A2. Inquiry: Roles, Responsibilities, and Identity
Specific Expectations
A2.1
formulate questions to guide investigations into some aspects of the interrelationship between events, people, and/or places in their lives and their own roles, relationships, responsibilities, and identity/sense of self (e.g., brainstorm with their peers to formulate simple questions related to an event that has affected their self-concept, to changes in their responsibilities since they started school, or to how they behave in different places)
- Think about situations in which you feel safe and confident or nervous and shy. What is it about those situations that makes you feel that way?
- How might you compare your role as a friend to your role as a big sister?
- How do you feel when you’re sitting at your desk? How do you feel when you’re sitting in a park? How do different places affect how you behave? Why do you think that happens?
A2.2
gather and organize information on significant events, people, and/or places in their lives that contribute or have contributed to the development of their roles, relationships, responsibilities, and identity/sense of self (e.g., a birth or death in the family, their first day at school, a friend getting hurt at the park, getting lost in a shopping mall, their family’s place of worship, moving to a new home, joining a recreation, language, or cultural program for children and youth), using primary and/or secondary sources that they have located themselves or that have been provided to them (e.g., photographs, family and other stories, interviews, artefacts, newspapers and magazines, educational websites for children, books written by diverse voices – including First Nations, Métis, and Inuit authors/storytellers – on identity, family, and community relationships)
- Who might you talk to in order to find out about some of your family’s stories?
- Who can help you find some of the information you need?
- Where can you go to learn more about your community?
- “I got a bunch of photographs from my dad that show special people and places in my life.”
- “My mom showed me a news story in the Métis Voyageur about the yearly canoe expedition that my family goes to watch.”
- “My family showed me videos of my cousins dancing at Grand River Champions Powwow at Six Nations. I can’t wait to go, too.”
- “My class went to a museum last year. A community member showed us around. The museum has pictures and videos of my community from a long time ago.”
A2.3
analyse and construct simple maps as part of their investigations into places that are significant to them or to their family (e.g., construct a map that includes a title, legend, and directions to show the route from their home to their best friend’s home or to school; construct a map to show key places they visit in their community; find the school entrance, playground, and their classroom on a map of their school)
- “I took some of the photos from our walk and put them on my map of our community. It shows what the place looks like.”
- “I live here in Toronto, but my family is from Treaty 9. This map shows both places.”
- “On my community map, I made sure to include the Indigenous Friendship Centre.”
- “Every summer, we go to my grandparents’ fishing camp on the edge of Sault Ste. Marie, not far from our home. This place is special to us. Our Métis ancestors lived there and harvested the lands and waters. Here it is on my map.”
- “I put the Inuuqatigiit Centre for Inuit Children, Youth and Families and Tungasuvvingat Inuit on my map.”
A2.4
interpret and analyse information relevant to their investigations, using a variety of tools (e.g., use a timeline of significant events in their life to help them make connections between those events and changes in their sense of self; list the activities they like to help with at home and at school on a Venn diagram to help them determine the similarities and differences between their roles in different locations; use a graphic organizer to help them determine the relationship between the responsibilities of adults in their life and their own responsibilities; create a cyclical calendar that acknowledges the changes in responsibilities for each of the seasons)
- “When my sister was born I felt happy. But I got mad, too, because my dad didn’t play with me as much.”
- “I have more to do at school than at home, because my mom does a lot for me. I didn’t really know this until I made my Venn diagram.”
- “In the summer we go wild blueberry picking. My small hands are great at getting all of those berries. After we finish picking them, my mom makes blueberry jam for the winter. I get to help by mashing the berries and watching the timer as the jam cooks.”
- “At the spring goose hunt, I sit with my kokum (grandmother) and cousins and pluck the geese the hunters bring back. I work together with my family and other members of Moose Cree First Nation.”
A2.5
evaluate evidence and draw conclusions about some aspects of the interrelationship between events, people, and/or places in their lives and their own roles, relationships, responsibilities, and identity/sense of self
- What did you find out about differences in your roles and responsibilities in two different spaces/places? Why are your responsibilities different in a schoolyard than in a classroom?
- Why might your responsibilities be different in the summer than in the winter?
- What events have led to the biggest changes in your sense of self? Why do you think that is?
A2.6
communicate the results of their inquiries, using appropriate vocabulary (e.g., role, relationship, responsibility, sense of self, community, identity) and formats (e.g., an oral presentation on the biggest change or significant event in their life and how it affected them; a map showing places that are important to them; captioned photographs of significant people in their lives)