Social Studies 10 Course Outline

Ms. Ross Social Studies 10

verside Secondary

Social Studies 10 Course Outline

COURSE OBJECTIVES

Social Studies 10 offers students the opportunity to learn about the history of Canada from 1815 – 1914. Students will participate in an in-depth analysis of the challenges involved in building a nation and how geography, politics, society, and diverse cultures have impacted the development of Canada. This course encourages students to draw connections between the past and present. Through consistent engagement and participation in this course, students will develop abilities in the areas of critical thinking, written expression, oral presentations, research, and discussion skills. Units of study include:

I Forming a Nation

II Opening the West

III The Emergence of Modern Canada

IV Geography

WEB ACCESS

This class will utilize 2 websites for student learning: Edublog and Sharepoint.

Edublog

Students will be required to visit this site daily to find details of the lesson and download assignments. If you are absent from class it is your responsibility to find out what we did and complete all the work

Sharepoint

This website includes information on homework, tests, upcoming events, and web links, as well as a second location to access downloadable assignments. The website can be accessed from any computer with a school issued student user ID and password (parents can obtain this information from their child).

Please follow the following prompts to access our Sharepoint site.

From a school computer

1. Click on ‘Classes’ on the top tool bar
2. Under the ‘Socials’ heading, click on ‘Ross’
3. Click on the ‘Socials Studies 10’ tab along the top tool bar

From a private (home) computer

1. Click on ‘Intranet’ on the top tool bar
2. Click on ‘Classes’ on the top tool bar
3. Under the ‘Socials’ heading, click on ‘Ross’
4. Click on the ‘Social Studies 10’ tab along the top tool bar

HONOURING THE TERRITORIES

Riverside Secondary resides on traditional Kwikwetlem Nation territory. To honour the First Nations on whose land we are learning each day, we will be ‘Honouring the Territories’.

“We would like to acknowledge the Kwikwetlem, Katzie, Sto:lo, Musqueam, Tsleil Waututh, and

Squamish nations for sharing their territory with us today.”

EVALUATION

Students in this course will be evaluated using formative assessment. Formative assessment promotes student achievement and helps students take ownership of their own learning. This form of assessment provides the teacher with frequent feedback regarding learning strengths and areas for growth, allowing the teacher to adapt to meet students’ needs and enhance learning. This form of assessment provides students with the opportunity to explore and learn without the constant pressure of grade allocation. Research has found that students who are evaluated using formative assessment are more motivated to learn, take responsibility for their learning, and develop valuable lifelong skills such as self-evaluation and self-assessment.

Summative (grade) assessment will occur throughout the course using the mediums listed below:

Homework20%

Formative Assessment (Essays, Projects)40%

Unit Tests40%

GRADING

A86-100C60-66

B73-85C-50-59

C+67-72Ibelow 50

TUTORIAL TIMES

Extra help is available before school and at lunch. Please see me in advance to book a time to work together.

CLASSROOM POLICY

1. In order to have a productive classroom environment, it is important for all students to show respect for all members of the class. Inappropriate comments will not be tolerated and will be dealt with through the administration.

1. Attendance is an essential component of this course. It is expected that students will attend all classes on time and are seated and ready to work at the sound of the bell. Numerous missed classes and lates will decrease your overall mark. Parents will be contacted as soon as problems arise.

1. Students must come to class daily with all necessary supplies, including the course textbook, technology device(s), technology charger(s), binder, paper, pens, pencils, and a highlighter.

1. During instructional time, all electronic devices are not to be used for personal tasks. Facebook, Twitter, Emails, Texts, etc – these distract you from your learning and being present in the classroom. If a student cannot responsibly use his/her device to complete work this privilege will be removed and work will be completed on paper.

1. All assignments are due at the beginning of class on the due date.

1. If you are absent, it is your responsibility to find out what you missed and catch up. Visit the class websites (Edublog and Sharepoint) and upon returning to school see me before class to debrief the work that was missed.

1. If you are absent for a test or in class assessment, a parent/guardian needs to contact the school to confirm your absence (log absence on website or email teacher directly).

______

Parent Signature Student Signature

Ministry Prescribed Learning Outcomes for Social Studies 10

It is expected that students will:

• apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, defending a position
• demonstrate effective research skills, includingaccessing information, assessing information, collecting data, evaluating data, organizing information, presenting information, citing sources
• demonstrate effective written, oral, and graphic communication skills, individually and collaboratively

• analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts
• evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
• evaluate the influence of immigration on Canadian society from 1815 to 1914
• describe the factors that contributed to a changing national identity from 1815 to 1914

• describe the evolution of responsible government in Canada in terms of government structure and key contributing events
• analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada’s provinces and territories
• describe the events of the Red River and Northwest Rebellions
• describe the structure and function of Canada’s federal, provincial, and local governments

• assess the impact of Macdonald’s National Policy on Canada
• analyse the influence of the following on Canada’s economy from 1815 to 1914: resource development and decline, technological innovations
• describe the development of British Columbia’s economy from 1815 to 1914

• describe the physiographic regions of Canada and the geological processes that formed these regions
• analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 1914
• evaluate attitudes and practices in resource development in British Columbia from 1815 to 1914 and their impact on contemporary resource management