Chinook High School

2020
Social 10-1
Necessary Accommodations

Name Code Exam Exam accommodations Other None Writing None Initial
in LC? accommodations
Ethan Extra time -PP audio - scribe X Extra time – scribe X
Alex a Extra time -PP audio - scribe X Extra time – scribe X
Basiewa Extra time -PP audio - scribe Extra time – scribe
Avril X Extra time -PP audio - scribe Extra time – scribe
Luke Extra time -PP audio - scribe X Extra time – scribe X
Alex H Extra time -PP audio - scribe Extra time – scribe
Miles N Extra time -PP audio - scribe X Extra time – scribe X
Aurora X Extra time -PP audio - scribe Extra time – scribe
Colson X Extra time -PP audio - scribe Extra time – scribe
Ayush X Extra time -PP audio - scribe Extra time – scribe
Maddy X Extra time -PP audio - scribe Extra time – scribe
Report cards Dates
November 20th
Parent / Teacher interview Dates:
October 15th @ 1-7pm
Significant Contextual Variables
- Covid-19 protocols
o Mask wearing
o Class cleaning:Wipes or disinfecting spray bottles to clean and disinfect shared
materials and high touch areas throughout the day.
o Hand sanitizer
o Students are not expected to sit in their desks for the duration of the day. Learning
can occur during various activities
o We will limit gatherings in the hallway
-

Vision and rational

The Social 10-1 course is designed to help provide students opportunities to
develop the attitudes, skills and knowledge that will enable them to become engaged,
active, informed and responsible citizens. Social studies helps students develop their
sense of self and community, encouraging them to affirm their place as citizens in an
inclusive, democratic society.
In Social 10-1 students will explore multiple perspectives on the origins of
globalization and the local, national and international impacts of globalization on lands,
cultures, economies, human rights and quality of life. Students will examine the
relationships among globalization, citizenship and identity to enhance skills for
citizenship in a globalizing world. The infusion of multiple perspectives will allow
 students to examine the effects of globalization on peoples in Canada and throughout
the world, including the impact on Aboriginal and Francophone communities.
Year Plan / School Year: 2020
Class: Social Studies 10-1 School Year: 2020
September
Unit(s) Unit One
General RLI 1
Outcome 1.1 acknowledge and
appreciate the existence of
multiple perspectives in a
globalizing world
1.2 appreciate why
peoples in Canada and
other locations strive to
promote their cultures,
languages and identities in
a globalizing world
1.3 appreciate how
identities and cultures
shape, and are shaped by,
globalization
1.4 explore ways in which
individuals and collectives
express identities
1.5 explore understandings
and dimensions of
globalization
1.6 examine the impact of
communications
technology and media on
diversity
1.7 analyze opportunities
presented by globalization
to identities and cultures
1.8 analyze challenges
presented by globalization
to identities and cultures
1.9 evaluate efforts to
promote languages and
cultures in a globalizing
world
October
Unit One
Unit Two
RLI 4
4.2 recognize and appreciate
the importance of human
rights in determining quality
of life
4.4 explore various
understandings of quality of life
4.7 evaluate relationships
between globalization and
democratization and human
rights
4.8 analyze how globalization
affects individuals and
communities
4.9 explore multiple perspectives
regarding the civic
responsibilities that individuals,
governments, organizations and
businesses may have in
addressing opportunities and
challenges presented by
globalization
4.10 evaluate means by which
individuals, governments,
organizations and businesses
could address opportunities and
challenges of globalization
RLI 3
3.1 recognize and appreciate
multiple perspectives that exist
with respect to the relationships
among politics, economics, the
environment and globalization
3.7 explore multiple perspectives
regarding the relationship among
people, the land and
globalization
3.8 evaluate actions and policies
associated with globalization that
impact the environment
3.9 analyze multiple perspectives
on sustainability and prosperity
in a globalizing world
Teacher: Jordin Peterson
November December
Unit Two Unit Three
RLI 4 RLI 2
4.1 recognize and appreciate the 2.1 recognize and
impact of globalization on the quality appreciate historical
of life of individuals and communities and contemporary
4.3 accept political, social and consequences of
environmental responsibilities European contact,
associated with global citizenship historical globalization
4.5 analyze impacts of globalization on and imperialism on
children and youth Aboriginal societies
4.6 analyze impacts of globalization on 2.2 exhibit a global
women consciousness with
4.11 develop strategies to demonstrate respect to the human
active, responsible global citizenship condition
2.3 accept social
RLI 2 responsibilities
2.6 examine impacts of cultural contact
associated with global
between Indigenous and non-
citizenship
Indigenous peoples
2.4 recognize and
2.7 explore the foundations of
appreciate the validity
historical globalization
of oral histories
2.8 explore the relationship between
2.5 recognize and
historical globalization and imperialism
appreciate various
2.9 examine multiple perspectives on
perspectives regarding
the political, economic and social
the prevalence and
impacts of historical globalization and
impacts of
imperialism
Eurocentrism
2.10 examine imperialist policies and
practices that affected Indigenous
peoples
2.11 analyze contemporary global
issues that have origins in policies and
practices of post-colonial governments
in Canada and other locations
2.12 evaluate various attempts to
address consequences of imperialist
policies and practices on Indigenous
peoples in Canada and other locations
2.13 examine legacies of historical
globalization and imperialism that
continue to influence globalization
 Major ➢ Global Media ➢ Blackfoot ways of ➢ How and why did ➢ Historic
Teaching and Identity knowing - Tipi globalization begin legacies in
and inquiry ➢ responsible for booklet Canada
Learning ➢ Enhancing the future ➢ Historic legacies of ➢ Future
cultural ➢ Human Rights globalization through
Activities
identities and Democracy Reconciliat
inquiry ion
Key ➢ ➢ Division Tipi ➢ ➢
Resource
s
Broad ➢ Inquiry ➢ Performance ➢ Argumentative ➢ Performan
Assessme response Task- True Cost performance task ce task –
nt and ➢ RLI 1 MC exam ➢ RL 4 & 3 MC reconciliati
Evaluatio ➢ RL1 written Exam ➢ RLI 4 & 3 Written on
➢ Source essay ➢ Chapter 5
n
and 6 test

COURSE OVERVIEW
Minor Assignments and/or Quizzes ……. 29%
Major Assignments/ Exams ……………… 46%
Final Exam ……………………………………… 25%
 Chinook High School
2020
Social 20-1
Necessary Accommodations

Name Code Exam Exam accommodations Other None Writing None Initial
in accommodations
LC?
Victoria X Extra time -PP audio - scribe Extra time – scribe X
Islie X Extra time -PP audio - scribe Extra time – scribe X
Aaron Extra time -PP audio - scribe X Extra time – scribe X
Report cards Dates
November 20th
Parent / Teacher interview Dates:
October 15th @ 1-7pm
Significant Contextual Variables
- Covid-19 protocols
o Mask wearing
o Class cleaning:Wipes or disinfecting spray bottles to clean and disinfect shared
materials and high touch areas throughout the day.
o Hand sanitizer
o Students are not expected to sit in their desks for the duration of the day. Learning
can occur during various activities
o We will limit gatherings in the hallway

Vision and rational

The Social 20-1 course is designed to help provide students opportunities to
develop the attitudes, skills and knowledge that will enable them to become engaged,
active, informed and responsible citizens. Social studies helps students develop their
sense of self and community, encouraging them to affirm their place as citizens in an
inclusive, democratic society.
In Social Studies 20-1,Students will explore the complexities of nationalism in
Canadian and international contexts. They will study the origins of nationalism and the
influence of nationalism on regional, international and global relations. The infusion of
multiple perspectives will allow students to develop understandings of nationalism and
how nationalism contributes to the citizenship and identities of peoples in Canada and
other locations.

Year Plan / School Year: 2020

Class: Social Studies 20-1 School Year: 2020 Teacher: Jordin Peterson

September October November December

Unit(s) Unit One Unit One Unit Two Unit Three

General RLI 1 RLI 1 RLI 2 RLI 3

Outcome 1.5 explore a range of
expressions of nationalism
1.6 develop understandings
of nation and nationalism
1.7 analyze the relationship
between nation and nation-
state
1.8 analyze how the
development of nationalism
is shaped by historical,
geographic, political,
economic and social factors
1.9 analyze nationalism as
an identity, internalized
feeling and/or collective
consciousness shared by a
people
3.1 appreciate that
1.10 evaluate the importance of 2.1 appreciate that
nations and states engage
reconciling contending nationalist nations and states
loyalties pursue national in regional and global
1.11 evaluate the importance of interest affairs for a variety of
reconciling nationalism with contending 2.2 appreciate that the reasons
non-nationalist loyalties pursuit of national 3.2 appreciate the impacts
of nation and state
RLI 4 interest has positive
and negative involvement in regional
consequences and global affairs on
4.4 explore multiple perspectives on individual and collective
2.3 appreciate multiple
national identity in Canada identities
perspectives related to
4.5 analyze methods used by 3.3 demonstrate a global
the pursuit of national
individuals, groups and governments in consciousness with
interest
Canada to promote a national identity respect to the human
4.6 examine historical perspectives of condition and global
2.4 explore the
Canada as a nation affairs
relationship between
4.7 evaluate the challenges and 3.4 analyze the motives of
nationalism and the
opportunities associated with the nation and state
pursuit of national
promotion of Canadian national unity involvement or
interest
4.8 evaluate various perspectives of noninvolvement in
2.5 analyze how the
future visions of Canada international affairs
pursuit of national
4.9 develop personal and collective 3.5 explore
interest shapes foreign
visions of national identity understandings of
policy
2.6 analyze the internationalism
relationship between 3.6 analyze how
nationalism and internationalism can be
ultranationalism promoted through foreign
2.7 analyze policy
nationalism and
ultranationalism
during times of conflict
2.8 analyze
ultranationalism as a
cause of genocide
2.9 analyze impacts of
the pursuit of national
self-determination

Major ➢ Intro to ➢ Canadian Timeline ➢ Essay ➢ Does

Teaching Nationalism ➢ Canadian Timeline CT writing involvement
and Booklet ➢ Identity Investigation workshop in
Learning ➢ Admirable and ➢ Identity Performance ➢ Political international
Detestable Task cartoon affairs
Activities
case study ➢ Contending Loyalties analyzing benefit
➢ French Rev. ➢ Socratic circles workshop states and
causes Inquiry ➢ Contending ➢ Inquiry nations
➢ French Rev. Nationalism booklet ➢ Historic
consequences ➢ Inquiry trials
inquiry Booklet
 Key ➢ French Rev ➢
Resources Resources
➢ Laptop
Broad ➢ Admirable and ➢ Performance task – ➢ Position ➢ Ch. 9 & 10
Assessment detestable Identity Investigation Essay Test
and case studies ➢ RLI 1 & 4 MC exam ➢ Historical ➢ Performance
Evaluation ➢ French Rev ➢ RLI 1 & 4 Written Trials task –
causes Exam ➢ RLI 2 MC Historic
handout ➢ Socratic Circles exam Trails
(formative/summative) ➢ RLI 2
written
exam
➢ Source
Essay

COURSE OVERVIEW
Minor Assignments and/or Quizzes ……. 30%
Major Assignments/ Exams ……………… 40%
Final Exam ……………………………………… 20%

Unit overview
- Social 10 – Monday and Wednesday
 - Social 20 – Tuesday and Thursday

September
Monday Tuesday Wednesday Thursday Friday
10-1 Block B 20-1 Block D 10-1 Block B 20-1 Block D Afternoon
(2hr 48min) (2hr 48min) (2hr 48min) (2hr 48min) (2hr)
1 2 3 4
Grade 9 Regular Class Flex
orientations starts
Unit One start
7 8 10 11 12
Unit One start Social 10

14 15 16 17 18
Admirable and Flex
detestable due

21 22 23 24 25
Social 20

28 29 30 1 2
Orange Shirt day Flex
Inquiry
response due

October
5 6 7 8 9
True cost Identity task Social 10
workday workday Unit one test

12 13 14 15 16
No School Staff Learning Staff Learning Parent teacher Parent teacher
confidences confidences

19 20 21 22 23
Identity task True Cost due Tipi setup - Social 20
due poles Socratic Circles
26 27 28 29 30
Unit One test Flex
Unit Two start

November
2 3 4 5 6
Essay Position essay Social 10
Workshop

9 10 11 12 13
Argumentative Unit two test Flex
Performance
task due

16 17 18 19 20
Source Essay Chapter 5 & 6 Social 20
work class test Report Cards
due
20 21 22 23 24
Source essay Flex

November
30 1 2 3 4
Historic trials Unit 2 test Social 10
Unit Three start

7 8 9 10 11
Chapter 5 and 6 Flex
test

14 15 16 17 18
Chapter 9 & 10 Reconciliation Social 20
test Projects due Last day