loretto abbey  toronto

Canadian History Since WWI (PreAP)

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Sept 3

1. Sign up for Remind​, Google Classroom [zb5yqko] 

2. Review course expectations and course website. 

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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 and Sept 13

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​

  • Other Helpful Resources > success criteria for historical thinking;

> historical significance flow chart

2. Handouts for Change and Continuity

• Assessing Progress and Decline worksheets

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

 

Sept 17

1. Complete lesson on historical thinking concepts. 

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

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

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Sept 19

Finish Komagata Maru activity

Video clip - Remembering the Komagata Maru

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

Upcoming 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.

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

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Sept 23

1. Review HTC assignment. Submit by the end of the period Sept 25.

2. Finish Komagata Maru and MV Sun Sea

3. Causes of WWI handouts with reading.

• Map of Europe 1914 - map challenge next class

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Sept 25 and Sept 27

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

• in groups analyse your assigned source/image and follow the instructions

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​Oct 1

1. Group sharing of most significant causes

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

3. General overview of long term causes​

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Oct 3

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) Please set a timer for the students.

  • Students exchange roles for an additional 1 minute. During this time, Student B 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 A then expresses ideas/opinions/questions/information about the topic for 40 seconds. During this time, Student A should not repeat ideas expressed by Student B, but instead should share other ideas/opinions/ information/questions. For example, discuss another of the causes.

  • Student B then expresses ideas/opinions/questions/information about the topic for 40 seconds. During this time, Student A 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.

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

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

• View a video on causes by clicking here

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Oct 7 and Oct 9​

CULMINATING ACTIVITY FOR WWI HANDED OUT - CLICK HERE​

• taking sound from youtube

• taking video from youtube

• see sample assignments here and here

• Adding narration to Google Slides

• ​​Canva Video Maker

• adding narration to your prezi

Lesson on perspective and worldview.

​1. Work on primary sources chart using this package of sources about Canadians' responses to WWI. Click here for a digital version of the chart.

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

3. Reading around the document tutorial

THANKSGIVING BREAK

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Oct 15 and Oct 17

1. Continue reading around the document - Immigration Branch letter

2. Kahoot competition!

3. Select a secondary source passage that is the most reflective of Canadians' different perspectives on the declaration of war 4. Review Canadians' reactions as a class

5. 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?

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

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Oct 21 

Reactions to WWI DBQ assignment > in class assignment. You will receive a level and feedback. This is a question that will appear as an option on the midterm. 

Homework for Oct 29 : take textbook notes using this organizer that focuses on Historical Perspective. Click on the battle names for video recaps of each battle.

(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)

This link provides a good overview of battles and locations.

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Oct 23 

1. Lesson 4: Overview of Trench Warfare - see these videos. Use Cornell Note Taking System to take notes. 

• The Trenches (NFB)

• The Front Lines (NFB)

• and watch this video that uses virtual reality audio (use earphones)

2. Trench artifact analysis

Homework for Oct 29 : take textbook notes using this organizer that focuses on Historical Perspective. Click on the battle names for video recaps of each battle.

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Oct 25

Grade 10 retreat​

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Oct 29

1. Cross reference artifacts with WWI visuals and backgrounders

• find additional information here as well as contextual photographs

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

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Oct 31

HALLOWEEN

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

Homework: Colonials Fight Back

Coming up! Assessment Opportunity: Which battle was the most historically significant?

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Nov 4

1. Briefly cross reference artifacts with WWI visuals and backgrounders

• find additional information here as well as contextual photographs

2. Continue Battles of WWI as needed

Discuss: Colonials Fight Back

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

 

Nov 6 and Nov 8

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

• Use worksheet, Evaluating Change on the Homefront

  • CLICK HERE FOR THE CHAPTER ON WOMEN IN WWI. Complete the Both Sides Now Chart based on the evidence.

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

Start the reast of the case studies if we have time.

Nov 12​

• Enemy Aliens and the Home Front 

• Conscription/French Canadians and the Home Front

• Home Front Economy and the War

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

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

​4. 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.

5. Complete any case studies not done in class for homework

 

Nov 14

​1. Please note: 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 22.

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. Please do not spend more than 10 minutes completing this. If you think it will take you longer, do it at home and move on to today's work.​

3. 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 next week 

• padlet links (LOG IN WITH GOOGLE IF PRESENTED WITH THE OPTION TO SEE IF IT WORKS, IF NOT JUST POST ANONYMOUSLY, PASSWORDS TO THE BOARDS WILL BE SHARED IN GOOGLE CLASSROOM):

  • Francis Pegahmagabow and First Nations soldiers​

  • Mae Belle Sampson and Nurses

  • Jeremiah Jones and Black Canadian Soldiers

  • Leo Le Bhoutillier and French Canadians

 

Nov 19 - 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 just show the class your group padlet and your evidence you chose to highlight as well as your final rating.

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​Nov 21 - Work period on WWI culminating - due electronically through Google Classroom by tomorrow Nov 22

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Nov 25

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 5% bonus on your midterm test (end of Jan)

(TEACHER NOTE: 1. Visible Thinking Strategy - I used to think, I now think on whether the war was worth it.)

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Nov 27

Review - Was WWI worth it

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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Dec 2

• 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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Dec 4

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? 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

 

Dec 6

1. Circle of Viewpoints debate and discussion

 

Dec 10 

Work period - 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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Dec 12 

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 (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 16 and Dec 18 

Unit 2 1920s (1919-1939) culminating assignment handed out. This will be a 4 page essay responding to question: "Was this a period of more progress or decline for the country and for Canadians?"

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

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.

• Graphic Organizer

• Evidence Package

• Blame Canada article

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

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MERRY CHRISTMAS!

 

Jan 7 and Jan 9

Wrap up prohibition - evidence for and against

Next topic: Americanization - complete the organizer using the primary source evidence

Quiz assessment for comprehension next class.

• 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.

 

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.

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

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Jan 15-Jan 17

1. Evaluation: Canada's Road to Autonomy political cartoon analysis. Complete for homework if necessary.

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: Watch Netflix documentary

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 20 and Jan 22

1. U2L6 In-depth look at the residential school system and its historical significance.

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

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

• Survivor Stories and Truth/Reconciliation Commission - historical significance

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Jan 27/29

1. Complete U2L6

Homework

2. U2L7 Set your own criteria for progress using this criteria worksheet

3. 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

4. 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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Feb 3

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 

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Feb 5/7

1. 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 

• 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

  • 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?

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Feb 11 - MIDTERM

Feb 13 - SNOW DAY 

Feb 19 - MIDTERM (rescheduled)

Homework: 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 21

Discuss women in the 1920s - progress?

Introduction to the Great Depression 

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

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

Homework: 

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

• rank the causes and consider how they are connected to each other using this worksheet, Ranking Causes of the GD

• there is also a section on the long term causes on pages 121/122 of the textbook

 

Feb 25​

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

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Feb 27

In class work: What were the most significant social, economic and political consequences of the Great Depression?

1. 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 an optional quick write response to the above question. Submit by: Mar 3 end of day

2. Review the character you have been assigned for our Great Depression town hall meeting on Mar 7.

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Mar 3

1. Great Depression consequences - Great Depression Quick Write (optional) due by end of day.

Note: Unit 2 Culminating due date March 21. We will review the format on March 7th.

2. Work period: prepare for town hall meeting on Mar 5! Complete google form summarizing your group's interests and complaints/concerns.

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Mar 5

Town Hall Meeting - Great Depression 1935

Party Vote

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Mar 7

Review essay format and instructions for Unit 2 culminating

Coming up: WWII 

Field Trip: March 26 (ROM)

 

MARCH BREAK​​​​