Connecting genealogical research to "Curricular Competencies" in the BC Curriculum 9 -10

View: the BC Social Studies Curriculum

Worksheets:

1 : Historical Perspective : compare yourself to an ancestor

2 : Cause and Consequence in your Family History

3 : Persons or Events of Historical Significance to your Ancestors

4 : Primary Sources used in Searching for your Ancestors

5 : Ethical Dimensions : then and now

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• Social Studies 9 and 10

  Curricular Competencies

   

  Students are expected to be able to do the following:

• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• Assess the significance of people, places, events, or 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 at the same time period (continuity and change)
• Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence)
• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)

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  Social Studies 11

  Curricular Competencies

  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
  • Assess the significance of people, places, events, phenomena, ideas, or developments (significance)
  • Assess the credibility and justifiability of evidence, data, and interpretations (evidence)
  • Compare and contrast continuities and changes, trends and patterns, or similarities and differences for different people, places, events, phenomena, ideas, or developments (continuity and change)
  • Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas, or developments (cause and consequence)
  • Infer and explain different perspectives on people, places, events, phenomena, ideas, or developments (perspective)
  • Make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond (ethical judgment)

  20th Century World History 12

  Students are expected to be able to do the following:

  • Use historical inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
  • Assess the significance of people, locations, 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
    at particular times and places (continuity and change)
  • Assess how underlying conditions and the actions of individuals
    or groups affect events, decisions, and developments, and analyze
    multiple consequences (cause and consequence)
  • Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)
  • Make reasoned ethical judgments about controversial actions in the past
    or present, and assess whether we have a responsibility to respond
    (ethical judgment

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