Social Science
Grade 5: Canada and World Connections: Aspects of Citizenship and Government in Canada |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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summarize the structures, functions, and interactions of Canada's federal,
provincial/territorial, and municipal governments, and identify and describe
significant Canadian symbols, ceremonies, buildings, and political figures; |
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use a variety of resources and tools to gather and analyse information about
government processes, the rights of groups and individuals, and the
responsibilities of citizenship in Canada, including participation in the
electoral process; |
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identify concrete examples of how government plays a role in contemporary
society and of how the rights of groups and individuals and the
responsibilities of citizenship apply to their own lives. |
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Specific Expectations |
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Knowledge and Understanding |
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describe the structure and components of Canada's federal,
provincial/territorial, and municipal governments; |
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describe the rights of groups and individuals and the responsibilities of
citizenship in Canada, including participation in the electoral process and
the granting of voting rights to various groups (e.g., women, First Nation
peoples); |
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identify responsibilities that accompany particular rights (e.g., the right
to vote / the responsibility to become informed; the right of freedom of
speech / the responsibility to respect the free speech rights of others; the
right to freedom from discrimination and harassment / the responsibility to
treat people with fairness and respect); |
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explain the processes of electing governments in Canada; |
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identify services provided by the federal, provincial/territorial, and
municipal governments (e.g., defence, health, education, social assistance,
garbage collection); |
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describe the basic rights that are specified in the Canadian Charter of
Rights and Freedoms; |
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describe the process by which immigrants become Canadian citizens (e.g.,
applying; residing in Canada for three years; learning English or French;
preparing for and writing the test; participating in the citizenship
ceremony); |
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identify current and historical political figures and their significance
(e.g., provincial/ territorial, municipal, and federal leaders; members of
provincial legislatures and the federal Parliament; members of municipal
council); |
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explain the significance of civic buildings and symbols (e.g., the federal
Parliament Buildings, the Peace Tower, the Speaker's Mace, the national
anthem, Queen's Park, flags and coats of arms, local public buildings and
memorials); |
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describe some civic ceremonies and celebrations, and explain what they mean
or commemorate (e.g., citizenship and reaffirmation ceremonies, the changing
of the guard, the opening of Parliament, public events for International Day
for the Elimination of Racism, Aboriginal Solidarity Day, Canada Day
celebrations, Remembrance Day services). |
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Inquiry/Research and Communication Skills |
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formulate questions to develop a research focus (e.g., What are the duties of
a member of Parliament? What are the responsibilities of the members of the
Supreme Court of Canada? Why is the Chief Electoral Officer not allowed to
vote? How can citizens have an influence on government decision making?); |
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use primary and secondary sources to locate information about the structure
and functions of government (e.g., primary sources: interviews, classroom
visitors, field trips; secondary sources: atlases, encyclopedias and other
print materials, illustrations, videos, CD-ROMs, Internet sites); |
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use media works, oral presentations, written notes and descriptions,
drawings, tables, and graphs to explain how the different levels of
government share responsibility for providing selected services (e.g., in the
areas of taxation, health care, roads, environmental protection, sports, arts
and culture, recreation); |
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use graphic organizers and graphs to sort, classify, and connect information
(e.g., charts of services provided by three levels of government; a flow
chart of how tax dollars are collected and used); |
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use media works, oral presentations, written notes and descriptions,
drawings, and tables to present information about processes or sequences of
events (e.g., the immigrant journey towards Canadian citizenship; the process
of law making; the process of becoming a member of Parliament); |
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use appropriate vocabulary (e.g., government, local, municipal, provincial,
federal, democracy, citizenship, legislature, constituency, prime minister,
premier, mayor, governor general, monarchy, lieutenant-governor, cabinet,
opposition, election, majority, minority, electors, riding, county, civil
servant, right, responsibility) to describe their inquiries and observations. |
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Map, Globe, and Graphic Skills |
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construct and read a variety of maps, graphs, diagrams, and/or models to
display and interpret information for specific purposes (e.g., maps showing
local electoral ridings, major municipalities of Canada, time zones that
determine the closing of electoral polls; bar graphs showing party standings
after each election; a diagram of the House of Commons). |
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Application |
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research and report on concrete examples of how the three levels of
government work together to meet challenges or perform tasks (e.g., in
responding to crises, in organizing Olympics or World Fairs/ Expositions); |
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identify the relevance to their own lives of individual and group rights
(e.g., language rights, equality rights); |
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model activities and processes of responsible citizenship (e.g., re-enact or
model a citizenship ceremony; engage in democratic class meetings; hold a
mock election; create a series of diary entries that a new Canadian might
have written throughout the immigration and citizenship process; plan and
participate in a heritage-day event). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.