| Big Ideas |
Local actions have global consequences, and global actions have local consequences. |
Social Studies 2 |
No CCG |
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| Content |
roles and responsibilities of regional governments |
Social Studies 2 |
No CCG |
| Keyword: roles and responsibilities of regional governments |
Elaboration: Sample topics:examples of leaders in your community (e.g., mayor, town councillors, chief, Elders, community volunteers) and the places where they meetservices such as transportation, policing, firefighting, bylaw enforcementKey questions:How are decisions made in your region?Should everyone be responsible for helping others in their community? |
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| Content |
rights and responsibilities of individuals regionally and globally |
Social Studies 2 |
No CCG |
| Keyword: rights and responsibilities of individuals regionally and globally |
Elaboration: Sample topics:responsibility to the environmenthuman rightsconnections between your community and communities throughout Canada and around the world |
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| Content |
diverse features of the environment in other parts of Canada and the world |
Social Studies 2 |
No CCG |
| Keyword: diverse features of the environment in other parts of Canada and the world |
Elaboration: Sample topics:climate zoneslandformsbodies of waterplants and animals |
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| Content |
relationships between people and the environment in different communities |
Social Studies 2 |
No CCG |
| Keyword: relationships between people and the environment in different communities |
Elaboration: Sample topics:impact of different economic activities and ways of life on the environmentimpact on the environment by small and large communitiesimpact of recreational activities on the environmentcommunity values regarding conservation and protection of the environmentKey question:What types of environmental challenges do people face in different communities (e.g., natural disasters, climate change, lack of natural resources)? |
|
| Content |
how people’s needs and wants are met in communities |
Social Studies 2 |
No CCG |
| Keyword: how people’s needs and wants are met in communities |
Elaboration: Sample topics:how people acquire goods and services (e.g., by buying or renting, or through public funding)needs and wants in different communities: different needs and wants depending on the climate; different goods and services depending on the size of the community (i.e., small versus large)differences between psychological and physical needs and wants Key questions:How do the local environment and culture affect the goods and services available in your community?How do different communities help people who can’t meet their basic needs? |
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| Content |
diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture |
Social Studies 2 |
No CCG |
| Keyword: diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture |
Elaboration: Sample topics:daily life in different communities (e.g., work, housing, use of the land, education, access to public services and utilities, transportation)key cultural aspects (e.g., language, traditions, arts, food)cultural diversity within your communityKey question:What does community mean to you? |
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| Curricular Competency |
Make value judgments about events, decisions, or actions, and suggest lessons that can be learned (ethical judgment) |
Social Studies 2 |
No CCG |
| Keyword: Make value judgments about events, decisions, or actions, and suggest lessons that can be learned |
Elaboration: Sample activity:Distinguish between factual statements and value and opinion statementsKey questions:What should be done about the distribution of natural resources?Should more wealthy countries help out less prosperous countries? |
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| Curricular Competency |
Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective) |
Social Studies 2 |
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:Give examples of issues on which there are differing points of viewGive examples of diverse perspectives on meeting your community’s needs and wantsKey questions:Does everyone agree on the importance of conservation?Who should make decisions about the future of the community and country? |
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| Curricular Competency |
Recognize the causes and consequences of events, decisions, or developments (cause and consequence) |
Social Studies 2 |
No CCG |
| Keyword: Recognize the causes and consequences of events, decisions, or developments |
Elaboration: Key questions:What would happen if people did not take care of their local environment?What would happen if there was nobody leading a community or country? |
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| Curricular Competency |
Sequence objects, images, and events, or explain why some aspects change and others stay the same (continuity and change) |
Social Studies 2 |
No CCG |
| Keyword: Sequence objects, images, and events, or explain why some aspects change and others stay the same |
Elaboration: Sample activities:Create a timeline of key events in your regionMake simple predictions about how communities might change in the futureConduct research (e.g., interview an Elder, visit a museum) to identify changes that have occurred in your communityGive examples of traditions and practices that have endured over time in the communities you have studiedKey questions:How has Canada changed over time?How have people’s needs and wants changed over time?What needs and wants have changed and which have stayed the same? |
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| Curricular Competency |
Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence) |
Social Studies 2 |
No CCG |
| Keyword: Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Elaboration: Sample activities:Conduct research (e.g., interview an Elder, visit a museum) to identify changes that have occurred in your communityExamine photographs from a variety of communities and identify similarities and differences |
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| Curricular Competency |
Explain why people, events, or places are significant to various individuals and groups (significance) |
Social Studies 2 |
No CCG |
| Keyword: Explain why people, events, or places are significant to various individuals and groups |
Elaboration: Sample activity:Identify significant people and places in BC, Canada, and the world.Key questions:Why do people have different opinions on what people, events, and places are more significant than others?Are there people, events, and places that everyone thinks are significant? Explain why or why not. |
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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 2 |
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:Use cardinal directions to identify relative locations on simple maps (e.g., the school is north of the park)Interpret symbols and legends on maps to identify given locations in the community (e.g., schools, roads, railways, playgrounds, museums)Create simple maps of familiar locations (e.g., the school and grounds)Use simple graphic organizers (e.g., charts, webs) to record relevant information from selected sourcesDraw simple interpretations from personal experiences, oral sources, and visual and written representationsUse selected communication forms (e.g., presentation software, models, maps, oral, written) to accomplish given presentation tasksAsk relevant questions to clarify a classroom or school problemBrainstorm and compare a variety of responses to a given classroom or school problemDescribe ways to choose a response to a problem (e.g., voting or majority rule, consensus, authority rule)Predict the possible results of various solutions to a problemDemonstrate willingness to consider diverse points of view |
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| Big Ideas |
Collective identity is constructed and can change over time. |
Social Studies 9 |
No CCG |
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