Ms. Ross Social Studies 11

verside Secondary

Social Studies 11 Course Outline

COURSE OBJECTIVES

To acquire an understanding of 20th century Canadian history and Canada’s role in world events

To gain an understanding of the history, structure, operation, and importance of Canadian government at all levels

To examine Canada’s relationship to the global village through a study of world population, standard of living, economic development, and environmental issues

To become aware of current Canadian issues on the local, nationa,l and international stage

To gain an understanding of Canadian culture and what it means to be a Canadian

To develop students’ abilities in the areas of written and oral presentations, research, and communication/discussion skills

CURRICULUM

I THE GLOBAL ENVIRONMENT

  1. Population Issues
  2. Standards of Living
  3. Environment

II 20TH CENTURY CANADIAN HISTORY

  1. Canada at the turn of the century
  2. Canada’s role in WWI
  3. The ‘Roaring Twenties’
  4. The ‘Dirty Thirties’: Great Depression
  5. Canada’s role in WWII
  6. Canada in a Post-WWII World
  7. English-French relations
  8. Aboriginal Issues

III CANADIAN GOVERNMENT

  1. Structure and function of the Canadian government: federal, provincial, municipal
  2. Canada’s electoral system
  3. Human Rights

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’ by saying:

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

Squamish nations for sharing their territory with us today.”

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 these 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 11’ 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 11’ tab along the top tool bar

EVALUATION

Students in this course will be evaluated using both formative and summative 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.
  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 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, Instagram, 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 your parent/guardian needs to contact me (via email, logging your absence on the attendance system, by phone). Students who do not have legitmate absences will receive a zero.

______

Parent SignatureStudent Signature

Ministry Prescribed Learning Outcomes for Social Studies 11

It is expected that students will:

SKILLS AND PROCESSES OF SOCIAL STUDIES

• apply critical thinking—including questioning, comparing, summarizing, drawing conclusions, and

defending a position—to make reasoned judgments about a range of issues, situations, and topics

• demonstrate effective research skills, including: accessing information, assessing information, collecting data, evaluating data, organizing information, presenting information, citing sources

• demonstrate effective written, oral, and graphic communication skills

• demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness,

respect for diversity, and collaboration

POLITICS AND GOVERNMENT

• demonstrate understanding of the political spectrum

• explain how Canadians can effect change at the federal and provincial levels

• explain how federal and provincial governments are formed in Canada

• describe major provisions of the Canadian constitution, including the Canadian Charter of Rights and

Freedoms, and assess its impact on Canadian society

AUTONOMY AND INTERNATIONAL INVOLVEMENT

• describe Canada’s evolution as a politically autonomous nation

• assess Canada’s role in World War I and the war’s impact on Canada

• assess Canada’s role in World War II and the war’s impact on Canada

• assess Canada’s participation in world affairs with reference to: a) human rights, b) United Nations, c) Cold War, d) modern conflicts

HUMAN GEOGRAPHY

• explain the significance of changes in world population with reference to: a) population pyramids, b) distribution, c) density, d) demographic transition models

• compare Canada’s standard of living with those of developing countries, with reference to poverty and

key indicators of human development

• assess environmental challenges facing Canadians, including: a) global warming, b) ozone layer depletion, c) fresh water quality and supply

SOCIETY AND IDENTITY

• assess the development and impact of Canadian social policies and programs related to immigration,

the welfare state, and minority rights

• explain economic cycles with reference to the Great Depression and the labour movement in Canada

• describe the role of women in terms of social, political, and economic change in Canada

• assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on

Canadian unity

• demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century

and their responses, with reference to: a) residential schools, b) reserves c) self-government, d) treaty negotiations

• represent what it means to be Canadian with reference to: a) distinctive Canadian programs and policies, b) important Canadian cultural and scientific achievements