Thursday 30 January 2020
Tuesday 28 January 2020
Wednesday 15 January 2020
8B
Here are the last few chapters that will be assigned:
Chapter 16: Workers Demand Change page 262 1-4,
Chapter 17: Women Demand Changes page 282 1-4.
*Notes will be checked and their completion will be documented for reporting.*
Groups must present lessons next week.
Lesson Plan for Phase 3
List Members of Your Group:___________________________________.
List All the Materials:_________________________________________.
Be sure to have back up material just in case there are technological problems.
Write Down the Title and Chapter of Your Lesson.__________________.
Purpose: the purpose of this lesson is to explain the main ideas of chapter ___.
*Be sure students enter quietly, have their notebooks open, write down the date, stay on task, not interrupt, keep legible notes, participate, and engage themselves in the lesson.*
1) Write ahead of time all the main ideas of the chapter on the chalkboard. (There should be about five main issues.)
..............................5 minutes.
2) Using turn-taking, have each member explain your five main points in greater detail.
-----------------------10 minutes
3) Design an activity that each student or students can do in a group
------------------------20 minutes.
Create any of the following: any escape room scenario, scavenger hunt, board game, trivia game, Zut, wheel of fortune, boys versus girls, quiz, charades, headbands, around-the-world, hot potato questions, physically making something, recreate a chart, colour a map, draw a comic strip, create a crossword challenge, fill in blanks, true and false, and other activities that engage the class .
Here are some other suggestions: with information provided students must write a rap song, have students write a fictional historical diary entry, cut and paste clothes on figures, write two stories from two different perspectives in pairs, have students perform an improv skit on historical events, have them write out recipe from an overhead or projections, have students write jot notes from an approved historical documentary, have students enter a debate, have them create a poster with the main ideas and images and many other activities. have students listen to a podcast on your topic and make them take notes.
*Always have a finished product, clear steps and supervision for the students.
4) Review the main ideas.
--------------------------5 minutes.
5) Dismiss them and make sure they file out in a polite manner.
a) accuracy
b) originality
c) presentation skills (visual message, body language, eye contact, enunciation, pronunciation, and volume)
d) quality of work and content
e) a clearly written lesson plan /20 marks
Here are the last few chapters that will be assigned:
Chapter 16: Workers Demand Change page 262 1-4,
Chapter 17: Women Demand Changes page 282 1-4.
*Notes will be checked and their completion will be documented for reporting.*
Groups must present lessons next week.
Lesson Plan for Phase 3
List Members of Your Group:___________________________________.
List All the Materials:_________________________________________.
Be sure to have back up material just in case there are technological problems.
Write Down the Title and Chapter of Your Lesson.__________________.
Purpose: the purpose of this lesson is to explain the main ideas of chapter ___.
*Be sure students enter quietly, have their notebooks open, write down the date, stay on task, not interrupt, keep legible notes, participate, and engage themselves in the lesson.*
1) Write ahead of time all the main ideas of the chapter on the chalkboard. (There should be about five main issues.)
..............................5 minutes.
2) Using turn-taking, have each member explain your five main points in greater detail.
-----------------------10 minutes
3) Design an activity that each student or students can do in a group
------------------------20 minutes.
Create any of the following: any escape room scenario, scavenger hunt, board game, trivia game, Zut, wheel of fortune, boys versus girls, quiz, charades, headbands, around-the-world, hot potato questions, physically making something, recreate a chart, colour a map, draw a comic strip, create a crossword challenge, fill in blanks, true and false, and other activities that engage the class .
Here are some other suggestions: with information provided students must write a rap song, have students write a fictional historical diary entry, cut and paste clothes on figures, write two stories from two different perspectives in pairs, have students perform an improv skit on historical events, have them write out recipe from an overhead or projections, have students write jot notes from an approved historical documentary, have students enter a debate, have them create a poster with the main ideas and images and many other activities. have students listen to a podcast on your topic and make them take notes.
*Always have a finished product, clear steps and supervision for the students.
4) Review the main ideas.
--------------------------5 minutes.
5) Dismiss them and make sure they file out in a polite manner.
a) accuracy
b) originality
c) presentation skills (visual message, body language, eye contact, enunciation, pronunciation, and volume)
d) quality of work and content
e) a clearly written lesson plan /20 marks
Tuesday 14 January 2020
8A: Chapter 16: Workers Demand Change page 262 1-4, next Day 2.
Chapter 17 Women Demand Change page 284 1-4, the following Day 2.
Lesson Plan for Phase 3
List Members of Your Group:___________________________________.
List All the Materials:_________________________________________.
Be sure to have back up material just in case there are technological problems.
Write Down the Title and Chapter of Your Lesson.__________________.
Purpose: the purpose of this lesson is to explain the main ideas of chapter ___.
1) Write ahead of time all the main ideas of the chapter. (There should be about five main issues.)
..............................5 minutes.
2) Using turn-taking, have each member explain your five main points in greater detail.
-----------------------10 minutes
3) Design an activity that each student or students can do in a group
------------------------20 minutes.
Escape room scenario, scavenger hunt, board game, trivia game, Zut, wheel of fortune, boys versus girls, quiz, charades, headbands, around-the-world, hot potato questions, physically making something, recreate a chart, colour a map, draw a comic strip, create a crossword challenge, fill in blanks, true and false, and other activities that engage the class.
4) Review the main ideas.
--------------------------5 minutes.
a) accuracy
b) originality
c) presentation skills (visual message, body language, eye contact, enunciation, pronunciation, and volume)
d) quality of work and content
e) a clearly written lesson plan /20 marks
Chapter 17 Women Demand Change page 284 1-4, the following Day 2.
Lesson Plan for Phase 3
List Members of Your Group:___________________________________.
List All the Materials:_________________________________________.
Be sure to have back up material just in case there are technological problems.
Write Down the Title and Chapter of Your Lesson.__________________.
Purpose: the purpose of this lesson is to explain the main ideas of chapter ___.
1) Write ahead of time all the main ideas of the chapter. (There should be about five main issues.)
..............................5 minutes.
2) Using turn-taking, have each member explain your five main points in greater detail.
-----------------------10 minutes
3) Design an activity that each student or students can do in a group
------------------------20 minutes.
Escape room scenario, scavenger hunt, board game, trivia game, Zut, wheel of fortune, boys versus girls, quiz, charades, headbands, around-the-world, hot potato questions, physically making something, recreate a chart, colour a map, draw a comic strip, create a crossword challenge, fill in blanks, true and false, and other activities that engage the class.
4) Review the main ideas.
--------------------------5 minutes.
a) accuracy
b) originality
c) presentation skills (visual message, body language, eye contact, enunciation, pronunciation, and volume)
d) quality of work and content
e) a clearly written lesson plan /20 marks
Friday 10 January 2020
8B Lesson and Homework
Chapter 15: At the Turn of the Century
Friday, January 10th, 2020. Day 5.
Innovations of the 19th century include the following: canals, railways, telegraphs, telephones, the mass distribution of newspapers, early airplanes, bicycles, the light bulb, the phonograph, the tractor, the thresher, the steam engine, the car engine, the mass production of glass for windows, and textile machines.
- patent- the legal recognition of the inventor and who can make the product from five to seven years
- literacy rate- the percentage of people who can read in the population
- assimilate- people adapt or adopt a new culture
- residential schools- under the Indian Act, Natives lost their lands and rights; children were separated from their parents and housed in residential schools
- Industrial Revolution- physical labour is replaced by mechanized labour in the nineteenth century; more people move to cities and work in factories
- entrepreneur- someone who starts their own business with an original product and or service
- industrial heartland- an area devoted to factories or industries i.e. Sarnia, Ontario, was known as a chemical processing centre
- global economy- products and services are sold internationally
- A.E.A. ( The Aerial Experiment Association)-Canadian and American group that produced aircrafts
- Urbanization-people move from the countryside to the cities which grow in size; the first residential suburban communities were in the Don Mills
- head tax- a tax placed on Chinese people who worked on the railways to discriminate against their immigration; Sikhs were turned away from British Columbia
- curation-when somebody selects items for an exhibition
2. Compare and contrast the lifestyles between the rich of Canada and the poor of Canada in the 19th century. You may create a chart.
Rich Versus Poor Rich versus Poor
19th century
The rich had palace like homes or mansions. Their children and themselves had a lot material wealth and their children had access to academies, better living standards or a tutored education.
The poor did not have electricity, running water, living space, sanitary conditions, and other benefits. Alcoholism was another social problem, as well as inequalities between men and women. One hundred families controlled ninety per cent of the wealth in Canada.
20th century
Because of specialized jobs and factory work, there was an emergence of the middle class. Public schools were accessible to all. However, there still exists a large gap between those who have savings or investments.
3. Examine the latest technological innovations of the 19th century and the 21st century. Create a chart.
Life in 1900 Life Today
Home Life: kerosene lamps, light bulb *multi media, hand held devices...
Work Life: farm, factories or offices *people can work from home/less factories
Transportation: electric street cars, canals, & trains *hyper loop, cars, electric bikes
Communication:letters/telegraph/telephone *e mails/texts/internet/social media
Education: private *public schools
Industry: factories *technology, digital, and service sector
Leisure: board games, church, and toys *tik tok, video games, youtube
Homework: Chapter 16: Workers Demand Change
Page 262 1-4
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