Course Syllabus
Faculty
| Section | Teacher |
|---|---|
| B & F | Mr. N Allen |
| G | Ms. G DaSiliva |
| B, F, & G | Mr. P Jamieson |
| F & G | Ms. C Wenner |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Ms. C. Wenner
- Office: Room 107
- Email: cwenner@stgeorges.bc.ca
I am available for contact during regular school hours 8:30 am to 3:15 pm.
Course Description
Social Studies 8 looks at the world from the seventh century until the 1750s, and addresses history, geography, economics, political science, sociology, philosophy, and beyond. We will start the year with a discussion-based learning unit, which will look at such things as research skills, the inquiry method, and many of the major historical events that are considered part of the origins of the modern world. In the second half of the year we will engage in a lengthy simulation known as Kopenjord, which will go in depth into the 5 pillars of society; geography/resources, politics, law, conflict, and economics. Throughout both these units we will have several cross-curricular projects with both Science and English.
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
Students are expected to come to class ready to think. Teachers of Social Studies 8 believe in only assigning homework when it is valuable and necessary. If work is done at home, there will be a unique reason for it or a student was not able to complete our in-class activities before the end of class.
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Work is only accepted through Canvas, not email.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- Exploring how contact and conflicts between peoples stimulates significant cultural, social, political change.
- Considering how human and environmental factors shape changes in population and living standards.
- Identifying how exploration, expansion, and colonization had varying consequences for different groups.
- Examining how changing ideas about the world creates tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
- Working to expand their ability to ask questions, seek evidence and to express opinions particularly in the written medium.
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
- 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 at particular times and places.
- Identify what the creators of accounts, narratives, maps, or texts have determined is significant.
- Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions.
- Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change.
- Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences.
- Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places.
- Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past.
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.
Major assessments for this course include:
- Students will be provided with multiple opportunities to demonstrate their understanding of each learning concept and skill using a variety of assessments. Assessment of student learning is divided into tools of assessment (what is used to evaluate student learning) and grades (the demonstrated level of student achievement of each learning concept or skill). The tools of assessment for Social Studies 8 include discussion-based learning, writing, reflections, tests, essays, and in-class presentations. Grades are generated based on a combination of teacher professional judgement and each student’s demonstrated understanding of the learning concepts and skills on the tools of assessment. Gradebooks are organized by content and competency as opposed to the tools of assessment.
- For exams, assignments, essays and projects you will be given a letter grade mark and/or a percentage. Grades however do not adequately inform you on how you can improve and what steps you need to follow to make improvements. You will need to use the rubrics and teacher feedback to understand your mark.
- For some tasks you will not receive a grade or a percentage. Instead you will receive verbal or written feedback from the teacher and/or your peers so that you can improve your work and submit it for a final grade. Drafting, planning and taking notes are valuable methods you can use to prepare an excellent piece of work. Sometimes you will be asked to draft, plan, take notes or write reflections in your journal, and completion of these activities will contribute to your final grade.
- Plagiarism is using another person’s work and submitting it as your own. This could be as extreme as copying a whole assignment, to simply using a phrase from a textbook. Any questions on this, please consult the school policy on plagiarism, available both online and in your day planner (see http://www.stgeorges.bc.ca/Page/SENIOR-SCHOOL/Student-Life/Academic-Integrity).
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:
- Supporting the well-being of the self, the family, the community, the land, the spirits, and the ancestors
- Being holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- Recognizing the consequences of one’s actions
- Involving generational roles and responsibilities
- Recognizing the role of Indigenous knowledge
- Embedding memory, history, and story
- Involving patience and time
- Exploring one’s identity
- Recognizing that some knowledge is sacred and only shared with permission and/or in certain situations
Literacy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
-
Social Studies 8 places a major focus on academic inquiry, writing, creating bibliographies, media literacy, and reading for understanding in an effort to promote the literacy of St. George’s students.
Learning Resources
Resources that will be used as part of this course include:
- This course syllabus, all current unit and major assessments for the current term, and a plethora of helpful learning resources can be found on the class Canvas page.
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
-
Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
-
Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
-
Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
-
Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|