K.

Wall
PSIII - 2016

SUBJECT/UNIT
SOCIAL STUDIES: IDENTITY,
SOCIETY, & CULTURE

Duration
September - December

Prescribed

Unit Overview:
This unit will focus on mixing parts of the old and new curriculum to develop graduates
who have the knowledge, skills, and competencies to be active, informed citizens.
Through this focus students will understand key historical, geographical, political,
economical, and societal concepts, as well as how they relate and interact with each other.
Each student will have the opportunity to create their own knowledge and develop their
own understanding through investigation, inquiry, and discussion.
Learning Outcomes Suggeste
Prescribed Learning Outcomes

Suggested Achievement Indicators

It is expected that students will:

Students who have fully met the Prescribed Learning Outcome are able to:

Distinguish characteristics
of various Aboriginal cultures in
BC and Canada.

[A1]

[A]

Demonstrate knowledge of
early European exploration of
BC and Canada.
[B]

Identify effects of early

contact between Aboriginal
societies and European
explorers and settlers.
[C]

Use appropriate terminology to describe Aboriginal cultures and

people (e.g., First Nations, Mtis, Inuit, band, clan, elder, chief).
[A2] Describe and compare characteristics of two or more Aboriginal
cultures in BC (e.g., local cultures, BC coastal cultures, interior region
cultures)
[A3] Describe and compare characteristics of two or more Aboriginal
cultures in other regions of Canada (e.g., plains, Inuit, Athabascan,
Iroquoian, eastern woodlands, Mtis) .
[A4] Model ways in which Aboriginal peoples preserve identity and
culture (e.g., oral tradition, teachings of elders).
[A5] Give examples of how specific Aboriginal stories incorporate the
natural and the supernatural.
[A6] Examine a variety of Aboriginal artforms (e.g., masks, paintings,
carvings, baskets, textiles, dances, stories).
[A7] Explain the significance of symbols in specific Aboriginal cultures
in Canada (e.g., as represented in totem poles, masks, blankets,
dwellings).
[A8] Compare characteristics of selected Aboriginal cultures with other
selected cultures represented in Canada.
[B1] 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).
[B2] Explain how the geography of Canada made early exploration easier
(e.g., navigable inland waterways) or more difficult (e.g., winter
weather).
[C1] Describe some of the effects of early contact on Aboriginal cultures
and societies (e.g., new materials and technologies such as metal, glass,
and textiles; disease; introduction of Christianity).
[C2] Describe some of the effects of early contact on European explorers
and settlers (e.g., Aboriginal guides and mapping helped explorers;
Aboriginal peoples provided clothing, food, medicine, and other
materials for survival in an unfamiliar environment).
[C3] Compare the discovery and exploration of North America from
European and Aboriginal peoples perspectives.
[C4] Give examples of how differences in cultures led to conflict
between Aboriginal and European societies.

K. Wall
PSIII - 2016

Assessments:
These assessment pieces will be used to help students develop their critical thinking skills while learning
about the history of Canada. Students will mainly focus on project based work in which they will develop
individual and group strategies for working on assignments.
Assignment Type
Whitehorse Brochure

Mapping Assignment
(x2?)

Aboriginal Art

Compare and Contrast

Storywriting

Final Unit Assessment

Description
Students will create a pamphlet intended to
welcome individuals to the Yukon. Students must
use their creativity and knowledge about the
territory to develop a brochure that would bring
me to Whitehorse.
Pre-Assessment:
Students will be given a blank sheet of paper on
which they must draw from memory, a map of
Canada.
[1] Students will be given a map of Canada in
which they must label the provinces, territories,
capital cities, major lakes, and oceans.
[2] Students will be given a map to chart the course
of settlers who explored Canada. As well as mark
various First Nations groups across Canada.
Students will study various Native American art
forms and be given the opportunity to create their
own piece of art using similar styles and respectful
processes involved.
Students will utilize the compare and contrast style
of writing to create a paragraph or two about
specific topics.
1. Choose two different Aboriginal groups to
compare.
2. Compare First Nations groups and non-First
Nations individuals in Canada. How do these
groups live today and compare to how they lived in
the past?
After listening to some different types of stories
(both traditional and contemporary) students will
create their own story or pass down a story they
have heard. Encourage students to make it their
own as a story always changes depending on the
storyteller.
Students can also create a visual/audio piece to
represent their story if they prefer.
Contents:
- short answer, long answer, multiple choice,
matching vocabulary, mapping element.

Assessment Weight
SUMMATIVE

FORMATIVE &
SUMMATIVE

FORMATIVE

FORMATIVE &
SUMMATIVE

FORMATIVE

SUMMATIVE

Resources:

Our Beginnings Sharon Sterling (Grade 4 Textbook)

My Stories Are My Wealth Mrs. Angela Sidney, Mrs. Kitty Smith, Mrs. Rachel Dawson
Trhuhchin Nwtrudh: Finding Our Way Home Chris Clarke and the Knch Group
Yukon First Nations Five - Teachers Guide

K. Wall
PSIII - 2016