Overview
In Grade 5 social studies, students will learn about key characteristics of various Indigenous nations and European settler communities prior to 1713, in what would eventually become Canada. Using primary sources, such as treaties, historical images, and diaries, as well as secondary sources, they will investigate, from a variety of perspectives, relationships within and interactions between these communities as well as the impact of colonialism. They will develop their understanding of how historical events during this time have had an impact on present-day Canada. Students will also explore the responsibilities of Canadian citizens and levels of government. They will continue to develop their ability to examine current issues from various perspectives by investigating a Canadian social and/or environmental issue from the point of view of a variety of stakeholders, and they will develop plans of action to address significant social and environmental issues. Students will also begin to understand the impact of colonialism on contemporary Canada. They will continue to develop their mapping, globe, and graphing skills to help them extract, interpret, and analyse information, and they will enhance their understanding of multiple perspectives on both historical and contemporary issues.
The Grade 5 social studies expectations provide opportunities for students to explore a number of concepts connected to the citizenship education framework, including collaboration and cooperation, decision making, respect, rights and responsibilities, and stewardship.
The following two-part chart presents an overview of the Grade 5 social studies curriculum, and is meant to provide a starting point for planning instruction. For each overall expectation (listed in the first column), it identifies a related concept (or concepts) of social studies thinking and a big idea (see an explanation of big ideas and the concepts of disciplinary thinking and definitions of the concepts of social studies thinking). General framing questions are provided for each strand to stimulate students’ curiosity and critical thinking and to heighten the relevance of what they are studying. These broad and often open-ended questions can be used to frame a set of expectations, a strand, or a cross-disciplinary unit. The final column suggests ways in which spatial skills can be introduced and/or developed at this grade level, and indicates specific expectations with which they can be used (see a description of spatial skills).
Strand A. Heritage and Identity: Interactions of Indigenous Peoples and Europeans prior to 1713, in What Would Eventually Become Canada
Overall Expectations | Related Concepts of Social Studies Thinking | Big Ideas | Framing Questions | Sample Spatial Skills/Activities to Be Introduced/Developed |
A1. analyse some key short- and long-term consequences of interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada | Cause and Consequence; Continuity and Change |
Interactions between people have consequences that can be positive for some people and negative for others. |
|
Maps* and Globes
|
A2. use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada, from the perspectives of the various groups involved | Interrelationships; Perspective |
When studying interrelationships between groups of people, it is important to be aware that each group has its own perspective on those interrelationships. | ||
A3. describe significant features of and interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada | Significance; Interrelationships | Cooperation and conflict are inherent aspects of human interactions/ relationships. |
Strand B. People and Environments: The Role of Government and Responsible Citizenship
Overall Expectations | Related Concepts of Social Studies Thinking | Big Ideas | Framing Questions | Sample Spatial Skills/Activities to Be Introduced/Developed |
B1. assess responses of governments in Canada, including First Nations, Métis, and Inuit governments, to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues | Interrelationships; Cause and Consequence | Citizens and governments need to work together in order to be able to address issues effectively and fairly. |
|
Graphs
Maps* and Globes
|
B2. use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including those of Indigenous peoples as well as of the level (or levels) of government responsible for addressing the issues | Perspective | When examining an issue, it is important to understand who the different stakeholders are and to consider their perspectives. | ||
B3. demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Métis, and Inuit governments | Significance | To be active and effective citizens, Canadians need to understand their rights and responsibilities as well as how governments work. |
* The term map refers to print, digital, and interactive maps. Students may analyse and create maps on paper or using mapping programs.