Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Essential Understanding Civics: Understanding the ideas and institutions of our systems of governance, and their origins, helps us know our rights and responsibilities as citizens, and enables our communities to flourish Guiding Questions How can safety and security support healthy communities? In what ways can civic institutions promote healthy citizenship? Learning Outcomes Students know and understand how safety and security can enable communities to flourish. Students know and understand how institutions are meant to support freedom and wellbeing. Conceptual and Procedural Knowledge Conceptual Procedural Knowledge Knowledge (These columns still need to be relabelled and switched to match what Amy von Heyking suggested and what I have actually done with K-2): Knowledge outcome (the what), then Conceptual (the why), then Procedural (the how). Explicit Knowledge Conceptual Knowledge Procedural Knowledge To Learners acquire explicit knowledge demonstrate knowledge and understanding learners Learners know that To Learners acquire explicit knowledge demonstrat e knowledge and understandi ng learners Learners know that Social Studies K–4 Curriculum April 2020 Classification: Protected A Explicit Knowledge Page 1 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 The first requirement of any people living together and sharing a common life is peace: usually that is founded on safety and security. How do people obtain that basic necessity? Throughout human history, the idea of a “fort”, gate, wall, palisade for defence is found in every culture. Identify how people ensure safety so that they can develop in peace and security identify roles and responsibilities of individuals in promoting safety, security, wellbeing, and good relations within communities “Villages and Forts” is the Civics theme for Grade 3 civic responsibility refers to active collaboration within communities, including one or more of the following: → sharing opinions 1. Indigenous peoples lived together in communities for safety, food, etc. (Review of Grade 2 knowledge, with more detail and vocabulary such as: - Lodge, band, tribe, confederacy - tipi vs. wigwam - pemmican - Grade 4 Freedom and improvement of living conditions require a regular and orderly framework Different cultures throughout Iroquois and Huron-Wendat farming the world, past and Hunting small and big game present, demand Sports different things from Tools and weapons their citizens Metal mining and metalwork The idea of Transportation (horse, dog, Dynasties in travois, canoe, dugout China - Fishing methods - Arctic survival - Warfare - Servitude First Nations dwellings were sometimes organized defensively because they fought with other First Nations, e.g. the Iroquois Longhouse, their alliance; cf. the Blackfoot Confederacy “Oriental Despotism” current events can inform understandin gs of diverse communities → events in local communi ties → voting We vs. Them → events in Alberta → volunteerin g Who Are “We”? E.g. Blackfoot called themselves “the real people who speak the Blackfoot language.” → other significan t events individuals have various roles and responsibilities in contributing to the wellbeing of communities: Elders, hunters, kings/queens, Social Studies K–4 Curriculum April 2020 Classification: Protected A Most Indigenous peoples referred to their own tribe as “The People” or “Real People” in contrast to any outsiders including other Indigenous peoples. Anishinaabe called themselves “the Different cultures past and present had different structures or Constitution s How people served their country in the past summarize current events, from a variety of sources, related to collective action Note: There is overlap here between Civics, Economics, History, Sociology etc. Students will know at least one, and a maximum of two, local First Nations governance structures – including expectations of members of the community (review of Grade 1 and 2 at a more enhanced level) - the passage to manhood - roles of women - what was life like for children? - Class system in some communities (nobles and commoners) Expectations of Greek and Roman citizenship - military service - voting - Ostracism - The Roman Cursus Honorum China’s concept of the Middle Kingdom And Dynasties - Qin Shihuangdi starts the Great Wall - Han dynasty: trade in silk and spices, invention of paper, printing - The Silk Road, - Tang and Song dynasties: a high civilization, trade, inventions like the compass, gunpowder, mechanical woodblock printing, and paper money - Marco Polo - Mongol invasions and Conquests - Gengis Khan and the “Golden Horde” - Kubla Khan: establishes capital (now Beijing) - Ming dynasty - Confucian scholars and Jesuit scholars in China - The “Forbidden City” Chinese Exploration: Zheng He, a Chinese Muslim Feudalism and Fealty in the Middle Ages - Lords, Clergy, Vassals, Knights, Craftsmen’s Guilds, etc. - Women in the Middle Ages - Knights and Squires New France - The Sieur De Monts - Mathieu da Costa (Black freeman) Page 2 Social Studies Kindergarten to Grade 4 Curriculum Learners understand that The idea of a longhouse, tepee, village, fort /post / castle / city, town for safety Grade 3 Anishinaabe called themselves “the To good humans” (who followed the path demonstrate of Gitchi Manitou) vs. outsiders as, for knowledge and example, “others at the end of the understanding lake.” learners discuss how active involvement can create a sense of responsibility By studying examples from the past, students begin to see that people want and need to live in a safe context but that not everyone enjoys or has enjoyed that privilege around the world. Students know by memory that there are nine main groupings of First Nations in Alberta: civic responsibility can be collective referring to the responsibility of society to people, land, and places To demonstrat e knowledge and understandi ng learners examine collective responsibilit ies of societies - Beaver / Daneẕaa Blackfoot / Niitsítapi Chipewyan / Denésoliné  Plains Cree / Paskwāwiyiniwak  Woodland Cree / Sakāwithiniwak Sarcee / Tsuu T'ina Saulteaux (Plains Ojibwa) / Nakawē Slavey / Dene Tha’ Stoney / Nakoda  civic responsibility refers to obligations that individuals have as members of a community actions informed by current topics and issues can strengthen communities Métis hunters from St. François Xavier (White Horse Plain) fought with the Sioux in the Battle of Grand Côteau in 1851. https://en.wikipedia.org/wiki/ Battle_of_Grand_Coteau_(North_Dakot a) Learners understand that - compare information from various forms of media 2. The Ancient Greeks on a particular How they understood themselves and topic or issue looked back: Troy, Trojan War, in what is now called the Bronze Age. propose actions to address issues Students understand Stone Age defences, Iron Age defences, Bronze that can strengthen Age defences, circle back to Troy communities (Bronze Age) Social Studies K–4 Curriculum April 2020 Classification: Protected A The Intendant Champlain and the Governors A Province of France Seigneurialism no voting rights tithing to the church military service to protect farms and villages - The Great Peace of 1701 - War with England / New England - Three English attacks on Quebec 1690 (Phips), 1711 (Walker), 1759 (Wolfe) - “Notre-Dame-de-Victoire” was changed to “Notre-Dame-des-Victoires” - Comte de Frontenac - The Conquest and the Fall of New France Students should know how vast and significant was the Fur Trade in the West, that it was both collaborative and competitive; that traders, Métis, Inuit, and First Nations people collaborated, competed, and prospered for many years. Service in the Fur Trade - Voyageurs (Students could learn the “English” names first, and the more difficult Indigenous names later, or vice versa) How did groups traditionally protect themselves? Grade 4 Mathieu da Costa (Black freeman) communities have a responsibility to respond collaborativel y to societal issues that affect them describe the effects of community responses to societal issues - Donnés - Translators - Guides - The HBC and NW Company Traditional Métis society: The Buffalo Hunt - Roles of men and women - Governance structure - Battle of Seven Oaks 1816 (Company rivalry) - Roman Catholic Clergy (“Mass on the open prairie” during the Buffalo Hunt) who doubled as political advisors - Review the Battle of Grand Coteau 1851 - Resistance and Riel’s “Provisional Government” in 1869-70 - Self-Organization in the 1885 Crisis Page 3 Social Studies K–4 Curriculum April 2020 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Age) (Bronze ELA crossover: “The Tale of Troy” (Padraic Colum or Roger Lancelyn Green) based on The Iliad of the blind bard, Homer Greek city states; Athens, the Acropolis, the Piraeus and its wall; Sparta, Thebes, Corinth Citizens, Hoplites, slaves, Helots, etc. Greek vs. “Barbarian” Introduce simple version of the Persian Wars and the Hellenic resistance to it; (Among other benefits, this helps set up for the idea of resistance such as the Métis Resistance to the invaders from Canada to be learned in Grade 4 or 5) advocacy involves developing a voice and speaking alongside others discuss how civic responsibilit y is connected to collective action and advocacy - Grade 4 Self-Organization in the 1885 Crisis - Pierre Falcon, Jean-Baptiste Falcon, Gabriel Dumont → events in local communities → events in Alberta → other significant events Students can sing the most famous Metis song, “La Chanson de le Grenouillère,” (by Métis bard Pierre Falcon) in French (and study the meaning of the words) https://www.youtube.com/watch?v=yB1knUIOSH0 (It is a way of remembering the “Battle” of Seven Oaks, 1816) Students increase their knowledge of Quebec Folk Songs using e.g. “Virtual Gramophone” at lac-bac.gc.ca Example: “La Gaspésienne” (song) Students can identify the Hudson Bay Company flag and know many of the forts or factories where it flew by creating a map. Family and children’s lives in Ancient Greece are covered under Sociology below Peloponnesian War in brief; the decline of Greece in division and violence Keep it simple: “After the Greeks came the Romans” Rome’s myth: out of the ashes of Troy came Aeneas; Romulus & Remus, the Palatine Hill fort City of Rome had many walls through its history; the story of the Sacred Geese of the Capitol Sack of Rome by the Gauls in 390 BCE Page 4 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Competency(ies) • • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Problem Solving • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Problem Solving Literacy • • • • • • • Access Clarity Comprehension Strategies Evaluate Intent Modes and Media Vocabulary • • • • • • Access Background Knowledge Clarity Comprehension Strategies Modes and Media Vocabulary Numeracy Grade 3 Grade 4 Essential Understanding Civics: Understanding the ideas and institutions of our systems of governance, and their origins, helps us know our rights and responsibilities as citizens, and enables our communities to flourish Guiding Questions How can fairness support individuals and groups? How can equity influence communities? Learning Outcomes Students examine and explain how fairness can support individuals and groups. Students analyze equity and explain its influence on decision making. Conceptual and Procedural Knowledge Conceptual Knowledge This table is deleted Learners know that because there is already enough Civics material in the section above— and because “equity” is probably a politically partisan and charged buzzword. “Equity” sounds good but there is more than one way to understand it. The concept of “fairness” and later “equal opportunity” can be included in Civics. “Equal outcomes” (Utopia) can only be obtained by force, or by imposing injustice on other groups to help one group. Social Studies K–4 Curriculum April 2020 Classification: Protected A Procedural Knowledge Explicit Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Page 5 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 This is also rather ideologically loaded: equity is a type of fairness that means helping people acquire what they need → resources and services generate ideas about ways to demonstrate fairness that support living well together Grade 4 → resources and services → accessibility → cooperation → considering multiple viewpoints → creating safe environments → accessibility various supports exist to offer equal opportunities for diverse groups, including - Francophone communities - Religious groups - Other minorities → advocacy organizations propose ways that individuals → access to services in first language and groups can access resources and supports to help them thrive → advocacy organizations (too political?) → access to services in first language it takes work, thoughtfulness, and respect to make things fair → cooperation reflect how a willingness to be fair affects interactions in daily life → considering multiple viewpoints → creating safe environments Learners understand that To demonstrate knowledge and understanding learners Learners understand that To demonstrate knowledge and understanding learners equity is when people receive what is needed instead of everyone getting exactly the same thing explore a variety of examples that demonstrate equity for individuals and groups Equal opportunity refers to creating a level playing field that allows all individuals and groups to thrive describe ways in which fairness is demonstrated in many cultural communities Social Studies K–4 Curriculum April 2020 Classification: Protected A recognize inequitable situations in familiar contexts Page 6 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 a lack of equal opportunity can cause identify ways that decision making can promote equity in diverse communities Equal opportunity is dynamic; what is considered fair or unfair can change over time examine equity in situations involving the treatment of individuals over time Competency(ies) • • • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Problem Solving • • • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Problem Solving Literacy • • • • • • • Access Background Knowledge Clarity Comprehension Strategies Evaluate Intent Vocabulary • • • • • • • Access Background Knowledge Clarity Comprehension Strategies Evaluate Intent Vocabulary Numeracy Grade 3 Grade 4 Essential Understanding Economics: Understanding the nature of work, resources, and our market economy helps us make responsible choices about how to build stronger, flourishing communities. Guiding Questions What are Alberta products? How does money work? What more do I need to know about trade? How does a business work? What is a supply chain? Learning Outcomes Students know the main things that Alberta produces and exports. They grow in financial literacy. Students deepen their knowledge of trade. Conceptual and Procedural Knowledge Conceptual Knowledge Explicit Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge Learners acquire explicit knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Procedural Knowledge Learners know that To demonstrate knowledge and understanding learners Social Studies K–4 Curriculum April 2020 Classification: Protected A Page 7 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Alberta has industries and products that people around the world need and want Grade 4 Students review and recommit to memory what they have learned about First Nations economies in previous grades; Students know what things are found, farmed, or made in Alberta: - Oil and gas There are four choices with money that has been earned: invest, save, spend, and donate, whence moneymanagement skills. The different forms of money and how people use them to pay for goods and services. - Coal - Cattle - Wheat - Bison - Beekeeping - Softwood What do people use these things for? - Eating What is entrepreneurship and how do entrepreneurs promote a healthy economy in a city? - Building a home - Driving a car - Heating their home in winter Students learn how money travels back and forth between (1) consumers, (2) businesses, and (3) the city (i.e. taxes).  Trade: Which countries want and need things from Alberta? (top 3) - United States A city thrives when all three sectors of the economy earn, save, spend, and donate. The top things Alberta exports are: minerals such as salt, sulphur, cement, stone, fuels and oils Learners understand that Social Studies K–4 Curriculum April 2020 Classification: Protected A To demonstrate knowledge and understanding learners - China - Japan Locate the following on a map: - Port of Vancouver - Montreal - Prince Rupert Alberta produces certain things that people in Alberta and other people in Canada and around the World need and want (demand) examine how constraints may reduce choice options → time → money → goods → climate (see Grade 3) → geographical location World Trade Patterns in - Roman Times (Mediterranean World) The range of possibilities for choice may be constrained by factors including → time - China and Asia - Marco Polo, the Spice and Silk Routes - Portuguese exploration Students will be able to locate place where products come from and trade routes across land and seas on maps of the Ancient World, and Medieval Europe after Marco Polo → money → goods If possible, students will know trade routes of First Nations across the Rocky Mountains to the west, across the Prairie, and to the North and South. → climate → geographic al location Students will know extensive maps of Hudson Bay Company posts, the river and lake routes travelled, and the supply and demand of furs Review Economy of the Metis in the 1800s (HBC, buffalo hunt, other trading activity) before 1869 Alberta Exports today: Students know today’s Trade Routes Learners understand that To demonstrate knowledge and understanding learners - How Alberta products get to ports (Review of ports) - Where are the pipelines? * - What are the Alberta transportation hubs? ( * I suggest no political opinions about pipelines at this stage: that will come later when students have knowledge and can have an informed debate.) Financial Literacy Advertising, Business fundamentals, Capital resources, Page 8 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 choice is an action where one chooses between various alternatives choice involves trading off one thing for another describe a variety of situations where options are considered when making a choice Prince Rupert Halifax St. John, N.B. These are Canada’s 5 top ports. Things travel by rail, truck, sea, air Financial Literacy: the outcome of a choice may have consequences that can be both intended and unintended Economic decisions are especially rife with unintended consequences. Teacher should be familiar with the book, Economics in One Lesson by Henry Hazlitt. However students could encounter these ideas (and the book) later, in Grade 7/8 Social Studies K–4 Curriculum April 2020 Classification: Protected A explain how consequences of choice in familiar situations can affect individuals and groups when making decisions Banking, business, circular flow of money, city planner, consumer, currency, deposit, economic development, entrepreneur, goods, government, income, interdependence, jobs, payments and paying bills, money choices, producer, save, savings, savings account, services, spend, taxes, transaction, withdrawal; “it’s not what you earn, it’s what you save” (piggy bank), depending on available time. Many people depend on producing these things so that they can live. examine what is lost and what is gained as a result of a choice made in various situations Grade 4 Advertising, Business fundamentals, Capital resources, Entrepreneur characteristics, Expense, Finance tracking, Goods and services, Human resources, Innovation, Interdependence, Loss, Manufacturing, Natural resources, Price, Products, Profit, Region, Resources, Revenue, Reward, Risk, Services, Supply, Supply chain, Trade, Traits, Transportation, bankruptcy; what are global markets? choice can involve costs or benefits as a result of a decision choice can have shortand long-term effects identify positive and negative consequences of choice Students explore wellknown businesses, their origins, and the traits common to the entrepreneurs who started them. Students learn the fundamental tasks performed by a business owner. E.g. play a game and track the revenue and expenses of a business. Students, e.g. in a game, demonstrate the supply chain through a hands-on manufacturing and trade experience. Page 9 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 choice will often depend on consideration of needs, wants, costs, and longterm consequences of choices Social Studies K–4 Curriculum April 2020 Classification: Protected A explore how diverse communities balance choice when considering needs, wants, and costs Grade 4 in many communities, choice is balanced with consideration for the future recognize how some choices in First Nation, Métis, and Inuit communities contributes to sustainability Page 10 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 in many First Nations, Métis, and Inuit communities – and in the JudeoChristian traditions – choice is balanced with consideration for collective wellbeing and traditional culture, including morality. This seems to be pretty universal. It is not at all unique to First Nations, Métis, and Inuit cultures (which are often themselves heavily influenced by Christian social teaching). This point is also fundamental to good economics: to quote Hazlitt, “The bad economist sees only what immediately strikes the eye; the good economist also looks beyond. The bad economist sees only the direct consequences of a proposed course; the good economist looks also at the longer and indirect consequences. The bad economist sees only what the effect of a given policy has been or will be on one particular group; the good economist inquires also what the effect of the policy will be on all groups,” that is, on community wellbeing. Social Studies K–4 Curriculum April 2020 Classification: Protected A explore an example of how First Nations, Métis, or Inuit community choices consider how individual selfinterests can be in harmony collective well-being Grade 4 choice in communities can reflect well-being of the land recognize how choice impacts well-being in diverse communities They learn that money can be saved in a financial institution, such as a bank or a credit union, and how that money can earn interest. Students learn about the ways in which people's interests and skills can help them identify small businesses they can start. Page 11 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Competency(ies) • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being • • • • Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Literacy • • • • • • Access Background Knowledge Clarity Comprehension Strategies Evaluate Vocabulary • • • • Access Comprehension Strategies Evaluate Vocabulary Numeracy Grade 3 Grade 4 Essential Understanding Geography: Understanding the relationships between people, place, and environment enables us to know the nature and impact of diversity, what we have in common and how we differ. Guiding Questions How does spatial sense help understand our place in the world? In what ways does place impact our relationship with land? Learning Outcomes Students know locations and that people live there. Students examine how place and natural resources are connected. Conceptual and Procedural Knowledge Conceptual Knowledge Explicit Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge place can be identified by location Students can label the capitals of all Provinces and Territories on a map with blank spaces, plus Vancouver, Montreal, Saskatoon, Calgary, and St. John N.B. place has a dynamic aspect; it is not static → rural and urban landscapes change describe various natural and built features of rural and urban landscapes Review Grade 3 Memory Work. Procedural Knowledge interpret various representations that illustrate local and global places location refers to a and landmarks position of a place or landmark Social Studies K–4 Curriculum April 2020 Classification: Protected A Students know a few local place names with their First Nations, Métis, Inuit, French, German, Scottish, or other origins, e.g. Calgary (Scots), Banff (Scots); St. Albert, Leduc (French), etc. Spatial Sense (World) GMT comes from the Royal Observatory at Greenwich, England; students can identify a → communiti es change place refers to rural and urban landscapes Students know by memory: The key Rivers and Lakes of the Fur Trade in Western Canada and B.C. (map work) Highest mountain in Alberta: Mount Columbia, at 3,700 metres (Named after the Columbia River) (Also: there is a country called Colombia in S. America; note the Spanish spelling. Note also that the US Capitol is in the District of Columbia, the same spelling as British Columbia.) Highest mountain in Canada: Mount Logan, 6,000 metres. (Named after Sir William Logan, a great scientist). It is in Yukon Territory Page 12 Social Studies Kindergarten to Grade 4 Curriculum Grade 3Observatory at Greenwich, England; students can identify a picture of it Learners understand that To demonstrate knowledge and understanding learners one place in relation to another is represented by relative location describe the location of a place using positional language and cardinal directions absolute location can be described in latitude and longitude coordinates Greenwich Mean Time Prime Meridian International Date Line Social Studies K–4 Curriculum April 2020 Classification: Protected A Students know what an observatory is for (crossover with Science / Astronomy) and can name where some prominent Albertan and Canadian observatories are, including e.g. Ottawa’s old “Dominion Observatory”. Students can locate: - Mediterranean, Aegean, Adriatic - Greece, Italy, France, Spain - Strait of Gibraltar, Atlantic Ocean create a visual representation (a map or diagram) of a place determine the absolute location of various places North Africa, Asia Minor The Bosporus (strait), Black Sea, Istanbul (Constantinople) - Red Sea, Persian Gulf, Indian Ocean - Scandinavia, Greenland, Newfoundland Students know that there are different climates throughout the world: natural resources come from the land Learners understand that (NamedGrade after 4 Sir William Logan, a great scientist). It is in Yukon Territory create a visual representation of a Canada’s three longest rivers: rural or an urban - Mackenzie River, 4,000 km long; empties into the landscape in Beaufort Sea Alberta that includes natural - Yukon River 3,000 km, empties into the Bering Sea and built features - St. Lawrence River, 3,000 km long, empties into the Gulf To demonstrate of St. Lawrence knowledge and understanding Later, in Grade 5 or after, First Nations and Inuit names for learners these rivers will be learned also. place is characterized by built and natural features distinguish between renewable and non-renewable natural resources various places have been established based on natural resource availability interpret a variety of visual representations that include natural resources in relation to places in Alberta The five Great Lakes Canada’s three biggest lakes other than the Great Lakes Great Bear Lake 30,000 km sq. Great Slave Lake 29,000 km sq. Lake Winnipeg 24,000 km sq. Alberta’s biggest lakes Lake Athabasca 8,000 km sq. Lake Claire 1,400 km sq. Lesser Slave Lake 1,200 km sq. Students can locate: - River Danube, Rhine, Rhone - Alps, Pyrenees - France: Normandy - North Sea, Baltic Sea Page 13 Social Studies Kindergarten to Grade 4 Curriculum place can be named by individuals and groups depending on significance numbers of people live in different places Grade 3different climates throughout the world: examine local - Tropical place names - Dry connect local place - Temperate names to French, German, Scottish namesakes, and/or - Continental to traditional - Polar territories of First Nations, Métis, or And they can identify which ones Inuit pertain in Alberta on a map. identify Francophone, Scottish, German, and other place names of local communities and landmarks - Grade North Sea,4Baltic Sea - British Isles: England, Ireland, Scotland, Wales; English Channel → rural and urban landscapes change → communities change Students know by memory: Alberta’s largest cities and their populations * are: • Calgary: 1,200,000 • Edmonton: 900,000 • Red Deer: 100,000 • Lethbridge: 90,000 • St. Albert 65,000 ( * 2016 Census) Alberta’s largest First Nations by population* : • Blood (Kainai) 12,000 • Saddle Lake Cree, 11,000 • Samson Cree, 9,000 • Bigstone Cree, 8,000 • Siksika, 7,000 ( * both on and off reserve; later they will learn the difference between on-reserve / off-reserve population Competency(ies) • • • • • Communication Creativity and Innovation Critical Thinking Cultural and Global Citizenship Managing Information Social Studies K–4 Curriculum April 2020 Classification: Protected A • • • • • Communication Creativity and Innovation Critical Thinking Cultural and Global Citizenship Managing Information Page 14 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Literacy • • • • • • • • Access Clarity Comprehension Strategies Intent Modes and Media Purpose Text Organization Vocabulary Numeracy • Communication • Interpretation and Representation of Spatial Information • Location and Direction • • • • • • • • Clarity Comprehension Strategies Evaluate Intent Modes and Media Purpose Text Organization Vocabulary • Communication • Interpretation and Representation of Spatial Information Grade 3 Grade 4 Essential Understanding Culture, Philosophy and Religions: Thinking about philosophy, religions, and cultural traditions helps us to understand ourselves and others while connecting us to great minds and original sources of wisdom Guiding Questions How did children live in the past? How did families live in the past? Learning Outcomes Students learn how children lived in other times and places. Students learn how families lived in other times and places. Conceptual and Procedural Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge Conceptual Knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Learners know To demonstrate that knowledge and understanding learners Social Studies K–4 Curriculum April 2020 Classification: Protected A Procedural Knowledge Explicit Knowledge Learners acquire explicit knowledge Page 15 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 In other times and places children were raised in ways that are both similar and different from the variety of current practices in Canada: a simple introduction Different ideas of discipline and correction: a simple introduction examine, through practices, roles, and responsibilities, how balance is important to ensure community connectedness How children lived in a maximum of two local First Nations before European contact: a simple introduction How children lived in Ancient Greece and Rome How children lived in the Middle Ages (if possible) Would need to be filled out with details so that they are explicit: Grade 4 Cultures of the past and family life And Around the World: - India How Ancient Roman families lived (some is review) - Families in Ancient Rome - Africa - The authority of the Paterfamilias - Middle East - the status of men, women, and children - Pietas, the Roman virtue by which children honoured their parents and the gods - Women were sometimes in leadership roles: Empress Helena, Empress Theodora - Students know something of family life in China, India, Africa (pictorial books) China - India - Africa - Middle East → animals Note: Is this “balance” material too vague (Star Wars?): balance is manifested through practices, including celebrations → traditional or cultural practices or ceremony → family or community celebrations balance through giving and offering is needed with all of creation → people [Note: The ugliness of Dickensian schooling, boarding schools, 19th century discipline methods, and Residential schooling that applied to some Indigenous kids, can probably best be saved for later when learners are more mature and are less emotionally vulnerable to traumatic material. For example there could be a Grade 9 unit about benign vs. harsh schooling in the past, inclusive of all cultures not only Indigenous, but with regard to the particular problematic of Residential schooling even if it applied only to a minority of Indigenous children.] Families in 19th century Metis communities (Roman Catholic or a blend of old and new?) China - → natural elements of water, air, and soil ( *Marriage in the Fur Trade will be tackled in higher grades) - → traditional or cultural practices Women in or ceremony Ancient Rome → family or community Women in celebrations → people Leadership Roles: in the → plants Middle Ages And Around the World: How did families live in a maximum of two local First Nations before European contact? On medieval women in leadership, teachers can use Regine Pernoud’s Women in the Days of the Cathedrals Women are a focus here in order to head off the tendency to see history as dominated only by males. Students at a young age will therefore be accustomed to the idea of women in leadership roles. Marriage and children in the Middle Ages: how Christian marriage differed from Roman marriage; e.g. women kept their maiden name in the Middle Ages The Culture of a Monastery in simple terms - Abbot, monks in community, Rule of life - Food, clothing (habit), locations - Education - Art (manuscript copying in the Scriptorium) - Music (students can recognize the sound of Gregorian Chant) Students can describe women in more leadership roles in the Middle Ages than ever before - Queen - Lady of the manor - Abbess - Sisters (Nuns) in Religious Orders → plants Social Studies K–4 Curriculum April 2020 Classification: Protected A Page 16 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Learners understand that To demonstrate knowledge and understanding learners Learners understand that To demonstrate knowledge and understanding learners balance is respect for how people, plants, animals, and elements provide mutual support commit more knowledge to memory If truly desirable, introduce this stuff below in Grade 7/8: commit more knowledge to memory Identify what people, plants, animals, and elements give and offer to one another individuals, as part of a community, can help maintain balance by respecting land and one another Yes sure At this stage children cover animals in Science class Teachings related to respect and reciprocity help maintain balance within communities identify First Nations, Métis, and Inuit teachings related to enhancing balance in community imbalance in one aspect of community can affect another aspect striving for balance supports survival and unity for both individuals and communities examine ways teachings can support survival and unity within and among communities Competency(ies) • • • • Collaboration Critical Thinking Cultural and Global Citizenship Managing Information • Critical Thinking • Cultural and Global Citizenship • Managing Information Literacy • • • • Access Background Knowledge Comprehension Strategies Vocabulary • Access • Comprehension Strategies • Vocabulary Numeracy Grade 3 Grade 4 Essential Understanding Culture, Philosophy and Religions: Thinking about philosophy, religions, and cultural traditions helps us to understand ourselves and others while connecting us to great minds and original sources of wisdom Guiding Questions What can I learn about cultures? Social Studies K–4 Curriculum April 2020 Classification: Protected A What more can I learn about cultures? Page 17 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Learning Outcomes Students know some characteristics of way of life and culture. Students deepen their knowledge of culture and begin to see how it reflects collective identity. Conceptual and Procedural Knowledge Conceptual Knowledge Explicit Knowledge Conceptu al Knowledg e Learners acquire explicit knowledge Learners To demonstrate know that knowledge and understanding learners Procedural Knowledge Learners know that To demonstrate knowledge and understanding learners How children lived unit culture gives people a Students can describe how children sense of lived in First Nations and Inuit identity communities before European contact Learners understand that culture is composed of shared traditions, symbols, language, art, artifacts, and food To demonstrate knowledge and understanding learners describe diverse characteristics of culture, including from a Francophone culture and from a First Nations, culture can exist in Métis, or Inuit many places, culture including in countries and cities, in the workplace, and in recreation Social Studies K–4 Curriculum April 2020 Classification: Protected A Procedural Knowledge describe how culture is significant to individual and collective identity examine aspects of Francophone culture that can influence a sense of collective identity Children’s Education, daily life, the role of slaves (e.g. the teacher/ slave paedagogus), and so on, the Roman “Bulla” (amulet) worn by Learners To demonstrate understan knowledge and boys. How do children become d that understanding adults in this culture? learners Girls in Rome were, like their mother, property of their father. And so on. A slave (and his family if applicable) could be freed and become a Freedman (a “Libertus”) in relationship with the former master, now a “Patron/Client” relationship culture is dynamic and changing Explicit Knowledge Learners acquire explicit knowledge Built Culture unit What did people build? Why? How were they expressing their culture by building on a grand scale? Great feats of engineering: Ziggurats of Babylon; the Pyramids of Egypt and South and Central America; Cathedrals of France; modern skyscrapers Students can identify pictures of, and give the date of: - Great Pyramid of Gizeh, 2500 BCE - How pyramids in the Americas differ in appearance - Chartres Cathedral (France), 1200 AD / CE - Eiffel Tower, 1889 recognize how culture can change over time and in various contexts, including social life and work life Empire State Building 1931 CN Tower (Toronto) built 1976. Today its antenna stands 553 metres high. Tallest building in the world: the Burj Khalifa, in Dubai, UAE, at 830 metres Students can recognize different forms of architecture such as - Roman, Romanesque, Gothic, and Russian / Eastern Christian architecture, e.g. the “onion dome” (all pictorial) Students know the relationship between Gothic (cathedrals) and Neo-Gothic (Notre Dame de Montreal, Canada’s Parliament, other modern churches, Mewata Armoury in Calgary, etc. etc.) again picture-based Page 18 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 culture is passed on within and between generations culture can be expressed socially in various ways Social Studies K–4 Curriculum April 2020 Classification: Protected A determine how characteristics of culture are passed on and expressed Cultural Literacy: The top single ethnic origins in Alberta (2016 Census) are: 1. British Isles 1.5 million 2. German 700,000 3. French 410,000 4. Ukrainian 370,000 5. Chinese 190,000 Visible minorities: Total: 933,000 South Asian 230,000 Black: 129,000 First Nations / Metis: Aboriginal: 140,000 Metis: 115,000 Inuit: <2,000 culture is the result of social associatio n culture is acquired and developed by members within a society culture can influence the daily life of individual s and groups examine examples of social interaction where culture is acquired and developed Grade 4 Calgary, etc. etc.) again picture-based Tibetan, Hindu, Mosque architecture (pictorial or video) - Students know what a minaret represents - They can identify a picture of Lhasa’s Jokhang Temple (Tibetan Buddhist monastery) - The Kaaba in Mecca: students know that Mecca is the holiest site and place of pilgrimage (the Hijaz) in Islam (Again the memory work could be accomplished in repetition sessions of 15 - 20 minutes per day using flash card type pictures) Cultural Literacy: explore how India and the Indian diaspora not only in Canada but worldwide culture can influence First Nations, Métis, and The Chinese diaspora around the world, not only in Canada Inuit daily life Religious Literacy: A survey of religious affiliation of various groups Buddhism and who practises it? Hinduism Know some customs and tradition of the major groups. Students know by heart: - Issei, immigrants from Japan (born in Japan) - Nisei, second generation (i.e. first ones born in Canada) - Sansei, third generation (their grandparents were born in Japan) Most Albertans of Chinese, Japanese, Koreans and Filipino background belong to various Christian denominations Black Canadians are 30% Protestant, 20% Roman Catholic, 22% Muslim, 12% No Religion (StatCan) Resources: - StatCan - Collections Canada online - Countries and their Cultures online: “East Asians of Canada - Religion and Expressive Culture” (Suggested mnemonic device: - the “I” in Issei stands for 1 as in “first”; - Nisei the “N” stands for “n” in 2nd - Sansei for grandparents because “san” sounds like “son” in “grandson”) Page 19 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Competency(ies) • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information • • • • Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Literacy • • • • Access Clarity Comprehension Strategies Vocabulary • • • • Access Background Knowledge Comprehension Strategies Vocabulary Numeracy • Time Grade 3 Grade 4 Essential Understanding History: Knowing and understanding the people, events, and ideas of the past helps us think differently, understand who we are, where we came from, change and continuity, and our place in time. Guiding Questions What happened in the Roman Empire? How does sequence play a role in history? What happened in the Middle Ages? How can historical evidence influence our understanding of change? Learning Outcomes Students deepen their understanding of sequence in events and developments with a survey of Ancient Roman history. Students continue to deepen their knowledge of events, with brief introduction to historical evidence, and with a survey of Medieval History and Culture, and the story of Exploration. Conceptual and Procedural Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge Conceptual Knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge Learners know that To demonstrate knowledge and understanding learners Social Studies K–4 Curriculum April 2020 Classification: Protected A Procedural Knowledge Explicit Knowledge Learners acquire explicit knowledge Page 20 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Students should still know “Before Christ” and “Anno Domini” (“The Year of Our Lord”) as well as “Before Common Era” and “Common Era” explain how a significant person, place, or event of the past can continue to have relevance within local or global communities Grade 4 → → → → Ancient Rome - Understand BC / AD and BCE / CE - significance can improve understanding of the past relevance determines significance of people, places, and events → past → present Students will study Rome again in grade 6, with a focus on the legacy of ideas from Ancient Greece and Rome. Social Studies K–4 Curriculum April 2020 Classification: Protected A past present local communities global communities 390 BCE Sack of Rome by the Gauls - Three Punic Wars (Rome vs. Carthage) - 55 BCE Conquest of Gaul by Julius Caesar (Note: ageappropriate conquest. E.g. students can learn the death toll when they are older) - - - - Students know what this means: “Veni, vidi, vici” (“I came, I saw, I conquered”) The study of the past gets deeper with an appreciation that there is always more to be learned Main Theme for History is now the Middle Ages, Exploration, and Encounter with Others historical evidence can reveal information about individuals or events from past time periods → significant events or people in local contexts or Civil Wars communities, including Cleopatra of Egypt Alberta becoming a Brutus province in 1905: a look Caesar assassinated at documents Augustus and photographs Expansion of the Roman → significant Empire events in the traditional Students know what Pax territories of Romana means: the First Nations Imperial Peace of the in what is Emperors, imposed by the now Alberta, Roman Legions including establishment The Forum: temples, of ways of marketplaces living, land use, The Colosseum: “bread and interactions circuses”, gladiator between combat, chariot races nations as evidenced in Roads, bridges, and story robes, aqueducts oral traditions and winter Eruption of Mt. Vesuvius, counts. destruction of Pompeii organize events and developments in chronological order Students spend some time getting to know the story of Odysseus in The Odyssey of the blind bard Homer: e.g the Audiobook “Tales from the Odyssey” Part 1 and 2 by Mary Pope Osborne (for ages 9-10); ELA crossiver get a brief introduction to physical evidence: → photographs → artifacts → documents The Middle Ages - 410 Sack of Rome by the Goths. End of the Roman Empire in the West. - The Rise of Kings, the Church, and Feudalism - The Rise and Conquests of Islam - Viking / Norse exploration: review and go into greater detail access different forms of primary sources to uncover information about what is now Alberta - a simple documentar y source? Norsemen who settled in Normandy became French-speaking “Normans” - - - Other examples: photographi c evidence Many beautiful paintings of Alberta and its people Kurelek’s images of Prairie Life 1066 William the Conqueror, Duke of Normandy, crossed the English Channel, attacked and conquered England, in the Battle of Hastings. It was the end of Anglo-Saxon England in the Norman Conquest Slavery in the Ottoman Empire; Enslavement of “Slavs” by the Turks gives us the modern term “Slave”, i.e. comes from the “white slave trade.” - The Crusades were a response to the invasions by Islamic conquerors; Europe’s rulers responded to the Byzantine Emperor’s request for help in repelling invaders from his realms - The tradition of Pilgrimage (Chaucer tie-in; other pilgrimages) Exploration by Sea - Portuguese and Spanish Explorers; the Dutch in New Amsterdam. Review (brief) of Chinese Explorers from Grade 2. - Columbus, Cabot, Cartier, etc. as Explorers (no tragic, negative material about Indigenous Peoples at this stage; that comes later with more maturity) - Pirates & Sir Francis Drake, including his voyage to the Pacific Land/River Explorers: - the Verendrye’s (Father and Brothers) - 1754-55 Anthony Henday reaches the Rocky Mountains - Mackenzie, Fraser, and the Rivers of the North and West - Yes, the First Nations and Inuit were “already there” but it was still a major discovery for the Europeans and Canadians who encountered the Indigenous peoples and their lands and cultures for the first time. - End with some review of the Hudson Bay Company and North West Company activities and exploration. Basic Narrative of Alberta History (date memorization not necessary at Page 21 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 significance refers to how deeply communities were affected by people, places, and events → local communities → global communities Social Studies K–4 Curriculum April 2020 Classification: Protected A - Eruption of Mt. Vesuvius, destruction of Pompeii - Persecution of Christians - “decline and fall” - Weak, corrupt emperors, legend of “Nero fiddling as Rome burns” - Eastern Roman Empire: Byzantine Civilization Grade 4 primary sources are first-hand accounts of the past → diaries → oral traditions → art → photographs → artifacts Basic Narrative of Alberta History (date memorization not necessary at determine the author or creator of this stage; material to be revisited in a more textured way in later grades) a primary source explore how print and oral primary sources are recognized and valued as sources of information Fur Trade and Exploration - 1670 Hudson Bay Company granted monopoly over trade in Rupert’s Land, named after Prince Rupert (Governor of HBC and nephew of King Charles I) 1754 Anthony Henday’s travels 1778 Peter Pond’s trading posts 1821 merger of the Companies Page 22 Social Studies K–4 Curriculum April 2020 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Byzantine Civilization - - - - Constantine, emperor who gave tolerance to Christianity (it was made the official religion later by Theodosius - Germanic Invasions (socalled “Barbarian” because the Greeks and then Romans said their language sounded like “Bar Bar Bar”) Later in the far North of Europe, the Vikings / Norsemen were skilled sailors and shipbuilders. Traders, and sometimes raiders of the European coast Eric the Red and Leif Ericson (Leif “the Lucky”) Circle back to Canada with review of l’Anse aux Meadows access different forms of primary sources related to the contributions of Historic First Francophones and Nations leaders diverse settler communities in Metis leaders what is now Alberta Studets know the names of : - Most influential missionaries in Alberta, English, French, and other origins Famous settlers, of all cultures historical evidence related to contributions of diverse communities builds an understanding of what is now Alberta → stories of people and events that shaped Alberta related to culture, politics, economics, health and education → First Nations, Métis, and Inuit contributions that shaped Alberta, including the land, knowledge of how to read the land, significant sites, and ancestral teachings about respect - 1778 1821 1837 1857 Grade 4 trading posts Peter Pond’s merger of the Companies Smallpox strikes the Blackfoot / Niitsitapi (two-thirds die) Palliser Expedition Canadian Rule (effectively as a Colony of Canada) - 1869 Rupert’s Land transferred to Canada - 1869-70 Metis Resistance and creation of Manitoba - 1874 Survey of 49th Parallel - 1876 Treaty No. 6 - 1877 Treaty No. 7 - 1880s Commercial ranching begins - 1882 Division of NWT into Districts of Alberta, Athabasca, Assiniboia East, Assiniboia West, Saskatchewan (map work) - 1883 CPR completed up to Calgary (from east) - 1885 The Last Spike - 1887 Banff National Park is the first in Canada - 1887 Mormons establish Cardston - 1896-and after: Laurier/Sifton immigration boom - 1898 increased Ukrainian immigration to the West - 1899 Treaty No. 8 The Province - 1905 NWT carved by Ottawa to make Provinces of Alberta and Saskatchewan (map overlay) - 1908-11 migration of 1,000 Oklahoma Blacks to Alberta - 1914-18 As many as 49,000 Albertans served in the First World War (one-third of men aged 18 to 45) - 1910 voluntary relocation of Calgary’s Chinatown (there were also Chinatowns in Edmonton, Medicine Hat, and Lethbridge by this time) - 1916 Women gain the vote in Alberta - 1929 Famous Five - 1938 Metis Betterment Act (land set aside) - 1939-45 Second World War - 1947 Leduc Oil Fields discovered - 1950 Interprovincial Pipeline - 1953 Pembina Oil Field discovered - 1964 Athabasca tar sands begin - 1973 Alberta Oil boom More detailed study to come in grade 6, 7, or 8. Examples: - Political movements Page 23 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Learners understand that significance refers to how deeply communities were affected by people, places, and events To demonstrate knowledge and understanding learners Learners understand that To demonstrate knowledge and understanding learners examine ways that local and global communities have been and continue to be affected by people, places, or events inferences can be generate questions made based on about primary historical evidence sources to acquire deeper to find information understanding about significant draw conclusions events in the past about events and developments, related to what is now Alberta, using inferences made from primary sources justify conclusions, using evidence significance of people, places, and events can be different from one person to the next discuss how significance of people, places, or events can vary for individuals Competency(ies) • • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Literacy • • • • • Access Background Knowledge Clarity Comprehension Strategies Vocabulary • • • • • • • • • Access Comprehension Strategies Develop Questions Ethical Use Intent Modes and Media Purpose Text Organization Vocabulary Numeracy Examples: Grade 4 - Political movements o Farmer movements o fringe activity: Ku Klux Klan in Alberta - Great Depression - Ethnic and religious groups - A closer look at First Nations, Metis, and Inuit, e.g. a detailed study of Blackfoot soldiers / “warriors” in the First World War, using resources such as Alberta Historic Places online - Black Albertan history www.collectionscanada.ca - Alberta Chinese: www.collectionscanada.ca → significant events or people in local contexts or communities, including Alberta becoming a province in 1905 covered in Grade 1 and 2 → significant events in the traditional territories of First Nations in what is now Alberta, including establishment of ways of living, land use, interactions between nations as evidenced in story robes, oral traditions and winter counts. Covered in Grade 1 and 2 and will be covered again → stories of people and events that shaped what is now Alberta, including Leduc no. 1 → settlers and immigrants arriving from across North America and • Interpretation and Representation of Spatial Information • Organization of Data • Time Grade 3 Grade 4 Essential Understanding History: Knowing and understanding the people, events, and ideas of the past helps us think differently, understand who we are, where we came from, change and continuity, and our place in time. Guiding Questions What are the stories of diverse communities? Social Studies K–4 Curriculum April 2020 Classification: Protected A What can stories reveal about the origins of communities? Page 24 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Grade 4 Learning Outcomes Students analyze stories of diverse local and global communities. Students analyze stories of the origins of diverse communities in what is now Alberta. Conceptual and Procedural Knowledge Conceptual Knowledge Explicit Knowledge Conceptual Knowledge Procedural Knowledge Explicit Knowledge Learners acquire explicit knowledge Learners know that To demonstrate knowledge and understanding learners Learners acquire explicit knowledge History now moves on to movement and “Exploratio n” beginning with linkage to The Odyssey of Homer, the blind bard, in Language Arts Enjoy The Odyssey Stories of Exploration (English and French): See Civics section above. Procedural Knowledge Learners know that To demonstrate knowledge and understanding learners History reinforces the concept of safety and “forts” in the Civics section above various stories can share the same information about significant events compare different List of dates to be memorized: stories related to a specific event (Again, significance not important at this time, just memorizing the dates as memory work and as a foundation for later, to evoke curiosity, and to give a sense of sequence) (This can be done by repetition, 15 to 20 minutes per day) Learners understand that To demonstrate knowledge and understanding learners both fiction and non-fiction stories share information discuss stories of diverse communities, including one from a Francophone and one from an Indigenous community stories can convey important information and events, past and present examine the important details of stories Social Studies K–4 Curriculum April 2020 Classification: Protected A Try to recapture in their imagination the wonder of exploration List of dates to be memorized (This frames their first basic narrative outline of Canadian history in the simplest terms.) The wonder of First Nations at seeing the newcomers and their highly desirable manufactures 1755 Acadians expelled from their homeland during the Seven Years War 1759 Wolfe defeats Montcalm on the Plains of Abraham 1763 Treaty of Paris (Canada formally under British control); end of the Seven Years War Sometime before 10,000 years ago 1776 American Declaration of Independence Prehistoric hunters crossed 1783 Loyalists begin arriving in Canada into North America from Asia 1791 Canada Act creates Upper and Lower Canada Year 1000 – Viking (Norse) explorers 1812 United States invades Canada reached Newfoundland; their 1814 End of the War of 1812 Learners To demonstrate dwellings 1837-1838 Rebellions in Upper and Lower Canada 1451 Iroquois Confederacy is formed understand knowledge and 1841-48 Responsible (Cabinet) Government understanding 1605 De Monts at Port Royal, Acadia that 1869 First Riel Rebellion (Métis Resistance) learners 1608 Champlain founds Quebec 1870 Manitoba becomes a Province 1642 Ville-Marie (Montreal) stories examine stories of 1871 British Columbia becomes a Province 1660 Dollard des Ormeaux’s last 1873 Prince Edward Island becomes a Province about the individuals and stand 1885 Second Riel Rebellion (Métis Resistance) origins of groups that have 1670 Hudson’s Bay Company is diverse made contributions 1916 Women win the vote in Alberta formed 1929 -1939 The Great Depression communitie to communities 1701 The “Great Peace” between 1939-1945 Second World War s are New France and 39 First shaped by Nations Suggested resources: different 1795 Fort Edmonton established The Story of Canada – Janet Lunn & Christopher Moore views 1867 Confederation of first four provinces of Canada stories tell discuss stories of 1873 Royal Canadian Mounted Police about how the origins of a established people in Francophone and a 1875 Fort Calgary established the past First Nations or 1885 “The Last Spike”: Canadian shaped the Métis community Pacific Railway completed communitie 1905 Alberta and Saskatchewan s they lived discuss stories of become Provinces of Canada in the origins of 1914-1918 First World War communities in what is now Alberta Page 25 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 stories can promote understanding of one another examine stories about various communities to find out about others Grade 4 stories can tell how communitie s have changed over time use stories to identify significant changes in diverse communities over time stories help people understand the present In Grade 4 Students take all of the dates they have learned since Grade 2, and all of the new dates they are learning this year, and create a scroll that maps all of the dates on a timeline. In Visual Arts they illustrate the timeline with faces, dwellings, tools, weapons, ships, forts, etc. Competency(ies) • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Literacy • • • • • Access Clarity Comprehension Strategies Purpose Vocabulary • • • • • Access Clarity Comprehension Strategies Intent Vocabulary Social Studies K–4 Curriculum April 2020 Classification: Protected A Page 26 Social Studies Kindergarten to Grade 4 Curriculum Grade 3 Numeracy • Time Social Studies K–4 Curriculum April 2020 Classification: Protected A Grade 4 • Time Page 27