| Big Ideas |
Disparities in power alter the balance of relationships between individuals and between societies. |
Social Studies 9 |
No CCG |
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| Big Ideas |
The physical environment influences the nature of political, social, and economic change. |
Social Studies 9 |
No CCG |
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| Big Ideas |
Emerging ideas and ideologies profoundly influence societies and events. |
Social Studies 9 |
No CCG |
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| Content |
physiographic features of Canada and geological processes |
Social Studies 9 |
No CCG |
| Keyword: physiographic features of Canada and geological processes |
Elaboration: Sample topic:connections between Canada’s natural resources and major economic activitiesSample activities:Compare and contrast physical features and natural resources in different regions of CanadaRole-play negotiations between a wide range of stakeholders involved in the decision to build a new mine or oil pipeline Key questions:What effect has the physical geography of Canada had on Canadian and regional identity?What perspectives do different groups (e.g., environmental groups, people employed in the forest industry, First Peoples, urban and rural populations) have on the use of natural resources? |
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| Content |
discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and World War I internment |
Social Studies 9 |
No CCG |
| Keyword: discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and World War I internment |
Elaboration: Sample topics:Head Tax and other discriminatory immigration policies against people of East and South Asian descentKomagata Marusocietal attitudes toward ethnic minorities in Canada (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, Irish famine refugees, African-American slavery refugees)discriminatory policies toward First Peoples, such as the Indian Act, potlatch ban, residential schoolsinternmentssocial historygender issuessuffragelabour history, workers’ rightsresponses to discrimination in CanadaAsiatic Exclusion League in BCdiscrimination against German-Canadians during World War IKey question:How might specific examples of past incidents of inequality (e.g., Head Tax on Chinese immigrants, internment of Japanese-Canadians, residential schools, suffrage, discriminatory federal government labour practices related to gender and sexual orientation) be handled today under the Canadian Charter of Rights and Freedoms? |
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| Content |
local, regional, and global conflicts |
Social Studies 9 |
No CCG |
| Keyword: local, regional, and global conflicts |
Elaboration: Sample topics:Opium WarsBoxer RebellionBoer Warwars of independence in Latin AmericaArmenian genocideChilcotin War, Fraser Canyon WarFraser Canyon WarAmerican Civil WarFranco-Prussian War of 1871Russian RevolutionCrimean WarRusso-Japanese WarChinese Rebellion of 1911World War I |
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| Content |
nationalism and the development of modern nation-states, including Canada |
Social Studies 9 |
No CCG |
| Keyword: nationalism and the development of modern nation-states, including Canada |
Elaboration: Sample topics:Canadian Confederationnational projects and policies (e.g., the building of the Canadian Pacific Railway, Macdonald’s National Policy)responsible governmentTokugawa ShogunateMeiji Restorationunifications (e.g., Italy, Germany)Key questions:Is nationalism a more positive or negative force in the world?To what extent does nationalism bring people together or drive them apart?What factors influence nationalism and national identity? |
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| Content |
global demographic shifts, including patterns of migration and population growth |
Social Studies 9 |
No CCG |
| Keyword: global demographic shifts, including patterns of migration and population growth |
Elaboration: Sample topics:slaverydisease, poverty, famine, and the search for landwhy immigrants (including East and South Asian immigrants) came to BC and Canada, theindividual challenges they faced, and their contributions to BC and Canadainfluences of immigration on Canada’s identityhistorical reasons for the immigration of specific cultural groups to Canada (e.g., Irish potato famine, Chinese railway workforce, World War II refugees, underground railroad, Acadians, western settlement campaign, gold rushes)Key questions:Did immigrants benefit from emigrating to Canada?How did the arrival of new groups of immigrants affect Canadian identity? |
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| Content |
imperialism and colonialism on indigenous peoples in Canada and around the world |
Social Studies 9 |
No CCG |
| Keyword: imperialism and colonialism on indigenous peoples in Canada and around the world |
Elaboration: Sample topics:impact of treaties on First Peoples (e.g., numbered treaties, Vancouver Island treaties)impact of the Indian Act, including reservations and the residential school systeminteractions between Europeans and First Peoplesthe Scramble for AfricaManifest Destiny in the United StatesKey questions:What were the motivations for imperialism and colonialism during this period?What role does imperialism and colonialism from this period have on events in present-day Canada and around the world? |
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| Content |
political, social, economic, and technological revolutions |
Social Studies 9 |
No CCG |
| Keyword: political, social, economic, and technological revolutions |
Elaboration: Sample topics:American RevolutionFrench RevolutionIndustrial RevolutionHaitian RevolutionRed River Resistance, Northwest Resistanceadvances in science and technologyindustrializationnew methods of transportation, including the railway, steamships, cars, and aircraft |
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| Curricular Competency |
Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment) |
Social Studies 9 |
No CCG |
| Keyword: Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond |
Elaboration: Key questions:What limits should we place on resource-extraction industries?Were American and Canadian/British policies toward First Peoples an example of pre–twentieth century genocide?Was Canada’s participation in World War I justified?What key factors influenced decisions about who should have the vote (e.g., why were women given the vote after World War I and First Peoples were not?)?Was John A. Macdonald an admirable leader? Explain the reasons for your answer. |
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| Curricular Competency |
Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
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Social Studies 9 |
No CCG |
| Keyword: Recognize implicit and explicit ethical judgments in a variety of sources |
Elaboration:
Key questions:
Was Louis Riel a patriot or a rebel?
Did the American Revolution result in freedom, liberty, and happiness for people in the colonies? Explain why or why not.
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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 9 |
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: Sample activities:Examine primary sources (e.g., photographs, newspaper articles, cartoons, speeches) and evaluate what these sources reveal about the worldview and beliefs of the author.Compare primary and secondary sources about a controversial historical person.Key questions:To what extent do sources like newspaper articles reflect the attitudes of society versus the attitudes of authors?What types of sources are best to consult to get a more complete understanding of a particular issue or event? |
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| Curricular Competency |
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence) |
Social Studies 9 |
No CCG |
| Keyword: Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments |
Elaboration: Sample activities:Make connections between events and their causes, consequences, and implications.Compare and contrast the origins, course, and outcomes of two different revolutions.Track key developments in Canadian sovereignty and statehood over time, from 1763 to 1931.Key questions:Did the 1837–38 rebellions advance the cause of political sovereignty from Britain in Upper and Lower Canada?To what extent does the American Civil War still cause tensions between the US southern and northern states?To what extent did industrial capacity determine the outcome of conflicts from 1870 to 1918?Do economic factors always play key roles in causing revolutions?What is the true date of Canadian Confederation? Explain your reasoning.What are the most significant reasons for colonial expansion?Did the French Revolution result in positive change for the French people? Explain why or why not.To what extent did the Russo-Japanese War signal the end of European global hegemony? |
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| Curricular Competency |
Compare and contrast continuities and changes for different groups at the same time period (continuity and change) |
Social Studies 9 |
No CCG |
| Keyword: Compare and contrast continuities and changes for different groups at the same time period |
Elaboration: Key questions:Why did Baldwin and LaFontaine succeed where Mackenzie and Papineau failed?To what extent was the Scramble for Africa a time of progress or decline?In what ways has the colonization of Canada made life better or worse? And for whom? |
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