social studies
Social Studies is delivered by Mrs. S. DeCloet. Here is a link to Ms. DeCloet's website. You will find information for the Grade 6 Social Studies units here.
PART A - HERITAGE AND IDENTITY: COMMUNITIES IN CANADA, PAST AND PRESENT
OVERALL EXPECTATIONS
Application: assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions (FOCUS ON: Cause and Consequence; Patterns and Trends)
Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada (FOCUS ON: Perspective)
Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada (FOCUS ON: Significance; Continuity and Change)
Students will explore the concept of immigration and how has it shaped our classroom and community. Immigration is leaving one country to come and live permanently in this country. European settlers were some of the first people to immigrate to Canada. As time passed, people from all around the world were slowly allowed to immigrate to Canada. These people began to make up many of the settlement communities we have explored in our research. Many of our own family members have immigrated to this country from another land. Students will investigate and research Canada's communities, both past and present to further their understanding of Canadian heritage and identity.
Typical Inquiry Questions:
When and why did people choose to come to Canada?
How did they interact with the communities of people, both Aboriginal and immigrant, already living here?
What traditions and beliefs did these different communities bring and share?
Our community has greatly been influenced by both recent and historical immigrants, just look at the diversity in our classroom! We will investigate the reasons why individuals may choose or are forced to leave their homeland for a new land. Students will understand more about Canadian culture and heritage today by understanding who some of Canadians' ancestors are, and how they settled Canada. Through this exploration, it is my hope that you develop empathy by understanding the challenges new immigrants face in adjusting to life in their new land.
By the end of this unit, students will be able to tell the story of at least two historical and contemporary communities in Canada. Students will be able to discuss the experiences of two groups that either had a very similar experiences and reasons for settling in Canada or a completely different reasons and experiences from each other.
The groups we will be learning about are:
- Acadians
- Africans
- Chinese
- Doukhobors (Russian Christians)
- Dutch
- French
- Inuit
- Irish
- Japanese
- MĂ©tis
- Cree (Plains)
- Scottish
- South Asian (more challenging reading level)
- Ukrainian
- Wendat (Huron)
PART B - PEOPLE AND ENVIRONMENTS: CANADA'S INTERACTIONS WITH THE GLOBAL COMMUNITY
OVERALL EXPECTATIONS
Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena (FOCUS ON: Interrelationships; Perspective)
Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)
Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement (FOCUS ON: Significance; Patterns and Trends)
The BIG Idea: The world is interconnected and interdependent. What we do in Canada, has an impact around the world.
While there are about 196 different countries in the world, there is only ONE planet. We all share this planet. Canada is a country but it is also a member of the greater global community. As a country, we not only have a responsibility to care for and protect our own land and its' citizens but also to care for and protect the land and citizens around the globe as well. For instance, protecting the environment is an issue that involves all citizens of the world.
Canada and Canadians are connected to world in several ways:
1. Through our economy (trade)
2. As activists inspiring positive changes (environment, equality, human rights, social justice)
3. By providing aid around the world in times of need (natural disasters, economic crisis, social unrest, famine)
4. With our military (war and peacekeeping)
Here are some key questions to consider as we explore this unit:
- In what ways is Canada's economy related to the global economy?
- What is Canada's role and responsibility when there is a natural disaster in the world?
- When there is war or civil unrest in other countries, does Canada play a part in restoring peace? How do we do that?
- How does Canada participate in the global community to ensure that we do our part to protect the environment?
- What do Canada and Canadians do for other people around the world? What else can we do?
Here are some helpful links for the different units:
Human Rights
World Health
Economy and Trade
NAFTA - North American Free Trade Organization
Disaster Relief
Disaster Assistance Response Team - DART
The Environment