Map of Canada Instructions

 On your map of Canada please label the following:

-All provinces, territories and capital cities. 

(provinces written out in capitals, cities in regular eg.  ALBERTA,  Edmonton, if you abbreviate the provinces like PEI, ensure you write it out in the legend)

-add cities of Revelstoke & Vancouver & capital of Canada 

(ensure you differentiate a city, capital city and capital of Canada with symbols appearing in legend, example *capital of Canada)

-Great Lakes, St. Lawrence River, Hudson Bay, James Bay, Pacific Ocean, Arctic Ocean, Atlantic Ocean, Great Slave Lake, Great Bear Lake, Lake Winnipeg

-international borders = red, national borders = black

-add in symbols to represent areas of different Aboriginal groupings eg:  West Coast, Plateau etc...

-ensure TOADS on a LoG are present

-colour water & lakes blue, colour provinces/territories different colours.  

**use numbers for areas where you might not be able to fit in the name (ex. Great Lakes), numbers with corresponding name should appear in your legend

Writing your Issues paper

 Writing your issues paper:  Argumentative Essay

1.  Create thesis statement

2. Write up outline 

• Include 3-5 ideas to support your argument (each will form one body paragraph)

• Have a quote to support each idea

3. Write body paragraphs (should have 3-5)

4. Write up refuting paragraph (this is the arguments on the other side where you refute them)

5. Create your introductory and concluding paragraphs

How to write your thesis statement:

1. You need to write down your topic, position & evidence.

• Mention the main topic of your paper

• Take a position and state your argument

• Summarize the evidence that you will use to support your position/argument

2. Outline:

Thesis statement:

Body paragraph 1:  (reason #1 to support your position or argument) Quote &/data to support:

Body paragraph 2:  (reason #2 to support your position or argument) Quote &/data to support:

Body paragraph 3:  (reason #3 to support your position or argument) Quote &/data to support:

Paragraph to refute:  points on the other side of your argument and how you will refute these.  (Goal of paragraph is to acknowledge the other side and put it to rest).

Summary of ideas/reasons that will feed into introduction & conclusion:

3. Write body paragraphs, then intro & conclusion 

4. Insert Footnotes

5. Write Bibliography

Socials 10: 1930's Quest Review

Depression Era Quest Review:  Chapter 9

Vocab:
depression                        isolationism                            padlock law
business cycle                  relief                                        Union Nationale 
protectionism.                  socialism                                Social Credit
recession                          tariffs                                       CCF party
new deal                          Canadian Wheat Board         (maybe totalitarianism, appeasement)
Laissez-faire                    Regina Manifesto

People:
Roosevelt.         Woodsworth
Bennett              Duplessis
King

Topics:
Stock market crash                                        Immigration policies
On-to-Ottawa Trek
Work Camps
Government response to depression

Some questions to think about:

-Draw parallels between Canada and the US around the depression.  You may use examples from the movie to help.  Think government, economy, society.  

-In what ways was the Great Depression a time of progress & decline in Canadian History?  Provide specific examples with an explanation as to why. 

-Was Jim Braddock’s story during the Great Depression one of progress or decline? Why? 

-causes and consequences of depression (list of causes in notes but also p. 256) (or policies etc...)

-Why Quebec Nationalism rose (q. 1 p. 269)

-Shifting focus of political and economic ties, was this just a form of one economic dependance to another?  Defend.

-What is better to get out of a recession/depression freer trade or protective tariffs?

-Should Canada ever sign a treaty agreeing to help another country if it is attacked?

-Why did many racist and exclusionary policies persist at this time?

-What should the governments role be during a depression or recession?

Socials 9, Answers to Friday 5: December 3rd

 Socials 9:  Answers to Friday 5, Dec. 3rd

1.  What are the three main types of Geography, provide 2, define 1

-Physical, Human, Environmental

Physical Geography:   Is the study of the earth and earth processes.

Human Geography:  Is the study of people-place relationships, human adaptation to environments. 

Environmental Geography: Is the study of interactions between humans and their immediate environment and what the results and repercussions of this interaction are/might be.

2.  Draw and label a diagram of Earth from centre to outside.

3.  How many physical regions are there in North America?

8

4.  What are tectonic forces?

-forces that create or cause movement on the surface or crust

5.  Provide two examples of landforms created by the processes on the Earth's surface:

-mountains, plateaus, volcanos, deserts, islands, deltas

Answers to Friday 5: Nov. 26th

 1.  Causes of the Great Depression - two

Overproduction

Resource based economy

Dependance on the US

Buying on credit

Drought

2.  What was the main catalyst of the Depression?

-Stock Market crash 1929

3.  PM in charge during the worst part of the depression.

-Bennett

4.  Two causes of the On to Ottawa Trek

-work camps - hard labour & terrible working conditions

-poor pay 20cents/day

-horrible living conditions at the camps

(unemployment, riding the rails led to relief camps/work camps)

5.  One consequence of On to Ottawa Trek/how did things end?

-Regina Riots

-unsuccessful talks in Ottawa, decision to dispand

Bonus:  explain what relief was/is:

-government hand outs in the form of money, food coupons to help make ends meet

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?

Socials 9: Answers to Friday 5, November 19

1.  Two reasons why industrialization happened in England/Britain first.

-large labour force

-access to raw materials

-laissez-faire, pro-business government government

-capital to invest

2.  Two advances of the Industrial Revolution.

-steam, steam engine

-factories, idea of mass production

-canals

3.  How did coal contribute to the Industrial Revolution?

-needed coal to run the steam machines which in turn ran engines - in factories, trains, boats etc...

4.  Explain two societal changes that occurred during the Industrial Revolution.

-rural to urban migration

-cottage industry became obsolete -->factories

-children worked

-work was dangerous and unsafe

-women didn't work inside the home

5.  What is decolonization?  Provide a specific example of how the Railway museum is decolonizing.

-undoing the process of colonization/colonialism

-coming to terms and owning our past and understanding what happened and how 

-giving the less dominant narrative a voice

-truth and reconciliation - reconciling our past doings (as a nation). 

examples:  trying to bring forth the less dominant narrative, tell the stories of the porters and the Chinese railway workers and make them become part of the fabric of our nation, the museum - give them voice.

Social Studies 9: Industrial Revolution Board Game

Industrial Revolution Board Game Creation:

For the Industrial Revolution Unit's culminating activity you are going to create some sort of board game.

Purpose:  to show your learning and understanding of the Industrial Revolution.

Overview:
The game should aim to help people learn about the perspectives, new inventions, theories, and philosophies that emerged during the Industrial Revolution. You may use elements from an existing game/base it on another board game you have played, but you may not simply create an Industrial Revolution-version of a game.

Objectives:
Identify the major inventions and inventors of the Industrial Revolution.
Describe the impact new technology and intellectual advancements had on society during the Industrial Revolution.
Explain the changes and continuities experienced in cities & rural areas during the Industrial Revolution.

Identify & explain different perspectives of groups involved (government, workers, inventors, farmers, children etc..) in this time period.

You may work alone or in groups of 2-4.

Due date:  TBA (we will play & evaluate them in class so no late projects please)

Your game will be marked on content/information, creativity and playability.
****Don't forget to include instructions to the board game!!!!!
Be creative, be mindful & have fun!

Other Considerations:
-Designing a game where the players directly compete against one another is inherently more complex, but it makes it more enjoyable for the players. Be careful to keep the competition manageable and the directions clear.
-Be sure there are no major “dead ends” in the game that would prevent the game from ending or having a winner.
-How will you determine a winner? Last person? (How to eliminate others?) First to finish? (How to advance?)
-What materials will you need to help create the game?

Evaluation:

CRITERIA	Excellent	Good	Satisfactory	Oops
Typed Game Rules	The rules are written clearly and sequenced in a logical order so that players can easily figure out how to play without prompting.	The rules are written clearly and sequenced in a logical order so that players can easily figure out how to play, but have a prompt or question in order to play the game.	The rules are written but not necessarily in a sequenced or logical order so that players are somewhat confused on how to play. Players have many questions.	The rules are not written or the rules are not in a sequenced or logical order and players are unable to begin or play the game.
Game Board Design	The game’s essential design incorporates factual knowledge that does not deviate from the reality of World History. It contains a proper mix of strategy and luck. The game can reasonably be played by 4 people in 30 minutes. The game fosters a sense of healthy competition.	The game’s essential design incorporates factual knowledge that does not deviate from the reality of World History. It contains an unbalanced mix of strategy and luck. The game can be reasonably played by 4 people in 60 minutes. The game fosters no or too much competition.	The game’s essential design incorporates some factual knowledge and might deviate somewhat from the reality of World History. It is based on either strategy or luck only. The game is not easily played within a reasonable time frame. The game fosters no or too much competition.	The game’s essential design lacks factual knowledge and deviates from the reality of World History. It is based on either strategy or luck only. The game is too short or too long to play reasonably by 4 people. The game fosters no or too much competition.
Game Intends to Teach Knowledge & conveys your knowledge.	The game’s details demonstrate comfortable working knowledge of the industrial revolution in the context of World History. Putting the game together required excellent knowledge of the Industrial Era.	The game’s details demonstrate a satisfactory working knowledge of the industrial revolution in the context of World History. Putting the game together required some knowledge of the Industrial Era.	The game’s details struggle to demonstrate a working knowledge of the industrial revolution in the context of World History. Creating the game required limited knowledge of the topic.	The game’s details fail to demonstrate even basic working knowledge of the industrial revolution in the context of World History.  Not much knowledge needed to create the game.
Neatness, Text, & Background	The game design and all pieces are created with care and are neatly designed (i.e.: clean edges, coloured within the lines, etc.). Font formats (colour, bold, etc.) have been carefully planned to enhance readability and content. The background does not detract from text or graphics and is appropriate for this project.	The game design and most pieces are created with care and are neatly designed (i.e.: clean edges, coloured within the lines, etc.). Font formats have been carefully planned to enhance readability. The background does not detract from the text or other graphics and could have been better suited for this project.	The game design has some pieces with care and some that are not neatly designed (i.e.: messy edges, colouring mishaps, etc.). Font formatting has been planned to complement the content but it may be a little hard to read. The background does not detract from the text or graphics but does not fit the project.	The game design has multiple pieces with no care and many that are not neatly designed. Font formatting makes it very difficult to read the material. The background makes it difficult to see the text or competes with other graphics on the page. The background is not suited for this project.
Creativity & Graphics	The game goes outside of the box in creativity to demonstrate knowledge and apply concepts of the industrial revolution. All graphics are attractive (size/colour) and support the theme of the project.	The game implements creative aspects to demonstrate knowledge and apply concepts of the industrial revolution. A few graphics are not attractive but all support the theme of the project.	The game is not creative and simply copies an existing format to demonstrate knowledge and concepts of the industrial revolution. Most graphics are attractive but do not support the theme of the project.	The game is not creative and simply copies an existing format – and struggles to demonstrate knowledge and concepts of the industrial revolution. Several graphics are unattractive and detract from the theme of the project.
Spelling & Grammar	The project has no spelling or grammatical errors. Clear evidence of proof reading.	The project has 1-3 spelling or grammatical errors. Some evidence of proof reading.	The project has some spelling or grammatical errors. Limited proof reading.	The project has several spelling or grammatical errors. No evidence of proof reading.

Socials 10: Answers to Friday 5, November 5

1.  What is the purpose of a union? 

-protect workers & give them a voice 

 2.  Explain the perspective of the Citizen's Committee of 1000?

-(made up of business owners, politicians & bankers)

-they were against the strike 

-portrayed the strike as foreigners trying to overthrow democracy

-believed the strike was the work of communism

-felt the strike should be put down

3.  What was the importance of One Big Union?

-to unite smaller unions and give them a larger/louder voice

-showed that the support of unions was increasing and could be a powerful force

4.  One cause and one consequence of the Winnipeg General Strike:

Causes:

-poor working conditions, poor wages, not enough jobs

Consequences:

-Bloody Saturday, 2 dead, several injured

-strikers lost their jobs

-fear of a revolution

-slowly things got better

5.  Do you think prohibition achieved its purpose?  Back up your ideas.

Napoleon Quest Review sheet

 Test date: Friday Nov 13

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