Grade 6: Social Studies: Application: Diversity, Inclusiveness, and Canadian Identity
A1.1 explain how various features that characterize a community can contribute to the identity and image of a country (e.g., built features such as memorials, different types of buildings, parks; physical features such as climate, landscape, vegetation, wildlife; social aspects such as cultural traditions, religious celebrations, economic bases), and assess the contribution of some of these features to Canada’s image and identity (e.g., with reference to resource based communities such as mining or logging towns or fishing outports; the Canadian winter; landscapes such as mountains, prairies, sea coasts, tundra; wildlife such as moose, elk, beaver, bison, cod; the variety of ethnic neighbourhoods in some of Canada’s largest cities)
In a progressive education, there is value in having a sense of community. Students should learn the importance in being a part of society as a whole and as well as being an individual. My curriculum theory focuses on creating an individual who understands his own talents and skills. However, this can also be extended to understanding what makes up a country, kind of like its own physicality, talents and skills as seen through its landscapes, culture and society. Having an understanding of one’s country can be used as a tool for a person to socially interact with others in society.
WHAT: The study of our country’s social, cultural and physical features is important because it exists right outside our home and shapes the way in which we experience our daily lives. Teaching students about their country is the same as teaching them about the neighbourhood they live in. The knowledge the students will attain about their homeland will be useful when they are required to plan trips and careers, or choose where to settle down with a family. This knowledge will be useful for the students when living outside of the classroom as well as for the test they have to write inside the classroom.
HOW: Students will be asked to study some of the major landmarks of Canada and why it has a significant impact on our country. For example, the big nickel in Sudbury represents the importance of mining resources to that city, and of the many men who laboured underground. In Wawa, the giant goose is symbolic of the importance of wildlife and the natural environment to the people of that area. A less prominent example is the Victorian Spruce Lane Farmhouse, located at Bronte Creek Provincial Park in Oakville, which helps people to understand the lifestyle of early settlers and the challenges they faced in cultivating the land, and how this helped shape the communities which we now live in.
WHY: Studying these aspects of the immediate world around them will provide students with the knowledge that they need to be active agents in their community. By learning how the physical, social and cultural features affects the identity of a country, students are able to use that information to make an impact in their own neighbourhood, whether it be saving a local, historical building, or donating to save an endangered species.
WHERE/WHEN: Students will require working in groups and gathering outside resources from libraries and computers. Class time will be allotted as well as time at home is to be expected. Students are able to use multiple tools to present their assignment in a way that is creative and innovative, such as presenting items that relate to that specific feature of the country.
A1.1 explain how various features that characterize a community can contribute to the identity and image of a country (e.g., built features such as memorials, different types of buildings, parks; physical features such as climate, landscape, vegetation, wildlife; social aspects such as cultural traditions, religious celebrations, economic bases), and assess the contribution of some of these features to Canada’s image and identity (e.g., with reference to resource based communities such as mining or logging towns or fishing outports; the Canadian winter; landscapes such as mountains, prairies, sea coasts, tundra; wildlife such as moose, elk, beaver, bison, cod; the variety of ethnic neighbourhoods in some of Canada’s largest cities)
In a progressive education, there is value in having a sense of community. Students should learn the importance in being a part of society as a whole and as well as being an individual. My curriculum theory focuses on creating an individual who understands his own talents and skills. However, this can also be extended to understanding what makes up a country, kind of like its own physicality, talents and skills as seen through its landscapes, culture and society. Having an understanding of one’s country can be used as a tool for a person to socially interact with others in society.
WHAT: The study of our country’s social, cultural and physical features is important because it exists right outside our home and shapes the way in which we experience our daily lives. Teaching students about their country is the same as teaching them about the neighbourhood they live in. The knowledge the students will attain about their homeland will be useful when they are required to plan trips and careers, or choose where to settle down with a family. This knowledge will be useful for the students when living outside of the classroom as well as for the test they have to write inside the classroom.
HOW: Students will be asked to study some of the major landmarks of Canada and why it has a significant impact on our country. For example, the big nickel in Sudbury represents the importance of mining resources to that city, and of the many men who laboured underground. In Wawa, the giant goose is symbolic of the importance of wildlife and the natural environment to the people of that area. A less prominent example is the Victorian Spruce Lane Farmhouse, located at Bronte Creek Provincial Park in Oakville, which helps people to understand the lifestyle of early settlers and the challenges they faced in cultivating the land, and how this helped shape the communities which we now live in.
WHY: Studying these aspects of the immediate world around them will provide students with the knowledge that they need to be active agents in their community. By learning how the physical, social and cultural features affects the identity of a country, students are able to use that information to make an impact in their own neighbourhood, whether it be saving a local, historical building, or donating to save an endangered species.
WHERE/WHEN: Students will require working in groups and gathering outside resources from libraries and computers. Class time will be allotted as well as time at home is to be expected. Students are able to use multiple tools to present their assignment in a way that is creative and innovative, such as presenting items that relate to that specific feature of the country.