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Student:       Course Name: Social Studies Grade 9

|Integrated Concepts and Processes |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO i.0 – The student will be expected to demonstrate proficiency in utilizing concepts and | | | | |l |

|processes from the social sciences | | | | | |

|i.1 Use an inquiry model to explore and resolve significant questions | | | | | |

|i.2 Apply intellectual tools to analyze events, ideas, issues, patterns and trends | | | | | |

|i.3 Make reasoned assessments based on appropriate | | | | | |

|criteria | | | | | |

|Unit One: Exploring Canadian Identity |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 1.0 - The student will be expected to demonstrate an understanding of understanding of how | | | | |      |

|various artistic expressions reflect Canadian identity | | | | | |

|Unit 2 – Geographic Influences on Identity: Place and People |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 2.0 - The student will be expected to demonstrate an understanding of the physical geography| | | | |      |

|of Canada | | | | | |

| | | | | | |

|2.1 outline the factors responsible for Canada’s varied topography and landforms | | | | | |

|2.2 identify and describe Canada’s major landform regions | | | | | |

|2.3 describe the global and regional factors that account for variations in Canada’s climate | | | | | |

|regions | | | | | |

|2.4 identify and locate the major climate regions | | | | | |

|SCO 3.0 - The student will be expected to demonstrate an understanding of the human geography of| | | | |      |

|Canada | | | | | |

| | | | | | |

|3.1 Identify and describe rural and urban communities | | | | | |

|3.2 account for the growth and decline of settlements | | | | | |

|3.3 explain how regional identities are influenced by geographic factors | | | | | |

|SCO 4.0 - The student will be expected to demonstrate an understanding of human migration and | | | | |      |

|its impact on Canada since 1920 | | | | | |

| | | | | | |

|4.1 explain why people migrate and provide examples of push and pull factors | | | | | |

|4.2 examine how immigration patterns have changed in Canada since the 1920’s | | | | | |

|4.3 examine the debate that exists over new immigration policies. | | | | | |

|4.4 examine the causes and effects of internal migration on Canada since 1920 | | | | | |

|4.5 examine the causes and effects of emigration on Canada since 1920 | | | | | |

|Unit Three – Historical Influences on Identity I: Significant Events (1920-1945) |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 5.0 - The student will be expected to demonstrate an understanding of economic, political | | | | |      |

|and social change in Canada during the 1920s and 1930s | | | | | |

| | | | | | |

|5.1 explain the factors that account for varying levels of prosperity in the 1920s | | | | | |

|5.2 examine the impact of new technology on lifestyle in the 1920s | | | | | |

|5.3 explain the causes of the Great Depression | | | | | |

|5.4 describe the economic, social and political effects of the Great Depression | | | | | |

|SCO 6.0 - The student will be expected to demonstrate an understanding of Canada’s participation| | | | |      |

|in the Second World War | | | | | |

| | | | | | |

|6.1 identify the causes of the Second World War | | | | | |

|6.2 explain Canada’s contribution to the Second World War | | | | | |

|6.3 examine significant moral and ethical issues related to the Second World War | | | | | |

|SCO 7.0 - The student will be expected to demonstrate an understanding of how the Second World | | | | |      |

|War influenced Canadian identity | | | | | |

| | | | | | |

|7.1 examine the economic, political and social effects of the Second World War | | | | | |

|7.2 explain how the Second World War affected ethnic / cultural relations within Canada | | | | | |

|Unit Four – Historical Influences on Identity II: Part of the Global Community (1945 - Present) |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 8.0 - The student will be expected to demonstrate an understanding of Canada’s role in world| | | | |      |

|affairs since 1945 | | | | | |

| | | | | | |

|8.1 explain the causes and significance of the Cold War | | | | | |

|8.2 examine Canada’s participation in NATO, NORAD, and the United Nations | | | | | |

|SCO 9.0 - The student will be expected to demonstrate an understanding of the nature of change | | | | |      |

|in Canada during the 1950s | | | | | |

| | | | | | |

|9.1 explain how changing technologies and economic conditions affected lifestyles of the 1950s | | | | | |

|9.2 describe how Canada changed socially during the 1950s | | | | | |

|SCO 10 - The student will be expected to demonstrate an understanding of cultural and social | | | | |      |

|change in Canada during the 1960s and 1970s | | | | | |

| | | | | | |

|10.1 explain why social values and expectations changed during the 1960s and 1970s | | | | | |

|10.2 determine the significance of selected events and movements in relation to social change | | | | | |

|during the 1960s and 1970s | | | | | |

|SCO 11 - The student will be expected to demonstrate an understanding of the effect of | | | | |      |

|globalization on Canada since 1980 | | | | | |

| | | | | | |

|11.1 explain the concept of globalization and its relationship to economic, political and social| | | | | |

|change | | | | | |

|11.2 explain the causes and consequences of the end of the Cold War | | | | | |

|11.3 explain the causes and consequences of economic globalization | | | | | |

|11.4 explain how globalization influences culture and identity | | | | | |

|Unit Five – Citizenship and Identity: What it Means to be Canadian |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 12 - The student will be expected to demonstrate an understanding of the significance of | | | | |      |

|citizenship in the context of liberal democratic society | | | | | |

| | | | | | |

|12.1 explain the concept of citizenship | | | | | |

|12.2 explain how the idea of citizenship influences identity | | | | | |

|12.3 explain the rights and responsibilities of citizenship | | | | | |

|12.4 illustrate the importance of active citizenship | | | | | |

|SCO 13 - The student will be expected to demonstrate an understanding of how citizenship has | | | | |      |

|evolved over time | | | | | |

| | | | | | |

|13.1 examine the historical roots of citizenship for modern liberal democratic society | | | | | |

|13.2 explain how the idea of citizenship in Canada has changed over time | | | | | |

|13.3 analyze the impact of contemporary global events on Canadian citizenship | | | | | |

|SCO 14 - The student will be expected to demonstrate an understanding of the structure and | | | | |      |

|operation of government in Canada under a federal system | | | | | |

| | | | | | |

|14.1 describe the organization of government in Canada at the federal, provincial and municipal | | | | | |

|levels | | | | | |

|14.2 explain the purpose and responsibilities of the executive, legislative, and judicial | | | | | |

|branches of government | | | | | |

|14.3 explain the function of the “Rule of Law” in Canadian society | | | | | |

|14.4 describe the election process in Canada | | | | | |

|Unit Six – Canada’s Changing Identity : Creating a Preferred Future |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 15 - The student will be expected to demonstrate an understanding of economic challenges and| | | | |      |

|opportunities that may affect Canada’s future | | | | | |

| | | | | | |

|15.1 describe current trends in Canada’s population demographics and predict possible economic | | | | | |

|consequences of these trends. | | | | | |

|15.2 determine the significance and propose solutions for issues related to resource management | | | | | |

|and depletion in various sectors of the economy (energy, mining, forestry, farming, and fishing)| | | | | |

|15.3 identify the benefits and limitations of increased | | | | | |

|economic union with the United States | | | | | |

|SCO 16 - The student will be expected to demonstrate an understanding of political challenges | | | | |      |

|and opportunities that may affect Canada’s future | | | | | |

| | | | | | |

|16.1 examine significant issues related to Aboriginal autonomy and self-government | | | | | |

|16.2 examine significant issues related to Québec sovereignty | | | | | |

|16.3 examine significant regional-specific issues | | | | | |

| | | | | | |

|SCO 17 - The student will be expected to demonstrate an understanding of social and cultural | | | | |      |

|challenges and opportunities that may affect Canada’s future | | | | | |

| | | | | | |

|17.1 speculate as to possible challenges and opportunities that current socioeconomic trends may| | | | | |

|create over time | | | | | |

|17.2 speculate as to possible challenges and opportunities that ethnic and cultural groups may | | | | | |

|face as Canada changes over time | | | | | |

|17.3 articulate a preferred vision of Canada’s future and the role citizens can play in | | | | | |

|achieving it | | | | | |

|Unit Seven – Reflections on Canadian Identity: What it Means to be Canadian |

|Outcomes |R |D |C |A |Changed Outcomes |

|SCO 18 - The student will be expected to demonstrate their personal understanding of Canadian | | | | |      |

|identity | | | | | |

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