SS10 Nov 13

 Today in the first half we talked about current events, particularly the budget and the crossing of the floor by a member of the conservative party.  From here we talked about our WWI mind maps and created a large mind map with many of our ideas also skimming the chapter in the text book.  We finished with some fill in the blank notes on the end of WWI.

In the second half I introduced part 2 of the issues project (see blog post) and worked on this as well as the redo of the cartoon analysis.  I spent time meeting with students about their part 1 mind maps (which were due today).

Geog 12 - Nov 13

 November 13th

In the first half today we talked about latitude and longitude.  We took some notes and then did a sheet working on essentially absolute location and grid location.  We also did a little map activity.

In the second half we talked about plate tectonics and the theory of continental drift.   We watched the following videos and took some more notes.  We finished the class by reading p. 47-49 and p. 21-25 and completed two diagrams, one being a map of the earth and the different plates and what those plates are doing (p. 49) and one on what is happening at a fault line.  

https://www.youtube.com/watch?time_continue=1&v=p-vNSqUy0l4&feature=emb_logo

https://www.youtube.com/watch?time_continue=48&v=PgEO-4qPyUc&feature=emb_logo

Convection currents explained in this video operate the same in the mantle.

https://www.youtube.com/watch?v=0mUU69ParFM

Seafloor spreading and the early discovery of this:

https://www.youtube.com/watch?v=GyMLlLxbfa4

Exploring the Marianna trench, the deepest part of the ocean:

https://www.youtube.com/watch?v=v5DG5Eup9ss

https://www.youtube.com/watch?v=r17kLJxJcwM

Socials 10 - Issues part 2: Annotated Bibliography

Part 2:  Search for Sources & Preparing an Annotated Bibliography 

 

This is a research essay.  Your opinion (thesis) must be supported with evidence.  Thus you must consult CREDIBLE, ACCURATE & RELIABLE sources of information such as:  online newspapers, interviews, websites, documentaries, books etc…  We will use two blocks to begin your search and compile your annotated bibliography.  I WILL TEACH YOU HOW TO create an annotated bibliography!   

- document each source according to Chicago Style.  You will then  

-skim through the source and write down (annotate) information which will be helpful to you.  For example: note the maps, images, quotes, chapters, drawings etc., included in source.   

-include the biases, topics addressed, quality of the source.   

These notes are to save YOU time in your research so make notes that will help you be most efficient.  They act as a reminder of what is in that source when/if you consult it again.  You must annotate a minimum of 5 sources.

Stage 2:  Creating your annotated bibliography

What is an annotated bibliography?

An annotated bibliography is a 50-150 word summary of what is in your source.  You will be critically examining and evaluating the source.  Explain why and how this source is important to your research.  Is there a bias?  Is the author credible?  Who was the intended audience?

An annotated bibliography includes three things:

-a number (for organizational purposes)

-your documented source in Chicago style

-a summary of the information found in that source.  Part of the summary will be an assessment of its value to your overall paper.  It may include good graphs or tables, so you will say this.

**these notes are to help you save time in your research so make notes that will help you be most efficient

***PURPOSE of annotated bibliography is to act as a reminder of what is in that source when/if you consult it again.

****You must annotate a minimum of 5 sources

Start with finding scholarly articles from BC Digital Classroom found https://focusedresources.ca/en/digital-classroom-access

Here is an example:

Topic:  Tans-mountain pipeline

#1

Mahor, Stephen, “Memo to Alberta:  Get a grip,” April 22, 2018, 5.

-favours hearing BC concerns -opinion piece – very biased, maybe use for ideas for against building but need more info or not useful -long term favours Alberta but hard to see economic gains for BC in long term -BC gets increased tanker traffic and high chance of bituman spill that BC will then need to clean up -(blames) US environmental lobby against Keystone XL -Trudeau will back pipeline with federal money esp since failure of other pipelines to move Alberta oil -talks of history of Fed gov funding energy and oil projects -transfer payments -reference to Chris Turner “The Patch”

Quick Reference Chicago Style Bibliography for a website

Lastname, Fristname.  "Title of Web Page.” Publishing Organization or Name of Website.
      Publication date and/or access date if available. URL.

SS10 & Geog 12 Friday Nov. 7th

 TODAY WAS THE LAST DAY TO SUBMIT TERM 1 ASSIGNMENTS.

SS10

Today we headed to the library and Mr. Wilson went through some more important information on finding good sourced info and how to cite it well plus some of the online tools that you can use to help make researching easier.  Students then finished up part 1 of our issues project. 

Issues part 1 due:  Thursday Nov 13th at the start of class.

Geog 12

We finished up the Babushkas of Chernobyl work, going through the Geographic thinking concepts and applying them to this Ted talk.  Then students got to work on finishing their article analysis.  

Article Analysis due:  Friday November 14th

Mass Wasting & Ted Talk Geography 12 - November 3, 4 & 5

 This week we finished up gradation.  On Monday we reviewed the Friday 5 (see previous post).  Then we reviewed coastal landscapes including going over the matching sheet.  We also differentiated between coastal erosional features and coastal depositional features. We watched these two videos: https://www.youtube.com/watch?v=O-ELTz8DEc4

https://www.youtube.com/watch?v=w16HmD_qe_o

We then went over waves and wave action including labeling a diagram and discussing what fetch and undertow are.  We finished off with doing a little reading in our textbook on Mass Wasting pp 108-112 in Earth Matters.

On Tuesday we did a review sheet on Aeolian features, Karst Landscapes and Coastal landscapes in preparation for the test (Wednesday).  From here we moved onto reviewing Mass Wasting, what it is and how gravity is involved.  We did the chart on the back of the wave action sheet and completed the chart on p. 114 Q 5a and discussed this.  We finished up going over the Geographic Thinking concepts.

Wednesday we had our test on Gradational concepts (less river systems and glaciation).  When done students worked on the article analysis on Mass Wasting (see previous post).

We discussed the Geographical Thinking Concepts, what these are and how they can be framed.

• Geographic Importance 
• Evidence and Interpretation 
• Patterns and Trends 
• Interactions and Associations 
• Sense of Place 
• Geographic Value Judgements

For our course, we will use a modified version of the Curricular Competencies: 

• Establish Significance 

• Use Primary Evidence 

• Identify Patterns and Change, 

• Analyze Cause and Consequence

• Understand Interactions and Associations 

• Take Geographic Perspectives

• Consider Ethical dimensions

We then practiced applying these to this Ted Talk on the Babushka's of Chernobyl and considered the following questions: (we will finish on Wed, but be ready by watching the Ted talk and considering the questions and thinking concepts)

http://www.ted.com/talks/holly_morris_why_stay_in_chernobyl_because_it_s_home

-take some notes on this video (on the sheet provided) (practice using the 7 Geographical thinking concepts)...note this is a TED talk from 2015

Think about how you would respond to the prompts: 

1) What does home mean to you? What is the “personal geography” of your life -- to what and to where and to what time periods do you most connect? “Sense of place”

2) Respond to the Chernobyl video, your thoughts about why the babushkas were so stubborn about staying and what this says about people's connection to place. Incorporate as much of the notes (from the template on the previous page) as you wish.

****Students will have time to finish article analysis on Friday

Geography 12: Mass Wasting article analysis

 Mass Wasting Article Analysis

1.  Find an article or news event (you might need to find a couple for the same event to get enough info) for a type of mass wastage of your choice (mudslide, rockfall, avalanche, creep, solifluction etc...and analyze the event by describing the following:

• the factors leading to the type of wastage. (causes)
• the wastage movement (this means briefly in your words describe what happened)
• the physical and human impacts of the wastage movement (effects)
• the current immediate needs due to the aftermath (short term solutions)
• possible longer term prevention. (long term solutions)

Ensure you include the source of the article.

2.  Apply two of the Geographic thinking concepts to the article.

3.  Then add if you agree with the causes from what you know (or further research) and briefly discuss what you think is the best solution, backed up with evidence.

Socials 10 Issues paper - part 1

 Social Studies 10:  Issues Paper 

 You are being provided with an opportunity to gather evidence and present a well-reasoned argument about a controversial issue.  (Pretty wide open as to topic, it just needs to be framed in a school appropriate manner and tie back to Canada). Who doesn’t like to present a winning argument?  This paper will actually provide you with the skills to be a more convincing and credible individual!   

 

What is an Issues Paper? 

 

The Issues Paper is really an argumentative essay. 

An argumentative research paper is a combination of a traditional research paper and a persuasive essay.  An argumentative paper makes a claim (thesis) about a topic and justifies this claim with specific evidence.  The claim could be an opinion, a policy, a proposal, an evaluation, a cause and effect statement, or an interpretation.  The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. 

Some important things the paper will include: 

1. 5-8 page (1000-1500 words) double spaced argumentative research paper with a Title Page, Bibliography, Footnotes (or Endnotes) all in Chicago Documentation style. 

2. Minimum of 5 sources.  Some sources will provide you with great quotes to support your argument!

3. Present at least three pieces of evidence but no more than five to support your claims. 

4. Paper Structure:  Title, introduction, a clear argumentative thesis statement, body paragraphs with support (refute) and a conclusion. 

5. Please do not plagiarize.  Plagiarism is academic theft and will result in an F and could cause you not to pass Socials 10! 

 

This project will be completed in stages and I will support you along the way.  And give you clear completion goals and timelines. 

 

Stage 1:  Selecting a Topic and creating two mind maps for two topics

 

While a strong interest in the topic is important, it is not enough to just be interested.  You have to consider what position you can backup with reasoning and evidence.  It’s one thing to have a strong belief, but when shaping an argument you will have to explain why your belief is reasonable and logical.  As you explore potential topics, make a mental list of points you could use as evidence for or against the issue. 

You must hand in: 

-selected two topics and create a rough web of your ideas of major points on either side of the issue.  Identify what the issue is and briefly outline each side.  This will include the major stake holders involved.  A stakeholder is a person, group or organization that has an interest or concern in/with the issue.  You should have the major stakeholders identified on each side of the issue.