BUILDING STUDENT SUCCESS BC S NEW CURRICULUM (2016) GRADE 2 REGIONAL AND GLOBAL COMMUNITIES.

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1 BUILDING STUDENT SUCCESS BC S NEW CURRICULUM (2016) GRADE 2 REGIONAL AND GLOBAL COMMUNITIES

2 RESOURCES: IN SOCIALS STUDIES INCLUSIVE BUNDLE AT Canada, My Country Students will grasp the basics in Canadian geography, both physical and political. Chapters on national symbols, government and Canadian freedoms provide the groundwork for future study. Canada by Tanya Lloyd Canada Map by Unique Media Canada s Animals Bundle by Chelsea Donaldson (titles below) Canada s Arctic Animal; Canada s Coastal Animals; Canada s Mountain Animals; Canada s Prairie Animals; Canada s Wetland Animals; Canada s Woodland Animals Our Canadian Flag Take a heartfelt look at what it means to everyday Canadians. Terry Fox, A Story of Hope How does the significance of Terry Fox s accomplishments make him one of Canada s national heroes? Sled Dog for Moshi (First Peoples link) The young Inuit child, Moshi, longs for a pet dog like the one owned by her friend Jessica. After being rescued in a blizzard by a sled dog, Moshi happily decides she would rather have a sled dog than a pet INDIVIDUAL EXTRA RESOURCES Canadian Biographies Bundle Who are the significant characters in various areas of Canada s story? Canada Through Maps: Map Book 1, Grades 2-3 Using themes based on provincial social studies curricula, the book employs a variety of maps of Canada - cultural, historical, physical and political - to help students develop and practice there cornerstone skills. The numerous maps also help students explore Canada's geography and history. Life in a Forestry Community( Mackenzie, BC) McKenzie in British Columbia, Canada, is a community based on timber mills, timber supply and tourism. This series looks at continuity and change in the rural community. and/or Life in a Fishing Community (Lunenburg, NS) This title looks at offshore fishing, continuity and change, and cause and consequence. Nova Scotia once had a huge fishing industry. The community grew until the fishing industry largely stopped. Since then, the community has had to reinvent itself.

3 CORE LEARNING COMPETENCIES (ALL SUBJECTS) COMMUNICATION: The set of abilities students use to impart and exchange information, experiences and ideas, to explore the world around them, and to effectively engage in the use of digital media. THINKING: The ability students have to take subject-specific concepts and transform them into new understanding which includes specific thinking skills as well as habits of mind and awareness. CREATIVE THINKING: Creative thinking involves the generation of new ideas that have value to the individual or others, and the development of these ideas and concepts from thought to reality. CRITICAL THINKING: Critical thinking is the ability to examine one s own thinking, and that of others, about information that they receive through observation, experience, and communication. PERSONAL AND SOCIAL Personal and social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. POSITIVE PERSONAL AND CULTURAL IDENTITY The positive personal and cultural identity competency involves the awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself including family background, beliefs, and perspectives in a pluralistic society. PERSONAL AWARENESS AND RESPONSIBILITY Personal awareness and responsibility includes the skills and strategies in staying healthy and active, setting goals, monitoring progress, regulating emotions, respecting their own rights and the rights of others, managing stress, and persevering in difficult situations. SOCIAL RESPONSIBILITY Social responsibility involves the ability to understand interdependence of people with each other and the natural environment; to contribute positively to family, community, society, and the environment; to resolve problems peacefully; to empathize and maintain healthy relationships.

4 CURRICULAR COMPETENCIES (SOCIAL STUDIES SPECIFIC) The added assignments in this supplement to Canada, My Country will help even the youngest child begin to learn and practice historical thinking skills and Social Studies inquiry processes. The elements of historical thinking provide a framework for deeper, coherent and truthful inquiry in the analysis of historical accounts and projections for the future. These thought processes help children explore their own connection to the past, empower them to imagine possible futures, and encourage them to be critical readers of historical narratives. SIGNIFICANCE Explain why people, events, and places are significant to various individuals and groups EVIDENCE Why do people have different opinions on what people and events are more significant than others? Are there people, events, and places that everyone thinks are significant? Explain why or why not? Ask questions, make inferences, draw conclusions about the content and features of different types of sources Examine evidence by looking at photographs, or visiting a community museum. CONTINUITY AND CHANGE Sequence objects, images, and events, and explain why some aspects change and others stay the same How has Canada changed over time? How have people s needs and wants changed over time? What needs and wants have changed and which have stayed the same? CAUSE AND CONSEQUENCE Recognize the causes and consequences of events, decisions, and developments What would happen if people did not take care of their local environment? What would happen if there was nobody leading a community or country? PERSPECTIVE Explain why people s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events Does everyone agree on the importance of conservation? Who should make decisions about the future of the community or country? ETHICAL JUDGEMENTS Make value judgements about events, decisions, and actions and suggest lessons that can be learned What should be done about the distribution of natural resources? Should more wealthy countries help out less prosperous countries?

5 GRADE 2 SOCIAL STUDIES.

6 UNIT ONE - CANADA S DIVERSE REGIONS & COMMUNITIES Big Idea: Canada is made up of many diverse regions and communities. RESOURCES Canada, My Country Lessons 1-11 Canada Through Maps: Map Book 1 It is suggested that students complete one lesson per year for a year s study. Canada by Tanya Lloyd or other photo book(s) showing landforms of Canada Canada Map by Unique Media or other map showing physical landform Canada s Animals Bundle by Chelsea Donaldson (titles below) or other books about animals in Canada. Canada s Arctic Animal; Canada s Coastal Animals; Canada s Mountain Animals; Canada s Prairie Animals; Canada s Wetland Animals; Canada s Woodland Animals Sled Dog for Moshi (First Peoples link) Use one or both of the following: Life in a Fishing Community - Lunenburg, NS (Lesson 5) or Life in a Forestry Community - Mackenzie, BC (Lesson 10) CONTENT Diverse features of the environment in other parts of Canada and the world Relationships between people and the environment in different communities Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture How people s needs and wants are met in communities INQUIRY PROCESS Use cardinal directions to identify relative locations on simple maps (e.g. the school is north of the park) Interpret symbols and legends on maps to identify given locations in the community Create simple maps of familiar locations Use simple graphic organizers (e.g. charts, webs) to record relevant information from selected source KEY QUESTIONS What are the climates, landforms, bodies of water, plants and animals? What types of environmental challenges do people face in different communities? What does community mean to you? How do the local environment and culture affect the goods and services available in your community? How do different communities help people who can t meet their basic needs?

7 UNIT 1: LESSONS 1-4: POLITICAL MAP & MAPPING View: What is a Community? (Easy Links > Canada, My Country > p. 7) Activity: Visit a local museum and look at how various tools and home items have changed over time. Discuss: What does community mean to you? How did people in the past survive in your community? UNIT 2: LESSONS 5-11: PHYSICAL MAP & REGIONS LESSON 5: EAST COAST AND APPALACHIAN MOUNTAINS Coastal Animals: Choose one or more of the coastal animals to read about. Woodland Animals: Choose any one of more of the woodland animals to read about. Read: Life in a Fishing Community (Lunenburg, N.S. was named a UNESCO site because it has preserved the community and culture of the offshore Atlantic fishery on which the town was based.) View: Old Town Lunenburg (Easy Links > Canada, My Country > p. 18 ) Discuss: In what ways did the Atlantic fishery influence the community of Lunenburg? What has stayed the same in Lunenburg, and what has changed? How is the community of Lunenburg different than your community? LESSON 8: THE ARCTIC Arctic Animals: Choose one or more of the arctic animals to read about. Read: Sled Dog for Moshi (First Peoples Link) View: Boy Among Polar Bears - Following in His Father s Footsteps (Easy Links > Canada, My Country > p. 24 ) Discuss: What does Moshi s father tell her about dogs and their relationship to Inuit people? How have modes of transportation changed in the Arctic? What is different and what is the same? What might have been the consequences if Nuna did not help the girls? How is the way the Inuit view dogs different from how you view dogs? LESSON 10: THE WESTERN MOUNTAINS Mountain Animals: Choose one of more of the mountain animals to read about. Read: Life in a Forestry Community (Mackenzie, B.C., named after the explorer, Sir Alexander MacKenzie, was established by a logging company and a sawmill company.) View: Forestry in Canada (Easy Links > Canada, My Country > p. 28) Discuss: What would happen if governments and citizens did not look after the forests of Canada? How is the community of Mackenzie different than your community? Do you know of views about forestry different than the ones presented in the two resources above? Why might someone have a different view? Read about various animals from the Canada s Animals Bundle in additional lessons in this unit Easy Links can be found at > Easy Links (top tab)

8 UNIT TWO RIGHTS, RESPONSIBILITES & CONSEQUENCES Big Idea: Local actions have global consequences-global actions have local consequences. Big Idea: Individuals have rights and responsibilities as global citizens. RESOURCES Canada, My Country Lessons Our Canadian Flag by Maxine Trottier or Our Flag, The Story of Canada s Maple Leaf by Ann-Maureen Owens Optional: Terry Fox, A Story of Hope by Maxine Trottier; Canadian Biographies Bundle by Maxine Trottier CONTENT Rights and responsibilities of individuals regionally and globally Roles and responsibilities of regional governments KEY QUESTIONS How are decisions made in your region? Should everyone be responsible for helping others in their community? What are the connections between your community and communities around the world? INQUIRY PROCESS Draw simple interpretations from personal experiences, oral sources, and visual and written sources Use selected communication forms (e.g. software, models, maps, oral, written) for presentation Brainstorm and compare a variety of responses to a given problem Predict the possible results of various solutions to a problem Demonstrate willingness to consider diverse points of view UNIT 3: LESSONS LESSON 12: THE MAPLE LEAF FOREVER Activity: Think of a time when you have felt lonely or fearful and someone has helped you, or think of a time you have helped someone else. Create a picture you can use to tell of this experience. You might draw a picture showing the people involved or create a picture symbol to represent this event. First Peoples often painted symbols called pictographs on rocks to tell stories or events. It would be fun to create stone art by painting your picture on a rock. (First Peoples link) LESSON 13: THE CANADIAN FLAG Following the lesson, read a book about Canada s Flag. Activity: Download (see EasyLinks) and print some flags, colour, and use to proudly decorate your space. Discuss: How do citizens show respect for their country and for each other in the use of the national flag? How can flags be used as a means of communication? Do you think the maple leaf recognized around the world as a unique symbol of Canada? Why or why not?

9 Discussion Prompts: Proper flag etiquette shows respect for the flag and respect for the country represented by the flag. Flags flown at half-mast show respect and honour for a person who has died. Canada s maple leaf symbol is globally recognized as it is prominent on Canada s flag and displayed proudly on sporting attire, travel gear, and as part of badges of the Canadian Armed Forces. LESSON 14: CANADA S COAT OF ARMS Activity: Create a coat of arms to describe your family. LESSON 15: CANADA S MONARCH Discuss: Why do you think Canada got a new flag instead of continuing to use the Union Jack? Is the Union Jack present on any flags in Canada today? Discussion Prompts: Canadians wanted a flag to represent their unique identity. The Union Jack is still part of the flags of some of the provinces (BC, MB, ON) The Great Flag Debate was prompted by a disagreement between some citizens who wanted a uniquely Canadian flag, and others who wanted to maintain ties with the United Kingdom and represent that with the Union Jack. LESSON 16: GOVERNMENT IN CANADA View: Levels of Government (Easy Links > Canada, My Country > p. 45) Activity: If you live near your provincial capital, take a tour of the Legislative buildings (online search provincial legislature tours ). Contact your MPP, mayor or municipal representative to inquire about arranging a meeting. Think of questions to ask them (see suggestions in Canada, My Country p. 47) including, what they think is their greatest contribution on behalf of your community. Ask which issue provides the greatest debate because of varying perspectives. Come up with a creative idea to show appreciation for their work on behalf of your community (e.g. bake cookies or make a card). Discuss: What would be the consequences if your community did not have leaders. Discussion Prompts: What are some of the services you enjoy which are directed by government. LESSON 18: THE HAPPY TAXPAYER Activity: Purchase something and notice the tax that is charged on your item. Discuss: What should we do if we do not like how our taxes are spent? LESSONS 20-23: FREEDOMS IN CANADA LESSONS 24-28: OUTSTANDING CANADIANS Optional: Terry Fox, A Story of Hope by Maxine Trottier; Canadian Biographies Bundle by Maxine Trottier Discuss: How do we decide which people, events and places are significant and to whom? Activity: Make a short presentation to your family to describe someone you admire, why you think they are important to know about, and who this person is important to (the world, the nation, the province, the community, family etc.).

10 Donna Ward/Northwoods Press Grade 2 Bundles Curriculum info@donnaward.net

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