How technology changed the course of war in WW2

Blitzkrieg

Blitzkrieg means "lightning war". Blitzkrieg was first used by the Germans in World War Two and was a tactic based on speed and surprise and needed a military force to be based around light tank units supported by planes and infantry (foot soldiers). The tactic was developed in Germany by an army officer called Hans Guderian. He had written a military pamphlet called "Achtung Panzer" which got into the hands of Hitler. As a tactic it was used to devastating effect in the first years of World War Two and resulted in the British and French armies being pushed back in just a few weeks to the beaches of Dunkirk.

A British view on Blitzkrieg

Blitzkrieg was based on speed, co-ordination and motorized movement (tanks and planes). It was designed to hit hard and move on instantly. Gone were the trenches and the stalemates of World War One.  Its aim was to create panic amongst the civilian population. A civil population on the move can be absolute havoc for a defending army trying to get its forces to the war front. Doubt, confusion and rumour were sure to paralyse both the government and the defending military.

"Speed, and still more speed, and always speed was the secret……..and that demanded audacity, more audacity and always audacity."   Major General Fuller

STEP 1:  knowledge of strategic targets and communication command posts (use of aircraft and paratroopers) STEP 2:  aircraft bombing STEP 3:  heavy tanks STEP 4:  motorized infantry STEP 5:  re group and mop up

Once a strategic target had been selected, Stuka dive bombers were sent in to ‘soften’ up the enemy, destroy all rail lines, communication centres and major rail links.

 This was done as the German tanks were approaching and the planes withdrew only at the last minute so that the enemy did not have time to recover their senses when the tanks attacked supported by infantry. 

Most troops were moved by half-track vehicles so there was no real need for roads though these were repaired so that they could be used by the Germans at a later date. Once a target had been taken, the Germans did not stop to celebrate victory; they moved on to the next target. Retreating civilians hindered any work done by the army being attacked. Those civilians fleeing the fighting were also attacked to create further mayhem.

How effective was Blitzkrieg? 

In 1941, a diary kept by an unknown French soldier was found. In it are some interesting comments that help us understand why this tactic was so successful :

"When the dive-bombers come down, they (the French) stood it for two hours and then ran with their hands over their ears." "Sedan fell as a result of a bombardment……….it was a superb example of military surprise." "The pace is too fast……it’s the co-operation between the dive-bombers and the tanks that is winning the war for Germany." "News that the Germans are in Amiens………this is like some ridiculous nightmare."

Why were the armies of Europe caught so badly prepared by this tactic? 

 In Britain and France, the cavalry regiments ruled supreme and they were adamant that the tanks would not get any influence in their armies. The High Commands of both countries were dominated by the old traditional cavalry regiments and their political pull was great. These were the type of officers despised by Hitler and he took to his Panzer officer, Guderian, over the old officers that were in the German Army (the Wehrmacht). 

In 1940, Britain and France still had a World War One mentality. What tanks they had were poor compared to the German Panzers. British and French tactics were outdated and Britain still had the mentality that as an island we were safe as our navy would protect us.Nazi Germany, if it was to fulfill Hitler's wishes, had to have a modern military tactic if it was to conquer Europe and give to Germany the 'living space' that Hitler deemed was necessary for the Third Reich. 

This method of warfare required mass production of fast, effective weapons, communications technology, and supplies.  It required lots of resources to build it all and smart, skilled,  educated people to run it all.  Here, Canada plays a significant role.

I Spy . . .

I Spy . . . Canadian Confederation!  Keep up the great work on your I Spy Puzzles.  Carefully follow the established criteria and ensure all the essential details about Canadian Confederation are included.  We will be 'spying' each others' puzzles on Wednesday, December 19.

LEST WE FORGET

Lest we Forget

This November 11, Remembrance Day, what will YOU remember about the atrocities of war and the sacrifices Canadians gave (and are still giving) to end them?  What can YOU do to ensure PEACE?
Lest we forget . . . we must remember, acknowledge and appreciate.   Two minutes is a pittance of time

Review of World War One 1914 - 1918

Remember our analogy in class regarding active studying . . . you can't just get fit by going to the gym and looking at the equipment - you actually have to pick it up and start using it to make a difference.  Studying is no different . . . the brain is a muscle and it needs a work out during studying to make any difference.  Just looking at the textbook or your notebook is usually not enough for most learners.  Try making your own study cards or study notes, create neumonics or catch phrases to help you remember key ideas or concepts, use a "study buddy" and "read alouds" to review material or even try "surfing the net" for some good websites that are interesting and engaging to you.  Try this one

http://www.funtrivia.com/trivia-quiz/History/Canada-and-WWI-218729.html

Technology of Warfare . . . World War One Style

The Ross Rifle??? . . . really??

Emerging technology played a major role in the evolution of warfare during World War One.   One of the Canadian developed technologies used during combat was the "Ross Rifle".

http://en.wikipedia.org/wiki/Ross_rifle

 Below is a link to an article that points out many of the "technical difficulties" faced by soldiers using the Ross Rifle during trench warfare (heavy at 9 pounds, mis-firing, jamming). . . and their solution to take British designed and made Lee Enfields off dead soldiers in  no man's land.

http://suite101.com/article/the-scandal-of-the-ross-rifle-a302231


Trench Warfare

German U Boats

http://en.wikipedia.org/wiki/U-boat

British Dreadnoughts
http://en.wikipedia.org/wiki/Dreadnought

The Tank . . . a solution to the stalemate created by trench warfare

http://en.wikipedia.org/wiki/Tanks_in_World_War_I

Chemical Warfare

http://en.wikipedia.org/wiki/Chemical_weapons_in_World_War_I

ARGO

Socials 11. Your signed (by parent/guardian and Day 2 teachers) field trip forms and $15 must be submitted to me on Wednesday, October 24 ** no exceptions**.

http://trailers.apple.com/trailers/wb/argo/

Storyline

In 1979, the American embassy in Iran was invaded by Iranian revolutionaries and several Americans are taken hostage. However, six manage to escape to the official residence of the Canadian Ambassador and the CIA is eventually ordered to get them out of the country. With few options, exfiltration expert Tony Mendez devises a daring plan: to create a phony Canadian film project looking to shoot in Iran and smuggle the Americans out as its production crew. With the help of some trusted Hollywood contacts, Mendez creates the ruse and proceeds to Iran as its associate producer. However, time is running out with the Iranian security forces closing in on the truth while both his charges and the White House have grave doubts about the operation themselves.Written by Kenneth Chisholm (kchishol@rogers.com)  

http://www.imdb.com/title/tt1024648/

The Underground "Railway"

The Underground Railway between the USA and Canada in the 1800's was not an actual railway, even though it did have passengers, conductors and stations.

                                                                 Harriet Tubman

https://www.historica-dominion.ca/content/heritage-minutes/underground-railroad?media_type=41&

http://education.nationalgeographic.com/education/multimedia/interactive/the-underground-railroad/?ar_a=1

http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm

What would you do?

Here are a couple of World War One Simulation Activities that will not only give you a feel for the conditions facing those involved in "The Great War", but it will also test your abilities as a military strategist:  How well would you do, if . . .

We did this one in class today
http://www.schoolshistory.org.uk/westernfront/Western%20Front%20Sim.htm


Try one of these

http://www.bbc.co.uk/schools/worldwarone/hq/games.shtml

http://www.activehistory.co.uk/WW1_CAUSES/ENGLISH/frameset.htm

**These sites originate out of England and profile that perspective in the war.  Although Canada certainly had its own perspective throughout the conflict, we can still imagine what Canadians engaged in battle would have experienced.

So why does (or should) History matter to you?

Think about this famous quote:

 "Those who do not remember the past are condemned to repeat it."  George Santayana

Think about what this means for you and the role you play in our world . . . today and tomorrow and tomorrow and tomorrow . . .and, well, you get it.

Being Thankful

Enjoy your weekend.  Take time to be thankful for all the things we get to be thankful for as Canadians  (while enjoying turkey and doing your Socials homework)

Current Events Socials 10

Please bring in a current event article for Tuesday, October 9th.  It can be from a newspaper or an on line source.  You do not need to do anything with the article in advance of Tuesday's class, just bring it in with you.

Political Editorial Cartoons

In your search for a political editorial cartoon which you feel profiles some aspect of Canadian Identity or some issue related to Canada's identity (eg. influence of the US on Canada, etc), it is important to be selective in your cartoon choice.  Google searching 'political cartoons' may seem like a good place to start, but it will give you hundreds and hundreds of possible sites to further explore.  Be specific in your search and discriminating in your selection.  Finding a good, appropriate political cartoon that insights a reaction from you will naturally lead to a thoughtful, detailed and relevant analysis.  Remember to follow all the analysis aspects and questions 1-8 on the reference handout provided in class.
And please, properly cite your source!  Check before printing it that you have the author's permission to  do so.

Who are "Canadians", eh?

Tom Brokaw during the 2010 Olympics in Vancouver) explains "Canadians"

http://www.youtube.com/watch?v=pnpVH7kIb_8

Joe Canadian Rant

Download the video

Download the mp3

Hey, I'm not a lumberjack, or a fur trader.... I don't live in an igloo or eat blubber, or own a dogsled.... and I don't know Jimmy, Sally or Suzy from Canada, although I'm certain they're really really nice. I have a Prime Minister, not a president. I speak English and French, not American. And I pronounce it 'about', not 'a boot'. I can proudly sew my country's flag on my backpack. I believe in peace keeping, not policing, diversity, not assimilation, and that the beaver is a truly proud and noble animal. A toque is a hat, a chesterfield is a couch, and it is pronounced 'zed' not 'zee', 'zed' !!!! Canada is the second largest landmass! The first nation of hockey! and the best part of North America My name is Joe!! And I am Canadian!!! "We Are More" by Shane Koyzman Poem lyrics When defining Canada you might list some statistics you might mention our tallest building or biggest lake you might shake a tree in the fall and call a red leaf Canada you might rattle off some celebrities might mention that we’ve got a few barenaked ladies or that we made these crazy things like zippers electric cars and washing machines When defining Canada it seems the world’s anthem has been been there done that and maybe that’s where we used to be it’s true we’ve done and we’ve been we’ve seen all the great themes get swallowed up by the machine and turned into theme parks but when defining Canada don’t forget to mention that we have set sparks We are not just fishing stories about the one that got away we do more than sit around and say, eh? and yes we are the home of the Rocket and the Great One inspirers of little number nines and little number ninety-nines but we’re more than hockey and fishing lines off the rocky coast of the Maritimes some say what defines us is something as simple as please and thank you and as for you’re welcome well we say that too But we are more than genteel or civilized we are an idea in the process of being realized we are young we are cultures strung together then woven into a tapestry and the design is what makes us more than the sum total of our history We are an experiment going right for a change with influences that range from a to zed (yes we say zed instead of zee) we are the colours of Chinatown and the coffee of Little Italy we dream so big that there are those who would call our ambition an industry larger than sticky maple syrup and clean snow bigger than wheat and beer we are vineyards of good year after good year we reforest what we clear because we believe in generations beyond our own knowing now that so many of us have grown past what used to be We can stand here today filled with all the hope people have when they say things like, someday someday, we’ll be great someday, we’ll be this or that someday, we’ll be at a point when someday was yesterday and all of our aspirations will pave the way for those who, on that day, look towards tomorrow and still say, someday We will reach the goals we set and we will get interest on our inspiration because we are more than a nation of whale watchers and lumberjacks more than backpacks and hiking trails we are hammers and nails building bridges towards those who are willing to walk across we are the lost and found for all those who might find themselves at a loss we are not the see-through gloss or glamour of those who clamour for the failings of others We are fathers, brothers, sisters and mothers, uncles, nephews, aunts and nieces we are cousins we are found missing puzzle pieces we are families with room at the table for newcomers we are more than summers and winters more than on and off seasons we are the reasons people have for wanting to stay because we are more than what we say or do we live to get past what we go through and learn who we are we are students students who study the studiousness of studying so we know what as well as why We don’t have all the answers, but we try and the effort is what makes us more we don’t all know what it is in life we’re looking for so keep exploring go far and wide or go inside, but go deep go deep as if James Cameron was filming a sequel to "The Abyss" and suddenly there was this location scout trying to figure out some way to get inside you Keep exploring because we are more than a laundry list of things to do and places to see we are more than hills to ski or countryside ponds to skate we are the abandoned hesitation of all those who can’t wait we are first-rate greasy spoon diners and healthy living cafés a country that is all the ways you choose to live a land that can give you variety because we are choices We are millions upon millions of voices shouting "keep exploring" we are the surprise the world has in store for you it’s true Canada is the "what" in "what’s new?" so don’t say, been there done that unless you’ve sat on the sidewalk while chalk artists draw still-lifes on the concrete of a kid in the street beat boxing to Neil Young for fun don’t say you’ve been there, done that unless you’ve been here doing it let this country be your first-aid kit for all the times you get sick of the same old, same old let us be the story told to your friends And when that story ends leave chapters for the next time you’ll come back next time pack for all the things you didn’t pack for the first time but don’t let your luggage define your travels each life unravels differently and experiences are what make up the colours of our tapestry we are the True North strong and free and what’s more is that we didn’t just say it, we made it be.

WELCOME BACK!

Welcome back!  I hope you enjoy the year ahead in Social Studies 10 or 11.  I'm looking forward to a great year teaching you.

Happy Summer

Socials 11 Provincial Exam

It's finally here!  Your Social Studies 11 Provincial Exam is on Thursday, June 21  from 1pm - 4pm.  Please report to my classroom as early as 12:30 to hand in your CounterPoints textbooks and then head on down to the gym for your exam.  It is important to be early and prepared.  Bring 2 pencils, 1 eraser, 2 pens and your student id.  Good Luck!  Be confident.  You know it . . . you've known it all year . . .
the exam is simply your chance to show that you do.  Go for it!

Socials 11 Provincial Exam Review Session

The Socials 11 review session for the Provincial Exam will be on Thursday, June 14 during block 1.4  8:20 - 10:00am . See you there

SOCIALS 10 FINAL EXAM

The Social Studies final exam will be held during our last day of regularly scheduled class, Monday, June 11. It is a comprehensive final exam covering all the topics of the year. It will contain 35 - 50 multiple choice questions and 3 - 5 short answer responses. Please bring a pencil, eraser, pen and your TEXTBOOK.

SS 11 TEST ***Change of Date***

***At your request, our Geography Unit test has been changed to THURSDAY, JUNE 7  (not Monday, June 11 as originally scheduled) ***

First World Problems

Lyric:

Nerd rap infests your internet. You left a trap, but it's empty.
MC Frontalot took a gape but the bait wasn't tempting,
ending up uncaged and at large
to talk smack at you through the networking appliance that's in charge
of every drip of your attention.
Yo, when mine goes out I've got to log in just to mention
my disappointment at the interruption of convenience.
I mean just: a lot left, but none up in between this
couple of minutes here and a couple of minutes later.
It's an outrage, at the price I paid. These dictators
of my leisure rule with an iron fist.
Has anybody ever been so put upon as this?

Your GPS run out of battery (first world problem)
Got to wake up Saturday (first world problem)
You just delayed a honeymoon (first world problem)
Pledge season's coming soon (first world problem)
Half your friend list is spam accounts (first world problem)
And your center channel speaker's out (first world problem)

Muffy, my hair regrowth cream is mostly ineffective
and I'm struggling to keep this in perspective,
but I feel like a massive injustice occurred.
Says "regrows hair" on the tube (in the words)
in a third — or maybe a quarter — of all users.
I must have got swindled. Is it a fault? Of whose is?
Oooh, Muffy, Muffy, I had all the servants tortured.
Did you keep them on retainer? Do you got some more on order?
'Cause I can't comb my hair on my own no more.
I got accustomed to the lifestyle, sniffed upon the spore
and it molded up my innards, made the blood turn blue.
Muffy, Muffy, there's a revolution; what we're gonna do?

Misplaced the Ambien (first world problem)
Left a participle dangling (first world problem)
You're scheduling your root canal (first world problem)
Your grad schooling had no rationale (first world problem)
You didn't like your appetizer (first world problem)
Your yacht got capsized (a first world problem)

Now while our capitalism is in a minor kerfuffle,
you have to hustle. Before the fates come, reshuffle.
Rustle up another couple grievances and air 'em.
You can laugh about it later (maybe needed while despairing).
For the moment though, you ordered half caf, didn't get it;
there was no TV set when you jetted; internet resetted
itself just as I was in the middle
of tournament play, and so I suffered from transmittal
interruption. Completely ruined my day.
MC Frontalot's a jackass, that's all I'm trying to say.
People buy CDs in these days of disaster,
so poor me: I have to be a professional rapper.

No bubbles in the soda cup (first world problem)
App crashed when you loaded up (first world problem)
Phone's OS is outta date (first world problem)
Colors won't calibrate (first world problem)
They never stock the snack you want (first world problem)
Caught herpes from a celebutante (first world problem)

Got wallhacked in PVP (first world problem)
Oh no, HD-DVD (first world problem)
Pixels aren't perfect square (first world problem)
Your favorite rapper isn't debonair (first world problem)
You own too many underwear (first world problem)
And you're not much of a millionaire (first world problem)

The Story of Stuff

http://www.storyofstuff.org/movies-all/story-of-stuff/

Standards of Living: Rich or Poor?

Name the Savage Country

The following description depicts a country in the world. The various aspects of life within this country are explained and certain clues are given as to the country's identity.

Education: Illiteracy is widespread; most children quit school before grade eight. They have to drop out to work on the land or at odd jobs. Children are economic units, essential to their families' survival. There is no time for them to go to school or to train for professions.
Disease and Health Care: The infant mortality rate is high. Death in childbirth is risked by every mother. The sanitation diseases-dysentery, typhus, typhoid, diarrhea-kill young and old alike. Children are afflicted with parasites and worms, the cures for which are few and difficult to obtain. Tuberculosis is another major killer. Hospitals are few and hard to reach. Medicine is just emerging from its medieval traditions. There are no publicly funded medical plans: health care, even if it is available, is too expensive for the average person. Dental care consists mainly of extractions. By the time a person reaches thirty chances are he has few teeth left. The 30-year-old has a life expectancy of 25 more years. Life is "solitary, poor, nasty, brutish and short".
Movement: Mobility is limited and expensive. True, there is a good national railway system, but it misses many communities. Beyond the railways, the only way to travel is by horse, by boat or on foot. Some trips that would take two hours by car take three days. Most people are born, grow up and die in the same village.
Money: Subsistence farmers and wage-earners can rarely acquire anything beyond the basics. Up-to-date consumer products are available, but most people have no money to purchase them.
Birth Rate: People have many babies. Parents want to be taken care of when they get sick or too old to work, and they must have at least six children to ensure that one son will survive to adulthood. (There are no old age pensions, welfare benefits or extended care facilities for the elderly.)
Energy: Fuel is a precious commodity. Wood and coal are the primary fuels for heating, cooking and industry. Labour on farms is done mostly by muscles-animal and human. Precious coal oil is saved for the lamps at night.
Work: The majority of people are engaged in subsistence farming and fishing. Work is endless. Every hand is needed because there are so few machines. Conditions in the mining and logging industries are particularly harsh. In the cities, factory working conditions are terrible-low wages, long hours, no holidays, a six-day week, no employee benefits. The few mercantile and professional jobs are limited to those with advanced education and family connections.

You have just read a description of a nation thirty years after it achieved independence. Since independence day (the natives call it Dominion Day), these people have thrust aside colonial status-being ruled by another country-and now govern themselves. This country has a long way to go, but success is certainly possible. It takes a long time to improve health care, transportation, education and working conditions. Thirty years is not long at all!



ASSIGNMENT: Read the description carefully looking for clues and suggest which country it is with reasons for your suggestion.

If we could Shrink The World

If we could Shrink the World If we could shrink the earth to a village with a population of precisely 100 people with all the existing human ratios remaining the same, there would be... 57 Asians 21 Europeans 14 from the Western Hemisphere, both North and South 8 Africans 52 would be female 48 would be male 70 would be non-Christian 30 would be Christian 70 would be non-white 30 would be white 89 would be heterosexual 11 would be homosexual 6 people would possess 59% of the entire world's wealth and would be from the United States 80 would live in sub-standard housing 70 would be unable to read 50 would suffer from malnutrition 1 would be near death 1 would be near birth 1 (yes only 1) would have a college education 1 would own a computer When we consider our world from such a compressed perspective, the need for acceptance, understanding and education becomes glaringly apparent. It you have never experienced the danger of battle, the loneliness of imprisonment, the agony of torture or the pangs of starvation - you are ahead of 500 million people in the world. If you can attend a church meeting without fear, harassment, arrest, torture or death you are more blessed than three billion people in the world. If you have food in the refrigerator, clothes on your back, a roof overhead and a place to sleep - you are richer than 75% of the world. If you have money in the bank, in your wallet and spare change in a dish someplace - you are among the top 8% of the worlds wealthy. (Found at the Eden Project)

http://en.wikipedia.org/wiki/Human_Development_Index

http://hdr.undp.org/en/statistics/

Demography

Here are the links to the two video clips we saw in class today.

http://www.youtube.com/watch?v=jbkSRLYSojo

http://testtube.nfb.ca/#/testtube

SMALL TOWN BC-opoly

http://www.citytown.info/Canada/British-Columbia.htm

http://www.easybib.com/

Small town BC-opoly is due Thursday, May 24th when it will be Game Day in class, with self and peer assessments and reflections on the BC communities you learned about while playing.

The United Nations

http://www.un.org/en/

The Canadian Pacific Railway

http://www.ironroadthemovie.com/

Here's a fun little link to some more info on the CPR.

http://www.cpr.ca/en/about-cp/our-past-present-and-future/Documents/cp-childrens-history.pdf

Kamikaze Dog Fights in World War II

THE HOLOCAUST

http://www.youtube.com/verify_controversy?next_url=/watch%3Fv%3DlBDh1Rl9OXo

He's INNOCENT!

Wow! Congratulations to all 3 blocks of Social Studies 10 classes with the very successful 2012 trial of Louis Riel. Your hard work and commitment to the research and the simulation were fantastic! Louis is a lucky guy to have his freedom. Well done.

RIEL: Traitor? Hero? Martyr? You be the Judge

Our trial of Louis Riel  2012  will begin on Thursday, April 12.
Here are a couple of useful links that might help you prepare . . . whether you're a Judge, Bailiff, Juror, Crown Counsel, Defense Team, the Accussed or a Witness.

law2.umkc.edu/faculty/projects/ftrials/riel/riel.html

www.pc.gc.ca/apprendre-learn/prof/racines-roots/itm2-activ/riel1_e.asp

A Company, a Country. Canada

Ray Mears:  Northern Wilderness.  A Company that Built a Country

ONE THOUSAND CRANES

Hi Socials 11. We are one of the fortunate classes which will get to see this theatre presentation.  It sounds like an excellent connection for us as we've begun studying the realities of war and examining the connections to us, in our daily lives, here in Richmond, 2012.

• McMath Multicultural Club is pleased to announce that Bunkaza Theatre Company is visiting us to present One Thousand Cranes during the second block on Thu, Feb 9th.  The Bunkaza is a professional Japanese theatre company with a 70-year record of excellence, so this is a rare opportunity for us.  This story is an award-winning play by Colin Thomas and weaves together two stories, "In the first, which is based on the true story of Sadako Sasaki, a young girl discovers that she has radiation-induced leukemia nine years after the bombing of Hiroshima.  The second story is about Buddy, a Canadian boy who is afraid of nuclear war and thinks there's nothing he can do to stop it..."  The play will be presented in Japanese and English.  

Sir John "EH" MacDonald

Recently, students in Social Studies 10 were presented with the challenge of answering the Essential Question:  Why was Sir John A MacDonald such an important Canadian?  Students explored and presented their answers to this question and then submitted their entries to the Sir John A MacDonald contest held by the Historica Dominion Institute of Canada.  Check out a link to their site to learn more and hopefully see some of their submissions!  http://sirjohnaday.com/

WWI Propoganda

Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position so as to benefit oneself or one's group.

As opposed to impartially providing information, propaganda, in its most basic sense, presents information primarily to influence an audience. Propaganda is often biased, with facts selectively presented (thus possibly lying by omission) to encourage a particular synthesis, or uses loaded messages to produce an emotional rather than rational response to the information presented. The desired result is a change of the attitude toward the subject in the target audience to further a political, or other type of agenda. Propaganda can be used as a form of political warfare.

Bias, a highly researched area by psychologists, and our emotions considerably enhance our susceptibility. Fear, for example, either present or created by the propaganda, can be extremely important to our level of susceptibility.

Another important characteristic is that the processes of developing and maintaining false belief(s) presented by a system of propaganda are generally unconscious, at least in part. The less we understand about our susceptibility, the easier it may be to manipulate us.

While the term propaganda has acquired a strongly negative connotation by association with its most manipulative and jingoistic examples, propaganda in its original sense was neutral, and could refer to uses that were generally benign or innocuous, such as public healthrecommendations, signs encouraging citizens to participate in a census or election, or messages encouraging people to report crimes to the police, among others.

(source:  wikipedia  'propoganda')

GO C A N A D A!

Congratulations to the Canadian Women's National Soccer team on securing a birth in the 2012 London Olympics.  Way to go!

Post technology reflections

WOW! What a week of i-exploring we've had! How has this learning experience been for you? In what ways has technology helped you explore some of our essential questions in socials studies? What frustrations have you encountered along the way? How did what you experience match (or not) with what you had anticipated about using technology in our class? Please complete a second PMI reflection about your experience and post it as a comment on our blog.

Here are some other general comments you made about the Positives, Minuses, and Interestings

P - interactive, easy to use search system to find apps,I thought it was a great way of learning. It was really fun and a great experience. I think we could use these in other classes as well,a great way of accumulating knowledge and displaying it as well, using the iPad for class experience was really putting it to the test to how an iPad used for recreational purposes most of the time can be used for education through apps, saves a lot of time, doesn't take long to operate, you could be very creative on the iPad, easy to share info with other classmates and see what others came up with for their presentations, I can create anything I desire,

M - the apps aren't very specific to certain Socials topics, no Flash, it freezes a lot when
Everyone is trying to email/blog at the same time, you can not save some things on the iPad and some apps you can not email, sometimes it can be hard to transfer something from one place to another, frustrating when all the work gets deleted, limited as to what apps you can use, not all apps let you save work and some work doesn't actually get saved or could be deleted by other people if not careful, not worth the money-just use lap tops (gets work done faster and better), can't refund bad apps, quite fragile, limited time to use them, takes time and effort to learn how to use all the functions,

I - easier and a different way to learn instead of using worksheets, taking notes, etc,
Different types of apps, Google earth!, animation apps, the school isn't ready for new technology, they are most useful for research, getting textbooks on the iPads, I like the independence, you can do almost anything on the iPad, there were so many ways to visualize the project such as making a mind map, making a quiz, or making an animation,

Block Rotation tomorrow - TUESDAY

Just a reminder that block occurs tomorrow - Tuesday the 24th .
 This means it will be

Block 1.3, then 1..4, then break, then 1.1 then 1.2.

 See you then

Wikipedia

Imagine a world . . .

After day one . . . iexplore

Whew! What an exciting day exploring the use of iPads in our learning. It wasn't without a few hiccups, but overall, most of you felt really excited and engaged in your learning during class. Here's just a sample of the feedback you provided in your PMI on iPads in the classroom.

P (positive)
trying out the apps
It was really easy and fun to use
It is intellectual and features useful apps that can help us study
You can have access to the Internet for any question you may have
The iPad itself was great-easy to use, fast, has lots of useful tools
Lots of colors, pictures, and shapes
Website and Internet speed was satisfactory-excellent; faster Internet speed than the
computers at school
Using the iPad itself was great. It was fun and there was some really good information
that could be found
Easier to learn about historical events
It was fun to use because we don't do this often, or at all
There's a lot of interesting apps we can use to create projects
Intuitive OS
Good resolution
Lots of apps to explore and use
It was a good way for alternative learning

M (minus)
Not enough time in class to check out all the apps I wanted to
Some apps were slow to download
It can be distracting
Some apps are pointless and don't relate to socials
There's no background information before we get into the app
iPad occasionally crashed; the app store wouldn't let me click on any apps
The screen was not really clean
App searching is annoying
It wasn't as great as I had hoped
Couldn't find any apps that helped
Not all the apps i wanted to check out were working
There are some apps that are fun, but not good for learning
Some apps were pricey

I (interesting)
Learning shortcuts, like the four finger swipe or closing an app
I learned how to search in the app store
There's so much to use, and so many different things you can do, and different ways to do them
Can learn history without having to write it down
The app I found didn't teach me anything but it could be used for learning
I got to use an electronic iPad in class and the teacher allowed it
It was interesting to just use the iPads in class. I'm excited to see how this will work
Lots of functions on the iPad
I thought it was cool because it was so fast and resourceful

Thank you for your honest feed back. I'm looking forward to next class . . . icreate!

Tackling technology

Here we go . . .our journey into technology will begin shortly! It is a very exciting, and somewhat scary, adventure. Sometimes . . . I get a good feeling!

Here is what some of you think about using technology and how it may help you in class . . . we'll see.

research done immediately, in class

easier to research multiple things at a way faster speed

learning how to find and assess good resources on the internet

view any notes or information found in class, at home

apps to make things interesting

we can visualize certain events and watch short clips

more hands on learning

it can help me learn in different ways; visual and interactive learning styles

I can get a definite answer to my questions

it can help me verify anything I am not clear about (although the teacher can as well :))

notes will take less space and be less messy: be faster and more organized

find cool websites or apps

getting different types of media (music, videos, pictures, etc)

it is easier to learn when  you're having fun and technology is more fun than a textbook

playing games makes you want to know the answers

learn things faster

greater depth of understanding

access to more, specific information