Welcome to Madame Jarvis's Social Studies 9 course!
My course in grade 9 focuses on Revolutions, Expansion, Evidence and Interpretation
This webpage is intended to be a resource for other teachers
who are looking for examples of what they can do with their classes.
I have benefited from the generosity of others over the last few years.
Much of what I have created was collaborative from the get-go with others at
my school & a dear mentor from another district who was a FA for a long time.
Sharing what I have here is a way of paying it forward from when others have helped me.
I have given credit to my collaborators or sources of inspiration in each document,
and I hope you will continue to do the same.
Please excuse any errors! Also I am still new to Social Studies so in 3 years it may look a lot different as I am still figuring things out. Regardless, I hope this supports some of you in both face to face or blended/online.
You have my blessing to make copies and change at will, BUT If you use **anything** I share, please credit me at the bottom of every page you use, so that any other colleague can know who to approach with questions or ideas for collaboration.
If you have any questions, suggestions, or contributions, please email me
(jarvis_n at surreyschools dot ca) or send me a tweet! @nico1e on Twitter.
I rely a lot on the Michael Cranny (2002)`A la Croisée des Chemins (Les Éditions de la Chenelière) textbook for my grade 9 course, when I am teaching notetaking / information-gathering. This keeps it simple so I can easily scan what the kids do and see differences/trends.
I use a specific template for notetaking that has three components: 1) Vocabulary work, 2) Main ideas, and 3) Ideas, connections, connections. I like this textbook for French Immersion social studies, because it has a solid reading level appropriate for grade 9s (not too easy, not too hard), comprehensive chapters & cool primary sources throughout. In French: Michael Cranny (2002)`A la Croisée des Chemins (Les Éditions de la Chenelière) |
*Work in progress adding links in 2020* - note to self, pull from parent mass email and from my Socials FB group post.
*Apologies - much of it what I post here will still be in be French for the time being. If you need to translate anything I recommend using the website Deepl *not* google translate. I do teach Socials in both languages but I haven’t organized it well enough to have both languages side by side in my website yet.
Other recommended texts:
- Nelson B.C. Socials 9 (Currently undergoing translation into French)
- The Big Six
- Teaching About Historical Thinking
- Dive into Inquiry - Trevor Mackenzie & Rebecca Bathurst-Hunt
- Standards-Based Learning in Action - Tom Schimmer
- Grading from the Inside Out - Tom Schimmer
- The Critical Thinking Consortium (TC2) Historical Thinking Videos
- The Critical Thinking Consortium (TC2)
- Middle Years - Leyton Schnellert
For anyone who teaches grades 8-12, heres' an Annotated Bibliography template and a guided inquiry process documents for a performance task, mostly en français.
Personal Revolutions
Revolutions in Pop Culture
Core Competencies of Revolutionary People
Practice Inquiry into a Revolutionary Era - Phase 1 only. General research & question generation (KLW) *I do WONDER last on purpose ENLIGHTENMENT - USE VIDEOS AND WEBSITES, LET THE KIDS CHOOSE TEXTS. HELPS TO ADD CONTEXT & WARM UP INQUIRY THINKING
Attempting to generate questions on an unknown topic. Surface the struggle. NELSON MANDELA
Categorize the questions the next day. Take the ones the kids made up, add a few more complex ones, give them a legend of how to code the questions. Thick? Thin? Open? Closed? What historical thinking is elicited in the question? Could it have more than one possible answer, depending on the approach and the interpreter?
Think-Pair-Share
ENCOUNTERING QUESTIONS - give them Andrew Aikenhead's sample Heritage Fair Inquiry questions, in big font on coloured paper, in big strips that the kids can organize and sort.
Here are my questions activities – you might want to bookmark the links instead of downloading them, just because they are living document liable to change a lot in the coming weeks. I keep adding questions as I come across good ones.
Grade 10
https://docs.google.com/document/d/1sRYyB7j-_S6Tj1o0mADfpRG9ngpF6qdj19azxa452k4/edit?usp=sharing
Grade 9 Lesson plan & questions
https://docs.google.com/document/d/1Dp1wqf_Mde8Gp2ELDrYaaISqH-sFZ1nf4pp_5x9zUao/edit?usp=sharing
More for grade 9 (bilingual document, you gotta scroll for the English pages)https://docs.google.com/document/d/1kF0Xk-i5UTZOM0xA6Y_qwWF22cprJzBVobOiNGJbskM/edit?usp=sharing
Historical Thinking Anchor chart handout:
https://docs.google.com/document/d/1wtww7eetiuwPIdQk4epPu2WqP8M7wJWCu67YU4My2y0/edit?usp=sharing
Activity 1: Sort them for complexity. Teacher circulates and is actively interested in watching and listening to the kids share their thinking. Prompt a few kiddos who have been more quiet, give them provocations and back away, Sarah Moore-Call-style. ;) Ask groups to tell you their rationale. What criteria for complexity did they use? What were the clues they found?
2: Sort for topics. It was interesting to see some kiddos use categories I taught them last year in another critical analysis unit: Social, Geographic, Political, Economic. See how well the kids can elicit subject and topic from a question. They're being asked to read the questions differently each time. Some categories were women, some kiddos said "Women's Rights" though. So you can see how either that could be a higher-order inference, OR it could be an unfounded assumption, depending on what texts the kids are looking at.
3: sort for historical thinking concept. Does a question elicit perspective-taking? Cause and Consequence? What about if a question seems to have both... is that possible? Can an inquiry question elicit open-ended answers with multiple lenses?
NOW leave the questions in front of them.
NOW give them time to do general research into the topic. NELSON MANDELA, and the kids do a KNOW - LEARN - WONDER sheet using little videos, podcasts, and/or written texts. Let them choose.
Share some of the questions we made up after in our WONDERS. Why are they better than the ones we came up with on Monday?
Practice Inquiry into a Revolutionary Era - Phase 1 only. General research & question generation (KLW) *I do WONDER last on purpose
Encountering Questions activities
"Analyse a revolution"
I will be making English versions gradually since I am likely to teach this again in English, but Deepl is a decent translator if you're needing help ASAP. The only reason I use Deepl is to save myself time. I could translate it if I wanted to, but I can't afford to do it myself. My time needs to go to design for learning.
The first inquiry we did they created their own questions with my help, but for this one the question is made for them: "To what extent does my chosen rebellion or revolution reflect the presence or absence of the 5 ingredients in the recipe for revolution, and how?" (It sounds better and simpler in French lol...)
My students are using this for their Annotated Bibliography to front-end their inquiry. Rationale: My hope is that this annotated bibliography will help them to develop critical thinking instincts, and it will also make them less likely to hit the day before the project’s due and freak out because they’re just then realizing they don’t have adequate sources and need my help finding more. I’d rather them know this on *day one* before I give out the project description. That said, they already know I'll be looking for them to prove the presence (or absence) of the ingredients in our 'recipe for revolution'. Judging credibility and identifying ethical judgements are also two of the curricular learning goals in B.C. Social Studies.
Revolutions speed Dating (Students do general exploration of a handful of topics, then they nominate their top 3 and we conference to pick their topic... I inevitably default to what would have the most intrinsic motivation but also what is research-able.) I do this for every analysis or project. (Student choice ftw!)
French version
Alternative that I gave up on
Recipe for Revolution - 5 criteria for inquiry (Focus on Evidence & Interpretation)
I used the French Rev to model the process this year. We watched both Marie Antoinette (2006) and Les Miz (2012) to gain perspective, then we corroborated the movies using Primary Sources via Padlet.
Support document in English for Parents' sake
Peer evaluation sheets (kids present in stations, on different days, and they always have a critical analysis activity to guide their listening. I learned this from Shauna N-Swetlikoe )
Peer eval for Grades 9-10
Peer eval for Grades 9-10
Reflection sheets
Some of my planning process is here:
Rough template PPT for the kiddos so it can go faster
I also have samples from students of years' past but keep in mind that the project has changed slightly since then.
15 min Small Discussion on the US federal elections:
- Look at this web page. What is CNN predicting? https://www.cnn.com/election/2020/results/president?iid=politics_election_national_map&utm_term=16044881615979255817c8ff0&utm_source=cnn_Five%20Things%20for%20Wednesday%2C%20November%204%2C%202020&utm_medium=email&utm_campaign=1604488161600&bt_ee=toTWk5x9JkazW2u54ALhnWhaYj4MnLOQ%2FZ7q9xEZLYUE7V5oJKw%2BFmpK0zZwkYVc&bt_ts=1604488161600&fbclid=IwAR08h82C_GaogGMKOiFb1YRrHmK6XMRgPmRR5vCEMwdnN7TUL-oi-5VA-To
- No one will know the real results for a few weeks, because we have to count the votes that have been sent by mail. So be careful of candidates who claim to have won, because they don't have enough evidence to be able to announce this!
- Example: VIDEO Trump announces that he has won, that he wants to prevent the votes by mail not to be counted: https://www.instagram.com/tv/CHKgMoqJNif/?igshid=ebclbx4s2q5y&fbclid=IwAR2DkjxhkR1p019oLpH_FAZxdztGWVE9K0FtxVGWXwDaTyFYIDFruzEUvfg
- Reflect on the rhetoric (language) that Trump and the Republicans have been using for several years. Think about how it might influence the emotions, beliefs and actions of people who support the values and plans of the Republican Party. Why might Trump wish to say this? What might saying this cause or prompt in the people who see it?
Interactive Activity: What kinds of actions do citizens take when they want major changes in a political system or organisation (such as a school, for example, or a company/company)?
- Video "Aboriginal Peoples' Rights in the Canadian Constitution" https://youtu.be/1gX-X9q9SEw
- Discussion: What examples were shown in the video of specific actions taken to bring about change?
- Interactive activity: Classify examples of actions into 4 categories. --> Here are the materials:
1. Info / event / fact cards: https://electionsetdemocratie.ca/action-citoyenne-dhier-aujourdhui-0/cartes-dactivite-les-droits-des-peuples-autochtones-dans-la-constitution-canadienne
2. the game board with the 4 categories: https://electionsetdemocratie.ca/action-citoyenne-dhier-aujourdhui-0/planche-de-jeu
Finished?- Think about it: how could that activity help us in the Revolution analysis project? Do you now know how to better show examples of unity, or perhaps how to better show evidence that people wanted major changes?
6) Work on the project (1 hour, take a 15 minute break, then continue for a second hour on the project)
Much thanks to Bruce McCloy (New West), Matt Brandt (Surrey), and Kristin Natsuhara (Surrey) who helped me with ideas and inspiration along the way.
Personal Revolutions
Revolutions in Pop Culture
Core Competencies of Revolutionary People
Practice Inquiry into a Revolutionary Era - Phase 1 only. General research & question generation (KLW) *I do WONDER last on purpose ENLIGHTENMENT - USE VIDEOS AND WEBSITES, LET THE KIDS CHOOSE TEXTS. HELPS TO ADD CONTEXT & WARM UP INQUIRY THINKING
Attempting to generate questions on an unknown topic. Surface the struggle. NELSON MANDELA
Categorize the questions the next day. Take the ones the kids made up, add a few more complex ones, give them a legend of how to code the questions. Thick? Thin? Open? Closed? What historical thinking is elicited in the question? Could it have more than one possible answer, depending on the approach and the interpreter?
Think-Pair-Share
ENCOUNTERING QUESTIONS - give them Andrew Aikenhead's sample Heritage Fair Inquiry questions, in big font on coloured paper, in big strips that the kids can organize and sort.
Here are my questions activities – you might want to bookmark the links instead of downloading them, just because they are living document liable to change a lot in the coming weeks. I keep adding questions as I come across good ones.
Grade 10
https://docs.google.com/document/d/1sRYyB7j-_S6Tj1o0mADfpRG9ngpF6qdj19azxa452k4/edit?usp=sharing
Grade 9 Lesson plan & questions
https://docs.google.com/document/d/1Dp1wqf_Mde8Gp2ELDrYaaISqH-sFZ1nf4pp_5x9zUao/edit?usp=sharing
More for grade 9 (bilingual document, you gotta scroll for the English pages)https://docs.google.com/document/d/1kF0Xk-i5UTZOM0xA6Y_qwWF22cprJzBVobOiNGJbskM/edit?usp=sharing
Historical Thinking Anchor chart handout:
https://docs.google.com/document/d/1wtww7eetiuwPIdQk4epPu2WqP8M7wJWCu67YU4My2y0/edit?usp=sharing
Activity 1: Sort them for complexity. Teacher circulates and is actively interested in watching and listening to the kids share their thinking. Prompt a few kiddos who have been more quiet, give them provocations and back away, Sarah Moore-Call-style. ;) Ask groups to tell you their rationale. What criteria for complexity did they use? What were the clues they found?
2: Sort for topics. It was interesting to see some kiddos use categories I taught them last year in another critical analysis unit: Social, Geographic, Political, Economic. See how well the kids can elicit subject and topic from a question. They're being asked to read the questions differently each time. Some categories were women, some kiddos said "Women's Rights" though. So you can see how either that could be a higher-order inference, OR it could be an unfounded assumption, depending on what texts the kids are looking at.
3: sort for historical thinking concept. Does a question elicit perspective-taking? Cause and Consequence? What about if a question seems to have both... is that possible? Can an inquiry question elicit open-ended answers with multiple lenses?
NOW leave the questions in front of them.
NOW give them time to do general research into the topic. NELSON MANDELA, and the kids do a KNOW - LEARN - WONDER sheet using little videos, podcasts, and/or written texts. Let them choose.
Share some of the questions we made up after in our WONDERS. Why are they better than the ones we came up with on Monday?
Practice Inquiry into a Revolutionary Era - Phase 1 only. General research & question generation (KLW) *I do WONDER last on purpose
Encountering Questions activities
"Analyse a revolution"
I will be making English versions gradually since I am likely to teach this again in English, but Deepl is a decent translator if you're needing help ASAP. The only reason I use Deepl is to save myself time. I could translate it if I wanted to, but I can't afford to do it myself. My time needs to go to design for learning.
The first inquiry we did they created their own questions with my help, but for this one the question is made for them: "To what extent does my chosen rebellion or revolution reflect the presence or absence of the 5 ingredients in the recipe for revolution, and how?" (It sounds better and simpler in French lol...)
My students are using this for their Annotated Bibliography to front-end their inquiry. Rationale: My hope is that this annotated bibliography will help them to develop critical thinking instincts, and it will also make them less likely to hit the day before the project’s due and freak out because they’re just then realizing they don’t have adequate sources and need my help finding more. I’d rather them know this on *day one* before I give out the project description. That said, they already know I'll be looking for them to prove the presence (or absence) of the ingredients in our 'recipe for revolution'. Judging credibility and identifying ethical judgements are also two of the curricular learning goals in B.C. Social Studies.
Revolutions speed Dating (Students do general exploration of a handful of topics, then they nominate their top 3 and we conference to pick their topic... I inevitably default to what would have the most intrinsic motivation but also what is research-able.) I do this for every analysis or project. (Student choice ftw!)
French version
Alternative that I gave up on
Recipe for Revolution - 5 criteria for inquiry (Focus on Evidence & Interpretation)
I used the French Rev to model the process this year. We watched both Marie Antoinette (2006) and Les Miz (2012) to gain perspective, then we corroborated the movies using Primary Sources via Padlet.
Support document in English for Parents' sake
Peer evaluation sheets (kids present in stations, on different days, and they always have a critical analysis activity to guide their listening. I learned this from Shauna N-Swetlikoe )
Peer eval for Grades 9-10
Peer eval for Grades 9-10
Reflection sheets
Some of my planning process is here:
Rough template PPT for the kiddos so it can go faster
I also have samples from students of years' past but keep in mind that the project has changed slightly since then.
15 min Small Discussion on the US federal elections:
- Look at this web page. What is CNN predicting? https://www.cnn.com/election/2020/results/president?iid=politics_election_national_map&utm_term=16044881615979255817c8ff0&utm_source=cnn_Five%20Things%20for%20Wednesday%2C%20November%204%2C%202020&utm_medium=email&utm_campaign=1604488161600&bt_ee=toTWk5x9JkazW2u54ALhnWhaYj4MnLOQ%2FZ7q9xEZLYUE7V5oJKw%2BFmpK0zZwkYVc&bt_ts=1604488161600&fbclid=IwAR08h82C_GaogGMKOiFb1YRrHmK6XMRgPmRR5vCEMwdnN7TUL-oi-5VA-To
- No one will know the real results for a few weeks, because we have to count the votes that have been sent by mail. So be careful of candidates who claim to have won, because they don't have enough evidence to be able to announce this!
- Example: VIDEO Trump announces that he has won, that he wants to prevent the votes by mail not to be counted: https://www.instagram.com/tv/CHKgMoqJNif/?igshid=ebclbx4s2q5y&fbclid=IwAR2DkjxhkR1p019oLpH_FAZxdztGWVE9K0FtxVGWXwDaTyFYIDFruzEUvfg
- Reflect on the rhetoric (language) that Trump and the Republicans have been using for several years. Think about how it might influence the emotions, beliefs and actions of people who support the values and plans of the Republican Party. Why might Trump wish to say this? What might saying this cause or prompt in the people who see it?
Interactive Activity: What kinds of actions do citizens take when they want major changes in a political system or organisation (such as a school, for example, or a company/company)?
- Video "Aboriginal Peoples' Rights in the Canadian Constitution" https://youtu.be/1gX-X9q9SEw
- Discussion: What examples were shown in the video of specific actions taken to bring about change?
- Interactive activity: Classify examples of actions into 4 categories. --> Here are the materials:
1. Info / event / fact cards: https://electionsetdemocratie.ca/action-citoyenne-dhier-aujourdhui-0/cartes-dactivite-les-droits-des-peuples-autochtones-dans-la-constitution-canadienne
2. the game board with the 4 categories: https://electionsetdemocratie.ca/action-citoyenne-dhier-aujourdhui-0/planche-de-jeu
Finished?- Think about it: how could that activity help us in the Revolution analysis project? Do you now know how to better show examples of unity, or perhaps how to better show evidence that people wanted major changes?
6) Work on the project (1 hour, take a 15 minute break, then continue for a second hour on the project)
Much thanks to Bruce McCloy (New West), Matt Brandt (Surrey), and Kristin Natsuhara (Surrey) who helped me with ideas and inspiration along the way.