Subordinating Conjunctions:

Subordinating conjunctions connect dependent clauses to independent clauses, signaling relationships like time, cause, contrast, or condition (e.g., because, although, if, when, until, since). They initiate complex sentences, enabling the dependent clause to precede or follow the independent clause.  

Common Subordinating Conjunctions List

• Cause/Effect: Because, since, as, now that, in order that, so that
• Time: After, before, when, whenever, while, until, till, once, since, as long as, as soon as, by the time
• Contrast/Concession: Although, even though, though, whereas, while, rather than
• Condition: If, unless, even if, provided that, in case
• Place/Manner: Where, wherever, how
• Comparison: Than, as much as 

Appositives:

Appositives are a second noun or phrase/clause equivalent to a noun that is placed beside another noun to explain it more fully.

Examples of Appositives (Bolded):

Mid-sentence: "My teacher, Mrs. Green, is a tough grader".
With description: "My brother's car, a sporty red convertible with bucket seats, is the envy of my friends".
At the end: "They stopped selling my favorite snack, the cookie cat".
At the beginning: "A bold innovator, Wassily Kandinsky is known for his colorful abstract paintings".
Restrictive (no commas): "My friend John enjoys playing the guitar" (identifies which friend).

French Revolution Review Sheet

 French Revolution Review Sheet

Chapter 3 - Crossroads

TEST DATE:  Monday March 2

Terms, People, Events: 

Historical Significance           Change & Continuity               

Revolution                               Guillotine                                

Enlightenment                         catalyst                                   Estates General

Radical                                    Directory

National Assembly                 Constitution                             Salon

Political Clubs                        Philosophers                            Tennis Court Oath

Bastille                                    Reign of Terror                       Robespierre

Danton                                    Marat                                       Mme Roland

Louis XIV                               Louis XVI                               Girondists

Jacobins                                  Sans Culottes                           Hobbes

Locke                                      Voltaire                                    Rousseau

Marie Antoinette                     Bourgeoisie                             Émigré

Declaration of the Rights of Man & Citizen

Some bigger picture questions and things to consider:

-know the political clubs, their ideals, leaders and where they are on the political spectrum

-be able to relate Historical Significance, Change and Continuity(we will go over this sometime this week) to the French Revolution

-causes of French Revolution (and consequences/results)

-know the structure of 17^th C. French Society

-understand how the philosophers and the enlightenment contributed to revolution

-significance of the capture of the Bastille

-Understand how the National Assembly came to be and the significant steps they made toward democracy

-know the significant events of the Reign of Terror

-the irony of Robespierre’s rule 

-what were the issues of the Estates General?

-how did women play important roles in the French Revolution?

-understand how one revolution fueled another

-what did the Revolution achieve?

-do all revolutions need to be violent?
-ideas of symbolism and irony during the French Revolution.

****Review Friday 5's

Socials 9: Feb. 23 & 24

 Monday Feb. 23rd

Today we started the class with some review.  Then we carried on with our philosophers/enlightenment assignment (on the blog) students were at different parts when we completed the class.

Tuesday Feb. 24th

The class started with how to review for a test and our Friday 5's.  We discussed how to prepare for a test vs a quiz and some suggested study techniques.  We will have a test on the French Revolution on Monday March 2nd.  A review sheet will be on the blog in the next few days.

We then went over our Friday 5's from last week.

Part 4 of Philosophers/Enlightenment assignment and students continued working on these.

Homework:

Revolutions project due Friday

Philosophers/Enlightenment assignment due Monday/Tuesday

Test Monday

Philosophers/Enlightenment assignment

  Part 1: information gathering (chart)

Gather information about the Philosophers (from your text book & the handout) and record on your data chart.  Share info with a partner or two so you have all the boxes filled in on your chart.

Part 2:  Mind Maps

Pretend you are a devoted follower of one of the Philosophers (could be the one you became an expert on or one 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.  Make two webs/mind maps of your ideas.

1.  school

2.  places of work

3.  welfare/social programs

4.  government

5.  rights & freedoms

6.  family life

Part 3:  Statements sheet

 Go through statements from your point of view in one colour (agree/disagree) then go through the statements from the point of view of your philosopher that you are an expert on (agree/disagree **in a different colour).  (again how would you defend your philosophers point of view, ie why would they agree or disagree).  Write why under the statement.

Part 4:  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.

-Have a partner read your write up and provide feedback

-Create final draft and submit (**along with philosophers chart and opinion chart) by Monday.

Soc. 9: Answers to Friday 5, Feb. 20

 1. What is the enlightenment and why was it important.

-men and women discussed new ideas and solutions to social problems and politics including ideas like democracy. Influenced by American Revolution, it included many using reason to answer big questions that previously they had used religion to help answer. It was important because it provided new ideas about how government could and should be run and included many women's ideas that were published and discussed - fueling ideas for change.

2. How was the enlightenment a catalyst for the French Revolution?

-provided new ideas and hope to the average people and lower classes who despirately needed and wanted change

3. Briefly explain the political spectrum, use a diagram.

<---------------------------------I--------------------------------->

Left                                Centre                                    Right

-Left - likes change                                                    -Right - likes tradition

-L = higher taxes                                                         -R=lower taxes, less govmt intervention

-socialism                                                                    -capitalism

4. How were women involved in the French Revolution?

-talked about politics and new ideas about science and government in Salons

-marched on Versailles, stormed the palace, tried to kill the queen

5. What were the Estates General?

-a type of parliament for France where the First Estate was the clergy, Second was the nobles and the Third estate was everyone else (more bourgeoisis)

Bonus:  What was the National Assembly and what was it’s goal?

-a constitution for France so that there was more equal say with representation

Socials 9: week of Feb.17

 Tuesday:

-we reviewed major concepts so far including the political spectrum

-handed back paragraphs so people could work on final drafts

-worked on a chart on the political clubs of France

Wednesday

-introduced part 4 of Revolutions project (final part), headed to library to finish part 3 and work on 4

-in the second half - HW check on political clubs chart, reviewed this

-started the enlightenment

-completed above and shared out with the class

-started working on the philosophers chart

Friday:

-Friday 5

-Library to complete Revolutions project

Revolutions project due sometime next week....latest by Friday Feb 27

Revolutions project: Part 4

 Part 4:   Final product and Bibliography!

Create a final product where you communicate/show your learning on your topic including your evaluative question. This can be presented in a number of ways:  powerpoint, sway, poster, create a textbook page, an interactive map, diorama, model etc....

Bibliography - follow instructions on library page.  It should include a minimum of three sources (two books and one digital source/website minimum).   Your bibliography should be in Chicago format, be in alphabetical order and be on a separate page or slide.

Submit:  all notes & questions, bibliography and final product by Friday Feb. 21st

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.  Once you have the answer, we will help you to create an “evaluative question” to answer and you will move to Part 4.  I will give you a handout on evaluative questions but essentially it is an open ended question that helps you to evaluate/synthesize and have an opinion on your research.

 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 1: Basic Research

Goal:  to gain understanding of a turbulent time in history by researching a revolution, a rebellion or a civil war and to understand how it effected history or changed the course of history.  Look at how it impacted the time period and present day (lasting effects)

Part 1:  Choose a revolution, rebellion or civil war (examples below) that interests 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 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, Haitian Revolution, Mexican war for independence....etc...