Socials 8-1 and 8-2: Finishing the Crescent and the Cross

Today we started by comparing and contrasting (finding similarities and differences) between the Muslim fortifications shown in the film and the castles we studied earlier. We then finished the documentary. Afterwords we did some preliminary writing activities associated with key words. This involved some collaborative and critical thinking. Please ensure you come to the next class with today's paperwork. There is no homework.

Socials 8-2 words

Socials 8-1 words

Socials 8-3: Intro the "The Crescent and the Cross."

Today we viewed the first 32 minutes of the documentary. You can check the other classes' recent posts for copies of my sketchnotes. There is no homework.

Socials 10-4: Aboriginal Cultures

To view the whole documentary, click the LINK.

Today we opened with a check in of prior knowledge about differences between West Coast Aboriginal cultures and those of the Plains and further east. We used the SPERM-G acronym to help us think about different ways to look at this question. Next, we viewed some video about the Mistassini Cree. As a semi-nomadic traditional culture, they inform us about aboriginal cultures different from the West Coast cultures many of us have grown up with. Also, because I have some experience living with the people of Mistassini, I feel at least somewhat qualified to speak to some of what we viewed. I liked that you were able to hear Cree spoken as well as sung. I also thought that the NFB production "Cree Hunters of Mistassini" (1974) did a good job of highlighting things like the Cree propensity to tease and laugh, a more personal window to their lives. I also thought it was important for you to witness how First Nations people have borrowed technology from "the West" in a very selective way - keeping from their own cultures and technologies what made sense. From here we will begin our transition to a look at the Métis and life on the Plains.

If you have not completed your compare and contrast paragraph on the canoe and York boat, please hand it in ASAP.

History 12-1: Russia and the 1905 Revolution

We began by reviewing the key elements of Marxism; remember, time spent doing the readings will give you a depth of understanding not possible by attending the 75-minutes classes alone. Next we viewed some PPT slides to demonstrate the leadership of the last three tsars. We noted specifically, that Nicholas II was a weak leader, unwilling to give up any real control: cue the music...

We learned of the 1905 Revolution timeline, especially Bloody Sunday, the strikes and uprising that followed and the October Manifesto that restored order. We then met in groups to examine the 1906 Fundamental Laws - the new constitution designed to "fix" the problems. We noted that much of what was promised in the Manifesto was watered down by the time the Laws were issued. As citizens it's important that we be able to critically access the difference between what is "reported to be"and what "is." On this point, I thought you did a good job in your groups teasing out the details, both the good and the bad.

For homework, please review Falk page 24 (a table that describes Marx's view of how "communism" would occur, and pp. 27-28 for a summary of today's lesson. Also, please read pp. 37-38 in DeMarco, and complete Ex #1 (a-e).

History 12-1: Introduction to the Russia Unit: Marxism

Be began today by receiving back our World of 1919 unit tests. I like to keep the tests but encourage students to hold on to their paragraphs and writing rubrics; I hope you will see your writing improve as the semester moves along.

Next we used a PPT that mostly contained quotations by or about Karl Marx to get an insight into what will become an important concept as we look at the political landscape of Russia at the beginning of the 20th century. Thank you for your willingness to share your questions and ideas - remember, participation is an important element of the course and will make it more enjoyable for all of us.

I asked that you come to class tomorrow with the Pipes extract from Communism read; please jot down a few statements to summarize your thinking after reading it.

Socials 10-2: Fur Trade Transportation Paragraph

Today we used our research from last class to write a paragraph for the following prompt: "Compare and contrast the use of the canoe and the York boat in the fur trade." Please try to have that typed up (double-spaced) for next class.

Socials 8-1 and 8-2: The Crescent and the Cross, Part 2

Today we watched and discussed the second in instalment of the documentary. Here are the two versions of my sketchnotes. There is no homework. If you were absent, use the last post to access the link to the documentary that can be found on YouTube.