Nova Scotia · Grade 11
African Canadian Studies 11
- ACS11
Nova Scotia’s Grade 11 social studies course, from Module 1: Evolution and Change to Module 6: The Journey toward Empowerment.
- Units
- 7
- Lessons
- 15
- Skills
- 46
- Provincial exam
- None
- Official curriculum
- Nova Scotia Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 7 skills
Module 1: Evolution and Change
Background Knowledge, Diversity, and Identity
Background knowledge about African heritage
I can share and reflect on the background knowledge I bring about African heritage.
Official code: 1.1
The diversity of Africa
I can examine the diversity of Africa across its environments, cultures, languages, and nationalities.
Official code: 1.2
Describing your own cultural identity
I can describe my own cultural identity and explain why it is important.
Official code: 1.3
Culture, Afrocentrism, and the Birthplace of Humankind
The meaning and elements of culture
I can examine the meaning of culture and identify its various elements.
Official code: 1.4
Historiography, ethnocentrism, and Afrocentrism
I can examine historiography, ethnocentrism, Eurocentrism, and Afrocentrism and analyse their significance for identity.
Official code: 1.5
The roots of Afrocentricity
I can investigate the roots of Afrocentricity in Africa's history, geography, and culture.
Official code: 1.6
Africa as the birthplace of humankind
I can explore the notion of Africa as the birthplace of humankind and why it matters.
Official code: 1.7
The official wording · 7 outcomes
- 1.1
- share background knowledge that students bring to the course about African heritage
- 1.2
- examine the diversity of Africa in light of its physical environments, cultures, languages, and nationalities
- 1.3
- describe their own cultural identity and why this identity is important
- 1.4
- examine the meaning of culture and identify the various elements of culture
- 1.5
- examine the meaning of “historiography, ethnocentrism, Eurocentrism, and Afrocentrism” and analyze the significance of these terms for the construction of identity
- 1.6
- investigate the roots of Afrocentricity from the history, geography, and culture of Africa
- 1.7
- explore the notion of Africa as the birth place of humankind
Key ideas
Everyone begins this course with some knowledge and some assumptions about African heritage.
Culture is a shared way of life passed among a group.
Sharing background knowledge surfaces both accurate ideas and misconceptions.
Elements of culture include language, beliefs, customs, arts, and values.
African heritage is rich, diverse, and central to Canadian identity.
Watch out for
- Thinking African heritage is a single, uniform thing.
- Thinking culture is only about food or festivals.
- Thinking prior assumptions are always accurate.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Module 2: Elements of the African Diaspora
Ancient African Civilizations and Kingdoms
Locating ancient African civilizations
I can identify the historical and geographical location of different ancient African civilizations.
Official code: 2.1
Systems of ancient African kingdoms
I can examine the political, economic, and social systems of ancient African kingdoms such as Kush, Aksum, Ghana, and Mali.
Official code: 2.2
Pre-Colonial Cultures and the Shift to Colonial Africa
Elements of pre-colonial African cultures
I can examine the various elements of pre-colonial African cultures.
Official code: 2.3
From pre-colonial to colonial Africa
I can analyse how cultural components shaped pre-colonial African history and the shift to colonial Africa.
Official code: 2.4
The official wording · 4 outcomes
- 2.1
- identify the historical and geographical location of different ancient African civilizations
- 2.2
- examine the political, economic, and social systems of ancient African kingdoms (e.g., Kush, Aksum, Ghana, Mali)
- 2.3
- examine the various elements of pre-colonial African cultures
- 2.4
- analyze the effects of these cultural components on the history of pre-colonial Africa and on the changes that took place from pre-colonial Africa to colonial Africa
Key ideas
Africa was home to many ancient civilizations in different regions.
Pre-colonial African cultures were rich and varied.
Their locations were shaped by rivers, trade routes, and resources.
Elements included language, religion, art, oral tradition, and social structure.
Locating them in time and place frames their history.
Watch out for
- Thinking ancient civilizations existed only outside Africa.
- Thinking pre-colonial Africa lacked developed cultures.
- Thinking all African civilizations were in one region.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 6 skills
Module 3A: Impact of Colonial Expansion
Colonial Systems and the Transatlantic Slave Trade
Colonial systems causing slavery
I can identify the colonial and imperial systems that caused slavery.
Official code: 3A.1
The Transatlantic Slave Trade
I can examine the Transatlantic Slave Trade - its routes, conditions, and economics.
Official code: 3A.2
Forced Migration, the Global Impact of Enslavement, and Resistance
Displacement, migration, and forced migration
I can compare and contrast displacement, migration, and forced migration for African peoples throughout the diaspora.
Official code: 3A.3
How enslavement shaped the world
I can investigate how enslavement shaped the world economically and politically.
Official code: 3A.4
Slave culture and the effects of enslavement
I can explore the development of slave culture and analyse the effects of enslavement on people of African descent.
Official code: 3A.5
Resistance to enslavement
I can examine how people of African descent resisted enslavement through cultural expression and anti-slavery movements.
Official code: 3A.6
The official wording · 6 outcomes
- 3A.1
- identify the colonial and imperial systems causing slavery
- 3A.2
- examine the Transatlantic Slave Trade (routes, conditions, economics, etc.)
- 3A.3
- compare and contrast the difference between displacement, migration, and force migration as these relate to the African people throughout the diaspora
- 3A.4
- investigate how enslavement has been used to shape the world economically and politically throughout time
- 3A.5
- explore the development (economical, political, social, spiritual) of slave culture in North America and the Caribbean and analyze the effects of enslavement on people of African descent
- 3A.6
- examine how people of African descent used various means to resist enslavement through cultural expression (music, slave insurrections, religion, folktales, literature) and anti-slavery movements
Key ideas
Slavery was driven by colonial and imperial economic systems.
Migration can be voluntary; forced migration is not.
European empires sought labour for plantations and profit.
Displacement is being driven from one's home.
Systems of colonization made mass enslavement possible.
Watch out for
- Thinking slavery arose without a system behind it.
- Thinking all migration is voluntary.
- Thinking slavery had no economic motive.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 7 skills
Module 3B: Struggle for Identity
Revolution, Black Loyalists, and the Underground Railroad
The American Revolution and people of African descent
I can examine the American Revolution and its implications for people of African descent.
Official code: 3B.1
Black Loyalists, Maroons, and Black Refugees
I can investigate why the Black Loyalists, Maroons, and Black Refugees immigrated to Canada.
Official code: 3B.2
The Underground Railroad
I can evaluate the impact of the Underground Railroad on African people in the United States and Canada.
Official code: 3B.3
Civil War, Settlement, and Confederation
The Civil War and its aftermath
I can analyse the implications of the Civil War and its aftermath on people of African descent.
Official code: 3B.4
Problems Black settlers experienced in Canada
I can identify the problems Black settlers experienced coming to Canada.
Official code: 3B.5
Confederation and African Canadian contributions
I can examine Confederation's implications and the contributions African Canadians made before and after it.
Official code: 3B.6
Black communities across a changing Canada
I can compare and contrast Black communities across Canada within changing demographics.
Official code: 3B.7
The official wording · 7 outcomes
- 3B.1
- examine the causes and outcomes of the American Revolution and its implications for people of African descent
- 3B.2
- investigate why the Black Loyalists, Maroons, and Black Refugees immigrated to Canada
- 3B.3
- evaluate the impact of the Underground Railroad on the diaspora of African people within the United States and Canada
- 3B.4
- analyze the implications of the Civil War and its aftermath (the Emancipation Act and Reconstruction) on people of African descent
- 3B.5
- identify the problems Black settlers experienced coming to Canada, (e.g., Slave Code Laws, legislation, environment, and settlement patterns)
- 3B.6
- examine the implications of Confederation on Canada as a nation, and demonstrate an understanding of the contributions and roles that African Canadians have played in pre- and post- confederation (e.g., leadership in communities and society, military)
- 3B.7
- compare and contrast Black communities across Canada within changing demographics (e.g., Migration patterns, Immigration policy, expansion of Black communities after 1867)
Key ideas
The American Revolution reshaped North America.
The American Civil War led to the end of slavery in the United States.
It offered some enslaved people a path to freedom by supporting the British.
Emancipation freed enslaved people but did not grant equality.
Its outcomes had major implications for people of African descent.
Watch out for
- Thinking the Revolution had no effect on people of African descent.
- Thinking emancipation brought immediate equality.
- Thinking freedom was offered equally to all.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 8 skills
Module 4: Independent Study
Planning and Conducting the Inquiry
Developing an inquiry proposal
I can develop and refine a proposal for an inquiry or creative work.
Official code: 4.1
Building a work plan
I can develop a work plan that manages time, monitors progress, and sets evaluation criteria.
Official code: 4.2
Formulating a research question
I can formulate a clear, focused question for research.
Official code: 4.3
Conducting organized research
I can conduct organized research using a variety of sources presenting diverse perspectives.
Official code: 4.4
Organizing, Evaluating, and Interpreting Findings
Organizing research findings
I can organize research findings using a variety of methods and forms.
Official code: 4.5
Identifying bias and stereotyping
I can identify bias, prejudice, stereotyping, or a lack of substantiation in statements and arguments.
Official code: 4.6
Comparing interpretations
I can compare key interpretations of African Canadian studies.
Official code: 4.7
Explaining connections in the data
I can explain relationships and connections in the data I have studied.
Official code: 4.8
The official wording · 8 outcomes
- 4.1
- develop and refine a proposal for an inquiry or creative work
- 4.2
- develop a work plan that enables time management, monitors progress, and contributes to the criteria for evaluation
- 4.3
- formulate a question for research
- 4.4
- conduct an organized research, using a variety of information sources (e.g., audio-visual materials, internet sites) that present a diverse range of perspectives on African Canadian Studies
- 4.5
- organize research findings, using a variety of methods and forms: graphs, charts, maps, diagrams, etc.
- 4.6
- demonstrate an ability to identify bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions
- 4.7
- compare key interpretations of African Canadian studies
- 4.8
- explain relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences)
Key ideas
A proposal states what you will investigate and why.
Organizing findings makes them clear and usable.
A good proposal is focused and feasible.
Different forms suit different kinds of information.
Refining a proposal sharpens its focus.
Watch out for
- Thinking a proposal doesn't need a clear focus.
- Thinking findings need no organizing.
- Thinking a proposal can't be revised.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 5 skills
Module 5: In Pursuit of Justice
Power, Racism, and the Civil-Rights Movement
Power, disenfranchisement, segregation, and racism
I can examine how power, disenfranchisement, segregation, and racism shaped the social conditions of people of African descent.
Official code: 5.1
The Civil-Rights Movement compared
I can compare and contrast the Civil-Rights Movement in Africa, the United States, and Canada.
Official code: 5.2
The Civil-Rights Movement in Nova Scotia
I can analyse the impact of the Civil-Rights Movement on people of African descent in Canada, especially in Nova Scotia.
Official code: 5.3
Legal Documents and the Black Church
Legal documents and the Canadian context
I can investigate how legal documents relate to the Canadian context of rights and justice.
Official code: 5.4
The Black church as an instrument of leadership
I can examine how the Black church has served as an instrument for political, social, and educational leadership.
Official code: 5.5
The official wording · 5 outcomes
- 5.1
- examine the concept of power and the correlation between power, disenfranchisement, segregation, and racism as these relate to the social conditions of people of African descent (e.g., employment, housing, education, and politics)
- 5.2
- compare and contrast the history of the Civil-Rights Movement in Africa, United States, and Canada
- 5.3
- analyze the impact of the Civil-Rights Movement on people of African descent in Canada, and in particular, in Nova Scotia
- 5.4
- investigate how legal documents relate to the Canadian context regarding Confederation, Constitution. (e.g., UN documents, Charter of Rights and Freedom, Constitutional documents)
- 5.5
- examine the traditions of the Black church as an instrument for political, social, and educational leadership
Key ideas
Power imbalances underlie disenfranchisement, segregation, and racism.
Legal documents define and protect rights in Canada.
These forces shaped employment, housing, education, and politics.
These include the Constitution and the Charter of Rights and Freedoms.
Segregation in housing is seen in the history of Africville in Nova Scotia.
Watch out for
- Thinking segregation and racism were only American problems.
- Thinking legal documents alone guarantee justice.
- Thinking these conditions arose without a power imbalance.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 7 · 9 skills
Module 6: The Journey toward Empowerment
Empowerment, Independence, and Grassroots Organizations
The empowerment model and institutional change
I can examine the empowerment model and investigate its impact through institutional change.
Official code: 6.1
Global empowerment and independence
I can investigate the global impact of political empowerment and the independence of colonized countries since the 1950s.
Official code: 6.2
Grassroots organizations over time
I can demonstrate how community-based and grassroots organizations have developed and changed over time.
Official code: 6.3
Contributions and Achievements of African Canadians
Contributions in social and educational institutions
I can describe the contributions and achievements of African Canadians in social and educational institutions.
Official code: 6.4
Contributions in political and religious institutions
I can describe the contributions and achievements of African Canadians in political and religious institutions.
Official code: 6.4
Contributions in judicial institutions
I can describe the contributions and achievements of African Canadians in judicial institutions.
Official code: 6.4
Families, Contemporary Challenges, and Collective Consciousness
The evolution of Black families in Canada
I can examine the evolution of Black families in Canada across different family structures.
Official code: 6.5
Challenges facing African Canadians and African Nova Scotians today
I can examine the challenges facing African Canadians and African Nova Scotians today.
Official code: 6.6
Collective consciousness across the diaspora
I can explain the collective consciousness of people of African descent throughout the diaspora and its connection to Africa.
Official code: 6.7
The official wording · 9 outcomes
- 6.1
- examine the concept of empowerment (i.e., empowerment model: Catalyst, Awareness, Analysis and Action-CAAA) and investigate its impact on people of African descent through institutional change (e.g., education, economics, political institutions, individual empowerment, community empowerment)
- 6.2
- investigate the global impact of political empowerment and independence of colonized countries from the 1950s to the present
- 6.3
- demonstrate how community-based groups / grassroots organizations have developed and changed over time (e.g., Nova Scotia Association for the Advancement of Coloured People, African United Baptist Association, Black United Front, Nova Scotia Coloured Home, Association for Black Social Workers, Black Cultural Centre, Congress of Black Women)
- 6.4
- demonstrate an understanding of the contributions and achievements of African Canadians in the following contexts: social, educational, political, religious, and judicial institutions
- 6.4
- demonstrate an understanding of the contributions and achievements of African Canadians in the following contexts: social, educational, political, religious, and judicial institutions
- 6.4
- demonstrate an understanding of the contributions and achievements of African Canadians in the following contexts: social, educational, political, religious, and judicial institutions
- 6.5
- examine the evolution of Black families in Canada such as traditional family structure, extended family, and nuclear family
- 6.6
- examine the challenges facing African Canadians and African Nova Scotians today
- 6.7
- demonstrate an understanding of the consciousness of people of African descent throughout the diaspora as these relate to the African continent
Key ideas
Empowerment is gaining control over one's own life and community.
African Canadians have contributed richly to social institutions.
Black families in Canada have taken many forms over time.
The CAAA model moves from Catalyst to Awareness to Analysis and Action.
They have contributed to education as teachers, leaders, and advocates.
Watch out for
- Thinking empowerment is only individual, not communal.
- Thinking African Canadian contributions were minor.
- Thinking there is only one Black family structure.
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?
Nova Scotia has 3 social studies courses for Grade 11. Here they are side by side.
- African Canadian Studies 11This courseACS117 units · 46 skillsNo provincial examWhat it coversModule 1: Evolution and Change · Module 2: Elements of the African Diaspora · Module 3A: Impact of Colonial Expansion · Module 3B: Struggle for Identity · Module 4: Independent Study · Module 5: In Pursuit of Justice · Module 6: The Journey toward Empowerment
- Canadian History 117 units · 31 skillsNo provincial examWhat it coversIntroduction · Globalization · Development · Governance · Independent Study · Sovereignty · Justice
- Mi'kmaw Studies 116 units · 21 skillsNo provincial examWhat it coversIntroductory · Independent Study · Governance · Culture · Education · Spirituality
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 Nova Scotia’s own curriculum for African Canadian Studies 11.
Study it in MapleMind
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Course Companion
Your year in one workbook
A fun way to keep African Canadian Studies 11 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
- 41
- Fillable fields
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- Price
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Questions about African Canadian Studies 11
What is African Canadian Studies 11?
Nova Scotia’s Grade 11 social studies course: 7 units and 46 skills, from Module 1: Evolution and Change to Module 6: The Journey toward Empowerment.
What units are in African Canadian Studies 11?
1. Module 1: Evolution and Change, 2. Module 2: Elements of the African Diaspora, 3. Module 3A: Impact of Colonial Expansion, 4. Module 3B: Struggle for Identity, 5. Module 4: Independent Study, 6. Module 5: In Pursuit of Justice and 7. Module 6: The Journey toward Empowerment.
Is there a provincial exam for African Canadian Studies 11?
No. Nova Scotia gives no provincial exam for African Canadian Studies 11.
What comes after African Canadian Studies 11?
Global Geography 12 and Law 12.
Can MapleMind help with African Canadian Studies 11?
Yes. MapleMind teaches every skill of African Canadian 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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