| Big Ideas |
Our communities are diverse and made of individuals who have a lot in common. |
Social Studies K |
No CCG |
|
| Content |
people, places, and events in the local community, and in local First Peoples communities |
Social Studies K |
No CCG |
| Keyword: people, places, and events in the local community, and in local First Peoples communities |
Elaboration: Sample topics:people (e.g., political leaders like the mayor or band council, school officials, local businesspeople) places (e.g., school, neighbourhoods, stores, parks, recreation facilities)events (e.g., new buildings, seasonal changes, sports)natural and human-built characteristics of the local physical environmentKey question:What people, places, or events are most significant to you? Is your list the same as your classmates or family? |
|
| Content |
rights, roles, and responsibilities of individuals and groups |
Social Studies K |
No CCG |
| Keyword: rights, roles, and responsibilities of individuals and groups |
Elaboration: Sample topics:rights (e.g., legal rights, UN Convention on the Rights of the Child) roles (e.g., roles within a family or on a sports team; roles as a friend, peer, student)responsibilities to self, others, and the environmentKey questions:Do your rights, roles, and responsibilities change between home and school?Who makes decisions about what happens at home or school? |
|
| Content |
needs and wants of individuals and families |
Social Studies K |
No CCG |
| Keyword: needs and wants of individuals and families |
Elaboration: Sample topics:needs (e.g., water, food, clothing, love and acceptance, safety, education, shelter)wants (toys, entertainment, luxuries, eating out at a restaurant)work that people do in their family and community to meet their needs and wants Key questions:What is the difference between a need and a want? (e.g., people need food to live but ordering pizza is a want)Do people agree on what are needs and what are wants? |
|
| Content |
personal and family history and traditions |
Social Studies K |
No CCG |
| Keyword: personal and family history and traditions |
Elaboration: Sample topics:important events in your life (e.g., starting school, losing a tooth, accepting a new baby, getting a new job, pet, or house)family stories (e.g., immigration to Canada, First Peoples oral histories, notable ancestors, memories from older relatives)traditions and celebrations (e.g., Christmas, other winter festivals around the world), special cultural holidays (e.g., Lunar New Year, Diwali, First Peoples celebrations, birthdays, and associated foods, clothing, art)Key questions:What types of stories get passed down from generation to generation?Why do people find traditions and celebrations important? |
|
| Content |
ways in which individuals and families differ and are the same |
Social Studies K |
No CCG |
| Keyword: ways in which individuals and families differ and are the same |
Elaboration: Sample topics:similarities and differences could include physical characteristics (e.g., hair, skin colour, eyes), cultural characteristics (e.g., language, family origins, food and dress), and other characteristics (e.g., preferred activities, favourite books and movies, pets, neighbourhood)different types of families (nuclear, extended, step-families, adoptive and biological, same-sex, single-parent, etc.)comparison of families in the past and present (e.g., families in your grandparents’ time compared with present-day families)Key questions:What is the definition of a family and an individual?What types of roles and responsibilities exist in families? |
|
| 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 K |
No CCG |
|
| Curricular Competency |
Acknowledge different perspectives on people, places, issues, or events in their lives (perspective) |
Social Studies K |
No CCG |
| Keyword: Acknowledge different perspectives on people, places, issues, or events in their lives |
Elaboration: Sample activity:Compare how friends or members of your family feel about selected people, places, issues, and events.Key questions:Why do different people have different perspectives on issues?If two people have different perspectives or opinions, does it mean that one person is right and the other is wrong? Explain your answer. |
|
| Curricular Competency |
Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence) |
Social Studies K |
No CCG |
| Keyword: Recognize causes and consequences of events, decisions, or developments in their lives |
Elaboration: Key questions:How did a particular event make a difference in your life?What were the challenges or benefits of a particular event in your life? |
|
| Curricular Competency |
Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change) |
Social Studies K |
No CCG |
| Keyword: Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same |
Elaboration: Sample activities:Put significant personal and family milestones in order.Place objects in chronological order based on visual cues (e.g., older and newer houses or cars).Use appropriate terms to describe when events took place (e.g., then, now, long ago).Key questions:How was life different when your parents or grandparents were your age?How has your family changed over time? |
|
| Curricular Competency |
Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence) |
Social Studies K |
No CCG |
| Keyword: Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Elaboration: Sample activities:Identify interesting features in family photographs or other historical photographs.Speculate on what an artifact was used for or how old it is.Key question:Who do you think used this artifact and why? |
|
| Curricular Competency |
Explain the significance of personal or local events, objects, people, or places (significance) |
Social Studies K |
No CCG |
| Keyword: Explain the significance of personal or local events, objects, people, or places |
Elaboration: Sample activity:Give a presentation about a family story or heirloom.Key questions:What is meant by significance?What makes something a personal or family treasure?Which events, objects, people, and places are significant to you? |
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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 K |
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:Access information from audio, visual, material, or print sources.Collect information from personal experiences, oral sources, and visual representations.Contribute to a class collection of information on a common topic.With teacher support, use simple graphic organizers (e.g., Venn diagrams, t-charts) to identify similarities and differences.Identify a variety of ways of communicating (e.g., spoken language, facial expression, sign language, pictures, song, dance, drama).Present information orally (e.g., show and tell, introduce their partner).Create pictures to present information (e.g., a picture of their immediate environment, such as their classroom or a room in their home). |
|
| Big Ideas |
Every language has a system of rules that distinguishes it from other languages. |
Français langue seconde - immersion 3 |
No CCG |
|
| Big Ideas |
Fairy and folk tales illustrate universal aspects of human life. |
Français langue seconde - immersion 3 |
No CCG |
|