Year at a Glance

Social Studies

History (Term 1)

STRAND A: CREATING CANADA, 1850–1890

• Application: assess the impact of some key social, economic, and political factors, including social, economic, and/or political inequalities, on various groups and communities, including First Nations, Métis, and Inuit communities, and on the creation and expansion of the Dominion of Canada, between 1850 and 1890
• Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1850 and 1890
• Understanding Historical Context: describe various significant people, events, and developments in Canada between 1850 and 1890, including the Indian Act, treaties between Indigenous nations and the Crown, and the residential school system, and explain their impact

STRAND B: CANADA, 1890–1914: A CHANGING SOCIETY

• Application: analyse key similarities and differences between Canada in 1890–1914 and in the present day, with reference to the experiences of, major challenges facing, and actions taken by various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
• Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1890 and 1914
• Understanding Historical Context: describe various significant people, issues, events, and developments in Canada between 1890 and 1914, including the residential school system, and explain their impact

Geography (Term 2)

STRAND A: GLOBAL SETTLEMENT: PATTERNS AND SUSTAINABILITY

• Application: analyse some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future (FOCUS ON: Interrelationships)
• Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (FOCUS ON: Geographic Perspective; Interrelationships)
• Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment (FOCUS ON: Patterns and Trends; Spatial Significance)

STRAND B: GLOBAL INEQUALITIES: ECONOMIC DEVELOPMENT AND QUALITY OF LIFE

• Application: analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities (FOCUS ON: Interrelationships)
• Inquiry: use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective (FOCUS ON: Geographic Perspective)
• Understanding Geographic Context: demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world (FOCUS ON: Spatial Significance; Patterns and Trends)

Language

Reading

Students will:

• read a variety literature (fiction, non-fiction and graphic texts) while using a range of strategies to construct meaning
• reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful during journal writing entries and conferences with their teacher

Writing

Students will:

• generate, gather, and organize ideas and information to write for an intended purpose and audience
• draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
• use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
• reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process during self assessments and conferences with their teacher
• Term 1: newspaper articles, persuasive text, paragraph writing, creative writing, fictional narrative
• Term 2: essay writing, poetry, speeches

Oral Communication

Students will:

• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (e.g., current event presentations, debates, various oral presentations throughout the year, speeches)
• use attentive listening skills and respond appropriately to their peers and teacher
• reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations through self assessments and conferences with their teacher

Media Literacy

Students will:

• create a product of their choice using appropriate forms, conventions and techniques
• create a variety of media texts advertising their product (e.g., print ad, commercial) using appropriate conventions and techniques
• reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts during self assessments and conferences with their teacher

The Arts

Visual Arts

Students will:

• apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies
• apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
• demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

Students will understand the fundamental concepts of the ELEMENTS OF DESIGN:

• line: lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm
• shape and form: various shapes and forms, symbols, icons, logos, radial balance
• space: use of blue or complementary colours in shadows and shading to create depth; one- and two point perspective; open-form sculpture versus closed-form sculpture; installations
• colour: analogous colours; transparent colour created with watercolour or tissue paper decoupage Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and websafe colours.
• texture: textures created with a variety of tools, materials, and techniques (e.g., use of texture in a landscape work)
• value: shading (e.g., modulation, scumbling, stippling)

Drama

Students will:

• apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives
• apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences
• demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.

Students will understand the fundamental concepts of the ELEMENTS OF DRAMA:

• role/character: considering motivations of historical and fictional characters; considering various facets of multidimensional characters; revealing character through the use of props and movement/blocking; maintaining commitment to role
• relationship: developing and analysing multidimensional relationships in the drama
• time and place: improvising with/adapting available materials to establish setting; using blocking (e.g., when and where to move) and stage areas (e.g., upstage right, downstage centre) in planning and performance
• tension: using sound, lighting, technology, and stage effects to heighten tension; using foreshadowing to create suspense
• focus and emphasis: using a range of devices and effects to highlight specific aspects of the performance for the audience

Dance

Students will:

• apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas
• apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences
• demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.

Students will understand the fundamental concepts of the ELEMENTS OF DANCE:

• body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, angular versus curved shape, isolation of body parts (e.g., moving just the shoulder when the rest of the body is still), weight transfer (e.g., lunge, leap, roll)
• space: levels, pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations, performance space (e.g., confined, large)
• time: pause, freeze, with music, without music, duration, rhythm, tempo, acceleration/deceleration
• energy: effort, force, quality, inaction versus action, percussion, fluidity (e.g., wring, dab, mould, flow, bind)
• relationship: dancers to objects, opposition, groupings (e.g., large and small groups), meet/part, follow/lead, emotional connections between dancers, groupings