Grade 9: Enlightenment/Philosophers Assignment

Enlightenment:

Part 1: pondering some philosophical statements

Decide if you agree or disagree with each statement.  Be prepared to state why you agree or disagree.

Agree/Disagree

 1. Humans are naturally selfish.

2. Government is necessary to keep order.

3. Without government, the world would be chaotic.

4. Giving up some of your rights in exchange for law and order sounds like a good idea.

5. The purpose of government is to protect the citizens’ rights.

6. If the people do not agree with the government, then the people have the right to rebel and demand change.

7. It is important the power is separated and not given to one person.

8. Humans are naturally good.

9. All people should be free and equal, without social classes and social hierarchies.

10.  Education is necessary to become virtuous, useful, and productive.

11.  Every person should be given an education.

12.  Some jobs should be filled only by a specific gender.

13.  Traditional marriage roles are important to maintain order.

14.  Through experience, people naturally gain wisdom and insight.

15.  People know how best to govern their own affairs, not the government.

Part 2: information gathering

a) Gather information about the Philosophers (from your text book & the handout) and record on your data chart.

b)Pretend you are a devoted follower of one of the Philosophers of your choice.  Choose two of the following topics and try to reconstruct the world according to their views.  For example:  what would a school look like if Hobbes was responsible for organizing and planning it?  You may discuss this with a partner.

1.  school

2.  places of work

3.  welfare/social programs

4.  government

5.  rights & freedoms

6.  family life

c) Go through statements again from the point of view of your philosopher that you are an expert on.  (again how would you defend your philosophers point of view, ie why would they agree or disagree.

Part 3:  written extension on philosopher

Write a description of your school, family life, society etc... as it would look if one of the philosophers were responsible for creating it.  Be sure to mention the philosopher by name, his most important idea and explain how this would effect life.

-Go through self assessment

-Have a partner read your write up and provide feedback

-Create final draft and submit (**along with philosophers chart) by Tuesday Oct. 12

Answers to Friday 5: September 24, Social Studies 9

 1.  Who won the seat in our riding and what party do they represent?

Rob Morrison - conservative

2.  Explain a minority government.

-When the party in power has less than 50% of the seats and therefore require cooperation with another party in order to pass bills/legislation into law.

3.  Define revolution:

The overthrow of the government or social system of a country, usually by force.

4.  What form of monarchy do we have in Canada?  Briefly explain this.

-Constitutional Monarch - meaning they must follow a constitution in the country they rule over. In Canada they are represented by the Governor General and don't have a lot of actual power.

5.  What were two things going on in France that may have led to the revolution?

-famine, lack of jobs, absolute monarchy not fit to rule, broken economy, feudal system still in place, new ideas by the philosophers, ideas coming from the American Revolution etc...

Socials 9: Revolutions, Rebellions & Civil Wars project

  Social Studies 9:  Revolutions project

Part 1: Basic Research

Goal of part 1:  To gain basic information around a rebellion of choice.  This can be present day or from the past.  To further understand how this rebellion/revolution/civil war impacted the world at the time and today.

-Find a revolution, rebellion or civil war of interest to you
-Do some initial research using the 5W+H format (who, what, where, when, why and how)
Some examples of these questions might be:  Who was involved?  Who started the revolution?  Why were they rebelling?  etc...
-Ensure you are using credible sites and information and keeping track of these sites for your bibliography.

***You must take good notes (Mr. Wilson has note taking sheets) these will be part of your mark.

Here are some examples:

-American Revolution, French Revolution, Russian Revolution, Peasant Revolt (England), Slave rebellion, Prussian uprising, Industrial Revolution, Red River Rebellion, Glorious Revolution, Serbian Revolution, Mexican war for independence....etc...

Part 2:  Recipe for a Revolution (civil war etc...)

If a revolution  was a cake, what would the recipe look like?  

How long would the the prep time be?  5, 10, 50 years?

What about the  ingredients?  A harsh ruler?  Lack of freedom?  Poverty?

What would the directions look like?

Create a recipe card that reflects your answers to the above….

Prep time:  time revolution/rebellion was building

Ingredients:  key players and events

Directions:  what happened

Cook time:  length of the fighting, revolution

End Product:  final result

Part 3:  Research & Evaluative Questions  (Zooming in)

Decide on one part of your revolution that you want to learn more about.  Come up with a research question.

A research question is one that your know you will be able to find the answer to in books etc… A “Literal Question”  ** Remember Grade 8???  See slides 3-6 here.

For example for the  French Revolution:  Who was Robespierre; what was his role in the Revolution?

You will then continue to take notes & research to find the answer in the library.  Once you have the answer, we will help you to create an “evaluative question” to answer and you will move to Part 4.  There are a number of examples of evaluative questions on the handout I went over in class (this is also attached on TEAMS).    

Answers to Friday 5: September 17, Social Studies 10

 1.  What do you need in order to vote in a federal election?

-ID to prove you are over 18 and a resident/citizen of Canada

2.  What are the three branches of government?

-Legislative branch - make and amend laws

-Executive branch - carry out the laws

-Judicial branch - interpret the laws

3.  List the parties running candidates/platforms in our riding.

-NDP, Green, Liberal, Conservative, PPC

4.  What are tow types of barriers voters often run into?

-motivational & access barriers

5.  Explain what the general views on the right side of the political spectrum are?

-tradition, less or no change, less taxation, less regulation, smaller government

6.  bonus

What is the name of our federal riding?

Kootenay-Columbia

Answers to Friday 5: Socials 9, September 17th

 1.  One historically significant event from chapter one and why:

-Martin Luther's 95 thesis -->Protestantism

-Printing Press --> increased number of books available, spread of knowledge, more literate 

lots more examples, just need to back it up!

2.  What sort of views are found on the right side of the political spectrum?

-like tradition, smaller government, less taxes, less regulation

3.  Name a left wing party or ideology:

-Communism, Liberalism, 

NDP, Liberal party of Canada, Green party

4.  What political parties are running candidates in our riding?

-Liberal, Conservative, NDP, Green, PPC

5.  Person running in our riding and their party

-Robin Goldsburry - Liberal, Ron Morrison - Conservative, Wayne Stetsky - NDP, Rana Nelson - Green, Sarah Bennett - PPC

6.  Define political party:  A political party is made up of a group of people who share a similar political ideology and goals about society and government. 

Party Platform quick research assignment links

 Goal:  understand the various political platforms presented in this election and our riding

Part 1:  meet with your group members and figure out how best to divid and conquer, the following links will help you to get the information.  Work together to synthesize and understand the information.  

Part 2:  Prepare a quick presentation on your groups platform.

Part 3: present!

Pollenize
 Pollenize Canada 2021 is an online tool that outlines the platform promises made by the major parties on 13 different election issues. Make sure that you click on the “Show Mores” to see all the proposed policies for each issue (in some cases there are a dozen).

Other party platform tools
You may wish to consider using the platform summaries created by different media sources to support your analysis of the parties. Examples include: 

• Maclean’s: 2021 Election Platform Guide
• CBC News: How do the main parties compare on these issues?
• CTV News: Where do the parties stand?
• Toronto Star: Promise Tracker
• Vancouver Sun: 12 hot topics and where each party stands

Party Leader Q&As
Lastly, we wanted to remind you to take advantage of the Party Leader Q&A videos, which offer a quick and easy way to compare each party’s priorities: https://studentvote.ca/canada/leaders/ 

Answers to Friday 5: September 10, 2021

 1.  What type of government does Canada have?

-Democratic, Constitutional Monarchy, Parliamentary Democracy

2.  What is the role of government?

-to provide structure and organization to it's citizens, help provide order through laws, taxes and infrastructure

3.  What is the role of the Governor General?

-represent the Queen in Canada

-She also signs bills into law, opens and closes parliament, reads thrown speech, is the ceremonial head of the military and head of state

4.  What is significant about this Governor General?

-First Indigenous Governor General 

5.  Differentiate between representative democracy and direct democracy.

-representative democracy:  people elect/vote for someone to represent them in a democracy

-direct democracy:  every citizen votes on every decision

**

Grade 10 bonus:  define oligarchy

-where a few rich (often men) rule/form government

SS9: Course Outline

Social Studies 9

von Bremen

Blocks 3

Room 205

Blog address: http://vonbremensocials.blogspot.ca

Email address:  kvonbremen@sd19.bc.ca

The goal of Social Studies is to help students become active and informed citizens who have an opinion on issues and can back up their ideas.  In order to become active, informed citizens it requires practice and experience, welcome to class!

In Social Studies 9 we will look at a variety of ideas and topics through six historical thinking concepts which include:

-historical significance

-evidence

-continuity & change

-cause & consequence

-perspective

-ethical judgement

Through these lenses we will explore a number of topics that may include:

Physiographic features of Canada & Geological Process

            -Physical & political regions of Canada

            -Natural resources & major economic activities

            -Physical geography & Canadian identity

Political, Social, Economic & Technological Revolutions

            -French Revolution

            -Industrial Revolution

Continuing effects of Imperialism & Colonialism on Indigenous people in Canada & the world 

            -Interactions between First Nations & Europeans

            -the effects of treaties, Indian Act and more

Global demographic shifts (including patterns of migration & population growth)

            -disease, poverty, famine and the search for land

            -immigration to Canada and individual challenges & contributions to society

Nationalism & the development of Modern Nation States including Canada 

            -confederation

            -CPR

            -responsible government

Local, Regional & Global Conflicts 

            -Fur Trade

            -Red River & Northwest Rebellions

            -World War I

Discriminatory Policies, Attitudes & Historical Wrongs 

            -Internment

             -Residential Schools

*Please note there is a mandatory position paper assignment that students will need to complete to a satisfactory level in order to complete the class and move to the next level.

What you need to be successful:

-a good attitude

-come to class prepared and ready to work

-bring texts, notebook & writing utensils

-participate and be present in class

-be respectful of yourself and others

-complete homework and assignments to the best of your ability

-ask for help

-turn off and put away cell phones/music devices, unless they are being used for educational purposes under the teacher’s direction.  Responsible use in an educational form!
***Act on teacher feedback and better your assignment, your understanding and your grade, often!

Late Assignments:

“Stuff happens”.  If you are reasonable, I will be reasonable.  Bottom line:  I’m a reasonable person however once an assignment has been handed back the maximum mark you may receive is 50%.  Plagiarism and Cheating will result in a zero, a serious conversation and sometimes a learning opportunity.

Assessment: 

Assignments – 50%

AAP – 10% (attendance, attitude, participation, preparedness, use of time, assignments in on time, work completion etc.…etc.….)

Tests & Quizzes - 40%

****Your mark will be cumulative through two semesters

Final Assessment = 20% of final grade (this will be skills based and less so on content)