Post on 24-Feb-2016
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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 !