Socials Studies 9

Social Studies 9 Outline

Mr. Mueller

 

Rationale

The aim of Social Studies 9 is to develop thoughtful, responsible, and active citizens who are able to acquire the requisite information to consider multiple perspectives and to make reasoned judgments.

 

Course Objectives

 

1. Through their participation in Social Studies, students will be encouraged and enabled to understand and prepare to exercise their roles, rights, and responsibilities within their family, the community, Canada, and the world.

2. Demonstrate respect for human equality and cultural diversity.
3. Acquire an understanding of and appreciation for the historical and geographical forces that have shaped and continue to shape Canadian society and the societies of countries around the world.
4. Develop the skills and attitudes necessary to become thoughtful, active participants in their communities and as global citizens.

 

Curricular Competencies

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

Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence)

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

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 different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (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)

 

Core Competencies: Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning.

Communication – The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.

Thinking – The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.

Personal and Social – Personal and social competency is the set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society. Personal and social competencies encompass the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.

 

The 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.

Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.

 

Course Organization
Component	Description	Weight
Class Assignments	Introduces Curricular Competencies, intended to provide the historical context and foundation for an in-depth analysis of the core content.  A Combination of direct instruction, assignments, seminar discussions, or group collaboration. Assignments are typically formatted so that they may be completed within a single instructional session.	30%
Quizzes	Emphasizes critical analysis of content and Big Ideas (small scope, deep understanding) One quiz per sub-unit (several paragraph response questions requiring about 30 minutes to complete)	30%
Project-Based Learning Activity	Occurs at the culmination of each unit. Allows students to demonstrate deep understanding of course content, while strengthening the Core Competencies identified in the curriculum. One project per unit (choice of projects; individual or group; may require some attention out-of-class time)	30%
Engagement	Regular engagement in lessons and participation during class discussions, seminars, or group collaboration. *self-assessment	10%

 

Course Expectations

 

• Mutual Respect: Treat the students, teacher and learning space with dignity, safety, calmness, and joy.

• Self-Reliance: Take responsibility for your actions, attendance, effort, work habits, expected workload, deadlines, and progress.

• Balance: There is a time and place for everything – teacher, student, group, individual, talk listen, laugh, and reflect.

• Engagement: Attend to the lesson, participate, ask thoughtful questions of yourself, teacher, and classmates. Ask for help when you need it.
• Concerns: If you have any concerns, come and discuss it with me (in private if you wish), and we will try to come up with a reasonable solution.

 

Late Work/Missed Class

 

Mr Mueller will allow for plenty of time for you to complete your work during class

time. Therefore, you should have no problems turning in your work on time. If you miss a class or a test, ensure that you contact the school to inform them of your absence. As soon as you return to school you are responsible for contacting Mr. Mueller to find out what you missed or arrange a time to write your test.

 

Plagiarism

 

Plagiarism is the taking or passing off of another person’s ideas or words as your own. You

will be required to do research for certain projects and assignments in this course. Any

researched material referenced in your work (i.e. ideas or direct quotations that are not your

own) must be cited using a bibliography and in-text citations where appropriate. Failure to do

so constitutes plagiarism and any student involved with receive a zero for the assignment

and parents/guardians will be notified. This includes copy-pasting information from

Internet sites and copying another student’s work.

 

Re-dos

 

If you would like to re-write a quiz to obtain a better score, you may only do so if

you have completed ALL of the assignments for that unit of study. 

 

Electronic Devices

 

No electronic devices will be permitted in class at any time. 

 

Supplies

 

What to bring to every class – you are expected to come to class on time, with supplies

necessary to complete your work and participate in class. This includes:

Binder/notebook – you will need this for note taking and class work; don’t forget it!

Research materials & project elements

Pens/pencils – you will need these every class; don’t rely on your friends, get your

own!

YOUR BRAIN! Turned on, ready to go! ☺

 

What can parents and guardians do to help the success of their child?

 

1. Help organize the students by keeping track of homework, assignments, and quiz dates.
2. Take note of important dates in the school calendar such as when report cards go

Home.

3. Track your student’s progress in MyEdBC.
4. Check the class blog: http://wmueller.blogs.sd73.bc.ca/
5. Contact Mr. Mueller by email: wmueller@sd73.bc.ca with any questions or concerns.

 

Scope

1750 to 1919

 

UNIT 1: Revolution & Democracy

 

 

• What is Revolution?

• Technological, Political, Economic, Social, Scientific, Cultural, Religious

• Analyzing change in the Modern Age

• The English Civil War & the Fight for Democracy

• What is democracy? And how DO elections work?

• Causes of the English Civil War

• Parliament vs. Monarchy

• Democracy?

• Quiz

• The American Revolution

• Causes of dissatisfaction in the 13 colonies

• Independence & the implications

• Loyalist Emigration to Canada

• Quiz

• The French Revolution & Napoleonic Era

• Causes of the French Revolution

• Anatomy of a Revolution

• The Rise of Napoleon Bonaparte

• Quiz

• The Industrial Revolution

• Catalyst for Change: Scientific & Technological Revolution

• Agricultural Reform

• Industrial Reform: Cottage Industry vs. the Factory System

• Economic Reform

• Population shift & the Growth of Cities

• Quiz

• REVOLUTION INQUIRY: Project-Based Learning Options

 

 

UNIT 2: Regional Geography of North America

 

 

• Geographic Regions of North America

• Regional Map & Summaries

• Project: Regions of N. America Postcards

• QUIZ

 

 

UNIT 3: Canada – Building a Nation

 

 

• Imperialism and Colonialism in North America

• European Imperialism: Who were the major players?

• Motivations for Colonization: The Mercantile System of Trade

• Contact with Indigenous Peoples: Implications

• The Slave Trade

• QUIZ

• Canada: Steps to Nationhood

• The Treaty of Paris, 1763

• The Quebec Act, 1774

• The Expulsion of the Acadians

• The American Revolution, 1776 & the Loyalist Migration to Canada

• The Constitutional Act, 1791

• The War of 1812

• American Manifest Destiny

• Confederation, 1867

• The British North America Act: Canada’s Constitution

• First Nation Treaties of 1871-1877 & The Indian Act

• NWC/HBC Merger & the Purchase of Rupert’s Land

• The National Policy, 1876

• CPR: The Building of the Transcontinental Railroad

• The Cariboo and Klondike Gold Rushes

• The Northwest Rebellions

• The Creation of the Northwest Mounted Police

• Clifford Sifton’s Immigration Policy, 1896 to 1914

• Canada’s Role in World War One, 1914-1919

• QUIZ

• CANADA – BUILDING A NATION INQUIRY: Project-based Learning Options