SOCIALS 10AN INTRODUCTION

SOCIALS 10 COURSE CONTENT HOW WILL YOU LEARN SOCIALS ? COURSE ASSESSMENT COURSE EXPECTATIONS STUDENT PROFILES

COURSE OUTLINECONTENT

Canada: 1815-1914 Identity, Society &

Culture Governance Economy & Technology Environment

SKILLS Critical & Historical

Thinking skills Research skills Presentation skills

IDENTITY, SOCIETY & CULTURE: CANADA FROM 1815 to 1914

students examine the evolving social and cultural makeup of Canada from 1815 to 1914.

Explore interactions between and among societies in Canada (Aboriginal peoples and Europeans ), and the development of culture and the arts.

Recognize the contributions of immigrants and immigration to the development of Canada

By exploring these issues, students gain an understanding of the forces that influenced, shaped, and reflect Canada’s identity.

GOVERNANCECANADA FROM 1815 - 1914

Evolution of responsible government and federalism

Rebellions and their impact Western expansion Confederation Nationhood Structure of federal, provincial, and

municipal governments

ECONOMY & TECHNOLOGYCANADA FROM 1815 - 1914

Analyze the National Policy and its influence on the development of Canada, including building the Canadian Pacific Railway (CPR)

Determine the impact of the Fur trade and gold rushes

Explore the impact of technological innovation on society in the years from 1815 to 1914.

Focus on the development of British Columbia’s economy.

ENVIRONMENTCANADA FROM 1815 - 1914

Students examine the physical geography of Canada and its physiographic regions

Study the influence of geography on economic development and settlement patterns from 1815 to 1914.

Identify key resource development issues in British Columbia

Explore the application of stewardship and sustainability in the development of BC’s resources

SKILLS & CONTENT Socials is not about learning and

memorizing content More about analyzing content and

making meaningful connections to the real world

Will develop a variety of skills such as:

HISTORICAL THINKING SKILLS

Analyzing Primary & Secondary Sources

Cause & Consequence Historical Significance Continuity & Change

RESEARCH & PRESENTATION SKILLS

Collecting & Organizing Data (Graphic organizers)

Individual/Group Presentations, Debates Writing Paragraphs (Point, Evidence, Explanation) Digital Literacies (Various digital apps)

Samples of your skills will be kept in a skills portfolio (worth 40% of your mark)

ASSESSMENT You’ll be assessed based on the following

principles: Assessment for learning (formative) is as

a process of developing and supporting students’ active participation in their own learning.

Assessment of learning (summative) is assessment for purposes of providing evidence of achievement for reporting.

ASSESSMENT 40% COURSE CONTENT (Tests, Quizzes, Projects)

40% SKILLS PORTFOLIO

20% FINAL ASSESSMENT PROJECT

EXPECTATIONS TAKE RESPONSIBILITY FOR YOUR

LEARNING HELP CREATE A GOOD LEARNING

ENVIRONMENT TRY YOUR BEST !

WORK HABITS RUBRIC

EXPECTATIONS: KEY POINTS

BE HERE, ON TIME, READY TO LEARN

PRODUCTIVITY = LESS HOMEWORKIN CLASS

DO YOUR OWN WORK (NO COPYING)

TECHNOLOGY IN CLASS

TECHNOLOGY AWESOME POTENTIAL FOR LEARNING Teacher website www.osocials.com iPads & Apple TV Possibly online marks

Technology vs Technology for entertainment for learning & social networking

KEY: Responsible use of technology

LET THE SHOW BEGIN !