Call for Submissions Date: 2017/01/12 Reference Number: C16‐001 The Department of Education and Early Childhood Development (Program Development) is conducting an environmental scan to identify learning resources which may be useful in relation to: Course / Program: Social Studies 2201 (English) /2231 (French) Vendors who have materials currently available for purchase are invited to make submissions. Vendors MUST comply with the Resource Submission Procedures in order to be eligible for inclusion in the environmental scan. All submissions must be received by: 4:00 PM (Newfoundland Time Zone) Friday, February 10, 2017 Page 1 of 10 Resource Submission Procedures 1. Review the Annex 1 and Annex 2 of this document. Vendors will confirm that the resource being submitted: a. aligns the intent of the course/program description provided; AND b. satisfies at least 60% of outcomes identified in Annex 2. 2. Complete all sections of the Resource Summary Form. 3. Email the Resource Summary Form to: To: [email protected] Subject: Resource Submission ‐ Reference Number C16‐001 4. Ship eight (8) physical copies of the English resource and four (4) copies of the French resource (if available) to: Learning Resources Distribution Centre Building 909, Pleasantville St. John’s, NL A1A 1R1 Clearly label the package(s) Resource Submission ‐ Reference Number C16‐001 5. If additional information is required, send an email request to: Joanne Hogan Manager, Curriculum Section Division of Program Development Department of Education [email protected] Page 2 of 10 Annex 1: Program / Course Summary Social Studies 2201/2231 (Grade 11) is designed as an academic course that students will use to satisfy the World Studies graduation requirement. The course is offered in several language content settings: English First Language, French First Language, and French Immersion (Early and Late1). This course provides students the opportunity to acquire a strong functional knowledge of important events and ideas in world history, from economic, geographic, political, social perspectives. Social Studies 2201/2231 is organized in four thematic units: 



Unit 1 – Innovation and Change (outcomes 11 & 12) Unit 2 – Political Change (outcomes 13 & 14) Unit 3 – Economic Change (outcomes 15, 16 & 17) Unit 4 – Geographic Change (outcomes 18, 19 & 20) As students engage with this course they are expected to develop proficiency in the application of social science process skills (outcomes 1 through 10): 

It is expected that the successful vendor will meaningfully integrate outcomes 1 through 10 in both the narrative of the resource and in the majority (i.e., greater than 70%) of all forms of assessment. It is expected that the successful vendor will clearly demonstrate how a GIS application(s) will be implemented within the course. As with all courses in the social studies program, Social Studies 2201/2231 enables students to deepen their understanding in the areas of culture, diversity, interdependence, and civic engagement, and apply this understanding to promote civic competence. 1
Students enrolled in Early French Immersion (Kindergarten to Grade 12) and Late French Immersion (Grade 7 to Grade 12) merge as they enter senior high school (Levels I to III / Grades 10 to 12) Page 3 of 10 Annex 2: Program / Course Outcomes Number Outcome UNIT i 1.0 demonstrate proficiency when applying the concept of causality2 1.1 when presented with an event students should identify both immediate causes and underlying influences 1.2 when presented with an event students should identify both anticipated consequences and unanticipated consequences 1.3 when presented with a scenario students should identify -
immediate causes, underlying influences, anticipated consequences, and unanticipated consequences. 1.4 when presented with a scenario students should identify the use of the post hoc fallacy and the fallacy of single causation 1.5 when presented with a scenario students should speculate about anticipated possible consequences 2.0 demonstrate proficiency when applying the concept of comparison 2.1 when presented with a scenario students should make comparisons, and account for similarities and differences, and/or identify patterns and trends 3.0 demonstrate proficiency when applying the concept of evidence 3.1 students should assess evidence in terms of quality (e.g., reliability, bias) 3.2 students should assess positions / conclusions in terms of the quality and quantity of information used 3.3 students should use information as evidence to reach a reasoned / logical conclusion or support a position 2
Outcomes 1‐10 are expected to be integrated throughout the student resources, both in terms of narrative and assessment. Page 4 of 10 4.0 demonstrate proficiency when applying the concept of perspective 4.1 students should identify and explain various perspectives on an event, issue, idea, pattern or trend (e.g., perspective of a various stakeholders, discipline‐based perspectives (e.g., economic)) 5.0 demonstrate proficiency when applying the concept of significance 5.1 students should determine the significance of an event, idea, issue, pattern or trend using the concepts of magnitude, scope, and duration 6.0 demonstrate proficiency when applying the concepts of values and ideology 6.1 students should analyze an event, issue, idea, pattern or trend and identify how it is influenced by values 6.2 students should analyze an event, issue, idea, pattern or trend and identify how it is influenced by ideology 7.0 demonstrate proficiency when applying the process of civic engagement 7.1 students should -
8.0 demonstrate proficiency when applying the process of communication 8.1 Students should -
-
explain the values upon which constitutional democracies are based identify gaps which exist between democratic values and the actual experiences of citizens suggest how power can be used to bring about positive change in society engage in age‐appropriate actions to bring about positive change in society engage in formal and informal debates conduct and present original survey research present research findings using the following formats  research paper  research poster  audio or/or video use a GIS application to integrate geographic data within a research presentation 9.0 demonstrate proficiency when applying the processes of decision making and problem solving 9.1 students should apply both decision‐making and problem‐solving processes Page 5 of 10 10.0 demonstrate proficiency when applying the processes of inquiry and research 10.1 students should apply inquiry and research skills to analyze, synthesize, and share information 10.2 students should use a GIS application when analysing and interpreting data as part of the processes of inquiry and research Page 6 of 10 UNIT 1 11.0 explain how innovations influence the human experience 11.1 students should discuss the significance of innovations from the Paleolithic period 11.2 students should explain how the Neolithic Revolution led to the rise of civilization; additionally, students should discuss the benefits and challenges of living in city‐states 11.3 students should explain the significance of select innovations from the Ancient Era, Middle Ages, and Modern Era; as part of their explanation students should compare the human experience before and after the innovation 11.4 students, using process skills, should select a significant innovation or invention from any point in history and discuss how it changed the human experience 12.0 explain how ideas influence the human experience 12.1 students should describe the worldview of Western Europeans in the mid‐to‐late Middle Ages 12.2 students should explain the factors that contributed to the Scientific Revolution 12.3 students should explain the concept science, and some of the major developments of the Scientific Revolution 12.4 students, using process skills, should select an idea from the Scientific Revolution and discuss how it continues to influence the human experience 12.5 students should explain how the worldview of Europeans changed as a result of the Scientific Revolution Page 7 of 10 UNIT 2 13.0 explain how ideas of governance have changed over time 13.1 students should explain the main features of basic models of governance, and compare the models explaining the strengths and limitations of each 13.2 students should explain how and why models of governance evolved between the Paleolithic and Ancient eras 13.3 students should explain how the concept of citizenship developed, and how this influenced the lives of individuals and groups in early Western societies 14.0 explain how the relationship between the individual and the state has changed in the Modern Era 14.1 students should explain why feudalism emerged as a social and governance structure in Europe, how it functioned, and describe how it influenced the lives and worldview of groups within society (i.e., nobility, clergy, peasants) 14.2 students should explain how common law, Magna Carta, and Model Parliament affected the distribution of power in England 14.3 students should summarize the ideas of major Enlightenment thinkers 14.4 students should, with reference to specific events and documents, explain how Enlightenment thinking contributed to change in governance in England, France and the United States 14.5 students should briefly discuss reactions to Enlightenment thinking in 19th century Europe Page 8 of 10 UNIT 3 15.0 explain how economic innovations and ideas can influence the human experience 15.1 students should explain the motivation for economic innovation 15.2 students should explain how trade can influence economic activity and the human experience 15.3 students should explain how the emergence of money, commerce, and banking influenced economic activity 15.4 students should explain how the emergence of joint‐stock companies influenced economic activity 15.5 students should explain how mercantilism influenced the actions of European governments during the early modern era (1500s to 1700s) 15.6 students should explain limitations of mercantilism and the rationale for, and principles of, laissez‐faire economics 16.0 explain how industrialization can influence economic activity 16.1 students should explain how the Industrial Revolution transformed Britain economically 16.2 students should explain how the Industrial Revolution transformed Britain socially (including population distribution and demographics) 17.0 explain the emergence of socialism and its influence on quality of life 17.1 students should explain the benefits and challenges resulting from Britain’s Industrial Revolution 17.2 students should explain the concept / theory of utilitarianism 17.3 students should explain how utilitarianism and socialist ideology influenced government actions and quality of life in 19th century Britain 17.4 students should explain the ideology of communism Page 9 of 10 UNIT 4 18.0 explain how geographic factors influenced the migration and settlement patterns of Paleolithic and Neolithic societies 18.1 students should explain how geographic factors influenced the migratory patterns of Paleolithic societies 18.2 students should explain how geographic factors influenced the settlement patterns of Neolithic societies 19.0 explain factors that account for territorial expansion and contraction 19.1 students should explain factors that influence territorial expansion and contraction, using examples to illustrate their understanding 19.2 students should discuss why the Roman Empire expanded and contracted in the Ancient Era 19.3 students should discuss why colonization occurred in Africa in the 1800s, and why it declined during the 1900s 19.4 students should explain some of the consequences of African colonization for both colonizers and the colonized 20.0 explain how geopolitics can be influenced by ideology and identity 20.1 Students should explain the concepts of self‐determination, decolonization and extreme nationalism. 20.2 students should discuss how ideology can influence identity and geopolitics 20.3 students should analyze a geopolitical event (i.e., historical, contemporary, or fictitious) and explain how it was influenced by ideology and identity Page 10 of 10