CONTEXT.OUT bakpcabunker.weebly.com/.../ss_10-1_and_10-2_course_guide… · Web viewStudents will assess economic, environmental . contribute to sustainable prosperity and other

Social Studies 10-1&2Course Guide Spring 2018

Instructor: Mr. M. Robertson email: [email protected] Room: 128Website: pcabunker.weebly.com Twitter: @Unparliamentary If you have any questions about assignments when you are working on them outside of school hours please feel free to email me with your questions or go to the “Questions, Concerns, or Minor Aneurisms” page on the website. I will attempt to respond to your questions quickly. This email address is not to be used for any other reason than questions about the course and the assignments in it.

Course GoalsEssential to being a powerful, responsible citizen in our global society is understanding how interconnected our world is. This interconnectedness has both positive and negative impacts on the quality of life, diversity, and richness of cultures of people living around. From environmental concerns to economic woes, there are many issues arising in our world that need to be addressed quickly and responsibly. It is vital in today’s globalized world to consider the impact our individual actions have on others around the world.

Required Texts:Social 10: Exploring Globalization

Required Reading: In addition to the course materials and the textbook you will be required to sign up for a Twitter account and follow @ Unparliamentary for current events that apply to the course. You should also be in the Word so as to be prepared to defend your worldview.

Key Issue Key Outcome To what extent should we embrace Students will understand, assess and respond

globalization? to the complexities of globalization.

Related Issues General Outcomes

1. To what extent should globalization Students will explore the impacts of shape identity? (Feb 1 - Feb 16) globalization on their lives.

2. To what extent should contemporary Students will assess impacts of historical society respond to the legacies of globalization on Indigenous and non- historical globalization. (Feb 26 - April 13) Indigenous peoples.

3. To what extent does globalization Students will assess economic, environmental contribute to sustainable prosperity and other contemporary impacts of globalization. for all? (April 16 - May 24)

4. To what extent should I, as a citizen, Students will assess their roles andrespond to globalization (May 25-June 20) responsibilities in a globalizing world.

Social Studies 10-1&2 Course Guide 1

General Rules

There is one major rule in my classroom: RESPECT. Everyone in this class has the right to be respected and the responsibility to respect others. This includes everything from respecting each other’s opinions during discussions, to coming on time, to respecting everyone’s right to learn. Students expect the instructor to treat them with respect, showing up prepared and treating each individual student with dignity, and the instructor expects the same respect in return.

When a student is late (on occasion) he/she will knock politely and wait to be admitted at the first opportune time by the instructor. Students are expected to attend class on time and be prepared to participate (ex: textbooks, notebooks, pens, pencils, etc.). An absence due to illness or family emergency on the day of an exam will require that the student write the exam in the first class period after their return to school or as arranged with the teacher. An unexcused absence on the day of an exam will result in a loss of rewrite capability for that exam (only a single exam opportunity shall be offered to that student). Students are responsible for getting any homework and/or notes that they have missed.

The use of laptops, tablets, cell phones, CD/MP3/Cassette tape players during work time will be allowed at the discretion of the instructor, as well as having food, so long as neither disrupt the students around you nor prevents you from accomplishing your work, and these privileges may be taken away if you feel the need to be disrespectful. Cell phones will be placed in the tech box upon entrance to the classroom, confiscated if used intentionally by the student without permission, and if inadvertently forgotten on their person they must declare it or have it confiscated.

Evaluation

Expect to do homework for this class and if you are lucky enough not to have some then you should be reviewing the material that we have already covered! If the assignment has been written on computer please try to retain a computer file of it in case of loss or mishap.

1) Projects 30%2) Minor Assignments 20%3) Position Papers & Unit Exams 20%4) Final Exam 30%

100%Exams Exams will generally be made up of multiple-choice, paragraph, and essay questions. You should be watching the news regularly because sometimes the topics are pulled from current affairs and applied to the concepts covered in the course. Please also monitor the twitter feed for news applicable to the course. You may retake an exam (or part of an exam) once, if you complete all of the homework, BUT you must take the second mark.

Exams will be held as following dates1. Identity and Globalization -------------------------------- February 162. Historical Globalization -------------------------------- April 12-133. Contemporary Globalization -------------------------------- May 23-24


4. Globalization and Citizenship -------------------------------- June 11Assignments

All minor assignments and position papers are due the last day of the week in which they were assigned unless otherwise specified by the instructor.

1) Projects – Have to do one for each of the first three units and two for the last unit – the subject(s) will be provided at the beginning of each unit and the project will be due the week of the unit test. Due: Unit 1 - March 9, Unit 2 - April 26, Unit 3 - May 31, Unit 4 Project - June 11

2) Position Papers – Several of these will be handed in for marks as part of each unit exam (minimum 1 per unit) and the criteria will be based upon the attached rubric.Due: Unit 1 – March 1, Unit 2 - April 20, Unit 3 – June 8, FINAL EXAM ESSAY on the day of the Final Exam.

3) Minor Assignments – A few of these will be done in units 1, 2 and 3 in order to enhance understanding of the topics at hand:

i. Gods Must be Crazy – February 26ii. White Man’s Burden – March 15

iii. Heart of Darkness – March 28iv. Victory of Capitalism – May 4v. Antithesis of Love – May 18

4) Exit Slips – Students will be required to complete daily exits slips prior to the class in which they are reviewed. All exit slips must be completed to do a retest.

5) Homework - Students will not be required to hand in daily homework or quizzes, however, if a student wishes to redo a unit exam, paper, or major project they will be required to prove that they are up to date in their homework and assignments. These are listed on your unit outlines.

Late Assignments

All assignments must be completed in order to qualify for a mark in the course. Any missing assignments indicate that the course is incomplete and the student will not receive a grade until the instructor has determined the course to be completed. Any late assignments, barring an excused absence or extenuating circumstances (which have a note from a parent or guardian attached to them), shall be subject to an academic penalty.

Assignments are due on the Friday, by midnight, of the week in which they were assigned unless otherwise stated by the instructor. Any assignment handed in by email after school hours will be marked without feedback. If a student misses the due date they will be given the period of one weekend (immediately following the due date) to correct any missing and/or incomplete assignments, after which they are subject to an automatic deduction of 20% from the grade they ultimately achieved on the assignment. A progress report shall be issued to the student to ensure accuracy via the online PowerSchool portal.

All due dates and assignments for this course are in the Course Outline and are posted, as of the start of this semester, on the Website (pcabunker.weebly.com). Please note them!!!


Appeals and Re-writes

Assignments may be appealed and marked a second time by the teacher after a conference with said teacher.

o If such an assignment remains contested by the student, another teacher, within the Humanities Department may be contracted to assess the assignment and consult with the original teacher and student.

Students may re-write an exam once, at a time determined in consultation with the teacher, prior to the last month of the semester in question within the bounds of the following:

o Students may not rewrite an exam if they missed the original date of said exam, unless the student had previously communicated an excused absence for the date in question.

o Students are required to schedule time for the rewrite, as well as consultative tutorials with the teacher, at least one day in advance of rewriting the exam.

o Students will take the mark that is earned on the rewritten exam, regardless of what was earned on the previous attempt of said exam, as the student is required to do consultation tutorials with the teacher before embarking on the rewrite (and thus should have acquired more knowledge).

THE LAST REWRITE DATE FOR A UNIT EXAM IS JUNE 4


Written Response Formatfor Assignment II (Position Paper)

Keys to success:

Effective interpretation of source throughout the paper (this is key!) Clearly established position (even a “middle” one) Thorough development of arguments and relating them to issue and source Linking evidence to arguments and to the source

Paragraph One – Introduction1. Paraphrase the statement.2. Identify and define the globalization ideological perspective of the speaker.3. Develop the relevant arguments that would support the globalization ideological

perspective of the speaker.4. Rephrase the source.5. Identify and define the ideological perspective of the other side.6. Develop the relevant arguments that would support the ideological perspective of the other

side.7. Write a relevant issue question pertaining to the source that begins : To what extent should

one embrace the globalization perspective of…8. Answer the issue question in a succinct, clear thesis statement: Upon exploration, it is

clear that………

Paragraph Two – Source Analysis Identify and explain the perspective expressed in the source (2-3 sentences) and its basic

relationship to ideology. Explain the context of the source (2-3 sentences) – perspective, time period, circumstances.

o Who made this statement?o Where was this individual from and what time period did s/he live?o What events was this individual responding to?o What contributions did this individual make to the development and application of

ideology in our modern world?o What aspects of liberalism are being addressed in this statement? How do you

know?o How would this source respond to the question, to what extent is resistance to

liberalism justified? Offer support.o Which other historical and contemporary figures would agree with this source?o Which other historical and contemporary figures would disagree with this source?

Prepare a cost-benefit analysis of the perspectives presented in the source:o What are the benefits of pursuing the perspective of the source?o What are the costs of pursuing the perspective of the source?

Summarize various opinions (positions) on the issue question. Tieback to the position you are taking and indicate why your position is better than the

alternatives. The evidence shows…


The Body Options—Development of Position

Paragraph If you mostly agree with source…

If you mostly disagree with source…

If you are arguing the middle ground or balanced approach

Three Identify and

Explain

Background

Case Study Evidence

Tieback

Summarize the position that you are arguing against.

Here is a guide to how you might structure this paragraph:

Clearly identify and explain the position being presented in this paragraph.

Identify and explain 1 or 2 background points that support this position…these should be conceptual in nature. Arguments should relate to the larger issue question being presented.

Identify and explain a clear case study to illustrate each argument. Evidence should be specific and relate directly to the conceptual arguments being made.

Throughout this paragraph, ensure that you present this position in a way that shows the strength of your position. To do this you will employ a “yes, but” form of argumentation. As in, “Proponents of this position would argue ____ however, ____”

Tieback: This case study demonstrates that…

Summarize the position that you are arguing against.







Summarize one extreme position that you are arguing against which the source would also argue against.











Four Identify and

Explain

Background

Case Study Evidence

Tieback

This is a summary of the position you are agreeing with and defending.


Refer to the source. Clearly identify and explain how the source relates to your position and the issue question.

Identify and explain 1 or 2 background points that support your position…these should be conceptual in nature. Arguments should relate to the larger issue question being presented.


Tieback: Considering the above example…

This is a summary of the position you are agreeing with and defending.


Refer to the source. Clearly identify and explain how the source relates to your position and the issue question.



Tieback: Considering the above example….

Summarize the other one extreme position that you are arguing against.


In the first few sentences, clearly identify and explain how the source would relate to the issue question and position being presented in this paragraph.

Clearly identify the position being presented in this paragraph.




Tieback: Considering the above example…





Five Identify and

Explain

Background

Case Study Evidence

Tieback

OPTION A: Build your argument further with addition support

OR

OPTION B: Use this opportunity to tear down the opposition one more time._____________________________Here is a guide to how you might pursue OPTION A:

Refer to the source. Identify and explain how the source relates to your position and the issue question regarding these new arguments.

Identify and explain 1 or 2 new background points that support your position…these should be conceptual in nature. Arguments should relate to the larger issue question being presented.


Tieback: With this in mind…____________________________

Here is a guide to how you might pursue OPTION B:





Tieback: The evidence shows…

OPTION A: Build your argument further with addition support

OR

OPTION B: Use this opportunity to tear down the opposition one more time._____________________________Here is a guide to how you might pursue OPTION A:

Refer to the source. Identify and explain how the source relates to your position and the issue question regarding these new arguments.

Identify and explain 1 or 2 new background points that support your position…these should be conceptual in nature. Arguments should relate to the larger issue question being presented.


Tieback: With this in mind…____________________________

Here is a guide to how you might pursue OPTION B:





Tieback: The evidence shows…

This is a summary of the position you are taking and defending.


In a few sentences, explain why following either of the extremes is not preferable. Establish a clear middle position.

Refer to the source. Identify and explain how the source relates to your position and the issue question.



THE KEY HERE IS TO SHOW HOW THE MIDDLE POSITION ACKNOWLEDGES THE GOALS OF THE TWO EXTREMES BUT AVOIDS THE PROBLEMS THOSE EXTREME POSITIONS CAN LEAD TO.

Tieback: With this in mind…

Conclusion – wrap up Use this section to briefly re-summarize the source, issue question, positions, and why your

position is preferable.

Top Ten Mistakes Made When Writing an EssaySocial Studies 10-1&2 Course Guide 8

1. Capitalization – used at the beginning of sentences and for the names of people, places, and organizations.

2. Punctuation – periods to end a sentence, commas to delay or interrupt, exclamations to emphasize or communicate excitement, question marks when asking a question, quotations when you quote something, and colons and semi colons to insert lists of things.

3. Proper essay format – refer to essay writing strategy guide.

4. Defend your statements with examples from the literature, song, or film.

5. Connect your thesis to the essay’s body.

6. Double negatives – you will not have no fun with them at all.

7. Numbers – use words until you get past the number ten, then you can use numbers.

8. Do not address the reader – you, us, etc . . . and avoid using first person unless writing a personal essay – we both know they are your ideas so just state them and avoid “I”, “me”, and “myself” Sam I Am.

9. Avoid contractions – you couldn’t, wouldn’t, and shouldn’t use them.

10. And avoid starting a sentence with “and” if at all possible.

Materials Needed for Class

a) 3” D-Ring Three-ring binder with loose-leaf paperb) Markers, pencil crayons and/or crayons, glue, tape, etc. . . for projectsc) Pens and pencils – blue, black, or red unless otherwise approvedd) Textbooks are to be brought to class every day unless otherwise specified by the instructor


Social 10-1 Essay - Scoring Categories and Criteria

ANALYSIS OF SOURCE (5)

ARGUMENTATION (10)

EVIDENCE (10)

Communication(10)

Excellent

EThe analysis of the source is insightful and sophisticated; a comprehensive understanding of the globalization perspective(s) is demonstrated.

The position established is convincingly supported by judiciously chosen and developed argument(s). The argumentation is consistent and compelling, demonstrating an insightful understanding of the assignment. The relationship between the position taken, argumentation, and the globalization perspective presented in the source is perceptively developed

Evidence is sophisticated and deliberately chosen. The relative absence of error is impressive. A thorough and comprehensive discussion of evidence reveals an insightful understanding of social studies knowledge and its application to the assignment.

The writing is fluent, skillfully structured, and judiciously organized. Control of syntax, mechanics, and grammar is sophisticated. Vocabulary is precise and deliberately chosen. The relative absence of error is impressive.

Proficient

PfThe analysis of the source is capable and adept; a sound understanding of the globalization perspective(s) is demonstrated.

The position established is persuasively supported by purposely chosen and developed argument(s). The argumentation is logical and capably developed, demonstrating a sound understanding of the assignment. The relationship between the position taken, argumentation, and the globalization perspective presented in the source is clearly developed.

Evidence is specific and purposeful. Evidence may contain some minor errors. A capable and adept discussion of evidence reveals a solid understanding of social studies knowledge and its application to the assignment.

The writing is clear and purposefully organized. Control of syntax, mechanics, and grammar is capable. Vocabulary is appropriate and specific. Minor errors in language do not impede communication.

Satisfactory

SThe analysis of the source is conventional and straightforward; a generalized understanding of the globalization perspective(s) is demonstrated.

The position established is generally supported by appropriately chosen and developed argument(s). The argumentation is straightforward and conventional, demonstrating an adequate understanding of the assignment. The relationship between the position taken, argumentation, and the globalization perspective presented in the source is generally developed.

Evidence is conventional and straightforward. The evidence may contain minor errors and a mixture of relevant and extraneous information. A generalized and basic discussion reveals an acceptable understanding of social studies knowledge and its application to the assignment.

The writing is straightforward and functionally organized. Control of syntax, mechanics, and grammar is adequate. Vocabulary is conventional and generalized. There may be occasional lapses in control and minor errors; however, the communication remains generally clear.

Limited

LThe analysis of the source is incomplete and lacks depth; a confused understanding of the globalization perspective(s) is demonstrated.

The position established is confusing and largely unrelated to the argument(s). The argumentation is repetitive,contradictory, simplistic, and based on uninformed belief. The relationship between the position taken, argumentation, and the globalization perspective presented in the source is superficially developed.

Evidence is potentially relevant but is unfocused and incompletely developed. The evidence contains inaccuracies and extraneous detail. The discussion reveals a superficial and confused understanding of social studies knowledge and its application to the assignment.

The writing is awkward and lacks organization. Control of syntax, mechanics, and grammar is inconsistent. Vocabulary is imprecise, simplistic, and inappropriate. Errors obscure the clarity of communication.

Poor

PThe analysis of the source is illogical, tangential, and/or the source is simply copied; a minimal understanding of the globalization perspective(s) is demonstrated.

The position established has little or no relationship to the source or argument(s). The argumentation is irrelevant and illogical. The relationship between the position taken, argumentation, and the globalization perspective presented in the source is minimally developed.

Evidence is irrelevant and inaccurate. The evidence contains major and revealing errors. A minimal or scant discussion reveals a lack of understanding of social studies knowledge and its application to the assignment.

The writing is unclear and disorganized. Control of syntax, mechanics, and grammar is lacking. Vocabulary is overgeneralized and inaccurate. Jarring errors impede communication.



Unit 1 Lesson Plans

Day 1 - Introduction PPt. and Despicable Me mini movie- Textbook sign-out- Course Outline- Project Booklet- Globalization in My Life Handout

Day 3 – Globalization and Geography Introduction Quiz- Mark and Review quiz- Chart the data from Globalization in My Life Handout

Day 4 – Ideology Quiz- R-L Overheads

Day 5 – Geography Song vid - Globalization Vocabulary Sheet- Individualism and Collectivism JIGSAW Activity

Day 6 - Communications Tech PPt

Day 7 – Opportunities in Globalization PPt- Challenges in Globalization PPt

Day 8 – Promotion of Languages and Cultures PPt

Day 9 – The Gods Must be Crazy

Day 11 – Project/Essay work

Day 12 – UNIT TEST – Feb 16- THE GODS MUST BE CRAZY ASSIGNMENT DUE Feb 26

Unit 2 Lesson Plans

Day 1 – Computer Lab work on Unit 1 Essay due March 1

Day 3 – Unit 1 Part I exam marking review

Day 4 – Timeline Activity- Ancient World PPt- SS#92-1

Day 5 - Unit 1 Project Due March 9

Day 6 – Late Classical Age PPt- SS#53-1- SS#54-3

Day 7 – Dark Ages PPt- SS#27-1

Day 8 – Early Middle Ages PPt- SS #14-5


Day 10 – Feudalism Simulation- High Middle Ages PPt

Day 11 – Mongols – SS #14-1&3

Day 12 – Renaissance and the Age of Exploration PPt- SS#8-1- SS#8-2- SS#92-14- Pg 125 - Read

Day 13 – Scientific Revolution and Enlightenment PPt- White Man’s Burden Assignment Due March 15

Day 14 – Pg 128-129 #1-2- Amazing Grace Film and sheet

Day 15 – Industrial Revolution PPt- SS#28-5- SS#29-2- Pg 133 #1-2

Day 17 - Pg 166-167 #1-3- Residential Schools Reading (Pg174-179)- Work on Heart of Darkness presentation projects

Day 21 Heart of Darkness: Imperialism and Indigenous Peoples PRESENTATIONS March 28- Imperialism – Americas/Africa/Asia PPt - African Scramble Simulation

Day 23 – Rabbit-Proof Fence- Colonial legacy discussion

Day 25 – Unit Test – Source Analysis – April 12

Day 26 – Unit Exam – Multiple Choice – April 13- Unit 2 Essay Due April 20- Unit 2 Project Due April 26

Unit 3 Lesson Plans

Day 1 - Review Unit Test- Mask of Rightness PPt (Part I)

Day 2 – Mask of Rightness PPt (Part I and II)- Canadian Colonialism handout – review from previous courses (online)- Two work classes

Day 5 - Economic Systems and Globalization Theory PPt and Big Econ Sheet

Day 6 - The Corporation- Notes Worksheet


Homework:Pg 191 #1-2Pg 205 #1-2Pg 229 #1-3Pg 233 #1-2 but no group activityPg 243 #1-3Pg 253 #1-3Pg 262 #1-3Pg 269 #1-2Pg 284 #1-2Pg 319 #1-2Pg 321 #1-3Pg 337 #1-4Pg 353 #1-3

Day 7 - WWI and League of Nations PPt

Day 9 – Russian Revolution PPt

Day 10 – VICTORY OF CAPITALISM - CORPORATIONS DEBATE PRESENTATIONS – May 4

Day 12 - Great Depression PPt– Economic focus

Day 13 - Pyramid of Hate sheet - Korean Film – ‘Comfort Women’ treatment by the Japanese during WWII- WWII PPt – Social, Political, Economic and Canadian focus

Day 14 - WWII from Space

Day 15 - Ghandi Film- Ghandi Notes Worksheet

Day 18 - work time ANTITHESIS OF LOVE Due May 18

Day 20 - Economic Systems PPt – Bretton Woods/WTO/etc - trade liberalization, foreign investment, economic growth, privatization, outsourcing, knowledge economy

Day 21 - Cold War PPt (include 1960s human rights)

Day 22 - UN PPt – Korean War and Peacekeeping (Rwanda) -

Day 22 - The Environment and sustainability - land and resource use, resource development agreements, environmental legislation- Blue Gold- Shipbreaking- Pandemics

Day 25 – Unit Test - Multiple Choice – May 23

Day 26 – Unit Exam - Source Analysis – May 24- UNIT 3 PROJECT Due May 31- UNIT 3 ESSAY Due June 8- UNIT 4 PROJECT Presentations June 11


-


Documents

CONTEXT.OUT bakpcabunker.weebly.com/.../ss_10-1_and_10-2_course_guide… · Web viewStudents will assess economic, environmental . contribute to sustainable prosperity and other