BC Social Studies 11 Explorations

This course, introduced with the revised curriculum around 2016, provides grad credits for Social Studies and also sets up our Grade 12 electives such as History, Law, Comparative Cultures, and Geography. This course course explores themes and topics such as Social Justice, First Nations Studies, Economics, Human Geography, Urban Studies, Philosophy, and Local History. Big Question: How are "history" and "place" a part of our everyday lives?

Course Outline

NOTE: for 2017-18, the first five units below were used for Mr. Thielmann's Social Studies 11. Units 6-10 are posted here for future consideration or use by other teachers. Teachers looking to develop their own version of Social Studies 11 Explorations should take a look at the Pacific Slope suggestions for this course.
INTRODUCTION
Course Outline
What is Social Studies
World Map
World Map Instructions
Current Events Template
​Sense of Place
Asking Questions of History and Place
UNIT 1 Human Geography
1A Intro to Demographics
1B Working with Demographic Data
1C Population Issues
1D Standards of Living
1E Problems with Poverty
Demography Assignment
​Slideshow PDF
UNIT 2 Philosophy
Who are we? Is there a soul? What is beauty? What is art? What is truth? What knowledge is worth knowing? How should reason be applied to everyday problems? How should we live?
UNIT 3 Local History and Geography
Find out more about the history in your area: First Nations past & present, exploration, settlement, and development to the present, commerce and trade, environmental adaptations, geologic and landform history
UNIT 4 Contemporary Indigenous Issues
Case studies in the issues that face First Nations in Canada and about the directions that "truth and reconciliation" might take in the next 25 years.
UNIT 5 Economics and the Environment
An introduction to both economics and environmental dynamics & systems. The goal is to apply principles of sustainable development to modern relevant case studies.
UNIT 6 Case Studies in Genocide
Teacher-Led case study (e.g. Holodomor, Rwanda) followed by student-led solo or group case studies (e.g. Japanese occupation of China, Khmer Rouge, Armenian Genocide)
UNIT 7 Critical Issues / Social Justice
A focus on anti-oppressive education, with case studies on race, poverty, LGBTQ rights, status of women, and other marginalized or vulnerable groups.
UNIT 8 The Climate Crisis
There is general consensus among scientists, as well as a weight of evidence, that climate change is spiralling out of control. What does this mean for Canada and Canadians?
UNIT 9 The Canoe in Canada
A look at Canadian history and geography through the lens of the canoe. Stories and studies from the First Nations, the fur trade, gold rushes, literary escapades, and other adventures. Tie-ins with woodworking and survival skills.

Class Expectations

Rules -- I don’t have many... mostly I expect that students will operate with a few principles in mind:
  • 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
  • curiosity -- ask thoughtful questions of your self, teacher, and classmates, and ask for help when you need it
  • interdependence -- start seeing yourself as part of a diverse community where each person has something important to offer
In exchange, I 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. I’m quite confident that any other “rules” we might use will be negotiable.

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 maps), 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. Your teacher believes this reflects the principles listed above, especially mutual respect 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. Your teacher and often your classmates are here for that purpose -- to help your learn. We're not as direct or fast as a google search, but we know how to laugh, ponder, and provoke.

In 2017/18, your teacher will be trying out a new assessment method. Based on the work they do, students will achieve placements in four categories: Curriculum Foundations, Skills & Applications, Sourcework & Critical Thinking, Research & Inquiry. The placements will be done using a four-point scale with which students are probably familiar. Along the way, the placements show where a student should focus efforts. At the end, the placements will determine a final percentage and letter grade. The "scheme" below show more about the categories and placements.