Working Towards Final: Themes and Concepts from Social Studies 10

This is an assignment you will be working on over the next couple of days.  There will be a progress assignment (scheduled below) due each day of class.  It will progress roughly 14-18 June 2024, inclusive, and be in preparation for the activity on the final day (it has not been decided yet, but will likely be something discussion-based).

You may collaborate with others, but you must submit your own work.


Here are some of the themes, concepts, and ideas that have come up over the semester

  1. Globalization
    • Impact of globalization on cultures, economies, and environments
    • Trade and economic development
    • Cultural exchange and diffusion
    • Technology and communication
  2. Historical and Contemporary Inequities
    • Indigenous Peoples’ history and rights
    • Immigration and multiculturalism
    • Gender equality and women’s rights
    • Racial and ethnic disparities
  3. Governance and Political Systems
    • Canadian political institutions and processes
    • Democracy and governance
    • Rights and responsibilities of citizens
    • Political ideologies and movements (in all countries, not just Canada)
  4. Economic Development and Sustainability
    • Economic systems and theories
    • Industrialization and economic growth
    • Sustainable development and environmental stewardship
    • Impact of natural resources on economies
  5. Conflict and Cooperation
    • Causes and consequences of conflicts (e.g. wars, revolutions)
    • Peacekeeping and conflict resolution
    • International organizations and agreements
    • Diplomacy and global cooperation
  6. Identity, Society, and Culture
    • National identity and regional diversity
    • Cultural expressions and practices
    • Social structures and institutions
    • Impact of historical events on societal changes
  7. Human Rights and Social Justice
    • Universal Declaration of Human Rights
    • Social justice movements
    • Equity and inclusivity
    • Role of individuals and groups in advocating for change
    • Manipulation, propaganda, etc.
  8. Technological and Scientific Innovation
    • History of technological advancements
    • Impact of technology on society and economy
    • Ethical considerations in science and technology
    • Future trends and potential developments
  9. Geography and Environment
    • Physical geography and natural landscapes – how does this impact/get incorporated into the content about which we have learned?
    • Human-environment interaction
  10. Historical Perspectives and Understanding
    • Critical analysis of historical events and sources
    • Historical significance and causation
    • Continuity and change over time
    • Interpretation of historical narratives and perspectives

Your job will be to go through all of these and connect aspects of the content of the course to each of these points.  Feel free to walk around the class and talk to others – you will be surprised how much more you learn and connect when you discuss with different people!

Visual Connections


Creative Visual Reflection

  • Create a visual representation of the information you have gathered. This could be a poster, infographic, or mind map.  Some hard copy materials will be provided.  You may use these for the discussion portion later.
  • The visual should highlight key historical events, contemporary issues, and proposed solutions.  It should also show connections between different aspects.
  • Be prepared to share and explain your visual representation.  We will likely do a sort of gallery walk looking at everything to help you prepare for the discussion (if time permits).

The last part will be the discussion aspect.  There is a high probability it will look like the seminar discussion we did on the Gulags (planned questions and discussion), though that might change.


This is a general idea, but you are welcome to do at your own pace.

Friday – Research, connect, submit findings

Monday – Research, connect, discuss with others, submit findings

Tuesday – Work on visual component (does not have to be super artistic; you only have one day and that will be taken into account with assessment)

Long Block – Gallery Walk, Question Creation, Seminar Discussion

Divorce Law

Unfortunately, this was not a good day to miss. It was an in-person lesson only and many of the resources for application to your Family Law Cases are in the lesson.  There are no more ESS classes to make this up. Best you can do is try speak to a classmate, or, you could also consider reading both Chapters 16 and 17 in their entirety of Law in Action, though this will sadly not cover everything.

Textbooks were collected today.  Ensure you bring yours back tomorrow as charges will be applied to accounts starting next week!

Africville and Black Canadians in Nova Scotia


“Africville’s Revenge” by Cadence Weapon (lyrics provided in Teams or hard copy).

Create a plan for how to make people aware of Africville.  It can be:

  • Plan for the City of Halifax.
  • The Government of Canada (Federal).
  • A lesson to make in classes (any age).

Point form is fine, but be as clear and detailed in your plan as you can.  Remember to use evidence from lesson/videos/lyrics, etc.

Analysis/response due to Teams by the end of class.

Marriage Law

Verbal lesson on Marriage Law in Canada.  If absent, need to read most of Law in Action Chapter 16.  Everyone should also have read the officiant’s language in marriage ceremonies in Teams Files –> Class Materials –> Civil Law –> Family Law.

The Trial of Sir John A. MacDonald

This is a cumulative assignment, meaning it includes everything that we have done so far in the course.  Confederation, The Red River Resistance, Geography, and the Northwest Uprising are all relevant.  A lot of this information can be found in Chapters 3, 4, and 5, 6 of Horizons.

Any content, readings, videos, resources used in the course are fair game for this assignment.  Consider it like a Final Exam for the Northwest, Confederation, British Columbia, current events – and everything we have learned up to this point.

This of it more as a “Louis Riel” or “The Northwest” project.  That way you won’t exclude information by looking at only one chapter or section.

Remember you need to look the part as much as play the part.  Lawyer?  Wear a nice collared shirt.  Witness?  Choose to dress up as the time period, or be formal.  Jury?  Still a formal, serious setting.  There should be no sweatpants on the day of the trial.

No one under any circumstance should be dressing up as a culture.  This is called cultural appropriation and is never acceptable.

There will be lots of resources for you in the Files section of the Team made for you just for this project. The team is called “R. v. MacDonald.”

Sir John A. MacDonald is being charged with the offence of treason which means “to go against one’s country.”  It is vague purposely so that it can adapt to mean many different things.  E.g. Terrorism, Snowden, letting a bad person sneak in, harming a lot of people while in power, failing to help people in people they were required to help, in addition to a million different other interpretations.  As long as you can connect what you are arguing through your witnesses that MacDonald did or did not “go against his country,” it is fair game.  Which is… a lot in the course.

There will be a number of blocks of class time given (the rough equivalent of one week of school), plus collaboration with your teammates on the other day (the day you do not attend), plus access outside of school to collaborate and plan through Teams.  Keep in mind that some class time will be doing a dress rehearsal type of “run through” of the Trial Process so that you are prepared on the day of court.

Do not forget that making a good case means that you do not just plan your case, but you prepare BOTH SIDES: Crown and Defence, no matter which side you are on.  That means preparing cross-examination questions for the other sides’ witnesses, and preparing your witnesses with the type of questions you think they other side will ask them so they are ready.  Essentially, everyone is preparing for everything, not just their part.

Remember in law in real life there is no such thing as “winning” a case.  The point of what is called the “adversarial system” is so that you hear arguments from both sides and the truth comes to the surface.  If the truth is found, then justice has been served.  Justice is the goal, not winning.


Your job is to try the case and convince the jury that John A. MacDonald is either guilty or not guilty of the crimes alleged.  You will work collaboratively with the witnesses.  We will be looking broadly at the charge of treason which means “to go against one’s country.”

You will have to follow the strict rules of court procedure in order to make your case.  The two main things you will have to apply are:

  • Objections: Did the opposing lawyer ask a question that was in some way problematic?  Then you must stand and say “Objection!” before the witness speaks!  If the witness answers, then you are too late to object.
  • Leading Questions: Your questions cannot be “leading.”  This means the lawyer cannot bring in new information, only the witness can in their answer.  Once the witness says it, it is fair game to mention for lawyers on both sides.  E.g. You CANNOT say “Sir John, why did you kill Louis Riel?”  That is leading.  You have to say: “What happened on 16 November 1885?” and the witness can then say “I signed the execution order for Louis Riel to be hanged.”
  • Opinion Statement: You have to ensure witnesses do not answer giving an opinion.  They can only relay the facts of what happened or something about themselves that is tangible and clear.  You cannot say: “How do you think that felt?” to a witness, since their answer is an opinion.

You will be trying the Accused by today’s standards BUT with the requirement of taking in the time period’s standards in order to fairly assess this case.  What an exciting challenge!


You will need to create a “profile” for the witness you are representing.  It does not matter what gender you identify as or the gender of the witness: any gender can play any gender.  E.g. If you identify as female, you can play the male Gabriel Dumont.

Things to include in your Profile:

  • Character’s full name.
  • Character’s age or age range.
  • Background information (ethnicity, religion, language, etc.).
  • How they are involved in the case (e.g. Dumont was a rebel with Riel, but MacDonald’s assistant in the government would have done paperwork processing pressure the Conservative government was under).
  • Relevant historical content (cut what you do not need!).  Use a variety of sources.
  • The more details, the better!

The Profile must be submitted no later than Friday, 14 June by 8:00am so that both teams (Crown and Defence) can prepare.

There will be a sample Profile on the R. v. MacDonald Team for you under Files –> Class Materials.



You will be researching how juries worked during the this time period in history.  You can look at both British and Canadian sources, since in the 1880s Canada would have likely been using a British-style legal system.

Compare it to the current Canadian Jury System (reading available in Files within the Jury channel).  If you are the Clerk or the Sheriff, you will do the same thing, but for your role.


  • Impartial.
  • Sequestered.
  • Verdict.
  • Foreperson (some sources will say “Foreman”).
  • Unanimous.

Your job will be to determine, unanimously, based on the evidence given in court if you think Sir John A MacDonald is guilty or not guilty of the crimes alleged.  You will be required to have paper to write on, you will not be allowed laptops.  Would also encourage you to have something hard to write on.  Phones and headphones will be confiscated by the Sheriff as the Jury must be sequestered.

You may present this however, you like: essay style, PowerPoint, etc.


You will also be portraying different members of the Media (newspapers).  You will need to write an article for each day of the trial (two).  You are welcome to be as creative as you want e.g. making a Twitter or Instagram notification that the article is coming out; if there are breaks during the trial you could post an update to your followers, etc.

You need to do background work on your Media source and present it with a certain bias:

  • Are you right, left, or centre politically as your news source?  Depending where you lie politically, how does it impact the way you tell the story.  (E.g. Cheering for John A. versus upset for John A.).
  • Name for your Media outlet.
  • French?  English?  Protestant?  Catholic?
  • Reporter’s name.
  • This part is due in class TOMORROW, Thursday, 13 June 2024 by the end of class.

Each article should have at least one image.  Just remember it is not permitted to take photos in class, so please go online for images.

In case it was unclear, each human being in the group writes their own articles.  E.g. If there are eight of you, then one article each is eight articles per days indicated.

You will also be posting minimum one time on your social media (FAKE: YOU ARE NOT MAKING AN ACCOUNT, YOU ARE USING A TEMPLATE) per class trying to get your readers excited to buy your newspapers to read about the trial!  This will actually be done through Teams uploading to your private channel.

Be creative.  Welcome to try different things.  Just ask!

Assessment and Deadlines

Again, you will be graded holistically on this assignment.

Witness Profiles due Friday, 14 June 2024 by 8:00am.  Upload to your channel (Crown, Defence, Jury will each have a channel) and tag Ms. Hopkin.

Media articles are due (1) sometime during trial prep (2) the first day of the trial and (3) and after the trial uploaded to the Jury channel tagging Ms. Hopkin by 12:00pm noon.

Jury Research Assignment due Monday, 17 June 2024.  Jury must also submit/review progress of Jury Assignment every day with Ms. Hopkin to show her your progress.

Trial will start on Tuesday, 18 June 2024.  It will likely take two-to-three full classes (i.e. the Long Block)!

The Riel movie has been added here as an excellent resource for you as well.

The FLQ Crisis

Lesson on the FLQ Crisis.  If absent, need to speak to a classmate.  Read Creating Canada Chapter 15 p. 419 and the timeline: Canadian Encyclopedia FLQ Crisis Timeline.

After, read the piece in Teams (paper copies provided in the room as well) called “Terrorism is Theatre.”


  • Reflection on the concept of Terrorism as Theatre in relation to FLQ crisis.  Always use grammar, no contractions, and integrate quotations!

Due to Teams by the end of class!

Negligence “Test”

Yesterday, students attempted to take photos acting out fake negligent action scenarios (unintentional torts).

Using three photos from the previous class, students must go through the process of identifying a negligent action.  You must have at least one photo from your group and at least one photo from someone else’s – the rest is your choice.

Have the photo attached to your response.  Basic grammar required (e.g. indentation, multi-paragraphs).

Identify Elements Such As:

  • Plaintiff and Defendant.
  • Go through the Negligent Action process (Law in Action Chapter 14 p. 417).
  • Identify if there was negligence or not.
  • Evaluate the balance of probabilities.

Due to Teams by the end of class.

Bringing Things Together: Industries in BC and Canada Today

Review of historical elements that brought us to where we are today.

The class will be divided into small groups.  Each group will be assigned one of the major economic industries in British Columbia:

Some of these are (but there are more):

  1. Natural Resources (forestry, mining, fishing, fresh water).
  2. Film and Technology (film industry, IT, clean technology).
  3. Tourism (people coming here to travel – hotels, attractions, etc.).
  4. Construction and Real Estate (building and selling homes).
  5. Agriculture and Agri-Food (processing, distributing, and exporting fruits, vegetables, grains, wine grapes).
  6. International Trade (Port of Vancouver and Port of Prince Rupert, as well as ports on the east coast of Canada, facilitate import and export and movement of goods throughout most of North America).

Remember, this is ALL of British Columbia (and parts of Canada for some), not just Vancouver!

Research and Prepare a Short Presentation (VERY informal – no PowerPoints – you are just sitting in your chair and sharing with your group):

  • Overview of the industry: What is it? How significant is it to the BC/Canadian economy?
  • Major players/companies in the industry.
  • Economic trends and challenges facing the industry today.
  • Any connections or dependencies on the Canadian Pacific Railway (e.g., transportation of goods, historical role).
  • Evaluate and infer how the CPR (Canadian Pacific Railway) could be connected to your industry.
  • Maybe 5-7 minutes.

Based on the learning we have done throughout the entire course on evidence and use of sources, you must use a variety of sources, including government reports, industry publications, textbook, readings, and news articles.  Those are just examples – you may include other things!  These must be submitted in alphabetical order in a Word Document (one per group) to Teams before you present.

Be ready to ask questions and discuss with classmates!

Anti-Racism and the Battle Against White Supremacy

Given the amount we have learned about prejudice, imperialism, colonialism, and anti-racism, we are going to look at the concept of “white supremacy” and its impacts on society – including, frighteningly, even today.

Students will do a reading (in Teams under Files –> Class Materials).  Then, they will be broken into groups to go through some challenging, but important discussion questions around this topic.  It is not required students get through all of them.  Instead, take your time to ask questions and be thorough.  Think of it like a reflection, but you are talking-it-out to others.

Go in order, but it is okay if some discussion takes longer and other discussion questions are shorter.

Voice file due to Teams by the end of class.

If you were absent – you will see in Teams you were assigned to a group.  You and your group must make up this assignment by no later than Friday, 14 June 2024 by 4:00pm!

Experts: World Events During the Cold War

“Expert” Topics:

  • The Arms Race (include space race, Avro Arrow).
  • The Korean War.
  • The Suez Crisis.
  • The Cuban Missile Crisis.
  • The Vietnam War (should include aspects such as recognition of Communist China).
  • The Middle East in the 1970s (Anwar Sadat, Yom Kippur War, Six Day War, Lebanon War).

Assignment Part I:

  • You will be assigned groups and given one of the above topics.
  • You and your group need to become experts on your topic.  You will work together collaboratively the first day to be able to confidently understand and present this information.
  • However, when you do “present” the information, you will NOT have the support of your group, you will be an individual.
  • Need minimum of 6 reliable sources for assignment.  These should be linked on a Word Document.  If you are feeling ready to challenge yourself, you can do it as an APA Reference List.  However, if you use any of the three textbooks, that only counts as half of a source.  So if you use both Counterpoints and Creating Canada, then that counts as one source.  If you just used Creating Canada, that only counts as 0.5 sources.
  • Reference links be due to Teams by Tuesday, 10 January 2023 (an assignment for the group will be created).
  • Try have a concise 2-3 minute summary prepared for the following day (remember you can have notes).

Assignment Part II:

  • You will seeeeeeeee.
  • Need to be extra prepared with your area of expertise (part you were assigned above).
  • May have one page of handwritten or typed notes, but may not have a computer.

Specific Topics We Have Already Covered You Can Include:

  • The rise and fall of the Berlin Wall.
  • The division of Germany.
  • The “Red Scare.”
  • Creation of the UN.