Causes of the Great Depression

http://www.yesnet.yk.ca/schools/projects/canadianhistory/depression/depression.html

View the following link and read about the Causes of the Great Depression.

Read Chapter 8

Complete the word charts about this chapter.

List of Canadian Traded Companies on TSX

http://www.investcom.com/page/mvtoronto.htm

#5 P.116 The Stock Market Crash of 1987

Read the following article about the stock market crash of 1987.

http://www.marketoracle.co.uk/Article37178.html

Oct 29-Nov 2

Chapter 7- Government and the Great Depression, PP. 100-116

#1, 2, 4 and 5

Website Review: wwwtmx.com

Locate five businesses (Canadian) that are traded on the Toronto Stock Exchange.  One company for each of the sectors below:

Mining Company
Energy Company
Technology Company
China
United States

Use Google search engine to find examples of company's.

Track the stock for one week using the following chart:

Company Name      Day 1   Day 2  Day 3   Day 4  Day 5
______________________________________________
 Ford Auto              $35.00

Oct 22-26

Chapter 7 Canada and the Great Depression

Read and fill out the word charts you were assigned for the course. 

Knowledge and Understanding con't on Wed Oct 24, 2012;

Unit Test on Friday Oct 26, 2012
Chapters 5 and 6.

WW1 Artifact Presentation Notes

Mr. Stewart’s WW1 Artifact Presentation

Name of Artifact

 Artillery Shell.  Used in a breach gun. Travel 5-6 km. Blows up in the air.  Located in farmers fields.   Made from Brass.                              

Significance: Many shells are still located on farmer’s field in Belgium and France.

Number of Artifact

001

Name of Artifact

Gas attack alarm used to wake up soldiers sleeping in the trenches. Germans, British and Canadians used them.

Name of Artifact

Trench Periscope used to see over the trenches to avoid being shot in the head. German manufactured.

Name of Artifact

Spoons and Forks belonging to soldiers.  Many soldiers consumed non-perishable goods and required these foods on the go. 

                                                       

Name of Artifact

Trench Shovel used to dig trenches and repair.  Trench Shovel was also used as a pic and weapon.  

Name of Artifact

Trench Club purchased in South Africa.  Purchased for 200 Cdn dollars.  Used to hit someone in the head.  Used to knock out an enemy for purposes of interrogation.

Name of Artifact

Bonnet located on the end of a gun and used for one to one combat.  Run, thrust, pull and remove. If the dagger would get stuck a soldier would fire the gun to remove.

Name of Artifact

Soldiers Bible. Every soldier had one as standard issue. Some were made from metal which were kept in the soldiers pocket. Sometimes the location of the bible would deflect a bullet.

Name of Artifact

Brass Tin Box mailed to soldiers from home.  Purchased in the store and mailed to soldiers.  Inside the tin were cookies or biscuits. 

Name of Artifact

Princess Mary Gift to Soldiers- Tin Box with message and cigarettes with loose tobacco.

Name of Artifact

Bullet Pencil used to write letters back home.  A novelty item.

Name of Artifact

Personal Medical Kit with iodine and morphine.

October 17 Questions

Tom Longboat and Canada's Aboriginal People in the 1920's

1. List three specific accomplishments by Tom Longboat in his life:

 

2. Explain the meaning of the following terms:

a. Status Indian - b. Assimilation - c. Residential schools -

 

3. List four problems faced by Canada's Aboriginal peoples in the 1920's.

 

4. In an April 1997 letter to the Minister of Indian Affairs and in a May 2001 letter, the Canadian Catholic Bishops supported a Lands Claim Commission and the promotion of social justice for and with Aboriginal peoples. They also called for measures to protect and promote the inherent rights and dignity of Aboriginal peoples. See "Public Statements of the Canadian Conference of Catholic Bishops" at http://www.cccb.ca. Keeping in mind the teachings of the Catholic Church, describe three things that you believe can be done to help Canada's Aboriginal peoples today. Please complete this activity on a separate page.

 

 

Politics and Life in the 1920's

1. Who was the first woman to be elected to the Parliament of Canada? List three of her accomplishments.

2. List the two Canadian Prime Ministers from the 1920's. Which of the two was Prime Minister for most of the 1920's?

3. The widespread sales of cars in the 1920's had a very large impact on the Canadian economy. List five parts of the economy that were affected by cars and explain how in each case. For example, employment in glass manufacturing plants increased because there was an increased need for glass as more cars were manufactured.

4. Go to http://www.hfmgv.org/exhibits/showroom/1908/model.t.html and read about the Model T Ford car. Click on "Advertising" and read about advertising for the Model T in the 1920's. Describe two types of advertising used to sell the Model T in the 1920's.  Or locate a relevant website of your own.

Explain the meaning of the following:

a) Assembly line - b) Branch plants - c) Prohibition -

6. Name four Canadian cars in the 1920's.

7. Identify Cairine Wilson and Fanny Rosenfeld.

8. Explain the difference between prohibition in Canada and prohibition in the United States in the 1920's.


**Answers to these questions are to be completed for homework and will be discussed and evaluated on Friday Oct. 19, 2012**

Assignment 6 Example

CHC2P1

Consumer Goods of the 1920s

Submitted by: Student Name

Submitted to: Mr. Bilotta

Date Due: Oct 16, 2012

Introduction/Thesis Statement

      The 1920s in Canada represented a good time for consumers because people had access to goods like radios, telephones and the automobile.

      The radio was invented by……

      In addition to the radio, Canadian enjoyed using the telephone……..

      Consumers who could afford it enjoyed the automobile…….

     In conclusion, inventions during the 1920s introduced much change for society.

Reminder Oct 17, 2012

Quiz about Chapter 6-The Roaring Twenties: Politics and Life

Use your notes from Oct 15-16 to prepare and study for the quiz.

Format of the quiz involves short fill in the blank questions and True or False responses.

Please remember to bring in your Assignment 6 rough draft for peer editing.

Quiz Reminder-Special Presentation

Short Quiz on Wednesday Oct 17th, 2012

Knowledge/Understanding about Chapter 6

Format
Short Answer
Multiple Choice
Fill in the blanks

Mr. Stewart will come to class on Thursday Oct 18 to demonstrate his WW1 artifact collection

Oct 15-19

Continue reading Chapter 6

Chapter 6 Assignment- Pick one question and respond.  Rough Draft due today.  see last weeks blog entry for handout and instructions.

Chapter 6 Summary Sheets- due today!

Oct 11-Chapter 6 Assignment

Chapter 6 Assignment

(Communication   25 Marks)


1. Consumer goods are goods that are bought by people for their personal use. The car and the radio were new consumer products in the 1920's. What are some new consumer goods made available in your lifetime? What is one of your favourite consumer products today? Explain why.

2. In the 1920's, the United States influenced Canadians in the areas of industry and entertainment. Explain how the United States influences Canadians today. Give some specific examples. Give your opinion of American influence.

3. In the 1920's, governments in Canada and the United States decided to prohibit the use and sale of a certain product -- alcohol. Today, the government of Canada prohibits or limits the sale of certain products. What are these products, and why are they prohibited or limited in their use and sale? Give your opinions on this issue.

Title Page, 1-2 pages typed, double space and in paragraph Form. 

Hints: Use your textbook reading of Chapter 6, online resources to find real world connections!

Due Monday Oct 15, 2012 (Drop Box or Email)

Reminder:  Chapter 1-5 Timeline is due on Friday Oct 12, 2012

Canada and the World-News Examples

Follow the following links and read the articles for knowledge and understanding. Canada is still dependent on its territory and relationships with other countries.

http://news.nationalpost.com/2012/10/04/concern-that-first-nations-will-be-used-as-pawns-as-former-chief-to-meet-iranian-leaders/

http://news.nationalpost.com/2012/10/04/canada-poised-to-claim-ownership-of-vast-underwater-territory-bigger-than-quebec/

Chapter 1-5 Timeline Example

Chapter 1- 5 Timeline

Step 1

Statement:  As a nation, Canada has been influenced over time by demands on (a) territory, (b) its people and (c) military triumphs.

Step 2-Prove this statement above using a time line of historical events and arguments.

1900                        1905          1910            1914         1917         1919            

        

______________________________________________________                    

        Wilfrid Laurier and Clifford Sifton 

                                                      WW1          Vimy Ridge      

American Expansion

  Alaska Boundary Dispute

     Immigration

      Doukhbours

Step 3- Provide a color legend to represent each example. Blue for Territory, Green for People and Yellow for Military.

Oct 9-12

Task: Create a time line using Chapter 1-5 of your textbook readings.  Come up with a statement such as the example used in class and use a time line of events to prove an argument.

Statement: Since the 1900s, Canada has been a nation influenced by it's territory, it's people and military triumphs.

1900___________________________________________________________1919
      American Expansion                         Sir Wilfrid Laurier                      Vimy Ridge

Provide a legend at the bottom of your timeline using color to measure your argument.

Another example using a word processor will be used next class.

Due Friday.  Total Marks 100.  Communication/Application

Chapter 6 Reading and summary due Friday.

Oct 1-5 Summary

As a whole class we completed viewing the media film entitled WAR HORSE. 

Student Task:

Respond to the BLOG posting if you were to be any type of horse, which horse would you choose and why? Discuss and send an email to the course gmail, CHC2P1@gmail.com;

Media Reflections

-What do you think the German soldier meant when he said that "the war has taken everthing from everyone" (War Horse);

-Joey the horse was a strong and powerful horse yet he was not considered to be a War Horse.  Why do you think Joey (an animal) became resilient throughout the war?  What did Joey have that most horses throughout the film didn't have or experience?

-What did the young soldier, who raised Joey, have in common with his father?

-What was the significance of when the British soldier and German soldier stopped fighting to rescue Joey the horse?  What did these two soldiers want from a suffering horse in 'No Mans Land'?


 

 

**Chapter 5 Quiz was written on Friday Oct 5th, 2012**

 

**Reminder, 1919 Assignment is now Past Due**!

Oct 3, 2012

As a whole class, we discussed the significance of the Treaty of Versailles and the conditions imposed on Germany at the end of WW1 in 1919, Questions 1-4 of the Assignment Package;

We discussed what B R A T means and how this meany for Germany: Blame, Reprarations, Army and Territory;

Media: War Horse con't.  Write a brief response about the following.  If you were to be any type of Horse, what type of horse would you be and why?  Send this response to the CHC2P1@gmail.com;

Quiz postponed to Friday Oct. 5, 2012.  Chapter 5 Notes!

Oct 2 Notes

The Treaty of Versailles: End Of The War

-The Great War had ended on November 11th, 1918 with the surrender of Germany;

-the victorious nations met in Paris, France to make the peace treaty at the end of World War I. Since the treaty was signed at the magnificent palace of Versailles, it is also known as the Versailles Peace Treaty;

-Canada was represented as an independent nation rather than as a member of the British Empire;

-Canada had lost 60,000 soldiers in World War I.

The Treaty of Versailles: The League Of Nations

-the world would meet to discuss problems and to attempt to avoid war in the future;

-the leaders of the League of Nations had high hopes for the future;

- the League of Nations did not work very well. Some countries, such as the United States, did not join the League. The organization was not able to enforce its own rules;

The Winnipeg General Strike: Unions

-As the men who had fought in the war returned to Canada in 1919, they often found that the jobs they had left behind had been taken over by others;

-they also found that prices on goods were increasing rapidly. This condition is known as inflation;

-workers in many parts of Canada also wanted the right to a union and the right to collective bargaining;

-the purposes of a union is to obtain the right of collective bargaining;

-rather than each worker individually bargaining with the employer for wages and benefits, the union wishes to speak for the entire collection of workers, when bargaining for wages and benefits;

-in 1919, worker frustrations boiled over in the city of Winnipeg. The workers in the citys metal industries wanted the right to collective bargaining and a wage increase to $1.00 per hour;

-Then the workers in other industries went on strike to back up the metal workers. Soon the firefighters, the postal workers, the delivery people, and even the police in Winnipeg went on strike to back the metal workers. When all the workers are on strike, it is called a general strike;

The 1919 Flu Pandemic

-Many soldiers had contracted influenza, or "flu", in the trenches in Europe, and brought this highly contagious disease home to the various countries that they came from. The prefix "pan" on a word means wide. A panorama is a picture with a wide view. A "pandemic" is a disease that spreads over a wide area. The flu pandemic of 1919 eventually killed over 20 million people, including 35,000 Canadians.

Source: elearning Ontario.ca

Oct 1-5, 2012

Canada 1919

As a whole class we looked at textbook Chapter 5.  We discovered that after WW1, Canadian soldiers returned home to Canada to struggle in a different kind of a war.

Read Chapter 5 and complete the Word Concept Sheets, Cause and Effects and Adv. vs. Disadvantages T'Chart;

Assignment No. 2 was distributed: see below.

CHC2P Unit 1

Assignment Sheet # 2: 1919

Note: some of the weblinks are broken. You can conduct your own research online to find information about the question.

Name: ____________________________________________

The following questions relate to the year 1919:

A/ Conclusion of World War I:

1.      Go to the map at http://www.spartacus.schoolnet.co.uk/FWWversailles.htm. List the names of six new countries created by the Treaty of Versailles:

2.      In your opinion, was Germany alone responsible for starting World War I?

3.      At Versailles, the victors in World War I decided that Germany was responsible for starting World War I. They decided to punish Germany at the Peace Treaty. Go to http://www.historylearningsite.co.uk/treaty_of_versailles.htm and read about the ways in which Germany was punished at Versailles. List one way in which Germany was punished under each of the following headings:

a)       Territorial -

b)       Military -  

c)       Financial -

d)       General -

4.      Go to http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html.
Examine Map 1 (Europe and Asia Minor 1914) and Map 2 (Europe and Asia Minor 1924) and note how the Peace Treaty of Paris (also known as the Versailles Peace Treaty) changed the face of Europe.

Notes:

5.      Go to http://www.joric.com/Conspiracy/Versailles.htm to find out what territories Germany lost through the Treaty of Versailles. Move your cursor over each of the red squares to find out more about the territories lost by Germany.

Notes:

6.      You have some knowledge of how World War I started. In your opinion, was the punishment of Germany too severe or just right? Answer this question in a brief paragraph by using some of the information that you know.

B/ Winnipeg General Strike and the Flu Pandemic:

1.      What is meant by collective bargaining?

2.      What is meant by a general strike?

3.      How long did the Winnipeg General Strike last?

4.      How did the Winnipeg General Strike end?

5.      What is a “scab”?

6.      As early as 1891, Pope Leo XIII put forth a pronouncement on workers called Rerum Novarum. The works of the Catholic Church are written in Latin and the title of the pronouncement is taken from the first two Latin words in the speech – “Of new things” or “rerum novarum.” This famous pronouncement or encyclical stated that workers had the right to form organizations or unions for their protection. It stated that employers and workers should cooperate and that the fruits of labour should be justly shared between the employers and workers. Moreover, workers had a right to wages with which they could support their families. The Catholic Church has also stated that if it becomes necessary to obtain just working conditions and other means have been tried without success, workers have a right to strike [Catechism of the Catholic Church, 2434-2436].

Pretend that you are a Catholic priest in Winnipeg in 1919. On a separate sheet of paper, prepare a speech on the Winnipeg General Strike that you will give in your church.

7.      Give two examples in the world today where workers are attempting to form unions.

8.      Give an example of collective bargaining in Canada today.

9.      Many soldiers contracted influenza or “flu” in the trenches and brought this  highly contagious disease home to the various countries they came from. The prefix “pan” on a word means “wide.” A “panorama” is a picture with a wide view. A “pandemic” is a disease that spreads over a wide area. The flu pandemic of 1919 eventually killed over 20 million people, including 35,000 Canadians. Can you name a 21st century pandemic disease?