Socials 9 week of June 2

 This week in social studies 9 we learned about the start of World War I and the reasons for the start of World War I or causes. we watched the first hour of the movie 1917. You can watch the movie 1917 off of our school website in the library area you should find a link. We also worked on World War I project there is an outline on the blog that will also have a number of topic choices you will need to get the sheet for the notes for the project as well as the movie sheet. Finally we also worked on a map of Europe in 1914 to get an idea of the different alliances and as well as who joined which Alliance. 

Some important dates:

•  Monday, finish movie 1917

•  Tuesday, work on projects

•  Wednesday double block talk about different aspects of World War I including some important info from the movie and the war on the homefront.

•  Friday, projects are due first groups will do presentations

• Monday June 16th finish group presentations and review sheets for the exam

•  Thursday June 19th review for the final exam

•  Friday June 20th final exam 

Answers to Friday 5, June 6

 1.   Who were the triple entente?

France, Britain, Russia

2. What was the spark that caused WWI?

-assassination of Arch Duke Franz Ferdinand

3.  Two other reasons for war breaking out?

-Nationalism, Militarism, Imperialism, Alliances

4.  What was the response to war in Canada?

-generally they supported it. francophones and farmers were less likely to enlist 

5.  Define propaganda:

Propaganda is information—often biased, misleading, or selectively presented—used to promote a particular political cause, ideology, or point of view. Its primary purpose is to influence an audience's opinions, emotions, or behavior rather than to inform them objectively.

Socials 9: WWI research project

 World War I is a huge topic that provides many interesting micro-topics to investigate.  As a class I can't cover all this information or topics unless I stand and talk the whole time....let's face it no one wants this!  Thus an opportunity for you (and a partner if you choose) to dig deeper into a topic that is of interest to you and then briefly share your findings with the class.

 Goal of project:  to continue using research and evaluative questions and produce a short final product (4-6  content slides) on your topic.

Part 1: Pick your topic (pick something of interest, pass it by me first) and figure out a good research question.  A question that you know there is an answer to.

Some topic ideas:

-propaganda

-Canada's coming of age, nationhood achieved

-Canadian battles (Vimy, Paschendale, Somme, Ypres are some of the biggies)

-War technology

-Internment
-Canadian autonomy
-Indigenous roles in WWI
-Women, changing women’s roles in WWI
-Suffrage

-trench warfare

-Treaty of Versailles

-Canada's war effort at home

-treatment of enemy aliens

Part 2:  Research your topic and question.  Take notes to answer your question, ask more questions and go deeper if needed.  (I'm marking the research process: question, notes) paraphrase and write your notes up in your words!  **You must use at least one book!!  You must have at least one quote to support your question (and put into your final slides).  **Don't forget to record your sources!  You will submit your notes sheet.

Part 3:  Evaluate your research.  Come up with an evaluative question (can tie into historical thinking questions).  Do any further research to completely answer your research question.  

Part 4:  create your final product with a bibliography (in Chicago style).  

Part 5:  submit by Friday June 13th, we will present Gallery style.  

	Approaching Expectations	Meeting Expectations	Exceeding Expectations
Use of Time	-poor use of time -needed several reminders to stay on task	-satisfactory use of time -on task most of the time	-excellent use of time -on task all of the time
Evidence of Research: notes, bibliography, inquiry question	-no bibliography or less than 3 relevant sources cited -many sources are not cited -minimal analysis of sources -minimal effort to go through the process of inquiry -little or no notes included	-bibliography contains at least three relevant and reliable sources in Chicago citation style -evidence of cross referencing sources -some analysis of all sources to answer a focus question or develop a big idea -most sources are cited -notes are included	-bibliography contains more than three sources in Chicago citation style -extensive research is evident through detailed notes, analysis and cross referencing -thoughtful analysis of sources to answer inquiry question or develop a big idea -all sources are cited -excellent effort on inquiry process
Conventions:  grammar, spelling, layout		-good effort to proofread and has few errors -good effort to provide a layout that enhances flow of project	-clearly proofread for understanding -no spelling or grammar errors -layout enhances project
Content: Demonstrates knowledge of topic & answers inquiry question	-limited knowledge of the topic evident -inquiry question not answered -information not clearly presented	-good knowledge of topic -information is presented in a satisfactory fashion -topic is covered but needs more depth -good effort to answer inquiry question or create a big idea	-excellent knowledge of topic -big idea/inquiry question clearly answered or developed -information is well presented
Presentation: -Clarity of information -Creativity -Neat -Organization & layout	-Limited effort to organize and clearly present information -Not much effort put into creative elements to present topic -lacks neatness	-good effort to organize and present big ideas or answer inquiry question -good use of creative elements -thought was put into final product -visually pleasing -neat	-information is clearly and thoughtfully presented and organized -lots of thought put into final product making it interesting and visually pleasing -exceptional use of creative elements to present topic -leaves an impression on the viewer
Comments:

Socials 9: Friday May 30 & Monday June 2

 Friday May 30th

Today we had our usual Friday 5 and then discussed the start of WWI in depth.  We looked at the causes and did two work sheets that encompassed the causes and the vocabulary.  We also watched these three youtube videos on WWI.  Please see slides below to help you with the worksheet you missed.

https://www.youtube.com/watch?v=zW9Uonmp7qI

https://www.youtube.com/watch?v=f11CKYB2FCA

https://www.youtube.com/watch?v=Wyg8CgKo7Do&t=1s

Monday June 2nd

Today we went over the Friday 5 and did some basic review of the major reasons for WWI, ensuring solid understanding of militarism, nationalism, imperialism and alliances (balance of power) and how these fit into the causes.  

From here we got new text books and took a look at Canada's response to the declaration of war and to enlistment, we did an anticipation guide and then some reading and board notes on this topic in summary.  We also talked briefly about propaganda.

Answers to Friday 5: May 30th

 1.  What was confederation?

The union of the British colonies in North America to form what today is known as Canada.

2.  What four colonies originally joined confederation?

Ontario, Quebec, Nova Scotia, New Brunswick

3.  Provide three reasons for confederation.

-changing British attitudes towards the colonies

-strengthen trade amongst the colonies, economic bennefits

-fear of American annexation/expansion

-a railway was needed, better communication and transportation

-political deadlock

-help create a national identity

4.  Provide one similarity and one difference around the colonization of Africa.

similarities:  desire for resources, colonialism & imperialism = increased nationalism on the homefront, all colonies gained independence eventually, violence, slave labour

differences:  how they were governed and how they treated the locals

5.  One fact about WWI.

-started in 1914, ended in 1918, with the treaty of Versailles being signed in 1919

-Canada joined as a colony of Britain

-trench style warfare

-triple entente = France, Britain, Russia

-axis powers = Germany, Austria-Hungary, Italy

-started when Arch Duke Franz Ferdinand, crown prince of A-H was assassinated by Serbian nationalists

Bonus:  Which mother country had the most colonies in Africa?

-Britain

Friday 5: May 23, Socials 9

 1.  Two outcomes of the war of 1812.

-Canadian-US border established

-Canadian unity increased

-no one gained/lost land

-American's respected Canadian territory

2. What was the issue with the Acadians?

-They were french in a now English colony.  They needed to either swear an oath of allegiance to the British or be deported and lose their land.

3. What was the purpose of the Berlin Conference?

-to establish some rules for the colonization of Africa, to carve it up accordingly, decrease conflict over the colonization, free trade zone

4.  What were some of the causes for the scramble for Africa?

Economically - resources/raw materials to fuel the Industrial Revolution, provide new markets and also a labour supply

Imperialist competition and Nationalism

5.  What was invented that allowed European's to explore further inland on the African continent? 

-steam boat that could go up rivers

-machine guns = no match for natives

-anti-malaria drugs

Bonus:  What two countries in Africa were not colonized by the Europeans?

-Ethiopia & Liberia

Socials 9: May 23

 Today we had our normal Friday 5.  Then students had time to complete both their map and their project.  Both are due on Monday.  If you need to prioritize one, make that the project as we are doing a gallery walk on these and doing some peer marking so if it's not done you will lose these marks.

May 20 & 21 Socials 9

 May 20th

-we did a thorough review of the wars that settled the North American continent

-we talked about the expulsion of the Acadians and why this occurred and if it was justified

-we watched these two videos that went with the war of 1812

https://www.youtube.com/watch?v=tqmUpVtmu5Q&t=1s

https://www.youtube.com/watch?v=yrp0aXY702E&t=1s

We the started to discuss the scramble for Africa by looking at some slides and started this video and did a video sheet.

https://www.youtube.com/watch?v=PzF88HBlAHY

May 21st

We started with this cartoon analysis:

From here we launched into a discussion around the cartoon and the Berlin conference.  Finished these two videos, went over the video sheet and then watched a final video on the Trans-Atlantic slave trade.

https://www.youtube.com/watch?v=5uMF9j8FTtI

https://www.youtube.com/watch?v=PzF88HBlAHY

https://www.youtube.com/watch?v=3NXC4Q_4JVg

We then worked on a map of Africa.

We started a quick partner project:

Prior to WWI, there were 7 main colonizing countries of Africa:  Spain, Portugal, Germany, Belgium, Britain, France & Italy

You and a partner if you choose will work on one of these and answer the following questions:

• What African colonies did they control?

• What were the specific consequences for these colonies under colonial rule of these countries?

• What were the causes of colonization and what resources were they after?

• What conflicts arose because of colonization?

• When did they become independent?

Create a quick set of slides or poster on this.  Ensure you use your words and create a bibliography.

Answers to Friday 5: Socials 9, May 9

 1.  Name two legacies of the Hudson Bay Company.

-fur trade was the start of European Economic Ventures in Canada

-cooperation/reliance on Indigenous people for fur

-exploration and mapping of Canada

-sale of Rupert's land to the Canadian Government led to expansion and settlement westward

-Iconic products like the HBC blanket and the crest

-led to cultural disruption for Indigenous people

-turned into Canada's longest running department store 

2.  Who did the HBC merge with/take over in 1867?

NorthWestCompany

3.  What was the HBC Territory known as?

Rupert's Land

4.  Describe the role the river (Columbia) played in the lives of Indigenous people?

-transportation, trade, fishing/resources, water to drink/bathe

5.  What connections do you have to the river?

-personal - 

 Socials 9:  week of May 5th

Monday:  we reviewed some fur trade things and talked about the HBC and did front side questions (due Monday May 12). Looking to answering the big picture question of:  was the fur trade more positive or more negative on the development of Canada.

Tuesday:  we walked down to the river, made connection to the river and the land and talked about early indigenous uses of the river.

Thursday:  career day

Friday:  we had a Friday 5

We talked about the following slides, then read the story a heart of a river.

https://pinkdogdesigns.com/wp-content/uploads/The_Heart_of_a_River_DIGITAL.pdf

Created a chart on the causes & consequences of colonialism.

Finished up HBC sheet.

REview Sheet, Socials 9: Geography, Indigenous Groups, Early Settlement

 Chapters in Crossroads:  5, 6, (parts of chap. 7, 8 & 9)

Quest date:  Friday May 2

Some terminology: 
rain shadow                                              

orographic lift                    monopoly                              majority government               
plate tectonics                   mercantilism                          minority government
windward & leeward           Rupert's Land                         levels of government 
topography                       contact                                   head of each of the levels of govmt 
climate                              Alliance                                 Our Member of Parliament

plateau                             Filles du Roi                            Election process 
fault line                           World View 

coniferous                        Voyageur

deciduous                           Hudson Bay Company

Ideas and concepts:

-early exploration - causes and consequences

-perspectives of different groups on the land, trade, war

-early French and English settlements and trade

-Compare and contrast continuities and changes for different groups at the same time period (eg. Settlers and First Nations)

Big picture questions:
*How has landscape/geography dictated settlement? world view?
*What physical and natural forces have shaped Canada and created a diverse landscape?
*How have physical and natural forces shaped our culture and identity?
*How have communities in Canada adapted to, and been affected by, geographical changes?
*Be able to make connections between landscape, natural resources & economic activities.
*Understand different perspectives on the use of natural resources (e.g.. First Nations vs Settlers, environmental groups vs people employed in industry, urban vs rural populations....think about what you know from the industrial revolution and apply some of this knowledge as well).

Answers to Friday 5: Socials 9, April 25

 1.  What are the three levels of government?

Federal, Provincial, Municipal

2.  Name of our style/type of government?

Constitutional Monarchy

3.  What physical region is Revelstoke in?

Western Cordillera

4.  What are the characteristics of this region?

-wet/moist maritime type climate, interior rainforest

-mountainous topography

-cedar trees, lush forests

5.  Define contact:

The time when the Europeans first came into contact with the Indigenous people of Canada.

Bonus:  name of the candidates running in our riding

-Mel Arnold, Ken Robinson, Phaedra Idzan, Owen Madden, Michael Henry

Socials 9: Friday April 25

Today in class we had a quick Friday 5, spent some time learning about Orographic Lift/Mountain weather, spent some time trying to finish up our current Geography assignments and finished with looking at party platforms for the election on Monday.  

Notes and a video on Orographic Lift.

And a video:

https://www.youtube.com/watch?v=4iv4n2cPJSs

Here are the two websites on the party platforms, if you weren't in class we had a handout that students looked at housing and affordability plus had to take a couple notes on two other election issues.  Then students were asked to put all the main parties onto the political spectrum.  Students will have a few more minutes to complete this on Monday.

 https://pollenize.org/en/elections/canada-2025

https://newsinteractives.cbc.ca/features/2025/federal-party-platforms/#federal-2025-housing

Socials 9: April 22&23

 Tuesday:

Today we discussed the student vote, the levels of government, why we are having a federal election and how we as students will be involved.  We did some review of a constitutional monarch and what this means and how it came to be in Canada. 

We watched the following videos to help our learning and understanding. 

https://www.youtube.com/watch?v=dEQzD8qmyQY&t=1s

https://www.youtube.com/watch?v=dd9c2HHu7WY&t=1s

https://www.youtube.com/watch?v=sN7CzT6JFOg&t=1s

From here we talked a bit more about the physical regions and did some review and worked on a map assignment on the physical regions that goes with the chart.

Wednesday:

We did a full review and took some notes on the government systems.  Talked about political parties and party platforms.  We will look at the party platforms on Friday in class.  We also talked about what the big issues of the elections are.  Homework was to find out who the candidates are that are running in our riding.

https://www.youtube.com/watch?v=7C8uDuhLqvg&t=2s

https://www.youtube.com/watch?v=mMcD619Rot8&t=2s

Students got time to work on their maps and geography work to date.

We then started to make some connections around the physical landscape and settlement patterns.  

We discussed the above questions.  Made some big picture connections.

We finished up watching the rest of the movie we have been watching on early European settlement.  

https://www.youtube.com/watch?v=MWdOQE459vg

Socials 9: week of April 14

 Monday:  we finished up the industrial revolution by discussing and taking some notes on the following:

-Why do you think it’s important to understand different perspectives today?  How can you apply it to your life?  How is it relevant?

-Factory Acts:  read p.149-150  Why were these acts an important step to improving the lives of working people?  We also read the section on the factory acts from your reading handouts last week.

From here we watched the following video on Labour Day:  https://www.youtube.com/watch?v=YqmPE2HtkyU&t=2s

Then we discussed migration as a consequence of the Industrial Revolution:

This all segwayed  into a conversation around coming to Canada as a result of the industrial revolution and the introduction of the map of Canada assignment (see blogpost further along with instructions)

Tuesday:  I was away at a soccer match with the Sr. Girls.  The class worked on the map of Canada and then discussed colonialism and imperialism during the time period of early settlement.  Then students watched the first 20 minutes of Canada the story of us, episode 1:  https://www.youtube.com/watch?v=MWdOQE459vg&list=PLJyG4btas2dkKZXp5fxgeGWmbakN-KfM6&index=1&t=1621s