Unit 1: Stone Age and Change
Duration
Weeks: 9
Learner Profile Attributes
Inquirers Knowledgeable
Key Concept
Time Place and Space
Related Concepts
Processes
Global Context
Orientation in Space and Time
Statement of Inquiry
Human ansestors and their communities changed over time through processes of evolution.
Summative Assessment Criteria
Criterion A
Criterion C
Approaches to Learning (ATLs) Skills
- T – Use brainstorming and visual diagrams to generate new ideas and inquiries
- C – Make inferences and draw conclusions
- C – Take effective notes in class
- T – Evaluate evidence and arguments
- T – Consider ideas from multiple perspectives
Curriculum Standards
B2.1 formulate questions to guide investigations into global issues of political, social, economic, and/or environmental importance , their impact on the global community, and responses to the issues
B2.2 gather and organize information on global issues of political, social, economic, and/or environmental importance, including their impact and responses to them, using a variety of resources and various technologies
B2.3 analyse and construct different types of maps, both print and digital, as part of their investigations into global issues, their impact, and responses to them
B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools
B3.6 identify and locate on a map countries and regions with which has a significant interrelationship, and use longitude and latitude to locate cities in these countries/regions
B2.6 communicate the results of their inquiries, using appropriate vocabulary and formats
Unit 2: Ancient Civilizations
Duration
Weeks: 9
Learner Profile Attributes
Knowledgeable and Risk Taker
Key Concept
Time Place and Space
Related Concepts
Perspective
Global Context
Orientation in Space and Time
Statement of Inquiry
Ancient empires reveal insights into time, place, and space, shaped by the perspectives of those who documented their rise and fall.
Summative Assessment Criteria
Criterion A
Criterion C
Approaches to Learning (ATLs) Skills
- C – Use a variety of media to communicate with a range of audiences
- C – Read a variety of sources for information and for pleasure
- R – Collect, record and verify data
- R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
Curriculum Standards
- A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a few distinct communities
- A2.2 gather and organize information from a variety of primary and secondary sources that present different perspectives on the historical and/or contemporary experience of a few communities
- A2.3 analyse and construct print and digital maps as part of their investigations into different perspectives on the historical and/or contemporary experience of communities
- A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools
- A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct communities
- A2.6 communicate the results of their inquiries, using appropriate vocabulary
Unit 3: Belief Systems
Duration
Weeks: 10
Learner Profile Attributes
Communicators, Open-minded
Key Concept
Systems
Related Concepts
Identity
Global Context
Personal and Cultural Expression
Statement of Inquiry
Belief systems provide guidance to people in different ways and can shape personal identity and culture.
Summative Assessment Criteria
Criterion B
Criterion D
Approaches to Learning (ATLs) Skills
- C: Take effective notes in class
C: Organize and depict information logically
R: Access information to be informed and inform others
R: Present information in a variety of formats and platforms
T: Consider ideas from multiple perspectives
Curriculum Standards
- A3.1: Identify the traditional Indigenous and treaty territory or territories on which their community is located.
- A3.2: Identify the main reasons why different peoples migrated.
- A3.3: Describe some key economic, political, cultural, and social aspects of life in settler/newcomer communities, and identify significant ways in which the culture of settlers’ places of origin influenced their ways of life.
- A3.4: Identify various types of communities and some ways in which they have contributed to the development of the country.
- A3.5: Describe significant events or developments in the history of two or more communities and how these events affected the communities’ development and/or identities.
- A3.6: Describe significant events or developments in the history of two or more settler/newcomer communities and how these events affected the communities’ development and/or identities.
- A3.7: Describe interactions between communities, including between newcomers and groups that were already in the country.
- A3.8: Identify key differences, including social, cultural, and/or economic differences, between a few historical and/or contemporary communities.
- A3.9: Describe significant changes within their own community.
- A3.10: Identify and describe fundamental elements of identities.
Unit 4: Games Around the World (IDU)
Duration
Weeks: 10
Learner Profile Attributes
Reflective, Balanced
Key Concept
Global Interactions (Relationships)
Related Concepts
Perspective, Interaction
Global Context
Globalisation and Sustainability
Statement of Inquiry
Building a positive relationship requires interconnection in perspectives and interaction.
Summative Assessment Criteria
Criterion A
Criterion C
Approaches to Learning (ATLs) Skills
- C – Use a variety of speaking techniques to communicate with a variety of audiences
- S: Delegate and share responsibility for decision-making
- S: Manage and resolve conflict and work collaboratively in teams
- S: Encourage others to contribute
- SM: Create plans to prepare for summative assessments (examinations and performances)
Curriculum Standards
- B1.1: Explain why participates in specific international accords and organizations, and assess the influence of some significant accords and/or organizations.
- B1.2: Analyse responses of Canadian governments, non-governmental organizations (NGOs), and individual citizens to an economic, environmental, political, and/or social issue of international significance.
- B1.3: Explain why some environmental issues are of international importance and require the participation of other regions of the world, if they are to be effectively addressed.
- B3.1: Identify some of the major ways in which the government interacts with other nations of the world.
- B3.2: Describe participation in different international accords, organizations, and/or programs.
- B3.3: Describe several groups or organizations that are involved in global issues.
- B3.4: Describe the responses of the Canadian government and some NGOs to different disasters and emergencies around the world.
- B3.5: Identify some significant political, social, and economic interactions between any country and other regions of the world, and describe some ways in which they affect these regions.
- B3.7: Identify countries/regions with which they have a significant economic relationship and some of the reasons why close relationships developed with these countries/regions and not others.
- B3.8: Describe significant economic effects on any country and people of interactions between the country and other regions of the world.
- B3.9: Describe some ways in which the country’s interactions with other regions of the world have affected the environment.