What we did today1. We defined the term Great Depression and looked at the reasons for the Great depression economic collapse 2. We compared the reasons for the Great Depression in the 1930s to the economic conditions today Task 1. Think-Pair-ShareA. With your partner, list some reasons (economic, political and social) that can lead to a collapse of economy (unemployment, poverty, hunger) B. Talk to your partner about WHAT you already know about the Great Depression of 1929-1939 Task 2 Listen to the presentation by the teacher, record notes in Mind map form
A. Create a T-Chart in your Mind Maps Title one side: 1930s and the other side 2021 We will compare side by side the events that led to the Great Depression with today's events Task 3.Checking for understandingA. Questions from Counterpoints Ch. 4 -- use these (especially) to clarify what you learned from the chart and teacher’s presentation 1. Read the testimonial on p. 89. Use five words to describe the Depression based on what you’ve read. 2. Note the key terms on p. 90. Are there any you still don’t know after completing the chart? If so, define them and write down into your notes 3. See Figure 4-4 on p. 92. Which province do you think was hardest hit by the Depression? Why? Explain to your partner Task 4 -Answer the questionsAnswer in writing (write the answers in your notes) 1. a) What factors contributed to the Depression? b) Explain how a reduction in consumer spending can result in a slowdown in the economy. 2. Why was the Depression so severe in Canada? What part of the country was hardest hit? Why? 3. Explain why Canada’s close economic ties to the U.S. contributed to the Depression. 4. Why were so many people able to invest in the stock market? HOMEWORK:
1. ANSWER THE QUESTIONS IN TASK 4 ABOVE (IF NOT DONE IN CLASS) 2. READ YOUR NOTES 4 TIMES AND EXPLAIN THE LESSON TO YOUR PARENTS IN A 5-MINUTE VERBAL CONFERENCE
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WHAT WE DID TODAY: 1. WE LOOKED AT THE REASONS FOR CANADA ACQUIRING MORE INDEPENDENCE FROM GRAT BRIATAIN 2. WE LOOKED AT THE EVENTS OF THE WINNIPEG GENERAL STRIKE OF 1919 3. WE LOOKED AT THE EVENTS THAT GAVE CANADA MORE INDEPENDENCE • Imperial Conferences (1921, ’23, ’26) • Chanak Crisis (1922) • Halibut Treaty (1923) • King-Byng Crisis (1926) • Diplomatic Posts (1927-1929) • Statute of Westminster (1931) Task 1. Winnipeg General Strike -50 minutes A. Open this word document -CLICK HERE * Complete the tasks and the readings -20 min * Look at the Primary sources -10 min * Have a small group discussion -5 minutes * Fill out the chart with information -15 minutes Task 2. -30 minutes A. Read the textbook pages (see link below) and the hyperlink readings (below) for each of the following events: • Imperial Conferences (1921, ’23, ’26) • Chanak Crisis (1922) • Halibut Treaty (1923) * Balfore Declaration (1926) • King-Byng Crisis (1926) • Statute of Westminster (1931) Textbook Chapter 3 -CLICK HERE (p. 80-84) B. Create point form notes for each of the events: 1. Describe the event (What, when, where, who was involved -if information is available) 2. How did this event lead to Canada's increased independence from Britain? HOMEWORK:
1. Finish any unfinished work from the class 2. Study your notes from the lesson 3. Explain what you learned to your parents in a 5-minute verbal presentation Introduction Discuss the following with your partner:
Know-Want to Know:
Task 1: Women’s Suffrage
Task Two: The Person’s Case
Task 3: Gender Equality Today
What we did today: 1. We discussed all major topics of the unit 2. We played WWI Kahoot Task 1.
In your digital devices or notebooks record the major points of all the topics from this unit. Criteria: 1. Record a topic. (Use your memory, and then use this website to look up the topics of the lessons we did); 2. Record all main points and subpoints for each topic, and any examples or particular information Example: Topic: Canada before WWI Points: 1. Canada's population was 4 million people in 1900 and 7 million in 1914 2. Canada's Prime Minister was Wilfred Laurier from 1896-1911 and then Robert Borden from 1911-1920 3. Canada was mostly agrarian (agricultural nation) and traded raw resources -lumber, fish A. Use your memory first B. Use help from your existing notes Task 2. Play Canada and WWI Kahoot -CLICK HERE Task 3. If time left please study your notes quietly WHAT YOU DID TODAY: 1. YOU ANALYZED THE EVENTS THAT LED TO THE END OF THE WWI 2. YOU LOOKED AT WHAT CANADA GAINED AS A NATION POLITICALLY, ECONOMICALLY AND SOCIALLY FROM THE WAR 3. YOU ANALYZED HOW THE MAP OF EUROPE HAD CHANGED FROM PRE WAR TO POST WAR TASK 1. OPEN THE LESSON PRESENTATION IN PDF DOCUMENT (SEE BELOW). LOOK THROUGH THE SLIDES CAREFULLY. READ SLOWLY AND UNDERSTAND EACH SLIDE LOOK AT THE VIDEO POSTED BY THE TEACHER WITH EXPLANATIONS OF THE LESSON AFTER READING AND LISTENING, PLEASE MAKE NOTES IN YOUR NOTEBOOK ON THE FOLLOWING SUBTOPICS IN POINT FORM: * WHICH TWO MAJOR EVENTS THAT HAPPENED IN 1917 CHANGED THE COURSE OF THE WAR? * TWO MAJOR OFFENSIVE OPERATIONS IN 2018 (SPRING OFFENSIVE -OPERATION MICHAEL BY THE GERMANS AND 100 DAYS OFFENSIVE CAMPAIGN BY THE FRENCH, BRITISH, AMERICAN AND CANADIAN * THE ACRONYM WARML (WRITE DOWN EXPLANATION FOR EACH LETTER) * LEAGUE OF NATION (WRITE 2-3 POINTS) * SPANISH FLU ( YOU MAY WANT TO GOOGLE AND DO SOME ADDITIONAL RESEARCH TO COMPARE SPANISH FLU WITH COVID 19) TASK 2. VIDEO ANALYSIS A. Watch the video by yourself (use your headphones) Create a concept map ("Weapons and Technology of WWI") 1. Write down as many concepts as you can from the video 2. Arrange them in a hierarchical order 3. Connect concepts with arrows and linking phrases Video Link -CLICK HERE TASK 3 -END OF WWI A. Listen to teacher's presentation and create a Mind Map of the lesson
Summary: 1. The Trench warfare led to a stalemate and a war of attrition through 1915-1917 2. In Feb 1917 The Russian Tsar abdicated and a new provisional government was formed 3. Because of increased pressure on Germany to end the war they began unrestricted submarine attacks in the Atlantic. USA declares war on Germany on April 6th 1917 3. Germany began supporting Bolsheviks (who was anti-war) and sent their leader Lenin across the front lines from Switzerland to Petrograd on April 16 1917 4. First American troops (14 000) arrived to France and began training on June 26 1917 5. Germany heavily subsidized the coup (Called Bolshevik's revolution in Russia) and the Soviet bolsheviks came to power on Oct 25 1917 6. The Soviet Bolshevik's Russia signs an a treaty of Brest-Litovsk with Germany and withdraws its troops on March 3 1918. The give Germany a lot of Russia's territory. 6. Germany moves 50 divisions (about 400 000 troops) from Eastern front and began the final push -the Spring Offensive on March 21-April 5th 1918 7. By July 1918 1 million American troops were stationed in France with 500 000 fighting on the fronts. Americans brought with them the Spanish flu -(1918 version of COVID). The flu would kill 50 million people worldwide 8. August 8 1918 A Hundred days campaign by the Allies ended the war on Nov 11 1918 The Results of WWI -CLICK HERE Questions for discussion:
TASK 4. Weapons of the War worksheet -CLICK HERE Please complete the worksheet. You can download it and fill in the answers to the questions TASK 5. OPEN THE PDF WORKSHEET WITH QUESTIONS (SEE BELOW). USE THE FILE WITH TEXTBOOK CHAPTER (SEE BELOW) AND ANSWER THE QUESTIONS IN YOUR NOTEBOOK (YOU DONT HAVE TO COPY THE QUESTIONS)
TASK 6. MAP ANALYSIS OPEN THE DOCUMENT BELOW. COMPARE THE MAPS OF EUROPE BEFORE AND AFTER THE WWI. ANSWER THE QUESTIONS IN YOUR NOTEBOOK (YOU DO NOT HAVE TO COPY THE QUESTIONS) TASK 7. REVIEW AND REHEARSE A. Watch the video below to review what you learned today. Use your Mind map to go over the learned material 4 times TASK 8. HOW WWI CHANGED CANADA 1. Canada gained more independence from Great Britain 2. Canada fell into the sphere of interests of the USA 3. Canada gained a sense of National identity (people began refering to thmselves as Canadians) HOMEWORK:
1. READ YOUR MIND MAP 4 TIMES. EXPLAIN THE LESSON'S CONCEPT AND MIND MAPS TO A MEMBER OF YOUR HOUSEHOLD 2. COMPLETE ALL THE TEASKS FROM THE LESSON (IF NOT DONE IN CLASS) TASKS 5-8 (worksheet +questions read the textbook and answer the questions; watch the video about the end of the War and learn the points of "How the War changed Canada") WHAT DID WE DO TODAY: 1. WE LEARNT ABOUT KEY CONCEPTS THAT DEFINED WWI: TRENCH WARFARE AND WAR OF ATTRITION 2. WE LOOKED AT FOUR MAJOR BATTLES IN WWI THAT CANADA'S EXPEDITIONARY FORCE TOOK PART AT AND DISCUSSED THE SIGNIFICANCE OF THE BATTLES FOR CANADA'S IDENTITY. Complete the short quiz (Canada's Issues during WWI) TASK 1 -VIDEO ANALYSIS Watch this video about the Trench warfare A. Watch it as a class first time B. Watch it on your own (use headphones) and pause when needed. Create a Concept map outlining the main concepts of the trench warfare. 1. Write as many concepts as possible after watching the clip. 2. Arrange the concepts in hierarchical order of its relevance to the Main topic -"Trench warfare" 3. Connect concepts with links (arrows) and linking phrases that you can read two concepts and a phrase together TASK 2. PHOTO ANALYSIS 1. USE GOOGLE PHOTOS TO LOCATE THE FOLLOWING WWI TERMINOLOGY. AFTER YOU VIEW THE PHOTOS ASSOCIATED WITH THE TERM, FIND WORD DESCRIPTIONS FOR EACH OF THEM AND WRITE IT DOWN IN YOUR NOTEBOOK * TRENCH WARFARE * WAR OF ATTRITION * "NO MAN'S LAND" * CHLORINE GAS ATTACK" * GOING "OVER THE TOP" * WESTERN FRONT * TRENCH FOOT 2. AFTER REVIEWING the vocabulary, play the activity "Explain it to an Extraterrestrial" The "Human" must explain each term. The "Extraterrestrial" must ask at least 3 questions about words/concepts mentioned during each explanation 3. WITH YOUR PARTNER, create a plan of constructing an elaborate system of trenches to prepare for a WWI type warfare that could happen today. * Describe your trenches * How are they constructed? What is the material? What are the main features? * How are the trenches function? What are the parts? different uses of it? TASK 3. MIND MAP OF CANADA'S BATTLES LOOK AT THE PDF DOCUMENT BELOW AND LEARN ABOUT THE FOUR MAJOR BATTLES THAT CANADA TOOK PART IN LESSON PRESENTATION NOTES -CLICK HERE
TASK 4 -VIDEO OF VIMI RIDGE STORY TASK 5 -OPEN THIS PDF DOCUMENT WITH QUESTIONS. USE THE PRESENTATION FROM TASK 2 TO HELP YOU FILL OUT THE CHART IN QUESTION 1. ANSWER THE REST OF THE QUESTIONS USING THE TEXTBOOK CHAPTER (SEE BELOW)
TASK 6. ARTICLE READING AND ANALYSIS READ THIS ARTICLE -CLICK HERE Th Article is about the Battle of Vimy Ridge changing the national identity of Canada. Create a concept map of the main ideas of the article (use the same steps from our video analysis in task 1 HOMEWORK:
1. READ YOUR MIND MAP OF THE LESSON 4 TIMES. 2. EXPLAIN IT VERBALLY TO A MEMBER OF YOUR HOUSEHOLD. 3. Finish Task 5 -worksheet on the Battles What we did today
1. We learned about the War Measures Act of 1914 and Conscription crisis of 1917
2. We learned about propaganda campaign, government intervention and social crisis during the War 3. We worked in small groups to research Canada's issues and reported to the class 4. We completed the lesson's Mind map
* GO TO SCHOOLOGY AND COMPLETE THE 5 SHORT QUIZ: "CAUSES OF WWI"
THE HOOK:
A. With your partner, ask each other: "If you were a Prime Minister during war time, what special measures would you implement in order to make your society safe, productive and prepared to win the war?"
Example: increase taxes, ration food, suspend entertainment, ask people to spend less, increase police presence, look for spies, etc)
TASK 1. THE WAR MEASURES ACT
War Measures Act was a statute of the Parliament of Canada that provided for the declaration of war, invasion, or insurrection, and the types of emergency measures that could thereby be taken. The Act was brought into force three times in Canadian history: during the First World War, Second World War, and the 1970 October Crisis.
A. Read this article about the War's Measures act and other Canadian WWI issues and create a Concept map (we will begin together as a class)
B. Read the original document of the War's Measures Act Discuss with your partner: 1. Do you think the Government was right in implementing such an act that limited the civil liberties during the war. Why or why not? 2. Do you think Governments should have a right to significantly limit the rights of the citizens in times of crisis (such as a war or a pandemic)? Why or why not? Task 2 The COnscription Crisis
A. Read the Article about the Conscription Crisis (from www.warmuseaum.ca) and create a Concept map
B. Mini debate 1. With your partner decide who would be a pro-conscriptionist and anti-conscriptionist. Use your Concept map notes and knowledge and understanding of the Conscription issue and prepare your argumentation -5 minutes 2. Conduct a mini debate Rules: * Opening statement (30 seconds each) *Debate points (2 min each with 1 minute rebuttal) *Closing statement (30 seconds each) Task 3.Propaganda during wWI
Propaganda poster analysis -open this document
A. With your partner design 3 criteria for poster analysis (see a chart in the document) B. Look through the posters provided in the document and record you analysis -see the analysis questions in the document Task 4. Canadian War Issues group work
1. In groups of 7-8 students, number off 1-7 and choose a topic from below (one per student), then look at the following issues -click on the links.-20 minutes
2. Create notes based on information you read 3. Present your topic to your group in a 2-3 minute verbal presentation A. Government intervention (Censorship and propaganda) -# 1 B. Finance and War Production -# 2 C. Food, fuel and inflation-# 3 D. The Canadian Patriotic Fund -# 4 E. The children's war -# 5 F. The War's impact on Canada -# 6 G. The Cost of Canada's War -# 7
HOMEWORK:
1. LOOK AT THE CONCEPT MAP OF TODAY'S LESSON. Read it 4 times and understand the concepts and connections 2. EXPLAIN the lesson ORALLY TO A MEMBER OF YOUR HOUSEHOLD AND RECORD AN AUDIO FILE. BRING THE AUDIO FILE TO CLASS
WHAT WE DID TODAY:
1. WE LOOKED AT THE CONDITIONS UNDER WHICH CANADA ENTERED WWI 2. WE SPECULATED HOW WARS CHANGE SOCIETIES
TASK 1 -GO THROUGH THE PRESENTATION WITH THE TEACHER AND MAKE NOTES IN YOUR CONCEPT MAP
LESSON'S PRESENTATION -CLICK HERE
TASK 2- ANSWER QUESTIONS IN WORKSHEET 3C (SEE BELOW) USE TEXTBOOK CHAPTER 2 TO HELP YOU ANSWER (TAKE TWO DAYS TO ANSWER)
TASK 3-HOW DO WARS CHANGE SOCIETIES?
1. Brainstorm with your partner and come up with ideas how do wars change societies? e.g. -economies begin to produce war related materials only; more women go to work to replace men who go to war...continue How many of items on your brainstorm list are negative? Are there any positive items? 2. Read an article about How WWI Changed Canada -CLICK HERE
HOMEWORK:
1. FINISH TASK 2 2. STUDY YOUR CONCEP MAP FROM THE LESSON AND EXPLAIN IT TO YOUR PARENTS IN A 5-MINUTE PRESENTATION
WHAT WE DID TODAY:
1. WE LOOKED AT REASONS FOR WWI THROUGH AN ACRONYM MANIAC 2. WE IDENTIFIED THE SEQUENCE OF EVENTS DURING THE JULY 2014 CRISIS THROUGH POLITICAL CARTOONS 3. WE PRACTICED ANSWERING QUESTIONS ABOUT RESONS FOR WWI
The Hook:
1. Look at the cartoons below (you can use the arrows and navigate through them) 2. Discuss the cartoons with you partner. What do they mean?
TASK 2 ANSWER QUESTIONS IN THE WORKSHEET BELOW (USE TEXTBOOK CHAPTER INCLUDED BELOW)
HOMEWORK: Finish the worksheet and the questions using the textbook
Explain the lesson to you parent in a 5-minute verbal presentation
WHAT WE DID TODAY:
1. WE LOOKED AT STATE OF POLITICAL AND ECONOMIC AFFAIRS IN CANADA AND THE WORLD 1900-1914 2. WE IDENTIFIED THE TENSIONS BETWEEN THE MAJOR EMPIRES ON THE EVE OF THE WORLD WAR I
TASK 1. LOOK THROUGH THE POWERPOINT "CANADA BEFORE WWI 1900-1914.
A. CREATE NOTES IN CONCEPT MAP FORM B. SLIDE 4 HAS QUESTIONS. ANSWER THEM IN WRITING IN YOUR NOTEBOOKS TASK 2. -LOOK AT THE EUROPEAN EMPIRES BEFORE THE WAR ANSWER THE QUESTIONS IN THE HAND OUT "3A Europe before WWI" THAT FOLLOWS (USE THE DOCUMENT "Great Powers of Europe" TO HELP YOU ANSWER SOME QUESTIONS AND USE Textbook Ch2. TO ANSWER SOME QUESTIONS)
3A Europe before WWI -Questions CLICK HERE
HOMEWORK:
1. FINISH THE QUESTIONS IN THE WORKSHEET 3A (see the pdf in the lesson) |
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