Saturday, 29 November 2014

Socials 11: Primary and Secondary sources









In Socials 11, we must find the balance between taking command of
content and building our creativity, analytical ability and other skills.  Today we began with a larger review quiz of the Second World War and then I introduced a discussion about primary and secondary sources.  Next, we used the laptops to find a primary source (photo) that we could analyse.  I had intended to have you write your unit test on Monday, but since your work today was so focused, I decided to let it continue to the end of the block.  The test will be Tuesday.

If you were unable to complete it in class, please forward it to me electronically.  I also collected your Home Front paragraphs, so if you missed that, forward it as well.

Socials 10-2 - Finding our political stripes


Today we participated in a questionnaire designed to help us classify our political beliefs on a spectrum of thought.  Most of us fell into the centre (or some part of it) with some to the moderate left and some to the moderate right.  Earlier you indicated that you wished to try to have an in-class election, so I designed an activity to allow you to experience that.  I thought that rather than having you create parties and platforms based upon your in-class friendships, it would be more natural to base them upon similar political views.  As such, we grouped ourselves based upon the outcomes of the questionnaire.  We then reviewed the passage of bills and got settled into creating our parties - starting with the selection of a leader.  There is no homework.  Thanks for your good work this week.

Socials 8-1/8-2: Climate Graphs

Remember 0 and 180 degrees do not
get N/S or E/W added behind them
Today we began by reviewing the answers to the coordinates activity.  We will have questions just like this on next week's test.

Next we learned to differentiate between climate and weather and then how to record data on a climograph.  Remember the importance of "smoothing out the temperature date with a sine wave. You will have to repeat this activity on the test.

Please complete the four sheets before next class if you were unable to finish in class.
There are options as to how you "shade" the precipitation data

Thursday, 27 November 2014

Socials 8-3: Climate graphs

Today we created definitions to differentiate between climate and weather.  Next, we learned how to record climates on climographs before completing four graphs in class.  I was pleased with everyone's progress.  We're almost ready for our geography unit test - probably next Thursday. If you were unable to complete all four graphs in class, please do so for homework.

Socials 11: The Home Front

Today we started with a quick quiz.  We'll have the unit test on Monday. We then worked in groups to examine some replica artifacts from the British home front (children and the war, air raids, food and rationing, and the household).  After sharing our observations we had a PPT discussion. I asked that you come to tomorrow's class with a paragraph response to: Discuss the Canadian home front during the Second World War.
Today's quiz and answers

Do you need to borrow a topic sentence?

Statement / support terms you may like 

See the PPT via the SlideShare link
if you'd like to review
The big picture is useful when planning

Wednesday, 26 November 2014

Socials 11: The Air War, Conscription and the Holocaust


Today we started by revisiting the sketchnotes on the air war (see yesterday's post).  We also debriefed Ex #11.  We don't go into too much detail with the Holocaust in this course; we examine it in more detail in History 12.  We did note that there was a difference in the Nazi treatment of the Jewish and other groups after 1942 when the Final Solution was put into place.  The Allies were shocked when they came to the camps during the liberation of the occupied territories at the end of the war.  American General Patton had his soldiers force local German civilians and civic leaders to visit the extermination camps so that they were fully aware of the genocide that had occurred: there would be no "stab in the back" theories tolerated this time around. We must remember yesterday's lesson however; Canada's anti-Semitic and discriminatory policies (both official and unofficial) are a regrettable part of our country's past.

Next, we watched the two People's History segments on the conscription crisis. Remember King's post-plebicite slogan: "Conscription if necessary but not necessarily conscription." We ended the class by getting started on a paragraph on the crisis.  Note: this topic is a must know - it often appears in tests.  It is an important event in understanding French-English relations in Canada.

Tomorrow we'll tackle the Home Front.  Please have a short conscription paragraph ready.



Socials 10-2 (Nov 27) Socials 10-4 (Nov 28) The political spectrum

Today we started with a quiz to see how we're doing in mastering the Canadian federal system.  Here is the quiz:



Next, something interesting happened: almost by spontaneous suggestion, we decided that it would be interesting to create some sort of class government experiment.  That idea intrigued me.  Hmm, I thought, because of Ms. Wagner's good pacing, we are ahead of schedule so this would be possible.  Okay, quick shift and we looked how a bill is passed in parliament and then took a quick look at the different political "isms," and the political spectrum.  Next class we'll discuss creating parties and then figure out how we can hold an election.  I'm thinking that we might be able to create platforms and then present them to another class.  Ideas? Another pair of great classes folks -   There is no homework.

Socials 8-1 and 8-2: Geographic coordinates practice

Today I started by sharing your term marks and reminding you of any work that is missing. We discussed the Global Positioning System had the reason why pen and paper skills are still relevant in the digital age. We then reminded ourselves how to plot geographic coordinates on a map.  This included finding the hemispheres and estimating when points did not fall directly on line intersections. This is one of the last lessons before of geography unit test.  Next class we'll look at climate graphs and measuring distance on a map using the scale.  There is no homework except for the few students who have yet to hand in missing work.

Tuesday, 25 November 2014

Socials 8-3: Geographic Coordinates

Today's activity practice sheet
Today I started by sharing your term marks and reminding you of any work that is missing. Next, we had a quick discussion about scale - specifically map scale.  We then reminded ourselves how to plot geographic coordinates on a map.  This included finding the hemispheres and estimating when points did not fall directly on line intersections. This is one of the last lessons before of geography unit test.  Next class we'll look at climate graphs and measuring distance on a map using the scale.  There is no homework except for the few students who have yet to hand in missing work.

Socials 10-4: CAPP

Today was a CAPP block.  I shared everyone's grade as it will appear on the term report cards.  There is no homework.

Socials 11: Treatment of special groups

Today we began with a quick review of the 1920s-30s test.  Students kept their paragraphs for their records.  Since no one viewed the screencast on the Italian campaign, we couldn't discuss it.  This will be covered in the unit test and it will be one of the choices for the next paragraph assignment.  If you choose not to watch it, a less time consuming alternative might be to review the slides (without the narrative) on SlideShare.

Next we debriefed Ex #10 on the treatment of enemy aliens, Japanese Canadians and Jewish Canadians.  We also watched the segment of the People's History about the internment of Japanese Canadians and the Custody of Enemy Alien Act that allowed for the confiscation and sale of Japanese Canadians' private property.

We ended with a brief discussion of the three main roles of the Royal Canadian Air Force during the war.  You must know about Bomber Command and "The Plan" (BCATP).  We will discuss the Home Front tomorrow. Please ensure Ex. 9 and 16 are completed.

Note the "myth of the Few."  The pilots were few
and heroic, but the battle was won because of
the complete, integrated air defence structure.

Bomber Command had a terrible rate of loss!

Monday, 24 November 2014

Socials 8-1/8-2: Altlas questions debrief

Today we debriefed and expanded on the questions on the scavenger hunt assignment from last class.  I was pleased with the way you were able to dig more deeply into the questions to see the bigger lessons - especially on the tough concepts such as map projections.  There is no homework UNLESS you are missing work for Ms. Wagner.  You have hours left to get your work in.  Many of you were asked to come at lunch tomorrow to get your sketchnotes in - please don't forget.

Socials 10-2: CAPP

Today was a CAPP block.  There is no Socials 10 homework UNLESS you are missing an assignment - you have about 24 hours to get it in.

Socials 11: Writing workshop

Today I returned the "Battle of the Atlantic" paragraphs that we handed in and then we had a writing workshop.  I started by using a rubric to identify the elements of a piece of historical writing.  I tried to pick out the key pieces that students often puzzle about, and then spoke about how to address them.  Here are the board notes:

Next, put up some sample topic sentences and their closers and we worked to see what was good and what could be improved.  Thanks go to the students who shared.  Here is an example:



We did not have time to review Ex # 10-11 (tomorrow is another day).  For homework, I asked that you view the four-part screencast of the Italian campaign lesson (37 minutes) on my YouTube account. Here is the link to the page. This topic is one of the choices for your next paragraph (it will be your next assignment for marks).

Thursday, 20 November 2014

Socials 8-3: Atlas Scavenger Hunt

Today, we followed up our last geography review lesson with an atlas scavenger hunt activity.  There is no homework and we’ll continue with our mapping skills next class. Have a nice long weekend.

Socials 10-4: Federal System: Part 2


Today we had a great lesson to follow up our PPT discussion last day.  I love how involved this class always is; it makes it so easy to teach when you are smiling and trying and asking questions.  Please, Alex, Cayman, Alex, Brendan, Jamie, Carson, and Miya, get those last few assignment in - some of you really need the marks.  E-mail me if you are unsure what you might be missing - there is a link on the right (or jmarshall@sd46.bc.ca). There is no other homework.

Socials 11: Dieppe Raid / Home Front

Today we had a PPT discussion on the Battle of Dieppe.  This is still a controversial battle with many theories and conjectures.  Here is link 1 (and link 2 and link 3) to a three-part screen cast I did for this presentation a few years back.  We also completed Ex #9 (The Home Front).  Please complete that and and Ex #10 (Discrimination in Canada in the Second World War) for homework.
Summary slide.

Find the slides on my SlideShare

Wednesday, 19 November 2014

Socials 11: Battle of the Atlantic, Fascism, War Machine


Today, our TOC Ms. Pednaud, did a review of the political spectrum and then students completed Ex #3 and 4 on Italian Fascism and the rise of Nazism.  If you didn’t get that done, please do so for homework.  Next the class by watched a People’s History segment on the Battle of the Atlantic called “Miserable, Rotten, Hopeless Life.”  You ended the class by watching a People’s History segment on the home front called “War Machine.”

Socials 10-2: Follow up to the Federal System


Today, our TOC Ms. Pednaud, followed up our last lesson that introduced the federal system with some study guides and charts to solidify our understanding.  There is no homework and we’ll tidy up any missed questions in our class.

Socials 8-1 and 8-2: Atlas work


Today, our TOC Ms. Pednaud, followed up our last geography review lesson with an atlas scavenger hunt activity.  There is no homework and we’ll continue with our mapping skills next class.

Tuesday, 18 November 2014

Socials 8-3: Reconnecting with geography

Today we had a review of our understanding of the globe.  We had a twist by creating a big model of the Earth/sun relationship in order to see how the Earth's 23 1/2 degree tilt combines with revolution to cause the solstices and the equinoxes.  There is no homework.

Socials 10-4: Intro to Canadian Federal System

Today we had a PPT discussion on the branches and roles of the Canadian federal government. This will give us a frame of reference in the next few lessons when we examine the discussions that created Canada in the mid 1860s.  Next day we'll consolidate our understanding with some study guides.  There is no homework.

Socials 11: The Battle of the Atlantic

Today we started with an excerpt from the book Corvettes Canada by Mac Johnston.  Next we had a PPT lesson on the Battle of the Atlantic.  Remember, this is the longest battle of the war (it lasts from start to finish).  For the Allies it is about keeping the supply line to Britain open so she can continue the fight after the May, 1940 fall of France.  For Admiral Dönitz and the U-boats it is about cutting that line and starving Britain into submission.  Almost everything the Royal Canadian Navy does in the war is focussed on this campaign.  The star of the RCN is a small ship called the corvette (and its key defence for the merchant ships: the convoy).  We started to write a summary paragraph in class.  Please come to tomorrow's class with that done.  Also, many of you have yet to add a comment to yesterday's blogpost - please "get 'er done."

If you wish to review the whole slideshow, it is on my SlideShare account.


Monday, 17 November 2014

Socials 10-2: Intro to the Canadian Government

The Parliamentary System PPT is on my Slideshare account
As we get ready to look at the confederation conferences it struck me as a good time to connect with our modern political system so that we have a frame of reference from which to examine the ideas that were put forth as the colonies discussed what a new country might look like.  This content is a part of the first unit in SS11, so it important foundational work for next year.  Today we examined the Canadian parliamentary system with special focus on the three branches of our federal government.  I asked that you come to class with two or three sentences to summarize each branch (legislative, executive and judicial).  You can you the vocabulary terms from the PPT discussion to help guide your writing.

Socials 8-1/8-2: Reconnecting with geography

Today we took a step back from our study of history and reconnected with our work at the beginning of the year.  I was pleased with how much you remembered about the globe.  Today we discussed meta-cognition (thinking about how we think) and tried to understand why things are the way they are. In 8-1 we even turned out the lights and used a flashlight to "experience" the seasons in an attempt to understand why there are equinoxes and radical solstices in the upper and lower latitudes.  Good work - no  homework.

Socials 11 -1: Intro to the Second World War

Today started by seeing what you already knew about this topic. We then watched the People's History clip on Canada joining the war.  We learned the importance of Sept. 1, 3 and 10, 1939. We also saw how Canada hoped initially to engage in a limited war, but after the fall of France was Britain's only ally - Go Canada!  We had a PPT directed discussion on some of the main causes of the war.  Remember, the Second World War is about defeating fascism and imperialism of a very different nature than that of the First World War.
Next, we looked at the schematic showing the involvement of the different branches of the Canadian military and identified some of the key engagements that we will study.  We ended by reading pp. 100-107 in the text.  I asked that you create three bullet-points from your reading (be ready to share one tomorrow).  I also asked that you develop two questions from the reading and share them onto this blogpost (first names only, please).

Friday, 14 November 2014

Socials 11: Unit Test Day

Today we wrote our 1920s/1930s unit test.  For those not satisfied with their outcome, the review  tutorial will be Tuesday at lunch and the re-write will be Thursday after school. There is no homework this weekend, but we are hitting the beaches hard on Monday as we begin our study of the 1940s and the Second World War.

Thursday, 13 November 2014

Socials 11: On-to-Ottawa Trek; Regina Riot; and, test prep

Today we started by debriefing our sketchnotes and graphing questions.  I was pleased with the sketchnotes and I discussed how to "extend" your observations to include suppositions to explain why things were the way they were.  Next, we reminded ourselves how to tackle those what/so-what questions. We also watched the People's History segment in the On-to-Ottawa Trek and the Regina Riot: both good points to include when discussing the government's response to the Depression. Finally, we went over the test format.  There will be choices on the two written sections and by thinking about the four or five big topics we studied (and by using the vocab terms we "chunked" at the beginning of the lesson to develop statement/support connections) you can prepare to be ready.

Unit test tomorrow - 2nd block.

Wednesday, 12 November 2014

Socials 11: Factory life, the Dust Bowl, and the Regina Manifesto of the CCF

Today we watched two short episodes from the People's History.  "Needles and Pins" showed us life for factory workers in the manufacture of cloth. We also learned that not everyone suffered the same during the Depression.  The Eaton family, for example, went on as normal but eventually had to bow to public pressure and reform their labour practices.  We have to remember that the relative comfort we enjoy today was not available to most people back then.  For example, today we assume that all children will have a chance to complete a secondary school education - grade 8 was a more common benchmark in a time when many kids had to help support their families.  "Blown Away" had some clear images of life on the Prairies during the drought and dust bowl that consumed much of the 1930s.  Again, we must remember that there was no well-established social safety net to help those who had lost their means of living; the result was hunger and pain.

We also used a summary guide sheet to review the key elements of the CCF's Regina Manifest (1933). We have to see the CCF as a response to the lack of effort the Government was putting towards finding a solution to the suffering.  We noted how clear the preamble is in making a distinction between the CCF's "constitutional, non-violent" proposal to replace the "old parties" that relied on the financial support of big business and the Marxist label that "capital" would liked to have given it.

We ended the day by examining a list of vocab terms from the unit and organizing them into logical groupings (chunking is a good way to organize lists) - I heard some good discussions.  In this kind of task I like to start with a few terms I immediately recognize, and then slowly add more and more of the outlying words.

Monday, 10 November 2014

Monday: Socials 11: The Great Depression, Part 2

Today we did a review of all of the key economic terms associated with the stock market crash and the Great Depression. We also looked at the American New Deal introduced by FDR.  We got started talking about some of the new political parties that arose in the 1930s. Next class we will look specifically at the CCF Manifesto and the On to Ottawa Trek. I plan to have your unit test on Friday. Please access today's slides via the link (I'm away from my computer and I don't have those files on my iPad).

Sunday, 9 November 2014

Thursday and Friday: Socials 11: the 1930s

Oops, I sure dropped the ball here.  I was busy after school on Friday getting ready for the Remembrance Day ceremony on Monday.

We spent the last two classes getting our three activities finished. On Thursday I collected the 1920s Steps to Autonomy sketchnotes. On Friday I collected the graphing activity and gave a lesson on the beginning of the Great Depression with special emphasis on many of the economic terms we need to understand. I totally forgot to ask you to sing your labour songs and nobody reminded me (rotten kids).  We also did a practice quiz on the 1920s and had a fun map review of post-1919 Europe.

Wednesday, 5 November 2014

Socials 11: USA Branch Plants; Analyzing Statistics with Graphs

Today we started with a quick map quiz on the post 1919 map of Europe and then watched the branch plant segment of the People's History.  Next, I sang my "labour song" and you broke into small teams to plan yours - due Friday.  Most of us then used the laptops to extract data from the exports data I supplied in order to creates graphs in Excel.  Some were able to get to the analysis questions; others will have to get to that later.  The graphing assignments are also due on Friday.

Don't forget the sketchnotes are due Thursday.
1920s Economy

Tuesday, 4 November 2014

Socials 11: Steps to Canadian Autonomy/sketchnote practice

Today I started by reviewing the what/so-whats for the first column of terms on page 68 of Falk. Next, I gave a short PPT presentation on the six steps Canada took towards autonomy from Britain during the 1920s.  Creating a strong sketchnote will help you to remember them - put some deep thinking into your design so that it is meaningful to YOU.  I ask that you have your sketchnote turned in at the beginning of Thursday's class.

link 
Here is the link to the SlideShare copy of my PPT that has the "steps" image: