Grade 5 - Legacy Social Studies

Social Studies

5.1 Physical Geography of Canada

5.2 - Histories and Stories of Ways of Life in Canada

5.3 Canada: Shaping an Identity

5A: Canada: Its Geography And People

5B: Early Canada: Exploration And Settlement

5C: Canada's Links With Other Countries

Knowledge/Understanding

Skills/Processes: Communication

Skills/Processes: Dimensions of Thinking

Skills/Processes: Research for Deliberative Inquiry

Skills/Processes: Social Participation as a Democratic Practice

Values/Attitudes

Knowledge/Understanding

Skills/Processes: Communication

Skills/Processes: Dimensions of Thinking

Skills/Processes: Research for Deliberative Inquiry

Skills/Processes: Social Participation as a Democratic Practice

Values/Attitudes

Knowledge/Understanding

Skills/Processes: Communication

Skills/Processes: Dimensions of Thinking

Skills/Processes: Research for Deliberative Inquiry

Skills/Processes: Social Participation as a Democratic Practice

Values/Attitudes

Communication Skills-The environment plays a major role in determining where and how people in Canada live

Knowledge-The environment plays a major role in determining where and how people in Canada live

Participation Skills-The environment plays a major role in determining where and how people in Canada live

Process Skills-The environment plays a major role in determining where and how people in Canada live

Communication Skills-Exploration and settlement cause groups to have influence on each other, resulting in changes in the way people live.

Knowledge-Exploration and settlement cause groups to have influence on each other, resulting in changes in the way people live.

Participation Skills-Exploration and settlement cause groups to have influence on each other, resulting in changes in the way people live.

Process Skills-Exploration and settlement cause groups to have influence on each other, resulting in changes in the way people live.

Communication Skills-The links established through interaction with other countries influence the way Canadians live

Knowledge-The links established through interaction with other countries influence the way Canadians live

Participation Skills-The links established through interaction with other countries influence the way Canadians live

Process Skills-The links established through interaction with other countries influence the way Canadians live

Expresses an understanding of how people in Canada interact with the environment

Expresses an understanding of the physical geography of Canada

Demonstrates skills of media literacy (e.g. examines how various people might interpret a media message differently, examines diverse perspectives presented in the media)

Demonstrates skills of oral, written and visual literacy (e.g. selects appropriate forms of delivery of written and oral information considering audience and purpose, responds appropriately to comments and questions, listens to others to understand their perspectives)

Uses technology to to demonstrate skills of oral, written and visual literacy (e.g. creates visual images for particular audiences and purposes, identifies and distinguishes points of view expressed in electronic sources, extends the scope of a project by using communication technologies, communicates effectively through appropriate forms)

Demonstrates skills of critical and creative thinking (e.g. distinguishes between fact and opinion, evaluates from multiple perspectives, re-evaluates opinions, generates original ideas and strategies, seeks responses to inquiries through electronic media, recognizes that information from electronic sources may need to be verified)

Demonstrates skills of decision making and problem solving (e.g. determines when a decision needs to be made, collaborates with others)

Demonstrates skills of geographic thinking (e.g. uses latitude and longitude to determine absolute location of place on maps and globes in Canada, constructs maps, diagrams and charts, uses historical maps, uses cardinal and intermediate directions, uses scale to determine distance between places on maps and globes, list, map and discuss major waterways)

Demonstrates skills of historical thinking (makes meaning of historical information, understands and organizes the sequence of national events, explains the context of key events of a given time period, organizes information using electronic tools)

Uses technology to demonstrate skills of decision making and problem solving (e.g. selects and uses technology to assist in problem solving, uses data gathered from electronic sources to address problems, solves problems using calculators, spreadsheets, databases or hypertext technology, uses graphic organizers to present connections between ideas and information, generates alternative solutions to problems)

Applies the research process (e.g. determines themes, patterns and trends from information gathered, uses graphs, tables, charts and Venn diagrams to interpret information, draws and supports conclusions based on information gathered to answer a research question, cites references)

Uses technology to apply the research process (e.g. designs and follows a plan, making revisions as necessary, accesses and retrieves information from the Internet using a specific search path or given URLs, navigates within a document, CD or program that contains links)

Uses technology to apply the research process (e.g. organizes information gathered from the Internet or electronic source, selects and records the data in logical files or categories, organizes information using databases, spreadsheets or electronic webbing, uses a variety of technologies to organize and synthesize researched information, reflects on and describes the processes involved in completing a project)

Demonstrates age-appropriate behavior for social involvement as a responsible citizen contributing to the community (e.g. demonstrates commitment to the well-being of the school or community by volunteering to help where needed)

Demonstrates skills of cooperation, conflict resolution and consensus building (e.g. considers multiple perspectives while attempting to reach consensus within a group, deals constructively with diversity and disagreement, works collaboratively)

Uses technology to demonstrate skills of cooperation, conflict resolution and consensus building (e.g. records group brainstorming, planning and sharing of ideas, retrieves data from available storage devices to which a group has contributed)

Expresses an understanding of the importance of Canada's physical geography and natural environment

Expresses an understanding of how European immigrants shaped ways of life in Western Canada

Expresses an understanding of the ways of life of Aboriginal peoples in Canada

Expresses an understanding of the ways of life of immigrants from the British Isles during the Great Migration

Expresses an understanding of ways of life in New France

Expresses an understanding of ways of life of non-European immigrants

Expresses an understanding of ways of life of the fur traders

Expresses an understanding of ways of life of the United Empire Loyalists

Demonstrates skills of media literacy (e.g. examines how various people might interpret a media message differently, examines diverse perspectives presented in the media)

Demonstrates skills of oral, written and visual literacy (e.g. selects appropriate forms of delivery of written and oral information considering audience and purpose, responds appropriately to comments and questions, listens to others to understand their perspectives)

Uses technology to to demonstrate skills of oral, written and visual literacy (e.g. creates visual images for particular audiences and purposes, identifies and distinguishes points of view expressed in electronic sources, extends the scope of a project by using communication technologies, communicates effectively through appropriate forms)

Demonstrates skills of critical and creative thinking (e.g. distinguishes between fact and opinion, evaluates from multiple perspectives, re-evaluates opinions, generates original ideas and strategies, seeks responses to inquiries through electronic media, recognizes that information from electronic sources may need to be verified)

Demonstrates skills of decision making and problem solving (e.g. determines when a decision needs to be made, collaborates with others)

Demonstrates skills of geographic thinking (e.g. uses latitude and longitude to determine absolute location of place on maps and globes in Canada, constructs maps, diagrams and charts, uses historical maps, uses cardinal and intermediate directions, uses scale to determine distance between places on maps and globes, list, map and discuss major waterways)

Demonstrates skills of historical thinking (makes meaning of historical information, understands and organizes the sequence of national events, explains the context of key events of a given time period, organizes information using electronic tools)

Uses technology to demonstrate skills of decision making and problem solving (e.g. selects and uses technology to assist in problem solving, uses data gathered from electronic sources to address problems, solves problems using calculators, spreadsheets, databases or hypertext technology, uses graphic organizers to present connections between ideas and information, generates alternative solutions to problems)

Applies the research process (e.g. determines themes, patterns and trends from information gathered, uses graphs, tables, charts and Venn diagrams to interpret information, draws and supports conclusions based on information gathered to answer a research question, cites references)

Uses technology to apply the research process (e.g. designs and follows a plan, making revisions as necessary, accesses and retrieves information from the Internet using a specific search path or given URLs, navigates within a document, CD or program that contains links)

Uses technology to apply the research process (e.g. organizes information gathered from the Internet or electronic source, selects and records the data in logical files or categories, organizes information using databases, spreadsheets or electronic webbing, uses a variety of technologies to organize and synthesize researched information, reflects on and describes the processes involved in completing a project)

Demonstrates age-appropriate behavior for social involvement as a responsible citizen contributing to the community (e.g. demonstrates commitment to the well-being of the school or community by volunteering to help where needed)

Demonstrates skills of cooperation, conflict resolution and consensus building (e.g. considers multiple perspectives while attempting to reach consensus within a group, deals constructively with diversity and disagreement, works collaboratively)

Uses technology to demonstrate skills of cooperation, conflict resolution and consensus building (e.g. records group brainstorming, planning and sharing of ideas, retrieves data from available storage devices to which a group has contributed)

Expresses an understanding of the complexity of identity in the Canadian context

Expresses an understanding of how economic booms and crashes affected ways of life in Canada

Expresses an understanding of how historical events shaped collective identity in the Canadian context

Expresses an understanding of how the Famous Five brought about change in Canada

Expresses an understanding of the changes that occurred in Canada immediately following Confederation

Demonstrates skills of media literacy (e.g. examines how various people might interpret a media message differently, examines diverse perspectives presented in the media)

Demonstrates skills of oral, written and visual literacy (e.g. selects appropriate forms of delivery of written and oral information considering audience and purpose, responds appropriately to comments and questions, listens to others to understand their perspectives)

Uses technology to to demonstrate skills of oral, written and visual literacy (e.g. creates visual images for particular audiences and purposes, identifies and distinguishes points of view expressed in electronic sources, extends the scope of a project by using communication technologies, communicates effectively through appropriate forms)

Demonstrates skills of critical and creative thinking (e.g. distinguishes between fact and opinion, evaluates from multiple perspectives, re-evaluates opinions, generates original ideas and strategies, seeks responses to inquiries through electronic media, recognizes that information from electronic sources may need to be verified)

Demonstrates skills of decision making and problem solving (e.g. determines when a decision needs to be made, collaborates with others)

Demonstrates skills of geographic thinking (e.g. uses latitude and longitude to determine absolute location of place on maps and globes in Canada, constructs maps, diagrams and charts, uses historical maps, uses cardinal and intermediate directions, uses scale to determine distance between places on maps and globes, list, map and discuss major waterways)

Demonstrates skills of historical thinking (makes meaning of historical information, understands and organizes the sequence of national events, explains the context of key events of a given time period, organizes information using electronic tools)

Uses technology to demonstrate skills of decision making and problem solving (e.g. selects and uses technology to assist in problem solving, uses data gathered from electronic sources to address problems, solves problems using calculators, spreadsheets, databases or hypertext technology, uses graphic organizers to present connections between ideas and information, generates alternative solutions to problems)

Applies the research process (e.g. determines themes, patterns and trends from information gathered, uses graphs, tables, charts and Venn diagrams to interpret information, draws and supports conclusions based on information gathered to answer a research question, cites references)

Uses technology to apply the research process (e.g. designs and follows a plan, making revisions as necessary, accesses and retrieves information from the Internet using a specific search path or given URLs, navigates within a document, CD or program that contains links)

Uses technology to apply the research process (e.g. organizes information gathered from the Internet or electronic source, selects and records the data in logical files or categories, organizes information using databases, spreadsheets or electronic webbing, uses a variety of technologies to organize and synthesize researched information, reflects on and describes the processes involved in completing a project)

Demonstrates age-appropriate behavior for social involvement as a responsible citizen contributing to the community (e.g. demonstrates commitment to the well-being of the school or community by volunteering to help where needed)

Demonstrates skills of cooperation, conflict resolution and consensus building (e.g. considers multiple perspectives while attempting to reach consensus within a group, deals constructively with diversity and disagreement, works collaboratively)

Uses technology to demonstrate skills of cooperation, conflict resolution and consensus building (e.g. records group brainstorming, planning and sharing of ideas, retrieves data from available storage devices to which a group has contributed)

Expresses an understanding of how changes impact citizenship and identity

Uses communication skills to express and present information about Canada

Demonstrates an understanding that Canada has distinct physical regions and political divisions

Demonstrates an understanding that modifying and adapting to natural settings affect lifestyle and environment

Uses participation skills to interact with others in learning about Canada

Uses geography and mapping skills to locate and identify places in Canada

Uses the process skills of locating, organizing, and interpreting to acquire information about Canada

Uses the skills of analyzing, synthesizing, and evaluation to interpret information about Canada

Uses communication skills to express and present information about early Canada

Demonstrates an understanding that contact between people in early Canada had varied results

Demonstrates an understanding that contact between people in early Canada, brought changes to their lives

Demonstrates an understanding that our history contributed to shaping Canada into a bilingual nation

Uses participation skills to interact with others in learning about early Canada

Uses geography and mapping skills to locate and identify places in early Canada

Uses the process skills of locating, organizing, and interpreting to acquire information about early Canada

Uses the skills of analyzing, synthesizing, and evaluation to interpret information about early Canada

Uses communication skills to express and present information about Canada's links with other countries

Demonstrates an understanding that advantages and disadvantages result from interaction with other countries

Demonstrates an understanding that exploration of North America created links with England and France

Demonstrates an understanding that interaction between Canada and other countries influences our way of life

Uses participation skills to interact with others in learning about Canada's links with other countries

Uses geography and mapping skills to locate and identify Canada's links with other countries

Uses the skills of analyzing, synthesizing, and evaluation to interpret Canada's links with other countries

Uses the skills of locating, organizing, and interpreting to inquire about Canada's links with other countries