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).

Socials 9: Feb. 10th

 Today we went over our Friday 5's.  I went on a diatribe about using the blog when you are away or sick.  Students then worked on completing part one and two of Revolutions project.  Recipes due on Wednesday.  Wednesday we are doing some presenting of our revolutions recipes and working on part 3.

Find the link to part 3 here.

Tuesday:  back to the enlightenment and maybe some work on political ideologies.

Socials 9: Revolutions project PART 3

 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: Answers to Friday 5: Feb. 7th

 1.  Describe the enlightenment as a time period.

-The enlightenment was a time of new ideas and thinking in science, philosophy and politics.  It influenced new inventions and ways of thinking about government.

2. One example of a philosopher from the period of the enlightenment.

Locke, Hobbes, Montesquieu, Voltaire, Rousseau

3.  Define democracy:

Government for the people by the people.  (Elected government/voted in by the people)

4. Differentiate between the two types of monarchs.

Absolute Monarch = a monarch with absolute authority and power that they felt were vested in them by God

Constitutional Monarch = a monarch who followed the rules of the land kept in the constitution made by the people in the kingdom/land.

5.  What were some of the causes of the French Revolution?

-new ideas from the enlightenment, bad leadership, huge debt of the country, American Revolution, rising cost of bread, poverty, social inequality

Socials 9: Mapping and map of the world instructions

 General Mapping instructions:

-always label horizontally unless labeling a physical feature like a river

-all labels should be in blue or black

-labels should be in block (capital) letters unless a city

-oceans are BLUE

-colour only in pencil crayon

-ensure your map has a legend/key

-ensure your map has a title

-compass rose

For this map:

Label the 7 continents

Label the major oceans

Label Canada, United States of America, Mexico, Cuba, France, Great Britain, Portugal, Spain, Germany, Italy (can use numbers and legend for European countries)

-colour the oceans blue 

-colour the continents each a different colour (countries that are labeled will be coloured the colour of the continent)

Links to maps:

https://geology.com/world/world-map.shtml

Socials 9 - Feb. 4 & 6

 February 4th

Today we did some review of government, types of government/monarchs and what some of the causes of the French Revolution were.  Then we zoomed in on the Enlightenment, took some notes, did some agreeing/disagreeing and providing rationale around these statements, watched the short video below and read the textbook pages 68-70 and started filling out a chart on the philosophers of the Enlightenment.

https://www.youtube.com/watch?v=q10lD0npXJo

February 6th

In the first half today we reviewed the expectations for part 2 of the Rebellions project and then headed to the library to continue work on this project.  Link to part 2 here.

In the second half we reviewed the expectations for the historical significance persuasive paragraph.  We webbed out some examples and what should be included and how it should be set up.  Then students continued work on these.  Persuasive paragraphs due:  Monday Feb. 10th

Reminder:  Friday 5 tomorrow.  

Socials 9: Revolutions project PART 2

 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...

Social Studies 9: Jan. 30/31st and Feb. 3rd

Thursday & Friday Jan. 30/31st

Students discussed Revolutions, Rebellions and Civil Wars and how these are similar and different and took some basic notes on these.  Here is a video on some revolutions in history.  https://www.youtube.com/watch?v=856kcVieUgU

From here students reviewed the main ideas from the first chapter in the text book (review of grade 8) and they had created a cause and consequence chart (similar to p. 12).  They then reviewed what is expected in a good persuasive paragraph (handout) and wrote a paragraph answering the question:  Of all the events we discussed on the chart which had the greatest impact and why?

Students worked on paragraphs and did peer editing.  (these are to be submitted)

On Friday students wrote their first Friday 5.  See blog post with answers to see what was on it.  Students then reviewed the revolutions project part 1, which can also be found on the blog here and then went to the library to do some basic 5W+H research.  

Monday Feb 3rd

This afternoon in Socials we reviewed how things went with Mr. Shea last week and then went over our Friday 5.  We did some review on types of government and monarchies, taking some notes and watching this video on democracy: https://www.youtube.com/watch?v=IndRAsYX4W4. and understood what sort of government/monarchy we have in Canada and what sort of government/monarchy France had prior to the revolution.

Then we discussed what was happening in France prior to the Revolution.  We watched these two videos and made a list of causes of the French Revolution.

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

https://www.youtube.com/watch?v=PBn7iWzrKoI

We finished up with a sheet on the Enlightenment.

Socials 9: Answers to Friday 5, Jan. 31st

 1.  Define revolution:

-a forcible overthrow of a government or social order, in favor of a new system.

2.  Provide an example of a famous revolution.

-French Revolution, American Revolution, Russian Revolution

3.  What was the reformation  and how did it create lasting change?

-when Martin Luther nailed his 95 thesis to the door of the church criticizing the Roman Catholic Church, causing a massive upheaval and creating a new sect of Christianity called Protestantism.  People didn't just start questioning the church at this time but many also questioned the authority of the pope, people's roles in life and the social order that had been established around the church and nobility.

4.  Name one scientific or technological advancement of the Early Modern Era.

-microscope, telescope, scientific method, printing press, anatomy, quadrant etc...

5.  What gave people power in the Early Modern Era and how was this a change from the time period before?

Money = power where as before it was only land

Socials 9: Revolutions, Rebellions and Civil War project outline

   Social Studies 9:  Revolutions project

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...

SS9: Course Outline

Social Studies 9

von Bremen

Blocks 3

Room 205

Blog address: http://vonbremensocials.blogspot.ca

Email address:  kvonbremen@sd19.bc.ca

The goal of Social Studies is to help students become active and informed citizens who have an opinion on issues and can back up their ideas.  In order to become active, informed citizens it requires practice and experience, welcome to class!

In Social Studies 9 we will look at a variety of ideas and topics through six historical thinking concepts which include:

-historical significance

-evidence

-continuity & change

-cause & consequence

-perspective

-ethical judgement

Through these lenses we will explore a number of topics that may include:

Physiographic features of Canada & Geological Process

            -Physical & political regions of Canada

            -Natural resources & major economic activities

            -Physical geography & Canadian identity

Political, Social, Economic & Technological Revolutions

            -French Revolution

            -Industrial Revolution

Continuing effects of Imperialism & Colonialism on Indigenous people in Canada & the world 

            -Interactions between First Nations & Europeans

            -the effects of treaties, Indian Act and more

Global demographic shifts (including patterns of migration & population growth)

            -disease, poverty, famine and the search for land

            -immigration to Canada and individual challenges & contributions to society

Nationalism & the development of Modern Nation States including Canada 

            -confederation

            -CPR

            -responsible government

Local, Regional & Global Conflicts 

            -Fur Trade

            -Red River & Northwest Rebellions

            -World War I

Discriminatory Policies, Attitudes & Historical Wrongs 

            -Internment

             -Residential Schools

*Please note there is a mandatory position paper assignment that students will need to complete to a satisfactory level in order to complete the class and move to the next level.

What you need to be successful:

-a good attitude

-come to class prepared and ready to work

-bring texts, notebook & writing utensils

-participate and be present in class

-be respectful of yourself and others

-complete homework and assignments to the best of your ability

-ask for help

-turn off and put away cell phones/music devices, unless they are being used for educational purposes under the teacher’s direction.  Responsible use in an educational form!
***Act on teacher feedback and better your assignment, your understanding and your grade, often!

Late Assignments:

“Stuff happens”.  If you are reasonable, I will be reasonable.  Bottom line:  I’m a reasonable person however once an assignment has been handed back the maximum mark you may receive is 50%.  Plagiarism and Cheating will result in a zero, a serious conversation and sometimes a learning opportunity.

Assessment: 

Assignments – 50%

AAP – 10% (attendance, attitude, participation, preparedness, use of time, assignments in on time, work completion etc.…etc.….)

Tests & Quizzes - 40%

****Your mark will be cumulative through two semesters

Final Assessment = 20% of final grade (this will be skills based and less so on content)