OVERVIEW
In Grade 5 social studies, students will learn about key characteristics of various Indigenous
nations and European settler communities prior to 1713, in what would eventually become
Canada. Using primary sources, such as treaties, historical images, and diaries, as well as
secondary sources, they will investigate, from a variety of perspectives, relationships
within and interactions between these communities as well as the impact of colonialism.
They will develop their understanding of how historical events during this time have
had an impact on present-day Canada. Students will also explore the responsibilities of
Canadian citizens and levels of government. They will continue to develop their ability
to examine current issues from various perspectives by investigating a Canadian social
and/or environmental issue from the point of view of a variety of stakeholders, and
they will develop plans of action to address significant social and environmental issues.
Students will also begin to understand the impact of colonialism on contemporary Canada.
They will continue to develop their mapping, globe, and graphing skills to help them
extract, interpret, and analyze information, and they will enhance their understanding of
multiple perspectives on both historical and contemporary issues.
The Grade 5 social studies expectations provide opportunities for students to explore
a number of concepts connected to the citizenship education framework (see page 10),
including collaboration and cooperation, decision-making, respect, rights and responsibilities,
and stewardship.
The following chart presents an overview of the Grade 5 social studies curriculum and
is meant to provide a starting point for planning instruction. For each overall expectation
(listed in the first column), it identifies a related concept (or concepts) of social studies
thinking and a big idea (see pages 14 and 13 for an explanation of big ideas and the
concepts of disciplinary thinking and page 60 for definitions of the concepts of social
studies thinking). General framing questions are provided for each strand to stimulate
students’ curiosity and critical thinking and to heighten the relevance of what they are
studying. These broad and often open-ended questions can be used to frame a set of
expectations, a strand, or a cross-disciplinary unit. The final column suggests ways in
which spatial skills can be introduced and/or developed at this grade level and indicates
specific expectations with which they can be used (see page 25 for a description of
spatial skills).
- Teacher: Bouyela Education Corporation