-DRAFT SS 10-12 with competencies March 11 version MoE[a]
SS10 Canada and the World - 1919 to the Present
Contemporary Indigenous Studies
Social Studies | SS10 Canada and the World - 1919 to the Present | ||
Big Ideas: | Elaborations | ||
Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. | |||
The development of political institutions is influenced by economic, social, ideological, and geographic factors. | |||
Individual worldviews lead to different perspectives and ideas about developments in Canadian society. | ← This big idea seems to include obvious redundancies? Aren’t worldviews and different perspectives essentially the same things? Suggestion: Canadians have different perspectives and ideas about important developments. | ||
Historical and contemporary injustices challenge the narrative and identity of Canada as a tolerant, multicultural society. | |||
Curricular Competencies | Elaboration | Content | Elaboration |
Sample Activities: Key Questions:
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6. International conflicts and cooperation
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7. Human-Environment Interaction
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8. Economic development and Canada’s role in a global economy
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Social Studies | BC FIRST PEOPLES | ||
Big Ideas: | Elaborations | ||
First Peoples are part of the land and water, and this interconnected relationship continues to shape and influence First Peoples' worldview. | |||
Contact and colonialism have impacted and continue to impact the political, social, and economic lives of BC First Peoples. | |||
Cultural expressions speak to the richness, diversity, and resiliency of BC First Peoples. | |||
BC First Peoples' governance, leadership, and self-determination demonstrate their challenge and resistance to Canada's ongoing colonial history. | |||
Curricular competencies | Elaboration | Content | Elaboration |
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Social Studies | CONTEMPORARY INDIGENOUS STUDIES - 1945 to Present | ||
Big Ideas: | Elaborations | ||
Indigenous identities, worldviews and language are renewed, sustained and transformed through their connection to the land | |||
Indigenous peoples are reclaiming their mental, emotional, physical and spiritual well being despite the continuing effects of colonialism | |||
Indigenous Peoples continue to advocate and assert their rights to self-determination | |||
Reconciliation is all Canadians working together to foster healing and to address injustices and mistreatment for the better future for all | |||
Curricular competencies | Elaboration | Content | Elaboration |
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| 1. Indigenous Peoples' identities and worldviews, and the importance of interconnection of family, relationships, language, culture and land
2. factors that sustain and challenge Indigenous Peoples' identities and worldviews
3. The resilience and survival of Indigenous peoples in the face of colonialism
4. Community development, partnerships and control of economic opportunities
5. Responses to inequities in relationships between Indigenous peoples, the Canadian government and its citizens.
6. Restoring balance through truth, healing and reconciliation in Canada
Inquiry questions: How do we as Canadians continue to do the work established by the Truth and Reconciliation Commission? How as individuals can we begin to implement the Calls to Action? Are the Calls To Action a responsibility of all Canadians? |
Social Studies | 20th Century World History | ||
Big Ideas: | Elaborations | ||
Nationalist movements can unite people in common causes or lead to intense conflict between different groups | |||
The rapid development and proliferation of communication and transportation technologies in the 20th century led to profound changes in personal and national identities | |||
The breakdown of long-standing imperialist structures created new economic and political systems | |||
Curricular competencies | Elaboration | Content | Elaboration |
| Key Questions: 2. Evaluate the significance of Cuban Missile Crisis on the relationship between the superpowers in the Cold War. 2. Which of the following battles was the most significant turning point of World War Two: el Alamein, Stalingrad, or Normandy? 3. What do the propaganda posters of authoritarian regimes reveal about the preoccupations of regime leaders? 3. Weigh the value of competing historical accounts of the motives for the US decision to drop atomic bombs on Japanese cities in August, 1945. 4. To what extent was apartheid unsustainable in South Africa in context of global changes in human and civil rights in the second half of the 20th Century? 4. How did the 6 day war sustain or alter the experiences of different groups in Israel? 4. How did the rapid advances in factory production change citizens' patterns of consumption? 5. To what extent did the Treaty of Versailles lead to extremist political movements in Weimar Germany? 5. How did the perseverance of the African National Congress against government repression ultimately overcome apartheid? 6. How did increasing television coverage of the war in Vietnam alter the collective American mood? 7. Assess the prevalence of a Eurocentric bias in collection of primary and secondary sources on a given topic. 8. Why did ordinary Soviet citizens not oppose the abuses of Stalin's purges? Activities:
2. Assess the significance of people, places, events, and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
3. Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
4. Compare and contrast continuities and changes for different groups during this time period (continuity and change)
5. Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments (cause and consequence)
6. Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)
7. Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
8. Make reasoned ethical judgments about controversial actions in the past and present, and whether we have a responsibility to respond (ethical judgment)
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Social Studies | Human Geography | ||
Big Ideas: | Elaborations | ||
Analyzing data from a variety of sources allows us to better understand our globally connected world. | |||
Demographic patterns and population distribution are influenced by physical features and natural resources. | |||
Human activities alter landscapes in a variety of ways. | |||
A geographic region can encompass a variety of physical features and/or human interactions. | |||
Curricular competencies | Elaboration | Content | Elaboration |
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Social Studies | Law Studies | ||
Big Ideas: | Elaborations | ||
Understanding legal rights and responsibilities allows citizens to reflect critically on the role of law in society. | |||
Laws can maintain the status quo and also be a force for change | |||
A society’s legal framework affects many aspects of people’s lives. | |||
Laws are interpreted and these interpretations evolve over time. | |||
Curricular competencies | Elaboration | Content | Elaboration |
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Criminal Code Burden of Proof (Reasonable doubt v. Balance of Probability)
Discriminatory laws and reform processes Importance of independence of the judiciary and lawyers Case/Common Law
Importance of victims’ rights and the rights of the accused Appeals Process Small Claims
renewed focus on individual rights
Aboriginal self-government/Treaty Process Alternative dispute resolution processes including restorative justice 1763 Royal Proclamation
Greater role of judicial oversight/re-interpretation of legislation
provincial v. federal institutions rehabilitation v. punishment
(Elaboration-Young Offenders’ Act, Youth Criminal Justice Act)
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Social Studies | Physical Geography | ||
Big Ideas: | Elaborations | ||
Analyzing data from a variety of sources allows us to better understand our globally connected world. | |||
Natural processes have an impact on the landscape and human settlement. | |||
Human activities and resource use affect the environment. | |||
Interactions between human activities and the atmosphere affect local and global weather and climate. | |||
Curricular competencies | Elaboration | Content | Elaboration |
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resource extraction practices what is a resource?
structure and functions of the atmosphere human disruptions of atmospheric patterns
distribution of biomes characteristics/significant features |
Social Studies | SOCIAL JUSTICE | ||
Big Ideas: | Elaborations | ||
Social justice issues are interconnected | |||
Individual worldviews shape and inform the understanding of social justice issues | |||
The causes of social injustice are complex and have lasting impacts on society | |||
Social justice initiatives have individual and systemic transformation | |||
Curricular competencies | Elaboration | Content | Elaboration |
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Activities:
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2. Connections between self-identity and an individual's relationship to others in society and to the environment
3. Connections of social justice issues
4. Past and present social injustices locally in Canada and globally in the world, their possible causes and their lasting impact on individuals, groups, and society
5. Roles of governmental and non-governmental organizations in issues of social justice and injustice
6. Processes, methods, and approaches of individuals, groups, and institutions use to promote social justice
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Social Studies | Political Studies | ||
Big Ideas: | Elaborations | ||
Politics occurs at every level of society and understanding it is critical to becoming informed and engaged citizens in a healthy common democracy. | |||
Political institutions and ideology shape both the exercise of power and the nature of political outcomes. | |||
The equal political status of citizens in a democracy co-exists uneasily with inequalities in the distribution of social and economic power | |||
The relationship of countries and other actors in the international system is a balancing act of competing and overlapping values and priorities. | |||
Curricular competencies | Elaboration | Content | Elaboration |
Use inquiry processes (ask questions, gather, interpret and analyze data, and communicate findings and decisions) Evaluate the significance of factors, forces, events and people on developments, outcomes, and decisions. (significance, relevance & pertinence) Assess the origins, purpose of, quality, and impact of political data. (evidence) Analyze the methods used by the media, governments, and other important groups to influence public perception of an issue or event Explain how different ideologies and worldviews shape perspectives on the same political issues and information (political perspectives) Analyze interrelationships between objectives and intended and/or unintended results (interrelationships, objectives & results) Assess the factors that promote political stability or instability (stability and change) Recognize the influence of implicit and explicit ethical judgments in political decision-making and formulate positions on issues of ethics in politics. (judgements in political ethics) | Use inquiry processes (ask questions, gather, interpret and analyze data, and communicate findings and decisions)
Evaluate the significance of factors, forces, events and people on developments, outcomes, and decisions. (significance, relevance & pertinence)
Assess the origins, purpose of, quality, and impact of political data. (evidence)
Analyze the methods used by the media, governments, and other important groups to influence public perception of an issue or event.
Explain how different ideologies and worldviews shape perspectives on the same political issues and information (political perspectives)
Analyze interrelationships between objectives and intended and/or unintended results (interrelationships, objectives & results) Assess the factors that promote political stability or instability (stability and change) Recognize the influence of implicit and explicit ethical judgments in political decision-making and formulate positions on issues of ethics in politics. (judgements in political ethics)
| The structure and function of political institutions of in Canada. Main families and key indicators of ideologies and political systems Elections and electoral systems Mass media in democratic societies. Power relationships between citizens, government, and other bodies in the creation of public policy. The scope and characteristics of the international system, and the relationship of the actors within the system. Issues in local, regional, or national politics in Canada. Issues in global politics, such as security, conflict management, development, sustainability. | The structure and function of political institutions of in Canada
Main families and key indicators of ideologies and political systems.
Elections and electoral systems
Mass media in democratic societies. Power relationships between citizens, government, and other bodies in the creation of public policy.
The scope and characteristics of the international system, and the relationship of the actors within the system.
Issues in local, regional, or national politics in Canada. Issues in global politics, such as security, conflict management, development, sustainability. |
Social Studies | COMPARATIVE CULTURES | ||
Big Ideas: | Elaborations | ||
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Curricular competencies | Elaboration | Content | Elaboration |
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(elaboration: supremacy, superiority, equality, “White man’s burden”, imperialism, colonialism, postmodernism, eurocentrism, etc.) 3. elements of culture / cultural expressions
4. conflict and conflict resolution within and between cultures 5. interactions between cultures and the natural environment | |
Social Studies | PHILOSOPHY | ||
Big Ideas: | Elaborations | ||
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. Philosophy allows individuals to make literate, rational, and relevant connections between ideas and their situations. | |||
. Philosophical discourse in one form or another is one of the most fundamental modes of being human. | |||
Curricular competencies | Elaboration | Content | Elaboration |
Use philosophical inquiry processes including analytical and phenomenological methodologies (processes) · Analyze philosophical ideas and assess their significance (significance) · Construct complex inferences about the content, origins, purposes, context, reliability, and usefulness of multiple philosophical sources (evidence) · Compare and contrast continuity, change, and contrast between ideas, disciplines, and schools of thought (continuity and change)
· · Explain different philosophical perspectives with respect to various traditions of thought (perspective) |
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-. Logic: What is Rational Argument? -. Socratic Dialogue -. Syllogisms -. Induction & Deduction - Criticising and Closing Arguments
-arguments for and against God/gods, - -problem of evil, - Reality & Appearance,
-Cartesian theory, - Kantian and Hegelian theory, -nihilism, existentialism, Hume & Skepticism, positivism, post-modernism
-pragmatism -relativism, -subjective truth,
-anarchism - social justice, -restorative justice, - retributive justice, -communalism, autonomy, -positive and negative freedom,
-the good life -utilitarianism -altruism, -ethical egoism |
Social Studies | Comparative World Religions | ||
Big Ideas: | Elaborations | ||
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Curricular competencies | Elaboration | Content | Elaboration |
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Social Studies | Asian Studies 1850-present | ||
Big Ideas: | Elaborations | ||
The breadth and diversity of Asia’s physical and human resources have made the region a powerful political, cultural and economic force in the late 20th century. OR The breadth and diversity of Asia’s physical and human resources have contributed to the development of distinct and disparate political, cultural, and economic regions in the late 20th century. | |||
Colonialism, Imperialism, and resource discrepancies have been the primary conditions for conflict and movement of peoples in Asia. | |||
Ethnic, regional, and national identities, shaped in part by geography and migration, exert a significant political and cultural influence in Asia. | |||
Rapid industrialization, urbanization and economic growth in Asia in the late twentieth century have created complex environmental challenges | |||
Curricular competencies | Elaboration | Content | Elaboration |
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| · Physical geography
Local, Regional, and Global Conflict
Industrialization, globalization, economic systems, and distribution of wealth and resources
Human geography
Development, structure, and function of political and social institutions
Social and political movements, including human rights initiatives
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Social Studies | Genocide Studies | ||
Big Ideas: | Elaborations | ||
The intentional destruction of peoples and their cultures is not inevitable and attempts can be disrupted and resisted. | |||
The use of the term genocide to describe atrocities is dependent on time, place and perspective; and where the term is used has political, legal, social, and cultural ramifications | |||
Despite international condemnation and a commitment to prohibit genocide, violence targeted against groups of people or minorities has continued to challenge global peace and prosperity | |||
The purpose, expectations, and methods of genocide are unique to their context but share core similarities in progression and scope. | |||
Curricular competencies | Elaboration | Content | Elaboration |
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(potential, possible, example, sample, exemplar, suggested, plausible) BIG IDEAS
Urbanization is a critical force shaping both human life and the planet. | The historical development of cities has been shaped by geographic, economic, political and social factors. | Decision-making in urban and regional planning is influenced not just by geography, but in trying to find a balance between competing political, economic, and social interests and needs. | Major disparities exist in economic, political and social stability and quality of life within and between urban centres globally. |
Learning Standards | |
Curricular Competencies | Concepts and Content |
Students will develop competencies needed to be active, informed citizens: A1 Use inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions) A2 Assess and compare the significance of factors, past and present, influencing urbanization (significance) A3 Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources (evidence) A4 Identify continuity and change in the development of urban spaces (continuity and change)
A5 Determine and assess the long- and short-term causes and consequences and the intended and unintended consequences of public policy decisions related to urban places. (cause and consequence)
A6 Explain and identify the forces that shape opinions and decision making on current issues related to urban studies (perspective) A7 Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) A8 Make reasoned ethical judgments about current and past issues after considering the context and standards of right and wrong (ethical judgment) | Students will know and understand the following concepts and content related to Urban Studies as an inter-disciplinary field.
Urbanization as a global phenomena.
Historic settlement patterns in urban centres
Local & regional governance in BC and relationships with other levels of government
Functions of local and regional government.
Urban planning and urban design
Decision-making in planning of cities and regions.
Contemporary Issues in Urban Studies: social justice issues, global disparities, environmental challenges:
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Contemporary economic theory, practice, and terminology are grounded (directly) in centuries of economic theory | Observing, interpreting, and judging past (social, political, and) economic contexts and practices gave rise to competing theoretical approaches OR Economic theories are shaped by what economic philosophers observed, interpreted and judged in their contemporary social and political environments | The implementation of economic theories have profound effects on social and political decision making and movements | Economic systems have underlying and often opposing ethical standards and implications. OR Economic theories are a complex mix of values decisions and ethical judgements. |
Learning Standards | ||||||||||||||||||||||||||||||||||||
Curricular Competencies | Concepts and Content [c] | |||||||||||||||||||||||||||||||||||
(Assess how historical conditions influenced the development of economic approaches and theories and how they affected social and political change)
| Students will know and understand the following concepts and content related to | |||||||||||||||||||||||||||||||||||
1. Economic Thought Before Adam Smith[e]
2. Classical Theories of Value, Growth and Distribution
3. Classical Economics on Money, Banking, and Policy
4. Marxist Economics
5. Marginalists, Marshall, and Late Neoclassical Economics
6. Keynesían Theory of Money, Investment, and Cycles
7. Neoclassical Synthesis and Monetarist Challenge to Keynes
8. Contemporary Economic Thought
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Elaborations:
BIG IDEAS
Examining human social relationships provide insights into group, organization, and societal patterns of behaviour | Collective phenomena is not an aggregate of individual phenomena | There is a continual balance and struggle between structure (social constraints and opportunities) and agency (individual choice and actions) for all individuals | To understand human social behaviour we have to focus on groups to which people belong |
Learning Standards | |
Curricular Competencies | Concepts and Content |
Students will develop competencies needed to be active, informed citizens:
| Students will know and understand the following concepts and content related to 1. Definition and theoretical frameworks of sociology as a social science
2. Research methodologies in sociology
2. Factors affecting individual beliefs and behaviours
3. Social processes affecting individuals and group
4. Social stratification in society
5. Institutions that affect individuals and groups
6. Factors that affect societal changes
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(potential, possible, example, sample, exemplar, suggested, plausible) BIG IDEAS
impact on society |
Learning Standards | |
Curricular Competencies (very rough draft) | Concepts and Content |
| Students will know and understand the following concepts and content related to
4. History and Geography of classical cultures
5. Classical philosophies and religions
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Elaborations:
IDEAS AND COMMENTS:
[a]Please note that we have more courses in draft form. These are only the ones released thus far.
[b]all sample ideas should be pasted to TeachBC website: http://teachbc.bctf.ca/
[c]The course construction as is below is VERY constraining for those schools not teaching AP Micro/Macro Econ. IMHO this looks far too theory based and not enough practical application or room for inquiry. Consider including an exploration of CHOICES - individuals, businesses, government. I don't see this anywhere explicitly, yet Economics is all about choice. This is how I have constructed my approach to Econ 12.
[d]should there be some reference to geographic themes as well on the competencies side?
[e]should there be some basics prior to this? And will there be discussion about micro vs macro? It looks a lot like an AP course, and so it will appeal to some for sure, but it might scare away those who are just interested in econ. This might be the only true access course to Econ that kids will ever take.