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 in Roman.
      Publication date and/or access date if available. URL.

Socials 10: Nov. 4th including link to 1920's scrap book

***Reminder:  Thursday Nov. 7 is the last day to hand in work for term 1.  (Your last unit test, political cartoon and issues part 1 will be included in this). 

Today we are going to continue talking about the post WWI era.  We will start by going over the Friday 5 and then  do some notes on the Welcome Home notes frame, and answer the following questions:

• Who were the big 3 and what did they each want at the end of the war?
• What was Canada’s role at the Paris Peace conferences?
• Were the terms of the treaty of Versailles just and fair?
• How might the treaty led to further unrest?

From here we will work on two things:

1.  The 1920's scrap book

2.  Part 1: issues paper

Here is the link for the 1920's scrap book:

https://www.yrdsb.ca/schools/suttondistrict.hs/DeptPrograms/history/Documents/20scrapbook.PDF

Socials 10: Answers to Friday 5, Nov. 1

  1.  Who were the big 3?

-Britain - Lloyd George, France - Clemenceau, USA - Wilson

2.  Two ideas included in the Treaty of Versailles.

Guilt clause:  Germany took blame for much of war

Reparations:  Germany had to pay heavy reparations esp to France

Colonies:  Germany had to give up all it's colonies, divided between Britain and France

Military:  Germany couldn't build up it's military, had to demilitarize the Rhineland

Economy:  Germany had to give up Coal rich area in Alsace to France

Peace:  creation of the League of Nations

3.  Two reasons for the start of WWI.

-militarism:  counties building up their military and navy (Britain and Germany in a building race of their navies)

-imperialism:  European countries developing their empires and strong holds on other continents

-nationalism:  building strong unity for and within their nations

-alliances:  countries forming alliances, the idea that if you are attacked we will come to your aid

-the assassination of the Arch Duke of Austro-Hungarian empire by Serbian Nationalists was the final straw

4.  What was the main purpose/goal of the League of Nations?

-maintain peace through diplomacy

5.  Two facts about WWI relating to Canada.

-fought in many battles including, the Sommes, Ypres, Vimmy

-Canada went to war because Britain did as part of the Triple Entente

-Canada suffered a high amount of casualties

-Canada signed treaty as an independent nation

-Canada had many munitions factories

Socials 10: Nov. 1

 Today in Socials 10 we had a Friday 5 quiz and then discussed the expectations for part 1 of your issues project.  We discussed the overall project and that 50% of it is marked on the process and the other 50% is on the actual paper so we will spend a lot of time on the process of this project/paper.  We spent the rest of the class working on part 1 which is due on Monday or Tuesday.  I will give a bit more time on Monday to complete.

Please link to the paper outline here.

Socials 10 Issues paper - part 1 - Due Monday/Tuesday Nov. 4/5

 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. 

Geography Gradation Test Review.

Geography 12: gradation test

The test will have a couple of diagrams, a short answer section, a paragraph section, a true/false section and a case study that you will apply the geographic thinking concepts to.  With regard to glaciation and river systems the test will focus on these in a more general fashion with regard to gradation and be more in depth with the forces of gradation that you have not been tested on.

General vocab:  

gradation, load, deposition, erosion, transport, base level

Weathering:

Mechanical Weathering   physical weathering  chemical  weathering      frost shattering Sedimentation    pingo   differential weathering thermal expansion  oxidization  hydrolysis  exfoliation  sheeting

Glaciation:	River:	Mass wasting
U & V shaped valley Glacier Hanging glacier/valley Moraine (terminal, lateral etc) Isostasy              drumlins Abrasion             erratics Finger lakes    outwash plane Drumlins             esker Kames               icefall Kettles               cirque Arete                  col Horn                   skerries Alpine glaciation Continental glaciation	Delta Flow velocity Solution Suspension saltation	Mass wasting Solifluction Angle of repose Soil creep Slope failure

Aeolian	karst	Coastal
Wadis                   aeolian Pedestals Balancing rocks Arches Erg Barchan dunes Start dunes Transverse dunes Parabolic dunes Longitudinal dunes	doline/sink hole   column/pillar Stalactite Stalactite Rock curtain Cave Spelunking Limestone, gypsum, dolomite Karst Gryk                   impermeable	Tombolo               arches Beach                  gorge Sandspit               fjord Longshore drift     cave Sandbars             coves Cliffs                     bay Coves                  tide Dunes            wave refraction Stacks                headland Stump             blowhole Emergent coastline Submergent coastline

Helpful hints and questions:

Be able to differentiate between erosional and depositional features for all processes of gradation that we have discussed:  glaciation, mass wasting, river systems, karst, coastal landscapes, aeolian landscapes, weathering.

Be ready to label diagrams of either coastal, karst or aeolian landscapes.There will be a case study to ready and apply the Geographic thinking concepts (know these concepts:  

• Geographic Significance 
• Evidence and Interpretation 
• Patterns and Change/Trends 
• Interactions and Associations
• Cause & Consequence
• Sense of Place /Geographic Perspective
• Geographic Value Judgements 

Coastal Landscape Questions to consider:

Explain how longshore drift works. What role does it play in shaping coastal landscapes? How do waves impact/shape coastal landscapes?

Aeolian Landscape questions to consider:

What are aeolian processes, and how do they differ from other geomorphological processes? Describe how sand dunes are formed. What factors influence their shape and size? Identify and describe the different types of sand dunes and what conditions lead to the formation of each type? Explain how wind contributes to both erosion and deposition in aeolian environments. Provide examples of landforms created by each process. How does vegetation influence aeolian processes?

Karst Topography questions to consider:

Define karst topography and explain how it forms. Describe the types of bedrock most commonly associated with karst landscapes. Why are these rocks particularly vulnerable to karst processes? Explain the role of chemical weathering, specifically dissolution, in the development of karst features.

Weathering Questions to consider:

Define weathering and explain how it differs from erosion. List and describe the three main types of weathering: physical (mechanical), chemical Explain how freeze-thaw weathering occurs and describe one example of where this might be common. Describe oxidation as a form of chemical weathering. Provide an example of how oxidation can change the appearance of rocks. How does climate affect the rate and type of weathering in an area?

Mass Wasting Questions to consider:

Define mass wasting and explain how it differs from other types of erosion. Describe the role of gravity in mass wasting. What is the angle of repose, and how does it affect the stability of a slope? How does slope angle influence the likelihood of mass wasting? Explain how water content affects the stability of slopes. Describe how vegetation can stabilize slopes and prevent mass wasting. How can human activities, such as deforestation, construction, and mining, increase the risk of mass wasting? Describe several methods used to prevent or reduce the impact of mass wasting, such as retaining walls, drainage systems, and slope grading. Discuss the potential long-term impacts of mass wasting on a river system located downstream from a landslide-prone area.