Day 36: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Life in a medieval town

Homework: Medieval towns and guilds fill in the blank sheet

Social Studies 11

Canadian growth in 6 steps

Political issues in Canada (interwar years)

Homework - continue to work on the chapter 3 package

Day 35: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

The Guild System

Watch Medieval Guilds video.

Guilds/Town life worksheet

Start Castle Video with view guide

Social Studies 11


Review Chapter 2 essays

Introduction to the 1920's

The Spanish Flu

The Winnipeg General Strike

Trade Unions

Homework: Work on Chapter 3 package (first page double-sided)

Day 34: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

The Guild System

Watch Medieval Guilds video.

Guilds/Town life worksheet

Social Studies 11

World War I test (Chapter 2)

WWI package due

Day 33: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Chapter 3 test

Work on text questions (p. 63) after the test and/or

Social Studies 11

History Fair Day

Day 32: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

The Guild System

Watch Medieval Guilds video.

Guilds/Town life worksheet

Start Castle Video with view guide

Chapter 3 test: Thursday, Oct. 23

Social Studies 11

Long term effects of World War I on Canada

Day 31: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Hand out - Chapter 3 review worksheet

Continue Cathedral Video with view guide

Beginning of Chapter 4

Discuss “What is Trade?”

Why do we buy things made in different parts of the world? Why do we depend on

foreign countries to buy our products? Why is something made in China less expensive

than something made in Canada?

Middle Ages trade – the old and new systems

Old system - Products from nearby areas would be traded, using the barter system. It was too dangerous to travel long distances, so trade did not expand much. Wool and woolen cloth were the earliest main trade products (people didn’t have heating throughout their houses, they had to dress warmly). There was some longer distance trade, for example, Italian city states traded with Constantinople.

New System - Starting in the eleventh and twelfth centuries, warfare was declining,
so it was safer to travel. Population was growing - due to better farming methods, people could lead longer, healthier lives. So, there was a greater demand for products. Traders developed more efficient ways to trade, using coins (money economy) instead of bartering one product for another product. Protection for traders, like private armies and special ships to attack pirates, was put in place. Large trading companies, like the Hanseatic League, were able to organize fleets of ships to carry larger amounts of goods at one time. Special trade centres held festivals in which trade items were presented to local merchants and the public as well. These were called trade fairs.

A trade fair might last anywhere from a few weeks to a few months. They were held in
the district of Champagne in France, and in other locations such as Italy. They were huge public events that brought many different people together. Traders from Italy and the Byzantine empire travelled to western Europe to display and sell their products. The main purpose was for local business/shop owners to order goods, but there also was entertainment for people who just wanted to attend and have a good time.

The Hanseatic League was a trading organization that controlled the trade of 80 north European towns. Members of the company often held the most important government positions in their home towns. They had their own fleet of ships that were able to sail on the inland rivers of Europe as well as the North Sea and the Baltic Sea. Their power led to the weakening of local trade fairs.

Growth of Towns

Towns developed in a number of different situations.

a) They developed close to castles, which already had craftsmen and farmers supplying local villagers, knights, and lords.
b) They were an outgrowth of local trade fairs. Some traders decided they would rather stay in one location year-round, instead of coming back year after year. Their families would add to the population, and slowly other shops opened to serve their needs.
c) They were built close to the location of a monastery, abbey, or convent. People who came to have their sick relative looked after by religious orders, for example, might decide to live in the area for a while, then stay longer.

Towns would make an agreement with the lord or church official who owned the land the town was built on. This was called a town charter.

Watch - Rise of Towns filmstrip

Chapter 3 unit test, Thursday, March 26

Social Studies 11

The Conscription Crisis

The Treaty of Versailles

Day 30: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Based on pages 52 – 56 in the text

The Medieval Church – Concept

• The Catholic Christian Church guided and controlled many aspects of medieval life.
• For example, the church owned/controlled large areas of land, and gained wealth from the payments it received
• Monasteries were centres of education. To get an education, a person would have to be connected to the church in one way or another
• Monasteries and nunneries also looked after the sick and poor, so they provided a service that most people could not get anywhere else
• Parish priests took care of the needs of peasants living in their parish; births, deaths, weddings, christenings
• To not be accepted by the church often meant social rejection
• Church officials were needed to write contracts, letters, check records
• The church often had equal or greater power than a local lord

The basic concept is that the church had an influence on people’s lives that is hard for us to imagine today. To disobey the church meant you could be excommunicated, which was basically the same as being told that you were going to hell.

Handout: Medieval Church notes. Go through and discuss.

Start Cathedral Video with view guide

Related text questions: Page 56

Chapter 3 unit test, Thursday, March 26

Social Studies 11

WWI and Canadians at home

Day 29: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Manor Life

• How would you survive if your community had to do everything for itself? e.g.

food, clothing, shelter, entertainment, health care, defense, education,

your own tools – how would you organize that?

• the different parts of a manor (see p. 49)
• the different social positions of people living on the manor (pp. 49 - 50)
  
• improvements in agriculture (p. 51) especially the three-field system
• feudal justice, how law and order were maintained (p. 52)
• what would life be like if it was very basic, where everybody had a specific job that other people depended on, and where there was a lot of fear and insecurity?

Life on the Manor video

Homework: Life On The Manor worksheet, first page (two sides), due March 23

Social Studies 11

Library day for the WWI project

Day 28: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Feudalism continued

Feudalism is a system in which ties of loyalty among a smaller group of people
living in a smaller area enabled them to survive in a hostile environment of constant warfare among warring kingdoms. Feudalism began around 700 AD, and was more well
developed in some areas of western Europe than others e.g. France had a well-developed Feudal society, Britain not as much.

Check yesterday's homework: Text questions p. 48:1 - 6

What is a feudal contract?

- contracts outlined an exchange of responsibilities and freedoms between two individuals
e.g. a lord and his vassal or between two groups of people and an individual e.g. the people of the town and the local lord

- contracts spelled out exactly what each side of the agreement was responsible for

Look at a typical feudal contract. These are sometimes hard to understand, so take

your time and make sure you know what each word means

Look at the Feudal Contract

Homework: Feudal contract questions, due March 13

Social Studies 11

Focus on battles of World War I:

Vimy, Passchendaele, Somme, Ypres.

Also look at battles in in the air and on the sea

Canada People's History clips

Homework #1: Complete the first two doublesided pages of the WWI package

Day 27: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Feudalism - concept:

Feudalism is a system in which ties of loyalty among a smaller group of people
living in a smaller area enabled them to survive in a hostile environment of constant warfare among warring kingdoms. Feudalism began around 700 AD, and was more well
developed in some areas of western Europe than others e.g. France had a well-developed Feudal society, Britain not as much.

• Became necessary due to the fragmentation of western Europe (attacks by many different tribes, all looking for land and loot)
• Based on smaller local areas, called fiefs
• Each area was ruled by a lord
• There were kings who were recognized by the lords, but most often far-off kings had very limited power, the lords actually held more real power in their hands
• Feudalism was based on loyalties within the local area. Lords subdivided theirholdings to vassals, vassals commanded the loyalty of lesser lords; peasants and townspeople gave loyalty to them. Knights were trained on the fiefs, and provided protection for the fief.The manor system enabled local areas to be self-sufficient (dependent on farming and local craftsmen)
• Peasants gave up their land-holding rights in return for protection and the availability of a local grain mill, church, craftsmen, and other necessary services; this enabled them to stay in their area and have their basic needs met.

The feudal organization became more complex with time.

With time local trading centres grew into towns, then cities.

Correct yesterday's homework

Focus on feudalism

Watch the Medieval Knights video

Homework: Text questions p. 48:1 - 6, due March 12

Social Studies 11

What did War Look Like?

The nature of technology and trench warfare in World War I

Watch a clip from "Legends of the Fall"

Homework #1: WWI package, complete questions on page 2, due March 12
Homework #2: Hand out WWI History Fair unit project

Day 26: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Middle ages: a second wave of invasions - Concept: As we talked about yesterday, the former western Roman Empire was increasingly controlled by invading Germanic tribes. A new wave of invaders, the Vikings, Magyars, and Muslims, attacked from 800 - 1000. The Vikings were the fiercest of them all, invading Britain, Europe, and even as far east as present-day Russia. Because they threatened to take over much of France, they were given a large area of land to settle in, called Normandy. This was an effective, peaceful way to limit their power. In time, the Viking attacks gradually diminished, and former enemies became part of the society they had originally fought against.

Check yesterday's homework: German Kingdoms worksheet questions and
Charlemagne worksheet, questions on the first side

Focus on the Vikings

Watch the Vikings video

Homework #1: Charlemagne worksheet, second side, due March 11
Homework #2: Text questions, p. 45:2, 3 , due March 11


Social Studies 11

Immediate causes of World War I, including:

The July Crisis, the assassination of Archduke Ferdinand, the Schlieffen Plan

Homework #1: Worksheet Exercise #3 - Order of Events (July Crisis), due March 11
Homework #2: WWI package, complete questions #2 - 6, due March 11

Day 25: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Intro. to the Middle ages - Concept:

The invasions of the Roman Empire up to 500 AD (see map on p. 13) brought about the destruction and division of the western part of the empire (rival tribal invaders). Western Europe became a fragmented collection of independent areas ruled by local lords (tribal leaders), called German Kingdoms, since invaders were mainly “germanic” – from northern Europe, from eastern Europe, and around the Rhine and Elbe Rivers. Note: the Huns invaded from central and eastern Asia. Note: the Roman Catholic Christian Church survived throughout this time, and still played a very important role in western Europe.

• It was dangerous to travel, to trade. Page 41 describes how one of these germanic tribes, the Franks, gained control of larger areas, and tribal leaders soon realized that if they were going to control larger areas they would have to use some of the ideas of the original Roman government system.
• Muslims attacked the German kingdoms in the 700’s. Their attacks into France were stopped by Charles Martel at Tours. However, they did conquer parts of Spain, Sicily, and southern Italy. Advanced learning of the Muslims reached these parts of Europe as a result.
• Charlemagne became the most important ruler of the Franks. He was part of the Carolingian dynasty. There had been an earlier dynasty, called the Merovingian dynasty, but it was not as strong as the later Carolingian dynasty. See the map on p. 43 for the large area Charlemagne ruled. He encouraged education (through the Catholic Church) and the spread of Christianity. See text for details.

§ After Charlemagne’s death, his grandsons were not able to keep the Frankish empire together, so the empire was divided up and became weaker.

§ Now that the empire was weaker, it was not able to stand up against a new wave of invaders from 800 – 1000, the Vikings, Magyars, and Muslims (continuing on from the 700’s). The Vikings settled in France, and became known as Normans

(from “Norse-men”, or men from the north)

Handout: German Kingdoms worksheet

Video: Age of Charlemagne

Handout: Charlemagne worksheet

Homework #1: Complete the German Kingdoms worksheet, due March 10

Homework #2: Complete the Charlemagne worksheet (first side), due March 10

Social Studies 11

Fundamental causes of World War I

Notes on: Militarism, Alliances, Imperialism, Nationalism

Homework: Worksheet Exercise #5: "Motivation for going to war", due March 10

Day 24: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.

Social Studies 8

Byzantine & Islam test in class today


Social Studies 11

BC Human Rights Code - Gender Equity

Discussion of the Notwithstanding Clause and the Reasonable Limits clause

Assignment: Page 304, questions #1, 2 & page 308:2, 3

Day 23: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Islamic Contributions to Society

Assignment: Study for the Ch. 6 test, March 6


Social Studies 11

Continuation of the Charter of Rights and Freedoms:

Discussion of the Notwithstanding Clause and the Reasonable Limits clause

Assignment: Page 300, questions #1 - 3

Day 22: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Lecture: The Spread of Islam

The Five Pillars of Islam

Assignment: Map of the Expansion of Islam

Ch. 6 test, postponed toMarch 6


Social Studies 11

Introduction of the Charter of Rights and Freedoms: Rank in order of importance and present as a group.

Issues with the Charter: Debates. for example, Religious rights vs. society, Democratic
rights (should prisoners have the right to vote?)

Assignment: Page 300, questions #1 - 3

Day 21: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Islam Basics 101

The Five Pillars of Islam

Assignment: Compare Islam and Christianity Venn diagram

Ch. 6 test, postponed toMarch 6


Social Studies 11

Lecture: Universal Declaration of Human Rights/Canada's Human Rights History

http://www.youthforhumanrights.org/watchads/index.html

Whose reponsibility is it to intervene if human rights are being violated in another country?

Assignment: Page 297, questions #1 - 3, also

International Criminal Court: Justified or Unjustified? #1, p. 297

Day 20: Handouts, classwork, and homework

*Note (1): Underlined words are links to downloadable pages.
*Note (2): Please be prepared for a possible pop quiz at the beginning of each class. It will be based on material presented in the previous class.
*Note (3): Blog details are subject to change.


Social Studies 8

Hand in flowchart assignment

Check text questions

Lecture - Spread of the Islamic faith

Ch. 6 test postponed to March 6

Social Studies 11

Check Lobbying Speed Dating assignment

Discussion of lobbying, media influence, and civil disobedience