Critical thinking narrows and creative thinking expands, but they must work in tandem for complex problem solving to occur.
Critical thinking narrows and creative thinking expands, but they must work in tandem for complex problem solving to occur.
QUAD 2 Virtual Class ZOOM Details
Meeting ID → 321 988 4579
Password → included in the pre-course email sent 21 Nov.
Contact Details
Contact Details
Instructor Email
Mark.Bauer@tdsb.on.ca
Mark.Bauer@tdsb.on.ca
Instructor Phone
416 393 1650 x 20085
12 ECONOMICS CLASSROOM SPRING 2020
SCHOOL CLOSURE
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.
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.
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.
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.
10 HISTORY CLASSROOM SPRING 2020
SCHOOL CLOSURE
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
