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Pre-2017 BC Social Studies 11

A wander through modern Canadian history & human geography, society & identity, economy & environment, autonomy & international involvement, and your own connections to Canada's past, present, and future.

pearson pennantPearson Pennant - shortlisted nomination for Canada's new flag in 1965
The big idea of Canadian Identity will accompany the entire course, as well as a persistent question: Why Bother Voting?  The focus questions below form the basis of the lessons, activities, and assessments -- the things that students do or achieve to show that they have addressed the focus questions (met the learning outcomes, demonstrated understanding). Skills such as map literacy, critical thinking, effective research, current events, communication, and active citizenship will relate to many of the learning outcomes. Students personal/family/cultural connections to the events and themes of the 20th Century in Canada will be explored and celebrated.

See the PDF VERSION for SS11 Course Outline, Student Expectations, etc.
There are two projects in this course: a smaller one alongside Unit 2, the Citizenship Project, and a larger one alongside Unit 3-7, the ECHO Project.

All other course handouts and assignment descriptions are linked below.  Send me a note if you don't see something you would find useful.


1. Too Big for Our Planet

Picture
Challenges Facing Canada & the Global Community
About two weeks - Lessons 1A-1F
Counterpoints Ch. 11/12, other resources
Assignment: Demographic Study - Comparing Nations

LESSON HANDOUTS & RESOURCES
1A Two Maps - Key Locations
1B Population and Demography
1C Working with Demographic Data
1D Population Issues
Keynote Slideshow 1 (Demography)
1E Standards of Living
1F Problems with Poverty
1A-1F Review

Demographic Study - Comparing Nations
FOCUS QUESTIONS
  • How does Canada compare with developing countries in terms of living standards, poverty, and human development?
  • Using a variety of tools, data, and forms of expression, what is the significance of changes in world population?

2. Canadian, Eh

Picture
Politics, Government, and Identity
About two weeks - Lessons 2A-2F
Counterpoints Ch. 9 & 1, other resources
Political Parties Webquest
Active Citizenship Project

LESSON HANDOUTS & RESOURCES
2A Canadian Identity
2B Foundations of Government
2C Politics in Canada
2D Operation of Government
2E Election Process
2F Canada at the Turn of the 20th Century
2G Issues in the Laurier Era
Political Parties Webquest
Active Citizenship Project
Lesson 2A-2G Review
Keynote Slideshow: A Different Canada
FOCUS QUESTIONS
  • How do our beliefs translate to political action; how do we know what we are voting for?
  • What kind of country, power structures, and government do we have?
  • How can Canadians make change at different levels of government (and what needs changing)?
  • What defined Canada in the early 20th century, and what did Canadians expect from the century ahead?

3. Growing Pains

Picture
The Great War & the Roaring Twenties, 1914-1928
About 3 weeks - Lessons 3A-3J
Counterpoints Ch. 2/3, other resources
Letter from the Front

LESSON HANDOUTS & RESOURCES
3A Europe Before WWI
3B Causes of WWI
3C Canada Enters WWI
3D Canadian Battles of the Great War
3E The Home Front: WWI in Canada
3F The End and Aftermath of WWI
3G Winnipeg Strike and Canada in the 1920s
3H The Roaring 20s
Unit 3 Test Review
Keynote Slideshow - Causes of WWI
Keynote Slideshow - Canada & WWI
Keynote Slideshow - Four Key Battles of WWI
Keynote Slideshow - The Home Front
Keynote Slideshow - The Great War Ends
FOCUS QUESTIONS
  • What steps did Canada take to become an autonomous nation?
  • What was Canada’s role in and mutual impact of World War One?

4. Crisis and Survival

Picture
The Great Depression and World War II, 1929-1945
About 3 weeks - Lessons 4A-4G
Counterpoints Ch. 4/5, other resources
Begin ECHO project

LESSON HANDOUTS & RESOURCES
4A Causes of the Great Depression
4B Conditions during the Great Depression
4C Responses to the Great Depression
4D Background to World War Two
4E Canada at WWII
4F WWII Dunkirk to Ortona
4G WWII DDay to Nagasaki
Unit 4 Review
Keynote Slideshow - Causes Great Depression
Keynote Slideshow - Conditions 1930s
Keynote Slideshow - Canada Responds
Keynote Slideshow - Rise of Dictatorships
Disney WWII anti-Nazi propaganda cartoon
FOCUS QUESTIONS
  • What was the impact -- social, labour, political, environmental - of economic cycles and changes between the wars, especially the Great Depression?
  • What was Canada’s role in and mutual impact of World War Two?

5. Television and Beyond

Picture
The Cold War and Postwar Shifts in Canada 1945-1964
About 2 weeks - Lessons 5A-5F
Counterpoints Ch. 6 (7/11), other resources
Continue ECHO Project

LESSON HANDOUTS & RESOURCES
5A Canadian Society in the 1950s
5B Postwar Prosperity and Politics
5C Canada and The Cold War
5D Society Shifts in the 1960s
Keynote Slideshow -The Cold War
Unit Review: Main Ideas for the Test
FOCUS QUESTIONS
  • How did Canada change as a result of World War II?
  • How did Canada change as a result of the Baby Boom?  Cold War?
  • How and why has Canada been involved on the world stage since World War II?


6. What Kind of Society

Picture
Quebec Nationalism, Constitution, Charter, 1965-1983
About 2 weeks - Lessons 6A-6F
Counterpoints Ch. 7/8/10, other resources
Complete ECHO Project

LESSON HANDOUTS & RESOURCES
6A Changing Politics in the 1960s & 1970s
6B Economy & Environment in the 60s & 70s
6C Issue of Autonomy in the 1960s & 1970s
6D Big Decisions in the early 1980s

Constitutional Change - Optional Assignment
FOCUS QUESTIONS
  • How have regional issues affected Canadian unity (especially Quebec nationalism)?
  • What’s in our Constitution and how does the Charter of Rights and Freedoms affect us?

7. Pepper on my Plate

Picture
Society, Economy, Rights, Environment 1984-2001
About 2 weeks - Lessons 7A-7F
Counterpoints Ch. 8/13, other resources
Present ECHO Project

LESSON HANDOUTS & RESOURCES

In May/June 2014, the rotating strikes and government lock-out of teachers have cut our course short a bit.

Here are the regular Unit 7 Lesson Notes/Questions jammed together in one big handout:

Unit 7 Lesson Set
FOCUS QUESTIONS
  • How have rights and conditions changed for Aboriginals, Women, and minorities in Canada?
  • How should our government protect culture, identity, and sovereignty (especially consider Canada-USA relations)?
  • What are nature of the environmental challenges facing Canadians, especially global warming, ozone layer depletion, and water supply?

8. The Global Village

Picture
Global Issues & Human Rights, late 20th Century to present
About 2 weeks - Lessons 8A-8F
Counterpoints Ch. 8/10 (13), other resources
UN Debate: Canada as Middle or Model Power

LESSON HANDOUTS & RESOURCES

In May/June 2014, the rotating strikes and government lock-out of teachers have cut our course short a bit. We will not be formally getting into this unit material, although you may find you have already thought about the unit focus questions while in Social Studies 11.  I would highly recommend finding and watching a copy of the documentary "Shake Hands with the Devil" (the actual 2004 documentary with Romeo Dallaire and not the 2007 dramatic version with paid actors).  You may also wish to have a look at this optional assignment:
Canada on the World Stage assignment
Canada Middle/Model Power Evidence Page
FOCUS QUESTIONS
  • What has been the impact of our policies and programs related to immigration, the welfare state, and rights?
  • What are some ways to address local and global issues like regional disparity, urban sprawl, the HIV/Aids crisis, and sustainable development?

Check Student Marks


Student Expectations

Your teacher does not have many rules... more like a "way of being" that makes sensehe hopes others will try while in the class. At its core, this is about a few principles that students should keep in mind and will be expected to work towards while taking this course:
  • mutual respect -- treat the students, teacher, and learning space with dignity, safety, and calmness 
  • self-reliance -- take responsibility for your actions, attendance, work habits, expected work & progress 
  • balance -- there is a season (and time in class) for everything: teacher, student, together, alone, tech, no-tech, food , no-food
  • curiosity -- ask thoughtful questions of your self, teacher, and classmates, and ask for help when you need it 
In exchange, your teacher will strive to make the class time as positive and productive as possible, minimize homework, and keep the focus on critical thinking, meaningful connections (including personal ones), and strong learning about our topics. You are invited to be active participants in how this course and classroom experience unfolds. 

Assessment

Assessment happens all the time -- when our questions are answered, when we think about whether we understand, something, when you get feedback on something you have said or done, and when you get evaluated on things you've turned in.

The "summative" parts -- the assessments your teacher uses to prepare reports and assign marks -- are generated from the work you submit (e.g. smaller assignments like the Political Parties Webquest), the projects you complete (e.g. the Echo Project), and the tests you write (e.g. Unit Tests with critical thinking questions and access to your notes). 

You must actually do the work to get the marks, just as you have to actually be here if you want the benefit of the lessons. Your teacher will accept late work up to a point -- normally up to the end of the next unit or 3 weeks, whichever comes first. After that it is past due and you must make a new or different attempt to demonstrate your understanding of missed learning outcomes. Ask your teacher for suggestions about this. Your teacher believes this reflects the principles listed above, especially mutual respect (for the teacher and the other students) and self-reliance.

It is very important that you reflect on how things are going for you as often as you can, and come talk to your teacher when you need help. Usually, there is some time set aside in each class for this purpose -- ask a question, share what you are working on, get a concept explained, or challenge an idea. It is especially important to reflect on your note-taking after a test. Were your notes useful? If not, how could you do them differently in the future? Your teacher and often your classmates are here to help you learn. We're not as direct or fast as a google search, but we know how to laugh, ponder, and provoke.

Anticipated Test Dates for Sem1 2015-16
U1 Tue., Sep 22
U2 Wed., Oct 14
U3 Wed., Nov 4
U4 Mon., Dec 1
U5 Thu., Dec 17
U6 Tue., Jan 12
U7 Wed., Jan 20

test anxiety
These 7 Unit Tests are open-notes, and deal with both the content from the lessons and interpretation of primary sources and prompts related to the lessons. If your notes are done and you've been actively engaged in class, these tests should not be difficult.  If however, your notes are incomplete and you have not been engaged in class, these tests will make you feel anxious and perhaps a bit melancholy.

WE HAVE NO TIME MACHINES
Please don't wait for the end of the course to start wondering how to get the wheels back on the bus. By Grade 11 it is hoped that students can recognize when they need to ask for help. It sometime feels like a relief to put off "dealing with your stuff" but it feels even better to know you tackled a problem and found success.  I am not the kind of teacher that passes students from grade to grade just for showing up, or calculates grades by adding up completion scores -- Social Studies 11 is demanding course that requires students to demonstrate their understanding of key themes in Canada's past and present: Politics & Government, Society & Identity, Autonomy & International Presence, Environment & Economy.

Links & Resources for SS11

Course and Exam Review (revised 2015)
Gov't site - exam details & practice exams

The Echo Project
PGSS SS11 Review site
Historical Thinking Project
Mr. Lewis' Socials 11 Blog
Review Notes from Kwantlen Park
Open School SS11 Resource
SS11 resources from Mr. Benoy
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