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.