| Content |
the history of the local community and of local First Peoples communities |
Social Studies 4 |
No CCG |
| Keyword: the history of the local community and of local First Peoples communities |
Elaboration: Sample topic:local archives and museums |
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| Content |
the impact of colonization on First Peoples societies in British Columbia and Canada |
Social Studies 4 |
No CCG |
| Keyword: the impact of colonization on First Peoples societies in British Columbia and Canada |
Elaboration: Sample topics:disease and demographicstrademore complex political systemsloss of territoryimpact on language and culturekey events and issues regarding First Peoples rights and interactions with early governments in Canada (e.g., the Indian Act, potlatch ban, reserve system, residential schools, treaties) |
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| Content |
economic and political factors that influenced the colonization of British Columbia and its entry into Confederation |
Social Studies 4 |
No CCG |
| Keyword: economic and political factors that influenced the colonization of British Columbia and its entry into Confederation |
Elaboration: Sample topics:Canadian Pacific Railwayfur tradeAmerican settlementOregon boundary disputegold rush population boom and bustcolonial debtCanadian Confederationexpansion and purchase of Rupert’s Land |
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| Content |
demographic changes in pre-Confederation British Columbia in both First Peoples and non-First Peoples communities |
Social Studies 4 |
No CCG |
| Keyword: demographic changes in pre-Confederation British Columbia in both First Peoples and non-First Peoples communities |
Elaboration: Sample topics:diseaseEuropean and American settlement and migrationincreases in raids causing decreases in populationrelocation/resettlement of First Peoples |
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| Content |
the fur trade in pre-Confederation Canada and British Columbia |
Social Studies 4 |
No CCG |
| Keyword: the fur trade in pre-Confederation Canada and British Columbia |
Elaboration: Sample topics:fur trading companies (e.g., the Hudson’s Bay Company and the North West Company) Beaver Warsexplorers: Simon Fraser, Alexander Mackenzie, David ThompsonRussian and Spanish trade on the coastestablishment of trading posts (e.g., Victoria, Fort Langley, and other forts; Metis communities)Key question:Why were trading posts established in particular locations? |
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| Content |
early contact, trade, cooperation, and conflict between First Peoples and European peoples |
Social Studies 4 |
No CCG |
| Keyword: early contact, trade, cooperation, and conflict between First Peoples and European peoples |
Elaboration: Sample topics:early explorers: Cabot, Frobisher, Hudson, Cartier, Champlainvoyages of Cook and Vancouverprovision of muskets to First Peoples by Europeansspread of horses to the Prairiesmarriages between First Peoples and Europeanscolonial wars and alliances between Europeans and First Peoples (e.g., between Maquinna (Nuu-chah-nulth) and the Cook expedition or between French colonists and the First Peoples living around the Great Lakes)Key questions:What motivated explorers and settlers to come to Canada?How did the geography of Canada affect European exploration? |
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| Curricular Competency |
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment) |
Social Studies 4 |
No CCG |
| Keyword: Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place |
Elaboration: Sample activities:Evaluate the fairness of BC’s treaty processDescribe the importance of protecting minority rights in a democracyIdentify key events and issues in First Peoples rights and interactions with early governments in Canada (e.g., the Indian Act, the establishment of the residential school system, potlatch ban, reserve system, treaties) |
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| Curricular Competency |
Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective) |
Social Studies 4 |
No CCG |
| Keyword: Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places |
Elaboration: Sample activity:Compare the “discovery” and “exploration” of North America from European and First Peoples perspectivesKey question:Who benefited most from the early west coast fur trade: First Peoples or Europeans? |
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| Curricular Competency |
Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence) |
Social Studies 4 |
No CCG |
| Keyword: Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes |
Elaboration: Sample activities:Hold a debate about whether BC should have joined the United States or Canada, or become an independent countryTrack the positive and negative effects of key events in BC’s development on First PeoplesKey questions:Was joining Canada the best decision for BC?Why did Vancouver become BC’s largest city? |
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| Curricular Competency |
Sequence objects, images, or events, and determine continuities and changes between different time periods or places (continuity and change) |
Social Studies 4 |
No CCG |
| Keyword: Sequence objects, images, or events, and determine continuities and changes between different time periods or places |
Elaboration: Sample activity:Create a timeline of key events in BC’s historyKey questions:How have the economic centres of BC changed over time?Why is Barkerville no longer a significant economic centre?What resources are important to people in present-day BC compared to the past? Explain what has changed over time. |
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| Curricular Competency |
Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources (evidence) |
Social Studies 4 |
No CCG |
| Keyword: Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources |
Elaboration: Sample activities:Use primary sources to make inferences about contemporary attitudes toward First Peoples during the gold rush yearsCompare and contrast European and First Peoples accounts of the same event |
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| Curricular Competency |
Construct arguments defending the significance of individuals/groups, places, events, or developments (significance) |
Social Studies 4 |
No CCG |
| Keyword: Construct arguments defending the significance of individuals/groups, places, events, or developments |
Elaboration: Key questions:What events are most significant in the story of BC’s development?Should James Douglas be remembered as the father of BC?What was the most significant reason for BC’s entry into Confederation? |
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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 |
Social Studies 4 |
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:Compare information and viewpoints about a selected problem or issueIdentify patterns in information, and use those patterns to draw inferencesSummarize information and opinions about a selected problem or issueUse grids, scales, and legends on maps and timelines to interpret or represent specific informationTranslate information from maps to other forms of communication and vice versa (e.g., write a paragraph describing what you see in a map, create a map based on an image or oral description)Give reasons for using more than one source of information (e.g., differing points of view, currency of information, level of detail, reliability)Apply a variety of strategies for information gathering (e.g., headings, indices, Internet searches)Apply strategies for note taking and organizing information gathered from a variety of information sourcesDistinguish between primary and secondary sourcesConstruct a simple bibliographyOrganize information to plan a presentationPrepare a presentation using selected communication forms (e.g., debate, diorama, multimedia presentation, dance) to support the purpose of the presentationApply established criteria for a presentation (e.g., historical accuracy and context)Identify problems or issues that are local, national, and/or global in focus (e.g., natural disasters, endangered species, poverty, disease)Clarify a selected problem or issue (e.g., provide details; state reasons, implications)Create a plan of action to address a chosen problem or issue |
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| Big Ideas |
Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others. |
Social Studies K |
No CCG |
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| Big Ideas |
Stories and traditions about ourselves and our families reflect who we are and where we are from. |
Social Studies K |
No CCG |
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