Yay Mr. Ketchum!

Hi grade 12's,

Ok...so Mr. Ketchum has generously allowed us to have time during this Friday's Bible 12 block in the case that we need more time for presentations, which is great! It definitely helps to take some of the pressure off. This means that each group will have between 15-20 minutes to present their project.

We will only use the Bible 12 time in the case that we do not get through all of the presentations of Thursday- it's basically just our backup plan so that we can ensure that everyone has adequate time to present.

Three cheers for Mr. Ketchum! :)

~Mrs.T

Chapter III Quiz - Wednesday, December 11th

Hi everyone,

Just a reminder that you will have your Chapter III (WWII) quiz at the start of this coming Wednesday's class. The quiz will be on pgs. 79-99 in your students workbook. The quiz will be the exam same format/structure that you are used to (i.e. multiple choice, matching, true and false). The remainder of Wednesday's class will be designated to work on WWII project. 

~Mrs.T :)

Unit II Test - Thursday, November 14th

Hi grade 12's,

The prospective Unit II essay questions are as follows:

1) Identify and discuss the key elements that brought Benito Mussolini to power in Italy

2) How did Britain come to be the imperial power of the Middle East and India? Discuss the response of these nations to British rule

3) Evaluate the causes and overall impact of the Great Depression on the United States

The challenge to prepare for this exam will be slightly greater than last time as only 1 of these 3 question will appear on the actual exam. Your unit test will be next Thursday and as always, you will have the duration of the block to write it and the freedom to go into the lunch block if you need extra time.

Have a great weekend!

~Mrs.T

Story Tellers for Tomorrow's Remembrance Day Chapel

Story Tellers for Remembrance Day Chapel
(in order)

Red	Orange	Yellow	Green	Blue	Purple
Maddy Williams	Andre Darbinian	Jamie Ree	Carol Gwena	Luke Renton	Brooke Mothe
Rebecca Bogress	Riley Becker	Rachel Thain	Erin Filliol	Dan Erkau	Ally MacDonell
Emma Bleasdale	Linda Burger	Janica Grenier	Evan Leek	Chanha Lee	Farai Simbabure
June Lee	Justin Park	Danielle Stroscher	Hayley Bonner	Brittany Moorcroft	William Wang

Remembrance Day Chapel Facilitators

Hi everyone,

Just a reminder that you are responsible for one of the following roles for tomorrow's Remembrance Day assembly:

A) Opener
-Arranging students to sit in a semi-circle around the story teller's chair
-Introducing what we are doing in our small colour groups
-Introducing each of the 4 story tellers in your assigned colour group
-Assisting with transitionary questions at the end of prayer time

B) Closer
-Keep four story tellers on time
-Initiating buddy prayer time & providing guidance/instructions for what they might consider praying for
-Closing in prayer for the overall group
-Assisting with transitionary questions at the end of prayer time

Thanks everyone for all of your help!

~Mrs.T :)

Remembrance Day "Tell Me a Story" assignment criteria = due Thursday

Hi everyone,

Just a reminder that your Remembrance Day assignment is due on Thursday (excluding Ben and Brittany).

~Mrs.T

Remembrance Day Assignment

Tell Me a Story

Remembrance Day provides us all with the opportunity to be thankful for all the blessings and freedoms we are able to enjoy because of the sacrifices that so many have made on our behalf. As most of us have never known the hardship, loss, fear and sacrifice that are so often associated with war and conflict., it is right to take the time to express our gratitude in an attempt to convey our appreciation for what these individuals have done for us.

Sometimes it is difficult to grasp the sheer magnitude and scope of the sufferings of war as we go over statistics, numbers, facts and data, it is easy to loose sight of the impact that such events had on the actual people that endured them. Yet when we take a step back and take a moment to look into one person’s story- how their life was affected, their dreams, their family and loved ones, their hopes and values, we are able to gain a much deeper sense of appreciation for the meaning of sacrifice.

For this assignment, you are going to select a single photograph of someone that has been involved in conflict during the 20^th or 21^st. Using this photograph as your inspiration, tell us a condensed version of “their story” as you go on to explain what aspect of their experience compels and inspires you to remember. The photograph might very well be of an individual that you know (such as a family member), but it may also be of a stranger that you have never met but whose story you would like to uncover. The criteria for the assignment are as follows:

1.     Select a photograph of an individual

2.     Ascertain the necessary facts and information that will be needed to provide context to that individual’s story

3.     Write a thoughtful 300-400 word re-telling of that individual’s story, which include:

-Summarized description of their involvement in the particular conflict they were impacted by

-Conclude with what elements of this individuals story compel you to remember; why is their story meaningful or important to you?

4.     Using the template provided (see next page),  type out your good copy of your individual’s story, while inserting your selected photograph into the top of the document. It must fit on 1 single page.

5.     Print off 2 good copies in black and white to your teacher by the assigned due date 

*Please ensure that all images, content and word choices are age appropriate for K-12, as Remembrance Day chapel is an all school chapel

            It is important to put  forth the necessary time effort into producing a high-quality end product as each of you will be sharing (reading) your story to a small group of WRCA students (approximately 20-25 students) in next week’s coming Remembrance Day chapel. Please put your best foot forwards and shows leadership as the senior Social Studies and History students in the school- we want to do these people justice to the best of our abilities.

            Thank you for your help and involvement in making this Remembrance Day’s chapel meaningful- we look forwards to hearing about your chosen individual’s stories!

~Mr. Hickey & Mrs. Teichrob 

SAMPLE            SAMPLE            SAMPLE            SAMPLE            SAMPLE            SAMPLE           

            My grandfather, Howard Campbell Good was a young husband to Rose Elizabeth and new father to a tiny, newborn daughter, Sherrie, when he received the call to come and serve his country during the latter half of the Second World War. Both Howard and Rose had fears about what this call for service could mean for their family; Howard was greatly troubled with the prospect of leaving behind his young family and wondered if he would see them again, while Rose was scared to see the love of her life leave, uncertain if they would ever see each other again.

            Yet though it all, as believers they decided to place their trust in God, resting in the assurance that he would provide and care for them. Howard’s training began by serving as a cook in the local Prisoner of War camp, which was located in Lethbridge, Alberta. Howard knew that he could be sent overseas at any time but was open to discovering how God was planning to use him in the POW camp in the meantime.

            Even as a believer, Howard found it to be tremendously difficult to view many of the prisoners with the same love and compassion that he knew Christ did, as the majority of them were considered to be his “enemies”. Howard committed this personal struggle to prayer and with God’s help, was able to minister to and even befriend a number of the prisoners, forming friendships that lasted even beyond the war.

            Howard served faithfully within the camp, and was never called into active overseas duty as the war ended before he was called up. He returned home to his wife and daughter, grateful for God’s hand of protection and provision for both he and his family. This story inspires me to “remember” because my grandparent’s faith in times of uncertainty helps me to realize that I need to put my trust and confidence in God’s provision more than I do. I am also inspired by the way in which my grandfather asked for God’s strength and help to overcome the unforgiveness and prejudices that he was wrestling with in terms of how he viewed his enemies. It is a lesson to me that regardless of the circumstances, we are to strive to view others as Christ sees them. If we were all able to do this, we wouldn’t have wars to begin with.   

Extension for Grapes of Wrath - Due Thursday

Hi everyone,

Just a little FYI that you have been given an extension for your "Grapes of Wrath" movie review assignment, which will be due on Thursday of this week. Please note that this is the same day that your Remembrance Day assignment will also be due- so yes, you will have two things due on the same day as a result of your extension. Prepare for this and plan your time accordingly.

Thanks,

~Mrs.T

Clarification for Grapes of Wrath Movie Review

Hi everyone,

Just to answer a few questions that seem to be surfacing re: The Grapes of Wrath movie assignment...

-For this assignment, there will footnotes required in Chicago style

-You DO need to read through the US section of your textbook to complete the assignment as the whole point of the task is to identify/compare/contrast the themes within your workbook to those that are found within the film

-Organize the essay however you deem fit and most logical. As with any other written assignment, you must have a clearly defined thesis statement that provides organization for your entire response. Other than that, it is entirely open-ended in terms of how you go about doing that.

-If you are having trouble finding the film online, check out the following links:

http://viooz.co/movies/9689-the-grapes-of-wrath-1940.html

https://hdreelz.com/Registration?&theme=tiger&a_aid=516c138c3179e&a_bid=72491354&chan=&pubid=&sid=&clickid=&subid=&g=2b0924fba473709d8ff1fb07872a63c1&

http://www.tubeplus.me/movie/544493/The_Grapes_of_Wrath/

Good luck!

~Mrs.T

History 12 due dates for next week - 28th to 1st

Hi everyone,

Just a reminder that you have the following items that will be due next week:

1) Quiz, Monday October 28th, pgs. 47-62 (mid)

2) If you have access to a laptop that has access to WRCA's wireless network (internet access), please bring it to Monday's class!

3) Grapes of Wrath Movie Review, Wednesday, October 30th

Thanks & have a nice weekend!

~Mrs. T :)

Grapes of Wrath Assignment - USA & Great Depression/1930's

Hi everyone,

Just a reminder to please, finish watching the "Grapes of Wrath" (which we began during Wednesday's History class if you were missing). This assignment will be due on Wednesday, October 30th of next week. The film is available to watch on CDN Netflix as well as number of other free online sources (you will have no trouble locating it!). The assignment criteria for the film is as follows:

The Grapes of Wrath Movie Review

“Set during the Great Depression, the novel focuses on the Joads, a poor family of tenant farmers driven from their Oklahoma home by drought, economic hardship, and changes in the agricultural industry forcing tenant farmers out of work. Due to their nearly hopeless situation, and in part because they were trapped in the Dust Bowl, the Joad family set out for California. Along with thousands of other "Okies", they sought jobs, land, dignity, and a future.”

For this assignment, your task will be to identify which concepts of the Great Depression are conveyed through the film, “The Grapes of Wrath”. Using your student workbook as a guide to help you identify key terms and concepts, watch the film with a critical eye in order to help you recognize how the concepts discussed in your book manifest themselves throughout the film.

The assignment will be assessed according to the standard written response rubric that has been consistently used throughout the course. In order to do well on this assignment, please ensure that your response meets the following criteria:

·      Typed in WRCA format

·      Approximately 750-1000 words in length

·      Thesis statement

·      Use of student workbook vocabulary words throughout

·      Frequent usage of quotes and specific references from the film

Whoever can find this film gets an A in History 12!

JK

:)

But it WILL be a good prize! :) So the film we're trying to track down is called "Lesson plan: story of the third wave". It is a documentary that was made in 2010 and the movie cover is as shown below:

The link for more info on the film can be found at Amazon at http://www.amazon.com/Lesson-Plan-Story-Third-Wave/dp/B009O8HWI2 

If we are to weave this into the course, than I would need access to the film by no later than the end of the week. Fingers crossed...come on you computer wizards! 

~Mrs. T :)

Potential Unit I Test Questions - MONDAY

On your exam, 2 of the 4 options (as seen below) will appear as themes to write on. You need to prepare for all 4 essay topics.

 Identify and discuss the economic effects of the First World War

Compare and contrast Trotsky, Lenin and Stalin’s attempts to implement communism in Russis/U.S.S.R.

Explain the primary causes responsible for the collapse of the Tsarist government and Russian Revolution while considering the role that Marxist ideology played

Evaluate the outcome of the struggle between the realists and idealists at the Paris Peace Conference

~ Mrs. Teichrob

Paris Peace Conference Notes

Dash (-) in front of a point means that the issue/point was raised by that particular country

Asterisk (*) in front of a point means that country challenged another country on that particular issue

Resolution/final outcome of treaty can be found under "Resolution" section located at the bottom of the spreadsheet

Austria-Hungary	REPARATIONS -equal reparations according to %	LAND -any land that has been conqured during smaller wars should be kept -original pre-war borders should be returned/kept *US-balkans should not be independent/not politically stable. Should remain under control. *Would split up into Austria Hungary yet retain control over Serbia *not prepared to give them independence	ARMAMENT -based on population -same weapons *none *questions directed to US re: proposal for India to be self-governing
France	-everyone should pay a % of overall wealth (8%) -central powers should pay 10% -Germany & Austria-Hungary should accept war responsibility -Repayment can be made in resources *10% would go to replaying the US -1/2 debt to be repaid to US with reparations over course of 50 years, the remaining maximum 100 years, with increasing interest rate	-colonies – burden on the countries economy, should be given political autonomy -Give political autonomy to their colonies in Ottoman empire -Feel Ottoman empire should be returned to them/Germany has Tsar/could be dangerous for them to have both (only happened 40 years ago) -Most people in the region still identify themselves as being French -Tsar should be given over to the LOL to distribute the coal to Germany as needed (no to be trusted) *Taking away a portion of your land (Ger) /should give back Alsac and lorrain (5x greater loss) *Tsar should not be independently held by Germany, but should be allowed to access the resources of	-no decrease in armies -Germany has limit in army size (need limit) *US- Ger is responsible to have a larger army than Britain and France *continued to challenge
Germany	-Because Alsac and Lorraine has already been taken away, that should be payment enough -8% as suggested by France	-colonies should stay under control of nations as finished post-war -what are the motives to strip/take away land from one country/aggressor nations -taking too much could result in future problems/offences/consequnces *Taking the Tsar valley is more of a political offence than of actual strategic value. What is the value of the LOL taking control over the Rhur? *Is the humiliation worth it? *Alsac and Lorraing was given to Germany in fair reparation negotiations *France- contradictory statements questioning the distrubution of coal if Tsar is under the control of the LOL	-no limits on specific countries based on fault or involvement/role *US – equal opportunity for all to defend? *countries are not in the position to have self-determination *could plausibly lead to another war *could mandates be considered *what is the extent of enforcement to ensure loyalty? (US) *continued to question formula for colonial self-determination (US)
Britain	-Every country that took part in the war will contribute a % of their overall annually wealth -post-war wealth amount calculated after damages -sliding scale of reparation payments to be decided by LOL *How does US propose to reply loans (gradually) over the course of 50 years	-borders of colonies pre war should not be reconsidered (Alsac and Lorraine should be returned to France) -colonies should remain in present control (India) -if a country is economically stable enough, they should have the ability to govern on a local level -No further expansion of colonies/imperialism (to be internationally enforced with sanctions) *Appreciate India’s loyalty but want to maintain control *Taking Tsar in LOL control- not to punish Germany but to everyone’s advantage	-size should only reflect national defence -no chemical weapons *no concerns *colonies should be self-governing *current colonies that are under the control of another country should remain so with military posts in the nation for purposes of defence
India	-Every country that took part in the war will contribute a % of their overall annually wealth	-Seek independence -No representaion locally, -Jewel in the crown -Independence, but would still maintain ties of loyalty	-national defence -destruction of chemical weapons *no questions *no comments/feedback while discussing India’s independance
Ottoman	-Every country that took part in the war will contribute a % of their overall annually wealth -post-war wealth amount calculated after damages (included resources, resent economic state) -sliding scale of reparation payments to be decided by LOL -join war based on defense so they should not pay the same amount as “aggressor” nation	-Colonies pre-war should remain under current current control but should be guided by others -Colonies should remain under the control of the country that governs them -Independence granted according to self-sustainability/economics needs -Alsac and Lorrain should be returned *France/US proposed that Tsar should be under the control of the LOL/ not stable and no real way to enforce what is decided. What specific nationality would the people in the area? Whose control would it be under? German control- resources are the only thing that is monitored. Control would be phased out over time. To be monitored by economic sanctions	-remain at current size (able to defend national interests) -no rebuilding -disposal of chemical weapons (to be enforced with economic sanctions) *US – Britain controls many colonies – would what you suggest apply to all of their colonies as well *questioning independence/loyalty = contradiction to US *how would you ensure loyalty
Russian	-Every country that took part in the war will contribute a % of their overall annually wealth, taking into consideration property damages -Should be given $ reparations instead	-Germany and France should make agreement (60/40 split) -Russia has a say in how Polish corridor is goverened -Austria Hungary should be divided into independent Austira and Hungary -all of the land taken from turkey should be returned to -Tsar is not totally reliable to entrusted into care of LOL *Feels Aus-Hung should not retain control over Serbia because Russia has stronger cultural ties to Bosnia than A/H *Russia wants to take over Serbia	-arms reduced (especially England-air, naval) -rebuilt according to population, land mass -agressors should be rebuilt/stripped/taken away entirely *Addressing US – they have suffered harsher losses than other participating countries *Think they should be able to rebuild *Have no land damage during war
US	-pool together %10 of their resources to rebuild -France and Britain to repay all loans -France, brit and Russia to pay 1/2 debt to be repaid to US with reparations over course of 50 years, the remaining maximum 100 years, with increasing interest rate -Every country that took part in the war will contribute a % of their overall annually wealth, taking into consideration property damages (6/8)	-self-determination for all colonies -national groups should be allowed to form their own nation states -poland should be given land and territory (Balkans own, Turkey & poland) -tsar – LOL -Alsac & Lor returned	-reduced to lowest point until able to nationally defend -according to population *struggled to defend based on population-not strong logic to defend *willing to go forwards on a “gamble” *permission for British colonies to defend (self-determination). Colonies are included in Britains population. Colonies have their own independent army *want equal standards for everyone *Want everyone to have their own army
Resolution	-Russia should have to pay portion of France/Brit war reparations (5/8) -Ottoman has less responsibilith than “aggressor nations” (5/8)	-pre-war border stand (2/8) -All pre-war same except Alsaca & Lor (5/8) - post war colonies remain under control of current nation (exceotion france returns colonies to ottoman- eastern borders)(6/8) aust-hung separating into indep.nation (5/8) -Tsar will be under control of LOL (5/8) -India control & independence (5/8) -No further colonial expansion (6/8) -Armenian territories to be returned to Russia that were taken during Armenian genocide (3/8)	-0 tolerance for chemical weapons (7/8) -economic sanctions (7/8) -armanaments reduced according to pop (3/8) -agressors stripped (0/8) -armamanets rebubilt according to population (1/8) -land mass (1/8) -national defence (7/8) -colonial outposts for defence (7/8)

Online Movie Link for Paris 1919 - Due Wednesday

http://ww3.tvo.org/video/167453/paris-1919

Quiz will be tomorrow (Wednesday) but pgs. will be reduced

Hi everyone,

So yes, you will be having your History 12 quiz tomorrow (Wednesday's class), but the testable pgs. will only be from 3-22 (top) in your student workbook. The format of the quiz will be multiple choice, matching and true and false.

~Mrs.T

Homework Due for Monday, September 23rd

Hi everyone,

Just a reminder to please have the following due for Monday:

• Students will read pgs. 18 (mid) – 25 (bottom) for Monday
• Students will complete Falk exercises #12 & 13 for Monday
• Students can expect to have a quiz mid-week next week (Tuesday or Wednesday) on pgs. 3 – 29 (top) in their student workbook. 

Thanks and have a great weekend!

~Mrs. T :)

Paris Peace Conference - Friday, September 20th

Hi everyone,

Just a reminder to please, have all of your notes handy for tomorrow's class. I will collect them at the end of the block. Just a reminder that you are free to have any/all resources at hand throughout the course of the conference.

Prepare well tonight- really looking forwards to it!

~Mrs. T :)

Homework due for Wednesday, September 11th

Hi everyone,

Just a reminder that you need to please have two countries 1) researched in their entirety 2) presentable in a hardcopy fashion of your choice

Homework for Monday

1. Read your country's assigned information

2. Answer your country's 3 questions in point-form (located at the end of each country's assigned reading)

3. Read pgs. 3-6 (WWI background information) in your simulation booklet

4. Read pgs. 9-18 (mid) in your Student Workbook (SWB)

Thanks & have a great weekend!

~Mrs. T :)

Great War Simulation - Group Assignments

Austria-Hungray - Emily & Erin

France - Janica & Brittany

Germany - Rachel & Kayla

Great Britain - Mitchell & Linda

India - Will

Ottoman Empire - Dan & Andrew

Russia - Andre & Ben

United States - Becca & Ally

History 12 Course Outline

History 12

Mrs. L.  Teichrob

Available by appointment

Why Study History?

History is our window into the past. It is our key to understanding the present.  It is our predictor for what is to come in the future.

History is our laboratory. Its data serving as vital evidence in our quest to contemplate and analyze how societies function, a necessity we require to determine how to run our own lives.

Historical literacy molds citizens. It provides us data about our problems, motives and values by giving us international and comparative perspectives that are essential for responsible citizenship.

Historical thinking promotes healthy habits of mind. Through the study of history, we learn invaluable skill sets such as observing, searching, exploring, questioning, uncovering, predicting, reconstructing, analyzing, reflecting, weighing, determining, challenging, defending and philosophizing.

History provides us with a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows us to test our own moral compass, to hone it against some of the real complexities individuals have faced in difficult settings as it teaches us “by example”. 

History is captivating. We are enthralled by stories that draw us inward, telling us of tales laced with triumph and tragedy, victory and defeat, loyalty and betrayal and good versus evil. Such stories resonate deeply within our souls as we seek to understand the capability of humanity, both good and bad.

History well told is beautiful. Skillful writing, vivid imagination, meticulous description, time travel and the art of masterful storytelling, allure us as they invite us to appreciate and admire the beauty of human life.

History is a guiding compass in our lives, impacting the choices you’ve made in the past, are making in the present and will make in the future.

Think about it.

If you are a Christian, you base your entire life- your choices, beliefs, motives, direction and purpose around the fact that a single individual lived more than 2000 years ago. You live you life according to the teachings found within a volume of ancient literature- a compilation of primary and secondary historical documents. Your eternal destiny is forever changed because of the acts of a single person who walked the earth centuries ago, changing the course of human history. Your life is shaped, molded and driven by history every single day (whoa…mind = blown).

Besides…studying history is fun.

                                                                                                                                               

Welcome to History 12! We are about to embark on an exciting journey together, one that has potential to teach you practical, hands-on and relevant skill sets that will be transferable regardless of where life’s journey takes you. The objective of History 12 is to develop historically literate learners that will equipped to make informed, competent and faith-based judgments about historical events of the past and social issues of the present day. In this course, students will be taught foundational “historical thinking” concepts, providing them with a deep understanding of the framework that will shape the manner in which they study history and engage with historical texts and artifacts. The historical thinking concepts that will be emphasized in the course will include but are not limited to:

·      Establishment of historical significance

·      Use of primary source evidence

·      Identification of continuity and change

·      Analyzing cause and consequence

·      Taking historical perspectives

·      Understanding the ethical dimension of historical interpretations

Students will build upon the knowledge and skill-sets acquired in Social Studies 9 to beginning with an exploration of Canada from 1815, spanning until 1914.

Course Themes

1.    Conflict and Challenge: The World of 1919

·      Significance of nationalism and imperialism

·      Participants and outcomes of the Paris Peace Conference

·      Major components of the Treaty of Versailles

·      Reallocation of territories

·      Creation of successor states

·      Mandate system

·      Social, economic and political impact of the First World War

·      Causes and effects of the 1917 Russian Revolutions

2.    Promise and Collapse: 1919-1939

·      Principles of fascism, communism and democracy

·      Conditions that led to the rise of Mussolini and fascism

·      Events, policies and methods that solidified Mussolini’s power

·      Factors that led to the rise of Hitler and the Nazis

·      Key features of Nazism

·      Events, policies and methods that allowed Hitler to establish a dictatorship

·      Events, policies and methods that allowed Stalin to gain and maintain control

·      The relationship between colonial rule and nationalism in the Middle East and on the Indian subcontinent

·      Social and economic developments in the United States during the 1920’s, including conditions of and responses to the Great Depression

·      America’s policy of isolationism

3.    Turmoil and Tragedy: 1939-1945

·      Appeasement and the failure to achieve collective security during the pre-war period

·      The nature of democratic and totalitarian states and their impact on individuals

·      Causes of the outbreak of World War II in Europe and the Pacific

·      Key military events in Europe, North Africa, and in the Asia-Pacific

·      Japanese imperialism in the Asia-Pacific region

·      Impact of “total war” on society

·      Development of technology and mass communication prior to and during World War II

·      Nazi implementation of racial policies

·      The historical significance of the Holocaust

·      Allied war-time conferences

·      Post-war realignment of world power

4.    Transformation and Tension: 1945-1963

·      Causes of the Cold War and the various forms of superpower competition

·      The division of Germany

·      Soviet sphere of influence and American policy of containment

·      Key events of the Cold War

·      Emergence of the People’s Republic of China

·      Territorial changes in the Middle East

·      Arab nationalism

·      Nationalism and decolonization of India and Indochina

·      Partition of Vietnam

·      The global trend toward economic integration after 1945

·      Social and economic consequences of the nuclear arms race after 1945

·      Anti-apartheid movement in South Africa

·      The role of the United Nations in advancing international cooperation

5.    Progress and Uncertainty: 1963-1991

·      Conflicts in southeast Asia, Afghanistan, and the Middle East

·      Factors ending the Cold War

·      Reasons for the decline of communism in the USSR and Eastern Europe

·      The dissolution of the Soviet Union

·      Détente

·      Impact of nationalism in the events of the late 20th century

·      Influence of public opinion on national policy

·      Influence of women in political and economic affairs

·      The Cultural Revolution

·      China under Deng Xiaoping and it’s changing relationship with the West

·      Identify the ways in which competition for resources affects relations between nations

·      Effects of computer technology on society

Expectations

·      Please arrive to class on time

·      Please come prepared, bringing all course-related texts and materials to each class

·      Please be respectful to the teacher, your peers and the classroom

·      Please check the blog on a daily basis by going to http://wrcahistory12.blogspot.ca where blog posts will be made shortly after school each day and when applicable, assignments will be uploaded onto the blog in downloadable PDF files.

·      Please be responsible and take care of hard copy assignments that are given out in class, as you will only receive one copy. In the case that you have misplaced your assignment, you will be responsible to go to the blog and print off a new hard copy for yourself

·      Please have your homework ready to be handed in at the beginning of class in hardcopy format

·      Please take initiative to find out if you have missed assignments and find out what their due dates are in the case that you have been absent. This is your responsibility.

Student Workload

History 12 is an academic course, which means that you will have a challenging workload. A significant amount of reading, writing and research will be required on an on-going basis.

·      You can expect daily homework assignments

·      You can expect daily reading assignments. It is essential that you do not get behind in your reading or it will be extremely difficult to get caught up.

Required Supplies

These following supplies are required for every class:

·      Appropriate writing supplies

·      Binder and paper

·      History 12 Student Workbook

Evaluation

Tests                                     40%

Quizzes                         20%

Assignments                        40%

Course Schedule

1.    Conflict and Challenge: The World of 1919, (September 3 – October 18)

·      Quiz – Tuesday, February 12

·      Unit Test – Monday, February 18

2. Promise and Collapse: 1919-1939, (October 21 – November 29)

·      Quiz – Friday, March 1

·      Unit Test – Monday, March 11

3.    Turmoil and Tragedy: 1939-1945, (December 2 – 19, January 6 – 29)

·      Quiz – Wednesday, April 10

·      Unit Test – Monday, April 22

4.    Transformation and Tension: 1945-1963, (TBA)

·      Quiz – Wednesday, May 1

·      Unit Test – Wednesday, May 15

5.    Progress and Uncertainty: 1963-1991, (TBA)

·      Quiz – Wednesday, May 29

·      Unit Test – Monday, June 10

6.    Trends Since 1945 (TBA)

*Please note this course schedule is tentative and subject to change with sufficient notice given in advance