Mark's History Nov 28 - Dec 2

Period 2 (CHC2P1)

Days 1 & 2

Please show Polytechnique (film).  It is 76 minutes so about one period however it needs to be stopped many times to discuss what is going on in the film.  It should actually take almost two periods to show/discuss/debrief the film.  (Montreal massacre)   We have already spent two days on Women's Rights in Canada so they have a lot of background information already.


Days 3, 4, 5
Continue work on Human Rights Assignment - ALL students have started this and should have already completed their work on Japanese Internment Camps and Residential Schools.

Now they are to work on this assignment with the topic of Women's Rights in Canada.  They have the previous presentations/notes that they did on this last week PLUS they can look up and confirm information on the various topics of Women's Rights in Canada.  Some sources include:

Short timeline of Women's Rights in Canada
Early Women's Movements in Canada up to 1960
Women's Movements in Canada 1960 - 1985
Women's Movements in Canada 1985 - present

Please focus on the student's written work, answering the two paragraph questions on their assignment.

Please review with each student their previous work on Japanese Internment Camps and Residential Schools.  They should have two well developed paragraphs for each of these topics (Japanese Internment Camps, Residential Schools, Women's Rights.

                                               
                                                                       
                                                                                                 


Period 5 (CHC2D1)

Days 1 & 2

Please give students these 1 1/2 days to complete their work on Residential Schools on their big Human Rights Assignment.  

Students to "Make a Copy" of this slide on  Women's Rights History in Canada and then spend rest of Day 2 and first 15 mins of Day 3 prepping their slide.

Here are the assigned topics.

Then Present to the Class (they know how to use the technology to do this).  Please help them run discussions - most important is the discussion part for each slide.



Days 4, 5

Please show Polytechnique (film).  It is 76 minutes so about one period however it needs to be stopped many times to discuss what is going on in the film.  It should actually take almost two periods to show/discuss/debrief the film.  (Montreal massacre)

Continue work on Human Rights Assignment - ALL students have started this and should have already completed their work on Japanese Internment Camps and Residential Schools.

Now they are to work on this assignment with the topic of Women's Rights in Canada.  They have the previous presentations/notes that they did on this last week PLUS they can look up and confirm information on the various topics of Women's Rights in Canada.  Some sources include:

Short timeline of Women's Rights in Canada
Early Women's Movements in Canada up to 1960
Women's Movements in Canada 1960 - 1985
Women's Movements in Canada 1985 - present

Please focus on the student's written work, answering the two paragraph questions on their assignment.

Change of plans ..

I'm home sick.  Here are the new plans:

FPT

1.  Images
2.  FPT

3. Period 5 Performance Task

Other ideas:

Plan for the Week

Science and Technology: Unit 3

1.  On a deserted island
2.   Discussion question: What are, in your opinion, the 3 main reasons inventions are created?
3.   Video: 10 Canadian Inventions
     While watching the video, take notes on key inventions, inventors and dates.
     In your opinion, which one is most significant to your personal history?  To Canadian history?  To global history?  Why?

4.  The Economics of Inventions

5.  A Hard Time: Video to 17:27

6.  Cornell Note: The Depression

7.  Chris Hadfield: An introduction

8.  Discussion question:  How has the space race AND the depression of the 1920's and 30's both led to new inventions?

9.  Canada and Medicine

Plan for the week

1.  HM of the D: complete all presentations
2.  Watch videos about FLQ and Fr-Eng relations
3.  Work on project

DUE TUESDAY JAN. 12.

Polytechnique Info

Link to CBC archives

French-English Presentation

Youtubes:
Quiet Revolution
Language Wars
FLQ War Measures Act
October Crisis

People Fighting for Women's Rights

Get to know 30 notable Canadian women rights’ activists

Choose any 4 people (not Stowe or Edwards ... important but too early for our purpose) and complete the following chart.

You will use this information to complete the next section of your human rights project.

You will need to do some additional research.

Make a COPY of the chart into your drive and type your work directly into your copy.

Women's Rights Period 5 History

Please go to this webpage on the History of Women's Rights in Canada and work on your "year date" as assigned.  You will have exactly 10 minutes to create enough information on your slide to explain and discuss with the class the significance of your event in about one minute.  Remember!  Prepare a couple of questions to ensure effective discussion.

Prepare a 1 minute presentation to outline the Human Rights Issue that made headline news in the years indicated.  Access the shared presentation here.

a. Focus on the main legal / rights issue and name the issue.

b. How was the issue resolved?  Who won, who lost?

c. What does it mean for human rights in Canada, in particular Women's Rights?

1916 - Ryley
1917 - Sydney
1918 - Maddy B
1919 -Mitch
1920 - Josh
1928 - Jenn
1929 - Maddy F
1940 - Shauna
1948 - Mike
1951 - Andrew
1952/53 - Terriq
1956 - Harmony
1960 - Gabi
1960 (The Pill) - Montana
1964 - Dylan
1966 to 1970 - Jerremy
1972 - Kyle
1975 - Ellis
1977 - Jaime
1982 - Sabrina
1986 - Sydney
1987 -  Dawson
1989 -
1995 -
1999 - 

History Minute - Beatles and Stones meet for the first time.

Please go to this webpage on the History of Women's Rights in Canada and work on your "year date" as assigned.  You will have exactly 10 minutes to create enough information on your slide to explain and discuss with the class the significance of your event in about one minute.  Remember!  Prepare a couple of questions to ensure effective discussion.

Prepare a 1 minute presentation to outline the Human Rights Issue that made headline news in the years indicated.  Access the shared presentation here.

a. Focus on the main legal / rights issue and name the issue.

b. How was the issue resolved?  Who won, who lost?

c. What does it mean for human rights in Canada, in particular Women's Rights?

1916 - Nathaniel
1917 - Yitzchak
1918 - Max
1919 -Shannon
1920 - Isaac
1928 - Mallory
1929 - Maggie
1940 - Nicholas
1948 (2) - Cheyanne, Ethan
1951 - Jack
1952/53 - Chris, Zack
1956 - Callum
1960 - Sydney
1960 (The Pill) - Lindsay
1964 - Brian
1966 to 1970 -
1972 - Taylor
1975 - Jovan
1977 - Carter
1982 (2) - Ben, Ryrden
1986 - Kat
1987 - Tyler
1989 - Tess
1995 - MacKenzie
1999 - Lawson

Lost Heritage: Canada's Native Peoples

Lost Heritage: Canada's Native Peoples 20 min. video

Plan for the next 2 weeks ...

Monday Nov. 23:
p. 1: Intro to FNMI residential school
p. 2: Intro to FNMI residential school
p. 5: Intro to FNMI residential school

Tuesday Nov. 24:
p 1: Chrome books: work on Human rights assignment
p. 2: lab 211: work on Human rights assignment
p. 5: Chrome books: work on Human rights assignment

Wednesday Nov. 25:
p 1: Chrome books: work on Human rights assignment
p. 2:Chrome books: work on Human rights assignment
p. 5: Chrome books: work on Human rights assignment

Thursday Nov. 26:
p. 1: Intro to FNMI residential school
p. 2: Intro to FNMI residential school
p. 5: Intro to FNMI residential school

Monday Nov. 30 and Tuesday December 1:
p. 1, 2, 5: watch film We were Children

Wednesday December 2 - Friday December 4:
p. 1, 2 and 5: Chrome books: work on Human Rights project

ALL HM WILL RESUME ON December 7.

Introduction: FNMI Residential Schools

Introduction

History Minutes: Madelle

	MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Sept. 28 - Oct. 2		Alyssa/Carmen	Cami	Hunter/Matt	Cami
Oct. 5 - 9	Alyssa/Carmen	Will/Dawson	Jasmine/Haley	Jake squared	PA DAY
Oct. 12-16	Thanksgiving	Madeleine/Sophia	Madeleine/Sophia	Hanna/Jessy	Will/Dawson
Oct. 19 - 23	Benedict	Jack/Owen	Angel/Brittany	Jake squared	Hanna/Jessy
Oct. 26 - 30	Brittany/Angel	Nicki/Brookelyn	Ashtin/Amy	Jake squared	Ashtin/Amy
Nov. 2 - 6	Jack/Owen	Nicki/Brookelyn	Benedict	Will/Dawson	Not Possible
Nov. 9 -13	Matt/Hunter	Cami	Rem. Day	Matt/ Hunter	Brittany/Angel
Nov. 16-20	Benedict
Nov. 23-27	Alyssa/Carmen	Nicki/Brookelyn
Nov. 30 - Dec. 4	Kovich	Away	All	Week	:(
Dec. 7 - 11	Jessy/Hanna	Sophia/Madeleine		Jasmine/Haley	Owen/Jack
Dec. 14 -18		Jasmine/Haley	Ashtin/Amy		Last Day
Jan. 4 - 8
Jan. 11 - 15

DAY 54 Begin Human Rights Project

PERIOD 1 & 2 Human Rights in Canada Project
Rubric for Academic Classes

PERIOD 5 Human Rights in Canada Project
Rubric for Applied Classes


UN Declaration of Human Rights
Canadian Charter of Rights and Freedoms - Short Summary

Follow-up: real voices

Real people: Real voices

George Takei  BBT   Interview
Pat Morita    Karate Kid           Interview

Japanese Internment Sites: Presentation and Further Research

Introduction
Debating the Issues

Try some of these for research and stories:
Chapter 1
Timeline
Minoru
CBC
CBC 2

Human Rights Presentation - Ms. Digout

Intro to Human Rights in Canada

Day 53: Unit 3 HUMAN RIGHTS IN CANADA

1.  HM
2.  90 seconds for 30 rights: The UN Declaration of Human Rights has come up woth 30 basic human rights that SHOULD apply to everyone.  How many can you name?

FROM: www.youthforhumanrights.org

While some dictionaries define the word right as “a privilege,” when used in the context of “human rights,” we are talking about something more basic.*

Every person is entitled to certain fundamental rights, simply by the fact of being human. These are called “human rights” rather than a privilege (which can be taken away at someone’s whim).

They are “rights” because they are things you are allowed to be, to do or to have. These rights are there for your protection against people who might want to harm or hurt you. They are also there to help us get along with each other and live in peace.

Many people know something about their rights. Generally they know they have the right to food and a safe place to stay. They know they have a right to be paid for the work they do. But there are many other rights.

When human rights are not well known by people, abuses such as discrimination, intolerance, injustice, oppression and slavery can arise.

Born out of the atrocities and enormous loss of life during World War II, the United Nations Universal Declaration of Human Rights was signed in 1948 to provide a common understanding of what everyone’s rights are. It forms the basis for a world built on freedom, justice and peace.

3.  Intro to Human Rights: Video

4.  Vignettes on Human Rights: Watch, take notes and discuss

Introduction to Human Rights

Monday: Test

Tuesday/Wednesday:
HM:
Period 2:
Oct 30
Nov. 2

Human Rights (see next blog)

Thursday: Guest Speaker
Friday: Ms. Digout

Test review part 2

militarism - using military might to further political goals

alliances - agreements between countries that connect them militarily, often offering protection

imperialism - attempting to expand borders by taking territory from other countries

nationalism - perception that one's nationality is superior to others

Triple Entente- Britain, France, Russia's military alliance before & during WWI

Triple Alliance- Germany, Austria-Hungary, Italy's military alliance before & during WWI

These two alliance above are believed by many to have contributed to the "World War"

Holocaust - the industrial scale genocide against Jews and other groups by Germany in WWII.  6 millions Jews were killed as were 3 million others

human rights - rights inherent in being a human being, including rights of nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status

trench warfare - notable in WWI, long holes in the ground where soldiers lived and fought for years - conditions in trenches were very difficult with sickness, cold, discomfort

Treaty of Versailles - agreement to end WWI but the conditions it placed on Germany were too harsh (reparations, small military) that it probably helped Hitler's march toward WWII

peacekeeping - under the UN banner, troops from many countries join together to help referee serious military disputes in many places in the world - Canadian Lester Pearson developed the idea at the UN during the 1950s to prevent another regional war in and around Egypt (Suez Crisis)

Naziism - Hitler's ideas of the master race (extreme racism), persecution of certain groups (minorities) and the spread of his ideas

Archduke Francis Ferdinand - the Prince (Heir to the throne) of Austria-Hungary who was assassinated just before WWI thus starting the actual wheels of war in motion.

Archduke Francis Ferdinand - the Prince (heir to the throne) of Austria-Hungary who was assassinated just before WWI thus starting the actual wheels of war in motion.

mustard gas – poisonous chemical used in trench warfare in WWI

colonization / colony / colonialism – (Mostly) European countries took over existing countries all over the world (Caribbean, the Americas, Africa) leading to regional wars outside of Europe

League of Nations – predecessor of the United Nations. 

concentration camp – prisons set up to keep “undesirables” in one place and to control them during WWII.  The Nazis set up over 200 such camps around Europe during WWII.  Some were forced labour camps, others were death camps.

labour camp – type of concentration camp that housed prisoners used as slave labour, generally for the German war effort.

Death camp (a.k.a. extermination camp) – type of concentration camp primarily used as a place to execute prisoners on an industrial scale during WWII.

Auschwitz – the largest death camp during WWII.  Over 2,000,000 people were killed there, mostly Jews.

home front – what we called Canada during war times – generally referring to the war efforts happening at “home”, e.g. munitions factories, ship building, plane building, etc.

reparations – paying for damage to other countries.  For example, Germany was made to pay reparations to Britain and France after WWI for the damage caused during the war.  Approximately $12B US over several years during the 1920s.  This money helped to almost bankrupt the already shaky German economy and helped Hitler rise to power.

Hiroshima and Nagasaki – the only two cities (Japan) upon which nukes have been dropped, three days apart in 1945 thus ending WWII.  Japan surrendered after the bombing of Nagasaki.

Mobilization – preparing troops, supplies and equipment for war

balance of power – the idea that the world is safer when no single country is far superior in military ability than any other country.  If the biggest countries are more or less equally powerful then they are less likely to go to war (at least that’s the theory)

Invasion of Poland – Germany invaded Poland thus starting WWII.  They brought in much military equipment on the pretext of a prearranged friendship mission but once in the country they took it over.

Allied Powers – WWII alliance of Britain, France, USSR, USA, Canada, Belgium, etc. fighting against Germany

Axis Powers – Germany, Italy, Japan, Bulgaria, Hungary, Romania

Propaganda – information created by the government to influence people’s opinions for an against certain ideas.  In Germany the Nazis painted all Jews as the perpetrators of much evil and that they were the reason for most of Germany’s problems.  The Nazis also taught that there was a master race of Aryans – blond hair, blue eyes, etc.

In Canada the government spread disparaging posters against Germans, Japanese, etc. and they had a campaign to entice young men to join the war effort and women to join the workforce to support the war effort.

Test Review

Day 68 - 73 War and Peace in Review

1. HM: 
2.  Is war ever justified?  Video Monuments Men

Is it?  Discuss (20 minutes)

Review (review terms are defined in the next blog entry)

Terms:
militarism
alliances
imperialism
nationalism
Triple Alliance
Triple Entente
Holocaust
human rights
trench warfare
Treaty of Versailles
peacekeeping
Naziism
Archduke Francis Ferdinand
mustard gas
colonization / colony / colonialism
League of Nations
concentration camp
home front
reparation
Hiroshima and Nagasaki
mobilization
labour camp
death camp or extermination camp
balance of power
invasion of Poland
Allied Powers
Axis Powers
Propaganda
Auschwitz

Two quizlets are:
http://quizlet.com/434416/ww1-vocabulary-flash-cards/
http://quizlet.com/17259967/world-war-1-vocabulary-list-flash-cards/


Events:
Passchendaele

D-Day

Holocaust

Korean War

Peacekeeping in Rwanda & Romeo Dallaire

War in Afghanistan (158 Cdn deaths)Cdn. 

Air Strikes on ISIS

Question:

Has Canada been justified in participating in the wartime operations?  Support your point of view with events as proof.  Answer in a paragraph for each of the following:

1. WWI
2. WWII
3. Afghanistan
4. Rwanda
5. Currently in Syria against ISIS

Use the APE format:

• Answer the question
• Prove that your answer is correct using facts, details, vocabulary from the list above.
• Explain your answer

From the test:

For example, in one paragraph you could say that Canada was justified in its wartime operations during WWII in the D-Day Landings and in our contribution to UN Peacekeeping in Rwanda because we were defending human rights.

In the example above, the two underlined terms are the EVENTS and the bolded “human rights” term is the justification for the argument.

Day 35: History Minutes Catch Up

Period 2:
Oct. 15
Oct. 16
Oct. 19
Oct. 20
Oct. 21
Oct. 22
Oct. 23
Oct. 26
Oct. 27
Oct. 28
Oct. 29
Oct. 30

History Minute Signup

Mark Kovich Period 1

Mark Kovich Period 5

Day 28-32: Project

1.  HM: will resume once the film is complete

2.  Once the film is complete, in small groups, spend 15 minutes discussing these questions.  Be prepared to share as a class afterwards.

• Which character in Schindler's List made your heart ache?  Why?
• What event in the movie surprised you?  Explain why.
• What could Schindler have done to save more people?
• How does the death of Goeth make up for some of his actions?  Or does it at all?
• Why do we need to learn, teach, and talk about The Holocaust still today?

3.  Class discussion of questions above.

4.  Project: please read all information about the project and look at the rubric.  While we encourage you to use VISME you do not have to.  You may complete this entire assignment using google (docs, presentation, spreadsheets).

rubric

You will have 3 class periods to work on this assignment.  Chromebooks have been signed out for Wed, Thurs, Fri and Mon (for classes who do not start the project until Thursday).

Briefly:
1. PARAGRAPH - why did WWI start and why did Canada join?
2. THREE STATISTICS about WWII (regarding causes or casualties or combat).
3. PARAGRAPH - about why these three statistics are significant or important in Canada's involvement in the war (worth knowing about).
4. THREE Videos - one each about Canadian soldiers in Afghanistan, Canadian soldiers in a UN peacekeeping mission, and Canadian soldiers returning home from a 1990s or later conflict.
5. SIX dotjots for each video about what you learned from the video.
6. PARAGRAPH - your opinion on the question, "Is War Ever Justified?"
7. Bibliography - all of the sources that you used.

Day 24-27: Intro to Human Rights in War, Peace and Revolution

HM:
October 13
period 1
period 2
period 5

October 14
period 1
period 2
period 5

October 15
period 1
period 2
period 5

October 16
period 1
period 2
period 5

1.  Intro
2.  Facts to know
3.  Film

HM

HM:
Oct. 8
Oct. 7

P5 Prep for Debate

HM - Montana Carroll - Egypt Political Problems

Search the official websites for the main political parties of Canada and list 5 bullet points for each party on their belief or promise of what they would do about these main items in the election.  A separate slide for each party and as many slides as you need to cover the issues listed below.

Progressive Conservative Party of Canada  (PC Party)

Liberal Party of Canada

New Democratic Party of Canada (NDP)

The Green Party of Canada

The main issues are:
1. First Nations poverty and low education levels

2. ISIS and the fight against terrorism

3. The Environment

4. Refugees, especially from Syria

5. Poverty in Canada

6. Aging population of Canada - National  Drug Plan

7. Changing Marijuana Laws

All Candidate Debate

Rush  -  The Trees

HM: P1 Mallory and Lindsay - Battle of Loos
P1(b) Carson and Jon - Pegasi

Period 2: Carmen and Alyssa
Will and Dawson

Student	Question
Nicole Bija – Grade 10	Comment est-ce que votre parti planifie d’améliorer la pauvreté au Canada? Ang : How does your party plan on improving poverty in Canada?
Jessie Hayward – Grade 10	Est-ce que vous êtes pour ou contre la légalisation de la marijuana au Canada et pourquoi? Ang : Are you for or against the legalization of marijuana and why?
Kieran Mullin – Grade 12	Dans votre opinion, quel est le problème social le plus important au Canada? Ang : In your opinion, what is Canada’s most important social problem/concern?
Erin Collins – Grade 11	Est-ce que vous planifié de réduire le cout de scolarité pour l’université/collège? Ang : Do you plan on reducing tuition costs for university and college?
Connor  Crowe– Grade 11	Est-ce que vous pensez que le Canada devrait joindre la guerre contre Isis? Ang : Do you think Canada should join the war against ISIS?
Chanté Burnett – Grade 12	Est-ce que les problèmes d’environnement sont votre priorité? Ang : Are environmental problems your top priority?
Malcolm Davidson – Grade 12	Que sont vos croyances envers l’euthanasie? Ang : What are your beliefs on euthanasia?
Emily Ashe – Grade 10	Comment allez-vous améliorer les opportunités pour le travaille bénévolat pour les élèves de l’école secondaire? Ang : How will you improve volunteer opportunities for high school students?
Victoria McCutcheon – Grade 10	Je fais parti de MYAC et alors je veux savoir qu’est-ce que vous allez faire pour engagé les adolescents dans la communauté? Ang : I’m a member of MYAC and I would like to know how you plan on engaging teenagers more in the community?

Corporate Tax Ben A. = "Ontario's corporate tax rate for small business is 11% and federally it's 15%.  Would you change the corporate tax rate federally and why would you do it, what effect would it have on jobs and the economy?"

Immigration Yitzchak = "What is your plan to accept refugees from war-torn countries in the middle East, particularly from Syria?  How many refugees should Canada accept?"

Marijuana  Jon = "Marijuana is a hot topic for many young people.  How would you change existing marijuana laws to better fit with growing public opinion on decriminalizing marijuana?

ISIS/Terrorism  Cheyanne I. = "Canada is currently part of a coalition of countries bombing ISIS targets in Syria.  How do you plan to keep fighting ISIS and other terrorist threats in the world?"

Oil Development and the Environment   Chris = "

Ocean degradation  Lawson = "Canada has a huge ocean fishery but the resources are running out.  How will you ensure the future of sustainable ocean resources?"

Greenhouse Gases   Brian S.  = "The earth is warming.  Canada is one of the worst offenders per capita of producing greenhouse gases.  How do you plan to fight climate change?"

Aging Population  Lawson = "How will you sustain Canada's aging population?"