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Class code for Google Classroom: il3bdxy
COURSE OUTLINE
St. Ann’s Academy
Subject level: Social Studies 10
Objectives/Outcomes of Course:
BIG IDEAS
Contacts and conflicts between peoples stimulated significant cultural, social, political change.
Human and environmental factors shape changes in population and living standards.
Exploration, expansion, and colonization had varying consequences for different groups.
Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
Integrating Aboriginal perspectives into curricula is to ensure that all learners have opportunities to understand and respect their own cultural heritage as well as that of others.
Curriculum: In Social Studies, it is our hope that students learn more about themselves, each other, and the world they inhabit. Social Studies 10 involves big ideas about power, ideas, and change. Students completing this course will be able to recognize how the ideas and stories of various societies left their mark on cultures and landscapes, and will be able to see how these same patterns are present and active in their own world. Students will be successful in this course when they can demonstrate their capacity to think critically, interpret evidence, assess and defend positions, conduct inquiry related to our course topics. To do this, we will practice skills and processes called competencies such as decoding a variety of sources, some from the past, some from the present, to both generate and answer questions.
Our Topics: First Peoples identities,Immigration and multiculturalism, Nature of Canadian identity, United Nations Declaration of Human Rights, Domestic conflict and cooperation, First Peoples actions, Discriminatory policies and injustices in Canada and the world, Women’s rights, Human Rights, International conflicts and co-operation, human–environment interaction, Standard of living and inequalities, Climate change, Economic development and Canada’s role in a global economy, and Truth and reconciliation in Canada:
Lates and Homework:
More than 2 in a term (before and after mid term) parent notification, and may cause further consequences. Missing class is not a valid excuse for incomplete homework.
Student Expectations:It is expected that each student will complete all assigned work by the assigned deadline. All assignments must be submitted by the beginning of the class in which it is due. If late, there will be a 10% deduction each day the assignment is late. If you miss a test, you must bring a note from your parent/guardian indicating the reason for missing the test, and the parent/guardian must state that they know that the test was missed. If you do not bring in a note, you will be given a zero on the test. There will be no make-up for a missed test. The second missed test will automatically be given a zero on the test and consultation with administration may occur. Notes for missed tests are required within five calendar days of the students’ return to school. In the case of an absence, students are responsible for obtaining any handouts and/or notes given on that day. Students are also responsible for completing any work done during the missed class or homework assigned. Again, missing class is not a valid excuse for incomplete homework.
Also expected is that each student comes prepared for class each day.
This includes having his/her textbook, chromebook, a pen/pencil, and paper.
With regards to behavior, students must respect their own right and their fellow classmates’ right to learn. Any conduct interfering with this process will not be tolerated.
Evaluation Criteria:
You will be evaluated on the following criteria:
Reflective Formative 60%
Daily Work (Creation) – Self assessment (Experience) – Journaling - Homework – Assignments – Projects –
Current events
Reflective Summative 40%
Projects – Tests – Quizzes
Name of Teachers: Mr. Coach Rob Larson
Signature of Parent or Guardian: Date:__________________
Signature of Student: Date:__________________
"Social studies will open up our minds to explore the deeper significance of citizenship”
SS- 10 Year in a Glance -Topics and Content
SEPT/OCT
First Peoples identities:
status, non-status, First Nations, Métis, Inuit (federal)
self- and community-based identification
Immigration and multiculturalism:
immigration and refugee policies and practices
bilingualism and biculturalism (Official Languages Act)
multiculturalism policy (Canadian Multiculturalism Act)
cultural identities of subsequent generations
Nature of Canadian identity:
Evolution of Daily life rural to urban and its effect on human mind, body and spirit
revitalization of indigenous arts
media and art (e.g., establishment of CBC radio and television, Group of 7, Massey Commission, National Film Board, CRTC, Canadian Content)
scientific and technological innovations
sports and international sporting events (hockey, Olympics, Summit Series)
United Nations Declaration of Human Rights
United Nations Declaration of Indigenous Rights
Canadian Charter of Rights and Freedoms
Forms of government and decision-making models republic Monarchy, constitutional monarchy autocracy, consensus
Voting – Elections – Referendum
NOV/DEC
Domestic conflict and cooperation:
Canadian constitutional issues:
Meech Lake, Charlottetown Accord,
Parti Québécois, Bloc Québécois
Bill 101, 1980, and 1995 referenda
First Peoples actions:
involvement in Meech Lake Accord
Oka Crisis, Gustafsen Lake, Ipperwash, Shannon’s Dream (Attawapiskat)
Idle No More • national and regional First Peoples organizations:
National Indian Brotherhood, Assembly of First Nations
Discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and internments:
JAN/FEB
Women’s rights: — women’s suffrage, Persons Case
contraceptives and abortion
LGBT2Q+: — same-sex marriage
Decriminalization
Civil liberties • racism:
Immigration policy and restrictions or exclusions for specific groups (e.g., Jewish and Roma)
Chinese Exclusion Act
Indian Act, residential schools, voting rights for First Peoples, reserves and pass system,
Sixties Scoop, foster care, and the White Paper
Destruction of Africville • intellectual and physical challenges: — employment and inclusion rights — health and institutionalization (forced sterilization, electric shock treatment) — stigmas and (mis)perceptions
MARCH/APRIL
Responses: — human rights tribunals
Bill of Rights and Canadian Charter of Rights and Freedoms
International conflicts and co-operation:
Global armed conflicts and Canada’s role in them (e.g., World War II, Korea, Suez, Cyprus, Gulf War, Somalia, Rwanda, Yugoslavia, Afghanistan, Syria)
Non-participation in global armed conflicts (e.g., Chanak Crisis, Vietnam War, Iraq War)
Canada’s involvement in international organizations, including League of Nations, United Nations, La Francophonie, Commonwealth, NATO (North Atlantic Treaty Organization), Group of Seven (G7), NORAD (North American Aerospace Defense Command), APEC (Asian-Pacific Economic Cooperation), WTO (World Trade Organization)
Support of non-governmental organizations (NGOs)
Human–environment interaction:
Standard of living and inequalities:
UN Sustainable Development Goals, Human Development Index
Other indices (e.g., Aid Transparency Index, World Happiness Report)
Demographics: — population growth/decline — voluntary/involuntary migration — urbanization and suburbanization • land and resources: — conflicts with resource management and supply — conflicts with land use and ownership (e.g., First Peoples and the concept of land use) — stakeholders and decision making processes (e.g., Aboriginal title and consultation versus collaboration)
APRIL/MAY/JUNE
Climate change:
Causes of climate change
Distribution of risks associated with climate change
Adaptations to prevent, mitigate, or survive climate change
Economic development and Canada’s role in a global economy:
Fundamental economic concepts: — taxation — inflation — nationalization — debt and deficit, stimulus — employment levels
Relationships between environment and economy
National economic programs and projects:
Stimulus programs, infrastructure projects
Free trade agreements and economic organizations: — NAFTA (North America Free Trade Agreement), Trans-Pacific Partnership, World Trade Organization • offshore labour and capital • leveraging economic relationships for social and political purposes:
Apartheid sanctions, tied-aid, arms embargoes, asset freezes, import/export control, technical assistance prohibition
Truth and reconciliation in Canada:
Life and experience inside residential schools
Truth and Reconciliation Commission of Canada
Truth and Reconciliation Commission Report and calls to action
National Centre for Truth and Reconciliation
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