Assignment+1

=British Columbia's Social Studies 10=

Major Units of Study 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

Major Curriculum Objectives for Each Unit of Study Are:
− questioning − comparing − summarizing − drawing conclusions − defending a position || B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts || C1 describe the evolution of responsible government in Canada in terms of government structure and key contributing events || D1 assess the impact of Macdonald’s National Policy on Canada || E1 describe the physiographic regions of Canada and the geological processes that formed these regions || − accessing information − assessing information − collecting data − evaluating data − organizing information − presenting information − citing sources || B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914 || C2 analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada’s provinces and territories || D2 analyse the influence of the following on Canada’s economy from 1815 to 1914: − resource development and decline − technological innovations || E2 analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 1914 ||
 * **Skills and Processes of Social Studies** || **Identity, Society, & 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** ||
 * A1 apply critical thinking skills, including
 * A2 demonstrate effective research skills, including
 * A3 demonstrate effective written, oral, and graphic communication skills, individually and collaboratively || B3 evaluate the influence of immigration on Canadian society from 1815 to 1914 || C3 describe the events of the Red River and Northwest Rebellions || D3 describe the development of British Columbia’s economy from 1815 to 1914 || E3 evaluate attitudes and practices in resource development in British Columbia from 1815 to 1914 and their impact on contemporary resource management ||
 * || B4 describe the factors that contributed to a changing national identity from 1815 to 1914 || C4 describe the structure and function of Canada’s federal, provincial, and local governments ||  ||   ||

The British Columbia Ministry of Education Intergrated Resource Package can be viewed here.

Rationale
I have chosen Social Studies 10 for my first assignment. This class focuses on Canadian History, and the development of Canada as a nation. There is no provincial exam associated with the class and as teachers have to ability to expand on their interest areas as needed. As the focus is on Canadian history, and publishing companies are in the business of making a profit, I think there may be limited print resources in the library for this subject.

I have not taught Social Studies 10, but then again being a new-ish teacher I have done very little classroom teaching. I have TOCed for a number of years, and worked in non-enrolling placements such as the Career Education Department and Library. However, I have an interest in history, and how the past affects our lives today, and I think this Social Studies 10 will be a fun class to explore.

I think the curriculum allows for great learning opportunity for students. Students say this class has a reputation of being ‘boring’ and I would like to see if the library resources can help engage students while doing research for projects and assignments.

I would also like to see if there is a way that I could help teachers combine historical fiction with their Social Studies 10 class, and what I might have on the shelves that would meet the criteria.

I would also like to examine the material to see how history is portrayed. Is there much that is written about or from the point of view of women? How about First Nations groups? Or ethnic minorities and immigrants? All of these groups build Canada as we know it. Will the library have historical documents that record their experiences?

I think this assignment will pose a good challenge for me as a new Teacher-Librarian. As I have been covering a maternity leave since only mid-February of this year, I am unfamiliar with much of our physical resources, and only beginning to learn about the online databases. Until you delve into the shelves it is difficult to know what books you have available.