Socials 10: Issues Project part 3 & 4

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

https://www.youtube.com/watch?v=DFp1uGTXo4Q

Create an outline:

Intro:  with thesis

Body 1:  main idea, supporting ideas in point form, quotes

Body 2:  as above

Body 3:  as above

Refute:  main 

Soc 10 & Geog 12 Nov. 24/25

 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

Earth Quake & Plate Boundaries lab

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.

Part 2: Understanding Seismology and Seismic Waves

(use a laptop/computer to help you with the next portions of the lab)

1. 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 

1. 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.

2. 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.

3. Reflection Questions:

• How does increasing earthquake depth affect surface impact and wave strength?

• Why does a higher magnitude earthquake release exponentially more energy?

---

Part 3: Discussion and Conclusion

• Data Comparison and Real-World Implications:

• Students compare their simulated earthquake results with recent earthquakes displayed on the IRIS Seismic Monitor.

• 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?

---

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)

_____________________________________________________________

EQSimulator

https://ds.iris.edu/seismon/swaves/

https://ds.iris.edu/ieb/index.html?format=text&nodata=404&starttime=1970-01-01&endtime=2025-01-01&minmag=0&maxmag=10&mindepth=0&maxdepth=900&orderby=time-desc&src=usgs&limit=1000&maxlat=73.43&minlat=-73.43&maxlon=180.00&minlon=-180.00&zm=2&mt=ter

https://seismic-explorer.concord.org/

https://earthquake.usgs.gov/earthquakes/map/?currentFeatureId=us7000rdmh&extent=7.27529,-162.24609&extent=60.15244,-58.97461

Answers to Friday 5, Geog & SS10, Nov. 21

 Socials 10

1.  What is prohibition?

Prohibition is the ban (making illegal) the selling and making of alcohol

2.  Two new inventions of the 1920's?

range, toaster, vacuum, electric lights, cistern,  Model T Ford

3.  Explain how women's lives changed in the 1920's?

Women were free-er in terms of dress and rules.  When they made their own money they became much more independent.  New inventions made their lives easier.  White women gained the right to vote.

4.  Compare and Contrast Spanish Flu and Covid 19.

Similarities:  used masks and hand washing to try and prevent spread, businesses were closed, fever, respiratory issues = symptoms, world wide pandemics

Differences:  time periods, Covid mostly elderly affected, SF hit ages 24-40

5.  One positive and one negative of prohibition?

Pos:  less money spent on alcohol more on families, less petty crime

Neg:  illegal underground alcohol trade, bootlegging

Geography 12

1.  What are the main types of avalanches?

slab, cornice & loose

2.  What are the prevailing winds and where do they mostly come from?

the predominant direction that the wind comes from

SW

3.  Strike slip faults aka _____________ and an example.

Transverse

San Andreas Fault

4.  What are some land forms found at divergent plate boundaries?

mid ocean ridges, rift valleys/grabbins, volcanic activity

5.  What does the Modified Mercalli scale measure?

Intensity of an EQ

Bonus:

Differentiate between the epicentre and the focus.

focus is where the EQ happens within the earth, the epicentre is where is happens on the surface, directly above the focus

1920 scrapbook link

https://revelstokesecondary.sd19.bc.ca/wp-content/uploads/2025/11/The_Confident_Years_Canada_In_The_1920s.pdf

Answers to Friday 5: Nov. 14, Geog & SS10

 SS10

1.  What were the two reasons for the start of WWI?

Militarism, Imperialism, Alliances, Nationalism, Arms race, the assassination of the Arch Duke of A-H empire

2.  Why did Russia exit from WW1?

1917-Russian Revolution (Civil War) so they couldn't fight a war in and out of their country.  They had experienced heavy casualties on the E front, huge food shortages and low wages, lead to civil unrest.

3.  Provide two things that were going on in Canada during WWI?

Victory Bonds,  Women's movement especially labour, internment, conscription crisis, propaganda, women's suffrage

4.  Two ideas included in the Treaty of Versailles?

Germany would pay heavy reparations, have restrictions on army and navy, war guild clause,  loss of land

Wilson's 14 points, League of Nations

5.  What did the War Measures Act allow?

Internment (arrest without due cause)

Bonus:

What is currently in the house of commons that if it doesn't pass will topple the government?

Budget

Geography 12

1.  Provide two ideas that support the theory of continental drift.

Fossils and plants on continents that seemed to have fit together

Magnetic north is moving

The idea of Pangea or all the continents fitting together

Evidence of glaciation in areas that today don't have glaciers suggesting larger masses of ice

Seismograph data suggests boundaries

2. Explain plate tectonics.

Plate tectonics is a theory explaining how Earth's crust is divided into plates that move and float on the mantle

3.  Two things that happen where plates meet.

 mountain building, trench formation, volcanoes, and earthquakes.

4.  Label the major lines of latitude on the globe.

see below

5.  Lines of Longitude are also known as____________ and run in these directions ___________

meridians, N-S

Bonus:

Add degrees to the lines of latitude.

Geog. 12 Nov. 14

 Today we had the first Friday 5 of Term 2.  From here we went over and corrected our Gradation tests.  We finished up doing question 7 on p. 25 and defining:  core, mantle, crust, sial, sima and aesthenosphere.

SS 10, Nov. 14

Today in SS10 we had the first Friday 5 of Term 2.  We finished our review of WWI on the board including PM Borden and the Treaty of Versailles.  We watched two videos on the Treaty of Versailles and made some notes about the headings below:

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 

We also looked more specifically at the 14 points looking at this website and the following video:

https://www.theworldwar.org/learn/peace/fourteen-points

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

Finally we answered the following questions and looked at p. 221:

• Who were the big 3 and what did they each want at the end of the war?
• What was Canada’s role at the Paris Peace conferences?
• Were the terms of the treaty of Versailles just and fair?
• How might the treaty led to further unrest?

SS10 Nov 13

 Today in the first half we talked about current events, particularly the budget and the crossing of the floor by a member of the conservative party.  From here we talked about our WWI mind maps and created a large mind map with many of our ideas also skimming the chapter in the text book.  We finished with some fill in the blank notes on the end of WWI.

In the second half I introduced part 2 of the issues project (see blog post) and worked on this as well as the redo of the cartoon analysis.  I spent time meeting with students about their part 1 mind maps (which were due today).

Geog 12 - Nov 13

 November 13th

In the first half today we talked about latitude and longitude.  We took some notes and then did a sheet working on essentially absolute location and grid location.  We also did a little map activity.

In the second half we talked about plate tectonics and the theory of continental drift.   We watched the following videos and took some more notes.  We finished the class by reading p. 47-49 and p. 21-25 and completed two diagrams, one being a map of the earth and the different plates and what those plates are doing (p. 49) and one on what is happening at a fault line.  

https://www.youtube.com/watch?time_continue=1&v=p-vNSqUy0l4&feature=emb_logo

https://www.youtube.com/watch?time_continue=48&v=PgEO-4qPyUc&feature=emb_logo

Convection currents explained in this video operate the same in the mantle.

https://www.youtube.com/watch?v=0mUU69ParFM

Seafloor spreading and the early discovery of this:

https://www.youtube.com/watch?v=GyMLlLxbfa4

Exploring the Marianna trench, the deepest part of the ocean:

https://www.youtube.com/watch?v=v5DG5Eup9ss

https://www.youtube.com/watch?v=r17kLJxJcwM

Socials 10 - Issues part 2: Annotated Bibliography

Part 2:  Search for Sources & Preparing an Annotated Bibliography 

 

This is a research essay.  Your opinion (thesis) must be supported with evidence.  Thus you must consult CREDIBLE, ACCURATE & RELIABLE sources of information such as:  online newspapers, interviews, websites, documentaries, books etc…  We will use two blocks to begin your search and compile your annotated bibliography.  I WILL TEACH YOU HOW TO create an annotated bibliography!   

- document each source according to Chicago Style.  You will then  

-skim through the source and write down (annotate) information which will be helpful to you.  For example: note the maps, images, quotes, chapters, drawings etc., included in source.   

-include the biases, topics addressed, quality of the source.   

These notes are to save YOU time in your research so make notes that will help you be most efficient.  They act as a reminder of what is in that source when/if you consult it again.  You must annotate a minimum of 5 sources.

Stage 2:  Creating your annotated bibliography

What is an annotated bibliography?

An annotated bibliography is a 50-150 word summary of what is in your source.  You will be critically examining and evaluating the source.  Explain why and how this source is important to your research.  Is there a bias?  Is the author credible?  Who was the intended audience?

An annotated bibliography includes three things:

-a number (for organizational purposes)

-your documented source in Chicago style

-a summary of the information found in that source.  Part of the summary will be an assessment of its value to your overall paper.  It may include good graphs or tables, so you will say this.

**these notes are to help you save time in your research so make notes that will help you be most efficient

***PURPOSE of annotated bibliography is to act as a reminder of what is in that source when/if you consult it again.

****You must annotate a minimum of 5 sources

Start with finding scholarly articles from BC Digital Classroom found https://focusedresources.ca/en/digital-classroom-access

Here is an example:

Topic:  Tans-mountain pipeline

#1

Mahor, Stephen, “Memo to Alberta:  Get a grip,” April 22, 2018, 5.

-favours hearing BC concerns -opinion piece – very biased, maybe use for ideas for against building but need more info or not useful -long term favours Alberta but hard to see economic gains for BC in long term -BC gets increased tanker traffic and high chance of bituman spill that BC will then need to clean up -(blames) US environmental lobby against Keystone XL -Trudeau will back pipeline with federal money esp since failure of other pipelines to move Alberta oil -talks of history of Fed gov funding energy and oil projects -transfer payments -reference to Chris Turner “The Patch”

Quick Reference Chicago Style Bibliography for a website

Lastname, Fristname.  "Title of Web Page.” Publishing Organization or Name of Website.
      Publication date and/or access date if available. URL.

SS10 & Geog 12 Friday Nov. 7th

 TODAY WAS THE LAST DAY TO SUBMIT TERM 1 ASSIGNMENTS.

SS10

Today we headed to the library and Mr. Wilson went through some more important information on finding good sourced info and how to cite it well plus some of the online tools that you can use to help make researching easier.  Students then finished up part 1 of our issues project. 

Issues part 1 due:  Thursday Nov 13th at the start of class.

Geog 12

We finished up the Babushkas of Chernobyl work, going through the Geographic thinking concepts and applying them to this Ted talk.  Then students got to work on finishing their article analysis.  

Article Analysis due:  Friday November 14th

Mass Wasting & Ted Talk Geography 12 - November 3, 4 & 5

 This week we finished up gradation.  On Monday we reviewed the Friday 5 (see previous post).  Then we reviewed coastal landscapes including going over the matching sheet.  We also differentiated between coastal erosional features and coastal depositional features. We watched these two videos: https://www.youtube.com/watch?v=O-ELTz8DEc4

https://www.youtube.com/watch?v=w16HmD_qe_o

We then went over waves and wave action including labeling a diagram and discussing what fetch and undertow are.  We finished off with doing a little reading in our textbook on Mass Wasting pp 108-112 in Earth Matters.

On Tuesday we did a review sheet on Aeolian features, Karst Landscapes and Coastal landscapes in preparation for the test (Wednesday).  From here we moved onto reviewing Mass Wasting, what it is and how gravity is involved.  We did the chart on the back of the wave action sheet and completed the chart on p. 114 Q 5a and discussed this.  We finished up going over the Geographic Thinking concepts.

Wednesday we had our test on Gradational concepts (less river systems and glaciation).  When done students worked on the article analysis on Mass Wasting (see previous post).

We discussed the Geographical Thinking Concepts, what these are and how they can be framed.

• Geographic Importance 
• Evidence and Interpretation 
• Patterns and Trends 
• Interactions and Associations 
• Sense of Place 
• Geographic Value Judgements

For our course, we will use a modified version of the Curricular Competencies: 

• Establish Significance 

• Use Primary Evidence 

• Identify Patterns and Change, 

• Analyze Cause and Consequence

• Understand Interactions and Associations 

• Take Geographic Perspectives

• Consider Ethical dimensions

We then practiced applying these to this Ted Talk on the Babushka's of Chernobyl and considered the following questions: (we will finish on Wed, but be ready by watching the Ted talk and considering the questions and thinking concepts)

http://www.ted.com/talks/holly_morris_why_stay_in_chernobyl_because_it_s_home

-take some notes on this video (on the sheet provided) (practice using the 7 Geographical thinking concepts)...note this is a TED talk from 2015

Think about how you would respond to the prompts: 

1) What does home mean to you? What is the “personal geography” of your life -- to what and to where and to what time periods do you most connect? “Sense of place”

2) Respond to the Chernobyl video, your thoughts about why the babushkas were so stubborn about staying and what this says about people's connection to place. Incorporate as much of the notes (from the template on the previous page) as you wish.

****Students will have time to finish article analysis on Friday