Scope and Sequence Social Studies 10 - Canada and the World: 1914 to the Present Welcome to the outline of HCOS Social Studies 10 curriculum!

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1 Scope and Sequence Social Studies 10 - Canada and the World: 1914 to the Present Welcome to the outline of HCOS Social Studies 10 curriculum! In this document, you will find a correlation for the core competencies, the curricular competencies and the specific content outcomes for each of the units. At the beginning is a table that summarizes where each of the core competencies and curricular competencies are found so you can be assured that they are all covered within the course. First, we d like to offer a brief synopsis of each unit, explaining the rationale and the Biblical attribute that is interwoven into each unit, followed by the specific content. We hope you enjoy your course! As always, if there are any questions or concerns please don t hesitate to reach out to us. The HCOS Course Development Team Curricular Competencies Overview - Social Studies 10 - Canada and the World: 1914 to the Present Students are expected to be able to do the following: Unit Unit Unit Unit Unit Present Use Social Studies inquiry processes and Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) Compare and contrast continuities and changes for different groups during this period (continuity and change) Assess how prevailing conditions and actions of individuals or groups influence events, decisions, or developments (cause and consequences) Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment) Content Students are expected to know the following Development, structure, and function of Canadian and other political institutions, including First Peoples governance Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Political and economic ideologies and development of public policy

2 Changing conceptions of identity in Canada Canadian autonomy Domestic conflict and cooperation Discriminatory policies in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and internments International conflicts and cooperation Human-environment interaction Economic development and Canada s role in a global economy Truth and reconciliation in Canada Unit Overviews UNIT Lesson 1 - WW1 and the League of Nations UNIT 1 LIVE EVENT Human toll of WWI Human hope of WWI Lesson 1 Unscramble Lesson 1 Course Notes Assignment

3 Lesson 2 - Boom and Bust Lesson 3 - The Great Depression and the Rise of Radicalism Treaty of Versailles and the League of Nations Boom and Bust 1920s - Women s suffrage in Canada, Eugenics, Chinese Exclusion Reparation payments and economic challenges Germany The Crash Canada s Great Depression Rise of Hitler King s relationship with Hitler Rise of radical ideologies Lesson 2 Forum Posts Assignment: Did Canada become more or less independent during the 1920s? Lesson 3 Directed Inquiry project League of Nations Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group Assess how prevailing conditions and actions of individuals or groups influence events, decisions, or developments Changing conceptions of identity in Canada International conflicts and cooperation Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group Assess how prevailing conditions and actions of individuals or groups influence events, decisions, or developments Canadian autonomy Assess the justification for competing accounts after investigating points of contention, reliability of sources, and Analyze and Critique

4 adequacy of evidence Assess how prevailing conditions and actions of individuals or groups influence events, decisions, or developments UNIT Lesson 4 - World War II Lesson 5 - The Golden Age? UNIT 2 LIVE EVENT World War II Canada s involvement in World War II (BOB, Italy, Dieppe and Normandy, Liberation of Holland) Battle in the St. Lawrence Japanese Internment Nuclear bomb Pearson and the UN UDHR First People s Rights during the 1950s Lesson 4 Unscramble Lesson 4 Course Notes Assignment Lesson 5 Forum Posts Assignment: Was the 1950s a Golden Age for Canada? Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate International conflicts and cooperation Discriminatory policies in Canada and the world Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate Discriminatory policies in Canada and the world

5 Lesson 6 - The Cold War Communism and the Cold War Arms Race Cuban Missile Crisis and Canadian sovereignty Tommy Douglas, Health Care Lesson 6 Guided Inquiry project Just War International conflicts and cooperation Analyze and Critique Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate Political and economic ideologies and development of public policy International conflicts and cooperation Recognize implicit and explicit ethical judgments in a variety of sources Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond UNIT Lesson 7 - Challenging the Status Quo UNIT 3 LIVE EVENT The Quiet Revolution and anti-establishment youth Anti-Vietnam War - Pearson Lesson 7 Unscramble Lesson 7 Course Notes Assignment

6 Lesson 8 - A Fractured Canada Lesson 9 - Struggles for Stability US Civil Rights Movement Separatist movement and FLQ Crisis Government Spending, Economic Crisis, OPEC, inflation Constitutional amendments/charter First Peoples land claims self-government Oka Crisis Star Wars and Fall of Berlin Wall Lesson 8 Forum Posts Assignment: Were the 60s, 70s, and 80s a progressive or regressive era in the history of Canada? Mid-term exam Compare and contrast continuities and changes for different groups during this period Compare and contrast continuities and changes for different groups during this period Domestic conflict and cooperation Development, structure, and function of Canadian and other political institutions, including First Peoples governance Recognize implicit and explicit ethical judgments in a variety of sources Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond Analyze and Critique Personal and Social Positive Personal and Cultural Identity UNIT

7 Lesson 10 - The End of the Cold War Lesson 11 - Genocide and the Failure of the New World Order Lesson 12 - Independent Inquiry Project 1 UNIT 4 LIVE EVENT Fall of Communism and Soviet Union Free Trade Agreement and NAFTA (globalism) GST, regional political divisions Fall of Communism End of the Cold War Kosovo, Rwanda 1995 Referendum Lesson 12 Independent Inquiry Project Lesson 10 Unscramble Lesson 10 Course Notes Assignment Lesson 11 Forum Posts Assignment: Were Canadian peacekeeping efforts in the 1990s a failure or a success? Lesson 12 Independent Inquiry Project Compare and contrast continuities and changes for different groups during this period Economic development and Canada s role in a global economy Compare and contrast continuities and changes for different groups during this period Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and Analyze and Critique Personal and Social

8 places, and from group to group Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs Positive Personal and Cultural Identity UNIT Present Lesson 13 - The War on Terror UNIT 5 LIVE EVENT 9/11 Iraq and Afghanistan wars Fear and terrorism Lesson 13 Unscramble Lesson 13 Course Notes Assignment Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group Explain and infer different perspectives on past or present people, places, issues, or events by considering

9 Lesson 14 - The World As We Know It Lesson 15 - Independent Inquiry Project 2 Truth and Reconciliation Obama and Trump Syrian refugee crisis Lesson 15 Full Inquiry Project Concluding Video: Where Does Our Hope Lie? prevailing norms, values, worldviews, and beliefs Lesson 14 Forum Posts Assignment: Should Canada continue to admit refugees at the rate that it did in 2015 and 2016? Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group Truth and reconciliation in Canada Lesson 15 Full Inquiry Project Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group Analyze and Critique Personal and Social Positive Personal and Cultural Identity Valuing diversity Analyze and critique