1. SOCIALS 10 AN INTRODUCTION

2. SOCIALS 10  COURSE CONTENT  HOW WILL YOU LEARN SOCIALS ?  COURSE ASSESSMENT  COURSE EXPECTATIONS  STUDENT PROFILES

3. COURSE OUTLINE CONTENT  Canada: 1815-1914  Identity, Society & Culture  Governance  Economy & Technology  Environment SKILLS  Critical & Historical Thinking skills  Research skills  Presentation skills

4. IDENTITY, SOCIETY & CULTURE: CANADA FROM 1815 to 1914  students examine the evolving social and cultural makeup of Canada from 1815 to 1914.  Explore interactions between and among societies in Canada (Aboriginal peoples and Europeans ), and the development of culture and the arts.  Recognize the contributions of immigrants and immigration to the development of Canada  By exploring these issues, students gain an understanding of the forces that influenced, shaped, and reflect Canada’s identity.

5. GOVERNANCE CANADA FROM 1815 - 1914  Evolution of responsible government and federalism  Rebellions and their impact  Western expansion  Confederation  Nationhood  Structure of federal, provincial, and municipal governments

6. ECONOMY & TECHNOLOGY CANADA FROM 1815 - 1914  Analyze the National Policy and its influence on the development of Canada, including building the Canadian Pacific Railway (CPR)  Determine the impact of the Fur trade and gold rushes  Explore the impact of technological innovation on society in the years from 1815 to 1914.  Focus on the development of British Columbia’s economy.

7. ENVIRONMENT CANADA FROM 1815 - 1914  Students examine the physical geography of Canada and its physiographic regions  Study the influence of geography on economic development and settlement patterns from 1815 to 1914.  Identify key resource development issues in British Columbia  Explore the application of stewardship and sustainability in the development of BC’s resources

8. SKILLS & CONTENT  Socials is not about learning and memorizing content  More about analyzing content and making meaningful connections to the real world  Will develop a variety of skills such as:

9. HISTORICAL THINKING SKILLS  Analyzing Primary & Secondary Sources  Cause & Consequence  Historical Significance  Continuity & Change

10. RESEARCH & PRESENTATION SKILLS  Collecting & Organizing Data (Graphic organizers)  Individual/Group Presentations, Debates  Writing Paragraphs (Point, Evidence, Explanation)  Digital Literacies (Various digital apps) Samples of your skills will be kept in a skills portfolio (worth 40% of your mark)

11. ASSESSMENT  You’ll be assessed based on the following principles:  Assessment for learning (formative) is as a process of developing and supporting students’ active participation in their own learning.  Assessment of learning (summative) is assessment for purposes of providing evidence of achievement for reporting.

12. ASSESSMENT  40% COURSE CONTENT (Tests, Quizzes, Projects)  40% SKILLS PORTFOLIO  20% FINAL ASSESSMENT PROJECT

13. EXPECTATIONS  TAKE RESPONSIBILITY FOR YOUR LEARNING  HELP CREATE A GOOD LEARNING ENVIRONMENT  TRY YOUR BEST !  WORK HABITS RUBRIC

14. EXPECTATIONS: KEY POINTS  BE HERE, ON TIME, READY TO LEARN  PRODUCTIVITY = LESS HOMEWORK IN CLASS  DO YOUR OWN WORK (NO COPYING)  TECHNOLOGY IN CLASS

16. TECHNOLOGY  AWESOME POTENTIAL FOR LEARNING  Teacher website www.osocials.comwww.osocials.com  iPads & Apple TV  Possibly online marks  Technology vs Technology for entertainment for learning & social networking  KEY: Responsible use of technology

17. LET THE SHOW BEGIN !