SOCIAL STUDIES 10 |
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Course Overview and Rationale:
Viewed as a whole, Social Studies 10 examines the factors that have shaped and continue to shape, Canada and Canadians. This course will explore significant historical, political, social and economical change both in Canada and abroad during the 20th century. More than any one approach, this course should be viewed as a course in citizenship. By the time you have completed Social Studies 10, you should have a better understanding and appreciation of the story of Canada and your ever changing world. Preparation/Organization: Make a sincere effort - engage actively in the classes and as you do the assigned work, be open to new ideas and methods, follow suggestions and improve where you can, learn from your mistakes, get extra help when you need it. Due to the vigorous pace and nature of the course, it is your responsibility to catch up, find out and complete homework assignments, hand in work due, and reschedule (as soon as possible) all missed tests, presentations, and due dates if you must be absent. That being said, students who attend on time with assignments done, appropriate materials and are ready to learn are most successful. Self responsibility is the key to developing safe and respectful learning environments...“I own my thoughts, language, behaviours, actions, and outcomes being self responsible allows me to move forward to a full life, deeper learning, and an attitude that does not blame others.” Textbook: Counterpoints: Exploring Canadian Issues (2010) Course Assessment You will learn and be successful if you do the work. Listen carefully for instructions, write them down if there is no handout, and expect them to be due next class unless otherwise directed. Extensions: Talk to me before the due date if you could be late (or on the due date if something unforeseen comes up) - just be honest about why. Ask for an extension if you will need one, and you will probably get one. If you organize your time and plan ahead, it will work out. Assessment and evaluation will be done in a variety of ways – by you, by me, and by your peers. The most important part of assessment is that it help us learn by showing us what we can and cannot do; the most important part of evaluation is that it indicates how well we are able to show what we know, in a particular way, about a particular subject, at a particular point in time. It is NOT a measure of how smart we are overall. However, it is part of our education system, and we will work with it. The thing to remember is that the result of any assessment or evaluation is NOT a judgment; it is a tool that we can use to improve our learning. Students will be provided with clear criteria in the form of rubrics for all major assignments. These rubrics will often be created together with students. Students will be expected to self and peer assess as part of the learning process. Many assignments in their early stages will be assessed using specific feedback on rubrics rather than with percentages or letter grades in order to focus students on the learning process and skill development. However, grades must be reported to parents periodically, and therefore, marks will be collected and recorded according to the level of proficiency demonstrated at that time. Remember that improvement and growth are always happening and with effort no mark is set in stone. |
Boy reaches for father, a soldier in Connaught's Own Rifles, New Westminster, 1940, as he departs for Europe (& WWII).
Evaluation Participation 10% Assignments 45% Quizzes 25% Heritage Inquiry 20% |