Grade 3 Social Studies Curriculum Guide (PDFDrive)

2012
Prince Edward Island

Department of Education and
Early Childhood Development
250 Water Street, Suite 101
Summerside, Prince Edward Island
Canada, C1N 1B6
Tel: (902) 438-4130
Fax: (902) 438-4062
www.gov.pe.ca/eecd/
CONTENTS
Acknowledgments
The Prince Edward Island Department of Education and Early Childhood Development acknowledges
the work of the social studies consultants and other educators who served on the regional social studies
committee.
New Brunswick Newfoundland and Labrador

John Hildebrand Darryl Fillier
Barbara Hillman
Nova Scotia Prince Edward Island

Mary Fedorchuk Bethany Doiron
Bruce Fisher Laura Ann Noye
Rick McDonald
Jennifer Burke
The Prince Edward Island Department of Education and Early Childhood Development also acknowledges
the contribution of all the educators who served on provincial writing teams and curriculum committees, and
who reviewed or piloted the curriculum.
The Prince Edward Island Department of Education and Early Childhood Development recognizes the
contribution made by Tammy MacDonald, Consultation/Negotiation Coordinator/Research Director of the
Mi’kmaq Confederacy of Prince Edward Island, for her contribution to the development of this curriculum.
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 i

CONTENTS
ii ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

CONTENTS
Contents
Introduction Background .................................................................................. 1
Aims of Social Studies .................................................................. 1
Purpose of Curriculum Guide ...................................................... 2
Guiding Principles........................................................................ 2
Program Design Overview ...................................................................................... 3

and Outcomes Essential Graduation Learnings (EGLs) ........................................ 4
General Curriculum Outcomes (GCOs) ...................................... 5
Processes ...................................................................................... 6
Attitudes, Values, and Perspectives ............................................... 7
Contexts for Learning The Primary Years ........................................................................ 9

and Teaching The Primary Learner .................................................................... 9
Equity and Diversity .................................................................... 11
Principles Underlying the Social Studies Curriculum ................... 12
The Social Studies Learning Environment.................................... 12
Inquiry ....................................................................................... 21
Assessment and Evaluation of Student Learning ........................... 24
Curriculum Overview Kindergarten−9 Social Studies Program ....................................... 30

Grade 2: Change .......................................................................... 31
Grade 3: Provincial Identity ......................................................... 32
Grade 4: Explorations .................................................................. 33
How to Use the Four-Column Two-Spread Curriculum Layout .. 34
Grade 3 Curriculum Grade 3 Year Overview ................................................................ 39

Teacher Notes .............................................................................. 40
Unit 1: Place ................................................................................ 41
Unit 2: Peoples............................................................................. 57
Unit 3: Citizenship....................................................................... 73
Appendices Appendix A: Concepts in Kindergarten−9 Social Studies.............. 93

Appendix B: Process-Skills Matrix ................................................ 97
Appendix C: Inquiry Approach to Organizing Thinking
Concepts and Skills ......................................................... 105
Appendix D: Studying Provincial Identity.................................... 111
Appendix E: Terminology and Teaching Structures ..................... 119
Appendix F: Physical Features in Atlantic Canada ....................... 125
Appendix G: Rubrics in Assessment ............................................. 135
Appendix H: Geographic and Mapping Skills .............................. 139
Appendix I: Declaration of the Rights of the Child .................... 149
Appendix J: Grade 2 and 3 Combined Curriculum Suggestion ... 153
Appendix K: Grade 3 and 4 Combined Curriculum Suggestion .... 157
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 iii

iv ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3
INTRODUCTION
Introduction
Background The Atlantic Canada social studies curriculum was planned and
developed by regional committees whose deliberations were guided by
considerations of the learners and input from teachers. The regional
committees consisted of teachers, other educators, and consultants with
diverse experiences and backgrounds in education. Each curriculum
level was strongly influenced by current social studies research as well as
developmentally appropriate pedagogy.
Aims of The vision for the Atlantic Canada social studies curriculum is to
enable and encourage students to examine issues, respond critically and
Social Studies creatively, and make informed decisions as individuals and as citizens of
Canada and of an increasingly interdependent world.
An effective social studies curriculum prepares students to achieve all

essential graduation learnings. In particular, social studies, more than
any other curriculum area, is vital in developing citizenship. Social
studies embodies the main principles of democracy, such as freedom,
equality, human dignity, justice, rule of law, and civic rights and
responsibilities.
The social studies curriculum provides opportunities for students to

explore multiple approaches that may be used to analyze and interpret
their own world and the world of others. Social studies presents unique
and particular ways for students to view the interrelationships among
Earth, its people, and its systems. The knowledge, skills, and attitudes
developed through the social studies curriculum empower students
to be informed, responsible citizens of Canada and the world, and to
participate in the democratic process to improve society.
In particular, the social studies curriculum
• integrates the concepts, processes, and ways of thinking drawn

from the diverse disciplines of the social sciences including
history, geography, economics, political science, sociology, and
anthropology—it also draws from the humanities, literature, and
the pure sciences
• provides the multidisciplinary lens through which students examine
issues affecting their lives from personal, provincial, national,
academic, pluralistic, and global perspectives.
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 1

INTRODUCTION
Purpose of The curriculum guide is intended to advance social studies education

and to improve social studies teaching and learning, while recognizing
Curriculum Guide and validating the effective practices that already exist in many
classrooms.
This curriculum guide has three purposes:
• to provide a framework on which educators and others base

decisions concerning learning experiences, instructional techniques,
and assessment strategies
• to inform both educators and members of the general public about
the philosophy and scope of social studies education for grade 3 in
the Atlantic provinces
• to promote the effective learning and teaching of social studies for
students enrolled in grade 3 classrooms.
Guiding Principles All kindergarten to grade 9 curricula and resources should reflect the
principles, rationale, philosophy, and content of the Foundation for the
Atlantic Canada Social Studies Curriculum by
• being meaningful, significant, challenging, active, integrative, and

issues based
• being consistent with current research pertaining to how children
learn
• incorporating multiple perspectives
• promoting the achievement of essential graduation learnings
(EGLs), general curriculum outcomes (GCOs), and key-stage
curriculum outcomes (KSCOs)
• reflecting a balance of local, national, and global content
• promoting achievement in the processes of communication,
inquiry, and participation
• promoting literacy through the social studies
• developing knowledge, skills, and attitudes for lifelong learning
• promoting the development of informed and active citizens
• contributing to the achievement of equity and supporting diversity
• supporting the realization of an effective learning environment
• promoting opportunities for cross-curricular connections
promoting resource-based learning
• promoting the integration of technology in learning and teaching
social studies
• promoting the use of diverse teaching, learning, and assessment
strategies.
2 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

PROGRAM DESIGN AND OUTCOMES
Program Design and Outcomes

Overview This social studies curriculum is based on Foundation for the Atlantic
Canada Social Studies Curriculum (1999). Specific curriculum
outcomes (SCOs) were developed to be congruent with key-stage
curriculum outcomes (KSCOs), general curriculum outcomes (GCOs),
and essential graduation learnings (EGLs). In addition, the processes
of social studies, as well as the attitudes, values, and perspectives, are
embedded in the SCOs.
Essential Graduation
Learnings
Processes Attitudes
• communication General Curriculum Values
• inquiry Outcomes Perspectives
• participation
Citizenship, Culture Individuals, Inter- People, Time,

Power, and and Societies, dependence Place, and Continuity,
Governance Diversity and Environ- and Change
Economic ment
Decisions
Key-Stage Curriculum Outcomes
Specific Curriculum Outcomes

Essential Educators from the Atlantic provinces worked together to identify

abilities and areas of knowledge considered essential for students
Graduation graduating from high school. These are referred to as essential
Learnings graduation learnings. Some examples of key-stage outcomes in social
studies that help students move towards attainment of the essential
graduation learnings are given below.
Aesthetic Expression Graduates will be able to respond with critical awareness to various
forms of the arts and be able to express themselves through the arts.
By the end of grade 3, students will be expected to

• give examples of how culture is transmitted
Citizenship Graduates will be able to assess social, cultural, economic, and

environmental interdependence in a local and global context.

• Recognize that laws influence their personal lives
Communication Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s), as well as mathematical and scientific
concepts and symbols, to think, learn, and communicate effectively.
By the end of grade 3, students will be expected to:

• use maps, globes, and pictures to describe location and place
Personal Development Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle.

• Identify various factors that influence their decisions as consumers
Problem Solving Graduates will be able to use the strategies and processes needed to
solve a wide variety of problems, including those requiring language,
mathematical, and scientific concepts.
By the end of grade 3 students will be expected to:

• demonstrate an understanding of cause and effect and change over
time
Technological Graduates will be able to use a variety of technologies; demonstrate

Competence an understanding of technological applications; and apply appropriate
technologies for solving problems.

• identify and describe examples of interactions among people,
technology, and the environment.

General Curriculum The general curriculum outcomes (GCOs) for the social studies
curriculum are organized around six conceptual strands. These general
Outcomes curriculum outcomes statements identify what students are expected
(Conceptual Strands) to know and be able to do upon completion of study in social studies.
Specific social studies concepts are found within the conceptual strands
(see Appendix A). Examples of key-stage curriculum outcomes by the
end of grade 3 are given for each general curriculum outcome.
Citizenship, Power, and Students will be expected to demonstrate an understanding of the

Governance rights and responsibilities of citizenship, and the origins, functions, and
sources of power, authority, and governance.

• identify examples of their rights and responsibilities as citizens
• demonstrate an understanding of equality, human dignity, and
justice
Cultural Diversity Students will be expected to demonstrate an understanding of culture,

diversity, and world view, while recognizing the similarities and
differences reflected in various personal, cultural, racial, and ethnic
perspectives.

• identify some characteristics unique to one’s self, and other
characteristics that all humans share
• identify groups to which they belong
Individuals, Societies, and Students will be expected to demonstrate the ability to make responsible
Economic Decisions economic decisions as individuals and as members of society.

• give examples of economic decisions made by individuals and
families
• distinguish between needs and wants
Interdependence Students will be expected to demonstrate an understanding of the

interdependent relationships among individuals, societies, and the
environment—locally, nationally, and globally—and the implications
for a sustainable future.

• recognize and describe the interdependent nature of relationships
• identify and explore interactions among individuals, groups, and
societies

People, Place, and Students will be expected to demonstrate an understanding of the

Environment interactions among people, places, and the environment.

• use maps, globes, and pictures to describe location and place
• describe the movement of goods, people, and ideas within their
community
Time, Continuity, and Students will be expected to demonstrate an understanding of the past
Change and how it affects the present and the future.

• identify and use primary and secondary sources to learn and
communicate about the past
• use basic concepts and vocabulary associated with time, continuity,
and change.
Processes The social studies curriculum consists of three major processes:

communication, inquiry, and participation (see Appendix B for a
Process-Skills Matrix). These processes incorporate many skills—some
of which are responsibilities shared across curriculum areas, whereas
others are critical to social studies.
Communication Communication requires that students listen, read, interpret, translate

and express ideas.
Inquiry Inquiry requires that students formulate and clarify questions,

investigate problems, analyze relevant information, and develop rational
conclusions supported by evidence.
Participation Participation requires that students act both independently and

collaboratively in order to solve problems, make decisions, and
negotiate and enact plans for action in ways that respect and value the
customs, beliefs, and practices of others.

Attitudes, Values, Listed below are major attitudes, values, and perspectives in
kindergarten-grade 3 social studies that have been organized according
and Perspectives to the six conceptual strands and the three processes. Some attitudes,
values, and perspectives are embedded in more than one strand or
process—this is consistent with the integrative nature of social studies.
By Conceptual Strand Citizenship, Power, and Governance
• develop attitudes that balance rights with responsibilities

• recognize the purpose of law
• value the benefits of active, participatory citizenship
Culture and Diversity
• appreciate the uniqueness of each individual

• value the positive interaction between individuals and groups
• appreciate and value the traditions of cultures
Individuals, Societies, and Economic Decisions
• appreciate the wide range of economic decisions that individuals

make and their effects
• recognize the varying impacts of economic decisions on individuals
and groups
• recognize the value of volunteerism to society
Interdependence
• appreciate the complexity of the interactions between human and

natural systems
• recognize that their values and perspectives influence their
interactions with the environment
• value the need for individual as well as collective action to support
peace and sustainability
People, Place, and the Environment
• value maps, globes, and other geographic representations as

valuable sources of information and tools for learning
• appreciate and value geographic perspective and literacy
• recognize the complexity of global interdependence
Time, Continuity, and Change
• value their society’s heritage

• value their family and cultural heritage
• recognize that the collective history influences the present

By Process Communication
• respectfully listen to others

• respect other points of view
• value the importance of communication skills
Inquiry
• appreciate that there are a variety of strategies to solve problems

and make decisions
• analyze problems from a variety of different perspectives
• appreciate the value of critical and creative thinking
Participation
• value both independent and group work

• learn to recognize, analyze, and respond appropriately to
discriminatory practices and behaviours
• take increasing responsibility for their own and the group’s work

CONTEXTS FOR LEARNING AND TEACHING
Contexts for Learning and Teaching

The Primary Years The primary grades (kindergarten–grade 3) are the foundational years
during which the basic curriculum concepts, values, and skills are
developed.
Children are introduced to formal education that provides a necessary

complement to the child’s experiences at home and in the community.
The primary years, the critical years for learning, may be the key to
success in all other years. It is during these years that there is a shared
responsibility for literacy and numeracy skills to support learning across
the curriculum. Teaching strategies must be varied and always aimed at
meeting individual needs and bringing students to the highest level of
achievement possible.
To create a seamless, integrated approach to learning during these

years, it is necessary to incorporate concepts, values, and skills across all
subject areas. A primary student’s approach to learning is very much a
hands-on, minds-on approach; therefore, experiences that provide for
this are critical to achievement. The primary child is very interested in
the immediate environment; therefore, the school environment must be
stimulating and appropriately challenging.
The Primary Each child is a unique. Within any group of students, differences in
rates and ways of learning, in experiences and in interests, are expected
Learner and respected. Individual differences are celebrated and built upon.
A viable goal for the individual is to achieve a personal best as he/
she works towards excellence. Improving performance and realizing
potential are more important than competition and comparisons to
others.
Children have many ways of understanding the world. A basic need

for all learners is to make sense of their experiences. A vision of the
child as an active learner, building a personal knowledge of the world
through interactions with people, materials, and ideas, should guide all
educational planning.
Understanding the nature of the primary learner is essential in

providing a balanced education. Education should enhance the
development of the whole child. The development of children in this
age group is discussed in the context of the following five dimensions.

Aesthetic Each child has an aesthetic dimension. Children are exposed to artistic
processes and products in a variety of genres and cultures. They are
provided opportunities to create, perceive, and communicate through
the arts. Critical and analytical thinking and problem-solving skills
are developed and applied in practical learning experiences. An
appreciation for and experience in those things that constitute the
arts add to children’s understanding of the world, their culture, and
their community. Children with an aesthetic sensibility value culture,
environment, and personal surroundings.
Emotional Each child has an emotional dimension. Children learn best in a safe,
supportive environment. Positive feelings toward self, others, and
learning are continuously promoted by the school. As children move
from kindergarten through grade 3, they are encouraged to become
independent and more responsible for their own learning. There is a
relationship between success and self-esteem. Learning is structured so
that every child experiences success. Children are encouraged to become
more reflective and introspective. They are given opportunities to
consider ideas that are of both general and personal significance.
Intellectual The child has an intellectual dimension. Intellectual development is

the process of deriving meaning from experience through acquiring
and constructing knowledge. The ultimate goal is that children
develop strategies that will help them solve complex problems. They
learn to reason and communicate effectively and take responsibility
for their own learning. They ask questions and question the answers.
They develop an understanding of how human beings know and
comprehend. They become thoughtful and reflective learners.
Primary children are generally functioning at a more concrete level

intellectually, and the general progression from concrete experiences
to semi-concrete to abstract is the most effective way of meeting the
learning needs of young children. Primary children are usually very
literal in their interpretations, and adults working with them must be
aware of this characteristic. Sensitive inclusion of those with unique
intellectual challenges is modelled and promoted.
Physical Each child has a physical dimension. Physical well-being is essential to

living and learning. Opportunities for movement and the development
of a variety of motor skills are provided, and development of respect
for the body and the desire to care for it are promoted. The curriculum
fosters knowledge of and positive attitudes towards nutrition, physical
fitness, and safety. Sensitive inclusion of those with unique physical
challenges is modelled and promoted.
The special role of physical activity as leisure is considered. Leadership,
good sportsmanship, and consideration for others are encouraged.
Children learn that physical activity as a special form of human
endeavour can lead to high levels of performance. They also learn that
enjoying physical activity and benefiting from it in terms of enhanced
health and well-being are equally important.

Social Each child has a social dimension. Learning to interact co-operatively

with other people is an essential life skill that can be taught and
practised in schools. The classroom is a community of learners.
Taking turns, sharing materials, collaborating to solve problems, and
working in co-operative groups for a variety of real purposes provide
opportunities for children to learn social skills essential to living in any
community.
Equity and The Atlantic Canada social studies curriculum is designed to meet
the needs and interests of all students. The curriculum should provide
Diversity for the inclusion of the interests, values, experiences, and language
of each student and of the many groups within our local, regional,
national, and global communities.
The society of Atlantic Canada, like all of Canada, is linguistically,

racially, culturally, and socially diverse. Our society includes differences
in race, ethnicity, gender, ability, values, lifestyles, and languages.
Schools should foster the understanding of such diversity. Social studies
curriculum promotes a commitment to equity by valuing, appreciating,
and accepting the diverse and multicultural nature of our society, as
well as by fostering awareness and critical analysis of individual and
systemic discrimination.
In a school setting characterized by mutual trust, acceptance, and

respect, student diversity is both recognized and valued. All students are
entitled to be respected and valued and,are responsible for respecting
and valuing all other people. They are entitled to an educational
system that affirms their gender, racial, ethnic, and cultural identity.
The educational system should promote the development of a positive
self-image that includes pride in identity. Educators should ensure
that classroom practices and resources positively and accurately reflect
diverse perspectives, and reject prejudiced attitudes and discriminatory
behaviours.

Principles Empowering and effective social studies is meaningful, significant,

challenging, active, integrative, and issues-based.
Underlying the
Social Studies • Meaningful social studies encourages students to learn through
purposeful experiences designed around stimulating ideas,
Curriculum social issues, and themes, and discourages the memorization of
disconnected pieces of information.
• Significant social studies is student centred and age appropriate.
Superficial coverage of topics is replaced by emphasis on the truly
significant events, concepts, and principles that students need to
know and be able to apply in their lives.
• Challenging social studies involves teachers modelling high
expectations for their students and themselves, promoting a
thoughtful approach to inquiry, and demanding well-reasoned
arguments.
• Active social studies encourages students to assume increasing
responsibility for managing their own learning. Exploration,
investigation, critical and creative thinking, problem solving,
discussion and debate, decision making, and reflection are essential
elements of this principle. This active process of constructing
meaning encourages lifelong learning.
• Integrative social studies crosses disciplinary borders to explore
issues and events, while using and reinforcing informational,
technological, and application skills. This approach facilitates
the study of the physical and cultural environment by making
appropriate and meaningful connections to the human disciplines
and to the concepts of time, space, continuity, and change.
• Issues-based social studies considers the ethical dimensions
of issues, and addresses controversial topics. It encourages
consideration of opposing points of view, respect for well supported
positions, sensitivity to cultural similarities and differences, and a
commitment to social responsibility and action.
The Social Studies

Learning
Environment
The Effective Social With the accelerating pace and scope of change, today’s students cannot
Studies Classroom expect facts learned in isolation to equip them for life.
Problem solving, critical and creative thinking, and informed decision

making are essential for success in the future. The social studies learning
environment must support the development of these critical attributes
to prepare students as lifelong learners.

Today’s students come with increasingly diverse backgrounds and

experiences. An effective instructional environment must incorporate
principles and strategies that support this diversity, while recognizing
and accommodating the varied learning styles, multiple intelligences,
and abilities of individual students.
Teaching approaches and strategies must actively engage all students

in the learning process, Through their involvement in a wide variety
of experiences. The nature and scope of social studies provide unique
opportunities to do this.
Supporting Equity and In order to contribute to the achievement of equity and the support of
Diversity diversity in education, the social studies curriculum must
• reflect and affirm the racial/ethnocultural, gender, and social iden-

tities of students
• reflect students’ abilities, needs, interests, and learning styles
• provide materials and strategies that reflect accurately and fully
the reality of Canada’s diversity, and that foster an understanding
of multiple perspectives and group and individual similarities and
differences
• address ability, cultural, racial, gender, lifestyle, linguistic, and
socio-economic issues in an accurate, respectful, fair, analytical,
and balanced manner
• promote the concept that all people should have equal access to
opportunity and outcomes
• expect that all students will be successful, regardless of gender,
racial, ethnocultural or socio-economic background, lifestyle, or
ability
• include assessment and evaluation tools and practices that take
into account gender, ability, learning styles, and the diverse racial,
cultural, and linguistic background of students.
To establish and maintain an effective social studies environment,

teachers must
• recognize students as being intelligent in a number of different

ways, and encourage them to explore other ways of knowing, both
inside and beyond the classroom
• value the inclusive classroom and engage all learners in meaningful
activities
• acknowledge and value the ways in which gender, race, ethnic-
ity, and culture shape particular ways of viewing and knowing the
world
• incorporate new approaches, methodologies, and technologies
with established effective practices
• have an extensive repertoire of strategies form which to select those
most appropriate to the specific learning task

• use varied and appropriate resources to help students achieve the

outcomes in a particular learning situation
• provide opportunities to integrate knowledge, skills and attitudes
• provide frequent opportunities for reflection so that it becomes an
integral part of the learning process.
To create a social studies environment inviting to all participants,

instructional practices must
• foster a learning environment that is free from bias and unfair

practices based on ability, race, ethnicity, culture, gender, or socio-
economic status
• promote opportunities to develop positive self-images that will
enable students to transcend stereotypes and develop as individuals
• promote communication and understanding among those who
differ in attitude, knowledge, points of view, and dialect, as well as
among those who are similar
• help students explore and understand why different people have
different perspectives
• encourage and enable students to question their own assumptions
and imagine, understand, and appreciate realities other than their
own
• ensure the equitable sharing of resources, including teacher
attention and support
• provide opportunities for students to work co-operatively in a
variety of groupings
• enable students to examine and critique age-appropriate materials,
resources, and experiences that exhibit bias and prejudice
• use the multidisciplinary lens of social studies to examine historical
and current equity and bias issues
• promote opportunities in non-traditional careers and occupations
for both genders
• encourage students to challenge prejudice and discrimination that
result in unequal opportunities for some members of society.
An effective social studies learning environment ensures student

achievement by enhancing students’ understanding, knowledge, and
valuing of their own heritage and cultural background.
The Atlantic provinces, through CAMET and their departments of

education, are committed to using accepted equity principles and
practices in approving social studies curricula and resources.
Resource-Based Learning Effective social studies teaching and learning actively involves students,
teachers, and teacher-librarians in the effective use of a wide range of
print, non-print, and human resources.

Resource-based learning fosters the development of individual students

by accommodating their diverse backgrounds, learning styles, needs,
and abilities. Students who use a wide range of resources in various
media have the opportunity to approach a theme, issue, or topic in
ways that allow for differences in learning styles and abilities.
Resource-based learning supports students as they develop information

literacy—accessing, interpreting, evaluating, organizing, selecting,
producing, and communicating information in and through a variety
of media technologies and contexts. When students engage in their
own research with appropriate guidance, they are more likely to take
responsibility for their learning and to retain the information they
gather for themselves.
In a resource-based learning environment, students and teachers make

decisions about appropriate sources of information and tools for
learning and how to access these. A resource-based approach raises the
issues of selecting and evaluating a wide variety of information sources,
with due crediting of sources and respect for intellectual property. The
development of critical skills needed for these tasks is essential to the
social studies processes.
The range of possible resources include the following:
• print–books, magazines, newspapers, documents, other publications

• visuals–maps, illustrations, photographs, pictures, charts, graphs,
and study prints
• artifacts–primary source documents, concrete objects, educational
toys, games
• individuals and community–interviews, museums, field trips,
community sites
• multimedia–films, audio tapes and videotapes, laser and video
discs, television, radio, simulations
• information technology–computer software, databases, CD-ROMs,
DVDs, GPS, GIS
• communication technology–Internet connections, bulletin boards,
e-mail, blogs, wikis, podcasts, other emerging technologies.
Resource-based learning implies the need to provide teachers with

access to appropriate resources and professional development.
Guidelines and policies for the selection of appropriate materials should
also be in place.
It is necessary that administrators, teachers, and other library/resource/

media centre staff, parents, and community agencies collaborate to
ensure students’ access to available resources to support resource-based
learning and teaching.

Project Based Learning Project Based Learning (PBL) is a teaching and learning methodology
in which students engage in a rigorous, extended process of inquiry
focused on complex, authentic questions and problems as they
achieve the knowledge, skills, and attitudes defined by the curriculum
outcomes. A set of learning experiences and tasks guide students in
inquiry toward answering a central question, solving a problem or
meeting a challenge, as opposed to several activities tied together under
a theme, concept, time period, culture, or geographic area (e.g. the
Renaissance, the ocean, WWII, Canada). Throughout the project,
students work as independently from the teacher as possible, and have
some degree of “voice and choice”.
PBL is unlike traditional projects in the sense that it is informed by

the curriculum and drives the instruction and learning, as opposed
to involving students in a “fun activity” or “making something”. It
is often focused on creating physical artifacts but must involve other
intellectually challenging tasks and products focused on research,
reading, writing, discussion, investigation, and oral presentation.
Through PBL, students can develop and demonstrate in-depth
understanding of academic knowledge and skills while enhancing
habits of mind, along with collaboration, critical thinking, and
communication skills. PBLs can be interdisciplinary in nature and
allow for curriculum integration from different subject areas within
one project. This learning experience ends with a high-quality product
or performance created by the student(s) and presented to a public
audience.
Two important components of PBL are the creation of a driving

question and the collaboration with a Subject Matter Expert (SME).
The Driving Question
A well-crafted driving question is essential to all effective PBLs. It is this

question that will form the basis of explicit links with the curriculum,
create the focus of the project for the students, and encourage their
process of inquiry and investigation. All driving questions should
be provocative, challenging, open-ended, and complex and must be
linked to the core of what students are to learn as determined by the
provincially authorized curriculum. Sample driving questions might
include:
• Who are the heroes of our community?

• When is war justified?
• What effect does population growth have on our society?
• Is watching TV beneficial or harmful to teenagers?
• How can we create a piece of media to demonstrate diversity in our
school?

Students may work in collaborative teams or individually to investigate,

research, and refine knowledge and skills to adequately answer the
driving question. Because the driving question is open-ended, students
are able to reach a variety of potential conclusions in countless ways,
while still building in-depth knowledge and skills. This creates the
independent nature of the project and also the feeling of “voice and
choice” for the students. The teacher then assumes more of a facilitator/
coach role, assisting and guiding during an investigation and providing
direct instruction when necessary.
Subject Matter Expert (SME)
A well crafted PBL also includes the role of a Subject Matter Expert,
or SME. These individuals/groups play a key role in PBL as they
bring first-hand authentic knowledge and experience from the
specific content field to the classroom. They may be sought out by
the student(s) during their investigation or prearranged by the teacher
depending on the project. These experts provide additional support and
information to the students related to the topics and help demonstrate
to the
students that the work they are completing is authentic and “real-
world”. The involvement of these experts allows educators to expand
the classroom walls and make strong connections and links with
surrounding communities.
At the conclusion of the PBL, students are required to present their

findings to a public audience. Their peers in the classroom may act as
the dress rehearsal for this presentation and provide valuable feedback
to refine the presentation. However, in order to “raise the stakes” for the
students’ final presentation, students should present their findings to
members of the community, experts in the field (including the
involved SME), parents, or school administration in addition to
presenting to their classroom peers.
Adapted from PBL Starter Kit, (2009) The Buck Institute for
Education. (www.bie.org)

Literacy through Literacy plays a vital role in the learning experiences of social studies.
Social Studies It promotes the students’ ability to comprehend and compose spoken,
written, and visual text that are commonly used by individuals and
groups to participate fully, critically, and effectively in society. The
multiplicity of communication channels made possible y technology,
and the increasing cultural and linguistic diversity of the world, call
for a broadened view of literacy. Thus, the goal of literacy learning
through social studies is to foster language development and the critical
engagement necessary for students to design their own futures.
The ability to read is critical for success in school. Therefore, it is

paramount that teachers are sensitive to this process in social studies
instruction. Reading in the content area of social studies requires that
attention be given to setting the stage and using various strategies to
help students address the reading task itself. Writing in social studies is
an important process. Through writing, students can discover what they
know about a particular topic and can communicate their learning. In
social studies there are an abundance of writing activities in which to
engage students. In addition to reading, writing, and speaking, other
textual modes such as audio and visual media also play a part in social
studies classrooms.
Strategies to promote literacy through social studies include those that

help students comprehend the meaning of words, symbols, pictures,
diagrams, maps, and other genres. Students will investigate a range of
media at different times and places and have many opportunities to
comprehend and compose in unfamiliar contexts. Most will be able
to debate, persuade, and explain in a variety of genres, including the
artistic and technological. The social studies program will help students
become culturally sensitive and effective cross-cultural communicators.
Critical literacy includes awareness of stereotyping, cultural bias,

author’s intent, hidden agendas, silent voices, and omissions in texts.
Students are encouraged to be aware that texts are constructed by
authors who have purposes for writing and make particular choices
when doing so. Approaches informed by critical literacy aid students
in comprehending texts at a deeper level, and also assist in the
construction and reconstruction of their text. Students are encouraged
to view texts from a variety of perspectives and to interpret the various
levels of meaning in a given text.
Literacy for active citizenship involves understanding different

perspectives on key democratic struggles, learning how to investigate
current issues, and participating creatively and critically in community
problem solving and decision making. Exercising civic rights and
responsibilities is a practical expression of important social values, and
requires specific personal, interpersonal, and advocacy skills.

Integration of Technology Technology, including Information and Communication Technologies

in Social Studies (ICT), plays a major role in the learning and teaching of social studies.
Computers and related technologies are valuable classroom tools
for the acquisition, analysis, and presentation of information. These
technologies provide further opportunity for communication and
collaboration- allowing students to become more active participants in
research and learning.
ICT and related technologies (digital video and digital cameras,

scanners, CD-ROMs, DVD ROMs, word processing software, graphics
software, video-editing software, HTML editors, and the Internet
-including the World Wide Web, databases, electronic discussions,
e-mail, audio, and video conferencing) afford numerous possibilities for
enhancing learning. Computers and other technologies are intended
to enhance the learning of social studies. In that context, technological
resources can provide a variety of opportunities.
• The Internet, CD-ROMs and DVD-Roms increase access to

extensive and current information. Research skills are key to
efficient use of these resources. As with any source of information,
critical literacy questions of validity, accuracy, bias, and
interpretation must be applied.
• Interactions and conversations via e-mail, video and audio
conferencing, student-created websites, wikis, blogs, and online
discussion groups provide connections between students and
people from cultures around the world. This exposure to first-hand
information will enable students to directly employ inquiry skills.
• Students present what they have learned in a wide variety of forms
(e.g., graphs, maps, text, graphic organizers, websites, multimedia
presentations) that fit their learning styles. These presentations can
be shared with others, both in their classroom and beyond.
• Students are actively involved in their learning through controlling
information gathering, processing, and presentation. For example,
Geographic Information Systems (GIS) software enables students
to collect data on a community, plot the data using Global
Positioning Systems (GPS) software, and analyze and present their
findings by creating maps that demonstrate their learning.
Social Studies for EAL The Prince Edward Island social studies curriculum is committed to
Learners the principle that learners of English as an additional/second language
(EAL) should be full participants in all aspects of social studies
education. English proficiency and cultural differences must not be
barriers to full participation. The social studies curriculum provides
materials that reflect accurately and fully the reality of Canada’s diversity
and fosters respect for cultural differences as an essential component.
All students should follow a comprehensive social studies curriculum
with high-quality instruction and coordinated assessment.

The Foundation for the Atlantic Canada Social Studies Curriculum

emphasizes communication, inquiry, and participation as essential
processes in the social studies curriculum. All students and EAL learners
in particular, need to have opportunities and be given encouragement
and support for speak, writing, reading, listening, interpreting,
analyzing, and expressing ideas, and information in social studies
classes. Such efforts have the potential to help EAL learners overcome
barriers that will facilitate their participation as active citizens in
Canadian society.
To this end:
• schools should provide EAL learners with support in their

dominant language and English language while learning social
studies;
• teachers, counselors, and other professionals should consider the
English-language proficiency level of EAL learners as well as their
prior course work in social studies;
• the social studies proficiency level of EAL learners should be solely
based on their prior academic record and not other factors;
• social studies teaching, curriculum, and assessment strategies should
be based on best practices and build on the prior knowledge and
experiences of students and on their cultural heritage;
• the importance of social studies and the nature of the social studies
program should be communicated with appropriate language
support to both students and parents;
• to verify that barriers have been removed, educators should monitor
enrolment and achievement data to determine whether EAL
learners have gained access to, and are succeeding in, social studies
courses.
Education for Sustainable Education for sustainable development (ESD) involves incorporating
Development the key themes of sustainable development—such as poverty alleviation,
human rights, health, environmental protection, and climate change—
into the education system. ESD is a complex and evolving concept.
It requires learning about the key themes from a social, cultural,
environmental, and economic perspective, and explores how those
factors are inter-related and inter-dependent.
With this in mind, it is important that all teachers, including social

studies teachers, attempt to incorporate these key themes in their
subject areas. One tool that may be used is the searchable on-line
database Resources for Rethinking, found at http://r4r.ca/en. It provides
teachers with access to materials that integrate ecological, social and
economic spheres through active, relevant, interdisciplinary learning.

Inquiry Inquiry is an approach to learning whereby students find and

use a variety of sources of information and ideas to increase their
understanding of a problem, topic, or issue. It espouses investigation,
exploration, search, quest, research, pursuit, and study. Inquiry does
not stand alone; it engages, interests, and challenges students to connect
their world with the curriculum. (Adapted from Kuhlthau, Maniotes &
Caspari, 2007, p. 2)
Inquiry is grounded in a constructivist approach to learning whereby

students acquire and integrate knowledge when new learning is
incorporated with background knowledge and previous experiences.
Inquiry builds on student’s inherent sense of curiosity and wonder,

drawing on their diverse backgrounds, interests, and experiences.
The process provides opportunities for students to become active
participants in a collaborative search for meaning and understanding.
Students take ownership and responsibility for their ongoing learning
and mastery of curriculum content and skills.
The Social Studies 3 curriculum challenges students to think critically.

The course is structured so that students can begin to inquire about
their province’s identity Students discover the diversity of their province
and how that diversity is rooted in our past and what has changed
over time. In the geography sections, students look at the significance
of place and the interaction of Islanders with their province. These
opportunities to inquire are facilitated by a hands-on approach to
teaching, learning, and assessment where students use both traditional
and non-traditional methods to show their understanding of the
concepts.
This curriculum guide will provide teachers with both historical and
geographical inquiry questions where applicable for each specific
curriculum outcome to engage students in inquiry. Teachers may use
these questions to focus a study.
(Note: Historical and geographical thinking concepts are an important

aspect of the grade 3 social studies curriculum. Teachers are encouraged
to engage students with these concepts through the use of simple
examples to assist with the development of understanding.)

Inquiry Approach to Teachers can engage students in learning about social studies by
Organizing Thinking involving them in shaping questions to guide their study, giving them
Concepts and Skills ownership over the directions of these investigations, and requiring
that students critically analyze subject matter and not merely retrieve
information. In these ways, classrooms shift from places where teachers
cover curriculum to places where students uncover the curriculum.
The uncovering of curriculum occurs only when students investigate

questions that present meaningful problems or challenges to address.
Critical inquiry signals that inquiry is not essentially the retrieval of
information but requires reaching conclusions, making decisions,
and solving problems. Although some students may enjoy gathering
information, students’ depth of learning and engagement are
enhanced when they are invited to think critically at each step of the
investigation.
The following dimensions capture the range of inquiry-related

competencies within the social sciences:
• Ask questions for various purposes

• Locate and select appropriate sources
• Access ideas from oral, written, visual and statistical sources
• Uncover and interpret the ideas of others
• Assess options and formulate reasoned opinions
• Present ideas to others
• Act cooperatively with others to promote mutual interests
Critical inquiry is embedded into these areas of competence at all grade

levels. Beginning in kindergarten, the scope and sequence suggests
that students are explicitly taught and then expected to make reasoned
decisions, develop interpretations, and make plausible inferences based
on evidence. See Appendix C.
Historical Thinking Six historical thinking concepts called Benchmarks of Historical

Concepts Thinking have been identified by Peter Seixas through his work at the
University of British Columbia’s Centre for the Study of Historical
Consciousness. These six concepts were designed to help students think
more deeply about the past and how it can be linked to the present.
Teachers can use these historical thinking concepts to extend and
deepen the learning of the SCOs. (Note: Historical thinking concepts
are an important aspect of the grade 3 social studies curriculum.
Teachers are encouraged to engage students with these concepts
through the use of simple examples to assist with the development of
understanding.) The concept is noted in the applicable elaboration and
is best achieved when embedded within the lesson. The six concepts
include:

1. Historical significance—looks at why an event, person, or

development from the past is important. (e.g., what is the significance
of a particular event in history? What would have happened if this
person [historical figure] had not existed?).
2. Evidence—looks at primary and secondary sources of information

(e.g., what do various sources tell about living in a particular place at a
particular time period?).
3. Continuity and change—considers what has changed with time

and what has remained the same (e.g., what cultural traditions have
remained the same and what traditions have been lost over time?).
4. Cause and consequence—examines events that have created an

influence in some way (e.g., what causes us to make a decision on an
issue and what are the consequences of our decision?).
5. Historical perspective—any historical event involves people who

may have held very different perspectives on the event (e.g. how can a
place be found or “discovered” if people already live there?). Historical
perspective is about exploring the idea of being able to put oneself in
another person’s place in the past, but not about trying to imagine
oneself as that person. The latter is impossible, as we can never truly
separate ourselves from our 21st century context.
6. Moral dimension—assists in making ethical judgments about past

events after objective study (e.g., what are we able to learn from the
past? Should we say that our province was ‘discovered’?).
Historical perspective and moral judgement are difficult concepts as
both require suspending our present day understandings/context.
(Adapted from: Seixas, Peter. Benchmarks of Historical Thinking: A

Framework for Assessment in Canada. Vancouver Centre for the Study of
Historical Consciousness, UBC, 2006.)
Geographical Thinking As with the historical thinking concepts, the Critical Thinking
Concepts Consortium has identified six geographical thinking concepts to help
students think deeply and critically about geography. Teachers can use
these geographical thinking concepts to extend and deepen the learning
of the SCOs. The concept is noted in the applicable elaboration and is
best achieved when embedded within the lesson. (Note: Geographical
thinking concepts are an important aspect of the grade 3 social
studies curriculum. Teachers are encouraged to engage students with
these concepts through the use of simple examples to assist with the
development of understanding.) The six concepts include:

1. Geographical importance—identify and assess the significance of

a geographic location or phenomena. It considers the questions “What
is where? Why is it there? Why is that important? (e.g., what are the
important physical features of our province? In later grades students will
examine the importance of an island.)
2. Evidence and interpretation—examines how adequately the
geographic evidence justifies the interpretations offered. It invites
students to examine the accuracy, precision, and reliability of data
sources (e.g., using census date, what can you tell about where people
live in your province and what reliable conclusions can you draw about
your province).
3. Patterns and trends—considers what changes and what remains

constant over a particular time period (e.g., given a set of data for
various time periods, what trends are you able to identify). How has the
diversity of our province’s population changed over time?
4. Interactions and associations—identifies significant factors that
influence the interaction of the physical and human environments and
the impact of these factors on these environments. Essentially, we ask
How do humans and environmental factors influence each other? (e.g.,
how does the climate affect human activity?)
5. Sense of place—looks at the uniqueness and connectedness of a

particular location, the perspective of a place (e.g., how do images of a
place identify its sense of place?).
6. Geographical value judgments—assesses what should or should not
be (e,g., should wind mill farm development be supported?).
(Adapted from: Bahbahani, Kamilla Huynh, Nien Tu. Teaching About
Geographical Thinking. Vancouver: The Critical Thinking Consortium.
2008.)
Assessment and Assessment and evaluation are essential components of teaching

and learning in social studies. They require thoughtful planning and
Evaluation of implementation to support the learning process and to inform teaching.
Student Learning All assessment and evaluation of student achievement must be based on
the specific curriculum outcomes in the provincial curriculum.
Assessment is the systematic process of gathering data on student

learning with respect to
• achievement of specific curriculum outcomes;
• effectiveness of teaching strategies employed;
• student self-reflection on learning.

Evaluation is the process of comparing assessment information against

criteria based on curriculum outcomes in order to communicate with
students, teachers, parents/caregivers, and others about student progress
and to make informed decisions about the teaching and learning
process. Reporting of student achievement must be based on the
achievement of curriculum outcomes.
There are three interrelated purposes of assessment. Each type of

assessment, systematically implemented, contributes to an overall
picture of an individual student’s achievement.
Assessment for learning

• involves the use of information about student progress to
support and improve student learning and inform instructional
practices;
• is teacher-driven for student, teacher, and parent use;
• occurs throughout the teaching and learning process, facilitated
by a variety of tools;
• engages teachers in providing differentiated instruction,
feedback to students to enhance their learning, and
information to parents in support of learning.
Assessment as learning
• actively involves student reflection on learning and monitoring
of her/his own progress;
• supports students in critically analysing learning related to
curricular outcomes;
• is student-driven with teacher guidance;
• occurs throughout the learning process.
Assessment of learning
• involves teachers’ use of evidence of student learning to make
judgments about student achievement;
• provides opportunity to report evidence of achievement related
to curricular outcomes;
• occurs at the end of a learning cycle, facilitated by a variety of
tools;
• provides the foundation for discussions on placement or
promotion.
In the social studies classroom there should be a balanced approach to

assessment in which emphasis is placed on the learning process as well
as the products of learning.
Assessment Assessment in social studies is an integral and ongoing part of the

learning process. Assessment can be used to shape instruction to better
ensure student success. Assessment strategies should inform the daily
instructional process. Moreover, students require frequent opportunities
to assess and evaluate their own learning and performance.

To determine how well students are learning, assessment strategies

are used to systematically gather information on the achievement of
curriculum outcomes. In planning assessments, teachers should use a
broad range of data sources, appropriately balanced, to give students
multiple opportunities to demonstrate their knowledge, skills, and
attitudes.
Many sources of assessment data can be used to gather such

information. Some examples include, but are not limited to the
following:
• Informal/Formal observation gathers information while a lesson

is in progress. When observation is formal, the student is made
aware of what is being observed and the criteria being assessed.
When used informally, observation could be a frequent, but brief,
check on a given criterion. You might be observing the student’s
participation level, use of a piece of equipment, or application of a
process. You could record the results with a checklist, a rating scale,
or written notes. Remember to plan the criteria, have recording
forms ready, and be sure all students are observed in a reasonable
time period.
• Performance encourages learning through active participation. This
could be a demonstration/presentation. The performance is most
often assessed through observation.
• Journals provide opportunities for students to express thoughts
and ideas in a reflective way. They permit a student to consider
strengths and weaknesses, attitudes, interests, and new ideas.
• Interviews promote understanding and application of concepts.
Interviewing a student allows the teacher to confirm that learning
has taken place beyond factual recall. Interviewing may be brief
or extensive. Students should know what criteria will be used
to assess formal interviews. This assessment technique provides
an opportunity for students whose verbal presentation skills are
stronger than their written skills.
• Classroom based assessment which includes paper and pencil /
electronic assessments which can be formative or summative (e.g.,
written assignments or tests).
• Presentations require students to analyze and interpret information
and then communicate it. A presentation may be made orally, in
written/pictorial form, as a project summary, or by using video or
computer software.
• Portfolios allow students to be central in the process. Students
can make decisions about what goes in, how it is used, and how
it is evaluated. The portfolio should provide a long term record of
growth in learning skills.

Some additional examples include, but are not limited to the following:
rubrics anecdotal records

simulations conferences
checklists questionnaires
role-play debates
essay writing rating scales
case studies peer and self-assessments
panel discussions
Evaluation Evaluation is a continuous, comprehensive, and systematic process.

It brings interpretation, judgements, and decisions to data collected
during the assessment phase. How valid and reliable is the data
gathered? What does the data suggest in terms of student achievement
of course outcomes? Does student performance confirm instructional
practice, or indicate the need to change it? Are students ready to move
on to the next phase of the course, or is there need for remediation?
Teacher-developed assessments and the evaluations based on them have

a variety of uses, including the following:
• providing feedback to improve student learning

• determining if curriculum outcomes have been achieved
• certifying that students have achieved certain levels of performance
• setting goals for future student learning
• communicating with parents about their children’s learning
• providing information to teachers on the effectiveness of their
teaching, the program, and the learning environment
• meeting goals of guidance and administrative personnel
Evaluation is conducted within the context of the outcomes, which

should be clearly understood by learners before teaching and evaluation
take place. Students must understand the basis on which they will be
evaluated and what teachers expect of them.
Reporting Reporting on student learning should focus on the extent to which

students have achieved the curriculum outcomes. Reporting involves
communicating the summary and interpretation of information about
student learning to various audiences who require it. Teachers have the
responsibility to explain accurately what progress students have made
in their learning and to respond to parent and student inquiries about
learning.
Narrative reports on progress and achievement can provide information

on student learning that letter or number grades alone cannot. Such
reports might, for example, suggest ways in which students can improve
their learning and identify ways in which teachers and parents can best
provide support.

Effective communication with parents regarding their children’s

progress is essential in fostering successful home-school partnerships.
The report card is one means of reporting individual student progress.
Other means include the use of conferences, notes, phone calls, and
electronic methods.

Assessing and Evaluating There should be a congruence between what is taught, how it is
Student Learning in the taught, and what is emphasized in the evaluation process. Social
Social Studies Classroom studies educators should recognize that “...quality programming and
instruction are neither content-based nor process based, but a wise and
judicious mixture of both.” (Frost 1989, 11.)
The assessment of student learning must be aligned with the curriculum

outcomes and the types of learning opportunities made available to
students.
Curriculum
Outcomes
Instructional
Assessment
Approaches
and
and
Evaluation
Resources
(Adapted from Newfoundland and Labrador Department of Education.

The Evaluation of Students in the Classroom: A Handbook and Policy Guide.
Government of Newfoundland and Labrador, 1990.)

CURRICULUM OVERVIEW
Curriculum Overview
Kindergarten-Grade 9 The social studies program for kindergarten to grade 9 is designed
around ten conceptual organizers as identified below.
Social Studies
Program
Kindergarten
Connections
Grade 9 Grade 1
Interdependence Interactions
Grade 8 Grade 2
Canadian Change
Identity
Learner
Grade 3
Grade 7
Provincial
Empowerment
Identity
Grade 6
Grade 4
PEI History
Explorations
World Cultures Grade 5
Investigating
Past Societies

CURRICULUM OVERVIEW
Grade 2: Change
People
Environments Change Technology
Economics
The conceptual framework for each unit in the grade 2 social studies
program is expressed in the form of specific curriculum outcomes. The
outcomes describe what students are expected to know, be able to do,
and value by the end of the year.
Students will be expected to

Unit One: People 2.1.1 describe changes in their lives, and their reactions to these
changes
2.1.2 demonstrate an understanding of how individuals and
groups have contributed to change
2.1.3 explain how decisions made by individuals and diverse
groups result in change
2.1.4 predict ways their community might change in the future,
and how they can contribute to that future

Unit Two: Technology 2.2.1 describe and evaluate the role of technology in their lives
2.2.2 demonstrate an understanding that people have changed
technology over time to meet their needs, wants, and
interests

Unit Three: Economics 2.3.1 give examples of how children and their families use
economic decision making as consumers
2.3.2 explain how supply and demand affect price
2.3.3 demonstrate an understanding of the changing nature of
work over time

Unit Four: Environment 2.4.1 explain how and why physical environments change over
time
2.4.2 describe how people’s interactions with their environment
have changed over time
2.4.3 demonstrate an understanding of sustainable
development and its importance to our future

CURRICULUM OVERVIEW
Grade 3:
Provincial Identity Place
Provincial
Identity
Peoples Citizenship

Unit One: Place 3.1.1 locate their province in the Atlantic region, Canada, North
America, and the world
3.1.2 describe the major physical features, climates, and vegetation
of their province and the Atlantic region
3.1.3 examine where people live and how people make a living in
their province

Unit Two: Peoples 3.2.1 examine the diverse peoples in their province
3.2.2 examine how diverse peoples in their province express their
culture
3.2.3 take age appropriate action to promote positive interactions
among people

Unit Three: Citizenship 3.3.1 examine the purpose, function, and structure of governments
in their province
3.3.2 examine the rights and responsibilities of citizens
3.3.3 demonstrate an understanding of how citizens participate in
public decision making

CURRICULUM OVERVIEW
Grade 4: Grade 4 social studies is organized around the following units:
Explorations
Exploring
Exploration
Our World
Explorations
Exploring the The Nature of

Landscapes Exploration
of Canada

Unit One: Exploration 4.1.1 explore the concept of exploration

Unit Two: The Nature of 4.2.1 examine the stories of various explorers of land, ocean, space,
Exploration and ideas.
4.2.2 examine factors that motivate exploration
4.2.3 evaluate the impact of exploration over time

Unit Three: Exploring Our 4.3.1 examine major physical features of the world
World 4.3.2 describe the main characteristics of rivers, islands, mountains,
and oceans
4.3.3 examine the relationship between humans and the physical
environment

Unit Four: Exploring the 4.4.1 describe the physical landscape of Canada
Landscapes of Canada 4.4.2 examine the human landscape of Canada
4.4.3 demonstrate an understanding of the political landscape of
Canada
4.4.4 examine symbols associated with Canada’s landscapes

CURRICULUM OVERVIEW
How to Use the The curriculum has been organized into four columns to relate learning
experiences to the outcomes by:
Four-Column, Two- • providing a detailed explanation of the outcome, an understanding
Spread Curriculum of what students should know and be able to do at the end of the
study, and ideas around inquiry that relate to the outcome;
Layout • providing a range of strategies for teaching, learning and assessment
associated with a specific outcome;
• providing teachers with suggestions in terms of supplementary
resources.
Column 1, Spread 1: Column 1, Spread 1 provides the specific curriculum outcome

Outcome describing what students are expected to know and be able to do by the
end of the year. The use of bold indicates the outcome treated in each
of the two, two-page spreads.
Column 2, Spread 1: Column 2, Spread 1 provides teachers with a detailed explanation of

Elaboration, Enduring the SCO through the elaboration. It identifies the expected focus of the
outcome and gives direction to that focus. The enduring understanding
Understanding, Inquiry
tells teachers what students will be expected to know and be able to
do at the end of the study. The inquiry focuses on historical and/or
geographical thinking concepts that will help teachers enhance the
students’ thinking around the particular topic.
Column 3, Spread 1: Column 3, Spread 1 provides teachers with a performance indicator(s)

Performance Indicators for each outcome. A performance indicator is used as an assessment of
learning for students. It describes a performance that students will be
able to complete if they have achieved the outcome. The performance
indicator(s) will provide teachers with assessment pieces that encompass
the entire outcome.
Column 4, Spread 1: Column 4, Spread 1 provides additional information for teachers,

Resources/Notes including specific links to the provincial resource, cross-curricular links,
and suggested supplementary resources. Teachers may wish to record
their own notes in this space.
Column 1, Spread 2: Column 1, Spread 2 provides the specific curriculum outcome

Outcomes describing what students are expected to know and be able to do by the
end of the year.
Column 2, Spread 2: Column 2, Spread 2 offers a range of strategies for learning and
Strategies for Learning teaching from which teachers and students may choose. Suggested
and Teaching learning experiences can be used in various combinations to help
students achieve an outcome. It is not necessary to use all of these
suggestions, nor is it necessary for all students to engage in the same
learning/assessment activity.

CURRICULUM OVERVIEW
Column 3, Spread 2: Column 3, Spread provides tasks for learning and/or assessment
Tasks for Instruction and/ from which teachers and students may choose. This column provides
or Assessment suggestions for on-going assessment for learning that is part of the
learning experience. The assessment suggestions are grouped under a
number of headings. It is not necessary to use all of these suggestions,
nor is it necessary for all students to engage in the same learning/
assessment activity.
Column 4, Spread 2 Column 4, Spread 2 provides additional information for teachers,

Resources/Notes including specific links to the provincial resource, cross-curricular links,
and suggested supplementary resources. Teachers may wish to record
their own notes in this space.
Sensitive Topics The ♥ heart symbol is used to identify topics that need to be addressed
with sensitivity.
Column 1 Column 2 Column 3 Column 4

GRADE 3: PROVINCIAL IDENTITY
Unit 1: Place
Unit 1: Place
Performance Tasks Resources/Notes
Outcomes Elaboration A “performance task” is used as an assessment of learning. The task
encompasses the outcome in its entirety. Students use the knowledge and Authorized Resources
Students will be expected to The organizing concept of this curriculum is provincial identity. In skills acquired to demonstrate their achievement of the outcome. Teachers
addressing this first outcome, students will locate their province within may select one of the examples below or develop a performance task that My Province: Prince Edward
3.1.1 locate their province increasingly broader contexts—the Atlantic region, Canada, North students will be able to complete if they have achieved the outcome. Island
in the Atlantic region, America, and the world. As they locate their province, they will work Students who achieve this outcome should be able to: Chapter 1
Canada, North America, with the concepts of relative location and size.
and the world • write a statement for each item below using cardinal My Province: Prince Edward
Student understanding of location should be a relative one—i.e., directions describing the location of your province in Island
students should be able to describe a location in relation to other places. relationship to: Teacher’s Resource
It is not necessary, or advisable, for students at this level to describe Another province in Atlantic Canada
location in terms of longitude and latitude coordinates. Student A province in Canada outside of Atlantic Canada My World: An Elementary Atlas
description of location need only involve the cardinal directions (i.e., A country in North America outside of Canada pp. 5-11, 17, 22, 29, 51, 88-89
N, S, E, and W) and very basic grid systems (e.g., B3, C6, F2). A country outside of North America.
For each statement above, say whether your province is larger Classroom Library
Relative size may be considered by comparing a student’s province or smaller than each of the places you named. The All About Series by Barb
to that of other provinces or the country as a whole. For example, My province is ________ of ________. McDermott and Gail McKeown
students might make statements such as “New Brunswick is larger than And Prince Edward Island
Prince Edward Island but smaller than Quebec” or “Nova Scotia is My province is ______ than ______ but _______ is ________
about ten times larger than P.E.I.” than ____________________ . Optional Resources
Educational Map of Prince Edward
Students have previously worked with globes and/or maps and should E.g., My province is east of Ontario. My province is smaller Island
understand that they are representations of real places but reduced in than Ontario but Ontario is larger than Nova Scotia.
size. Simple scales may now be introduced. For example, a map on Global Education Initiative
• use a globe or a series of maps that include Atlantic Canada,
which 1 cm represents 1 km would be appropriate for students, as Global Education Unit
Canada, North America, and the world to find:
would a question such as: Measure the distance from Place A to Place Grade 3 Social Studies
Another province in Atlantic Canada
B. How many kilometers apart are they? Notebooks:
A province in Canada outside of Atlantic Canada
Prince Edward Island: Geography
A country in North America outside of Canada
Enduring Understanding Kenya: Geography
A country outside of North America.
By the end of this outcome, students should understand that How close are you to the nearest province? If applicable, use
• the location of their province can be described in relation to Follow That Map by Scot Ritchie
the scale on your map to measure how close your community
other places Note: Teachers may wish to review
is to the border line of the nearest province. Alternatively,
• the actual size of places can be represented on maps and map components with students
use string or paper to measure the distance.
globes by using scale. using the optional resource.
Note: Teachers are reminded at this stage students have been
introduced only to simple scales e.g., 1 cm = 1 km.
Inquiry Cross-Curricular Links
• use a map of the world to record in a chart based on the scenario Technology
In this initial outcome, it is important for students to ask questions,
below: • Multimedia
locate and access information from maps, globe, atlas and/or
the grid coordinates of each location Outcome
Geographic Information Software (GIS) to locate their province within
the cardinal direction of each location to your province. B8.1 (Guided)
a variety of contexts. Students may also discuss geographic importance
Cut string or paper as a unit of measurement to represent the
by discussing why the location of their province is important.
distance between your home and each point to which you Literacy Place for the Early Years
travel. Which location is farthest from your province? Diver: The Leather Back Sea Turtle
Note: Students at this stage are gaining a very basic foundation of
Scenario: You and your family are visiting a travel agent in order to by Wendy A. Lewis
information that will lead to further geographic inquiry.
plan a world trip. On this trip you wish to visit the following:
Iqaluit, the capital of Nunavut
California, USA (to visit Disneyland)
Egypt, Africa (to visit the Pyramids).
GRADE 3: PROVINCIAL IDENTITY GRADE 3: PROVINCIAL IDENTITY
Unit 1: Place Unit 1: Place
Outcomes Strategies for Learning and Teaching Tasks for Instruction and/or Assessment Resources/Notes
Authorized Resources
Students will be expected to • Engage students through the use of the Reading and Analyzing Informal/Formal Observation My Province: Prince Edward
Nonfiction (RAN) strategy (see Reality Checks p. 17 by Tony Stead Island
3.1.1 locate their province and Appendix D) to determine their knowledge of Prince Edward • Observe students during their use of various maps to assess Chapter 1
in the Atlantic region, Island. The strategy chart may be revisited as students move through the student’s level of understanding of the following skills:
Canada, North America, outcomes 3.1.1 to 3.2.2 of the grade 3 curriculum. representation of place, map components, position/direction, and My Province: Prince Edward
and the world scale. Teachers may wish to utilize the Geographic and Mapping Island
• Have students practise using cardinal directions by locating places on Skills Record Chart (see Appendix H-1). Teacher’s Resource
(continued)
a map/globe/atlas/GIS software using the cardinal directions given by
the teacher. The teacher may start with their province and expand to
Performance My World: An Elementary Atlas
well known places throughout the region and the world. Teachers may
pp. 5-11, 17, 22, 29, 51, 88-89
wish to label their classroom with the appropriate cardinal direction.
• Have students work in pairs to develop their own game based
on a grid system. They will work with their partner to select Classroom Library
• Have students work in pairs to use a map of their province to select The All About Series by Barb
possible places to visit, such as a ski resort, museum, park, swimming a place on each of the maps: world, North America, Canada,
and province. They will then challenge another team to McDermott and Gail McKeown
area, an archaeological dig site, or shopping mall. They will then
locate the places using grid clues. The winner will be the team Prince Edward Island
challenge another team to locate the city, town or community by
following the cardinal directions provided by them. The students will to first locate all four places.
use their home community as a starting point. When they have found
Optional Resources
the selected place, students will use string or paper strips and the scale • Have the class divide into two teams to develop a trivia game. Educational Map of Prince Edward
on the map to determine the distance between the two places by road. Each team will develop questions based on the location of their Island
Students can compare their findings to determine which place was province in relation to other Atlantic provinces, other provinces and
closest/farthest to their community. territories of Canada, North America, and the world. Global Education Initiative
Global Education Unit
• Have students use three maps: their province, the Atlantic region and • Have students choose a place in the world that they have visited or Grade 3 Social Studies
Canada, to compare maps and make references. For example, compare would like to visit in the future. Using a world map, students will Notebooks:
the location and size of their province with other provinces and determine the distance from their home. The map scale should be Prince Edward Island: Geography
territories. Prompt students with questions such as: Is your province Kenya: Geography
1 cm. = 1 km. (Alternatively, students can use string/paper strips as
north or south of Nova Scotia? Is your province east or west of British
Columbia? unit of measurement to estimate the approximate distance using the
map scale.) Follow That Map by Scot Ritchie
Note: Teachers may wish to review
• Have students use the grids on the maps/atlas of the world, North map components with students
America, Canada, and their province to locate places assigned by their Paper and Pencil using the optional resource.
teacher. Grids associated with the provincial map could be used first,
then expand to other places. • Have students using a world map/globe/atlas and/or online Cross-Curricular Links
interactive map, complete the following statements: Technology
• Have students working in pairs and using a world map/globe/atlas The territory closest to my province is ... • Multimedia
and/or online interactive map, complete the following statements: My province is closer to Quebec than to ... (province) Outcome
My province is smaller than the province of ... My province is farther from Africa than from ...
My province is located west of the province of ... B8.1 (Guided)
My province is located _____(direction) of Japan.
My province is located east of the province of ... My province is located _____(direction) of Greenland
My province is closest to the _______ Ocean. Literacy Place for the Early Years
and _____ (direction) of South America. Diver: The Leather Back Sea Turtle
To reach the U.S.A. I would travel _____(direction).
My province is larger than ... My province is ____kilometres away from Labrador. by Wendy A. Lewis
My province is _____kilometres from Ottawa (the capital of Flying Acrobats by Gisela Woldenga
Canada).
46 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 47

Atlantic Canada
Social Studies
Grade 3 Curriculum
37
CURRICULUM OVERVIEW
Grade 3: Provincial Identity

Year Overview Provincial Identity is the central theme of the grade 3 social studies
curriculum. The program builds upon concepts to which students have
been introduced in previous years, this time focusing on their
own province. Earlier social studies concepts such as Connections,
Interactions, and Change established a foundation for understanding
the larger world around them. Applying these concepts in a provincial
context will help students expand their views and allow them to become
more aware of the diversity, cultural richness, and uniqueness of their
own province.
The curriculum is organized into three units based upon the essential
elements that will allow students to build an understanding of
provincial identity over the year: Place, Peoples, and Citizenship. Using
these elements as a basis, students will explore the individuality of their
province while seeing it as part of a bigger picture within the region,
country, and the world.
The first unit, Place, allows students to explore the geographical features
of their own province, its location in the Atlantic region, Canada and
the world. The second unit, Peoples, explores culture and community
that examines shared values and promotes an understanding of the
diverse cultures and traditions within the province. The third unit,
Citizenship, examines the concept of power, authority, and decision–
making in the study of how people are governed within the province
and the meaning of active citizenship.
Throughout the year, students will have the opportunity to further

develop their understanding of the concept of geographic and mapping
skills. A continuum of the Geographic and Mapping Skills for grades
Kindergarten to Grade 6 can be found in Appendix H.

CURRICULUM OVERVIEW
Teacher Notes
• The recommended instructional time for social studies in grades K-3 is 3% (9 minutes/day, 45
minutes/week, 54 minutes/6 day cycle, 28 hours/year).
• Teachers may wish to utilize an integrated approach to have students achieve social studies
outcomes. This approach provides a practical means for teachers to connect outcomes in
meaningful ways. By identifying connections between similar concepts and skills shared by
several subject areas, teachers may more directly address curriculum outcomes within classroom
instruction.
• The ♥ heart symbol is used to identify activities that should be addressed with sensitivity. It is
important to know your students and to consider what issues should be handled with care.
• In column 4, other suggested resources (such as books, posters and reference materials) may be
listed. Teachers are encouraged to use a variety of resources to address the curriculum outcomes.
As always, when using a resource that is not authorized, please preview to determine if it is
appropriate for the intended purpose.
• In column 4, opportunities for cross-curricular links are listed. Teachers are encouraged to
utilize a curriculum integration approach whenever possible. This approach emphasizes natural
connections within curriculum and makes learning more relevant for students.
• Teachers in the Eastern School District have access to a selection of materials from the Teacher’s
Resource Network. Also, Western School Board teachers are encouraged to visit the Little Red
School House for resources. Teachers are encouraged to use the Confederation Centre Library
and to consult with the teacher-librarians in their schools for updated video/DVD lists as well as
other resources.
• Consider community opportunities when planning. Be aware of designated days, weeks or

months (such as Aboriginal Awareness Week, Earth Day, Multicultural Week), to address topics
that complement the social studies curriculum.
• Teachers may wish to become familiar with the social studies concepts completed in grade 2 and
grade 4 by reviewing outcomes on page 31 and 33 of this document.

Uni
t1:Pl
ace
Sout
h Lake,PEI

Unit 1: Place
Unit Overview The unit entitled Place focuses on physical and human geography.
Students will be expected to identify and locate their own province
within the Atlantic region, Canada, and the world. Through the lens
of their own province, students will further develop knowledge of
maps and mapping skills by identifying and locating familiar places
and landmarks on a simple map. They will use map signs, symbols,
and legends to describe the location of their community and province.
Students will identify and describe major physical features, climates,
and vegetation within their province and the Atlantic region.
Unit Outcomes Students will be expected to
3.1.1 locate their province in the Atlantic region, Canada, North

America, and the world
3.1.2 describe the major physical features, climates, and vegetation
of their province and the Atlantic region
3.1.3 examine where people live and how people make a living in
their province
Opportunities Please note for this unit opportunities for cross-curricular links will be
referenced in column 4.
for Cross-
Curricular Links
Anticipated Time for It is suggested that this unit be completed during the time period of
September through to November.
Completion
Geographic/Mapping • Representation of Place (Outcome 3.1.1)

Skills • Map Components ( Outcomes 3.1.1, 3.1.2 and 3.1.3)
• Position/Direction (Outcomes 3.1.1, 3.1.2 and 3.1.3)
• Scale (Outcome 3.1.1)
Inquiry
Geographical Thinking • Geographic Importance (Outcome 3.1.1)
Concepts • Evidence and Interpretation (Outcome 3.1.2 and 3.1.3)
• Patterns and Trends (Outcome 3.1.2 and 3.1.3)
Geographical Thinking Concepts are adapted from Bahbahani, Kamilla

and Juynh, Niem Tu. Teaching about Geographical Thinking. Vancouver:
the Critical Thinking Consortium, UBC, 2008. (see pages 23 - 24)
Note: The Geographical Thinking Concepts are important aspects of
the grade 3 social studies curriculum. Teachers are encouraged to engage
students with these concepts through the use of sample examples to
assist with the development of understanding of each concept.

Unit 1: Place
Outcomes Elaboration
Students will be expected to The organizing concept of this curriculum is provincial identity. In
addressing this first outcome, students will locate their province within
3.1.1 locate their province increasingly broader contexts—the Atlantic region, Canada, North
in the Atlantic region, America, and the world. As they locate their province, they will work
Canada, North America, with the concepts of relative location and size.
and the world
Student understanding of location should be a relative one—i.e.,
students should be able to describe a location in relation to other places.
It is not necessary, or advisable, for students at this level to describe
location in terms of longitude and latitude coordinates. Student
description of location need only involve the cardinal directions (i.e.,
N, S, E, and W) and very basic grid systems (e.g., B3, C6, F2).
Relative size may be considered by comparing a student’s province

to that of other provinces or the country as a whole. For example,
students might make statements such as “New Brunswick is larger than
Prince Edward Island but smaller than Quebec” or “Nova Scotia is
about ten times larger than P.E.I.”
Students have previously worked with globes and/or maps and should
understand that they are representations of real places but reduced in
size. Simple scales may now be introduced. For example, a map on
which 1 cm represents 1 km would be appropriate for students, as
would a question such as: Measure the distance from Place A to Place
B. How many kilometers apart are they?
Enduring Understanding
By the end of this outcome, students should understand that
• the location of their province can be described in relation to
other places
• the actual size of places can be represented on maps and
globes by using scale.
Inquiry
In this initial outcome, it is important for students to ask questions,
locate and access information from maps, globe, atlas and/or
Geographic Information Software (GIS) to locate their province within
a variety of contexts. Students may also discuss geographic importance
by discussing why the location of their province is important.


Unit 1: Place

A “performance task” is used as an assessment of learning. The task
encompasses the outcome in its entirety. Students use the knowledge and Authorized Resources
skills acquired to demonstrate their achievement of the outcome. Teachers
may select one of the examples below or develop a performance task that My Province: Prince Edward
students will be able to complete if they have achieved the outcome. Island
Students who achieve this outcome should be able to: Chapter 1
• write a statement for each item below using cardinal My Province: Prince Edward
directions describing the location of your province in Island
relationship to: Teacher’s Resource
A province in Canada outside of Atlantic Canada My World: An Elementary Atlas
A country in North America outside of Canada pp. 5-11, 17, 22, 29, 51, 88-89
For each statement above, say whether your province is larger Classroom Library
or smaller than each of the places you named. The All About Series by Barb
My province is ________ of ________. McDermott and Gail McKeown
And Prince Edward Island
My province is ______ than ______ but _______ is ________
than ____________________ . Optional Resources
E.g., My province is east of Ontario. My province is smaller Island
than Ontario but Ontario is larger than Nova Scotia.
Global Education Initiative
• use a globe or a series of maps that include Atlantic Canada,
Canada, North America, and the world to find:
Grade 3 Social Studies
Notebooks:
A province in Canada outside of Atlantic Canada
Prince Edward Island: Geography
A country in North America outside of Canada
Kenya: Geography
How close are you to the nearest province? If applicable, use
Follow That Map by Scot Ritchie
the scale on your map to measure how close your community
is to the border line of the nearest province. Alternatively,
map components with students
use string or paper to measure the distance.
using the optional resource.
Note: Teachers are reminded at this stage students have been
introduced only to simple scales e.g., 1 cm = 1 km.
Cross-Curricular Links
• use a map of the world to record in a chart based on the scenario Technology
below: • Multimedia
the grid coordinates of each location Outcome
the cardinal direction of each location to your province. B8.1 (Guided)
Cut string or paper as a unit of measurement to represent the
distance between your home and each point to which you Literacy Place for the Early Years
travel. Which location is farthest from your province? Diver: The Leather Back Sea Turtle
Scenario: You and your family are visiting a travel agent in order to by Wendy A. Lewis
plan a world trip. On this trip you wish to visit the following:
Iqaluit, the capital of Nunavut
California, USA (to visit Disneyland)
Egypt, Africa (to visit the Pyramids).
Unit 1: Place
Outcomes Strategies for Learning and Teaching
Students will be expected to • Engage students through the use of the Reading and Analyzing
Nonfiction (RAN) strategy (see Reality Checks p. 17 by Tony Stead
3.1.1 locate their province and Appendix D) to determine their knowledge of Prince Edward
in the Atlantic region, Island. The strategy chart may be revisited as students move through
Canada, North America, outcomes 3.1.1 to 3.2.2 of the grade 3 curriculum.
and the world
• Have students practise using cardinal directions by locating places on
(continued)
a map/globe/atlas/GIS software using the cardinal directions given by
the teacher. The teacher may start with their province and expand to
well known places throughout the region and the world. Teachers may
wish to label their classroom with the appropriate cardinal direction.
• Have students work in pairs to use a map of their province to select

possible places to visit, such as a ski resort, museum, park, swimming
area, an archaeological dig site, or shopping mall. They will then
challenge another team to locate the city, town or community by
following the cardinal directions provided by them. The students will
use their home community as a starting point. When they have found
the selected place, students will use string or paper strips and the scale
on the map to determine the distance between the two places by road.
Students can compare their findings to determine which place was
closest/farthest to their community.
• Have students use three maps: their province, the Atlantic region and
Canada, to compare maps and make references. For example, compare
the location and size of their province with other provinces and
territories. Prompt students with questions such as: Is your province
north or south of Nova Scotia? Is your province east or west of British
Columbia?
• Have students use the grids on the maps/atlas of the world, North
America, Canada, and their province to locate places assigned by their
teacher. Grids associated with the provincial map could be used first,
then expand to other places.
• Have students working in pairs and using a world map/globe/atlas

and/or online interactive map, complete the following statements:
My province is smaller than the province of ...
My province is located west of the province of ...
My province is located east of the province of ...
My province is closest to the _______ Ocean.
To reach the U.S.A. I would travel _____(direction).
My province is larger than ...
My province is _____kilometres from Ottawa (the capital of
Canada).

Unit 1: Place
Tasks for Instruction and/or Assessment Resources/Notes

Informal/Formal Observation My Province: Prince Edward
Island
• Observe students during their use of various maps to assess Chapter 1
the student’s level of understanding of the following skills:
representation of place, map components, position/direction, and My Province: Prince Edward
scale. Teachers may wish to utilize the Geographic and Mapping Island
Skills Record Chart (see Appendix H-1). Teacher’s Resource
Performance My World: An Elementary Atlas

pp. 5-11, 17, 22, 29, 51, 88-89
• Have students work in pairs to develop their own game based
on a grid system. They will work with their partner to select Classroom Library
a place on each of the maps: world, North America, Canada, The All About Series by Barb
and province. They will then challenge another team to McDermott and Gail McKeown
locate the places using grid clues. The winner will be the team Prince Edward Island
to first locate all four places.
Optional Resources
• Have the class divide into two teams to develop a trivia game. Educational Map of Prince Edward
Each team will develop questions based on the location of their Island
province in relation to other Atlantic provinces, other provinces and
territories of Canada, North America, and the world. Global Education Initiative
• Have students choose a place in the world that they have visited or Grade 3 Social Studies
would like to visit in the future. Using a world map, students will Notebooks:
determine the distance from their home. The map scale should be Prince Edward Island: Geography
1 cm. = 1 km. (Alternatively, students can use string/paper strips as Kenya: Geography
unit of measurement to estimate the approximate distance using the
map scale.) Follow That Map by Scot Ritchie
map components with students
Paper and Pencil using the optional resource.
• Have students using a world map/globe/atlas and/or online Cross-Curricular Links
interactive map, complete the following statements: Technology
The territory closest to my province is ... • Multimedia
My province is closer to Quebec than to ... (province) Outcome
My province is farther from Africa than from ... B8.1 (Guided)
My province is located _____(direction) of Japan.
My province is located _____(direction) of Greenland Literacy Place for the Early Years
and _____ (direction) of South America. Diver: The Leather Back Sea Turtle
My province is ____kilometres away from Labrador. by Wendy A. Lewis
Flying Acrobats by Gisela Woldenga

Unit 1: Place
Students will be expected to Having located their province and the Atlantic region (in relative terms)
in the previous outcome, here students will examine their province and
3.1.2 describe the major region’s physical environment. This study will be relatively simple, as
physical features, students identify, locate, and describe major landforms and bodies of
climates and vegetation water. This should include notable physical features such as mountains,
of their province and the lakes, and rivers, and could include island and bays in their province
Atlantic region and the Atlantic region. It is important to note that for this outcome,
there is a somewhat more detailed study of the physical features
associated with our own province.
Students will also describe the climate and vegetation pattern of the
Atlantic region, without making the descriptions too detailed or
technical. This outcome requires students to enhance their analytical
and interpretive skills by actively engaging with geographic information
sources (e.g., charts, maps, GIS) and not simply reading existing
descriptions of climate and vegetation in their province and region.
Note: Appendix F contains the names of major mountains, river, lakes,
bays, and islands for Atlantic Canada provinces. For all map activities
with students at this level, teachers will need to ensure that maps have
an appropriate scale. The suggested scale for this level is 1 cm = 1 km.
By the end of this outcome, students should understand
• the basic physical features of their province and the Atlantic region
• the basic climatic and vegetation patterns of the Atlantic region.
Inquiry
For this outcome it is important for students to ask questions and
locate and access information using maps, globe, atlas and/or GIS
software. This information provides students the opportunity to
consider evidence and interpretation as students learn about the
physical features, climate and vegetation of their province and the
Altantic region. What physical features are located in their province
and the Atlantic region? Where are the physical features located? What
vegetation is found in their province and the Atlantic region? What is
the climate of their province and the Atlantic region?
Teachers may wish to extend the inquiry by considering geographic
patterns through a simple comparison of their province with the rest
of the Atlantic region. How are the physical features, vegetation and
climate of their province the same/different from the other Atlantic
provinces?

Unit 1: Place

A “performance task” is used as an assessment of learning. The task My Province: Prince Edward Island
encompasses the outcome in its entirety. Students use the knowledge Chapter 2
and skills acquired to demonstrate their achievement of the outcome. My Province: Prince Edward Island
Teachers may select one of the examples below or develop a Teacher’s Resource
performance task that students will be able to complete if they have My World: An Elementary Atlas
achieved the outcome. Students who achieve this outcome should be pp. 91-98
able to:
Classroom Library
Prince Edward Island by John Sylvester
• construct a map of the Atlantic region to share what you have Return to the Sea by Heidi Jardine
learned about the physical features, vegetation and climate. Stoddart
Using a blank map of Atlantic Canada students will: My Home Bay by Anne Laurel Carter
› construct a map legend Little Book of Prince Edward Island by
› identify two landforms and two types of vegetation for each John Sylvester
Atlantic province The All About Series by Barb
› draw visuals of landforms, climate and vegetation McDermott and Gail McKeown
› write a sentence to describe each visual. Prince Edward Island
Nova Scotia
Newfoundland
• demonstrate what you have learned using a storyboard that explains
New Brunswick
the landforms, vegetation, and climate of each of the four Atlantic Halifax
provinces. Fredericton
St. John’s
Charlottetown
The Bay of Fundy
Gros Morne National Park
Cape Breton Highlands National Park
Optional Resources
Island
Global Education Initiative
Notebooks:
Prince Edward Island: Climate and
Vegetation
Prince Edward Island: Agriculture
Follow That Map by Scot Ritchie
Technology
• Word Processing
Outcomes
B7.1, B7.2 (Independent)
Visual Arts
• Creating and Presenting
Outcome
CP 3.4
Literacy Place for the Early Years
Summer Camping in Nova Scotia
(Brochure)
Unit 1: Place
Students will be expected to • Have students, as a class, study a map of their province. Prepare a
class chart to identify the major landforms and bodies of water in
3.1.2 describe the major their province. Teachers can use computer software to prepare the
physical features, class chart.
climates and vegetation
of their province and the • Have students, as a class, study a map of Atlantic Canada. Prepare
Atlantic region a class chart to identify the major landforms and bodies of water in
(continued) the other Atlantic provinces. Teachers can use computer software to
prepare the class chart.
• Have students, as a class, compare the definitions of weather and

climate. Have students write a sentence describing the climate of
their province.
• Have students brainstorm what they know about the climate of

their province and the Atlantic provinces. Have students compare
their predictions with a climate map of Atlantic Canada.
• Have students invite a meteorologist to visit or video conference

with the class to provide information on the climate of the Atlantic
region. Have students prepare questions using the following
criteria: questions that are specific to the person or situation,
cannot be answered with yes or no, and solicit information relevant
to the topic on the importance of the climate on the environment.
It is important to include literal, inferential and evaluative types of
questions.
• Have students compare vegetation maps for the Atlantic provinces.

Students complete a journal response describing the vegetation of
the Atlantic provinces.
• Have students use a reproducible map of their province to identify

the major landforms and bodies of water. Remind students that
map components (title, legend, and compass rose) are required.
• Have students return to the RAN strategy chart (outcome 3.1.1)

to make any revisions required to incorporate new learning and/or
identify new areas of inquiry.

Unit 1: Place

Informal/Formal Observation My Province: Prince Edward Island
• Observe students during their study of various maps to assess Chapter 2
the student’s level of understanding of the following skills: map My Province: Prince Edward Island
components, and position/direction. Teachers may wish to utilize Teacher’s Resource
the Geographic and Mapping Skills record Chart (see Appendix My World: An Elementary Atlas
H-1). pp. 91-98
Classroom Library
Performance Prince Edward Island by John
• Have students create a photo essay to illustrate the climate Sylvester
in their province. For each photo, students should include a written Return to the Sea by Heidi Jardine
sentence to describe their illustration. Stoddart
My Home Bay by Anne Laurel Carter
• Invite students to generate a set of FAQs (Frequently Asked Little Book of Prince Edward Island by
John Sylvester
Questions) with accompanying answers about their province related
The All About Series by Barb
to physical features, vegetation and climate. McDermott and Gail McKeown
Presentation Nova Scotia
• Invite students to send a digital postcard to a friend, classmate, Newfoundland
or other student, describing Atlantic Canada. On the front of New Brunswick
the card, draw a picture that represents examples of major Halifax
landforms, bodies of water or vegetation. On the reverse side Fredericton
of the card, describe what they are doing to enjoy visiting one St. John’s
Charlottetown
of the Atlantic provinces while on vacation.
The Bay of Fundy
Gros Morne National Park
• Invite students to compose an acrostic poem using the name of Cape Breton Highlands National Park
their province. In the poem describe the physical features,
Optional Resources
climate and vegetation for the province. Educational Map of Prince Edward
Island
Paper and Pencil Global Education Initiative
• Have students utilize a graphic organizer to identify major Global Education Unit
landforms, bodies of water, vegetation and climate of the Atlantic Grade 3 Social Studies
provinces. Notebooks:
Prince Edward Island: Climate and
Atlantic Canada Vegetation
Prince New Nova Scotia Newfound- Prince Edward Island: Agriculture
Edward Brunswick land and Follow That Map by Scot Ritchie
Island Labrador
Physical Technology
Features • Word Processing
Outcomes
Vegetation B7.1, B7.2 (Independent)
Visual Arts
Climate • Creating and Presenting
Outcome
CP 3.4
Summer Camping in Nova Scotia
(Brochure)
Unit 1: Place
Students will be expected to This outcome broadens students’ understanding of geography as more
than location of a place. In this outcome, students study where people
3.1.3 examine where people live and address such topics as economic activity, services, and transpor-
live and how people tation.
make a living in their
Students begin the outcome through the study of the concepts of urban
province
and rural. While there are various measures used to determine what is
urban and what is rural, it is not necessary to over-complicate the dis-
tinction for students. It is sufficient at grade 3 to simply describe urban
areas as those where many people live close together, such as in cities
and towns. (Note: In Canada, “urban” is defined as a total population
exceeding 1000 people.)
Students will identify examples of urban and rural communities in their

province. For example, they might name and locate their province’s
cities. When considering these examples, students can describe some
of the features that typically distinguish urban communities from rural
communities (e.g., movie theatres, shopping centres, and universities).
Students should then consider why people live where they do. Natural
resources, availability of services, communication and
transportation links all influence where people live. The study should
focus on examples, including the local area or community. Students
should understand that people live where they do, in part, in order to
make a reasonable living.
Again, it is important for students to work with genuine maps and

other geographic information sources when studying these topics—and
to arrive at conclusions about what such information tells them.
By the end of this study, students should understand
• the concepts of urban and rural, and
• where people live in their province is influenced by many factors.
Inquiry
For this outcome it is important for students to ask questions and
locate and access information using maps, atlas and/or GIS software.
This information provides students the opportunity to consider
evidence and interpretation as students learn about why people live
where they do in their province.
Teachers may also consider patterns and trends as they examine where
people live in their province.

Unit 1: Place

A “performance task” is used as an assessment of learning. The task
encompasses the outcome in its entirety. Students use the knowledge My Province: Prince Edward
and skills acquired to demonstrate their achievement of the outcome. Island
Teachers may select one of the examples below or develop a Chapter 3
performance task that students will be able to complete if they have
achieved the outcome. Students who achieve this outcome should be My Province: Prince Edward
able to: Island
Teacher’s Resource
• imagine what it would be like to live in your province as an adult,
and answer each of the following questions: My World: An Elementary Atlas
› Where would you choose to live? Identify if it is an urban or pp. 12-13, 82-83, 101
rural area.
› Why would you choose to live there? (Considerations Classroom Library
could include natural resources, employment opportunities, Marty the Mailbox by Ian Stretch
transportation, or services.)
› What would you do to make a living ? (Teachers may wish to The All About Series by Barb
brainstorm with students possible occupations.) McDermott and Gail McKeown
Sharing of work may be in written (e.g., letter, email) or pictorial Prince Edward Island
form. Charlottetown
• prepare a poster to persuade immigrants to live in an area of Optional Resources

your province. Consider: What does your area have to offer in
employment, natural resources, transportation, and availability Global Education Initiative
of services? The poster must identify their area as urban or rural. Global Education Unit
Students can use computer software to complete their poster. Grade 3 Social Studies
Notebook:
Prince Edward Island: The People
and Where People Live
Technology
• Telecommunications
Outcomes
B10.1, B10.2
(Independent)
Visual Arts
Outcome
CP 3.1

Unit 1: Place
Students will be expected to • Have students, using photos of various communities, work in
groups to sort the photographs into examples of rural and urban
3.1.3 examine where people
communities. Have students identify the reasons for their choices.
live and how people
As a class, have students formulate a possible definition for urban
make a living in their and rural.
province (continued)
• Have students engage with an appropriate book as a read aloud.
The selected book(s) should describe a rural and/or urban area.
Discuss with students the similarities and differences between a
rural and urban area.
• Have students, as a class or in small groups, complete a graphic

organizer providing the advantages and disadvantages of living in a
rural and an urban area.
Rural Area Urban Area
Advantages Disadvantages Advantages Disadvantages
• Have students, using the legend on the Educational Map of PEI,

discuss where people live in their province. Identify the areas
as urban or rural. Discuss possible reasons for why people live
where they do in the province (e.g. natural resources, employment
opportunities, services, transportation).
• Have students participate in a visualization activity. Have the

students think about a rural area: what would they see, hear, smell,
taste, touch? Alternatively, conduct the same visualization for an
urban area. Discuss with students the similarities and differences
between the two areas. A graphic organizer may be used to record
student responses.
• Have students invite to their class or video conference with a guest

speaker(s) from an urban and/or rural area. Invite the guest(s)
to describe why they choose to live in their area as well as the
advantages and disadvantages of living in their area. Have students
prepare questions using the following criteria: questions that are
specific to the person or situation, cannot be answered with yes
or no, and solicit information relevant to the topic of an urban
and/or rural area. It is important to include literal, inferential and
evaluative types of questions.

Unit 1: Place
Informal/Formal Observation Authorized Resources
• Observe students during their use of various maps to assess the My Province: Prince Edward
student’s level of understanding of the following skills: map Island
components, and position/direction. Teachers may wish to utilize Chapter 3
the Geographic and Mapping Skills record Chart (see Appendix H-1).
My Province: Prince Edward
Performance Island
• Invite students to prepare a one minute speech explaining why
they would prefer to live in a rural or urban area. Students should My World: An Elementary Atlas
provide at least two reasons for their choice. pp. 12-13, 82-83, 101
• Invite students to envision where they would like to live and work Classroom Library
in P.E.I. Students share their image with the class and provide at Marty the Mailbox by Ian Stretch
least two reasons for their choice.
The All About Series by Barb
McDermott and Gail McKeown
Interview Prince Edward Island
Charlottetown
• Have students interview an adult in their family to discover why
they choose to live where they do in the province. Optional Resources
Paper and Pencil Global Education Initiative

• Have students use a Venn diagram to compare living in an urban Grade 3 Social Studies
and rural area. Notebook:
Prince Edward Island: The People
and Where People Live
Urban Rural
Technology
• Telecommunications
• Have students think of how a farmers’ market might bring together Outcomes
the urban and rural parts of your province. In a sentence, answer B10.1, B10.2
each of the following questions: (Independent)
› What are the benefits of a farmers’ market to a person living in
an urban area? Visual Arts
› What are the benefits of a farmers’ market to a farmer living in • Creating and Presenting
a rural area? Outcome
› What makes it possible today to have a farmers’ market in an CP 3.1
urban area?
› What items might a person living in an urban area sell at a
farmers’ market? Explain how this is an exchange of goods and
services.

Uni
t2:Peopl
es
Unit 2: Peoples
In the unit entitled Peoples, students will identify many of the diverse
Unit Overview cultural groups that have made the province home. They will learn
about some of the reasons why people choose to live in their province
and how this has influenced the diversity of their province over time.
They will recognize the contributions which diverse groups have made
and continue to make in shaping the provincial cultural identity.
Students will explore cultural groups within their province to develop
an awareness of the cultural values expressed through stories, music, art,
language or other expressive means. Students will be exposed to various
cultural traditions and beliefs that exist within their own province,
promoting a better understanding of the significance of diversity within
a place. They will discover how different traditions and beliefs co-exist
and serve to promote positive interactions amongst diverse cultures
within a region.

Unit Outcomes 3.2.1 examine the diverse peoples in their province
3.2.2 examine how diverse peoples in their province express
their culture
3.2.3 take age-appropriate action to promote positive
interactions among people
It is suggested that this unit be completed during the time period of

Anticipated time December through to mid-March.
for Completion
Please note that for this unit, opportunities for cross-curricular links
Opportunities will be referenced in column 4.
for Cross-
Curricular Links
• Map Components
Geographical / • Position/Direction
Mapping Skills (Outcome 3.2.1)
Inquiry
Historical/Geographical • Continuity and Change (Outcomes 3.2.1 and 3.2.2)
Thinking Concepts • Evidence (Outcome 3.2.2)
• Patterns and Trends ( Outcome 3.2.1)
Adapted from: Seixas, Peter. Benchmarks of Historical Thinking: A Framework
for Assessment in Canada. Vancouver Centre for the Study of Historical
Consciousness, UBC, 2006.
Bahbahani, Kamilla and Juynh, Niem Tu. Teaching about Geographical
Thinking. Vancouver: the Critical Thinking Consortium, UBC, 2008. (see
pages 22 - 24)
Note: The Historical and Geographical Thinking Concepts are important
aspects of the grade 3 social studies curriculum. Teachers are encouraged to
engage students with these concepts through the use of simple examples to
Unit 2: Peoples
Students will be expected to This outcome requires students to examine the diversity of peoples who
inhabit their province and how diversity has developed. The students
3.2.1 examine the diverse begin by identifying the various groups of people who presently
peoples in their province inhabit their province. Valuing diversity and inclusion is central to this
outcome.
Students will also examine examples of why people chose/choose to

live in, or move to, a particular place. To make this a more meaningful
exercise, it may be possible to consider the experiences of some students
themselves. The examination of migration is facilitated when students
have a personal understanding of why people move and choose to live
in a particular place.
Finally, students should explain how the diversity of peoples in their

province has changed over time. This may be accomplished by compar-
ing census data or maps from two or three points in time to examine
the distribution of various cultural groups (e.g., the present as com-
pared to some time in the past).
Teachers may wish to consider combining outcomes 3.2.1 and 3.2.2

rather than addressing separately.
• their province is composed of many diverse peoples
• people migrate(d) to their province for a variety of reasons
• the diversity of their province has changed over time.
Inquiry
In this outcome, students will ask questions and access and interpret
information that may lend itself to consideration of continuity and
change. For example, students may consider how has cultural diversity
in their province changed or stayed the same over time.
Students may also consider geographic patterns and trends as they
determine if people from a particular culture chose to live in a specific
area of the province.

information that will lead to further historical and geographic inquiry.

Unit 2: Peoples
A “performance task” is used as an assessment of learning. The task Authorized Resources

encompasses the outcome in its entirety. Students use the knowledge
and skills acquired to demonstrate their achievement of the outcome. My Province: Prince Edward
Teachers may select one of the examples below or develop a Island
performance task that students will be able to complete if they have Chapter 4
achieved the outcome. Students who achieve this outcome should be
able to: My Province: Prince Edward
Island
• prepare a pictograph to show how the diversity of P. E. I. has Teacher’s Resource
changed over time. Construct a legend using geographic shapes to
represent the peoples who lived in the province over three selected
time periods (e.g., 1850, 1930 and present). Consider questions Classroom Library
such as who lived in your province in 1930 that were not here How the Cougar Came to be Called
in 1850? Using the information from the data in the pictograph, Ghost Cat by Michael James Isaac
answer the following in well written sentences.
› How has the diversity of the province changed since 1850? Optional Resources
› Select two groups of people who live in the province today
and provide an example of why they have chosen to live in the Educational Map of Prince Edward
province. Island
Note: Teachers may wish to limit the number of examples used for
the 1930 and present day time periods (e.g., 4 examples for 1930
and 6 examples for the present).
• design a poster to illustrate how the diversity of the province has Technology
changed over time. Divide the poster into two parts. On one half • Internet
of the poster, draw an image of why people come to live in the Outcome
province today. On the other half, draw an image of why people A3.1 (Guided)
lived here hundreds of years ago. Write a caption for your poster Visual Arts
which explains the similarities or differences of why people live on • Creating and Presenting
P.E.I. Outcome
CP 3.1
• Exploring Forms and
Cultural Context
Outcome
EC 3.1
Web-site
http://www.statscan.ca

Unit 2: Peoples
Students will be expected to • Engage students with an appropriate book as a read aloud. The
selected book should focus on a family moving to a new home.
3.2.1 examine the diverse Have students, as a class, brainstorm reasons for why people move
peoples in their province from one place to another. Encourage students who have moved to
(continued) the province to share their reasons for moving. ♥ Teacher need to
be sensitive in their discussion about why families move.
• Have students interact with a map of their province to identify

where various peoples live within their province. Discuss if people
from a particular culture live in a specific area of the province.
• Have students invite or video conference with a guest speaker from

a local museum or a local historian to speak to the class on how the
diversity of their community has changed over time. Have students
prepare questions using the following criteria: questions that are
specific to the person or situation, cannot be answered with yes or
no, and solicit information relevant to the topic on how diversity of
their community has changed. Alternatively, students may wish to
visit their local museum.
• Invite students to research the origin of their family name. Using

name labels and a map of the world, have students share the origin
of their family and attach their label to the world map identifying
their family’s country of origin.
• Have students review census information to identify the various

peoples living in their province from three time periods. In a chart,
compare this information to identify peoples who have been here
for a long period of time and who are the newest groups to our
province. Use a graphic organizer and a check mark to identify
when the group was present in the province.
Comparison of Census Information

Group 1850 1930 Today
Mi’kmaq √ √ √
Zimbabwe √

discuss new areas of inquiry.

Unit 2: Peoples
• Observe student responses/opinions given during class discussions My Province: Prince Edward
and/or group activities on the diversity of their province to Island
determine the students’ understanding of the concept of time (past Chapter 4
and present).
Journal Island
• Have students complete a reflection on why they think it is
important to have diverse peoples living in our province.
Classroom Library
Interview How the Cougar Came to be Called
Ghost Cat by Michael James Isaac
• Have students talk to an older family member to discover why they
or their ancestors moved to our province. Teachers need to remind Optional Resources
students that some people may not wish to discuss why their Educational Map of Prince Edward
families move. Island
Presentation
• Have students, as a class, design a display using the census Cross-Curricular Links
information from the three time periods. Use a world map to show Technology
where people came from in the 1850s, another world map to show • Internet
where people came from in the 1930s and a third world map for Outcome
today. Students should explain how the diversity of their province A3.1 (Guided)
has changed over time. Visual Arts
Outcome
CP 3.1
Cultural Context
Outcome
EC 3.1
Web-site
http://www.statscan.ca

Unit 2: Peoples
Students will be expected to While the preceding outcome has students examine the diverse peoples
in their province, this outcome requires students to examine how
3.2.2 examine how diverse diverse peoples in the province express their culture. Teachers may wish
peoples in their province to consider combining outcomes 3.2.1 and 3.2.2 rather than addressing
express their culture separately—i.e., to simultaneously examine the diversity and cultural
expressions of diverse peoples.
Students are provided with the opportunity to experience and

appreciate a vast array of expressions of culture— e.g., language,
stories, folktales, songs, music, poetry, dance, visual art. Such cultural
expressions should be infused throughout the study. It is important,
however, to move beyond a surface celebration of culture (e.g., food
and fashion) and examine deeper aspects of cultural expression (e.g.,
language, stories, visual arts).
It is through cultural expression that diverse peoples transmit aspects

of their heritage, traditions, and culture. Though they may be unique,
some aspects of expressions, as well as their underlying motivations,
may not be so different. Indeed, while the differences between peoples
are often more apparent than the similarities, it is important to have
students consider both.
A key factor in expressing and preserving cultural expression is

language. Today, many diverse peoples are engaged in ongoing efforts to
preserve their language.
• peoples’ expressions of culture are rooted in the past.
Inquiry
For this outcome, students will ask questions and access information to
locate evidence of ways that people express their culture (e.g., stories,
music, visual arts and crafts, language).
Students may also consider continuity and change. For example, what
cultural traditions have changed over time? What cultural traditions
have remained the same?

information that will lead to further historical inquiry.

Unit 2: Peoples

Island
• create a brief presentation (e.g., paper bag report, poster, slide Teacher’s Resource
show) to teach fellow classmates about how a cultural group in their
province expresses aspects of their culture. The presentation should Classroom Library
include examples from one or more of the following areas: How the Cougar Came to be Called
› language Ghost Cat by Michael James Isaac
› stories and poems A Gift of Music by Alice Walsh
› music and dance Lobster in My Pocket by Deirdre
› visual arts and crafts. Kessler
• complete a graphic organizer or web to represent three cultural

groups in your province. Include one way each group expresses Cross-Curricular Links
culture (e.g., language, stories and poems, music and dance, or Technology
visual arts and crafts). Students can use computer software to • Concept Maps
complete their graphic organizer or web. Outcomes
A4.1, A4.2 (Awareness)
A4.3 (Guided)
Visual Arts
Outcome
CP 3.1
Cultural Context
Outcome
EC 3.2

Fire on the Mountain by Jane Kurtz
The Legend of the Dream Catcher
by Kathleen K. Coleclough
Hare and Turtle: Two Pourquoi Tales
Retold by Marilyn Helmer

Unit 2: Peoples
Students will be expected to • Have students engage with a learning centre in their classroom that
includes examples of stories, poems, folktales, songs or music that
3.2.2 examine how diverse represent various cultures in their province. Discuss with students
peoples in their province what they tell about the cultures in their province.
express their culture
(continued) • Have students, as a class, choose a word or expression from English
and find an equivalent for it in three other languages spoken in the
province.
• Have students invite to their class or video conference with a

guest speaker (e.g., local author, musician, artist, representative
from a cultural community) to discuss how his/her work (or work
of people in their community) is an expression of culture. Have
students prepare questions using the following criteria: questions
that are specific to the person or situation, cannot be answered with
yes or no, and solicit information relevant to how the work of the
guest or community member expresses culture. It is important to
include literal, inferential and evaluative types of questions.
• Have students examine visuals or pieces of art from various cultures

in the province. Discuss, as a class, the way the visuals or pieces of
art express culture.
• Have students generate a class web on culture in their province.

After a brief discussion that culture is a way of life, give each
student a sticky note and ask them to write one word that they
think represents a way that people express their culture. Have
students add their note to the class web. Alternatively, teachers can
use computer software to create the class web.


Unit 2: Peoples
• Observe and note student vocabulary and responses/opinions My Province: Prince Edward
given during student participation in the learning centre to assess Island
student’s understanding of how diverse peoples in our province Chapter 5
express their culture.
Journal Island
• Invite students to write a response reflecting on how diverse peoples
of our province express their culture. Classroom Library
How the Cougar Came to be Called
Performance Ghost Cat by Michael James Isaac
A Gift of Music by Alice Walsh
• Have students create a piece of art to illustrate how cultural Lobster in My Pocket by Deirdre
diversity in our province is expressed. Kessler
Interview Cross-Curricular Links

Technology
• Have students interview a family member or friend about how • Concept Maps
the way they express their culture has changed. Topics may Outcomes
include games, crafts, special holidays, music, traditions. Prepare A4.1, A4.2 (Awareness)
an oral report for the class explaining what you learned from the A4.3 (Guided)
interview. Students may wish to include images or objects in their
presentation. Visual Arts
Outcome
CP 3.1
Cultural Context
Outcome
EC 3.2

Fire on the Mountain by Jane Kurtz
The Legend of the Dream Catcher
by Kathleen K. Coleclough
Hare and Turtle: Two Pourquoi Tales
Retold by Marilyn Helmer

Unit 2: Peoples
Students will be expected to In this outcome students examine the importance of positive
interactions among all people and how to build positive relationships
3.2.3 take age-appropriate with people from other cultural backgrounds. Students should consider
action to promote the many ways people can work together by providing examples from
positive interactions their community or area where positive interactions are demonstrated
among people (e.g., participation in community events such as cultural festivals, Relay
for Life, building playgrounds, Habitat for Humanity). Students then
identify the benefits of these positive interactions in their community.
Students will study the concept of stereotyping. Stereotyping is the

practice of assuming that individuals will exhibit certain behaviours,
based upon characteristics such as age, gender, race, or religion.
Teachers may wish to approach this concept by looking at ageism, and
subsequently consider cultural stereotypes. Care must be taken not
to inadvertently introduce or reinforce stereotypes—examples given
should be appropriate for the students’ age.
The examples of stereotyping provide a segue into generating a class

action plan to promote positive interactions among people. While it
is important for the teacher to help provide ideas, students should be
active participants in the planning. The plan might involve helping out
at a retirement home (ageism), working at a food bank (poverty), or
creating an awareness campaign (racism).
The steps in a typical class action plan might include the following:
1) brainstorming plan ideas
2) selection of the plan idea
3) identification of the tasks involved in the plan
4) assignment of roles
5) carrying out the plan
6) evaluating the success of the plan.
By the end of this outcome, students should
• identify the benefits of positive interactions among people
• be able to identify examples of stereotyping.
Inquiry
In this outcome, students will ask questions such as: Why are positive
interactions important? How does showing respect help to make a
welcoming community?

Unit 2: Peoples

Island
• engage with the following scenario to: Teacher’s Resource
› identify the type of stereotyping
› design a poster that promotes positive interactions to address Classroom Library
this example of stereotyping. How the Cougar Came to be Called
Over the past two years ____________ school has had a boy’s
hockey team and a girl’s hockey team. This year not enough Cross-Curricular Links
girls registered to form a team. When registration for the boy’s Health
hockey team was announced, two girls showed up to register. • Life Learning Choices
Neither was allowed to try out. Outcomes
L-3.3, L-3.7
• work in groups to respond to the following scenario to: • Relationship Choices
› identify the type of stereotyping involved Outcomes
› develop an action plan for your community to help Mrs. Jones. R-3.1, R-3.9
Over the past two years in the community, people have Technology
been very supportive when young families in the community • Word Processing
have needed help. Mrs. Jones, an 80-year-old lady who has no Outcomes
family, has just lost her home because of a fire. The community A7.2 (Independent)
has not offered to help. B7.1, B7.2 (Independent)
• work as a class to prepare a short assembly on the importance of Visual Arts

positive interactions. The assembly may include poems, stories, • Creating and Presenting
artwork, songs, etc, focusing on how positive interactions benefit Outcome
the school community. CP 3.1

The Gran Plan by Jacqueline
Halsey
Bryce on Track by Gillian
Richardson
Song Lei in a New Land by Anne
Patton
How a Carousel Came to North Bay
By Marla Hayes

Unit 2: Peoples
Students will be expected to • Have students, in small groups, brainstorm ways in which
they interact positively with people in their home, school and
3.2.3 take age-appropriate community. Have groups share their ideas with the class to develop
action to promote a class list of positive interactions.
positive interactions
among people • Have students engage with an article on a recent community event
(continued) that demonstrates positive interactions (e.g., building a community
playground, Habitat for Humanity, Relay for Life, Easter Seals,
raising funds for victims of environmental disasters). Discuss with
students how such events benefit the people involved and the
community.
• Have students engage with an appropriate interactive read

aloud that examines a story character(s) being stereotyped. Have
students analyze the literature to determine the meaning of the
word stereotype, identify the stereotype involved in the story and
how the stereotype was overcome. Encourage students to identify
positive interactions that were used to overcome the stereotype.
• Engage students in the development of an action plan to promote

positive interactions among people and will address an issue of
stereotyping using the following steps:
› Brainstorm ideas (e.g., ageism - schedule a “reading buddy”
time with a local retirement home; poverty - assist a local food
bank; racism - prepare an awareness campaign, and identify the
issue to be addressed)
› Select a plan
› Identify tasks that need to be completed
› Assign roles
› Act on the plan
› Evaluate the success of the plan.

Unit 2: Peoples
Informal/Formal Assessment Resources/Notes
• Observe and note student responses during class discussion and/or Authorized Resources
activities to determine the student’s level of understanding of how
to promote positive interactions among people. My Province: Prince Edward
Island
Presentation Chapter 6
• Have students prepare a quilt square that has an image of positive My Province: Prince Edward
interactions. The squares can be compiled to form a class quilt of Island
positive interactions. Display the completed quilt. Teacher’s Resource
• Have students design a computer generated ad for positive Classroom Library

interactions among students. How the Cougar Came to be Called
Journal
• Have students complete a journal or blog entry reflecting on how Health
their action plan worked to demonstrate positive interactions • Life Learning Choices
among people. Outcomes
L-3.3, L-3.7
Performance • Relationship Choices
Outcome
• Invite students, as a class, to design a short multimedia presentation R-3.1
(slide show with audio, video, interactive whiteboard) on the
importance of positive interactions. Technology
• Word Processing
Paper and Pencil Outcomes
A7.2 (Independent)
• Have students write a thank you note/e-mail to a local community
organization that demonstrates positive interactions among people.
The note should identify the positive interaction and provide a
Visual Arts
positive result of the action.
Outcome
CP 3.1

The Gran Plan by Jacqueline
Halsey
Bryce on Track by Gillian
Richardson
Song Lei in a New Land by Anne
Patton
How a Carousel Came to North Bay
By Marla Hayes

Unit 3: Citizenship
Unit Overview In this Citizenship unit, students will explore what it means to be an
active citizen of their province. They will learn to recognize that within
their own province people organize themselves into governments in
order to meet their needs and wants in the fairest way possible. Students
will demonstrate an understanding of what makes an active citizen, how
rights and responsibilities are a part of being an active citizen, and how
persons of all ages can be active citizens.
Students will be expected to:

Unit Outcomes 3.3.1 examine the purpose, function and structure of
governments in the province
3.3.2 examine the rights and responsibilities of citizens
3.3.3 demonstrate an understanding of how citizens participate
in public decision making
Anticipated Time It is suggested that this unit be completed during the time period of
mid-March to June.
for Completion
Opportunities Please note that for this unit opportunity for cross-curricular links will
be referenced in column 4.
for Cross-
Curricular Links
Inquiry
Historical Thinking • Cause and Consequence
Concepts (Outcome 3.3.1 and 3.3.3)
Adapted from: Seixas, Peter. Benchmarks of Historical Thinking: A

Framework for Assessment in Canada. Vancouver Centre for the Study of
Historical Consciousness, UBC, 2006. (see pp. 22-23)
Note: The Historical Thinking Concepts are important aspects of the

grade 3 social studies curriculum. Teachers are encouraged to engage
students with these concepts through the use of simple examples to

Unit 3:Citizenship
Students will be expected to This outcome which is designed to introduce students to their
provincial government will be students’ first school study of formal
3.3.1 examine the purpose, government. Students should recognize the difference between rules
function and structure and laws to gain an understanding of why governments make laws.
of governments in their
province It is essential that teachers limit the scope of this outcome to what is
appropriate for grade 3 students. In essence, students need to develop
a basic understanding of the purpose, function, and structure of their
provincial government. Students will also recognize that other forms
of government such as municipal and First Nation exist within their
province.
The purpose of any elected government, including a provincial

government, is to represent and make decisions on behalf of the people
who have elected them. The function of a government is to make laws
and manage areas over which it has responsibility (Note: teachers may
need to briefly introduce federal and municipal levels of government
in order to differentiate areas of responsibility) and to collect taxes to
pay for these areas of responsibility (e.g., for provincial governments
- roads, health care, education). The study of the structure of their
provincial government should look at where they meet, their official
title (e.g., MLA), and key roles such as the premier, cabinet ministers,
and speaker.
• there are different forms of government in a province
• their provincial government represents them and works to meet
their needs.
Inquiry
This initial study of government will require students to ask questions
regarding cause and consequence. For example, why do groups make
rules or laws? What are some of the consequences of not following rules
or laws?


Unit 3: Citizenship

Island
• complete the following graphic organizer to compare the three Teacher’s Resource
types of government in the province.
Classroom Library
Types of government in P. E. I. All About Canadian Citizenship
Series by Jessica Pegis
Provincial Municipal Band Local Government
Government Government Council Making Laws
Purpose
Function Cross-Curricular Links
(What are the Technology
possibilities • Word Processing
of the Outcomes
government? A7.2 (Independent)
Structure
(How is the Visual Arts
government • Creating and Presenting
organized? Outcome
CP 3.1
• create a visual (e.g., poster, storyboard, brochure) that shows the

purpose, function and structure of the three types of government
in Prince Edward Island: the provincial government, municipal
government and Band Council. Students may wish to use computer
software to create their visual.

Unit 3: Citizenship
Students will be expected to • Engage students in a concept attainment strategy (see Appendix
E). Use a number of sentence strips that have one rule or law
3.3.1 examine the purpose, written on each. Divide a chart into two categories Yes and No
function and structure with three sentence strips under each category. One category for
of governments in their rules and one for laws. Invite students to predict what the strips
province (continued) under the Yes category have in common. (Teachers may wish to
provide students with hints regarding the category, if required.)
Have students define what is meant by a law. Have students repeat
the process for the No category and define the term rule. Use the
remaining sentence strips, one sentence strip at a time and ask
students to place under the appropriate category and provide a
reason for their choice of category. Discuss with students other
examples of rules or laws that could be added to the categories.
Teachers may also utilize an interactive white board or computer
software to complete this activity.
Concept
Yes No
Cars must stop at stop lights. You must brush your teeth before
bed.
Bike helmets must be worn when Do not run in the hallway.
riding a bicycle.
Cars must obey speed limits. Students enter the school when
the recess bell rings.
• Have students, as a class, discuss the role of government in Prince

Edward Island through the use of a tree visual. The tree trunk is
labelled with the word government. The tree has three branches
extending from the trunk labelled provincial government,
municipal government and Band Council. The leaves for the
branches consist of three colours representing the purpose,
function (government responsibilities), and structure (government
organization) of the government. As students learn about the three
types of government through the use of various resources (print
and/or digital), have students add words or phrases to leaves to
describe the three types of government. Discuss with the students
the similarities and differences of the three types.

Unit 3: Citizenship
• Observe students’ responses/opinions given during class discussion My Province: Prince Edward
and /or activities to determine their level of understanding of the Island
purpose, function and structure of governments in their province. Chapter 7
Presentation My Province: Prince Edward

Island
• Invite students to send a digital postcard to a friend, classmate, or Teacher’s Resource
other student, describing the three types of governments in the
province. On the front of the card, draw images that represent the Classroom Library
three types of government. On the reverse side of the card, provide All About Canadian Citizenship
a brief description of each type of government. Series by Jessica Pegis
Local Government
Performance Making Laws
• Invite students to design a want ad for a Premier, Chief, or Mayor.

Students should include a list of qualifications for the job and Cross-Curricular Links
identify some of the responsibilities this person will have. Technology
• Word Processing
Journal Outcomes
A7.2 (Independent)
• Have students choose one of the three types of government B7.1, B7.2 (Independent)
and write a response to tell some of the responsibilities of the
government and how this government affects their lives. Visual Arts
Outcome
CP 3.1

Unit 3: Citizenship
Students will be expected to • Have students, in small groups, brainstorm services that the
provincial government provides. Arrange the services in order of
3.3.1 examine the purpose, importance as determined by your group. Share your groups list
function and structure with the class. Compare the lists for similarities and differences.
of governments in their
province (continued) • Have students examine receipts to determine what types of items
are taxed. Students may put the items in categories (e.g., food,
clothing, toys/games, electronics). Discuss with students why
government collects taxes and why some items are taxed and others
are not.
• Have students invite to their class or video conference with a guest

speaker (e.g., local MLA, municipal official or representative from
the First Nation community) to explain the purpose, function and
structure of his/her government. Have students prepare questions
using the following criteria: questions that are specific to the
person or situation, cannot be answered with yes or no, and solicit
information relevant to the type of government being discussed.
It is important to include literal, inferential and evaluative types of
questions.

Unit 3: Citizenship
Presentation Authorized Resources
• Invite students to design a pamphlet for newcomers to the My Province: Prince Edward
province, explaining how the provincial government is structured Island
and its purpose and function. Students may wish to include the Chapter 7
URL for the government web-site www.gov.pe.ca for people to find
information. My Province: Prince Edward
Island
• Have students develop a “Fast Facts “ sheet on one of the three Teacher’s Resource
types of government in the province. Students should include facts
on the purpose, function and structure of the government.
Classroom Library
Paper and Pencil All About Canadian Citizenship
• Have students write a thank you letter or e-mail to the guest Local Government
speaker. In the thank you, students should provide some insights Making Laws
into what they learned from the speaker about the purpose,
function and/or structure of government. Cross-Curricular Links
Visual Arts
Outcome
CP 3.1
Web-sites
http://www.gov.pe.ca
http://www.assembly.pe.ca

Unit 3:Citizenship
Students will be expected to This outcome is designed to introduce students to the nature of
citizenship—a complex social studies concept. At grade 3, it is best
3.3.2 examine the rights and to approach this concept in a concrete manner by looking at active
responsibilities of citizens and the characteristics they possess. By focusing on people (e.g.,
citizens Terry Fox, Martin Luther King, and especially local examples of youth)
and the characteristics they exhibit, (e.g., community interest and
involvement, ethical behaviour, standing up for the rights of others),
students are more likely to comprehend aspects of active citizenship.
This will springboard an examination of rights and responsibilities of
citizens, a concept last discussed in grade 1.
• they are citizens with rights and responsibilities.
Inquiry
This outcome requires students to ask questions such as, What are the
rights and responsibilities of citizens? To answer this type of question,
students will need to locate sources of print, visual and technological
information and access the required information from these sources.

Unit 3: Citizenship

Island
• create a visual representation (e.g., art work, cartoon, slide Teacher’s Resource
show, video) to teach fellow classmates about the rights and
responsibilities of an active citizen. Classroom Library
All About Canadian Citizenship
• compose a poem using the words “active citizen” that highlights the Series by Jessica Pegis
rights and responsibilities of an active citizen. Citizen Participation
Canadian Celebrations & Traditions
• write an article for the school newsletter or local newspaper on what
it means to be an active citizen of Canada. Please include some of Optional Resource
the rights and responsibilities of an active citizen in the article.
Global Classroom Initiative
Lessons 9 and 10
Health
• Life Learning Choices
Outcomes
L-3.6, L-3.7
Visual Arts
Outcome
CP 3.1

Solomon’s Tree by Andrea Spalding
Terry Fox: A Story of Hope by
Maxine Trottier
Thank you, Mr. T by Laura Edlund
Help A Wild Animal in Need
(Brochure)

Unit 3: Citizenship
Students will be expected to • Have students engage with an appropriate book as a read aloud or
video clip. The book or video should highlight the life of an active
3.3.2 examine the rights and citizen in Canada. Discuss with students the characteristics and
responsibilities of activities of this active citizen.
citizens (continued)
• Have students, as a class, discuss and list what rights students
have in their class. Beside each right, list the corresponding
responsibility.
Rights and Responsibilities

Right Responsibility
To have my voice heard To listen to others when they are
speaking
To work in a quiet To work quietly so as not to
environment disturb others
• Invite students, as a class, to generate a list of what rights they

think a child should have to live a happy life. After students have
generated their list, ask students to select the three rights that are
most important to them and provide reasons for their choices.
Discuss with students what responsibilities are associated with each
right. Teachers may wish to refer students to the Declaration of the
Rights of the Child plain language version (see Appendix I).
• Have students, in small groups, discuss who in their lives uses their
time and talents to make a difference in the lives of others. As a
class, prepare a chart of the characteristics that are common to these
people.
• Have students, as a class, generate a list of well know individuals

who are examples of active citizens (e.g., Terry Fox, Rick Hanson,
Craig Kielburger [Free the Children], Hannah Taylor [Ladybug
Foundation], David Suzuki, Ryan Hreljac [Ryan’s Well],
Easter Seals Ambassador, local community examples) and the
characteristics that they exhibit (e.g., community involvement,
rights of others). The students may then work in pairs to briefly
research a person and add this information to an Active Citizenship
web page of the class.
• Have students participate in the activities in Lessons 9 and 10 of

the Global Education Initiative for grade 3 social studies to develop
an understanding of the rights and responsibilities of citizens.

Unit 3: Citizenship
Journal Authorized Resources
• Have students write a journal response to the statement; My Province: Prince Edward
“(Name of active citizen) is an active citizen.” Island
Students will provide three reasons for why they believe this person Chapter 8
is an active citizen.
• Have students, using an illustration, write a journal response to Island
answer the following question: What is an active citizen? Teacher’s Resource
Presentation Classroom Library

All About Canadian Citizenship
• Have students create a visual of themselves being an active citizen. Series by Jessica Pegis
Students should include a caption for their visual. Citizen Participation
• Have students design an advertisement for an active citizen. The
advertisement should include some of the characteristics that is Optional Resource
required of an active citizen.
Global Classroom Initiative
• Have students utilize synectics to extend their understanding of Global Education Unit
active citizenship. Use the stem: Grade 3 Social Studies
Doing a small thing to help others is like _____. Lessons 9 and 10
Have students think of different ways to complete the stem and
share with the class. Cross-Curricular Links
Visual Arts
Outcome
CP 3.1

Solomon’s Tree by Andrea Spalding
Terry Fox: A Story of Hope by
Maxine Trottier
Thank you, Mr. T by Laura Edlund
Help A Wild Animal in Need
(Brochure)

Unit 3:Citizenship
Students will be expected to This outcome has students examine how citizens participate in public
decision making. By connecting the role of citizens to the processes by
3.3.3 demonstrate an which public decisions are made, students can see how they can be a
understanding of how part of public decision making.
citizens participate in
public decision making Students need to understand that there are different methods for
reaching a decision. For grade 3 students, the focus will be on two
methods of decision making—majority vote and reaching consensus. It
is important for students to consider that there is usually more than one
perspective on what decision should be made.
After students have examined the decision-making process through the

use of specific examples of majority vote and consensus, they will then
focus on the consequences of the decisions that are made. Students
should come to understand that decisions often cause change and can
sometimes cause conflict.
To have students truly understand the impact or consequences of

decisions and how individuals and groups influence public decisions,
teachers may wish to involve the class with an issue/scenario that is
meaningful to them. In grade 3, students could look at different views
on the issue, gather and organize evidence for these different views,
discuss and evaluate the evidence, and try to reach a decision. For
example, students could decide whether or not the parking spaces on
the school grounds should be changed to provide more green space.
By the end of this outcome, students should understand
• two methods of decision making
• how citizens can influence public decisions.
Inquiry
As students work on this outcome, they may ask questions related to
cause and consequence. For example, what was the cause which led to
the decision? What were the consequences of the decision?


Unit 3: Citizenship
A “performance task” is used as an assessment of learning. The task Authorized Resource

Island
• compose a persuasive letter to the principal, staff, and school Teacher’s Resource
council to support the idea of allowing the class to have a school
mascot. The letter should include: Classroom Library
› how a school mascot will help to promote pride in the school All About Canadian Citizenship
› suggested types of mascots Series by Jessica Pegis
› what the mascot would represent. Citizen Participation
Next, decide what method of decision making will be used
(majority vote or consensus), and develop a plan to carry
out the decision-making process. Cross-Curricular Links
• prepare and deliver a speech to persuade an audience to support Three Easy Steps to Getting a Dog
or oppose the following statement: Cats should not be allowed to by Melaine Joye
roam!

Unit 3: Citizenship
Students will be expected to • Have students, as a class, generate a list of group decisions they help
to make everyday (e.g., game to play at recess, how to take turns,
3.3.3 demonstrate an decide on group leader). Have the students sort their decisions
understanding of how under the following decision-making categories: majority vote or
citizens participate consensus. Teachers may wish to utilize computer software or an
in public interactive white board to complete this activity.
decision making
(continued) • Have students think of a time in their lives when a decision
reached did not reflect their opinion. What was a consequence of
the decision? How did they react to the decision? What was the
outcome?
• Invite students, as a class, to discuss the following scenario:
A small playground in your community is causing concerns for

adults. Some young people gather there at night playing loud music
which disturbs people living close by. Some parents are reluctant to
let their young children play there because of broken glass and old
equipment. A meeting was held and the majority of people in
attendance voted to have the park closed and the equipment taken
away. You and your friends spend a lot of time at the park playing
and you are upset as one consequence of this decision will be the
loss of a play area.
As a class, develop an action plan to have this decision reversed.

Remember, your plan must also address the concerns of the adults.
• Have students participate in the following decision making

activity. Conduct a four-corner activity to involve students in
decision-making and trying to persuade others. Pose a question
that causes students to make a choice (e.g., students should wear
school uniforms). Provide each student with an index card and
have them write one of four choices on the card ( strongly agree,
agree, disagree, strongly disagree). Students should also write one
reason for their decision on the card. Post the choices, one on
each corner of the classroom. Ask students to move to the corner
that corresponds to their choice. Allow students time to discuss
their reasons. Invite a spokesperson for each group to present their
thinking. After each group has presented provide students with
the opportunity to change their decision. As a class discuss how
decisions may be influenced by others. Alternatively, teachers may
use a value line activity as described in Appendix E.
• Have students collect newspaper articles showing examples of how

groups and individuals can influence public decision making.

Unit 3: Citizenship
Informal/Formal Observation Authorized Resource
• Observe student responses/opinions given during class discussion My Province: Prince Edward
and/or activities to determine their level of understanding of how Island
citizens participate in public decision making. Chapter 9
Journal My Province: Prince Edward

Island
• Have students prepare a response explaining which decision- Teacher’s Resource
making process they prefer (majority vote or consensus).
Classroom Library
Paper and Pencil All About Canadian Citizenship
• Have students work in pairs to complete a chart that presents Citizen Participation
the causes and consequences of a decision. Students may wish to Canadian Celebrations & Traditions
construct a digital chart.
Presentation Technology
• Word Processing
• Invite students to prepare a one minute news report on a Outcome
community decision that has been made. In their report students B7.1 (Independent)
will include how the decision was made (majority vote or
consensus) and one consequence of the decision. Literacy Place for the Early Years
Three Easy Steps to Getting a Dog
by Melaine Joye

Appendices
91
Appendix A
Concepts in
Kindergarten–Grade 9
Social Studies
93
Appendix A: Concepts in Kindergarten-Grade 9 Social Studies
Citizenship, Power, and Governance

authority decision making freedom power
beliefs democracy governance privilege
citizenship empowerment identity responsibilities
conflict equality justice rights
constitution equity law(s)
Time, Continuity, and Change Culture and Diversity

bias interpretation beliefs identity
causality perspectives conformity institution
change primary sources culture media
continuity secondary sources diversity prejudice
exploration societies ethnicity race
identity group stereotype
heritage worldview
customs/traditions multiculturalism
Social
Studies
Concepts
People, Place, and Environment Interdependence

constructed systems migration connections peace
density movement conservation relationship
distance natural systems co-operations society
ecosystem patterns human rights stewardship
environment place interactions sustainability
interaction region interdependence technology
location scale
Individuals, Societies, and

Economic Decisions
consumption labour resources
distribution market scarcity
enterprise money supply and demand
economic institutions needs trade wants
economic systems production
goods and services productivity

Appendix B
Process-Skills Matrix
97
Appendix B: Process-Skills Matrix
The social studies curriculum consists of three main process areas: communication, inquiry, and participation.
Communication requires that students listen to, read, interpret, translate, and express ideas and information.
Inquiry requires that students formulate and clarify questions, investigate problems, analyze relevant
information, and develop rational conclusions supported by evidence. Participation requires that students act
both independently and collaboratively in order to solve problems, make decisions, and negotiate and enact
plans for action in ways that respect and value the customs, beliefs, and practices of others.
These processes are reflected in the “Sample Learning and Assessment Strategies” that are elaborated in the
curriculum guide. These processes constitute a number of skills; some that are shared responsibilities across
curriculum areas, and some that are critical to social studies.
Process: Communication
Skill Critical Responsibilities for Shared Responsibilities
Social Studies
Read Critically • detect bias in historical account • use picture clues and picture
• distinguish fact from fiction captions to aid comprehension
• detect cause-and-effect relationships • differentiate main and
• detect bias in visual material subordinate ideas
• use literature to enrich meaning
Communicate ideas and • argue a case clearly, logically, and • write reports and research papers
information to a specific convincingly
audience
Employ active listening (see shared responsibilities) • listen critically to others’ ideas or
techniques opinions and points of view
• participate in conversation and
in small group, and whole-group
discussion
Develop mapping skills • use a variety of maps for a variety of

purposes
• use cardinal and intermediate
directions to locate and describe
places on maps and globes
• construct and interpret maps that
include a title, legend, compass rose,
and a scale
• express relative and absolute location
• use a variety of information sources
and technologies
• express orientation by observing
the landscape, by using traditional
knowledge, or by using a compass or
other technology

Process: Communication (continued)

Social Studies
Express and support a • form opinions based on critical • differentiate main and
point of view examination of relevant material subordinate ideas
• restate major ideas on a complex • respond critically to texts
topic in concise form
Select media and styles (see shared responsibilities) • demonstrate an awareness of
appropriate to a purpose purpose and audience
Use a range of media • use maps, globes, and • present information and
and styles to present geotechnologies ideas using oral and/or visual
information, arguments, • produce and display models, materials, print, or electronic
and conclusions murals, collages, dioramas, artwork, media
cartoons, and multimedia
• interpret and use graphs and other
visuals
Present a summary report • use appropriate maps, globes, and • create outline of topic
or argument graphics • prepare summaries
• take notes
• prepare a bibliography
Use various forms of • participate in persuading, • participate in delegating duties,
group and interpersonal compromising, debating, and organizing, planning, and taking
communications, such negotiating to resolve conflicts and action in group settings.
as debating, negotiating, differences • contribute to developing a
establishing a consensus, supportive climate in groups
clarifying, and mediating
conflict
Process: Inquiry
Social Studies
Frame questions or • identify relevant primary and • identify relevant factual material
hypothesis that give clear secondary sources • identify relationships between
focus to an inquiry • identify relationships among items of items of factual information
historical, geographic, and economic • group data in categories
information according to criteria
• combine critical social studies • combine critical concepts into
concepts into statement of statement of conclusions based
conclusions based on information on information
• restate major ideas concisely
• form opinions based on
critical examination of relevant
information
• state hypotheses for further
study

Process: Inquiry (continued)

Social Studies
Solve problems creatively • (see shared responsibilities) • identify a situation in which a
and critically decision is required
• secure factual information
needed to make the decision
• recognize values implicit in the
situation and issues that flow
from them
• identify alternative courses
of action and predict likely
consequences of each
• make decision based on data
obtained
• select an appropriate strategy to
solve a problem
• self-monitor decision-making
process
Apply a variety of • determine accuracy and reliability of • determine accuracy and
thinking skills and primary and secondary sources and reliability of data
strategies geographic data • make inferences from factual
• make inferences from primary and material
secondary materials • recognize inconsistencies in a
• arrange related events and ideas in line of argument
chronological order • determine whether or not
information is pertinent to subject
Recognize significant • identify an inclusive range of sources • identify and evaluate sources of
issues and perspectives in print
an area of inquiry • use library catalogue to locate
sources
• use Internet search engine
• use periodical index
Gather, record, • interpret history through artifacts • use a variety of information
evaluate, and synthesize • use sources of information in the sources
information community • conduct interviews
• access oral history, including • analyze evidence by selecting,
interviews comparing, and categorizing,
• use map- and globe-reading skills information
• interpret pictures, charts, tables, and
other visuals
• organize and record information
using time lines
• distinguish between primary and
secondary sources
• identify limitations of primary and
secondary sources
• detect bias in primary and secondary
sources

Process: Inquiry (continued)

Social Studies
Interpret meaning • interpret socioeconomic and political • identify ambiguities and
and significance messages of cartoons and other inconsistencies in an argument
of information and visuals • identify stated and unstated
arguments • interpret socioeconomic and political assumptions
messages of artistic expressions (e.g.,
poetry, literature, folk songs, plays)
Interpret meaning • interpret socioeconomic and political • identify ambiguities and
and significance messages of cartoons and other inconsistencies in an argument
of information and visuals • identify stated and unstated
arguments • interpret socioeconomic and political assumptions
messages of artistic expressions (e.g.,
poetry, literature, folk songs, plays)
Analyze and evaluate • distinguish among hypotheses, • estimate adequacy of the
information for logic evidence, and generalizations information
and bias • distinguish between fact and fiction • distinguish between relevant and
and between fact and opinion irrelevant information
Test data, interpretations, • compare and contrast credibility of • test validity of information
conclusions, and differing accounts of same event using such criteria as source,
arguments for accuracy • recognize value and dimension of objectivity, technical correctness,
and validity interpreting factual material currency
• recognize the effect of changing • apply appropriate models, such
societal values on interpretation of as diagramming, webbing,
historical events concept maps, and flow charts
to analyze data
• state relationships between
categories of information
Draw conclusions (See shared responsibilities) • recognize tentative nature of
that are supported by conclusions
evidence • recognize that values may
influence their conclusions/
interpretations
Make effective decisions • access, gather, synthesize, and
as consumers, producers, provide relevant information and
savers, investors, and ideas about economic issues
citizens • generate new ideas, approaches, and
possibilities in making economic
decisions
• identify what is gained and what is
given up when economic choices are
made
• use economic data to make
predictions about the future

Process: Participation
Social Studies
Engage in a variety of (see shared responsibilities) • express personal convictions
learning experiences • communicate own beliefs,
that include both feelings, and convictions
independent study and • adjust own behaviour to fit
collaboration dynamics of various groups and
situations
• recognize human beings’ mutual
relationship in satisfying one
another’s needs
• reflect upon, assess, and enrich
their learning process
Function in a variety (see shared responsibilities) • contribute to development of a
of groupings, using supportive climate in groups
collaborative and • serve as leader or follower
cooperative skills and • assist in setting goals for group
strategies • participate in making rules and
guidelines for group life
• participate in delegating duties,
organizing, planning, and taking
actions in group settings
• participate in persuading,
compromising, and negotiating
to resolve conflicts/differences
• use appropriate conflict-
resolution and mediation skills
• relate to others in peaceful,
respectful, and non-
discriminatory ways
Respond to class, school, • keep informed on issues that affect
community, or national society
public issues • identify situations in which social
action is required
• work individually or with others to
decide on an appropriate course of
action
• accept and fulfill responsibilities
associated with citizenship
• articulate personal beliefs, values,
and world views with respect to
given issues
• debate differing points of view
regarding an issue
• clarify preferred futures as a guide to
present actions

Process: Participation (continued)

Social Studies
Relate to the • recognize economic factors • develop personal commitment
environment in associated with sustainability (see necessary for responsible
sustainable ways and shared responsibilities) community involvement
promote sustainable • identify ways in which governments • employ decision-making skills
practices on a local, can affect sustainability practices • contribute to community service
regional, national, and or environmental projects in
global level schools and communities or
both
• promote sustainable practice
in families, schools, and
communities
• personal-monitor contributions

Appendix C
Inquiry Approach to
Organizing Thinking
Concepts and Skills
105
Appendix C: Inquiry Approach to Organizing

Thinking Concepts and Skills
Introduction
Students’ depth of learning is enhanced when they think critically. Through the inquiry approach to
organizing thinking concepts and skills, students are explicitly taught, then expected to make reasoned
decisions, develop interpretations, and make plausible inferences based on evidence. In the following strands,
the nature, scope, and complexity of the task, as well as the performance level achieved, are all important in
critical inquiry.
Strand 1: Ask questions for various purposes

Inquiry begins with meaningful questions that connect to the world around us. Powerful questions framed
by teachers in earlier grades and then modeled by students as they become critical thinkers enable an inquiry-
based classroom.
Ask questions for various purposes

K From options given to them, choose simple questions on familiar topics to ask of the teacher,
fellow students or family members.
1 Generate very simple 5W questions to gain information about school-related or personal
topics from class or family members.
2 Generate and ask simple versions of 5W questions to gain information and verify
understanding from sources at home and school.
3 Generate and ask more complex versions of 5W questions to gain information, verify
understanding, and explore alternatives from community, and school sources.
Sample questions: Did this happen before or after x? Where am I most likely to find x? How do I know x
happened (i.e., what evidence supports that conclusion)? What is the right thing to do?
*Criteria for powerful questions

• information relevant to the topic
• are specific to the person or situation
• are open-ended - can’t be answered by yes or no
• may be unexpected
• are usually not easy to answer
This list of criteria was generated by a multi-aged class of K-3 students at Charles Dickens Annex in Vancou-
ver, British Columbia. (From Critical Challenges for Primary Students: The Critical Thinking Consortium,
1999.

Strand 2: Locate and select appropriate sources

In a classroom where critical inquiry is important, students will use specific criteria to judge and select
valuable and appropriate sources of information to use in their research tasks.
Locate and select appropriate sources

K Choose from very simple paired options the obvious useful visual source of information to
answer a question.
1 Choose from simple paired options the obvious useful visual or textual source of
information to answer a question.
2 Choose from simple sets of options the most useful visual or textual source of information to
answer a question.
3 Choose from simple sets of relevant options the most useful visual, textual or human source
of information to answer various questions (e.g., depending on the question, particular
sources may be more relevant than others).
Sample of simple sets of relevant options: textual - a dictionary; human resource - a deep-sea fisherman
and visual - photograph in a children’s magazine about whales
Strand 3: Access ideas from oral, written, visual and statistical sources
Once students have located appropriate sources, they must learn to extract relevant information from the
source. At the primary level, students will identify obvious details, then at later grades move on to determining
main idea and drawing inferences, using their understanding of language and text forms to draw out and
construct meaning.
Access ideas from oral, written, visual and statistical sources

K Identify a few obvious details in very simple visual images and oral messages.
1 Use very simple visual and print reading strategies and an understanding of very simple text
features to identify a few obvious details from very simple visual, oral and written sources.
features to identify several obvious details from simple visual, oral and written sources.
features to identify a number of obvious and less obvious details in simple visual, oral and
written sources.
Samples of visual and print reading strategies: activate prior knowledge through brainstorming, ask
questions to clarify understanding, use visualization to clarify details
Sample of text features: table of contents, charts and chart titles, graphs, diagrams, hyperlinks, a menu
Sample of simple visual, oral, and written sources: pictures accompanied by text, short oral presentations,
basic maps
Sample of “obvious and less obvious details”: what aspects of life in different parts of the world seem
most similar or most different to mine (e.g., as portrayed in photographs of different families in their
dwellings)

Strand 4: Uncover and interpret the ideas of others

Students are now ready to do the work of the historian or geographer rather than simply learn about events
or places. This entails examining evidence, determining its significance and implications and then offering
plausible interpretations of the evidence.
Uncover and interpret the ideas of others

K Restate very simple information gathered from an observation or oral source.
1 Restate or offer an obvious interpretation of very simple information gathered from an
observation or oral source.
2 Restate information or offer a very simple interpretation based on direct clues gathered from
a simple observation, oral source or visual or print text source.
3 Restate a few pieces of information or offer one or more simple interpretations based on
direct clues gathered from a range of familiar print, visual and oral sources.
Sample of simple interpretation: using necessary map elements (title, scale, legend, cardinal directions,
symbols) to identify purpose of a map
Sample of familiar print, visual, or oral sources: cartoon, advertisement, calendar, pictures, instructions
Strand 5: Assess options and formulate reasoned opinions

Tasks that encourage students to explore and assess various options and then reach their own conclusions
or develop their own informed opinions are more likely to deepen understanding and increase student
engagement. Students create new knowledge by combining prior knowledge with current learning.
Assess options and formulate reasoned opinions

K Decide which of two very simple options is the better choice and offer a reason.
1 Decide which of two or three simple options is the best choice and offer a reason.
2 Make a choice and offer two reasons when presented with basic criteria and two or three
simple options.
3 When presented with a basic issue or decision opportunity, identify two or more possible
options, identify the merits of each option based on a specific criteria and choose a best
option, offering plausible reasons for the choice.
Sample of basic issue or decision opportunity: Discuss the topic of bullying and determine the best option
to prevent bullying in your school.

Strand 6: Present ideas to others

Students must learn to think carefully and critically about how they share their views and beliefs with others.
The tasks may be limited in scope and short in duration or may have a much broader purpose and audience.
This audience may be a familiar one or may extend to the broader community.
Present ideas to others

K Select simple drawings and key words to communicate very basic ideas and information to
class and family members.
1 Select or create simple drawings and use brief oral and/or written communication to share
ideas and information with class and family members.
2 Construct drawings and other simple graphics, supplemented with basic written and oral
communication to clearly share ideas and information with school and family members.
3 Use simple preparation and presentation strategies to plan and produce a simple oral,
written or graphic presentation on important, interesting or relevant ideas.
Sample of simple preparation strategies: edit practice, draft versions
Sample of simple presentation strategies: intonation, eye contact ♥ (Please keep cultural sensitivities
in mind), very simple visual aids (e.g., models, labelled diagrams, charts, artifacts), simple
vocal effects (e.g., tone, pace, pitch, volume)
Sample of simple oral presentation: role play of an interview
Sample of simple written presentation: complex sentences, weather report, simple

advertisement
Sample of simple graphic presentation: variety of graphs, charts, diagrams, maps, and models
Strand 7: Act cooperatively with others to promote mutual interests

At the heart of social studies education is the expectation that students’ understanding of the world will
translate into positive and constructive action. To achieve this end, students must be taught how to engage in
positive collective action, from the ability to cooperate with a partner to the ability to collaborate and act in
complex situations involving multiple stakeholders.
Act cooperatively with others to promote mutual interests

K Cooperate with a partner by following simple instructions.
1 Cooperate with a partner by adopting simple group management strategies.
2 Cooperate in small group settings by adopting simple group management strategies.
3 Cooperate in small group settings by adopting simple group and personal management
strategies.
Sample simple group and personal management strategies: stay on task, follow agreed upon behavioral
guidelines, paraphrase or restate other group members’ contributions.

Appendix D
Studying Provincial Identity
111
Appendix D: Studying Provincial Identity

The following is a planning guide for preparing for a study of provincial identity. References to spe-
cific curriculum outcomes are made only as examples of processes and procedures.
1. Preparations for conducting a study of provincial identity
1.1 Choose your area of study.

There are many avenues for studying provincial identity. It may be examined at a
broad level or in a more specific and manageable way.
Research themes for a study of provincial identity

• Geographic features
• Past and present provincial maps
• Provincial ethnic or cultural groups
• Customs and traditions
• Government, power, and decision-making
• Provincial heritage
• Stories, folk tales and legends
• Active citizenship
• Provincial issues
It is also possible to combine individual themes into a more comprehensive piece to make up a large
theme in community culture and, hence, give the students’ work more significance.
1.2 Tie the area of research or the theme to an analysis of a provincial issue and select
the outcome which legitimizes and gives direction to the area of study that the
student selects.
Analysis of Issues
• Identify the issue
• Examine arguments used by one side to support its position.
• Examine arguments used by the other side to support its position.
• Suggest an informed response to the issue.

Examining Issues
1. What is the main issue?
_________________________________________________________________
_________________________________________________________________
2. What arguments did one side use to support their position?
____________________________________________________________________________
____________________________________________________________________________
3. What arguments did the opposing side use to support their position?
_________________________________________________________________
_________________________________________________________________
4. What would you suggest as a response to the issue?
____________________________________________________________________________
____________________________________________________________________________

1.3 Become familiar with the source of information. It is important to help the
student prepare for the study by becoming familiar with the local source(s) of
information before the research actually begins.
Familiarization with the sources of information

• Visit the site (in case a feature of the province is being studied).
• Visit the archive, museum, or library (in case relevant primary sources are found there).
• Interview or visit a local person(s) (to familiarize him or her with what is being studied
and to assess his or her comfort with the process).
• Examine photos.
• Examine web-sites and/or sound/video clips.
• Develop a list of materials and equipment needed.
• Develop a questionnaire (where applicable) and identify other formats for recording the
information.
2. Introduce the Study of Provincial Identity
2.1 Fully brief students of the purpose of a study of provincial identity.
Purpose (example)
To determine if the geographic features of the province influence settlement patterns. OR
To examine how the diverse peoples of the province express their culture.
2.2 Assign tasks to the student.

It is advisable for more than one student to engage in the study of the same theme,
but each student does not necessarily have to be engaged in the same processes.
For example, different steps in the provincial identity study may be assigned to
different students according to their interests and abilities.
2.3 Assign out of class activities to the student.

Ensure that students know what they have to do and that they are prepared in
advance.
3. Out of class tasks
3.1 Engage students in the assigned tasks.

Field tasks
• Note taking
• Field sketching
• Taking photos
• Interviewing
• Researching text materials
• Recording in appropriate digital formats
• Working on the project
It is important to assign a task that is compatible with a skill a student may have. For example, some
students may be more skilled at interviewing than note taking, or at taking photos or videotaping
than sketching. Some students may be better suited to work on the physical aspects of the project. It
is important that students have a choice in selecting an area of work where they feel they can make
the best contribution.
3.2 Monitor student activities.

As students engage in their field activities, ensure that they exercise time on task; that
ideas and tasks are clarified for them; and that tasks are modelled for them if neces-
sary.
4. In-class synthesis
4.1 Students prepare and present field data.
Back in the classroom, students will analyze their data according to the model for
analyzing provincial identity, outlined in Section 1.2. The format of the final presen-
tation of their findings may vary.
Presentation formats
• Written report
• Photo-essay
• Oral presentation
• Digital Presentation
• Poster board display
• Published article (e.g., on school web site or in a school or community newspaper)

4.2 Students use methodologies most suited to the task.

• Students work independently to organize the information and/or materials collected
during the field research.
• Teachers ask question to (1) help students review what happened during the research
phase, and (2) guide them through the process of issues-analysis in Section 1.2
• Students learn cooperatively as they compare their findings and prepare reports, displays,
or articles.
4.3 Students/teachers attribute significance to the project. It is important to give an

Opportunity for the different pieces of work to be assembled collectively into a more
comprehensive school-based project. For example, a school website could be
an avenue to “publish” a narrative around a school project and, in it, to display
examples from individual projects. Parents could be invited to view a school display
in the gymnasium.

Appendix E
Terminology and Teaching
Structures
119
Appendix E: Terminology and Teaching Structures
Mapping
Aerial view - a photograph image of the ground taken from an airborne craft such as an airplane.
Mental map - an individual’s own internal map of their known world. These maps provide students with an
essential means of making sense of the world and are used in some form by all people throughout their lives.
Mind map - writing down a central idea and devising new and related ideas which radiate out from the
centre. Lines, colours, arrows, and images can be used to show connections between ideas. Some of the most
useful mind maps are those that are added to over time.
Panoramic map - a non-photographic representation of cities and towns portrayed as if viewed from above at
an oblique angle, although not often drawn to scale. The map shows street patterns, individual buildings, and
major landscape features in perspective.
Pictorial map - a map that portrays its features as drawings and pictures.
Semantic map - a type of graphic organizer which helps students visually organize and show the relationship
between one piece of information and another. These are very effective in helping students organize and
integrate new concepts with their background (prior) knowledge.
Map Projections
Mercator projection - exaggerates lands near the poles by stretching the globe into a rectangle. It allows
navigators to plot a straight course between any two points on earth.
Peter’s projection - an equal area projection, meaning the land area represented on the map is correct in
relation to other land areas.
Polar projection - presses the hemispheres into flat circles. They are excellent for showing Antarctic and
Arctic Regions and for plotting the polar courses of airplanes and radio waves.
Robinson projection - designed to show land forms the way they actually look − but has a distortion of
direction.
Story maps: graphic organizers that help the student identify the elements of a story. There are many types of
story maps and they might examine different elements of the story, for example, setting, characters, problem,
solution, or a chain of events in chronological order.

Cooperative Learning Structures
Carousel model - a strategy which allows each student time to share with several teams. Student one in each
team remains seated while his/her teammates rotate to occupy the seats of the first team seated clockwise.
Student one shares. The teams rotate so student one has a second opportunity to share. Several rotations
occur.
Concept attainment - an indirect instructional strategy that prompts students to identify distinguishing
characteristics of a given concept. Students compare and contrast examples that contain the characteristics of
the concept with examples that do not contain those characteristics.
Gallery tour - a strategy whereby students move about the room as a team or group to give feedback on
products such as art work or the writing of other teams. These can be displayed on the wall or on desks.
Inside-outside circle - a strategy whereby students stand in two concentric circles, with the inside circle
facing out and the outside circle facing in. Teacher tells them how many places to rotate and they face a
partner and share information, ideas, facts, or practise skills.
Jigsaw - a strategy whereby each student on a team specializes in one aspect of the learning and meets with
students from other teams with the same aspect. Students return to their home team to teach/inform his/her
teammates about the material learned.
Reader’s theatre - an interpretative oral reading activity. Students sit or stand together on a stage and read
through the script together. They can use their voices, facial expressions, and hand gestures to interpret
characters in script or stories.
Round table discussion - a strategy whereby a conversation is held in front of an audience which involves a
small number of people, no more than eight. One person acts as a moderator to introduce the members of the
discussion group, presents the problem to be discussed and keeps the discussion moving.
Talking circle - a teaching strategy which is consistent with First Nations values. Students sit in a circle where
everyone is equal and everyone belongs. A stick, feather, or rock is used to facilitate the circle. Whoever is
holding the object has the right to speak and others have the responsibility to listen. The circle symbolizes
completeness.
Think-pair-share - a strategy whereby students turn to a partner and discuss, talk over, or come up with an
idea.
Value line - a strategy whereby students take a stand on an imaginary line which stretches from one end of
the room to the other. Those who strongly agree stand toward one end and those who strongly disagree stand
toward the other end. The line can be folded to have students listen to a point of view different from their
own.

Writing Genres
Acrostic poetry - the first letter of each line forms a word which is the subject of the poem. These may or
may not rhyme.
Ballads - usually written in four line stanzas (often for singing), with rhymes at the end of lines 2 and 4. They
usually tell a story or relate to an incident involving a famous person or event.
Character diaries - students choose a character and write a daily entry addressing the events that happened
from the point of view of the character. Entries can be prompted by different levels of questions such as: What
are you most afraid of or worried about? What will you do about the situation you are in?
Circular tales - a story in which the main character sets off on a quest and returns home after overcoming the
challenges of the world. The events can be laid out in a circle.
Journey stories - a story in which the central character makes a significant journey.
Linear tales - a story in which the main character sets out to fulfill a wish, meets with misfortune, but
manages to triumph in the end. The main events can be laid out in a curve to represent the major rise and fall
of tension.
Persona - putting oneself in the place of someone or something else (real or imaginary) to say what might not
normally be revealed.
Persuasive writing - writing that states an opinion about a particular subject and attempts to persuade the
reader to accept that opinion.
Senryu poetry - form of Japanese poetry structurally similar to the haiku, but that expresses ideas about
human beings rather than nature. The first line has five syllables; the second line has seven syllables; and the
third line has five syllables.
Snapshot biographies - focuses on four or five events of historical figures, explorers, leaders, etc., with an
illustration and brief description of each. The drawing makes the snapshot and they are strung together in
sequence.
Writing frames (for scaffolding) - each form of writing can be introduced by using a framework for students
to use for scaffolding. Writing frames have headings and key words that will help students organize thoughts
and learn the specifics of particular genres of writing.

Other Terms
Anchored instruction approach - learning and teaching activities designed around an ‘anchor’ which is often
a story, photograph, adventure, or situation that includes a problem or issue to be dealt with that is of interest
to the students.
RAN strategy - an organizer developed by Tony Stead (Reality Checks p. 11 by Tony Stead) used for Reading
and Analysing Non-fiction text. A modification of the KWL strategy, the organizer may contain up to the
following five sections:
What I Think I know (before reading the text)
Confirmed (after reading)
Misconceptions (after reading)
New information (after reading)
Wonderings (before and/or after reading)
Time line - a visual used to show how related events are arranged in chronological order and to show the
relative amount of time that separates them.
Trust games - games that help people build mutual respect, openness, understanding, and empathy. They can
break down barriers and build feelings of trust and reliance between individuals and small groups.

Appendix F
Physical Features in Atlantic
Canada
125
Appendix F: Physical Features in Atlantic Canada
Appendix F: Physical Features in Atlantic

Canada
Mountains
Newfoundland and Labrador
Newfoundland and Labrador - Long Range Mountains

Elevations
Mountain
(metres)
Highest point of Lewis Hills (48° 50' N, 58° 29' W, highest point on Island of
814
Newfoundland)
Gros Morne 806
Newfoundland and Labrador - Mealy Mountains

Elevations
Mountain
(metres)
Unnamed peak (53° 37' N, 58° 33' W) 1176
Newfoundland and Labrador - Kaumajet Mountains

Elevations
Mountain
(metres)
Bishops Mitre 1113
Newfoundland and Labrador - Torngat Mountains

Elevations
Mountain
(metres)
Mount Caubvick (highest point in Newfoundland and Labrador; on Newfoundland and
1652
Labrador - Quebec boundary; known in Quebec as Mont D'Iberville, 58° 53' N, 63° 43' W)
Torngarsoak Mountain 1595
Cirque Mountain 1568
Mount Erhart 1539
Jens Haven 1531
Innuit Mountain 1509
Packard Mountain 1478
Mount Cladonia 1453
Mount Silene 1448
Starshape Mountain 1417
Mount Eliot 1356
Selamiut Tower 1387
Mount Tetragona 1356
Mount Faunce 1295
Korok Mountain (on Newfoundland and Labrador - Quebec boundary) 1204

Nova Scotia
Nova Scotia
Elevations
Mountain
(metres)
White Hill (highest point of Cape Breton Highlands, and highest point in Nova Scotia, 46°
532
42' N, 60° 36' W)
Nuttby Mountain (highest point in Cobequid Hills) 360
Higgins Mountain (Cobequid Hills) 355
Dalhousie Mountain (Cobequid Hills) 335
Highest point on North Mountain (45° 06' N, 64° 45' W) 235

Elevations
Mountain
(metres)
Highest point in Prince Edward Island (46° 20' N, 63° 25' W) 142
New Brunswick
New Brunswick - Highlands in North-Central Part of New Brunswick

Elevations
Mountain
(metres)
Mount Carleton (highest point in New Brunswick, 47° 23' N, 66° 53' W) 817
Mount Edward 800
Mount Head 800
Nalaisk Mountain 785
Sagamook Mountain 785
New Brunswick - Highlands Near the Bay of Fundy

Elevations
Mountain
(metres)
Highest point (45° 41' N, 65° 16' W) 419
Source: Natural Resources Canada. (Retrieved April, 2010)

Islands
Newfoundland and Labrador (unless otherwise noted)
Area
Degrees Degrees Perimeter
Island Name (square
Latitude Longitude (kilometres)
kilometres)
Island of Newfoundland 56° 00' 108 860 9 871
South Aulatsivik Island 61° 30' 456 228
Killiniq Island (NL, NU) 64° 31' 269 196
Fogo Island 54° 10' 254 142
Random Island 53° 44' 249 119
New World Island 54° 40' 189 216
Tunungayualok Island 61° 05' 186 137
West Okak Island 61° 52' 179 71
Paul Island 61° 25' 179 171
Kikkertavak Island 61° 35' 140 114
East Okak Island 61° 50' 140 95
Cod Island 61° 47' 135 79
Merasheen Island 54° 15' 129 109
Major islands 111 365 11 548
7 170 minor islands 3 598 9 236
Total 114 963 20 784

Area
Island Name (square
kilometres)
Main Island 46° 30' 63° 00' 5 620 1 107
231 minor islands 36 153
Total 5 656 1 260
Nova Scotia
Area
Island Name (square
kilometres)
Cape Breton Island 46° 00' 60° 30' 10 311 1 775
Boularderie Island 46° 13' 60° 27' 192 108
Major islands 10 503 1 883
871 minor islands 479 1 645
Total 10 982 3 528

New Brunswick
Area
Island Name (square
kilometres)
Île Lamèque 47° 48' 64° 35' 150 101
Grand Manan Island 44° 40' 66° 45' 137 76
Major islands 287 177
230 minor islands 231 568
Total 518 745
Source: Natural Resources Canada (retrieved April, 2010)
Lakes
This first list contains the number of lakes across Canada in size classes. The second list
contains lakes in a specific class size. Note: In Atlantic Canada only Newfoundland and
Labrador and Nova Scotia have lakes over 400 square kilometres. As can be seen in list one,
most lakes in Atlantic Canada are under 100 square kilometres.
Number of Lakes by Region (size classes are in square kilometres)
100 1000 2500 10 000
200 to 400 to
Region 3 to 99 to to to to Total
399 999
199 2499 9999 36 000
Atlantic
1 761 19 5 4 1 2 0 1 792
Provinces1
Quebec 8 182 49 27 12 5 0 0 8 275
Ontario 3 837 34 12 9 1 2 4 3 899
Prairie
5 245 65 39 18 8 5 1 5 381
Provinces2
British
838 6 12 4 1 0 0 861
Columbia
3
Territories 11 328 108 60 35 8 3 2 11 544
Canada 31 191 281 155 82 24 12 7 31 752
1
Atlantic Provinces: Newfoundland and Labrador, Prince Edward Island, Nova Scotia, New Brunswick
2
Prairie Provinces: Manitoba, Saskatchewan, Alberta
3
Territories: Yukon Territory, Northwest Territories, Nunavut
Newfoundland and Labrador - Lake Areas and Elevation (lakes larger than 400 square kilometres)
Net Area
Total Area Elevation
Name of Water Body (square
(square kilometres) (metres)
kilometres)
Smallwood Reservoir 6460 6527 471
Lake Melville 3005 3069 Tidal
Ashuanipi Lake 517 596 529
Grand Lake 358 537 85
Lac Joseph 397 451 512
Atikonak Lake 358 431 518

Nova Scotia - Lake Areas and Elevation (lakes larger than 400 square kilometres)
Net Area
Total Area Elevation
Name of Water Body (square
(square kilometres) (metres)
kilometres)
Bras d'Or Lake 1091 1099 Tidal
Source: Natural Resources Canada (retrieved April, 2010)
Bays
This list of bays was compiled from a number of sources. It is not an exhaustive list, but does
indicate to students that Atlantic Canada has many bodies of water.

Bay d’ Espoir Forteau Bay Notre Dame Bay St. Marguerite’s Bay
Bay de Vieux Fortune Bay Open Bay St. Mary’s Bay
Bay of Islands Goose Bay Partridge Bay St. Michael’s Bay
Belle Bay Great Bay de l’Eau Pistolet Bay St. Paul’s Bay
Biscay Bay Green Bay Port au Port Bay Table Bay
Black Bay Groswater Bay Red Bay Trepassey Bay
Bonavista Bay Hare Bay Robin Hood Bay Trinity Bay
Bonne Bay Hermitage Bay Rocky Bay Trunmore Bay
Byron Bay Ingormachoix Bay Saglek Bay Valley Bay
Canada Bay Jeannette Bay Sandwich Bay Voisey’s Bay
Caplin Bay La Poile Bay Shoal Bay White Bay
Chateau Bay Lawn Bay St. Barbe Bay White Bear Bay
Conception Bay Logy Bay St. George’s Bay
Connaigre Bay Muligan Bay St. John Bay
Corbin Bay Mutton Bay St. John’s Bay
Nova Scotia
Advocate Bay Clam Bay Liverpool Bay St. Margaret’s Bay

Aspy Bay Cobequid Bay Lunenberg Bay St. Mary’s Bay
Avon Bay Cumberland Bay Mahone Bay St. Lawrence Bay
(NS/NB)
Barrington Bay East Bay Mira Bay Tatamagouche Bay
Bay of Fundy (NS/NB) Fourchu Bay North Bay Tor Bay
Bay of Rocks Gabarus Bay Pennant Bay West Bay
Chedabucto Bay Greville Bay St. Anne’s Bay
Chignecto Bay(NS/NB) Jordan Bay St. George’s Bay

New Brunswick
Baie de Caraquet Chignecto Bay (NB/NS) Maces Bay Shediac Bay
Baie de Tracadie Cobscool Bay Miramichi Bay Tracadish Bay
Bay of Fundy (NB/NS) Cumberland Bay Nepisguit Bay
(NB/NS)
BeBaylleisle Bay Grand Bay Pasamaquoddy
Chaleur Bay Kennebacasis Bay Rocher Bay
Bay Fortune Eglington Bay New London Bay St. Mary’s Bay
Bedeque Bay Egmont Bay Orwell Bay St. Peter’s Bay
Boughton Bay Foxley Bay Pownat Bay Tracadie Bay
Cardigan Bay Hillsborough Bay Rollo Bay Winter Bay
Cascunpec Bay Howe Bay Ructico Bay
Colville Bay London Bay Seven Mile Bay
Covehead Bay Malpeque Bay Squaw Bay
Rivers
The rivers listed here are the main rivers in each province. Many of these rivers have smaller
rivers and streams which run into them.
Churchill River Grey River Pinware River

Eagle River Humber River Smallwood Reservoir
Exploits River La Poile River Terra Nova River
Fraser River Long Harbour River Victoria River
Gander River Naskaupi River White Bear River
Grand Codroy River Notakwanon River
Great Rattling River Peters River
Nova Scotia
Abrams River Grand Anse River Pomquet River

Afton River Great Village River Portapique River
Alder River Habitant River Prospect River
Annapolis River Harrington River Pugwash River
Apple River Herbert River Quoddy River
Aspy River Indian River Rights River
Avon River Ingonish River River Denys
Baddeck River Ingram River River Hebert
Barneys River James River River John
Barnhill River Jordan River River Philip

Barrington River Kelley River Rivière Grosses Coques

Bass River Kennetcook River Roseway River
Bear River LaHave River Sable River
Belliveau River LaPlanche River Sackville River
Big Caribou River Larrys River Salmon River
Black Avon River Liscombe River Sand River
Broad Cove River Little River Shelburne River
Broad River Little Sackville River Shinimicas River
Caribou River Little Shulie River Shubenacadie River
Chebogue River Little Tracadie River Shulie River
Chéticamp River Maccan River Sissiboo River
Chezzetcook River MacCarrons River Skye River
Chignois River Mackenzie River South River
Clam Harbour River Margaree River Southhampton River
Clyde River Martins River St. Croix River
Cormagun River Medway River St. Francis Harbour River
Cornwallis River Mersey River St. Mary’s River
Costley River Meteghan River Stewiake River
Country Harbour River Middle River Sydney River
Debert River Middle River of Pictou Tennycape River
Diligent River Milford Haven River Terrance Bay River
East River Mira River Tidnish River
East River of Pictou Missiquash River Toney River
East River Sheet Harbour Moose River Tusket River
Economy River Moser River Wallace River
Ecum Secum River Mushamush River Walton River
Farrell River Musquodoboit River Waughs River
Folly River Nappan River West River
Fox River New Harbour River West River of Pictou
French River Nictaux River West River Sheet Harbour
Garry River Nine Mile River Wrights River
Gaspereau River North River
Gays River Pereaux River
Gold River Petite Rivière
New Brunswick
Allagash River Kennebecasis River Quiddy River

Anagance River Keswick River Renous River
Aroostook River Kouchibouruacis River Restigouche River
Bartholomew River Kouchilbouguac River Richibucto River
Bartibogue River Lepreau River Rivière du Nord
Bass River Little Tobique River Salmon River
Black River Madawaska River Serpentine River
Bouctouche River Meduxnekeag River Sevogle River
Broad River Megaguadavic River Shepody River
Caanan River Memramcook River Southwest Mirimichi River
Cains River Miramichi River St. Croix River
Caraquet River Missaguash River St. Francis River
Clearwater River Molus River St. John River
Cocagne River Musquash River Tabusintac River
Dungarvon River Nackawic River Tantramar
Eel River Napan River Tatagouche River
Forty-Five River Nashwaak River Tay River
Grand River Nepisguit River Tobique River

Green River Nerepis River Tracadie River

Gulquac River North Renous River Upper Salmon River
Hammond River Northweest Miramichi River Upsalquitch River
Iroquois River Oromocto River Wapske River
Jacquet River Point Wolfe River Waugh River
Jemseg River Pokemouche River
Kedgwick River Pollett River
Anderson River Goodwood River Newtown River

Baltic River Goose River North (Yorke) River
Barbara Weit River Grand River Oak River
Battis River Greek River Orwell River
Bear River Haldiman River Ox River
Belle River Hay River Oyster River
Bideford River Hay River Percival River
Big Pierre Jacques River Hillsborough (East) River Pinette River
Black River Hollow River Pisquid River
Boughton River Hope River Platte River
Bradshaw River Hunter River Portage River
Brae River Huntley River Seal River
Brooks River Indian River Sheep River
Brudenell River Jacques River Shipyard River
Cape Traverse River Kildare River Smelt River
Cardigan River Little Pierre Jacques River Souris River
Cow River Long River Southwest River
Crooked River MacDonalds River St. Peters River
Cross River Mary River Stanley River
Desable River McAskill River Sturgeon River
Dirty River Midgell River Tignish River
Dock River Mill River Trout River
Dunk River Miminegash River Tryon River
Enmore River Mink River Valleyfield River
Flat River Mitchell River Vernon River
Fortune River Montague River West Elliott River
Fox River Montrose Westmorland River
Foxley River Morell River Wheatley River
French River Murray River Wilmot River
George River Naufrage River Winter River

Appendix G
Rubrics in Assessment
135
Appendix G: Rubrics in Assessment
Using an assessment rubric (often called the scoring rubric) is one of the more common approaches to
alternative assessment. A rubric is a matrix that has a number of traits to indicate student achievement. Each
trait is defined and, in some instances, accompanied by student work samples (i.e., exemplars) to illustrate
the achievement level. Finally, levels with numerical values or descriptive labels are assigned to each trait to
indicate levels of achievement.
To build a rubric requires a framework to relate levels of achievement to criteria for achievement for the
traits the teacher deems important. Levels of achievement may be graduated at four or five levels; the criteria
for achievement may be expressed in terms of quality, quantity, or frequency. The following chart illustrates
the relationship among criteria and levels of achievement. It should be noted that for a given trait, the same
criteria should be used across the levels of achievement. It is unacceptable to switch from quality to quantity
for the same trait. As well, parallel structures should be used across the levels for a given trait so that the
gradation in the level of achievement is easily discernible.
Criteria Levels of Achievement

1 2 3 4 5
Quality very limited / limited / poor / adequate / strong outstanding /
very poor / weak average / excellent / rich
very weak pedestrian
Quantity a few some most almost all all
Frequency rarely sometimes usually often always
The five-trait rubric on the following page illustrates the structure described above. In this example, five levels
are used, with quality as the criterion. The rubric, as written, is an instrument the teacher may use to assess a
student’s participation in a co-operative learning group, but it may be re-written in student language for use
as a self-assessment tool. Where appropriate, selected “Suggestions for Learning and Assessment” indicate that
the following rubric may be used.

Appendix G: Rubrics in Assessment
Assessing Collaborative Group Participation

Proficiency Level Traits
• Outstanding ability to contribute achievement of the group task
• Outstanding appreciation for the feelings and learning needs of group
5
members
• Very eager to carry out his or her assigned task(s) in the group
Outstanding
• Brings outstanding knowledge and skills about (identify the topic)
• Very eager to encourage others to contribute to the group tasks
• Strong ability to contribute achievement of the group task

4 • Strong appreciation for the feelings and learning needs of group members
• Eager to carry out his or her assigned task(s) in the group
Strong • Brings strong knowledge and skills about (identify the topic)
• Eager to encourage others to contribute to the group tasks
• Adequate ability to contribute achievement of the group task

• Adequate appreciation for the feelings and learning needs of group
3
members
• Inclined to carry out his or her assigned task(s) in the group
Adequate
• Brings adequate knowledge and skills about (identify the topic)
• Inclined to encourage others to contribute to the group tasks
• Limited ability to contribute achievement of the group task

• Limited appreciation for the feelings and learning needs of group members
2 • Inclined, when prompted, to carry out his or her assigned task(s) in the
group
Limited • Brings limited knowledge and skills about (identify the topic)
• Inclined, when prompted, to encourage others to contribute to the group
tasks
• Very limited ability to contribute achievement of the group task

• Very limited appreciation for the feelings and learning needs of group
1
members
• Reluctant to carry out his or her assigned task(s) in the group
Very Limited
• Brings very limited knowledge and skills about (identify the topic)
• Reluctant to encourage others to contribute to the group tasks

Appendix H
Geographic and Mapping Skills
139
Appendix H: Geographic and Mapping Skills Entry–Grade 3

The geographic and mapping skills chart is intended to provide a developmental continuum of students in
entry to grade 3.
Geographic/Mapping Grade K-1 Grade 2 Grade 3

Skills
Representation of Place Awareness of Awareness of Locate province in
- that maps/globes - that maps/globes region, Canada, North
represent places on represent places on America, and the world
Earth Earth by using maps/globes
- how to locate places on - how to locate places
maps/globes on maps/globes
Map Components Awareness of Awareness of Understand

- title (what the map is - title - title - qualitative scale
about) - qualitative scale - qualitative scale - arrow/compass rose
- scale (qualitative or (bigger or smaller than) (bigger or - borders/boundary
quantitative) - legend/key smaller than) Lines
- legend/key (shows what - symbols - legend/key
symbols on a map - labels - symbols Awareness of
stand for) - direction (near/ far/up/ - labels - quantitative scale
- symbols (pictures that down) - direction (to the north - cartographer (person
stand south/east/west) who makes maps)
for things on a map)
- arrow/compass rose
(symbol that shows
direction)
- borders/boundary lines
(dividing lines between
places)
(Use map component

terminology as various
maps are discussed)
Symbols/Signs Awareness of Locate (on map and Locate on map and

(visuals used to represent - area symbol (colours/ legend key) legend/key and describe
things drawn on a map, shapes that represent - area symbols (land- - landforms (islands,
e.g., area, point, line land and water) forms and bodies of hills, mountains,
symbols) - point symbols (houses, water on wetlands) common
constructed features, neighbourhood and and specific to
signs, natural landmarks community maps) province and region
or features, e.g., trees) - point symbols (natural - vegetation and
- line symbols (borders, and constructed patterns
e.g., between neighbours features) - borders/boundary
and school yard, roads/ - line symbols borders, lines (provinces,
streets, water ways) roads/streets, waterways) vegetation lines)


Skills
Position/Direction Use positional language Use relative terms Use cardinal points
Using positional (near, far, up , down, (behind/in front of, left, to locate Canada and
language under, left, right, right, close to/far away) region/province on maps
and other relative and globe
terms) to describe self, Awareness of
surroundings, and places - cardinal directions
on maps (to north/south/east/
west)
- cardinal points (N, S,
E, W)
Scale Awareness of Awareness of Understand

qualitative scale, as in qualitative scale as - qualitative scale
models (dolls, cars, representative size of
playhouses, miniature objects, using models/ Awareness of
houses and communities, drawings - quantitative scale
sandbox/modelling clay (up/down, e.g.,
communities, building drawings of objects
blocks, etc.) using simple grids
and 1:2, 1:3 ratios)
- grids (simple)
- dot-to-dot drawings
- construction of
models to practise
qualitative scale
accuracy
- distance (begins to
use numbers)
Perspective Awareness of Awareness of View aerial maps. Draw/
perspective (through perspective (by viewing construct panoramic
viewing pictorial maps pictorial and panoramic maps (elevated angle 45°
with features portrayed maps) - high oblique)
by drawings and pictures,
and panoramic maps Draw/create pictorial (Houses are still pictorial)
with views from a maps (frontal view,
distance, or on slightly elevated angle
10-15°angle) 10-15°, low oblique,
more than one base line.
Draw/create pictorial Students not expected to
maps (frontal view, one know terms.)
base line)


Skills
Scope Room, home, and school Immediate environment, Province and region
(size and range of the neighbourhood and
child’s immediate world) community
Map/Model Use Use Use models and variety

- 3-D models (made - 3-D models of maps
with small tables, - floor maps
chairs, building - murals (of imaginary or
blocks real places)
- field-sketch map
Time and time line Use Use Use

- time-related - time-related - time-related
vocabulary to vocabulary to vocabulary to
describe events describe events describe events
(before, after, (days, months, years,
yesterday, today, long ago, over time, Awareness of
tomorrow, days, in the past, in the use of numbers to
months) future) indicate time periods
(1800s, 1900s)
Use time line to show how related events are arranged in chronological order
(pictorial and concrete objects, not dates).

Appendix H: Geographic and Mapping Skills Grades 4–Grade 6
Geographic and Mapping Skills Grades 4–6

The Geographic and Mapping Skills chart is intended to provide a developmental continuum for students in
grade 4 to grade 6. Skills associated with specific grade 6 curriculum are noted at the beginning of each unit in
this curriculum guide.
Geographic/Mapping Grade 4 Grade 5 Grade 6

Skills
Representation of Place Locate continents and Locate ancient, middle Locate various places on
- 3-D models oceans by name age societies on world provincial map
- floor maps map
- murals (of imaginary Locate Canada, physical Locate significant
or real places) regions, provinces, Locate Aboriginal cultural regions of the
- field-sketch map territories, and capitals societies on Canadian world
- satellite imagery map
Locate physical regions Locate selected nations/

of the world Locate French/British states
colonial settlements on
world and Canadian maps
Map Components Interpret (decode) and Decode and encode Decode and encode
- title construct (encode) consistently consistently
- scale (linear or ratio) maps, using mapping
- legend/key conventions consistently
- symbols
- labels Use map component Use map component Use map component
- arrow/compass rose terminology consistently terminology consistently terminology consistently
- borders/boundary lines in discussion of maps in discussion of maps in discussion of maps
Symbols/Signs Locate on map and Locate significant Locate significant
- Area symbols legend/key and then geographic features on geographic features on
describe world map world map
- landforms (e.g.,
Mountains, oceans) Locate and describe
common and settlement patterns
specific to
province, regions,
and country
- borders/boundary line
(provinces, territories,
continents)
- Point symbols Awareness of Awareness of Continue to develop

population density population distribution understanding of
(number of people (where specific groups of population density/
in a given area) people are located) distribution
Locate and describe

- Line symbols Locate and describe transportation routes Locate and describe
transportation routes (road, river, and railway). transportation routes
(road, river, and railway). (road, river and railway).

Appendix H: Geographic and Mapping Skills Grades 4–6

Skills
Position/Direction Use cardinal points Use cardinal and Consistently use cardinal
Using Positional to describe relative intermediate points to and intermediate points
Language direction and position describe direction and to describe direction and
of provinces/territories, position. position.
Canada, and the World.
Introduce immediate
points (points located
between the cardinal
points, e.g., NE, SW)
to describe the direction
and position.
Awareness of latitude and Use longitude and latitude Use longitude and
longitude to locate to locate positions latitude to locate
positions positions
Use simple grid system to Use simple grid system to Use grid system to locate
locate positions locate position positions
Awareness of use of
compass to find a
position
Scale Estimate and calculate Estimate and calculate Estimate, calculate, and
distances on maps of distances on a variety of compare distances on a
Canada using simple maps using scale variety of maps, using
scale scale
Kinesthetic
understanding of scale
(enlargement and
shrinking)
Understand Understand Understand

- qualitative scale qualitative scale qualitative scale
(up/down, e.g.,
drawings of objects
using simple grids
and ratios)
- distance (use numbers
to represent distance)

Appendix H: Geographic and Mapping Skills Grades 4–Grade 6

Skills
Perspective View aerial maps Use aerial maps Use aerial maps
(angle from which the
child views or constructs/
draws maps)
Scope Community and Region, nation, and world

(size/range of the surrounding areas
student’s immediate
world)
Map/Model Use maps/models of large Use maps/models of Use maps/models of

(used for instruction) regions such as Canada, large regions, including large regions, including
including raised relief raised relief and political raised relief and political
maps boundaries, or models boundaries, or models
depicting specific depicting specific
information information
Select different types of Use historical maps Use historical maps

maps for different types
of information
Use various maps Compare different types Use various maps to

to access different of maps access different types of
types of information, information, including
including population, population, natural
political regions, natural resources, production
resources, vegetation, and GDP, vegetation,
and topography (surface language, etc.
features, both physical
and human- made) of a
place

Appendix H: Geographic and Mapping Skills Grades 4–6

Skills
Time and time line Use Continue to develop Continue to develop
- dates in discussion understanding of time understanding of
of historical events in historical context historical time periods
(pre-history, ancient, (Paleo-Indian, Archaic,
- time line to show medieval, modern) Ceramic/Pre-European)
how related events (♥Note: The term
are arranged in Continue to use time line “Indian” has been
chronological order with dates reviewed by the Mi’kmaq
Confederacy and Dr.
Use BCE (Before David Keenlyside. It is
Common Era) and CE important for students
(Common Era) on time to realize that the use
lines of the word “Indian” is
considered offensive to
many Aboriginal people.
It is used to describe
that time period and
is appropriate for this
context only.)
Further development of Use charts, table, graphs, and projections to develop understanding of
geographic skills geographic skills

This table may be used to record student development of geographic and mapping skills as outlined in the Geographic and Mapping Skills
148
Continuum. Teachers may wish to use the following guide to describe student progress, with associated comments.
1. Requires lots of support to demonstrate skill
2. Beginning to demonstrate skill independently
3. Independently demonstrates skill with occasional support
4. Independently demonstrates skill and able to assist others
Geographic and Mapping Skills

Student Representation Map Symbols/ Positional Scale Perspective Scope Map/ Time/
names of Place Components Signs Language Model Time line
Appendix H-1: Geographic and Mapping Skills K–Grade 6
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

Appendix I
Declaration of the Rights
of the Child
149
Appendix I: Declaration of the Rights of the Child
Source: http://www.un.org/cyberschoolbus/humanrights/resources/plainchild.asp
Declaration of
the Rights of the Child
Plain Language Version
1 All children have the right to what follows, no matter what
their race, colour sex, language, religion, political or other
opinion, or where they were born or who they were born to.
2 You have the special right to grow up and to develop

physically and spiritually in a healthy and normal way, free
and with dignity.
3 You have a right to a name and to be a member of a country.
4 You have a right to special care and protection and to good

food, housing and medical services.
5 You have the right to special care if handicapped in any way.
6 You have the right to love and understanding, preferably from

parents and family, but from the government where these
cannot help.
7 You have the right to go to school for free, to play, and to

have an equal chance to develop yourself and to learn to be
responsible and useful.
Your parents have special responsibilities for your education

and guidance.
8 You have the right always to be among the first to get help.
9 You have the right to be protected against cruel acts or

exploitation, e.g. you shall not be obliged to do work which
hinders your development both physically and mentally.
You should not work before a minimum age and never when
that would hinder your health, and your moral and physical
development.
10 You should be taught peace, understanding, tolerance and

friendship among all people.
This plain language version is only given as a guide. For an exact rendering of each principle, refer
students to the original. This version is based in part on the translation of a text, prepared in 1978, for the
World Association for the School as an Instrument of Peace, by a Research Group of the University of
Geneva, under the responsibility of Prof. L. Massarenti. In preparing the translation, the Group used a basic
vocabulary of 2,500 words in use in the French-speaking part of Switzerland. Teachers may adopt this
methodology by translating the text of the Universal Declaration in the language in use in their region.
FRPPHQWVDQGVXJJHVWLRQV F\E

Appendix J
Grade 2 and 3 Combined
Curriculum Suggestion
153
Appendix J: Grade 2 and 3 Combined Curriculum Suggestion
Social Studies Essential Questions

Suggestion for
combined Grade 2 How Has Technology/Government Influenced the
and 3 classes: People of P.E.I.?
This question may be used to achieve the social studies outcomes
The suggestion outlined comprising Unit 2 of the Grade 2 program and outcome 3.3.1 of
has been developed to the Grade 3 program. While having a different focus, the main
assist teachers working concept for both grade levels involves how the lives of people in
P.E.I. have been influenced by another entity (something outside
with a combined class.
of their control). The focus for the grade 2 students will be on how
The suggestion offers technology has caused change in the lives of the people of P.E.I.
one means of addressing (outcome 2.2.1 and 2.2.2). For Grade 3 students, the focus will be
both Grade 2 and 3 on governments in their province (provincial, municipal and Band
Council) and the influence government has on the lives of
social studies outcomes. Islanders. This question used as an introduction or culminating
Four essential questions study to the year provides students with an understanding of how
were developed to create people are influenced by something outside of their immediate
family and/or community. This concept extends what students
a common focus for have studied in Kindergarten and Grade 1 social studies on the
students. Teachers are connections and interactions between people and community.
reminded that they have
discretion when
What Does P.E.I. Look Like?
designing a program of
Both Grade 2 and 3 students will be involved in the study of
study in order to achieve mapping skills (Grade 2 outcomes 2.1.4, 2.4.1, 2.4.2, and 2.4.3)
the specific curriculum with Grade 3s achieving a higher level of understanding (Grade 3,
outcomes. Unit 1, outcome 3.1.1 and 3.1.2). For example, Grade 2 students
would be responsible for an awareness of cardinal directions,
while Grade 3 students would demonstrate how cardinal directions
Reminder: are used for positional direction. As well, the Grade 2 students will
focus on change in the physical environment at the local level
Please consult both the
(school and community), whereas, Grade 3 students will focus on
Grade 2 and 3 social the physical environment, (landforms, vegetation and climate) of
studies curriculum both their province and the Atlantic region. Note: Students are
documents for information only required to achieve the depth of study as outlined in the
regarding the depth of Geographic and Mapping Skills Continuum.
study required for
students. Teachers may wish to utilize a station or jig-saw approach to
facilitate student learning when addressing grade specific
outcomes.

Appendix J: Grade 2 and 3 Combined Curriculum Suggestion
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Appendix K
Grade 3 and 4 Combined
Curriculum Suggestion
157
Appendix K: Grade 3 and 4 Combined Curriculum Suggestion
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Appendix K: Grade 3 and 4 Combined Curriculum Suggestion
What Can We Learn About the People of Our Province

(Grade 3) / Country (Grade 4)?
Grade 3 students will now examine the people of their province as
outlined in Grade 3, outcomes 3.1.3, 3.21, and 3.2.2, while Grade 4,
students examine the people of their country in outcomes 4.3.3 and
4.4.2. 1RWH Students are only required to achieve the depth of study
outlined in the outcome elaborations contained within the corresponding
curriculum document.
.
What is Government?
Students will now examine the government of their province / country as
outlined in Grade 3, outcome 3.3.1 and Grade 4, outcome 4.4.3.
Students are only required to achieve the depth of study outlined in the
outcome elaboration contained within the corresponding curriculum
document. Grade 3 students will focus only on provincial governments,
while Grade 4 students will focus on the Federal government. As in the
previous section, cooperative learning strategies may be utilized. 1RWH
Elements of outcome 3.3.2 may be incorporated at this time (e.g. rights
and responsibilities of citizens).
How Can Decisions Be Made?

Through this question, students examine how citizens participate in
public decision making. Grade 3 students examine the ideas of majority
vote and consensus (outcome 3.3.3) whereas Grade 4 students may
demonstrate a deeper understanding by examining the electoral process
of the Federal government (outcome 4.4.3). Grade 4 students may
participate in the Grade 3 study of decision making through the use of a
majority vote or consensus to suggest a new official or unofficial symbol
representative of the physical, human, and/or political landscape of
Canada (outcome 4.4.4).
Please Note:
Grade 3 outcome 3.2.3 “Take age appropriate action to promote positive
interactions among people” is applicable for both grades as the goal of
social studies is to equip students with the knowledge, skills and
dispositions to realize that they can make a difference (i.e., be active
citizens). Discussion of current or past class/school-wide action projects
may be highlighted as examples of age appropriate action at the local,
national and/or international level. As an extension, the combined class
may wish to participate in an activity to promote positive interactions
among people. 1RWH Teachers may wish to include elements of outcome
3.3.2.

Notes

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2012

Prince Edward Island

New Brunswick Newfoundland and Labrador

Nova Scotia Prince Edward Island

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 i

ii ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

Program Design Overview ...................................................................................... 3

Contexts for Learning The Primary Years ........................................................................ 9

Curriculum Overview Kindergarten−9 Social Studies Program ....................................... 30

Grade 3 Curriculum Grade 3 Year Overview ................................................................ 39

Appendices Appendix A: Concepts in Kindergarten−9 Social Studies.............. 93

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 iii

An effective social studies curriculum prepares students to achieve all

The social studies curriculum provides opportunities for students to

In particular, the social studies curriculum

• integrates the concepts, processes, and ways of thinking drawn

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 1

Purpose of The curriculum guide is intended to advance social studies education

This curriculum guide has three purposes:

• to provide a framework on which educators and others base

• being meaningful, significant, challenging, active, integrative, and

2 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

Program Design and Outcomes

Citizenship, Culture Individuals, Inter- People, Time,

Key-Stage Curriculum Outcomes

Specific Curriculum Outcomes

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 3

Essential Educators from the Atlantic provinces worked together to identify

By the end of grade 3, students will be expected to

Citizenship Graduates will be able to assess social, cultural, economic, and

By the end of grade 3, students will be expected to

By the end of grade 3, students will be expected to:

By the end of grade 3, students will be expected to:

By the end of grade 3 students will be expected to:

Technological Graduates will be able to use a variety of technologies; demonstrate

By the end of grade 3, students will be expected to:

4 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

Citizenship, Power, and Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

Cultural Diversity Students will be expected to demonstrate an understanding of culture,

By the end of grade 3, students will be expected to:

By the end of grade 3, students will be expected to

Interdependence Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3 5

People, Place, and Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to:

By the end of grade 3, students will be expected to:

Processes The social studies curriculum consists of three major processes:

Communication Communication requires that students listen, read, interpret, translate

Inquiry Inquiry requires that students formulate and clarify questions,

Participation Participation requires that students act both independently and

6 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 3

By Conceptual Strand Citizenship, Power, and Governance

• develop attitudes that balance rights with responsibilities

Culture and Diversity

• appreciate the uniqueness of each individual

Individuals, Societies, and Economic Decisions

• appreciate the wide range of economic decisions that individuals