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To navigate this website move the cursor over a subject at the top of the page and slide down to the horizontal menu. Click on titles in the horizontal menu for course content or click on titles in drop down boxes to access unit evaluations.
Upcoming Deadlines
12 LAW
Work Through the Weekly Activities → scroll down this page to the 12 LAW CLASSROOM for details. Course Culminating Now Posted.
12 ECONOMICS
Work Through the Weekly Activities→ scroll down this page to the 12 ECONOMICS CLASSROOM for details. Course Culminating Now Posted.
10 HISTORY
Work Through the Weekly Activities → scroll down this page to the 10 HISTORY CLASSROOM for details. Course Culminating Now Posted.
Contact Details
Contact Details
Instructor Email
Mark.Bauer@tdsb.on.ca
Mark.Bauer@tdsb.on.ca
Instructor Phone
416 393 1650 x 20085
Critical thinking narrows and creative thinking expands, but they must work in tandem for complex problem solving to occur.
ONLINE CLASSROOM MARCH 23 to MAY 31
ONLINE CLASSROOM MARCH 23 to MAY 31
Grade 12 LAWS Graduation → LAWS Graduation RSVP form here: https://forms.gle/YvBS2dDswbFT376t8. To send photos for click here: https://forms.gle/K71dFnvXPDvYe1z99.
Grade 12s → Nominations for Valedictorian close Wednesday, May 27 at 11:55 pm. Voting for Valedictorian will occur June 1 - 3. Check your TDSB email for nomination form. If you have any questions, please contact Ms. Sue.
Grade 12s Attending Post-Secondary in September → West Scarborough Community Legal Services is inviting interested students and community members to a webinar on the topic, “Canada Student Emergency Benefits and Pandemic Pay”. This webinar will be held next Monday on June 1st, 2020 from 2:00PM-3:00PM. This public legal education webinar is open for anyone to join.
Register in advance for this meeting:
https://us02web.zoom.us/meeting/register/tZYsceqtrD4jG9OQk3dDVlsP67ZAcs5GZA2v
After registering, you will receive a confirmation email containing information about joining the meeting. Please share this with any other students and community members who may be interested in participating.
STUDENT MARKS
The following are instructions to teachers from our Principal and the TDSB about grades:
Teachers should provide students with their marks as of March 13, 2020 (already posted on the website).
Work that is submitted will be assessed to improve a student’s mark. No submissions made by a student will impact a student’s mark negatively (this includes portfolio marks).
As per the TDSB Director’s memo: … “However, student work that was submitted prior to March 13 or was not submitted prior to this date may be submitted by the student or handed in by the student to be evaluated (i.e., overdue evaluations prior to March 13). This mark will be used if it improves the student’s mark.”
Remember, any work submitted during the school closure, be it an evaluation or portfolio, can only improve your mark on 13 March, not lower it. This means that opting out of work assigned during the school closure will not lower your mark, but will set back your academic development.
MESSAGE TO STUDENTS -- Hi everyone, I hope this message finds you healthy and that you enjoyed your break as best as possible during uncertain and unprecedented times. I found outside time really grounding and helpful. The consistent message from the TDSB since schools closed has been that learning and course delivery will continue as best as possible, and for my 12s, that you will graduate.
Ultimately, my main message is that I am here to support you in finishing your year. Remember to practice all of the recommended protocols set out by public health in order to move through this pandemic as quickly as possible. If we all do our part, we will return back to our full lives much quicker. Remember to support each other and to keep your physical and mental health as your top priority.
To that end, I designed the online classroom for all of my courses right here on the homepage (BELOW). I have set daily "office hours" when students can reach me for direct support via mark.bauer@tdsb.on.ca.
Remember, the protocol for teacher-student communication is to be conducted through our @student.tdsb.on.ca & @tdsb.on.ca email addresses. Please follow this protocol.
DAILY OFFICE HOURS
12 LAW CLASSROOM
Week of 23 to 27 March
2. Delgamuukw Case Materials
Read & study the materials under the following two sections of the Unit 3 Aboriginal Law unit page titled: 1. "Aboriginal Rights & Title" and 2. "CASE 2 → Delgamuukw v. British Columbia (S.C.C. 1997)"
AFTER REVIEWING THESE WEB MATERIALS WATCH THIS TRAILER ABOUT THE DELGAMUUKW CASE → Blockade
In particular READ & HIGHLIGHT → Delgamuukw: A Lay Person's Guide (note: students already have a paper copy of this document).
AFTER READING → Answer Questions Making an Aboriginal Title Claim 1A, B, & C in the image below. SUBMIT FOR PORTFOLIO by 27 March via email.
AFTER READING → Write down 3 things directly from the Delgamuukw case that may prove useful when negotiating an end to our own upcoming resource conflict & land dispute scenario. SUBMIT FOR PORTFOLIO by 27 March via email.
Week of 30 March to 03 April
3. Tsilhqot'in Case Materials
READ & STUDY the materials under the following section of the Unit 3 Aboriginal Law unit page titled: "CASE 3 → LANDMARK TITLE CASE Tsilhqot'in Nation v. British Columbia (S.C.C. 2014)"
In Particular
b) READ & STUDY → the Tsilhqot'in Case Resource Link (this is an incredible website by Woodward & Company, legal counsel for the Tsilhqot'in) READ the entire page by scrolling down through the information, testimony, video, maps, & audio.
c) READ & STUDY → the ARTICLE Title Fight: The Tsilhqot’in Nation got its land back. Canada will never be the same The Walrus.
d) READ & STUDY → Tsilhqot'in Nation v. British Columbia (2014) SCC DEBRIEF.
AFTER READING → By directly referencing the resources above, answer the questions Making an Aboriginal Title Claim: Tsilhoqt'in 2A, B, & C in the image below. SUBMIT FOR PORTFOLIO by 03 April via email.
AFTER READING → Write down 5 things directly from the Tsilhqot'in
case materials that may prove useful when negotiating an end to our own upcoming
resource conflict & land dispute scenario. SUBMIT FOR PORTFOLIO by 03 April via email.
Week of 06 to 09 April
Your Task → Begin the blockade negotiation project. Please see the Project Schedule on the project page for the weekly tasks. This week (Week 1) you will be working through: A. the Project Schedule, B. the Client List, C. the Project Materials (namely, the Blockade Memorandum, the Blockade Deliverables, and the Negotiation File) and, D. Workshop #1 Materials.
The Details & Materials → Everything you will need is on the project page under Unit 3 Aboriginal Law (LINK).
What You Submit via Email by 09 April → create a timeline of the Kitkatla fact pattern as detailed in the Workshop #1 materials on the project page (In building your case timeline, pay particular attention to the suggested DOCUMENTS to focus on in the Negotiation File. Keep in mind the bigger picture timeline we looked at during our classes in early March as depicted below. This should serve as a starting template in building your "Kitkatla" specific timeline. Insert the Kitkatla fact pattern (which includes actions for all parties involved in the dispute) into the title timeline template. For example, in the various documents provided on the project page, can you roughly pinpoint the date of first contact (i.e., year) between Kitkatla (who are part of the larger Tsimshian Nation) and Europeans? What evidence is there in the various documents of Kitkatla's existing rights and title being asserted or extinguished? In the various documents is there evidence of the duty to consult/accommodate being met by the Provincial and/or Federal Crown? Is there evidence of exclusive use and occupation of the land in question pre-contact (as set out in the Delgamuukw test for proving title)? Etc. KEEP IN MIND THIS TIMELINE IS A FIRST DRAFT that you will add to in the following weeks. It will also be crucial in helping you to write your legal opinion on the dispute.
Week of 14 to 17 April
Your Task
→ Continue with the blockade negotiation project. Please see the Project
Schedule on the project page for the weekly tasks. This week (Week 2) you will be working through: A. the Project Schedule, B. the Project Materials (namely, the Negotiation File) and, C. Workshop #2 and #3 Materials.
The Details & Materials → Everything you will need is on the project page "Blockade Negotiation"under Unit 3 Aboriginal Law (LINK). In terms of the Negotiation File, focus on DOCUMENTS 1, 5, and 11 (i.e., DOC 1 Outline of Problem pp. 1 to 4, DOC 5 The Consultation Transcript pp. 32 to 42, and DOC 11 Forests for the Future pp. 49 to 58). Use these materials to build the different components of your Negotiation Strategy Document. Finally, under section C. Project Materials of the project page, study the topographic maps numbered a), b), c), and d) and build any important information or understanding from these maps into your Negotiation Strategy Document.
What You Submit via Email by 17 April → Submit any questions (via email) you have about DOC 1, 5, or 11 and/or Workshop #2 and #3 materials given the client you have chosen to represent.
Week of 20 to 24 April
Your Task
→ Continue with the blockade negotiation project. Please see the Project
Schedule on the project page for the weekly tasks. This week (Week 3) you will be working through: A. the Project Schedule, B. the Project Materials (namely, the Negotiation File and the Aboriginal Law Readings) and, C. Workshop #4 Materials.
The Details & Materials → Everything you will need is on the project page "Blockade Negotiation"under Unit 3 Aboriginal Law (LINK). In terms of the Negotiation File, focus on DOCUMENTS 2, 6, 7, and 8 (i.e., DOC 2 Haida & Taku Cases on Duty to Consult, DOC 6, 7, & 8 Various Evidence of Provincial Government Consultation). Use these materials to build the different components of your Negotiation Strategy Document. Finally, work through Workshop 4 Materials to help support your understanding of the s. 35 duty to consult and how it plays into your Negotiation Strategy Document.
What You Submit via Email by 17 April → Submit any questions (via email) you have about DOC 2, 6, 7, or 8 and/or Workshop #4 materials given the client you have chosen to represent. Next week, you will be using this content when you complete your Negotiation Strategy Document and Legal Opinion.
Week of 27 April to 01 May
Your Task
→ Continue with the blockade negotiation project. Please see the REVISED Project
Schedule on the project page for the weekly tasks. This week (Week 4) you will be working to complete the 3 deliverables to submit next week.
The Details & Materials → Everything you will need is on the project page "Blockade Negotiation"under Unit 3 Aboriginal Law (LINK). Note that this week is a work week to complete the 3 deliverables. Contact me via email if you have questions or need help on the deliverables.
Week of 04 to 08 May
Your Task
→ Complete and submit the blockade negotiation project deliverables (1. Negotiation Strategy Document, 2. Legal Opinion, and 3. Negotiation Opening Statement). Please see the REVISED Project
Schedule on the project page for the due dates.
The Details & Materials → Everything you will need is on the project page "Blockade Negotiation"under Unit 3 Aboriginal Law (LINK).
Note that this week is the week to complete and submit the 3 deliverables.
Contact me via email if you have questions or need help on the
deliverables. Please SUBMIT via email.
Week of 11 to 15 May
Your Task
→ Students will have the opportunity to write an open book online international law test. The test will be made available BELOW from Wednesday 13 May to Friday 15 May. The test will be 10 Multiple Choice Questions and 10 Matching Questions. Check out the Test Prep. Page to see sample questions and instructions.
What You Submit via Email by 15 May → Students will submit their ANSWER KEY on Friday 15 May. Copy the answer key into a new document, record your answers and share that document with Mark.Bauer@tdsb.on.ca). The test can only raise your mark, not lower it.
THE ANSWER KEY & TEST ARE POSTED BELOW.
Week of 19 to 22 May
Break week before releasing the modified course culminating project.
Week of 25 to 29 May & Onward
The Modified Debate Culminating Materials are linked as Unit 4 Debate Culminating on socialglobalstudies.
DELIVERABLES → Students individually create and submit three deliverables via email on Wednesday 10 June by 3:30 p.m. (NOTE the Culminating can only raise not lower student marks) (NOTE the Culminating is weighted as 10% of your final mark if you choose to complete it and it raises your final mark).
DELIVERABLE 1 → 1 minute audio clip of your opening statement outlining your position, opinion, and conclusion.
DELIVERABLE 2 → 2 minute audio clip detailing your strongest argument and supporting evidence for position taken.
DELIVERABLE 3 → 1 minute audio clip detailing your strongest rebuttal to the opposing side of your position.
CULMINATING STEPS →
1. VISIT the Unit 4 Debate Culminating webpage.
2. VIEW the VIDEO CBC Fifth Estate Behind the Veil.
3. READ the DEBATE STATEMENT (website photo of blackboard) and choose to AGREE or DISAGREE (i.e., AGREE means you will be defending the Supreme Court of Canada DISSENTING Judge's position that a female witness must never be ordered to remove her niqab (religious face covering) while testifying at trial) (i.e., DISAGREE means you will be defending the Supreme Court of Canada CONCURRING Judges' position that a female witness must always be ordered to remove her niqab while testifying at trial). NOTE → students cannot take the MAJORITY position.
4. READ, STUDY, & TAKE NOTES on the Case Materials and Research Materials (on website) to assit in developing your position, arguments, and evidence.
5. WRITE your 1 minute, 2 minute, and 1 minute script based on your work in STEPS 1 to 4.
6. RECORD & SEND your 3 DELIVERABLES via email by the due date.
* Please do not hesitiate to contact me for ideas, clarification, and support if you choose to take on the culminating.
12 ECONOMICS CLASSROOM
Week of 23 to 27 March
2. Begin researching your Illegal Market Brief Project. See Illegal Market Brief Project Page for details and supports.
3. Read & study PART B → Macroeconomics content on the Unit 3 webpage. This includes: Patterns & Making Economic Meaning, Ten Indicators, Three Models, Fiscal Policy, and Monetary Policy. Check your understanding by reviewing and answering the questions in the following handout (note students already have a paper copy of this handout as part of the 4 macro handouts passed out in class).
Week of 30 March to 03 April
1. Continue studying for the Level 3 Government Intervention Scenario Test. Student Created Scenario Samples
2. Continue researching your Illegal Market Brief Project. See Illegal Market Brief Project Page for details and supports.
3. Continue studying PART B → Macroeconomics content on the Unit 3 webpage. This includes: Patterns & Making Economic Meaning, Ten Indicators, Three Models, Fiscal Policy, and Monetary Policy. Check your understanding by reviewing and answering the questions in the following handout (note students already have a paper copy of this handout as part of the 4 macro handouts passed out in class).
4. Work through the Overdose Documentary Activity.
VISIT → the content on the Unit 3 webpage (scroll down below the section on Monetary Policy to work with the materials under the section titled Macroeconomics Documentary Film Study.
VIEW the documentary with a view to cutting out and sorting into chronological order the core content covered in the documentary's analysis of the 2008 economic crisis. Students already have a paper copy of the key events. Link to PDF COPY.
A. COMPLETE → Film Analysis → PART 1 View & Sort Key Events Chronologically. As you watch the documentary, make notes according to the following 3 headings:
SUBMIT → Once your key events are sorted chronologically as suggested above, SUBMIT a photo of your work FOR PORTFOLIO by 03 April via email.
B. COMPLETE → Film Analysis → PART 2 Complete the Macro Analysis of the Crisis (students already have a copy).
PDF COPY → Macro Analysis Worksheet
SUBMIT
→ Once your key events are sorted chronologically as suggested above,
SUBMIT a photo of your work FOR PORTFOLIO by 03 April via email.
Week of 06 to 09 April
1. Continue studying for the Level 3 Government Intervention Scenario Test. Student Created Scenario Samples
2. Continue researching your Illegal Market Brief Project. See Illegal Market Brief Project Page for details and supports.
3. Continue Film Analysis → PART 3 Extend Your Macro Expertise by Critiquing the Central Bank's Role in the Crisis.
VISIT → the content on the Unit 3 webpage (scroll down to the materials labelled PART 3 under the section titled Macroeconomics Documentary Film Study. Read and study the blackboard images and map carefully.
COMPLETE → Conduct an analysis of the Macro Map that represents the business cycle macro model pre, during, and post 2008 economic crisis (students already have a copy). The map is a strong model to use because business cycles capture macroeconomic events in CHRONOLOGICAL order → make notes according to the following 3 Tasks:
SUBMIT
→ Once the tasks are complete SUBMIT your answers to task 1 & 2 and a photo of your map highlighted according to task 3 FOR PORTFOLIO by 09 April via email.
Week of 14 to 17 April
TASK → Prepare this week to write the Level 3 Government Intervention Scenario Test ONLINE this Friday 17 April from 1 p.m. to 3 p.m.
INSTRUCTIONS → You will have two hours to read, write, and submit your answer to a surprise scenario that I will post below. You may write your answer digitally or by hand and send your answer via email by 3 p.m. Keep in mind that sketching your solution is part of your answer. The scenario will be POSTED below at 1:00 p.m. This evaluation will not be included in the 23 April OUAC/OCAS mark transfer, but will be included as a 20 mark evaluation in calculating your final coursework mark at the end of the school year. To be clear, it will only count toward your final mark if it improves your mark.
BELOW IS A COPY OF THE 8 STEPS and MARK BREAKDOWN
THE SURPRISE SCENARIO POSTED HERE.
If you have already created and answered your own intervention scenario, you can submit it with your answer to the test scenario on Friday by 3 p.m. If you have yet to create a scenario, don't rush to do one by Friday, rather focus on the surprise scenario. Remember, any work submitted during the school closure, be it an evaluation or portfolio, can only improve your mark, not lower it. This means that opting out of work assigned during the school closure will not lower your mark.
Week of 20 to 24 April
Check out the Unit 4 Financial Markets webpage (LINK). Review the notes on the 4 Foundational Concepts of Finance, and the 10 Term Glossary (FM Glossary link).
This week, students will be working with SOURCE 1 → Episode 1 of the Documentary Meltdown: The Secret History of the Global Financial Collapse. Scroll down the unit page to the section titled SOURCE 1. You will find the link to the documentary (remember, you are only required to watch episode 1, approx. the first 45 minutes, although the whole doc. is fascinating). As you watch the episode, set up notes in the format pictured below. Leave space to make notes under each box as you watch. Each box corresponds to a chapter/location in the story of the 2008 financial crisis.
From your notes under each location in the episode, you will be writing a bottom line statement that captures the most critical point covered in that chapter. Put another way, what crucial piece of information did each chapter add to story of the crisis? This activity is called Bottom Line Up Front. It will help you reconstruct the crisis in an 8-point chronological story. Remember, the 10 Term Glossary of financial terms is very important to review, as these 10 terms are used throughout the episode.
Episode Chapters / Locations (in order of appearance in episode)
SUBMIT
→ Once your bottom lines for each location are complete SUBMIT them FOR PORTFOLIO by 24 April via email. Also submit one burning question that you have about the documentary material.
Week of 27 April to 01 May
This week, students will be working with SOURCE 3 → SHORT FILM The Crisis of Credit of Visualized. Scroll down the unit page to the section titled SOURCE 3.
You will find the link to the short film and some supporting notes. As you watch the short film, set up notes in the format pictured below. Leave space to make notes under each box as you watch. Each box corresponds to a key player in the story of the 2008 financial crisis.
From your notes under each player, you will be writing a bottom line statement
that captures their most critical contribution in the chain of causation of the crisis. Put
another way, what crucial role did each player play to
story of the crisis? This activity is called Bottom Line Up Front. It will help you reconstruct the crisis in terms of the role of credit. Once you have a bottom line for each player, write a few words on how the players connect to each other. Remember, the 10 Term Glossary of financial terms is very important to review, as some of these 10 terms are used throughout short film.
SUBMIT
→ Once your bottom lines for each player are complete SUBMIT them FOR PORTFOLIO by 01 May via email. Also submit one burning question that you have about the short film material.
LOOKING FOR EXTRA ENRICHMENT? → View the first 25:00 minutes of SOURCE 2 → Money, Power and Wall Street PART 1.
Check out the Unit 4 Financial Markets webpage (LINK) for a summary and supporting notes and focus questions.
Week of 04 to 08 May & Onward
Students Begin and Finish the Final Unit of Study → Unit 5 Economic Globalization
PDF COPY of Master Schedule
10 HISTORY CLASSROOM
Coursework during the school closure --
Week of 23 to 27 March
1. Lead Up to War Readings (after reading create a graphic organizer that captures the causes of the economic crisis and another one that captures the consequences --- see p. 256 Questions 1 & 2 for more detailed instructions). SUBMIT FOR PORTFOLIO by 27 March via email.
See link for graphic organizer ideas.
2. Did Canada Respond to Increased International Totalitarianism Readings (after reading answer Recall ...Respond ...Reflect Questions 1, 2, & 3 on p. 278). SUBMIT FOR PORTFOLIO by 27 March via email.
3. Complete your 3-way VENN on Nazism, Fascism, Communism by adding key points from the teacher exemplar linked here. SUBMIT A PHOTO OF YOUR VENN FOR PORTFOLIO by 27 March via email.
Link to The Strongmen Documentary (1930s) we watched to build the VENN diagram.
Week of 30 March to 03 April
4. Nazism Readings (answer Questions 1 to 9 on p. 52, complete Assignment 12 on p. 55, and complete Assignment 13 on p. 59). SUBMIT FOR PORTFOLIO by 03 April via email.
5. The Holocaust Readings (answer Questions 1 to 5 on p. 91, complete Assignment 20 on p. 93, complete Assignment 21 on p. 101, complete Assignment 22 on p. 105). SUBMIT FOR PORTFOLIO by 03 April via email.
6. The Holocaust & Justice Readings (write 2 questions you have about how justice was done for the Holocaust). SUBMIT FOR PORTFOLIO by 03 April via email.
Week of 06 to 09 April
7. Study the following PDF outlining the steps to war. Select the most significant step and justify. SUBMIT FOR PORTFOLIO by 09 April via email.
8. Nazi Germany Epilogue Readings (complete Assignment 23 on p. 111, complete Assignment 25 on p. 114). SUBMIT FOR PORTFOLIO by 09 April via email.
Week of 14 to 17 April
9. Nazi Propaganda Activity.
FIRST READ Document 1 (The Power of Propaganda Lesson Primer). Please read & study these 2 pages carefully.
SECOND READ Document 2 (The Power of Propaganda Lesson Activity). Please read & study these 3 pages carefully.
THIRD ANSWER the questions in Document 2 by order of colour --
Light Blue Questions (Step 1).
Light Green Questions (Step 2).
Light Orange Questions (Step 3).
Light Purple Questions (Step 4).
Light Red Questions (Step 5).
Light Blue-Green Questions (Step 6).
SUBMIT FOR PORTFOLIO by 17 April via email.
Week of 20 to 24 April
CATCH-UP / BREAK WEEK (students may use this week to submit work from previous weeks OR, if caught-up, focus on other courses).
Week of 27 April to 01 May
10. Visit the following link to view the documentary series Love, Hate, & Propaganda.
Watch Episode 2: Selling War (1939--1940) & Answer the Following Questions (LINK).
Watch Episode 3: Meet the Enemy (1941) & Work with the Following Document (LINK).
Week of 04 to 08 May
11. Visit the following link to view the documentary series Love, Hate, & Propaganda.
Watch Episode 4: Truth and Total War (1942--1943), Episode 5: Hiding the Horrors (1944--1945), & Episode 6: Changing the Story (1945). View the following LINK before watching each episode and answer the corresponding questions.
Week of 11 to 15 May
The Holocaust & WW2 Online Open Book Test will be posted Wednesday to Friday this week for students to complete. Note that this test can only raise not lower your course mark.
The test will be 10 Multiple Choice Questions and 10 Matching Questions.
The test content will come from the materials posted on the 10 HISTORY CLASSROOM (right above) from Week of 23 to 27 March to Week of 04 to 08 April.
TEST WILL APPEAR BELOW.
ANSWER KEY (copy the answer key into a new document, record your answers and share that document with Mark.Bauer@tdsb.on.ca) by the end of Friday 15 May 2020.
Volkswagen founder Ferdinand Porsche demonstrating a Volkswagen beetle (the "People's Car") to Adolph Hitler in 1938.
This portrait depicts Hitler as a messianic figure gazing toward a better future for Germany, with the Nazi flag billowing behind him. Der Bannerträger ("The Standard Bearer"), by Hubert Lanzinger, circa 1935.
Hermann Goring, a leader of the Nazi Party and one of the primary architects of the Nazi police state in Germany, sits as the most high profile Nazi accused of crimes against peace, crimes of aggression, war crimes, and crimes against humanity.
Week of 19 to 22 May
A shortened study of Unit 5 → 1945 to 1990 begins.
READ & STUDY → the introductory (handwritten in green ink) note
titled "The World Since 1945."
→ the section right below titled "The Korean War."
READ & RESPOND to the material under the title "Unit Readings" (top left side of the Unit 5 webpage).
→ LINK titled Cold War Myths (focus on the SEVEN MAJOR CONSEQUENCES OF WWII, U.S. Myths, and Soviet Myths).
→ LINK titled Cold War Timelines (FIRST TIMELINE by Region & Decade and SECOND TIMELINE by Decade and Topic). Write down 2 events from each timeline you would like to study in depth (SUBMIT by Friday 22 May via email).
→ LINK titled Cold War Introductory Package → ANSWER & SUBMIT by Friday 22 May via email the following questions -- → FOCUS QUESTIONS 1 to 4 (p. 139).
→ In Review Questions 1 to 8 (p. 151).
Week of 25 to 29 May & Onward
Modified Course Culminating Begins.
DELIVERABLES → Students individually create and submit three deliverables via email on Wednesday 10 June by 3:30 p.m. (NOTE the Culminating can only raise not lower student marks) (NOTE the Culminating is weighted as 10% of your final mark if you choose to complete it and it raises your final mark).
DELIVERABLE 1 → Research & Works Cited (2.5%).
DELIVERABLE 2 → Outline (2.5%).
DELIVERABLE 3 → Final Product (5%).
CULMINATING STEPS →
1. READ & STUDY the Culminating Instructions LINK (NOTE -- all Grade 10 History students are completing the same project).
2. COMPLETE PART 1 (SELECT YOUR THEME AND 3 HISTORICAL EVENTS, MOMENTS, &/OR
DEVELOPMENTS)
during Week of
25 to 29 May.
3. COMPLETE PART 2 (RESEARCH & WORKS CITED) during Week of 25 to 29 May.
4. COMPLETE PART 3 (OUTLINE) during Week of 01 to 05 June.
5. COMPLETE PART 4 (FINAL PRODUCT) during Week of 01 to 05 June & Week of 08 to 10 June.
6. SEND your 3 DELIVERABLES via email by the due date (Wednesday 10 June by 3:30 p.m.).
6. SEND your 3 DELIVERABLES via email by the due date (Wednesday 10 June by 3:30 p.m.).
* Please do not hesitiate to contact me for ideas, clarification, and support if you choose to take on the culminating.
TEACHER EXAMPLE OF HOW TO START THIS CULMINATING
FIRST → choose a THEME from the list in PART 1. For example, #5 French-English Relations.
SECOND → choose 3 EVENTS that are about your theme →
→ 1 EVENT before the end of WW2 (For example, the WW1 Conscription Crisis in Québec 1917).
→ 1 EVENT between the end of WW2 and 1982 (For example, the October Crisis in Québec 1970).
→ 1 EVENT after 1982 (For example, the 1995 Québec Referendum).
THIRD → decide which one of your events is a moment of JUSTICE, which one is a moment of INJUSTICE, and which one is a moment of CHANGE (For example, October Crisis = JUSTICE, Conscription Crisis = INJUSTICE, and Québec Referendum = CHANGE).
FOURTH → choose 1 HISTORICAL-CRITICAL THINKING TOOL as your culminating focus, i.e., Historical Significance, Continuity & Change, Cause & Consequence, or Historical Perspective (For example, Historical Significance of the 3 events about French-English Relations).
FIFTH → find your 6 RESEARCH SOURCES. This means 2 sources for each event (For example, 2 sources about the October Crisis and how it was a moment of justice and historical significance / 2 sources about the Conscription Crisis and how it was a moment of injustice and historical significance / 2 sources about the Québec Referendum and how it was a moment of change and historical significance). So, 3 events times 2 sources = 6 sources total.
SIXTH → complete your OUTLINE using your thinking, work, and research detail from STEPS 1 to 5.
SEVENTH → select the FORMAT of your FINAL PRODUCT (For example, a visual (text and image-based) timeline analyzing the historical significance of French-English Relations by detailing a moment of injustice (the 1917 Conscription Crisis), a moment of justice (the 1970 October Crisis), and a moment of change (the 1995 Québec Referendum).
EXTRA RESOURCES for the POST WW2 to 1982 Event, Moment, or Develpoment.
VISIT → the socialglobalstudies Unit 5 webpage (LINK). There are additional Cold War readings posted on the left-hand side of the Unit page (i.e., Cold War Flashpoints → Case Study Materials / Yugoslavia → Case Study Materials / The Cold War & Peacekeeping → Case Materials). Additionally, the Unit page has material on Syria and the Cold War, the fall of the Berlin Wall, and the October Crisis.
WATCH → Student who enjoyed the Love, Hate, & Propaganda WW2 series, the following is a link to the Love, Hate, & Propaganda series on the Cold War (LINK).
ADDITIONAL CANADIAN FOCUSED CONTENT POST WW2 to 1982
