Course Syllabus
Faculty
Mr R Chapman |
Ms S Coates |
Mr J Donnici |
Ms S McLean |
Mr T Stevens |
Ms C Wenner |
Mr S Ziff |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Mr R Chapman
- Office: No office hours. All Qs to the SS10 Google Chatroom.
- Email: rchapman@stgeorges.bc.ca
I am available for contact during school hours.
Course Description
In Social Studies 10, we try to understand current issues and trends in Canada by considering the past and the perspectives and biases that exist past and present. We will look for local, regional, and global patterns and parallels between the present and the past as we consider important themes of diversity, multiculturalism, and the impact of history on the present. Our aim is to equip students with the historical knowledge, experiences, and passion to be lifelong engaged, active, and informed citizens of the world.
Social Studies 10 builds off of the study of revolutions, Canadian geography, political philosophy, and Indigenous peoples in Social Studies 9, and prepares students for their senior level electives and their role as citizens beyond high school.
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.
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.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- Exploring the nature of perspective and bias in the media, politics, and high school textbooks
- Engaging in a research project exploring identity via a theme of conflict and injustice through oral history
- Considering nation building and all the intricacies related including elections paralleling current events
- Undertaking a study of a specific issue within a region of B.C.
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
Abbreviation | Title | Briefly Explained | Weighting |
LO1 | Academic Writing |
Articulate research and critical thought process succinctly and with purpose. |
15% |
LO2 |
Cause & Consequence |
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences. |
8% |
LO3 | Continuity & Change |
Compare and contrast continuities and changes for different groups at particular times and places. |
8% |
LO4 | Ethical Judgement |
Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond. |
8% |
LO5 |
Evidence |
Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data. |
15% |
LO6 | Inquiry & Research |
Ask appropriate questions for inquiry, gather relevant and credible information, and cite sources. |
15% |
LO7 |
Interpretation & Analysis |
Interpret and analyze qualitative (e.g., graphs, charts, maps) and quantitative (e.g., articles, interviews) information. |
15% |
LO8 | Perspective |
Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs. |
8% |
LO9 |
Significance |
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. |
8% |
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:
- the Oral History Project (OHP), an opportunity for students to dive deeply into a conflict or injustice of their choice by way of oral history
- the Sea to Sky Geographic Issue Project (S2S), an opportunity for students to dive deeply into a human-environment issue of their choice within a specific region of British Columbia connected to the Grade 10 Outdoor Education Sea to Sky trip
Skills
- generating and asking critical questions
- gathering, interpreting, and analyzing ideas
- evaluating evidence and the reliability of sources through lateral reading
- oral history
- critical and creative writing
- ArcGIS
Content
- 20th and 21st century conflict and injustice (including Pearl Harbour, the atomic bombing of Hiroshima and Nagasaki, the Korean War, the Japanese occupation of Manchuria and Nanjing, the Tokyo War Crimes Tribunal, the Chinese Head Tax, the Komagata Maru, Japanese Canadians in World War II, the October Crisis, residential schools, and the Bosnian genocide) and attempts at reconciliation for various conflict and injustices
- politics (including the division of powers between federal, provincial, and municipal, elections, debate, national identity, the Constitution including the Charter of Rights and Freedom and the Criminal Code of Canada, and the political spectrum)
- geography (including its nature and the 5 themes along with the application of geographic concepts to local heritage and current issues across British Columbia)
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/Numeracy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
- lateral reading
- APA citation
- graphic organizers such as Cornell Notes
- graph and table analysis
Learning Resources
There is no formal textbook for this class. Articles and resources will be provided in print and/or through canvas. The class Canvas page should be used for daily class updates, resources, and assignment submission. While students can expect a similar experience in Social Studies 10 regardless of their teacher, they should always refer to their specific class page and teacher instructions, as some activities, prompts, homework tasks, etc may vary from teacher to teacher.
Extension Resources
Helpful resources that students can use to extend their learning in this course include:
- to be updated
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.
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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.
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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.
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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.
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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 |
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