Ms. Ross Social Studies 9

verside Secondary

Social Studies 9 Course Outline

COURSE OBJECTIVES

Social Studies 9 offers students the opportunity to explore Canada’s history from its inception as a colony of France to its entry into the British Commonwealth and establishment as a nation. During this time period Canada began to develop a sense of identity that was influenced by political, social, and economic events both within and outside the country. Through studying the past, students will be able to make connections to current issues and challenges within Canada. The curriculum will engage students in critical thinking skills, known as the Historical Thinking Concepts: historical significance, historical perspective, ethical judgment, cause and consequence, continuity and change, analysis of evidence.

COURSE OUTLINE

I FIGHTFOR THE CONTINENT

UNIT 1: Early Exploration, First Contact and Settlement, and the Fur Trade

UNIT 2: Struggle for Control of North America

UNIT 3: Turmoil in the North American Colonies

II MOVING TOWARDS NATIONHOOD

UNIT 4: British North America

UNIT 5: Confederation

III DEFINING A NATION

UNIT 6: Manitoba enters Confederation

UNIT 7: The Northwest

UNIT 8: BC enters Confederation

UNIT 9: Canada at the Turn of the Century

*Note: Study of Canada’s Aboriginal Peoples and Physical Geography will occur throughout each unit

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.”

TUTORIAL TIMES

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

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 9’ 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 9’ tab along the top tool bar

EVALUATION

Students in this course will be evaluated using 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 40%

(Essays, Projects, Historical Thinking Concepts)

Unit Tests40%

GRADING

A86-100C60-66

B73-85C-50-59

C+67-72Ibelow 50

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 late arrivals 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.

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Parent SignatureStudent Signature

Prescribed Learning Outcomes for the new Social Studies 9 Curriculum

September 2016

BIG IDEAS

  • Emerging ideas and ideologies profoundly influence societies and events
  • The physical environment influences the nature of political, social, and economic change
  • Disparities in power alter the balance of relationships between individuals and between societies
  • Collective identity is constructed and can change over time

CURRICULAR COMPETENCIES

Students are expected to be able to do the following:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)

Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

Compare and contrast continuities and changes for different groups at the same time period (continuity and change)

Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)

Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)

Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)

Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)

CONTENT

Students are expected to know the following:

political, social, economic, and technological revolutions

the continuing effects of imperialism and colonialism on Indigenous peoples in Canada and around the world

global demographic shifts, including patterns of migration and population growth

nationalism and the development of modern nation-states, including Canada

local, regional, and global conflicts

discriminatory policies, attitudes, and historical wrongs

physiographic features of Canada and geological processes