| Content |
regional and international conflict |
Social Studies 6 |
No CCG |
| Keyword: regional and international conflict |
Elaboration: Sample topics:wargenocidechild soldiersboundary disputesreligious and ethnic violenceterrorism |
|
| Content |
international cooperation and responses to global issues |
Social Studies 6 |
No CCG |
| Keyword: international cooperation and responses to global issues |
Elaboration: Sample topics:environmental issueshuman traffickingchild labourepidemic/pandemic responsefisheries managementresource use and misusedrug traffickingfood distribution and famine |
|
| Content |
globalization and economic interdependence |
Social Studies 6 |
No CCG |
| Keyword: globalization and economic interdependence |
Elaboration: Sample topics:tradeimports and exportsG20 (Group of Twenty)European UnionNorth American Free Trade Act (NAFTA)currencytariffs and taxationtrade imbalances |
|
| Content |
economic policies and resource management, including effects on indigenous peoples |
Social Studies 6 |
No CCG |
| Keyword: economic policies and resource management, including effects on indigenous peoples |
Elaboration: Sample topics:deforestationminingoil and gasfisheriesinfrastructure developmentrelocation of communitiesKey questions:How should decisions about economic policy and resource management be made?How should societies balance economic development with the protection of the environment? |
|
| Content |
different systems of government |
Social Studies 6 |
No CCG |
| Keyword: different systems of government |
Elaboration: Sample activity:Compare characteristics of the federal government in Canada with those of one or more other countries, including:roles and responsibilities of members of government (e.g., prime minister, president, governor, MP, senator)components of government (House of Commons, House of Lords, senate, province, state, prefecture, canton)government decision-making structures and forms of rule (e.g., monarchy, republic, dictatorship, parliamentary democracy)electoral processes (e.g., political parties, voting, representation)Sample topic:indigenous governanceKey questions:Who benefits from different forms of government and decision making?How would decisions be different under a different form of government? |
|
| Content |
roles of individuals, governmental organizations, and NGOs, including groups representing indigenous peoples |
Social Studies 6 |
No CCG |
| Keyword: roles of individuals, governmental organizations, and NGOs, including groups representing indigenous peoples |
Elaboration: Sample topics:United NationsInternational Criminal CourtWorld Trade Organizationinternational aidactivistslobby groupsinternational aid groups (e.g., Medecins sans Frontieres [Doctors without Borders])Private foundations (Bill & Melinda Gates Foundation) |
|
| Content |
global poverty and inequality issues, including class structure and gender |
Social Studies 6 |
No CCG |
| Keyword: global poverty and inequality issues, including class structure and gender |
Elaboration: Sample topics:treatment of minority populations in Canada and in other cultures and societies you have studied (e.g., segregation, assimilation, integration, and pluralism; multiculturalism policies; settlement patterns; residential schools, South African Apartheid, the Holocaust, internment of Japanese-Canadians, Head Tax on Chinese immigrants; caste and class systems)caste systemunequal distribution of wealthcorruptionlack of judicial processinfant mortalitywomen’s rightssocial justicetreatment of indigenous peopleKey questions:How does discrimination and prejudice in modern Canadian society compare with that during other periods in Canada’s past or in other societies (e.g., systemic discrimination, overt racism)? |
|
| Content |
the urbanization and migration of people |
Social Studies 6 |
No CCG |
| Keyword: the urbanization and migration of people |
Elaboration: Sample topics:land usageaccess to waterpollution and waste managementpopulation densitytransit and transportationKey questions:Why do the majority of people in the world now live in urban centres?What are the advantages and disadvantages of urbanization? |
|
| Curricular Competency |
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgment) |
Social Studies 6 |
No CCG |
| Keyword: Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond |
Elaboration: Key questions:What are the rights and responsibilities of a global citizen? |
|
| Curricular Competency |
Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective) |
Social Studies 6 |
No CCG |
| Keyword: Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations |
Elaboration: Sample activities:Compare and assess two or more perspectives on a local or global problem or issueConsider reasons for differing perspectives (e.g., personal experiences, beliefs and values)Key questions:How can the exercise of power and authority affect an individual’s rights?Should individuals be willing give up some personal freedoms for the sake of collective well-being? |
|
| Curricular Competency |
Differentiate between short- and long-term causes, and intended and unintended consequences, of events, decisions, or developments (cause and consequence) |
Social Studies 6 |
No CCG |
| Keyword: Differentiate between short- and long-term causes, and intended and unintended consequences, of events, decisions, or developments |
Elaboration: Sample activities:Explain the historical basis of selected contemporary issuesGive examples of how your actions may have consequences for others locally or globally (e.g., effect of consumer choices) |
|
| Curricular Competency |
Sequence objects, images, or events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change) |
Social Studies 6 |
No CCG |
|
| Curricular Competency |
Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence) |
Social Studies 6 |
No CCG |
| Keyword: Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media |
Elaboration: Sample activities:Compare a range of points of view on a problem or issueCompare and contrast media coverage of a controversial issue (e.g., climate change, resource management)With peer and teacher support, determine criteria for evaluating information sources for credibility and reliability (e.g., context, authentic voice, source, objectivity, evidence, authorship)Apply criteria to evaluate selected sources for credibility and reliabilityDistinguish between primary sources and secondary sources |
|
| Curricular Competency |
Construct arguments defending the significance of individuals/groups, places, events, or developments (significance) |
Social Studies 6 |
No CCG |
|
| Curricular Competency |
Develop a plan of action to address a selected problem or issue |
Social Studies 6 |
No CCG |
| Keyword: Develop a plan of action to address a selected problem or issue |
Elaboration: Collect and organize information to support a course of action.Individually, or in groups, implement a plan of action to address a problem or issue (e.g., fundraising campaign, clothing or food drive, letter writing to a politician, editorial in the school or community newspaper, petition). |
|