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Canadian History Since WWI

**please note, anything underlined on this page is a link - click on it to open a document or go to another webpage.
Google classroom join code: 7notgig
 
Day One - Sept 8

1. Sign up for course messaging (through your smartphone): 

please note if your cell provider is any of the ones listed below, you can't receive messages, follow these instructions

  • Download the free Remind app on the iOS App Store, on Google Play, or at rmd.me/a. If you don’t already have a Remind account, create one using the phone number where you receive Remind texts. Make sure to enable push notifications from Remind on your phone.​

  • Rogers

  • Fido

  • Chatr

  • Cityfone

  • 7-Eleven Speak Out Wireless

  • Cansel Connect

  • good2go Mobile Canada

  • KORE Wireless

  • Petro-Canada Mobility

  • Zoomer Wireless

2. Download Google Drive, Google Classroom and Google Docs onto your mobile device (if you have space)

3. Review course expectations and course website. Complete student survey - https://bit.ly/survey216

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Day Two - Sept 12

1. Classroom policies - homework, absences, stamps 

2. Lesson - ASSESSING HISTORICAL SIGNIFICANCE

  • introduction to criteria-based thinking

    • Prominence at the time: Was the event recognized as important at the time it occurred?

    • Impact: How deeply felt, widespread, and long-lasting were the consequences of the event?

    • Revealing: Does the event highlight or symbolize important issues or trends in the past or present?​

  • Handouts for today's class: ​

  • Other Helpful Resources > success criteria for historical thinking;

> historical significance flow chart​

 

Day Three - Sept 14

1. Handouts for today's class: ​

> historical significance flow chart

2. Review Historical Significance. Next thinking concept: Change and Continuity

 

Day Four - Sept 16

1. Assessing Historical Significance group work.

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Day 5 - Sept 20

In class work:  Causes of WWI handouts with reading.​

 

Day 6 - Sept 22

1. Handouts for Change and Continuity

2. Review all your notes on the thinking concepts 

  • Add to your notes anything new or that helps you to understand the first two concepts better

3. CRAFT A SUMMARY ON THE THINKING CONCEPT YOU UNDERSTAND BEST. Submit through Google Classroom. 

 

Day 7 - Sept 26
1. Socrative quiz: Causes of WWI

2. Map of Europe 1914 challenge - stamp bonus

3. Overview of causes of WWI (the lesson will be packaged in the Google Unit 1 folder once complete)

  • discuss short term (visual art lesson).

4. View a video on causes by clicking here

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Homework: review Moments that Matter - unit 1 culminating

 

Day 8 - Sept 28/Day 9 Sept 30

1. WWI causes online check of understanding

2. Trench artifact analysis and Trench photo analysis

3. Overview of Trench Warfare - see these videos:

4. extension: watch this video that uses virtual reality audio [USE EARPHONES]

Homework: Work on primary sources chart (Click here for a digital version) using this package of sources about Canadians' responses to WWI.

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Day 10 - Oct 4/Day 11 Oct 6

1. Lesson on inferences and observations as well as perspective/worldview

2. Discuss chart and how to use evidence when developing an argument. 

3. Select a secondary source passage that is the most reflective of Canadians' different perspectives on the declaration of war.

4. Paragraph writing activity - see assignment here. You have a copy in Google Drive. 

5. Kahoot competition!

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Day 12 - Oct 12

1. Lesson 5: Experiences of Canadians at Home in the War - what type of change?

2. Use worksheet, Conflict and Change at Home

ONLINE LESSONS:

Discuss – what changes did the war bring about for Canadians at home?

Quick write: 

I think the most widespread impact of WWI on Canadians at home was....because.....

 

Day 13 - Oct 14

MASS

1. Trench photo analysis for homework (picture handed out in class)

2. Homework: Learn about battles of WWI - take textbook notes using this organizer that focuses on Historical Perspective. Use these textbook pages as sources.

  • (Second Battle of Ypres: p. 72)

  • (Battle of the Somme: p. 72-73)

  • (Vimy Ridge: p. 74-75) 

  • (Third Battle of Ypres: Passchendaele: p.73,76)

HAVE THIS BATTLES CHART COMPLETE BY NEXT CLASS. 

Reminder: Unit 1 Culminating Moments that Matter - start thinking about your events/people/perspectives - you will complete a practice moment analysis next week to get feedback! 

 

Day 14 - Oct 18

​*Socrative - Home Front (check for understanding) 

1. Review Battles

2. Group Work – FOR WHOM DID THE WAR REPRESENT PROGRESS? FOR WHOM DID IT REPRESENT DECLINE/HARDSHIP?

  • ​ALL WORKSHEETS/RESOURCES AVAILABLE FOR THE LESSON BELOW BY CLICKING HERE.​

  • consolidation: as a group, create a padlet that explains your Canadians' overseas experience and present to the class

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*****Homework: WWI CULMINATING! 

Unit 1 Culminating Moments that Matter - start thinking about your events/people/perspectives - you will complete a practice moment analysis next week to get feedback! 

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Day 15 - Oct 20

1. Get into your Overseas groups (see above) and complete your padlets and decide how you will present to your classmates next class (i.e. who will talk and what you will say as you show the padlet)

2. Hand in WWI culminating practice for feedback by 11:59pm October 23rd for feedback (can work on it this period)

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Day 16 - Oct 24

​1. Review Homefront Socrative

2. Short group presentations on Canadians overseas. Everyone needs to make a copy of the literacy strategy "I Read...I Think...Therefore" to analyse experience of Canadians overseas 

enrichment: view this video about nurses on the front lines

3. Homework: Did women make advancements in WWI? (new textbooks distributed in class time permitting, access a digital copy of the pages here) Make a copy of the Both Sides Now chart.

Instructions:

  • review evidence 1.26 and 1.27, answer questions 1-6 (put the answers at the bottom of the Both Sides Now chart just to keep your work together), then transfer any points either for or against the question in to the chart, making note of the evidence # for each point you include

  • review evidence 1.28 and place points on the chart either for or against including the evidence # and quotation #

  • review evidence 1.29 and 1.30 (use guiding questions at top of page to help you frame your thinking) and place points on the chart either for or against including the evidence #

  • review evidence 1.31 and evidence 1.32 (use guiding questions in red to help you frame your thinking) and place points on the chart either for or against including the evidence #

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Day 17 - Oct 26

1. Take up women in WWI charts - discuss and decide Was the War a Turning Point for Canadian Women in the Workforce?

 

Day 18 - Oct 28

Work period on culminating - DUE NOV 1 END OF DAY

 

BONUS ASSIGNMENT (DISREGARD FOR NOW - ONLY SOME STUDENTS MAY NEED THIS)

BIG QUESTION: WAS THE WAR WORTH IT FOR CANADA? WHAT WERE THE MAJOR ECONOMIC, SOCIAL AND POLITICAL CHANGES THE WAR BROUGHT ABOUT? WERE THEY OVERWHELMINGLY POSITIVE OR NEGATIVE? 

  1. Click here for the instructions and premise.

  2. Click here for Primary and Secondary evidence. Click here for the organizer if you want do it digitally.

  • Create a PRODUCT that communicates your decision on whether the war was worth it. Ideas: written response; poem; popplet; slideshow; padlet. Submit for feedback by submitting it to Google Classroom.  

  • Click here for a list of products you could create.

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Day 19 - Nov 4

Review: Was WWI worth it? (brief)

1. Make a copy of this organizer about whether the war was worth it. We will consider all of the evidence and create thesis statements as a class.

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Day 20 - Nov 8 and Day 21 - Nov 10

1. Work on WINNIPEG GENERAL STRIKE ORGANIZER. Use this article to gain a basic understanding of the events as well as the brief video clip shown in class (A Painful Peace)

2. Preparation for class activity - circle of viewpoints

HOMEWORK:

Complete Circle of Viewpoints organizer using these sources

 

Where is this going? You will write a 500-600 word editorial arguing on one side of the issue (the side of capital/government or the side of labour/workers)

enrichment: Have things changed for workers over time? Did anything change? Consider these sources:

 

Day 22 - Nov 14

1. Circle of Viewpoints debate preparations

 

Day 23 - Nov 16 and Day 24 - Nov 18

Work period - Winnipeg General Strike editorial
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​​Day 25 - Nov 22

  1. In class work: Read the chapter on prohibition in Canadian Sources Investigated (pg 24-32) and collect evidence and begin to fill in a prohibition T chart - cause and consequence of prohibition.

  2. Extension: Watch this clip called "Detroit Mob City" (Start at 49:00 end at 1:01.00)for an overview of the events and consequences of prohibition along the Windsor-Detroit river.

  3. Quick Write on prohibition - was it a successful social experiment? Did the unintended consequences outweigh the intended consequences? (You can also submit a mind map)

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Day 26 - Nov 24

​1. Prohibition - Cause and Consequence analysis and discussion of whether it was a successful social experiment?
2. Next topic: the Americanization of Canada's film and radio industry. Read the evidence and complete the organizer. Remember to answer questions 1-5 on the front sheet AFTER you are finished reading through the evidence.

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Day 27 - Nov 28 and Day 28 Nov 30

1. Complete Americanization of Canada's film and radio industry. Read the evidence and complete the organizer. Remember to answer questions 1-5 on the front sheet AFTER you are finished reading through the evidence.

Quiz assessment for comprehension at end of class.

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Day 29 - Dec 2

1. Finish Americanization

2. Review significant events that lead to Canada's autonomy in the 1920s. Partner work:

2. Quick write: How would you characterize the 1920s so far? Does it seem like a period of progress or decline?

 

Day 29 - Nov Dec 6

1. Assessment: Canada's Road to Autonomy political cartoon analysis. 

**Homework: Please watch this brief video overview from Historica Canada in preparation for the lesson on Residential Schools.

2. Optional Homework (for bonus stamps):

  • Read this article. Highlight and write a summary (one main idea and three details to support it) on the author's view of how residential schools have affected Native communities. Explain why the article is titled, "The Hurting". 

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Day 31 - Dec 8

Review road to autonomy quickly. Chance to improve cartoon analysis submissions.

1. Start lesson on residential schools (lesson 7)

2. Refer to this slide deck for the lesson.

3. Time permitting - watch We were Children from the NFB. Watch trailer here. Maybe watch Chanie Wenjack story.

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Day 32 - Dec 12 and Day 33 - Dec 14

Discuss feedback about political cartoon analysis.

1. Continue residential schools - Refer to this slide deck for the lesson.

2. Timeline of residential schools - group activity focusing on historical significance

3. Time permitting - watch We were Children from the NFB. Watch trailer here. Maybe watch Chanie Wenjack story.

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Day 34 - Dec 16

Continue and complete residential schools lesson. Refer to this slide deck for the lesson. 

Make sure you have completed Historical Significance of Residential School System worksheet

Submit exit card to Google Classroom.

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Day 35 - Dec 20

CHRISTMAS FESTIVITIES*

*(if you have completed exit card on residential schools and you promise to do the the following over the break:)

1. Set your own criteria for progress using this criteria worksheet

 

2. Using the criteria you set above, compose several questions you would need to "ask" a historical figure/character from the 1920s to determine if their experience during this time period was one of progress or decline. For example,

  • if one of your criteria for progress is that everyone has a good job with fair wages, you would need to "ask" this character about their job status, how they are treated at work; and about whether their wages allows them to live a comfortable life.

  • if one of your criteria for progress was that Canadians were treated equally, you would need to "ask" this character about any discrimination they face, how discrimination affects their families, and outlook

 

3. Independent work: Go to tcdsb.elearningontario.ca and log in to this course. Navigate to 1914-1929, Activity 6 (The "Roaring" Twenties: Comparing Perspectives) and use the sources to complete this worksheet, Progress and Decline in the 1920s_Comparing Perspectives (I will show you how to do this in class)

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Day 36 - Dec 22

⭐⭐⭐Christmas Mass⭐⭐⭐

Over the break, I recommend you complete at least half of your Unit 2 culminating and start organizing your notes to prepare for the midterm test (first week of Feb). Make sure all your worksheets are complete and in order and review feedback on assessments in Google Classroom. 

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Day 37 - Jan 10

1. Review perspectives on the 1920s - which groups were experiencing progress? which groups were not? what type of progress?

2. Time to think about your Unit 2 culminating - should have two moments by now.

 

Day 38 - Jan 12

1. Women's rights between 1914-1929 - progress and decline timeline using pages 30-35

REMEMBER TO STAY FOCUSED ON WHETHER THIS TIME PERIOD WAS ONE OF PROGRESS OR DECLINE 

 

Day 39 - Jan 16

Women - progress and decline ​

  • Learning stations around the class - Add any other events studied such as the Persons Case, women in sports, or Agnes McPhail's achievements into the chart as well.​

  • also overview of 1920s - new innovation, consumerism, fashion, flappers

  • Consider: How would you characterize the 1920s so far? Is it a period of progress/excitement (roaring) or not? Has your thinking changed from your first writing on this question?

 

Day 40 - Jan 18

In class work:

1. Using pages 123-128 of this textbook: THE ECONOMIC FACTOR  - complete questions on 1930s:

1. a. Copy the visual of the business cycle into your notes. Give a general definition of the business cycle.

- For each of the stages, identify its main characteristics: prosperity/peak stage; inflation; recession; depression; trough stage; recovery stage.

2. What kind of politician was R.B. Bennett? What was his view of tariffs? How did his party fare in the 1930 election? (optional - complete for stamps)
3. Look at the Data File on pg. 127: what do these terms reveal about people’s attitudes towards Bennett?

4. How did Bennett try to restore prosperity to Canada?  Mention Keynes in your answer.

5. How did Bennett respond to the U.S. increase in duty on imports?  What did he try to do within the Commonwealth to make up for the U.S. tariff wall?

 

Day 41 - Jan 20

1. Introduction to the Great Depression 

2. Summary of economic cycle and anatomy of the stock market crash.​ (video review of the crash is here)

3. Review the the long and short term causes  of the Great Depression by studying this overview and this prezi

​4. Discussion of long term causes and key question: Events result from the interplay of two types of factors: (1) historical actors, who are people who take actions to cause historical events, and (2) the social, political, economic and cultural conditions at the time in which the actors operate. How is the Great Depression both the result of historical actions and the conditions of the time?

5. Homework: complete this Google survey to explain your ranking and rationale for the causes.

6. Read p 120 of the textbook pages to review the stock market crash.

 

Day 42 - Jan 24

1. Discussion of long term causes and key question: Events result from the interplay of two types of factors: (1) historical actors, who are people who take actions to cause historical events, and (2) the social, political, economic and cultural conditions at the time in which the actors operate. How is the Great Depression both the result of historical actions and the conditions of the time?

2. In class work: What were the most significant social, economic and political consequences of the Great Depression? Use this handout to organize responses to this question and this package of sources. (Use the videos if you are more a visual learner - use (CBC) as your citation (see the clip references here)

At the conclusion of this lesson, go to Google Classroom and submit a quick write response to the above question. Submit by: Jan 27 end of day

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Day 43 - Jan 26

1. Work period on

- Great Depression Quick Write

- Unit 2 Culminating - due FEB 26

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Day 44 - Jan 30

1. Play the stock market!

2. Unfortunately we do not have class until Feb 6! 😲 So over the next week>>

3. Review the character you have been assigned for our Great Depression town hall debate on February 8. The town hall will 

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Day 45 - Feb 6

1. Finish the stock market game

Work period - Great Depression debate - EACH GROUP MUST FILL OUT THIS SURVEY

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Day 46 - Feb 8

Great Depression town hall debate

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Day 47 - Feb 10  Midterm Review and Unit 2 Culminating work period

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Day 48 - Feb 14 

Midterm Part I (multiple choice, key terms, political cartoon analysis)

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Day 48 - Midterm Part II - Feb 16

1. Short Answer (review the quick writes)

2. Long Answer (women's history WWI and 1920s)

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Day 49 - Feb 22

Begin WWII questions (1-5) also available at bit.ly/WW2Qs; use these textbook pages (optional for bonus stamps)

Unit 2 culminating due Friday Feb 24 (2% bonus) last day to submit: Sunday 

⚠️Homework for Thursday: complete part 2 and 3 of the Causes of WWII worksheet 

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Day 50 - Feb 24

Begin Unit 3 - causes of WWII: Great Depression (recap the Debate); failure of League of Nations

Homework: complete part 4 appeasement - using question prompts in the reading as well as Q1, 2c and 3 on pg 131

Unit 2 culminating due Friday Feb 24 (2% bonus) last day to submit: Sunday 

Day 51: Feb 28

1. Continue causes of WWII 

2. Homework: Focus on appeasement: was appeasement a wise policy or a cowardly cop-out

Prepare for next class: Do you think the policy of appeasement was a wise policy or a cowardly cop-out? You will create an organizer to organize your thinking about appeasement. Make sure to respond to the question prompts on pg 128, 130 and pg 131: q. 1, 2c, 3a - > the paragraph should be written at the end of your organizer (10-12 sentences)

 

Day 52: March 2

1. Smart Board review of causes of WWII continued - explain appeasement organizer and response - submit by March 6 end of day.​

2. Homework: Complete WWII causes package. 

  • continue Causes of WWII worksheet - How did the Nazis gain and keep control in Germany?

OPTIONAL HOMEWORK FOR STAMPS: pg 6-9 from WWII questions sheet 

 

Day 53: March 6​

1. Smart Board review of causes of WWII continued - finalize appeasement organizer and response - submit by today (end of day).

2. In class work: Complete WWII causes package. 

Work on WWII questions - should have 1-9 complete.

 

Day 54: March 8

1. Review Rise of the Nazis as the last long term cause of WWII

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Day 55: March 10

1. Read pages 62-67 (click here for a digital copy), and organize the evidence into a chart like the one on page 62 (bottom left) where you identify if the action or opinion was FOR or AGAINST Jewish immigration.

Upcoming: What was Canada's reaction to Jewish refugees before WWII? [see question on page 62 of yellow textbook (click here for a digital copy) During Reading, question 1]

  • Is David Rome's account of the government's plan of action accurate? "The reluctance of the Canadian government to admit Jewish refugees in any great numbers was a fair reflection of public opinion...which was a strong Anglo-Saxon nativism permeated with Anti-Semitism."* Support or refute this statement using evidence from the chapter

2. Enrichment: Canada as last hope for Jewish refugees. (Watch it here)

3. Be prepared to respond to the question after the break.

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Day 56: March 20

Explanation of Unit 3 culminating

Watch "Mackenzie King and Hitler" (Folly start at 4:11)

1. Jewish refugees before WWII - how did Canadians react? We will review pages 62-67 (click here for a digital copy), and organize the evidence into a chart like the one on page 62 (bottom left) where we identify if the action or opinion was FOR or AGAINST Jewish immigration.

  • Practice in groups: Is David Rome's account of the government's plan of action accurate? "The reluctance of the Canadian government to admit Jewish refugees in any great numbers was a fair reflection of public opinion...which was a strong Anglo-Saxon nativism permeated with Anti-Semitism."* Support or refute this statement using evidence from the chapter. This question is on the final exam.

  • plan paragraph response

*relevant definitions:

nativism: a policy of favoring native-born inhabitants over immigrants

permeated: to spread or flow throughout

anti-Semitism: the intense dislike for and prejudice against Jewish people

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Day 57: March 22

1. Wrap up SS St Louis/Jewish refugees.

  • Enrichment: Canada as last hope for Jewish refugees. (Watch it here) 

2. OPTIONAL HOMEWORK: PACIFIC WAR QUESTIONS from the WWII bonus questions: bit.ly/WW2Qs 

 

Day 58: March 24

Submit response to David Rome's statement using Whiteboard app (in partners or small groups)

1. Complete HOLOCAUST QUESTIONS #23-25 (bit.ly/WW2Qs) AND CRITICAL EXTENSION using these pages

Holocaust 

Coming up (check if the website works from home) 

- ACCESS ALL VIDEOS HERE first and get as much information as possible to complete the organizer
Use this handout to keep your thinking visible and organized. 

Station One: Segregation
Station Two: Identification
Station Three: Persecution
Station Four: Deportation and Ghettos
Station Five: Final Solution

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Day 59: March 28

1. Compare current refugee policies/stories to SS St Louis crisis - changes? continuities?

  • Use Holocaust lesson to add to your learning and understanding of the steps of the Holocaust. (see stages above)

  • We will do the last step together (Final Solution)

  • Reflection: After the lesson on the Jewish refugee crisis and Holocaust respond to either of these prompts:

a. "The Holocaust did not begin with gas chambers - it began with words."

b. "What makes the Holocaust so unspeakable is not only the horror of the genocide itself - which is horrific enough - but that this genocide was preventable."

c. "All that is necessary for the triumph of evil is that good [people] do nothing."

In your reflection, explain what one of the quotes means to you and what YOU have taken away as the greatest message or lesson from our study of the Holocaust.

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Day 60: March 30

1. Review Holocaust - submit reflection

2. Time permitting: WWII Artifact Stations - investigate six sets of artifacts and complete the WWII Artifact Exploration worksheet

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Day 61: April 4 and Day 62: April 6

1. WWII Artifact Stations - investigate six sets of artifacts and complete the WWII Artifact Exploration worksheet

 

Day 63: April 12

1. WWII BATTLE STATIONS- study the artifacts, construct topic sentences and identify evidence to prove that Canada made a significant contribution to WWII.

1b. For homework: review video clips on the battles using the links below - think of your topic sentences for each battle. Click here for WWII video clips. UPDATE: NEW VIDEO CLIPS AVAILABLE HERE

  • Battles Diary Activity. 

  • Battles Exit Quiz. 

  • Battles Bio-Poem.

OPTIONAL HOMEWORK: PACIFIC WAR QUESTIONS from the WWII bonus questions: bit.ly/WW2Qs 

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Day 64: April 14

  • battles of WWII continued - review topic sentences

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Day 65: April 18 and Day 66: April 20

1. Internment of Japanese Canadians - what were the causes and consequences 

  • Watch this video on the internment to give you a better understanding of the events. This is the video we will watch in class. 

  • Internment of Japanese Canadians - gallery tour

2. Complete the chart with evidence from the text and also the artifacts viewed in class.

  • The question, "What were the causes and consequences of the Japanese Canadian internment?", is on the final exam

  • Complete the chart using the gallery artifacts and using pages 92-101 (click here for a digital copy) to find all evidence from the internment and persecution of Japanese CDNs. Work on a topic sentence that responds to the question.

**PACIFIC WAR: Nanking Massacre (warning: explicit) for next class.

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Day 67: April 24

1. Wrap up Japanese Canadian internment

2. Begin analysis of impact of WWII on groups in Canada. Make your own copy of this worksheet.

 

Day 68: April 26

1. Impact of WWII on Canadians

  • Activity: Did WWII involvement improve the status of Chinese Canadians?

    • Did WWII improve the status of First Nations? What was the impact?

  • Did WWII improve the status of women? What was the impact?

    • changes and continuities for women since WWI?

    • experience of Black Canadian women

    • enrichment: This NFB documentary, Rosies of the North, is about the contributions of women to WWII, including Elsie MacGill.

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Day 69: APRIL 28

1. Work on Unit 3 Culminating 

END OF UNIT 3 - UNIT 3 CULMINATING DUE 

 

Day 70: May 2 and Day 71 May 4

1. End of WWII - End of War - atomic bomb, VE Day and VJ Day

2. Begin Unit 4 

Online lesson - what was the impact of WWII on Canada and the world? Did Canada and the UN create the world they wanted?

  • go to tcdsb.elearningontario.ca and log in using your TCDSB username and password

  • select this course from your dropdown course menu

  • navigate to CONTENT (click on it)

  • select Unit 4

  • select Activity 1: Content 1 and use the interactive learning object  Human Rights and Global Conflicts in the Postwar Era to complete the postwar report card

  • watch the map learning object. The map will demonstrate to you how Berlin, Germany and eventually all of Europe were divided along Eastern and Western lines following the end of WWII. Each phase of this activity will explain to you the rise and fall of Soviet influence in Eastern Europe and the reaction of countries like the United States, France and Britain to the Soviet superpower.

Coming up: Submit response to UN and Canada question: Did the United Nations and Canada live up to the expectations set in the preamble of the United Nations Charter? Consider events studied in the online lesson and the Cold War lesson.​

 

Day 72: May 8

Watch overview of post war period - what are successes and challenges of this post war period?

-connect to UN report card - review case studies from online lesson

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1. Introduction to Cold War - Smart Board lesson (Cold War simulation possibly)
Topics covered below (also read this chapter for review)
a. the beginning of the United Nations
b. background to the conflict between capitalism and communism (US vs USSR)
c. Canadian American relations post WWII

homework: Suez Canal timeline

 

Day 73: May 10

We will be doing a simulation of the Suez crisis; your timeline must be complete in order to participate

a. Go to your Shared With Me to find out what country you have been assigned. Make a copy of your country profile - highlight important points that would inform your country's position on the crisis. 

b. For homework for Tuesday May 16, you can move on to the Massey Commission organizer- read Massey chapter and think about consequences of its recommendations. Record your thinking on the organizer.

***use http://bit.ly/Suezpd1 to go to forms (make sure to capitalize the 'S')

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Day 74: May 12

Review Suez Crisis - notes from simulation, play kahoot

1. Introduction to Cold War - Smart Board lesson
Topics covered below (also read this chapter for review)
a. the beginning of the United Nations
b. background to the conflict between capitalism and communism (US vs USSR)
c. Canadian American relations post WWII

For homework for Tuesday May 16: read pg 255 Evidence 9.43 and 9.44 answer questions 1, 2, 5, 6, 7

 

Day 75: May 16 and Day 76: May 18

1. Start Just War worksheet (last topic of the semester)

2. What makes a just war? Has Canada been involved in just wars? 

Use these digital pages for the content, and this worksheet to track to your thinking.

**homework: you can move on to the Massey Commission organizer- read Massey chapter and think about consequences of its recommendations. Record your thinking on the organizer.

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Day 77: May 24 

Review:

1. Progress of CDN culture due to the Massey Commission - what were the short and long term consequences?

  • enrichment: video review of Massey Commission

  • video: Crossroads

QUICK WRITE: Was the Massey Report necessary for the survival of Canadian culture?

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Day 78:  May 26

1. If you want to start studying for your exam: starts at Unit 3 

EXAM FORMAT

PART A: KEY TERMS (identify and historical significance) Choose 5 of 10 (10 marks)

PART B: MULTIPLE CHOICE (15 marks)

PART C: SHORT ANSWER (2 of 6) matched with a thinking concept (10 marks each)

PART D: Political Cartoon Analysis (15 marks)

2. Finish Massey Commission lesson - submit Quick Write 

3. Start Unit 4 Lesson 6 - 1960S social, political and economic changes

 

Day 77: May 30

1. Massey Commission lesson

2. Coming up: 1960S lesson: Did this time period produce short or long term effects for Canada?

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Day 78: June 2

1. Impact of the 1960s (Short term or Long Lasting) using pages 148 - 153 of yellow textbook

2. Video Review

  • Affluence for Almost All

  • Do Your Own Thing

  • A Question of Equality

Homework: Was Canada a Just Society in the 1970s? using pages 168-173 

Reminder: for June 8 lesson: please bring to class an image (can be digital or paper – just needs to be viewable to peers during the minds on activity) from an appropriate source (music video, textbook, online sources, commercial, photograph) that you feel is the best representation of the status of women in today’s society. This image will act as an entrance card for the lesson)

 

Day 79: June 6 and Thursday June 8

Lesson: Was Canada a Just Society in the 1970s?

  • Review handout using pages 168-173 as a group and then create this study sheet to be shared with rest of class.

Video Review

 

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Did not have time

1. Did the 1970s represent a turning point for women? Worksheet here and Digital pages 180-185 here

  • Make sure you have your image and explanation of what/who represents the status of women in today's society in your opinion

  • Video: Canadian Women Fight for Change

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Day 81: June 12 

-class time to review and study for final exam

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