1. Students continued watching a video that documents the history of Canada from the end of the Second World War into the reign of the Trudeau government. With the actual footage and audio of certain historic personalities available, since television was now available during these decades, the students seem very involved in the video. We will continue with questions and move into the notes for Unit four when we return on Monday.

1. Students watched the video in the projector room. They are very familiar with this line of videos and they seem very engaging. Although few students are actually taking notes, they were following along and it will help them a lot in understanding our coming unit as we discuss the topics in the notes.

1. Students were given a handout of questions to follow the handout they read yesterday. Most worked together in groups, although there were a few who followed or trailed behind the person next to them. Do your own work! You can work together but Copying is not allowed.
2. Students then began watching a video that follows occurences in Canada from 1946 to 1964. We will continue tomorrow.

1. Students were ROWDY! It took them a while but they calmed down and read silently the handout titled “The Quiet Revolution” that discussed the turn over in Quebec from a Church-controlled political institution to a more modern one.
2. They will be given a handout tomorrow with questions on the topic.

   [kml_flashembed movie="http://www.youtube.com/v/cKCRHhmHvjg" width="425" height="350" wmode="transparent" /]

1. Students had two exams to choose from, both of equal difficulty and length. They had to play the odds in choosing from one pile or the other, just to add a little fun to the exam process. (No, really it was because some people wrote the exam yesterday and I always have two exams when that is the case.)
2. They mostly seemed to do fairly well and some put in a stellar effort in the length of time they took to try to recall information. That in itself is a success.
3. They were told to bring their binders to the exam because it may be worth marks. I looked through everyone’s binder and gave them a bonus five possible marks depending on how thorough, neat, and complete their notes and handouts were.

1. We watched the biography of both Diefenbaker and Pearson. Students watched and took notes. They were reminded the test for Unit 3 is tomorrow and that it may be worth marks for them to bring their binder with them.
   Be clear, I have never said it will be an open book exam so do not rely on that. You may be sorrily mistaken.
   Please study hard. You were told last Friday about this exam. It would be quite disappointing for many of you to do poorly when you were given every opportunity to prepare.

Here is a link that leads to the online transcripts of each biography.
http://www.cpac.ca/forms/index.asp?dsp=template&act=view3&template_id=635&lang=e

1. We had only a bit left to discuss to finish up our notes for Unit three. We sat outside in the gazebo and read through and discussed the missing parts of their notes. It was a fun time and they even learned and listened a bit.
2. The test is still Friday. Some students are writing it on Thursday as they will not be at school Friday.
   * Bring your binder when you write your test. It may be worth some marks for you.

1. Yesterday, students read through answers to Ch 18 and watched biographies of Mackenzie King (a little eccentric) and Bennett (who eventually exiled himself from Canada). Today we started again reading through the typed handout of notes, students added their correct responses in as we discussed the topics and they, hopefully, were adding comments and important points of emphasis on the side.
2. They were reminded again that there is a unit test on Friday. I will want to see your binder that day so be sure to bring it. It may be worth marks. 🙂

1. A homework check started the class off to see who had completed last week’s questions for Ch 18.
2. We read through and discussed the answers. I copied out my own answers to the questions and gave a copy to everyone. *Extra copies, for those missing, are on the shelf.*
3. Students watched the biography for William Lyon Mackenzie King and the first ten minutes of R.B. Bennett’s as well. These will possibly be subject to questions on the exam on Friday.
4. Reminder: There is a Unit three exam on Friday. It was set last week, students were told, and it was written on the board. If you will not be here on Friday, make arrangements with me beforehand.

1. We had a Fun class yesterday! There were several students missing but for those of us present, it was a fun discussion and dialogue. I can now quote students saying “That was a fun History class!” 😀
2. We continued on with filling in the answers to their notes for Unit three. For those students missing, you really don’t get the full picture by only reading the notes and getting the answers from other students. By being present, you can participate in the discussion that goes along with the notes and hear the emphasis put on different topics or issues.
   The major focus of unit three is on the changing /growing role of Government for Canada. Before the war, the role of government was in conflict as decisions were not clearly Federal ones or Provincial ones.  During the war, conflict existed for those in power over whether to use conscription and force soldiers to fight. The continuing French-English struggle continued as well as the French, once again, resented being attached and at the beckon call of England. After the war, when the Depression hit the country hard, the role of government, again, was in dispute as farmers and laborers, struggling to make ends meet and keep their farms, asked the government to intervene and assist them economically. The government stalled, which led several workers and farmers to believe they were fighting against an unknown alliance between Government and Business in Canada. That struggle, to protect themselves against this perceived alliance, is what led to the creation of new political movements that originated in the West and gained popularity and momentum through their ideologies of wanting public ownership of certain companies (ie banks, insurance agencies, public works etc). This was a new era of politics for Canada and a new level of initiative for the Canadian worker/farmer.