| Content |
role of oral tradition for B.C. First Peoples |
B.C. First Peoples 12 |
No CCG |
| Keyword: role of oral tradition for B.C. First Peoples |
Elaboration: Sample topics:Elders as knowledge keepers who share the history of their people and landsoral tradition as valid and legal evidence (e.g., Delgamuukw v. B.C., 1997; ownership of property, territory, and political agreements)stories, songs, music, and dance as forms of narrativeOral tradition shapes identity and connects to the past, present, and future.Oral tradition provides guiding principles for living.indigenous concept of time (e.g., spiralling versus linear) |
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| Content |
traditional territories of the B.C. First Nations and relationships with the land |
B.C. First Peoples 12 |
No CCG |
| Keyword: traditional territories of the B.C. First Nations and relationships with the land |
Elaboration: Sample topics:traditional territories of local First NationsTraditional territories may overlap.difference between political boundaries and traditional territorieshow the land shapes and influences First Peoples worldview (e.g., stewardship, cultural practices of the land, relationship to language)cultural and linguistic diversity that exists among B.C. First Peoples |
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| Curricular Competency |
Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember, reconcile, or respond (ethical judgment) |
B.C. First Peoples 12 |
No CCG |
| Keyword: Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember, reconcile, or respond |
Elaboration: Key questions:What is the difference between implicit and explicit values?Why should we consider the historical, political, and social context when making ethical judgments?Should people of today have any responsibility for actions taken in the past?Can people of the past be celebrated for great achievements if they have also done things considered unethical today? Sample activities:Assess the responsibility of historical figures for an important event. Assess how much responsibility should be assigned to different people, and evaluate whether their actions were justified given the historical context.Examine various media sources on a topic and assess how much of the language contains implicit and explicit moral judgments. |
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| Curricular Competency |
Explain and infer perspectives and sense of place, and compare varying perspectives on land and place (perspective) |
B.C. First Peoples 12 |
No CCG |
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| Curricular Competency |
Explain different perspectives on past and present people, places, issues, or events, and distinguish between worldviews of today and the past (perspective) |
B.C. First Peoples 12 |
No CCG |
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| Curricular Competency |
Assess the connectedness or the reciprocal relationship between people and place (cause and consequence) |
B.C. First Peoples 12 |
No CCG |
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| Curricular Competency |
Assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an action, event, decision, or development (cause and consequence) |
B.C. First Peoples 12 |
No CCG |
| Keyword: Assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an action, event, decision, or development |
Elaboration: Key questions:What is the role of chance in particular actions, events, decisions, or developments?Are there events with positive long-term consequences but negative short-term consequences, or vice versa?Sample activities:Assess whether the results of a particular action were intended or unintended consequences.Evaluate the most important causes or consequences of various actions, events, decisions, or developments. |
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| Curricular Competency |
Characterize different time periods in history, including examples of progress and decline, and identify key turning points that marked periods of change (continuity and change) |
B.C. First Peoples 12 |
No CCG |
| Keyword: Characterize different time periods in history, including examples of progress and decline, and identify key turning points that marked periods of change |
Elaboration: Key questions:What factors lead to changes or continuities affecting groups of people differently?How do gradual processes and more sudden rates of change affect people living through them? Which method of change has more of an effect on society?How are periods of change or continuity perceived by the people living through them? How does this compare to how they are perceived after the fact?Sample activity:Compare how different groups benefited or suffered as a result of a particular change. |
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| Curricular Competency |
Using appropriate protocols, interpret a variety of sources, including local stories or oral traditions, and Indigenous ways of knowing (holistic, experiential, reflective, and relational experiences, and memory) to contextualize different events in the past and present (evidence) |
B.C. First Peoples 12 |
No CCG |
| Keyword: protocols |
Elaboration: Local First Peoples may have established protocols which are required for seeking permission for and guiding the use of First Peoples oral traditions and knowledge. |
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| Curricular Competency |
Identify what the creators of accounts, narratives, or maps have determined to be significant (significance) |
B.C. First Peoples 12 |
No CCG |
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| Curricular Competency |
Assess the significance of people, events, places, issues, or developments in the past and present (significance) |
B.C. First Peoples 12 |
No CCG |
| Keyword: Assess the significance of people, events, places, issues, or developments in the past and present |
Elaboration: Key questions:What factors can cause people, events, places, issues, or developments to become more or less significant?What factors can make people, events, places, issues, or developments significant to different people?What criteria should be used to assess the significance of people, events, places, issues, or developments?Sample activities:Use criteria to rank the most important people, events, places, issues, or developments in the current unit of study.Compare how different groups assess the significance of people, events, places, issues, or developments. |
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| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
B.C. First Peoples 12 |
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:Draw conclusions about a problem, an issue, or a topic.Assess and defend a variety of positions on a problem, an issue, or a topic.Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue.Identify and clarify a problem or issue.Evaluate and organize collected data (e.g., in outlines, summaries, notes, timelines, charts).Interpret information and data from a variety of maps, graphs, and tables.Interpret and present data in a variety of forms (e.g., oral, written, and graphic).Accurately cite sources.Construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends, and contours. |
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| Big Ideas |
Social justice initiatives can transform individuals and systems. |
Social Justice 12 |
No CCG |
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| Big Ideas |
The causes of social injustice are complex and have lasting impacts on society. |
Social Justice 12 |
No CCG |
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| Big Ideas |
Individual worldviews shape and inform our understanding of social justice issues. |
Social Justice 12 |
No CCG |
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