| Curricular Competency |
Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence) |
Social Studies 5 |
No CCG |
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| Curricular Competency |
Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change) |
Social Studies 5 |
No CCG |
| Keyword: Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present |
Elaboration: Sample activity:Create an annotated timeline, map, or other graphic to illustrate selected events or periods in the development of CanadaKey question:What are some key differences between being a pre-Confederation-Canada citizen and being a Canadian citizen today? |
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| 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 5 |
No CCG |
|
| Curricular Competency |
Construct arguments defending the significance of individuals/groups, places, events, and developments (significance) |
Social Studies 5 |
No CCG |
| Keyword: Construct arguments defending the significance of individuals/groups, places, events, and developments |
Elaboration: Sample activities:Identify and assess the significance of individuals who have contributed to the development of Canada’s identity in various areas (e.g., the arts, literature, science and medicine, government, military, exploration, law and order, public service)Assess the roles of the fur trade, the Canadian Pacific Railway, and the gold rushes in the development of CanadaKey questions:Which people contributed most to Canada becoming an independent country?What is the most significant event in Canadian history? |
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| Curricular Competency |
Develop a plan of action to address a selected problem or issue |
Social Studies 5 |
No CCG |
| Keyword: Develop a plan of action to address a selected problem or issue |
Elaboration: Individually, or in groups, design 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 school or community newspaper, petition). |
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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 5 |
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:State a hypothesis about a selected problem or issueUse inference, imagination, and pattern identification to clarify and define a problem or issueCompare a range of points of view on an issueSummarize information and viewpoints about a problem or issueUse latitude, longitude, and intermediate directions to locate major geographic features in BC and CanadaDescribe a selected place in Canada using both absolute and relative locationUse keys and legends to interpret maps (e.g., resources, economic activities, transportation routes, capital cities, population)Recognize that different types of maps represent particular types of information (e.g., thematic maps show information such as resource distribution; topographic maps show elevation; political maps show provincial boundaries)Create maps to represent aspects of a specific place (e.g., economic activity, landforms, and bodies of water), applying keys and legendsCreate and interpret timelines and maps to show the development of political boundaries in Canada (e.g., each province’s entry into Confederation, creation of Nunavut)Retell a story from an interview (e.g., residential school student, new Canadian, war veteran, Elder)Apply established criteria to compare information sources (e.g., relevance, accuracy, authorship)Apply a variety of strategies to record information gathered from sourcesCreate a bibliography of all sources usedUse an outline to organize information into a coherent formatCreate a presentation using more than one form of representation (e.g., poster and oral report)Select ways to clarify a specific problem or issue (e.g., discussion, debate, research, reflection)Identify opportunities for civic participation at the school, community, provincial, and national 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 school or community newspaper, petition) |
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| Big Ideas |
Healthy communities recognize and respect the diversity of individuals and care for the local environment. |
Social Studies 1 |
No CCG |
|
| Big Ideas |
Our rights, roles, and responsibilities are important for building strong communities. |
Social Studies 1 |
No CCG |
|
| Big Ideas |
We shape the local environment, and the local environment shapes who we are and how we live. |
Social Studies 1 |
No CCG |
|
| Content |
natural and human-made features of the local environment |
Social Studies 1 |
No CCG |
| Keyword: natural and human-made features of the local environment |
Elaboration: Sample topics:natural features: mountains, forests, waterways, local plants and animalshuman-made features: buildings, bridges, dams, dykesKey question:How does the rural environment differ from the urban environment? |
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| Content |
key events and developments in the local community, and in local First Peoples communities |
Social Studies 1 |
No CCG |
| Keyword: key events and developments in the local community, and in local First Peoples communities |
Elaboration: Sample topics:community milestones (e.g., the founding of the community, the opening and closing of local businesses, the construction of new buildings)celebrations and holidayscultural eventsgrowth or decline of a communityKey questions:What is the most significant event in your local community’s history?How is your community different now from what it was like before settlers arrived? |
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| Content |
roles, rights, and responsibilities in the local community |
Social Studies 1 |
No CCG |
| Keyword: roles, rights, and responsibilities in the local community |
Elaboration: Sample topics:individual rights and interests versus the “public interest”responsibilities to other people and the environmentKey questions:Who gets to make decisions and why?How do decisions affect different people? |
|
| Content |
relationships between a community and its environment |
Social Studies 1 |
No CCG |
| Keyword: relationships between a community and its environment |
Elaboration: Sample topics:natural resource industriesparks and other natural areaspopulation growth and new constructionwater and sewage treatmentKey questions:How does your community depend on the local environment?What effects do the activities in your community have on the environment? |
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| Content |
diverse cultures, backgrounds, and perspectives within the local and other communities |
Social Studies 1 |
No CCG |
| Keyword: diverse cultures, backgrounds, and perspectives within the local and other communities |
Elaboration: Sample topic:different languages, customs, art, music, traditions, holidays, food, clothing, and dress |
|
| Content |
characteristics of the local community that provide organization and meet the needs of the community |
Social Studies 1 |
No CCG |
| Keyword: characteristics of the local community that provide organization and meet the needs of the community |
Elaboration:
Sample topics:
local government
public utilities
emergency services
policing
transportation
stores
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