1.++Selection+of+Curriculum+Area,+Grade+Level,+and+Rationale


 * Lenora Poulin**


 * LIBE 463**


 * Assignment #1: Selection of Curriculum Area, Grade Level, and Rationale**

I have decided to explore the British Columbia, **Social Studies 10** curriculum. There are five units of study, or what are called //Curriculum Organizers//. They are: • Skills and Processes of Social Studies • Identity, Society, and Culture: Canada from 1815 to 1914 • Governance: Canada from 1815 to 1914 • Economy and Technology: Canada from 1815 to 1914 • Environment: Canada from 1815 to 1914

The 2006 **Social Studies 10 Integrated Resource Package** (IRP) describes each curriculum organizer as follows:

This organizer includes the skills and processes that students develop as they explore the issues presented in Social Studies 10. As students undertake thoughtful inquiry from a base of knowledge and values drawn from multiple perspectives, they construct new knowledge and learn how to develop and communicate reasoned arguments and convictions. Although grouped under one organizer, these prescribed learning outcomes are intended to provide a framework to be used throughout the curriculum to support the skills and processes essential to social studies and for responsible, thoughtful citizenship. The prescribed learning outcomes in this organizer include • critical thinking skills • research and media literacy skills • communication skills
 * // Skills and Processes of Social Studies //**

In this organizer, students examine the evolving social and cultural makeup of Canada from 1815 to 1914. Students explore interactions between and among societies in Canada, and the development of culture and the arts. By exploring these issues, students gain an understanding of the forces that influenced, shaped, and reflect Canada’s identity.
 * // Identity, Society, and Culture: Canada from 1815 to 1914 //**

In this curriculum organizer, students learn about the events that developed and shaped Canada’s responsible and democratic government system between 1815 and 1914. By examining Canada’s development as an autonomous nation, students come to understand the structure and functions of government at the federal, provincial, and municipal levels.
 * // Governance: Canada from 1815 to 1914 //**

This organizer focuses on the National Policy and its influence on the development of Canada. Students explore the impact of technological innovation on society in the years from 1815 to 1914. Students will also focus on British Columbia’s economy.
 * // Economy and Technology: Canada from 1815 to 1914 //**

In this organizer, students examine the physical geography of Canada and its physiographic regions, and study the influence of geography on economic development and settlement patterns from 1815 to 1914. Students will identify key resource development issues in British Columbia and explore the application of stewardship and sustainability.
 * // Environment: Canada from 1815 to 1914 //**

The IRP also provides a list of **Prescribed Learning Outcomes**:

[|Social Studies 10: Integrated Resource Package]



I have many reasons for selecting **Social Studies 10** as my area of exploration. Firstly, I have taught this course and I love the curriculum. I am very patriotic and love learning and teaching anything about Canada. Unfortunately, Social Studies 10 has the reputation of being the most “boring” of the high school social studies courses. Many, students and teachers, feel that this period, 1815 to 1914, represents the least exciting time in our history. I could not disagree more! This is the time when we became a country, what could be more exciting than that! I also think that Canada is full of interesting characters, many of whom lead our country in the beginning. I think Social Studies 10 is a way for students to see pride in our country beyond our 2010 Olympic surge of patriotism (Canada participated in its first Olympics in 1900), beyond our hockey (ok, so the NHL didn’t have its inaugural season until 1917 but we were playing hockey before that), and beyond our current multi-cultural, friendly image (it had to start somewhere, even if it wasn’t always as friendly in the beginning).
 * Rationale:**

I also wanted to choose a subject and grade that I knew would benefit teachers at my school. I am currently the senior English teacher at my school, and will be the teacher-librarian next year. This assignment will be real for me in that the current teacher-librarian is saving part of his budget for me to add to our collection after I have done some analysis and weeding. There are currently two Social Studies 10 teachers and both are innovative and eager. They will very much appreciate a revitalized collection in their subject area.

My community also inspired me to choose this subject and grade. I live in Hope, BC, which was at the heart of the gold rush and railroad building in British Columbia. Yale, BC is 20 minutes north of us, the original town considered as the capital of British Columbia. I also have students in my school who work as historical guides in Yale and at the Hope Museum. And finally, one of my former students just finished a summer internship recording oral histories of some of our Hope citizens. I think these kinds of real-life connections will make finding resources and considering other sources of information exciting for this course.

My school has a 30% First Nations population of both “on-reserve” and “off-reserve” First Nations students. School District #78 is very committed to the success of our Aboriginal students and I think that by examining the Social Studies 10 curriculum and our resources I will be able to find additional ways to include First Nations culture and history that all of our students can learn from. We have a very active Aboriginal community that includes many elders who come to our school to share their stories and lessons and I look forward to enhancing this through the study of the Social Studies 10 areas of study.

Finally, I have also had a renewed interest in our history because of some reading I have done recently. //The Book of Negroes// by Lawrence Hill really inspired me. It lead me to read his other books //Any Known Blood,// and //Some Great Thing.// These readings made me realize, or perhaps re-realize, how rich our history is and that no period in Canada’s history is “boring”.