| Content |
Personal Development- goal-setting strategies
- risk taking and its role in self-exploration
|
Career Education 1 |
No CCG |
| Keyword: goal-setting strategies |
Elaboration: Examples:Identify steps required to help achieve short-term goalsIdentify sources of support at home, at school, and in the community |
| Keyword: risk taking |
Elaboration: Examples:Try a new activityMake a new friendVolunteer to ask/answer a questionSpeak in front of others |
|
| Content |
Connections to Community- cultural and social awareness
- roles and responsibilities at home, at school, and in the local community
- jobs in the local community
|
Career Education 1 |
No CCG |
| Keyword: cultural and social awareness |
Elaboration: achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions |
|
| Big Ideas |
Confidence develops through the process of self-discovery. |
Career Education 1 |
No CCG |
|
| Big Ideas |
Strong communities are the result of being connected to family and community and working together toward common goals. |
Career Education 1 |
No CCG |
|
| Big Ideas |
Effective collaboration relies on clear, respectful communication. |
Career Education 1 |
No CCG |
|
| Big Ideas |
Everything we learn helps us to develop skills. |
Career Education 1 |
No CCG |
|
| Big Ideas |
Communities include many different roles requiring many different skills. |
Career Education 1 |
No CCG |
|
| Big Ideas |
Learning is a lifelong enterprise. |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 1 |
No CCG |
| Keyword: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Elaboration: Key skills:Recognize that maps are used to represent real places and relate pictorial representations to their physical locations.Follow a path to a destination using a pictorial representation (e.g., picture map).Access information from audio, visual, material, or print sources.Collect information from personal experiences, oral sources, and visual representations.Make comparisons to discover similarities and differences.With teacher prompts, make simple interpretations from information gathered (e.g., families have similar needs, families have differences).Use oral, written, or visual communication forms to accomplish given presentation tasks (e.g., show and tell, captioned pictures).Brainstorm, discuss, and compare possible solutions to a selected problem. |
|
| Curricular Competency |
Explain the significance of personal or local events, objects, people, or places (significance) |
Social Studies 1 |
No CCG |
| Keyword: Explain the significance of personal or local events, objects, people, or places |
Elaboration: Sample activities:Brainstorm a list of the most significant places in your community and explain why these locations are important.Research the history of a significant event or person in the history of your community.Key question:How does the significance of various events, objects, people, and places change over time? |
|
| Curricular Competency |
Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence) |
Social Studies 1 |
No CCG |
| Keyword: Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Elaboration: Sample activities:Compare old and new pictures of locations in your community and discuss how things have changed over time.Propose reasons for important events in your community and compare your hypotheses with the explanations of historians or other experts.Investigate the history of a significant person in your community using sources like news articles, photographs, and videos. |
|
| Curricular Competency |
Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change) |
Social Studies 1 |
No CCG |
| Keyword: Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same |
Elaboration: Sample activities:Create a visual timeline for important community events using photographs or drawings.Compare changes in technology in your parents’ and grandparents’ time.Distinguish between scheduled and unscheduled events. |
|
| Curricular Competency |
Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence) |
Social Studies 1 |
No CCG |
|
| Curricular Competency |
Explore different perspectives on people, places, issues, or events in their lives (perspective) |
Social Studies 1 |
No CCG |
|
| Curricular Competency |
Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment) |
Social Studies 1 |
No CCG |
|