Type Content Curriculum Elaboration Curricular Competency Group Big Ideas People create art to express who they are as individuals and community. Arts Education K Big Ideas People connect to others and share ideas through the arts. Arts Education K includes but is not limited to the four disciplines of dance, drama, music, and visual arts Big Ideas People create art to express who they are as individuals and community. Arts Education 1 Big Ideas People connect to others and share ideas through the arts. Arts Education 1 includes but is not limited to the four disciplines of dance, drama, music, and visual arts Big Ideas People connect to the hearts and minds of others in a variety of places and times through the arts. Arts Education 2 includes but is not limited to the four disciplines of dance, drama, music, and visual arts Big Ideas People from diverse cultures and societies share some common experiences and aspects of life. Social Studies 3 Big Ideas Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. Social Studies 3 Big Ideas Indigenous knowledge is passed down through oral history, traditions, and collective memory. Social Studies 3 Big Ideas Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors. Social Studies 3
Big Ideas Engaging in creative expression and experiences expands people’s sense of identity and belonging. Arts Education 5 Big Ideas Interactions with other people reveal their varied perspectives and thus expose human diversity. Français langue seconde - immerson 5 Big Ideas Engaging in creative expression and experiences expands people’s sense of identity and community. Arts Education 6 Big Ideas With basic French, we can describe important people in our lives. Core French 6 Big Ideas Engaging in the arts develops people’s ability to understand and express complex ideas. Arts Education 7 Big Ideas Religious and cultural practices that emerged during this period have endured and continue to influence people. Social Studies 7 Big Ideas Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions. Social Studies 8 Big Ideas The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures. Arts Education 9 Big Ideas Music provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. Arts Education 9
impact of recreational activities on the environment community values regarding conservation and protection of the environment Key question: What types of environmental challenges do people face in different communities (e.g., natural disasters, climate change, lack of natural resources)? traditional and contemporary Aboriginal arts and arts-making processes Arts Education 3 dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition Content the knowledge of local First Peoples of ecosystems Science 3 the interconnection between living and non-living things in the local environment; our shared responsibility to care for the local environment (i.e., stewardship); information shared from the local First Peoples community and Elders, population: all the members of the same type of living thing (species) in an area communities: different populations in an area living together local First Peoples knowledge of local landforms Science 3 cultural characteristics and ways of life of local First Peoples and global indigenous peoples Social Studies 3 Sample topics: potential First Peoples and global indigenous people for study could include: Local BC First Peoples
basketry and weaving governance and social organization in local and global indigenous societies Social Studies 3 Sample topics: consensus confederacies Elders reservations band councils traditional leadership communication strategies: active listening turn-taking in a conversation consideration of other people’s perspectives Français langue seconde - immerson 3 the recipient is physically and intellectually engaged, and reacts to what is heard , waiting one’s turn to speak, raising one’s hand, etc. traditional and contemporary Aboriginal arts and arts-making processes Arts Education 4 dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition the effects of the relative positions of the sun, moon, and Earth including local First Peoples perspectives Science 4 phases of the moon, tides, etc. tides affect living organisms lunar and solar eclipses , teachings and stories about the sun and the moon communication strategies: active listening expressions of courtesy consideration of other people’s perspectives Français langue seconde - immerson 4 the recipient is physically and intellectually engaged, and reacts to what is heard , use of “tu” and “vous” early contact, trade, cooperation, and conflict between First Peoples and European peoples Social Studies 4 Sample topics: early explorers: Cabot, Frobisher, Hudson, Cartier, Champlain voyages of Cook and Vancouver
rights and interactions with early governments in Canada (e.g., the Indian Act, potlatch ban, reserve system, residential schools, treaties) the history of the local community and of local First Peoples communities Social Studies 4 Sample topic: local archives and museums traditional and contemporary Aboriginal arts and arts-making processes Arts Education 5 dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition First Peoples concepts of interconnectedness in the environment Science 5 everything in the environment is one/connected (e.g., sun, sky, plants and animals) and we have a responsibility to care for them First Peoples knowledge of sustainable practices Science 5 levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding Social Studies 5 Sample activities: Distinguish between the different levels of government in Canada: municipal, provincial, territorial, federal Summarize the responsibilities of government (e.g., providing and administering services, making laws, collecting and allocating taxes) Through role-play, simulation, or case study, examine the election process (e.g., different political parties, voting) Sample topics:
key roles within provincial, territorial, and federal governments in Canada (e.g., premier, prime minister, MLA, MP, speaker, lieutenant governor, governor general; cabinet, senate, government ministries) elected and appointed provincial and federal government leaders in Canada (e.g., local MLA and MP, local First Nations leaders, premier of BC, the lieutenant governor of BC, prime minister, governor general) Key question: Which level of government has the most effect on your daily life? First Peoples land ownership and use Social Studies 5 Sample topics: treaties burial grounds housing hunting and fishing land claims disputes Key questions: How do First Peoples balance economic development with traditional uses of the land? How fair has BC’s treaty process been? Explain your answer. communication strategies: active listening consideration of other people’s perspectives Français langue seconde - immerson 5 the recipient is physically and intellectually engaged, and reacts to what is heard , colloquial language: language that does not conform to
roles of individuals, governmental organizations, and NGOs, including groups representing indigenous peoples Social Studies 6 Sample topics: United Nations International Criminal Court World Trade Organization international aid activists lobby groups international aid groups (e.g., Medecins sans Frontieres [Doctors without Borders]) Private foundations (Bill & Melinda Gates Foundation) economic policies and resource management, including effects on indigenous peoples Social Studies 6 Sample topics: deforestation mining oil and gas fisheries infrastructure development relocation of communities Key questions: How should decisions about economic policy and resource management be made? How should societies balance economic development with the protection of the environment? literary elements: characteristics of the youth novel characteristics of the legend elements of oral tradition in Aboriginal texts Français langue seconde - immerson 6 characters, chain of events, imaginary narrative, chapters, etc., storyteller, characters, mood, reality and fantasy, figures of speech, etc., oral narratives, songs and circular thinking
Explain how and why monetary systems evolved from bartering Francophone people live on First Peoples territories across Canada Core French 7 Acknowledging First Peoples territories, including the local First Peoples territory on which your school and community are located communication strategies: verbal and communication argumentation clarification reformulation consideration of other people’s perspectives Français langue seconde - immerson 7 intonation, voice, volume, speed, tone, pauses, etc., gestures and mimicry, arguments for and against traditional and contemporary Aboriginal arts and arts-making processes Arts Education 8 dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition First Peoples knowledge of: local geological formations significant local geological events Science 8 social, political, and economic systems and structures, including those of at least one indigenous civilization Social Studies 8 Sample topics: feudal societal structures and rights (e.g., in Europe versus Japan) Reformation and Counter-Reformation in Europe diffusion of religions throughout the world collapse of empires
labour management gender relations Key questions: What was the status of women in various societies during this period of history? How were political decisions made during this period of history? How was wealth distributed in societies during this period? common, high frequency vocabulary and sentence structures for communicating meaning: asking and responding to different types of questions expressing time and frequency describing people, objects, and personal interests comparing and contrasting explaining reasons for preferences, emotions, and physical states expressing basic beliefs and opinions describing cultural aspects of communities Core French 8 for example, Combien…?; Comment…?; Est-ce que…?; Où…?; Pourquoi…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?, for example, aujourd’hui, hier, demain, chaque jour, toujours, parfois, jamais, using expressions such as aussi, mais, plus que, aussi que, moins que (for example, Sarah est plus jeune que Nicole), for example, Je préfère…parce que…; J’ai peur parce que…; Elle est fatiguée parce que…, for example, À mon avis…; Je pense que…; Selon moi…; often uses the present indicative tense, for example, activities, celebrations, clothing, dance, festivals, First Peoples regalia, food, history, land, music, protocol, rituals, traditions literary elements: characteristics of the legend characteristics of the play Français langue seconde - immerson 8 characters, fantasy elements, explanation of phenomena, metaphors and methods of exaggeration, setting, hero, supporting character, nemesis, dialogue, time and place, stage direction, implicit meaning,
elements of oral tradition in Aboriginal texts explicit meaning, etc., oral narratives, songs and circular thinking Entrepreneurship and Marketing characteristics of entrepreneurial activity characteristics of social entrepreneurship in First Nations communities recognition of a market need and identification of target market development of a product or service, including its features and benefits forms of advertising and marketing that can influence a potential customer or buyer differences between consumer wants and needs role of money management in financing an idea or developing a product Applied Design, Skills and 8 goal, element of risk, personal commitment, planning and preparation, commitment of resources, print, social media, web, digital, what one would like to have; what one can do without Food Studies cross-contamination, including prevention and management food preparation practices, including elements of a recipe, techniques, and equipment Applied Design, Skills and 8 with whom, what, when, how, why, where food is consumed in a variety of situations (e.g., informal, formal, special, and/or ceremonial occasions), growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items
effects of removing or substituting ingredients, including nutritional profile, food quality, taste social factors that affect food choices, including eating practices variety of eating practices local food systems First Peoples food use and how that use has changed over time Media Arts digital and media technologies, their distinguishing characteristics, and their uses, including layout and design, graphics and images, and video production techniques for using images, sounds, and text to represent characterizations and points of view of people, including themselves, as well as settings and ideas story principles and genre conventions media technologies and techniques to shape space, time, movement, and lighting within images, sounds, and text for specific purposes Applied Design, Skills and 8 for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art), electing and organizing the elements of structure, intent, characters, settings, and points of view within the conventions of a genre, traditional or culturally accepted ways of doing things based on audience expectations, for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners, composition, time, space, sound, movement, lighting
traditional and contemporary Aboriginal worldviews and perspectives communicated through movement and dance Arts Education 9 First Peoples knowledge of interconnectedness and sustainability Science 9 everything is connected, from local to global; First Peoples perspectives on interconnectedness, First Peoples perspectives on sustainability of systems the continuing effects of imperialism and colonialism on indigenous peoples in Canada and around the world Social Studies 9 Sample topics: impact of treaties on First Peoples (e.g., numbered treaties, Vancouver Island treaties) impact of the Indian Act, including reservations and the residential school system interactions between Europeans and First Peoples the Scramble for Africa Manifest Destiny in the United States Key questions: What were the motivations for imperialism and colonialism during this period? What role does imperialism and colonialism from this period have on events in present-day Canada and around the world? Entrepreneurship and Marketing Applied Design, Skills and for example, business name, slogan, logo, age, gender, occupation, and education of customers, size and
pathogenic microbes associated with food-borne illnesses components of food preparation, including use and adaptations of ingredients, techniques, and equipment health, economic, and environmental factors that influence availability and choice of food in personal, local, and global contexts ethical issues related to food systems First Peoples traditional food use, including ingredients, storage, preparation, and preservation 9 eating/nutrition, food waste, food marketing, food trends, ethics, for example, environment, conditions, rights of workers and animals Media Arts digital and media technologies, their distinguishing characteristics and uses techniques for organizing ideas to structure information and story through media conventions media production skills standards-compliant technology Applied Design, Skills and 9 for example video production, layout and design, graphics and images, photography (digital and traditional), new emerging media processes (performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art), traditional or culturally accepted ways of doing things based on audience expectations. Each media form has hundreds of conventions that have been up over time and are widely accepted by audiences., editing and publishing to shape the technical and symbolic elements of images, sounds, and text, layout conventions, mark-up language, current web standards, or
Woodwork importance of woodwork in historical and cultural contexts, locally and throughout Canada identification, characteristics, properties, and uses of wood from various tree species techniques for adjusting plans and drawings woodworking techniques and traditional and joinery using a variety of tools and equipment, including stationary power equipment the relationship between First Peoples culturally modified trees and the sustainable use of wood issues in the sustainable use of wood Applied Design, Skills and 9 for example, shaping, laminating, turning, abrasives, adhesives, finishing, for example, box joint, splined mitre, lapped joint, for example, biscuits, brads, for example, jointer, planer, lathe, router table, table saw, chop saw, band saw, thickness sander, disc/belt sander, spindle sander, mortise machine, drill press, scroll saw, rate of harvest; effects of logging and replanting on ecosystems an increasing range of commonly used vocabulary and sentence structures for conveying meaning: asking and responding to various types of questions describing people, objects, places, and personal interests Core French 9 including inversion questions; for example, As-tu un crayon?; Va-t-il au cinéma?; Aimez-vous ce livre?, using expressions such as aussi, mais, plus que, aussi que, moins que, plus de, autant de, moins de, using words that indicate sequence; for example, premièrement, au début, deuxièmement, après, ensuite, troisièmement, finalement, for example, activities, celebrations, clothing, dance, festivals, First Peoples
Explain the significance of personal or local events, objects, people, or places (significance) Social Studies 1 Sample activities: Brainstorm a list of the most significant places in your community and explain why these locations are important. Research the history of a significant event or person in the history of your community. Key question: How does the significance of various events, objects, people, and places change over time? Explore different perspectives on people, places, issues, or events in their lives (perspective) Social Studies 1 Identify and appreciate the roles and responsibilities of people in their schools, families, and communities Career 1 Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 1 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in First Peoples technology, architecture, and artwork. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. and solving Incorporate First Peoples worldviews and perspectives to make connections to 1 how ovoid has different look to represent different animal parts Invite local First Peoples Elders and knowledge keepers to share their knowledge. and reflecting
mathematical concepts , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ Recognize Francophone and Aboriginal cultural elements in a text Français langue seconde - 1 oral, written, visual Exploring and Reflecting Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge Science 2 Processing and analyzing data and Explain why people, events, or places are significant to various individuals and groups (significance) Social Studies 2 Sample activity: Identify significant people and places in BC, Canada, and the world. Key questions: Why do people have different opinions on what people, events, and places are more significant than others? Are there people, events, and places that everyone thinks are significant? Explain why or why not. Explain why people’s beliefs, values, worldviews, experiences, and roles give them different Social Studies 2 Sample activities: Give examples of issues on which there are differing points of view Give examples of diverse perspectives on meeting your community’s needs and wants Key questions:
perspectives on people, places, issues, or events (perspective) Does everyone agree on the importance of conservation? Who should make decisions about the future of the community and country? Identify and appreciate the roles and responsibilities of people in their schools, families, and communities Career 2 Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 2 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. Elder communication to explain harvest traditions and sharing practices and solving Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts 2 Invite local First Peoples Elders and knowledge keepers to share their knowledge. , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ and reflecting Identify, in Francophone and Aboriginal texts, elements that are Français langue seconde - oral, written, visual Exploring and Reflecting
present in one’s own culture 2 Identify First Peoples perspectives and knowledge as sources of information Science 3 Processing and analyzing data and Explain why people, events, or places are significant to various individuals and groups (significance) Social Studies 3 Key questions: Why are stories important to indigenous people? Why do Elders play and important part in the lives of First Peoples? What values were significant for local First Peoples? Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events Social Studies 3 Sample activities: Distinguish between fact and opinion on a selected problem or issue Identify features of indigenous cultures that characterize their relationship to the land Indigenous peoples’ use of oral tradition rather than written language Key questions: How do the values of indigenous people differ from the values of people from other cultures? Identify and appreciate the roles and responsibilities of people in their schools, families, and communities Career 3 Engage in experiences that are connected to place, story, cultural practices, 3 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration and solving
and procedures as needed Record iterations of Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective) Social Studies 4 Sample activity: Compare the “discovery” and “exploration” of North America from European and First Peoples perspectives Key question: Who benefited most from the early west coast fur trade: First Peoples or Europeans? Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 4 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. and solving Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts 4 Invite local First Peoples Elders and knowledge keepers to share their knowledge. , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca and reflecting
Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ Recognize the diversity of cultural elements from Aboriginal and other cultures, within the same society Français langue seconde - 4 Exploring and Reflecting Identify First Peoples perspectives and knowledge as sources of information Science 5 Processing and analyzing data and Prototyping Outline a general plan, identifying tools and materials Construct a first version of the making changes to tools, materials, and procedures as needed Record of Applied Design, Skills and 5 for example, a physical product, a process, a system, a service, or a designed environment, repetitions of a process with the aim of approaching a desired result Applied Design Engage in experiences that are connected 5 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration and solving
to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures First Peoples people value, recognize and utilize balance and symmetry within art and structural design; have students pose and solve problems or ask questions connected to place, stories, and cultural practices. Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts 5 Invite local First Peoples Elders and knowledge keepers to share their knowledge. , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ and reflecting Identify the cultural and historical elements in Aboriginal and other texts, to put them into context Français langue seconde - 5 oral, written, visual Exploring and Reflecting Identify First Peoples perspectives and knowledge as sources of information Science 6 Processing and analyzing data and Exchange ideas and information using complete sentences, orally and in writing: Core French 6 for example, questions related to current theme, daily life, physical health, for example, describing family, pets, friends, or community members; describing objects in the classroom, in their backpack, desk, locker, home, for example, in the form of posters or invitations, including
and test again Express views in a manner that recognizes the value of other people’s viewpoints, in order to broaden one’s own perspective and that of peers Français langue seconde - 6 Creating and Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 6 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in First Peoples technology, architecture, and art. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. and solving Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts 6 Invite local First Peoples Elders and knowledge keepers to share their knowledge , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ and reflecting Identify cultural and historical elements in Francophone and Aboriginal texts, Français langue seconde - oral, written, visual Exploring and Reflecting
Gather peer and/or user and/or expert feedback and inspiration Make changes, and test again Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 7 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in First Peoples technology, architecture, and art. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. and solving Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts 7 Invite local First Peoples Elders and knowledge keepers to share their knowledge , Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ and reflecting Compare the cultural elements of different Français langue seconde oral, written, visual Exploring and Reflecting
Francophone and Aboriginal texts - 7 Compare cultural elements in Aboriginal and other texts Français langue seconde - 7 oral, written, visual Exploring and Reflecting Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information Science 8 Ways of knowing refers to the various beliefs about the nature of knowledge that people have; they can include, but are not limited to, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge. Processing and analyzing data and Assess the significance of people, places, events, or developments at particular times and places (significance) Social Studies 8 Key questions: Which explorer had the greatest impact on the colonization of North America? Should the printing press be considered a more important turning point in human history than the Internet? Explain why or why not. Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective) Social Studies 8 Sample activities: Gather and evaluate sources that provide information about perspectives on past or present people, places, issues, or events during a particular period of history. Compare the level of respect for the natural environment in different societies. Compare the factors that influenced the spread of two different global religions Key questions: How did religious institutions respond to scientific,
Explore ways to engage with Francophone communities, people, or experiences Core French 8 for example, blogs, classroom and school visits (including virtual/online visits), concerts, exchanges, festivals, films, pen-pal letters, plays, social media, stores/restaurants with service in French Prototyping Identify and use sources of Develop a plan that identifies key stages and resources Explore and test a variety of materials for effective use Construct a first version of the product or a prototype, as making changes to tools, materials, and procedures as needed Record iterations of Applied Design, Skills and 8 including seeking knowledge from other people as experts (e.g., First Peoples Elders) secondary sources, and collective pools of knowledge in communities and collaborative atmospheres, for example, a physical product, a process, a system, a service, or a designed environment, repetitions of a process with the aim of approaching a desired result
Testing Test the first version of the product or the prototype Gather peer and/or user and/or expert feedback and inspiration Make changes, and test again Applied Design, Skills and 8 Engage in experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 8 in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in First Peoples technology, architecture, and art. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. and solving Incorporate First Peoples worldviews and perspectives to make 8 Invite local First Peoples Elders and knowledge keepers to share their knowledge , and reflecting
connections to mathematical concepts Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ Analyze the fantasy elements in Aboriginal nation and other legends, in order to understand their message Français langue seconde - 8 Exploring and Reflecting Highlight and compare different perspectives, beliefs and viewpoints in Aboriginal and other texts Français langue seconde - 8 oral, written, visual Exploring and Reflecting Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information Science 9 Ways of knowing refers to the various beliefs about the nature of knowledge that people have; they can include, but are not limited to, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge. Processing and analyzing data and Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times Social Studies 9 Sample activities: Compare and contrast the events considered by English-Canadian, French-Canadian, and First Peoples scholars to be the most significant during this period. Track and compare key developments in the creation of two nation-states (e.g., Japan, Germany, Canada) during this period.
and places, and from group to group (significance) Key questions: To what extent do individuals determine the direction and outcome of revolutions? Would World War I have taken place without the actions of Gavrilo Princip? Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) Social Studies 9 Sample activities: Examine primary sources (e.g., photographs, newspaper articles, cartoons, speeches) and evaluate what these sources reveal about the worldview and beliefs of the author. Compare primary and secondary sources about a controversial historical person. Key questions: To what extent do sources like newspaper articles reflect the attitudes of society versus the attitudes of authors? What types of sources are best to consult to get a more complete understanding of a particular issue or event? Exchange ideas and information using complete sentences, orally and in writing: ask and respond to questions on familiar topics describe people, objects, places, and personal interests compare and contrast Core French 9 including characters in texts
mathematical concepts Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC Identify and analyze cultural values and symbols in Aboriginal and other texts Français langue seconde - 9 oral, written, visual Exploring and Reflecting