Welcome to Social Studies 9!
Welcome to an exciting year of Social Studies 9. It is a year of bloody revolutions, civil wars and profound changes many years ago that still reverberate in society today. Get ready for an action-packed thrill ride of a course where we study English Kings, Cromwell, Napoleon, First Peoples of North America, Explorers and the Geography of Canada.
Some Brief Expectations
As a class, I like to start out by building expectations with students about behaviour, attitude and academics. We will sit down and design these as a group. But first, a small video that captures the core of the problem with modern societies fixation with technology. When we are on our phone, we are fundamentally missing living in the moment and experiencing the joy of the moment. Rather than document the moment via text, try to make sure to experience and savour what is right in front of you.
First Day - getting to know you!
1. Students will sit in alphabetical order - this helps Mr. Fitton memorize student names quickly.
2. We will create "2 truths and a lie" cards where students will write out 2 truths about themselves and a lie. The class will try to determine the lie - it is a neat way to learn about each and every one of you.
3. Powerpoint presentation on class rules.
4. Course outline. Students will be given a copy of the outline of what will be covered in the course. See the document below.
2. We will create "2 truths and a lie" cards where students will write out 2 truths about themselves and a lie. The class will try to determine the lie - it is a neat way to learn about each and every one of you.
3. Powerpoint presentation on class rules.
4. Course outline. Students will be given a copy of the outline of what will be covered in the course. See the document below.
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-After the course outline, we will co-create classroom expectations as a group.
-Students have the opportunity to provide their input. 5. Today we are going to look at the concept of history and "Time" and how modern, written human history is rather short. We will watch the video "The history and Future of Everything." It provides a background for the next activity that we will undertake. An approximately timeline activity outside. 6. First ever field trip! The class will go outside and make a timeline on the wall of the school. Using chalk, we will each take a momentous event from history and try to put it on the timeline in an approximate location. This is a good way to look at the entire length of history. |
-Before we leave, each student has to think of a historical event and an approximate date. Something important in history that we can talk about.
-As each student contributes to the timeline, we will have a discussion on how history repeats itself. (i.e.: Caesar, Napoleon, Hitler, tyrants, technology, innovation, weather patters.
OR OR OR....
If the weather does not allow us to go out and create a timeline out of chalk on a wall, we will do a different activity:
Students will receive a some playdough and a piece of paper. Students have 15 minutes to sculpt 3 objects:
Favourite thing/event in history, something they are looking forward to in SS9, and an object that means a lot to them or reflects their personality.
Present to a partner and then the partner must present to the class
-As each student contributes to the timeline, we will have a discussion on how history repeats itself. (i.e.: Caesar, Napoleon, Hitler, tyrants, technology, innovation, weather patters.
OR OR OR....
If the weather does not allow us to go out and create a timeline out of chalk on a wall, we will do a different activity:
Students will receive a some playdough and a piece of paper. Students have 15 minutes to sculpt 3 objects:
Favourite thing/event in history, something they are looking forward to in SS9, and an object that means a lot to them or reflects their personality.
Present to a partner and then the partner must present to the class
Introduction to Geography!
1. What is geography? Students will share with each other. Then record at least one idea on the whiteboard.
2. Introduce Geography through a sensory activity.
-set up a maze in the room, darken the room and have them go through the maze of desks. Students will be asked: How does this activity relate to geography?
3. Game: How Savvy are you?
A. In groups of 4, List every country they know in 5 minutes. Count how many they have.
B. Group with most reads list, everyone crosses off the countries they have, Group with most “unique” (no one else has them) countries at the end will win a small prize.
4. Show them Yakko nations of the world song clip, see if he missed any, watch again to see. If they are right they get a Candy (see clip below)
2. Introduce Geography through a sensory activity.
-set up a maze in the room, darken the room and have them go through the maze of desks. Students will be asked: How does this activity relate to geography?
3. Game: How Savvy are you?
A. In groups of 4, List every country they know in 5 minutes. Count how many they have.
B. Group with most reads list, everyone crosses off the countries they have, Group with most “unique” (no one else has them) countries at the end will win a small prize.
4. Show them Yakko nations of the world song clip, see if he missed any, watch again to see. If they are right they get a Candy (see clip below)
6. Students must write down any that Yakko misses. Then we will watch the clip a second time and they will see if their answer was actually correct. (can write their answers on the board if we want. Often students list an answer that is actually there).
yakkos_world_new_complete_lyrics.doc | |
File Size: | 129 kb |
File Type: | doc |
yakkos_world_trivia_-_missing_countries.doc | |
File Size: | 140 kb |
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7. As a class we will read the textbook, Pages: 161-62 and discuss.
8. Hand out map assignment and explain, each day we will work on it and have a mini lesson that deals with some of the content on the sheet. Please do not lose the sheet as it will require a lot of extra work to re-do a full sheet. The assignment is located below; however, the sheet that students will complete the assignment on is available only in class since it is on irregular sized paper.
9. If time, remains in class, we will label the Provinces (in capital letters) and the Capital cities.
HINTS FOR SUCCESS ON THE MAP PROJECT
Ways to ensure success: all pencil crayon in same direction, use atlas, use ruler, use light pencil, Provinces all in capital letters. Shade just the water’s edge; follow criteria outlined on the assignment handout. See document below.
OR - NEW PROJECT -- YOU RESEARCH AND MAKE A VIDEO ON THE PHYSICAL REGION OF YOUR CHOICE WITH AN IPAD (In groups of 3)
8. Hand out map assignment and explain, each day we will work on it and have a mini lesson that deals with some of the content on the sheet. Please do not lose the sheet as it will require a lot of extra work to re-do a full sheet. The assignment is located below; however, the sheet that students will complete the assignment on is available only in class since it is on irregular sized paper.
9. If time, remains in class, we will label the Provinces (in capital letters) and the Capital cities.
HINTS FOR SUCCESS ON THE MAP PROJECT
Ways to ensure success: all pencil crayon in same direction, use atlas, use ruler, use light pencil, Provinces all in capital letters. Shade just the water’s edge; follow criteria outlined on the assignment handout. See document below.
OR - NEW PROJECT -- YOU RESEARCH AND MAKE A VIDEO ON THE PHYSICAL REGION OF YOUR CHOICE WITH AN IPAD (In groups of 3)
physical_regions_project.doc | |
File Size: | 576 kb |
File Type: | doc |
ss_9_video_project_physical_regions.docx | |
File Size: | 704 kb |
File Type: | docx |
Mountains, Valleys and How Canada was formed
1. Powerpoint on how mountains and valleys are created. Students will take notes on the rear of their assignment sheet. The following powerpoint goes over the types of mountains you will encounter if you were to visit many locations around North America. The video below of Mount Saint Helens demonstrates a volcanic mountain. The Video entitled "O Canada" shows the diverse human and physical geography of Canada. Can you recognize any locations?
physical_geography_intro.pptx | |
File Size: | 31747 kb |
File Type: | pptx |
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3. What places did you recognize (Share with the class). What does this clip show us about Canada? Have you been to any of the locations or events? What did you do there? How are the areas different from Penticton?
4. Define key terms in chapter:
A. Region: an area with similar characteristics (get kids to give examples)
B. Vegetation: Plants that grow naturally in an area (examples)
C. Topography: The shape of the land (mountains, hills, plains)
D. Climate: The temperature and precipitation (moisture) over time in an area.
4. We will then take notes on the Appalachian region together on back of the map project. We will read as a class and create a really good summary as a group.
Appalachians: East Coast
Topography Vegetation
-Old mountains, so low from erosion, fold mt. -Coniferous and deciduous forests
-Fertile plateaus (flat high grounds) and river valleys
-Many rivers
-Coal, oil and gas are resources
Climate
-Cold winters because of Labrador Current
-Warm summers because of Caribbean current
physical_regions_-_topography-climate-vegetation.ppt | |
File Size: | 1714 kb |
File Type: | ppt |
5. Class time to work on maps, do physical regions on back first. Then do the front. Students may complete the assignment at their own pace.
6. Reminder: Here are some good tips for Map creation:
*all pencil crayon in same direction, * Provinces all in capital letters.
*use atlas + text * Shade just the water’s edge
*use ruler, * Legend: for Physical Regions
*use light pencil, * BEGIN with physical regions
6. Reminder: Here are some good tips for Map creation:
*all pencil crayon in same direction, * Provinces all in capital letters.
*use atlas + text * Shade just the water’s edge
*use ruler, * Legend: for Physical Regions
*use light pencil, * BEGIN with physical regions
Latitude and Longitude! The short and long of what you need to know!
1. Review Appalachians Region and key terms (Region, Topography, Vegetation and Climate)
2. Ball and Sticker activity to introduce Longitude and Latitude. Students will be thrown a ball with a sticker on it. Must use descriptors to indicate to the class where the sticker is located. But once they catch it, they cannot move it. Must describe. This activity will show us the need for global markers to help people find locations.
3. We will watch a PowerPoint on Latitude and Longitude; students should take notes.
2. Ball and Sticker activity to introduce Longitude and Latitude. Students will be thrown a ball with a sticker on it. Must use descriptors to indicate to the class where the sticker is located. But once they catch it, they cannot move it. Must describe. This activity will show us the need for global markers to help people find locations.
3. We will watch a PowerPoint on Latitude and Longitude; students should take notes.
latitude__longitude.ppt | |
File Size: | 1372 kb |
File Type: | ppt |
latlong_handout.doc | |
File Size: | 450 kb |
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4. Balloon activity, to review longitude and latitude. In groups of two, students will be provided with a blow up balloon. Only one! They will then have to label the following items on the balloon once it is inflated:
The equator, the prime meridian, lines of latitude, lines of longitude, tropic of cancer, tropic of capricorn and arctic circle.
5. Review rules for the map
6. Work on map. Label physical regions, and Provinces. Work at own pace.
The equator, the prime meridian, lines of latitude, lines of longitude, tropic of cancer, tropic of capricorn and arctic circle.
5. Review rules for the map
6. Work on map. Label physical regions, and Provinces. Work at own pace.
Lesson: Reviewing the Last Few Days + Finishing up the Map
1. Review, lat. Long, and prime meridian. Tropic of Cancer and Capricorn, Equator, Greenwich mean time, International dateline by going outside and using yarn to create a human globe.
Directions:
1. Stand in a circle
2. Point out East, West, North, South and get them to decide where the equator should go. Give those two students red yarn.
3. Ask them where the Tropic of cancer and Capricorn should be, those students , get Yellow yarn.
4. Give Blue Yarn for the Arctic and Antarctic Circles
5. Give green yarn for Prime Meridian/Greenwich Mean time
6. Do a couple of lines of latitude and longitude in black
2. Work on maps, do one region together before moving on to labelling
3. This is the last day to work on Maps. Due on Tuesday. For homework if not completed.
Directions:
1. Stand in a circle
2. Point out East, West, North, South and get them to decide where the equator should go. Give those two students red yarn.
3. Ask them where the Tropic of cancer and Capricorn should be, those students , get Yellow yarn.
4. Give Blue Yarn for the Arctic and Antarctic Circles
5. Give green yarn for Prime Meridian/Greenwich Mean time
6. Do a couple of lines of latitude and longitude in black
2. Work on maps, do one region together before moving on to labelling
3. This is the last day to work on Maps. Due on Tuesday. For homework if not completed.
Lesson: Map Symbols
1. PowerPoint on compass rose/map symbols, (powerpoint says where to take notes)
2. Game on PowerPoint (Guess that symbol) with prizes
3. Continue working on maps
2. Game on PowerPoint (Guess that symbol) with prizes
3. Continue working on maps
the_compass_rose.ppt | |
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symbols_on_maps.ppt | |
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Lesson: Relative Vs Exact Location; Prepping for Quiz
1. Quiz on map symbols, longitude, latitude, compass rose, and the Appalachian region NEXT CLASS review all notes.
2. Teach the terms relative (What a place is near) vs. exact locations (GPS coordinates).
3. Play the "Relative Location Game." Have a student take a cellphone and go hide somewhere on school property. As a class, we will call them on speaker phone. Students in the classroom will get to ask the students who are hiding 20 questions to try to guess where they are. Students must ask "yes or no" style questions. If they ask more than 20 the student hiding wins, if they do not the class wins. An example might of a question might be "are you west of the school."
4. Explain that we will go outside and practice relative location. Each student will receive a Penticton location and they become that place (Ie: You might be "the Channel" or "The SS Sicamous." Get the lakes to draw themselves with chalk at either end of the basketball court and stand at the appropriate lakes. Then ask the Channel kid to draw the channel and stand on it. Then, ask kids one by one to go stand where they should and work together to figure out where they should be they have to arrange themselves on a map.
4. Go outside and draw an approximate map of Penticton and get them to arrange themselves on the map, this is relative distance. (ie: if you are the Casino? Where do you stand in relation to the peach) Exact would be GPS coordinates. We will then discuss what is more helpful - relative or exact.
5. Work on maps - due at the end of class.
2. Teach the terms relative (What a place is near) vs. exact locations (GPS coordinates).
3. Play the "Relative Location Game." Have a student take a cellphone and go hide somewhere on school property. As a class, we will call them on speaker phone. Students in the classroom will get to ask the students who are hiding 20 questions to try to guess where they are. Students must ask "yes or no" style questions. If they ask more than 20 the student hiding wins, if they do not the class wins. An example might of a question might be "are you west of the school."
4. Explain that we will go outside and practice relative location. Each student will receive a Penticton location and they become that place (Ie: You might be "the Channel" or "The SS Sicamous." Get the lakes to draw themselves with chalk at either end of the basketball court and stand at the appropriate lakes. Then ask the Channel kid to draw the channel and stand on it. Then, ask kids one by one to go stand where they should and work together to figure out where they should be they have to arrange themselves on a map.
4. Go outside and draw an approximate map of Penticton and get them to arrange themselves on the map, this is relative distance. (ie: if you are the Casino? Where do you stand in relation to the peach) Exact would be GPS coordinates. We will then discuss what is more helpful - relative or exact.
5. Work on maps - due at the end of class.
Lesson: Cross Section of Canada
1. Talk about cross section of Canada and weather. We will take notes on a drawing that Mr. Fitton has created. The following are key terms that we will learn:
-Windward, Leeward, Rainshadow, Cumulus cloud, Regions,
2. Demonstration of rain shadow: Student will by jump off a desk. Area between where the desk is and where he landed is the rain shadow
-Windward, Leeward, Rainshadow, Cumulus cloud, Regions,
2. Demonstration of rain shadow: Student will by jump off a desk. Area between where the desk is and where he landed is the rain shadow
cross-section_of_canada_notes.pdf | |
File Size: | 343 kb |
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Lesson: Reviewing the Unit for the Test
1. Review cross-section of Canada
2. Videos on weather (questions are on the back of the Cross-section of Canada Sheet)
3. Complete Western Cordillera and Inter-mountain region together. Students will complete arctic on their own
4.Review Activity: In Groups, Draw a picture on chart paper that represents 15 terms from the ASR. We will present as a class.
2. Videos on weather (questions are on the back of the Cross-section of Canada Sheet)
3. Complete Western Cordillera and Inter-mountain region together. Students will complete arctic on their own
4.Review Activity: In Groups, Draw a picture on chart paper that represents 15 terms from the ASR. We will present as a class.
weather_video_questions.pdf | |
File Size: | 352 kb |
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Lesson: Sketchquest - Applying your Knowledge
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1. Students arrived in class and were given a "Sketchquest" sheet.
2. Students went on a field trip to Okanagan Lake Pier (in front of the Lakeside Resort). We applied the concepts learned in Geography to the real world around us. On one side of the Sketchquest was a checklist, instructions and questions. On the other side was a drawing of the Lake and surrounding areas where students had to draw in items that we had learned about. Handout below. 3. Assignment due at the end of the class. |
sketching_assignment_-_gr._9_-_lesson_9.doc | |
File Size: | 189 kb |
File Type: | doc |
Lesson: Reviewing for the Unit Test in Geography
1. Next class, students will be having an exam for the geography unit in Socials 9.
2. We reviewed out sketch quest assignment from last day and went over the answers.
3. We prepared by reviewing key terms on a unit ASR (Active Study Review.)
4. Groups of students had to draw a picture on large paper where they label/describe at least 15 terms from the unit.
2. We reviewed out sketch quest assignment from last day and went over the answers.
3. We prepared by reviewing key terms on a unit ASR (Active Study Review.)
4. Groups of students had to draw a picture on large paper where they label/describe at least 15 terms from the unit.