SOCIAL STUDIES 9: How Do People Change
Ms. Malloff Room 306
Social Studies 9 is a course that examines world history in the
modern age, from the 1600’s to the early 1800’s. The focus of the
course is to study the various revolutions that took place during the modern age
in Europe and in North America. We’ll also look at the history of civil rights and
how people have taken a stand for what they believe in through non-violent
resistance. Finally, we’ll look at pre-contact North America, from a First Peoples’
perspective, as well as the fur trade and its impact on Canada. Another focus of
Social Studies 9 is to have the student develop as a thoughtful, responsible, active
citizen who is able to search out information, consider multiple perspectives, and
make reasoned judgements about the world. We’ll also be focussing on the
following Social Studies skill areas:
Project organizational skills
Literacy skills (reading for meaning and oral presentation skills)
Research skills (note-taking, project organization, summary skills,
Writing & Communication Skills (SAQ’s, summary skills, persuasive writing,
Thinking and Problem-Solving skills (interpretation, inferencing, analysis,
evaluation, media analysis, inquiry, problem-solving process)
Groupwork skills (interpersonal communication, open listening, peer
1. Geography & Sustainability: review of maps, atlases, latitude, longitude,
place names on Canada and world maps, topography, contours, regional
Canadian geography, climate change. Google Earth mapping.
2. Media Literacy & Current Events: critical media literacy skills, article analysis,
news analysis, political cartoons, timely news events.
3. Citizenship, Nationhood & the English Civil War: English society, Divine Right
of Kings, Monarchy vs Republic, Civil war, Triumph of parliament, concept
ofDemocracy & Charter of Rights.
4. Native Peoples of Canada: Defining “civilization”
and what happens when civilizations come in
contact, concepts of ethnocentrism, key role of First
Nations in the fur trade.
5. Early Canada & Fur Trade: Early European explorers,
Founding of New France, settlement & colonization,
Life in New France. Hudson’s Bay Company, North
West Company, Exploration, Women in the Fur Trade, Arrival of Settlers.
6. Revolution in France: French society, Louis XVI, Revolution, Reign of Terror.
Process of Revolutions.
a. Assignments & Projects: 50%
Thinking & Reasoning Skills
Communication & Persuasion Skills
b. Tests & Quizzes: 30%
Justification & Analysis
Thinking & Reasoning Skills
c. Groupwork Skills & Oral: 20 %
Final Mark 1st Term 40%
2nd Term 40%
Final Exam 20%
…based on 80% or more recommendation of meeting
Grading A 86-100 C 60-66
B 73-85 C- 50-59
C+ 67-72 I/F <50
A NOTE ABOUT NOTEBOOKS:
To help keep your notebooks neat and organized, you will need to get subject
Current Events/Environmental Studies: RED
Please read over with your parent(s)/guardian(s)!
Late assignments are almost always never as well done as those that are
submitted on time. Although I don’t penalize lates, I will help you make sure
that key learning outcomes are met for this course.
Be in class! Quizzes or tests will be scheduled for the class
Please keep mp3/CD players and cell/camera phones in your
locker or pack and enjoy/use them at break or lunch…use
during instruction* will result in removal for the class, second
offence: given to vice-principal.
If you know you are going to be absent, ask me about work beforehand
(or get it from a reliable classmate); you are responsible for knowing what
has been covered in class!
Mutual respect for all participants in the classroom environment is a must;
inappropriate language or behaviour will be dealt with in an appropriate
Do participate---I enjoy teaching Socials 9, so I hope to make it a good
learning experience for you---please reciprocate!
one ringbinder, divided into sections (see above); pencil, pen, eraser, paper,
whiteout, ruler, scissors, pencil crayons, agenda. Personal
headphones, if possible.
You are responsible for:
1. …having all materials and texts for class…I will not have spares in class.
2. …being in class on time, at the beginning of class and after break
3. …contributing to class and being respectful to the learning environment
4. …making good use of your class time
5. …knowing what is appropriate behaviour for our learning environment
Consequences for disruptive behaviour:
1st warning: verbal
2nd warning: move seat, private conversation,
stay in at break or lunch
3rd warning: remove from class, lunch hour
detention and/or administrative referral, parent phone call home.
Consequences for great behaviour:
respectful relationship with peers and teacher
treated more maturely
enjoy a positive experience in class
I am responsible for:
1. creating and maintaining a positive and fair learning environment
2. preparing thoughtful lessons and projects with your collaboration, where
3. informing you of due dates, quizzes, tests AND preparing you for them
4. informing you & your parents of your progress
5. providing you with help when asked or necessary
I have read the above course outline with you in class. Please share it with your
parent(s) or guardian(s) and have them sign alongside you indicating that you have
read and understood the course outline.
student parent/guardian initials
Do you wish to be contacted via email regarding your child’s progress?
Parent email contact (optional): ______________________________________
Oh, by the way….
WHAT’S the HOMEWORK?
See Ms. Malloff’s Socials 9 Website and blog for
activities, and downloads!
Socials 9 Website: www.msss.sd8.bc.ca
“info for students”
1. My goal for Social Studies this year:
Exceeding Expectations in all areas (A +)
Meeting Expectations in all areas (B to A-)
Basically Meeting Expectations in all areas (C+)
2. What I’m looking forward to in Social Studies: