Grade 5 Social Studies: Rationale for these activities
By investigating "events and factors that have changed the ways of life in Canada over time," students will see how developments in architecture relate to a province's growth. Historians and commentators have pointed out that the architecture seen in any place is a reflection of the developments during times of economic booms. This is the case for Alberta as economic growth brings expansion and developments that witness the construction of many new buildings. Students will examine images of buildings, and read about how and when the buildings were constructed and discover that many were built during times of expansion. When there is a period of progress and buildings are constructed, the patterns of life in a community change as do people's lifestyles.
5.3 Canada: Shaping an Identity
General Outcome
Students will demonstrate an understanding of events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
Specific Outcomes
Values and Attitudes
Students will:
5.3.1 appreciate how changes impact citizenship and identity:
►recognize how economic and political changes impact ways of life of citizens
►recognize the effects of Confederation on citizenship and identity from
multiple perspectives
►recognize the historical significance of French and English as Canada's
official languages
Knowledge and Understanding
Students will:
5.3.2 critically assess the changes that occurred in Canada immediately
following Confederation by exploring and reflecting upon the following questions
and issues:
►How did the building of Canada's national railway affect the development of
Canada?)
5.3.4 critically assess how economic booms and crashes affected ways of
life in Canada by exploring:
►How did the First World War contribute to the industrialization and
urbanization of Canada?
►In what ways did the Great Depression of the 1930s affect ways of life in urban
and rural communities?
►How did the economic boom immediately following the Second World War affect
ways of life in Canada?
Skills and Processes For Grade 5
Alberta Learning's Information and Communication Technology curriculum is
infused throughout the social studies program of studies.
Dimensions of Thinking
Students will:
5.S.1 develop skills of critical thinking and creative thinking:
►analyze significant local and current affairs from a variety of sources,
distinguishing between fact and opinion
►critically evaluate ideas, information and positions from multiple perspectives
►re-evaluate personal opinions to broaden understanding of a topic or an issue
►generate original ideas and strategies in situations of individual and group
activities
►seek responses to inquiries from various authorities through electronic media
►recognize that information serves different purposes and that data from
electronic sources may need to be verified to determine accuracy or relevance
for the purpose used
5.S.2 develop skills of historical thinking:
►use photographs and interviews to make meaning of historical information
►use historical and community resources to understand and organize the sequence
of national
►historical events
►explain the historical context of key events of a given time period
►organize information using such tools as databases, spreadsheets or electronic
webbing
5.S.3 develop skills of geographic thinking:
►use historical maps to make meaning of historical events and issues
5.S.4. demonstrate skills of decision making and problem solving:
►determine when a decision needs to be made in dealing with problems and issues
►collaborate with others to apply strategies for decision making and problem
solving
►select and use technology to assist in problem solving
►use data gathered from a variety of electronic sources to address identified
problems
►sort, organize, classify and extend data, and use such tools as calculators,
spreadsheets, databases or hypertext technology to solve problems
►use graphic organizers, such as mind mapping/webbing, flow charting and
outlining, to present connections between ideas and information in a
problem-solving environment
►generate alternative solutions to problems, using technology to facilitate the
process
Social Participation As A Democratic Practice
Students will:
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
►consider multiple perspectives while attempting to reach consensus within a
group
►demonstrate the ability to deal constructively with diversity and disagreement
►work collaboratively with others to achieve a common goal
►using technology record group brainstorming, planning and sharing of ideas
►retrieve data from available storage devices, such as a shared folder, to which
a group has contributed
5.S.6 develop age-appropriate behaviour for social involvement as
responsible citizens contributing to their community, such as:
►demonstrate commitment to the well-being of the school or community by
volunteering to help where needed
Research for Deliberative Inquiry
Students will:
5.S.7 apply the research process:
►determine themes, patterns and trends from information gathered
►draw and support conclusions based on information gathered to answer a research
question
►cite references as a part of research
►design and follow a plan, including a schedule, to be used during an inquiry
process, and make revisions to the plan as necessary
►access and retrieve appropriate information from the Internet by using a
specific search path or from given uniform resource locations (URLs)
►navigate within a document, compact disc or other software program that
contains links
►organize information gathered from the Internet or electronic source, selecting
and recording the data in logical files or categories
►use a variety of technologies to organize and synthesize researched information
►reflect on and describe the processes involved in completing a project
Students will:
5.S.8 demonstrate skills of oral, written and visual literacy:
►select appropriate forms of delivery of written and oral information,
taking particular audiences and purposes into consideration
►respond appropriately to comments and questions, using language respectful of
human diversity
►listen to others in order to understand their perspectives
►create visual images for particular audiences and purposes
►identify and distinguish points of view expressed in electronic sources on a
particular topic
►communicate effectively through appropriate forms, such as speeches, reports
and multimedia presentations, applying information technologies that serve
particular audiences and purposes
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