Answers to Friday 5, April 17

 1.  What was the purpose of the Factory Acts?

-help protect workers and improve the lives and working conditions of children and adults in factories

2.  Define capitalism.

Capitalism is an economic system in which most businesses, industries, and resources are privately owned and operated for profit. Instead of the government controlling production and prices, decisions are largely driven by individuals and companies competing in the market.

3.  What were two consequences of the Factory Acts?

-formation of labour unions, laws limiting length of work days 

4.  ***Differentiate between emigration and immigration?

Immigrate is to come into another country to live permanently (focus on new country)

Emigrate is to leave your country of origin to go live in another (focus on exiting of the country of origin)**

5.  What were the push & pull factors of either the Irish Potato Famine or the Highland Clearances, resulting in increased population in the colonies.

IPF push = famine, dirty crowded cities, disease.    pull = promise of land, jobs, freedom

HC push = enclosure, crowded cities.  pull = new land, freedom, jobs, work

Bonus:  Explain Socialism.

Socialism is an economic and political system where the means of production (like factories, land, and major industries) are owned or controlled collectively, often by the government or the public, with the goal of promoting economic equality and shared benefit.

Week of April 13th Socials 9

 This week we finished up the Industrial Revolution.  We started the week finishing a station study that we started last week.  We talked about Child Labour and how to analyze a political cartoon.  We discussed and looked at primary sources on the Factory Acts and how this relates to labour unions today.  Students did a simulation on capitalism and socialism in the form of a game and we discussed immigration vs emigration and push/pull factors and how these things related to the time period.  Finally we finished up Friday with a Friday 5, going over Napoleon tests and looking at Inventions of the time period.  

Homework was to complete the following chart from pages:  130-141

Invention:	Inventor:	Description:

Our test is now on Monday.  Review sheet posted.

Videos this week:  

https://www.youtube.com/watch?v=YqmPE2HtkyU

https://www.youtube.com/watch?v=zjK7PWmRRyg

Socials 9: Review for industrial revolution test

Chapter 5
vocabulary:
-raw materials                 -entrepreneur               -franchise
-capital                            -steam engine              -tolls
-capitalist                        -cast iron                      -canal
-mother country              -supply                         -demand
 -Factory Acts (ppt)        -Poor Laws (power point)
 -Enclosure                     -crop rotations
-labour unions                 -cottage industry          -Laissez-faire
-cause & consequence    -imperialism                 -monopoly

*review Friday 5 Q's
*review Power Point presentation
*Child Labour - know about jobs they had, and reasons for working (also be able to apply solutions to these problems today)
*working conditions in factories
*understand what the revolution brought to the people
*know how the colonies fit in
*pros and cons of:  Enclosure, Laissez-Faire economy, Factory Age
*know the new inventions (biggies like steam)
*why England industrialized first (vrs France)
*Be able to apply cause and consequence to the Industrial Era ****AND which cause had the most impact or was most significant?
*Be able to apply historical significance and continuity and change to Industrial Era in Britain (think society, government & economy)
*What conditions allowed new ideas and inventions to flourish, and what impact did they have in the 18th & 19th centuries?
*How did the physical environment influence the nature of political, social, and economic change in Industrial Britain.
*What are the driving factors of Imperialism & Colonialism (at this time)?
*What kind of demographic shifts took place (movement of people, migration patterns etc...) and what specifically were they a result of?

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).