SS10 Spring 2020

Week of June 15th

In 2018, the Rule of Law Index reported a “global deterioration” of human rights in two-thirds of the world’s countries. Venezuela scored at the bottom of the list at number 113 and Scandinavian countries in the top four. Human Rights Watch sees close links between human rights abuses and economic inequality. In 2020, we see protests close to home about police abuse and unequal treatment through #BlackLivesMatter.

There are 3 parts to this assignment: ONE – a human rights video and questions, TWO – study of one past Canadian human rights issue and THREE – a look at Canadian rights and freedoms through the Constitution. Each part will take up to 15 minutes.

This is the very last assignment for those of you who want to increase your mark and get the most out of Social Studies 10.

The three part assignment is called HUMAN RIGHTS IN CANADA + THE WORLD. You can access it by clicking on the link above.

BONUS LEARNING HERE : )

One of the most important documents of the last 100 years is the Universal Declaration of Human Rights, created by the United Nations. I strongly recommend that you take this whole e-course by United for Human Rights. It might take you 2-3 hours.

Take screen shots that you passed each quiz. I can include it in your mark as a completion mark with 20 points. Everyone who wants to understand why #BlackLivesMatter and #IdleNoMore are so important should take this course. It will also be clear what many of the huge issues in the world are and help you in future current events discussions.

Week of June 8th

So much has happened in the world in the last two weeks. Dominating the news is the #BlackLivesMatter movement – originating in Minneapolis, Minnesota where George Floyd was killed by a police officer – which has gained support all over the world, including in Vancouver. In fact, what has come to the surface for us is that Canada, has many hidden and known racism and discrimination within its police force and systems as well.

On June 3rd, an article was published by Pam Palmater, a professor at Ryerson University who is a lawyer, a Mi’kmaw citizen and member of the Eel River Bar First Nation in northern New Brunswick called, “Yes, Canada Has a Racism Crisis and its Killing Black and Indigenous People“.  Another strong article is “Sadie Kuehn wants you to know Black history” in the Tyee written by Katie Hyslop. The Canadian Human Rights Commission also has a statement. (Your assignment will be to pick out 5 key points and make a comment in the hand-out attached below.)

The Palmater article positions itself as countering the perspective of the mainstream media and police; it says, “Anti-Black and anti-Indigenous racism and violence in policing is as big an issue in Canada as it is in the US” and then it provides facts from various sources as evidence. For example, Black people in Toronto are 20 times as likely to be killed.

The question remains about whether police get special treatment, and are “above the law”. Out of 34 000 investigations of citizen deaths and injuries, 95 Ontario police officers were charged and only 16 ever convicted. And it’s also Indigenous peoples who are treated poorly and targeted by discriminatory laws, policies, practices, actions and omissions.

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Some see it not just as a matter of individual racism. It’s seen as a failure of a system which works for certain groups of people but not Black or Indigenous peoples – systemic racism. Here’s an overview by CityNews about systemic or structural racism.

Cineplex is offering us all free access to movies which help us to understand Black stories.Choose one and let us know what you learned. First, set up an account and then click the “Rent for 0.00”.  My favourite movie there so far is “The Pursuit of Happyness” a true story about a father who was homeless with a small son and eventually made his way up as a stock broker.

Other resources:

ASSIGNMENT #4

Read over all of the articles and watch the videos recommended above. Complete the hand-out #BLACKLIVESMATTER and email it to Ms. Moore. Be prepared to study more on past injustices in Canada and how we as a country have handled these.

Here’s an example:

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Week of May 19th/26th

So, you probably had a variety of thoughts after watching The Path to Genocide documentary about the Holocaust. It’s a disturbing scenario, and one that we need to understand so we do not allow others to repeat the tragedy. How much of this information did you know prior to watching? What was the most interesting or surprising that you learned from the documentary? Why is it important that students continue to learn about the Holocaust and other injustices and genocides in general?

As you know, there were Jewish people all over the world but many were fleeing Europe as Hitler inflicted his racial cleansing policies. Some made an attempt to come to Canada. What would you expect the reaction of Canada to be to refugees fleeing from persecution in another land? 

Notice I’ve asked a few questions above. Please answer those questions here.

NEXT:

You will research and analyze the issue of the MS St Louis ship which left left Germany carrying 907 Jewish passengers fleeing persecution by the Nazi regime, in 1939. The ship was turned away from Cuba and the United States before a group of Canadians tried to convince Prime Minister Mackenzie King’s government to let it dock in Halifax.

The Canadian government heeded the anti-Semitic sentiment abroad at the time by severely restricting Jewish immigration. From 1933 to 1945, only about 5,000 Jewish refugees were accepted because of what Trudeau called “our discriminatory, ‘none is too many’ immigration policy.”

When Ottawa refused to let the MS St. Louis passengers disembark, the ship returned to Europe.

Read through and listen to various sources of information about this ship. Then complete the following worksheet (coming soon!) which will focus on ethical judgement and historical perspective of events.

Watch these first and then you will be walked through an analysis of historical perspective.

NEXT:

adapted from Pondering the Past  by Peter Seixas, October 8, 2014

People sometimes appear stupid, ignorant, weird, or all of the above.” This is a statement describing what the past actions of others might look like to those in the present-day.

It’s important to remember that some people’s whole way of experiencing the world, their whole way of thinking, and perhaps even feeling, were different in the past in ways that are hard for us to imagine.

This exercise will be using all of the evidence that we can find to put ourselves in the shoes of others. Doing this means that we need to leave behind, temporarily, some of the values and categories that shape our thinking in the twenty-first century. Taking a historical perspective does not require that we agree with people of the past or identify with them, but that we attempt to understand them.

Understanding the diversity of perspectives in any one moment is a key to understanding the events of the time. Outside of make-believe and imagination, we can never again be in 1872, or 1946, or the year of your birth. But — and this is the third big problem with the past — the past has consequences for today and for tomorrow.

However, it’s also important to remember that there are ethical considerations about actions from the past as well. Did you know that concepts like racism, sexism, and homophobia, for example, are all products of very recent times. But it would be hard to imagine an acceptable history of the Holocaust that did not take an ethical stand.

The goals in this exercise include:

  1. understanding the people of the past and their viewpoints
  2. recognizing the lessons history teaches and how it helps us to live in the present

Understanding historical perspective demands comprehension of the vast differences between us in the present and those in the past. We don’t want to judge the past with today’s standards.

At the same time, acceptable history wouldn’t treat the Nazis of Germany in a neutral manner. We should expect to learn something from the past that helps us to face the ethical issues of today.

Your task:

Read and watch all relevant sources for the rejection of the MS St Louis from Canada.

UPDATED!! Complete this one worksheet on historical perspective and ethical judgement attached here. Worksheet is here: (word version: As #3 Part 2 Analysis in Word) or  (pdf version:   As #3 Part 2 Analysis )

The backgrounder is here: MS_St_Louis_Backgrounder_with_highlights

The link to Prime Minister Trudeau’s apology is here: https://youtu.be/-3VaijiBIGA

Email it to Ms. Moore when you are done. deirdre.moore@ burnabyschools.ca or fromdeemoore@ gmail.com.

Week of May 11th

Up until now, you will have handed in two assignments: a multiple choice set of questions regarding Canada’s role in World War 2 and a review of a World War 2 movie or the comments from veterans of that war. Scroll below for today’s assignment which will start with the A Path to Nazi Genocide activity sheet concerning the Holocaust, which occurred up to and during the War.

What cannot be missed during a study of World War 2 is a look at the terrible toll and crimes on innocent people around the world – civilians who died, populations who went hungry, children who lost parents, and those who were systematically victimized.  The focus today will be on the tragedy we call the Holocaust – not just a victimization of Jewish people, but a genocide.

INTRODUCTION TO THE HOLOCAUST:

The Holocaust was a highly significant event, not just for World War 2, but in the entire history of humanity. It was an unprecedented attempt to murder a whole people and to extinguish its culture. The Holocaust should be studied because it fundamentally challenged the foundations of civilization. You can get an overview here as well, but continue below for your assignment.

The term, “Holocaust” refers to the specific genocidal event in 20th century history which was the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945.

Jews were the primary victims—6 million were murdered; Gypsies, the mentally ill and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including homosexuals, Jehovah’s Witnesses, Soviet prisoners of war, and political dissidents, also suffered oppression and death under Nazi tyranny.

Every Jewish community in occupied Europe suffered losses during the Holocaust. The Jewish communities in North Africa were persecuted, but the Jews in these countries were neither deported to the death camps, nor were they systematically murdered. The term “Final Solution” refers to Germany’s plan to murder all the Jews of Europe.

A death camp is a concentration camp with special apparatus specifically designed for systematic murder. Six such camps existed: Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka. All were located in Poland.

Studying the Holocaust will help you to think about the use and abuse of power, and the roles and responsibilities of individuals, organizations, and nations when confronted with human rights violations. It should make you more aware of the potential for genocide today.

Genocide still happens in today’s modern times. Further investigation could include Rwanda 1994 and the Rohingya in Myanmar 2017 as a start.

Here’s your assignment:

1. Watch this introductory video called, The Path to Nazi Genocide. Complete the questions on the A Path to Nazi Genocide activity sheet while watching.

The documentary examines the Nazis’ rise and consolidation of power in Germany, as well as their racist ideology, propaganda, and persecution of Jews and other innocent civilians. It also outlines the path by which the Nazis led a state to war and, with their collaborators, killed millions — including systematically murdering six million Jewish people. It is intended to provoke reflection and discussion about the role of ordinary people, institutions, and nations between 1918 and 1945. It is produced by United States Holocaust Memorial Museum. 

2. Next, let’s consider what Canada, Canadians and the Canadian government did about the Holocaust? On Monday, we will take a look at the problem of the ship called the St. Louis, which will provide insights into a deep, dark racism of the time. We will then start a project on the development of human rights protections in Canada.

3. Submit your work to Ms. Moore at her regular email address deirdre.moore @burnabyschools.ca or fromdeemoore @gmail.com .

Week of April 27th

April showers bring May flowers. This week you will examine perspectives from wartime Canadians and consider impact, views and values.

It’s easy to think of World War Two as this big global event situated in internet summaries and history textbooks. But this way, we easily miss the personal stories intertwined with this catastrophic event.

It’s critical to know how events affected ordinary people; how lives were shaped, relationships brought together and even torn apart.

Let’s continue to work understanding the global event that shaped the lives of millions, yet also influenced the everyday lives of Canadians. You will have a chance to see the war in a more personal way.

Let’s get started.

aSSIGNMENT #2

FIRST, choose A or B below. THEN, do C.

PART A.
MEET VETERANS FROM WORLD WAR TWO
Go through audio and video recorded stories of veterans of World War 2 on the site “Memory Project”. Choose three, including 1 woman and subjects from different provinces/territories. Complete the activity sheet to provide biographical information, a description of their WW2 involvement for each veteran, and to answer 3 questions about impact.

Activity Sheet with Part A and Part C

PART B.
WATCH A WAR MOVIE.
Choose one movie on Netflix or a provider you have access to. Ms. Moore will share her password with you if needed. Complete the activity sheet to provide a plot summary of the movie, a description of what a viewer can learn about the war from the movie, and to answer 3 questions about impact.

  • Keep in mind that the nature of World War 2 is graphic. I cannot shield you from violent scenes while you watch at home. Please ask your parents if they know anything about the movie you are about to watch. If you do not like violence, please do Part A or do not choose an “R” rated movie.

List of Netflix movies available (there are others):
Gundu, The Imitation Game, The Photographer of Mauthausen, Mission of Honor, In This Corner of the World, Darkest Hour, Hitler’s Circle of Evil series, Schindler’s List…

Activity Sheet with Part B and Part C

PART C.

After completing either A or B, you will complete C.

WRITE A HISTORICAL OVERVIEW

For this section, you will research the WW2 topic your viewing was associated with AND THEN write a short historical overview of 100-200 words on that topic and/or timeframe. (eg. a sailor’s story may warrant an overview of the Battle of the Atlantic)

This will be one of the events that the Memory Project veteran was involved with, or the war event that the movie was centered around. This could be a battle, an “operation”, a “project”, a mobilization effort.

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Sample Historical Overview:

Women Serving in the RCAF
As soon as World War Two began, Canadian women began applying pressure to the government to allow them to participate and join the war effort. With obvious manpower shortages various military establishments began opening up their ranks to women with the logic that women could perform the tasks performed by men, thus freeing them up for combat duty.

In 1941, with the government’s decision to allow the enlistment of women in the armed services the Royal Canadian Air Force established the Canadian Women’s Auxiliary Air Force. It was designed to release men from administrative, clerical and other office related work in favour of women.

In the beginning, few avenues were open to women in the RCAF, however as the war raged on a total of 69 trades were made available including clerks, drivers, parachute riggers, photographers, wireless operators and even instructors.

Most women were stationed at British Commonwealth Air Training Plan and RAF training locations across Canada and Newfoundland while some were even placed overseas. Through the RCAF women could make a vital contribution to the war effort while pushing for greater recognition in the working environment.

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Week of April 20th

After waaaaaaay too long, Socials 10 begins again with a re-introduction to Canada’s Role in World War 2.

Keep in mind that you had just completed work on a look at one individual event of World War 2 which had some historical significance for Canada and Canadians. You will have presented already or will be presenting your findings to Ms. Moore – email her to book a virtual time for that.

ASSIGNMENT #1
You will watch a 45-minute documentary and answer the multiple choice questions as you watch. You will email your answers to Ms. Moore in any format – digital file or a photo of your work on paper.
The Second World War was a great turning point in our history. Tim Cook, a Canadian historian and professor believes that Canada was never the same after that event. He said, “We fielded an enormous fighting force. One in ten Canadians served. We fought around the world. The nation was forever changed at home.”
How significant was World War 2 in Canada, in your opinion?  By watching “The Story of Us: United in War: episode 8“, a CBC documentary, you will get a general idea of the extent of the impact of this war on the country and its citizens.
While watching please complete the multiple choice quiz in one of two formats both available by clicking:
  1. a Google Form  where you can click on the right answers and submit your answers electronically, and
  2. a Word_Document which you can email to Ms. Moore.
access to previous pages with work from term 2

Note that if you are looking for the Term 2 Make-up work which was previously distributed on 3-4 different pages in the menu of this website, you should click on Term 2 Make-up work tab. All the access to worksheets and previous pages are listed there. Good luck!

 

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