Socials 9 Final exam vocab Review

 -know, understand and be able to apply the following vocab:

world view                        revolution                        imperialism                    colonialism

democracy                        censorship                        propaganda                    nationalism

migration                           constitution                    climate                            autonomy

constitutional monarch     

For now, make sure you check back later!

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).