Social Studies 11
Overview
Mennonite Educational Institute
Secondary School
Teacher: G. Funk
2006-2007
Content
Planning for Assessment
(Teaching Strategies)
Achievement Indicators
(Assessment Methods)
Curriculum
Learning
Outcomes
2
Politics and
Government
1. Canada's political
system in contrast with
other political systems.
2. Structure and operation
of Canada's federal,
provincial, and municipal
governments.
3. Major provisions of the
Canadian Constitution,
the Canadian Charter of
Rights and Freedoms, and
human rights legislation
4. Political issues facing
Canadians today.
Text: Counterpoints:
Exploring Canadian
Issues
Socials 11 Students
Workbook (Exercises
–Ex.)
World War I
 Have students take notes of overhead
on basic democracy and lecture on
political ideologies and reasons for
having a government using Ex. #1 and 3
(St. Workbook).
 Discussion of freedom vs. equality and
the role of government in maintaining a
balance between the two
 Exercise #2 and 5 (student workbook)
on types of government and gov’t
structures.
 Read Counterpoints p.226-231 and do
Figures 9-9,9-10,9-11 as well as St.
Workbook Ex. #6 3 Levels of Gov’t and
#7 How a Bill Becomes a Law.
 Parliamentary simulation on how a bill
becomes a law using immigration bill.
 Assign Ex. #8 (St. Workbook) on
Canadian Constitution.
 Go over Cdn. Political Party Platforms
and Ideologies/Spectrum using Ex. 9 and
10, whilst defending their own political
opinions. Discuss how a Christian
worldview may affect political
preferences and decision.
 Students do Ex. #12 and 13 on types of
government (minority, majority, etc.)
and electoral systems.
 Students take notes on the branches of
government from Ex. #17
 Group discussion appropriate political
action and civil disobedience using Ex.
#16. Discuss in light of Biblical
teachings on obedience to the
government. Students read
Counterpoints p. 264-267 and answer
#1-3 on the role of the media and civil
disobedience.
 Students do Ex. #19 on the Charter of
Rights and Freedoms. Group discussion
on application of the Charter using Ex.
#20 and 21.
 Oral quiz on government
terminology, structure, how a law is
made, and levels of government.
 Assess student understanding of
the workings of parliament using
participation levels and quality of
imput in a mock parliament.
 Students are able to articulate and
defend orally their own political
views on various issues during class
discussion.
 Check student homework to assess
effort and understanding.
 Student essay on a possible day
without the Charter of Rights and
Freedoms. Assess understanding of
the freedoms achieved and ensured
by the charter and their applications
to student created scenarios.
 Test on Canadian Government
using multiple choice and short and
long written answers.
 Read “Village Attack” - discuss what
happened from the two viewpoints.
Ask students to establish fact and
 Alternative point of view story.
Evaluate for student empathy and
alternative points of view.
It is expected that
students will:
 demonstrate
understanding of
the political
spectrum
 explain how
Canadians can
effect change at
the federal and
provincial levels

federal and
provincial
governments are
formed in Canada
 describe major
provisions of the
Canadian
constitution,
including the
Canadian Charter
of Rights and
Freedoms, and
assess its impact
on Canadian
society.

thinking—
including
questioning,
comparing,
summarizing,
drawing
conclusions, and
defending a
position—to make
reasoned
judgments about a
range of issues,
situations, and
topics
 demonstrate
effective written,
oral, and graphic
communication
skills

skills and attitudes
of active
citizenship,
including ethical
behaviour, openmindedness,
respect for
diversity, and
collaboration
It is expected that
students will:
 apply critical
3
opinions, and discuss bias in history.
 Re-write a popular event from the
other side’s point of view/ or research a
current event and discuss this from
another’s point of view.
 Notes and lecture on types of sources
in history, as well as tests for reliability
of sources. Look at sources for the
Komagata Maru Incident and evaluate
them as primary or secondary, biased,
etc.
The Lead-up to WWI
 Students read p. 21-24 from
Counterpoints - students do p. 24 #1,2,
analyzing maps and interpreting political
cartoons. Students also define bold
words from this section. Students also
do p. 23 “Political Cartoon” #1-5, which
involves interpreting a political cartoon.
 Video on Pre-WWI and Alliance
System “Causes of WWI”. Students
review the summary of the Causes
Hand-out and crossword. Tell students
which notes to take during the video.
Have students read and hi-light the
handout.
 Students complete the Alliance System
Map and instructions.
Events and Canada’s Role
 Students read p. 24 – 33. Students do
#1-4 from p. 28 and # 2 and 3 from p.33Letter from the Front.
 Do Figure 2-3 p.25 and go over as a
class discussing the characteristics of
recruitment posters and propaganda.
 Give notes on the von Schlieffen Plan
and map of the invasion of France.
Discuss reasons why it failed.
 Complete the worksheets on Canada’s
Training and Beginning Effort from
Counterpoints text.
 WWI Jigsaw/ Internet Group Project
(on the Library Web Page). Students
complete a group project on different
aspects of the new type of warfare
fought in WWI and major Canadian
battles – to be presented in class using a
variety of multimedia along with a
summary handout.
 Students do major Canadian Battle
worksheet #11 from Student Workbook.
 Go over as a class the handout –
“Battle Strategies”
 View “WWI: Canada’s Role” video
and worksheet.
 Students read p.34-41 in Counterpoints
and do #1, 3 from p.39 and #1, 2, 4, 5
from p.42. (possibly #3- election poster)
 do Figure 2-18 p.40 on the effects of
the Battle of Passchendaele.
 Check homework for depth of
understanding of the causes of
WWI.
 Check for accuracy of the
Alliance System map.
 Small fill-in-the-blank quiz on the
causes of WWI.
 Group presentation on specific
aspects of warfare in WWI. Assess
for depth of understanding and
effective communication.
 Large test on the WWI to 1917.
The test will include multiple
choice, matching, true and false,
cartoon interpretation, map
depiction, short and long written
answers.
 Student participation in and
preparation for the debate on
Germany’s war guilt clause.
 Students to write an essay on the
Treaty of Versailles. Depth of
critical thinking and analysis of the
clauses to be stressed.
 Second test on the ending of WWI
in multiple choice format.
thinking—
including
questioning,
comparing,
summarizing,
drawing
conclusions, and
defending a
position—to make
reasoned
judgments about a
range of issues,
situations, and
topics
 demonstrate
effective research
skills, including
information
information
information
information
 demonstrate
effective written,
oral, and graphic
communication
skills

skills and attitudes
of active
citizenship,
including ethical
behaviour, openmindedness,
respect for
diversity, and
collaboration
 describe
Canada’s
evolution as a
politically
autonomous
nation
 assess Canada’s
role in World War
I and the war’s
impact on Canada.
 describe the role
of women in
terms of social,
political, and
economic change
in Canada

impact of the
4
The End of WWI
 Students read p. 42-46 and do figure 221 questions and map on the redrawing
of Europe. Students also do #3 p. 46.
 Ex. 15 and 16 from the Student
Workbook on the War at Home and The
Changing Role of Women.
 Show Russian Revolution Video and
do handout. Lecture on the role the
revolution had on WWI.
 Lecture on infiltration and the advent
of tank warfare in drawing the war to a
close suing Battle Strategies notes.
 Conduct a formal debate on
Germany’s War Guilt Clause. Have a
panel of three judges decide who wins
the debate.
OR
 Conduct a trial to determine
Germany’s guilt or innocence in starting
WWI. Use the additional information for
the lawyers. Witnesses must help in the
development of the case
 Do Treaty of Versailles response
paper. Students write an essay in which
they analyze the appropriateness of the
treaty’s points and the fairness of the
war guilt clause.
The 1920’s and 1930’s
The Roaring Twenties – place posters
around the room.
 Read p. 49-53 Students do the
associated handout and define bold
terms/do Figure 3-1
 Students do #2, 3, 4 (expand number 4
to include unions today and the right to
strike, for marks)
 Discuss the effects on Canada our
Labour Movement and reasons for
Winnipeg General Strike.
 Students do p. 52-53 Developing a
Thesis for a Research Paper
 do either #3 p.53 or #4 p. 51 – not
both. Have students create the thesis
statements, but not write the essay.
 Show “The Roaring Twenties” Video.
Discuss the comparison with and
influence of the United States’
experience.
 Read p. 55 – 65 / define the bold term/
cover primary and secondary industries/
core and perimeter/ tertiary/ do Figure 38 from p.59 – students create U-do’s
(creating questions for a partner to
answer) on this section.
 Do 1920’s Politics Quiz (multiple
choice) focusing on minority
governments.
 Read p.66-67 and discuss Canada’s
sovereignty and independence.
conscription
crises, Quebec
nationalism,
bilingualism, and
regionalism on
Canadian unity
 check homework for effort and
depth of understanding
 assess written thesis; for depth of
understanding and ability to
formulate.
 Multiple choice quiz to assess
understanding of 1920’s politics
 Life and Entertainment Project –
students choose from a number of
options (newspaper articles, radio
programs, comic strips, etc.) to
illustrate their understanding of life
in the 20;s and 30’s
 Multiple choice test on the 20’s
and 30’s
It is expected that
students will:
 apply critical
thinking—
including
questioning,
comparing,
summarizing,
drawing
conclusions, and
 defending a
position—to make
reasoned
judgments about a
range of issues,
situations, and
topics
 demonstrate
effective research
skills, including
information
information
-
information
information
5
 Read p.72 – do#1-4
 Stock Market Crash Game – students
form teams and purchase a variety of
stock to show the effect of the stock
market crash.
The Dirty Thirties
 Lecture and notes on Economic
Conditions and Causes of the 20’s and
30’s.
 Read p.75-91 students do p,79 #2, #14/ p.81 Using Statistics – students
interpret graphs and charts depicting
depression conditions/ p. 84-85 #1-4 and
Figure 4-7/ p.86 #1-3, p.89 #1-2/ p.90
#1 - split this up while students complete
the project.
 Twenties and Thirties Project –
students choose from a number of
options to demonstrate their
understanding of life in the 20’s and
30’s.
 Test on the 20’s and 30’s using
multiple choice.
 demonstrate
effective written,
oral, and graphic
communication
skills
 describe
Canada’s
evolution as a
politically
autonomous
nation
 explain
economic cycles
with reference to
the Great
Depression and
the labour
movement in
Canada
 describe the role
of women in
terms of social,
political, and
economic change
in Canada
6
World War Two
 The Prelude to War
 Show Hitler’s rise to power video and
take notes as a class.
 Read p. 92-98 and do p.98 # 1-5
and define bold terms in this section.
Discuss the rise of totalitarian states.
Discuss the political spectrums and
Canadian political parties.
- discuss in relation to world events prior
to 1939.
Discuss anti-Semitism in Canada prior
to and during WWII
 War
Notes handed out and the major events
of WWII explained in lecture format.
Do map on Europe in 1941.
Watch Videos on Canada’s involvement
“Canada and World War II”
Canada at War series.
World at War Series.
Play Origins of WWII game as review.
Continue notes and videos.
 Readings for appropriate sections and
lectures based on handouts.
- p.101 –105 p.105 #2-4 Canadian
response to WWII announcement/p. 106
– 110 p. 110 #103 B of Britain,
Barbarossa, Dieppe/ p. 111- 115 p. 115
# 3-4 Battle of the Atlantic, Air war
/p. 114 “Reading a Historical Map” #23/ p. 115-122 D-Day Landings,
Holocaust, Japan Surrenders/do section
on the Holocaust./ p. 120-121 Use of
Weapons of Mass Destruction #1-4
/p. 122-125 #103 Conscription and the
War at Home./p. 126-127 #1-3 Japanese
Internment.
 Show “Decision to Drop the Bomb”
Video. Students do essay response to
legitimacy of dropping the bomb.
 Students do Informal Fallacies
Worksheet after instructions on faulty
reasoning.
 Instruct students on the difference
between Deductive/Inductive Reasoning
and have them complete a paper on
various WWII topics.
 WW II Test #2
 Test #1 – up to 1943 – matching
and short answer/ map depiction
and long answers.
 Check student homework for
insight and depth of understanding.
 Check WWII map for correct
depiction of Nazi control in 1941.
 Student essay response to “The
Decision to Drop the Bomb”.
Check for understanding and critical
analysis of reasons.
 Inductive/Deductive Reasoning
Paper – analyze for depth of
research and understanding, as well
as critical analysis and
understanding of reasoning style.
 Test #2 – multiple choice test on
remaining WWII section.
It is expected that
students will:
 apply critical
thinking—
including
questioning,
comparing,
summarizing,
drawing
conclusions, and
 defend a
position—to make
reasoned
judgments about a
range of issues,
situations, and
topics
 demonstrate
effective research
skills, including
 access
information
 assess
information



information
 present
information
 cite sources
 demonstrate
effective written,
oral, and graphic
communication
skills
Students will also:
 describe
Canada’s
evolution as a
politically
autonomous
nation
 assess
Canada’s role in
World War II and
the war’s impact
on Canada
The Cold War Era and
Beyond
The Cold War
 Students complete worksheets from p.
131-136 being sure to define capitalist,
socialist, communist. Discuss the arms
race and effects on Canada.
 Watch “Trinity and Beyond” Discuss
the significance of the development of
nuclear weapons.
 Read pages 137-144 and do p. 139 #15/ p. 141 Avro Arrow #1-2/ Interpreting
Visuals p. 143 #1-3. Discuss how
 Check homework for insight and
depth of understanding.
 Cold War Test – test for
understanding of the role Canada
played in the arms race and various
crisis from this time period.
It is expected that
students will:
 describe
Canada’s
evolution as a
politically
autonomous
nation
 assess
Canada’s
participation in
7
French and Aboriginal
Affairs
Canada became a middle power.
Discuss the effects of American
influence on Canada during the Cold
War.
 Play Cold War Diplomacy Game.
Have students empathize with the
decision-making process for
governments in times of crisis.
 Read p. 144-145 “The Vietnam War” –
do #1-4 p. 146 and show “Dear
America” (edit for scenes and language),
Discuss the impacts of war on a soldier.
Discuss the reasons for war from various
perspectives, including the enemy’s
perspective.
 Cold War Test – matching/true or
false/ short answer. Test for the
understanding of key issues during the
Cold War.
 Have students complete the student
worksheets from the Socials 11 Student
Workbook relating to chapters 7 and 8.
Us them as a guide towards discussing
the evolution of the Canadian
government’s stance on the Indian Act,
the White Paper, residential schools, and
other issues regarding aboriginal
peoples.
 Use the worksheets as a platform to
debate the issue of French language
rights and Quebec nationalism.
Reference will be made to the Quiet
Revolution, 2 official languages, Bill
101, the FLQ crisis, the Kitchen
Compromise, the Charlottetown Accord
and the Meech Lake Accord; as well as
the referendums and ‘98 Supreme Court
Decision.
 Students will be encouraged to
understand these issues from all sides of
the debate.
world affairs with
reference to
conflicts
 Homework Checks to determine
level of understanding and effort to
understand.
 Test – multiple choice in nature to
determine ability to recall facts and
to apply these facts to past, present,
and future events.
It is expected that
students will:
 assess the
impact of Quebec
nationalism,
bilingualism, and
regionalism on
Canadian unity
 demonstrate
knowledge of the
challenges faced
by Aboriginal
people in Canada
during the 20th
century and their
responses, with
reference to
schools,
government, and
negotiations
 assess the
development and
impact of
Canadian social
policies and
programs related
to immigration,
the welfare state,
and minority
rights.
 apply critical
thinking—
including
questioning,
comparing,
summarizing,
drawing
conclusions, and
8
Trudeau until the end
 Watch “Canada This Century” video –
1960’s to the 1970’s. Discuss how
Canada changed as a society with
regards to cultural values and its identity
crisis.
 Read p. 146-150 and do #1-4/ Read p.
152-156 End of the Cold War and do #25 p. 156. Discuss the significance of
Canada’s influence on closer relations
with communist nations.
 Read pages 190-198 and have students
do p. 197 Assessing Viewpoints #1-5.
Discuss the significance of Quebec
nationalism and the FLQ crisis.
 Test – multiple choice
 Homework – checking for
understanding of French/English
relations.
 Test – multiple choice testing
understanding of French/English
relations.
World Population
 Begin unit by giving notes on
globalization and the global village.
Students will be made aware of our
“shrinking” world due to advances in
communication and transportation.
 Population Terms – from p. 317-336
Students copy down definitions.
 Read p. 317-322. Students do
population growth model exercise and
discuss reasons for the growth
differences.
 Notes on doubling time and do p. 322
#3. Discuss the implications of doubling
time for the developing world.
 Do p.319 #1 –2 in the library. Set the
countries that are to be analyzed. (North
American, NW European, southern
Asian, central African) Afghanistan,
Japan, India, Canada. Check their
population pyramids, birthrate, death
rate, current population. Discuss the
differences and the implications for each
nation.
 Notes on the demographic transition
model. Read p. 322- 325 and do p.323
Figure 13-6 and 13-7 and Figure 13-9.
 Give instruction on Population
Pyramids and have students do the
exercise and read p. 325- 328. Do p.326
Figure 13-10 #1-5 and Figure 13-13 #14. Discuss how population pyramids
can reveal future trends and what those
trends will mean to each nation.
 Discuss China’s one-child policy and
the issue of male-child preference.
 Homework Checks – students
show their depth of understanding
of population issues.
 World Population Map and
Population Distribution Assignment
– evaluate students’ understanding
of spatial distribution and the
determiners of population
distribution.
 Test on Population – a
combination of matching, multiple
choice, short answers, diagram and
map questions, and essay questions
designed to show the students depth
of understanding of related issues.
defend a
position—to make
reasoned
judgments about a
range of issues,
situations, and
topics.
It is expected that
students will be
able to
 demonstrate an
understanding of
what it means to
be Canadian with
reference to
distinctive
Canadian
programs and
policies
 demonstrate an
understanding of
important
Canadian cultural
and scientific
achievements.
It is expected that
students will:
 explain the
significance of
changes in world
population with
reference to
pyramids,
distribution,
demographic
transition models.
9
Standard of Living
Economics and the
Environment.
 Students do population map and
population distribution exercise using
the atlas. Then read p.332-334 and do
p.334 #1-2. Discuss factors leading to
population density.
 Notes on Thomas Malthus and
carrying capacity. Optional: Read
p.335-337. Discuss the implications to
world resources and environment of an
ever-expanding population.
 The People Bomb Video – and sheet.
Students discuss the implications of
population growth on the women of
developing nations.
 Hong Kong slides – ideas of
population density will be revealed by
viewing it on China’s eastern coast.
 Test on Population – a combination of
matching, multiple choice, short
answers, diagram and map questions,
and essay questions.
 The Savage Country – students read
and discuss qualifiers for standard of
living by comparing Canada in 1900 and
present day.
 Students take notes on the qualifiers of
standard of living and the UN Human
Development Index.
 Students complete Activity 3-1:
Doctors and Life Expectancy and
discuss positive and negative correlation
and relationships.
 Stundets read p.341-345 and do p. 342
Figure 14-2 #1-4. Discuss the disparity
between the developed world and the
developing world and reasons behind
this difference.
 Read p. 346 and answer #3 together as
a class. Discuss the poverty cycle and
ways to break it.
 Test – multiple choice.
 students will do economic worksheets
from the student workbook and discover
the concepts of core and periphery,
primary industries, secondary industries,
etc.
 Students receive a handout on
environmental issues and concerns and
relate them to the video “An
Inconvenient Truth“. Students will be
encouraged to look for any bias in the
video.
 Multiple Choice Test – on key
concepts of environmental issues and
economic concepts.
 Homework check – for depth of
understanding.
 Test – multiple choice to
determine understanding of key
terms and concepts.
It is expected that
students will:
 compare
Canada’s standard
of living with
those of
developing
countries, with
reference to
poverty and
key indicators of
human
development.
 Homework Checks for depth of
understanding and effort to
understand key concepts.
 Mutliple Choice Test – students
show their understanding of key
concepts and issues in economics
and environmental issues.
It is expected that
students will:
 assess
environmental
challenges facing
Canadians,
layer depletion,
quality and
supply.