Answers to Friday 5: Friday April 24

 1.  What is geography?

Geography is the study of the physical features of the earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources, land use, and industries.

2.  What are two things that must be on every map?

compass rose, legend, title

3.  What physical region is Revelstoke in?  Describe the characteristics of this region.

Western Cordillera - moist, mountainous, deep valleys and lots of coniferous trees

4.  What physical features result because of plate tectonics?

mountains, volcanoes, rift valleys, trenches, island arcs

5.  Describe with a diagram, orographic lift..

Orographic lift or mountain weather occurs when warm moist air is forced up on the windward side because of the landscape (mountains), as it rises it cools and condenses leading to cloud formation. These clouds eventually get heavy and precipitate but as they are pushed over the tops of mountains they eventually disipate and this air sinks on the other side creating a rain shadow effect on the leeward side of the mountain.

Socials 9: week of April 20

This week we completed our Industrial Revolution unit with a unit test and we have moved onto the Geography of Canada unit.  We have completed a chart and map on the Physical Regions of North America.  We have talked about the local geography a bit and completed notes on both orographic lift/mountain weather and climate graphs.  We watched the following videos to support our learning:  

https://www.youtube.com/watch?v=KB7HzF2O3Kg

https://www.youtube.com/watch?v=FN6QX43QB4g&t=1s

https://www.youtube.com/watch?v=4iv4n2cPJSs&t=4s

Answers to Friday 5, April 17

 1.  What was the purpose of the Factory Acts?

-help protect workers and improve the lives and working conditions of children and adults in factories

2.  Define capitalism.

Capitalism is an economic system in which most businesses, industries, and resources are privately owned and operated for profit. Instead of the government controlling production and prices, decisions are largely driven by individuals and companies competing in the market.

3.  What were two consequences of the Factory Acts?

-formation of labour unions, laws limiting length of work days 

4.  ***Differentiate between emigration and immigration?

Immigrate is to come into another country to live permanently (focus on new country)

Emigrate is to leave your country of origin to go live in another (focus on exiting of the country of origin)**

5.  What were the push & pull factors of either the Irish Potato Famine or the Highland Clearances, resulting in increased population in the colonies.

IPF push = famine, dirty crowded cities, disease.    pull = promise of land, jobs, freedom

HC push = enclosure, crowded cities.  pull = new land, freedom, jobs, work

Bonus:  Explain Socialism.

Socialism is an economic and political system where the means of production (like factories, land, and major industries) are owned or controlled collectively, often by the government or the public, with the goal of promoting economic equality and shared benefit.

Week of April 13th Socials 9

 This week we finished up the Industrial Revolution.  We started the week finishing a station study that we started last week.  We talked about Child Labour and how to analyze a political cartoon.  We discussed and looked at primary sources on the Factory Acts and how this relates to labour unions today.  Students did a simulation on capitalism and socialism in the form of a game and we discussed immigration vs emigration and push/pull factors and how these things related to the time period.  Finally we finished up Friday with a Friday 5, going over Napoleon tests and looking at Inventions of the time period.  

Homework was to complete the following chart from pages:  130-141

Invention:	Inventor:	Description:

Our test is now on Monday.  Review sheet posted.

Videos this week:  

https://www.youtube.com/watch?v=YqmPE2HtkyU

https://www.youtube.com/watch?v=zjK7PWmRRyg

Socials 9: Review for industrial revolution test

Chapter 5
vocabulary:
-raw materials                 -entrepreneur               -franchise
-capital                            -steam engine              -tolls
-capitalist                        -cast iron                      -canal
-mother country              -supply                         -demand
 -Factory Acts (ppt)        -Poor Laws (power point)
 -Enclosure                     -crop rotations
-labour unions                 -cottage industry          -Laissez-faire
-cause & consequence    -imperialism                 -monopoly

*review Friday 5 Q's
*review Power Point presentation
*Child Labour - know about jobs they had, and reasons for working (also be able to apply solutions to these problems today)
*working conditions in factories
*understand what the revolution brought to the people
*know how the colonies fit in
*pros and cons of:  Enclosure, Laissez-Faire economy, Factory Age
*know the new inventions (biggies like steam)
*why England industrialized first (vrs France)
*Be able to apply cause and consequence to the Industrial Era ****AND which cause had the most impact or was most significant?
*Be able to apply historical significance and continuity and change to Industrial Era in Britain (think society, government & economy)
*What conditions allowed new ideas and inventions to flourish, and what impact did they have in the 18th & 19th centuries?
*How did the physical environment influence the nature of political, social, and economic change in Industrial Britain.
*What are the driving factors of Imperialism & Colonialism (at this time)?
*What kind of demographic shifts took place (movement of people, migration patterns etc...) and what specifically were they a result of?

Answers to Friday 5: April 10, Socials 9

1.  What was the Industrial Revolution?

The industrial revolution was a time period where Europe moved from rural agrarian societies to industrialized urban ones.   New technologies and mass production replaced cottage industries and manual labour to make things more efficient and often affordable.  This led to massive changes in society, economy and government.

2.  Two pros and two cons of the Cottage industry at this time.

Pros:  flexibility, independence, work from home, set own hours, low costs, family involvement, quiet

Cons:  low productivity, quality was good but often inconsistent, required high skills that were often specific, low income

3. a) Define/explain Historical Perspectives.

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.

Taking historical perspective  refers to the ability to understand how people in the past viewed their world at various times and in various places to explain why they did what they did.

   b) Provide an example.  Families sent their kids to work in factories to help make ends meet.  Father:  you must go to work to earn your keep and help us pay the rent and keep a roof over our heads.

4.  Why was Britain able to Industrialize first?

-large labour supply, middle class had influence in government helping create a pro-business government, business owners became wealthy reinvesting capital into businesses, technologies and new businesses, large supplies of raw materials including coal = cheep source of power for new machines, room to build factories

5.  Define capital.

-money used to invest or reinvest in business.

Week of April 6th: Socials 9

 This week we continued looking at the Industrial Revolution. We started the week reviewing our homework questions that most of you completed in class on Thursday from p. 129-139 in text:

1.  What was the Industrial Revolution?

2.  Why Britain, why did Britain industrialize first?  

3.  What were the pros & cons of Industrialization?

4.  List some of the inventions of this time period?

Define the following:  capital, commons, test act, entrepreneur, franchise, exploitation, mother country.

In our conversations we discussed how some counties like China and India had all the things needed to Industrialize but Britain did first and why.   We compared and contrasted the cottage industry to the factory industry, looked at workers rights and child labour.  We also talked about the agricultural revolution and enclosure and how this forced rural to urban migration and the spin offs of this.  We watched a review video on the Industrial Revolution and a documentary on Child Labour in the chocolate industry (see links below).  We also spent time examining historical perspectives (one of the thinking concepts that make up the competencies in SS9).  We ensured we attain these goals and answer the following questions:

From here we completed a sheet on historical perspectives.  We finished off the week doing our normal friday 5 quiz and a review station study of the major concepts, which we will complete on Monday.

Video on Historical Perspectives:  https://www.youtube.com/watch?v=8XQbBFr7cO8

Video review of Industrial Revolution:  https://www.youtube.com/watch?v=zhL5DCizj5c&t=1s

Documentary of Child Labour in Chocolate industry:  https://www.youtube.com/watch?v=jL12jSMyg8A

Napoleon Essay Footnotes/Endnotes

 Footnotes/Endnotes tell the reader where you got your information from.  In our case you will be connecting your footnotes/endnotes to the quotes you are using in each paragraph so I know where you got your quote from.  It is similar to a bibliography.  Generally you will have your quotes/citations with the end/footnote and then a separate bibliography.  

Each quote will get a number (footnote or endnote formatting in word if you are typing) and then it will take you to the foot/end note with the same number.  Here is the info you will provide:

For a book:

Author First Name, Author Last Name, Title of the Source, Page Numbers (or location).

Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100.

For a website:

Author (if available first then last), “Title of Webpage,” Name of Website, publication or last modified date/date accessed, URL.

History.com editors, “Trojan War,” https://www.history.com/articles/trojan-war.  December 18, 2009.

If you use a source more than once, you can use the short form for the second time.  Here are examples of the short form:

For a book:

Author last name, shortened title, page number

Pollan, Omnivore’s Dilemma, 3.

For a website:

Doe, “Training Golden Retrievers.”

If no author of website:

American Kennel Club, “Golden Retriever.”

Socials 9: March 30th

 Today I handed back several things, if you did not get them back I am missing it, please submit as soon as possible.

-Enlightenment/Philosophers project

-Revolutions project (all parts)

-Napoleon Reactionary/Revolutionary paragraph

-Friday 5

We went over the Friday 5 and did some basic review.

Students then worked on a one word web for the Continental System, see below:

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)

Students finished the class doing some review from the Review sheet.

Test:  Wed April 1st (more like a large quiz)

Tuesday March 31st we will be using our Napoleon evidence frames to write an essay in class (the other part of your test).

Napoleon Quest Review sheet

 Test date: Friday March 14th (please make arrangements with me if you will be away as to when you will write this)

Know the following terms and how to apply them:

Nationalism vs (patriotism)
    -Is it a more positive/negative force in the world?
    -To what extent does it bring people together/drive them apart?
    -How is it different than patriotism?
    -What factors influence nationalism/national identity?
    -How did Napoleon use it?  Was this successful?

Censorship
   -How did Napoleon us it?
   -Pos & Neg's of

Propaganda

   -what it is and how Napoleon used it.

Revolutionary
   -be able to apply to Napoleon and his ideas.

Reactionary
   -be able to apply to Napoleon and his ideas.

Civil Code

+/-

Continental System
   -why it hurt France
   -why it was one of his downfalls

-trade embargo/sanctions

Russian Campaign
   -why it failed
   -scorched earth technique (know what this is and how it was used)

Abdicate
Battle of Waterloo
 

Some additional questions to consider:
Who was Napoleon's biggest enemy?  Why?

What made Napoleon a military genius?

Do you think France and the people of France were better off before or after the revolution?  Back up your answer.

Would Robespierre have been a supporter of Napoleon?  Why or why not?

Which philosopher best reflects Napoleon's ideas (or vice versa) and why?

Why is Napoleon historically significant?

Understand what led to Napoleon's downfall & why.

Apply Histrical Significance, Change & Continuity and Evidence (primary & secondary)and Ethical Judgement to the Napoleonic era?

Here are a couple of video links on the Russian campaign that include the infographic we looked at briefly in class:
https://www.youtube.com/watch?v=F_ySQvjtAxQ

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

Answers to Friday 5: March 13th

 1.  Define reactionary and provide an example.

-Opposing political or social change or new ideas, idealizing the past and not wanting to progress.

-favouring the old regime, having a reaction to things that is usually conservative (being against progress)

-example Napoleon's ideas on women's rights (were not reformed in the civil code)

2. What was the continental system?

-Napoleon's attempt to stop nations in his empire from trading with Britain because he knew that Britain needed to trade in order to prosper. A trade blockade.

3. What three things led to Napoleon’s demise?

-Continental system -Russian campaign -Battle of Waterloo -Crowning himself Emperor???

4. Define censorship and state how Napoleon used it.

-censorship is when citizens are prevented from seeing/reading/experiencing certain ideas, images, publications

-Napoleon used censorship by banning those like Mdm de Stael who criticized him, censoring things that made him look bad or exposed the truth around his military campaign failures or the economy

5. How did Napoleon use Nationalism to his benefit, ensure to state what it is.

-Nationalism is when you think your country and culture is superior and you are proud of your country no matter what it does. Extreme nationalism looks like racism and can lead to persecution of peole like Germany in WWII with persecution of the Jewish population.

-Napoleon used Nationalism by keeping his citizens loyal to France so that he could stay in power and spread his country’s influence throughout Europe. He also used these feelings of Nationalism in other countries to help defeat old monarchies in other countries like Austria.

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!!