Social Studies 10 Information (Ministry of Education jargon)
4 Big Ideas
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Curricular Competencies
Students are expected to be able to do the following:
• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• 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)
• Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
• Compare and contrast continuities and changes for different groups during this period (continuity and change)
• Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence)
• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
• Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)
Students are expected to know the following:
• development, structure, and function of Canadian and other political institutions, including First Peoples governance
• political and economic ideologies and the development of public policy
• changing conceptions of identity in Canada
• Canadian autonomy
• domestic conflict and co-operation
• discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and internments
• international conflicts and co-operation
• human–environment interaction
• economic development and Canada’s role in a global economy
• truth and reconciliation in Canada
Students are expected to be able to do the following:
• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• 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)
• Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
• Compare and contrast continuities and changes for different groups during this period (continuity and change)
• Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence)
• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
• Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)
Students are expected to know the following:
• development, structure, and function of Canadian and other political institutions, including First Peoples governance
• political and economic ideologies and the development of public policy
• changing conceptions of identity in Canada
• Canadian autonomy
• domestic conflict and co-operation
• discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata Maru incident, residential schools, and internments
• international conflicts and co-operation
• human–environment interaction
• economic development and Canada’s role in a global economy
• truth and reconciliation in Canada