Soc. St. 8 Communication Plan

Social Studies 8 Communication Plan

Contact Information

Phone: 902-421-6758

Email: skmcdonell@gnspes.ca or SMcDonell@hrce.ca

Curriculum Outcomes

CITIZENSHIP, POWER, AND GOVERNANCE

A. demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance

INDIVIDUALS, SOCIETIES, AND ECONOMIC DECISIONS

B. demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives

PEOPLE, PLACE, AND ENVIRONMENT

C. demonstrate the ability to make responsible economic decisions as individuals and as members of society

CULTURE AND DIVERSITY

D. demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment—locally, nationally, and globally—and the implications for a sustainable future

INTERDEPENDENCE

E. demonstrate an understanding of the interactions among people, places, and the environment

TIME, CONTINUITY, AND CHANGE

F. demonstrate an understanding of the past and how it affects the present and the future

Units of Study:

Unit1: Canadian Identity (September)

This unit will focus on many aspects of Canadian identity including: Canadian symbols, history, art, sports, music, and more.

Unit 2: Geographic Influences (October)

This unit will focus on Canada’s landscape, climate, migration, and other geographic features.

Unit 3: Decades of Change (After December)

This unit will focus on Canada’s history since the 1920s, focusing largely on the Great Depression, WW II, and the aftermath of the war.

Unit 4: Citizenship and Government (November)

This unit will focus on the rights and responsibilities of Canadian citizenship and the structure and organization of our government.

Unit 5: Challenges and Opportunities (After December)

This unit will focus on Canada’s future from a social/cultural, economic, and political standpoint.

Unit 6: Reflections on Canadian Identity (After December)

This unit will allow us to reflect on our understanding of Canadian identity, after learning about the previous five units.

How will students show their learning and measure their success?

My goal is for students to understand the material by connecting to the content so that it makes sense in their lives.

Students will show their learning in a variety of ways, including self-reflections, class discussions, meetings, interviews, concept checks/quizzes, assignments, projects, presentations and tests.

Each individual outcome will be marked using the levels outlined below. At the end of each term I will use that data to create a final percentage grade based on conversations, observations and student work. In order to meet the needs of all learners I aim to provide a variety of balanced assessments and evaluations.

90-100%

Excellent understanding of concepts and skills

I have an In-depth understanding of this. I have mastered this, and I can use this information in other areas of my life. I can even teach others how to do this!

80-89%

Very good understanding of concepts and skills

I understand exactly what I need to do. I am comfortable with this concept.

70-79%

Good understanding of the concepts and skills

I understand what I need to do most of the time. I feel comfortable with this concept. Now I just need to fine tune my skills.

60-69%

Satisfactory understanding of the concepts and skills

I am still developing an understanding of this concept. I get some of this, but I need more practice.

50-59%

Minimal understanding of the concepts and skills

I am developing an understanding of this concept, but I need to keep learning.

Below 50%

Limited understanding of the concepts and skills

I have not figured this out yet. Help!

Google Classroom

Students should also join the Google Classroom set up for each of the classes they have with me. The codes are posted in my room. I will post many of the class notes here, as well as details on assignments and homework.

Class Expectations

In order to learn we all need to feel comfortable in class. It is important that all students remember that everyone learns differently, everyone has personal beliefs and opinions, and everyone has the right to a safe learning environment. Students should remember to always:

· Take ownership of their own learning

· Be kind and respectful to everyone, including themselves

· Come to class on time and prepared to learn

· Ask questions when they need help

· Be active listeners

· Keep coats and book bags in their lockers

· Take care of the learning environment

· Place cell phones in the basket when entering the room

· Strive to keep a positive attitude

· Maintain an appropriate noise level

· Take responsibility for their choices and make their best effort

Absences

Students need to be in class in order to understand the outcomes. If students miss a class they should:

1. Take responsibility to get caught up.

2. Check for their missed work in the ‘while you were out’ folders. Any missed work will be placed in these files.

3. Check the class website and Google Classroom to keep track of

missed work and upcoming due dates.

4. Ask a classmate for any notes they missed and make a copy for themselves.

5. Check the board and calendar for important dates (tests, quizzes, homework).

6. Talk to Ms. Hutt about any questions or concerns before or after class.

Handing in Work

Assignments are expected to be handed in on time. In an effort to support student growth, I want to encourage students to be accountable for their learning and their choices. I do my very best to create reasonable deadlines. Should a student need an extension they should let me know so we can create a plan.

Extra Help

Students are welcome to take advantage of the homework club at Gorsebrook. On Tuesdays and Thursdays during lunch two teachers will be available to help students with their extra work in the student centre. If a student is having issues completing work, or needs extra help, they can also come directly to me for assistance before or after class. If they don’t understand something, it is important they ask for help as soon as possible!

Reflection Sheets

If a student is having challenges meeting the class expectations they may be asked to fill in a reflection sheet. These reflection sheets help students reflect on how their choices affect others and what they can work on in the future. These sheets will usually be filled in outside of class time. Having these sheets signed by Ms. Hutt, the student, and their parent/guardian helps keep the student and their supporters informed and engaged.

Phones

Students are asked to leave their phones and other electronic devices in the bin at the front of the classroom. Students may be allowed to use their phones when needed for particular work.

Think Tank

The think tank provides resources for students who finish their work early. It includes logic and word puzzles, brain teasers, creative writing prompts, extra worksheets and trivia cards. In order to use these resources students must get permission from Ms. Hutt, respect the supplies, clean up when they are finished, and work quietly without distracting other students.

Social Studies 8 Curriculum Outcomes

UNIT ONE: AN INTRODUCTION TO CANADIAN IDENTITY

Students will be expected to:

8.1.1 investigate how artistic and literary expression reflects the following aspects of Canadian identity: landscape, climate, history, people-citizenship, and related challenges and opportunities

UNIT TWO: GEOGRAPHIC INFLUENCES

Students will be expected to:

8.2.1 demonstrate an understanding of the basic features of Canada’s landscape and climate

8.2.2 analyze the effects of selected geographic factors on Canadian identity

8.2.3 demonstrate an understanding of the nature of migration and its impact on post-1920 Canada

8.2.4 analyze the effect of geographic features on the development of Canada and of a selected country with similar geographic features

UNIT THREE: DECADES OF CHANGE

Students will be expected to:

8.3.1 analyze the impact of changing technology and socio-economic conditions on differing prosperities and lifestyles in Canada in the 1920s and 1930s

8.3.2 demonstrate an understanding of Canada’s participation in WWII

8.3.3 analyze the effect of WWII on Canada and her people

8.3.4 evaluate Canada’s role in the world since WWII

8.3.5 analyze the impact of changing technology and socio-economic conditions on Canada’s prosperity and lifestyles in the 1950s and 1960s

8.3.6 compare the social and cultural trends in Canada in the 1950s, 1960s and 1970s

8.3.7 analyze how globalization has affected Canada and Canadians since 1980

UNIT FOUR: CITIZENSHIP

Students will be expected to:

8.4.1 take age-appropriate actions that demonstrate the rights and responsibilities of citizenship (local, national, and global)

8.4.2 demonstrate an understanding of how citizenship has evolved over time

8.4.3 demonstrate an understanding of the structure and operation of government in Canada under a federal system

UNIT FIVE: CHALLENGES AND OPPORTUNITIES

Students will be expected to:

8.5.1 identify and analyze the economic challenges and opportunities that may affect Canada’s future

8.5.2 analyze the political challenges and opportunities that may affect Canada’s future

8.5.3 analyze the social and cultural challenges and opportunities that may affect Canada’s future

UNIT SIX: REFLECTIONS ON CANADIAN IDENTITY

Students will be expected to:

8.6.1 portray their understanding of Canadian identity