-know, understand and be able to apply the following vocab:
world view revolution imperialism colonialism
democracy censorship propaganda nationalism
migration constitution climate autonomy
1. Who was part of the triple entente?
-Britain, France, Russia
2. What was the spark that caused WWI?
-assassination of Arch Duke Franz Ferdinand (A-H) by Serbian nationalists.
3. Besides alliances and the spark, other reasons for start of WWI were:
-Nationalism, Imperialism, Militarism
4. Why did people enlist in WWI?
-valour, adventure, economic reasons (pay check), public pressure, travel opportunity, glory, wanted to be a hero
5. Who was the Prime Minister of Canada during WWI?
-Borden
Bonus: What was the name of the treaty that ended WWI?
-Versailles
World War I is a huge topic that provides many interesting micro-topics to investigate. As a class I can't cover all this information or topics unless I stand and talk the whole time....let's face it no one wants this! Thus an opportunity for you (and a partner if you choose) to dig deeper into a topic that is of interest to you and then briefly share your findings with the class.
Goal of project: to continue using research and evaluative questions and produce a short final product (4-6 content slides) on your topic.
Part 1: Pick your topic (pick something of interest, pass it by me first) and figure out a good research question. A question that you know there is an answer to.
Some topic ideas:
-propaganda
-Canada's coming of age, nationhood achieved
-Canadian battles (Vimy, Paschendale, Somme, Ypres are some of the biggies)
-War technology
-Internment
-Canadian autonomy
-Indigenous roles in WWI
-Women, changing women’s roles in WWI
-Suffrage
-trench warfare
-Treaty of Versailles
-Canada's war effort at home
-treatment of enemy aliens
Part 2: Research your topic and question. Take notes to answer your question, ask more questions and go deeper if needed. (I'm marking the research process: question, notes) paraphrase and write your notes up in your words! **You must use at least one book!! You must have at least one quote to support your question (and put into your final slides). **Don't forget to record your sources! You will submit your notes sheet.
Part 3: Evaluate your research. Come up with an evaluative question (can tie into historical thinking questions). Do any further research to completely answer your research question.
Part 4: create your final product with a bibliography (in Chicago style).
1. What was the scramble for Africa and why did it happen?
-race to colonize Africa by European nations because of the rich resources like rubber and gold. These resources and others brought much wealth and power to the colonizer
2. Define assimilation and provide 2 examples of assimilation (in practice/policy) in Canada.
-assimilate, to (sometimes forcefully but not always) try to make everyone in society be the same,;where one culture absorbs another; where a perceived dominant culture uses spheres of influence to make all like them
-Indian Act, Residential Schools, 60's scoop
3. Who opened up the west for the NW company?
-for the NW company: David Thompson, Simon Fraser & Alexander Mackenzie
-(James Cook & George Vancouver English explorers)
4. What was trade like and about on the west coast and who was competing for this trade?
-trade was controlled by Maquinna (famous Nootka chief) who demanded respect from the Europeans for trade of Sea Otter pelts
-Spain, Britain and Russia all competing for trade
5. What was the purpose of the Berlin conference?
-purpose was to divide up Africa with boundaries to reduce tensions and war between the European colonizers
We finished up episode two of "Canada the Story of Us". This led to talks about treaties, the Indian Act and residential schools plus the fur trade in the west and exploration of the west. We completed sheets on the numbered treaties and residential schools. We read the section on the Fur Trade in the West and Alexander Mackenzie, David Thompson and other North West Company explorers and traders. We understood that there was competition between the Russians, Spanish and English for the sea otter pelt and how the Indigenous people worked out trade in the west. We did some text book (new) questions and defined assimilation. Read p. 108-113 in new book. Q#1 p. 108 (lower part of page), #2&3 p. 113.
We also tackled the Scramble for Africa, looking at how the colonial powers and their quest for resources and domination of Africa. We did a quick sheet, some notes, watched the following videos in order to help us answer a sheet of questions and have been working on a map of Africa.
https://www.youtube.com/watch?v=5uMF9j8FTtI
https://www.youtube.com/watch?v=PzF88HBlAHY
https://www.youtube.com/watch?v=krWkbA00-J0
Chapters in Crossroads: 5, 6, (parts of chap. 7, 8 & 9)
Quest date: Thursday May 14th
Socials 9:
Monday: we did some review from last week including push/pull factors of immigration, and emigration
-talked about world view some more and how it differed between the indigenous people and the Europeans at the time of contact. How identity can shape world view.
-talked about the importance of the Columbia River and what our own personal connections to the river are. The economic value of the river.
-read the Heart of a River by Eileen Delehanty Pearkes
-All provinces, territories and capital cities.
(provinces written out in capitals, cities in regular eg. ALBERTA, Edmonton, if you abbreviate the provinces like PEI, ensure you write it out in the legend)
-add cities of Revelstoke & Vancouver & capital of Canada
(ensure you differentiate a city, capital city and capital of Canada with symbols appearing in legend, example *capital of Canada)
-Great Lakes, St. Lawrence River, Hudson Bay, James Bay, Pacific Ocean, Arctic Ocean, Atlantic Ocean, Great Slave Lake, Great Bear Lake, Lake Winnipeg
-international borders = red, national borders = black
-ensure title, name, legend, compass rose, scale=unknown
-colour water & lakes blue, colour provinces/territories different colours.
**use numbers for areas where you might not be able to fit in the name (ex. Great Lakes), numbers with corresponding name should appear in your legend
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
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
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.
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.
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:
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.”
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)
Test date: Friday March 14th (please make arrangements with me if you will be away as to when you will write this)
1. Define reactionary and provide an example.
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.
