MR.

NATHAN JOHN MOES

Vancouver Technical Secondary
:: Summer Session 2016::
njmoes@vsb.bc.ca

SOCIAL STUDIES 10 COURSE OUTLINE

The goals of this course, as set out by the BC Ministry of Education are, broadly:
To develop an appreciation of democracy and what it means to be Canadian
Demonstrate respect for human equality and cultural diversity
To think critically, evaluate information, and practice effective communication

These goals are met through a study of geography and history, with the overarching goal of preparing students for their
lives as Canadian citizens and members of an international community.

COURSE OF STUDY
Due to the condensed nature of summer school, and the parameters of a preview/remedial course, our course of study
will not cover all material that is typically studied in Social Studies 10. Instead, we will delve more deeply into five
periods/events that significantly shaped the development of Canada. Each unit will be guided by overarching big-
questions. These guiding questions will shape the activities we engage in during individual classes, and provide students
opportunities to demonstrate learning and understanding throughout our term.

THE FUR TRADE: How did the fur trade affect the people, politics, and the economy of the Canadian West?
Through a variety of hands-on building and role playing activities, students will extend their understanding of
the origins, reality, and consequences of the Fur Trade for both European and Aboriginal participants. By the
UNIT 1

end of the unit, students will be able to:

Evaluate the impact of interactions between aboriginal peoples and European explorers and settles in
Canada from 1815 to 1914
Analyze how geography influenced the economic development and settlement patterns in regions of
Canada from 1815 to 1914
Analyze the influence of the following on Canadas economy from 1815- 1914: resource development and
decline, technological innovations

CHALLENGES IN THE CANADIAN WEST: What led to political and social unrest in western Canada between
1815-1880?
Students will delve more deeply into primary document based questions as they analyze the causes of the
Battle of Seven Oaks, the Red River Rebellion, and the Northwest Rebellion. Students may also re-enact the
UNIT 2

trial of Louis Riel. Alongside these topics, students will assess the changing ways that Canadians remember
historical figures. By the end of the unit, students will be able to thoroughly respond to the following
questions:
What challenges were faced by European settlers and Aboriginal peoples from 1815-1867?
What led to political and social unrest in western Canada in the 1870s and 1880s?
What role did the Metis play in the development of western Canada?

BUILDING A NATION: How and why did Canada become a nation?

Students will role-play as 19th century political powerbrokers representing the colonies of British North
American leading up to 1867. Through a process of negotiation and compromise, students will attempt to bring
UNIT 3

all colonies into agreement to join a confederation of provinces which would become Canada. By the end of
the unit, students will be able to:
Describe the evolution of responsible government in Canada in terms of government structure and key
contributing events
Analyze political, economic, social, and geographic factors that led to Confederation and to the
development of Canadas provinces and territories
 THE BUILDING OF THE CPR
UNIT 4 After being introduced to a childrens storybook account of the building of the CPR, students will critique the
story based upon its historical accuracy, perspective and purpose. In order to do this, students will use a
variety of sources, both primary and secondary to build a deep understanding of the causes and consequences
of building the Canadian railway, with a particular focus on the working conditions of workers building the
railway at the time.
Why was the building of the Canadian Pacific Railway significant in the development of Canada?

WHERE ARE THE CHILDREN?: What were the roots, reality, and consequences of the Canadian Residential
School System.
Through an analysis of visual and text primary sources, students are expected to build mini-exhibits
UNIT 5

documenting the reality and consequences of the Canadian Residential School System. By the end of the unit,
students will be able to:
Evaluate the impact of interactions between aboriginal peoples and European explorers and settlers in
Canada from 1815-1914
Describe factors that contributed to a changing national identity from 1815 to 1914

POLICIES & PROCEDURES

To ensure an efficient and productive learning environment, the following policies and procedures have been created.

Daily Attendance is critical. We will be participating in role-playing activities, debates and persuasive speaking
activities; we will be collaborating as part of groups, conversing and arguing about the historical evidence. This cannot
be replaced with a worksheet and a textbook. To succeed in this class, and to assist others to succeed in this class, your
presence is necessary.

When in class
We think, we listen, we speak, we listen. When doing so, I expect all of us to give one another the respect and
attention that we would for any speaker. We turn our bodies, we make eye contact, we refrain from speaking
when listening to others speak. Practicing these habits makes us better listeners, and helps us focus.
Cell phones are turned off. There will be times when we will use them, and I will give clear directions for
when/how they are to be used. However in the absence of such directions, I do not expect to see them in class.
My permission is needed to leave the class. It is important that I am aware of where all students are in case of
an emergency. If you have been granted permission to leave the class, please return promptly when you have
completed your errand.

Assignments & Final Assessments

The work that you submit must be your own work. If you are unsure of whether or not you might be guilty of
plagiarism (using the words of others without proper citation (credit)), just ask. If you submit a plagiarized
assignment, it will be given a mark of 0.
You will be given many opportunities to demonstrate your learning. Regular formative quizzes (not for marks)
will be given to ensure that you will be well prepared for any summative (final) assessments.
ASSESSMENT
According to the BC Ministry of Education, students who successfully meet the learning goals of Social Studies 10 will be
both more knowledgeable in terms of Canadian history and geography, but also more skilled as readers, researchers,
thinkers and communicators. Your ability to read, research, think, and communicate will make up the lions share of
your final grade for the course.

Through the use of our guiding questions and individual lessons and projects, you will have many opportunities to
gather and select, analyze, compare, contrast, corroborate, and harness historical and geographical evidence to create
purposeful and persuasive demonstrations of your learning. These opportunities will include assignments including but
not limited to persuasive writing and speaking assignments, role-plays, museum exhibits, quizzes and tests.

All of your assessment will be tied to specific Projected Learning Outcomes as outlined in the BC Social Studies
Integrated Resource Package provided by the BC Government.

PROJECTED LEARNING OUTCOMES WHEN LEARNED WEIGHTING

Skills and Processes of Social Studies All Units 50%
A1 Apply critical thinking skills, including
questioning
comparing
summarizing
drawing conclusions
defending a position
A2 demonstrate effective research skills, including
accessing information
assessing information
collecting data
evaluating data
organizing information
presenting information
citing sources
A3 demonstrate effective written, oral, and graphic communication skills,
individually and collaboratively

Governance: Canada from 1815-1914 Unit 1: Building A 20%

C1 describe the evolution of responsible government in Canada in terms of Nation
government structure and key contributing events Unit 3: Challenges
C2 analyse political, economic, social, and geographical factors that led to
in the Canadian
Confederation and to the development of Canadas provinces and
West
territories
C3 describe the events of the Red River and Northwest Rebellions

Identity, Society, and Culture: Canada from 1815-1914 Unit 1: Building A 20%
B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, Nation
ethnicity, daily life, and the arts Unit 2: The Fur
B2 evaluate the impact of interactions between Aboriginal peoples and
Trade
European explorers and settlers in Canada from 1815 to 1914 B3 evaluate
Unit 3: Challenges
the influence of immigration on Canadian society from 1815 to 1914
B4 describe the factors that contributed to a changing national identity from in the Canadian
1815 to 1914 West
Unit 5: Where Are
The Children?
Economy & Technology: Canada from 1815-1914 Unit 2: The Fur 10%
D1 assess the impact of Macdonalds National Policy on Canada Trade
D2 analyse the influence of the following on Canadas economy from 1815 to Unit 4: The
1914:
Building of the CPR
resource development and decline
technological innovations