History 12-1: Intro to Post WW2 Middle East

Today we started by trying to build a map of the region from memory - expect a quiz soon. Next, we worked through the second half of the PPT on the Mid east (thank we started last semester). We outlined the four main Arab-Israeli conflicts (wars) and spoke generally about the kind of security issues that are a part of everyday life in this region. For homework, I asked that you compete Falk Ex #6 The Creation of Israel.

Tomorrow I will give you all a break since your brains are mush and all many of you are thinking about Saturday's prom: we'll watch the Six-Day War doc and I promise not to give any homework!

Socials 8-3: The Catholic Counter-Reformation

Please see yesterday's SS 8-1/8-2 post. Please come to Tuesday's class with the Counter-Reformation work complete. Also, those of you who are still missing the Renaissance sketch need to get on it - time os running out.

Socials 10-4: BC History

Please see yesterday's Socials 10-2 post. There is no homework unless you have old work still outstanding.

History 12-1: Vietnam (Day 2 of 2)

Today we started by more closely examining the effects the war had on American society. We discussed the counter-culture, the power of t.v., the role of youth and the social liberalism that challenged "the Man." I also tried to demonstrate the effect the war had on future US military engagements: some lessons were learned, and it would seem some were not. We next synthesized our learning by answering Falk Ex #1 (please finish it before you come to Thursday's class). We closed the block by debriefing the DeMarco exercises. Tomorrow we will shift our geographic coordinates and jump into the Middle East.

NOTE: see yesterday's post for some of the key slides from today's discussion.

Socials 10-2: BC society game board

The "solution"

Today we began by piecing together a puzzle with 24 statements about 8 topics associated with the early growth of BC. Next, we read two pages from the Falk handbook (pp.73-74) in order to identify some of the factors that were promoting/challenging the growth of the new colony. We also spoke specifically about the economic forces that were putting the province "in the black" and "in the red." There is no homework unless your sketchnote and/or paragraphs are overdue.

Socials 8-3: The Reformation intro and Martin Luther

We started the block with me sharing the results from the Explorers unit test. I also gave overall term grades and advised people of any missing work. The most common deficiency is the Renaissance sketchnote. Please get missing work in ASAP.

Today we worked on the first study guide in the Reformation set. I spoke briefly about indulgences and how offensive they were for many Christians. We also spoke about the relationship between power and money. This helps to explain why the Church acted the way it did.

Please ensure you finish today's work before you arrive to the next class (on Friday).

Socials 8-1,8-2: Ocean Exploration quiz and intro to the Reformation

On Monday we wrote the quiz and then did a review of the history topics we've done so far in the course. We created a timeline and then put SS8 in context with SS7 and the courses that come next. Next, as an introduction to the Reformation, we reminded ourselves of the East/West split in the empire during Roman times. We also reconnected to some of our previous learning from the crusades and then I used a story where I would sell "A"s for $50 as a way to introduce some of the practices of the Catholic Church as a way to understand how a religious protest movement might be started.

There is no homework.

Socials 10-2/10-4: Work periods to complete "early BC history sketchnotes"

Monday and Tuesday's classes were given as work blocks to compose the sketchnotes.
The sketches are due next class.

History 12-1: Vietnam War(s)

On Monday we wrote the Cold War unit test and today we discussed the Vietnam War - a conflict once described as the "10,000 Day War." We used a map graphic to pinpoint the countries in the SE Asia region. Note: I misspoke and noted Bhutan was Tibet - Tibet is Bhutan's much larger northern neighbour (first mistake of the year).

It is helpful to think of the war in phases: (1) Japanese occupation, (2) French attempts at recolonization, (3) American advisors prior to Gulf of Tonkin, (4) full-scale war after Tonkin, (5) Nixon's Vietnamization and pull-out and finally, (6) the "fall" of the South.

Please read DeMarco starting at p 214 and complete Ex #1-5 for homework. Here are some notes from today's lesson:

History 12-1: Cold War test prep

Hmm, lots of people away for the two days I was out of the room.

Today we started with a quiz (don't forget Op. ORTSAC). Next, we debriefed the DeMarco exercises for the Cuban Crisis. I went over the format for the test and we watched (for the first time - there will be others - Billy Joel's History 12 anthem). We ended by discussing some of the possible topics for the cartoon interpretation question on Monday's test and then, by accident, the test appeared on the board for a brief moment - I hate when that happens.

Enjoy the weekend.

Socials 10-2: Research for Early BC history sketchnote (Day 2 of 2)

Today we used computers for the second day to dig into the BC gold rush and other salient facts so we can create our sketchnote next class (Monday).

I spoke with a number of students who are missing one or both of the paragraphs that are way past due. Please live up to your promises and have them in on Monday.

Socials 8-1 and 8-2: Test prep

Today we started by creating an ending to this prompt:

"The Age of Exploration was..."

This forced us to synthesize all of our learning into a concise single idea. I suggest this is a difficult but useful exercise to test your understanding in any topic you study in the humanities (courses such as English and Socials).

Next, we watched a short clip on Barthalomew Dias and reminded ourselves about the technology and innovation involved in the construction and sailing of a caravel. We then watched two short videos that showed the ocean paths of trade ships and whaling ships in the 1700s and 1800s. We noted that winds and currents helped determine the seasonal trade routes.

On Monday you will have your test:

Page One 
1) Match ten terms to their sentences, and 
2) Fill in the blanks for five sentences.

Pages Two-Three 
Answer ten multiple choice questions.

Socials 8 Ship Documentary

To access the video for Wednesday, May 20 and Thursday, May 21 use this LINK. (it may start mid-video; draw it back to the start).

History 12-1: Khrushchev and and McCarthy

Today we began by debriefing the Falk exercise from yesterday on Poland, Hungary and Czechoslovakia. Next, we used a PPT on Khrushchev to expand our learning and introduce ourselves to the idea of "peaceful co-existence." We then used Herb Block's political cartoons to examine the McCarthy era while honing our analysis skills. We ended the class by reading a translation of an East German article from 1962 identifying the reasons why the Berlin Wall was a good and necessary thing. I asked students to write a short summary statement to condense each argument. We will discuss the Wall and the Cuban crisis tomorrow. In order to synthesize your understanding of the Red Scare, please read DeMarco pp. 196-9 and do Ex #1 for homework.

Socials 10-4: BC summary research Day 1 of 2

Today half of the class was away at the PNE. Those who attended used their time to compile information on the gold mining activities around the Fraser River and the Cariboo. We will have two more classes for this activity - one for research and one to compose the sketchnote.

Socials 8-3: Last work period for the exploration unit

Today we worked to get all of our study guides checked off. As folks completed all of their work, they began to get started on some extra-credit research using the computers. I gave a choice in the method of showing their learning: paragraph, sketch of bullet notes. Thanks for a great class.

Next class is a test review period and the test will be one week today, on Thursday, 21 May.

To see a good documentary on privateers that gives good insight into the ships and navigation in the era we are studying, use this LINK.

Socials 10-4: Gold mining

Today we had our second lesson on early BC history. In the end, I want you to be able to create a sketchnote about early BC.

Last year's sketch

Today's sketch

Our focus this afternoon was the gold rush(es). We started by looking at a photo of early Barkerville (p. 222 of the text) to draw conclusions about planning, need and use. We then learned some basics about traditional gold mining equipment including the pan, rocker box, sluice box and Cornish wheel. Next we saw a short clip showing a modern variant of the traditional sluice box (individuals are still prospecting in BC on small scale operations just like they did in the past). We then watched a segment with BC mining history legend Bill Barlee who explained the principles involved in placer mining (I created a sketchnote to help you curate the facts). We ended with some computer research time - links to key sites are found HERE - in order to be able to create a sketchnote at a later date. We will use Thursday's class to complete our research and Tuesday's class to draw the sketch.

History 12-1: Reviewing the big ideas in the Cold War/analyzing the NATO treaty and Warsaw Pact treaty

Today we began by labelling a map from the Korean War era (1950-53) and then completing a fill-in-the-blank activity to review the BIG ideas from the start of the Cold War (at least as far as understanding some of the catalysts and the responses). We spent most of the class in small groups using a list of focus questions to dissect the treaties of NATO and The Warsaw Pact. Tomorrow I will be out of the class but I will have some activities that you can complete independently. There is no specific reading for tonight, but if you will be busy later in the week, you may choose to get started reading Chapter 13 from DeMarco.

Socials 8-3: Finishing the ocean exploration series

Today was the last block of class time to work of on the ocean exploration series. Many students have finished all five activities and engaged in some extra-credit work. Next class we will have a review of all concepts in this unit and on Tuesday, next week, we will have a short unit test. If you have outstanding work, you should try to get it done before next class.

Socials 10-2/10-4 Gold Mining Research

We will use these (and other) sites to research the BC gold rush. Our goal is to create a sketchnote to show our thinking/learning.

1. http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler04/frames/main.htm

2. http://gold.royalbcmuseum.bc.ca

3. http://www.canadahistoryproject.ca/1871/1871-05-gold-rush.html

4. http://www.cariboogoldrush.com/contents.htm

5. http://www.barkerville.ca

6. http://opentextbc.ca/geography/chapter/5-4-case-studies/

Socials 8-1 and 8-2: The Explorers

Today we took some time at the beginning of class to regroup. I made it clear who still has not handed in his or her sketchnote as well as identifying which (if any) study guides are missing. Most students were working on the Spanish and the Portuguese, or The Explorers by the end of class. You should all be finished the Spanish and the Portuguese before Wednesday's class.

SS10-4: Intro to BC history

Today I gave a short lesson to set the scene as we move our focus to the west coast. We looked at the geography of the region as well as some of the geopolitical (imperialistic) forces at work. I spoke of "Manifest Destiny" and the risk from the influx of US citizens in the colony after gold was discovered on the Fraser River. We then met in groups of four to consider the situation faced by Governor James Douglas as he "welcomed" thousands of gold-hungry miners into the region. I was pleased with the quality of your deliberations. We spent the last part of class sharing our ideas and I fleshed out the role of Colonel RC Moody and his Royal Engineers, both in the creation of the Cariboo Road and the surveying of the new capital at New Westminster. There is no homework.

History 12-1: Summary of the intro to the Cold War and the Korean War

Today we began by debriefing Chapter 13 in DeMarco - specifically Ex 3-6. We also reviewed Friday's lesson by debriefing Falk's Ex# 3. By now you should have a strong understanding of the three-pronged USA foreign policy: Truman Doctrine, Marshall Plan, NSC 68 (including NATO).

Next, we watched the BBC's 20th Century History episode titled "Cold War Confrontation" to summarize all that we have learned about the Cold War to date. The second half of the video discussed the Korean War: when it finished we shared "bullet notes" and then used a PPT to deepen the discussion. I asked that you compete Falk's Ex #5 on the Korean War for homework.

Remember that the UN Security Council only
ratified Resolution 68 because the USSR was not
present for the vote (they were boycotting the Council
because the "wrong" China was sitting in the Security Council

The "war" is still technically not resolved
(only an armistice has been signed)

History 12-1: Intro to the Cold War

Today we had an intro to the Cold War by discussing the key vocabulary terms and then some of the opening events. You should already have read Chapter 13 in DeMarco (and done Ex 3-4). Today I added Ex #3 from Falk (it reviews the big events we discussed today). There is no other reading, enjoy the sun.

Lots of new terms

Greece is the catalyst for the Truman Doctrine

NATO partners get aid (Stalin blocked offers
of US aid in his sphere)

Catalyst for the Berlin blockade

Ah, good ol' propaganda: we can't ignore the reach of the USA

Three steps: Brussels, NATO, NSC #68

Socials 10-4: Intro to BC history

Today we began our new unit. I started by giving the test result out and then we discussed the geographic and imperialistic pressures on early BC. Next, we started to consider the gold rush. We looked at the California and the effects of those miners coming north to BC at the close of the California rush. We revisited pp. 213-16 in the text and then we met in groups of four to strategize as if we were Governor James Douglas inundated with thousands of gold-hungry Americans. We ended by sharing some of our solutions while ordering them as short. mid. or long term solutions.

Background

The question

Our solutions

Socials 8-3: The Explorers

Today we worked autonomously to complete the Explorers study guide. Many students are now completing more than one guide per class so that many also started the look at the sea dogs (the English and the Dutch).

History 12-1: Second World War presentations: Day 2 (of 2)

Thanks for another good day of presentations. I was pleased with your ability to overcome any nerves and bring yourself to do what can be, for many, a difficult endeavour. Those of you who are going on to take humanities courses in college or university will be glad you practiced this skill in high school because you most certainly will be asked to do so there. How was it "reading" outside.

Please ensure you come to class tomorrow with Chapter 13 read and Ex #3 and 4 completed.

Socials 10-4: The West: unit test

Today we took the whole block to write the unit test. I will have the results for you tomorrow! Tomorrow we will begin a study of BC including the gold rush. There's no time to relax; we'll be moving a bit faster now while we work towards the end of the course.

Socials 8-3: The Spanish and Portuguese

Today we carried on with our theme on exploration. The study guide included a political cartoon so we had a short discussion about the role of satire and how it might be used to affect change (either in people's attitudes or actions). I was pleased with the work ethic today and have noted that generally folks are working well to ensure they do not have any homework at the end of the day.

History 12-1: Working with evidence/wartime conferences

Today we spent most of the class working with evidence relating to the dropping of the bombs on Japan. I was pleased with the insights you came up with. Next, I started discussing the conferences, but we ran out of time. Tomorrow we will share our presentations in small groups. Be ready to do self and peer evaluations. I have decided to use this as the assessment for the Second World War unit. There is no homework today, unless you have still to tweek your presos.

Socials 8-3: Ships and Navigation

Today everyone worked very well. I gave a short explanation of how the wind can "pull" a sailing ship, as well as "push" it. Since sailing is my recreational passion, I love studying this unit. If you were unable to finish in class, please do so for homework - I'll check your progress on Thursday.

The Renaissance sketchnotes that came in looked excellent - if yours is still missing it is now overdue.

A nice photo to show the "curve" (like a wing) in a sail

Socials 10-4: Unit review and test prep

Today we watched two short segments of the People's History (Riel's hanging and J.A. Macdonald's tour across the country afterwards) and then looked at the test format for Thursday. I strongly suggest you review the blog posts in addition to your notes. Don't forget to review your paragraphs: one of those will be a prompt for the long writing section at the end of the test (there will be a choice of two prompts)

.

Socials 8-1 and 8-2: Intro to the ocean explorers and trade

I started today by reminding you of the time expectations in class. The study guide activities are designed to be completed in 70 minutes or less. If you are unable to complete all of the questions/activities, please do so for homework so that you don't get behind. ENSURE you keep all of your work in the rings of you binder so it is not lost (it needs to be ready to be checked for completion).

We began the lesson with a look at the world map where we reminded ourselves about projection and scale. Next, I showed a short clip of video so that you could see a replica Chinese junk under sail, and learn of Admiral Zheng. We used the rest if the block to complete the guide titled "Riches of Asia."

If you want to watch it, here is the LINK.

History 12-1: Guest speaker Barry Krangle on the Holocaust

We were honoured today with a visit by master teacher and principal Barry Krangle who came to share his international experience working to develop curricula on the topic of the Holocaust. We started with a review of some of the mechanisms that the Nazis used to implement their racist laws and institutions and then heard of Mr. Krangle's experiences researching in Germany, Poland and Israel. In our discussions before today's lesson, I asked him to put a human face on this topic and I think he did that very well. There is never enough time to give to any one topic in this course, but I think it is important to be reminded of Mr. Krangle's message that we all have a duty to use our knowledge of the past to stand up against that which we know is unjust. Thank you, Barry.

Monday is a pd day. We will review the protocol for sharing our inquiries on Tuesday, and you should be ready to share on Wednesday.