Social Studies Curriculum Map - Abbotsford Christian School

Social Studies Curriculum Map
Grades K – 12
Table of Contents
Introduction ..................................................................................................................................................................................................................................................................................................................................... 2
Enduring Understandings ............................................................................................................................................................................................................................................................................................................ 2
Social Studies .......................................................................................................................................................................................................................................................................................................................... 2
Goals: .......................................................................................................................................................................................................................................................................................................................................... 2
Essential Questions ..................................................................................................................................................................................................................................................................................................................... 2
Social Studies Curriculum Map Grades K – 12 ............................................................................................................................................................................................................................................................................... 3
Grades 6 - 8 ............................................................................................................................................................................................................................................................................................................................. 3
Grades 9 - 12 ........................................................................................................................................................................................................................................................................................................................... 6

Introduction
Mission Statement
Abbotsford Christian School, operated by Abbotsford Christian School Society members, seeks to serve Christian families by providing a secure learning environment in which God’s
children can continue to explore, experience and evaluate all of life under God.
We aim to nurture students in the discovery and development of their abilities and unique gifts so that they are enabled to be faithful, discerning, obedient and creative servants of God and
of neighbour; and stewards of His creation.
Enduring Understandings
Social Studies
Social Studies ( History, Geography, Economics, Political Science, Sociology, anthropology) teach students about human relationships and actions—today and in the past—so that they live as citizens of God’s kingdom in
their own community. They learn about their own culture, as well as cultures in other parts of the world and in different time periods. Social studies in Christian schools recognize that God created people to develop and
take care of the creation. In response, people have developed many different cultures that have religious frameworks that accept God as Creator and Lord, or worship other gods and/or aspects of the creation. Sin distorts
human cultural development. Yet, through the renewal that Christ’s redemption brings, students can understand and learn to be culture formers themselves. Students learn that all people are called to live justly, love
mercy and walk humbly with God as they live in their families and communities. They develop a sense of place and sense of time that is guided by principles of service, mercy, peace, justice and stewardship.
Goals:
1. Enable students to live as disciples of Jesus Christ and citizens of the Kingdom of God. As citizens in his Kingdom we are called to be culture formers guided by the principles of service, mercy, peace, justice and
stewardship
2. Understand and prepare to exercise their roles, rights, and responsibilities within their family, the community, Canada, and the world
3. Demonstrate respect for human equality and cultural diversity
4. Acquire an understanding of and appreciation for the historical and geographical forces that have shaped and continue to shape Canadian society and the societies of countries around the world
5. Develop the skills and attitudes necessary to become thoughtful, active participants in their communities and as global citizens
6. Think critically, evaluate information and practise effective communication
Essential Questions
1. How can I live as a citizen of the Kingdom of God in the community in which he has place me?
2. What are my roles, rights, and responsibilities in my family, community, country and the world?
3. How can I appreciate and respect people’s differences?
4. What are the forces that have shaped and continue to shape my society and the societies of other places?
5. How can I participate actively and thoughtfully in my community and my world?
6. How can I think critically, evaluate information and practice effective communication?

Social Studies Curriculum Map Grades K – 12
For Grades K – 5 please see the Thematic Studies Curriculum Map
Grades 6 - 8
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, Simulations, etc.
6 Canada and the World
One World, Many Cultures
What makes us one world? What are its
characteristics?
o What tools can we use to help us learn
more about the order in God’s world?
(maps, charts, graphs, etc.)
What makes us a diverse world? How does
culture shape us?
How does learning about the world and its people
help me to be a faithful citizen in God’s kingdom
(on earth)?
What is the relationship between culture and
natural environment?
What skills do I need to develop in order to build
and express my understanding of the world and
its cultures? ( LA – oral communication, reading,
writing)
Global Awareness
What are the causes of poverty?
Why is it so difficult for many people to escape
the poverty cycle?
How is Canada the same as and different from
“developing countries” in the areas of
government, environment, economics, and
natural resources?
How does God call us as global citizens and
citizens of the kingdom of God to respond to
global issues?
Canada and the World
One World, Many Cultures
God created a culturally and geographically diverse world in which we are to live in
communion with Him and in unity with one another.
Cultural diversity is a gift from God to be understood, explored, experienced, and
celebrated.
People worldwide meet similar needs in varying ways and experience life within the
bounds of their natural environment and cultural worldview.
We can more fully understand culture(s) by engaging in human interaction and
through the study of a variety of media, including music, art, and literature.
In depth study of:
o World mapping
o Stories and folk tales from around the world
o Amish Adventure - novel study
o Canadian culture - multiculturalism, equality and rights,
o Japan
o Independent research on a country
o Independent novel study
Global Awareness
Our world and all who live in it belong to God..
We have a responsibility to be aware of the critical issues affecting the global
community.
We are called to be active agents for change, exploring and promoting solutions to
global issues
We pursue restoration of our world by participating in the Rice Raiser
In depth study of:
o The Global Village
o Comparison of Canada with developing countries
o Africa
o The United Nations
Skills and Processes of Social Studies
A1 apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying,
identifying relationships, summarizing, and drawing conclusions – to a range of problems and
issues
A2 interpret graphs, tables, aerial photos, and various types of maps
A3 evaluate the credibility and reliability of selected sources
A4 deliver a formal presentation
A5 implement a plan of action to address a selected local or global problem or issue
Identity, Society, and Culture
B1 assess diverse concepts of Canadian identity
B2 compare Canadian society with the society of another country
B3 relate a society’s artistic expression to its culture
Governance
C1 compare the federal government in Canada with national governments of other countries
C2 describe key characteristic of the justice system in Canada
C3 assess equality and fairness in Canada with reference to the Canadian Charter of Rights and
Freedoms
C4 compare individual and collective rights and responsibilities in Canada with those in other
countries
C5 describe the role of Canada in the world
Economy and Technology
D1 describe the importance of trade for BC and Canada
D2 analyse the significance of communications technologies in Canada
D3 evaluate effects of technology on lifestyles and environments
D4 compare Canada’s economy, technology, and quality of life with those in one or more selected
countries
Human and Physical Environment
E1 assess the relationship between cultures and their environments
E2 describe factors that affect settlement patterns and population distribution in selected countries
Canada and the World
China Town field trip
Culminating Cultural Fair (invite parents and
community members
Guest speakers from various cultural groups
Global Awareness
Speeches on Aid Organizations
Rice Raiser
Invite Speakers to class (people who have
lived in or travelled to Africa or other
developing nations)
7 Ancient Civilizations
Archaeology
How can we discover and know about people in
ancient civilizations?
How can we use sources to verify the accuracy of
information?
What is the difference between a fact and an
opinion?
How can I take notes and write non-fiction
paragraphs?
Introduction to Civilizations
Why do people civilize?
Why do civilizations rise and fall?
How does God want his people to live in
community?
Ancient Civilizations
Archaeology
What is archeology?
How can we know about the past?
How can we use sources to find and infer accurate information?
How do Archeologists find information?
What is it like to dig through layers and put together evidence to form opinions?
Introduction to Civilizations
What is a civilization?
Sumer
Assyria
Babylon
Create Your Own Civilization Project
Skills and Processes of Social Studies
A1 apply critical thinking skills – including comparing classifying, inferring, imagining, verifying,
using analogies, identifying relationships, summarizing, and drawing conclusions, - to a range of
problems and issues
A2 use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 compile a body of information from a range of sources
A4 deliver a formal presentation on a selected issue or inquiry using two or more forms of
representation
A5 defend a position on a contemporary or historical issue
Identity, Society, and Culture
B1 analyse the concept of civilization as it applies to selected ancient cultures
B2 analyse social roles within one or more ancient civilizations
B3 identify influences and contributions of ancient societies to present-day cultures
Governance
C1 describe the evolution and purpose of rules, laws, and government in ancient civilizations
C2 assess how ancient systems of laws and government have contributed to current Canadian
Archeology
Clayburn Brick Factory exploration
Jonas Enns – archeologist – speaker
Dig site
Ancient Greece
Greek culture parent-student night?

What causes change?
Create Your Own Civilization Project
What makes a civilization successful?
How do maps help us know about physical
environment?
How does environment play a role in the
development of a civilization?
How did civilizations develop?
Ambassador Project
How have the ancient civilizations of Egypt, Maya
and China influenced the world today?
How did their environment affect their
development?
What were the successes and downfalls of these
civilizations?
How did their religious beliefs shape their culure
and how do they compare to our Christian
beliefs?
Ancient Greece
Where is Ancient Greece?
How does a civilization’s geography affect unity?
How is Christianity similar or different from that of
Greek Religion?
What contributions did Ancient Greece make to
the world as we know it today?
How did the people or influence of Helenism
affect Christianity?
Environment
Mapping
Resources
Cultural Development
Culminating POL (Presentation of Learning)
Ambassador Project
Introduction
Geography
Religion
Successes and Downfalls
Ancient Greece
Introduction
Geography
Timeline
City States
Government
Contributions
Famous Wars
Famous Greeks
Ancient Rome
Geography
Rome the Republic: Early Rome (800 – 100 BC)
The Golden Age of Rome (100 BC – 450 AD)
The Break- up of an Empire
Everyday life
Innovations and Inventions
Roman Leaders (optional extension activity)
political and legal systems
Economy and Technology
D1 describe various ways ancient peoples exchanged goods and services
D2 assess ways technological innovations enable ancient peoples to
- adapt to and modify their environments
- satisfy their needs
- increase exploration and trade
- develop their cultures
D3 compare ancient and modern communications media
Human and Physical Environment
E1 assess how physical environments affected ancient civilizations
E2 identify the impact of human activity on physical environments in ancient civilizations
Ancient Rome
How did geography if Ancient Rome affect its
development?
What are the similarities and differences between
Ancient Greek and Roman Civilizations?
What contributions did Ancient Rome make to the
world as we know it today?
Why did God choose to send Jess to that
particular time and place?
8 World Civilizations 500 – 1600
Mapping
Why is it important that I know about the world?
Who am I in relation to the world I live in?
How do longitude and latitude affect the earth?
Middle Ages - The Establishment of Christendom
What causes kingdoms to rise and fall?
What role does Christianity play in the forming
kingdoms?
How do I play out my role in God’s kingdom?
The Renaissance
Why is it important to pursue truth?
What are the consequences of pursuing truth?
How do people’s convictions influence their lives?
Who are people that make a difference?
World Religions
How did the major World Religions find their
beginnings?
How do the beliefs of many World Religions
World Civilizations 500 – 1600
Mapping
the world
Canada
The Middle East
Europe
Middle Ages – The Establishment of Christendom
God controls the rise and fall of kingdoms and nations.
The history of nations is dependent on their responses to God and his people.
God holds believers responsible for fitting into His plan and being his instruments.
The Renaissance
How can the pursuit of truth lead to change?
How do people’s convictions influence their lives?
Who are people who make a difference?
World Religions
Overview of world religions
Islam – monotheistic
Applications of Social Studies
identify and clarify a problem, an issue, or an inquiry
gather and organize a body of information from primary and secondary proint and non-print
sources, including electronic sources
interpret and evaluate a variety of primary and secondary sources
assess a variety of positions on controversial issues
plan, revise, and deliver written and oral presentations
cooperatively plan and implement a course of action that addresses the problem, issue, or
inquiry initially identified
Society and Culture:
identify factors that influence the development and decline of world civilizations
compare daily life, family structures, and gender roles in a variety of civilizations
describe a variety of diverse cultural traditions and world religions
demonstrate awareness of artistic expression as a reflection of the culture in which it is
produced
identify periods of significant cultural achievement, including the Renaissance
describe how societies preserve identity, transmit culture, and adapt to change
Politics and Law:
demonstrate understanding of the tension between individual rights and the responsibilities of
citizens in a variety of civilizations
Middle Ages
Monastery Field Trip
Medieval Fair/Feast
Castle Building Days
The Renaissance
Renaissance Presentations
Visit the Art Gallery
World Religions
Possible Field trips to local churches, temples,
synagogues, mosques, etc.
Speakers: pastors from different kinds of
churches
Taking a Stand
Here I Stand Project display
Interview their pastor/minister

compare to Christianity?
What can I learn about Christianity through the
study of different religions?
Taking a Stand
How do people’s beliefs influence their lives?
What are the characteristics of individuals who
make a difference/
What kind of stand does Christ call us to take?
How can I demonstrate how my faith and learning
unite?
How can I take a stand for something I believe?
Judaism – monotheistic
Eastern Religions and Disbelief
Taking a Stand
The Reformation
“Here I Stand” - project
assess the impact of contact, conflict, and conquest on civilizations
describe various ways individuals and groups can influence legal systems and political
structures
explain the development and importance of government systems
Economy and Technology:
compare basic economic systems and different forms of exchange
analyse the effect of commerce on trade routes, settlement patterns, and cultural exchanges
compare the changing nature of labour in rural and urban environments
describe the impact of technological innovation and science on political, social, and economic
structures
Environment:
construct, interpret, and use graphs, tables, grids, scales, legends, and various types of maps
locate and describe major world landforms, bodies of water, and political boundaries on maps
locate and describe current and historical events on maps
describe how physical geography influenced patterns of settlement, trade, and exploration
analyse how people interacted with and altered their environments, in terms of
o population
o settlement patterns
o resource use
o cultural development

Grades 9 - 12
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions / Unit Questions Content Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, Simulations, etc.
9 Europe and North America 1500 – 1815 Humans Europe and North America 1500 – 1815 Humans Struggle to be Free
Applications of Social Studies
Struggle to be Free
1. Early Modern Era
identify and clarify a problem, an issue, or an inquiry
1. Early Modern Era
Science and technology challenged religion as the ultimate authority in society during select and summarize information from primary and secondary print and non-print sources,
How does science and technology impact
society?
the Early Modern Era.
Humanism is a system or mode of thought in which human interests dominate.
including electronic sources
assess the reliability, currency, and objectivity of different interpretations of primary and
What are the catalysts for changes?
Are societies progressing (moving forward) over
time?
2. The Fight for Democracy and the English Civil
War
What form of government is most effective?
How can societies ensure a fair balance of
power?
How can societies protect their rights and ensure
their liberties?
3. French Revolution
How can one deal with injustices appropriately
What form of government is most effective?
What makes a great leader?
4. Napoleonic Era
How should history remember Napoleon?
Does Napoleon meet the criteria of a good
leader?
Do Napoleon’s contributions to French society
outweigh the negative act he committed?
5. Industrial Revolution
How do changes in technology impact society?
What rights and privileges should be guaranteed
for all workers?
What lessons can be learned from the events of
the Industrial Revolution to address similar issues
in the third world?
6. Regional Geography of Canada
How does geography influence a region’s
culture?
How are the boundaries of a region or territory
formed?
What are Canada’s distinguishing geographical
features?
7. The Native Peoples of Canada
What can be learned about a group of people
using anthropology?
What do traditions and rituals teach about
culture?
How does region/physical geography affect
lifestyle?
8. Arrival in Canada
How did European contact with the New World
bring about change?
Why does racism exist?
How does history unfold itself in present day
A Christian worldview places Christ and his teachings at the centre of all life and
provides the ultimate authority for truth.
Various forms of cultural expression reflect the society in which they are created.
2. The Fight for Democracy and the English Civil War
The economic disparity that existed in England during this time can be seen today in
many Third World countries.
Many of Canada’s liberties are rooted in England’s democratic legacy.
Canada’s parliamentary system empowere Canadian citizens to have a voice ( a say
in running the country).
Absolute power corrupts absolutely.
3. French Revolution
The ideals of the French Revolution advanced the cause of freedom in Europe and
the World.
A populace movement, such as the French Revolution, has the potential to bring
about great good or evil.
Societies destabilize when wealth and power rest in the hands of a privileged few.
4. Napoleonic Era
Christians measure successful leadership differently from secular culture.
Leadership is most effective when it is servant oriented.
Nationalism is a potent force in the world, holding the potential to bring great harm
upon a nation and its citizens.
5. Industrial Revolution
Technology is in a constant state of change, causing society to change with it.
It is the moral obligation of employers to provide their workers with a safe working
environment.
The economic disparity and social injustice that existed during the Industrial
Revolution continues today in many third world nations.
6. Regional Geography of Canada
There is an unbreakable link between the land and the people who inhabit it.
Physical landforms, climate, industry, economics, and politics work together to play a
role in the creation of various regions.
Canada’s history has been shaped by geography and regional issues.
7. The Native Peoples of Canada
Anthropology reveals the rich diversity of various human groupings
Culture can be expressed in many ways.
There is an essential link between human beings and the land in which they live.
8. Arrival in Canada
European contact with natives in the new World brought many benefits and
challenges to both parties.
Human nature predisposes people to discriminate against others based on
differences.
Many of the current social challenges facing Native communities are rooted in
historical events.
The Gospel message transcends boundaries of culture, race and status and should
therefore take many forms of expression.
secondary sources
defend a position on a controversial issue after considering a variety of perspectives
plan, revise, and deliver formal oral and written presentations
co-operatively plan, implement, and assess a course of action that addresses the problem,
issue, or inquiry initially identified
Society and Culture:
analyse the relationship between Aboriginal people and Europeans and explain the role of
each in the development of Canada
describe daily life in Aboriginal communities, New France, and British North America
assess how identity is shaped by a variety of factors, including:
o family
o gender
o belief systems
o ethnicity
o nationality
describe how different forms of artistic expression reflect the society in which they are
produced
analyse roots of present-day regional, cultural and social issues within Canada
Politics and Law:
define colonialism, imperialism, and nationalism
analyse factors that contribute to revolution and conflict
analyse the contributions of the English, French, and American revolutions in the
development of democratic concepts
investigate the roots of Canada’s political and legal systems, including the development of
two legal systems from two cultures
evaluate the changing nature of law and its relation to social conditions of the times
Economy and Technology:
assess how economic systems contributed to the development of early Canada
analyse reasons for the initial exploration and settlement of North America
analyse effects of colonialism on trade and conflict
assess the impact of the fur trade on exploration and settlement
identify factors that influenced growth and development of industry
evaluate the effects of the Industrial Revolution on society and the changing nature of work
Environment:
construct, interpret, and use graphs, tables, grids, scales, legends, contours, and various
types of maps
describe and compare North America’s diverse geographical regions
identify major exploration routes and historical events in the development of Canada
demonstrate understanding of the ways in which Aboriginal people interact with their
environment
explain the role of Aboriginal people in the fur trade and in the exploration of North America
assess the role of geographical factors in the development of trade and settlement in Canada
and other colonies
Mock trial of Charles
Students create an interactive museum exhibit
that showcases the link between their
assigned Native group and the region of
Canada from which they originate. This
presentation of learning is done in
collaboration with the grade 4 teachers
(students provide audience).

issues?
What lessons can be learned from the
experiences of past missionaries?
9. Canada Moves West
What role did the fur trade play in Canada’s
development?
Who was involved in the fur trade?
What were the sources of conflict in the fur trade?
What led to the discovery of the vast interior and
west coast of Canada?
9. Canada Moves West
The fur trade was the primary economy of New France, the royal colony which would
later become the nation of Canada.
The fur trade was a complex partnership requiring the cooperation of both Natives and
Europeans.
Conflicts are inevitable in all business arrangements. Some are resolved, others are
not.
Necessity, curiosity, and greed all contributed to the discovery of new lands.
10 Canada 1815 - 1914
The Geography of Western Canada
What are the five themes of geography?
What are the different physical and natural
regions in Western Canada?
What is the impact of humans on the
environment?
Canada 1815 - 1914
The Geography of Western Canada
- The Importance of Place
- The Physical Regions of Canada
- The Climates of Western Canada
- The Natural Regions of Western Canada
- The Cultural Landscape
Skills and Processes of Social Studies
A1 apply critical thinking skills, including
- questioning
- comparing
- summarizing
- drawing conclusions
- defending a position
Field Trip – Gas Town and China Town
Colonies in the Wilderness
How does the geography play a role in Canada’s
early development?
What are the important political and social
changes in the history of Upper Canada?
What were the reasons for political discontent in
Lower Canada?
Building a Nation 1840 – 1867
What was the process that led to Confederation?
Which individuals and events were important in
Canada’s pre-Confederation history?
The Northwest to 1870
How did the fur trade impact the Native people of
the Northwest?
What were the causes and key events of the Red
River Rebellion?
The Prairies, 1870 – 1896
What was the impact of Canadian policy on Metis
settlement and self-government?
How did the National Policy impact different parts
of the country?
British Columbia to 1896
What were the reasons for the creation of
Vancouver Island and the Mainland?
What were the main points of view concerning
the entry of BC into Confederation?
The Emergence of Modern Canada, 1896 – 1914
What were the factors influencing nationalist and
imperialist sentiment in Canada?
What was the impact of social change on women,
Native Peoples, and immigrants?
The Economy of BC
What are the main economic divisions of BC?
What role does geography play in the economy of
BC?
The Economy of Canada
How do Canada’s economic sectors and regions
play a role in the economy of Canada?
Colonies in the Wilderness
- The Land of Yesterday
- Upper Canada
- The Immigrant Experience
- Colonial Government and the Need for Reform
Building a Nation 1840 – 1867
- The Victorian Era
- A New Age of Science and Medicine
- Leisure and Travel
- Building a Nation
- Confederation
- BNA Act
The Northwest to 1870
- HBC and NWC
- Red River Settlement
The Prairies, 1870 – 1896
- The Metis Move to the Northwest
- The First Nations Peoples in the Northwest
- The National Dream
- The Northwest Rebellion
British Columbia to 1896
- The Oregon Territory
- The Colony of Vancouver Island
- The Cariboo Gold Rush
- The Colony of British Columbia
- The Emergence of Vancouver
- The Chinese in British Columbia
The Emergence of Modern Canada, 1896 – 1914
- A French-English Split
- The Laurier Boom
- The Rise of Unions
- Immigration issues
- Women and Native Reform
- Wonders of the Laurier Age
The Economy of British Columbia
- The Forest
- Fisheries and Water
- Agriculture
- Non-Renewable Resources
- Tourism
A2 demonstrate effective research skills, including
- accessing information
- assessing information
- collecting information
- evaluating information
- organizing information
- presenting information
- citing sources
A3 demonstrate effective written, oral, and graphic communication skills
Identity, Society, and Culture
B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and
the arts
B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and
settlers in Canada from 1815 to 1914
B3 evaluate the influence of immigration on Canadian society from 1815 to 1914
B4 describe the factors that contributed to a changing national identity from 1815 to 1914
Governance
C1 describe the evolution of responsible government in Canada in terms of government structure
and key contributing events
C2 analyse political, economic, social, and geographical factors that led to Confederation and to
the development of Canada’s provinces and territories
C3 describe the events of the Red River and Northwest Rebellions
C4 describe the structure and function of Canada’s federal, provincial, and local governments
Economy and Technology
D1 assess the impact of Macdonald’s National Policy on Canada
D2 analyse the influence of the following on Canada’s economy from 1815 to 1914
- resource development and decline
- technology innovations
D3 describe the development of British Columbia’s economy from 1815 to 1914
Human and Physical Environment
E1 describe the physiographic regions of Canada and the geological processes that formed these
regions
E2 analyse how geography influenced the economic development on settlement patterns in
regions of Canada from 1815 to 1914
E3 evaluate attitudes and practices in resource development in British Columbia fro 1815 to 1914
and their impact on contemporary resource management
Human Geography – Grade 11 (taught in grade 10, reviewed in grade 11)
explain the significance of changes in world population with reference to
o population pyramids
Board Game – students show what they have
learned in Human Geography – terms,

Human Geography (SS 11)
How can we make it easier to live with billions of
people?
Why should we be thankful for what we have?
What can we do to be good stewards of God’s
provisions?
The Economy of Canada
- The Changing Economy
- Economic Essentials
- Canada’s Economic Regions
- An Overview of Canada-US Relations
- Freer Trade in North America
Human Geography (SS 11)
- World Population Growth, Demography, The demographic Revolution
- The Age Structure of Populations
- One-Child Policy Case Study, Where do Six Billion People Live?
- Kenya: Trapped in poverty Case Study, The Vulnerable Ones: Women and
Children
- The Health Crisis, Solutions, Global Problems – Local Solutions
- Water: The Indispensable Resource
- Change in the Air
o distribution
o density
o demographic transition models
compare Canada’s standard of living with those of developing countries, with reference to
poverty and key indicators of human development
assess environmental challenges facing Canadians, including
o global worming
o ozone layer depletion
o fresh water quality and supply
concepts, and ideologies

Grade Essential Questions / Unit Questions Content Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, Simulations, etc.
11 Government
What is a government?
Should there be limits on personal freedom?
Is a balance of freedom and order possible?
Is it a government’s role to assume equality in the
economy?
Canadian History
Why study history?
Is history biased?
How did WW I shape Canada’s identity?
Could the Depression have been prevented? Did
the Canadian government do enough to help
those suffering during this era?
Did the world do enough to respond to the
Holocaust?
How did Canada attempt to be a middle power
during the Cold War? Was this attempt
successful?
Is the UN designed for success? Will it be
relevant in the 21 st century?
Geography
Is world hunger solvable?
What can an individual do to impact world
issues?
Current Events
Politics and Government
- Political Ideologies
o Types of government
o Political spectrum and the underlying philosophical assumptions
o Economic Systems
- Canada’s Political System
o Parliament
o Elections and Voting
o Canadian Charter of Rights and Freedoms
Media Analysis
- Political bias
- Document analysis: primary/secondary
- Map and Atlas Skills
Canadian History: 20 th Century
- Major Events
o WW1
o Great Depression
o WW2
o Economic Boom
o Cold War
o Collapse of USSR
- Themes
o French/English Relations
o First Nations
o Changing social values
o Canadian Emerging Independence
o Terrorism
Global Issues Facing Canada
- Issues within Canada’s governing structure – mock parliament
- Constitution / human rights
- Urbanization, land use and planning
- Industrialization and the environment
- Immigration and the distribution of wealth
Skills and Processes of Social Studies
apply critical thinking – including questioning, comparing, summarizing, drawing conclusions,
and defending a position – to make reasoned judgments about a range of issues, situations,
and topics
demonstrate effective research skills, including
o accessing information
o assessing information
o collecting data
o evaluating data
o organizing information
o presenting information
o citing sources
demonstrate effective written, oral, and graphic communication skills
demonstrate skills and attitudes of active citizenship, including ethical behaviour, openmindedness,
respect for diversity, and collaboration
Politics and Government
demonstrate understanding of the political spectrum
explain how Canadians can effect change at the federal and provincial levels
explain how federal and provincial governments are formed in Canada
describe major provisions of the Canadian constitution, including the Canadian Charter of
Rights and Freedoms, and assess its impact on Canadian society
Autonomy and International Involvement
describe Canada’s evolution as a politically autonomous nation
assess Canada’s role in World War I and the war’s impact on Canada
assess Canada’s role in World War II and the war’s impact on Canada
assess Canada’s participation in world affairs with reference to
o human rights
o United Nations
o Cold War
o Modern conflicts
Human Geography (taught in grade 10, reviewed in grade 11)
explain the significance of changes in world population with reference to
o population pyramids
o distribution
o density
o demographic transition models
compare Canada’s standard of living with those of developing countries, with reference to
poverty and key indicators of human development
assess environmental challenges facing Canadians, including
o global worming
o ozone layer depletion
o fresh water quality and supply
Society and Identity
assess the development and impact of Canadian social policies and programs related to
immigration, the welfare state, and minority rights
explain economic cycles with reference to the Great Depression and the labour movement in
Canada
describe the role of women in terms of social, political, and economic change in Canada
assess the impact of the conscription crises, Quebec nationalism bilingualism, and
regionalism on Canadian unity
demonstrate knowledge of the challenges face by Aboriginal people in Canada during the 20 th
century and their responses, with reference to
o residential schools
o reserves
o self-government
o treaty negotiations
represent what it means to be Canadian with reference to
o distinctive Canadian programs and policies
Canadian History
- Film Study – Schindler’s List
Global Issues
- Mock Parliament

o
important Canadian cultural and scientific achievements
12
Geograp
hy
Themes and Skills
How do the five themes of geography play a role
in our everyday lives?
In what way do the four spheres of geography
interact to form a complete environment?
Tectonic Processes
How can citizens of Southwest British Columbia
be prepared for the “big one” that is predicted to
happen in the near future?
Gradational Processes
How does weathering and mass wasting shape
our current landscape?
Weather and Climate
Why is the discussion of weather such an
important topic in Southwest BC?
How can we apply the use of weather maps and
station models to help us predict the weather?
How does climate affect human activity?
Biomes
What are the major factors in defining what a
biome is?
Are the current classification of biomes helpful
when one considers all that is contained with a
biome? In other words, do there need to be more
or fewer biomes?
Resources and Environmental Sustainability
How can we be good stewards of what God has
given to us?
How can we care about the environment without
making it our god?
Themes and Skills
Five themes of geography
Major interactions of the four spheres
Geographic literacy
Communications skills in geography
Geographic applications of current information and imaging technologies
Tectonic Processes
Features and processes associated with plate tectonics
Effects of volcanism and earthquakes
Gradational Processes
Features and processes associated with weathering and mass wasting
Effects of gradation on humans
Weather and Climate
Characteristics and significance of the layers of the atmosphere
Factors affecting temperature, precipitation, pressure and wind
Specific weather phenomena
Interpreting information from weather maps and station models
Characteristics of the world’s climate regions
Effect of climate on human activity
Human activity and the atmosphere
Biomes
Characteristics of the Earth’s major biomes
How vegetation adapts to environmental conditions
Soil types and biomes
Human activity and biomes
Resources and Environmental Sustainability
Considerations in resource management
Environmental impact of human activities
Themes and Skills
A1 explain the following five themes of geography:
location
place
movement
regions
human and physical interaction
A2 describe the major interactions of the four spheres:
atmosphere
biosphere
hydrosphere
lithosphere
A3 demonstrate geographic literacy through
analysis of geographic data or information to assess reliability and identify trends and
relationships
interpretation of topographic maps and aerial and satellite images
description of the role of geography as a discipline
A4 apply effective written, oral, and graphic communication skills to geography topics
A5 describe the geographic applications of current information and imaging technologies
Tectonic Processes
B1 describe the features and processes associated with plate tectonics, including
the Earth’s layers
volcanism
folding and faulting
earthquakes
B2 explain the effects of volcanism and earthquakes
Gradational Processes
C1 describe the features and processes associated with weathering and mass wasting
C2 Describe the features and processes associated with
running water
ground water
glaciers
wind
waves
C3 assess the effects of gradation on humans
Field Trips
The ACS neighbourhood
Hope Slide, Othello Tunnels, and Coquihalla River
Mt. St. Helens, Washington State
Eco-Dairy, Abbotsford
Film Study – An Inconvenient Truth
Weather and Climate
D1 describe the characteristics and significance of the layers of the atmosphere, including
troposphere
stratosphere
D2 explain factors affecting temperature, precipitation, pressure, and wind
D3 analyse specific weather phenomena, including
fog
local winds
extreme events
D4 interpret information from weather maps and station models
D5 describe the characteristics of the world’s climate regions, including
equatorial
tropical wet /dry
Mediterranean
desert
continental interior
humid continental (including humid sub-tropical)
west coast marine
sub-arctic
tundra
D6 explain how climate affects human activity
D7 analyse interactions between human activity and the atmosphere, with reference to
global climate change
ozone depletion

acid precipitation
12
History
The Study of History
Why study history?
Pre-WW I
What causes revolutions?
Was Czar Nicholas II primarily to blame for
the Russian Revolution?
WW I
How effective was collective security?
Inter War Period
Were any of the methods to deal with the
Depression successful?
Was the League of Nations doomed to fail?
WW II
Could the war have been prevented?
Is dictatorship inherently stronger than
democracy during times of war?
Cold War
Was the Cold War inevitable?
The Study of History
- Assessing documents, including cartoons
- Geopolitics
- Economics
- Public Policy
- Using the past to explain the present
- Bias
Conflict and Challenge: The World of 1919
- Causes and nature of WW I
- Communist Revolution
- Treaty of Versailles
- Social History post WW I
- Wilson’s 14 points
- Maps of Europe before and after WW I
Promise and Collapse: 1919 – 1933
- The ”isms” of the 20 th century
- Interwar era
- Stalin - Five Year Plans – “Cult of Personality”
- Breakdown of colonialism
- Rise of Dictators – Japan, Italy, Germany
Turmoil and Tragedy: 1933 – 1945
- The depression
- Factors leading to World War II
- The War
- The Atomic Bomb
- WW II propaganda
- Map of Europe post WW II
Biomes
E1 outline characteristics of the Earth’s major biomes, including
tropical rainforest
tropical grasslands / savanna
Mediterranean / schlerophyll
desert
temperate grasslands / prairie / steppe
deciduous / mixed forest
temperate rainforest
coniferous forest / boreal / taiga
tundra
E2 describe how vegetation adapts to environmental conditions
E3 relate soil types to biomes
E4 analyse the interactions between human activity and biomes, with reference to
deforestation
desertification
soil degradation
species depletion
Resources and Environmental Sustainability
F1 assess the various considerations involved in resource management, including
sustainability
availability
social / cultural consequences
economic consequences
political consequences
F2 assess the environmental impact of human activities, including
energy production and use
forestry
fishing mining
agriculture
waste disposal
water use
The Study of History
A1 analyse primary and secondary sources (historical evidence) with reference to
- reliability
- bias and point of view
- corroborating and conflicting evidence
A2 assess significant historical events in relation to social, political, economic technological,
cultural, and geographic factors
A2 demonstrate historical empathy
Conflict and Challenge: The World of 1919
B1 explain the significance of nationalism and imperialism in the world of 1919 with reference to
- the changed map of Europe and the Middle East
- the Mandate system
B2 evaluate the Paris Peace Conference in terms of
- contributions and positions of participants
- outcomes
Promise and Collapse: 1919 – 1933
C1 compare the basic features of
- fascism
- communism
- democracy
C2 describe the circumstances that led to the rise of fascists in Italy, including
- social and economic turmoil
- Mussolini’s actions and policies
C3 explain the rise to power of Hitler and National Socialism in Germany with reference to
- conditions that generated support for Nazism
Conflict and Challenge
Simulation of the Treaty of Versailles
meetings
Promise and Collapse
Debate – “ The Cult of Personality”
Turmoil and Tragedy
Debate – Was the use of the atomic
bomb justified?
Transformation and Tension
Model United Nations
Film Study – Forrest Gump
Progress and Uncertainty
Class debate: “The Domino Theory and
Justification for the Vietnam War”
Final Presentation of Learning (worth 30%)

Transformation and Tension: 1945 – 1963
- Origins of the Cold War
- Timeline – 1945 - 1963
- Comparison of relationships between US presidents and Soviet leaders
- Creation of the UN
- Maps – Middle East ( 1948 – 1973); India (pre and post independence)
- Effects of the Nuclear Arms race
- Civil Rights Movements – US and South Africa
Progress and Uncertainty: 1963 – 1991
- Timeline – 1963 – 1991
- Continue comparison of relationships between US presidents and Soviet leaders
- The Vietnam War
- Collapse of the USSR
- Changing role of women in the 20 th century
- China – Cultural Revolution, Tiananmen
Final Presentation of Learning (worth 30%)
- Students complete a journal of 6 current events (due at end of term 1)
- Choose one of those issues for a final project
- Hitler’s actions and policies
C4 evaluate ways in which Lenin and Stalin transformed the USSR, with reference to
- the Russian revolutions
- the Russian Civil War
- the New Economic Policy
- “socialism in one country”
C5 describe the relationship between colonial rule and emerging nationalism in Palestine and the
Indian subcontinent
C6 describe social, economic, and political developments in the United States in the 1920s,
including
- prohibition; the changing role of women
- urbanization, mass production, and consumerism
- isolationism and laissez-faire policies
Turmoil and Tragedy: 1933 – 1945
D1 assess the causes of and responses to the Great Depression
D2 evaluate the circumstances and events that led to World War II in Europe and the Asia-Pacific
region, including
- failures of collective security
- appeasement
- Japanese imperialism
D3 explain the significance of key developments in World War II, including
- military battles
- total war
- technological advance
D4 analyse the significance of the Holocaust
D5 explain how World War II resulted in a realignment of power
Transformation and Tension: 1945 – 1963
E1 assess critical developments of the Cold War, including
- division of Germany
- American policy of containment
- Soviet sphere of influence
- Korean War
- Cuban Missile Crisis
E2 describe the emergence of China in world affairs
E2 describe relations between Israel and the Arab world, with reference to
- territorial changes
- Arab nationalism
- Suez Crisis
E4 explain the role of nationalism in the post-1945 decolonization of India and Indochina
E5 explain key developments in the struggle for human rights in South Africa and the United
States
Progress and Uncertainty: 1963 – 1991
F1 explain the significance of conflicts in Vietnam and the Middle East
F2 analyse changes in Chinese communism, with reference to
- the cultural Revolution
- the changing relationship with the west
- Deng Xiaoping’s policies
F3 analyse the late stages of the Cold War with reference to
the US/USSR relationship
the decline of communism in Eastern Europe
the dissolution of the Soviet Union
12
Compara
tive
Archeology
Why study history?
How do geography, climate, and natural
Introduction to Ancient Historical Study
- Why study history?
- History as a definition
Research and Presentation Skills
A1 apply research skills – including accessing information, collecting and evaluating data,
organizing information, and citing sources – to interpret, evaluate, and apply information from
Independent Study / Final Presentation
- Students research and present a

Civilizati
ons
resources affect the way people live and
work?
What does it mean to be civilized?
Egypt
Was the focus on the afterlife the lasting legacy
of Egypt?
Greece
What legacy did the Greeks leave for Western
culture?
Rome
Would the modern world differ without the legacy
of the Roman empire?
Why do empires fall?
Japan
How does a society based on a strict honour
code develop? Is it a successful way to structure
a society?
Presentation Skills
What does an effective presentation look like,
and sound like?
- The archeological process
- What is a civilization?
Humanity Before Civilization
- Role of legends
- Various creation accounts
- Relationship of science and religion
Egypt and the Near East
- Daily life in ancient Egypt
- Lasting contributions to society
- Why were the Pyramids constructed?
- Growth of ancient Israel
Greek Civilization
- Daily life in Greece
- Conflict/Contrast between Sparta and Athens
- Greek geography, and its effects on Greek history
- Lasting contributions: democracy / Olympic games
Roman Civilization
- Origin of the Roman republic and the rise of Caesar
- Persecution of the Christians
- Roman entertainment
- Lasting contributions: road system / calendar
Civilization of Ancient India
- Daily life in ancient India
- Religious beliefs
- Lasting contributions to society
Japan: Land of the Rising Sun
- The world’s first novel: “Tale of Genji”
- The Samurai class
- The Tea Ceremony
- Daily life in Japan
artefacts, oral tradition, and other primary and secondary sources
A2 apply critical thinking skills – including questioning, comparing, summarizing, and drawing
conclusions – to generate and defend a position on a selected civilization
A3 communicate their knowledge and understanding about civilizations by using effective written,
oral, and graphic communication skills
Foundations of Civilization
B1 describe concepts that define the study of civilizations
B2 analyse elements and characteristics that contribute to the identity of civilizations, including
o structures of power and authority
o belief systems incorporated into daily activities
o systems of social organizations
o conflict, war, and conquest
o influence of the natural environment
o methods of cultural transmission over time
Culture and the Arts
C1 analyse how the arts express civilizations’ cultural elements, including
o belief systems
o social organization
o language
o power and authority
o order and harmony
o archetypes
Culture and Values
D1 evaluate the components of value systems within and among cultures, including
o religion and mythology
o morals and ethics
o heroes and role models
o philosophical viewpoints
D2 analyse the diverse values and beliefs of civilizations
civilization of their choosing
Europe in the Middle Ages (if time permits)
- The ‘Dark’ Ages
- Black Death
- Joan of Ark
- Structure of Medieval Society
- Daily life in Europe in the Middle Ages