SOCIAL STUDIES 9 (2018-2019)
Please begin by recognizing and acknowledging the Semiahmoo, Matsqui, Katzie, and Kwantlen Nations on whose traditional unceded territories where we live and we learn.
Please begin by recognizing and acknowledging the Semiahmoo, Matsqui, Katzie, and Kwantlen Nations on whose traditional unceded territories where we live and we learn.
START HERE FOR TERM 1(September)
Friendly Advice...start critical thinking!!! Stop wasting time in class! Telling me what I told you will not get you credit for anything. Thanks for listening, but I need you to "think" and learn on your own (with my help and the help of your peers...remember, we're in this together!
September 5-10...
Some geography stuff...we'll try to touch on all of the following big ideas before your student teacher starts later this month...be prepared to think about and share some examples you might know...
BIG IDEAS:
Keep USA out.
Keep Quebec in.
Make the First Nations disappear.
Primary and Secondary sources are important...Analyze and Interpret!
analyze (look at and record what you see);
interpret (what do you think it means).
Each person may see something different, and maybe interpret things differently compared to others...this is a good thing!! When we share our ideas, we may learn more, and have a deeper understanding.
We looked at the following primary sources to start:
Some geography stuff...we'll try to touch on all of the following big ideas before your student teacher starts later this month...be prepared to think about and share some examples you might know...
BIG IDEAS:
- New ideas and ideologies profoundly influence societies and events.
- The physical environment influences the nature of political, social, and economic change.
- Power alters the balance of relationships between individuals and between societies.
- Collective (cultural/social) identity is constructed and can change over time.
Keep USA out.
Keep Quebec in.
Make the First Nations disappear.
Primary and Secondary sources are important...Analyze and Interpret!
analyze (look at and record what you see);
interpret (what do you think it means).
Each person may see something different, and maybe interpret things differently compared to others...this is a good thing!! When we share our ideas, we may learn more, and have a deeper understanding.
We looked at the following primary sources to start:
September 10-17...students have been practicing "analyzing and interpreting" primary sources, and trying to make conections to one of our themes for the course and big ideas...students will write a sources quiz this week
September 17... what does it mean to industrialize? What is an Industrial Revolution? Are all revolutions the same?
Chang leads to change...this is called the Domino Effect (one change leads to another...example: a motor vehicle is invented...new roads need to be built..roads need to be paved...new industries are created...new motor vehicles are needed to make the new industries more efficient...)
September 20-28...students have been using the Thinking it Through text (Primary sources) and learning some information about the Industrial Revolution (p.4)...Child labour seems to be the focus, but don't lose sight of all the inventions and changes to society that led to our present day situation! Students were asked to complete questions 1-11. By the end of this week, student should have completed the questions and a mind map. Instruction follow:
The Industrial Revolution Mind Map
The Industrial Revolution represents a shift from an economy based on agriculture and hand-powered craft, to an economy based on manufacturing involving machines and factories.
The Industrial Revolution completely changed how people lived and is therefore a major turning point in the history of mankind. It saw a dramatic increase in production of food and material goods brought about by the use of machines and new technologies. It is characterized by:
- industry
- urbanization - this one is important
- use of new metals and energy sources
- new ideas and social change
Create a Mind Map that shows how the industrial revolution led to change and how those changes led to more changes! Make an effort to show how the changes impacted our modern world.
Crossroads, Chapter 5, has some helpful information about the Industrial Revolution
Welcome to our student teacher from SFU, Ms. Kvam
For all tasks and daily activities please check out Ms. Kvam's website: https://mkvam.weebly.com/
November 27...Welcome back Blocks C and D! Let's start thinking about change in America...go back to a time when there were no colonies (British) in America. Students learned about life in England during the 1550-1600, and thought about why people came to America...in groups, students chose a leader (governor) and began thinking about the difficulty in creating a "new" place to live and work...as a class, students will be creating a colony together... Soon it will be time for change!
START HERE FOR TERM 2
November 29... Students in Blocks C/D continued to discuss their potential colonies in the New World....the focus was on:
1. Colony Location
- Where is your colony located?
-New England/Middle/Southern Colonies/Backcountry/Coastline
-Why choose there? List 7 positives and 7 negatives of that option
2. Weather
– What is the average weather like during the four major seasons in that region?
-Spring, summer, winter, fall
-How will you prepare your colonists for the weather? Does the weather compare to England?
3. Food and Water
-What types of food do you need to sustain your health? (Think Food Groups!!)
-How will you get food? (farming, gathering, hunting, fish, etc.)
-How will food be stored?
4. Economic Activity
– What is your colony’s economic activity to repay the joint stockholders? (If you choose the backcountry – how do you survive without imports from Europe?
-This must be based on your colony location!
December 3-7...students learned about the development of the 13 original colonies in America...Why, where, who, when....individually, students were asked to think about where they would have liked to start a colony. First, investigate the climate in the area they choose, next think about what colonists would have needed to be successful (to survive, to prosper, and to keep the investors in England happy).
1. Colony Location
- Where is your colony located?
-New England/Middle/Southern Colonies/Backcountry/Coastline
-Why choose there? List 7 positives and 7 negatives of that option
2. Weather
– What is the average weather like during the four major seasons in that region?
-Spring, summer, winter, fall
-How will you prepare your colonists for the weather? Does the weather compare to England?
3. Food and Water
-What types of food do you need to sustain your health? (Think Food Groups!!)
-How will you get food? (farming, gathering, hunting, fish, etc.)
-How will food be stored?
4. Economic Activity
– What is your colony’s economic activity to repay the joint stockholders? (If you choose the backcountry – how do you survive without imports from Europe?
-This must be based on your colony location!
December 3-7...students learned about the development of the 13 original colonies in America...Why, where, who, when....individually, students were asked to think about where they would have liked to start a colony. First, investigate the climate in the area they choose, next think about what colonists would have needed to be successful (to survive, to prosper, and to keep the investors in England happy).
Dec. 10-15...students will bring their research back to their groups and share their individual ideas about the where and what of their proposed colony...please submit (hand in) your written task for this part of the project!
Dec. 17-21...students water a video about the Massachusetts colonies https://www.youtube.com/watch?v=ocvBSxmrB_M
During the first part they were asked to look for potential "propaganda" or bias, or write down any questions they might have. This was to be handed in at the end of class. The second part of the video dealt with the reality of life in the colonies...did the information in the video match what we've learned so far??? Well, I learned that farming was not that profitable at first (downright impossible). Colonist needed help from the local indigenous people to plant, grow, harvest, and process corn. By the way, corn was unknown in England and therefore of little value there...however, native people were willing to trade furs for corn, and furs were valuable in England!
The last part of this unit involves students writing a letter to the King asking for a Royal Charter to start a new colony.
Students investigated the way trade worked (particularly with slaves from Africa). The notes are posted below....
Dec. 17-21...students water a video about the Massachusetts colonies https://www.youtube.com/watch?v=ocvBSxmrB_M
During the first part they were asked to look for potential "propaganda" or bias, or write down any questions they might have. This was to be handed in at the end of class. The second part of the video dealt with the reality of life in the colonies...did the information in the video match what we've learned so far??? Well, I learned that farming was not that profitable at first (downright impossible). Colonist needed help from the local indigenous people to plant, grow, harvest, and process corn. By the way, corn was unknown in England and therefore of little value there...however, native people were willing to trade furs for corn, and furs were valuable in England!
The last part of this unit involves students writing a letter to the King asking for a Royal Charter to start a new colony.
Students investigated the way trade worked (particularly with slaves from Africa). The notes are posted below....
Jan. 7/8...welcome back! Mercantilism and the Navigation Acts...the root causes of the future revolution! Check out the notes and the task attached at the end...
Jan.14/15...students explored the cause and consequence of the Seven Years War in North America. Using the chart supplied (taken from the following ppt) they were expected to identify the perspectives of each group involved, and explain the consequence of this perspective...remember the core causes of the American revolution so far...Mercantilism, Navigation Acts, Seven Years War...and soon the Royal Proclamation of 1763. Soon the move toward revolution will be upon us!
Jan. 16-18...students revised the core cause of the American Revolution - the things that happened well before the Patriots chose to declare war!
Mercantilism
Navigation Acts
The Seven Years War (Debt)
The Royal Proclamation (1763)
The following notes will be taken in class, with relevant discussion...
Mercantilism
Navigation Acts
The Seven Years War (Debt)
The Royal Proclamation (1763)
The following notes will be taken in class, with relevant discussion...
Jan 21-25...students investigated the use of propaganda as a lead up to the American Revolution...the Boston Massacre was not all the press made it out to be, but it did work to bring together the patriots...the king continued his efforts to control and punish, and the people of America continued to demand "NO TAXATION WITHOUT REPRESENTATION". In other words, the king had the power and the people wanted to shift some of the power in their direction...something the king had no intention of doing.
Jan 29-Feb. 1....complete the above assigned tasks!
Feb 4/5...The Loyalists. What happened? Why? Students took notes from the following powerpoint. Write a question for the slides (for the ones mentioned in class, otherwise, if you were away, all the slides!)
Feb 4/5...The Loyalists. What happened? Why? Students took notes from the following powerpoint. Write a question for the slides (for the ones mentioned in class, otherwise, if you were away, all the slides!)
Feb. 6...Constitutional Act 1791...Were the Loyalist really refugees? Students are asked to think about the influence British Loyalists from America had on the Colony of Quebec...
Feb. 8
TERM 3 BEGINS
Mar. 1-8...students are looking at how power (imbalance) influenced early politics in Upper and lower Canada, leading to rebellion in 1837
Mar. 6/7...students examined life in Upper Canada and Lower Canada and created a Reform and Anti-reform table based on what people in the time might have wanted...the task is posted below.
Mar. 11-15,
Students are expected to complete the rebellions tasks and begin exploring why the individual colonies needed to join (Confederation). What is NATIONALISM? What role does it play in Canada's history (or the world for that matter!)?
April 1-5...students reviewed what they knew about the fur trade and did a thinking task:
Students are expected to complete the rebellions tasks and begin exploring why the individual colonies needed to join (Confederation). What is NATIONALISM? What role does it play in Canada's history (or the world for that matter!)?
April 1-5...students reviewed what they knew about the fur trade and did a thinking task:
April 8-12...students continued to explore the fur trade completion in Canada, and the unique cultures that evolved...
The Metis have established themselves in the Red River Valley. They farm and hunt bison to make pemmican. They sell the pemmican to the fur trading companies on a large scale....what could possibly go wrong??? Enter Lord Selkirk and his plan the create a colony!
Students are encouraged to begin the process of learning about their own unique culture...students will present their "story" to each other during nearer the end of the Metis unit (first week of May). The point is not to create a family tree (although that can be fun and create an interest in a big-long project), it is simply to discover why we are the way we are....and why we want to stay the way we are...culture is what fuelled the conflict at Red River!
April 15/16...The violent completion between the fur trading companies caused a great deal of grief in the Red River Valley...this led to a new policy (Pemmican Proclamation of 1814) and yet another violent confrontation (SEVEN OAKS INCIDENT)...the assignment is below:
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Using a variety of sources, students are expected to: ASSESS HOW PREVAILING CONDITIONS AND THE ACTIONS OF INDIVIDUALS OR GROUPS AFFECT EVENTS, DECISIONS OR DEVELOPMENTS (Grade 9, CAUSE AND CONSEQUENCES)
Use the following sources to help write your letter...
John Pritchard was one of only a few settlers who survived the incident.
“On our nearer approach the party seemed to be more numerous, on which the governor made a halt and sent for a field piece, and ordered us to advance. We had not proceeded far before the half-breeds, with their faces painted in the most hideous manner, and in the dresses of Indian warriors, came forward and surrounded us in the form of a half moon. Then I saw a Canadian named Boucher ride up to us waving his hand and calling out, “what do you want ?” I saw the governor take hold of Boucher’s gun, and almost immediately a general discharge of fire arms took place, but whether it began on our side or that of the enemy I do not know.”
Although he was right beside Governor Semple, he claims to not know who fired the first shot. Interestingly John Pritchard’s house was burned down in 1814 by the NWC…
Daniel Harmon –An American who worked for the NWC received letters telling him about the incident…
•the Métis were “obliged to pass” near Lord Selkirk’s settlement and were surprise attacked by the settlers who "fired upon them, twice".
•the Métis did not have ammunition or guns however he later describes “those who did have arms returned fire” to defend themselves. This document points to the English settlers for starting the “Battle” of Seven Oaks.
Alexander Ross, Englishman who worked for the HBC and NWC before settling in the Red River area…
His memoirs state; “women and children were running in panic from the approaching enemy, the Métis who were armed. He states that “their hostile purpose being manifest”, they fired the first shot, followed by a "merciless volley". He describes the battle as a “massacre” and the Métis as “murderers” whereas he describes Governor Semple as "being of a mild, steady, just and honourable character, highly accomplished and universally beloved".
This version of the story clearly puts the blame on the Métis for beginning the Massacre of Seven Oaks.
A letter from John McGillivray dated July 17, 1816 provided details about the Battle of Seven Oaks. In this letter, he states that the “Indians” tried to go past the Hudson’s Bay Post however once observed by Semple, he and his men approached them. It describes how an “Indian” tried to talk to Semple but Semple ordered him to be taken prisoner. As such, the "Indian" tried to escape so "Semple ordered him to be fired at, which they repeatedly did".
This document clearly indicates that Semple and his party fired the first shot.
John Pritchard was one of only a few settlers who survived the incident.
“On our nearer approach the party seemed to be more numerous, on which the governor made a halt and sent for a field piece, and ordered us to advance. We had not proceeded far before the half-breeds, with their faces painted in the most hideous manner, and in the dresses of Indian warriors, came forward and surrounded us in the form of a half moon. Then I saw a Canadian named Boucher ride up to us waving his hand and calling out, “what do you want ?” I saw the governor take hold of Boucher’s gun, and almost immediately a general discharge of fire arms took place, but whether it began on our side or that of the enemy I do not know.”
Although he was right beside Governor Semple, he claims to not know who fired the first shot. Interestingly John Pritchard’s house was burned down in 1814 by the NWC…
Daniel Harmon –An American who worked for the NWC received letters telling him about the incident…
•the Métis were “obliged to pass” near Lord Selkirk’s settlement and were surprise attacked by the settlers who "fired upon them, twice".
•the Métis did not have ammunition or guns however he later describes “those who did have arms returned fire” to defend themselves. This document points to the English settlers for starting the “Battle” of Seven Oaks.
Alexander Ross, Englishman who worked for the HBC and NWC before settling in the Red River area…
His memoirs state; “women and children were running in panic from the approaching enemy, the Métis who were armed. He states that “their hostile purpose being manifest”, they fired the first shot, followed by a "merciless volley". He describes the battle as a “massacre” and the Métis as “murderers” whereas he describes Governor Semple as "being of a mild, steady, just and honourable character, highly accomplished and universally beloved".
This version of the story clearly puts the blame on the Métis for beginning the Massacre of Seven Oaks.
A letter from John McGillivray dated July 17, 1816 provided details about the Battle of Seven Oaks. In this letter, he states that the “Indians” tried to go past the Hudson’s Bay Post however once observed by Semple, he and his men approached them. It describes how an “Indian” tried to talk to Semple but Semple ordered him to be taken prisoner. As such, the "Indian" tried to escape so "Semple ordered him to be fired at, which they repeatedly did".
This document clearly indicates that Semple and his party fired the first shot.
April 17-30...Students are encouraged to work on their Family Culture Project/Presentation...this is a way for them to connect to their "culture" by interviewing family members... this is not intended to be a "Family Tree". Example: Someone finds out they had Dutch ancestors. What are some of the cultural indicators for that culture? Food, Clothes, Art...does that person still enjoy some of these cultural factors today?
Students continued learning about Metis culture, including an in class presentation of Metis clothing, beadwork, and sashes...
Students continued learning about Metis culture, including an in class presentation of Metis clothing, beadwork, and sashes...
April 29...students were asked to complete the Metis questions using their understanding, and a resource package available in class.
May 1/2....The Rupert's Land purchase...Why did Canada want the land, and why did the HBC want to sell the land? Who owned it? Who lived there? What problems might arise after the purchase? Students took notes about the issue and used the following resource to answer the attached questions:
- Explain Manifest Destiny.
- Explain the reasons the government of Canada needed Rupert’s Land?
- What were the issues facing the HBC during this period?
- In your opinion, what are some of the problems facing the government of Canada after they purchase Rupert’s Land? Think hard about this.
May7-10...the Rupert's Land purchase caused many confusion...who owned the land there??? HBC? Britain? The Metis? The Metis resisted the Canadian government's attempt to send surveyors and a governor to the new NWT...Cultural project will be presented stating this week...
May13-24...students have been sharing their Family culture projects each class last day to present for Blocks C/D is May 21 and for Block E is May 22. Students have also been working as agents for the government of Canada to try a figure out what was really happening at Red River...they got a copy of the Metis List of Rights and with another agent were expected to re-write each article in plain language and then determine why the Metis would ask for each "right". They watched a video about William McDougall's entry into the territory and were challenged to send a note to JA MacDonald to tell him what really happened....
The Red River Spy Mission...there are three parts:
Part 1: Reword the Metis List of Rights and they explain why the Metis would ask for each of the rights.
Part 2: Explain what really happened when McDougall tried to exert his power on the Red River area (What, who, why...)
Part 3: Make a recommendation to PM Macdonald about what he should do to solve the "crisis" at Red River.
The Red River Spy Mission...there are three parts:
Part 1: Reword the Metis List of Rights and they explain why the Metis would ask for each of the rights.
Part 2: Explain what really happened when McDougall tried to exert his power on the Red River area (What, who, why...)
Part 3: Make a recommendation to PM Macdonald about what he should do to solve the "crisis" at Red River.
May24-31...students learned about the treaty making process and reasons why the government and the indigenous may have needed to make the treaies.
June 3-June 7...students began thinking about "Nationhood" - the building of the Canadian Pacific Railway. Financial concerns, geography, and culture made the process difficult. BC expected the job to get done, or they would leave confederation...Macdonald's National Dream could not be fulfilled without the CPR...What's tariff? How is this policy going to help Canada achieve it's goal of nationhood?
Here's the questions for this mini unit:
June 3-June 7...students began thinking about "Nationhood" - the building of the Canadian Pacific Railway. Financial concerns, geography, and culture made the process difficult. BC expected the job to get done, or they would leave confederation...Macdonald's National Dream could not be fulfilled without the CPR...What's tariff? How is this policy going to help Canada achieve it's goal of nationhood?
Here's the questions for this mini unit:
June 14...WW1 propaganda posters... the posters for the class activity are below: