Napoleon Evidence project parts 1-3

  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.

See teacher slides for example from class.

SS9: Answers to Friday 5: March 5th

 1. What are two things that the French Revolution gained?

-ideas about democracy, equality, liberty, the destruction of the feudal system and a republic or things that were included in the Declaration of the Rights of Man and Citizen

2. Who was Napoleon Bonaparte?

-came from Corsica

-Military General and Genius

-photographic memory

-ambitious, driven

-wants to be important

3. Provide two of Napoleon’s achievements.

-becoming a military genius at a young age

-establishing the Napoleonic code/civil code

-military victories

4. What was the civil code?

The Napoleonic or Civil Code was a code of laws and legal system which standardized laws, ensured equality before the law, protected property rights, and abolished feudal privileges across France

5. Define tyrant.

A cruel, oppressive, harsh/brutal ruler

Friday 5 Answers: Feb. 27

 1.  Who was Robespierre?

-a fiery law student who was a good speaker, he was one of the leaders of the Jacobins, a leader of the Revolution.  He was a big advocate for the poor and worked hard to establish voting rights for all!  He ended up leading the Reign of Terror, which killed many including himself.

2.  What was the "Great Fear"?

-revolutionaries and peasants in the rural areas of France feared that the nobles and king's soldiers would put down the revolution (it had occurred mainly in Paris and Versailles).  The people (peasants mostly) in rural areas felt that the Revolution was going to bring great change and supported it and feared that it would be stopped - this led to panic and riots and many stormed the chateaux of the rich burning them down and killing many people. Destroying feudal contracts in the process....marked the beginning of the end of feudalism in France.

3.  What did the Declaration of the Rights of Man and Citizen guarantee?  Who created it?  

The Declaration of the R of M and C was a type of constitution for France created by the National Assembly, it set out basic human rights where all men were declared equal and named citizen (marking the end to feudalism).

4.  Why were many of the philosophers works censored?

-many of their works were censored (banned/forbidden to read, see, hear) by the government and church because they challenged the power structures and traditional ideas of both

5.  What is a republic?

-a republic like France/USA - all power is held by the citizens or elected representatives and they elect a president (no monarch)

Bonus:   Define constitution.

A rule book for a country.  A framework for how a country is governed and guarantees it's citizen's rights.

Subordinating Conjunctions & Appositives

 Subordinating Conjunctions:

Subordinating conjunctions connect dependent clauses to independent clauses, signaling relationships like time, cause, contrast, or condition (e.g., because, although, if, when, until, since). They initiate complex sentences, enabling the dependent clause to precede or follow the independent clause.  

Common Subordinating Conjunctions List

• Cause/Effect: Because, since, as, now that, in order that, so that
• Time: After, before, when, whenever, while, until, till, once, since, as long as, as soon as, by the time
• Contrast/Concession: Although, even though, though, whereas, while, rather than
• Condition: If, unless, even if, provided that, in case
• Place/Manner: Where, wherever, how
• Comparison: Than, as much as 

Appositives:

Appositives are a second noun or phrase/clause equivalent to a noun that is placed beside another noun to explain it more fully.

Examples of Appositives (Bolded):

Mid-sentence: "My teacher, Mrs. Green, is a tough grader".
With description: "My brother's car, a sporty red convertible with bucket seats, is the envy of my friends".
At the end: "They stopped selling my favorite snack, the cookie cat".
At the beginning: "A bold innovator, Wassily Kandinsky is known for his colorful abstract paintings".
Restrictive (no commas): "My friend John enjoys playing the guitar" (identifies which friend).

French Revolution Review Sheet

 French Revolution Review Sheet

Chapter 3 - Crossroads

TEST DATE:  Monday March 2

Terms, People, Events: 

Historical Significance           Change & Continuity               

Revolution                               Guillotine                                

Enlightenment                         catalyst                                   Estates General

Radical                                    Directory

National Assembly                 Constitution                             Salon

Political Clubs                        Philosophers                            Tennis Court Oath

Bastille                                    Reign of Terror                       Robespierre

Danton                                    Marat                                       Mme Roland

Louis XIV                               Louis XVI                               Girondists

Jacobins                                  Sans Culottes                           Hobbes

Locke                                      Voltaire                                    Rousseau

Marie Antoinette                     Bourgeoisie                             Émigré

Declaration of the Rights of Man & Citizen

Some bigger picture questions and things to consider:

-know the political clubs, their ideals, leaders and where they are on the political spectrum

-be able to relate Historical Significance, Change and Continuity(we will go over this sometime this week) to the French Revolution

-causes of French Revolution (and consequences/results)

-know the structure of 17^th C. French Society

-understand how the philosophers and the enlightenment contributed to revolution

-significance of the capture of the Bastille

-Understand how the National Assembly came to be and the significant steps they made toward democracy

-know the significant events of the Reign of Terror

-the irony of Robespierre’s rule 

-what were the issues of the Estates General?

-how did women play important roles in the French Revolution?

-understand how one revolution fueled another

-what did the Revolution achieve?

-do all revolutions need to be violent?
-ideas of symbolism and irony during the French Revolution.

****Review Friday 5's

Socials 9: Feb. 23 & 24

 Monday Feb. 23rd

Today we started the class with some review.  Then we carried on with our philosophers/enlightenment assignment (on the blog) students were at different parts when we completed the class.

Tuesday Feb. 24th

The class started with how to review for a test and our Friday 5's.  We discussed how to prepare for a test vs a quiz and some suggested study techniques.  We will have a test on the French Revolution on Monday March 2nd.  A review sheet will be on the blog in the next few days.

We then went over our Friday 5's from last week.

Part 4 of Philosophers/Enlightenment assignment and students continued working on these.

Homework:

Revolutions project due Friday

Philosophers/Enlightenment assignment due Monday/Tuesday

Test Monday

Philosophers/Enlightenment assignment

  Part 1: information gathering (chart)

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.

Part 2:  Mind Maps

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:  Statements sheet

 Go through statements from your point of view in one colour (agree/disagree) then go through the statements from the point of view of your philosopher that you are an expert on (agree/disagree **in a different colour).  (again how would you defend your philosophers point of view, ie why would they agree or disagree).  Write why under the statement.

Part 4:  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.

-Have a partner read your write up and provide feedback

-Create final draft and submit (**along with philosophers chart and opinion chart) by Monday.

Soc. 9: Answers to Friday 5, Feb. 20

 1. What is the enlightenment and why was it important.

-men and women discussed new ideas and solutions to social problems and politics including ideas like democracy. Influenced by American Revolution, it included many using reason to answer big questions that previously they had used religion to help answer. It was important because it provided new ideas about how government could and should be run and included many women's ideas that were published and discussed - fueling ideas for change.

2. How was the enlightenment a catalyst for the French Revolution?

-provided new ideas and hope to the average people and lower classes who despirately needed and wanted change

3. Briefly explain the political spectrum, use a diagram.

<---------------------------------I--------------------------------->

Left                                Centre                                    Right

-Left - likes change                                                    -Right - likes tradition

-L = higher taxes                                                         -R=lower taxes, less govmt intervention

-socialism                                                                    -capitalism

4. How were women involved in the French Revolution?

-talked about politics and new ideas about science and government in Salons

-marched on Versailles, stormed the palace, tried to kill the queen

5. What were the Estates General?

-a type of parliament for France where the First Estate was the clergy, Second was the nobles and the Third estate was everyone else (more bourgeoisis)

Bonus:  What was the National Assembly and what was it’s goal?

-a constitution for France so that there was more equal say with representation

Socials 9: week of Feb.17

 Tuesday:

-we reviewed major concepts so far including the political spectrum

-handed back paragraphs so people could work on final drafts

-worked on a chart on the political clubs of France

Wednesday

-introduced part 4 of Revolutions project (final part), headed to library to finish part 3 and work on 4

-in the second half - HW check on political clubs chart, reviewed this

-started the enlightenment

-completed above and shared out with the class

-started working on the philosophers chart

Friday:

-Friday 5

-Library to complete Revolutions project

Revolutions project due sometime next week....latest by Friday Feb 27

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: week of Feb. 8

Due to careers day on the Wednesday we only had Socials on Monday and Tuesday.  On Monday the class went over the Friday 5 quiz and did a bit more review from this (see answers on a previous post).  

Part 2 of their revolutions project is due today.  Students will pair up with another student not doing the same revolution.  Discuss slide questions and fill in the venn diagram. See below:

We then did review as a class the slide questions.

From here we moved to discussing what the political spectrum is, Right vs Left and where different ideologies fall, we watched a video and used slides and video to add different types of monarchies and our political parties.  Video: https://www.youtube.com/watch?v=XJA3EhyVPc0

Slides:  

On Tuesday we did some review of the political spectrum and then part 3 of the Revolutions project was introduced.  We went over these slides to understand the three main types of questions in order to help with what a research question is and headed to the library to work on our written notes on our part 3 deep dive research question.

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...

Answers to Friday 5: Feb 6th

 1.  Define democracy:

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

2.  What type of democracy is Canada?  What does this mean?

Canada is a representative democracy, this means we elect an MP/MLA to represent our views in parliament federally/provincially 

3. 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.

4.  Provide two 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

5.  Define colonialism:  

The policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically. In the process of colonisation, colonisers may impose their religion, language, economics, and other cultural practices on indigenous peoples  

Bonus:  Where did democracy originate?

Athens, Greece

Socials 9: Feb 5

 Today in the first half of class we reviewed the expectations for part 2 of the Revolutions project (see prior blog post) and then headed to the library to work on part 2.  If students finished they could work on the good copy of their paragraphs on the most historically significant event/person/invention from chapter 1.  Paragraphs are due Friday.

Part 2 of Revolutions project due Monday.

In the second half we carried on talking about government styles, government in Canada and the French Revolution.  We took notes, we discussed, we watched a couple of videos and we started looking at the chapter on the French Revolution in the text book.  Specifically we read the introduction to the chapter and then created a chart/table that looked at the reasons for the French Revolution starting in the realms of social, political and economic.  We also read p. 72-75 in preparation for Friday (homework if not completed in class).  We also looked at a cartoon overview of the French Revolution and asked questions of the information on the sheet.  Here are the video links: 

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

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

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...

Socials 9: Feb. 2 & 3

Monday:

We reviewed some of what happened while I was away last week including some of the content around revolutions, rebellions and civil wars.  We then reviewed the expectations around writing a persuasive paragraph and briefly discussed some the historically significant events, people and inventions in chapter one.  We then headed to the library where they continued to either work on their revolutions project notes (5W+H) and finish up their persuasive paragraphs on the most historically significant event, person or invention from chapter 1.

Tuesday Feb. 3rd

Today we went over the Friday 5 quizzes.  Reviewed or took notes on different types of governments including what a democracy is and the different types of democracy.  We watched this video:  https://www.youtube.com/watch?v=IndRAsYX4W4 on early democracy and discussed representative vs direct democracy and examples of each.  We finished the class doing some peer editing on our persuasive paragraphs.  Then I promptly forgot to hand out report cards!!

Friday 5, Jan. 30: Socials 9

  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

Knowledge also gave people power to think outside the box and make decisions that were their's and not the church/land owners.

-

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 (the goal is one book if the library has one, could be your text book too).

***You must take good notes these will be part of your mark.  Ensure you are paraphrasing.

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 in your locker.
***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)