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Home » Citizenship » Education
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Curriculum Links
Social Science, Social Studies and Citizenship Outcomes
Grades 4, 5, 6 (Late Primary, Junior or Upper Elementary Years)
Alberta
Students will
- reflect and internalize positive values and attitudes related to an understanding of civic ethics;
- understand the democratic ideals of equity and equality, freedom and justice;
- understand their identity in the sense of being citizens and enjoying equal rights and equitable status in contemporary society, and in the sense of being aware of their personal characteristics and how these can enable them to contribute constructively to their communities and society;
- critically evaluate ideas, information and positions from diverse perspectives;
- propose strategies or options for solving problems;
- demonstrate the ability to deal constructively with diversity and disagreement;
- collaborate with others to devise strategies for dealing with problems and issues;
- generate and apply new ideas and strategies to help solve problems and make decisions;
- listen to others in order to understand their perspectives;
- respond appropriately to comments and questions, while using language that conveys respect for human diversity;
- use graphic organizers (webbing, charts) to connect ideas and information in a problem-solving environment; and
- appreciate the complexity of citizenship and identity in Canada by showing respect for the rights, needs and perspectives of others and acknowledging the significance and presence of diverse ethnic and cultural groups.
For more information, see http://ednet.edc.gov.ab.ca/.
British Columbia
Students will
- understand citizenship in terms of participation in the community;
- demonstrate an understanding of equality and fairness in Canada with respect to rights and freedoms;
- demonstrate understanding of sustainability, stewardship, and renewable versus non-renewable natural resources;
- assess the effects of lifestyles on the local environment; and
- demonstrate an appreciation of the contributions of a variety of cultures to Canada.
For more information, see http://www.bced.gov.bc.ca/
irp/curric/ssk7lo/lo6.htm.
Manitoba
Students will
- collaborate with others to share ideas, decisions and responsibilities in groups, which will work together to achieve goals;
- develop interpersonal skills that focus on resolving conflicts, taking responsibility, accepting differences, making collaborative decisions, and learning to deal with dissent and disagreement;
- explore ways to resolve conflicts peacefully and fairly;
- interact fairly and respectfully;
- make decisions that reflect care, concern and responsibility for the environment;
- explore the ways people interact with and depend on one another within communities;
- explore the ways that people manage group living, including decision making, mediation and cooperation;
- explore the way human communities affect the natural environment; and
- understand the impact of cultural diversity on communities, and the ways in which decisions are made and conflicts managed.
For more information, see http://www.edu.gov.mb.ca/ks4/cur/socstud/
framework/grade4.pdf, http://www.edu.gov.mb.ca/ks4/cur/socstud/
framework/grade5.pdf and http://www.edu.gov.mb.ca/ks4/cur/socstud/
framework/grade6.pdf.
New Brunswick
Students will
- demonstrate understanding of sustainable development and its implications for the environment;
- explore rights issues;
- demonstrate understanding of their own and others’ cultural heritage and cultural identity, and of the contribution of multiculturalism to society;
- explore, reflect on and express their own ideas, learning, perceptions and feelings
- make appropriate decisions and take responsibility for those decisions;
- reflect critically on ethical issues;
- process and interpret information critically to make informed decisions;
- use a variety of strategies and perspectives with flexibility and creativity to solve problems; and
- solve problems individually and collaboratively.
See also the Atlantic Provinces Education Foundation (APEF) at http://apef-fepa.org/pdf/social.pdf.
Newfoundland and Labrador
Students will
- recognize the mosaic of Canadian cultures and appreciate the contribution made by diversity;
- recognize the role of interdependence in communities;
- examine traditional features of aboriginal cultures;
- recognize that sustainable living depends on the conservation of ecosystems and natural resources; and
- understand the importance of human rights and responsibilities and apply this to everyday life.
From the New Atlantic Canada Education Foundation for Essential Graduation Learnings at http://www.stemnet.nf.ca/DeptEd/Program/. See also APEF at http://apef-fepa.org/pdf/social.pdf.
Northwest Territories
Students will
- gain understanding and knowledge of and confidence in their own heritage and cultural background;
- explore concrete problems and issues critically;
- work in groups cooperatively and participate actively in learning situations;
- explore personal responsibility as an important element in political and social life, and as an important concept in civic education;
- explore the benefits of collaborative processes in decision making;
- understand that justice involves equity between peoples, and explore justice as a personal appreciation of and commitment to the rights of all people to live a life of freedom and dignity;
- understand that respect in a pluralistic society such as ours is a crucial concept; and
- understand the need to respect the rights of others if we want our own rights to be upheld (the interconnectedness of rights and responsibilities).
The Northwest Territories Social Studies Curriculum is organized by extending concepts into themes or strands that emphasize the development of values and attitudes such as responsibility, respect, justice, cooperation and collaboration. Essential learnings have been summarized above. For more information, see http://www.ece.gov.nt.ca/02%20k_12/index.html.
Nova Scotia
Students will
- develop the knowledge, skills and attitudes that will enable them to have a sense of belonging and to understand, actively participate in and contribute positively to a variety of communities;
- engage in multiple learning opportunities to develop their understanding of the rights and responsibilities of Canadians;
- understand the function of rules in a multiethnic and multicultural community;
- think creatively and critically, and in an informed way, in making judgments and decisions;
- demonstrate understanding of sustainable development and its implications for the environment;
- demonstrate understanding of their own and others’ cultural heritage and cultural identity, and of the contribution of multiculturalism to society;
- make appropriate decisions and take responsibility for those decisions;
- reflect critically on ethical issues;
- solve problems individually and collaboratively; and
- use a variety of strategies and perspectives with flexibility and creativity to solve problems.
For more information, see http://www.ednet.ns.ca/ and ftp://ftp.ednet.ns.ca/pub/educ/psp/psp-web.pdf. See also APEF at http://apef-fepa.org/pdf/social.pdf.
Nunavut
For more information, see http://www.gov.nu.ca.
Ontario
Students will
- demonstrate an understanding of the rights of Canadians;
- demonstrate an understanding that for every right (such as the right of democratic governance) there is a responsibility;
- describe how immigrants apply for citizenship and become Canadian citizens;
- examine and understand communities—from the local to the global—their various heritages and the nature of citizenship within them;
- acquire a knowledge of key social science concepts, including change, culture and environment;
- learn about Canada and the role of citizens in a democratic society within a culturally diverse and interdependent world;
- develop an understanding of Canadian identity and democratic values, evaluate different points of view, and examine information critically in order to solve problems and make decisions on issues relevant to their lives; and
- develop the attitudes or “habits of mind” considered essential for the development of responsible citizenship—respect, tolerance, and understanding with regard to individuals, groups and cultures; respect and responsibility for the environment; and an understanding and appreciation of the rights, privileges and responsibilities of citizenship.
For more information, see http://www.edu.gov.on.ca/eng/
document/curricul/social/social.html.
Prince Edward Island
Students will
- identify and explain the rights and responsibilities of individual citizens in a local, national and global context;
- understand the influence of freedom, equality, human dignity, justice, and civic rights and responsibilities in Canadian society;
- recognize how and why different groups have different perspectives on issues;
- identify examples of formal and informal groups to which they belong and describe the function of these groups;
- describe the influences that shape personal identity;
- describe the multicultural, multiethnic and multiracial character of Canadian society;
- recognize and explain the interdependent nature of relationships among individuals, societies and the environment;
- examine the causes and consequences of interactions between individuals and groups;
- identify the key components of sustainable practices and explain how human activity endangers or sustains the environment; and
- plan and evaluate actions to support peace and sustainability in our interdependent world.
P.E.I. uses the APEF document, Foundation for the Atlantic Canada Social Studies Curriculum—see http://www.ednet.ns.ca/educ/guests/apef/pdf/social.pdf and http://apef-fepa.org/pdf/social.pdf.
Quebec
Students will
- use a problem-solving approach to use information in a rigorous, methodical way;
- manage their relations with others and construct their identity through exposure to differences;
- develop understanding, openness, receptiveness and respect for others in order to embrace diversity;
- connect actions and their repercussions for a group or region;
- gain awareness of the importance of individual and collective civic involvement;
- understand the importance of rules of social conduct and collective interest; and
- understand how the distribution of rights and responsibilities among groups enables peaceful co-existence.
For more information, see http://www.meq.gouv.qc.ca/dfgj/program/
pdf/educprg2001/educprg2001-071.pdf.
Saskatchewan
Students will
- express different points of view effectively, and demonstrate behaviour that exhibits and encourages respect for human dignity;
- explore the ways individuals and groups affect others and the environment;
- explore individual, group and national identities in terms of beliefs, attitudes, traditions and lifestyles;
- understand interdependence as a cultural and natural phenomenon;
- develop respect for their own identities and those of others;
- appreciate the value of considering different perspectives, and participate in group and class decision-making processes;
- develop a strong sense of critical and creative thinking, especially as it applies to the relationship between human rights and human needs;
- understand the role of rules in maintaining order;
- appreciate that interdependence rests on rights and responsibilities; and
- appreciate the importance of cooperative relationships and the contribution of diversity.
For more information, see http://www.sasked.gov.sk.ca/docs/pdf/socst6.pdf.
Yukon
Students will
- understand citizenship in terms of participation in the community;
- demonstrate an understanding of equality and fairness in Canada with respect to rights and freedoms;
- demonstrate understanding of sustainability, stewardship, and renewable versus non-renewable natural resources;
- assess the effects of lifestyles on the local environment; and
- demonstrate an appreciation for the contributions of a variety of cultures to Canada.
Yukon Education uses the British Columbia curriculum as the basis for its own curriculum. For more information, see http://www.education.gov.yk.ca/
general/services.html.
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