B Block: Socials 8 - 2

Today we debriefed the page 20 questions on religions and spent some time completing a table to compare them.  I also issued a study guide for the next section of the chapter (on the Franks).  I asked that the vocabulary terms at the top of the sheet be completed for next class.

Reminder: I collected the Fall of Rome paragraphs today, so if your's is missing, please get it to me tomorrow.

I was pleased with the way the class worked today; thanks.

A/C Block: History 12-2 / 12-3

Today, we started with a reading of pp 90-95 in the Howarth text.  The passage gave lots of detail about the economic conditions in Germany in the 1920s, including the effect of the Depression on German families (one in two was affected by unemployment).  It also outlined some of the Nazi beliefs and the things they were opposed to.  Finally, it described some of the political miscalculations by those in power who wrestled with the problems of the Depression and the challenges it created for the coalitions that we so important in the Reichstag.  We saw the numbers of Nazi seats rise dramatically, and then start to fall.  Hitler knew he had to act.  More importantly, we learned why the left (the KPD and the SPD) couldn't coordinate itself to oppose him.  Von Hindenburg and von Papen thought they could manipulate and control Hitler - oops!  Tomorrow we'll see what the new Chancellor did.

I shared some notes as we reviewed the passage and then we reviewed Ex #7.  The small class went to the library to research the study guide on the Enabling Act (the big class will do that tomorrow).  Both classes are asked to start reading the next chapter in DeMarco - up page 100.  I won't give homework tomorrow so you can trick-or-treat (or hand out candy for your folks).  Tomorrow we'll learn about the Night of the Long Knives, the military's oath to Hitler and we'll watch the Hitler video.

F/H Block: Socials 8-1 and 8-2

First, we wrote the fall of Rome paragraphs.  If you didn't hand yours in, please make sure you do so at the start of next class.  Next, we worked on the questions from p 20 of the text.  This is a follow up activity to the Google doc that we created on world religions.  I asked students to answer any seven questions from #1 - 9 (you may leave out ANY two questions of your choice).  Please answer in complete sentences rather than copying the question and then writing an incomplete sentence as an answer.

ex.  How did the religions of Greece and Rome differ from Judaism?

The Greek and Roman religions were polytheistic and included many gods, but Judaism is monotheistic and includes only one god.

Please complete those questions for homework if you were unable to finish in class. If you have trouble see me for help tomorrow.

Both classes worked very well today - good job folks!

E/G Block: History 12-2/12-3 Germany in the 1920s

Please remember that the Italian Fascism timeline assignment is due Friday.  Here are the criteria:

1. Choose six or so events that you think best represent the steps that Mussolini and Company took to establish the Italian fascist state.
2. The timeline should range roughly from 1920 to 1940 (a few years either way are okay).  Events on the timeline can be a specific date (ex. 5 July, 1920) but may include events that involve a range of dates (ex. June 1925 to Aug 1927).
3. Each event should have the following: a) title, b) image, and c) what/so-what statement.
4. Your timeline will be assessed on a) accuracy, b) the logic/support behind the choice of your events, and c) creativity.
5. This is a rare chance to improve your mark with "homework" done outside if class.  Your timeline can be a monochromatic (black and white) Microsoft Work document printed on 8.5 X 11 inch photocopy paper, but your creativity mark might suffer.  It may be any size, may involve cutting and pasting and need not be a "poster" or "mini-poster;" if you wish it may be three dimensional, and may include multi-mediums (a variety of materials).


Today, I opened with a graphic organizer of Germany in the 1920s.  I asked students to take the terms from a word search puzzle and find them on the organizer.  In the old days, I used to ask the class to create the notes for the organizer from the list: today I did the tough part for you.  Next, I had the class read pp. 62-63 from the old Howarth text.  By now you should have a strong sense of the political spectrum and only need to read about specific parties in particular instances to have a sense of where they would fit on the spectrum.  Today we spent time discussing the emergence of non-
revolutionary socialist parties in Germany and Britain.  Here are the notes:

New political power structures developed in Western Europe

Next, I showed a PPT on the three putsches (use the link to SlideShare to view it).  We noted that the first two occurred almost immediately after the Armistice, as the new government was just getting started.  One group wanted a Bolshevik-style revolution and the other wanted a return to the "old" ways.  Then, in 1923, Hitler and Ludendorff (for the second time) had their turn.  The bottom line is that Hitler learned that revolt wasn't going to work and from this point, starting with the creation of Mein Kampf we see the shift towards his working within the system to gain power "within the system."  We closed by watching some old British Pathe footage of the Sparticus and Kapp putsches, and then debriefed Ex 1-3 of DeMarco (Chapter 6).  Please complete the chapter for homework, including the exercises.

A/C Block: History 12-2/12-3

Today we did a paragraph-building activity to wrap up Italian fascism.  We also reviewed the responses  for Ex #5 and #6.  We skimmed through the DeMarco exercises for Chapter 5 and I checked to see if folks had any questions.  It would seem some of you are still not completing your homework, but you do so at your own peril.

We started to read Chapter 6 in DeMarco.  Please complete Ex 1-4 for homework.  I also reviewed the criteria for the Italian timeline that is due on Friday.  This is a rare chance to get some marks for work done outside of class.  The intension is to give you a chance to be creative and review the key events at the same time.  It will be worth 25 marks (the tests total 155 marks).

B Block: Socials 8

First, I collected some of the Rome paragraphs.  If you didn't hand yours in, please make sure you do so at the start of next class.  Today,we worked on the questions from p 20 of the text.  This is a follow up activity to the Google doc that we created on world religions.  I asked students to answer any seven questions from #1 - 9 (you may leave out ANT two questions of your choice).  Please answer in complete sentences rather than copying the question and then writing an incomplete sentence as an answer.

ex.  How did the religions of Greece and Rome differ from Judaism?

The Greek and Roman religions were polytheistic and included many gods, but Judaism is monotheistic and includes only one god.

Please try to complete those questions for homework if you were unable to finish in class.

G/E Block: History 12-3 / 12-2

Today we completed the PPT on Mussolini's rise to power.  We also completed two study guide sheets: Ex #5 and #6.  Please ensure you have that completed for Monday.  Also, come will all of Chapter 5 read in DeMarco, and have notes on all of the exercises.  Next week we will be moving quickly through Chapter 6 and 7 so you may wish to get a head start on that reading. 

Here are some screen shots from the lesson:

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

 Today, like yesterday, we had a lesson on paragraph writing.  We reviewed the elements of a paragraph and then practiced writing topic sentences.  We didn't get to the last piece of the lesson: next class we will revisit the seven reasons listed in the text on page 11, and used them to write our own paragraph.  No homework.

  Here are the board notes:

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

Today we opened by reviewing some strategies for dealing with test questions that involve sources such as cartoons, paintings, photos or other examples of visual media.  I suggest that you spend a full two or three minutes carefully examining the source and noting down all that is involved. Write right on the image on the test paper.  Next, look at your observations you've noted and then ask what they might "mean" or how they could be significant.   Write those ideas right on the test paper.  Call all that your pre-writing.  Only then should you step back and attempt to explain the bigger issue/idea/metaphor or allusion.  I gave an example on the board and then we worked together to practice the initial steps on some other samples.  Here are some screen shots:

The sample response for Source A

Source A

Source B

Source C (G Block notes)

Source C (E Block notes)

Next, we discussed the rise of fascism in Italy with a PPT and I again reviewed the characteristics of proportional representation (and the resultant coalition governments that often lack the stability of our majority - or even minority - governments here in Canada).  Here are some slides from the PPT:

This one is a MUST know.

If you have read DeMarco from Monday and Tuesday and you have done Ex 1-7 then you have no homework tonight.  

B Block: Socials 8-2

Today we had a lesson on paragraph writing.  We reviewed the elements of a paragraph and then practiced writing topic sentences.  We ended by revisiting the seven reasons listed in the text on page 11, and used them to write our own paragraph.  That is for homework for anyone who was unable to finish in class.  Here are the board notes:

G/E Block: History 12-3/12-2

Today we examined totalitarianism and fascism (as compared to other ideologies)  Please ensure you've done yesterday's reading and questions from DeMarco.  For tonight, please continue in DeMarco and complete Ex 6 and 7.  Here are some of the board notes:

Socials 8-3: Tuesday, 22 October

Today we used the Internet to gain an overview of some of the world's religions.  Here are some links:

Religion Facts

United Religions: Kids Site

BBC Religions Index

Our goal in Socials 8 is not to expose a great deal of detail of any one religion, but it is necessary for us to have  a general understanding of some of the differences/characteristics of the religions we will be exposed to.  In terms of the Ministry of Ed curricular objectives, it is important for us to see how religions have been a unifying and/or divisive force in history, and also to see to what degree religion was a force of change during the period of our focus (500-1600).

Today we worked in groups and used the hyperlinks (shown above) to create comparison charts of some of the world's religions.

Here's a link to the Google Presentation: Religions presentation

Here's a link to a Google Doc: Religions doc

If you didn't finish sharing your research on your religion, please access the Google files and do so before next class.  

Socials 8-1: Tuesday, 22 October

Today we used the Internet to gain an overview of some of the world's religions.  Here are some links:

Religion Facts

United Religions: Kids Site

BBC Religions Index

Our goal in Socials 8 is not to expose a great deal of detail of any one religion, but it is necessary for us to have  a general understanding of some of the differences/characteristics of the religions we will be exposed to.  In terms of the Ministry of Ed curricular objectives, it is important for us to see how religions have been a unifying and/or divisive force in history, and also to see to what degree religion was a force of change during the period of our focus (500-1600).

Today we worked in groups and used the hyperlinks (shown above) to create comparison charts of some of the world's religions.

Here is a link to the Google Doc: Religions doc

Here is a link to the Google Presentation: Google Religion Presentation

If you didn't finish sharing your research on your religion, please access the Google files and do so before next class.  

B Block: Socials 8-2: Comparing Religions

Today we used the Internet to gain an overview of some of the world's religions.  Here are some links:

Religion Facts

United Religions: Kids Site

BBC Religions Index

Our goal in Socials 8 is not to expose a great deal of detail of any one religion, but it is necessary for us to have  a general understanding of some of the differences/characteristics of the religions we will be exposed to.  In terms of the Ministry of Ed curricular objectives, it is important for us to see how religions have been a unifying and/or divisive force in history, and also to see to what degree religion was a force of change during the period of our focus (500-1600).

Today we worked in groups and used the hyperlinks (shown above) to create comparison charts of some of the world's religions.

If you would like to make a PowerPoint slide to share your learning, here is a link to a Google Doc:
Socials 8-2 Religions Google Presentation

And for paragraph work:
Socials 8-2 Religions Google Doc

Russia/USSR Test Day: A/C Block: Hist 12-3/12-2

Today, we wrote the Russia/USSR unit test.  Tomorrow, we will start a short unit on Italian fascism.  For homework, please read DeMarco pp. 67-72 and complete notes for Ex. 1-5.  Tomorrow I'll be giving a PPT discussion on the unification of Italy (not-testable) and the rise of Mussolini.  You may wish to watch the A&E Biography episode on Mussolini if you find "watching" a good way of remembering the story; the first ten minutes will give you a good sense of who this guy was.  Here is the link: Mussolini: Italy's Nightmare

A/C Block: History 12-2 / 12-3

Today we reviewed the answers for the questions about Soviet international relations in the 1920s and 30s.  It is important to see the difference between a world that was sending troops to support the Bolsheviks' enemies (the Whites) in the Civil War, and a world that was inviting the USSR to meetings such as the Kellogg-Briand Pact of 1928.  Yes, the Soviets joined the League in 1934, but they were soon expelled in December, 1939 when they invaded Finland (in the Winter War).  What was Stalin after when he engaged in international treaty and organizations?  Remember his "Socialism in one country" slogan.  Remember that Hitler and Stalin represented opposite ends of the political spectrum. They did not sign a pact because they were friends: each was using the other to get what he needed at that point in time - it was a temporary arrangement!  Here are the notes:

Homework answers

Test Format

I also gave the outline for the style of questions that will be on the test.  Note that there will be three writing sections: a short mini-paragraph; a short/mid-length paragraph; and, the larger 150-word paragraph.  In the afternoon class, we had time to go over possible pre-write notes for some of the sample paragraph prompts found on p. 44 of the Falk workbook:

Practice paragraph #9 (Falk. p. 44)

Practice paragraph #10 (Falk, p. 44)

Practice paragraph #11 (Falk, p. 44)

REMEMBER THE RUSSIA/USSR UNIT TEST IS ON MONDAY.

B Block: Socials 8-2

Today we revisited the story of the Vikings and came up with some good shared learning.  I was impressed how, given time, the class was able to come up with some unique responses to the questions that involved evaluation and synthesis.  Here are the notes:

We also started to read Chapter One; it opens with a discussion of Ancient Rome.  I asked students to practice condensing information by looking at p. 11 and the reasons it gives to explain why Rome "fell." I condensed the first three points into student-friendly/easy to remember language, and ask that you do the same for the four that remain.

Please complete the list for homework

E/G Block: History 12-3 / 12-2

In the morning, E Block students started by arranging millions of little pieces of paper into a cogent timeline.  The timeline "so-whats" could then be used to assist in the completion of the Google doc.  If you didn't get your piece of the doc completed, please do so ASAP.  The idea is that through collaboration we can reduce our workload.  In the afternoon, G Block students got right to work on the doc.  I would suggest that students in each group visit the other class's doc to see how they compare.  Perhaps a student in the other class added something that you missed or worded something more clearly than you were able to.

Here are the links again:

Hist 12-2 Russia Timeline Google Doc

Hist 12-3 Russia Google Doc

Next, we completed the Stalin worksheet that compared the Soviet totalitarian state to modern Canada and (on the back) examined how Stalin used various "tools" (ex. propaganda, state secret police) to achieve control/power.

Tomorrow we will review for the unit exam that will be on Monday.

Tonight's homework

The small class was asked to complete the pp 40-43 questions from the Falk workbook for homework, but both classes should do it.

F/H Block: Socials 8-1 / 8-2

Today we revisited the Pippen story to assess the effectiveness of the Franks' defences as described.  We noted that answers to questions that involve assessment and evaluation can be varied.  Sometimes the answer is a little of one thing and a little of the other (it isn't "cut and dried").  I thought both groups did a good job today demonstrating that point in their answers about the Franks' defences.

Our evaluation of the Franks' defences (in red)

Next we started to discuss the Roman Empire.  In H Block, I first asked students to design a list of reasons why they think the Coast is a good place to live.  We then classified the reasons into four groups: environment, social, economy and security.  Next we read what geographic advantages the region occupied by the Roman Empire had.  We ended by looking at seven reasons for the decline of the Empire.  I abbreviated/condensed the first three and asked students to condense the next four for homework.

Positive characteristics about my home

Chapter One notes

The first three reasons for the fall (in blue); you give the last four

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

Today we reviewed (or wrote and reviewed) a paragraph linked to the Rayfield reading from yesterday's class.  I asked students to share one sentence from that piece.  The assignment was highly structured in that I gave you the reading, the bullet points and the topic sentence.  As we move on, I'll ask you to do more and more of the work independently.

I also visited the website from yesterday's blog link.  We looked at examples of photographs that were "doctored" by Stalin's regime.  It is important to understand how extensive the manipulation of information (reality) was in Stalin's time.  Production figures were fabricated, crises were exaggerated and enemies of "socialism" were invented as needed.  It is difficult for us to image the level of suffering and depravity that the Soviet people endured during this time.  George Orwell's 1984 is an excellent vehicle to help understand what it was like.

I also showed three political cartoons from the Stalin era.  Remember that Stalin's caricature is easily identifiable by the big 'stache.  Look for clues given by any text or labels and then ask what the cartoon might be referring to.  Use the cartoon as a vehicle to share what you know about the topic; details and factoids are good, but remember to address the comment the cartoonist is making.

The big class completed page one of the Stalin worksheet that compared the USSR to Canada.  The small class ail do that tomorrow. Here are some screen shots:

The small class also did a nasty time-line review activity that involved millions of little pieces of paper. The big class should expect the same tomorrow. Both groups will be completing the Russia Google doc as part of a unit review and then start prepping for the unit test (that will likely be written on Monday).