Water Walkers

Big Idea(s):

• Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
• Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
• Good health comprises physical, mental, and emotional well-being.

Curricular Competencies:

• Physical literacy
  • Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
• Healthy and active living
  • Participate daily in physical activity at moderate to vigorous intensity levels
  • Identify opportunities to be physically active at school, at home, and in the community
  • Identify opportunities to make choices that contribute to health and well-being
  • Recognize basic health information from a variety of sources

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Relationships between food, hydration, and health
• Effects of different activities on the body
• Practices that promote health and well-being

Big Idea(s):

• Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
• Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
• Good health comprises physical, mental, and emotional well-being.

Curricular Competencies:

• Physical literacy
  • Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
  • Apply methods of monitoring exertion levels in physical activity
• Healthy and active living
  • Participate daily in physical activity at moderate to vigorous intensity levels
  • Identify and describe opportunities to be physically active at school, at home, and in the community
  • Explore strategies for making healthy eating choices
  • Describe ways to access information on and support services for a variety of health topics
• Social and community health
  • Explain how participation in outdoor activities supports connections with the community and environment

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Effects of physical activity on the body
• Practices that promote health and well-being, including those relating to physical activity, nutrition, and illness prevention

Big Idea(s):

• Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
• Movement skills and strategies help us learn how to participate in different types of physical activity.
• Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
• Good health comprises physical, mental, and emotional well-being.

Curricular Competencies:

• Physical literacy
  • Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
  • Apply methods of monitoring exertion levels in physical activity
• Healthy and active living
  • Participate daily in physical activity at moderate to vigorous intensity levels
  • Identify and describe opportunities for and potential challenges to being physically active at school, at home, and in the community
  • Explore and describe strategies for making healthy eating choices in a variety of settings
  • Describe ways to access information on and support services for a variety of health topics
  • Social and community health
• Social and community health
  • Explain how participation in outdoor activities supports connections with the community and environment

Concepts & Content:

• Different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Practices that promote health and well-being, including those relating to physical activity, sleep, and illness prevention
• Nutrition and hydration choices to support different activities and overall health

Big Idea(s):

• Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
• Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
• Personal choices and social and environmental factors influence our health and well-being.

Curricular Competencies:

• Physical literacy
  • Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments
  • Apply a variety of movement concepts and strategies in different physical activities
  • Apply methods of monitoring exertion levels in physical activity
• Healthy and active living
  • Participate daily in physical activity at moderate to vigorous intensity levels
  • Identify and describe opportunities for and potential challenges to participation in preferred types of physical activity at school, at home, and in the community
  • Explain the relationship of healthy eating to overall health and well-being
  • Identify and describe factors that influence healthy choices

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Benefits of physical activity and exercise
• Practices that promote health and well-being, including those relating to physical activity, sleep, healthy eating, and illness prevention

Big Idea(s):

• Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
• Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
• Personal choices and social and environmental factors influence our health and well-being.

Curricular Competencies:

Concepts & Content:

• How to participate in different types of physical activities including individual and dual activities, rhythmic activities, and games
• Differences between the health components of fitness
• Benefits of physical activity and exercise
• Food choices to support active lifestyles and overall health

Big Idea(s):

• Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
• Physical literacy and fitness contribute to our success in and enjoyment of physical activity.
• Healthy choices influence our physical, emotional, and mental well-being.

Curricular Competencies:

• Physical literacy
  • Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
  • Develop and apply a variety of movement concepts and strategies in different physical activities
• Healthy and active living
  • Participate daily in physical activity designed to enhance and maintain health components of fitness
  • Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
  • Explore and plan food choices to support personal health and well-being

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Influences on food choices

Big Idea(s):

• Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
• Physical literacy and fitness contribute to our success in and enjoyment of physical activity.
• Healthy choices influence our physical, emotional, and mental well-being.

Curricular Competencies:

• Physical literacy
  • Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
  • Develop and apply a variety of movement concepts and strategies in different physical activities
• Healthy and active living
  • Participate daily in physical activity designed to enhance and maintain health components of fitness
  • Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
  • Investigate and analyze influences on eating habits
  • Identify factors that influence healthy choices and explain their potential health effects

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Effects of different types of physical activity on the body
• Factors that influence personal eating choices

Big Idea(s):

• Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
• Lifelong participation in physical activity has many benefits and is an essential part of a healthy lifestyle.
• Healthy choices influence our physical, emotional, and mental well-being.
• Advocating for the health and well-being of others connects us to our community.

Curricular Competencies:

• Physical literacy
  • Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
  • Develop and apply a variety of movement concepts and strategies in different physical activities
• Healthy and active living
  • Participate daily in physical activity designed to enhance and maintain health components of fitness
  • Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
  • Develop strategies for promoting healthy eating choices in different settings
  • Assess factors that influence healthy choices and their potential health effects
• Social and community health
  • Create strategies for promoting the health and well-being of the school and community

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Effects of different types of physical activity on the body

Big Idea(s):

• Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
• Lifelong participation in physical activity has many benefits and is an essential part of a healthy lifestyle.
• Healthy choices influence our physical, emotional, and mental well-being.
• Advocating for the health and well-being of others connects us to our community.

Curricular Competencies:

• Physical literacy
  • Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
  • Develop and apply a variety of movement concepts and strategies in different physical activities
• Healthy and active living
  • Participate daily in physical activity designed to enhance and maintain health components of fitness
  • Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
  • Propose healthy choices that support lifelong health and well-being
• Social and community health
  • Create strategies for promoting the health and well-being of the school and community

Concepts & Content:

• How to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
• Effects of different types of physical activity on the body

Big Idea(s):

• Trying a variety of physical activities can increase the likelihood that we will be active throughout our lives.
• Healthy choices influence, and are influenced by, our physical, emotional, and mental well-being.
• Personal fitness can be maintained and improved through regular participation in physical activities.

Curricular Competencies:

Concepts & Content:

• Health benefits of physical activities

Big Idea(s):

• Physical activity is an important part of overall health and well-being.
• Finding enjoyable recreational activities can motivate people to participate more regularly in physical activity.

Curricular Competencies:

• Health and well-being
  • Explain how developing competencies in physical activities can increase confidence and encourage lifelong participation in those activities
  • Explain the importance of maintaining personal health
• Participation
  • Develop and demonstrate skills needed to plan, organize, and safely participate in recreational events and other preferred physical activities

Concepts & Content:

Big Idea(s):

• Participation in outdoor activities allows for the development of skills in a complex and dynamic environment.
• Spending time outdoors allows us to develop an understanding of the natural environment and ourselves.

Curricular Competencies:

• Outdoor activity skills and healthy living
  • Participate in a variety of outdoor activities
  • Develop and demonstrate a variety of skills for outdoor activities
  • Monitor exertion levels and energy levels during outdoor activities
  • Monitor environmental conditions during outdoor activities
  • Explain nutritional considerations and other requirements for preparation for and participation in outdoor activities
• Social responsibility
  • Plan and implement ways to reduce potential impacts of outdoor activities on the local environment
  • Demonstrate awareness of cultural and place-based sensitivities regarding the use of outdoor locations

Concepts & Content:

Big Idea(s):

• Physical activity is an important part of overall health and well-being.
• Finding enjoyable recreational activities can motivate people to participate more regularly in physical activity.

Curricular Competencies:

• Health and well-being
  • Explain how developing competencies in physical activities can increase confidence and encourage lifelong participation in those activities
  • Demonstrate reasoned decision-making related to their personal health and well-being
• Participation
  • Engage in a variety of recreational activities in different environments
  • Overcome potential barriers to participation in physical activities
  • Refine strategies to effectively participate in a variety of physical activities
• Leadership
  • Demonstrate competencies and problem-solving strategies required for physical activity and recreation leadership
  • Develop and demonstrate skills needed to plan, organize, and safely participate in recreational events and other preferred physical activities

Concepts & Content:

• Health and well-being
  • the role of nutrition and how it can affect health and performance
  • potential short- and long-term consequences of health decisions
  • benefits of physical activities for health and mental well-being
• Participation
  • proper physical movement patterns, including non-locomotor, locomotor, and manipulative skills
  • ways to monitor and adjust physical exertion levels
  • rules and guidelines for different types of sports and activities
  • recreational resources available in the community

Big Idea(s):

• Participation in outdoor activities allows for the development of skills in a complex and dynamic environment.
• Spending time outdoors allows us to develop an understanding of the natural environment, ourselves, and others.
• Participating safely in outdoor activities requires communication, teamwork, and collaboration.
• Participation in outdoor activities allows for the development of leadership skills that can be applied in a variety of contexts and environments.

Curricular Competencies:

• Outdoor activity skills and healthy living
  • Participate in and lead a variety of outdoor activities
  • Develop and demonstrate a variety of skills for outdoor activities
  • Monitor exertion levels and energy levels of themselves and others
  • Monitor environmental conditions during outdoor activities
• Social responsibility
  • Plan and implement ways to reduce potential impacts of outdoor activities on the local environment
  • Demonstrate and explain awareness of cultural and place-based sensitivities regarding the use of outdoor locations
• Outdoor leadership
  • Use applicable communication and outdoor leadership skills when interacting with others
  • Communicate and collaborate effectively with others on expeditions, on teams, and in the community

Concepts & Content:

Big Idea(s):

• Plants and animals have observable features.
• Daily and seasonal changes affect all living things.

Curricular Competencies:

• Experience and interpret the local environment
• Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
• Express and reflect on personal experiences of place.

Concepts & Content:

• Basic needs of plants and animals.
• Adaptations of local plants and animals.
• Local First Peoples uses of plants and animals.
• Weather changes.
• Seasonal changes.
• Living things make changes to accommodate daily and seasonal cycles.

Big Idea(s):

• Observable patterns and cycles occurring the local sky and landscape.

Curricular Competencies:

• Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
• Consider some environmental consequences of their actions.
• Express and reflect on personal experiences of place.

Concepts & Content:

• Classification of living and non-living things.
• Names of local plants and animals.
• Behavioural adaptations of animals in the local environment.
• The knowledge of First Peoples.
• Local First Peoples knowledge of the local landscape, plants and animals.
• Local First Peoples understandings and use of seasonal rounds.

Big Idea(s):

• Living things have life cycles adapted to their environment.

Curricular Competencies:

• Experience and interpret the local environment.
• Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge.
• Consider some environmental consequences of their actions.
• Express and reflect on personal experiences of place.

Concepts & Content:

• Metamorphic and non-metamorphic life cycles of different organisms.
• First Peoples use of their knowledge of life cycles.
• Local First People’s knowledge of water:
  • Water cycles
  • Conservation
  • Connection to other systems

Big Idea(s):

• Living things are diverse, can be grouped, and interact in their ecosystems.

Curricular Competencies:

• Experience and interpret the local environment.
• Recognize First Peoples perspectives and knowledge as sources of information.
• Identify some simple environmental implications of their and others’ actions.
• Express and reflect on personal or shared experiences of place.

Concepts & Content:

• Biodiversity in the local environment.
• The knowledge of local First Peoples of ecosystems.
• Local First Peoples knowledge of local landforms.

Big Idea(s):

• Earth materials change as they move through the rock cycle and can be used as natural resources.

Curricular Competencies:

• Questioning and predicting
  • Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
  • Make observations in familiar or unfamiliar contexts
• Processing and analyzing data and information
  • Experience and interpret the local environment
  • Identify First Peoples perspectives and knowledge as sources of information

Concepts & Content:

• The rock cycle
• Local types of earth materials
• First Peoples concepts of interconnectedness in the environment
• The nature of sustainable practices around BC’s resources
• First Peoples knowledge of sustainable practices

Big Idea(s):

• The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.

Curricular Competencies:

• Questioning and predicting
  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
  • Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world
• Processing and analyzing data and information
  • Experience and interpret the local environment
  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
  • Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
• Communicating
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations
  • Express and reflect on a variety of experiences, perspectives, and worldviews through place

Concepts & Content:

• Matter cycles within biotic and abiotic components of ecosystems
• Sustainability of systems
• First Peoples knowledge of interconnectedness and sustainability

Big Idea(s):

• Earth materials are changed as they cycle through the geosphere and are used as resources, with economic and environmental implications.
• The transfer of energy through the atmosphere creates weather, and this transfer is affected by climate change.
• The distribution of water has a major influence on weather and climate.

Curricular Competencies:

• Questioning and predicting
  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest
  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
• Processing and analyzing data and information
  • Experience and interpret the local environment
  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
  • Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies

Concepts & Content:

• Changes in the composition of the atmosphere due to natural and human causes
• Evidence of climate change
• First Peoples knowledge of climate change and interconnectedness as related to environmental systems water as a unique resource
  First Peoples knowledge and perspectives of water resources and processes
• Properties of the ocean and the ocean floor
• Local and global ocean currents
• Influences of large bodies of water on local and global climates
• Effects of climate change on water sources

Big Idea(s):

• Human practices affect the sustainability of ecosystems.
• Humans can play a role in stewardship and restoration of ecosystems.

Curricular Competencies:

• Experience and interpret the local environment.
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information.
• Contribute to finding solutions to problems at a local and/or global level through inquiry.
• Implement multiple strategies to solve problems in real-life, applied, and conceptual situations.
• Communicating
• Express and reflect on a variety of experiences, perspectives, and worldviews through place.

Concepts & Content:

• First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity.
• Human actions and their impact on ecosystem integrity.
• First Peoples ways of knowing and doing.
• Resource stewardship.
• Restoration practices.

Big Idea(s):

• Scientific processes and knowledge inform our decisions and impact our daily lives.
• Scientific knowledge can be used to develop procedures, techniques, and technologies that have implications for places of employment.

Curricular Competencies:

• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest.
• Use local knowledge to experience and interpret the local environment.
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information.
• Contribute to finding solutions to problems at a local and/or global level through inquiry.
• Implement multiple strategies to solve problems in real-life, applied, and conceptual situations.
• Express and reflect on a variety of experiences, perspectives, and worldviews through place.

Concepts & Content:

• Impact of technologies
• Impacts of technology in the workplace
• Human impact on Earth’s systems:
  • Effects of climate change.
• Actions and decisions affecting the local and global environment, including those of First Peoples.

Big Idea(s):

• Human actions affect the quality of water and its ability to sustain life.
• Human activities cause changes in the global climate system.
• Living sustainably supports the well-being of self, community, and Earth.

Curricular Competencies:

• Experience and interpret the local environment.
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information.
• Contribute to finding solutions to problems at a local and/or global level through inquiry.
• Implement multiple strategies to solve problems in real-life, applied, and conceptual situations.
• Express and reflect on a variety of experiences, perspectives, and worldviews through place.

Concepts & Content:

• Water quality parameters and bioindicator.
• Availability and water use impacts.
• Global water security:
  • Conservation of water.
• Changes to climate systems.
• Impacts of global warming.
• Personal choices and sustainable living.
• Global environmental ethics, policy, and law.

Big Idea(s):

• Our communities are diverse and made of individuals who have a lot in common.
• Stories and traditions about ourselves and our families reflect who we are and where we are from.
• Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.

Curricular Competencies:

• Explain the significance of personal or local events, objects, people, or places (significance).
• As questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence).
• Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change).
• Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence).
• Acknowledge different perspectives on people, places, issues, or events in their lives (perspective).
• Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgement).

Concepts & Content:

• Personal and family history and traditions.
• Rights, roles, and responsibilities of individuals and groups.
• People, places, and events in the local community, and in local First Peoples communities.

Big Idea(s):

• We shape the local environment, and the local environment shapes who we are and how we live.
• Our rights, roles, and responsibilities are important for building strong communities.
• Healthy communities recognize and respect the diversity of individuals and care for the local environment.

Curricular Competencies:

• Explain the significance of personal or local events, objects, people, or places (significance).
• Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence).
• Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change).
• Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence).
• Explore different perspectives on people, places, issues, or events in their lives (perspective).
• Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgement).

Concepts & Content:

• Characteristics of the local community that provide organization and meet the needs of the community.
• Diverse cultures, backgrounds, and perspectives within the local and other communities.
• Relationships between a community and its environment.
• Roles, rights, and responsibilities in the local community.
• Key events and developments in the local community, and in local First Peoples communities.
• Natural and human-made features of the local environment.

Big Idea(s):

• Canada is made up of many diverse regions and communities.

Curricular Competencies:

• Explain why people, events, or places are significant to various individuals and groups (significance).
• Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence).
• Sequence objects, images, or events, and explain why some aspects change and others stay the same (continuity and change).
• Recognize causes and consequences of events, decisions, or developments  (cause and consequence).
• Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective).
• Make value judgements about events, decisions, or actions, and suggest lessons that can be learned (ethical judgement).

Concepts & Content: 

• Diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture.
• Relationships between people and the environment in different communities.
• Rights and responsibilities of individuals regionally and globally.

Big Idea(s):

• Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
• Indigenous knowledge is passed down through oral history, traditions, and collective memory.
• Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.

Curricular Competencies:

• Explain why people, events, or places are significant to various individuals and groups (significance).
• Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence).
• Sequence objects, images, or events, and explain why some aspects change and others stay the same (continuity and change).
• Recognize causes and consequences of events, decisions, or developments (cause and consequence).
• Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events (perspective).
• Make value judgements about events, decisions, or actions, and suggest lessons that can be learned (ethical judgement).

Concepts & Content:

• Cultural characteristics and ways of life of local First Peoples and global indigenous peoples.
• Interconnections of cultural and technological innovations of global and local indigenous peoples.
• Governance and social organization in local and global indigenous societies.
• Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures.
• Relationship between humans and their environment.

Big Idea(s):

• The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.

Curricular Competencies:

• Construct arguments defending the significance of individuals/groups, places, events, or developments (significance).
• Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources (evidence).
• Sequence objects, images, or events, and determine continuities and changes between different time periods or places (continuity and change).
• Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence).
• Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective).
• Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgement).

Concepts & Content:

• Demographic changes in pre-Confederation British Columbia in both First peoples and non-First Peoples communities.
• Economic and political factors that influenced the colonization of British Columbia and its entry into Confederation.
• The impact of colonization on First Peoples societies in British Columbia and Canada.
• The history of the local community and of local First Peoples communities.
• Physiographic features and natural resources of Canada.

Big Idea(s):

• Canada’s policies and treatment of minority peoples have negative and positive legacies.
• Natural resources continue to shape the economy and identity of different regions of Canada.

Curricular Competencies:

• Develop a plan of action to address a selected problem or issue.
• Construct arguments defending the significance of individuals/groups, places, events, or developments (significance).
• Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence).
• Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change).
• Differentiate between intendeds and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence).
• Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective).
• Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgement).

Concepts & Content:

• The development and evolution of Canadian identity over time.
• Resources and economic development in different regions of Canada.
• First Peoples land ownership and use.

Big Idea(s):

• Economic self-interest can be a significant cause of conflict among peoples and governments.
• Systems of government vary in their respect for human rights and freedoms.
• Media sources can both positively and negatively affect our understanding of important events and issues.

Curricular Competencies:

• Develop a plan of action to address a selected problem or issue.
• Construct arguments defending the significance of individuals/groups, places, events, or developments (significance).
• Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence).
• Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change).
• Differentiate between short- and long-term causes, and intended and unintended consequences of events, decisions, or developments (cause and consequence).
• Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective).
• Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgement).

Concepts & Content:

• Economic policies and resource management, including effects on indigenous peoples.
• Regional and international conflict.
• Media technologies and coverage of current events.

Big Ideas:

• Geographic conditions shaped the emergence of civilizations.
• Religious and cultural practices that emerged during this period have endured and continue to influence people.
• Economic specialization and trade networks can lead to conflict and cooperation between societies.

Curricular Competencies:

• Assess the significance of people, places, events, or developments at particular times and places (significance).
• Identify what the creators of accounts, narratives, maps, or texts have determined is significant (significance).
• Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence).
• Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change (continuity and change).
• Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence).
• Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective).
• Make ethical judgements about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgement).

Concepts & Content:

• Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources.
• Origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas.
• Social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas.

Big Idea(s):

• Human and environmental factors shape changes in population and living standards.
• Exploration, expansion, and colonization had varying consequences for different groups.
• Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.

Curricular Competencies:

• Assess the significance of people, places, events, or developments at particular times and places (significance).
• Identify what the creators of accounts, narratives, maps, or texts have determined is significant (significance).
• Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence).
• Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change (continuity and change).
• Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence).
• Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective).
• Make ethical judgements about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgement).

Concepts & Content:

• Social, political, legal, governmental, and economic systems and structures, including at least one indigenous civilization.
• Changes in population and living standards.

Big Ideas:

• The physical environment influences the nature of political, social, and economic change.
• Disparities in power alter the balance of relationships between individuals and between societies.
• Collective identity is constructed and can change over time.

Curricular Competencies:

• Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group(significance).
• Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence).
• Compare and contrast continuities and changes for different groups at the same time period (continuity and change).
• Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequences).
• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective).
• Recognize implicit and explicit ethical judgements in a variety of sources (ethical judgement).
• Make reasoned ethical judgements about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgement).

Concepts & Content:

• Social, political, legal, governmental, and economic systems and structures, including at least one indigenous civilization.
• Changes in population and living standards.

Big Idea(s):

• Worldviews lead to different perspectives and ideas about developments in Canadian society.
• Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society.

Curricular Competencies:

·       Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance).

·       Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data (evidence).

·       Compare and contrast continuities and changes for different groups at particular times and places (continuity and change).

·       Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequences).

·       Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective).

·       Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgement).

Concepts & Content: 

• Environmental, political, and economic policies.
• Canadian identities.
• Discriminatory policies and injustices in Canada and the world, including residential schools, the head tax, the Komagata Maru incident, and internments.
• Advocacy for human rights, including findings and recommendations of the Truth and Reconciliation Commission.
• Domestic conflicts and cooperation.

Big Idea(s):

• The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land.
• The impact of contact and colonialism continues to affect the political, social, and economic lives of B.C. First Peoples.
• Cultural expressions convey the richness, diversity, and resiliency of B.C. First Peoples.
• Through self-governance, leadership, and self-determination, N.C. First Peoples challenge and resist Canada’s ongoing colonialism.

Curricular Competencies:

• Assess the significance of people, events, places, issues, or developments in the past and present (significance).
• Identify what the creators of accounts, narratives, or maps have determined to be significant (significance).
• Using appropriate protocols, interpret a variety of sources, including local stories or oral traditions, and Indigenous ways of knowing (holistic, experiential, reflective, and relational experiences, and memory) to contextualize different events in the past and present (evidence).
• Characterize different time periods in history, including examples of progress and decline, and identify key turning points that marked periods of change (continuity and change).
• Assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an action, event, decision, or development (cause and consequence).
• Assess the connectedness or the reciprocal relationship between people and place (cause and consequence).
• Explain different perspectives on past and present people, places, issues, or events, and distinguish between worldviews of today and the past (perspective).
• Explain and infer perspectives and sense of place, and compare varying perspectives on land and place (perspective).
• Make reasoned ethical judgements about actions in the past and present, and assess appropriate ways to remember, reconcile, or respond (ethical judgement).

Concepts & Content: 

•  Traditional territories of the B.C. First Nations and relationships with the land.
• Role of oral tradition for B.C. First Peoples.
• Impact of historical exchanges of ideas, practices, and materials among local B.C. First Peoples and with non-indigenous peoples.
• Provincial and federal government policies and practices that have affected, and continue to affect, the responses of B.C. First Peoples to colonialism.
• Resistance of B.C. First Peoples to colonialism.
• Contemporary challenges facing B.C. First Peoples, including legacies of colonialism.

Big Idea(s):

• The identities, worldviews, and languages of indigenous peoples are renewed, sustained, and transformed through their connection to the land.
• Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism.
• Indigenous peoples continue to advocate and assert rights to self-determination.
• Reconciliation requires all colonial societies to foster healing and address injustices.

Curricular Competencies:

• Use indigenous principles of learning (holistic, experiential, reflective, and relational) to better understand connectedness and the reciprocal relationship of First Peoples to the land.
• Assess and compare the significance of the interconnections between people, places, events, and developments at a particular time and place, and determine what they reveal about issues in the past and present (significance).
• Using appropriate protocols, ask questions and corroborate inferences of Elders and other local knowledge keepers through oral traditions, indigenous knowledge, memory, history, and story (evidence).
• Compare and contrast continuities and changes for different groups in different time periods and places (continuity and change).
• Assess how underlying conditions and the actions of individuals or groups affect events, decisions, and developments, and analyze multiple consequences (cause and consequence)
• Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective).
• Make reasoned ethical claims about actions in the past and present after considering the context and values of the times (ethical judgement).

Concepts & Content: 

• Varied identities and worldviews of indigenous peoples, and the importance of the interconnection of family, relationships, language, culture and the land.
• Factors that sustain and challenge the identities and worldviews of indigenous peoples.
• Resilience and survival of indigenous peoples in the face of colonialism.
• Community development, partnerships, and control of economic opportunities.
• Responses to inequities in the relationships of indigenous peoples with governments in Canada and around the world.

Big Idea(s):

• A geographic region can encompass a variety of physical features and/or human interactions.

Curricular Competencies:

• Asses the significance of places by identifying the physical and/or human features that characterize them (sense of place).
• Evaluate how particular geographic actions or events influence human practices or outcomes (geographical value judgements).
• Identify and assess how human and environmental factors and events influence each other (interactions and associations).
• Make reasoned ethical judgements about controversial actions in the past or present, and determine whether we have a responsibility to respond (geographical value judgements).

Concepts & Content:

• Relationship between First Peoples and the environment.
• Relationships between natural resources and patterns of population settlement and economic development.