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).

Napoleon Quest Review sheet

 Test date: Friday March 14th (please make arrangements with me if you will be away as to when you will write this)

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

Propaganda

   -what it is and how Napoleon used it.

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

-trade embargo/sanctions

Russian Campaign
   -why it failed
   -scorched earth technique (know what this is and how it was used)

Abdicate
Battle of Waterloo
 

Some additional questions to consider:
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?

Understand what led to Napoleon's downfall & why.

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

Answers to Friday 5: March 13th

 1.  Define reactionary and provide an example.

-Opposing political or social change or new ideas, idealizing the past and not wanting to progress.

-favouring the old regime, having a reaction to things that is usually conservative (being against progress)

-example Napoleon's ideas on women's rights (were not reformed in the civil code)

2. What was the continental system?

-Napoleon's attempt to stop nations in his empire from trading with Britain because he knew that Britain needed to trade in order to prosper. A trade blockade.

3. What three things led to Napoleon’s demise?

-Continental system -Russian campaign -Battle of Waterloo -Crowning himself Emperor???

4. Define censorship and state how Napoleon used it.

-censorship is when citizens are prevented from seeing/reading/experiencing certain ideas, images, publications

-Napoleon used censorship by banning those like Mdm de Stael who criticized him, censoring things that made him look bad or exposed the truth around his military campaign failures or the economy

5. How did Napoleon use Nationalism to his benefit, ensure to state what it is.

-Nationalism is when you think your country and culture is superior and you are proud of your country no matter what it does. Extreme nationalism looks like racism and can lead to persecution of peole like Germany in WWII with persecution of the Jewish population.

-Napoleon used Nationalism by keeping his citizens loyal to France so that he could stay in power and spread his country’s influence throughout Europe. He also used these feelings of Nationalism in other countries to help defeat old monarchies in other countries like Austria.

Napoleon Evidence project parts 1-3

  Goal:  to use evidence in the form of ideas and quotes with proper Chicago citations to back up a position.

Part 1: Pick a topic/position from the list below:

Example: Napoleon was a military genius. Napoleon was a tyrant and not a good leader for France.

Part 2:  Fill out page one and page two of your Napoleon evidence frame sheet.  Provide 3 reasons to support the topic/position you chose.  Then fill out the next side where you are providing additional ideas/supporting evidence for each reason.  This is the why part.  For example if you said Napoleon was a military genius;  why was he a military genius, how do you know.  Think about this like you are a lawyer defending a position, there is always two sides to every story but you have to prove ONE and only one side.

Part 3:  In the library use books and websites to find quotes to support each idea.  The quotes help to strengthen your argument.  The quotes don't need to necessarily be something someone said, it can just be a quote from a book/article that supports what you are trying to say.

***Add the citation information so you give credit where credit is due.

See teacher slides for example from class.