loretto abbey  toronto

Canadian History Since WWI 

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Sept 3

1. Sign up for Google Classroom [yyniskau] 

2. Review course expectations and course website. 

3. Student Survey: https://rb.gy/dg13bn 

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Sept 5 

1. Classroom policies - homework and late work policies, absences, stamps. ​

2. Homework: Watch the videos below for each concept and take notes on the Historical Thinking Concepts organizer 

• Historical Perspective

• Historical Significance

• Continuity and Change

• Cause and Consequence

• Optional: Ethical Judgment and Historical Evidence

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Sept 9 and Sept 11 

Historical Thinking lessons

1.  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: ​

  • Assessing Historical Significance worksheets​ - group task sheet will be shared with you

  • Other Helpful Resources > success criteria for historical thinking;

> historical significance flow chart

Homework: Assessing Significance using Sample Moment

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Sept 15

1. Discuss significance of D Day responses and group work submissions

b. Review Helpful Resources          > success criteria for historical thinking;

> historical significance flow chart

2. Handouts for Change and Continuity

• Assessing Progress and Decline worksheets

3. 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

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Sept 17

1. Komagata Maru historical thinking - use asking best questions overview

Homework: generate your best historical thinking questions on the Komagata Maru

Enrichment: Video clip - Remembering the Komagata Maru

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Sept 19

1. Finish Komagata Maru activity

Homework: Complete the MV Sun Sea media coverage worksheet; create a list of changes and continuities between the two events 

AP Assessment

***Task - read the article and connect to as many HTCs as possible. ​​

• Make an organizer (ie chart, mind map/web) identifying how the historical thinking concepts apply to the article (AP)

• Concepts to cover: Significance, Perspective, Change&Continuity, Cause&Consequence, Ethical Judgments (AP)

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Sept 23

1. Review HTC assignment. Submit. (AP)

2. Finish Komagata Maru and MV Sun Sea if needed.

3. Causes of WWI handouts with reading.

• Map of Europe 1914 - map challenge 

• Review short term cause and alliance system - (visual art lesson)

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Sept 25

1. Socrative assessment of causes homework.

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

• discuss short term

• AP:  analyse your assigned source/image by responding to the prompts (Google Classroom) due Sept 30

​Homework: prepare your verbal presentation of most significant cause of WWI for next class. ​​

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Sept 30

1. ​​paired verbal fluency - most significant cause of WWI?

• Rules

  • Student A begins by expressing ideas/opinions/questions/ information about the question. Student B listens. (1 minute) 

  • Students exchange roles for an additional 1 minute. During this time, Student B and C should not repeat ideas expressed by Student A, but instead should share other ideas/opinions/information/questions or should expand upon those expressed by Student A.

  • Student B then expresses ideas/opinions/questions/information about the topic for 1 minute. During this time, Student B should not repeat ideas expressed by Student A, but instead should share other ideas/opinions/ information/questions. For example, discuss another of the causes.

  • Student C then expresses ideas/opinions/questions/information about the topic for 1 minute. During this time, Student C should not repeat ideas expressed by Student A or B, but instead should share other ideas/opinions/ information/questions or should expand upon those expressed by Student A or B.

  • For one minute, both student A and B and C should consolidate their ideas and thoughts by taking notes on their "Causes of WWI" organizer. 

2. Most significant cause of WWI quick write (optional) - submit through Google Classroom

• View a video on causes by clicking here

 

Oct 2 and Oct 6

1. Trench artifact analysis and Trench photo analysis

2. Overview of Trench Warfare - see these videos:

• The Trenches (NFB)

• The Front Lines (NFB)

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

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

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Oct 8​

1. CULMINATING ACTIVITY FOR WWI HANDED OUT ​

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• see sample assignments here and here as well as ones shown in class

• Adding narration to Google Slides

• ​​Canva Video Maker

• adding narration to your prezi

• Google Vids

• Capcut tutorial

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THANKSGIVING BREAK

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Oct 14 and Oct 16

1. Lesson on perspective and worldview.

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

3. Review Canadians' reactions as a class

4. Kahoot competition!

​AP Question in Google Classroom: Review the 3 Secondary Sources in the source package. Which one is the most accurate summary of the reactions of Canadians to WWI? Which primary sources support the claims?

5. Coming up: Reactions to WWI DBQ assignment > in class assignment.

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Oct 20 

Reactions to WWI DBQ assignment > in class assignment. 

Reading around the document tutorial

Practice: Immigration Branch letter

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​Oct 22

​Wrap up lesson 3

In class work

• take textbook notes using this organizer that focuses on Historical Perspective. Click on the battle names for video recaps of each battle. Tip: review how fighting began on the Western Front using this animation

(Second Battle of Ypres: p. 72) (Battle of the Somme: p. 72-73) (Vimy Ridge: p. 74-75) Check out this bitstrips cartoon on the battle of Vimy Ridge. (Third Battle of Ypres: Passchendaele: p.73,76)

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​Oct 24

Lesson 5: Battles of WWI Check of Understanding (Whiteboard.fi)

Homework: Colonials Fight Back

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Oct 28

Reminder > Bonus: play Over The Top and SURVIVE for a bonus stamp credit!​

1.Continue Battles of WWI as needed - review amazing artwork

2. Discuss: Colonials Fight Back

• Assessment Opportunity: Which battle was the most historically significant?

Start Lesson 6: Experiences of Canadians at Home in the War - what type of change?

Use worksheet, Evaluating Change on the Homefront

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Oct 30 Grade 10 Retreat

 

Nov 3

1. Start women case study: CLICK HERE FOR THE CHAPTER ON WOMEN IN WWI. Complete the Both Sides Now Chart based on the evidence.

2. Continue

• Enemy Aliens and the Home Front 

• Conscription/French Canadians and the Home Front

• Home Front Economy and the War

3. Quick write Assessment Opportunity:  I think the most widespread impact of WWI on Canadians at home was....because.....

****enrichment: view this video about nurses on the front lines

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Nov 5​​

1. Consider – what changes did the war bring about for Canadians at home?

Quick write Assessment Opportunity:  I think the most widespread impact of WWI on Canadians at home was....because.....

​2. Assessment Opportunity: Socrative check of understanding - opens today. Go to www.socrative.com and enter room 216V to complete the assessment. It will close at the end of the next class day.

3. Complete analysis of women in WWI - did they experience transformative change?

Instructions for today:
-ensure all of your case studies are done with as much depth as possible (using our modeled analysis doing the women case study together)
-complete your Both Sides Now Women in the Workforce case study, including points for every piece of evidence in the chapter (use textbook in class or digital pages)
-read 1.6 Wartimes Elections Act and create a list of points for and against whether the war produced transformative social and political change for women (make this list under your Both Sides Now chart)
-take the quiz in socrative to check your understanding of this lesson - enter Room 216V and please enter your first name and last initial as your name.
-complete the optional exit card in Google Classroom for feedback

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​Nov 7

​1. Please note: don't forget a planning document is available for you to start planning your WWI culminating assignment. Access your copy of the planning chart in Google Classroom for your own purposes. This will not be marked unless there is a weakness in your WWI culminating and I need to check for understanding.  The culminating is due Nov 21.

2. Check of understanding on the home front - please complete by the end of today. Go to Socrative.com and log in as a student, then enter 216V as the room number. This will be open until the end of the day. ​

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Nov 11

1. Group Work – Use literacy strategy "I Read...I Think...Therefore" to analyse experience of Canadians overseas - 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.

• you will be placed into a group to learn about what a particular group of Canadians experienced overseas during the war - SEE GROUPS IN GOOGLE CLASSROOM

• consolidation: with your group, create a padlet that explains your Canadians' overseas experience, you will present to the class 

• padlet links (CHANGE YOUR NAME IN TOP RIGHT CORNER - CLICK ON AVATAR/PIC):

  • Francis Pegahmagabow and First Nations soldiers​: Aritra, Hailey, Sarah, Addison, Mariana

  • Mae Belle Sampson and Nurses: Ali, Kernaya, Mataya, Lauren, Anna L

  • Jeremiah Jones and Black Canadian Soldiers: Karissa, Janae, Angelica, Damaris, Cecilia

  • Leo Le Bhoutillier and French Canadians: Francesca, Arianna, Ana, Tiffany, Irish

  • Billy Bishop and Pilots/War in the Air: Julia, Cassandra, Julie, Grace, Maya R

 

Nov 13 - Complete WWI culminating rough planning this week to be ready to complete your WWI culminating

GROUP PRESENTATIONS ON CANADIANS OVERSEAS - these are informal, you will show the class your group padlet and your evidence you chose to highlight as well as your final rating.

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​Nov 17 - Work period on WWI culminating - due electronically through Google Classroom by Friday Nov 21

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Nov 19

Begin Unit 2

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. 

• Create a PRODUCT that communicates your decision on whether the war was worth it. Ideas: written response; poem; video, slideshow; padlet. Submit for feedback by completing the planner and pasting the link to your final product in Google Classroom if you created something digital. If submitting a written product, you must upload the document on which you did ALL of your work - work that is pasted from another document will not be accepted. The version history must be able to be checked in Google Docs.   

This is a bonus assignment - you can earn up to 4% bonus on your midterm test (end of Jan)

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Nov 21 

Complete and submit your Unit 1 culminating (remember it is a 2% bonus for submitting on time)

HOMEWORK: WINNIPEG GENERAL STRIKE ORGANIZER

recommendation: review your WWI notes, making a list of WWI key terms (people, places, ideas, developments, concepts) and a list of the big lesson questions we investigated > ideally, compose responses to the questions now to be prepared for midterm late Jan/early Feb​

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Nov 25

• Use this article to gain a basic understanding of the WGS events as well as the brief video clip shown in class (A Painful Peace)

• Enrichment: This CBC Documentary: Bloody Saturday is an excellent overview if video/visuals helps you learn

• can we add more to our organizer through this CBC clip (focus on consequences)?

Next class, we will work on this focus question: Was the government justified in claiming that the Winnipeg General Strike was the beginning of a communist revolution and using military force to put it down?

HOMEWORK:

Complete organizer using the linked sources

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Nov 27

1. Review and check your analysis of WINNIPEG GENERAL STRIKE I read I think Therefore/Circle of Viewpoints organizer. Use the sources and videos to help you formulate a response to "Was the Government Justified in Claiming that the Winnipeg General Strike was the Beginning of a Communist Revolution and Using Military Force to Put it Down?"​

2. Preparation for class activity - circle of viewpoints

Where is this going? AP students: 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)

• see the instructions here and sample editorials here

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

• What the 1919 Winnipeg General Strike teaches every working person

• Constitutional challenge of Ontario's wage-cap bill set to begin in court

• What you need to know about Bill 124

• Coalition of Ontario unions to launch Charter challenge, vowing to defend the rights of all Ontarians

^this is a recent public sector case study of how workers still have to fight for their rights. 

Private sector recent examples: Magna Granville Castings  (drive link)

 

Dec 1

1. Circle of Viewpoints debate and discussion preparations in your assigned groups - see role cards posted in LEsson 2 Unit 2. 

• As a group review the documents in the WGS Circle of Viewpoints chart - go through the ones you think are relevant to your characters in terms of what your character would respond to the question: Was the government justified in claiming that the Winnipeg General Strike was the beginning of a communist revolution and using military force to put it down?

• Prepare questions for other characters in the debate, prepare your talking points, you can orchestrate some things you will all say like if you want to accuse other groups of things, prepare key points you will be emphasizing and how you will respond to any accusations from other groups. Have fun! Record your questions on your Circle of Viewpoints organizer.

• When we come to class on Wednesday or Friday (I have to check if we have mass on Wednesday - if so then it will be Friday), we will be organized in a circle with character groups sitting together. I will have costumes and I will moderate the discussion. We will address whether the Strike is the work of communist revolutionaries and whether the force used on Bloody Saturday was justified. 

• CHC 2D students: you will submit your Circle of Viewpoints chart and prep notes, debate notes for assessment (level 1-4). 
  AP students: you will complete the editorial assignment posted in Google Classroom. See the editorial samples posted in the assignment dropbox

 

Dec 3

Advent Mass 

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​​Dec 5

Winnipeg General Strike debate

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Dec 9

Work period - (AP) Winnipeg General Strike editorial: write final copy, Submit through Google Classroom.

IF NEEDED: Fact vs Opinion review

• Use blank slips of paper write a fact about the Winn Gen Strike on one side and an opinion on the other.

• The class determines which statement is the fact and which statement is the opinion.

Enrichment : Unknown immigrant shot in Winnipeg General Strike to be memorialized

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CHC 2D: 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.

1. 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.

2. Coming up: Quick Write on prohibition (optional) - 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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Dec 11 and Dec 15

Unit 2 1920s (1919-1939) culminating assignment posted. This will be a 1000 word essay responding to question: "Was this a period of more progress or decline for the country and for Canadians?"

1. Make sure you have submit a quick write/mind map on prohibition if you want to check your understanding.

2. Video Review

3. 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.​

⛪🤶🌟Merry Christmas and Happy New Year🎅❄️👼

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Jan 5

Wrap up prohibition - evidence for and against

Next topic: Americanization - complete the organizer using the primary source evidence (in class)

• Graphic Organizer

• Evidence Package

• Blame Canada article

• Read this article. How are Canadians part of the problem?

Quiz assessment to be completed in class during the work period as you go through the evidence.

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Jan 7

• Here is an example of what often happens to Canadian film. View this trailer for the Canadian movie, Starbuck. Now view this trailer for the American Hollywood movie, Delivery Man, starring Vince Vaughn. Notice anything?

• Want to be more Canadian. Click here.

• Here is an example of a movie made by Americans about Canada.How is Canada depicted? (This one is a remake from 1950s) Click here to see the 1937 one.

• This is an example of a type of movie Canadians were left to make after losing control of its film industry. How did this contribute to attitudes that Canadians movies suck? (if the link doesn't load, just refresh it to force it to reload)

• Possible solution: Starlight TV. What were the issues and possible solutions presented? These were Starlight TV's goals.

Homework: pre-read Road to Autonomy with this reading.

Quick write: How would you characterize the 1920s so far? Is it a period of progress or not? Submit response by Friday.

 

Jan 9 and Jan 13

1. Finish up Americanization if necessary. 

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

• using this lesson. 

• using this organizer and this reading.

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​Jan 15

SNOW DAY

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Jan 19 

1. Evaluation: Canada's Road to Autonomy political cartoon analysis. Hand written in class.

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

3. 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". 

​Possible Coming Up: Watch Netflix documentary (For Love (2022)

PLEASE NOTE, YOU SHOULD START REVIEWING FOR THE MIDTERM TEST COMING UP. USE THIS REVIEW SHEET FOR QUESTIONS TO PRACTICE ANSWERING. 

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Jan 21

1. finish Americanization, compare and contrast with autonomy

Remember optional homework - The Hurting - and required homework: Historica video

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Jan 23

​​SET DATE FOR THE MIDTERM - FEB 12 AND FEB 18

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)​

Complete as many as you can for homework.

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Jan 27

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

• Progress and Decline in the 1920s_Comparing Perspectives 

2. Begin In-depth look at the residential school system and its historical significance.

• Timeline of key developments in the establishment of the school system- activity focusing on historical significance

• make sure to complete 3-5 moments of historical significance from timelines

• Coming up: Survivor Stories and Truth/Reconciliation Commission - historical significance

 

Feb 2

1. Residential schools lesson

 

Feb 4

Reminder Feb 12 - MIDTERM PART ONE Feb 18 - MIDTERM PART TWO

1. Finish residential schools

 

Feb 6

1. Short period - finish residential schools

2. Homework: Women's rights between 1914-1929 - progress and decline timeline using pages 30-35 (Women in the 1920s)

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

 

Feb 10 

Women in 1920s: Discuss women in the 1920s - progress?

• Learning stations - 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

  • Optional Enrichment: Between Two Wars Bright Shiny Days NFB (in folder)

• Consider: 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?

​​Homework for Feb 24: Make a copy of 2.3 Great Depression Questions

P. 123-128: THE ECONOMIC FACTOR(from pdf of textbook pages) - 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 stage, identify its main characteristics: prosperity/peak stage; inflation; recession; depression; trough stage; recovery stage.
b. 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)
c. Look at the Data File on pg. 127: what do these terms reveal about people’s attitudes towards Bennett? 

d. Read page 120 and take notes on Black Tuesday for your background knowledge.

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FEB 12 MIDTERM PART ONE​​​

​FEB 18 - Ash Wednesday Mass​

FEB 20 MIDTERM PART TWO

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FEB 24

UNIT TWO CULMINATING WORK PERIOD

Review essay format and instructions for Unit 2 culminating

UNIT TWO CULMINATING DUE MAR 2

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Feb 26

Work on Unit 2 culminating essay or begin Unit 3 Introduction to the Great Depression 

• Complete 3.1 Cause and Consequence Great Depression

  • note: you must read the section on the long term causes on pages 121-124 of the textbook​

• Watch anatomy of the stock market crash (video review of the crash is here).

• AP: make sure to read p 120 of the textbook pages to review the stock market crash.

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1. Coming up: complete this Google survey to explain your ranking and rationale for the causes.

​​**Coming up: 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?​​​