SS9: Answers to Friday 5, April 4th

 1. What was the Industrial Revolution?

The industrial revolution was a time period where Europe moved from rural agrarian societies to industrialized urban ones.

2. Why Britain? Why was Britain able to industrialize?

It had a large labour supply, access to many raw materials, stable government, pro business government, new inventions

3. Explain two major changes that happened during the Industrial Revolution.

rural ---> urban migration, factory system, child labour, enclosure, mass production, cottage industry became obsolete, transportation improved

4. Provide four new inventions from the time period of the Industrial Revolution.

Mule, Cotton Gyn, loom, steam engine, steal, locomotive

5. Provide one positive and one negative outcome of the Industrial Revolution.

neg:  poor working conditions, child labour, pollution, work injuries, poor pay, over crowded cities

pos:  goods became cheeper due to mass production, more goods available, more food and crops types, more animals types

Social Studies 9 April 2 & 4

 Wednesday double block day:

First half was in the library working on Napoleon.

Second half was spent reviewing the Industrial Revolution and working on a multi-step drawing assignment.

Friday April 4

Students did the Friday 5, then transitioned to working on an inventions reading and chart plus a written response (if you were away, grab this from me as it is a hand in assignment).  Any leftover time was spent on the Napoleon assignment which is due on Tuesday.

**End of term is Friday April 11th

Social Studies 9: March 31 & April 1

 March 31st

Today we reviewed the expectations of the final product of our Napoleon Evidence project.  This included the format and how to cite quotes (create footnotes in Chicago Style) as part of our paper.  Please see the posts on the blog about both footnotes and the expectations.  We then went to the library to work on our final product/paper.  Wednesday mornings first block will be the last time to work on this project.

April 1st

Today we started the Industrial Revolution which is our next unit.  We did a brainstorm on what we know and then watched these two videos to expand our ideas.  This included what the Industrial Revolution was, why it started in Britain and what actually happened.  

https://www.youtube.com/watch?v=JeCBk74XGT4&t=319s

https://www.youtube.com/watch?v=t4QHSwaxEUg&t=218s

Key vocab:  rural to urban migration, Industrialization, mechanization, primary resources, cottage industry, factory industry

We then did a reading and created a notes cube on these topics (if you are away, please grab these upon your return).

Quotes: working with evidence. How to footnote!

 Grade 9 & 10 Social Studies

Formatting Quotes for your position/issues paper:  Footnotes/Endnotes.  (footnotes are found at the bottom of the page, endnotes are found at the end of your paper).

1.     1.  Pick your quote, figure out it’s length.

-greater than three lines it will become a block quote

-less than three lines it will just show up as part of your paper

-ensure you have the references

-go under document elements and choose footnote, it will pop in your footnote number and take you to the bottom of the page to create your citation

2.     2.  Writing your footnote:

**RSS Library:  https://revelstokesecondary.sd19.bc.ca/departments/library/citation-style-guides/chicago-style-guide/

-some important notes about doing your reference/citation….order matters.  With a book (eg.  Text book) you state the author first with first name first then last name. 

1. Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100.

If you use the same book for a second or third quote:

2. Pollan, Omnivore’s Dilemma, 3.

For a website:

1. Firstname Lastname, “Title of Web Page,” Publishing Organization or Name of Website in Italics, publication date and/or access date if available, URL.

If you use the website more than once:

Lastname, "Shortened title."

Versus bibliography:

Lastname, Firstname. “Title of Web Page.”     Publishing

     Organization or Name of Website in Italics. 

     Publication date and/or access date if available.  URL

*if no author for website, start with the title.

*remember that access date is really important esp.  if website changes.

If you use a website for a second time.  Provide the name of website in quotes.

Some other important things that your paper needs to include:

Title page

Bibliography

Please refer to the following website for help with these items:

https://langara.ca/departments/history-latin-political-science/pdf/academic-essay-guidelines.pdf

Socials 9: March 12

 Today we finished up the Napoleon unit.  We talked about his major downfall:  

1.  The continental system

-reviewed 

2.  The Russian Campaign

-took some notes and watched these videos:  

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

https://www.youtube.com/watch?v=HrEuJO3wz3k

3.  The Battle of Waterloo

-we talked about the lead up, read pp. 118-119, define abdicate, provide a summary statement about exile on Elba and the 100 days, provide two statements about the Battle of Waterloo

-we watched this video:  https://www.youtube.com/watch?v=N8c-VtXwBtI&t=1s

4.  Crowning himself Emperor

We finished watching the A&E Napoleon movie:  Napoleon, the Glory of France (you can email Mr. Wilson for access jwilson@sd19.bc.ca)

From here we read the conclusion of the chapter and p. 120 & 121

We also went through the French Revolution test and corrected it.

Notes:  Napoleon unit test on Friday (see review sheet)

            You will have more time after spring break to complete the Napoleon evidence project (I have put a post on the expectations of this).  If you finish test early you will have time to work on this.

Napoleon Evidence project

 Goal:  to use evidence in the form of ideas and quotes with proper Chicago citations to back up a position.

Part 1: Pick a topic/position from the list below:

Example: Napoleon was a military genius. Napoleon was a tyrant and not a good leader for France.

Part 2:  Fill out page one and page two of your Napoleon evidence frame sheet.  Provide 3 reasons to support the topic/position you chose.  Then fill out the next side where you are providing additional ideas/supporting evidence for each reason.  This is the why part.  For example if you said Napoleon was a military genius;  why was he a military genius, how do you know.  Think about this like you are a lawyer defending a position, there is always two sides to every story but you have to prove ONE and only one side.

Part 3:  In the library use books and websites to find quotes to support each idea.  The quotes help to strengthen your argument.  The quotes don't need to necessarily be something someone said, it can just be a quote from a book/article that supports what you are trying to say.

***Add the citation information so you give credit where credit is due.

Part 4:  Position Paper

Now that you have done the leg work, you will turn this into a position paper.  Start by writing your drafts for body paragraphs for idea #1, 2 & 3.  Your paragraph will include your quote and your supporting details.  Think of each of these as a mini persuasive paragraph.  Your summary acts as your conclusion and then finally write your introduction now that you know what you have written about.

Have someone proof read for grammar and that it makes sense!

Part 5:  Footnotes & Bibliography - I will give you a lesson on how to do this but if you are ahead, find instructions under the library citations tab.

*Remember Bibliography should be on a separate page, with heading and in alphabetical order.

Submit all of it including your notes booklet!  Done :)

 

Soc 9 March 10 & 11

 March 10th

Today I handed back your Friday 5 and went over it.  We then did some review of Nationalism and patriotism and focussed on the question:  how did Napoleon use Nationalism?  From here we talked about propaganda and censorship until my videos didn't work...at which point we headed to the library to work on our Napoleon Evidence project.

March 11th

Today we reviewed the major concepts of Nationalism, Patriotism, Propaganda and Censorship.  We watched these videos on the later two.  We also answered the question of how and why Napoleon used propaganda and censorship.  

https://www.youtube.com/watch?v=M5BB9t0Cgl4&t=1s

https://www.youtube.com/watch?v=wx-kvJlKvJI&t=1s

https://www.youtube.com/watch?v=5cSzTCl7voo&t=1s

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)

We finished the class watching the video on Napoleon again.

Napoleon Review Sheet: Socials 9

TEST DATE:  FRIDAY March 14th 

Chapter 4 Review Sheet:  Napoleon

Vocabulary:  be able to define and relate to the unit on Napoleon

Reactionary                            revolutionary                         tariff

Civil law                                  censorship                             nationalism

League (distance)                 Civil Code                                 nepotism

Primary Source                     Secondary Source                 Continental System

Topography                           Topographic Map                  Contour line

Contour Interval                   Patriotism                              Guerrilla Warfare

Abdicate                                 Exile                                    propaganda   

                                                         

                                          

People and Places:

Napoleon                                Josephine                               Duke of Wellington               

Waterloo                                Austerlitz                                Elba

Saint Helena                          King Louis XVIII                    Grand Armee

Old Guard                              Moscow                                  Borodino

Toulon

Ideas and questions to consider: (make sure you read the conclusion on p. 122!)

-Positives and Negatives of Napoleon’s rule

-How did Napoleon change Europe?

-How did Napoleon use Nationalism?

-When is Nationalism a positive force versus and Negative force?

-Positives and Negatives of Napoleon as a General

-Explain how Napoleon helped fuel the first successful slave revolt in history? (110-101)

-How did Napoleon use censorship?  When is censorship a good thing…. a bad thing?

-What were the things that led to Napoleon’s downfall/demise?

-Why would Nationalism have been a new force for Europe at this time?

-Know what happened in Egypt, Italy, Spain, Russia and Waterloo (Belgium)

-Why do you think the Napoleonic Code was one of Napoleon’s greatest achievements?

-Relate Historical Significance, Change & Continuity and Evidence and Interpretation to the Napoleonic Era.

-What are the lasting effects of the Napoleonic Era?  (Cause and Consequence)

-Understand the Continental System and the pros and cons of this.

-Know what happened at the Congress of Vienna.

-Napoleon’s tactics

Do you think Napoleon betrayed the French when he crowned himself Emperor of France?

-Do you think Napoleon’s rule reflected that of the revolution or that of the ancient regime?

-How did Napoleon become popular?

-Was Napoleon justified in using censorship and propaganda at this time?

Socials 9: answers to Friday 5, March 7th

 1.  Who was Napoleon Bonaparte?

-Military General, Emperor of France, came to power at the end of the French Revolution

2.  What was the civil code?

-a set of rules for France aka Napoleonic Code.  Reformed rules.  Some specifics:  abolished feudalism and created equality for MEN under the law, secular laws (separated church from state), positions in society should be based on merit not birth

3.  Define Reactionary:

-opposes social reform, favours the old regime or way of doing things

4.  Two examples how Napoleon was reactionary:

-no rights for women (they had won rights during the French Revolution)

-he crowned himself Emperor of France similar to an Absolute Monarch

-used censorship and propaganda to make himself and the economy seem stronger and better than reality

-nepotism

5.  Two things found in the civil code that could be considered revolutionary:

-abolishing feudalism, equality

-merit based system

-unified laws and financial system

-separated state and church

Socials 9: March 5/6

 March 5:

Today in class we reviewed the civil code and what makes Napoleon revolutionary and, or reactionary.  Then we launched into a Napoleon evidence assignment where students were finding quotes and facts to back up a central idea around Napoleon.  We spent the rest of the class in the library working on this.

Mar. 6:

Today I handed back your mapping assignment and your self evaluations on how class is going so far.  I also sent an email home to your parents to ask you for this so you could discuss it.  I put my marks on how I think you're doing right now on there too.  If you/your parents came to parent-teacher-student conferences we used this as our conversation starting point.

From here we had our usual Friday 5 and then took some notes and discussed the difference between Nationalism and Patriotism.  We were going to finish up the class watching some more of the movie but due to technical difficulties we had to switch our plans and instead read pp. 111-113 in our text books and answered the question:  How did Napoleon use nationalism?

I will do a homework check on this question on Monday.

Please note:  Friday March 14th test on Napoleon

Socials 9: March 3 & 4

 Monday March 3rd

Today we started our unit on Napoleon.  We did a think-pair-share on a chart of what you know, what you think you know.  We also came up with some questions about Napoleon on our chart.  

The essential question was is Napoleon a tyrant or a hero?  We added some ideas around this onto our chart.  From here we brain stormed what kind of government we thought the people of France needed post Revolution.  Then is Napoleon fitting this kind of government?  We read pp 94-96 in text.

We started the movie:  Biography:  Napoleon the Glory of France

Continuing to find facts to support Napoleon as a hero or tyrant.

Exit ticket:

EXIT Ticket:  3, 2, 1

3-new facts about Napoleon

2-predictions you have about Napoleon

1-opinion you have about Napoleon 

Tuesday March 4th

Today students filled out a self evaluation for student-parent-teacher conferences.  The we did some review and watched this video:  History vs. Napoleon

https://www.youtube.com/watch?v=8aq_gRfmjgY

We took notes on the civil code and defined reactionary and revolutionary.  Then we read pp 97-99 and created a T chart on reactionary and revolutionary, adding ideas to both sides.

Socials 9: Feb. 27th

 Today I handed back Philosophers assignments that I hadn't marked yet.  We went over the political clubs sheet from last class, and discussed the role of women in the French Revolution.  We also finished up the movie on the French Revolution.  We finished up class with a fill in the blanks sheet on the Reign of Terror, ensured we read the chapter summary and are ready for our test tomorrow in Block A! 

Social Studies 9: Feb 24 & 25

 Feb. 24th (Monday)

Today we went over Friday 5's and did some further review of the political spectrum.  There was a fill in the blanks sheet on the start of the Revolution.  It corresponded to pages 72-75 in our text book.  We then went over this review and some of the events of these pages.  We also corresponded this to the cartoon overview we have.  We then continued to watch the movie on the French Revolution.

Link to Movie:  https://www.youtube.com/watch?v=5pXxoyk5wOo

Feb. 25th (Tuesday)

Today we did some review on the Estates General and the National Assembly.  We did some notes on the great fear and the hysteria that was happening in parts of the country.  We talked about the feudal pyramid and what it meant when feudalism was abolished by the National Assembly and all were declared equal under the law (citizen) under the newly formed constitution, "The Declaration of the Rights of Man and Citizen".  We also completed a sheet on the political clubs in France and established where they sat on the political spectrum.  From here we continued with the movie (link above) up to the 34 minute mark.

Test on Friday (French Revolution & government)

We will finish the movie on Thursday in our double block class.

Socials 9: Answers to Friday 5, Feb. 21

 1.  What is a political ideology?

-is a set of shared ideas or beliefs about the role of government and how society should work.

Members of a political party usually share a similar political ideology.

2.  Briefly explain the political spectrum.

<---------------------------------I--------------------------------->

Left                                Centre                                    Right

-Left - likes change                                                    -Right - likes tradition

-L = higher taxes                                                         -R=lower taxes, less govmt intervention

-socialism                                                                    -capitalism

3.  Provide two examples of how the Kings in France contributed to the Revolution.

-fighting wars that put their country in debt causing taxes to go up, not being suitable to rule, ignoring the people, not giving the majority of the population a say, spending money on lavish castles, jewels etc...

4.  How did the philosophers contribute to the Revolution?

-by providing new ideas about government 

5.  Define colonialism.

-gaining control of a country through settlement and forcing ideas: economic, religion, political

French Revolution Review Sheet

 French Revolution Review Sheet

Chapter 3 - Crossroads

TEST DATE:  Friday Feb. 28

Terms, People, Events: 

Historical Significance           Change & Continuity               

Revolution                               Guillotine                                

Enlightenment                         catalyst                                   Estates General

Radical                                    Directory

National Assembly                 Constitution                             Salon

Political Clubs                        Philosophers                            Tennis Court Oath

Bastille                                    Reign of Terror                       Robespierre

Danton                                    Marat                                       Mme Roland

Louis XIV                               Louis XVI                               Girondists

Jacobins                                  Sans Culottes                           Hobbes

Locke                                      Voltaire                                    Rousseau

Marie Antoinette                     Bourgeoisie                             Émigré

Declaration of the Rights of Man & Citizen

Some bigger picture questions and things to consider:

-know the political clubs, their ideals, leaders and where they are on the political spectrum

-be able to relate Historical Significance, Change and Continuity(we will go over this sometime this week) to the French Revolution

-causes of French Revolution (and consequences/results)

-know the structure of 17^th C. French Society

-understand how the philosophers and the enlightenment contributed to revolution

-significance of the capture of the Bastille

-Understand how the National Assembly came to be and the significant steps they made toward democracy

-know the significant events of the Reign of Terror

-the irony of Robespierre’s rule 

-what were the issues of the Estates General?

-how did women play important roles in the French Revolution?

-understand how one revolution fueled another

-what did the Revolution achieve?

-do all revolutions need to be violent?
-ideas of symbolism and irony during the French Revolution.

****Review Friday 5's

Social Studies 9: Friday Feb. 21st

 Today in class we wrote our Friday 5 quiz.  Then I handed out this sheet to help with understanding the political spectrum and we watched this video on types of government.  https://www.youtube.com/watch?v=JgBBfM8SYPA&t=146s

We ended the class working on our Revolutions project.  There will be no further class time on this project so if you were not here this is due next week.

Friday Feb. 28th - test on French Revolution and everything we have done to date.  A review sheet will go up on the blog soon.  

Socials 9 Feb. 18 & 19th

 On Tuesday this week we learned about political ideologies and the political spectrum.  We defined a political ideology as a set of shared ideas or beliefs about the role of government and how society should work.

Members of a political party usually share a similar political ideology.

https://www.youtube.com/watch?v=XJA3EhyVPc0

We then created the political spectrum and discussed the two sides including putting our main political parties in Canada (Liberal, Conservative, NDP and Green) on the political spectrum.  We defined the political ideologies of Conservatism, Liberalism, Socialism, Communism, Fascism, Libertarianism and Capitalism and where these fit on the spectrum.

The last 45 minutes of class were spent working on maps, revolutions projects or the  philosophers/enlightenment assignment.  (Choose your own adventure, just use your time well).

I returned assessed persuasive paragraphs (please submit if you have not already with all your drafts to show your learning). 

Philosophers Assignment & maps are due on Friday.

Revolutions project due next week.

French Revolution/Revolutions test next week.

On Wednesday in our double block I started the day reviewing the expectations for part 4 of our Revolutions project and the expectations for a good bibliography.  The link on citation formatting for bibliography in Chicago style from our school website is here.

We then went to library to work on our projects (or any other missing work).

In the second half of class we reviewed political ideologies and the political spectrum.  We discussed where different philosophers from the enlightenment might be on the political spectrum.  We also reviewed how the spectrum reflected the views of people during the French Revolution.

From here we skimmed pages 62-67 on King Louis XIV, XV & XIV and listed the issues that arose during their reigns.  We then started watching this video to  16:37  minutes and continued to add notes to these columns from the video.  https://www.youtube.com/watch?v=5pXxoyk5wOo

Revolutions project: Part 4

 Part 4:   Final product and Bibliography!

Create a final product where you communicate/show your learning on your topic including your evaluative question. This can be presented in a number of ways:  powerpoint, sway, poster, create a textbook page, an interactive map, diorama, model etc....

Bibliography - follow instructions on library page.  It should include a minimum of three sources (two books and one digital source/website minimum).   Your bibliography should be in Chicago format, be in alphabetical order and be on a separate page or slide.

Submit:  all notes & questions, bibliography and final product by Friday Feb. 21st

Part 3:  Research & Evaluative Questions  (Zooming in)

Decide on one part of your revolution that you want to learn more about.  Come up with a research question.

A research question is one that your know you will be able to find the answer to in books etc… A “Literal Question”  ** Remember Grade 8???  See slides 3-6 here.

For example for the  French Revolution:  Who was Robespierre; what was his role in the Revolution?

You will then continue to take notes & research to find the answer.  Once you have the answer, we will help you to create an “evaluative question” to answer and you will move to Part 4.  I will give you a handout on evaluative questions but essentially it is an open ended question that helps you to evaluate/synthesize and have an opinion on your research.

 Part 2:  Recipe for a Revolution (civil war etc...)

If a revolution  was a cake, what would the recipe look like?  

How long would the the prep time be?  5, 10, 50 years?

What about the  ingredients?  A harsh ruler?  Lack of freedom?  Poverty?

What would the directions look like?

Create a recipe card that reflects your answers to the above….

Prep time:  time revolution/rebellion was building

Ingredients:  key players and events

Directions:  what happened

Cook time:  length of the fighting, revolution

End Product:  final result

Part 1: Basic Research

Goal:  to gain understanding of a turbulent time in history by researching a revolution, a rebellion or a civil war and to understand how it effected history or changed the course of history.  Look at how it impacted the time period and present day (lasting effects)

Part 1:  Choose a revolution, rebellion or civil war (examples below) that interests you.
-Do some initial research using the 5W+H format (who, what, where, when, why and how)
Some examples of these questions might be:  Who was involved?  Who started the revolution?  Why were they rebelling?  etc...
-Ensure you are using credible sites and information and keeping track of these sites for your bibliography.

***You must take good notes these will be part of your mark.

Here are some examples:

-American Revolution, French Revolution, Russian Revolution, Peasant Revolt (England), Slave rebellion, Prussian uprising, Industrial Revolution, Red River Rebellion, Glorious Revolution, Serbian Revolution, Haitian Revolution, Mexican war for independence....etc...

Socials 9: Feb. 12th

Today in the first half students worked on part 3 of their revolutions project.  Working on researching their literal/research questions and coming up with their evaluative question in preparation for their final product.

You will get one more block to finish up Revolutions project next week.  It is due by Friday.

Second half:

Sharing of recipes for a revolutiion (submitted today).

Partners:  compared two revolutions in a venn diagram.  If you are away you could compare your revolution to the French Revolution using your text book.

We talked briefly how there are many songs about revolutions.

Then we spent the last 30 minutes working on the philosophers assignment (today was last class time for this).  This is due by Friday next week.  Here is the check list that I provided for the philosophers assignment.

Maps (you will have class time next week to complete these)

Enlightenment:  self assessment & check list

Criteria:	Met:	Not yet met:	Comments/Please notice:
Charts (2): -philosophers chart is complete and includes both the view of human nature and ideas on government for each philosopher -statements chart is complete with my opinion plus that of my philosopher (in a different colour and I backed up my ideas)
Mind Maps/webs -two concepts mapped out -it is clear which philosopher and concepts I chose
One pager final paragraph -included my philosophers name -has my philosophers main idea -paragraph is clearly written with ideas around one main concept
Evidence of Learning: -I have a good understanding of the 5 main philosophers and their ideas that we studied for the enlightenment -I understand how the ideas of the enlightenment were a cause of the French Revolution
Evidence of proofreading for spelling and grammar (paragraph)

**Transformed thinking:  How have your ideas changed around the Enlightenment and French Revolution?  

Here is how my thinking has shifted on the topic.  Briefly comment:

Socials 9: Enlightenment Assignment

 Part 2: information gathering

a) Gather information about the Philosophers (from your text book & the handout) and record on your data chart.  Share info with a partner or two so you have all the boxes filled in on your chart.

b) Go through statements again from the point of view of your philosopher that you are an expert on.  (again how would you defend your philosophers point of view, ie why would they agree or disagree).

c)Pretend you are a devoted follower of one of the Philosophers (could be the one you became an expert on or one of your choice).  Choose two of the following topics and try to reconstruct the world according to their views.  For example:  what would a school look like if Hobbes was responsible for organizing and planning it?  You may discuss this with a partner.  Make two webs/mind maps of your ideas.

1.  school

2.  places of work

3.  welfare/social programs

4.  government

5.  rights & freedoms

6.  family life

Part 3:  written extension on philosopher

Write a description of your school, family life, society etc... as it would look if one of the philosophers were responsible for creating it.  Be sure to mention the philosopher by name, his most important idea and explain how this would effect life.

-Go through self assessment

-Have a partner read your write up and provide feedback

-Create final draft and submit (**along with philosophers chart) by end of next week (I'll give you some more class time early next week).