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SOCIALS 10

SOCIALS 10. AN INTRODUCTION. SOCIALS 10. COURSE CONTENT HOW WILL YOU LEARN SOCIALS ? COURSE ASSESSMENT COURSE EXPECTATIONS STUDENT PROFILES. COURSE OUTLINE. CONTENT Canada: 1815-1914 Identity, Society & Culture Governance Economy & Technology Environment. SKILLS

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SOCIALS 10

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  1. SOCIALS 10 AN INTRODUCTION

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

  3. COURSE OUTLINE CONTENT • Canada: 1815-1914 • Identity, Society & Culture • Governance • Economy & Technology • Environment SKILLS • Critical & Historical Thinking skills • Research skills • Presentation skills

  4. 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.

  5. 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

  6. 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.

  7. 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

  8. 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:

  9. HISTORICAL THINKING SKILLS Analyzing Primary & Secondary Sources Cause & Consequence Historical Significance Continuity & Change

  10. 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)

  11. 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.

  12. ASSESSMENT 40% COURSE CONTENT (Tests, Quizzes, Projects) 40% SKILLS PORTFOLIO 20% FINAL ASSESSMENT PROJECT

  13. EXPECTATIONS TAKE RESPONSIBILITY FOR YOUR LEARNING HELP CREATE A GOOD LEARNING ENVIRONMENT TRY YOUR BEST ! WORK HABITS RUBRIC

  14. EXPECTATIONS: KEY POINTS BE HERE, ON TIME, READY TO LEARN PRODUCTIVITY = LESS HOMEWORK IN CLASS DO YOUR OWN WORK (NO COPYING) TECHNOLOGY IN CLASS

  15. 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

  16. LET THE SHOW BEGIN !

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