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

Geography 12: Mass Wasting article analysis

 Mass Wasting Article Analysis

1.  Find an article or news event (you might need to find a couple for the same event to get enough info) for a type of mass wastage of your choice (mudslide, rockfall, avalanche, creep, solifluction etc...and analyze the event by describing the following:

• the factors leading to the type of wastage. (causes)
• the wastage movement (this means briefly in your words describe what happened)
• the physical and human impacts of the wastage movement (effects)
• the current immediate needs due to the aftermath (short term solutions)
• possible longer term prevention. (long term solutions)

Ensure you include the source of the article.

2.  Apply two of the Geographic thinking concepts to the article.

3.  Then add if you agree with the causes from what you know (or further research) and briefly discuss what you think is the best solution, backed up with evidence.

Socials 10 Issues paper - part 1

 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. 

Socials 10 Oct. 31 & Nov. 3

 On October 31, we had a Friday 5.  Students then had time to finish up cartoon analysis.  We also went over the cartoon on page 91 as an example.  Cartoon analysis are due Monday Nov. 3rd.  Here are the questions to go with the cartoon:  

• 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?

From here we talked a bit about the charter and students read p.  92 and 93 and completed question #8 a,b&c on p. 107.  

We started notes on Indigenous people and the Constitution

Nov. 3rd

Cartoon Analysis due today.

We then talked a bit about the Issues project that we will be starting tomorrow.  Homework:  bring two ideas to work on for your issues project, it can be anything from EV's to MAID, it just needs to be an issue with two clear sides that is relevant today.

We then went over our Friday 5's.  

I handed back Historical Wrongs project marking schemes.  

From here students read pp. 94-98, answered question #2 from p. 98, distinguish between aboriginal rights, treaty rights and aboriginal self government.  Define omnibus bill.  Distinguish between a specific land claim and comprehensive land claim.

**End of term is Friday - last day to submit term one work

***Wednesday - test on chapter 3

Answers to Friday 5: October 31st, Geog 12 & SS10

 Geography 12:

1.  What does Karst topography refer to?

Underground river landscapes, Refers to landscapes formed from the dissolution of soluble rocks primarily limestone but also dolomite and gypsum

2.  Provide two erosional and two depositional features of Karst Landscapes.

Erosional features:  Karst	Depositional features:  Karst
sinkholes/dolines Polje Clints Grykes Dry Valley Caves	Stalactites Stalagmites Column/pillar Curtains

3.  What are two characteristics that allow an aeolian landscape to form?

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

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

4.  Provide two erosional and two depositional features of Aeolian landscapes.

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

5.  What are some characteristics of a Karst landscape that need to be in place for a Karst landscape to form?

-underground bedrock is porous, moist/warm climate, tectonically stable, limestone gypsum or dolomite, not affected by glaciation for many years

Socials 10:

1.  Why were they struggling to find an amending formula re:  charter patriation?  What is an amending formula?

-because they needed agreement of all the provinces and Quebec wanted veto power

-amending formula is the rules for changing the constitution

2.  What was one consequence of the Kitchen Accord?

-Rene Levesques and Quebec are left out and don't sign on, this in turn fuels the sovereignty movement in Quebec, longterm leads to Meech and Charlottetown Accords and referendums

-Charter is patriated, new constitution (Constitution Act) including the Charter of Rights and Freedoms

-Canada can now amend charter/constitution in Canada, doesn't need Britain to amend or change

3.  What tow things did Mulroney promise with the Meech Lake Accord?

-decentralization of the government so premieres get more power

-Quebec be recognized as a distinct society

4.  What two things did Mulroney change with the Charlottetown Accord?  (lessons learned?)

-include Indigenous people

-referendum

5.  What was the main goal of the Meech and Charlottetown Accords?

-bring Quebec into the constitution

Bonus:

Explain and give an example of the notwithstanding clause.

Notwithstanding clause allows provinces/parliaments to opt out of certain charter pieces with regard to a law/legislation. (for up to 5 years)

examples:  teachers strike in Alberta, Bill 21 in Quebec banning religious symbols in public sector

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

		Mass Wasting
		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.