Pionniers et immigrants

Programmes d'études de Colombie-Britannique et Yukon

Programmes d'études de Colombie-Britannique et Yukon disponible seulement en anglais.

Learning Outcomes (Grade 9)
Social Studies

APPLICATIONS OF SOCIAL STUDIES
It is expected that students will:

identify and clarify a problem, an issue, or an inquiry
select and summarize information from primary and secondary print and non-print sources, including electronic sources
assess the reliability, currency, and objectivity of different interpretations of primary and 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: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
It is expected that students will:

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

ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
It is expected that students will:

ENVIRONMENT: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
It is expected that students will:

identify major exploration routes and historical events in the development of Canada
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

Learning Outcomes (Grade 10)
Social Studies

APPLICATIONS OF SOCIAL STUDIES
It is expected that students will:

identify and clarify a problem, an issue, or an inquiry
plan and conduct library and community research using primary and secondary print and non-print sources, including electronic sources
generate and critique different interpretations of primary and secondary sources
assess and defend a variety of positions on controversial issues
plan, revise, and deliver formal presentations that integrate a variety of media
demonstrate leadership by planning, implementing, and assessing a variety of strategies to address the problem, issue, or inquiry initially identified

SOCIETY AND CULTURE: CANADA FROM 1815 TO 1914
It is expected that students will:

assess the interaction between Aboriginal people and Europeans
describe contributions made by Aboriginal people, the French, and the British to the development of Canada
identify the influence of immigration on, and the contributions of immigrants to, the development of Canada

POLITICS AND LAW: CANADA FROM 1815 TO 1914 (I)
It is expected that students will:

analyse the impact of the 1837-38 Rebellions, the Red River Rebellion, and the Northwest Rebellion on the development of Canada

POLITICS AND LAW: CANADA FROM 1815 TO 1914 (II)
It is expected that students will:

evaluate the impact of western expansion and federal policies on Aboriginal people

ECONOMY AND TECHNOLOGY: CANADA FROM 1815 TO 1914
It is expected that students will:

analyse the impact of the National Policy on western expansion
identify and describe the effects of technological innovation on settlement and employment patterns within regions of Canada

ENVIRONMENT: CANADA FROM 1815 TO 1914
It is expected that students will:

analyse how geography influenced the economic, historical, and cultural development of western Canada

Learning Outcomes (Grade 11)
Social Studies

SKILLS AND PROCESSES I
It is expected that students will:

identify and use approaches from the social sciences and humanities to examine Canada and the world
communicate effectively in written and spoken language or other forms of expression, as appropriate to the social sciences
demonstrate the ability to think critically, including the ability to:
define an issue or problem
develop hypotheses and supporting arguments
gather relevant information from appropriate sources
assess the reliability, currency, and objectivity of evidence
develop and express appropriate responses to issues or problems
reassess their responses to issues on the basis of new information
develop, express, and defend a position on an issue, and explain how to put the ideas into action

SKILLS AND PROCESSES II
It is expected that students will:

demonstrate appropriate research skills, including the ability to:
- develop pertinent questions about a topic, an issue, or a situation
- collect original data
- use a range of research tools and resources

compile and document task-specific information from a wide variety of print and electronic sources

recognize connections between events and their causes, consequences, and implications
demonstrate mapping skills, including the ability to organize and synthesize various types of mapping data
demonstrate awareness of current geographical technology
demonstrate awareness of the value of social studies education in their daily lives and careers

SOCIAL ISSUES I
It is expected that students will:

identify elements that contribute to the regional, cultural, and ethnic diversity of Canadian society
identify major Canadian social policies and programs and their impact on Canadian society

CULTURAL ISSUES
It is expected that students will:

describe the history and contributions of Canada's French and English cultures in shaping Canadian identity
describe the role of Canada's First Nations peoples in shaping Canadian identity

Learning Outcomes (Grade 12)
BC First Nations Studies

SKILLS AND PROCESSES II
It is expected that students will:

demonstrate the ability to think critically, including the ability to:
- define an issue or problem
- develop hypotheses and supporting arguments
- gather relevant information from appropriate sources
- assess the reliability, currency, and objectivity of evidence
- recognize cause and effect relationships and the implications of events
demonstrate skills associated with active citizenship, including the ability to:
- collaborate and consult with others
- respect and promote respect for the contributions of other team members
- interact confidently
design, implement, and assess detailed courses of action to address First Nations issues
demonstrate appropriate research and oral and written presentation skills, including the ability to:
- access and interpret material from a wide variety of primary and secondary sources, including print sources, electronic sources, and First Nations oral traditions
  - present in oral and written form
  - design, construct, compose, and perform
  - create and interpret maps
  - present and interpret data in graphic form

CONTACT, COLONIALISM, AND RESISTANCE I
It is expected that students will:

describe the impact of contact between First Nations and Europeans on demographics in BC
demonstrate an awareness of the origins and history of the Métis people in western Canada
assess the impacts of contact and colonialism on social organization, spiritual beliefs, and governance among BC First Nations

CONTACT, COLONIALISM, AND RESISTANCE II
It is expected that students will:

assess the impact of changing post-contact economies on First Nations societies
describe the varied and evolving responses of First Nations peoples to contact and colonialism