Socials 9: Revolutions project PART 2

 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...

Socials 9: Feb. 2 & 3

Monday:

We reviewed some of what happened while I was away last week including some of the content around revolutions, rebellions and civil wars.  We then reviewed the expectations around writing a persuasive paragraph and briefly discussed some the historically significant events, people and inventions in chapter one.  We then headed to the library where they continued to either work on their revolutions project notes (5W+H) and finish up their persuasive paragraphs on the most historically significant event, person or invention from chapter 1.

Tuesday Feb. 3rd

Today we went over the Friday 5 quizzes.  Reviewed or took notes on different types of governments including what a democracy is and the different types of democracy.  We watched this video:  https://www.youtube.com/watch?v=IndRAsYX4W4 on early democracy and discussed representative vs direct democracy and examples of each.  We finished the class doing some peer editing on our persuasive paragraphs.  Then I promptly forgot to hand out report cards!!

Friday 5, Jan. 30: Socials 9

  1.  Define revolution:

-a forcible overthrow of a government or social order, in favor of a new system.

2.  Provide an example of a famous revolution.

-French Revolution, American Revolution, Russian Revolution

3.  What was the reformation  and how did it create lasting change?

-when Martin Luther nailed his 95 thesis to the door of the church criticizing the Roman Catholic Church, causing a massive upheaval and creating a new sect of Christianity called Protestantism.  People didn't just start questioning the church at this time but many also questioned the authority of the pope, people's roles in life and the social order that had been established around the church and nobility.

4.  Name one scientific or technological advancement of the Early Modern Era.

-microscope, telescope, scientific method, printing press, anatomy, quadrant etc...

5.  What gave people power in the Early Modern Era and how was this a change from the time period before?

Money = power where as before it was only land

Knowledge also gave people power to think outside the box and make decisions that were their's and not the church/land owners.

-

Socials 9: Revolutions, Rebellions and Civil War project outline

   Social Studies 9:  Revolutions project

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 (the goal is one book if the library has one, could be your text book too).

***You must take good notes these will be part of your mark.  Ensure you are paraphrasing.

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...

SS9: Course Outline

Social Studies 9

von Bremen

Blocks 3

Room 205

Blog address: http://vonbremensocials.blogspot.ca

Email address:  kvonbremen@sd19.bc.ca

The goal of Social Studies is to help students become active and informed citizens who have an opinion on issues and can back up their ideas.  In order to become active, informed citizens it requires practice and experience, welcome to class!

In Social Studies 9 we will look at a variety of ideas and topics through six historical thinking concepts which include:

-historical significance

-evidence

-continuity & change

-cause & consequence

-perspective

-ethical judgement

Through these lenses we will explore a number of topics that may include:

Physiographic features of Canada & Geological Process

            -Physical & political regions of Canada

            -Natural resources & major economic activities

            -Physical geography & Canadian identity

Political, Social, Economic & Technological Revolutions

            -French Revolution

            -Industrial Revolution

Continuing effects of Imperialism & Colonialism on Indigenous people in Canada & the world 

            -Interactions between First Nations & Europeans

            -the effects of treaties, Indian Act and more

Global demographic shifts (including patterns of migration & population growth)

            -disease, poverty, famine and the search for land

            -immigration to Canada and individual challenges & contributions to society

Nationalism & the development of Modern Nation States including Canada 

            -confederation

            -CPR

            -responsible government

Local, Regional & Global Conflicts 

            -Fur Trade

            -Red River & Northwest Rebellions

            -World War I

Discriminatory Policies, Attitudes & Historical Wrongs 

            -Internment

             -Residential Schools

*Please note there is a mandatory position paper assignment that students will need to complete to a satisfactory level in order to complete the class and move to the next level.

What you need to be successful:

-a good attitude

-come to class prepared and ready to work

-bring texts, notebook & writing utensils

-participate and be present in class

-be respectful of yourself and others

-complete homework and assignments to the best of your ability

-ask for help

-turn off and put away cell phones/music devices in your locker.
***Act on teacher feedback and better your assignment, your understanding and your grade, often!

Late Assignments:

“Stuff happens”.  If you are reasonable, I will be reasonable.  Bottom line:  I’m a reasonable person however once an assignment has been handed back the maximum mark you may receive is 50%.  Plagiarism and Cheating will result in a zero, a serious conversation and sometimes a learning opportunity.

Assessment: 

Assignments – 50%

AAP – 10% (attendance, attitude, participation, preparedness, use of time, assignments in on time, work completion etc.…etc.….)

Tests & Quizzes - 40%

****Your mark will be cumulative through two semesters

Final Assessment = 20% of final grade (this will be skills based and less so on content)

Geography 12: Jan. 22

 Today in Geography 12 we finished up Ocean Currents by first finishing up the sheet on the Great Pacific Garbage Patch, then discussing it.  We also watched this video to fully summarize ocean currents.  https://www.youtube.com/watch?v=xa6SdvFA3w0

From here we went on to discuss and take some notes on El Nino and La Nina and how these two phenomenons impact ocean currents in the south but weather in the north.  Here are two videos to help ties things together.  

https://www.youtube.com/watch?v=wVlfyhs64IY

https://www.youtube.com/watch?v=WPA-KpldDVc

In the second half students worked on the review (see previous blog post) and got their quizzes back on rocks and weather.

Updated Final Assessment Review Geog 2026

  Geography 12:  Final Exam Review Sheet

Geography 12:  Final Exam Review Sheet

The final assessment will be comprised of  (Part A) a section on ocean currents and atmospheric circulation & weather that I haven’t tested you on.  Some short answer questions etc…explanation of a diagram (see below for ideas).

The rest (Part B) of the final assessment will be based mostly on the geographic thinking concepts and their application to specific topics and articles.  

Spend your time reviewing the material since our last test (things like cloud types, tropical and other storms (chart p. 281, complete this we will go over), how climate change is affecting storm cycles and ocean currents).  See questions below.

Then spend time understanding the geographic thinking concepts listed below.  Also on the pink sheet I gave you when we looked at the “Babushka’s or Chernobyl” has more questions with regard to these concepts.

Some vocab:  humidity, relative humidity, condensation, dew point, thermohaline (great ocean conveyor belt), gyres, intertropical convergence zone (ITCZ), tropical depression, wind shear, eye wall, El Nino, La Nina, Thermocline

Be prepared for a diagram on tropical storm/hurricane development where you use the diagram to describe how it forms and what it needs to form.

Consider Hurricane Katrina (documentary we watched), why it occurred, what happened, how events unfolded and how those in power responded and the outcome.  What were the primary effects (consequences), what were the secondary effects?  What was learned?  Were any new solutions put in place etc…

Be prepared to answer the following type of questions on ocean currents:

-Explain the major factors responsible for the origin and movement of ocean currents.

-Discuss the influence of ocean currents on the climate of the world.

-Explain the global distribution of warm and cold ocean currents.

-Describe the El Niño phenomenon and its impact on ocean currents, climate & weather.

Be prepared to describe cloud formation using correct vocabulary and how this relates to weather (H/L pressure).

Why has the GPGP formed where it has?  What are the causes and consequences of the GPGP?  What do you think should be done about this and why?

https://www.bbc.co.uk/bitesize/guides/zym77ty/revision/3. (good review of ocean currents)

The major topics we covered this term are:

-spheres of the Earth (chap 3)

-river systems (chap 12)

-glaciation (chap 9 EM)

-gradation (chap 7, 8 EM)

-plate tectonics (chap 4)

-earthquakes (chap 4 EM)

-volcanism (chap 5 EM)

-rock cycle (chap 6)

-weather (chap 10,17 EM)

-tropical storms (chap 16 Earth Matters)

-atmospheric circulation (chap 14)

-ocean currents (chap 11, 15 EM)

The Geographic Thinking concepts are:

★ establish geographic significance 

Why we care, today, about certain events, trends, and issues in geography (and history). Ex: Why was the eruption of Mount St. Helens in 1980 considered an important event? Ex: Outline the various human and physical outcomes of the 2004 Indian Ocean Tsunami. 

★ use a variety of data including primary source evidence 

How to find, select, put in context, compare, challenge, and interpret sources for an argument or an event involving geography. Ex: What do historical maps and air photos of Prince George suggest about the city’s “livelihood” at the times they were made? Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? 

★ identify patterns, continuity and change

 What has changed and what has remained the same over time. Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? Ex: Compare earthquake characteristics and damage: Alaska 1964, Japan 2012. 

★ analyze cause and consequence 

How and why certain conditions, forces, and actions lead towards to others. Ex: Why was the aftermath of Hurricane Katrina in New Orleans so dramatic and controversial? Ex: What caused the Hope Slide, and what resulted? 

★ understand interactions and associations 

Interconnectedness between ideas, events, and things; in particular, the ways in which humans and the environment influence each other. Our own sense of place is an output of this concept. Ex: How has the popularity of Banff National Park created pressures on the local environments? Ex: What kind of relationship exists between urban non-reserve Indigenous people and the traditional territory of the people with whom they share an affinity? 

★ take geographic perspectives 

Understanding the “past as a foreign country” and the “geography of the other” -- imagining and empathizing with different social, cultural, intellectual, geographical and even emotional contexts that shaped people’s lives and actions, including a sense of place. Ex: Why did some people choose to remain in the Chernobyl radioactive zone? Ex: How is Canada’s far North seen differently by it’s Inuit inhabitants compared to resource extraction entities largely based in Southern Canada? 

★ consider the ethical dimensions of geographic problems (or historical interpretations) and resulting value judgements 

How we, in our particular time and place, judge actors in different circumstances in the past or different locations and cultures; when and how crimes, sacrifices, or issues of the past bear consequences today; what obligations we have today in relation to those consequences. Ex: How should Japan address future energy needs in the wake of the 2012 Fukushima nuclear disaster? Ex: Does a community land-use decision address the stated concerns of stakeholders?

Source:  Pacificslope Consortium