Socials 9 June 20

All exams are marked! The class average is 75% (which is a B) which means everyone passed!

If you wish to see your exam, you can pop by the classroom and have a look.

It's been a great 1/2 year and I wish you all the best of luck for next year and a wonderful summer!

Socials 9 : LAST CLASSSSSSSS June 18th, 2018

The exam is on  Wednesday Morning: June 20, 2018

To Study you will need:

1. Industrial Revolution: Crossroads Questions 9

2. The chapter 5: The triumph of Steam  (4 pages long)

3. The industrial Revolution sheet with the worst jobs

4. Click HERE for INDUSTRIAL REVOLUTION POWERPOINT

Exam:

60 multiple choice

Short answer:  All students have been given the short answer questions and a piece of post-it to make notes on.


Good Luck!!!

Monday, June 11, 2018

 Today, we will be busy trying to catch up what was missed on Friday.

 First we will take notes on this IR power Point:
 
 Industrial Revolution Power Point 
* notes
Questions: We will go over the questions from Friday.

 * all material will be on your exam

A List of terrible jobs during the Industrial Revolution:

A. Mule Scavenger 

 

Socials 9: Friday, June 8, 2018 Industrial Revolution 1

Industrial Revolution: Day 1 of 3

1.) Revolution - Discussion

 2. A Short video to set the tone:






2. Industrial Revolution Power Point 
* notes

Questions:

 * all material will be on your exam

Social Studies 9 French Revolution Test Day June 6, 2018

Social 9.

TEST DAY.  Please come to class prepared and ready to write a test. 

******Hand in your notes for the French Revolution.*******

While you are waiting for others to finish Please read pages 102-105 of your text books

June 4, 2018 Socials 9, Revolution and Review

Today, we will finish off Anatomy of a Revolution and do a little group work.  We will also review the French Revolution for our Quiz on Wednesday. Please take pictures of your notes and/or take your notes with you to finish up.  They will be due on Wednesday- the grading:

French Revolution Notes: Due on Wednesday June 6,

Completed, tidy and embellished notes  A+
Completed and tidy notes                        A
Mostly complete (only a few things missing) and tidy B
Notes completed but no drawings          C+
Notes incomplete 60%.                           C
Incomplete            50%.                          C-
incomplete and sporadic (shows some effort) less than 50% completed P
Notes not turned in will receive a zero

These notes were guided sketchnotes and to receive full--marks must be completed as such, as previously discussed at the start of the assignment. 

Socials 9, May 30, 2018 Anatomy of Revolution

Mentimeter vote: Test Monday on French Revolution or add to Final Exam.
We will allow majority rule!

A Revolutionary Song:

Anatomy of Revolutions

-What is a Revolution?
-Establishing Patterns
-Looking Ahead

The Anatomy of Revolutions PPT 


Revolutionary songs:

 

 

 

 

 

Monday, May 28 Socials 9

Today, we will finish off our notes for the French Revolution.

And play a Kahoot! on the French Revolution.

Socials 9 Friday, May 25, 2018

I am away today due to a family emergency.  You will be working on your notes with TTOC.  When you are finished there is a Kahoot! and some youtube videos.

**** Correction on your notes***** The Clergy is the 1st Estate and the Nobility the 2nd.  I find that this information is not consistent, however, there seems to be more solid information confirming The Clergy as the 1st and Nobles as the 2nd.  This will be important for your Kahoot!

At the end of the class, Mr Murphy will come in to help the class move back to room 101!

Thank you!

1. Notes
2. Kahoot! French Revolution  ***Please see correction note above*****
3. French Revolution Videos   *** video #3  *****

Socials 9 May 18, 2018

Today in Socials nine we continued our notes for the French revolution:

Page 1:

The act of taking notes solidifies the events into your memory and engages your frontal lobe.  There are four ways that learners intake information. They are visual, auditory, reading and writing and kinesthetic. Now in order for us to really chew on information and do something with it, we have to engage at least two of those modalities, or we have to engage one of those modalities coupled with an emotional experience. The incredible contribution of adding a doodle or a drawing is that it engages all four learning modalities simultaneously with the possibility of an emotional experience. Therefore, we have a better chance to remember this information.  Let's put it to the test..!

Wednesday, May 16, 2018

Today I am away.  I have left a timeline activity and some youtube videos on the French Revolution.

Enjoy your day!

The French Revolution press here

Monday, May 7, 2018

Today in Socials we will begin our heritage presentations.  The following very brave students will start us off:  Tenzin, Emily, and Olivia

Then we will continue our doodle notes on the French Revolution and briefly review the American Revolution, Divine Right, and the 3 Estates of 18th century France.

May 2, 2018 Socials 9 French Revolution

Today, we take a look at the Estate system of the French Revolution and copy down the Timeline.

Student's have requested more in-class time to finish their Heritage Projects.  So I will then give the rest of the class for students to compile their projects.  Those students who are done can get a head start on reading about the Revolution pages 51-54.

We will also schedule our presentations. 
the choices will be:

1. May 7th - Monday

2. May 9th-Wednesday

3. May 11th- Friday

Each presentation will be 5 minutes and students will be asked to highlight their projects and talk about what they have learned about their heritage.

There will be no Cellphones during the presentations.

April 30, 2018 Social Studies 9 French Revolution

 Remember: your heritage projects are due May 7th
 _____________________________________________
The French Revolution:

1. What do you know about France?

2. Timeline

3. Map work #Maps.

Socials 9: Finishing off Pioneer Life in Canada

Today, we will Finish of Pioneer Life and Hand it in. Once you have finished,

RESEARCH OUR HERITAGE PROJECTS AND WORK ON LAYOUT

Work on our heritage projects. Family Trees, and looking up names in the Library and Archives Canada

1. Passenger Lists from Ships Landing in Canada

Intriguing Connections:

1. Some migrating families were used to moving around and with cheap carriage on logging ships to be had, some travelled back home quite often, perhaps to escape the cold Canadian winters! Keeping track of their movements can be difficult, artefacts in the form of letters home or by way of introduction, military objects such as cap badges, can all pinpoint movements between census years. So they may have emigrated to Canada in the first instance but could turn up in Australia further down the line.

For more background and useful information on Canadian family history and family trees, follow the links.

To explore further Canadian posts, artefacts and useful resources and sources then go to Intriguing Family History

Social Studies 9

 

So what caused the Great Migration of Canada?

There were a number of factors at work that just happened to peak at the same time.

1. Firstly, the American War of Independence (1775-1783). Not all Americans during the War for Independence, wanted independence and many loyalists left America during and after the American Revolution. The British offered freedom to any slave who would join the British troops and 3500 of them came and settled in Nova Scotia. First Nation loyalists who were worried about the loss of land if the British lost, moved to Canada and of course there were many Americans who did not favour independence from Britain, whose position in America became untenable.
2. Britain was in the middle of an Industrial and Agricultural Revolution. People were being squeezed out of the countryside and a rural employment and moving to the towns. It wasn’t always easy to find work though in an increasingly mechanized workplace. Conditions and pay were poor and labourers felt a sense of exploitation.
But industrial revolution was not just confined to Britain, Europe, America and Canada were also in the throws of industrial change.
3.Skilled workers were sought after and tempting offers were made to British workers to take their chances at earning a good living in a new land and they took it.

4.In Britain, the end of the Napoleonic Wars released an enormous number of men onto the streets looking for work, just at the time when employment opportunities were stretched very thinly. Enclosure and mechanization of cottage industries such as weaving, meant more people were out of work and struggling to feed their families.
5. The mines in the south west of England were becoming depleted and families were moving en mass to other areas to find work. Some moved to the north of England others took their chance overseas.
6. In Britain the cursed Corn Laws forced the price of bread ever upwards and in Ireland, the horror of the potato famine gave people no choice but to leave and start over again somewhere else.

What happened after the period of the Great Migration of Canada?

• Over 400,000 British people settled in Canada
• Many were enticed with the offer of cheap or free land, this upset those settled already
• The British population outnumbered the French and spilled over into French territories causing problems
• The problems between the French and English became ever more convoluted and political

 Pioneer Life: worksheet
 

Intriguing Connections:

1. Some migrating families were used to moving around and with cheap carriage on logging ships to be had, some travelled back home quite often, perhaps to escape the cold Canadian winters! Keeping track of their movements can be difficult, artefacts in the form of letters home or by way of introduction, military objects such as cap badges, can all pinpoint movements between census years. So they may have emigrated to Canada in the first instance but could turn up in Australia further down the line.

For more background and useful information on Canadian family history and family trees, follow the links.

To explore further Canadian posts, artefacts and useful resources and sources then go to Intriguing Family History

Example of houses early settlers built: 

April 20, 2018 Socials 9

 Kahoot: How well do you know Canada? Trivia

1. Update on Skookum Story Project and your Heritage.

2. Map your Family Tree

3. Pioneer Life in Canada.

April 18, 2018 Socials 9 Heritage Project and Pioneer Life

Current Events: Plastic-eating enzyme could help fight pollution, scientists say

                          What is going on with BC and Alberta?


Kahoot: The Great Migration a Review

_______________________________________________________________________________

1. Update on Skookum Story Project and your Heritage.

2. Map your Family Tree

3. Pioneer Life in Canada.

Socials 9 April 11, 2018

WHAT DO I HAVE TO HAVE DONE ?

• OVERDUE: Be sure to have your answer to the plastic question handed in: How can we rethink our plastic behaviour?

• First step in your Skookum heritage project due Wednesday.  Check blog from April 9 for information.

________________________________________________________________________________

Today:

1. Watch a clip from Alias Grace to get an idea what it was like as an immigrant to Canada on a coffin ship.
2. What happened once people got to Canada? What were the cities like? What was the country like? 
3. Watch a short DVD on coming to Canada for the first time.
4. Assignment: Pioneer Life {for marks} (we will do some questions together)

Social Studies 9 April 9, 2018 The Great Migration and Heritage inquiry Project

Back to Canadian History:

A review of Canada and England 

Why Come to Canada? What where the pull factors that drew people to Canada?

Example of houses early settlers built: 

 

A discussion of the Great Migration.

Document to go with Migration
______________________________________________________________________________

HERITAGE INQUIRY / Skookum Stories

The immediate value of the Heritage Inquiry is that students connect their own identity to the curriculum. In our experience this is the most effective engagement possible (not just for Heritage but in any area) -- when students connect what they are learning in school to their values, background, interests, ideas that ground them to past, present, and future, we see students for who education is meaningful.

Student Resources for conducting Heritage Research

Canada GenWeb Project
Canadian Wartime Letters and Images
Canadian Gov't  - Family History Records
Genealogy.com Family Surname Forums
Rootsweb Family Search Engine
Rootsweb - variety of family research tools
Search early Canadian Census records
A Guide to Genealogy (US based, but good resources)

What kinds of things can students put into a Heritage Project?

Found (e.g. reproduced) or original: coins, stamps, letters, maps, flags, drawings, recipes, ribbons, medals, and of course photographs.
A Heritage Project may included interviews (clips, quotes, transcripts, summaries), family trees (charts or diagrams), gathered stories, interpretation of evidence, visual displays (e.g. posterboard), digital presentation (e.g. slideshow, video, website), or a "performative response" (dramatic reenactment, music, dance, original art).

Pretty much every school library has a fantastic collection of books related to Canadian and World history.  The problem is not "can I find something?" but "where do I begin?"  Your teacher-librarian, Ms Clark,  will be the most useful resource as you select titles to aid you in your research.  I would also recommend using our course textbook and other reference books and textbooks that we have in the school.  

Examples of Heritage Projects and results of inquiry

How does "Inquiry" fit in?

Like any good project, the focus should not just be about finding stuff to collect and display, but about powerful questions and good storytelling.  Students will learn a surprising amount simply from conducting the research and assembling a project, but the next level is achieved when they ask big questions about the work they are doing and find a way to demonstrate their learning through their project presentation.  Powerful questions do not have to be complicated.  Consider these -- some are simple, some are not, but they are all powerful:
What did World War II mean to my grandparents?  How did my family experience poverty in the 1930s and 40s?  What can my own family evidence tell me about how the values, goals, and expectations of teens in the 1950s differ from what they are now? Are values, goals and expectations actually tied to entire generations or are they a result of individual families and their circumstances? What role do grief, fear, hope, and joy play in the lives of my ancestors? What connections can I make between the stories that stand out as I conduct heritage research? How much were the lives of ordinary people affected by global events and famous leaders of their time? Looking back at what impresses (or depresses) me about the stories I've gathered, what do I think I would like to pass on to my own children? Is there a "geography" to my heritage -- what role does "place" play in how the stories unfold?

Time Frame. (2 classes and the rest done at home).  There will be aspects of it due along the way to keep you all on track.  Presentations over 2-3 classes.