Social 10-1 Course Outline

The Alberta Social Studies Kindergarten to Grade 12 Program of Studies meets the needs and reflects the nature of 21st century learners. It has at its heart the concepts of citizenship and identity in the Canadian context. The program reflects multiple perspectives, including Aboriginal and Francophone, that contribute to Canada’s evolving realities. It fosters the building of a society that is pluralistic, bilingual, multicultural, inclusive and democratic. The program emphasizes the importance of diversity and respect for differences as well as the need for social cohesion and the effective functioning of society. It promotes a sense of belonging and acceptance in students as they engage in active and responsible citizenship at the local, community, provincial, national and global level.


Central to the vision of the Alberta social studies program is the recognition of the diversity of experiences and perspectives and the pluralistic nature of Canadian society. Pluralism builds upon Canada’s historical and constitutional foundations, which reflect the country’s Aboriginal heritage, bilingual nature and multicultural realities. A pluralistic view recognizes that citizenship and identity are shaped by multiple factors such as culture, language, environment, gender, ideology, religion, spirituality and philosophy.


In social studies 10-1, students will explore multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on lands, cultures, economies, human rights and quality of life. Students will examine the relationships among globalization, citizenship and identity to enhance skills for citizenship in a globalizing world. The infusion of multiple perspectives will allow students to examine the effects of globalization on peoples in Canada and throughout the world, including the impact on Aboriginal and Francophone communities.


Globalization, the process by which the world's citizens are becoming increasingly connected and interdependent, demands that students explore responsibilities associated with local and global citizenship and formulate individual responses to emergent issues related to globalization. Recognizing and appreciating the influence of globalization will lead students to develop individual and collective responses to emergent issues.





Primary Resource:

Perspectives on Globalization, Pamela Perry-Globa, Peter Weeks, Victor Zelinski, David Yoshida and Jill Colyer, Oxford University Press, 2007.





You will be assessed and evaluated with evidence of learning in the following areas:

Final Exam - 30% Multiple Choice   50%                        Written   50%


























You will only get out of your education what you put into it!  Be an active learner – think critically and ask questions.  There will be ample opportunity for discussion in class.  However, in order to create an environment where all feel welcome to participate, regardless of one’s perspective, it is essential for some basic rules to be followed:


1)        Show respect for anyone who is speaking by being a good listener

2)        Before speaking please raise your hand to be acknowledged - do not interrupt another person

3)        Do not make disparaging remarks that would in any way offend someone


Cheating of any kind will not be tolerated.  Students are expected to do their own work.  A zero will be given to any student caught cheating.  In short, do not put yourself in a position where this might apply to you.


There will be no food permitted into the classroom, unless specified by the teacher on certain occasions.





All assignments will be given due dates and these dates will be firm (unless unforeseen and acceptable circumstances arise – always at the discretion of the teacher).  There will be no surprises.  Unexcused late assignments may not be marked. If there are circumstances that create a problem for completion of an assignment, a student should approach the teacher for an extension.  If the situation is deemed acceptable by the teacher, an extension may be granted.


Missed tests or quizzes must be excused by the teacher prior to the writing date (unless special circumstances do not permit).  All re-writing of tests and quizzes will take place outside of class time and it will be the responsibility of the student to make those arrangementsThe writing of missed tests must take place within one week of a student returning. A responsible student does not surprise a teacher with missed tests and late assignments.




Attendance will be handled according to school policy.  School policy states that you must have a parent or guardian call the school to excuse any absence.  If an absence is not excused a student will be sent to the office to deal with the unexcused absence.


If you come late to a class and the door is closed, please knock once and wait patiently and quietly in the hallway for admittance into class.  The teacher will let you in at the most convenient time for them and for the rest of class.  More than one late in a week may result in further conversation regarding causes, while persistent lateness will lead to an attendance contract and administrative involvement.


Attendance and participation in class are key components of academic success.  Students are expected to attend class regularly and promptly.  You are responsible for making up the work or writing the tests missed due to absences.  An excused absence does not mean you are excused from the assigned work or examination.  Make arrangements with another student in the class to pick up assignments and handouts for you when you are absent.  Tutorial time may be used to complete assigned work and exams will be written in the Test Centre the day the student returns unless prior arrangements are made. Please refer to your "Student Handbook" to review school policy regarding attendance.




There are certain things that all students will be expected to bring to class every day.  These materials include: pen, pencil, social studies binder, laptop and appropriate textbooks.



Due to the material covered in the Social 10 Program of Studies, and because of the nature of contemporary world events, we will be dealing with a few controversial issues in this course.  There will be issues explored in class on which students will differ, often quite strongly, and there may be occasions where students’ values and ideas are challenged.  My goal is not to shy away from controversial issues, but to foster a climate of respectful dialogue within the classroom.  Students are encouraged to let me know if they feel that the goal of civil, respectful discussion is not being met.


If the student or parent/guardian feels the content is not suitable then an alternative can be found that will address the outcomes & goals aimed for in the initial task.




There are a great many historical and modern day facts, figures, and concepts that you will be expected to learn through the course of you social studies ‘career’, but they all pale in comparison to the ultimate goal of creating critically thinking, active and responsible citizens that are prepared to contribute in a positive way to our Canadian, as well as our global, society – good luck and have fun!


Remember, you get out of your education only as much as you put into it.  You chose your attitude!

Throughout the social studies 10-1 course students will be engaged with a key issue that is interconnected to four related issue questions.  There is one key outcome that students will work towards, again, with four general outcomes guiding their journey.  Within each related issue there are specific outcomes that reflect important values and attitudes, including knowledge and understanding outcomes.


Semester Planner


Unit of Study

Specific Outcomes


Impacts of Historical Globalization

  • explore the foundations of historical globalization (rise of capitalism, industrialization, imperialism, Eurocentrism)
  • examine multiple perspectives on the political, economic and social impacts of historical globalization and imperialism
  • examine legacies of historical globalization and imperialism that continue to influence globalization

September 2 – October 3

Relationships among Globalization, Identity, and Culture

  • appreciate how identities and cultures shape, and are shaped by, globalization
  • examine the impact of communications technology and media on diversity (universalization of pop culture, hybridization, diversification)
  • analyze challenges presented by globalization to identities and cultures (assimilation, marginalization, accommodation, integration, homogenization)

October 6 - – October 31

Economic and Environmental Impacts of Globalization

  • recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment
  • examine the foundations of contemporary globalization (F. A. Hayek, Bretton Woods Conference, Milton Friedman)
  • analyze multiple perspectives on sustainability and prosperity in a globalizing world

November 3 – November 28

Roles and Responsibilities in a Globalizing World

  • accept political, social and environmental responsibilities associated with global citizenship
  • evaluate relationships between globalization and democratization and human rights
  • analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues)

December 1 – December 19

Upon completion each unit will be assessed with a unit exam and a written response.


*Please note that these dates are tentative and will be subject to change








Alberta Education, Online Guide for Implementation (2007), Edmonton, AB: author. Retrieved on July 14, 2007, from http://www.onlineguide.learnalberta. ca/content-og/ssogscr/html/ summariesofcurrent research.html


Alberta Education, Social Studies 10-1 Program of Studies (2007), Edmonton, AB: author. Retrieved on July 14, 2007, from

social/ soc10_1.pdf


Roland Case, Mike Denos, Penney Clark and Peter Seixas (2006) “Teaching about Historical Thinking”, McGraw-Hill Ryerson, 2006.

Rick Wormeli (2006), “Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom”, Stenhouse Publishers, 2006.

Grant Wiggins, Jay McTighe (1998) “Understanding by Design”, Merrill Prentice Hall/Association for Supervision and Curriculum Development College Textbook Series, 1998.

Association Considerations, (In Guide to Curriculum Implementation Process (2001) Edmonton, AB: The Alberta Teachers’ Association. P.3,)


Models of Professional Development, (In Guide to Curriculum Implementation Process (2001) Edmonton, AB: The Alberta Teachers’ Association. Pp. 6-7)



Photograph by Craig Findlay

Curriculum Implementation Framework, (In Guide to Curriculum Implementation Process (2001) Edmonton, AB: The Alberta Teachers’ Association. pp. 10-15)

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