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COURSE DESCRIPTIONS for High School (Grades 9-12)

Below are short descriptions of courses offered at Boissevain Collegiate. Click on a subject area to go to that section, or scroll through the list. Several courses are available as distance education selections (some restrictions apply), see the Senior High Resource teacher or Administration for more information.

Band

Band 10G, 20G, 30S and 40S

Boissevain Senior Band rehearses as a grade 9-12 group, 3 times every 4 day cycle. The course is geared toward performance with 3 concerts per year, festival, as well as numerous other functions. Every two years the Senior Band takes a major trip out of province.

Homework is an important component of the Band program. Each student is expected to practice a minimum of one hour a week at home.

A music history listening unit and a theory workbook are completed each year.

After first term, band students play a practical exam consisting of scales, rythms and practical studies. A final practical/theory is written in June unless students receive an exemption.

Students in the band program continually develop skills in self-discipline, teamwork and responsibility. It is a very rewarding and exciting experience. Band is a University Entrance credit.

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Business Courses

Futures in Business 15G/Start Your Own Business 25G

These two half credit courses are taught as one course at Boissevain School. Futures in Business provides an awareness of opportunities in business and develops an understanding of the importance of business concepts. The purpose of this course is to provide students with the skills and knowledge that will enable them to: communicate effectively, keep accurate records, plan personal goals, and be alert to future opportunities in business. Students participate in "The Be Real Game" based on the premise that the more experience and knoweledge we gain about life and work the better our choices will be.

Start Your Own Business builds on and reinforces the concepts, skills, and understanding introduced in Futures in Business. This course is designed to contribute to the growth and development of students and to emphasize skills that will assist young people to plan and start small businesses.

Keyboarding 25S

A half-credit course. Recommended for all students, regardless of the intended use of their keyboarding skills. The need for proficiency in using keyboards is evident in most occupations. Keyboarding is a life skill which has value for all students irrespective of their goals, level of study and school-based applications. The course is designed to improve a student's ability to manipulate a keyboard by reinforcing confidence and improving the functional skill level. Keyboarding skills, language skills, document formatting, display techniques, and creativity enhancement are major components of this course.

Print Communications 25S

Is a half-credit course that allows students to plan and createa variety of documents for business communications (documents include: letters, memos, email, forms, MLA,APA & Chicago report forms, etc.) Coupled with Keyboarding, this makes a full credit option.

Accounting Principles 30S

The primary goal of accounting education is to promote accounting literacy. Accounting education prepares individuals to meet personal needs, provides them with an awareness of a variety of accounting careers, and lays the foundation for lifelong learning. Five main themes covered in Accounting Principles are: The Accounting Cycle, Cash Control, Payroll, Income Tax and Computerized Accounting.

Accounting Principles 30S satisfies the compulsory core mathematics requirement at Senior 3. Advance standing will be awarded by Assiniboine Community College with a minimum mark of 70%.

Accounting Systems 40S

Is a course which builds and expands on principles and concepts introduced in Accounting Principles 30S. Units covered in this course are:

• Adjusting Entries
• Special Journal System: Purchases, Sales, Cash Receipts and Cash Payments
• Subsidiary Ledger System: Accounts Payable and Accounts Receivable
• Merchandise Inventory
• Computerized Accounting Data
• Government Remittances
• Completing the Accounting Cycle
• Corporate Financial Statement Analysis and Interpretation
• Computerized Business Application

Accounting Principles 40S satisfies the compulsory core mathematics requirement at Senior 4. Advance standing will be awarded by Assiniboine Community College with a minimum mark of 70%.

Seminar in Business 40S

This course has been designed to assist students to prepare themselves for the transition to the workforce. Concepts such as: interpersonal skills, attitude, communications, stress management, telephone technique, and administrative support are explored. Central to Seminar in Business 40S is a study of career development and planning followed by a 2-week work experience (1 week if semestered)

Small Business Practicum 41G

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Information & Communications Technology (ICT) Courses

A knowledge of computers and their application to the world of work is becoming increasingly important in our society. Computers fill our homes, schools and workplaces and are being used in almost every career. With this in mind, Boissevain School offers a variety of computer based courses involving business courses (described above) and those described below, as well, computer use is integrated into almost all senior years courses. Boissevain School offers current hardware and software and utilizes both the Macintosh and Windows platforms so that students are exposed to the 'best of both worlds'. Further information about technology at Boissevain School is available on this web site.

The use of information technology will help enable all students to solve problems, improve their personal performance, and gain the critical and abstract thinking skills necessary to become lifelong learners and contributing members of their communities.

The emphasis of the ICT courses is on students learning to solve problems, accomplish tasks, express creativity, both individually and collaboratively, analyze information, and communicate messages using technology.

Students will learn to use today’s technology for tasks at school and in their personal lives. More importantly, students will learn to adapt to change and be able to independently learn and use new technology as it evolves throughout their lives.

Each student should be knowledgeable about technology, be able to use technology readily and effortlessly, and be able to make decisions about her or his use of technology.

Senior Years ICT Strands

The specialized ICT courses provide students with opportunities to apply previous learning, and to extend their information and communication technology skills in areas that interest them.

For the complete Senior Years ICT Framework follow this link to the Manitoba Education site. In grade 9, studants can choose Applying ICT I & II.In grades 10 - 12, students choosing the ICT option choose 2 of the half credit courses listed below to make their own 1 credit program for the year.

Applying Information & Communications Technology (ICT) I & II 15F/25F)

This course focuses on understanding the applications and implications of computers in today's society. This course involves investigating the basics of computer operation, history and the issues and implications of computer use. Much of the course is hands on and allows students to expand their knowledge of several personal productivity tools: word processing, spreadsheets, and databases, introductory graphics and multimedia, the internet and web page design, and an introduction to video editing. The course provides a good basis for the use of computers in a variety of applications and leads to more detailed study in advanced courses. Students will acquire basic technological and related occupational information, and discover both the capabilities and limitations of the computer.

Keyboarding & Print Communications 25S (seeBusiness Courses, above)

ICT OPTIONS

Digital Pictures
The purpose of this course is to provide students with the skills and knowledge to convey a message through an original digital image.

Digital Filmmaking
The purpose of the course is to provide students with the skills and knowledge to tell stories by combining sound, still images, moving images, text, graphics, and animation into a video product. Students will plan, develop, and produce a video project.

Desktop Publishing
The purpose of the course is to provide students with the skills and knowledge to plan and create a variety of published print documents.

Web Design
The purpose of this course is to provide students with the skills and knowledge to design, develop, and publish a simple website.

Interactive Websites
The purpose of this course is to provide students with the skills and knowledge to design, develop, and publish a website to display and gather information.

2-D Animation
The purpose of the course is to provide students with the skills and knowledge to create two-dimensional animations.

3-D Modeling
The purpose of the course is to provide students with the skills and knowledge to use software to create three-dimensional models that represent real objects or illustrate ideas.

Interactive Media
The purpose of the course is to provide students with the skills and knowledge to create interactive media products that combine video, audio, and interactive components.

Time Allotments:

Orientation & Essential - 3-5 hrs.
Teacher Directed Projects - 20 hrs.
Student Directed Projects - 25 hrs.
Blog / Portfolio - 5-7 hrs.
Total - 55 hrs.

Evaluation

Assignments/Projects - 85%
Blog / Portfolio - 15%
Total - 100%

Digital Video Communications 41G

This is a school initiated course intended for students who have an interest in or plan on pursueing further education in video production, broadcasting or a related career. Students must be highly motivated and able to work with a minimum of supervision. The course currently operates with class meetings one noon hour per week with assignments being completed during students 'free' time.

Topics studied include video and sound editing, including film and camera techniques. Students study the film process, history and genres. Audio and video products are creted using industry level software and techniques. Students will complete a multimedia portfolio of their work as part of the course requirements.

Enrollment for this course may be limited by software and hardware availablity.

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English

10F English

This course has instruction in and use of the six language arts: listening and speaking, reading and writing, and viewing and representing. The instruction covers the three phases of learning (activating, acquiring and applying), promotes strategic learning and uses a variety of instructional approaches and methods. Assessment includes planning. purpose and audience. The course is constructed with outcomes as a high priority.

20F English

The Senior 2 English course is a “foundation” course as students continue to build their basic English Language skills before selecting more specialized courses in Senior 3. There are a wide variety of activities and strategies used. Students are engaged in the six language arts- reading, writing, listening, speaking, representing, and viewing. A variety of text types are used, and as much as possible, students are given many choices in their choice of reading materials, research projects, etc. There is a fairly even split between literary and transactional text types and assignments. This course is based on the curriculum document released to schools in 1998.

30S English- LITERARY FOCUS

This course is currently offered as the optional second English credit in Senior 3. Literary language is expressive in nature and is the type of language used by poets, filmmakers, playwrights, novelists, etc. At least seventy percent of this course must be based on literary reading, writing, listening, speaking, representing, and viewing. It is in this course that students study poetry, novels, plays, movies, and other literary works. Most assignments are literary in nature and are designed to develop and challenge students as they develop their own original texts. This course is designed to accommodate students who enjoy reading and writing, and wish to explore many genres of literature. This course is based on the latest curriculum document released in 1999.

30S English- COMPREHENSIVE FOCUS

This course is offered as the compulsory English credit in Senior 3. Transactional language is “the language of getting things done”. It is the language used to inform, to explain, to persuade, to argue, and to plan. At least seventy percent of this course must be based on transactional reading, writing, listening, speaking, representing, and viewing. It is through this English course that students have produced newscasts for Access 12, the high school newspaper, and a variety of other projects (brochures, media logs, etc.). Provincial exam results across the province have indicated that students need continued emphasis on developing strategies for reading transactional pieces. For this reason, an emphasis is placed on reading strategies. This course is based on the latest curriculum document released in 1999.

40S English- COMPREHENSIVE FOCUS

40S Comprehensive English is offered as a first English credit in Senior 4. The course is geared toward a fifty-fifty split between transactional and literary texts. This means that half the course is based on non-fiction works and fifty percent on literary works. There is a good mix of practical and literary assignments. Reading and writing strategies are emphasized, however, listening, speaking, representing, and viewing activities are also included. According to the most recent information from Manitoba Education and Training, there will be a provincial exam in this course, starting again in the 2001-2002 school year. This course is based on the latest curriculum document released in 2000.

40S English- LITERARY FOCUS

This course is offered as a first English credit in Senior 4. There is an attempt to have at least seventy percent of the course that is literary or expressive in nature. There are two major projects in this course. Students will be required to complete a literary portfolio as an independent project. A major group project is also a part of this course. The format for this project changes each year and in the 2000-2001 school year it is a movie-making project. A variety of reading, writing, listening, speaking, representing, and viewing activities/strategies are used. According to the most recent information from Manitoba Education and Training, there will be a provincial exam in this course, starting again in the 2001-2002 school year. This course is based on the latest curriculum document released in 2000.

40S English- LANGUAGE AND TRANSACTIONAL FORMS

This transactional course is offered as the second English credit in Senior 4 and is an elective course. It is assumed that students taking this course are interested in attending university or community college at some point in time. The emphasis for instruction is on the types of communication skills students will need to be successful at secondary school. Students are taught how to conduct research and write a lengthy research paper. Students also have the opportunity to combine this research paper with those required in other courses and receive credit in both courses. There are many opportunities for students to receive one-to-one assistance. Students must give oral presentations and create employability skills portfolios. A major group project is required. Students are encouraged to pursue topics that are of interest to themselves as they complete the required assignments for this course. There is no final exam in this course.

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French (currently not offered)

French 10G, 20G, 30S, 40S

Course Aim:

The Basic French Course continues at the Senior High level to be based upon a multidimensional approach as suggested in the National Core French Study. It must be kept in mind that the goal of the program is to enable students to understand and make themselves understood in French, not to create linguists or to guarantee that the student will be bilingual by the end of his/her study of the language. The courses at each grade level are structured around topics of interest to the students in that particular grade. The ability to communicate will come with the practice of the following skills: speaking and listening, reading and writing.

Course Objectives:

One of the main objectives of the Senior High Basic French program:

to maximize the amount of time students have to practice the language and to interact with one another and with the teacher. Throughout the course various oral and written activities will provide opportunities for both oral and written communication. Students will be encouraged to interact with one another in one-to-one, small group and large group activities. Students will be encouraged to use their French to talk about and share their experiences while acquiring new vocabulary and knowledge about topics of interest. Through activities such as surveys, debates, interviews and problem solving students will learn how to express themselves and give their opinions in French, enabling them to become better learners and communicators in a second language. Students will focus on experience, communication, language, culture and general language instruction.

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Home Economics

Home Economics 10G, 20G & 30S

Home Economics builds upon the knowledge base of the human and natural sciences. It also integrates the theories and practices of those processes involved in daily living. Home Economics addresses the needs of our changing society and provides for lifelong learning in the areas of foods and nutrition, clothing, housing and design, and family studies. The philosophy of this course emphasizes the growth and development of individuals and their environment. The course aspires to help increase the resourcefulness of young people and help them live satisfying lives.

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Industrial Arts (10G, 20G, 30S, 40S)

COURSE OUTCOMES:

• promote an awareness of the role played by technology and industry;
• develop and expand understanding of common industrial tools and machines;
• develop decision making and problem solving skills;
• develop an appreciation for high standards of workmanship (pride in your work);
• develop safe work habits when using tools and machines and practice these skills personally and when working near others;
• enable students to discover and develop talents, aptitudes and interests in both their personal life (avocational) and in the selection of a career choice and career plan (vocational);
• develop teamwork attitudes and skills;
• introduce students to the many facets of drafting (the language of industry)
• develop knowledge and skills related to the principles of planning, designing, communicating, and interpreting ideas and apply these skills to plan, design, and construct projects and products.

EVALUATION:

I) Student Portfolio - 15%

The Student Portfolio is a tool for students to collect, demonstrate, and reflect upon their experiences and accomplishments. The portfolio is also a catalyst for students to connect knowledge with experiences in and out of class and for student led conferences.

In lieu of an exam, students will be required to meet with Mr. Kleebaum during exams to discuss their portfolio and negotiate a mark.

II) Assignments / Projects - 60%

III) Work Ethic - 25%

A good work ethic is also crucial to success in this course and the work world. The work ethic mark is based on;

• Productivity Safety Habits Organization
• Co-operation Punctuality Clean-up Respect

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Mathematics

The Boissevain School Math Department offers one grade 9 credit, after which, students may take one (or more) of three math streams, Applied, Consumer and Pre-Calculus. Although MB Education does not have pre-requisites for any courses, it should be noted that it is very difficult for a student to move from Consumer Math to Applied Math or Pre-Calculus Math. Likewise, some difficulties may arise if moving from Applied to Pre-Calculus Math. Movement from Applied or Pre-Calculus to Consumer should not pose problems. This is due to the nature of the topics in these courses, ALL math courses are challenging and require good work habits and work outside of class. It should be noted as well that students REQUIRE a Math credit in each year of High School for graduation and that all Math courses in grade 12 have a Provincial Exam component. Advanced courses in Math (Advanced Math and Calculus) at the grade 12 level are also available as distance ed options.

Click to see Post-Secondary Mathematics Requirements

Mathematics 10F

The purpose of this course is to prepare students for Pre-Calculus 20S, Applied Mathematics 20S or Consumer Mathematics 20S. This course focuses on the development of mathematical knowledge, skills and attitudes by utilizing a problem solving approach, the cumulative nature of mathematics, and appropriate application of current technology. The course follows the Common Western Mathematics Curriculum.

Core Topics:

• Mathematical Reasoning
• Statistics
• Polynomials
• Spatial Geometry
• Similarity and Congruence
• Probability

Choice Topics:

• Powers and Exponents
• Trigonometry
• Measurement
• Transformational Geometry

Mathematics: Applied Stream

Applied Mathematics is one of two curricula available for students to pursue post-secondary studies in mathematics and science. The other is Pre-Calculus Mathematics. The Applied Mathematics curriculum is particularly suited to students planning to enter science, engineering or the high-tech world of work.

All of the Applied Mathematics courses are heavily data driven and promote the learning of numerical and geometrical problem solving techniques. Students collect data in experiments and activities and develop mathematics concepts by analyzing that data.

Applied Mathematics students are encouraged to learn and demonstrate effective communication skills in a variety of media. They are expected to develop both oral and written communication.

Applied Mathematics is designed to promote student flexibility and responsibility. Flexibility is encouraged by having students work individually and in cooperative groups and work on non-routine problems and projects. Responsibility is encouraged as students work independently and explore connections with other mathematical areas, other school subjects and real life applications.

Technology is an integral part of Applied Mathematics. Graphing calculators are used by students for mathematical explorations, modeling, and problem solving. Spreadsheets, with functions defined by the student, are used extensively. Please note: Purchase of a graphing calculator (TI-83/84 preferred) is necessary for Applied Math courses!

Mathematics: Consumer Stream

Consumer Mathematics is intended for students whose post-secondary planning does not include a focus on mathematics and science-related fields. Consumer Mathematics emphasizes consumer applications, problem solving, and decision making as well as number understanding and number use.

Students are expected to work both individually and in small groups on mathematical concepts and skills encountered and used in a technological society.

Mathematics: Pre-Calculus Stream

Pre-Calculus Mathematics is designed for students who intend to study calculus and related mathematics as part of post-secondary education. This course would be valuable for students entering Sciences, Medicine, Engineering, Computer Science or other areas that rely heavily on Mathematics.

The course comprises, primarily, a high-level study of theoretical mathematics with an emphasis on problem solving and mental mathematics, supported by cumulative exercises and testing.

Students are required to learn mathematical concepts through practice and regular homework. Many of the question and problems on exercises, tests, and examinations can be expected to be different from those presented in class.

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Physical Education

Physical Education 10F

PE 10G is a graduation requirement. The emphasis of this course is to contribute to the health and physical well being of all students and to provide them with the knowledge and physical skills to enjoy positive lifestyles in the years following their formal education. Activities are chosen from a variety of areas: team games, individual and dual activities, skiing and fitness. We will continue to emphasize personal fitness and responsibility.

Physical Education 20F

PE 20G is a graduation requirement. This program revolves around improving fitness and health through continuous exercise, low organized games, team and individual sports. Students are taught that Phys-Ed is an attitude that creates a healthy lifestyle which is balanced and diversified. We will be using various community facilities to promote lifetime activities and active living. The Senior 2 health component is also taught in conjunction with this course.

Sports Leadership 31G

Sports Leadership 31G is a full credit course for students who wish to develop the skills necessary to become a productive member of the community. The aim of this course is to help students understand sports leadership in the community. The skills learned in this course will be transferable to their future education, career and personal life. It is increasingly important that we understand the importance of getting involved in community activities. There seems to be a demand for "participaction" for all ages and the need for a healthier living has never been more apparent. The main focus of this course will be learning how to become involved as a volunteer, understand the role a leader takes in the school and community and experience other leadership roles not normally taken by individuals.

The course involves classroom instruction,WebCT responses on current issues in the sporting world, scorekeeping workshops, setting up tournaments (simulations), powerpoint presentations, video responses, REC Day and work within the school community (The Locker Room - Boissevain Recorder, school sign, school bulletin boards, equipment room maintenance, and MHSAA on line registrations)

Physical Education 30F

Physical Education 40F

These 2 courses are new courses and are required for graduation as of 2008/09. These follow a model that includes in school and out os school activity.

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Sciences

Science 10F

Grade 9 Science introduces students to three areas of science; physics, biology, and chemistry The following topics are covered in this course:

• Reproduction
• Atoms and Elements
• Nature of Electricity
• Exploration of the Universe

Science 20F

Science 20F tries to involve students in the process of science, problem solving, and discussion about the relationship between science, technology and social issues. They are encouraged to identify and gather appropriate data to draw conclusions and inferences from that data, and to think independently by identifying different viewpoints and evaluating evidence.

Topics:

• Weather/Technology and Society
• Motion and Newton's laws /Physics
• Investigating Matter/Chemistry
• Ecology/Biology

Topics in Science 30S (not currently offered)

Senior 3 Current Topics in the Sciences (30S) examines science from a Science-Technology-Society-Environment, or issues-based perspective. This new course is designed as to encourage an interdisciplinary approach to the teaching and learning of science, and recognizes the diverse interconnectedness among the sciences as practiced today. Consequently, rather than emphasizing the principles and foundations of a particular discipline (e.g., biology), the course integrates a variety of science disciplines in order for the student to better understand a science-related issue, trend, innovation, or point of view.

The general and specific learning outcomes (GLOs and SLOs) are derived primarily from the Pan-Canadian Framework of Science Learning Outcomes K-12 , and together comprise four foundations intended to continue general-interest and literacy in science. These foundations are:

• The Nature of Science and Technology
• Science, Technology, Society, and the Environment (STSE)
• Scientific and Technological Skills and Attitudes
• Essential Concepts in Science

Teachers will select the contexts, topics, and content used in the course to achieve the various SLOs, based on the students' interests, current issues, or recognized essential areas of inquiry. Nevertheless, a common framework of prescribed learning outcomes guides the teaching and learning strategies, and assessment of the students (see attached). Suggested integrated units under development are:

• The Science of Music and Sound
• Climate Change in Canada
• The Human Endeavour in Space
• Emerging Medical and Health Technologies
• Sports Science and the Modern Athlete
• Mass Extinctions and the Evolution of Life on Earth
• Water - The Liquid of Life

Current Topics 30S is intended to be of interest to a broad spectrum of students whose interests, aspirations, science background, and future plans vary.

Biology 30S

Biology 30S has been designed to introduce students to the topics related to human biology and physiology. The following topics are covered in this course:

• Science of Life
• Chemistry of Life
• Nutrition and Digestion
• Gas Exchange
• Circulation
• Blood and Immunity
• Excretion
• Controlling Mechanisms
• Support and Locomotion
• Reproduction and Development

Biology 40S

Biology 40S furthers the students' knowledge about biology. The topics covered in this course are;

• Genetics
• Biodiversity
• Ecology

Chemistry 30S

The goal of Chemistry 30S is to develop an understanding of the basic principles and concepts of physical science. Students should be self-motivated and be able demonstrate critical thinking and problem solving skills. Students who take chemistry at the Senior 3 level should be interested in a science-related career. These would include medicine, lab technology, agriculture, teaching, and environmental studies to name a few.

Topics:

• Physical Properties of Matter
• Gases and the Atmosphere
• Chemical Reactions
• Solutions
• Organic Chemistry

Chemistry 40S

The emphasis of this course will be on the following topics: electrons in atoms, chemical kinetics and equilibrium, oxidation-reduction reactions, organic chemistry and electrochemistry. These units are designed to extend students understanding of the Chemistry 30S Topics related to instantaneous chemical reactions and reactions going to completion by examining reaction kinetics and chemical equilibrium. Students taking Chemistry 40S will be thinking of entering university level or technical level programs that require a strong science background. Many of these programs require Chemistry 40S with a minimum mark of 60%. Students with an interest in the science field should strongly consider Chemistry as an important part of their post secondary preparation.

Topics:

• Atomic Structure
• Kinetics
• Equilibrium
• Acids and Bases
• Electrochemistry

Physics

The Physics curriculum allows: students to develop an understanding of the basic principles and concepts of physical science, develop critical thinking and problem solving abilities, develop the skills and understand the processes of science, develop an understanding of interconnecting ideas and principles that transcend and unify the natural science disciplines, attain the level of scientific awareness essential for all citizens in a scientifically literate society, make informed decisions about further studies and careers in science, develop scientific attitudes, and develop positive attitudes towards science, and develop an understanding and appreciation of the effect technology has on advancements in science and the resulting effects on science.

Physics 30S

Topics

• Introduction to Physics
• Waves
• Sound
• Light
• Mechanics
• Fields

Physics 40S

Physics is the study of relationships in our world and the universe.   In this course, you will continue to build on your understanding of the basic principles, processes and concepts of physical science that were introduced in Physics 30S.   Furthermore, you will enhance your critical thinking and problem solving abilities as well as increase your scientific literacy. Establishing mathematical patterns and predictions is important, therefore, students must have already completed MAT30S and Phy30S before attempting this course.

Topics

• Mechanics
• Work and energy
• Fields
• Electricity
• Electromagnetic Induction
• Medical Physics

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Social Studies

Canadian Studies 10F

This course reflects the changes Canada has undergone since 1867 as a nation and a partner in the fast changing world community. Students cover material from a variety of sources: narratives, original documents, real life case studies, biographies and fact sheets, as well as maps and diagrams. This course illustrates that Canadians today personally face past as well as new concerns. Students are encouraged to think critically about these issues and to form their own views about what they might have done in the past and to decide what they would do now and in the future. Many activities involve students in group work to help them develop values and the thinking and communication skills needed for their future careers as citizens and workers.

Geography 20F
Geographic Issues of the Twenty-first Century

The intent of this course it to examine and focus on various physical and social elements of geography while simultaneously examining and analyzing each subject in its North American context. This course will focus on a number of issues relating to the physical and human geography found within the boundaries of North America. Finally, the goal of this course is to encourage and develop geographic literacy in all students.

Geographic Literacy involves the following;

gaining a spatial perspective on physical, social, and political events and processes
understanding the processes that shape the earth and how living things interact with their environment
understanding interactions among groups of people
engaging in decision making and problem solving in planning, development, and environmental and resource management
comprehending global interdependency
making informed judgements about environmental and social issues

History 30G
Canada: A Social and Political History

The focus of History 30G is on the historical development of Canada. Students will explore a variety of issues, including challenges faced by Aboriginal people and early explorers, cultural diversity and immigration, English-French relations, regionalism, and Canada's role in the world (WWI, WWII, peacekeeping, etc.).  Students will also examine the evolution of government in Canada from the British parliamentary model to the contemporary party system.  Lastly, students will examine their roles, responsibilities, and rights as Canadian citizens.

The History 30G curriculum is divided into 6 sections.  Throughout the course of the year, students will cover a wide range of units relating to the following 6 sections (not necessarily in this order):

1. The Peopling of Canada

• Aboriginal Peoples
• Immigration: 1600 to Present

2. New Societies to 1867

• French Society to 1760
• French-English Relations 1760 ¨C Present (Upper Canada and Lower Canada)

3.   Government, Federalism, and Politics

• Federalism
• Rights and Responsibilities of Citizens:  Political Parties in Canada 1867 to Present

4.   Western Canada: Social and Economic Changes Since 1850

• The Fur-Trade, Louis Riel, Industrialization and the Depression

5.   Canada's External Relations

• Canada and the World

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Other Options

Community Service Credit (SIP)

This option allows a student to earn a credit while volunteering in the community. Details are available from the school administration.

Library Skills 31G (not currently offered, under revision)

Peer Mentoring 21G

Details are available from the SY Resource teacher. This course involves mentoring with younger students.

Peer Reading 41G

Details are available from the SY Resource teacher. This course includes learning the fundamentals of teaching reading and invovles working with younger students.

Career & Technology Studies (CTS)

This is a new program in 2008/09 (pending Departmental approval) that involves student internship, created in partnership with Prarie Rose and Prarie Spirit SD. Details are available from the school administration or the CTS Coordinator (Mrs. P. White).

Apprenticeship Option (SYAO) - earn up to 8 credits and learn a trade! Turtle Mountain has a 0.25 coordinator hired to look after this program. Click here to learn more!

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