Histroy 12-2/12-3 Mid-East and Indian Independence/USA Depression Test Day

Today we wrote the unit test and I let students use the rest of the block to research their Second World War inquiry projects.  Remember that your projects must be ready to share in one week on Friday, Dec 6.  If you haven't done so already, please add a comment to the blog to indicate your subject and who is in your pair.

There is no homework other than working on your project.  Please don't leave it too late: I'm giving you  lots of time so you can do a quality job.  Enjoy your weekend.

Socials 8-1/8-3 Looking at doodling and sketchnoting as a way of thinking

Today we switched gears a bit from the concentrated work that we've been engaged in for the past week.  I wanted to give everyone a break but also to introduce them to sketchnoting,  a technique that I've been investigating for the past year.

We began with the six-minute Sunni Brown TED Talk from a couple of years ago.  Here is the link: TED Talk

Next, we looked at the evolution of my work and I introduced the idea of "beta testing" (the idea of releasing something that isn't perfect so that it can be used by others in order to gain their insights).  In school, we often leave students with the idea that their work has to be perfect every time and because of that, many are afraid to take risks, preferring to play it safe rather than to chance failure.  Today I encouraged them to realize that stumbling is necessary and good and a positive part of learning (I used samples of my early practice with my iPad drawing app - Paper by 53 - as an example).

We looked at ways to create images (metaphors?)
and how to alter text to tell a story

I then gave some instruction in creating a personal font style and illustrated ways to "draw" people in a sketchnote (everyone loves "star people").  We had a bit of time to practice, but all too soon, the class was over.

Please remember that your Saxon poster projects are due on Tuesday (ensure you're one of the cool kids who hands it in on time).  Have a great weekend.

History 12-2/12-3

Today was a work block to plan and research your Second World War mini-inquiry projects.  I'm sorry if I was unclear as to the due date - it is NEXT Friday, not tomorrow (not even I would give you a project to complete in two days while expecting you to prepare for a unit test on the same day).

Tomorrow we will have a unit test on the USA (in the 20s and 30s), the Middle East (1914-45) and India (1919 - 47).  There will be fewer objective questions (fill-in-the-blank, multiple-choice, and matching), the usual four what/so-what terms and a paragraph.  There will be no source question this time.  There will only be one prompt for the paragraph and I can tell you it will be on the effect of the Depression on all aspects of American society including the government.  Ensure you arrive having done a pre-write with lots of facts/evidence to support your work.  Here are some notes about the test - make sure you study the terms and know the names of the various documents (letters, reports, acts of government, etc) and what/who they concerned.

Review your DeMarco notes and your study guides.  The PPTs can be accessed via SlideShare.  Also, please ensure you bring work to do once you complete this "shortened" test.

Socials 8-1/8-3 Last class to work on the posters

Today was our last class block to work on the Saxons poster project.  Some students have already turned in their completed work.  The due date for your two classes is this Tuesday.  See me tomorrow if you have any questions or need the 11" X 17" paper.

History 12-2/12-3

Today we started the class with a five-question quiz on the Chapter 11-12 DeMarco readings.  Next, I shared a PowerPoint presentation on Operation Barbarossa and the Pacific War.  When we look at the "Eastern Front" we have to realize its scope: a 1000-mile wide front that spanned the distance from Leningrad in the north to Stalingrad in the south (that's Vancouver to Saskatoon).  It absorbed 75% of the German war effort!  You should understand the reasons why Hitler went east, why he was initially successful and why her ultimately failed.  Here is a sketchnote:

What more would you add? Winter clothing? Kursk? Ural
Mountains? What did Hitler say about "kicking in the door?"

In the Pacific we ask why little Japan would attack the USA.  Also, how did the nature of war in the Pacific differ from the other theatres. We need to be aware of terms such as: island hopping, withering on the vine, carriers, Manhattan Project, Pearl Harbor, Midway Island, Leyte Gulf, Asia for the Asians, South-East Asia Co-Prosperity Sphere,  etc.

I omitted Hong Kong, the Doolittle Raid, Okinawa, and the
conventional bombing of Japan: what else could you add?

We spent the last 20 or so minutes getting into our mini-inquiry projects.  You are able to work in pairs and can choose any topic (confirm your choice with me, please).  Even better though, you can choose to share your learning in any way you want (ex. play, skit, song, puppet show, sketch notes, movie, stop-motion video, painting, model, replica artifacts, whatever (again, please confirm with me before moving forward).  We have the computers tomorrow.  Your "sharings" are due next Friday, Dec 6.

I will give you a quick review for Friday's test tomorrow (USA and the Depression; Mid-East nationalism; Indian nationalism).

Socials 8-2 Day 4 of 4 for Poster Project

Today it was pretty quiet in class with so many members away on the science trip.  Please remember that the posters are due on Monday - please be responsible about checking in with me if you need support before the weekend.  Ensure you have a piece of 11" X 17" paper before you leave on Friday (you may use your own larger/coloured paper if you wish).

Don't forget that a link to the resource package on the Anglo Saxons was posted a few days back (just in case you need it at home).

Socials 8-1/8-3 Day Three of the Poster Project

Today was day 3 (of 4) for the Anglo Saxon poster project.  We will have the computers in class for Thursday's class.  The posters are due to be turned in on Tuesday.  You may have to come in at lunch (or otherwise) to gain access to the computers or to print your data.  See me if you need help.

Ensure your poster has 5 paragraphs with 5 images.  You also need a title and your name.  IF you get outside information, please be sure to add a citation page giving the web site or book that you got your information from.

Note: Don't worry about putting a fold in the 11" X 17" paper to transport it safely.

Hist 12-2/12-3 Second World War #1

Today we began our brief overview of the Second World War.  I spoke to the main points discussed in last night's reading and then showed a sketchnote connected to the Battle of Britain.  I also showed a student-made PowerPoint on the Battle.  Next, we read the beginning of Chapter 12 in DeMarco.  I noted that logistics are often the limiting factor in war.  In the case of the North Africa campaign, both sides were hampered when their "lines of communication" became too long.  We also noted that the shortfalls in equipment and machines quickly became evident when the Italians went to war.

Please finish reading Chapter 12 tonight. I will be giving a reading quiz on Chapter 11 and 12 tomorrow at the start of class.

Some historians see 4 phases, and some see five.

How would you adapt a sketchnote on the topic?

History 12-2/12-3 Spanish Civil War

Today's lesson was a quick march through the main ideas concerning the Spanish Civil War.  I asked students to complete the following reading:

Global Forces pp. 59 - 62
the map book handout (p. 56-57)
Falk workbook pp. 79-82 (top)

I also summarized the following notes:

 

Remember, in many respects, Spain was a dry run for things to come.

We also examined some Republican propaganda posters and in the small class I called up a copy of Picasso's "Guernica" painting.

A peasant's slipper crushes the stone swastika

Please read and answer Chapter 11 in DeMarco.  It is a short one (pp. 133-141).  It addresses the invasion of Poland, the Phoney War and the Fall of France, and the Battle of Britain.

Socials 8-2

Today was day 3 (of 4) for the Anglo Saxon poster project.  Many students are going to miss Wednesday's lesson because of the Science 8 field trip.  They will definitely have homework.  Our next class after that is on Monday, and Monday is when the posters are due to be turned in.  You may have to come in at lunch (or otherwise) to gain access to the computers or to print your data.  See me if you need help.

Ensure your poster has 5 paragraphs with 5 images.  You also need a title and your name.  IF you get outside information, please be sure to add a citation page giving the web site or book that you got your information from.

Socials 8-3/8-1 Day Two of the Poster Project

Today was Day 2 of the poster project and what a day.  I was impressed with the focus and determined effort of everyone today.  You have certainly earned a rest.  I noted that in order to meet the deadline (that has been extended by one class) you should return on Tuesday with at least three of the five paragraphs completed (better yet, typed and ready to be added to your poster).

Enjoy your long weekend - I'll be in teacher school tomorrow!

History 12-3/12-3

We started by looking at the essay prompt key words from the Ministry to ensure we are all understanding what kind of response specific prompts are asking for.  I hope this helps students know how to organize their pre-writing for their next paragraph.

Next, we looked at a website that had quotations from Gandhi during the 1930 Salt March.  I asked students to copy three or four quotations and then choose one to add as a comment to this blog post.  Also, please indicate why you chose your quotation (post your first name only).

Finally, I asked that everyone write a 75-word paragraph to summarize their learning of the key points involved in the achievement of Indian independence (keep these in your binders because we'll use them later in an assignment to compare the Gandhi with Ho Chi Minh of Vietnam.

Socials 8-1/8-3

Please see yesterday's Socials 8-2 post outlining the Poster Project's first lesson (Day One).  I was very pleased with the keen, focused work that took place.  Remember that next class we'll have the computers so you will be able to get some of your typing done. It is a good idea to get a data storage device to keep your work safe (ex. a flash drive).

Hist 12-2/12-3 Tues/Wed

Sorry for missing the post yesterday.  We completed the Mid-East PPT discussion and I asked the class to ensure that Falk's Ex #14-15 were completed.  Today we debriefed those two pieces and then shared the India (Gandhi) PPT.  I also issued a reading package from the Howarth text.  Please ensure that you read that for tomorrow's class (put a few highlights or bullet-notes on each of the pages).  Tomorrow we shall complete the short quiz on the discussion and then use the terms from the first slide to write a short summary.  There is also a Falk study guide to complete if you're in the small class; the big class will be issued that piece tomorrow.

Terms for India summary paragraph to be written tomorrow

At the early dismissal bell we had a 30-minute tutorial for those who wish to do the fascism re-test (tomorrow at 2 p.m.).

Notes from the tutorial

History 12-3/12-2

THURSDAY AT THE START OF THE EARLY DISMISSAL IS THE FASCISM RE-TEST.  YOU WILL HAVE TWO OPTIONS:
1.  RE-DO THE WHOLE TEST
2.  RE-DO THE SOURCE AND PARAGRAPH ONLY

In either case, you must attend a tutorial on Wednesday at the start of early dismissal to complete a pre-write to gain admission to the test.

Today the small class debriefed the last two exercises in DeMarco Chapter 9 and then went on to start the Falk Ex #14 and 15.  I also shared Part One of my Mid-East PPT.  The main thing is that you recognize that in trying to satisfy the Zionists' and the Arabs' national aspirations, the British almost guaranteed future conflict.  Also, we see in the Middle East one of the clearest failures of the Mandate system as colonies became, for the most part, different colonies with new titles.  We'll finish the exercises tomorrow and then get right into the Indian independence movement and the Gandhi phenomenon.  G-Block will be shortened by 30 minutes for CAPP.

The big class started by copying a Depression paragraph pre-write.  Next I planned to debrief DeMarco, Chapter 9 but too few students did the reading so I worked with the few who did while the rest of the class tried to catch up.  I'm unwilling to change my principles on this in favour of using coercion to gain compliance.  You, unfortunately, have been moulded by 12 years of operant conditioning.  I'm not willing to punish folks who don't prepare, and I'm unwilling to give prizes to those who do.  I have to rely on logical consequences to guide people's decisions.  I'm wondering if the situation would change if the option of retests was removed?  Would people feel more motivated to well in the first place?  I don't know.  I do know that for some, just getting credit is enough, and I have to accept that, even if it is soul-destroying for me, the teacher.

Anyway, after DeMarco we watched two short video clips, one on the WPA and one on the CCC.  I then started the Mid East PPT by teaching about the region's geography.  We'll do the two Falk exercises tomorrow.

Socials 8-2: Monday = Day One of the Saxon Poster Project

DAY ONE (of three)

Today I issued the reading packages for the Saxon Poster Project.  This is a three-class assignment.  The resources and assignment sheet were posted to the blog on Thursday, Nov 14.

The project can be broken into bite-sized pieces

1.  Read the assignment sheet.
2.  Decide which of the five sub-topic you wish to do first.
3.  Read the section in the package and highlight important bits.  I suggest writing notes (point form) after every paragraph you read.
4.  Write the rough copy of a paragraph summarizing your research.  Remember to create a good juicy topic sentence!  There: you are one-fifth done the tough part.
5.  Repeat Step 3 and 4 until you have a rough copy for each of the five sub-topics
6.  Find at least five images to go with your paragraphs.
7.  Write out or type your five finished paragraphs (remember to edit/proofread)
8.  Now the fun part - glue your poster pieces together and enjoy the satisfaction knowing you've done a good job.

9.  Hand in your poster and get ready to receive praise from your teacher for the best darn Saxons poster that the world has ever seen!

*NOTE: remember that if you choose to use information from outside sources (a book or the Internet) you must cite the source and indicate where in your paragraph that you used it, with a footnote number.

History 12-2/12-3

In the big class we spent the bulk of the class working on the Google Presentation slides for the New Deal.  Please ensure that you come to school with that complete (including the Word doc with your "speaker's notes) on Monday.  We ended by using the headings in Chapter 9 of DeMarco to review some of the main ideas about the Depression.

In the small class we debriefed DeMarco (Chapter 9, Ex 1-6) and had a summarizing discussion about the Depression.  We also talked about the prewriting notes (for a paragraph?) that I've attached.  How would you organize these points.  I thought the ideas that the group came up with to improve the list were well-founded.  If you haven't completed your New Deal slide(s) and speaker's notes, please do so for Monday.  Otherwise, have a great weekend!

Socials 8-2: Anglo-Saxons

Please take a moment to post a comment on the following prompt:


In studying the Franks, Anglo-Saxons and the Celts, and anticipating an examination of the vikings, what questions are arising for you? (Remember to label your comment using the Name/URL tab).

We completed the Anglo-saxons study guide in preparation for the Saxons Poster Project.  If you didn't complete the questions in class, please do so for homework.  Enjoy your weekend!

Socials 8 Saxons Reading Resource: November 2013 Poster Project

Here is the link to the Saxons Poster Assignment: Assignment Details

Use the link to access Mr. Clark's Social Studies 8 seven-page reading resource for the Saxons poster assignment:

Poster Reading Material

Use this material as the basis for your poster research. 

SS8-3: Thursday - things I wonder...

Please take a moment to post a comment on the following prompt:

In studying the Franks, Anglo-Saxons and the Celts, and anticipating an examination of the vikings, what questions are arising for you? (Remember to label your comment using the Name/URL tab)

History 12 Alphabet Agencies Inquiry

Please use this link to create one or two slides to share your learning: shared PPT slides

You should also create a Word document to act as your "speaker's notes" (don't cram your slide(s) with text.

SS 8-1: Thursday

Please take a moment to post a comment on the following prompt:

In studying the Franks, Anglo-Saxons and the Celts, and anticipating an examination of the vikings, what questions are arising for you? (Remember to label your comment using the Name/URL tab)

Socials 8-2: Wednesday

Today we finally got to see the Franks law presentations.  I know some of you were shy, but I was pleased you all came through in the end.

Next, we completed a study guide on the reign of Charlemagne.  We also practiced our mapping skills by seeing how to use natural features such as rivers and bays to help us locate man-made boundaries.

Here is a link to the full-length "Dark Ages" documentary Dark Ages (we will see a 10-minute version that includes just the highlights next class - some students who finished early have already seen to video to augment their learning.

There is no homework unless you were unable to complete the study guide in class.

Learning Mapping Sills
(excuse the typo)

HIST 12-2/12-3: Start of Depression Lesson

First, here is a link to the Google Doc for the Ex#20 terms (if you wish): 1920s Economic Terms

Here is a summary for the lesson:

1. Watch New Deal video
2. Complete Ex 20 (Falk)
3. Do New Deal PPT
4. Listen to "Nothing to fear but fear itself" speech
(the big class will watch the video tomorrow)

 Tomorrow, we'll be working on the computers to do a mini-inquiry on the Alphabet Agencies.

Please be sure to come to class with all of Chapter 9 in DeMarco read (with questions answered).

A sketchnote of some key terms

History 12-2/12-3 Fascism Unit Test

Today we did the unit test.  Please read pp.117 - 119 in DeMarco and do Ex #3-5 (you should have already read pp. 113-16 and done Ex#1-2).

Socials 8-1/8-3 Charlemagne

Today we completed a study guide on the reign of Charlemagne.  We also practiced our mapping skills by seeing how to use natural features such as rivers and bays to help us locate man-made boundaries.

Here is a link to the full-length "Dark Ages" documentary Dark Ages (we saw a 10-minute version that included just the highlights).

There is no homework unless you were unable to complete the study guide in class.

Socials 8-3/8-1 Presenting Our Frankish Laws

Today we spent the first half of the shortened bock being entertained while the study groups presented their plays and raps and puppet shows and songs and drawings and skits about the changes proposed to the Salic Code and other rights for the Franks.  I want to congratulate everyone for approaching this activity with such enthusiasm and energy.  You all did well.  Here is a shot of one group's puppet play:

We spent the last half of class discussing Remembrance Day topics.  I hope you all have a great weekend - thanks for your good work today.  There is no homework.

History 12-3/12-2 Intro to the USA

Today we introduced ourselves to an examination of the USA in the 1920s and 1930s.  I started by identifying some of the biggest ideas that I personally think about when I consider this topic as a way to give focus to the things that you should perhaps ses as the most important parts of the story to learn.

Next, we looked at Falk's Ex #19 that examines a primary source from the Grand Wizard of the KKK as well as some other aspects to US society in the 20s.  For homework, I ask that you read pp 113 -116 in DeMarco and do Ex #1-2 as a way to continue your thinking about the USA after having concentrated on Europe for most of the first term.

Don't forget that the fascism unit test is on Tuesday.  Bring your books so that you have something to do when you finish.

History 12-3/12-2 Fascism Test Prep

First, we read two pieces about life in Britain and France during the inter-war years.  It was notable that extreme parties had a stronger affect in France than in Britain.  Is that because the parliamentary tradition is older in the UK and so there was more stability?  Or do you think other forces were at play?

Next, I spoke to the vocab terms for this unit.  Don't forget there is a Google Doc for you to use, thanks to the work of the small class.  Please take advantage of it as you prepare to write your exam.  If you wish to do some pre-writing for the paragraph (using sggestionss from p.76 in the Falk workbook) I'd be happy to discuss them with you tomorrow.

The test is on Tuesday.  Tomorrow we begin an examination on the USA in the 20s and 30s.

Notes from the test prep.

H/E Block SS8-3/8-1

Today we prepared to share the laws we designed for Frankish society.  I noted that some sort of prop or minor costume article might have a pleasing effect on the big day.  Some students are doing mini-plays or skits, others are singing or rapping and others are doing variations of the above.  I was pleased with the way almost everyone was able to stay focused, even towards the end of class.  Thank you for your honest effort.  Don't forget that tomorrow we will present.  Also don't forget that tomorrow is a five-block day in order to make room for the Remembrance Day observance, second block - there will be guests present so dress nicely if you can.

B Block: SS8-2

Today we hammered out some new laws for the Franks and then designed ways to inform an illiterate population about our groups' laws.  It was very loud in the room as people designed plays, raps, stop-motion videos and the like.  I hope everyone is ready to share on Wednesday next week when we return (boys, your Movember moustaches should really be filling in by then).  The presentations will likely be about one minute each.  Try to think about some SIMPLE accessories you could add to portray yourselves as Franks (even if it's just a sign that says: "I'm a Frank").

Looking at the different types of laws that govern a modern
democratic society and where our "Frankish" laws might fit in.

C/A Block Hist 12-3/12-2

Today we started by looking at some what/so-what sketchnotes regarding Hitler's consolidation of power.  If you didn't get everything in class, here they are:

You add your own notes to the last four terms.

We also debriefed some of the DeMarco questions from pp. 99 - 102.  In the small class we also debriefed pp. 121 - 125.  In the big class we looked at the map book article on the Czechoslovakia maneuvering that took place in September, 1938.  

Please ensure you come to class with pp. 128-132 read and Ex 6 and 7 answered.

If you need to re-write the Russia unit test, it will be tomorrow at noon with the paragraph written at 3 pm.

Please remember that the dictators paragraph is due tomorrow.  Tomorrow is the last day I can accept the timeline if you want to see it on your report card.

Your fascism unit test (Italy and Germany) will be on Tuesday at the start of next week. 

History 12-3/12-2

Today we began the class with some quiet study time to research the anti-semitism study guide.  The bottom line is that you need to understand that while the Nazis took anti-semitism to an extreme level, ultimately attempting complete genocide of a group of people, they was anti-Jewish feelings and discrimination in many other parts of the world - and Canada was no exception.  Please come to class with that work completed for tomorrow.  Here are some board notes:

We also reviewed the Russia test in the big class.  To give everyone time to study, I will hold the Russia unit test re-write on Thursday at lunch, with the paragraph section after school.  Since I don't have unlimited time to make up tests, and since its not fair that some can get information about the test while others can't, EVERYONE who wishes to write the test will write it at those times (so please make arrangements to be there).

I also did a quick review of the dictators economies PPT and then suggested how you might organize your pre-write for the paragraph that is due Thursday.

Finally, we will wrap up Germany tomorrow and then be ready for an Italy/Germany test on Tuesday.

History 12-2/12-3 Monday, Nov 4

A Block was lost to the post-secondary institution visit today.  Apart from reviewing the Russia Test, we created a study resource for the upcoming test:

Here is a link to a Google Doc that BOTH classes can share to create a Unit Two vocab terms resource: new link

It is possible to add your name under a term and write a companion what/so-what if you run out of available terms.  Remember to add details beyond the what/so-what.

Please come to class tomorrow with pp 121-127 read and complete Ex # 1-4 (there is no need to do Ex #5).  I also gave a student-friendly map handout titled "The 1938 Munich Crisis and its Results;" it will help with the reading on p. 126

As a side note, I gave the small class the chance to write their own fascism unit test but they chose not to do that, preferring to write the test I have written.

Next, here is a separate Google Doc that you can use to create your next unit test on fascism: Unit 2 Test
You will need the following sections:

1. A fill-in-the-blank paragraph with ten terms
2. Five what/so-what terms
3. A mini-paragraph prompt
4. Some multiple-choice questions that involve big ideas not picky details (one question to be a thematic timeline that includes five events; one question at involves a map; one question should involve a quotation; and one question should involve a graph of some sort).
5. A primary source document and paragraph interpretation prompt
6. A prompt for a 150-word paragraph

Socials 8 (all classes) Monday and Tuesday, Nov 4-5

Today we are going to do a follow-up activity to the textbook work you did on the Franks (pp. 21-23)  Use this link to the Google doc to get easy access to the links on you assignment sheet:

Frankish Laws Assignment Google Doc

The classes worked to differing levels of completion in class.  My expectation is that the table on the back of the study guide that compares the Franks with modern Canadians will be finished and that people have thought about what they would like to change about the way the Franks might deal with law and order and personal freedoms.

Next class we will prepare methods to share the laws once they are created.  I expect we will have some fun as we create our early-middle-ages raps, puppet shows, interpretive dances, town crier scripts, et cetera.

Student Learning Strategies

You may like to investigate this article: http://bit.ly/1age77s

Here are some student strategies you may like to consider when thinking about how you will approach a lesson or activity:

• I draw pictures or diagrams to help me understand this subject.

• I make up questions that I try to answer about this subject.

• When I am learning something new in this subject, I think back to what I already know about it.

• I discuss what I am doing in this subject with others.

• I practice things over and over until I know them well in this subject.

• I think about my thinking, to check if I understand the ideas in this subject.

• When I don’t understand something in this subject I go back over it again.

• I make a note of things that I don’t understand very well in this subject, so that I can follow them up.

• When I have finished an activity in this subject I look back to see how well I did.

• I organize my time to manage my learning in this subject.

• I make plans for how to do the activities in this subject.

Socials 8-1, 8-2, 8-3: Thursday and Friday

I'm sorry I missed the post on Thursday - I hope you all enjoyed Halloween.

We completed a study guide for the section on the Franks (pp 21-23 in the text).  Those questions were completed by almost everyone.  If you missed any, please try to come to your next class with them completed.  Here is a short YouTube clip on the Franks that only one group got to see: King Clovis .  Enjoy the weekend!

History 12-2/12-3: Thursday and Friday

I'm sorry I missed the post yesterday: I had an appointment after school and then went trick-or-treating with my kids (I don't have many of those years left).

On Thursday we looked at the exercises in Chapter 6 of DeMarco.  We also completed the Night of the Long Knives PowerPoint and the Enabling Act study guide sheet.  On Wednesday I had also asked everyone to complete the exercises in DeMarco up to page 100.  I did not give any homework so people could enjoy Halloween.

Today we broke into groups and reviewed the answers to the Chapter 7 DeMarco work and then shared in a round-robin.  That is how we'll try to deal with the readings from now on, except I won't be giving time to "research" the questions like I did today.  I may ask the students who choose not to prepare their work outside the class to catch up while those who did their work share their answers: please come to class prepared.

I also gave out a photocopy of the Unit Two vocab terms.  Here is a link to a combined class Google Doc: shared-class Unit 2 vocab terms

We ended the class looking at a PowerPoint on the three dictators we've studied and their economic platforms.  There is a copy of the slides on my SlideShare account - use the link if you'd like to see it: Dictators Economies .  We'll be writing on this on Monday. 

We'll also review the Russia/USSR test.  The rewrite will be on Wednesday - last chance to get your term mark improved before report cards. 

Please ensure you finish Chapter 7 in DeMarco for Monday.