| Big Ideas |
Worldviews lead to different perspectives and ideas about developments in Canadian society. |
Social Studies 10 |
No CCG |
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| Big Ideas |
The development of political institutions is influenced by economic, social, ideological, and geographic factors. |
Social Studies 10 |
No CCG |
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| Big Ideas |
Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. |
Social Studies 10 |
No CCG |
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| Content |
international conflicts and co-operation |
Social Studies 10 |
No CCG |
| Keyword: international conflicts and co-operation |
Elaboration:
Sample topics:
global armed conflicts and Canada’s role in them (e.g., World War II, Korea, Suez, Cyprus, Gulf War, Somalia, Rwanda, Yugoslavia, Afghanistan, Syria)
non-participation in global armed conflicts (e.g., Chanak Crisis, Vietnam War, Iraq War)
involvement in international organizations and agreements, including League of Nations, United Nations, La Francophonie, Commonwealth, NATO (North Atlantic Treaty Organization), Group of Seven (G7), NORAD (North American Aerospace Defense Command), APEC (Asia-Pacific Economic Cooperation), WTO (World Trade Organization), Paris Climate Agreement, Great Lakes–Saint Lawrence River Basin Sustainable Water Resources Agreement, Ottawa Treaty
support of non-governmental organizations (NGOs)
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|
| Content |
domestic conflicts and co-operation |
Social Studies 10 |
No CCG |
| Keyword: domestic conflicts and co-operation |
Elaboration:
Sample topics:
Canadian constitutional issues:
Meech Lake Accord
Charlottetown Accord
Calgary Declaration
Quebec sovereignty:
Quiet Revolution
October Crisis
Parti Québécois
Bloc Québécois
Bill 101
1980 and 1995 referenda
First Peoples actions:
involvement in Meech Lake Accord
Oka Crisis, Gustafsen Lake Standoff, Ipperwash Crisis, Shannon’s Dream (Attawapiskat)
Idle No More
national and regional First Peoples organizations:
National Indian Brotherhood
Assembly of First Nations
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| Curricular Competency |
Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgment)
|
Social Studies 10 |
No CCG |
| Keyword: Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond |
Elaboration:
Key questions:
To what extent has Canada’s multiculturalism policy been successfully implemented?
How successful has Canada’s bilingual policy been, and to what extent is it still necessary?
What are the strengths and limitations of different forms of government?
Should the Canadian Senate be abolished, reformed, replaced, or maintained?
Should the electoral system in Canada be reformed?
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| Curricular Competency |
Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) |
Social Studies 10 |
No CCG |
| Keyword: Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs |
Elaboration: Key question:How do art, media, and innovation inform a shared collective identity? |
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| Curricular Competency |
Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence) |
Social Studies 10 |
No CCG |
| Keyword: Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences |
Elaboration: Key questions:To what extent have First Peoples influenced the development of economic and political policy in Canada?How do humans’ relationships with land impact political and economic ideologies?How do different political parties address historical or contemporary problems?What are the causes and consequences of Canada’s multiculturalism policies?To what extent do citizens influence the legislative process? |
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| Curricular Competency |
Compare and contrast continuities and changes for different groups at particular times and places (continuity and change) |
Social Studies 10 |
No CCG |
| Keyword: Compare and contrast continuities and changes for different groups at particular times and places |
Elaboration:
Key questions:
How has the Canadian government’s relationship with First Peoples regarding treaties and land use changed or stayed the same?
How have Canada’s immigration and refugee policies changed?
How has Canadian identity changed or stayed the same?
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| Curricular Competency |
Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data (evidence) |
Social Studies 10 |
No CCG |
| Keyword: Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Elaboration:
Key question:
Whose stories are told and whose stories are missing in the narratives of Canadian history?
Sample activities:
Assess the coverage of significant political decisions from different media outlets.
Recognize implicit and explicit ethical judgments in a variety of sources.
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|
| Curricular Competency |
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) |
Social Studies 10 |
No CCG |
| Keyword: 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 |
Elaboration:
Key questions:
How relevant is Canadian content in a global digital world?
What is the role of place in Canadians’ sense of belonging and identity?
Sample activities:
Select significant people to include in a museum display on women’s suffrage.
Determine how the significance of Vimy Ridge has changed since the dedication of the Vimy Memorial.
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|
| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 10 |
No CCG |
| Keyword: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Elaboration:
Key skills:
Draw conclusions about a problem, an issue, or a topic.
Assess and defend a variety of positions on a problem, an issue, or a topic.
Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue.
Identify and clarify a problem or issue.
Evaluate and organize collected data (e.g., in outlines, summaries, notes, timelines, charts).
Interpret information and data from a variety of maps, graphs, and tables.
Interpret and present data in a variety of forms (e.g., oral, written, and graphic).
Accurately cite sources.
Construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends, and contours.
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| Big Ideas |
Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas. |
Dance Choreography 10 |
No CCG |
|
| Big Ideas |
Choreographers communicate through creative expression in dance. |
Dance Choreography 10 |
No CCG |
|
| Big Ideas |
Choreographers use the dancer’s body as an instrument to translate movement ideas from abstract to concrete. |
Dance Choreography 10 |
No CCG |
| Keyword: translate movement ideas |
Elaboration: requires dance literacy, which is the ability to read, write, notate, or otherwise communicate using dance language, vocabulary, and/or symbols |
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