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.

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)

Geography 12: Jan. 22

 Today in Geography 12 we finished up Ocean Currents by first finishing up the sheet on the Great Pacific Garbage Patch, then discussing it.  We also watched this video to fully summarize ocean currents.  https://www.youtube.com/watch?v=xa6SdvFA3w0

From here we went on to discuss and take some notes on El Nino and La Nina and how these two phenomenons impact ocean currents in the south but weather in the north.  Here are two videos to help ties things together.  

https://www.youtube.com/watch?v=wVlfyhs64IY

https://www.youtube.com/watch?v=WPA-KpldDVc

In the second half students worked on the review (see previous blog post) and got their quizzes back on rocks and weather.

Updated Final Assessment Review Geog 2026

  Geography 12:  Final Exam Review Sheet

Geography 12:  Final Exam Review Sheet

The final assessment will be comprised of  (Part A) a section on ocean currents and atmospheric circulation & weather that I haven’t tested you on.  Some short answer questions etc…explanation of a diagram (see below for ideas).

The rest (Part B) of the final assessment will be based mostly on the geographic thinking concepts and their application to specific topics and articles.  

Spend your time reviewing the material since our last test (things like cloud types, tropical and other storms (chart p. 281, complete this we will go over), how climate change is affecting storm cycles and ocean currents).  See questions below.

Then spend time understanding the geographic thinking concepts listed below.  Also on the pink sheet I gave you when we looked at the “Babushka’s or Chernobyl” has more questions with regard to these concepts.

Some vocab:  humidity, relative humidity, condensation, dew point, thermohaline (great ocean conveyor belt), gyres, intertropical convergence zone (ITCZ), tropical depression, wind shear, eye wall, El Nino, La Nina, Thermocline

Be prepared for a diagram on tropical storm/hurricane development where you use the diagram to describe how it forms and what it needs to form.

Consider Hurricane Katrina (documentary we watched), why it occurred, what happened, how events unfolded and how those in power responded and the outcome.  What were the primary effects (consequences), what were the secondary effects?  What was learned?  Were any new solutions put in place etc…

Be prepared to answer the following type of questions on ocean currents:

-Explain the major factors responsible for the origin and movement of ocean currents.

-Discuss the influence of ocean currents on the climate of the world.

-Explain the global distribution of warm and cold ocean currents.

-Describe the El Niño phenomenon and its impact on ocean currents, climate & weather.

Be prepared to describe cloud formation using correct vocabulary and how this relates to weather (H/L pressure).

Why has the GPGP formed where it has?  What are the causes and consequences of the GPGP?  What do you think should be done about this and why?

https://www.bbc.co.uk/bitesize/guides/zym77ty/revision/3. (good review of ocean currents)

The major topics we covered this term are:

-spheres of the Earth (chap 3)

-river systems (chap 12)

-glaciation (chap 9 EM)

-gradation (chap 7, 8 EM)

-plate tectonics (chap 4)

-earthquakes (chap 4 EM)

-volcanism (chap 5 EM)

-rock cycle (chap 6)

-weather (chap 10,17 EM)

-tropical storms (chap 16 Earth Matters)

-atmospheric circulation (chap 14)

-ocean currents (chap 11, 15 EM)

The Geographic Thinking concepts are:

★ establish geographic significance 

Why we care, today, about certain events, trends, and issues in geography (and history). Ex: Why was the eruption of Mount St. Helens in 1980 considered an important event? Ex: Outline the various human and physical outcomes of the 2004 Indian Ocean Tsunami. 

★ use a variety of data including primary source evidence 

How to find, select, put in context, compare, challenge, and interpret sources for an argument or an event involving geography. Ex: What do historical maps and air photos of Prince George suggest about the city’s “livelihood” at the times they were made? Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? 

★ identify patterns, continuity and change

 What has changed and what has remained the same over time. Ex: To what extent has legislation and local policies made schools safer for LGBTQ students? Ex: Compare earthquake characteristics and damage: Alaska 1964, Japan 2012. 

★ analyze cause and consequence 

How and why certain conditions, forces, and actions lead towards to others. Ex: Why was the aftermath of Hurricane Katrina in New Orleans so dramatic and controversial? Ex: What caused the Hope Slide, and what resulted? 

★ understand interactions and associations 

Interconnectedness between ideas, events, and things; in particular, the ways in which humans and the environment influence each other. Our own sense of place is an output of this concept. Ex: How has the popularity of Banff National Park created pressures on the local environments? Ex: What kind of relationship exists between urban non-reserve Indigenous people and the traditional territory of the people with whom they share an affinity? 

★ take geographic perspectives 

Understanding the “past as a foreign country” and the “geography of the other” -- imagining and empathizing with different social, cultural, intellectual, geographical and even emotional contexts that shaped people’s lives and actions, including a sense of place. Ex: Why did some people choose to remain in the Chernobyl radioactive zone? Ex: How is Canada’s far North seen differently by it’s Inuit inhabitants compared to resource extraction entities largely based in Southern Canada? 

★ consider the ethical dimensions of geographic problems (or historical interpretations) and resulting value judgements 

How we, in our particular time and place, judge actors in different circumstances in the past or different locations and cultures; when and how crimes, sacrifices, or issues of the past bear consequences today; what obligations we have today in relation to those consequences. Ex: How should Japan address future energy needs in the wake of the 2012 Fukushima nuclear disaster? Ex: Does a community land-use decision address the stated concerns of stakeholders?

Source:  Pacificslope Consortium