Grade 9 & 10 Social Studies
**RSS Library: https://revelstokesecondary.sd19.bc.ca/departments/library/citation-style-guides/chicago-style-guide/
Grade 9 & 10 Social Studies
Socials 10
1. Who were the famous 5 and what did they achieve?
The famous five were a group of women committed to championing women's rights around voting, being in government and specifically got women added to the definition of "persons under the law".
2. What is a branch plant?
A branch plant is a factory or industrial operation owned and operated by a foreign investor. A branch company would be like a Starbucks or Wallmart.
3. What three things did the Canadian government put in place to try to assimilate Indigenous people?
Residential Schools, Reserves & the Indian Act
4. Of all the things that showed progress for Canadians's int he 1920's, which had the greatest impact?
Just need to back up your answer.
5. What did the Statute of Westminster Achieve?
It gave all countries that were colonies of Britain independence in government, economic issues and foreign policy. Officially forms the Commonwealth.
Geography 12
1. What are isobars and relate these to pressure gradient.
Isobars measure areas of equal pressure on a map. When isobars are closer together the pressure gradient is steeper and therefore it is windier.
2. What are the 5 layers of the atmosphere from Earth to Space.
troposphere, stratosphere, mesosphere, thermosphere, exosphere
3. Low pressure cells move in which direction in the Northern Hemisphere? Clockwise or counterclockwise. What type of weather does a low pressure bring?
Low pressure cells move wind in a counterclockwise direction in the Northern Hemisphere. Low pressure cells bring poor weather and precipitation.
4. As you go up in elevation, what happens to air pressure?
Air pressure goes down
5. Explain the basic premise of air circulation as demonstrated by the tri-cell model.
Due to uneven heating of the Earth's surface and the rotation of the earth (coriolis effect) this tri-cell model shows how heat is redistributed. The hadley cells move warm air towards the poles and vice versa. This in turn accounts for the climactic zones and earth's general wind and pressure zones.
Bonus: In the tri-cell model, what are the three cell names?
hadley, ferrel, polar
This week in Geography we started talking about weather. We talked atmospheric pressure, pressure gradient, High and Low pressure and how wind affects these and how they are displayed with an isobar map. We learned about the different layers of the atmosphere and how these affect weather. We touched on things like the jet stream, the coriolis affect and how these play in (I will provide a bit more on this next week). We spent time talking about atmospheric circulation and how this works through the tri cell model. Students completed an assignment on the layers in the atmosphere and are in the process of completing an assignment on the tri cell models of atmospheric circulation and putting this together with climate through climate graphs.
Here are a few videos to help you with your learning:
https://www.youtube.com/watch?v=bd7DcVnrSL8
https://www.youtube.com/watch?v=xqM83_og1Fc
https://www.youtube.com/watch?v=6LkmD6B2ncs
Today in Geography 12 we talked about rocks and the rock cycle. We watched some videos, took some notes and I left you with a fill in the blanks sheet (on back of rock cycle diagram) to complete for homework. Mr. Robinson will expand more on rocks next Thursday morning. The video links are below:
https://www.youtube.com/watch?v=7Bxw4kkeHJ8
https://www.youtube.com/watch?v=BsIHV__voMk
https://www.youtube.com/watch?v=VByCLpj-I_s
Socials 10:
Work block for Issues project. Parts 3 & 4 are due tomorrow. You will be writing your first draft (by hand) on Thursday morning in the first half of the double block.
Expect a test on the 1920's on Friday or Monday.
1. What was the purpose and intent of the Citizens Committee of 1000?
The purpose of the CCof 1000 was to stop the strike and represent the cities business elite with the intent to show/influence public opinion and show that the strike was tied to revolutionary ideas around communism and thus make it okay to use force against the strikers in order to oppose and stop it.
2. Provide one cause and one consequence of the Winnipeg General Strike
Causes: poor working conditions, pay, formation of OBU, advancement of women's rights around work
Consequences: two dead, many injured, strike leaders arrested, some deported, eventual change in workers rights, a strike, people sent back to work, people worrying about the spread of communism
3. Define Canadian Autonomy
-gaining political independence from Britain
4. Provide two examples we have talked about that forwarded Canadian autonomy.
-having own seat at negotiating table for the treaty of Versailles
-The Chanak Affair
•Halibut Treaty
5. What was the first treaty that Canada signed that was environmental in focus, briefly describe what it was about.
Halibut treaty, it was to prevent over-fishing
This week in Socials 10 we finished up the Winnipeg General Strike. We learned about the Citizens Committee of 1000 and examined the short and long term consequences of the strike.
Students had time to finish up their Winnipeg General Strike assignment. Due today: Friday Dec. 5
Students also had time to finish up their Untouchables Assignment if they did not complete this last week. This was due Wednesday in our double block and could only be completed during class time.
Students continued working on part 3 and 4 of their issues projects. This is the note taking phase and the outline.
Today students worked on creating a thesis statement and writing up their outlines. What is a thesis statement? - The goal of a thesis statement is to let your reader know what your paper or essay is about (the central topic/idea) AND it will highlight and include your argument. Why is a thesis statement needed? It’s a guide to keep you focussed in your paper and it tells the reader what your paper is about.Here is the video we watched to help us with understanding how to write a good thesis statement. https://www.youtube.com/watch?v=DFp1uGTXo4Q&t=4s
***You will have one more day to finish up part 3 & 4 (Monday). Parts 3 & 4 are due on Tuesday. We will write our rough drafts for our papers on the double block day next week - if you miss this expect to give up your lunch hour and after school to do this. Homework this weekend might be to get a little closer to finishing up research etc...
Today we also finished up Canadian Autonomy. Notes. Today we talked about the King-Byng crisis, the Balfour report and the Statute of Westminster. (You should read this section in the text book)
We also talked a bit more about women in the 1920's. We brainstormed what we already knew. Watched this quick video on the vote: https://www.youtube.com/watch?v=SdbG6EIHrbs
Below is the assignment we did in class (this is due on Monday, I will do a HW check), the videos are below. We will try to finish up the 1920's next week. Expect a test on Friday or Monday Dec. 12/15.
https://www.youtube.com/watch?v=if_pyx5dm9Y&t=1shttps://www.youtube.com/watch?v=gFD3san49W8&t=3s
https://www.youtube.com/watch?v=njAO38Og1-k&t=1s
Please note this review sheet is in progress, please continue to check back!
Test: Friday Dec. 6
Text book chapters: 4, 5 and 6. (major topics: volcanism, tsunamis, earthquakes, plate tectonics)
Review two charts you filled out (lab and
Volcanism vocab:
volcanologist hot spot Shield volcano Composite/Strato Volcano
Cinder Cone(Scoria Cone) Magma Lava Lahar
Pyroclastic flow Nuee Ardente Ring of Fire Caldera Efusive Lava
Strato volcano Geothermal Energy Tephra Kimberlite. Felsic Lava
Questions to consider:
Plate Tectonics vocab:
subduction Fault line Convergent Divergent
Rift valley Oceanic Crust Continental Crust Fold Mountains
Ocean ridge Marianna Trench Transform Pangea
Lithosphere Crust Mantle Core
Plate Tectonics Questions:
Summarize the theory of plate tectonics and describe the evidence supporting it (e.g., fossils, sea-floor spreading, magnetic striping).
Explain the three types of plate boundaries (divergent, convergent, and transform) and the features associated with each (e.g., rift valleys, mountain ranges, faults).
Describe the role of mantle convection in driving plate movements.
How does subduction lead to the formation of trenches and volcanic arcs?
What is the difference between continental drift (proposed by Wegener) and the theory of plate tectonics?
Explain why earthquakes and volcanoes are commonly found along plate boundaries.
Describe how the movement of the Pacific Plate has influenced the formation of the Hawaiian Islands.
What is the role of transform boundaries in causing earthquakes? Provide an example of a well-known transform fault.
Earthquakes Vocab:
Richter scale Mercalli scale seismograph S-waves
P-waves L-waves R-waves Convection currents epicentre focus
Earthquake questions:
Define an earthquake and explain how stress and strain in the Earth's crust lead to faulting.
Differentiate between the focus (hypocenter) and the epicenter of an earthquake.
What are the differences between P-waves, S-waves, and surface waves in terms of motion and speed?
What is the Richter Scale, and how does it differ from the Mercalli scale?
Explain how earthquakes are related to plate tectonics, particularly at transform and convergent boundaries.
What are the primary hazards associated with earthquakes?
Provide an example of a significant historical earthquake, its causes, and its impacts.
Tsunami Vocab:
Four phases: generation, propagation, shoaling, and inundation.
trough, crest
Questions to consider:
What causes a tsunami, and how is it related to tectonic activity?
Describe the process of tsunami formation, from the triggering event to the impact on coastal areas.
Explain how energy is transferred through water and why tsunamis are different from regular ocean waves.
What are some strategies used to mitigate the impact of tsunamis on coastal communities?
Overall questions:
How are volcanism, plate tectonics, and earthquakes interconnected? Use specific examples to explain.
Describe how the rock cycle is influenced by tectonic activity (e.g., subduction zones, mountain building).
Analyze how a volcanic eruption could impact the surrounding rock cycle and contribute to the creation of new landforms.
Imagine you are an urban planner in an earthquake-prone area. What measures would you recommend to reduce risks to people and infrastructure?
Discuss the importance of monitoring tectonic and volcanic activity in regions prone to earthquakes and eruptions. How does this knowledge benefit society?
SS 10
1. What is a union?
Bonus: what is collective bargaining?
-negotiation of wages and other conditions of employment by an organized body of employees/labour union
Geog 12
1. Briefly describe how interplate volcanism occurs.
volcanic activity that occurs within tectonic plates, away from their boundaries, and is most commonly caused by hot spots/mantle plumes
2. Explain why Yellowstone is a more rare form of interplate volcanism.
because it is in the middle of continental crust which is thicker than oceanic crust
3. Where do the most explosive volcanoes form?
at subduction zones
4. Provide a positive and a negative of living near a volcano.
Pos:
-tourist attraction, brings jobs and revenue
-area is rich in minerals creating fertile soil and good mining opportunities
-hydrothermal power
Neg:
-destruction of area is a possibility
-living under stress due to volcanic activity
-depending on if dormant or active, could cause death
5. Define pyroclastic flow.
-a fast moving cloud of ash, gas, pumice and rock (tephra) that can be extremely deadly as it rushes down the side of a volcano due to an eruption, moving up to 700km/hr. Acts like an avalanche.
Socials 10: Issues Project continued….
Part 3: Note Taking
Go back to your annotated bibliography and begin your actual in-depth research. Working through one sources at a time, paraphrase the most important and most relevant information onto note cards, or note sections. Use only one topic/idea per index card/ piece of paper. Each idea/topic that you have on your outline will then have a card of information from each source. Always record the number of the source that you used (from annotated) and the page references from the source to help you later with footnotes. (quotes). Dividing each source into main topics will really help you when you get to the actual writing phase. Use quotes sparingly, for statistics or something that is said so well that you need to use it, or comments that can most effectively be made by the speaker. If you organize your notes in this manner your essay will essentially write itself!!!
Part 4: Creating outline and thesis statement
--thesis statement - The goal of a thesis statement is to let your reader know what your paper or essay is about (the central topic/idea). It will highlight and include your argument. -why is a thesis statement needed? It’s a guide to keep you focussed in your paper and it tells the reader what your paper is about. -write your supporting arguments first (into your outline, with quotes) -then write your paragraph that refutes your argument
Socials 10:
On Monday we finished up our Annotated Bibliographies (these were due today/Tuesday). On Tuesday we went over the Friday 5 and continued watching the Untouchables.
Geog. 12
On Monday we reviewed the Friday 5 and the work we did on Friday out of the text book. From here I showed a couple of videos to clarify S & P waves, R & L waves (we added to our notes sheet) We started the Earthquake lab.
https://www.britannica.com/video/rock-vibrations-Earth-earthquake-waves-P-surface/-218347
https://www.britannica.com/video/did-you-know-earthquake-waves/-255047
https://www.youtube.com/watch?v=huiiEehjUds
https://www.youtube.com/watch?v=7eeqzRUg4DU
Today we talked about Interplate volcanism/hotspots. What they are, how they form etc...we took notes, watched these two videos, completed a diagram explanation and also plotted a number of volcanos on a map to understand a bit more about where volcanos happen on the E's surface.
https://www.youtube.com/watch?v=LdlEufZop-Y
https://www.youtube.com/watch?v=AhSaE0omw9o
Lab Activity Outline
Part 1: Plate Boundaries
Goal: Understand the different plate boundaries and what type of movement occurs at each of these boundaries, including at which boundaries earthquakes occur at.
Complete the “scavenger hunt” sheet from the information provided in the station study.
(use a laptop/computer to help you with the next portions of the lab)
Introduction to Seismic Waves:
https://www.sciencecourseware.org/VirtualEarthquake/VQuakeExecute.html
Review notes on P-waves and S-waves. Explain how these waves travel through the earth and are detected by seismographs.
Discuss the differences in speed, motion, and the materials these waves can travel through.
2. Explore the Virtual Earthquake Lab: https://ds.iris.edu/seismon/swaves/
Students access the IRIS Virtual Earthquake Lab.
The simulator guides students through an earthquake scenario where they measure the time lag between P-waves and S-waves to determine the earthquake’s epicenter.
3. Recording Seismic Data:
Practice measuring seismic wave arrival times on virtual seismograms.
Use this data to predict the earthquake’s epicenter by examining seismograms from multiple locations.
4. Reflection Questions:
What is the difference in travel time between P-waves and S-waves? Why does this difference increase with distance?
How accurate was your epicenter prediction, and what challenges did you face in measuring it?
Part 3: Earthquake Magnitude and Depth Analysis via Exploration of the Virtual Earthquake Lab:
Students access the IRIS Virtual Earthquake Lab. (see link below), see how it works.
Access the IRIS Seismic Monitor - Try the different options in the lab and see what you can find out about earthquakes. List the things this site can tell you on a piece of lined paper.
Using the IRIS Seismic Monitor, explore recent real-time earthquakes around the world.
Select a few recent earthquakes, noting the magnitude, depth, and affected area. Try to choose earthquakes from different tectonic settings and of different magnitudes.
Map out a these Earthquakes (put these on your map). Connect to data so you know which EQ goes with what data.
Part 4: Impacts of Earthquakes
Analyze Earthquake Impact Based on Depth and Magnitude:
Using the simulator https://www.iris.edu/app/10.5/, adjust variables like earthquake magnitude and depth to see how these factors impact the energy released.
Note how deeper earthquakes (like those in subduction zones) tend to have different surface impacts than shallow earthquakes.
Calculate Energy Released:
Use the simulator to view the logarithmic scale of earthquake magnitudes and discuss why a small increase in magnitude means a significant increase in energy.
Record energy comparisons, such as comparing a magnitude 6.0 to a magnitude 7.0 earthquake.
Reflection Questions:
How does increasing earthquake depth affect surface impact and wave strength?
Why does a higher magnitude earthquake release exponentially more energy?
Data Comparison and Real-World Implications:
Students compare their simulated earthquake results with recent earthquakes displayed on the IRIS Seismic Monitor. What do you notice?
Discuss the implications of earthquake magnitude and depth in real-world scenarios, such as building codes in earthquake-prone areas.
Summary Questions:
What role do seismic waves play in helping scientists understand earthquakes?
How can seismology data help prepare regions for future earthquakes?
At what magnitude earthquake do we start to see destruction on the Earth's surface?
Relate plate tectonics to locations of Earthquakes. Reflect on how using real-time data from the IRIS Seismic Monitor might enhance our understanding of global earthquake patterns.
Why is monitoring seismic activity around the world important?
LAB WRITE UP:
Part 1: Plate Boundaries
-provide a brief summary of what you learned (1-2 sentences).
-Submit chart.
Part 2: Understanding Seismology and Seismic Waves
-provide a brief summary of what you learned.
-answer reflection questions
Part 3: Earthquake Magnitude and Depth Analysis
-provide brief summary of what you learned.
-submit map with information from EQ you plotted
Part 4: Impacts of Earthquakes
-provide brief summary of what you learned.
-answer reflection questions
Conclusions and Summary Questions
-answer questions from this section
-submit anything you wrote down while doing the lab as an addition (if you want to show additional work)
_____________________________________________________________
https://ds.iris.edu/seismon/swaves/
https://seismic-explorer.concord.org/
Need another explanation of how magnitude and intensity work in relation to depth and distance from the hypocentre? Watch this: https://www.mtu.edu/geo/community/seismology/learn/earthquake-measure/