| Curricular Competency |
Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 6 |
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:With teacher and peer support, select a relevant problem or issue for inquiryUse comparing, classifying, inferring, imagining, verifying, identifying relationships, and summarizing to clarify and define a problem or issueDraw conclusions about a problem or issueLocate and map continents, oceans, and seas using simple grids, scales, and legendsLocate the prime meridian, equator, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, and Antarctic Circle on a globe or map of the worldRecognize the relationship between time zones and lines of longitudeCompare how graphs, tables, aerial photos, and maps represent informationRepresent the same information in two or more graphic forms (e.g., graphs, tables, thematic maps)Clarify a topic for presentationCollect and organize information on a topic of your choice (e.g., a selected country)Draw conclusions from collected informationPlan, prepare, and deliver a presentation on a selected topic (e.g., a country of their choice)Prepare a bibliography, using a consistent style to cite books, magazines, interviews, web sites, and other sources usedSelect ways to clarify a specific problem or issue (e.g., discussion, debate, research)Defend a position on a national or global issueCollect and organize information to support a course of actionIdentify opportunities for civic participation at the school, community, provincial, national, and global levelsIndividually, 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) |
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| Big Ideas |
Canadian institutions and government reflect the challenge of our regional diversity. |
Social Studies 5 |
No CCG |
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| Big Ideas |
Immigration and multiculturalism continue to shape Canadian society and identity. |
Social Studies 5 |
No CCG |
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| Big Ideas |
Natural resources continue to shape the economy and identity of different regions of Canada. |
Social Studies 5 |
No CCG |
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| Big Ideas |
Canada’s policies and treatment of minority peoples have negative and positive legacies. |
Social Studies 5 |
No CCG |
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| Content |
First Peoples land ownership and use |
Social Studies 5 |
No CCG |
| Keyword: First Peoples land ownership and use |
Elaboration: Sample topics:treatiesburial groundshousinghunting and fishingland claims disputesKey questions:How do First Peoples balance economic development with traditional uses of the land?How fair has BC’s treaty process been? Explain your answer. |
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| Content |
resources and economic development in different regions of Canada |
Social Studies 5 |
No CCG |
| Keyword: resources and economic development in different regions of Canada |
Elaboration: Sample activities:Use maps to describe the location of natural resources in Canada in relation to characteristics of physical geography (e.g., fish on the coasts, mineral resources in the Canadian Shield)Identify significant natural resources in BC and Canada, including:fish and marine resourcesforestsminerals (e.g., diamonds, gold, asbestos, tin, copper)energy resources (e.g., natural gas, petroleum, coal, hydro)Key questions:What natural resources are most important to the economy of your community?How has technology affected the discovery, extraction, processing, and marketing of selected natural resources? |
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| Content |
participation and representation in Canada’s system of government |
Social Studies 5 |
No CCG |
| Keyword: participation and representation in Canada’s system of government |
Elaboration: Sample topics:representative versus direct democracyelectoral boundariespolitical partieselectoral processalternative voting systemsFirst Peoples governance |
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| Content |
levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding |
Social Studies 5 |
No CCG |
| Keyword: levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding |
Elaboration: Sample activities:Distinguish between the different levels of government in Canada: municipal, provincial, territorial, federalSummarize the responsibilities of government (e.g., providing and administering services, making laws, collecting and allocating taxes)Through role-play, simulation, or case study, examine the election process (e.g., different political parties, voting)Sample topics:key roles within provincial, territorial, and federal governments in Canada (e.g., premier, prime minister, MLA, MP, speaker, lieutenant governor, governor general; cabinet, senate, government ministries)elected and appointed provincial and federal government leaders in Canada (e.g., local MLA and MP, local First Nations leaders, premier of BC, the lieutenant governor of BC, prime minister, governor general)Key question:Which level of government has the most effect on your daily life? |
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| Content |
human rights and responses to discrimination in Canadian society |
Social Studies 5 |
No CCG |
| Keyword: human rights and responses to discrimination in Canadian society |
Elaboration: Sample topics:Canadian Charter of Rights and FreedomsLGBTQ rights and same-sex marriagegender equityracismreligious freedomsfreedom of speechlanguage rightsprotest movementsexamples of individuals who have fought for change and spoke out against injusticekey provisions of the Canadian Charter of Rights and Freedomsthe role of the Charter in establishing equality and fairness for all Canadians (e.g., addressing cases of discrimination) |
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| Content |
past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments |
Social Studies 5 |
No CCG |
| Keyword: past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments |
Elaboration: Sample topics:historical wrongs against East and South Asian immigrantsIndian ActHead Tax on Chinese immigrantsnumbered treaties with First Peoplestreatment of Doukhabours1884-85 famine1907 Anti-Asian RiotsJapanese and German internmentsreduction or relocation of First Nations reservesethnic minorities denied the voteKey questions:What types of discrimination have immigrants to Canada faced? (e.g., cases of systemic discrimination by local, provincial, and federal levels of government)How might Canadian society be different today if exclusionary policies toward immigrants from East and South Asia had not been developed during certain periods of history?What effects did residential schools have on First Nations families and communities |
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| Content |
the changing nature of Canadian immigration over time |
Social Studies 5 |
No CCG |
| Keyword: the changing nature of Canadian immigration over time |
Elaboration: Sample topics:Changing government policies about the origin of immigrants and the number allowed to come to Canadaimmigration to BC, including East and South Asian immigration to BCthe contributions of immigrants to Canada’s development (e.g., Chinese railway workers, Sikh loggers, Eastern European farmers, British investors)push and pull factorssettlement patterngrowth of cities, provinces, and territories as a result of immigrationKey questions:Why did East and South Asians come to BC and Canada, and what challenges did they face?How has Canada’s identity been shaped by the immigration of individuals from a wide range of ethnic and cultural backgrounds? |
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| Content |
the development and evolution of Canadian identity over time |
Social Studies 5 |
No CCG |
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| 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 5 |
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: Sample topics:historical wrongs against East and South Asian immigrantsIndian Actresidential school systeminternment of Ukrainians during World War Iinternment of Japanese-Canadians during World War IIturning away of Jewish refugees prior to World War IICanada’s response to climate changeKey questions:Based on the evidence at the time, was the internment of Japanese people in BC justified? Explain your answer.What are the potential consequences of non-sustainable practices in resource use? |
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| Curricular Competency |
Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective) |
Social Studies 5 |
No CCG |
| Keyword: Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations |
Elaboration: Sample activities:Through role-play, simulations, or letters, present personal perspectives on the challenges faced by immigrants (e.g., climate, language, tolerance for their religion, employment)Examine sources to determine the motivation for historical wrongs against East and South Asian immigrants. |
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