Socials 11 - Friday: Intro to sketchnotes

Today we worked on learning a skill that I think is most useful.  We started by watching Sunni Brown's  TED Talk on the power of doodling and then I showed some examples of my journey in learning how to sketchnote.  We then worked to learn some of the most useful/common doodling techniques.  At that point we ran out of time, but you can expect to be given the chance to create a sketchnote in class soon.

The rough copy on paper

The finished sketchnote on the Paper app

Sample fonts

Skill building 

Other practice exercises (we didn't get time to do)

Even more practice

Socials 8-3: The Franks

Today Ms. Wagner was absent so we had a chance to work together.  I started with a discussion about the assembly and why I think it's important for us all to focus on respectful and honouring behaviour in the upcoming Remembrance Day ceremony.  We did a short examination of a sketchnote that Ms. Wagner provided and then we watched a short clip on Clovis - leader of the Franks.  I added some brief notes on the video and then we broke into groups and got started to create small presentations on aspects of Frankish life.  Because of the short block, we only got about 15 minutes into this activity.  Perhaps I should have just had you finish your study guide questions on the Franks.  There is no homework.

SS10-4: Sketchnoting the Victorian Era

Ms. Wagner was absent today so I had a chance to reconnect with you.  We reviewed the push-pull factors associated with the Great Migration and we watched a segment of the People's History.  Here are the notes:

We ended by working on our "Victorian Era" sketchnotes.  There is no homework.

Socials 11: Ex#7 Women and Creating Graphs with Excel

Today we began class with a quick review of the Winnipeg General Strike and then watched the remainder of the episode on the Strike from the People's History series. Next, we debriefed exercise seven and spoke about the Christian Women's Temperance Union and the idea of prohibition.  We also revisited the person's case and saw how women started to fill roles of a story within the government and the judicial system starting with Agnes MacPhail in 1921.  Next, I
gave a short demonstration on how to create a table in Microsoft Excel and showed how to convert the data in a table to a visual graph. Students had a chance to practice on their own and then transported a graph into a Microsoft Word document that spoke to the changing economic conditions in Canada after the First World War. Please keep a hard copy of that document in your notebooks.

For homework, please complete Exercise #9 on the economic situation in the 1920s. Tomorrow I will demonstrate a skill called sketchnoting.

Socials 11: Labour and the 1919 Winnipeg General Strike

Today, we started by debriefing Ex 5 "Labor Relations." That allowed us to have a deep discussion on labor relations, unions, and inflation. We also discussed the idea of the cost of living and saw how workers who get raises can actually be worse off over time if the cost of living is rising faster than their wage increases (if, for example they are getting a 1.5% wage increase but the cost of living is rising at a rate of 2%).  We also spoke in more detail about the Winnipeg General Strike. Specifically, we talked about the role of the veterans and other groups and discussed what were their wants and their fears. It is important to remember that the immigrant workers especially, were at a terrible risk in this time when there was little protection from the excesses of government and business owners. In a general sense, we can see how our modern Charter of Rights and Freedoms would have provided more protection for the workers in this case.  In the end, we see that the strikers made few immediate gains. However, this was a battle that helped in the long-term improvement of working conditions and worker rights.  If you want to view the CBC documentary on the Strike, use this link.

I had some difficulty with the computer when I try to show the People's History episode on the strike and so we will begin tomorrow's lesson by finishing that. For homework, I asked that you complete Ex 7, "Women's Rights." Please take responsibility and come to class tomorrow prepared.

Could you use this table to write a summary of the players
during the Strike.

Socials: Intro to the 1920s and the Winnipeg General Strike.

Today we started by checking off the objectives associated with the First World War from our Key Elements pages at the beginning of our notebooks.  Next, I showed the marks from the unit test - everyone passed, but I was most pleased with the improvement in your writing on the paragraph section. The tutorial for re-writes will be Thursday at lunch and the test will be Friday at 3:05.

After debriefing the test, I discussed the answers for the Ex #2 study guide: "The League of Nations."  The take away is that the League was designed to provide collective security and use economic sanctions as the primary tool for compliance (rather than war), but because many key countries din't join, and those that did were too concerned with their own interests rather than those of distant countries, the whole thing was mostly a failure.

I gave a PPT discussion on the 1920s with special focus on the Winnipeg General Strike of 1919.  While the strikers did not get all they wanted (wages, working hours, collective bargaining) this was a key step in improving labour relations in Canada, especially after the Royal Commission found that there wasn't, in fact, a Bolshevik plot against the nation.  The strike also helped change the political landscape and afterwards we see the Liberals (with Progressive support) beat the Conservatives and we see the continued rise in women's rights (Agnes MacPhail, MP in 1921 and the Persons Case in 1929).

For homework I asked that you complete Ex #5 "The Workers' Revolution." Tomorrow we'll watch a segment of the Peoples' History, debrief Ex #5 and then get our singing voices tuned up as we compose our labour songs.

Monday: Socials 11: FWW Unit Test Day

Today we wrote the unit test for the First World War.  I will have them marked for tomorrow.  We will have a tutorial on Thursday at lunch and the rewrite will be after school on Friday.  I'm sorry about the test being Friday, but I have an appointment on Thursday and so am not available.

There is no homework today.

Reminder to use Ms. Wagner's blog

Please remember to check in with Ms. Wagner's Blog unless you are in Socials 11.  The link can also be found at the top, right of my blog.

Thursday: Socials 11: Test Prep

Today we reviewed for Monday's First World War test. We did another quick quiz and I gave an info sheet on the Treaty of Versailles. We noted that this treaty was between the Allies and Germany but that the other Central Powers had their own separate treaties (the broader study of the Paris treaties is the first unit of History 12).  We learned that French Premier George Clemenceau's desire for harsh treatment of Germany (things like the diktat, Section 231 - War Guilt Clause, limits to her military, and the harsh reparation payments) helped ensure that another war would follow in short order. I also gave the prompt for the long paragraph question and told you of the SPERM-G acronym.  Study hard!

Oops: the prompt should say "First WORLD War" (not, Word War)

Wednesday: Socials 11: The big 5 battles and the conscription crisis

Today we started with a short talk about today's events at and around Parliament Hill where a gunman murdered a soldier standing as an honour guard at the National War Memorial and wounded others.  I find myself thinking over and over about this sad and disturbing event.  As new information is released we will be able to see if this event has any connection to the event in St. Jean, Quebec earlier this week.  I did say that it is important for us to filter what we hear in the news and on social medial and determine what is news and what is speculation.  I feel that is important to say that we must not generalize about any group as we stand together against this horrible event.

Blackadder

We started the lesson with a quick quiz to highlight some of the main points that are connected with the five battles I asked you to research and some other important elements.  Next we watched a Blackadder satire of the British "brass hats" who were the generals leading the strategy of the war.  It is easy for us to mock the obvious futility of the frontal assaults across no-man's land that characterized the war, but this only highlights how revolutionary the Canadian plan was for Vimy Ridge in 1917.   We watched a segment of the People's History on Vimy. We also had a PowerPoint discussion on the use of propaganda and some some examples of propaganda posters from the war. We ended with a People's History clip

on the conscription crisis of 1917 (and the Wartime Elections Act that restricted some from voting while giving some women the vote).

Propaganda analysis primer

I felt it would be unfair to ram through these last points in order to meet my timeline of having the unit test tomorrow, so I announced that we will tidy up the unit and then do a proper review tomorrow and write the test on Monday.  I'm sorry to those of you who were counting on having it all done before the weekend.

Socials 11: Tuesday: Paragraph and chapter debrief

You were each assigned one battle; 

if you were absent, do #3 Vimy Ridge.  

Note: Passchendaele was 1917.

Today we began by adding "so-what" details to yesterday's summary notes of the characteristics of the war.  Next, I returned the paragraphs about human rights (sorry for the delay).  I went over seven general points on the class's writing that were common areas of concern.  In summary, please remember to use "signpost" words in your next piece while being concise and precise in your word choice.  We also continued reviewing the chapter questions.  I hope you now have a better idea of the role of the navy and air corps (air force).  For homework I asked that you report approximately ten facts about the battle I assigned to you (who, what, when, where, why,  and how are good places to start).  Ask yourself, of all the battles in the war, what was it about these battles that made them worthy of our attention.

We agreed to have our First World War unit test on Thursday! Tomorrow we'll wrap up with the conscription crisis, review the five battles and then go over the test format and review (lots to do!).

Socials 11: Monday, Oct 20: Role playing tough First World War decisions

Today we started with a graphic to illustrate the various factors that were challenging the stability of Europe prior to the war.  You should feel comfortable about speaking to a few of these.  Next, we got into groups and role played a variety of scenarios associated with Canada and the war.  I was pleased with your engagement.  I was very pleased with the quality of your discussions and the solutions that came out of them.  In all cases, you were able to hit on the points that I had hoped would come out and in some cases you came up with ideas I hadn't even considered (and I've done a lot of considering on this topic).  We ended with my extending the graphic to include the characteristics of the war and a nemonic to help you remember some of the MAIN causes.  For homework I asked that you complete Falk Ex #9 (technology) and #16 (women).


Thanks for another good class today.

Fri: Socials 11: Debriefing the textbook notes

Today we began with an informal quiz tied to the map of Europe in 1914.  We then extended the map to include the Alliances and other terms.  We also debriefed the textbook questions and I used your responses to springboard explanations about the nature of the war (remember to click your heals together when you mention General Schlieffen's plan). We got through to number 26.  For homework, I asked that you complete the Falk exercises #5 (Motives for war) and #8 (Trench Warfare).  Enjoy your weekend. On Monday you will take on a role-play/planning activity in small groups.

Thurs: Socials 11: The Map of Europe and Canada Enters the War

Today we started with my asking you to share one thing you already know about the First World War.  Next, we examined the map of Europe in 1914 and learned how to use the "signpost" states to construct the map from memory.  You won't be asked to label a map on any test, but you may be given a map and then be asked to tell which of the numbered countries on the map did this thing or that thing.  We also watched a short segment of the People's History that showed some of what going to war meant for Canada.  We won't be able to watch all of the segments; there just isn't enough time, but they can all be viewed on YouTube.  We ended by sharing one observation or thought from the video and then we talked briefly about what it would be like to wear a gas mask (congrats to Sam who managed to keep on the sample gas mask for the whole hour - not a very pleasant experience).

For homework I asked that you each answer two questions from the textbook study package - we'll share the answers tomorrow.

Sample Provincial Exam Question

Wed: Socials 11: CAPP

Today was a CAPP block.  If you didn't do your reading, please do so (see yesterday's post).  Don't forget that tomorrow at 3:05 is the unit test re-write.

Happy Tuesday: Socials 11 - Intro to the First World War

Today I started by sharing your marks from the test - well done. If you want to do a re-write, attend the tutorial at lunch today.  The re-write will be Thursday at 3:05 (those who have yet to write will do so then).

Next, we reviewed what we have learned and checked off outcomes from the Key Elements pages I gave you with the course outline.  Let's celebrate our successes!

Review the PPT via Slideshare

I also put on a graphic organizer to highlight some of the ideas we'll examine this week as we dive into the First World War.  Note how I try to start with big themes, and then I ask what are the key ideas inside those.  We then finished the discussion we began on Friday as we tried to set the stage for what Canada was like on the eve of war.  In groups, we jigsawed the text readings that were companions to the PPT slides (pp. 6-16) and then shared our findings.  For homework, please read pp. 20-24 in the text (stop when you get to "Canada's Response to the War").

Socials 11: Gov't test day

Today we wrote the big test.  I will mark over the weekend and give you your results on Tuesday. There will be a tutorial on Tuesday at lunch for those who wish to do a rewrite. The rewrite will be on Thursday at 3:10.  If you were unable to write the test today, then you will write on Thurday with those who are doing their rewrite.

On Tuesday, we will begin the history unit.  Please ensure you bring both your text and workbook to every class.  I hope you all enjoy the long weekend; as promised, there is no homework.

Socials 11: Gov't Unit Test Prep.

Today we did a comprehensive review quiz and then debriefed together.  Next we did a quick run through the Falk workbook chapter terms (p. 2).  I ended with a short lesson on interpreting political cartoons.  I've decided not to include a source question on tomorrow's test. Here is the format of the test:
Part One: 10 true/false questions (10 marks)
Part Two: describe 4 of 5 vocab terms (8 marks)
Part Three: two short answer questions on big ideas (6 marks)
Part Four: 30 multiple choice questions (30 marks)

Here are some board notes from an after school tutorial one of your classmates and I shared. Good luck.

The federal system

The House of Commons

The political spectrum and the Canadian parties

The provincial system and the three readings of a bill

Socials 11: Wednesday writing block

Today, with Ms. Pednaud the class worked to compose our first paragraph.  When I stopped in I was very pleased with the focus that I saw.  If you were unable to finish in class, please use the link on the right side of the blog to e-mail me a copy.  Tomorrow we will wrap up the unit and review for Friday's test. (No homework for the long weekend - except for me who gets to mark the test).

Tuesday: Socials 11 - Writing in socials/history class

Today I gave my take on how to simplify the writing process. Remember: "names/tells more."  Start with the basics and work up.  We examined topic sentences and closers and I issued a copy of the UN Declaration of Human Rights and the UN Convention on Child Rights.  Tomorrow with the TTOC, you will have your first chance to wow me with your writing acumen.  Ensure you bring your workbooks to class so you can study if you finish early.  On Thursday we wrap up the unit and prep for Friday's unit test (then we go into the long weekend satisfied we've worked hard and deserve a break with no homework!).

Socials 11: Monday - Charter of Rights

Today we began with two short video clips on the first past the post system and its shortcomings.  Next, we reviewed the Charter of Rights and Freedoms and completed the study guide.  I tried to explain why I think it is so important for you to know your rights so that you (and the rest of us) can protect yourselves from "the State." We ended with a brief examination of the "Notwithstanding Clause, the Universal Declaration of Human Rights and the Declaration of Child Rights. We'll finish that tomorrow.  Then we'll look at how to write a paragraph in socials. There is no homework IF you've finished all of your study guides. Sean Karlo and Joseph remember you have a quiz to write tomorrow at lunch.

Socials 10-2: Monday 6 Oct - Altlas activity and quiz prep

Lat/long

Quiz outline - three parts.

Today we spent most of the class working on an atlas activity.  I gave a short lesson/review on geographic coordinates (latitude and longitude). We concluded with a brief overview of the short geography quiz that will occur at the start of Wednesday's class.  That will end the geography unit. After the quiz (15 minutes?) Ms. Wagner will take over instruction from me and begin a six-week history unit.

Socials 8-1/8-2/8-3: Monday, 6 October: Ms. Wagner takes over!

Today Ms. Wagner took over the instruction of the class and she will be planning and delivering the program with support from Mr. Marshall for the next six weeks.  Ms. Wagner taught our Socials 8 classes for three weeks last spring and I hope you will enjoy her innovative and creative lessons.  I will not post lesson summaries on my blog until I resume teaching - please use the link at the top right corner of the page to access hers.

Friday, 04 Oct: Atlas review and quiz outline

Sorry for the late post. On Friday, we did an atlas activity and a quick review of geographic coordinates (latitude, longitude). I was pleased with the way your groups worked. At the end of class we reviewed the format for Tuesday's little geography quiz. The quiz will take 10-15 minutes and then Ms. Wagner will take over and begin her history unit. She will be providing instruction for the next six weeks. Your homework is to prep for the quiz.

Friday, 4 Oct: Socials 8-3: Geographic Coordinates

We completed our activity where we located ten coordinates on the globe and then found ten of our own. Next, we learned how to use the scale on a map to determine distance.  This was our last geography lesson for a few weeks.  On Tuesday, Ms. Wagner will begin a history unit. There is no homework.

Friday Oct 4: Socials 11: Elections

First, sorry for the late post. On Friday we worked on study guide #13.  We had a discussion around the first past the post (FPTP) system and I tried to give some examples of how a party could win an election (or even get a majority) with fewer than 50% of the popular vote.  On Monday I'm going to show you a couple of short videos that do a good job assessing the FPTP system.

Socials 8-3: Thurs 2 Oct: Geographic Coordinates Practice

Today we began with a quick oral review of our earlier lessons and then we used a world outline map to learn how to bring latitude and longitude together in geographic coordinates.  Remember: latitude is always reported first.  Next, we got atlases and used our new mapping skills to pinpoint areas on the globe.  After a little practice, I found that you were quite accurate in your estimating.  Good effort: no homework.

Socials 10-4: Thur 2 Oct: Working with climate graphs

Today we extended our learning of climate graphs and examined four cities in Western Canada.  We also completed a survey outlining other ways to see Canada and its regions.  We ended with a homework reading request: pp. 108-111 (and the optional section 112-114).  I know you're doing vegetation zones in science, so we won't spend much time on this next class. I thought that your groups generally worked well today.

Socials 11: Thur. 2 Oct: Majority vs. Minority Government

Today we began by touching on some current events: Hong Kong, ebola, Ukraine and ISIS (Syria/Iraq).  Try to connect with the news - will the P.M. order Canadian combat troops back into the Middle East?  Will our fighters be a part of the coalition bombing missions?  How will this issue be debated in the Commons?  What would you expect each of the parties to say on this issue?  This tied in with the policy details you researched for the table we started yesterday. Thanks to those who participated - you'll learn more and it will be more interesting if you are able to share in the learning.  Afterwards I returned the quiz.  As a whole the class did well.  On Monday at lunch there will be a tutorial for anyone who wishes to do a re-write (Tuesday at lunch). Remember that I record the most recent mark.  We ended by learning the difference between a majority and a minority government.  We learned that 155 is currently the magic number and that majority governments are inherently more stable than minority governments: majority governments get things done.  There is no homework.

Socials 11: Wed 1 Oct: Federal Govt Quiz and the Canadian Parties

Sorry for the poor quality. Look to the Internet for policy
info from the different parties. Example

Today, we started with a short quiz (for marks) and then we finished the questions on the Canadian Senate.  Next, we looked at how the main political parties in Canada fit in the political spectrum.  We also thought about ways we can let our voices be heard if we are unhappy about something; some of the responses are mild and others are more extreme.  We saw that it is not only government that can be influenced, but also other organizations, such as corporations.  Please remember to add info to at least three cells in the following table:

Socials 8-1/8-2: Wed 1 Oct: Geographic Coordinates

Today we did a quick review of our past work and then we expanded our ability to pair latitude and longitude to create geographic coordinates.  The morning class got a little further along with the world map, but both classes will finish that aspect on Friday.  There is no homework.

Socials 10: Wed. 1 Oct: Examining Climate Graphs

Today we did study guide #7 and examined climate graphs and answered questions to test our ability to draw conclusions/observations from them.  We noted that latitude and proximity to the ocean are both key controlling factors of climate.  We also saw how our perceptions can be challenged by statistics. Next we looked at a variety of ways to "regionalize" Canada (ex. the North, the Maritimes, etc.).  We ended with a homework reading assignment: please read pp. 108-11 (with the option of adding pp. 112-114).  Thanks for a great class - you all worked well and I appreciate the way you all participated.