Social Studies 10 (MYP) Course Outline- Mr. Eckert

Big Ideas That We Will Explore:

Global and regional conflicts have been a powerful force in shaping our contemporary

world and identities

The development of political organizations is influenced by economic, social, ideological and

geographic factors

Worldviews lead to different perspectives and ideas about developments in Canadian society

Historical and contemporary injustices challenge the narrative and identity of Canada as an

inclusive, multicultural society

By the end of this course you are expected to know the following:

Development, structure and function of Canadian and other political systems including First Peoples governance

Political and economic ideologies and the development of public policy Changing conceptions of identity in Canada Canadian autonomy Domestic conflict and co-operation Discriminatory policies and injustices in Canada and the world, such as the Head Tax, the Komagata

Maru incident, residential schools, and internments International conflicts and co-operation Human-environmental interaction Economic development and Canada’s role in a global economy Truth and reconciliation in Canada

By the end of the course you are expected to be able to do the following:

Use Social Studies inquiry questions and skills to: ask questions; gather, interpret and analyze ideas; and communicate findings and decisions

Assess the significance of people, places, events, and developments and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)

Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

Compare and contrast continuities and changes for different groups during this time period (continuity and change)

Assess how prevailing conditions and the actions of individuals or groups affect events, decisions and developments (cause and consequence)

Explain and infer different perspectives on past or present people, places, issues and events by considering prevailing norms, values, wordviews and beliefs (perspective)

Recognize implicit and explicit ethical judgements in a variety of sources (ethical judgement) Make reasoned ethical judgements about controversial actions in the past and present, and

determine appropriate ways to remember and respond (ethical judgement)

Historical Thinking Concepts The IB Learner Profile

Expectations, Guidelines and Classroom Community

I want each of you to be happy and successful in this course, at JH, and in your lives. Research shows

that teachers play an important role in the lives of their students and I take this responsibility

seriously.

Our classroom is better when you are positive and engaged. Make an effort to smile and engage with

those around you in a positive way.

Participate in class discussions. Show your classmates that you are smart, thoughtful and interesting.

You want to make the best out of every day. Ask me questions, suggest things and take opportunities

to be a leader.

If your neighbour is shy or learning English be proactive and find ways to include them. Think how

hard it must be to come to a new country and try and fit in and participate! Your small efforts will

brighten up their day in huge ways.

Being Mindful of Your Effect on Others

If you are wondering whether you should be doing something, think first about how it is affecting

those around you. Are you having a positive or negative effect on our classroom? Are you helping

people focus and learn or are you distracting them? Think about this especially with your phone.

Ask yourself: Am I making Mr. Eckert’s life easier or harder?

I have many students in the class that I am trying to engage and help. Some of your classmates have

learning challenges; others are learning English as a second language or need extra help or

motivation. Some students have a very short attention span. If you bother them, it might take a long

time for them to get back to work.

Dealing with one disruptive student takes me away from helping the rest of the class. I prefer to have

positive interactions not negative ones. Help me do that by getting enough sleep, eating a healthy

breakfast, arriving early, working hard, paying attention and being conscientious of your impact on

your classmates.

Challenges With Classmates

If someone is distracting or bothering you I will, of course, help deal with the situation as best I can. I

ask that you work on setting boundaries with that person as well. Something like: “Can we talk about

this at break?”, or “Let’s get to work so we don’t have to do this for homework” can be effective.

Contact me if you need help resolving a situation. Remember that people often don’t know they are

being disruptive unless someone tells them. This can be trickier with your friends. Remember that a

good friend is honest and that you are helping them be more successful too.

Tidiness

Our classroom will be better for all of us if it is clean and tidy. You are responsible for your own table

but also I expect that you will pitch in and deal with a mess when you see it. Think about how you are

leaving the classroom for the next class and our hard working custodians at the end of the day.

Class Leaders

Every week, one table will be our Class Leaders. They will help with activities, help those in the

classroom who need extra help, organize Green Warrior activities, make sure the classroom is tidy at

the end of class, water plants, organize the recycling, collect and hand out work and more.

Cellphones

Cellphones are amazing tools. I expect that you will have good cellphone etiquette. It is a life skill.

At the beginning of class, phones will be screen down in table bins. They can be taken out of table

bins for class related work. You will, of course, not be on your phone when I or a classmate of yours is

talking in front of the class, or during movies or presentations and it will always be in silent mode.

You may be able to listen to music quietly if you ask me first. If you are not able to follow appropriate

cellphone etiquette you may lose use of your phone for the class or contact your parents to discuss

the situation.

Bathroom

If you want to use the bathroom or get water, wait until I am finished talking and sign out on the

board with the time you left. Erase your name and the time when you return. You are expected to be

back in 5 minutes or sooner and to use the bathroom closest to the classroom. Leave your phones in

the bin when you go to the bathroom.

Food

If you are able to eat in a way this is not disruptive to others and to fully clean up after yourself,

eating is not an issue. Pop or energy drinks are not allowed in our class.

Tardiness

Being on time is a life skill. Research shows that people who are often late are less successful in life.

Being on time shows that you are organized, dependable and mature. When you are often late you

negatively affect your relationships with others and are unable to get things done as effectively.

If you are late, you will use a Life Happens card. You will enter the class very quietly and have it in

your hand to show to me. You will put it in the glass jar at the back of the class. If I am teaching, you

will sit on the couch and wait quietly until I am finished teaching before sitting at your seat. If you

have a note excusing your tardiness, you will put this in the glass jar instead.

If you have forgotten or run out of life happens cards, you will wait outside the class until I come and

get you when I am finished teaching. We will call your parents and you will explain the circumstances

around you being late. I will speak briefly with them afterwards. We will call until we speak to

someone in person- mom, dad, uncle, grandma etc. We will call your parents at work if need be.

Calling home is not a punishment. It is a way of keeping your parents informed of what is going on

and involving them in a solution. Remember, I want you to be successful.

Late Assignment and Projects

Late assignments will be submitted with a late letter that is signed by your parents. Late assignments

will generally only receive a mark, no comments. Because late assignments, by definition, have

allowed for more time they will be held to a higher standard.

Backing Up Your Work

It is your responsibility to email work to yourself regularly. This way you will not ever lose your work

and have to redo it all. Backing up your work this way is a life skill.

Plagiarism

Plagiarism is a serious issue that we are addressing proactively as a school. If you hand in work that is

copied and pasted directly from the internet without being sourced properly with the author stated

you will need to redo the project and a letter will be sent home to your parents informing them of

the situation.

Homework

It is your responsibility to regular check the homework board and to keep a homework calendar

either on paper or in your phone. I recommend having a paper calendar at home as well. Your

classmates at your table are your Homework Buddies. If any of you miss class or are unsure of when

something is due, it is your responsibility to communicate with each other

You should be setting aside at least 20 min to work on this course three times a week. When your

parents ask you what homework you have, you should never say ‘none’. Tell your parents what you

are working on, show them what you have done so far and what your plan is. Students who involve

their parents are more successful.

Materials

You are responsible for going to the dollar store and buying a spiral notebook in which you will take

down all class notes. You need to have two working pens with you every day as well as a binder with

at least 6 dividers. If you do not regularly bring proper school supplies we will need to speak to your

parents to find a solution to this issue.

Assessment

Social Studies uses four areas to assess student work: Knowing and Understanding; Investigating;

Critical Thinking; and Communicating. Each of these will be worth 25% of your total mark.

Assessment follows the IB 8-Point Scale.

8 95-100% A+

7 88-94% A

6 81-87% B+/A

5 71-80% C+/B

4 61-70% C/C+

3 51-60% C-/C

2 31-50% F/C-

1 1-30% F

I will determine where in the percentage range you fall on your report card, based on formal and

informal assessment of your work, participation and interactions that I have with you in class.

Contacting Me

The best time to talk to me in person is usually during class when people are quietly working. Wednesday after school will be a time when you can make up missing work or get extra help. Emailing me at eckert_j@surreyschools.ca is also a good way to get in touch with me although I often do not check my work email during non-work hours. I have two children, Orla and Abram, and when I get home I spend time with them and my wife.