Recently – in Socials 9 – we have been discussing/reflecting on the things we have learned so far in our first few months of talons. For our mid term assignment, we were asked to put together a list of big ideas and examples of things we have learned (through readings, discussions and personal research) that prove those ideas. I chose to focus on three big ideas, and write two examples of each one.

 

BIG IDEAS

Disparities in power alter the balance of relationships between individuals and between societies.

Columbus:

  • He was a white, straight male who had absolute power over the indigenous people
  • His social status allowed him to do many horrible things, with the help of weapons and more modern technology that the Native Americans didn’t have access to
  • Columbus was called a hero just because he was white, and others did not question him – even though he killed thousands of people (Native Americans)
  • Lead to the deaths of many indigenous people
  • Content: imperialism and colonialism, and their continuous effects on indigenous peoples all around the world

Feminism and social revolutions:

  • Men held all the power and were able to basically rule over women because of their own opinions
  • They made decisions about what women could and couldn’t do
  • This caused feminism to start – women rising up against the things restraining them
  • Caused many protests, arguments and revolutions
  • Content: political, social, economic and technological revolutions

 

Collective identity is constructive and can change over time.

Trump:

  • Created the identity of his supporters/voters
  • Convinced the people that America needed to be rebuilt – or in other words – made great again
  • His supporters felt that if they voted for Trump, they would develop a sense of belonging with other supporters and that their ideas would be heard
  • Muslim and Mexican discrimination
  • Overall reshaped the collective identity of America/white people
  • Content: discriminatory policies

English Civil War

  • The collective identity of the people was shaped by the King and his decisions
  • He had total power over them, putting them into so-called “groups” according to their social status, and changing the way both him/his people were viewed
  • Content: local, regional and global conflicts

 

The physical environment influences the nature of political, social and economic change.

Trump:

  • Voters in the US election, and how the place they lived influenced who they voted for
  • Each state had different views on both Trump and Hillary, that may have been affected by their physical environment, how large their population was, their racial diversity etc.

Audrey Hepburn:

  • She grew up during World War II
  • The place she lived in and the people she was surrounded by influenced her future choices – inspiring her to become a UNICEF ambassador
  • Her work with UNICEF completely changed many children’s lives for the better, and inspired others to donate to her cause or create movements of their own
  • Political changes were sparked too
  • Content: political and social revolutions

 

CURRICULAR COMPETENCIES

We were also asked to reflect on which curricular competencies (seven components that we should be “integrating” into each of our assignments). These competencies were put into a  rubric that helped us to make sure we were staying on track while completing our documents of learning. Below, I compiled a list of which ones I have been most successful at achieving and  which ones I need to improve on.

 

Stars:

Significance

  • I think that I did well in this area because I put a lot of effort into identifying the significance of certain people/events and how they affected other groups/people

Ethical judgement

  • I made reasoned judgements about how certain events/people affected the course of history and about the credibility of sources

Cause and consequence

  • Assess how conditions and the actions of individuals/groups affect things like: events, decisions or developments (for example my eminent person project)

 

Wishes:

 Social Studies inquiry process

  • Ask more questions in class, share my ideas more frequently

Perspective

  • Explain things from more than one perspective

Continuity and change

  • Compare continuities and changes for different groups in the same time period