Answers to Friday 5: June 5, Socials 9

 1.  Who was part of the triple entente?

-Britain, France, Russia

2.  What was the spark that caused WWI?

-assassination of Arch Duke Franz Ferdinand (A-H) by Serbian nationalists.

3.  Besides alliances and the spark, other reasons for start of WWI were:

-Nationalism, Imperialism, Militarism

4.  Why did people enlist in WWI?

-valour, adventure, economic reasons (pay check), public pressure, travel opportunity, glory, wanted to be a hero

5. Who was the Prime Minister of Canada during WWI?

-Borden

Bonus: What was the name of the treaty that ended WWI?

-Versailles

Socials 9: week of June 1st

This week in Socials we started World War I.  We started at looking at the various causes of WWI and also how the world aligned itself at this time.  How did Canada become to be involved in WWI, were they an independent entity or did they join as a colony of Britain.  We looked at how the War impacted Canada at home and how Canadians reacted to the war and enlistment.  In doing so we explored some primary sources to help our understanding.  We also read p. 21-27 and completed some questions in Counterpoints (our current textbook) p. 24 #1&2 plus analyzed the cartoon on page 23.  We started a project on WWI (see blog post) and also stared watching the movie 1917 (we are about an hour into it).  The movie includes a movie sheet that we are working on.

https://www.youtube.com/watch?v=zW9Uonmp7qI

https://www.youtube.com/watch?v=f11CKYB2FCA

https://www.youtube.com/watch?v=Wyg8CgKo7Do&t=1s

Socials 9: WWI research project

 World War I is a huge topic that provides many interesting micro-topics to investigate.  As a class I can't cover all this information or topics unless I stand and talk the whole time....let's face it no one wants this!  Thus an opportunity for you (and a partner if you choose) to dig deeper into a topic that is of interest to you and then briefly share your findings with the class.

 Goal of project:  to continue using research and evaluative questions and produce a short final product (4-6  content slides) on your topic.

Part 1: Pick your topic (pick something of interest, pass it by me first) and figure out a good research question.  A question that you know there is an answer to.

Some topic ideas:

-propaganda

-Canada's coming of age, nationhood achieved

-Canadian battles (Vimy, Paschendale, Somme, Ypres are some of the biggies)

-War technology

-Internment
-Canadian autonomy
-Indigenous roles in WWI
-Women, changing women’s roles in WWI
-Suffrage

-trench warfare

-Treaty of Versailles

-Canada's war effort at home

-treatment of enemy aliens

Part 2:  Research your topic and question.  Take notes to answer your question, ask more questions and go deeper if needed.  (I'm marking the research process: question, notes) paraphrase and write your notes up in your words!  **You must use at least one book!!  You must have at least one quote to support your question (and put into your final slides).  **Don't forget to record your sources!  You will submit your notes sheet.

Part 3:  Evaluate your research.  Come up with an evaluative question (can tie into historical thinking questions).  Do any further research to completely answer your research question.  

Part 4:  create your final product with a bibliography (in Chicago style).  

	Approaching Expectations	Meeting Expectations	Exceeding Expectations
Use of Time	-poor use of time -needed several reminders to stay on task	-satisfactory use of time -on task most of the time	-excellent use of time -on task all of the time
Evidence of Research: notes, bibliography, inquiry question	-no bibliography or less than 3 relevant sources cited -many sources are not cited -minimal analysis of sources -minimal effort to go through the process of inquiry -little or no notes included	-bibliography contains at least three relevant and reliable sources in Chicago citation style -evidence of cross referencing sources -some analysis of all sources to answer a focus question or develop a big idea -most sources are cited -notes are included	-bibliography contains more than three sources in Chicago citation style -extensive research is evident through detailed notes, analysis and cross referencing -thoughtful analysis of sources to answer inquiry question or develop a big idea -all sources are cited -excellent effort on inquiry process
Conventions:  grammar, spelling, layout		-good effort to proofread and has few errors -good effort to provide a layout that enhances flow of project	-clearly proofread for understanding -no spelling or grammar errors -layout enhances project
Content: Demonstrates knowledge of topic & answers inquiry question	-limited knowledge of the topic evident -inquiry question not answered -information not clearly presented	-good knowledge of topic -information is presented in a satisfactory fashion -topic is covered but needs more depth -good effort to answer inquiry question or create a big idea	-excellent knowledge of topic -big idea/inquiry question clearly answered or developed -information is well presented
Presentation: -Clarity of information -Creativity -Neat -Organization & layout	-Limited effort to organize and clearly present information -Not much effort put into creative elements to present topic -lacks neatness	-good effort to organize and present big ideas or answer inquiry question -good use of creative elements -thought was put into final product -visually pleasing -neat	-information is clearly and thoughtfully presented and organized -lots of thought put into final product making it interesting and visually pleasing -exceptional use of creative elements to present topic -leaves an impression on the viewer
Comments:

Answers to Friday 5, May 22: Socials 9

 1.  What was the scramble for Africa and why did it happen?

-race to colonize Africa by European nations because of the rich resources like rubber and gold.  These resources and others brought much wealth and power to the colonizer

2.  Define assimilation and provide 2 examples of assimilation (in practice/policy) in Canada.

-assimilate, to (sometimes forcefully but not always) try to make everyone in society be the same,;where one culture absorbs another; where a perceived dominant culture uses spheres of influence to make all like them

-Indian Act, Residential Schools, 60's scoop

3.  Who opened up the west for the NW company?

-for the NW company:  David Thompson, Simon Fraser & Alexander Mackenzie

-(James Cook & George Vancouver English explorers)

4.  What was trade like and about on the west coast and who was competing for this trade?

-trade was controlled by Maquinna (famous Nootka chief) who demanded respect from the Europeans for trade of Sea Otter pelts

-Spain, Britain and Russia all competing for trade

5.  What was the purpose of the Berlin conference?

-purpose was to divide up Africa with boundaries to reduce tensions and war between the European colonizers

Socials 9: week of May 19

 

We finished up episode two of "Canada the Story of Us".  This led to talks about treaties, the Indian Act and residential schools plus the fur trade in the west and exploration of the west.  We completed sheets on the numbered treaties and residential schools.  We read the section on the Fur Trade in the West and Alexander Mackenzie, David Thompson and other North West Company explorers and traders.  We understood that there was competition between the Russians, Spanish and English for the sea otter pelt and how the Indigenous people worked out trade in the west.  We did some text book (new) questions and defined assimilation.  Read p. 108-113 in new book.  Q#1 p. 108 (lower part of page), #2&3 p. 113.

We also tackled the Scramble for Africa, looking at how the colonial powers and their quest for resources and domination of Africa.  We did a quick sheet, some notes, watched the following videos in order to help us answer a sheet of questions and have been working on a map of Africa.

https://www.youtube.com/watch?v=5uMF9j8FTtI

https://www.youtube.com/watch?v=PzF88HBlAHY

https://www.youtube.com/watch?v=krWkbA00-J0

REview Sheet, Socials 9: Geography, Indigenous Groups, Early Settlement

 Chapters in Crossroads:  5, 6, (parts of chap. 7, 8 & 9)

Quest date:  Thursday May 14th

Some terminology: 
rain shadow                                              

orographic lift                    monopoly                              colonialism              
plate tectonics                   mercantilism                          imperialism
windward & leeward           Rupert's Land                        Seigneurial system
topography                       contact                                  fur brigade 
climate                              Alliance                                NW company

plateau                             Filles du Roi                           Coureurs de bois 
fault line                           World View                            colony 

coniferous                        Voyageur                                small pox

deciduous                           Hudson Bay Company.          letters patent

heathen                            infidel                                   saga

patrilineal                        matrilineal                              pemmican

Metis                                MB token                              

Ideas and concepts:

-early exploration - causes and consequences

-perspectives of different groups on the land, trade, war

-early French and English settlements and trade

-Compare and contrast continuities and changes for different groups at the same time period (eg. Settlers and First Nations)

-how fur trade shaped Canada

Big picture questions:
*How has landscape/geography dictated settlement? world view?
*What physical and natural forces have shaped Canada and created a diverse landscape?
*How have physical and natural forces shaped our culture and identity?
*How have communities in Canada adapted to, and been affected by, geographical changes?
*Be able to make connections between landscape, natural resources & economic activities.
*Understand different perspectives on the use of natural resources (e.g.. First Nations vs Settlers, environmental groups vs people employed in industry, urban vs rural populations....think about what you know from the industrial revolution and apply some of this knowledge as well).

Socials 9: week of May 4th (star wars day!)

 Socials 9:

Monday:  we did some review from last week including push/pull factors of immigration, and emigration

-talked about world view some more and how it differed between the indigenous people and the Europeans at the time of contact.  How identity can shape world view.

-talked about the importance of the Columbia River and what our own personal connections to the river are.  The economic value of the river.  

-read the Heart of a River by Eileen Delehanty Pearkes

-we discussed this statement:  The physical environment influences the nature of political, social, and economic change.

and how Revelstoke fits in here.  We gave many specific examples.

Tuesday:

-Map of Canada quiz

-went over last weeks Friday 5 (see blog post)

-Finished up notes on society for above statement

-Did a sheet on imperialism

-talked about colonialism from p. 25 in new skinny text book and then moved to early exploration

Thursday:

-reviewed imperialism sheet

-read pages 12-19 in new book and completed questions 1 (concept map) & 4 (point form only) on page 19

-created a chat on legacies, causes and consequences of imperialism, colonialism, contact, exploration

-did a sheet on 7 years war and small pox

- started watching episode 1:  Canada, the story of us.  https://www.youtube.com/watch?v=MWdOQE459vg

Friday:

-second attempt on map of Canada quiz

-went over conflict sheet & small pox sheet

-discussed major conflicts in early North America ref. chart on page 56

-finished movie episode 1

-took notes on some topics the movie covered including the filles du roi, jesuits, ursuline nuns, seigneurial system, early fur trade ventures and the Seven Years War.

We finished off with this video:  https://www.youtube.com/watch?v=JGoVlgcT6tM&t=1s

Friday 5: May 1st, Social Studies 9

 Friday 5

1.  What does a climate graph depict?

-it shows the average/mean temperatures and precipitation of a location

2. What are the three things that distinguish each physical region?  Briefly define each one.

Topography- shape of the land

Climate-prevailing conditions of temperature & precipitation

Vegetation- plants that grow naturally in an area

3. Define world view.

-a philosophy of life or conception of the world. -Attitudes, values, stories, expectations. -expressed as ethics, philosophy, science & religion of a culture or society.

4. Differentiate with a T chart European and Indigenous World View at the time of contact.

Indigenous World View	European World View
-take only what you need -live at one with nature -nature should be respected -all the land that is part of my seasonal rounds is my land to use -share the land, share the resources	-resources should be exploited for profit -nature should be conquered -fences define property boundaries

5. Define contact.

The time when the Europeans and indigenous people first met in an area

Bonus:  capital of Canada is….

Ottawa

Map of Canada Instructions

 On your map of Canada please label the following:

-All provinces, territories and capital cities. 

(provinces written out in capitals, cities in regular eg.  ALBERTA,  Edmonton, if you abbreviate the provinces like PEI, ensure you write it out in the legend)

-add cities of Revelstoke & Vancouver & capital of Canada 

(ensure you differentiate a city, capital city and capital of Canada with symbols appearing in legend, example *capital of Canada)

-Great Lakes, St. Lawrence River, Hudson Bay, James Bay, Pacific Ocean, Arctic Ocean, Atlantic Ocean, Great Slave Lake, Great Bear Lake, Lake Winnipeg

-international borders = red, national borders = black

-ensure title, name, legend, compass rose, scale=unknown

-colour water & lakes blue, colour provinces/territories different colours.  

**use numbers for areas where you might not be able to fit in the name (ex. Great Lakes), numbers with corresponding name should appear in your legend

Answers to Friday 5: Friday April 24

 1.  What is geography?

Geography is the study of the physical features of the earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources, land use, and industries.

2.  What are two things that must be on every map?

compass rose, legend, title

3.  What physical region is Revelstoke in?  Describe the characteristics of this region.

Western Cordillera - moist, mountainous, deep valleys and lots of coniferous trees

4.  What physical features result because of plate tectonics?

mountains, volcanoes, rift valleys, trenches, island arcs

5.  Describe with a diagram, orographic lift..

Orographic lift or mountain weather occurs when warm moist air is forced up on the windward side because of the landscape (mountains), as it rises it cools and condenses leading to cloud formation. These clouds eventually get heavy and precipitate but as they are pushed over the tops of mountains they eventually disipate and this air sinks on the other side creating a rain shadow effect on the leeward side of the mountain.

Socials 9: week of April 20

This week we completed our Industrial Revolution unit with a unit test and we have moved onto the Geography of Canada unit.  We have completed a chart and map on the Physical Regions of North America.  We have talked about the local geography a bit and completed notes on both orographic lift/mountain weather and climate graphs.  We watched the following videos to support our learning:  

https://www.youtube.com/watch?v=KB7HzF2O3Kg

https://www.youtube.com/watch?v=FN6QX43QB4g&t=1s

https://www.youtube.com/watch?v=4iv4n2cPJSs&t=4s

Answers to Friday 5, April 17

 1.  What was the purpose of the Factory Acts?

-help protect workers and improve the lives and working conditions of children and adults in factories

2.  Define capitalism.

Capitalism is an economic system in which most businesses, industries, and resources are privately owned and operated for profit. Instead of the government controlling production and prices, decisions are largely driven by individuals and companies competing in the market.

3.  What were two consequences of the Factory Acts?

-formation of labour unions, laws limiting length of work days 

4.  ***Differentiate between emigration and immigration?

Immigrate is to come into another country to live permanently (focus on new country)

Emigrate is to leave your country of origin to go live in another (focus on exiting of the country of origin)**

5.  What were the push & pull factors of either the Irish Potato Famine or the Highland Clearances, resulting in increased population in the colonies.

IPF push = famine, dirty crowded cities, disease.    pull = promise of land, jobs, freedom

HC push = enclosure, crowded cities.  pull = new land, freedom, jobs, work

Bonus:  Explain Socialism.

Socialism is an economic and political system where the means of production (like factories, land, and major industries) are owned or controlled collectively, often by the government or the public, with the goal of promoting economic equality and shared benefit.

Week of April 13th Socials 9

 This week we finished up the Industrial Revolution.  We started the week finishing a station study that we started last week.  We talked about Child Labour and how to analyze a political cartoon.  We discussed and looked at primary sources on the Factory Acts and how this relates to labour unions today.  Students did a simulation on capitalism and socialism in the form of a game and we discussed immigration vs emigration and push/pull factors and how these things related to the time period.  Finally we finished up Friday with a Friday 5, going over Napoleon tests and looking at Inventions of the time period.  

Homework was to complete the following chart from pages:  130-141

Invention:	Inventor:	Description:

Our test is now on Monday.  Review sheet posted.

Videos this week:  

https://www.youtube.com/watch?v=YqmPE2HtkyU

https://www.youtube.com/watch?v=zjK7PWmRRyg

Socials 9: Review for industrial revolution test

Chapter 5
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?

Answers to Friday 5: April 10, Socials 9

1.  What was the Industrial Revolution?

The industrial revolution was a time period where Europe moved from rural agrarian societies to industrialized urban ones.   New technologies and mass production replaced cottage industries and manual labour to make things more efficient and often affordable.  This led to massive changes in society, economy and government.

2.  Two pros and two cons of the Cottage industry at this time.

Pros:  flexibility, independence, work from home, set own hours, low costs, family involvement, quiet

Cons:  low productivity, quality was good but often inconsistent, required high skills that were often specific, low income

3. a) Define/explain Historical Perspectives.

Without an understanding of how people in the past saw themselves, we have a simplistic view of the past—seeing events through the lens of our own values today leads us to be insensitive to the realities of another time. We must understand past actions in their historical context.

Taking historical perspective  refers to the ability to understand how people in the past viewed their world at various times and in various places to explain why they did what they did.

   b) Provide an example.  Families sent their kids to work in factories to help make ends meet.  Father:  you must go to work to earn your keep and help us pay the rent and keep a roof over our heads.

4.  Why was Britain able to Industrialize first?

-large labour supply, middle class had influence in government helping create a pro-business government, business owners became wealthy reinvesting capital into businesses, technologies and new businesses, large supplies of raw materials including coal = cheep source of power for new machines, room to build factories

5.  Define capital.

-money used to invest or reinvest in business.

Week of April 6th: Socials 9

 This week we continued looking at the Industrial Revolution. We started the week reviewing our homework questions that most of you completed in class on Thursday from p. 129-139 in text:

1.  What was the Industrial Revolution?

2.  Why Britain, why did Britain industrialize first?  

3.  What were the pros & cons of Industrialization?

4.  List some of the inventions of this time period?

Define the following:  capital, commons, test act, entrepreneur, franchise, exploitation, mother country.

In our conversations we discussed how some counties like China and India had all the things needed to Industrialize but Britain did first and why.   We compared and contrasted the cottage industry to the factory industry, looked at workers rights and child labour.  We also talked about the agricultural revolution and enclosure and how this forced rural to urban migration and the spin offs of this.  We watched a review video on the Industrial Revolution and a documentary on Child Labour in the chocolate industry (see links below).  We also spent time examining historical perspectives (one of the thinking concepts that make up the competencies in SS9).  We ensured we attain these goals and answer the following questions:

From here we completed a sheet on historical perspectives.  We finished off the week doing our normal friday 5 quiz and a review station study of the major concepts, which we will complete on Monday.

Video on Historical Perspectives:  https://www.youtube.com/watch?v=8XQbBFr7cO8

Video review of Industrial Revolution:  https://www.youtube.com/watch?v=zhL5DCizj5c&t=1s

Documentary of Child Labour in Chocolate industry:  https://www.youtube.com/watch?v=jL12jSMyg8A

Napoleon Essay Footnotes/Endnotes

 Footnotes/Endnotes tell the reader where you got your information from.  In our case you will be connecting your footnotes/endnotes to the quotes you are using in each paragraph so I know where you got your quote from.  It is similar to a bibliography.  Generally you will have your quotes/citations with the end/footnote and then a separate bibliography.  

Each quote will get a number (footnote or endnote formatting in word if you are typing) and then it will take you to the foot/end note with the same number.  Here is the info you will provide:

For a book:

Author First Name, Author Last Name, Title of the Source, Page Numbers (or location).

Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100.

For a website:

Author (if available first then last), “Title of Webpage,” Name of Website, publication or last modified date/date accessed, URL.

History.com editors, “Trojan War,” https://www.history.com/articles/trojan-war.  December 18, 2009.

If you use a source more than once, you can use the short form for the second time.  Here are examples of the short form:

For a book:

Author last name, shortened title, page number

Pollan, Omnivore’s Dilemma, 3.

For a website:

Doe, “Training Golden Retrievers.”

If no author of website:

American Kennel Club, “Golden Retriever.”

Socials 9: March 30th

 Today I handed back several things, if you did not get them back I am missing it, please submit as soon as possible.

-Enlightenment/Philosophers project

-Revolutions project (all parts)

-Napoleon Reactionary/Revolutionary paragraph

-Friday 5

We went over the Friday 5 and did some basic review.

Students then worked on a one word web for the Continental System, see below:

From here we started talking about Napoleon's downfall and did a one word web on the Continental System that went with pages 104-105.  (see example below)

Students finished the class doing some review from the Review sheet.

Test:  Wed April 1st (more like a large quiz)

Tuesday March 31st we will be using our Napoleon evidence frames to write an essay in class (the other part of your test).