Wednesday, November 24, 2021
Socials 9: Review for industrial revolution test
vocabulary:
-raw materials -entrepreneur -franchise
-capital -steam engine -tolls
-capitalist -cast iron -canal
-mother country -supply -demand
-Factory Acts (ppt) -Poor Laws (power point)
-Enclosure -crop rotations
-labour unions -cottage industry -Laissez-faire
-cause & consequence -imperialism -monopoly
*review Friday 5 Q's
*review Power Point presentation
*Child Labour - know about jobs they had, and reasons for working (also be able to apply solutions to these problems today)
*working conditions in factories
*understand what the revolution brought to the people
*know how the colonies fit in
*pros and cons of: Enclosure, Laissez-Faire economy, Factory Age
*know the new inventions (biggies like steam)
*why England industrialized first (vrs France)
*Be able to apply cause and consequence to the Industrial Era ****AND which cause had the most impact or was most significant?
*Be able to apply historical significance and continuity and change to Industrial Era in Britain (think society, government & economy)
*What conditions allowed new ideas and inventions to flourish, and what impact did they have in the 18th & 19th centuries?
*How did the physical environment influence the nature of political, social, and economic change in Industrial Britain.
*What are the driving factors of Imperialism & Colonialism (at this time)?
*What kind of demographic shifts took place (movement of people, migration patterns etc...) and what specifically were they a result of?
Tuesday, November 23, 2021
Socials 9: Answers to Friday 5, November 19
1. Two reasons why industrialization happened in England/Britain first.
-large labour force
-access to raw materials
-laissez-faire, pro-business government government
-capital to invest
2. Two advances of the Industrial Revolution.
-steam, steam engine
-factories, idea of mass production
-canals
3. How did coal contribute to the Industrial Revolution?
-needed coal to run the steam machines which in turn ran engines - in factories, trains, boats etc...
4. Explain two societal changes that occurred during the Industrial Revolution.
-rural to urban migration
-cottage industry became obsolete -->factories
-children worked
-work was dangerous and unsafe
-women didn't work inside the home
5. What is decolonization? Provide a specific example of how the Railway museum is decolonizing.
-undoing the process of colonization/colonialism
-coming to terms and owning our past and understanding what happened and how
-giving the less dominant narrative a voice
-truth and reconciliation - reconciling our past doings (as a nation).
examples: trying to bring forth the less dominant narrative, tell the stories of the porters and the Chinese railway workers and make them become part of the fabric of our nation, the museum - give them voice.
Saturday, November 20, 2021
Social Studies 9: Industrial Revolution Board Game
Purpose: to show your learning and understanding of the Industrial Revolution.
Overview:
The game should aim to help people learn about the perspectives, new inventions, theories, and philosophies that emerged during the Industrial Revolution. You may use elements from an existing game/base it on another board game you have played, but you may not simply create an Industrial Revolution-version of a game.
Objectives:
Identify the major inventions and inventors of the Industrial Revolution.
Describe the impact new technology and intellectual advancements had on society during the Industrial Revolution.
Explain the changes and continuities experienced in cities & rural areas during the Industrial Revolution.
You may work alone or in groups of 2-4.
Due date: TBA (we will play & evaluate them in class so no late projects please)
Your game will be marked on content/information, creativity and playability.
****Don't forget to include instructions to the board game!!!!!
Be creative, be mindful & have fun!
Other Considerations:
-Designing a game where the players directly compete against one another is inherently more complex, but it makes it more enjoyable for the players. Be careful to keep the competition manageable and the directions clear.
-Be sure there are no major “dead ends” in the game that would prevent the game from ending or having a winner.
-How will you determine a winner? Last person? (How to eliminate others?) First to finish? (How to advance?)
-What materials will you need to help create the game?
Evaluation:
CRITERIA
|
Excellent
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Good
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Satisfactory
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Oops
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Typed
Game Rules
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The rules are written clearly and sequenced in a logical
order so that players can easily figure out how to play without prompting.
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The rules are written clearly and sequenced in a logical
order so that players can easily figure out how to play, but have a prompt or
question in order to play the game.
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The rules are written but not necessarily in a sequenced
or logical order so that players are somewhat confused on how to play.
Players have many questions.
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The rules are not written or the rules are not in a
sequenced or logical order and players are unable to begin or play the game.
|
Game
Board Design
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The game’s essential design incorporates factual knowledge
that does not deviate from the reality of World History. It contains a proper
mix of strategy and luck. The game can reasonably be played by 4 people in 30
minutes. The game fosters a sense of healthy competition.
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The game’s essential design incorporates factual knowledge
that does not deviate from the reality of World History. It contains an
unbalanced mix of strategy and luck. The game can be reasonably played by 4
people in 60 minutes. The game fosters no or too much competition.
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The game’s essential design incorporates some factual
knowledge and might deviate somewhat from the reality of World History. It is
based on either strategy or luck only. The game is not easily played within a
reasonable time frame. The game fosters no or too much competition.
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The game’s essential design lacks factual knowledge and
deviates from the reality of World History. It is based on either strategy or
luck only. The game is too short or too long to play reasonably by 4 people.
The game fosters no or too much competition.
|
Game
Intends to Teach Knowledge & conveys your knowledge.
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The game’s details demonstrate comfortable working
knowledge of the industrial revolution in the context of World History. Putting
the game together required excellent knowledge of the Industrial Era.
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The game’s details demonstrate a satisfactory working
knowledge of the industrial revolution in the context of World History. Putting
the game together required some knowledge of the Industrial Era.
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The game’s details struggle to demonstrate a working
knowledge of the industrial revolution in the context of World History. Creating
the game required limited knowledge of the topic.
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The game’s details fail to demonstrate even basic working
knowledge of the industrial revolution in the context of World History. Not much knowledge needed to create the
game.
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Neatness,
Text, & Background
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The game design and all pieces are created with care and
are neatly designed (i.e.: clean edges, coloured within the lines, etc.). Font
formats (colour, bold, etc.) have been carefully planned to enhance
readability and content. The background does not detract from text or
graphics and is appropriate for this project.
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The game design and most pieces are created with care and
are neatly designed (i.e.: clean edges, coloured within the lines, etc.). Font
formats have been carefully planned to enhance readability. The background
does not detract from the text or other graphics and could have been better
suited for this project.
|
The game design has some pieces with care and some that
are not neatly designed (i.e.: messy edges, colouring mishaps, etc.). Font
formatting has been planned to complement the content but it may be a little
hard to read. The background does not detract from the text or graphics but
does not fit the project.
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The game design has multiple pieces with no care and many
that are not neatly designed. Font formatting makes it very difficult to read
the material. The background makes it difficult to see the text or competes
with other graphics on the page. The background is not suited for this
project.
|
Creativity
& Graphics
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The game goes outside of the box in creativity to
demonstrate knowledge and apply concepts of the industrial revolution. All
graphics are attractive (size/colour) and support the theme of the project.
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The game implements creative aspects to demonstrate knowledge
and apply concepts of the industrial revolution. A few graphics are not
attractive but all support the theme of the project.
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The game is not creative and simply copies an existing
format to demonstrate knowledge and concepts of the industrial revolution.
Most graphics are attractive but do not support the theme of the project.
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The game is not creative and simply copies an existing
format – and struggles to demonstrate knowledge and concepts of the
industrial revolution. Several graphics are unattractive and detract from the
theme of the project.
|
Spelling
& Grammar
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The project has no spelling or grammatical errors. Clear
evidence of proof reading.
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The project has 1-3 spelling or grammatical errors. Some
evidence of proof reading.
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The project has some spelling or grammatical errors. Limited
proof reading.
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The project has several spelling or grammatical errors. No
evidence of proof reading.
|
Monday, November 8, 2021
Socials 10: Answers to Friday 5, November 5
Wednesday, November 3, 2021
Napoleon Quest Review sheet
Test date: Friday Nov 13
Know the following terms and how to apply them:
Nationalism vs (patriotism)
-Is it a more positive/negative force in the world?
-To what extent does it bring people together/drive them apart?
-How is it different than patriotism?
-What factors influence nationalism/national identity?
-How did Napoleon use it? Was this successful?
Censorship
-How did Napoleon us it?
-Pos & Neg's of
Revolutionary
-be able to apply to Napoleon and his ideas.
Reactionary
-be able to apply to Napoleon and his ideas.
Civil Code
Continental System
-why it hurt France
-why it was one of his downfalls
Russian Campaign
-why it failed
-scorched earth technique (know what this is and how it was used)
Abdicate
Battle of Waterloo
Who was Napoleon's biggest enemy? Why?
What made Napoleon a military genius?
Do you think France and the people of France were better off before or after the revolution? Back up your answer.
Would Robespierre have been a supporter of Napoleon? Why or why not?
Which philosopher best reflects Napoleon's ideas (or vice versa) and why?
Why is Napoleon historically significant?
Apply Histrical Significance, Change & Continuity and Evidence (primary & secondary)and Ethical Judgement to the Napoleonic era?
Here are a couple of video links on the Russian campaign that include the infographic we looked at briefly in class:
https://www.youtube.com/watch?v=F_ySQvjtAxQ
https://www.youtube.com/watch?v=PYwwSHpPZdc
Monday, November 1, 2021
Friday 5: Socials 10 answers from October 29
1. Explain prohibition:
-laws against the making, selling or distribution of liquor
2. Four inventions of the 1920's
-snowmobile, hairdryer, electric range/stove, fridge, electric lamp, washer
3. One goal of the treaty of Versailles.
-make Germany pay reparations
-guilt clause Germany
-demilitarize the Rhine
-shrink Germany's army and navy
-create a League of Nations to help keep the Peace
4. Provide some social issues of the day:
-men coming home from war, needing work, needing help, needing to recover
-women being forced out of jobs
-prohibition
-labour movements to achieve better working conditions
5. Provide some economic issues of the day:
-lack of jobs creating competition for jobs allowing for low pay, poor wages
-factories shut down
-people uniting in labour movements and striking
-inflation!