B & C Blocks Social Studies 11 - Today we start our guided inquiry project on World War One. The guided inquiry question you need to answer is:
What effect did (Your selected topic) in the First World War have on Canadian society and its status as a nation?
You’ll need to find specific primary source data that will help explain or show the impact your selected topic had on Canada using:
1. Original Documents (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, maps, official records -OR-
2. Creative Works: Poetry, drama, novels, music, art
1. War Poetry (ex: John McRae “In Flanders Fields”)
2. Canadian Expeditionary Force training (ex: CFB Valcartier, Borden, Petawawa, Hughes)
3. Enemy Aliens and Alien Internment Camps (ex: Nanaimo, Kapuskasing, Eaton, Vernon, Lethbridge)
4. Royal Canadian Navy (from 2 HMCS Niobe and HMCS Rainbow to 100 warships at Sidney & Halifax Nova Scotia)
5. Conscription & Conscientious Objectors (Henri Bourassa, Robert Borden and Wilfrid Laurier)
6. Women (Women’s Home Guard, Farmerettes, War Auxiliary, Suffragists, War Brides, Lady Hockeyists)
7. Girl Guides
8. Paying for the War (Victory Bonds, Income Tax, Canadian Patriotic Fund)
9. Social Welfare (Pensions, Unemployment Insurance, Minimum Wage, Soldier Settlement Act, Veteran Retraining, the War Amps, the Canadian Legion)
10. Food & Agriculture (Food rationing, Canada Food Board Soldiers of the Soil, Canadian Wheat Board)
11. Aviation (Fighting Aces William Barker, Billy Bishop, Harold Anthony “Doc” Oaks)
12. Imperial Munitions Board (Canadian Aeroplanes Ltd., chemicals, forging, munitions)
13. Inventions (Variable pitch propeller, Ross rifle, Hydrophone)
14. Canadian Expeditionary Force (Royal 22nd Regiment – the Van Doos, Princess Patricia Canadian Light Infantry, the League of Indians, No. 2 Construction Battalion, Canadian Forestry Corps)
15. Merchant Marine
16. Battles (2nd Battle of Ypres, Somme, Vimy Ridge, Passchendaele, Beaumont-Hamel, Hill 70 – Lens)
17. Canada’s 100 Days (Battles from Amiens, France, to Mons, Belgium)
18. Capturing the War (photography and art – Frederick Varley, A.Y. Jackson, Arthur Lismer, J.W. Beatty, C.W. Simpson)
19. Victoria Cross Winners (Pine Street – “Valour Road” Winnipeg: Freddy Hall, Leo Clarke, Robert Shankland)
20. The Halifax Explosion
21. Labour, Strikes and Wartime Profiteering
22. The Treaty of Versailles (Robert Borden)
23. Propaganda (government posters)
24. Technology and Modern Warfare (inception of submarine warfare, trench warfare, gas warfare, tank warfare, air combat, and psychological warfare)
Presentation Format
Decide on a format for your end-product by thinking about your interests and strengths, and what might be the most effective means of communicating the information that you have gathered and analysed. Ideas for output/end products include, but are not limited to: Brochure, Pamphlet, Poster, Chart, Report, Research Paper, Essay, Editorial, Letter, Panel Discussion, Debate, Speech, Oral Presentation, Song/Lyric, Drama, Movie Script, Video, Digital Presentation (Prezi or Power Point), Web Page, Blog, Audio, Story Map, Painting, Scrapbook, Cartoon, Magazine or Newspaper article, Collage, Exhibition or Diorama.
You choose what you're interested in looking at through the lens of the inquiry question (above) and select a presentation format that you feels best works for you and then see me.
These are websites that you should start with:
A Block Geography 12 - Today, you'll need to start work on the physical weathering questions in your week 8 package: definition of frost action, exfoliation, and pressure release jointing along with questions 10, 12, 13, and 15 from page 442 of your Geosystems textbook. You can find the answers between pages 420-423 in the text. Next, we move on to chemical weathering. We'll take some notes down about carbonation (solution), oxidation, and hydration and fill in a chart on weathering types, rates, and their connection to climate conditions. Lastly you'll need to work on questions 17, 20, and 21 from page 443 in the Geosystems text and you can find the answers between pages 423-427 in the text. We'll use the animations found at the University of Kentucky Earth & Environmental Sciences department What are the differences between a professional and an occasional thief?
What is a "situational inducement"?
What is a "Booster", a "Heel", and a "Fence"?
After, you'll need to work the following:
You work for the Retail Council of Canada and have been hired to create a poster campaign about shoplifting. The poster campaign has two purposes:
- To help employees identify people who are shoplifting and
- To explain how to reduce shoplifting in stores (target hardening and target removal strategies)
Look at pages 228-9 in the Crim text for help. Here are some further ideas and points.....
Spot the Shoplifter: Unfortunately, there is no typical profile of a shoplifter. Thieves come in all ages, races and from various backgrounds. However, there are some signs that should signal a red flag for retailers. While the following characteristics don't necessarily mean guilt, retailers should keep a close eye on shoppers who exhibit the following:
- Spends more time watching the cashier or sales clerk than actually shopping.
- Wears bulky, heavy clothing during warm weather or coats when unnecessary.
- Walks with short or unnatural steps, which may indicate that they are concealing lifted items.
- Takes several items into dressing room and only leaves with one item.
- Seems nervous and possibly picks up random items with no interest.
- Frequently enters store and never makes a purchase.
- Enters dressing room or rest rooms with merchandise and exits with none.
- Large group entering the store at one time, especially juveniles. A member of the group causes a disturbance to distract sales staff.
Preventing Retail Theft (you can't make a profit it your merchandise is free)
Using Customer Service to deter theft
Simple steps to deter retail theft
Preventing Retail Theft pdf
Shopliftingprevention.org
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