SOCIAL STUDIES 10

Ms. Shauna Underwood

P: 604-713-8974 (7205) Email: sunderwood@vsb.bc.ca
www.pwss10.weebly.com

I acknowledge that the land on which we are gathered is the unceded and
traditional territory of the Coast Salish Peoples, including the
sḵwx̱wú7mesh (Squamish), səl ̓ilwətaɁɬ
(Tsleil-Waututh), and xʷməθkʷəy̓əm (Musqueam).

Course Overview

In this course it is our aim that students will develop critical thinking skills and come to know how
Canada has been influenced by conflict, political decisions, ideology, and changes in society, history,
and geography. Students will be successful in this course in when they partake in effective research
and inquiry, and demonstrate “competency” with the curriculum. For example, when faced with a
variety of different types of data, evidence, or perspectives about historical content or current events,
students will determine what is significant, what has serious consequences; where do sources agree or
disagree; what is the social context (influence of society); is there a right or wrong and so what?
Students completing Social Studies 10 will have a sense of their own place in Canada’s past and
present, and their role in shaping the future.

Big Ideas Course Content Curricular Competencies

Global and regional conflicts
have been a powerful force in
shaping our contemporary
world and identities.
The development of political
organizations is influenced by
economic, social, ideological,
and geographic factors
Worldviews lead to different
perspectives and ideas about
developments in Canadian
society.
Historical and contemporary
injustices challenge the
narrative and identity of
Canada as an inclusive,
multicultural society
 Canadian autonomy
 domestic conflict and co-operation
 international conflicts and co-operation
 political and economic ideologies and
the development of public policy
 development, structure, and function of
Canadian and other political
institutions, including First Peoples
governance
 human–environment interaction
 economic development and Canada’s
role in a global economy
 changing conceptions of identity in
Canada
 truth and reconciliation in Canada
 discriminatory policies and injustices in
Canada and the world, such as the Head
Tax, the Komagata Maru incident,
residential schools, and internments
Students are expected to be able to do the following:
 Use Social Studies inquiry processes and skills to
ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions
 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 the actions of
individuals or groups influence events, decisions, or
developments (cause and consequence)
 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)
 Assessment

Assessment is ongoing, varied, holistic, and involves providing students with feedback for their
learning (formative, no mark) and feedback of their learning (summative, value-based).
Throughout the term, students will have multiple opportunities to reflect on their learning
experiences via self-assessments. Assignments will be weighted according to its value and
importance. Term and final marks will be cumulative.

Student Expectations/REACH

 Students will be involved in creating guidelines and expectations at the beginning

of the school year, however, some facets will be pre-determined.
 No food or drink – except water – is allowed in the class.
 Responsible use of cell phones and other electronic devices will be required, and
every opportunity for students to self-regulate their use will be provided.
 Occasionally students’ own devices may be used for educational purposes and
students will be informed of when this will occur.
 Students should not receive phone calls during class or texting, nor should they be
gaming or on social media.
 Everyone has the right to be:
o heard and treated with respect.
o different and to be valued for that difference.
 Everyone has the responsibility to:
o create an environment of safety and support.
o listen respectfully to others.
o be patient, and not interrupt others.
o be open-minded and to share honestly. 

Classroom Procedures and Teacher Expectations

Assignments – A variety of assignments will be given over the course of the year. It is the
student’s responsibility to stay informed of assignments given during absences. Extra copies of
handouts materials will be available in the room for pick up upon return.

Attendance - If a student is absent, they are still responsible for the work that they have missed
and should talk to the teacher to receive instructions, etc. Much of the work that we do in class
involves conversations, discussion, collaboration and so on, and as such, the nature of this work
cannot be replicated with a worksheet. The teacher and student will work together to attempt
to ensure learning the learning goals are still met.

Extra Help – Students are encouraged to make use of tutorial time as required. In addition to
this, I am available by appointment, before and after school most days.

Punctuality – Students should arrive with their materials a few minutes before the official start
of class.

*This outline is subject to change