Social Studies 4 and 5

Prescribed Learning Outcomes / Suggested Achievement Indicators

Grade 4

Identity, Society, and Culture

  • B1 Distinguish characteristics of various Aboriginal cultures in BC and Canada
    • Use appropriate terminology to describe Aboriginal cultures and people (e.g., First Nations, Métis, Inuit, band, clan, elder, chief)
    • Describe and compare characteristics of two or more Aboriginal cultures in BC (e.g., local cultures, BC coastal cultures, interior region cultures)
    • Model ways in which Aboriginal peoples preserve identity and culture (e.g., oral tradition, teachings of elders)
    • Give examples of how specific Aboriginal stories incorporate the natural and the supernatural
    • Examine a variety of Aboriginal artforms (e.g., masks, paintings, carvings, baskets, textiles, dances, stories) (e.g., Northwest coast Aboriginal art)
    • Explain the significance of symbols in specific Aboriginal cultures in Canada (e.g., as represented in totem poles, masks, blankets, dwellings)
    • Compare characteristics of selected Aboriginal cultures with other selected cultures represented in Canada
  • B2 Demonstrate knowledge of early European exploration of BC and Canada
    • Label a map or create a timeline or other organizer to relate key European explorers to their discoveries (e.g., Cabot, Cartier, Champlain, Cook, Franklin, Frobisher, Hudson, Mackenzie, Quadra, Vancouver)
  • B3 Identify effects of early contact between Aboriginal societies and European explorers and settlers

Governance

  • C2 Identify the impact of Canadian governance on Aboriginal people’s rights

Economy and Technology

  • D1 Compare bartering and monetary systems of exchange
  • D2 Describe technologies used by Aboriginal people in BC and Canada
  • D3 Analyse factors that influenced early European exploration of North America
  • D4 Describe technologies used in exploration, including
    • Transportation
    • Navigation
    • Food preservation
  • D5 Describe economic and technological exchanges between explorers and Aboriginal people

Human and Physical Environment

  • E3 Describe Aboriginal peoples’ relationship with the land and natural resources
    • Compare how the activities of Aboriginal peoples differ according to regional differences in physical environment and resources (e.g., regions within BC, regions in Canada; cultures dependent on locally available living resources such as salmon, caribou, bison, seal, cedar)

Grade 5

Identity, Society, and Culture

  • B2 Assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada
  • B3 Describe the contributions of significant individuals to the development of Canada’s identity

Governance

  • C1 Demonstrate knowledge of how Confederation formed Canada as a nation
  • C2 Describe levels, responsibilities, and the election of government in Canada
    • Distinguish the different levels of government in Canada – municipal, provincial, territorial, federal
    • Identify key roles within the provincial, territorial, and federal governments in Canada (e.g., Premier, Prime Minister, MLA, MP, Speaker, Lieutenant Governor, Governor General, cabinet, senate, government ministries, Ombudsman, crown corporations)
    • Accurately name their elected and appointed provincial and federal government leaders, such as local MLA and MP, the Premier of BC, the Lieutenant Governor of BC, the Prime Minister of Canada, and the Governor General of Canada
  • C3 Identify the distinct governance structures of First Nations in Canada

Economy and Technology

  • D1 Analyse the relationship between the economic development of communities and their available resources
    • Give examples of specific resources that affected settlement patterns in BC and Canada (e.g., gold, coal, forests, fish, fur-bearing animals, fertile land)
    • Relate supply and demand using specific resource examples (e.g., boom and bust in Barkerville, fashion trends in Europe driving the fur trade)
    • With reference to specific examples, explain how technology has affected the discovery, extraction, processing, and marketing of selected natural resources (e.g., undersea mining/subsea technology, greenhouse agriculture, fish farms)
  • D2 Analyse the development of transportation systems in BC and Canada
    • Use a map to identify major transportation systems and technologies in contemporary BC and Canada (e.g., ferry routes, highways, railways [e.g., CNR], airports)

Human and Physical Environment

  • E1 Describe the major physical regions of Canada
  • E2 Describe the location of natural resources within BC and Canada, including
  • E3 Explain why sustainability is important
  • E4 Analyse environmental effects of settlement in early BC and Canada
    • Describe how early explorers and settlers affected their physical environment (e.g., settlement patterns, transportation, clothing, housing, agriculture)
    • Outline how historical events such as the fur trade, the gold rushes, and the building of the CPR affected physical environments in BC and Canada

 

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