Newfoundland & Labrador · Grade 11
Social Studies 2201 (Academic)
Newfoundland & Labrador’s Grade 11 social studies course, from Social Studies Concepts and Skills - 1. Civic Engagement to History - 6. Interdependence.
- Units
- 6
- Lessons
- 12
- Skills
- 26
- Provincial exam
- None
- Official curriculum
- gov.nl.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 2 skills
Social Studies Concepts and Skills - 1. Civic Engagement
Democratic Principles and Civic Engagement
The principles of Canadian democracy
I can explain and evaluate the principles on which Canadian democracy is based.
Skill 1.1
Collaboration and acting to improve the human experience
I can explain how collaboration and civic action improve the human experience.
Skill 1.2
The official wording · 2 outcomes
- 1.1
- how democratic principles and civic engagement can influence the human experience
- 1.2
- civic engagement can influence the human experience
Key ideas
Canadian democracy rests on ideals that evolved over time and are not perfect.
Liberty means citizens possess inalienable rights protected by the Constitution Act (1982).
Democracy means citizens are the ultimate source of government's authority.
The rights Canadians enjoy today were won by engaged citizens over many years.
Collaboration lets citizens combine effort to achieve a common goal.
Watch out for
- Thinking democratic rights are permanent and automatic - they were won and must be defended.
- Thinking Canadian democracy is finished - it is an evolving, imperfect ideal.
- Thinking one person cannot make a difference - engaged citizens shape the country.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 8 skills
Social Studies Concepts and Skills - 2. Inquiry and Research
The Tools of Social Science Analysis
Evidence, comparison, and causation
I can analyse a historical issue using evidence, comparison, and cause and consequence.
Skill 2.1
Significance, perspective, and value judgements
I can analyse an issue using significance, perspective, and value judgements.
Skill 2.2
Responding to Significant Issues
Framing questions and gathering information
I can frame a focused inquiry question and gather appropriate sources.
Skill 2.3
Interpreting information and arguing conclusions
I can interpret evidence and argue a reasoned, well-communicated conclusion.
Skill 2.4
Judging the Significance of Current Events and Trends
The significance of emerging innovations or ideas
I can judge the possible significance of an emerging innovation or idea.
Skill 2.5
The significance of a current political trend
I can judge the possible significance of a current political event or trend.
Skill 2.6
The significance of a current economic trend
I can judge the possible significance of a current economic event or trend.
Skill 2.7
The significance of a geopolitical dispute
I can judge the possible significance of a current or emerging geopolitical dispute.
Skill 2.8
The official wording · 8 outcomes
- 2.1
- Analyze information, events, ideas, issues, places, and trends to understand how they influence the human experience
- 2.2
- Analyze information, events, ideas, issues, places, and trends to understand how they influence the human experience
- 2.3
- Respond to significant issues influencing the human experience
- 2.4
- Respond to significant issues influencing the human experience
- 2.5
- Determine the possible significance of emerging innovations or ideas
- 2.6
- Determine the possible significance of a current political event or emerging political trend
- 2.7
- Determine the possible significance of a current economic event or emerging economic trend
- 2.8
- Determine the possible significance of a current or emerging geopolitical dispute
Key ideas
Supported conclusions rest on evidence judged for quantity and quality.
Significance is judged by magnitude, scope, and duration.
Comparison reveals similarity, difference, continuity, and change over time.
The significance of a recent development can only be projected, not settled.
Causes can be immediate or underlying; consequences anticipated or unanticipated.
Watch out for
- Thinking any interpretation is as good as any other - conclusions need evidence.
- Thinking significance can be settled at the time - it is projected and revised.
- Thinking one event following another proves it caused it (the post hoc fallacy).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
History - 3. Time, Continuity, and Change
How Innovations Shaped History
Innovations of the Paleolithic and Neolithic Eras
I can explain how innovations of the earliest eras transformed human life.
Skill 3.1
Innovations of the Ancient to Modern Eras
I can evaluate how later innovations transformed the human experience.
Skill 3.2
How Ideas Shaped History
The Pre-Modern worldview
I can describe the Pre-Modern Western European worldview.
Skill 3.3
Empiricism and the changing worldview
I can explain how empiricism transformed the Western worldview.
Skill 3.4
The official wording · 4 outcomes
- 3.1
- Explain how innovations influence the human experience
- 3.2
- Explain how innovations influence the human experience
- 3.3
- Explain how ideas influence the human experience
- 3.4
- Explain how ideas influence the human experience
Key ideas
Innovation changes existing objects or methods to be more effective or efficient.
In the late Pre-Modern Era most people's lives had changed little in centuries.
Paleolithic innovations - stone tools, language, mastery of fire - improved survival.
The worldview placed Christianity at the centre of all life and experience.
The Neolithic Revolution introduced agriculture and permanent settlement.
Watch out for
- Thinking early humans were simple - their innovations were transformative.
- Thinking Pre-Modern people were foolish - their worldview was coherent for its time.
- Thinking farming was a minor change - it reshaped human society.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 4 skills
History - 4. Citizenship, Power, and Governance
How Ideas of Governance Changed
Models of governance
I can differentiate between the major models of governance.
Skill 4.1
The development of governance and citizenship
I can explain how governance systems and citizenship developed in the ancient era.
Skill 4.2
The Individual and the State
Political structures of the Pre-Modern Era
I can explain the political structures of the Pre-Modern Era.
Skill 4.3
Changing governance and the rise of the individual
I can explain how the individual-state relationship changed in the early Modern Era.
Skill 4.4
The official wording · 4 outcomes
- 4.1
- Explain how ideas of governance have changed over time
- 4.2
- Explain how ideas of governance have changed over time
- 4.3
- Explain how the relationship between the individual and the state has changed in Western Europe during the PreModern and early Modern Eras
- 4.4
- the relationship between the individual and the state has changed in Western Europe during the PreModern and early Modern Eras
Key ideas
Governments can be grouped as rule of one, of the few, or of the many.
Pre-Modern Western Europe was organized largely by feudalism.
Rule of one includes monarchy and autocracy (dictatorship).
Power was concentrated in monarchs and the Church.
Rule of the few (oligarchy) concentrates power in a small group.
Watch out for
- Thinking all one-person rule is the same - monarchy and autocracy differ.
- Thinking Pre-Modern people had rights like today - they were subjects.
- Thinking democracy is the only model - governance takes many forms.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 4 skills
History - 5. Individuals, Societies, and Economic Decisions
Economic Developments to the Early Modern Era
Economics from the Paleolithic to the Ancient Era
I can explain economic innovation from the Paleolithic to the Ancient Era.
Skill 5.1
Economics of the Pre-Modern and Early Modern Era
I can explain economic innovation from the Pre-Modern to the Early Modern Era.
Skill 5.2
Economic Ideas of the Late Modern Era
The rise of capitalism and industrialism
I can explain the rise of capitalism and the impact of industrialism.
Skill 5.3
The rise of socialism
I can explain the factors that led to the rise of socialism.
Skill 5.4
The official wording · 4 outcomes
- 5.1
- Explain developments in economics from the Paleolithic Era to the Early Modern Era
- 5.2
- Explain developments in economics from the Paleolithic Era to the Early Modern Era
- 5.3
- Explain economic innovations and ideas that developed during the Late Modern Era
- 5.4
- Explain economic innovations and ideas that developed during the Late Modern Era
Key ideas
Paleolithic economies were subsistence-based, meeting immediate needs.
Capitalism rests on private ownership, markets, and the pursuit of profit.
Agricultural surplus enabled specialization and exchange.
Several factors - trade, capital, and new technology - drove its rise.
Trade connected communities and spread goods and ideas.
Watch out for
- Thinking early economies had money - exchange began with barter and surplus.
- Thinking capitalism always existed - it arose from specific factors.
- Thinking trade is modern - it is ancient.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 4 skills
History - 6. Interdependence
Conflict and Cooperation Across History
The rationale for conflict and cooperation
I can explain why societies enter into conflict and cooperation.
Skill 6.1
Conflict and cooperation across the eras
I can explain how conflict and cooperation played out across the eras.
Skill 6.2
Ideology in the Modern Era
The ideology of imperialism
I can explain the ideology of imperialism and its influence.
Skill 6.3
Supranational agencies and interdependence
I can explain the role of supranational agencies in the Modern Era.
Skill 6.4
The official wording · 4 outcomes
- 6.1
- Explain how conflict and cooperation influenced the human experience from the Paleolithic Era to the early-Modern Period
- 6.2
- conflict and cooperation influenced the human experience from the Paleolithic Era to the early-Modern Period
- 6.3
- Explain how ideology has influenced the human experience in the Modern Era
- 6.4
- Explain how ideology has influenced the human experience in the Modern Era
Key ideas
Conflict often arises over resources, power, territory, or belief.
Imperialism is the extension of a state's power over other peoples and territories.
Cooperation arises from shared interest, security, and mutual benefit.
It was justified by ideologies of economic, strategic, and cultural superiority.
Both conflict and cooperation shape the human experience.
Watch out for
- Thinking conflict is always irrational - it usually has a rationale.
- Thinking imperialism was only about territory - ideology drove it too.
- Thinking cooperation is purely altruistic - it often serves shared interest.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Newfoundland & Labrador has 2 social studies courses for Grade 11. Here they are side by side.
- Social Studies 2201 (Academic)This course6 units · 26 skillsNo provincial examWhat it coversSocial Studies Concepts and Skills - 1. Civic Engagement · Social Studies Concepts and Skills - 2. Inquiry and Research · History - 3. Time, Continuity, and Change · History - 4. Citizenship, Power, and Governance · History - 5. Individuals, Societies, and Economic Decisions · History - 6. Interdependence
- Social Studies 2202 (Applied)6 units · 26 skillsNo provincial examWhat it coversSocial Studies Concepts and Skills - 1. Civic Engagement · Social Studies Concepts and Skills - 2. Inquiry and Research · History - 3. Time, Continuity, and Change · History - 4. Citizenship, Power, and Governance · History - 5. Individuals, Societies, and Economic Decisions · History - 6. Interdependence
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for Social Studies 2201 (Academic).
Study it in MapleMind
MapleMind teaches Social Studies 2201 (Academic) one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Social Studies 2201 (Academic) organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 35
- Fillable fields
- 1,451
- Price
- $4.99
Questions about Social Studies 2201 (Academic)
What is Social Studies 2201 (Academic)?
Newfoundland & Labrador’s Grade 11 social studies course: 6 units and 26 skills, from Social Studies Concepts and Skills - 1. Civic Engagement to History - 6. Interdependence.
What units are in Social Studies 2201 (Academic)?
1. Social Studies Concepts and Skills - 1. Civic Engagement, 2. Social Studies Concepts and Skills - 2. Inquiry and Research, 3. History - 3. Time, Continuity, and Change, 4. History - 4. Citizenship, Power, and Governance, 5. History - 5. Individuals, Societies, and Economic Decisions and 6. History - 6. Interdependence.
Is there a provincial exam for Social Studies 2201 (Academic)?
No. Newfoundland & Labrador gives no provincial exam for Social Studies 2201 (Academic).
What comes after Social Studies 2201 (Academic)?
Social Studies 3201 (Academic), Social Studies 3202 (Applied) and Newfoundland and Labrador Studies 2205.
Can MapleMind help with Social Studies 2201 (Academic)?
Yes. MapleMind teaches every skill of Social Studies 2201 (Academic), 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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