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					                            Social Studies – Grade 2: Communities in Canada

General Outcome 2.1 Canada’s Dynamic Communities

   Appreciate how a community’s physical geography shapes identity
   Appreciate the diversity and vastness of Canada’s land and peoples
   Value oral history and stories as ways to learn about the land
   Acknowledge, explore and respect historic sites and monuments
   Demonstrate care and concern for the environment

   Identify the location of the Inuit, Prairie, and Acadian communities in Canada.
        Compare the geographic regions with their own.
        Identify the three major geographical regions, landforms and bodies of water in each
        Identify the main differences in climate
        Identify the geographic factors that determined the establishment of each (soil, water,
        Identify how the physical geography of each community shapes its identity
        Identify daily life for the children in each of the communities
        Explain how the vastness of Canada affects how we connect to other Canadian

   Investigate the cultural and linguistic characteristics of an Inuit, an Acadian, and a Prairie
    community in Canada
        Identify cultural characteristics of the communities (e.g. special symbols. Landmarks,
           languages, shared stories/tradition, monuments, schools, churches)
        Identify the traditions and celebrations that connect the people to the past and to each
        Understand how the communities are strengthened by their stories, traditions and
           events of the past.
        Identify the linguistic roots and practices of the community
        Recognize the individuals and groups that contributed to the development of the
        Identify what connects exist between the communities studied (cultural exchanges,
           languages, music, traditions
        Identify how the cultural and linguistic characteristics of the communities studied
           contribute to Canada’s identity

General Outcome 2.2 A Community in the Past

   Appreciate how stories of the past connect individuals and communities to the present
   Appreciate how Aboriginal and Francophone peoples have influenced the development of
    the student’s community
   Appreciate the importance of collaboration and living in harmony
   Appreciate how connections to a community contribute to one’s identity
   Appreciate how cultural and linguistic exchanges connect one community to another

School of Hope                                 1                              Social Studies 2 – 2007
   Analyze how their community emerged by exploring and reflecting on:
       The characteristics that define their community
       What is unique
       What are the origins
       The reason the community was established (original fur- trade fort, original
          inhabitants, railroad)
       Who contributed to the development

   Examine how the community has changed
        In what ways over time (and use, transportation..)
        What caused the change
        How has the population changed (age, occupations, ethnic mix)
        How have the people contributed to the changes
        How is the presence of Aboriginal and/ or Francophone origins reflected in the
         community today

Skills and Processes

Thinking skills
 Distinguish between fictional and factual account about Canadian communities
 Choose and justify a course of action
 Compare and contrast information from similar types of electronic sources, such as
   information collected on the internet
 Correctly apply terms long ago, before, after
 Arrange events, facts and or ideas in sequence.
 Use a simple map to locate communities studies in Canada
 Determine distance n a map using relative terms such as near/far, here/ there
 Apply the concept of relative location to determine locations of people and places
 Use cardinal directions to locate communities studied in relation to one’s own community
 Apply ideas and strategies to decision making and problem solving

Social Participation
 Demonstrate skills of cooperation, conflict resolution, and consensus building
 Develop age-appropriate behavior for social involvement as responsible citizens contributing
   to their community –(school or community project)

Research inquiry
 Apply the research process

 Demonstrate skills of oral, written and visual literacy
     Prepare and present information in their own words using respectful language
     Respond appropriately to comments using respectful language
     Interact in a socially appropriate manner
     Create visual images for a particular audience/ purpose
     Display data in a problem solving context
     Use technology to support a presentation
 Develop skills of media literacy
     Identify key words from gathered information
     Compare information on the same topic from print media, television, photographs

School of Hope                               2                              Social Studies 2 – 2007