History 12-2/12-3 Monday

Today we used the following link to the Spartacus website to do some Internet research: Spartacus
 Russia portal

Friday: Socials 8-2

We started the lesson with a review quiz followed by another review quiz.  Like the other classes, the second go around brought solid results.  See Thursday's Socials 8 posts for screenshots of the quizzes and ideas for studying.  We ended the class by completing our globe mini-posters.  Next class we'll practice measuring distance on a map and using the map scale to interpret distance.  After that, we'll examine climate zones and climate graphs.  Then we'll be ready for our geography unit test.  Enjoy the weekend - ignore the rain: it's a drag for sports, but necessary.

There is no homework.

Friday, 27 Sept: G and E Block: History 12-3, 12-2

Sorry for omitting to post yesterday; I was occupied with a teacher technology presentation from 3:30-5:00, then had a short visit to Walter's Torture Chamber, and then helped supervise the junior dance.  I didn't think anyone would mind since all we did yesterday was to write the unit test.

Today, I began with a story to illustrate the difference between the left and right wing.  Next, I created a diagram to illustrate (using key "opposite" vocabulary terms) the political spectrum. I started by discussing the Canadian political spectrum since that is the one I assume you are most familiar with.

The Spectrum - note "tradition" on the

RIGHT and "change" ON THE LEFT

We also had a PowerPoint introduction to Karl Marx. In History 12 we can't go too far into philosophy (because I don't have the ability to teach it well) but it is important to understand the notion of Marxism and the tension that he believed existed between the "proletariat" and the "bourgeoisie" and how he  envisioned the outcome of that tension would develop.  Because of the role of Marxist revolutionaries in Russia, we need to understand Marx to try to understand their different views.  The PPT can be reviewed via the SlideShare link on the right of the blog via Mr. M's PowerPoints.  

Pay attention to the quotations as a way

to get a handle on Marx

I ended the lesson by asking you to read pp. 37-40 in DeMarco, and to complete Ex #1-2.  Please do not read the section on the 1917 revolutions that follows.

Also, please review pp. 22-26 in the Falk workbook (to be signed out at the end of the day from the library).

Enjoy the weekend.

Thursday, Sept 16: H Block: Socials 8-3 and F Block: Socials 8-1

Sorry for the late post.  Today (yesterday) we began with a review quiz.  After one more class, we will write our geography unit test and then start history.  On the review quiz, half the class did not do as well as I'd like, so we immediately did a second, and the results were much better.  The vast majority of you were able to to get 8 or 9 out of 9.  A few students still had gaps: they should review daily to try to learn these basic facts.  Try creating flash cards: mix them up, and then try to "build" the globe (for example, pair the card that says Arctic Circle, with a card that says 66 1/2 ˚ and a card that says "North."  You will need many cards and some string for the lines, but "seeing" and "touching" the information different ways should help).

Next, the H Block class used data to create a climate graph, while the F Block class completed their mini-posters using PowerPoint.

There is no homework except to study for the upcoming test.  Here are some screen shots to show you what to practice:

Click on the thumbnail to enlarge

This will NOT be on the test

History 12

Today we reviewed the group-completed Google docs and I outlined the format of the first unit test you'll write tomorrow.  There will be a thematic timeline with five linked events that you'll order.  Next, there will be eight statements with one or two blanks to fill in each.  There will be five vocab terms from our first Google doc: you will write what/so-what statements on four of the five.  There will also be 25 multiple-choice questions.  Finally, there will be a 150-word paragraph with a focus on the Treaty of Versailles.

Good luck

F Block: Socials 8-1

We began by reviewing how to measure a winding route on a map using a strip of paper (some students missed Friday's lesson because of the band trip to Pender Harbour).  Next, we discussed climate and climate graphs and the difference between climate and weather.  We examined the world's climate zones and made observations.  I also demonstrated how to construct a climate graph and then students "guestimated" the values to make their own local climate graph of Sechelt.  We ended by looking at some real climate data to see how close our graphs were to local averages.

There is no homework.

Block H: Socials 8-3

We had a very short class today.  We began by reviewing how to measure a winding route on a map using a strip of paper (some students missed Friday's lesson because of the band trip to Pender Harbour).  Then, I just started to give a lesson on climate and climate graphs when we were called to the front foyer to participate in "Clubs Day."  Next, we were hosted by the senior leadership class in the library for a hot dog snack (it was to be a bar-b-que, but the weather didn't cooperate).

There is no homework.

Tuesday: History 12-3

We opened by watching the video "Make Germany Pay" and then completed a study sheet together.  Next, we completed an activity using the link to the Google Doc about the post-First World War security events: Post-WW1 Security Google-Doc

The topics were as follows:

Treaty of Versailles

Formation of the League

Occupation of the Ruhr

Maginot Line

Invasion of Manchuria

Invasion of Ethiopia

Not all groups finished by the bell, but I did post the "so-what" points so they could be done for homework.

Tomorrow we will review for the test.

WE WILL WRITE OUR UNIT TEST ON THURSDAY.  

Tuesday: History 12-2

We opened by reviewing the beginning if Friday's PPT discussion on the League.  We finished by reviewing some reasons the US public would not support joining the League.  We also examined some political cartoons and associated with the League and discussed things such as tone, metaphor, labels, parody, and caricature.  Next, we watched the video "Make Germany Pay" and completed a study sheet together.  We ran out of time to complete the last activity, but here is the link to the Google Doc we'll use tomorrow to share ideas about the post-First World War security events: Post-WW1 Security Google Doc

In your groups, please complete each table as accurately and completely as you can.  They are as follows:

Treaty of Versailles
Formation of the League
Occupation of the Ruhr
Maginot Line
Invasion of Manchuria
Invasion of Ethiopia

Here are the groups for the Google-doc

Tomorrow we will review for the test.
WE WILL WRITE OUR UNIT TEST ON THURSDAY.  

F/H Blocks: Socials 8

Today we got issued with our course textbooks.  Students who were absent should see Ms. Calder in the library to get theirs.  Today we learned how scale can change the perspective of a map.  Then we learned how to measure distances "as the crow flies," using the scale.  Next, we learned how to use a strip of paper to record the distance of lines (roads? rivers?) that twist and turn.  I was pleased with the work of both groups.  There is no homework.  I hope everyone has a nice weekend - remember: Monday is a p.d. day, so don't come to school!

Using a paper strip to record distance

E/G Blocks: History 12

Today we started by sharing our "possible" Versailles Treaty paragraph topic sentences.  I can already see an improvement over the style of topic sentences you were writing two weeks ago.  Next, I gave a long PPT-supported lecture on the Treaty and the League.  I found out today that we have ordered the History 12 workbook that I'm used to using which is great news for me - less lecturing and more student reading will make for more variety in our class blocks.  I've uploaded today's PPT to SlideShare: here is the link my SlideShare .

Look for this title page

There is no homework.  Thanks, E Block, for making the fire drill go so smoothly this morning.  Have a nice long weekend (remember, Monday is a p.d. day).

E/G Blocks: History 12-2, 12-3

Today, we began with some practice multiple-choice questions about the First World War and the Paris Peace.  Next, I checked to see who had completed his or her Versailles Treaty notes for homework (about 2/3 in each class did).  Next, students shared their homework findings by writing on the board and then we discussed ways to examine the Treaty in a less pointed, more global way.  Finally, I tried to bring it back even further by reminding folks about the SPERM-G acronym as a way to try to ensure full coverage of a writing topic (as a way to avoid tunnel vision and just write about a narrow part of a topic).  I ended the day by asking students to compose a topic sentence for a possible writing task: "Discuss the outcomes of the 1919 Treaty of Versailles."  Please come to class tomorrow with that done.  In this case, one would not merely list the parts of the treaty; it would be key to discuss them but also bring in things like the reactions of various groups.  At this point, take care to stay within the intended topic range of the years around 1919 only (ie. do not write about the rise of fascism).

Here are the board notes:

E Block page 1

E Block page 2

G Block page 1

G Block page 2

F/H Blocks: Socials 8-1, 8-3

Today we began with a few minutes of computer work to complete the globe mini-posters.  Next we made connections between the continents and oceans and their different geographic hemispheres.  We ended with a bit of fun by seeing who could identify the locations of different countries on the globe.  Some students clearly have a strong grasp of world geography.  There is no homework.

Can you name al of the continents and oceans?
(it's no longer called the Antarctic Ocean)

A/C Blocks: History 12

Today we began by completing our vocabulary terms PowerPoint slides and printing them into mini-posters.  Next, we reviewed the Google doc we made yesterday to ensure that the information was accurate and complete.  Then we looked at the new map of Europe to understand what the geo-political fallout was after the Paris Peace, especially as it concerned Austria Hungary.  You should be able to use the "signpost states" (including Poland, now) to construct a map of Europe from memory. We also reviewed the answers to the Chapter 2 exercises (#4, 5)  DeMarco.  I ended the class by asking students to google "outcomes of the 1919 Treaty of Versailles" and coming to class tomorrow with a list, ready to discuss.  We will also review the League of Nations.  We will then be prepared to prepare for our first unit exam.

Drawn from memory, honest.

B Block: Socials 8-2

Today we opened the class learning about Internet and blogging etiquette and how to add a comment to a blog post.  I asked students to comment on one thing they have learned so far in class and one thing that they like (so far) about secondary school.

Afterwords, we each made one PPT slide about what we've been learning in class about maps/the globe.  The slide was to be printed and hung on the classroom wall as a mini-poster.  Please try to get your work printed between classes if you were unable to print today.

Please try to get a flash drive (USB memory stick) to keep at school so that you have a means to save work you create on the computer.

Please remember to give your parents the student data form to be checked and returned asap.  Also, let them see the photo order forms - you must pre-pay or you won't be able to get a photo package.

E/G Block: History 12

Today we had a trial run composing a Google doc synchronously to create a "cheat sheet" of the First World War and Paris Peace unit vocab words.  Check out yesterday's post to access the links to each class's doc.  I was pleased with how open folks were to this style of learning and expect that we will use it again.  Next, I asked students to create a PPT slide to act as a poster of the term they each worked on in their Google doc.  Please try to get that done and printed asap so we can hang them on the classroom wall.  Tomorrow we will discuss the outcome of the Treaty.

Please try to remember to have a flash drive (USB memory stick) at school so that you have a means of saving data you create in class.

H Block: Socials 8-3

Today we opened the class learning about Internet and blogging etiquette and how to add a comment to a blog post.  I asked students to comment on one thing they have learned so far in class and one thing that they like (so far) about secondary school.

Afterwords, we each made one PPT slide about what we've been learning in class about maps/the globe.  The slide was to be printed and hung on the classroom wall as a mini-poster.  Please try to get your work printed between classes if you were unable to print today.

Please try to get a flash drive (USB memory stick) to keep at school so that you have a means to save work you create on the computer.

F Block: Socials 8-1

Today we opened the class learning about Internet and blogging etiquette and how to add a comment to a blog post.  I asked students to comment on one thing they have learned so far in class and one thing that they like (so far) about secondary school.

Afterwords, we each made one PPT slide about what we've been learning in class about maps/the globe.  The slide was to be printed and hung on the classroom wall as a mini-poster.  Please try to get your work printed between classes if you were unable to print today.

Please try to get a flash drive (USB memory stick) to keep at school so that you have a means to save work you create on the computer.

B Block: SS 8-2

Today we had our first lesson with computers and I demonstrated how to construct slides using PowerPoint (PPT).  I opened with a quick Animoto video I made to show how quick and easy it is to use media in presentations these dayWe shall be using a number of presentation formats, and PPT will most certainly be one of them.  I was very pleased with the mature behaviour of both classes.  We shall definitely be doing more computer work in the future.  Enjoy you weekend - there is no homework.

A/C Blocks: History 12-2, 12-3

Today, I started with a "pre-quiz" quiz.  Generally folks did quite well.  Most questions were in a T/F format which is a difficult format because even the false statement have an element of truth.  I think I did a better job in the afternoon class at showing how to tease out the facts in each statement to decide what is true and what might be false.  The trick on a test is to first determine what each question is about (ex. fighting at the Front, nationalism in the empires, the alliance system, etc) and then ask yourself, "What are the must knows associated with that topic?"

For example, today I said: "Ypres, the Somme and Vimy Ridge were all battles made famous by the dashing courage of the cavalry charges."  Yes, Ypres, the Somme and Vimy were all famous battles, and yes, the participants showed courage, BUT the fighting was characterized by static trench warfare, not highly mobile cavalry charges.  Thus, the correct response is FALSE.

Next, we took some brief notes about things to consider when evaluating/using primary and secondary sources.  Specifically, we talked about validity, reliability, bias, reputation, corroboration, and proximity.  I gave some time for students to complete Exercise 5b, but if you were unable to finish, please do so for homework.

Tomorrow we will be using the following list to make some PPT slides, so please come to class with the means to save your data (either on a cloud-based source, or portable memory device (ex. a flash drive).  I will also be reviewing Chapter 2, Exercises 4-5 in DeMarco so ensure you bring your notes from last week.

Here is the A/E Block link to the Google Doc that we'll use to synchronously complete a vocab terms "cheat sheet" for us all to share:
https://docs.google.com/document/d/1C1Hiej6hzTWRrCy3W_6WyQvuZBlQW5azwMD0xdib4V8/edit?usp=sharing

Here is the C/G Block link to the Google Doc that we'll use to synchronously complete a vocab terms "cheat sheet" for us all to share:
https://docs.google.com/document/d/1jl02f_mbCGhfOimsCh2NiHqoZgbgcZZb5SA9Z6yXkts/edit?usp=sharing

Key "must knows" that you should be able to explain in "what/so-what" statements:
A. Pre-war politics
1. nationalism
2. imperialism
3. alliances
4. militarism/arms race
5. hegemony
6. autarky

B. The War
1. Schleiffen Plan
2. trenches/static warfare
3. machine gun, gas, tanks, aeroplane
4. no-man's land
5. barrage/bombardment

6. total war

7. home front (women?)

8. war of attrition (cost?)

9. stalemate

C. The Peace
1. idealism vs. realism (cynicism?)
2. reparations (Saar)
3. 14 Points
4. Big Three
5. self-determination/plebiscite
6. War Guilt Clause (Section 231)
7. League of Nations
8. collective security (Rhineland)
9. mandates
10. Locarno Pact, 1925
11. Maginot Line

D. The changing map of Europe
1. 1914 vs. 1919
2. Triple Alliance
3. Triple Entente
4. successor states (Czechoslovakia, Yugoslavia)
5. Polish corridor
6. Alsace and Lorraine
7. The Saar
8. The Rhineland

1914

1919

H/F Blocks: Socials 8-3, 8-1

Today we had our first lesson with computers and I demonstrated how to construct slides using PowerPoint (PPT).  We shall be using a number of presentation formats, and PPT will most certainly be one of them.  I was very pleased with the mature behaviour of both classes.  We shall definitely be doing more computer work in the future.  Enjoy you weekend - there is no homework.

Two of the slides that we discussed today.

G/E Blocks - History 12-2, 12-3

Today I returned the first paragraph writing assignment and went over how to read the marking rubric.  In senior history courses it is important that students master the essay form and the "what/so-what" response style.  I have found that some notations on the writing sample along with a "prescriptive" rubric that systematically identifies the areas where improvement is needed is the most effective process for improving student writing (along with practice, of course).  Some areas I focussed on today were:

1. ensuring all parts of the question prompt are addressed (in this week's assignment many students spoke well about the political aspects of the topic but ignored the war itself).

2. varying the sentence length for interest but also to punctuate important points.

3. thinking about word choice (not necessarily using big words, but using precise ones)

4. employing transitions to guide the reader through the argument (I call words such as "nevertheless" and "therefore" SIGNPOST words and they can really add clarity to your work).

Here is the rubric:

Next, I gave an introductory lesson in the use of PowerPoint, one of the presentation formats we will use this year.  Thanks for a good week; I hope you all have a happy weekend.  There is no homework.

H/F Block Socials 8-3, 8-1

SS 8-1 quiz

Today we began with a short test on the major lines of latitude and longitude of the globe.  I included a "hemisphere" question and a
few vocabulary terms from our movement of Earth in space lesson.  Next we did a few practice questions in small groups where I gave a location on the globe and asked students to find the geographic coordinates.  Then I gave the class a list of ten geographic coordinates and had the students find what was located at each.  There is no homework (but students who did poorly on the quiz should review their notes).  Here are the notes:

SS 8-3 quiz

Review: remember - latitude THEN longitude

We found these locations: some were major cities, others were
geographic objects (lakes, islands...).  For #10, students had to
turn to another page to find the name of the object indicated.

G/E Block History 12

Today we began with an oral review of the responses to the Exercise 2-3 questions on p. 31 and p. 33.  Next, students collaborated in small groups to re-word Wilson's 14 Points into more concise statements.  Once that was done, I asked that the points be shuffled into a hierarchy of importance.  It would seem that the League of Nations, no secret agreements, free trade by land and sea and self-determination were seen as key in both classes.  In Block G we took a few minutes to look at the Treaty of Brest-Litovsk; in E Block I summarized its features (Lenin agreeing to give up a huge chunk of Western Russia in exchange for peace with Germany).

We ended the class with my synthesizing some of the abbreviated points to begin a paragraph to summarize the 14 Points.

Please copy and complete for homework

Socials 8-2 B Block

Today we began with our first "hand-in" quiz.  The majority of the class has mastered the key parts of the globe, but there are some who got fewer than 6 out of 8 and so need to continue working towards mastery.  Here is a copy of today's quiz:

There will be opportunities to re-do quizzes 

and tests that you'd like to improve

Next, we reviewed how to use latitude and longitude to create geographic coordinates to find locations on the globe.  When we use the atlas, this requires the ability to estimate the lines of latitude/longitude (the "degrees") at fall between the lines that are actually shown in blue ink.  Remember, if ALL of the lines were shown on the globe or the atlas, there would be so many it would be confusing, so often, only the ones that end in 5 or 0 are shown.  At the end of the class we tried to reverse the process; I gave some coordinates and asked students to tell what is found there.

There is no homework.

C and A Block - History 12

Today, both classes worked on the same objectives.  We started our discussions about the Paris Peace today.  We opened the lesson with a silent reading of pp 27-28 and then did a group oral review of the Exercise One questions.  Next, I showed the beginning of the film "Make Germany Pay."  When we watch films I will generally expect you to note a few factoids that you find significant or interesting so we can have fuel for a discussion afterwords.  We followed that with a few slides to show the differences between the views of the different Allied leaders who arrived in Paris in January, 1919.  You can click on the link on the bottom-right of the blog to access the PowerPoint slides.

Review to see who was the Pragmatist
and who was the Realist

I ended the lesson by giving the class 20-minutes to begin the following reading assignment:

read DeMarco pp.29-36 and make brief notes to all questions in Exercises 2 to 5.  Please come to class ready to add something to the discussion of those pages.

NOTE: Students in C/G Block should already have turned in their paragraphs summarizing WW1.  Students in A/E Block should turn in their paragraphs at the start of tomorrow's class.

SS 8 on Tuesday: H AND F Blocks

Today we reviewed the globe and then practiced finding geographic coordinates using Google Earth and the class atlas set.  I also gave an engaging and entertaining demonstration of "rotation" AND REVOLUTION to help students understand why Earth has an Arctic/Antarctic Circle, and why we have the Tropics of Cancer and Capricorn.  I was very pleased with the conduct of both groups.  It was clear that these classes are here to learn.

How do we determine degrees of
latitude?

What are the key lines on the globe?

Remember to report LATITUDE before
LONGITUDE

There is no homework.

E Block: Hist 12-2

Today was a good class: we were a bit behind the other class, but today we got caught up.  A small group of you got fewer than 7/10 on the map quiz.  I'd like you to review that map from time-to-time until you've mastered it.  The quiz was more complex than ones we've done before, but it was more indicative of the type of thinking that will be connected to map work in the course.  Here is a record of today's quiz:

Next, we discussed the cost of the war using some comparisons - the numbers are staggering: only the USA seemed to come out of the war with a financial gain.  We also discussed the SPERMG acronym as a means to prepare outlines for history writing assignments.  Remember that all parts of the acronym  will not necessarily fit all parts of a given topic.  

I gave you your first written assignment. Please remember that the paragraph is due on Thursday, at the start of class (please try to type it, double spaced).  Ensure you respond to the prompt and don't go off-topic: "what was going on that brought the leaders to Paris in 1919 to begin months-long discussions to make peace treaties?" This is your first written assignment: please accept that it might not be your best work of the year; try your best but just get it done.  Once I see it I'll know where you're at as an individual and as a group, and I'll be in a better position to decide how to tailor my instruction.  See me outside of class if you'd like early feedback/help.  

G Block - Hist 12-3

Today we did a more comprehensive map quiz that included connections to the content of this past week's review.  I was pleased with the improvement and think you are ready for a map quiz.  Here is a screen shot of today's outcome:

Map quiz

Next, we discussed the cost of the war using some comparisons - the numbers are staggering: only the USA seemed to come out of the war with a financial gain.  We also discussed the SPERMG acronym as a means to prepare outlines for history writing assignments.  Remember that all parts of the acronym  will not necessarily fit all parts of a given topic.  Please remember that the paragraph is due tomorrow (please try to type it, double spaced).  This is your first written assignment: please accept that it might not be your best work of the year; try your best but just get it done.  Once I see it I'll know where you're at as an individual and as a group, and I'll be in a better position to decide how to tailor my instruction.

Socials 8-2 Monday

Today I introduced the class to the blog.  I also spent some time discussing how it can be used.  Don't be shy to e-mail me questions (that goes for your parents, too).  You may also e-mail me assignments when that time comes.

Today we did a quick review of the key "lines" on the globe and then we practiced finding latitude and longitude using Google Earth.  This involved some estimation and that can be challenging.  We also learned a new term "gazetteer" (the index with geographic coordinates - lat/long - found at the back of the atlas).

There is no homework today, but you should expect a quiz (on the information on today's review of the  globe) next class.

Here are some notes for your records:

Today's review

Chapter One: Demarco notes

Today we worked to complete the sharing of info from the DeMarco exercises in Chapter One.  I forgot to give you a map quiz, but check out the other group's post to see what's coming tomorrow.  I was satisfied with the quality of the discussion in the presentations today - very professional.  Tomorrow I will assign the same paragraph that the other class got today.  It will be due Thursday, so if you'll be busy later in the week you may wish to get started.  Here are the notes from last Wednesday, Friday and today (sorry for the helter skelter order - Blogger isn't perfect):