Portfolio Audit/Inventory Tool – Social Studies 10



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Portfolio Audit/Inventory Tool – Social Studies 10




Learning Outcome

Achievement Indicator

iHub/Moodle Evidence

9X 88 82 76 70 67 63 57 I

Skills and Processes of Social Studies

A1 apply critical thinking skills, including:



  • questioning


  • comparing


  • summarizing


  • drawing conclusions defending a position

  • make connections between events and their causes, consequences, and implications

  • compare a range of points of view on an issue, a situation, or a topic

  • draw conclusions about an issue, a situation, or a topic


  • assess and defend a variety of positions on an issue, a situation,

a topic


  • demonstrate leadership by planning, implementing, and assessing strategies to address an issue or a situation







A2 demonstrate effective research skills, including:

  • accessing information

  • assessing

  • information

  • collecting data


  • evaluating data

  • organizing information

  • presenting information

  • citing sources

  • identify and clarify a problem or issue
q identify primary sources (e.g., original documents, political

  • cartoons, interviews, surveys) and secondary sources (e.g., textbooks, articles, reports, summaries, historical monographs) for selected topics

  • plan and conduct research using primary and secondary sources, including sources

−  from a range of media types (e.g., print news, broadcast news, online)

−  representing a range of perspectives
q assess the reliability of information sources on selected topics in terms of bias and point of view



  • evaluate and organize collected data (e.g., outlines, summaries,

  • notes, timelines, charts)


  • interpret information and data from a variety of maps, graphs,

  • and tables
q interpret and present data in a variety of forms (e.g., oral, written,

  • and graphic)


  • accurately cite sources




A3 demonstrate effective written, oral, and graphic communication skills, individually and collaboratively

  • communicate ideas, opinions, and arguments effectively in oral and written forms

  • construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends, and contours

  • individually and collaboratively plan, revise, and deliver formal presentations that integrate a variety of media




9X 88 82 76 70 67 63 57 I

Identity, Society, and Culture: Canada from 1815 to 1914

B1 analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts



  • compare the roles and daily activities of men and women − in urban society
− in pioneer life

  • relate the status of ethnic minorities in Canada (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, Irish famine refugees, African-American slavery refugees) to the societal attitudes of the time

  • describe the impact of technological innovations on individuals in society (e.g., radio, railway, bicycle, photography)

  • describe the contributions of specific individuals to the arts in Canada (e.g., Emily Carr, Pauline Johnson, Stephen Leacock, Lucy Maud Montgomery, Robert Service)




B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914

  • describe contributions made by Aboriginal peoples to the development of Canada

  • evaluate the interactions between various Aboriginal peoples and stakeholders in the fur trade (e.g., Hudson’s Bay Company, Northwest Company, voyageurs)

  • assess the role of Aboriginal women in the fur trade
q critique the rationale for treaties (e.g., numbered treaties,

  • Vancouver Island treaties) and the Indian Act (e.g., reserves, residential schools), and evaluate their impact on Aboriginal peoples

  • describe how the contributions of and relationships with Aboriginal peoples influenced Canadian identity




B3 evaluate the influence of immigration on Canadian society from 1815 to 1914

  • describe significant events and trends affecting immigration to Canada from 1815 to 1914 (e.g., the Great Migration, the Irish potato famine, the underground railroad, Chinese Head Tax)

  • describe the contributions of immigrants to Canada’s development (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, British institutions)

  • evaluate changes to Canada’s immigration policy, including

  • Sifton’s open-door policy


  • Asiatic Exclusion League


− Continuous Passage Rule




B4 describe the factors that contributed to a changing national identity from 1815 to 1914


  • describe how immigration influenced Canada’s identity in terms of

    • ethnic diversity


    • land of opportunity

    • safe haven from slavery

  • describe the ways in which Canada’s growing autonomy influenced the development of a national identity separate from Britain and distinct from the United States, with reference to events such as


    • the Naval Act


    • the Alaskan Dispute

    • the Boer War

  • describe the development of Canada’s identity as a French and English country, including

    • the Durham Report


    • Act of Union

    • BNA Act


    • Manitoba Schools Question




9X 88 82 76 70 67 63 57 I

Governance: Canada from 1815 to 1914

C1 describe the evolution of responsible government in Canada in terms of government structure and key contributing events



  • describe the causes of the 1837-38 Rebellions, including

    • land issues

    • discrimination

    • unequal taxation

    • class conflict

    • rule of Château Clique and Family Compact

  • describe the consequences of the 1837-38 Rebellions (e.g., Durham Report, Act of Union, Rebellion Losses Bill)

  • describe changes in government structure from 1815 through to the achievement of responsible government




C2 analyse political, economic, social, and geographical factors that led to Confederation and to the development of Canada’s provinces and territories

  • compare the positions of Canada West and Canada East (Upper and Lower Canada), New Brunswick, and Nova Scotia on Confederation

  • describe the steps leading to Confederation, including − Charlottetown Conference
− Quebec Conference
− London Conference and British permission

  • describe factors that led to Confederation, including

    • threat of annexation by the USA

    • Fenian raids

    • trade

    • national railway and infrastructure

    • financial considerations

    • British support for colonial independence

  • assess factors that led to the expansion of Canada to include other provinces and territories, including

    • purchase of Rupert’s Land


    • the national railway

    • sea-to-sea unification

    • threat of annexation by the USA

    • the Klondike gold rush

    • agricultural settlement




C3 describe the events of the Red River and Northwest Rebellions

  • identify factors that led to the Red River and Northwest Rebellions (e.g., land issues, minority rights, government response to Métis discontent, cultural conflict)

  • describe the key events of the Red River Rebellion, including

    • Canada’s purchase of Rupert’s Land

    • arrival of land surveyors

    • formation of the Métis National Committee

    • Métis provisional government

    • Métis List of Rights

    • Métis delegation of Ottawa

    • execution of Thomas Scott

    • Louis Riel’s exile

    • entry of Manitoba into Confederation

  • describe the key events of the Northwest Rebellion, including

    • government treatment of Aboriginal peoples

    • return of Louis Riel

    • Battles of Duck Lake, Fish Creek, and Batoche

    • trial and execution of Louis Riel




C4 describe the structure and function of Canada’s federal, provincial, and local governments

  • explain the fundamental nature of the BNA Act in terms of the division of powers between the federal and provincial governments

  • describe the three branches of federal government:

−  executive branch (e.g., Prime Minister, cabinet, civil service, 
Governor General)

−  legislative branch (e.g., Senate, House of Commons, Governor 
General, Speaker, political parties)



  • judicial branch (Supreme Court, federal court, provincial 
courts, rule of law)




  • describe the components of the BC provincial government (e.g., 
Premier, MLAs, Legislative Assembly, Lieutenant Governor)

  • describe the components of municipal governments (e.g., mayor, 
councillors, bylaws)




9X 88 82 76 70 67 63 57 I

Economy and Technology: Canada from 1815 to 1914

D1 assess the impact of Macdonald’s National Policy on Canada



  • describe the elements of Macdonald’s National Policy, including

  • protective tariffs

  • CPR

  • settlement of the West

  • describe the goals of the National Policy, including

  • expansion of agricultural production

  • creation of new markets for manufactured goods

  • expansion of trade

  • protection of the national economy

  • analyse the positive and negative consequences of the elements of the National Policy in terms of protective tariffs, the CPR, and settlement of the West




D2 analyse the influence of the following on Canada’s economy from 1815 to 1914:

  • resource development and 
decline

  • technological innovations

  • analyse the impact of the rise and decline of the fur trade and gold rushes on Canada’s economy

  • analyse the effects of technological innovation on settlement and employment patterns within regions of Canada, including

  • transport technology (e.g., steamships, railway, canals) – communications (e.g., telegraph, newspapers)




D3 describe the development of British Columbia’s economy from 1815 to 1914

  • identify the emergent resource-based industries in British Columbia, including

  • logging

  • mining

  • fisheries

  • agriculture

  • describe the shift in British Columbia’s trade patterns from north- south (USA) and overseas (Britain) to east-west (within Canada)




9X 88 82 76 70 67 63 57 I

Environment: Canada from 1815 to 1914

E1 describe the physiographic regions of Canada and the geological processes that formed these regions



  • locate the physiographic regions of Canada on a map

  • describe geological processes (e.g., plate tectonics, glaciation,

  • volcanic activity) that created the following:

  • Canadian Shield

  • Cordillera

  • St. Lawrence Lowlands

  • Interior Plains

  • Appalachian Region

  • Arctic

  • identify the natural resources associated with each physiographic region of Canada




E2 analyse how geography influenced the economic development and settlement patterns in regions of Canada from 1815 to 1914

  • describe population distribution and density in terms of climate and physical geography

  • make connections among resource locations, economic activities, and settlement patterns in various regions in Canada, including

  • Prairies (e.g., farming)

  • British Columbia (e.g., Cariboo and Klondike gold rushes, salmon fishery, logging)
− Atlantic (e.g., cod fishery) Maritimes (e.g., ship building)

  • Central and Western Canada (e.g., fur trade)




E3 evaluate attitudes and practices in resource development in British Columbia from 1815 to 1914 and their impact on contemporary resource management

  • identify key renewable and non-renewable resources in British Columbia (e.g., mining, fishing, forestry, agriculture)

  • define stewardship and sustainability with respect to environmental considerations and social responsibility
q compare past and present resource development practices in BC, such as

  • −  forestry (e.g., clear-cutting, hand logging, single plank 
removal)

  • −  fishing (e.g., spear fishing, dip-net fishing, driftnet fishing, fish 
farms)

  • −  mining (e.g., underground mining, open-pit mining)

  • −  farming (e.g., land use, industrial farming, organic farming) 
q defend a position on a selected resource development issue





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