Socials 10 Issues paper - part 1 - Due Monday/Tuesday Nov. 4/5

 Social Studies 10:  Issues Paper 

 You are being provided with an opportunity to gather evidence and present a well-reasoned argument about a controversial issue.  (Pretty wide open as to topic, it just needs to be framed in a school appropriate manner and tie back to Canada). Who doesn’t like to present a winning argument?  This paper will actually provide you with the skills to be a more convincing and credible individual!   

 

What is an Issues Paper? 

 

The Issues Paper is really an argumentative essay. 

An argumentative research paper is a combination of a traditional research paper and a persuasive essay.  An argumentative paper makes a claim (thesis) about a topic and justifies this claim with specific evidence.  The claim could be an opinion, a policy, a proposal, an evaluation, a cause and effect statement, or an interpretation.  The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. 

Some important things the paper will include: 

1. 5-8 page (1000-1500 words) double spaced argumentative research paper with a Title Page, Bibliography, Footnotes (or Endnotes) all in Chicago Documentation style. 

2. Minimum of 5 sources.  Some sources will provide you with great quotes to support your argument!

3. Present at least three pieces of evidence but no more than five to support your claims. 

4. Paper Structure:  Title, introduction, a clear argumentative thesis statement, body paragraphs with support (refute) and a conclusion. 

5. Please do not plagiarize.  Plagiarism is academic theft and will result in an F and could cause you not to pass Socials 10! 

 

This project will be completed in stages and I will support you along the way.  And give you clear completion goals and timelines. 

 

Stage 1:  Selecting a Topic and creating two mind maps for two topics

 

While a strong interest in the topic is important, it is not enough to just be interested.  You have to consider what position you can backup with reasoning and evidence.  It’s one thing to have a strong belief, but when shaping an argument you will have to explain why your belief is reasonable and logical.  As you explore potential topics, make a mental list of points you could use as evidence for or against the issue. 

You must hand in: 

-selected two topics and create a rough web of your ideas of major points on either side of the issue.  Identify what the issue is and briefly outline each side.  This will include the major stake holders involved.  A stakeholder is a person, group or organization that has an interest or concern in/with the issue.  You should have the major stakeholders identified on each side of the issue. 

Geography Gradation Test Review.

Geography 12: gradation test

The test will have a couple of diagrams, a short answer section, a paragraph section, a true/false section and a case study that you will apply the geographic thinking concepts to.  With regard to glaciation and river systems the test will focus on these in a more general fashion with regard to gradation and be more in depth with the forces of gradation that you have not been tested on.

General vocab:  

gradation, load, deposition, erosion, transport, base level

Weathering:

Mechanical Weathering   physical weathering  chemical  weathering      frost shattering Sedimentation    pingo   differential weathering thermal expansion  oxidization  hydrolysis  exfoliation  sheeting

Glaciation:	River:	Mass wasting
U & V shaped valley Glacier Hanging glacier/valley Moraine (terminal, lateral etc) Isostasy              drumlins Abrasion             erratics Finger lakes    outwash plane Drumlins             esker Kames               icefall Kettles               cirque Arete                  col Horn                   skerries Alpine glaciation Continental glaciation	Delta Flow velocity Solution Suspension saltation	Mass wasting Solifluction Angle of repose Soil creep Slope failure

Aeolian	karst	Coastal
Wadis                   aeolian Pedestals Balancing rocks Arches Erg Barchan dunes Start dunes Transverse dunes Parabolic dunes Longitudinal dunes	doline/sink hole   column/pillar Stalactite Stalactite Rock curtain Cave Spelunking Limestone, gypsum, dolomite Karst Gryk                   impermeable	Tombolo               arches Beach                  gorge Sandspit               fjord Longshore drift     cave Sandbars             coves Cliffs                     bay Coves                  tide Dunes            wave refraction Stacks                headland Stump             blowhole Emergent coastline Submergent coastline

Helpful hints and questions:

Be able to differentiate between erosional and depositional features for all processes of gradation that we have discussed:  glaciation, mass wasting, river systems, karst, coastal landscapes, aeolian landscapes, weathering.

Be ready to label diagrams of either coastal, karst or aeolian landscapes.There will be a case study to ready and apply the Geographic thinking concepts (know these concepts:  

• Geographic Significance 
• Evidence and Interpretation 
• Patterns and Change/Trends 
• Interactions and Associations
• Cause & Consequence
• Sense of Place /Geographic Perspective
• Geographic Value Judgements 

Coastal Landscape Questions to consider:

Explain how longshore drift works. What role does it play in shaping coastal landscapes? How do waves impact/shape coastal landscapes?

Aeolian Landscape questions to consider:

What are aeolian processes, and how do they differ from other geomorphological processes? Describe how sand dunes are formed. What factors influence their shape and size? Identify and describe the different types of sand dunes and what conditions lead to the formation of each type? Explain how wind contributes to both erosion and deposition in aeolian environments. Provide examples of landforms created by each process. How does vegetation influence aeolian processes?

Karst Topography questions to consider:

Define karst topography and explain how it forms. Describe the types of bedrock most commonly associated with karst landscapes. Why are these rocks particularly vulnerable to karst processes? Explain the role of chemical weathering, specifically dissolution, in the development of karst features.

Weathering Questions to consider:

Define weathering and explain how it differs from erosion. List and describe the three main types of weathering: physical (mechanical), chemical Explain how freeze-thaw weathering occurs and describe one example of where this might be common. Describe oxidation as a form of chemical weathering. Provide an example of how oxidation can change the appearance of rocks. How does climate affect the rate and type of weathering in an area?

Mass Wasting Questions to consider:

Define mass wasting and explain how it differs from other types of erosion. Describe the role of gravity in mass wasting. What is the angle of repose, and how does it affect the stability of a slope? How does slope angle influence the likelihood of mass wasting? Explain how water content affects the stability of slopes. Describe how vegetation can stabilize slopes and prevent mass wasting. How can human activities, such as deforestation, construction, and mining, increase the risk of mass wasting? Describe several methods used to prevent or reduce the impact of mass wasting, such as retaining walls, drainage systems, and slope grading. Discuss the potential long-term impacts of mass wasting on a river system located downstream from a landslide-prone area.

Socials 10: Oct. 28

 Today we did some prep for the provincial literacy exam which you will be writing on Oct. 30 during out class in the library.  Here is the link to the practice exams:  

The Grade 10 Literacy Assessment is a provincial assessment that assesses student proficiency in literacy. It is a graduation requirement and students take the assessment in their Grade 10 year.

The Grade 10 Literacy Assessment assesses student ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. The Grade 10 Literacy Assessment is not based on a particular course, but on learning across multiple subjects, from kindergarten to Grade 10.

https://curriculum.gov.bc.ca/provincial/grade-10-literacy-assessment

We finished our review of WWI on the board with a mind map that included the headings of causes, outcomes, inventions, tactics, who involved, Canadian Happenings and should also probably include battles.  We talked about the things on the mind map and then watched two videos on the Treaty of Versailles and made some notes about the headings below and finished with a sheet on the causes.

Treaty of Versailles:

-territory

-military

-economic

*Woodrow’s 14 points 

*League of Nations

Videos:

https://www.youtube.com/watch?v=vrYhLNQMRro&t=1s

https://www.youtube.com/watch?v=0jycVFL8CNM

Social Studies 10: Oct. 24

 Today in Socials 10, Historical Wrongs projects marks were distributed as were your government simulation marks.  Students received their interim progress reports (if you are a parent checking in on the blog, please ask your student for their interim reports.

We finished up our political cartoon analysis and submitted these (mostly digitally).  Here are the instructions for this assignment:  This is due early next week.

-with a partner find a cartoon on either Kitchen Accord, Meech Lake Accord or Charlottetown Accord (you could also choose the Quebec referendums)

-go through the cartoon analysis sheet together and answer the Q’s (see below)

-submit when done, include a picture of your cartoon

Questons:

• What is the title of the cartoon?
• What is the caption of the cartoon?
• Describe the people & objects in the cartoon?  (How are they portrayed?)
• Describe what the symbols are present in the cartoon?
• In your opinion what is the message of the cartoon?
• Is there a bias?

From here we went on to do a review of WWI in partners...we are just in the process of creating a larger mind map as a group.

Geography 12: Oct. 24

 Today in Geography 12, students received their field studies and Friday 5's back.  We talked about both and some suggestions were made for some on how to improve Field Reports.  From here we reviewed Coastal Features, understood the difference between erosional and depositional features.  Discussed the matching sheet and understood what a tombolo is.  We than watched the following two short videos and did a short reading from the text book and answered a couple of questions.

https://www.youtube.com/watch?v=4rqrRPVrWJ0

https://www.youtube.com/watch?v=9w8ttSMSVFg

Read pp 124-126

Pay close attention to fig 8.10 landforms produced by wave erosion

P. 130 Q 2-4 (all parts) in point form. (these are for homework if not complete, we will discuss on Monday)

***GRADATION test on Friday

Geog 12: Oct. 21

 Geography 12 today went over tests on River Systems and corrected these.  From here we moved onto Coastal Landforms (our last section in the Gradation unit).  We watched these two vids:

https://www.youtube.com/watch?v=O-ELTz8DEc4

https://www.youtube.com/watch?v=ztemzsxso0U

And then we did this worksheet/work:

Matching Worksheet: Coastal Features

1. A landform created by the accumulation of sand along shorelines.

2. An area where freshwater meets saltwater, often rich in biodiversity.

3. A submerged, glacially-carved valley filled with seawater.

4. An area where sediment is deposited at river mouths.

5.  A coastal body of water connected to a larger body of water, such as a sea or lake. These are usually semicircular or nearly circular in shape

6. A marine structure built by coral polyps, supporting diverse marine life.

7. The periodic rise and fall of sea levels caused by the gravitational pull of the moon.

8. Opening in a mass of steep rock, often found in coastal areas

9. Zig-zag movement of weathered materials along a beach caused by the swash and backwash of waves

10. Steep rock formations formed by coastal erosion.

11. Rock vertical island, often a pillar that is a remnant of a sea cliff

12. A cape in a lake, sea, or ocean that ends with a steep cliff.

13.  a deposition bar or beach landform off coasts or lake shores

A. Coral Reef       B. Cliff              G. Estuary            J. Longshore drift M.  Arch

C. Delta.               D. Tides            H. Headland         K. Sand spit

E. Fjord.               F. Beach            I. Stack                 L.  Bay

Label the diagram below with as many features as you can:

Place all the features into either the Erosional category or Depositional category.

Geog. 12: Answers to Friday 5, Oct. 18

 1.  Mass wasting causes material to move downhill, the energy that is exerted is determined by.....give two examples.

• Steepness of slope
• Shape and size of particles
• Nature of material that forms slope
• Depth of the material
• Nature of ground cover
• Stability of the ground
• Water content of the soil

2.  Karst topography refers to....

-Karst topography is landscapes that form underground where the rock is porous; this occurs due to the dissolution of soluble rocks primarily limestone but also dolomite and gypsum

3.  Provide two examples of erosional and two examples of depositional aeolian landscapes.

Erosional	Depositional
-wadis	-barchan dunes
-pedestals	-star dunes
-balancing rocks	-transverse dunes
-arches	-parabolic dunes
-erg	-longitudinal dunes

4. What are the two characteristics that allow Aeolian landscapes to form?

1.  reduced moisture content b/c dry soil doesn’t stick together so more susceptible to wind 

2.  Lack of ground cover/surface vegetation means soil not protected by root systems so wind erosion is greater

5.  List as many Geographic Thinking concepts as you can and explain one.

• Geographic significance
• Use Primary Evidence 
• Identify Patterns and Change, 
• Analyze Cause and Consequence
• Understand Interactions and Associations 
• Take Geographic Perspectives/sense of place
• Consider Ethical dimensions/Geographic value judgements

Bonus:  List 3 Karst features

• stalagmites
• stalactites
• rock curtain
• pillar
• sink hole/doline
• caves
• disappearing streams
• grykes