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

Map of Canada Instructions

 On your map of Canada please label the following:

-All provinces, territories and capital cities. 

(provinces written out in capitals, cities in regular eg.  ALBERTA,  Edmonton, if you abbreviate the provinces like PEI, ensure you write it out in the legend)

-add cities of Revelstoke & Vancouver & capital of Canada 

(ensure you differentiate a city, capital city and capital of Canada with symbols appearing in legend, example *capital of Canada)

-Great Lakes, St. Lawrence River, Hudson Bay, James Bay, Pacific Ocean, Arctic Ocean, Atlantic Ocean, Great Slave Lake, Great Bear Lake, Lake Winnipeg

-international borders = red, national borders = black

-ensure title, name, legend, compass rose, scale=unknown

-colour water & lakes blue, colour provinces/territories different colours.  

**use numbers for areas where you might not be able to fit in the name (ex. Great Lakes), numbers with corresponding name should appear in your legend

Socials 9: week of April 7th

 This week we have carried on with the Industrial Revolution.  We will wrap up the unit on Friday.  There will also be a 10 mark quiz to sum up the unit.

Monday:  we finished up our urban drawings and made conclusions about urbanization and the Industrial Revolution.  We started talking about child labour including reading the section on child labour in the text book.

Tuesday:  We continued on our theme of child labour.  Students learned about historical perspective and it's importance when examining and learning about history including watching a video.  We started a documentary about the chocolate industry and child labour.  We finished up the class examining some political cartoons on the topic of child labour and looking at some quotes to help us with understanding the perspectives of different classes and roles in society.  

Link for documentary on chocolate, we watched the first 20 ish minutes.

https://www.youtube.com/watch?v=jL12jSMyg8A

We also did a lesson on historical perspective.  Here is the video that went with it.

Historical Perspective: 

Without an understanding of how people in the past saw themselves, we have a simplistic view of the past—seeing events through the lens of our own values today leads us to be insensitive to the realities of another time. We must understand past actions in their historical context.

https://www.youtube.com/watch?v=8XQbBFr7cO8

Thursday:

Today we reviewed historical perspectives.  Completed the chocolate documentary and discussed.  Students received a hand out on child labour and then completed a sheet on perspectives of this time period on child labour (talking heads sheet).  We then examined working conditions, workers and lives of men and women of the time period and completed some questions on the reading and tables/charts.  From here we learned about capitalism and socialism by doing a short reading, playing a game and concluding and summarizing our knowledge in a couple of charts.

Friday 10 on Friday!

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).