Social Studies 9
Canada: Opportunities & Challenges
Students will broaden their understanding and appreciation of the relationships among governance, economics, quality of life, citizenship and identity.
|General Outcome 9.1Issues for Canadians: Governance & Rights||General Outcome 9.2Issues for Canadians: Economic Systems in Canada & the United States|
|Students will demonstrate an understanding and appreciation of how Canada’s political processes impact citizenship and identity in an attempt to meet the needs of all Canadians.||Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality oflife, citizenship and identity.|
|Local and Current Affairs|
|In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, current events will be included throughout the year, that have a curriculum link to what we are studying at the time.|
Glossary of Terms and Concepts-Grade 9
The following terms and concepts are contained within the general and specific outcomes in the grade. The definitions are provided to facilitate a better understanding and more effective application of the social studies concepts presented.
|Canadian Charter of Rights and Freedoms||A document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.|
|consumerism||Economic theory concerned specifically with the purchase and/or use of goods and services.|
|executive branch||Government body that ensures the administration of laws and of the country, comprised of the Prime Minister of Canada and the Cabinet.|
|governance||The act, process or power of governing.|
|Indian Act||Law pertaining to the rights and status of Aboriginal peoples; initially enacted in1876 and amended several times.|
|judicial branch||Government body that ensures the interpretation of laws, comprised of theSupreme Court of Canada.|
|legislative branch||Government body that is authorized to pass federal laws/legislation, comprised of the House of Commons and the Senate.|
|market economy||Economic system in which individuals are free to make their own decisions with little or no intervention from the government and where resources are the private property of persons or companies.|
|mixed economy||Economic system in which both the public and the private sectors play asignificant role in the economy and where some resources are owned by the private sector and some by the public sector.|
|social programs||Programs established by the government to reduce economic inequalities and to promote the well-being of citizens.|
|tax base||Total amount of taxes paid to the government by citizens and companies used to finance economic and social programs and the functioning of government.|
|underground economy||Pertaining to secretive economic activities that are not within the law, often referred to as the “black market.”|
Textbook: Issues for Canadians
Exploring the Big Ideas
(Up Until Mid-September)
Issues for Canadians: Governance & Rights
(Mid-September to January)
- Chapter 1
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
Issues for Canadians: Economic Systems in Canada & the United States
(February to March)
- Chapter 6
- Chapter 7
- Chapter 8
- Chapter 9
Final Exam in June to be based on all Units.
End of the Year Review will be in June
Final Exam Date: TBA
As per a school initiative regarding summative and formative assessment it is important that you understand the necessity of completing all work, regardless of its value. Summative assessment such as inquiry projects, performance tasks, written responses and tests will make up the bulk of the grades for the term. However, the building blocks found in the formative exercises are important steps on the path to success.
Your mark will be determined on a cumulative basis so there is no fresh start each report card. Your in-class work will account for 75% of your final grade. The final exam will account for the final 25% of your final grade.
Assignments – 15%
Written Response/Source Analysis – 25%
Projects – 30%
Exams – 30%
Formative assessment will be used in the development of specific skills and knowledge that happens in an on-going process. Formative assessment pieces will help both student and teacher track learning as well as serve as evidence for goal setting. Formative assessment pieces might include teacher observations, learning conversations, homework checks, initial drafts, peer-editing, homework assignments and self-reflection.
Students who regularly do not complete their assignments will be dealt with on an individual basis. Students will be asked to complete missed/incomplete assignments during lunch, during fieldtrips, etc. Parents will be contacted if this is an ongoing issue.
Social School Supplies (varies/see supply list given in August)
Every class each student is expected to bring the following materials:
- Course textbook
- loose leaf paper Paper (preferably in a notebook or binder)
- Binder for handouts
- Dividers (for notes, handouts, and vocabulary)
- white out
- student agenda
**Each student is to provide 1 duo tang that will be kept in the classroom to keep all assignments and projects.**
- be prepared for every class with their supplies and agenda
- come to class regularly and on time
- be organized, use time effectively, correct their errors, review, study and seek necessary assistance
- complete all assignments on time and to the fullest of their ability
- respect one another, their teachers, and the school community as a whole
- listen to one another and cooperate with each other and their teachers
- participate in all classroom activities
Note: Bullying & Cheating will NOT be tolerated.
Notes for Parents/Guardian:
- Please feel free to contact me through email email@example.com or call the school
- If you would like to see what is for homework or upcoming tests or announcements for social studies please visit my blog: mrsyu.wordpress.com
- Please provide an email on the attached form that you can be contacted as it is the easiest to communicate
*** If you have any questions please feel free to contact Mrs. Yu ***
Parent and Student Endorsement:
Once you have read this (Parent and child) please sign and return this portion to Mrs. Yu.
I ______________________________ have read and understood the general guidelines for the social studies program and the required materials.
Signature of Student Grade Date
Signature of Parent (Guardian) Date
Day Phone Parent/Guardian E-Mail Address
Mrs. Shelley Yu