Key Social Studies Curriculum Connections to the Sir Sam Steele Collection “At a Glance”: Grades 4 - 7

Grades 	Focus of Curriculum Connections	Skills & Processes	Historical Thinking  Concepts	Steele Themes & Sources	

Grade 4
	
- role of stories, history & culture
- British Institutions, structure of  
  settlement & role of NWMP	
- use photos & interviews to make historical meaning -use historical & community resources to understand & organize the sequence of local historical events -organize & present info with clear purpose &  audience	
- evidence

- historical significance

- cause & consequence	
- Sam Steele Collection
- focus on Red River;
NWMP: the March West, Indian Treaties and the 1885 rebellion; Harwood, Flora & Sam Steele in World War I 	

Grade 5

	
- recognize how Canadian history contributes to their sense of identity 
- What do stories of the North West Mounted Police tell us about the development of western Canada & its identity? - recognize the effects of Confederation on citizenship and identity from multiple perspectives 
- How did building a national railway affect the development of Canada?   	 use photos & interviews to make historical meaning -use historical & community resources to understand & organize the sequence of local events
- draw & support conclusions on information gathered to answer a research question   -organize & present info with clear purpose for particular audience	
- evidence

- historical significance

- cause & consequence

- historical perspective

- focus on Red River, 
NWMP: the March West, First Nations, the building of the C.P.R. and the 1885 rebellion;  Yukon & the Klondike	

Grade 6

	
- recognize the influence of historical events and legislation on democratic decision making in Canada 
- value citizens' participation in a democratic society 
- What is democracy (i.e., justice, equity, freedoms, representation)? 
- How does Canada's justice system help protect your democratic and constitutional rights? 	
- critically evaluate ideas, information & positions 
- seek responses to inquiries through electronic media - use primary sources to interpret historical events & issues 
- use historical & community resources in the sequence of historical events - use examples of events to describe cause and effect and change over time 
- consider multiple perspectives 	
- evidence

- historical significance

- cause & consequence 

- continuity & change

- historical perspective
	- focus on the rebellions, the role of police and their relationship with the justice system and the overlap in the early years on the prairies and in the Yukon
- perspective and rights of Aboriginal peoples and a comparison with rights in the Constitution Acts and the Charter of Rights and Freedoms  -use current events to explore South African War & Afghanistan - volunteering to fight for country and  Harwood & Flora Steele in WWI	
Grades 	Focus of Curriculum Connections	Skills & Processes	Historical Thinking  Concepts	Steele Themes & Sources	

Grade 7

	
- recognize +& - consequences of political decisions 
-appreciate the challenges when confronted with rapid change 
-How did the response to the Red River & second Métis uprising solidify Canada's control of the West? 
- evaluate the impact of Confederation &  immigration on Canada 1867 to WWI 
- How did building the CPR affect the growth of Canada? - What was NWMP role in the development of western Canada? 
	
- evaluate, critically, ideas, information and positions from multiple perspectives  - access diverse viewpoints on particular topics, using appropriate technologies - analyze historical issues to form or support an opinion - use historical & community resources to sequence historical events          - distinguish cause, effect, sequence, correlation in historical events, including the long- and short-term causal relations of events  
	
- evidence

- historical significance

- cause & consequence 

- continuity & change

- historical perspective
	
- focus on Red River, 
NWMP: the March West, First Nations, the building of the CPR, the 1885 rebellion; Yukon & the Klondike; and the political decisions & rapid change to the decisions to participate actively in the South African War and World War I.

	The following tables outline the possible curriculum connections, skills and processes in more detail for each of the grades. 

Grade 4 Curriculum Connections, Skills & Processes, Including Historical Thinking
Curriculum Connections

	Skills & Processes including 
Historical Thinking 	

4.2: The Stories, Histories & Peoples of Alberta (General Outcome)

Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging. 

Stories: Stories provide a vital opportunity to bring history to life. …They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories…. Students will:

4.2.1 - appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity: 
 
- recognize how stories of people and events provide multiple perspectives on past and present events (I, TCC) 

-recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)

4.2.2 - assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues:  

- What movement or migration within Canada contributed to the populating of Alberta? (LPP, TCC)

- How did British institutions provide the structure for the settlement of newcomers in Alberta (i.e., North West Mounted Police, schools, lieutenant-governor, Assembly of the Northwest Territories)?  (GC, I, PADM, TCC) 
	
4.S.1 - develop skills of critical thinking and creative thinking:
-evaluate significant local and current affairs, distinguishing between fact and opinion  
-evaluate, critically, ideas, information and positions from multiple perspectives  

4.S.2 - develop skills of historical thinking:  
-use photographs and interviews to make meaning of historical information 
-use historical and community resources to understand and organize the sequence of local historical events 
- explain the historical context of key events of a given time period 

4.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:
-work collaboratively with others to complete a group task 
share information collected from electronic sources to add to a group task 

4.S.7 - apply the research process:
- organize and synthesize information gathered from a variety of sources 
- draw and support conclusions, based on information gathered, to answer a research question 

4.S.8 - demonstrate skills of oral, written and visual literacy:  
- organize and present information, taking particular audiences and purposes into consideration 

Grade 5 Curriculum Connections, Skills & Processes, Including Historical Thinking
Curriculum Connections	Skills & Processes including 
Historical Thinking 	

5.2: Histories & Stories of Ways of Life in Canada

Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada's heritage. 

Stories: Stories provide a vital opportunity to bring history to life. …They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories….
Students will:

5.2.1 - appreciate the complexity of identity in the Canadian context:  
- recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I, TCC)

- acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history (CC, I, TCC)

- acknowledge British influence and presence in Canada (CC, I, TCC)

- recognize how changes in society can affect identity (CC, I ) 

5.2.2 - examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues:  

- What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? (I,CC, TCC,LPP) 

5.2.7 - examine, critically, how the North West Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions and issues:  

- What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada?(LPP, PADM)
- How have stories of the North West Mounted Police shaped identity in western and northern Canada? (L, TCC, PADM)

5.3: Canada: Shaping an Identity

Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.   

5.3.1 - appreciate how changes impact citizenship and identity:  
- recognize how economic and political changes impact ways of life of citizens  (C, ER, I, PADM)

- recognize the effects of Confederation on citizenship and identity from multiple perspectives (C, I, PADM, TCC)

5.3.2 - assess, critically, the changes that occurred in Canada immediately following Confederation by exploring and reflecting upon the following questions and issues:

- How did the building of Canada's national railway affect the development of Canada? (CC, ER, PADM)

- Why were Aboriginal peoples excluded from the negotiations surrounding Confederation? (TCC, PADM)
	
5.S.1 - develop skills of critical thinking and creative thinking:  
- evaluate ideas, information and positions from multiple perspectives 
- re-evaluate personal opinions to broaden understanding of a topic or an issue 

5.S.2 - develop skills of historical thinking:  
- use photographs and interviews to make meaning of historical information 
- use historical and community resources to understand and organize the sequence of national historical events  
- explain the historical context of key events of a given time period 
organize information, using such tools as a database, spreadsheet or electronic webbing 

5.S.7 - apply the research process:
- determine themes, patterns and trends from information gathered 
- use graphs, tables, charts and Venn diagrams to interpret information 
- draw and support conclusions, based on information gathered, to answer a research question  
- cite references as part of research 
-use a variety of technologies to organize and synthesize researched information  
reflect on and describe the processes involved in completing a project 

5.S.8 - demonstrate skills of oral, written and visual literacy:  
- select appropriate forms of delivery for written and oral information, taking particular audiences and purposes into consideration  
- respond appropriately to comments and questions, using language respectful of human diversity  
- listen to others to understand their perspectives 

communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes 	

Grade 6 Curriculum Connections, Skills & Processes, Including Historical Thinking
Curriculum Connections	Skills & Processes including 
Historical Thinking 	
Local and Current Affairs

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

6.1: Citizens Participating in Decision Making

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process. 

6.1.1 - recognize how individuals and governments interact and bring about change within their local and national communities:  
- recognize and respect the democratic rights of all citizens in Canada (C, I)
- value the role of the Canadian Charter of Rights and Freedoms in protecting individual and collective rights and freedoms (I, PADM)

- recognize the influence of historical events and legislation on democratic decision making in Canada (TCC, PADM)

- value citizens' participation in a democratic society ( C )

6.1.2 - demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues:  

- What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM) 

- What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM)
- How does Canada's justice system help protect your democratic and constitutional rights? ( C, PADM)

6.1.6 - analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following questions and issues:  

- How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? (C,PADM)  

6.S.1 - develop skills of critical thinking and creative thinking:  
- assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion  
- critically evaluate ideas, information and positions 
- re-evaluate personal opinions to broaden understanding of a topic or an issue 
- generate original ideas and strategies in individual and group activities 
seek responses to inquiries from various authorities through electronic media

6.S.2 - develop skills of historical thinking:  
- use primary sources to interpret historical events and issues 
- use historical and community resources to understand and organize the sequence of historical events  
- explain the historical contexts of key events of a given time period  
- use examples of events to describe cause and effect and change over time 

6.S.4 - demonstrate skills of decision making and problem solving:  
- propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving 
- consider multiple perspectives when dealing with issues, decision making and problem solving 

6. S.7 - apply the research process:
- determine reliability of information filtering for point of view and bias 
- formulate questions to be answered through the research process 
- draw and support conclusions based on information gathered to answer a research question 
- include references in an organized manner as part of research 
- formulate new questions as research progresses 

access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)  
use a variety of technologies to organize and synthesize researched information 
reflect on and describe the processes involved in completing a project 

6.S.8 - demonstrate skills of oral, written and visual literacy:  
- express opinions and present perspectives and information in a variety of forms such as oral or written presentations, speeches or debates 
- express reasons for their ideas and opinions, in oral or written form 
- listen to others to understand their perspectives 

		

 

Grade 7 Curriculum Connections, Skills & Processes, Including Historical Thinking
Curriculum Connections	Skills & Processes including 
Historical Thinking 	

7.1.2 - appreciate the challenges of co-existence among peoples (C, CC, I, LPP)

7.2: Following Confederation: Canadian Expansions 

Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities. 

7.2.1 - recognize the positive and negative aspects of immigration and migration  ( GC, LPP, C, I )

7.2.2 - recognize the positive and negative consequences of political decisions (PADM)

7.2.3 - appreciate the challenges that individuals and communities face when confronted with rapid change 
(I, CC,LPP)

7.2.4 - assess, critically, the role, contributions and influence of the Red River Métis on the development of western Canada by exploring and reflecting upon the following questions and issues:  

- What factors led to Louis Riel's emergence as the leader of the Métis? (TCC, PADM, I, CC) 

- What similarities and differences exist between the causes of the Red River Resistance in 1869 and the causes of the second Métis uprising in 1885? (TCC, PADM, LPP)

- How did the Government of Canada's response to the Red River Resistance and the second Métis uprising solidify Canada's control of the West? (TCC, PADM)

- To what extent were the Red River Resistance and the second Métis uprising means to counter assimilation? (PADM, I, C)

- What were the Métis, First Nations, French and British perspectives on the events that led to the establishment of Manitoba? (TCC, PADM, I, CC)

- How was the creation of Manitoba an attempt to achieve compromise between the Métis, First Nations, French and British peoples? (TCC, PADM, I, LPP)

7.2.5 - evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:  

- What factors led to the purchase of Rupert's Land in 1869?(TCC, PADM, LPP)

- How did the National Policy determine the economic and demographic aspects of Canadian expansion? (TCC, ER, PADM, LPP)

- In what ways did the building of the Canadian Pacific Railway affect the growth of Canada? (TCC, PADM, ER, LPP)

- What was the role of the North West Mounted Police in the development of western Canada? (PADM, TCC)

- What impact did immigration have on Aboriginal peoples and on communities in Canada? (GC, CC, I, TCC)

- What were the underlying reasons for the negotiation of the numbered treaties?  (C, I, LPP, TCC
	
7.S.1 - develop skills of critical thinking and creative thinking:  
determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue: 
- evaluate, critically, ideas, information and positions from multiple perspectives  
- generate creative ideas and strategies in individual and group activities 
access diverse viewpoints on particular topics, using appropriate technologies 

7.S.2 - develop skills of historical thinking:  
- analyze historical issues to form or support an opinion  
- use historical and community resources to organize the sequence of historical events  
- explain the historical contexts of key events of a given time period  
- distinguish cause, effect, sequence and correlation in historical events, including the long-and short-term causal relations of events  
create a simulation or a model, using technology that permits the making of inferences  
identify patterns in organized information 

7.S.3 - develop skills of geographic thinking:  
- interpret historical maps to broaden understanding of historical events 

7.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:
- consider the needs and perspectives of others 

7.S.7 - apply the research process:
- formulate new questions as research progresses 
- include and organize references as part of research 
plan and conduct a search, using a wide variety of electronic sources 
make connections among related, organized data and assemble various pieces into a unified message 

7.S.8 - demonstrate skills of oral, written and visual literacy:
- communicate information in a clear, persuasive and engaging manner, through written and oral means 
- use skills of informal debate to persuasively express differing viewpoints regarding an issue 
- elicit, clarify and respond appropriately to questions, ideas and multiple points of view in discussions  
- listen to others in order to understand their perspectives 
- offer reasoned comments related to a topic of discussion 
use selected presentation tools to demonstrate connections among various pieces of information