  We then did some constructivist learning as we worked in teams to define some key people/events from early B.C. history.

Here is the link to the Google Doc.  I asked that you come to class with your group's word completed for Wednesday's class.

Sunday, 13 April 2014

History 12-1: intro to India

On Friday we finished up looking at the United States and began a short examination of the Indian independence movement.  I issued some study guides and ask that you have them read when you come to class on Monday.  We also had a discussion using some PowerPoint slides as support.  Here is a copy of the Sketch note that I showed you; I've added some layered links using an app called LinkThing:

Thursday, 10 April 2014

Socials 10-2: Term Three Unit Test: The West

Today we wrote the unit test.  I will mark them tonight and the marks will be available at 3pm tomorrow.  I will schedule a tutorial early next week (probably Tuesday) for those who wish to have a re-test.

Socials 8-1/8-2: Inquiry introduction

Today I started by discussing the process that is involved in a personal inquiry.  I used the example of the work I've been engaged in to develop better ways to engage and empower students through the use of presentation technology.  Without a doubt, coming up with a good inquiry question is the hardest part for people who've never engaged in this process before.  Don't worry; that will come with practice.  Here is a simple schematic of how I envision the process for you:

Note that the initial question often has to be adapted after
some research.

I was very satisfied with the way everyone worked today. I hope you enjoy the weekend.  Next week we start the fourth and final term!

History 12-1: Finishing the Depression in the USA

Today we created a timeline for the USA in the 1920s and 30s so that we could plot some of the main events and also so we could track the changes in the unemployment rate and the budget deficit.  Here is a copy:
Blue shows debt; red shows unemployment: remember these
dates as the are key to a paragraph response on this topic.
We also watched two short videos, one on the CCC and one on WPA.  We noted the propagandistic tone of the second (that came from that era: if the government is going to spend our money, it wants to get credit for it).  We must note that the New Deal really was a game changer as far as the role of government is concerned in the U.S.A.  Remember, however, that this change occurred in many other western countries too.

Tomorrow we will examine India between the wars.  So that you have a context, please read Howarth pp. 71-72 and pp. 202-204.

Wednesday, 9 April 2014

History 12-1: USA and the Depression

Today we worked on exercise 20 from the workbook. This was a summary of economic terms connected to the Depression. We also watched the video "Roosevelt and the New Deal."  Exercise 22A was completed after watching the video. We also read from pages 120 to 122 in the gray Howarth text. I asked that you write a brief note on eight of the alphabet agencies. Please take the one alphabet agency that you are most interested in and complete a sketchnote on it. I know that you ran out of time in class today, so you may hand in your sketchnote on Friday.  You may also read page 122 to 127 in the Howard text, but that is not mandatory.

Socials 8-2: Renaissance

Today we carried on with our Renaissance study guides. Some students took a break to catch up on work missing from previous units. Remember, the term ends on Friday. Any missing work after that date will not be counted on the report card.

Socials 11-3: WW2 Vocab Terms Activity

Please use the link to access the Google doc.  Remember that you must only add your text in BLACK.

Socials 11-2: WW2 Vocab Terms Activity

Please use the link to access the Google doc.  Remember that I need you to add your text in BLACK only.

Socials 10-3: National Policy and Test Prep

Today we got ready for Friday's test.  We reviewed the format of the test and I gave some sample questions for each segment.  Remember that one of the timelines covers the early for trade and the other covers the M├ętis unrest in the West (see p. 126). I explained how the what / so-what questions will work and then we practiced some. After that, we looked at the multiple-choice question format. Remember that the questions are going to focus on big ideas. Do not worry about the small details; I add those to add some color and interest to the story but I am only really concerned about your understanding the big forces that were at work in the West during the period of our study: ask yourself how westward expansion and the arrival of Europeans changed life on the Prairies.

I'd like you to read the section in the textbook that covers the National Dream and the National Policy: pp. 194 - 201 (just to fill in the rest of the story).

Here is the sketch notepad I promised you (and a couple more).

Tuesday, 8 April 2014

Socials 10-2: National Dream and Test Prep

Today we read the textbook section on the National Dream, the C.P.R. and the Pacific Scandal.  We also discussed the test format.  Please take time to prepare the paragraph and study the big pieces we've studied.


Socials 8-1/8-3: Renaissance

Today some students worked on the Renaissance work and others worked to finish missing work before the term end on Friday.

History 12-1: USA Day 2

Today we learned about the Spiral of Depression, debriefed Ex 1-3 from the first half of the USA chapter and watched the Boom and Bust video.  Please read the second half of DeMarco and do Ex 4-6.

Monday, 7 April 2014

Socials 10-3: Comparing the Rebellions/Test Prep

Comparisons are in the intersection; contrasting details
are on the outside circles.
Today we met in groups to create a Venn diagram to compare and contrast the two "rebellions" in the West.  We then met together and created a shared document on the board:

We then took some time to create some topic sentences and clarifying sentences for our test (early next week).  For homework, I strongly encourage you to pre-write a paragraph and then come in on test date and re-write it from memory. You are also advised to read the section about the building of the C.P.R. and the Pacific Scandal (otherwise you'll have to read it for Friday, and that will be rushed).

You can't "use" my examples (in blue) but you can 
modify them if you're stuck,

Socials 8-2: Renaissance Research Day 3

Today we continued our work on the six Renaissance study guides.  When finished, students will be permitted to begin their independent inquiry work.

History 12-1: Intro to the USA in the 20s and 30s

I didn't post on Thursday because we just wrote the fascism unit test and there was no weekend homework.

Today we shifted gears and went back to 1919 to discuss what was going on in the USA (I mean U.S.A.) during the 1920s.  We checked in to see what you already know and you came up with some important pieces: prohibition; isolationism; "Roaring 20s;" most powerful economy; etc.  We looked at what the Republican presidents were like and discussed a number of economic issues: the recent housing collapse; the importance of trust in the banking system; the nature of interest and the middle-man role of banks; etc.  We then looked at the forces that precipitated the Depression.

The reign of the Republicans ended in 1933 with the election
of Democrat Franklin Roosevelt (F.D.R.)
For homework, please read DeMarco pp. 113-117 and complete Ex 1-3 (most of this will review what we discussed today).

Wednesday, 2 April 2014

History 12-1: Guest Speaker: The Holocaust

Today, Aaron Zerah came to share stories of his parents including their experiences during the Holocaust.  I am so appreciative that he was able to give you a depth and a personal connection that I would not have been able to give you.  He gave us much to reflect upon and also a chance to remember that people are always at the root of everything we study in history.

Good luck with your preparation; tomorrow we write the fascism unit test.
Think about the "what / so-whats" you'll need for the test

Socials 10-3: Riel Mock Trial

Today we participated in a mock trial for Louis Riel using authentic trial transcripts.  You were the beta test group for this activity and I was very pleased with your ability to roll with the process knowing that time was tight and there wasn't an opportunity to pre-read your scripts.  Thanks especially to those who offered to take the bigger parts (especially Jasper and Jordan who, as lead counsel, read A LOT); but thanks also to the rest of you because you all kept a positive attitude (and some of you read more than you wanted to but did it anyway).  I thought I needed to cut the scripts down even more, and today conformed my thoughts.  Next class we'll look at the CPR and the National Policy, and after that is test day.

Socials 8-2: Renaissance

Today we continued our work on the six Renaissance study guides.  When finished, students will be permitted to begin their independent inquiry work.

Tuesday, 1 April 2014

History 12-1: Debriefing the Holocaust and test prep

Today we took some time to complete the comparison of Mussolini's fascist state and Hitler's.  Next, we discussed the Canadian connection to Hitler's Germany through Ex. 9 from Falk.  As I said in class, it is easy to try to wash away our country's failings and laud the accomplishments, but I think it is important to keep a balanced perspective.  We also read from Howarth to learn a bit about the growth of fascism in the democracies of France and Britain.  Here are some notes from the map book:
Sorry for the poor quality

We ended the class by going over the format of our next test.  I will try to keep some time at the end of tomorrow's presentation to do a bit more review.  Please complete Ex 8 for homework if you were unable to do so in class.

Example test questions

Socials 10: Comparing Conflict in the West: 1869 and 1885

Today we met in groups to create a Venn diagram to compare and contrast the two "rebellions" in the West.  We then met together and created a shared document on the board:
Comparisons are in the intersection; contrasting details
are on the outside circles.

We then took some time to create some topic sentences and clarifying sentences for our test (early next week).  For homework, I strongly encourage you to pre-write a paragraph and then come in on test date and re-write it from memory.
You can't "use" my examples (in blue) but you can 
modify them if you're stuck,

Socials 8-1/8-3: Intro to Renaissance

Today we spent the first part of class sharing the information that we found on current events last week.  After that, I introduced the Renaissance unit.  Students will be able to work through six study guides at their own pace and then begin a personal inquiry into a topic on the Renaissance that interests them.  There is no homework; however, many students are missing their castle design projects and time is running out to get it done.
Liam H.