History 12-1: Nazi Germany timeline and the 1935 Nuremberg Laws

OK, I redid it and took a pic

We started the day's class by picking up the pieces (literally) of a timeline to allow us to review all that we've learned in this unit.  We even made some connections to Mussolini's Italy.  Here is the result of our work:

Effects of the Nuremberg Laws on Jewish Germans

At the end of the line was Kristallnacht, an event we've not spent much time discussing.  I asked you to use the laptops to find out about the 1935 Nuremberg Laws and then we discussed them. 

I then gave you some time to work on Ex 8; we'll finish in class tomorrow.  

I also issued Ex 9 - please do that one as a homework follow up to today's discussions.

Socials 10-3: The North-West Rebellion

Today we did a recap of the events that led up to the 1885.  We spent some time outlining the differences between Middleton's troops and Riel's Métis.  We watched three segments of the People's History: "The Dispossessed" (about aboriginal dissatisfaction after the Numbered Treaties were signed), "The Siege" (about Duck Lake) and finally, "Batoche." Next class we'll look at Riel's treason trial and then we have only to examine the CPR and the National Policy; then we'll be ready for a review and unit test.  Next Friday is the end of Term Three.  In Term Four we examine BC, immigration to Canada and the turn of the century: that gets you ready for Socials 11 which takes over the story at the beginning of the First World War.  Here are my board notes from today:

Oh, there is no homework.

"The Siege" and "Batoche"

"The Dispossessed"

Socials 8-2: Sharing news stories and intro to Renaissance unit

Today we started by meeting in small groups and sharing our current events research from last week.  Next,  I introduced the Renaissance unit.  We are going to work this unit in a self-paced way.  You will complete an individual inquiry on a topic associated with the Renaissance after the six study guides are finished.  In this way, we will try to individualize your work and give you some additional autonomy.

Socials 10-2: Batoche and Riel's Trial

Today we watched two episodes about the Northwest Rebellion from A People's History: "Siege" and "Batoche."  We used our normal routine of debriefing your "bullet points" but I only asked of a few "volunteers" rather than having everyone share.

My brief sketchnote

Next, we used the following link to access actual testimony from Riel's Regina treason trial: http://law2.umkc.edu/faculty/projects/ftrials/riel/rieltranscript.html

The characters we chose to portray

We each chose a witness and then scanned his testimony to get a flavour of the evidence.  Then I acted as the lawyer and students answered their character's questions in turn.  We only had time to hear from the prosecution's witnesses.  We'll hear from the defence on Tuesday.

Our next topic is the CPR and the National Policy (the reading will be pp. 183-191).  After that we will do a unit review and then write our test on "The West." We will be finished all of that by April 11, the end of Term Three.

Socials 8-1: An extra day to finish current events

Today, after the fire alarm upset, we had a small class.  I let students add to their current events assignment and complete any other missing work.  There is no homework.

History 12-1: Dictators' economies

Today we were interrupted at the beginning of the class by the fire bell/incident.  I was impressed by your positive/tongue-in-cheek attitude and absolute lack of whining when we returned to class: thanks! We watched the "Hitler's Germany, 1933-36" video and completed the companion Falk study guide.  We didn't debrief the DeMarco questions: this set was very straightforward.  We ended with the Dictators' Economies ppt.  I've included a copy of the title page and the writing prompt for quick reference.  Please come to class on Monday with your paragraphs and I'll try to get them marked and returned for Tuesday.

Remember to be concise.
Just because I'm a nice guy, here is a link to the PPT Dictators' Economies 

Socials 10-2: The North-West Rebellion of 1885

Today we discussed the Rebellion.  We started by discussing the sketchnote that I had on the board last class and then we re-scanned pp. 192-197.  We discussed the notion of recession and depression as they relate to economics and specifically how economic pressures in eastern Canada encouraged some to try to find a better life out west.  However, the reality for the people in the West was no different.  For example the government had imposed tariffs to discourage cheap American farm from being "dumped" across the border (we'll learn more about that soon regarding the National Policy).

We also watched the segment titled "Land of Discontent" from A People's History.  Here are my notes from the second half of that:

There is no homework but you may wish to start reading pp. 183-191 because that is our next topic before the big unit test! (Term 3 ends in two weeks and I need time to give the test and the re-test).

History 12-1: Hitler's consolidation of power

Today I issued some study guides to round out the information you have on the Nazis' rise to power in 1933.  First, we revisited the German political spectrum and also noted the different organization within the Nazi Party.  Next, we looked at a graphic organizer that reviewed the different elements at play in the Weimar Republic from 1919 to 1933.  We also used the laptops to research the election outcomes for the Nazi Party in the Reichstag elections from 1920 to 1933.  We then completed a study guide that centred on the events of 1933 that led to Hitler's Enabling Act.  We debriefed the DeMarco reading from yesterday, and I assigned the rest of Chapter 7 (including Ex 4-7) for homework.  We concluded by beginning a discussion on the 1934 Night of the Long Knives.

Please remember to ask your C-block instructors if it would be possible for you to offset a C block with an A block in order to share a presentation on the Holocaust with Mr. Toppings class.

Note: the PPT on the Putsches is on page 2 of my Slideshare account (yellow title page) and the PPT on the Night of the Long Knives is at the bottom of page 1.

Socials 8-1/8-3: Current events activity

Today the students in 8-1 had their second day of research for their three current events.  Next class we'll be discussing and presenting our stories in groups.  Please come to class with all three stories completed.

In 8-3, we had our opening discussion about the news including the difference between local, national and international news.  We also noted that point of view includes bias and so it is important to try to get more than one report on any story so we can use our good judgment to determine how valid we think the information we're getting really is.  My goal was that everyone would create a list of about 10 stories that are currently in news, and from that select three to research.  By the end of today's class, the first of the three stories should have been completed.  We will complete the other two tomorrow.

History 12-1: Examining the conditions for the Nazi Party's rise in popularity

Today we began by debriefing the DeMarco reading and discussing the role economics have in politics.  Next, I shared the answers for Falk's Ex #7.  I asked that you read DeMarco pp. 93-98 and do Ex 1-3 (or 4) for homework.  We'll debrief that and complete Ex #8 together in class tomorrow.

Socials 10-3: CAPP Block

Today we deferred Socials for a CAPP block with Mr. Murphy.  Please see Monday's post to see if you're missing you Riel Resistence sketchnote. We meet next on Monday: please ensure you've done your reading and are prepared for a discussion of the Northwest Rebellion.  You will be having a test on "The West" (the fur trade, the development of Red River, the Metis, the Riel Resistance, Canadian expansion in the Northwest Territories, the Northwest Rebellion and the CPR) very soon.  Term Three ends April 11 and reports will soon be here!

Socials 8-2: Current events study: Day 2 of 2

Today we concluded our research on three current events.  Your notes need not be typed and can be in "bullet form."  Please ensure you record the sources of your info ("news," not Wikipedia).  Please come to our next class with your three stories finished.

Socials 8-3: Introduction to the Renaissance

Today we started our new unit on the Renaissance (we will work on current events for our next two classes, and then return to the Renaissance).  I am going to treat this unit differently than the others.  I will pre-publish the study guides so that you can work at your own pace.  After the recommended work is competed, students will have an opportunity to work on some self-directed inquiry focused on an aspect of the unit that interests them the most.

Today I issued 1) the Introduction reading and map; 2) a reading on money; and 3) a study guide on the Italian City States.

Since students will be working independently, there is no specific homework tonight.  However, some students owe the castle design project and the Japan unit final activity (for Ms. Wagner).

Socials 10-2: Treaties on the Plains

Summary of the Numbered Treaties

Today I discussed the writing rubric and returned the 1869 paragraphs (a few of you have still to hand your paragraph in).   We then read pp. 179-182 and did a jigsaw Internet research activity to learn the nature of the different "Numbered Treaties" created in the 1870s to deal with the government's plans to expand into the West.  Next, we watched a segment (#10) from A People's History titled "Pieces of Pemmican."  It summarized the fact that not all Aboriginal leaders were in agreement about signing the various treaties, but that in the end they felt they had no choice: the settlers were coming and the bison were rapidly disappearing.  Ultimately, the First Nations negotiators/leaders tried to guarantee the wellbeing of their people in the face of anticipated famine.

There is no homework unless you haven't completed you 1869 paragraph.

Socials 8-1: Current Events: Day 1 of 2

Today we discussed the role of the news and different ways that news is created and consumed.  We also noted the effect of point-of-view and bias.  After that, we brainstormed some events that are currently in the news: some were local, some national and some international.  We used the computers to gain access to a variety of "top news stories," and then chose three that we'd like to research.  We will continue with this on Thursday, eventually sharing what we find with the class.

Class brainstorm of news events

There is no homework unless you've not returned your Japan unit assignment for Ms. Wagner.

History 12-1: Germany in the 1920s: towards stability

Today we did a recap of yesterday's discussion of the three putsches in order to clarify the differences.  We also watched two short British Pathe videos on the first two putsches.  Next, we created a timeline of the 1920s to remind ourselves of the other forces at work in this period.  I suggested that using SPERM-G is wise at it encourages us to think around a topic rather than just zeroing in on one narrow element.  For example, when studying the First World War, it would be natural to focus on the military engagements, but what about the changes to society and what about the economic forces at play?  We also did a debrief of the DeMarco reading.  Rather than review every question, (many of which were straightforward) we only discussed the ones that were unclear or encouraged debate.  We ended with some class time to do the next reading: 
Demarco, pp 85-92 Ex #4-7

I also collected the Italy Fascism timeline assignment; if you were unable to hand it in, please do so tomorrow.

Timeline

From the Spartacists video

Socials 10-3: The Numbered Treaties

Today I discussed the writing rubric and returned the last few 1869 paragraphs.   We then read pp. 175-178 and did a jigsaw Internet research activity to learn the nature of the different "Numbered Treaties" created in the 1870s to deal with the government's plans to expand into the West.  Next, we watched a segment (#10) from A People's History titled "Pieces of Pemmican."  It summarized the fact that not all Aboriginal leaders were in agreement about signing the various treaties, but that in the end they felt they had no choice: the settlers were coming and the bison were rapidly disappearing.  Ultimately, the First Nations negotiators/leaders tried to guarantee the wellbeing of their people in the face of anticipated famine.

Some notes on each of the treaties

A quick sketchnote identifying some of the pressures on
the First Nations.  This leads to the 1885 Northwest Rebellion.

For homework, please review pp 181-189 and come to class with five bullet notes to share.

The following students have an outstanding Riel sketch note to return:
Zofia, Halle, Shaelyn, Jasper, Bailey, Kayla, Natasha

History 12-1

Today we began by looking at a secondary source on Italian fascism.  I wanted to give you a chance to practice creating your own marginal notations in support of ones that I gave you.  The source explains in more detail than is possible in a text (a tertiary source) the dynamics involved in Mussolini's rise to power.  It also explains the nature of the violence: I want you to remember that the level of violence in Italy is nowhere near the violence in Germany during Hitler's rise and reign.

I also shared a PPT lesson on the three putsches that occurred in Germany between 1919 and 1923.  We have to remember the level of social dislocation that existed in Germany after the war.  Things around the world were not immediately "business as usual," even in the victorious nations.  The democracy in Germany was very fragile and today's lesson was designed to help you understand that pressures on Ebert's government were coming from many angles.

Finally, I asked that you confirm today's learning by reading DeMarco, pp 80-85 and completing Ex 1-3.

Socials 8-2: Connecting to current events

Sometimes in Socials we can get caught up in the past at the expense of the present.  Today we had a discussion about the news and news sources.  We also discussed how an item "makes it into" the news.  Who decides?  We discussed bias, point of view and political agendas.  Finally, we used the Internet to start to research three current news stories.  I asked that they all come from different areas of the SPERM-G acronym, but other than that, the topics are wide open to student interest.  I did say that it was necessary to have at least three sources of information for each of their three stories.

Today the goal was to select the three stories and get started researching one.  Here are our notes:

Things we know are currently in the news

The guidelines for our news stories research

There is no homework except to watch the news!

Socials 10-2: Paragraph completion and whiskey forts video

Today we completed our paragraphs; I was pleased with the effort you all gave today.  I've read your work and I can already see a marked improvement in your writing styles, so "well done!"  Afterwards, we watched a segment from the People's History series and I asked you to take some bullet notes and then we debriefed in a round robin discussion.  Again, you all did well: enjoy the break.

A copy of my brief sketchnote 

History 12-1: Italian Fascism Timeline Activity

Today we used the block to solidify our understanding of the steps that Mussolini took to create a fascist state in Italy.  Fascism in Italy was no where near as brutal as fascism in Germany in all respects.  I found it interesting to note that you all chose to create a hand-drawn artifact (sketchnote?) rather than a computer generated on.  Bravo, I say.  Thanks for the treat, Erik: the sushi was much appreciated.  Please be ready to turn in your timeline on Tuesday (the second day back from the break).

Here is a link at an article with a clear timeline that may help: Mussolini

Socials 8-1/8-3

See Ms. Wagner's blog: today the class watched two short videos and completed a written assessment as a unit closing activity.

History 12-1: Fascist Italy Lesson 2 of 3

Today we completed yesterday's PPT discussion and then debriefed the two Falk study guide sheets.  I then gave the rest of the class for you to start reading DeMarco, pp 73-79 (Ex 6-8).  Tomorrow we'll review those and then either with a sketch note or PPT I'll ask you construct an"Italian Fascism Timeline."

Socials 10-2: Red River 1869 paragraph writing: lesson 2 of 2

Today we completed our 1869 Red River/Métis paragraphs.  If you didn't finish you may do so tomorrow (and do your reading for homework; or, you may complete your paragraph for homework and do the following reading in class: Horizons text pp.  177-182 and 192-197.

SS8-3/8-1: Japan Lesson 4 of 5

Please access, notes on today's lessons via Ms. Wagner's posts: kwagnersd46.blogspot.com
(I know you were supposed to post comments to the blog today).

History 12-1: Nature of totalitarianism and Mussolini's fascism

Today we began by creating statements to refresh our memories about the nature of totalitarian states.  Next, we debriefed Ex 1-5 from the DeMarco reading.  After that, I issued a sheet with some quotations from Mussolini as introduction to his political ideology.  Please complete Falk's Ex 3 and 5 (on the two-sided worksheet) for homework.  We'll finish Italy by Friday, and start Germany when we return.  Here are today's boardnotes (including tutorial notes for those writing the re-test tomorrow).

Totalitarianism: key elements

Russia review timeline: Part 1

Russia review timeline: Part 2

Socials 10-2: Lead up to the 1885 Northwest Rebellion: Whiskey Forts and the NWMP

Today I started by collecting the last few1869 paragraphs and returned some that were marked.  I was pleased with the effort that you gave in your writing and all of the hard work paid off because the majority of you were "accomplished" or "high developing." If you didn't get your back, see me at your convenience between classes and I will give it to you.

Next, we watched a segment of the People's History and then debriefed and discussed the influences at work on westward expansion after Confederation.  I asked students to ensure they had a few "bullet notes" from the video and we shared in turn; I tried to add some colour commentary and background information where it seemed appropriate.  Finally, I reviewed the idea of using transition words (what I call "signpost" words) in your writing.  Here are my notes for both.  There is no homework if you've completed your Northwest Rebellion reading.

People's History sketchnote

Using "signposts"

Socials 8-2: Japan

Please access, notes on today's lessons via Ms. Wagner's posts: kwagnersd46.blogspot.com

(I know there was homework for tonight)

Socials 10-2: CAPP Class

Today's lesson was deferred to Mr. Murphy for a CAPP lesson.  I asked that you arrive to our next class with the reading for the Northwest Rebellion.  

Socials 8-1/8-3: Japan Unit Lesson Four

Please access, notes on today's lessons via Ms. Wagner's posts: kwagnersd46.blogspot.com

History 12-1: Debrief Russia Test and Intro to Fascism

Today we debriefed the unit test.  There will be a mandatory tutorial on Wednesday at 3:30 for anyone who would like to rewrite the test.  The rewrite will be on Thursday after school at 3:10.

Next, we read pp 51-53 in Howarth and then I gave a short intro to Italian unification
For homework, please read DeMarco pp 67-72 and complete Ex 1 OR 2, as well as all of Ex 3-5.

Don't forget I posted the link to a good Mussolini biography on yesterday's post.

History 12-1: Today was Unit Test Day

Today we wrote our Russia/USSR unit tests.  There is no homework but 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

Socials 8-2: Japan Lesson #3

On Friday, Ms. Wagner taught the third lesson from her Japan unit.  Please use the link to access her posts: kwagnersd46.blogspot.com

Socials 10-3: Paragraph editing/writers' workshop

First, I apologize for the late post.

Thank you all for an excellent class, last block on Friday.  I was feeling so good about your effort by the time the bell rang.  I saw students giving a full effort to improve their paragraphs and that included lots of collaborative work where students were helping one another.  If you can keep that up, success your is guaranteed!

You have a choice for Monday's class:

1.  Read pp 181-193 (on the Northwest Rebellion of 1885) for homework and use the block as a supported writing block to continue polishing your 1869 paragraph; or,

2.  Complete your paragraph at home and do the reading in class.

Depending of where you were at on Friday at 3 p.m., you may be able to do both in class on Monday.  Enjoy the sun!

History 12-1: Russia Unit Review

We began by debriefing the DeMarco reading: thanks for your input and thoughtful responses.  Next, we finished the second half of the USSR vs. Canada study guide.  Then we worked on a collaborative study aide:

here is a link to the Google Doc we used to review the key "what/so-what"s of the unit.  I asked that you ensure you follow the format of the example I gave on the first item (including colour choice of the font). Please ensure you complete your terms quickly: your classmates are counting on you.

I also created the bones of a timeline on the board (after you left) using the SPERM-G acronym:

Hint: I forgot to add the Treaty of Rapallo (USSR foreign relations)

Remember  this concerning Stalin's rise to power (from the other day)

S: society
P: politics
E: economics
R: region or religion (depending on the topic)
M: military
G: geography or government (depending on the topic)

ex: Economics: a) WW1 economy is unable to keep up b) under Lenin there is first War Communism   (date?) c) that fails and he takes a step back with the NEP (date?)  d) under Stalin we have the Five-Year Plans and  e) Collectivization.  You should be able to explain the reason for each plan and its pros and cons.

As far as the political cartoon and paragraph interpretation, here is an example (with the parts identified):

(what I see) In the cartoon,  I see a caricature of Stalin with his signature moustache and his dictator's uniform with its large epaulettes, pouring "red propaganda" over the eastern hemisphere of the world with the caption "Easter Egg Colouring."  (interpretation) His expression indicates he is pleased with himself and while the can is almost empty and thus won't be able to cover the West, there is so much in the East that it is dripping off the plate.  There is no date for this source, but we know that Stalin didn't take control of the USSR until after Lenin's death in 1924. (thematic connection to the history) We know that the use of propaganda was key in the dictatorships of the twentieth century.  More specifically, Stalin's regime used it to both denounce "enemies of the Revolution" such as Trotsky and to laud "heroes" of the Five-Year Plans, such as Stakhanov.  With propaganda, production figures could be exaggerated and failures could be minimalized, all in the name of "painting" the perfect picture while advancing the socialist cause against the evils of capitalism.  

History 12-1: Stalin's consolidation of power and The Great Purge

Today Ms. Wagner debriefed the reading on collectivization and the Soviet school text that described the Purge; this allowed you to complete Falk's Ex 19.  Next, I gave some notes on the Howarth reading that you started class with.  We then viewed the Stalin video that is from the companion BBC series.  For homework, please read DeMarco pp .57-62 (Ex #2 - #5).

I hope to finish the unit tomorrow and have the unit test on Monday (not a good class to miss).

Lily, Eric and Pierre: I need a current e-mail address for your parents/guardians so I can send an interim report home.  Please use the e-mail link on the blog to send me a message.

Socials 10-2: Red River Paragraph Writing

Today Ms. Wagner introduced the paragraph writing assignment to you.  She reviewed the events of the Red River Resistance and created a timeline to help guide you in your reading.  Because you composed on a Google Doc, you will be able to come to the next class with a rough copy completed.  It need not be perfect, we can work on editing together.

Socials 8-1/8-3: Japan Unit

Today Ms. Wagner taught the second and third lesson (respectively) from her Japan unit.  Please use the link to access her posts: kwagnersd46.blogspot.com

History 12-1: the nature of Stalin's totalitarian regime in pre-war USSR

Today we started by debriefing Questions 2 and 3 from the homework reading.  I was very happy with the discussion.  You have clearly put some thought into this topic.  I also thought you did well is our discussion of the sources you analyzed on the single sheet.  Next, we split into two groups, each with a teacher-mentor to assess the civil liberties and such identified on the two-sided Stalin worksheet (the one with the Stalin portrait watermark).  I asked that you read two pieces for homework: 1) the Stalin and his Hangmen handout that discusses collectivization, and 2) the Falk exercise on The Purges (DO NOT do the questions - just the readings).

Tomorrow, with Ms. Wagner, you'll debrief those two pieces and answer the questions, as well as watch the Stalin video and complete the companion study guide (in class).  Finally, you'll go back and complete the Stalin worksheet you started today that compares the USSR to Canada.

Keep it up: you're doing well and I have a satisfied smile on my face when we finish each lesson (and if you learn anything in this unit, it is that it's good to keep a smile on the dictator's face).

Socials 10-3: Red River Paragraph Writing

Today we took all of our research and writing preparation an put it together to compose a paragraph to describe the events associated with 1869-70 Red River Uprising.  I mentioned that you can't include all of the details in a one-page paragraph, so you had to analyze the information from your research to decide which elements to include.  I suggested that you think of the theme of conflict and threat as it related to each side (the Métis, and the opposition, however you choose to define them - Government? English? Settlers? Orangemen?).  I was pleased with the effort and focus with which you tackled this job.  Please have a one-page (or so) double-spaced, typed paragraph ready to turn in at the start of the next class.

Socials 8-2: Japan maps

Today Ms. Wagner taught the second lesson from her Japan unit.  Please use the link to access her posts: kwagnersd46.blogspot.com

History 12-1: Russian Civil War

Today we debriefed Ex 16 from Falk.  Next, students shared their biographical research on the Bolsheviks that we chose to research at the end of yesterday's class.  I thought you did well identifying the important bits.  After that, we debriefed DeMarco pp 44-54: please ensure you come to every class with your reading and notes completed: we have a small group and we all need to shoulder our portion of the load.  I need everyone to be able to participate effectively during the "sharings" for us to get all that we can get out of the course.  Remember that at the beginning I told you that you need t be exposed to the story BEFORE you hear it from me in a lesson.

Towards the end of the course I showed a 5-minute video on the Five-Year Plans as an into to tonight's reading.  Please read the two handouts and answer either #2 or #3 (depending on what you indicated you'd do.  The single sheet needs only brief responses - it is designed to give you practice connecting with primary sources as you investigate a topic.  No DeMarco reading today - yippee.

Socials 10-2: Paragraph writing lesson

Today we had a paragraph writing lesson.  I wanted to ensure we all had a solid understanding of the basics before we begin to compose paragraphs for our Google Doc research.  I would like you to consider the "names/tells more" nemonic when you are writing.  We went over some specific strategies for creating topic sentences and closing sentences.  Next class we'll have the computers and we'll get down to the writing.

Notes: pg 1

Notes: pg 2

Notes: pg 3

Sample

Sample

Socials 8-1 and 8-2: Japan

Today Ms. Wagner taught lessons from her Japan unit.  Please use the link to access her posts: kwagnersd46.blogspot.com

Socials 10-3: Paragraph Writing Lesson

Today I started by returning the Red River sketchnotes and then I went on and on about how good they were, and I meant it.  I thought you all showed evidence of analytical thinking and creativity.  I hope you see value in this kind of work.  Next, we changed gears to a more traditional "bread and butter" skill: paragraph writing.  Unfortunately, the interactive software failed partway through the lesson, so we lost some notes, but as long as you remember the "names/tells more" format we'll all be happy.  When we return on Wednesday, we'll use the laptops and our research in the Google Doc to help us compose a paragraph that will apply all that we practiced today: remember, think conflict and cultural threat when you think of the Metis in this period.

A sample opener and closer.

Here's another way to "build" a topic sentence.

As long as you come to class with a topic sentence or two, there is no homework although you may wish to get a head start on reading up to the conclusion of the Northwest Rebellion pp 169-193.

Socials 8-2: Japan Intro Lesson

Today Ms. Wagner introduced the Japan unit.  Please use the link to access her post: kwagnersd46.blogspot.com

History 12-1: The Provisional Govt. and 1917

Today we began by reconnecting with the story as we know it so far.  We split into two groups so that one group used flash cards to recreate the Russian political spectrum while the other group ordered the events of 1917 from the bread riots to the November Revolution.  Next, I returned the Stolypin paragraphs and asked you to "comment on the comments" (this meta-cognitive step where you think about how you are thinking/writing, is a key step to improvement).  After that, students worked in pairs to answer the Falk Ex #16 study guide and then we debriefed it together.

We ended the lesson with a chance to read PP. 54-57 in Howarth.  This gave us the narrative for four of the key post-November Revolution topics that ere orchestrated by Lenin: the Civil War (Reds vs. Whites), The Treaty of Brest-Litovsk, War Communism and the NEP.

Today is a big homework day: please complete Falk Ex 16 and then complete DeMarco from pp.44-54 Ex 5-12 (you need not do Ex 13).  Please come to class tomorrow with notes ready to share your learning.