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DRAFT

Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Active citizenship contributes to the vitality of communities in which diverse people live well together.
Understanding
Guiding How can I participate in my communities? How can I contribute to my communities? How can we support one another in our How can our actions strengthen our own In what ways can individuals and groups
Questions communities? and surrounding communities? take action to promote the vitality of their
communities?
Learning Children explore and share how people Students investigate and represent ways to Students examine and describe ways that Students analyze and explain how people’s Students analyze and demonstrate how
Outcomes participate in their communities. contribute to communities. people can support one another in local actions can strengthen communities and individuals and groups can contribute to the
communities. foster a sense of belonging. vitality of their communities, past and
present.
Conceptual • individuals belong to communities • communities are made of people with • communities reflect diverse peoples and • diversity in culture and language can shape • inclusive relationships can contribute to
Knowledge • children are active participants in their similarities, including shared experiences needs communities the vitality of communities
communities, including their learning and and interests • individuals have roles and responsibilities • individuals and groups within communities • the actions of individuals and groups can
playing environments • individuals contribute to their communities in their local communities have rights that need to be protected promote or hinder community vitality
• children participate in their communities in various ways • actions taken to support one another • individuals within communities have a • the actions of First Nations and Métis
by leading, sharing, and helping one • individuals have roles in their communities within local communities can build a sense responsibility to respect diversity affected change in their communities
another • people can feel a sense of belonging by of belonging • people demonstrate active citizenship by • the actions of settlers, including
• ideas and opinions of individuals are sharing ideas and giving time to their • awareness of local needs and issues can contributing to their communities Francophone settlers, affected change in
important to share with one another communities inspire a commitment to take action within • active citizenship can contribute to a sense their communities
• awareness of local events builds communities of belonging • groups can contribute to the vitality of
connections among people in communities • actions informed by current topics and their communities by sharing their
issues, including expressing views and perspectives and taking action to promote
taking initiative on community projects, rights
can strengthen communities • current events can inform understandings
of how communities change
Procedural • exploring various communities to which • exploring events and places that bring • investigating how local needs and issues • examining types of diversity in local and • discussing types of contributions made by
Knowledge individuals can belong people together in a community are addressed by people who provide their surrounding communities individuals and groups that can promote a
• generating ideas about ways to participate • exploring various roles people have in their time and services • identifying how individuals and groups can sense of belonging
in communities communities • identifying roles and responsibilities of take action to support the rights of one • investigating how the rights of individuals
• sharing and listening respectfully to ideas • discussing various ways that people various community members another and groups, including treaty rights,
and opinions contribute to their communities • discussing various ways individuals can • investigating ways that active engagement affected relationships within communities
• recognizing that participating in local help one another in their communities in communities creates a sense of • determining how the actions of individuals
community events can build a sense of • recognizing that helping one another can belonging and responsibility to one and groups prior to 1905 in what is now
belonging build a sense of belonging in local another Alberta shaped their communities
communities • proposing actions that can strengthen • analyzing current events about change in
• exploring how responsibility to community communities by supporting the rights of communities
can promote actions to address local needs one another • proposing actions that can strengthen
and issues relationships within communities
Competencies • Communication • Communication • Communication • Critical Thinking • Critical Thinking
• Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3d.2: Comprehension Strategies
• LKU3b.K: Vocabulary • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4a.2: Clarity
• LKU3d.K: Comprehension Strategies • LKU4a.1: Clarity • LKU4a.1: Clarity
• LKU4a.K: Clarity • LKU4c.1: Intent
Numeracy • None identified • None identified • None identified • None identified • None identified

Essential Critically analyzing diverse worldviews and experiences fosters empathy, respect, and pluralism.

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 1


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Understanding
Guiding What are my stories and experiences? What are the stories of my communities, What can we learn from stories, past and What can we learn from stories of How are stories about Alberta’s past shaped
Questions past and present? present, about the origins of our individuals and groups in our own and by diverse experiences and perspectives?
communities? surrounding communities, past and
present?
Learning Children explore stories and experiences of Students explore and illustrate stories of Students examine and represent stories Students interpret and explain how the Students analyze and describe how stories
Outcomes personal significance. communities, past and present. about the origins of local communities. contributions of individuals and groups about Alberta’s past are shaped by diverse
influence communities. experiences and perspectives.
Conceptual • personal stories and experiences can hold • stories and experiences of communities, • stories about the origins of communities • contributions of individuals and groups • stories of Alberta’s past are shaped by
Knowledge meaning past and present, can hold meaning shape understandings of self and one shape stories of local and surrounding events and developments prior to 1905 in
• stories of First Nations, Métis, Inuit, • stories of diverse communities, including another communities what is now Alberta, including the fur
Francophone, and diverse groups hold oral traditions, hold meaning • stories about the origins of local • First Nations and Métis have made trade, the signed treaties, and Métis scrip
meaning • stories can show how aspects of daily life communities, including pre-contact, are contributions, past and present, to • information and knowledge about Alberta’s
• artifacts can hold meaning have stayed the same or changed over shaped by the presence of First Nations communities past comes from a variety of sources,
• references to time, including before and time and Métis, Francophones, and diverse • Francophone and diverse settler groups including primary and secondary sources
after, contribute to the meaning of stories settler groups and newcomers have made contributions, • sources of information and knowledge
• First Nations and Métis stories from oral past and present, to communities include oral traditions, ceremonies,
traditions are sources of knowledge and • stories of treaties and oral agreements celebrations, and written documents
hold meaning hold meaning for communities and shape • stories of First Nations and Métis,
• stories of treaties can shape understandings of one another Francophones, and diverse settler groups
understandings of early relationships • primary sources can provide information in Alberta’s past reflect diverse
between First Nations and settlers and knowledge about the past perspectives
• aspects of community life have stayed the • evidence of contributions by individuals
same or changed over time and groups builds understanding of the
past and present
Procedural • discussing personal stories and experiences • differentiating between past and present • exploring and discussing the importance of • gathering information from primary • distinguishing between historical events
Knowledge that hold meaning • making personal connections to stories of stories about the origins of communities sources, including the stories of Elders, and historical developments
• exploring stories of First Nations, Métis, the past and present • examining local community stories about Knowledge Keepers, and other community • recognizing sources of information and
Inuit, Francophone, and diverse groups • engaging with stories of the past and treaties to identify community priorities members knowledge
present, including those shared by Elders • investigating and discussing the origins of • identifying sources of information and • determining similarities and differences in
and Knowledge Keepers communities knowledge stories about events and developments
• exploring aspects of daily life, past and • recognizing that stories about the origins of • investigating the importance of treaties prior to 1905 in what is now Alberta
present communities come from a variety of and oral agreements • sequencing events and developments over
sources • investigating and discussing the time, beginning from contact to 1905
• comparing aspects of community life, past importance of contributions made by • discussing different perspectives reflected
and present individuals and groups, past and present in stories about Alberta’s past
Competencies • Communication • Communication • Communication • Critical Thinking • Critical Thinking
• Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU2b.1: Access Sources • LKU2b.1: Access Sources • LKU2b.1: Access Sources • LKU2c.1: Evaluate Sources
• LKU3b.K: Vocabulary • LKU3a.1: Background Knowledge • LKU3d.1: Comprehension Strategies • LKU2c.1: Evaluate Sources • LKU4a.2: Clarity
• LKU4a.K: Clarity • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU3d.1 Comprehension Strategies • LKU4a.1: Clarity

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 2


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Numeracy • NKU2f.K: Time • NKU2f.K: Time • NKU2f.K: Time • NKU2f.K: Time • NKU2f.2: Time
• NKU3b.2: Interpretation and
Representation of Spatial Information

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 3


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding What can I learn from stories of land and In what ways can we come to know land In what ways do people feel a sense of How can our actions affect relationships to In what ways can relationships to land and
Questions place that are special to me? and place in our communities? belonging through their relationships to land and place? place inform responsible decision making in
land and place? Alberta?
Learning Children explore stories of land and place. Students explore and represent personal Students explore and describe relationships Students investigate and illustrate ways that Students analyze and explain how
Outcomes connections to land and place. of individuals and groups to land and place. people’s actions affect their relationships to relationships to land and place can inform
land and place. responsible decision making.
Conceptual • people have connections to land and place • stories of land and place can hold personal • individuals and groups can connect to land • people’s actions can have an impact on • people have a responsibility to consider the
Knowledge • stories can show the importance of land meaning and place land and place immediate and future impact of actions on
and place • people have a responsibility to care for • personal connections to land and place can • individuals and groups have a responsibility land and place
• stories of land and place can include land, including animals and plants, and foster a sense of belonging to protect the natural environment • choices and decisions that affect land and
natural and built landmarks places in their communities • people can demonstrate responsibility by • First Nations, Métis, and Inuit traditional place are shaped by relationships with land
• natural and built features in familiar caring for and taking actions to preserve practices have protocols that demonstrate and place
environments can hold personal meaning land and places mutual respect for land and place • people hold differing views on the use and
• First Nations, Métis, and Inuit acknowledge • location and availability of natural management of land and natural resources
the importance of respectful relationships resources can influence relationships to that inform choices and decisions
to land and place land and place • First Nations, Métis, and Inuit traditional
• natural and built features, including names knowledge considers the impact of land
of places, can build connections to land use for future generations
and place • the physical and human geography of
Alberta’s regions is diverse
• features of land and place (geographic,
topographical, demographic) can be
represented in variety of ways
Procedural • sharing stories of land and places that hold • discussing personal connections to land • exploring ways that individuals and groups • examining effects of people’s actions on • examining the significance of land and
Knowledge personal meaning, including those of First and place connect to and care for land and place land and place place to various groups, including cultural
Nations, Métis, and Inuit • exploring stories of land and place that • discussing how personal connections to • identifying ways that individuals and or spiritual connections
• listening to a variety of stories about land hold personal meaning land and place can create a sense of groups demonstrate responsibility to land • examining differing views on the use and
and place • identifying ways to care for land and place belonging and place management of land and natural resources
• exploring simple representations of natural • identifying natural and built features in • exploring and identifying ways that the • considering mutual benefits of the • recognizing that First Nations, Métis, and
and built landmarks that include simple familiar environments land provides for people, including First relationship between people and the land Inuit knowledge about traditional
points of reference • exploring the significance of animals and Nations, Métis, and Inuit • examining how First Nations, Métis, and territories that informs decision making
plants in First Nations, Métis, and Inuit • exploring geographical representations Inuit protocols and practices give respect related to land and place
stories that foster a sense of place that show natural and built features in to land and place • interpreting diverse representations of
• creating simple representations that familiar environments • interpreting geographical representations, Alberta’s regions that include geographical
include relative location of natural and • creating simple maps with cardinal including maps with legends and scales, features and locations
built features directions and simple scales that show locations of natural resources
Competencies • Communication • Communication • Cultural and Global Citizenship • Critical Thinking • Critical Thinking
• Personal Growth and Well-being • Communication • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3b.1: Vocabulary • LKU3a.1: Background Knowledge • LKU3b.2: Vocabulary
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 4


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Numeracy • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU1g.1: Interpretation of Data • NKU2g.2: Location and Direction
• NKU2g.1: Location and Direction • NKU2g.1: Location and Direction • NKU2b.1: Management of Space • NKU3b.2: Interpretation and
• NKU3b.1: Interpretation and • NKU3b.1: Interpretation and • NKU2g.1: Location and Direction Representation of Spatial Information
Representation of Spatial Information Representation of Spatial Information • NHU3b.1: Interpretation and
Representation of Spatial Information
Guiding Why is fairness important in my How can we strengthen relationships by How can the fairness of decisions affect How can people make fair decisions that In what ways has decision making become
Questions relationships? making decisions that are fair? relationships in our communities? build relationships in their own and more equitable or less equitable in Alberta
surrounding communities? over time?
Learning Children explore and illustrate the Students describe how the fairness of Students examine and describe how fair Students investigate and explain how Students analyze and explain how the
Outcomes importance of fairness in relationships with actions can influence relationships. and unfair decisions can influence people can make fair decisions that build equity of decisions and policies affects
one another. relationships. relationships. relationships among individuals and
groups.
Conceptual • fairness involves listening respectfully to • fair and unfair actions can affect • fair decisions consider the voice and needs • fair decisions can be made in a variety of • equity involves fair, respectful, and
Knowledge and sharing and cooperating with one relationships of one another ways inclusive treatment of individuals and
another • including one another when interacting in • fair and unfair decisions made by • fair and unfair decisions on topics and groups
• fairness is important when interacting with familiar contexts is important individuals and groups can affect issues can influence relationships • equitable and inequitable decisions can
one another • fair agreements and expectations can relationships within communities • individuals and groups can hold different affect individuals and groups in a variety of
foster positive relationships • disagreements can be resolved views on the fairness of decisions ways
• personal choices and decisions can affect respectfully • individuals can have roles in decision • decision making prior to 1905 in what is
interactions with one another • the fairness of decisions can be affected by making, including roles related to local now Alberta has included and excluded
how decisions are made and who makes councils and governments individuals and groups
them • sources of authority, including regional,
First Nations, and Métis systems of
governance, have changed over time
• actions taken to address inequitable
decisions and policies toward First Nations
and Métis in the past strengthen
relationships over time
Procedural • discussing the importance of being fair to • identifying actions that are fair and unfair • exploring and identifying how and by • investigating ways that decisions can be • identifying sources of authority in Alberta
Knowledge one another • exploring how choices and decisions can whom decisions are made in familiar made fairly, including how decisions are prior to 1905
• demonstrating fairness in personal affect relationships contexts made by local councils and governments • examining and identifying First Nations,
interactions, including playing • generating ideas about ways to • recognizing individual and group decisions • examining the fairness and unfairness of Métis, and Francophone and diverse
cooperatively and sharing with one demonstrate fairness that are fair and unfair decisions on topics and issues of groups in Alberta who have been excluded
another • exploring and discussing decisions that can importance to local and surrounding from or included in decision making
affect interactions with one another communities • examining the impacts of decisions and
• proposing ideas for creating fair • sharing views respectfully on topics and policies on the treatment of diverse groups
agreements in familiar contexts issues • analyzing various actions taken to address
historical injustices
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Critical Thinking • Communication • Critical Thinking
• Communication • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3d.1: Comprehension Strategies • LKU4b.1: Audience • LKU3d.2: Comprehension Strategies
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU4a.2: Clarity
• LKU3d.K Comprehension Strategies • LKU4a.1: Clarity • LKU4a.1 Clarity
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 5


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Guiding How can I address my personal needs? How are my personal needs unique? In what ways can communities support In what ways can various factors support In what ways do where, when, and how
Questions individuals and groups in addressing their people in our immediate and surrounding people live contribute to their quality of life
needs? communities to address their needs? in Alberta?
Learning Children illustrate how personal needs can Students explain how personal needs may Students describe how communities can Students examine how various factors can Students analyze how addressing needs,
Outcomes be addressed in familiar environments. be unique. support individuals and group needs. assist people in addressing needs. past and present, can influence quality of
life.
Conceptual • individuals have personal needs, including • individuals have personal needs that may • needs and wants are different • individuals and groups in immediate and • quality of life is shaped by different
Knowledge basic needs be different from person to person • individuals and groups have needs and surrounding communities address their factors, including cultural, social,
• people, places, and things can help people • people, places, and things can help wants that may differ needs and wants in various ways economic, and political factors
address their basic needs individuals address their basic and • people, places, and things within • communities can assist people in • how people address their needs and wants
personal needs communities can support individuals and addressing their needs, including those can change over time
• objects can hold personal and monetary groups in addressing their needs related to health, education, recreation, • people address their needs and wants in a
value • addressing needs and wants involves costs material well-being, and social interactions variety of ways, including trade and barter
• community services and organizations can • access to resources and the natural
assist people in addressing their needs environment in urban and rural
• the costs of goods and services in communities can influence quality of life
communities can be different
Procedural • discussing different types of personal • exploring and describing ways that basic • exploring and identifying differences • examining how health, education, • investigating different factors that can
Knowledge needs and personal needs can be addressed between needs and wants recreation, material well-being, and social contribute to quality of life
• identifying people, places, and things that • comparing how personal needs may be • exploring needs and wants of individuals interactions can assist people in • exploring and comparing how ways of
can help people meet their basic needs similar and different from one person to and groups addressing their needs and wants addressing needs and wants, long ago and
another • identifying people, places, and things that • identifying how community services and in the present, have changed
• identifying people, places, and things that support individuals and groups in organizations can assist people in • examining how access to resources and
can help individuals address their basic addressing their needs addressing their needs the natural environment in urban and rural
needs • identifying possible costs related • investigating and discussing differences in communities can influence quality of life
• examining how the value of objects may addressing needs and wants the costs of goods and services in
be different for each person communities
Competencies • Communication • Communication • Cultural and Global Citizenship • Critical Thinking • Critical Thinking
• Personal Growth and Well-being • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU4a.1: Clarity
• LKU3d.K Comprehension Strategies • LKU4a.1: Clarity
Numeracy • None identified • NKU1b.1 Using Numbers • NKU4b.1: Estimation • NKU3a.1: Interpretation and • NKU2f.2: Time
Representation of Quantitative
Information
• NKU3c.1 Communication

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 6


DRAFT Kindergarten to Grade 4 Social Studies

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Developing and affirming identity through lived experiences contributes to well-being and understandings of self and one another.
Understanding
Guiding How am I unique? How can personal experiences shape our How can shared experiences in diverse How can shared experiences of diverse In what ways did interactions between First
Questions identities? communities shape personal identity? groups in our own and surrounding Nations, Métis, and settler groups in what is
communities shape identities? now Alberta shape identities?
Learning Children explore and share aspects of their Students explore and describe how personal Students explore and illustrate how shared Students propose and describe actions that Students explain how interactions among
Outcomes identities that make them unique. experiences contribute to their identities. experiences can shape personal identity. demonstrate respect for diverse identities. diverse peoples shape identities.
Conceptual • individuals are unique and have personal • aspects of personal identity that make • aspects of personal identity that make • individuals can belong to more than one • characteristics of group identity include
Knowledge interests and gifts people unique can include personal individuals unique include culture and social and cultural group shared experiences, culture, and language
• traditions, celebrations, stories, and events interests and gifts language • individual and group identities are shaped • ways of life shape individual and group
can hold personal significance • experiences can shape personal identity • individuals can share similar experiences by shared experiences identities
• traditions and celebrations in familiar • personal identities are shaped by • social and cultural diversity is reflected in a • interactions among diverse peoples can
contexts can enrich personal identity experiences in diverse communities variety of ways, including language, shape group identity
symbols, and customs • interactions between First Nations and
• individual and group actions can promote Métis and Francophone and diverse settler
respect for diverse identities groups affected their ways of life
Procedural • exploring traditions, celebrations, and • discussing aspects of personal identity that • sharing and representing different aspects • reflecting on similarities and differences • exploring how ways of life shape individual
Knowledge events of personal significance make individuals unique of personal identity, including those related within and between social and cultural and group identities
• discussing and representing personal • connecting experiences to individual to culture and language groups • investigating First Nations and Métis and
experiences that make individuals unique identities • connecting shared experiences to aspects • identifying and discussing shared Francophone and diverse settler ways of
• exploring and comparing traditions and of personal identity experiences that shape identities, including life prior to 1905 in what is now Alberta
celebrations in different communities, • exploring shared experiences of diverse those of First Nations, Métis, and Inuit and • investigating effects of interactions among
including those of First Nations, Métis, groups that shape identities of community Francophone and diverse settler groups diverse groups on ways of life and group
Inuit, and Francophone communities members, including those of First Nations, • investigating actions that can promote identities
• identifying and discussing traditions and Métis, Inuit, and Francophone respect for diversity
celebrations that hold personal meaning communities • generating ideas about ways to show
respect for the identities of individuals and
diverse groups
Competencies • Communication • Cultural and Global Citizenship • Cultural and Global Citizenship • Critical Thinking • Critical Thinking
• Cultural and Global Citizenship • Personal Growth and Well-being • Communication • Problem Solving • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU2c1: Evaluate Sources • LKU3d.2: Comprehension Strategies
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU4a.2: Clarity
• LKU3b.K Vocabulary • LKU4a:1: Clarity • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies
• LKU3b.1 Vocabulary • LKU3d.1 Comprehension Strategies • LKU4a.1: Clarity
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 Social Studies – April 2018 Page | 7