HCOS Social Studies Outcomes for Grades K to 9

Grade K - Learning About My Surroundings

Students will learn about similarities and differences among families.  This can be accomplished by talking about different families that you know and how they are similar to yours or different. Take into account things like number of children, adoption, or extended family living together.

Children should be able to identify groups and places that are part of their lives.  This can be accomplished through conversation but also through having your child draw a picture of his or her favourite place in the community.  You could also help your child write down the things he does during the week (ie. Church on Sunday, grocery store on Monday, gymnastics on Tuesday, etc.). 

They should develop a concept and awareness of change.  This can be accomplished by talking with your child about any change taking place – maybe they’ll have a new art teacher, or perhaps someone in the family has a new job, or a new baby, or even something as simple as helping to get the winter clothes out for the change in seasons.

Students should be able to describe their roles and responsibilities in the home and in the community.  This can be as simple as making a list of household responsibilities (making bed, putting dishes away, picking up toys, treating siblings with kindness and love, etc) and then making a list (or talking) about behaviour and responsibilities when out in the community (quiet in the theatre, picking up litter, taking turns at the playground, etc.).  As you talk about these responsibilities with your child be sure to discuss why these things are expected of him.

Students should identify human needs – God, food, shelter, clothing, love, etc.  Discuss the difference between a “want” and a “need”.  You could get creative and do two collages.  Cut out magazine pictures and stick “wants” on one piece of paper and “needs” on another.

Students should identify work done in their community.  This is pretty open ended and easy to accomplish.  After having some discussions about various types of work happening in your community you could ask your student to draw a picture of the type of work they thing is the most interesting.

Students should identify different technologies they use in their lives.  Talk to them about what “technology” means and then brainstorm different technologies they use (ie. Refrigerator, computer, pen, bicycle, phone, email, etc.).

Students will identify different characteristics of their local environments.  Basically, they should be able to point out mountains and creeks and forests and marshes (whatever is in your local environment).  They should also be able to identify man-made characteristics like bridges, buildings, and roads.  Students will also learn about Christian stewardship of their local environment. 

Portfolio Submissions –In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year. Please submit a tape, cd, or mp3 recording of any oral samples.

A

• A written, oral, or pictorial sample that shows the student has collected information from a variety of sources or experiences.
• A written, oral, or pictorial sample that demonstrates understanding of the content above.
• A written, oral, or pictorial sample that demonstrates the student’s ability to identify strategies to address problems.
• A written, oral, or pictorial sample that demonstrates the student’s ability to draw simple interpretations based on personal experience, conversations with others, and media or books.

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing identification of at least two important locations in the student’s community)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

Grade 1

Students should be able to describe changes that have occurred in their own lives.  This could be anything from moving to a new house to getting a new pet.  Have the student talk about what was different after the change happened – maybe they were able to make new friends when they moved or they had a new responsibility with the introduction of a new pet.  Students could write a sentence describing the change, draw a picture showing the change or simply be able to tell someone about the change.

Students will learn about similarities and differences among families.  You could discuss who makes up your family and compare that with other families.  You could explore traditions that your family enjoys (our family loves to bake banana bread) and learn about a tradition that your child’s friend’s family enjoys.  You could also look at cultural differences.  Take some time to make a traditional recipe from your family or from another family, draw a picture of another family, or make a chart that shows similarities and differences of your family and another family.

Students should be able to identify different social groups that they are a part of or that your family takes part in for working, playing, living, and learning.  Some examples would be church, place of employment, dance classes, music school, volunteer work, homeschool co-op, etc.  If you wanted to do a sample of learning for this outcome your student could draw a map of your neighbourhood and label the places where you go to work or to learn or to play with others.  Alternatively, you could have your student draw a picture of his favourite social group.

Students should know that they live in Canada and should be able to identify some of the common symbols of Canada including the maple leaf, symbols on our coins, and the Canadian flag.  Students should also learn the words to O Canada.

Students should be able to describe their roles and responsibilities in the home and in the community.  This can be as simple as making a list of household responsibilities (making bed, putting dishes away, picking up toys, treating siblings with kindness and love, etc) and then making a list (or talking) about behaviour and responsibilities when out in the community (quiet in the theatre, picking up litter, taking turns at the playground, etc.).  As you talk about these responsibilities with your child be sure to discuss why these things are expected of him.  Students should be able to explain the purpose of these expectations to you. 

Students should identify human needs – God, food, shelter, clothing, love, etc.  Discuss the difference between a “want” and a “need”.  You could get creative and do two collages.  Cut out magazine pictures and stick “wants” on one piece of paper and “needs” on another.

Students should identify work done by people in their community.  This is pretty open-ended and easy to accomplish.  After having some discussions about various types of work happening in your community you could ask your student to draw a picture of the type of work they thing is the most interesting.  This is a great opportunity for a field trip to the bakery or the library or anywhere else in your community to see work being done.

Students should have a basic awareness of the purpose of money.  This is a great time to introduce the concept of Christian stewardship of our resources.  Students should also have a general knowledge of coins (a quarter is worth more than a nickel, etc.).  Practical experience with using money or play experience with a store at home would be good to further your child’s understanding of money.

Students should identify different technologies they use in their lives.  Talk to them about what “technology” means and then brainstorm different technologies they use (ie. Refrigerator, computer, pen, bicycle, phone, email, etc.).

Students should be able to locate Canada on a globe or a wall map.  They should also know the difference between natural physical aspects of an environment (mountains, trees, rivers) and human built characteristics of environment (bridges, buildings, roads).  You could also try talking about familiar landmarks in your own community and then discuss whether they are natural or human built.

Students should be introduced to the idea of Christian stewardship of the environment.  We are to use all of God’s resources wisely and can be good stewards by reusing, reducing and recycling.  Students should be encouraged to be good stewards when they are out in the community (picking up litter, staying on trails, etc.) and when they are at home (cleaning up their rooms, recycling, helping with yard work). 

Portfolio Submissions –In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year. Please submit a tape, cd, or mp3 recording of any oral samples.

A

• A written, oral, or pictorial sample that shows the student has collected information from a variety of sources or experiences.
• A written, oral, or pictorial sample that demonstrates understanding of the content above.
• A written, oral, or pictorial sample that demonstrates the student’s ability to identify strategies to address problems.
• A written, oral, or pictorial sample that demonstrates the student’s ability to draw simple interpretations based on personal experience, conversations with others, and media or books.

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing identification of at least two important locations in the student’s community)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

Grade 2/3 - Communities and an Introduction to our Province and Canada

Students will learn about how community members work together to meet one another’s needs and will discuss how various occupations contribute to the community. They will learn about the historical development of various BC communities; looking in particular at how the availability of local resources influenced development and how communities are interdependent. Students will explain their roles, rights, and responsibilities within their community, the role of local government and the significance of Canada’s symbols.

Portfolio Submissions – In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year. If an oral report has been completed please submit a recording.

A

• A written or oral report that shows the student has organized information into a beginning, middle, and end.
• A written, oral, or pictorial sample that shows the student’s understanding of one or more of the above topics.
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the creation of a map with a simple key and symbols, or showing that the child can locate and identify the provinces and territories in Canada, or showing that the child can locate BC within Canada, North America, and the World)

Grade 4 - Canada: Aboriginals and Explorers

Students will begin to analyze information by identifying when interpretations of history differ. This can be accomplished by reading older historical accounts and comparing them with contemporary sources or by comparing the discovery and exploration of Canada from a European perspective and Aboriginal peoples’ perspective. Students will learn about various Aboriginal cultures in Canada. Specifically, they will look at how basic needs are met, how traditional and contemporary Aboriginal governments compare, how traditional technology was used, and contributions of Aboriginal people to Canadian society. They will also compare physical environments and cultures of various BC Aboriginal groups and will compare the way people interacted with their environment in past to how they interact in the present. The exploration of North America will be studied and students will look at the factors that contributed to the exploration of North America, the technology used in exploration and will identify economic and technological exchanges between explorers and Aboriginal people. Students will also compare the bartering system to the monetary system of exchange. Students will learn how to be discerning while viewing mass media (TV, movies, internet, advertisements, etc.) and will begin to evaluate the influence of mass media on stereotyping. Map work will include locating and mapping world continents and oceans using simple grids, scales, and legends.

Portfolio Submissions – In each portfolio, provide a minimum of 3 samples including at least one sample from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. If an oral report is completed please submit a recording of the report.

A

• A written or oral report that shows the student can identify and clarify a problem, issue or inquiry and locate and record information from various sources.
• A written or oral report that demonstrates the student’s ability to assess at least two perspectives on a problem or an issue.
• A written, oral, or pictorial sample that shows the student’s understanding of one or more of the above topics organized with a main idea and supporting details.
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the creation of a map with a simple key, grid, or legend or showing that the child can locate and identify the continents and oceans)

Grade 5 - Canada: Cultural/Economic Development and Citizenship

This year students will focus on Canadian culture, economic development and citizenship by looking specifically at the following questions and topics:

Culture – How is culture preserved and transmitted? How have the British, French, and Aboriginal peoples contributed to the development of Canada? Why do people immigrate to Canada and what challenges do they face as they adjust to Canadian culture? How have immigrants contributed to Canadian culture?

Politics and Law – Students will learn about citizenship in terms of participation in the community, province, country, and world. They will demonstrate a basic understanding of the Canadian Constitution and they will learn about equality and fairness in Canada with respect to the Canadian Charter of Rights and Freedoms, the BC Human Rights Code, the Ombudsman Act and the history of Aboriginal people’s rights. Students will recognize Canada as a bilingual nation within a multilingual society. Students will summarize the purposes of municipal, provincial, federal, and Aboriginal governments.

Economy and Technology – How do communities develop in relation to their available natural resources? How is supply and demand affected by population and the resources that are available? What influenced the use and development of transportation and communications systems in different regions in Canada? What kind of influence has technology had on lifestyle and work? How are people influenced by mass media messages and how do they influence others through mass media messages?

Environment – Students will learn about the diverse distribution of natural resources in Canada. They will also gain an understanding of sustainability, stewardship, and renewable verses non-renewable natural resources. What kind of effect do lifestyles and industries have on local and global environments? Map work will include using latitude and longitude to locate major political features of Canada, including provinces and territories and their capitals as well as locating and describing the major physical features of Canada using topographic and thematic maps.

Portfolio Submissions – In each portfolio, provide a minimum of 3 samples including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Please include the student’s outline if the student created an outline when writing. If an oral report is completed please submit a recording of the report.

A

• A written or oral report that shows the student can identify and clarify a problem, issue or inquiry in their community, province, or within Canada. (eg. A local stream may have an issue with erosion or pollution, a local park may have an issue with graffiti or littering, etc.)
• A written or oral report that shows the student is able to defend a position on a regional issue in light of alternative arguments.
• A written or oral report that develops alternative interpretations from various sources.
• A project where the student designs, implements, and assesses strategies to address community problems or projects.
• A written sample that shows the student’s understanding of one or more of the above topics researched from a variety of primary and secondary sources.
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work

Grade 6 - Other Cultures Around the World

Students will choose two or more modern cultures to study this year.

Within this study students will learn about daily life, work, family structures, and gender roles in Canada and the world. They will compare the individual rights and social responsibilities, economic systems, and the systems of government in their selected countries. Specifically, they will look at the following questions:

How do settlement patterns and population distribution relate to resource consumption and depletion in selected countries? How does the use of resources and conservation practices in the countries you selected compare to use and conservation in Canada? How do social and economic organizations satisfy the needs and wants in a variety of cultures? How does artistic expression express the culture it was created in? What kind of effect has urbanization and technology had on lifestyles and environments within the student’s chosen cultures and within Canada? Students will also evaluate mass media stereotypes of cultural groups and geographic regions.

Students will learn about the concept of global citizenship and the United Nations’ human rights initiatives. A knowledge of the relationship between time zones and lines of longitude will be gained.

Portfolio Submissions – A minimum of 3 samples for each portfolio including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a recording of the report.

A

• A written or oral report that shows the student is able to support a position on a national issue by considering competing viewpoints from various perspectives.
• Organize a presentation or report that consists of two or more forms of representation (pictures and writing, audio and maps, etc) utilizing information from a variety of sources.
• A project where the student designs, implements, and assesses detailed courses of action to address national problems or issues.
• A written sample that shows the student’s understanding of one or more of the above topics researched from print, non-print, and/or electronic sources.

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

Grade 7 - Ancient History/Early Civilizations, Creation to 500 A.D.

Students will choose three different cultures that existed between Creation and 500 A.D. to study this year. Specifically, the will look at:

Society and Culture - How did various cultures meet common needs, preserve their identities and adapt to change? What were the effects and consequences of contact and conflict between ancient cultures? What are some connections between current cultures and ancient cultures? Students will describe daily life, work, family structures, and gender roles in selected ancient cultures. Through their study, students will demonstrate an understanding of the concept of civilization and will demonstrate their understanding of events as part of a chronological series.

Politics and Law - Outline the evolution and purpose of rules, laws, and government. Compare the concept of the individual in early societies to that of today and compare ways in which ancient governments acquired and used power and authority. How did ancient civilizations define membership and citizenship? How have ancient systems of laws and government contributed to current Canadian political and legal systems?

Economy and Technology – How were the settlement patterns, economies, and occupations of ancient peoples influenced by their physical environments? Describe various ways ancient peoples exchanged goods and services. How did technological innovations impact the lives of ancient peoples? Describe the contributions of ancient cultures to science and technology and compare ancient and modern means of communication.

Environment – How have people’s interactions with their physical environments changed over time? What has been the impact of natural processes and human-induced changes on communities?

During their studies, students will construct, interpret, and use graphs, tables, scales, legends, and various types of maps.

Portfolio Submissions – A minimum of 3 samples for each portfolio including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a tape recording of the report.

A

• A written or oral report that shows the student is able to defend a position on a global issue by considering competing reasons from various perspectives.
• A written, oral, or audio-visual presentation using more than one form of representation (written and oral, audio-visual with a paper-based hand-out, etc.) and utilizing information from both primary and secondary sources.
• A project where the student designs, implements, and assesses detailed courses of action to address national problems or issues.
• A written sample that shows the student’s understanding of one or more of the above topics researched using a body of information from primary archaeological and historical evidence and secondary print, non-print, and electronic sources.

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

Grade 8 – Civilizations from 500 to 1600 A.D.

Students will choose three different civilizations that existed between 500 and 1600 A.D. to focus on this year. Specifically, they will look at:

Society and Culture - Compare the daily life, family structures, and gender roles in a variety of civilizations. Describe a variety of diverse cultural traditions and world religions. What factors that influenced the development and decline of world civilizations? Identify periods of significant cultural achievement, including the Renaissance. How is artistic expression a reflection of the culture in which it is produced? How do societies preserve identity, transmit culture, and adapt to change?

Politics and Law - Through their study of the Middle Ages, students will demonstrate an understanding of the tension between individual rights and responsibilities of citizens. What kind of an impact did contact, conflict, and conquest have on the civilizations you are studying? How can individuals and groups influence legal systems and political structures? Explain the development and importance of government systems.

Economy and Technology - Students will compare basic economic systems and different forms of exchange within the civilizations they study. What effect does commerce have on trade routes, settlement patterns, and cultural exchanges? Students will also compare the changing nature of labour in rural and urban environments. What impact did technological innovation and science have on political, social, and economic structures?

Environment - The different ways in which people interacted with and altered their environments, in terms of population, settlement patterns, resource use, and cultural development, will be analysed. Students will describe how physical geography influenced patterns of settlement, trade, and exploration. Map work will include the construction, interpretation, and use of graphs, tables, grids, scales, legends, and various types of maps. Students will also locate and describe current and historical events on maps.

Portfolio Submissions – A minimum of 3 samples for each portfolio including at least two samples from group A . At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a recording of the report.

A

• An assessment of a variety of positions on a controversial issue.
• A written, oral, or audio-visual presentation using more than one form of representation and utilizing information from both primary and secondary sources.
• A project where the student designs, implements, and assesses detailed courses of action to address a problem, issue, or inquiry. If at all possible, this should be a group project.
• A written sample that shows the student’s understanding of one or more of the above topics researched using a body of information from primary and secondary print, non-print, and electronic sources. Students should demonstrate their ability to interpret and evaluate a variety of primary and secondary sources.

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)

Grade 9 – Europe and North America from 1500 to 1815

A focus on the developments in Europe and North America from 1500 to 1815 will cover the following:

Society and Culture – What was daily life like in the cultures of early Canada including Aboriginal communities, New France, and British North America? What was the relationship between Aboriginal people and Europeans and how did each group play a role in the development of Canada? Students will assess how cultural identify is shaped by looking at a number of factors including family, gender, belief systems, ethnicity, and nationality. Students will describe how different forms of artistic expression reflect the society in which they are produced and they will analyse the roots of present-day regional, cultural, and social issues within Canada.

Politics and Law - Define colonialism, imperialism, and nationalism. What factors contribute to revolution and conflict? How did the English, French, and American revolutions contribute to the development of democratic concepts? The roots of Canada’s political and legal systems, including the development of two legal systems from two different cultures, will be investigated. Students will evaluate the changing nature of law and its relation to social conditions of the times.

Economy and Technology – What were the reasons for the initial exploration and settlement of North America? How did fur trade impact exploration and settlement? What factors influenced the growth and development of industry? What were the effects of the Industrial Revolution on society and the changing nature of work? Students will also assess how economic systems contributed to the development of early Canada.

Environment – How do Aboriginal people interact with their environment? What was the role of Aboriginal people in the fur trade and in the exploration of North America? What kind of role did physical geography have in the development of trade and settlement in Canada and other colonies? Map work will include the construction, interpretation, and use of graphs, tables, grids, scales, legends, contours, and various types of maps. Students will describe and compare North America’s diverse geographical regions and will identify major exploration routes and historical events in the development of Canada.

Portfolio Submissions – A minimum of 3 samples for each portfolio including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a recording of the report.

A

• A formal written or formal oral report that shows the student can identify and clarify a problem, issue or inquiry, including work showing how the student planned, revised, and delivered the report.
• A written or oral presentation that defends a position on a controversial issue after an assessment of a variety of positions
• A project where the student designs, implements, and assesses detailed courses of action to address a problem, issue, or inquiry. If at all possible, this should be a group project.
• A written sample that shows the student’s understanding of one or more of the above topics researched using a body of information from primary and secondary print, non-print, and electronic sources.
• A summary of information selected from primary and secondary print and non-print sources, including electronic sources
• An assessment of the reliability, currency, and objectivity of different interpretations of primary and secondary sources

B

• A list of books, audio-visual materials, or multi-media that the student has learned from.
• A field trip log.
• Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps)
• Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions)