Goals what do you want your child to accomplish or understand?



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Individualized Social Studies 10


GOALS

What do you want your child to accomplish or understand? (related to learning outcomes)

APPLICATIONS OF SOCIAL STUDIES
SOCIETY AND CULTURE: CANADA FROM 1815 TO 1914
POLITICS AND LAW: CANADA FROM 1815 TO 1914
ECONOMY AND TECHNOLOGY: CANADA FROM 1815 TO 1914
ENVIRONMENT: CANADA FROM 1815 TO 1914


LEARNING STRATEGIES/

ACTIVITIES

What activities are you planning to do to accomplish your goals?

apply critical thinking—including questioning, comparing, summarizing, drawing conclusions, and defending a position—to make reasoned judgments about a range of issues, situations, and topics

demonstrate effective research skills, including accessing and assessing information, collecting and evaluating data, organizing and presenting information, and citing sources

demonstrate effective written, oral, and graphic communication skills

demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness,

respect for diversity, and collaboration


EVALUATION/

ASSESSMENT

How will we check to see if your student has accomplished the goals?

50% Major Portfolio Evidence (You will need to hand in 7-8 major assignments during the course of the year.  A major assignment would be something like a research essay (1000 to 1500 words with at least 10 sources including internet sites and conventional hardcover books), a 20 slide PowerPoint presentation, an elaborate interview project etc. etc.).  Please note that grade 10 level portfolio evidence should demonstrate considerable critical thinking, creativity, research, and craft. 

20% Topic of the Week Responses (Every week I will be sending out the list of Topic of the Week questions and request a paragraph submission which I will mark out of 6)

10% Self-Evaluation (This is the portion of the grade you or your parent/guardian will assign for your faithfulness in completing everyday work… it will also include small assignments that you may be working through in preparation for your major portfolio evidence… I will collect this grade from you at the end of the course)

20% Socials Studies 10 Final Exam (I have developed an open book final exam that may be used at the end of the course.  This is good preparation for your SS11 Provincial Exam)




RECOMMENDED

RESOURCES

What materials/resources are you going to use to accomplish your goals?

Challenge of the West - A Canadian Retrospective from 1815-1914

Canada: A People’s History http://history.cbc.ca/histicons/ video series and internet notes.

As well, stay up to date with current events. How do these events relate to the establishing of God’s Kingdom in the earth?


Town-to-Town: Your Gateway to Canadian Civic and Public Affairs - www.town-to-town.net


SCHEDULE/

TIMETABLE

How are you going to divide up your plans over the year so that they will get accomplished?

Select One:

1st Semester – September to end of January.

2nd Semester – February to mid June.

Linear – September to June.



http://www.bced.gov.bc.ca/irp/ss810/apa3.htm
Grade 10

APPLICATIONS OF SOCIAL STUDIES



It is expected that students will:

  • identify and clarify a problem, an issue, or an inquiry

  • plan and conduct library and community research using primary and secondary print and non-print sources, including electronic sources

  • generate and critique different interpretations of primary and secondary sources

  • assess and defend a variety of positions on controversial issues

  • plan, revise, and deliver formal presentations that integrate a variety of media

  • demonstrate leadership by planning, implementing, and assessing a variety of strategies to address the problem, issue, or inquiry initially identified

SOCIETY AND CULTURE: CANADA FROM 1815 TO 1914



It is expected that students will:

  • identify the changing nature of families and women's roles in Canadian society

  • assess the interaction between Aboriginal people and Europeans

  • describe contributions made by Aboriginal people, the French, and the British to the development of Canada

  • identify the influence of immigration on, and the contributions of immigrants to, the development of Canada

  • demonstrate awareness of ways the arts mirror and shape Canadian society

  • analyse the changing perception of Canadian identity and assess the influence of the United States and other countries

POLITICS AND LAW: CANADA FROM 1815 TO 1914 (I)



It is expected that students will:

It is expected that students will:



  • identify contributions to the evolution of responsible government and federalism

  • analyse political, economic, social, and geographical factors that led to Confederation

  • analyse the impact of the 1837-38 Rebellions, the Red River Rebellion, and the Northwest Rebellion on the development of Canada

POLITICS AND LAW: CANADA FROM 1815 TO 1914 (II)



It is expected that students will:

  • evaluate the impact of western expansion and federal policies on Aboriginal people

  • explain the fundamental nature of the British North America Act  in terms of the division of powers between the federal and provincial governments

  • compare Canada's developmental steps to nationhood with those of the United States

ECONOMY AND TECHNOLOGY: CANADA FROM 1815 TO 1914



It is expected that students will:

  • analyse the impact of the National Policy on western expansion

  • identify and describe the effects of technological innovation on settlement and employment patterns within regions of Canada

  • identify factors that contribute to the economy of British Columbia

  • assess changing economic relationships between British Columbia and its major trading partners

ENVIRONMENT: CANADA FROM 1815 TO 1914



It is expected that students will:

  • construct, interpret, and use graphs, tables, grids, scales, legends, contours, and various types of maps

  • identify and describe the physiographic regions of Canada and processes that formed these regions

  • analyse how geography influenced the economic, historical, and cultural development of western Canada

  • identify key local and provincial resource-development issues from 1815 to the present, considering the concepts of stewardship and sustainability


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