British Columbia · Grade 11

Explorations in Social Studies 11

  • EPSS 11

British Columbia’s Grade 11 social studies course, from Politics in the Media to Global Issues in Urbanization.

Units
15
Lessons
16
Skills
22
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 2 skills

Politics in the Media

Exploring: Politics in the Media

  • Explore: politics in the media

    I can explore how current political issues are represented in mass media.

  • Explore: press freedom & media literacy

    I can explore freedom of the press and freedom of expression, and build basic media-literacy skills.

The official wording · 2 outcomes
1.1
current issues in local, regional, national, or global politics as represented in mass media (adapted from Political Studies 12)
1.2
freedom of the press and freedom of expression

Key ideas

  1. Mass media — television, print, social media, radio — represents political issues in ways shaped by framing: which facts are included, which images run, which words are chosen.

  2. The same underlying political event can look like a different story depending on which outlet, platform, or country is covering it.

  3. Freedom of the press and freedom of expression are what let diverse, competing media outlets exist and disagree openly — without them, only one version of a political story could ever be told.

  4. Media literacy tools — checking a source's authenticity, noticing who owns an outlet, spotting fake news or "post-truth" content — help a reader judge coverage instead of just absorbing it.

Watch out for

  • Assuming a source is "unbiased" just because it sounds calm or formal — tone is not the same as neutral framing.
  • Treating one outlet's coverage as the whole story, rather than the beginning of a comparison.
  • Assuming press freedom means all reporting is automatically accurate — freedom to publish is not the same as a guarantee of truth.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 2 skills

Genocide — Recognition and Response

Exploring: Genocide

  • Explore: recognizing & responding to genocide

    I can explore what it means to recognize genocide and how the world has responded to it.

  • Explore: apology, redress & memorialization

    I can explore the ways societies apologize, redress, and memorialize after genocide.

The official wording · 2 outcomes
2.1
recognition of and responses to genocide (from Genocide Studies 12)
2.2
recognition and responses (e.g., apologies, reparations, redress, reconciliation, memorialization)

Key ideas

  1. Recognizing genocide means being able to name it accurately, using real historical evidence, rather than treating it as a vague or debatable label.

  2. Responses to genocide have ranged across the spectrum — from international intervention during an event, to memorials, museums, and formal recognition afterward, to documented silence and delay.

  3. Recognition can be followed by concrete responses: apologies, reparations, redress, reconciliation, and memorialization — each a different way of acknowledging what happened.

  4. Memorials, museums, and international intervention are the visible, lasting forms these responses often take, meant to make sure a genocide is not forgotten or repeated.

Watch out for

  • Treating a documented genocide as a matter of opinion rather than settled historical fact supported by overwhelming evidence.
  • Assuming "response" only means military intervention, missing the range of memorials, apologies, and formal recognition that also count as response.
  • Assuming an apology alone fully resolves the harm of genocide, without considering reparations, redress, or ongoing reconciliation.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 3 skills

Philosophy — Existence, Reality, and Knowledge

Exploring: Existence and Reality

Exploring: The Nature of Knowledge

  • Explore: the nature of knowledge & reality

    I can explore philosophical questions about the fundamental nature of knowledge and reality.

The official wording · 3 outcomes
3.1
Study of existence and reality (adapted from Philosophy 12)
3.2
time and space
3.3
fundamental nature of knowledge, existence, and reality (adapted from Philosophy 12)

Key ideas

  1. Philosophers ask what it means for something to exist, and what counts as "real" — questions that cannot be settled by observation alone, only by careful argument.

  2. Knowledge is often defined as more than just a true belief — philosophers ask what justifies a belief strongly enough to count as genuine knowledge, rather than a lucky guess.

  3. Different positions (e.g., that only physical matter is real, versus that ideas or minds are what is truly fundamental) offer different answers, each with real supporting arguments.

  4. Questions about knowledge connect directly back to questions about existence and reality: if we can never be fully certain reality is what it appears to be, how confident can our knowledge claims really be?

  5. Free will asks whether people genuinely choose their actions, or whether every choice is really determined by prior causes — a question philosophers still actively debate.

Watch out for

  • Assuming these questions are "just opinion" because they can't be settled by experiment — philosophical positions are built on rigorous argument that can be evaluated for consistency.
  • Treating "I believe it strongly" as the same as "I know it" — philosophers distinguish belief from justified, true knowledge.
  • Expecting a single correct answer to "what is real," rather than engaging with the strongest argument on each side.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 2 skills

Natural Resource Use and Development

Exploring: Resource Use and Development

  • Explore: natural resource use & development

    I can explore how natural resource use drives local, regional, national, or global development.

  • Explore: resource development & sustainability

    I can explore resource development alongside sustainability, including conflicts in First Peoples territories.

The official wording · 2 outcomes
4.1
natural resource use and local, regional, national, or global development (adapted from Human Geography 12)
4.2
natural resource use and local, regional, national, or global development (adapted from Human Geography 12)

Key ideas

  1. Resources like forestry, mining, oil and gas, fisheries, and freshwater can drive development at very different scales — a single town, a whole province, or a global market.

  2. Resource-based development brings real economic benefit, but that benefit is not automatic or guaranteed at every scale.

  3. Sustainability asks whether a resource can keep being used this way long-term, or whether current use is depleting it faster than it can be replaced or managed.

  4. Resource-use conflicts often involve First Peoples territories, where government, industry, and Indigenous rights-holders can hold different, legitimate perspectives on the same land and resource.

Watch out for

  • Assuming resource-based development is either purely good or purely bad, missing that real cases involve genuine trade-offs.
  • Assuming a local resource boom automatically scales up unchanged to the provincial or national picture.
  • Reducing a resource conflict to a simple "for or against development" question, missing the range of legitimate perspectives involved.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 2 skills

Colonialism and Contemporary Indigenous Issues

Exploring: Colonialism and Contemporary Indigenous Issues

  • Explore: colonialism & contemporary Indigenous issues

    I can explore colonialism and the contemporary issues it raises for Indigenous people in Canada and around the world.

  • Explore: reconciliation & reclamation

    I can explore reconciliation and reclamation as Indigenous-led responses to colonialism.

The official wording · 2 outcomes
5.1
colonialism and contemporary issues for indigenous people in Canada and around the world (adapted from Contemporary Indigenous Studies 12)
5.2
colonialism and contemporary issues for indigenous people in Canada and around the world (adapted from Contemporary Indigenous Studies 12)

Key ideas

  1. Colonialism in Canada was built from specific, documented policies — such as the Indian Act and the residential school system — with lasting, present-day effects, not just distant historical ones.

  2. Contemporary issues facing Indigenous people, in Canada and globally, include unresolved land and title claims and the ongoing work of truth and reconciliation.

  3. Reconciliation includes concrete steps such as the Truth and Reconciliation Commission's Calls to Action, aimed at addressing the harm of colonial policy.

  4. Reclamation — language revitalization, land-back movements, self-government — puts Indigenous peoples in the role of leading their own future, not only responding to past policy.

Watch out for

  • Treating colonialism as something that ended entirely in the past, rather than something with documented effects continuing today.
  • Assuming Indigenous issues are the same everywhere, missing that different nations and communities face distinct, specific circumstances.
  • Discussing reconciliation only as something governments do "to" Indigenous peoples, rather than centring Indigenous-led leadership in the response.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 2 skills

Methods to Promote Social Justice

Exploring: Methods to Promote Social Justice

  • Explore: methods to promote social justice

    I can explore the methods individuals, groups, and organizations use to promote social justice.

  • Explore: activism, advocacy & systemic change

    I can explore activism, advocacy, and systemic change as the goals of social-justice methods.

The official wording · 2 outcomes
6.1
methods used by individuals, groups, and organizations to promote social justice (adapted from Social Justice 12)
6.2
methods used by individuals, groups, and organizations to promote social justice (adapted from Social Justice 12)

Key ideas

  1. Methods of promoting social justice span a wide range: nonviolent civil disobedience, boycotts, litigation, community organizing, petitions, protest, and the use of media and art.

  2. Different methods suit different goals and situations — a lawsuit can set a binding legal precedent, while a boycott can pressure a company more quickly but has less power over a government.

  3. Activism and advocacy are the visible actions people take (organizing, campaigning, speaking out) to push for a specific change.

  4. Systemic change means altering the rules, laws, or structures themselves — a deeper, often slower target than changing one decision or one person's mind.

Watch out for

  • Assuming protest is the only "real" method of social justice, overlooking litigation, organizing, or media/art.
  • Assuming any one method alone is usually enough, rather than recognizing successful efforts often combine several.
  • Treating any public action as automatically "systemic," missing the difference between changing one decision and changing the system itself.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 7 · 1 skill

20th-Century Innovations and Developments

Exploring: 20th-Century Innovations

  • Explore: 20th-century innovations & developments

    I can explore social, cultural, or technological innovations and developments in the 20th century.

The official wording · 1 outcomes
7.1
social, cultural, or technological innovations and developments in the 20th century (adapted from 20th Century World History 12)

Key ideas

  1. The 20th century saw rapid development in communication (radio, television, the internet) and transportation (automobiles, air travel) technologies.

  2. These innovations reshaped personal and national identity — connecting people across distances that used to feel unreachable, and changing what "being connected" or "being a nation" meant.

Watch out for

  • Assuming technological change only affects convenience, missing its deeper effects on identity and how people relate to their nation or the world.
  • Assuming innovation happened at the same pace everywhere, missing that access and impact varied across regions and communities.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 8 · 1 skill

Economic Development in Asia

Exploring: Economic Development in Asia

The official wording · 1 outcomes
8.1
economic development in Asia (adapted from Asian Studies 12 – 1850-present)

Key ideas

  1. Since 1850, parts of Asia have industrialized and urbanized rapidly, transforming largely agricultural economies into major manufacturing and trade powers.

  2. Rapid growth created complex challenges alongside its benefits — social pressures from fast urbanization, political shifts, and environmental costs.

Watch out for

  • Assuming economic development in Asia happened the same way and at the same pace in every country, missing real regional differences.
  • Assuming rapid growth is only a benefit, missing the real social, political, and environmental challenges that came with it.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 9 · 1 skill

Power and Governance in Global Cultures

Exploring: Power and Governance in Global Cultures

The official wording · 1 outcomes
9.1
systems of power and governance in global cultures (adapted from Comparative Cultures 12)

Key ideas

  1. Cultures organize power and governance in different ways — through hereditary leadership, elected representatives, councils of elders, religious authority, or combinations of these.

  2. Comparing how different cultures structure authority and decision-making builds a fuller understanding of both those cultures and one's own.

Watch out for

  • Assuming all governance systems are variations of one familiar model (like Western parliamentary democracy), missing genuinely different structures.
  • Judging another culture's governance system as "less advanced" rather than comparing it fairly on its own terms.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 10 · 1 skill

Diversity of B.C. First Peoples

Exploring: Diversity of B.C. First Peoples

  • Explore: diversity of B.C. First Peoples

    I can explore the diversity of B.C. First Peoples territories and communities.

The official wording · 1 outcomes
10.1
diversity of B.C. First Peoples territories and communities (adapted from B.C. First Peoples 12)

Key ideas

  1. B.C. is home to a large number of distinct First Nations, each with its own traditional territory, language, and governance — not one single, uniform culture.

  2. Cultural expressions — art, oral tradition, ceremony, language — convey the richness, diversity, and resiliency of these communities.

Watch out for

  • Treating "B.C. First Peoples" as one uniform culture, rather than many distinct nations each with their own language and traditions.
  • Assuming cultural expressions are historical only, missing that they are living, continuing practices today.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 11 · 1 skill

Rights of Individuals in Canada

Exploring: Rights of Individuals in Canada

The official wording · 1 outcomes
11.1
rights of individuals in Canada (adapted from Law Studies 12)

Key ideas

  1. Individuals in Canada hold rights established through documents like the Canadian Charter of Rights and Freedoms, along with federal and provincial laws.

  2. These rights affect many aspects of daily life — from freedom of expression and religion to protection from discrimination and legal due process.

Watch out for

  • Assuming rights are unlimited or absolute, missing that Canadian law also balances rights against other considerations (like public safety).
  • Assuming rights are the same everywhere in Canada, missing that some protections vary between federal and provincial law.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 12 · 1 skill

Mapping Natural and Human-Made Phenomena

Exploring: Mapping Natural and Human-Made Phenomena

  • Explore: mapping natural & human-made phenomena

    I can explore how natural and human-made phenomena are represented.

The official wording · 1 outcomes
12.1
representations of natural and human-made phenomena (adapted from Physical Geography 12)

Key ideas

  1. Geographers represent natural phenomena (rivers, mountains, climate zones) and human-made phenomena (cities, roads, borders) using tools like maps, models, and diagrams.

  2. Every representation involves choices about scale, symbols, and what to include or leave out — no map or model shows everything.

Watch out for

  • Treating a map as a complete, objective copy of reality, rather than a simplified representation with real choices behind it.
  • Assuming all maps use the same scale or symbols, missing that these choices change what a map communicates.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 13 · 1 skill

Sacred Texts and Narratives of Cultures

Exploring: Sacred Texts and Narratives of Cultures

  • Explore: sacred texts & narratives of cultures

    I can explore sacred texts, traditions, and narratives of world cultures.

The official wording · 1 outcomes
13.1
sacred texts, traditions, and narratives of cultures (from Comparative World Religions 12)

Key ideas

  1. Sacred texts, oral traditions, and narratives carry a culture's core stories and teachings, often shaping law, ethics, and daily practice for its followers.

  2. Religion can powerfully shape social, political, legal, and environmental values — from ideas about justice to attitudes toward the natural world.

Watch out for

  • Assuming all religions share identical values or texts, missing the real diversity between and within traditions.
  • Studying a sacred tradition only as historical trivia, missing its living influence on values held by real people today.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 14 · 1 skill

Theories of Money and Investment

Exploring: Theories of Money and Investment

The official wording · 1 outcomes
14.1
contemporary theories of money and investment (adapted from Economic Theory 12)

Key ideas

  1. Contemporary economic theories offer different explanations of how money, investment, and government spending should work — for example, differing views on when governments should spend more or less.

  2. The theory a government or society leans on has real effects on social and political decisions, from tax policy to public spending to interest rates.

Watch out for

  • Assuming there is one single, universally agreed-upon economic theory, missing that real economists and policymakers actively disagree.
  • Assuming economic theory is disconnected from politics, missing that theory choice directly shapes real political decisions.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 15 · 1 skill

Global Issues in Urbanization

Exploring: Global Issues in Urbanization

The official wording · 1 outcomes
15.1
global issues in urbanization (adapted from Urban Studies 12)

Key ideas

  1. Rapid urbanization worldwide creates pressing issues: housing shortages, strained transit and infrastructure, water and resource access, and loss of green space.

  2. Urban and regional planning requires balancing political, economic, social, and environmental factors — solving one issue (like housing) can create pressure on another (like green space or transit capacity).

Watch out for

  • Assuming urbanization issues are the same in every city worldwide, missing real differences in scale, resources, and governance.
  • Assuming a single planning decision can fix an urbanization issue without trade-offs elsewhere.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Explorations in Social Studies 11.

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Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

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Questions about Explorations in Social Studies 11

What is Explorations in Social Studies 11?

British Columbia’s Grade 11 social studies course: 15 units and 22 skills, from Politics in the Media to Global Issues in Urbanization.

What units are in Explorations in Social Studies 11?

1. Politics in the Media, 2. Genocide — Recognition and Response, 3. Philosophy — Existence, Reality, and Knowledge, 4. Natural Resource Use and Development, 5. Colonialism and Contemporary Indigenous Issues, 6. Methods to Promote Social Justice, 7. 20th-Century Innovations and Developments, 8. Economic Development in Asia, 9. Power and Governance in Global Cultures, 10. Diversity of B.C. First Peoples, 11. Rights of Individuals in Canada, 12. Mapping Natural and Human-Made Phenomena, 13. Sacred Texts and Narratives of Cultures, 14. Theories of Money and Investment and 15. Global Issues in Urbanization.

Is there a provincial exam for Explorations in Social Studies 11?

No. British Columbia gives no provincial exam for Explorations in Social Studies 11.

What textbook does Explorations in Social Studies 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Explorations in Social Studies 11?

BC First Peoples 12, Law Studies 12, Physical Geography 12 and 20th Century World History 12.

Can MapleMind help with Explorations in Social Studies 11?

Yes. MapleMind teaches every skill of Explorations in Social Studies 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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