This document outlines the Social Studies 10 course to be taught by instructor Ashley Slade. The course aims to develop thoughtful, responsible citizens by considering multiple perspectives on socio-historical topics. The course structure involves reading the textbook, completing study guides, and summative assessments after each unit. Assessment includes quizzes, presentations, group discussions, and unit tests in the format of the provincial exam. The course is divided into 9 units covering the development of Canada from the colonial era to the modern period, with a focus on Western expansion and the economy.

1. Social Studies 10
Instructor: Ashley Slade
Email: slade.ashleym@gmail.com
Phone: (778) 987-8691
According to the BC Ministry of Education, the aim of social studies is to develop thoughtful, responsible, active citizens
who are able to acquire the requisite information to consider multiple perspectives and to make reasoned judgments.
Social Studies 10 is not a provincially examinable course, however, it is a prerequisite for Social Studies 11, which is the
most complicated course in the BC curriculum not only because of the vast amount of factual information that is required
to remember for the provincial exam but also the complexity and intersectionality of the topics it focuses on. Much of the
content in Socials 11 is built upon that which is learned in Socials 10, therefore, a strong knowledge of Socials 10 content is
essential to getting a high mark in Socials 11.
Class structure will involve extensive reading of the Socials 10 textbook in order to gain a basic knowledge of the content,
the completion of a personal study guide, practical review that assesses comprehension on a deeper level, and summative
assessment at the end of each unit.
Course Materials
- Binder with lined paper
- 10 dividers (inside of the binder): each divider should be labeled 1-9 and exam prep.
- Device for research and writing (laptop or iPad) will be required on occasion
Assessment and Feedback
Throughout each unit, students will be quizzed on their factual recall both in written and oral fashions. Students will be
required to present on various socio-historical content and participate in respectful group conversations. Each unit will be
summatively assessed through a unit test which will be in the same format as the Socials 11 provincial exam, including
multiple choice and extended written response. After each midterm exam, all students will receive a comment card with
their grades and specific feedback. Parents and/or YES! Administration may request a current copy of these records at any
time throughout the course.

2. Social Studies 10: Course Outline
Unit Prescribed Learning Outcomes Time Required
Course
Introduction
Students will be explained course requirements and prescribed learning outcomes.
They will write a prior knowledge assessment test in regards to Canadian history,
society, and government structure. This test includes a written component.
2 hours (1 class)
One
Colonies in the
Wilderness:
1814-1840
At the end of this unit, students will be able to:
- assess the importance of geography on Canada’s early development
- identify important social and political changes in the history of Upper Canada
- identify the reasons for political discontent in Lower Canada
- understand consensus and its importance in politics
- synthesize information from a variety of sources
6 hours (3 classes)
Two
Building a
Nation: 1840-
1867
At the end of this unit, students will be able to:
- describe the process which led to Confederation
- empathize with people from other eras
- read and interpret primary sources, including newspapers
- identify individuals and events important in Canada’s pre-Confederation history
- explain arguments for and against political union
8 hours (4 classes)
Three
The Geography
of Western
Canada
At the end of this unit, students will be able to:
- identify and understand the major themes of geography
- identify and understand the different physical and natural regions of western Canada
- read and interpret maps, climographs, and technical illustrations
- describe the interactions of physical and cultural factors in the environment
- evaluate the impact of human actions on the environment
8 hours (4 classes)
Midterm Exam 1 This midterm exam will include all course materials up to this point, and it will be
comprised of multiple choice and short answer questions as well as an essay.
2 hours (1 class)
Four
The Northwest to
1870
At the end of this unit, students will be able to:
- evaluate the impact of the fur trade on the Native peoples in the Northwest
- analyze the emergence and development of the Metis culture
- examine European attitudes towards the Native peoples and the Metis
- compare and critique primary sources from the period
- assess the causes and key events of the Red River Rebellion (*Uprising)
8 hours (4 classes)
Five
The Prairies
1870-1896
At the end of this unit, students will be able to:
- identify the impact of Canadian policy on Metis settlement and self-government
- critique the Canadian government’s treaties with the Native peoples
- analyze the impact of the National Policy on different parts of the country
- describe the development of the CPR
- describe and analyze the causes and outcome of the Northwest Rebellion
8 hours (4 classes)
Midterm Exam 2 This midterm exam will include all course materials related to chapters four and five
and will focus on the socio-cultural impact that colonization had on the aboriginal
people of Canada and their relatives. It will also test students’ knowledge on key
figures in, and events leading up to, the development of western Canada. The exam
format will include multiple choice, short answer, and an essay.
2 hours (1 class)

3. Six
British Columbia
to 1896
At the end of this unit, students will be able to:
- compare and contrast British and US attitudes towards the Oregon Territory
- describe the reasons for the creation of the Vancouver Island colony
- analyze historical records for bias
- identify three main points of view concerning British Columbia joining Confederation
- provide evidence to show how the CPR led to economic growth in British Columbia
6 hours (3 classes)
Seven
The Emergence
of Modern
Canada: 1896-
1914
At the end of this unit, students will be able to:
- make informed judgements about the career of Prime Minister Laurier
- identify the factors influencing nationalist and imperialist sentiment in Canada
- analyze the changing perceptions of Canadian identity
- account for the population growth in Western Canada and its effects
- evaluate the impact of social change on women, the Natives, and immigrants
8 hours (4 classes)
Midterm Exam 3 This exam will cover chapters six and seven, which includes the acquisition of the
Oregon Territory and the development of this land into British Columbia. Students
must be able to explain the significance of this acquisition for the development of
Canada as a nation. The exam format will include multiple choice, short answer, and
an essay.
2 hours (1 class)
Eight
The Economy of
Canada
At the end of this unit, students will be able to:
- identify technological changes and their impact on Canada and its economic regions
- identify the (dis)advantages of new employment trends
- describe Canada’s economic sectors and regions, along with their activities
- analyze the impact of the government regulation of Canadian content in film and
television
- evaluate the impact, and pros and cons, of foreign investment in Canada
- analyze conflicting viewpoints on free trade
8 hours (3 classes)
Nine
The Economy of
British Columbia
At the end of this unit, students will be able to:
- identify and understand the main economic divisions in British Columbia
- analyze the role of geography on the economy
- demonstrate an understanding of the demographic and locational changes of the
British Columbia population
6 hours (3 classes)
Review and
Practice Final
Exams
The last unit of this course is dedicated to integrated review in which information
from all units is linked comprehensibly. Students will be able to identify key figures
and events from pre- and post- confederation Canada, and they will be able to write
Socials-specific essay responses. Two classes will be dedicated to review and
instruction on extended written responses, and the other two classes will be left for
exam completion.
The final exam is be composed of three parts:
Part A: multiple choice questions
Part B: short answer questions (paragraphs are expected at this point)
Part C: two essay questions (each essay must follow the socials essay format taught in
class)
8 hours (4 classes)
Total Time Required 80 hours (40 classes)