| Content |
relationship between humans and their environment |
Social Studies 3 |
No CCG |
| Keyword: relationship between humans and their environment |
Elaboration: Sample topics:protocols around the world that acknowledge and respect the landreshaping of the land for resource exploration and developmentdomestication of animalsorganization and techniques of hunting and fishing |
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| Content |
oral history, traditional stories, and artifacts as evidence about past First Peoples cultures |
Social Studies 3 |
No CCG |
| Keyword: oral history, traditional stories, and artifacts as evidence about past First Peoples cultures |
Elaboration: Sample topics:toolsearth moundspetroglyphsoral storiessacred or significant places and landformsweapons |
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| Content |
governance and social organization in local and global indigenous societies |
Social Studies 3 |
No CCG |
| Keyword: governance and social organization in local and global indigenous societies |
Elaboration: Sample topics:consensusconfederaciesEldersreservationsband councilstraditional leadership |
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| Content |
interconnections of cultural and technological innovations of global and local indigenous peoples |
Social Studies 3 |
No CCG |
| Keyword: interconnections of cultural and technological innovations of global and local indigenous peoples |
Elaboration: Sample topics:transportationclothingpotteryshelters and buildingsnavigationweaponstoolshunting and fishing techniquesbuilding techniquesfood cultivation and preparationceremoniesartmusicbasketry and weaving |
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| Content |
aspects of life shared by and common to peoples and cultures |
Social Studies 3 |
No CCG |
| Keyword: aspects of life shared by and common to peoples and cultures |
Elaboration: Sample topics:familyworkeducationsystems of ethics and spirituality |
|
| Content |
cultural characteristics and ways of life of local First Peoples and global indigenous peoples |
Social Studies 3 |
No CCG |
| Keyword: cultural characteristics and ways of life of local First Peoples and global indigenous peoples |
Elaboration: Sample topics:potential First Peoples and global indigenous people for study could include:Local BC First PeoplesCanadian and other North American indigenous peoplelocal indigenous peoples of South Americaethnic Chinese and Koreansethnic European groups (Germanic, Slavic, Latin, Celtic)worldview, protocols, celebrations, ceremonies, dance, music, spiritual beliefs, art, values, kinship, traditional teachings |
|
| Curricular Competency |
Make value judgments about events, decisions, or actions, and suggest lessons that can be learned (ethical judgment) |
Social Studies 3 |
No CCG |
| Keyword: Make value judgments about events, decisions, or actions, and suggest lessons that can be learned |
Elaboration: Key questions:Is the technology we have today better than the traditional technology of indigenous peoples?What would be the advantages or disadvantages of consensus decision making?Should indigenous cultures and languages be maintained? Explain your reasons.Should anything be done about the loss of indigenous lands? Explain your reasons. |
|
| Curricular Competency |
Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events |
Social Studies 3 |
No CCG |
| Keyword: Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events |
Elaboration: Sample activities:Distinguish between fact and opinion on a selected problem or issueIdentify features of indigenous cultures that characterize their relationship to the landIndigenous peoples’ use of oral tradition rather than written languageKey questions:How do the values of indigenous people differ from the values of people from other cultures? |
|
| Curricular Competency |
Recognize the causes and consequences of events, decisions, or developments (cause and consequence) |
Social Studies 3 |
No CCG |
| Keyword: Recognize the causes and consequences of events, decisions, or developments |
Elaboration: How might present-day Canada be different if First Peoples had not been moved to reserves?How has the way of life changed for indigenous people? |
|
| Curricular Competency |
Sequence objects, images, or events, and explain why some aspects change and others stay the same (continuity and change) |
Social Studies 3 |
No CCG |
| Keyword: Sequence objects, images, or events, and explain why some aspects change and others stay the same |
Elaboration: Sample activities:Use examples to show that events happen in chronological sequence (e.g., last month, yesterday, today, tomorrow, next month)Organize and present information in chronological order (e.g., before, now, later; past, present, future)Key questions:How has the way of life changed for indigenous people?How are indigenous cultures viewed today?How have First Peoples government and leadership 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 3 |
No CCG |
| Keyword: Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Elaboration: Sample activity:View different artifacts from indigenous cultures and speculate on what they might have been used for |
|
| Curricular Competency |
Explain why people, events, or places are significant to various individuals and groups (significance) |
Social Studies 3 |
No CCG |
| Keyword: Explain why people, events, or places are significant to various individuals and groups |
Elaboration: Key questions:Why are stories important to indigenous people?Why do Elders play and important part in the lives of First Peoples?What values were significant for local First Peoples? |
|
| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 3 |
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:Ask relevant questions to clarify and define a selected problem or issueDemonstrate a willingness to use imagining and predicting in relation to a selected problem or issueCompare, classify, and identify patterns in information about a selected problem or issueRecognize that symbols are used to represent concrete and abstract ideas (e.g., the sheaves of wheat on the Saskatchewan flag represent the importance of wheat farming to that province; a dove represents peace)Identify the significance of symbols and colours on maps (e.g., colours to represent economic activity, various types of lines to represent roads and railways, symbols for capital cities)Interpret information on simple maps using cardinal directions, symbols, and legendsCreate simple maps to represent the community and one or more other communities within BC and CanadaUse simple map grids (e.g., letter-number co-ordinates) to identify specific locationsGather information on a topic from more than one source (e.g., book, magazine, web site, interview)Apply strategies for information gathering (e.g., using headings, indices, tables of contents)Record information from various sources, demonstrating appropriate strategies for note taking (e.g., key words, main ideas, point form)Cite information sources appropriately (e.g., simple bibliography)Select information for a presentation on a topic (e.g., a specific province or territory)Draw simple interpretations from personal experiences and oral, visual, and written sourcesOrganize relevant information for a presentationDeliver an engaging presentation on a topicGenerate a variety of responses to a specific problem or issueConsider advantages and disadvantages of a variety of solutions to a problem or issueIndividually, or in groups, design a course of action to address a problem or issue, and provide reasons to support the actionDemonstrate willingness to consider diverse points of view |
|
| Big Ideas |
Individuals have rights and responsibilities as global citizens. |
Social Studies 2 |
No CCG |
|
| Big Ideas |
Canada is made up of many diverse regions and communities. |
Social Studies 2 |
No CCG |
|