What we did today |
ss11_canada_world_stage.pdf | |
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RESEARCH ASSIGNMENT -optional (CANADA'S INTERNATIONAL INVOLVEMENT IN THE 1990-2000)
TASK 5 -UNIT REVIEW
WHAT IS ON THE UNIT QUIZ -CLICK HERE
PLAY REVIEW KAHOOT -COLD WAR -CLICK HERE
Review questions -CLICK HERE
(complete in class and at home)
WHAT IS ON THE UNIT QUIZ -CLICK HERE
PLAY REVIEW KAHOOT -COLD WAR -CLICK HERE
Review questions -CLICK HERE
(complete in class and at home)
1. Cold war definitions and events
A. Cold war
B. Superpower
C. East and West Berlin
D. NATO
E. Warsaw Pact
F. Marshall Plan
G. Truman Doctrine
2. Cold War events:
A. Gouzenko Affair
A. Korean War ( What happened and Canada's role)
B. Suez Crisis (What happened and Canada's role)
C. Cuban Missile Crisis (What happened and Canada's role)
D. Vietnam War (What happened and Canada's role)
E. Afghanistan War
3. Sport events of the Cold War
A. Olympic Basketball Men's final 1972 (What happened and why)
B. Canada-USSR Hockey Series 1972 (What happened and significance of it)
C. Olympics of 1980 (Moscow) and 1984 (Los Angeles) boycotted (By whom and why)
4. Canada's politic and culture in 1950s-1980s
A. John Diefenbaker
1. Bill of Rights
2. Baby boom in 50-60
3. Rise of suburbs
B. Lester Pearson
1. Canada becomes peacekeeping nation
2. Youth counterculture
3. NORAD, AVRO Arrow
C. Pierre Trudeau
1. Quebec Nationalism and FLQ
2. October Crisis
3. Repatriation of Constitution in 1982 and Charter of Rights and Freedoms
5. End of Cold War
A. Reagan and Gorbachev
B. "Star Wars" space shield
C. Soviet "perestroyka" (re-building) and "glastnost" (free speech)
D. Berlin Wall falls 1989
E. Soviet Union falls 1991
6. Canada's role in 1980-1990
A. Canada -"middle power" in 1960-1980 (Bridges the Communist East and Capitalist West as well as Poor South and Rich North
B. After Cold War ended-Canada became closer to USA and reduced to more of a local power and less influential as before
A. Cold war
B. Superpower
C. East and West Berlin
D. NATO
E. Warsaw Pact
F. Marshall Plan
G. Truman Doctrine
2. Cold War events:
A. Gouzenko Affair
A. Korean War ( What happened and Canada's role)
B. Suez Crisis (What happened and Canada's role)
C. Cuban Missile Crisis (What happened and Canada's role)
D. Vietnam War (What happened and Canada's role)
E. Afghanistan War
3. Sport events of the Cold War
A. Olympic Basketball Men's final 1972 (What happened and why)
B. Canada-USSR Hockey Series 1972 (What happened and significance of it)
C. Olympics of 1980 (Moscow) and 1984 (Los Angeles) boycotted (By whom and why)
4. Canada's politic and culture in 1950s-1980s
A. John Diefenbaker
1. Bill of Rights
2. Baby boom in 50-60
3. Rise of suburbs
B. Lester Pearson
1. Canada becomes peacekeeping nation
2. Youth counterculture
3. NORAD, AVRO Arrow
C. Pierre Trudeau
1. Quebec Nationalism and FLQ
2. October Crisis
3. Repatriation of Constitution in 1982 and Charter of Rights and Freedoms
5. End of Cold War
A. Reagan and Gorbachev
B. "Star Wars" space shield
C. Soviet "perestroyka" (re-building) and "glastnost" (free speech)
D. Berlin Wall falls 1989
E. Soviet Union falls 1991
6. Canada's role in 1980-1990
A. Canada -"middle power" in 1960-1980 (Bridges the Communist East and Capitalist West as well as Poor South and Rich North
B. After Cold War ended-Canada became closer to USA and reduced to more of a local power and less influential as before
WHAT DID WE DO TODAY:
1. WE LOOKED AT THE MAIN DOMESTIC AND INTERNATIONAL POLITICAL ISSUES OF THE 1960-70 ( SOME OF THIS IS A REVIEW)
2. WE LEARNT ABOUT THE FLQ, THE OCTOBER CRISIS (1969) AND THE FIGHT FOR SOVEREIGNTY IN QUEBEC
1. WE LOOKED AT THE MAIN DOMESTIC AND INTERNATIONAL POLITICAL ISSUES OF THE 1960-70 ( SOME OF THIS IS A REVIEW)
2. WE LEARNT ABOUT THE FLQ, THE OCTOBER CRISIS (1969) AND THE FIGHT FOR SOVEREIGNTY IN QUEBEC
Warm up questions -CLICK HERE
TASK 1. LOOK THROUGH THE PRESENTATION SLIDES ABOUT THE OCTOBER CRISIS AND COMPLETE THE TWO QUESTIONS BELOW WITH THE QUESTIONS
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3_quebec_in_the_1970s.pdf | |
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chapter_7_1960-70.pdf | |
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1. How did Quebec separatism grow in the 1960s and 70s? (p. 218 and p. 220-221)
2. How did the federal government respond to challenges from Quebec in the 1960s and 70s? (p. 219-220 and p. 222)
2. How did the federal government respond to challenges from Quebec in the 1960s and 70s? (p. 219-220 and p. 222)
WATCH THE VIDEO ABOUT THE SITUATION IN QUEBEC IN 1969-1970
Read about The end of Quebec Nationalist movement -CLICK HERE
TASK 2. LOOK THROUGH THE PRESENTATION SLIDES, READ THE TEXTBOOK PAGES 228-236 AND ANSWER ALL THE QUESTIONS (SEE THE HAND OUT) IN YOUR NOTEBOOKS
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4_canadas_international_policy.pdf | |
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canadas_international_policy_questions.docx | |
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HOMEWORK: Finish TASK 2 -Review of Cold War events and International Policies of Canada in 1960-1970s
Pair research:
1. One partner reads information about the White paper 1969 -CLICK HERE
2. The other partner reads information about the Omnibus (mixed) Bill of 1968-69 -CLICK HERE
Omnibus Bill was a proposal to the Criminal Act of Canada which proposed the following:
1. One partner reads information about the White paper 1969 -CLICK HERE
2. The other partner reads information about the Omnibus (mixed) Bill of 1968-69 -CLICK HERE
Omnibus Bill was a proposal to the Criminal Act of Canada which proposed the following:
- Partial decriminalization of homosexual acts.
- Legalization of abortion under certain conditions.
- Decriminalization of the sale of contraceptives.
- Regulation of sales of lotteries
- Tightening of the rules for gun possession,
- Introduction of new offences relating to drinking and driving, harassing phone calls, misleading advertising, and cruelty to animals.
- Intended abolish previous legal documents relating to Indigenous peoples in Canada (specifically, the Indian Act.)
- It also aimed to eliminate treaties and assimilate all “Indians” fully into the Canadian state.
Task 1 -Read pages 228-239 in Ch. 7 of Textbook and answer the questions in the worksheet
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chapter_7.pdf | |
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ss11_6c_autonomy_60s_70s.pdf | |
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Task 2 -Read pages 257-264 in Ch. 7 of Textbook and answer the questions in the worksheet
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ss11_6d_big_decisions.pdf | |
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chapter_8.pdf | |
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Warm up Questions
Canada and the 1960s
Canada and the 1960s
- What was the Youth Counterculture in the 1960s? Why did it happen? What were the main elements of it?
- What is feminism? What were the three waves of feminism and what each of them tried to achieve?
- What was the Omnibus Bill trying to achieve? What were the main proposals of change in Canada’s Criminal Law?
- What was the “White Paper” of 1969? What did it try to achieve? What was the response to it?
- What was one of the main reasons for the new Canada flag in 1965?
- In 1966 Lester Pearson improved Canada’s social welfare. Explain “social welfare” and mention the main elements of it.
Task 3 Read the article below and watch a video about the Patriation of Canada's Constitution
Video of today's Lesson:
The Hook Discusion:
1. Do you think the youth (16-25) year old have their own political and social voice? Why or why not? How is it expressed? (Think about it: Can you express yourself in ways that it can influence and change political and social environment that benefits you as youth?)
2. Do the young people have much say in political and social movement and change? Why or why not? How is it expressed?
3. What is the influence of feminist movement on the development of our society?
4. Abortion in Canada is legal at all stages of pregnancy (regardless of the reason) and is publicly funded as a medical procedure under the combined effects of the federal Canada Health Act and provincial health-care systems What is your view on abortion? Do you agree with Canada's laws regarding abortion?
5. Do you think multiculturalism is good for Canada? Why or why not?
Would you like to see people from different cultures also integrate and support a unified Canadian culture? What should Canada's culture look like?
2. Do the young people have much say in political and social movement and change? Why or why not? How is it expressed?
3. What is the influence of feminist movement on the development of our society?
4. Abortion in Canada is legal at all stages of pregnancy (regardless of the reason) and is publicly funded as a medical procedure under the combined effects of the federal Canada Health Act and provincial health-care systems What is your view on abortion? Do you agree with Canada's laws regarding abortion?
5. Do you think multiculturalism is good for Canada? Why or why not?
Would you like to see people from different cultures also integrate and support a unified Canadian culture? What should Canada's culture look like?
TASK 1. DEFINE THE FOLLOWING TERMS (READ PAGES 204-214 CH.7 IN TEXTBOOK) -SEE BELOW AND RECORD IN YOUR NOTEBOOKS
• COUNTERCULTURE
• FEMINIST
• CIVIL LIBERTIES
• CANADIAN BILL OF RIGHTS
* MULTICULTURALISM
ANSWER THE QUESTIONS #1-6 IN THE WORKSHEET BELOW. RECORD YOU ANSWERS IN YOUR NOTEBOOKS
• COUNTERCULTURE
• FEMINIST
• CIVIL LIBERTIES
• CANADIAN BILL OF RIGHTS
* MULTICULTURALISM
ANSWER THE QUESTIONS #1-6 IN THE WORKSHEET BELOW. RECORD YOU ANSWERS IN YOUR NOTEBOOKS
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ss11_5d_society_shifts_60s.pdf | |
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chapter_7_1960-70.pdf | |
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TASK 2 -Human rights in Canada
A. What is a right? Do humans have rights that are natural (not given by law and order)? Can you name any rights that are "unalienable" (or can not be given or taken away)
A. Open the file below -Universal Human Right. Read through the preamble and scroll and read through some of the Articles of the Declaration
Answer the Questions in writing
1. Why do you think these rights are called "universal"? Explain in minimum 5 sentences
2. Why do you think these right are called "human"? Explain in minimum 5 sentences
A. What is a right? Do humans have rights that are natural (not given by law and order)? Can you name any rights that are "unalienable" (or can not be given or taken away)
A. Open the file below -Universal Human Right. Read through the preamble and scroll and read through some of the Articles of the Declaration
Answer the Questions in writing
1. Why do you think these rights are called "universal"? Explain in minimum 5 sentences
2. Why do you think these right are called "human"? Explain in minimum 5 sentences
Universal Declaration of Human Rights (UDHR) -CLICK HERE
TASK 3 -READ PAGES 215-219 ABOUT CANADA'S POLITICAL ASPECTS IN 1960S
LOOK THROUGH THE SLIDES IN THE PRESENTATION BELOW: "POLITICS AND POLITICIANS" (SUMMARY OF THE IDEAS)
ANSWER THE QUESTIONS IN THE WORKSHEET -"POLITICS AND POLITICIANS NOTES"
LOOK THROUGH THE SLIDES IN THE PRESENTATION BELOW: "POLITICS AND POLITICIANS" (SUMMARY OF THE IDEAS)
ANSWER THE QUESTIONS IN THE WORKSHEET -"POLITICS AND POLITICIANS NOTES"
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2_politics_and_politicians.pdf | |
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2_politics_and_politicians_notes.doc | |
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TASK 4 -LOOK AT THE LIST OF THE CANADIAN PRIME MINISTERS AND THEIR ACCOMPLISHMENTS. IT WILL GIVE YOU AN IDEA OF THE POLITICAL AND SOCIAL CHANGES IN CANADA IN 1950S-1980S
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canadian_prime_ministers.docx | |
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HOMEWORK: FINISH QUESTIONS FROM TASK 2 (WORD DOC). USE PDF DOC FROM TASK 2 TO HELP YOU WITH ANSWERS
WHAT DID YOU DO:
1. YOU LEARNED ABOUT MAJOR POLITICAL AND SOCIAL EVENTS OF THE 1950S
2. YOU LEARNED ABOUT CANADA'S CHANGES REACTIONS AND ADAPTATIONS TO POST WWII REALITY
1. YOU LEARNED ABOUT MAJOR POLITICAL AND SOCIAL EVENTS OF THE 1950S
2. YOU LEARNED ABOUT CANADA'S CHANGES REACTIONS AND ADAPTATIONS TO POST WWII REALITY
Review from previous classes:
LOOK AT THE POWER POINT ABOUT POLITICAL EVENTS IN CANADA AND THE WORLD IN THE 1950-60
PRESENTATION SLIDES -CLICK HERE
Go through the slides 1-33 with your partner
Answer the Questions in "keeping you sharp" sections
LOOK AT THE POWER POINT ABOUT POLITICAL EVENTS IN CANADA AND THE WORLD IN THE 1950-60
PRESENTATION SLIDES -CLICK HERE
Go through the slides 1-33 with your partner
Answer the Questions in "keeping you sharp" sections
A. Go through the slides 1-33 and review what you already know from previous classes
B. Complete all the quiz type question and compare your answer with your partner's answers
C. Summarize Canada's role in the events of the Cold War in 1950s and 1960s and think about a Newspaper type headline that will summarize Canada's role. Write down your headline
B. Complete all the quiz type question and compare your answer with your partner's answers
C. Summarize Canada's role in the events of the Cold War in 1950s and 1960s and think about a Newspaper type headline that will summarize Canada's role. Write down your headline
TASK 1. LOOK UP THE DEFINITIONS FOR THE FOLLOWING WORDS ONLINE: (WRITE DOWN IN YOUR NOTEBOOKS)
* BABY BOOM
* RISE OF SUBURBS IN CANADA IN 1950
* NEW APPLIANCES
* THE RISE OF THE AUTOMOBILE INDUSTRY
* BRANCH PLANTS
* BABY BOOM
* RISE OF SUBURBS IN CANADA IN 1950
* NEW APPLIANCES
* THE RISE OF THE AUTOMOBILE INDUSTRY
* BRANCH PLANTS
TASK 2
WATCH THE VIDEO CLIP ABOUT 1905s.
1. How do you think life has changed compared to the per WWII and the Great Depression Generation? (remember the photos we saw in the Great Depression Lessons)?
2. What is the overall feeling about life in the 1950s?
3. Why do you think that the societies generally go through an upheaval and revival after major wars like WWII?
WATCH THE VIDEO CLIP ABOUT 1905s.
1. How do you think life has changed compared to the per WWII and the Great Depression Generation? (remember the photos we saw in the Great Depression Lessons)?
2. What is the overall feeling about life in the 1950s?
3. Why do you think that the societies generally go through an upheaval and revival after major wars like WWII?
TASK 3. LOOK AT THE NOTES ABOUT CANADA'S POST WAR SOCIETY -CLICK HERE
ANSWER THE QUESTIONS IN TWO WORKSHEETS (BELOW)
USE TEXTBOOK PAGES TO HELP YOU FIND THE ANSWERS
1. FIRST ONE WILL SHOW YOU THE GUIDE FOR A HOUSEWIFE FROM 1950S. READ IT AND ANSWER THE QUESTIONS. -CLICK HERE
HOW DID OUR FAMILIES CHANGE TODAY COMPARED TO 1950S? PROVIDE YOUR OWN SUGGESTIONS FOR A SIMILAR GUIDE (IN THE END OF THE WORKSHEET ;)
2. THE SECOND WORKSHEET HAS QUESTIONS ABOUT SOCIETY IN THE 1950S -CLICK HERE
USE TEXTBOOK PAGES TO HELP YOU FIND THE ANSWERS
1. FIRST ONE WILL SHOW YOU THE GUIDE FOR A HOUSEWIFE FROM 1950S. READ IT AND ANSWER THE QUESTIONS. -CLICK HERE
HOW DID OUR FAMILIES CHANGE TODAY COMPARED TO 1950S? PROVIDE YOUR OWN SUGGESTIONS FOR A SIMILAR GUIDE (IN THE END OF THE WORKSHEET ;)
2. THE SECOND WORKSHEET HAS QUESTIONS ABOUT SOCIETY IN THE 1950S -CLICK HERE
Using the textbook pages (see pdf file below) explain the following terms and events (Describe in point form 3-5 points for each)
demographics and the impact of the baby boom+(p.170)
growth of suburbs and suburban lifestyle (p.170)
impact of the automobile (p. 170)
changing role for women in the 1950s (p. 171)
teen culture in the 1950s (p.172)
impact of television and advertising (p. 173)
promoting Canadian culture & arts (p.176)
immigration policy and impact in the 1950s (p. 177)
Aboriginal issues in the 1950s (p.178)
HOMEWORK:
1. Answer the practice questions on pages 173 and 178 IN THE TEXTBOOK
2. Finish the worksheet work you did not finish in class
demographics and the impact of the baby boom+(p.170)
growth of suburbs and suburban lifestyle (p.170)
impact of the automobile (p. 170)
changing role for women in the 1950s (p. 171)
teen culture in the 1950s (p.172)
impact of television and advertising (p. 173)
promoting Canadian culture & arts (p.176)
immigration policy and impact in the 1950s (p. 177)
Aboriginal issues in the 1950s (p.178)
HOMEWORK:
1. Answer the practice questions on pages 173 and 178 IN THE TEXTBOOK
2. Finish the worksheet work you did not finish in class
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chapter_6_1950s.pdf | |
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What did we do today
1. We examined the role Canada played in Cold war events: Korean War, Suez Crisis, Cuban Crisis and Vietnam War
2. We examined the role that sports played during Cold War: Olympics Men's Basketball 1972; Canada-USSR Hockey Summit Series 1972
2. We examined the role that sports played during Cold War: Olympics Men's Basketball 1972; Canada-USSR Hockey Summit Series 1972
The Hook: "What if it happened today?"
Think about a Cold War situation today.
A. Which countries could be involved in it? Why?
B. Which side would Canada take? Why?
C. Can you actually think of any present day events that would help you answer the above questions? Write your response in Schoology discussion titled: "What if Cold War happened today"?
A. Which countries could be involved in it? Why?
B. Which side would Canada take? Why?
C. Can you actually think of any present day events that would help you answer the above questions? Write your response in Schoology discussion titled: "What if Cold War happened today"?
Task 1. The "Hot spots" of the COld War
Look through the slides 1-33 of the PowerPoint about Canada in the Post WWII World CLICK HERE
You will work in Groups of 4-6 students and will assemble a set of notes to describe Canada's participation or role in the following events:
A. Create a sharable document so that it can be uploaded on this website for all to copy
B. The document should be in a form of a Mind or Concept map or a set of point form notes (if you can not create a Map)
C. Aim at answering the 5Ws type questions and include any other important information deemed necessary: Describe the event and Canada's role
D. Research: I will suggest one website, but you must look at a few more
Group 1: Canada in Korean War (1950-1953) Korean War group document; Block C Korean War
Group 2: Canada and the Suez Crisis (1956) Suez group document; Block C Suez crisis
Group 3: Canada and the Cuban Crisis (1962) Block C Cuban Crisis
Group 4: Canada and the Vietnam War (1965-1975) Vietnam group document; Block C Vietnam War
Task 3 -Review Canada's role in the COld war's hot spots
Look at the two power points as a class and analyze the events in detail Then complete questions questions and analyze the cartoons in the second document
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h4_-_1_cold_war_2017_pg_32_on.pdf | |
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Cold War Canada -Events/Cartoons -CLICK HERE
Task 4 -COld war and Sport
A. Discuss with a partner:
The year was 1972 and the stage was the Olympics. The finalists were the USA and the USSR. Do you think that the Cold War may have played a role in this controversy? Why or why not?
2. Canada vs USSR Summit hockey Series 1972 -read this summary -CLICK HERE
Watch the following documentary -the intro from 0:00 to 5:00 and then from 1:08:30 to 1:18:30
The year was 1972 and the stage was the Olympics. The finalists were the USA and the USSR. Do you think that the Cold War may have played a role in this controversy? Why or why not?
2. Canada vs USSR Summit hockey Series 1972 -read this summary -CLICK HERE
Watch the following documentary -the intro from 0:00 to 5:00 and then from 1:08:30 to 1:18:30
Discuss with a partner:
Hockey was the National sport for both Canada and the USSR. Beside the sport aspect, why was this 8 game series so important?
Do you think Canada's win was a defining moment for Canada? Why or why not?
What other defining moments for Canada can you remember from our course in SS10? Can you compare the final goal in Game 8 in the 1972 Hockey series to any of the other moments? Which one feels more important? Why?
Hockey was the National sport for both Canada and the USSR. Beside the sport aspect, why was this 8 game series so important?
Do you think Canada's win was a defining moment for Canada? Why or why not?
What other defining moments for Canada can you remember from our course in SS10? Can you compare the final goal in Game 8 in the 1972 Hockey series to any of the other moments? Which one feels more important? Why?
WHAT WE DID TODAY:
1. WE LEARNED ABOUT THE TWO WORLD ORDER AFTER WWII -COMMUNISM ADN LIBERALISM
2. WE DISCUSSED CANADA'S POSITION IN THE NEW WORLD
3. WE LOOKED AT EVIDENCE OF ANTI-COMMUNISM PROPAGANDA IN CANADA AS WELL AS REAL EVIDENCE OF COMMUNIST SCARE
1. WE LEARNED ABOUT THE TWO WORLD ORDER AFTER WWII -COMMUNISM ADN LIBERALISM
2. WE DISCUSSED CANADA'S POSITION IN THE NEW WORLD
3. WE LOOKED AT EVIDENCE OF ANTI-COMMUNISM PROPAGANDA IN CANADA AS WELL AS REAL EVIDENCE OF COMMUNIST SCARE
THE HOOK: (20MIN)
AN ARTICLE BY GEORGE ORWELL (ABOUT THE ONSET OF A DIFFERENT ERA WITH NEW TYPE OF WEAPONS)-CLICK HERE
Answer the questions:
A. WHAT WEAPON IS GEORGE ORWELL DESCRIBING?
B. WHAT IS THE DANGER OF THE NEW WEAPONS FOR THE HUMANITY OVERALL AND FOR ANY CITIZENS OF ANY COUNTRY TO BE OPPRESSED BY THEIR OWN GOVERNMENT?
AN ARTICLE BY GEORGE ORWELL (ABOUT THE ONSET OF A DIFFERENT ERA WITH NEW TYPE OF WEAPONS)-CLICK HERE
Answer the questions:
A. WHAT WEAPON IS GEORGE ORWELL DESCRIBING?
B. WHAT IS THE DANGER OF THE NEW WEAPONS FOR THE HUMANITY OVERALL AND FOR ANY CITIZENS OF ANY COUNTRY TO BE OPPRESSED BY THEIR OWN GOVERNMENT?
TASK 1. WATCH THE VIDEO
Use your headphones if needed.
TASK 2. COLD WAR BEGINS (20 MIN)
SYMBOL OF COLD WAR -THE BERLIN WALL (look at the pictures)
SYMBOL OF COLD WAR -THE BERLIN WALL (look at the pictures)
A. Look at the phrase "Cold War". Think about what you already know about the events of WWII and how it ended.
Write down phrases, words and ideas that would describe what you can already say about the Cold War. What was it, who was in it, why did it begin?
B. Watch the video about the real Cold War event -"The Gouzenko affairs"
While watching and after watching create a Concept map of the video
Address:
1. Spy networks and why they were necessary
2. What they were spying on?
3. Why were there spies in Canada?
4. Who was Gouzenko?
5. Describe what Gousenko did
6. Do you think something like this is happening TODAY? ( e.g. USA is spying on China and vice versa). Why?
Write down phrases, words and ideas that would describe what you can already say about the Cold War. What was it, who was in it, why did it begin?
B. Watch the video about the real Cold War event -"The Gouzenko affairs"
While watching and after watching create a Concept map of the video
Address:
1. Spy networks and why they were necessary
2. What they were spying on?
3. Why were there spies in Canada?
4. Who was Gouzenko?
5. Describe what Gousenko did
6. Do you think something like this is happening TODAY? ( e.g. USA is spying on China and vice versa). Why?
TASK 3 (30 MIN): LOOK THROUGH THE POWER POINT BELOW AND WRITE DOWN DEFINITIONS OF THE FOLLOWING TERMS: (IN YOUR NOTEBOOKS)
COLD WAR
EAST BERLIN
WEST BERLIN
TRUMAN DOCTRINE
MARSHALL PLAN
BERLIN AIRLIFT
READ THE LAST 4 SLIDES CAREFULLY. IT TALKS ABOUT THE KOREAN WAR OF 1950-1953
DESCRIBE THE WAR: (IN YOUR NOTEBOOKS)
A. WHO FOUGHT
B. BEGINNING OF THE WAR
C. TURNING POINT
D. HOW DID THE WAR END
COLD WAR
EAST BERLIN
WEST BERLIN
TRUMAN DOCTRINE
MARSHALL PLAN
BERLIN AIRLIFT
READ THE LAST 4 SLIDES CAREFULLY. IT TALKS ABOUT THE KOREAN WAR OF 1950-1953
DESCRIBE THE WAR: (IN YOUR NOTEBOOKS)
A. WHO FOUGHT
B. BEGINNING OF THE WAR
C. TURNING POINT
D. HOW DID THE WAR END
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the_cold_war_begins.ppt | |
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TASK 4 (20 MIN): READ THE ARTICLE ABOUT "THE RED SCARE" (SCARE OF COMMUNISM) IN CANADA IN 1950S
Create a short Concept map style analysis of the article
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the_red_scare.docx | |
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HOMEWORK:
1. FINISH READING THE ARTICLE FROM TASK 4
2. EXAPLAIN YOUR MIND MAP TO A MEMBER OF YOUR HOUSEHOLD VERBALLY
1. FINISH READING THE ARTICLE FROM TASK 4
2. EXAPLAIN YOUR MIND MAP TO A MEMBER OF YOUR HOUSEHOLD VERBALLY
What we did today
1. We reviewed the WWII unit
2. We wrote the Mind Map style Unit Test for WWII
2. We wrote the Mind Map style Unit Test for WWII
Task 1.
Open these Oral exam questions -CLICK HERE and test yourself and your partner by asking each other questions
Check the following topics and information
What is on the Unit test -CLICK HERE
Open these Oral exam questions -CLICK HERE and test yourself and your partner by asking each other questions
Check the following topics and information
What is on the Unit test -CLICK HERE
Task 2.
Complete a Mind Map of the Unit. Use the above "What should be on the Unit Test" information
You can work by yourself or with a partner or even a group of 4
Work in groups of 4: Each person is responsible for the following topics.
A. Use your notes and your knowledge to prepare a short presentation to your group
B. Present in a 5 minute presentation (verbally to your group
Group 1/Person 1 (Topics: Rise of Dictatorships -Names of Dictators; Canada Before WWII (Including Anti-Semitism stories)
Group 2/Person 2 (Topics: German, Italian and Japanese Steps of Aggression; Reasons for the War; End of War -D-Day and Atomic weapons)
Group 3/Person 3 (Topics: Main Battles of the War -list and explain; Holocaust
Group 4/Person 4 (Topics: Canada's Issues in WWII; Short and Long Term Consequences)
*Groups write versions of their Mind Maps (covering the topics assigned to them) on their part of the Board
* Everyone in the group must write (take turns)
* Present and explain what you wrote to the rest of the class
Task 3 -Play the Review Kahoot -CLICK HERE
What should be in your Unit Test Mind map:
1. Rise of Dictatorships
A. Reasons for the rise for Dictatorships
B. Connection with the Great Depression
C. Names of the Dictators and countries they led
2. Canada before WWII
A. Canada's reaction to German aggression
B. Anti-Semitism in Canada (examples of two stories we learned about)
3. German, Italian and Japanese steps of Aggression
A. List all the steps of aggression (before the war) that we learned about
4. WWII Major events
A. When did the War begin and end
B. Which countries fought in the war
C. Major battles (Invasion of Poland, Fall of France, Battle of Britain, Invasion of the USSR, Pearl Harbor attack, D-Day Landing at Normandy, France)
D. Major Canadian Battles ( Battle of Hong Kong, Raid on Dieppe, Invasion of Sicily, Italian Campaigns, D-day landing on Juno beach, Liberation of the Netherlands); Battle in the Ocean, Battle in the Air, British Commonwealth Air Training Plan
E. 5 mandatory historic figures (and 5 optional) with descriptions
F. Short and long terms results of the War
5. End of the War
A. Landings in Normandy
B. Atomic Bombs and the Manhattan Project
6. Canada's issues
A. Conscription crisis
B. Internment of Japanese Canadians
7. The Holocaust
A. Stages of the Holocaust
Complete a Mind Map of the Unit. Use the above "What should be on the Unit Test" information
You can work by yourself or with a partner or even a group of 4
Work in groups of 4: Each person is responsible for the following topics.
A. Use your notes and your knowledge to prepare a short presentation to your group
B. Present in a 5 minute presentation (verbally to your group
Group 1/Person 1 (Topics: Rise of Dictatorships -Names of Dictators; Canada Before WWII (Including Anti-Semitism stories)
Group 2/Person 2 (Topics: German, Italian and Japanese Steps of Aggression; Reasons for the War; End of War -D-Day and Atomic weapons)
Group 3/Person 3 (Topics: Main Battles of the War -list and explain; Holocaust
Group 4/Person 4 (Topics: Canada's Issues in WWII; Short and Long Term Consequences)
*Groups write versions of their Mind Maps (covering the topics assigned to them) on their part of the Board
* Everyone in the group must write (take turns)
* Present and explain what you wrote to the rest of the class
Task 3 -Play the Review Kahoot -CLICK HERE
What should be in your Unit Test Mind map:
1. Rise of Dictatorships
A. Reasons for the rise for Dictatorships
B. Connection with the Great Depression
C. Names of the Dictators and countries they led
2. Canada before WWII
A. Canada's reaction to German aggression
B. Anti-Semitism in Canada (examples of two stories we learned about)
3. German, Italian and Japanese steps of Aggression
A. List all the steps of aggression (before the war) that we learned about
4. WWII Major events
A. When did the War begin and end
B. Which countries fought in the war
C. Major battles (Invasion of Poland, Fall of France, Battle of Britain, Invasion of the USSR, Pearl Harbor attack, D-Day Landing at Normandy, France)
D. Major Canadian Battles ( Battle of Hong Kong, Raid on Dieppe, Invasion of Sicily, Italian Campaigns, D-day landing on Juno beach, Liberation of the Netherlands); Battle in the Ocean, Battle in the Air, British Commonwealth Air Training Plan
E. 5 mandatory historic figures (and 5 optional) with descriptions
F. Short and long terms results of the War
5. End of the War
A. Landings in Normandy
B. Atomic Bombs and the Manhattan Project
6. Canada's issues
A. Conscription crisis
B. Internment of Japanese Canadians
7. The Holocaust
A. Stages of the Holocaust
WHAT WE DID TODAY:
1. WE LEARNED ABOUT THE MAIN STAGES AND EVENTS OF THE HOLOCAUST OF 1933-1945
2. We learned about Genocides in general and speculated what causes governments and other political and social groups to turn on others
1. WE LEARNED ABOUT THE MAIN STAGES AND EVENTS OF THE HOLOCAUST OF 1933-1945
2. We learned about Genocides in general and speculated what causes governments and other political and social groups to turn on others
The Hook "Fist they came" By Martin Niemöller -CLICK HERE
"First they came …" is the poetic form of a 1946 post-war confessional prose by the German Lutheran pastor Martin Niemöller (1892–1984). It is about the cowardice of German intellectuals and certain clergy—including, by his own admission, Niemöller himself—following the Nazis' rise to power and subsequent incremental purging of their chosen targets, group after group. Many variations and adaptations in the spirit of the original have been published in the English language. It deals with themes of persecution, guilt, repentance, and personal responsibility.
"First they came …" is the poetic form of a 1946 post-war confessional prose by the German Lutheran pastor Martin Niemöller (1892–1984). It is about the cowardice of German intellectuals and certain clergy—including, by his own admission, Niemöller himself—following the Nazis' rise to power and subsequent incremental purging of their chosen targets, group after group. Many variations and adaptations in the spirit of the original have been published in the English language. It deals with themes of persecution, guilt, repentance, and personal responsibility.
tASK1. tHE hOLOCAUST
1. Definitions:
A. Genocide -a deliberate persecution and elimination of large groups of populations (often sanctioned by governments and often done against its own populations)
B. Holocaust - (origin of the word -a Jewish sacrificial offering that was burned completely on an altar.).
Persecution and deliberate elimination of Jewish populations of Europe during the Nazi Germany's regime in 1933-1945. During the Holocaust other minorities (Roma peoples, disabled people homosexual people and political dissidents, communists and anti-nazists were persecuted as well)
C. Look at the poster with 10 stages of a Genocide. -CLICK HERE.
Often the early states are HARD to recognize and some people do not notice that until it is too late.
Ask your partner: Why do you think genocides occur? What steps could and should societies undertake to avoid and prevent genocides? In these 10 steps, at which step, in your opinion, a society absolutely must stop its perpetration in order to avoid the disaster of a genocide? How should a society act and when?
2. Watch the video -a story of the Holocaust survivor -CLICK HERE
3. Stages of the Holocaust
Stage 1. Definition: Jews are defined as the “other” through legalized discrimination. (The Nazis decided who is considered a Jewish person by law -Nuremberg laws)
Stage 2. Isolation: Once individuals are labeled as Jews, they are separated from mainstream society.
Stage 3. Emigration: Jews are encouraged to leave Germany. With the beginning of World War II in 1939, the Nazis apply their racial laws to the countries they invade and occupy. Thus, Jews in these territories also tried to emigrate outside of the Third Reich.
Stage 4. Ghettoization: Jews are forcibly removed to segregated sections of Eastern European cities called ghettos.
Stage 5. Deportation: (To concentration camps) Jews are transported from ghettos to concentration camps and death camps.
Stage 6. Mass murder: It is estimated that the Nazis murdered approximately 11 million innocent civilians during World War II. These are civilians killed not in the crossfire of armed combat but murdered for being an “enemy of the state” or for belonging to an undesirable group. The Nazis and those who worked for them killed children, women, and men mostly through shooting, suffocation in gas chambers, and imprisonment in labor and death camps. Conditions in the camps were such that many prisoners died from disease, such as typhus, malnutrition, and exhaustion from overwork. Of those killed, six million were Jews. Two-thirds of the entire European Jewish population was killed by the Nazis.
4. Look through the presentation with the teacher -CLICK HERE
5. Read the article about the Holocaust during WWII
Use the THREE reads system (we have already tried it)
Look at the Questions for Read TWO
Answer the final question after read THREE and discuss with your partner
6. Open the poster with the 10 stages of a Genocide. -CLICK HERE
A. Compare them with the stages of the Holocaust we learned about.
B. Look at the timeline of the Holocaust events of 1933-1945 -CLICK HERE
Can you match each particular stages of the Nazi Holocaust of 1933-1945 with a stage of a Genocide?
A. Genocide -a deliberate persecution and elimination of large groups of populations (often sanctioned by governments and often done against its own populations)
B. Holocaust - (origin of the word -a Jewish sacrificial offering that was burned completely on an altar.).
Persecution and deliberate elimination of Jewish populations of Europe during the Nazi Germany's regime in 1933-1945. During the Holocaust other minorities (Roma peoples, disabled people homosexual people and political dissidents, communists and anti-nazists were persecuted as well)
C. Look at the poster with 10 stages of a Genocide. -CLICK HERE.
Often the early states are HARD to recognize and some people do not notice that until it is too late.
Ask your partner: Why do you think genocides occur? What steps could and should societies undertake to avoid and prevent genocides? In these 10 steps, at which step, in your opinion, a society absolutely must stop its perpetration in order to avoid the disaster of a genocide? How should a society act and when?
2. Watch the video -a story of the Holocaust survivor -CLICK HERE
3. Stages of the Holocaust
Stage 1. Definition: Jews are defined as the “other” through legalized discrimination. (The Nazis decided who is considered a Jewish person by law -Nuremberg laws)
Stage 2. Isolation: Once individuals are labeled as Jews, they are separated from mainstream society.
Stage 3. Emigration: Jews are encouraged to leave Germany. With the beginning of World War II in 1939, the Nazis apply their racial laws to the countries they invade and occupy. Thus, Jews in these territories also tried to emigrate outside of the Third Reich.
Stage 4. Ghettoization: Jews are forcibly removed to segregated sections of Eastern European cities called ghettos.
Stage 5. Deportation: (To concentration camps) Jews are transported from ghettos to concentration camps and death camps.
Stage 6. Mass murder: It is estimated that the Nazis murdered approximately 11 million innocent civilians during World War II. These are civilians killed not in the crossfire of armed combat but murdered for being an “enemy of the state” or for belonging to an undesirable group. The Nazis and those who worked for them killed children, women, and men mostly through shooting, suffocation in gas chambers, and imprisonment in labor and death camps. Conditions in the camps were such that many prisoners died from disease, such as typhus, malnutrition, and exhaustion from overwork. Of those killed, six million were Jews. Two-thirds of the entire European Jewish population was killed by the Nazis.
4. Look through the presentation with the teacher -CLICK HERE
5. Read the article about the Holocaust during WWII
Use the THREE reads system (we have already tried it)
Look at the Questions for Read TWO
Answer the final question after read THREE and discuss with your partner
6. Open the poster with the 10 stages of a Genocide. -CLICK HERE
A. Compare them with the stages of the Holocaust we learned about.
B. Look at the timeline of the Holocaust events of 1933-1945 -CLICK HERE
Can you match each particular stages of the Nazi Holocaust of 1933-1945 with a stage of a Genocide?
HOMEWORK:
1. Read the article about the Holocaust during WWII
Use the THREE reads system (we have already tried it)
Look at the Questions for Read TWO
Answer the final question after read THREE and BE READY TO discuss with your partner
2. LOOK AT YOUR NOTES FROM CLASS TODAY. ANSWER ALL THE QUESTIONS FROM THE ARTICLE IN TASK 4.
3. KNOW ALL THE DEFINITIONS AND THE STAGES OF The HOLOCAUST
1. Read the article about the Holocaust during WWII
Use the THREE reads system (we have already tried it)
Look at the Questions for Read TWO
Answer the final question after read THREE and BE READY TO discuss with your partner
2. LOOK AT YOUR NOTES FROM CLASS TODAY. ANSWER ALL THE QUESTIONS FROM THE ARTICLE IN TASK 4.
3. KNOW ALL THE DEFINITIONS AND THE STAGES OF The HOLOCAUST
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