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First Peoples and European Contact 1 Inquiring Minds: First Peoples and European Contact Grade 4 Overview - Curriculum Congruency Big Ideas Topics Land, People, and Identity; Judging the Impact; Changes and The pursuit of valuable natural resources has played a key role in Consequences; How We Remember; Our Relationship With changing the land, people, and communities of Canada. the Land Land, People, and Identity; Trade: Conflict and Cooperation; Interactions between First Peoples and Europeans lead to conflict and Judging the Impact; Changes and Consequences; How We cooperation, which continues to shape Canada’s identity. Remember; Our Relationship With the Land Demographic changes in North America created shifts in economic and Trade: Conflict and Cooperation; Judging the Impact; political power. Changes and Consequences; How We Remember Trade: Conflict and Cooperation; Judging the Impact; British Columbia followed a unique path in becoming a part of Canada. Changes and Consequences; How We Remember; Our Relationship With the Land Curricular Competencies Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions Construct arguments defending the significance of individuals/groups, places, events, and developments (significance) Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources (evidence) Sequence objects, images, and events, and determine continuities and changes between different time periods and places (continuity and Students will have opportunities to develop & practise using change) these competencies throughout. Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence) Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times and places (perspective) Make ethical judgments about events, decisions, and actions that consider the conditions of a particular time and place (ethical judgment) Content Topics Trade: Conflict and Cooperation; Judging the Impact; Early contact, trade, cooperation, and conflict between First Peoples Changes and Consequences; How We Remember; Our and European peoples Relationship With the Land The fur trade in pre-Confederation Canada and British Columbia Trade: Conflict and Cooperation; Judging the Impact Trade: Conflict and Cooperation; Judging the Impact; Demographic changes in pre-Confederation British Columbia in both Changes and Consequences; How We Remember; Our First Peoples and non-First Peoples communities Relationship With the Land Economic and political factors that influenced the colonization of British Judging the Impact; Changes and Consequences; How We Columbia and its entry into Confederation Remember; Our Relationship With the Land Land, People, and Identity; Trade: Conflict and Cooperation; The impact of colonization on First Peoples societies in British Columbia Judging the Impact; Changes and Consequences; How We and Canada Remember; Our Relationship With the Land The history of the local community and of local First Peoples Land, People, and Identity; Changes and Consequences; How communities We Remember Physiographic features and natural resources of Canada Land, People, and Identity; Our Relationship With the Land Core Competencies: Communication; Thinking; Personal & Social Communication: The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media. Thinking:The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Students will have opportunities to develop & practise using Thinking competence includes specific thinking skills as well as habits of these competencies throughout. mind, and metacognitive awareness. 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. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world. 1 Inquiring Minds: First People and European Contact Land, People, and Identity Legend Big Ideas Curricular Competencies Content Core Competencies Big Ideas Student Resource Eguide Teaching Notes Website The pursuit of valuable natural resources has played a key role in changing the land, people, X and communities of Canada. Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues X to shape Canada’s identity. Demographic changes in North America created shifts in economic and political power. British Columbia followed a unique path in becoming a part of Canada. Curricular Competencies Student Resource Eguide Teaching Notes Website Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions Key Skills Question box, page 11; River Basin Identify patterns in information, and use those diagram, page 16; Kenney Dam patterns to draw inferences. diagram, page 31 Viewpoints on…, page 14; Thinking Summarize information and opinions about a Deeper: Megaprojects, page 32; selected problem or issue. Make Connections, page 33 Use grids, scales, and legends on maps and Thinking Like A… Meteorologist, page timelines to interpret or represent specific 22; The BC Inquiry Quest, page 35 information. Apply a variety of strategies for information Question box, page 12; The BC gathering (e.g. headings, indices, internet Inquiry Quest, page 35 searches). Construct a simple bibliography. Prepare a presentation using selected communication forms (e.g., debate, diorama, The BC Inquiry Quest, page 35 multimedia presentation, dance) to support the purpose of the presentation. Apply established criteria for a presentation (e.g., historical accuracy and context). Identify and clarify a selected problem or issue (e.g., provide details; state reasons, Reflect on Your Learning, page 34 implications). Create a plan of action to address a chosen Reflect on Your Learning, page 34 problem or issue. Construct arguments defending the significance of individuals/groups, places, The BC Inquiry Quest, page 35 events, and developments (significance) Key Questions What events are most significant in the story of BC’s development? Should James Douglas be remembered as the father of BC? What was the most significant reason for BC’s entry into Confederation? Ask questions, corroborate inferences, and Question boxes, page 12; What Is the draw conclusions about the content and Significance of Oral Histories? Page origins of different sources (evidence) 13; Sample Activities Use primary sources to make inferences about contemporary attitudes toward First Peoples during the gold rush years. Compare and contrast European and First Peoples accounts of the same event. 2 Sequence objects, images, and events, and determine continuities and changes between Question box, page 4; Reflect on Your different time periods and places (continuity Learning, page 34 and change) Sample Activity Create a timeline of key events in BC’s history. Key Questions How have the economic centres of BC changed over time? Why is Barkerville no longer a significant economic centre? What resources are important to people in Check Your Learning, page 33; present-day BC compared to the past? Explain Reflect on Your Learning, page 34 what has changed over time. Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate Reflect on Your Learning, page 34 about alternative outcomes (cause and consequence) Sample Activities Hold a debate about whether BC should have joined the United States or Canada, or become an independent country. Track the positive and negative effects of key events in BC’s development on First Peoples. Key Questions Was joining Canada the best decision for BC? Why did Vancouver become BC’s largest city? Construct narratives that capture the Understanding Perspectives, page 12; attitudes, values, and worldviews commonly Thinking Deeper, page 32; Reflect on held by people at different times and places Your Learning, page 34 (perspective) 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? Make ethical judgments about events, decisions, and actions that consider the Thinking Deeper, page 32 conditions of a particular time and place (ethical judgment) Sample Activities Evaluate the fairness of BC’s treaty process. Describe the importance of protecting minority rights in a democracy. Identify key events and issues in First Peoples rights and interactions with early governments in Canada (e.g., the Indian Act, the establishment of the residential school system, potlatch ban, reserve system, treaties). Content Student Resource Eguide Teaching Notes Website Early contact, trade, cooperation, and conflict between First Peoples and European peoples Key Questions
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