Grade 7 Social Studies Course Outline
Course Intent:
“In grade 7, students explore the theme of empowerment as they investigate topics
and issues in the history of Canada from the early 1800s to the end of the First World
War. Each unit in the Changing Your World resource focuses on one type of
empowerment – economic, political, cultural, societal, and national. All of these
types are interrelated, however. For this reason, all types of empowerment are
discussed to some extent in all units.” (from Changing Your World Investigating
Empowerment Teacher’s Resource p.i)
Curriculum Outcomes & Units:
The grade seven social studies course is comprised of six units under which the specific
curriculum outcomes are organized (each specific curriculum outcome also has a
number of learning outcomes that further elaborate the outcome).
Introduction to Empowerment
SCO 7.1.1 Explore the general concept of empowerment.
Economic Empowerment
SCO 7.2.1 Analyze how commodities that lead to economic empowerment have changed.
SCO 7.2.2 Investigate the various ways that economic systems empower or disempower people.
SCO 7.2.3 Analyze trends that could impact future economic empowerment.
Political Empowerment
SCO 7.3.1 Evaluate the conditions of everyday life for diverse peoples living in British North
America in the mid 1800s, including Aboriginal peoples, African-Canadians, and Acadians.
SCO 7.3.2 Analyze how the struggle for responsible government was an issue of political
empowerment and disempowerment.
SCO 7.3.3 Analyze the internal and external factors that led to Confederation.
SCO 7.3.4 Examine the political structure of Canada as a result of Confederation.
Cultural Empowerment
SCO 7.4.1 Explain how the expansion and development of Canada during the 1870s and early
1880s affected its various peoples and regions.
SCO 7.4.2 Analyze the events of the Northwest Rebellion to determine its impact on internal
relations in Canada.
SCO 7.4.3 Analyze the degree of empowerment and disempowerment for Aboriginal peoples in
present day Atlantic Canada during this period.
SCO 7.4.4 Analyze the struggle for empowerment by new cultural groups immigrating to Canada
between 1870 and 1914.
Societal Empowerment
SCO 7.5.1 Evaluate the conditions of everyday life for the peoples of Canada at the turn of the
20th century.
SCO 7.5.2 Describe the impact of the Industrial Revolution on industry and workers in
Newfoundland, the Maritimes, and across Canada.
National Empowerment
SCO 7.6.1 Explain how events in early 20th century led Canada toward Independence.
SCO 7.6.2 Explain Canada’s participation in WWI.
SCO 7.6.3 Analyze the impact of WWI on Canada and her people.
Supplies:
Students would have received a supply list in June. They should confirm that they
have the following supplies necessary for grade seven Social Studies:
- Loose leaf in a binder
- blue/black pens & pencils
- coloured pencils
Assessment:
The purpose of assessment is to improve student learning. This means that judgments
of student performance are criterion-referenced so that feedback includes clearly
expressed next-steps for improvement. Tools of varying complexity can facilitate this.
These may include; a marking scheme, a rating scale, and a rubric where levels of
performance for each criterion are stated in language that can be understood by
students and/or student-teacher conferences.
Assessment, Evaluation and Reporting are tied to the learning outcomes for Social
Studies. Every learning activity and its assessment will allow the teacher to collect
data for making judgments about performance in one or more of the Outcome.
A wide and balanced range of assessment strategies are needed to accommodate
the varied learning styles of all students, and to encompass a broadened range of
knowledge and skills. Strategies may include but are not limited to: homework,
class participation, assignments, projects, writing tasks, journal entries, tests,
observations, oral presentations, self assessments, peer assessments, rubrics, and
checklists.
Classroom Expectations:
Students are expected to be on time and seated at the beginning of class. Students are
to come prepared to learn and work. This means having paper, writing utensils,
book/novel, and a positive, participatory attitude. Most of the class work will be
completed during class time but on occasion projects may be sent home to finish or
students may sign out a textbook to finish readings or questions.
Extra Help & Communication:
All students and parents/guardians are encouraged to discuss any concerns with me. I
can be reached by telephone at the school (902) 869-3800 or by email
anghorne@staff.ednet.ns.ca.