March 31 to April 4

Contact me by e-mail at: kbenoy@nvsd44.bc.ca 

This blog provides lesson plans for each week.  Look ahead to see where we are going.  Look back to see what you might have missed. All assignments are provided here.  If anything is underlined, click on it to bring up the document or, in the case of videos, link to an online version of what was scheduled for seeing in class or as enrichment.  
So you just want to see photos of Sutherland activities? Click here to see my Picasa Albums. 

Things that are static -- not requiring regular change -- can be found at my website:http://sites.google.com/site/kbenoy/.  Admittedly, I do not update this site regularly, so there may be dead links.

Social Studies 8 

We wrote the Rome Unit Test just before spring break.  Anyone who has not done so must come in after school to do so or the zero registered for you will remain in place. The Byzantine & E. Orthodox/Islamic Civilizations unit is a short one.  Expect our test on this unit to be on Wednesday, April 9.  Expect the mark breakdown to be as follows: 30 multiple choice questions (1 mark each), 5 definitions from a choice of 10 (2 marks each) and a choice of 3 from 5 long answer questions (6 marks each). The test is out of a total of 58 marks. 25 flash cards -- done as I require them -- will result in 5 bonus marks. It is possible to score 63/58 on this test! 

• Monday, March 31 - Take up #1-7, p. 100.  Examine Hosford Atlas, pp. 5-6 (To see scans, click here for p. 5 & click here for p.6). What made Constantinople an important trade crossroads (p. 5)? What evidence can you see on p. 6 that the Byzantines were great engineers and builders? Video: Engineering an Empire; the Byzantine Greeks.  Why is Justinian regarded as by historians as a Great Man?  Do you feel he is one?  Explain.   Make more flashcards to study this unit.
• Tuesday, April 1 - Complete the video from last class.  Watch Byzantium; the Lost Empire; For Ever and Ever and do these questions.   Byzantine Empire Notes handout;  do the questions at the end for homework.  If you want to know more about the Byzantine empire, you might want to watch the following documentaries, longer than what we watched in class:  Byzantium; A Tale of Three Cities  and 
• Wednesday, April 2 - Take up the questions from theByzantine Empire handout.  Handout, The Conversion of Kievan Rus.  Watch John Green's Crash Course; Russia, the Kievan Rus and the Mongols - no questions as you will need to concentrate to keep up with his rapid-fire presentation..  Video: Ivan the Terrible.  How did Ivan the terrible earn his terrible reputation? Read pp. 100-103.  Do #1-7, p. 103.
• Thursday, April 3 - Take up homework. Video: The World; A TV History and questions. Read pp. 103-107. Do #1-7, p. 107.  If you are interested in learning much more about Islam and have a couple of hours to spare, watch Islam; Empire of Faith - Prophet Mohammed and the Rise of the Faith. This is really good and quite detailed. For a good, detailed, PBS documentary on the life of Muhammad, watch Muhammad; Legacy of a Prophet. If you would prefer a cartoon version of the same thing, watch Muhammad; The Last Prophet.
• Friday, April 4 - Take up #1-7, p. 107. The religious background to Islamic culture. Handouts . Video - John Green'sCrash Course; Islam, the Quran, and the Five Pillars All Without a Flamewar.  PowerPoint on Islamic Architecture (from Mr. Benoy's Comparative Civilizations 12 class). Read pp. 107-110. Do #1-5, p. 110. If you have the chance, go to the BBC's excellent web pages on Islam and explore. IslamiCity is another good web site for information on Muslim culture.  For a really, really bizarre but accurate History of early Islam (comined with a computer game background of FIFA 11 soccer), try John Green's Early Islamic History: The Miracle of Swindon Town #64.

Social Studies 11  

We wrote our last unit test on Thursday, before Spring Break.  If you have not written this test, be sure to get it out of the way quickly to get rid of the zero in your current mark.  Expect your next unit test, on everything up to the end of World War I, to be around Monday, April 14 -- though we may finish the unit before this time.   Expect the mark breakdown for the test to be as follows:  40 multiple choice questions (1 mark each), 5 definitions or names (2 marks each) and 4 long answer questions (6 marks each) from a choice of 5. The total is, therefore, out of 74 marks. 5 bonus marks are available for a minimum of 25 flash cards. It is possible to earn 79/74.

• Monday, March 31 - Take up #1-3, p. 16.  Discuss the head tax and the issue of compensation. Video - Komagata Maru - sorry, unavailable online. Board questions - 1) What did the Canadian public think of Indian immigration in 1914? 2) How did government try to restrict Indian immigration? 3) What world event pushed news of the Komogata Maru into the background in the summer of 1914? Do the "Looking Back" questions #1, 2, 6 and 7 on p. 19. Excellent material on early immigration to Canada can be found at the Library and Archives of Canada site's Immigration page - see further pages too.
• Tuesday, April 1 - Take up homework. Canada and the Empire PowerPoint. Read pp. 20-24. Do #1,2, & 4 p. 24 and the cartoon interpretation on p. 23 - Be sure to do #1-5 "Applying the Skill." Watch EA's Origins of World War I, part 1 & part 2.
• Wednesday, April 2 - Take up #1,2, & 4 p. 24 and the cartoon interpretation on p. 23.  Complete PowerPoint material from Canada and the Empire. Watch, online, EAV's Origins of World War I -part 1 (9 minutes) and part 2 (8 minutes). List the causes of World War I for homework.
• Thursday, April 3 - Take up homework. Complete any material not covered last class on the origins of the war. Watch Blackadder's explanation of the war's origins. Begin PowerPoint on Canada & World War I. We will look at excepts from Canada; A People's History as we work through the PowerPoint (While watching these segments you need to make notes on the following 3 areas: 1) Describe attitudes toward the war. 2) Describe conditions at the front. 3) What changes did the war bring? Use the Acronym SPERMG to generate classes of ideas -- S=Social, P=Political, E=Economic, R=Religious.  If you get a chance, watch John Green's Archdukes, Cynicism and World War I.
• Friday, April 4 - Mr. Benoy's slides on the Western Front battlefield graves. Take up homework Continue the PowerPoint and People's History segment (part 1) (While watching these segments you need to make notes on the following 3 areas: 1) Describe attitudes toward the war. 2) Describe conditions at the front. 3) What changes did the war bring? Use the Acronym SPERMG to generate classes of ideas -- S=Social, P=Political, E=Economic, R=Religious, G=Geographic). Read pp. 28-33. Do #1 and 3, p. 33. Also answer the questions in figure 2-8, 2-9, and 2-10.