Building Student Success - B.C. Curriculum

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Our communities are diverse and made of individuals who have a lot in common.

Stories and traditions about ourselves and our families reflect who we are and where we are from.

Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.

Learning Standards

Sample topics:
- similarities and differences could include physical characteristics (e.g., hair, skin colour, eyes), cultural characteristics (e.g., language, family origins, food and dress), and other characteristics (e.g., preferred activities, favourite books and movies, pets, neighbourhood)
- different types of families (nuclear, extended, step-families, adoptive and biological, same-sex, single-parent, etc.)
- comparison of families in the past and present (e.g., families in your grandparents’ time compared with present-day families)
Key questions:
- What is the definition of a family and an individual?
- What types of roles and responsibilities exist in families?

Sample topics:
- important events in your life (e.g., starting school, losing a tooth, accepting a new baby, getting a new job, pet, or house)
- family stories (e.g., immigration to Canada, First Peoples oral histories, notable ancestors, memories from older relatives)
- traditions and celebrations (e.g., Christmas, other winter festivals around the world), special cultural holidays (e.g., Lunar New Year, Diwali, First Peoples celebrations, birthdays, and associated foods, clothing, art)
Key questions:
- What types of stories get passed down from generation to generation?
- Why do people find traditions and celebrations important?

Sample topics:
- needs (e.g., water, food, clothing, love and acceptance, safety, education, shelter)
- wants (toys, entertainment, luxuries, eating out at a restaurant)
- work that people do in their family and community to meet their needs and wants
Key questions:
- What is the difference between a need and a want? (e.g., people need food to live but ordering pizza is a want)
- Do people agree on what are needs and what are wants?

Sample topics:
- rights (e.g., legal rights, UN Convention on the Rights of the Child)
- roles (e.g., roles within a family or on a sports team; roles as a friend, peer, student)
- responsibilities to self, others, and the environment
Key questions:
- Do your rights, roles, and responsibilities change between home and school?
- Who makes decisions about what happens at home or school?

Sample topics:
- people (e.g., political leaders like the mayor or band council, school officials, local businesspeople)
- places (e.g., school, neighbourhoods, stores, parks, recreation facilities)
- events (e.g., new buildings, seasonal changes, sports)
- natural and human-built characteristics of the local physical environment
Key question:
- What people, places, or events are most significant to you? Is your list the same as your classmates or family?

Learning Standards

Sample activity:
- Give a presentation about a family story or heirloom.
Key questions:
- What is meant by significance?
- What makes something a personal or family treasure?
- Which events, objects, people, and places are significant to you?

(significance)

Sample activities:
- Identify interesting features in family photographs or other historical photographs.
- Speculate on what an artifact was used for or how old it is.
Key question:
- Who do you think used this artifact and why?

(evidence)

Sample activities:
- Put significant personal and family milestones in order.
- Place objects in chronological order based on visual cues (e.g., older and newer houses or cars).
- Use appropriate terms to describe when events took place (e.g., then, now, long ago).
Key questions:
- How was life different when your parents or grandparents were your age?
- How has your family changed over time?

(continuity and change)

Key questions:
- How did a particular event make a difference in your life?
- What were the challenges or benefits of a particular event in your life?

(cause and consequence)

Sample activity:
- Compare how friends or members of your family feel about selected people, places, issues, and events.
Key questions:
- Why do different people have different perspectives on issues?
- If two people have different perspectives or opinions, does it mean that one person is right and the other is wrong? Explain your answer.

(perspective)

Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment)