BUILDING STUDENT SUCCESS
BC’S NEW CURRICULUM
(2016)
GRADE 2
REGIONAL AND GLOBAL COMMUNITIES
www.donnaward.net
GRADE 2 – SOCIAL STUDIES
RESOURCES:
IN SOCIALS STUDIES INCLUSIVE BUNDLE AT WWW.DONNAWARD.NET
Canada, My Country
Students will grasp the basics in Canadian geography, both physical and political. Chapters on national symbols,
government and Canadian freedoms provide the groundwork for future study.
Canada by Tanya Lloyd
Canada Map by Unique Media
Canada’s Animals Bundle by Chelsea Donaldson (titles below)
Canada’s Arctic Animal; Canada’s Coastal Animals; Canada’s Mountain Animals; Canada’s Prairie Animals;
Canada’s Wetland Animals; Canada’s Woodland Animals
Our Canadian Flag
Take a heartfelt look at what it means to everyday Canadians.
Terry Fox, A Story of Hope
How does the significance of Terry Fox’s accomplishments make him one of Canada’s national heroes?
Sled Dog for Moshi (First Peoples link)
The young Inuit child, Moshi, longs for a pet dog like the one owned by her friend Jessica. After being rescued in
a blizzard by a sled dog, Moshi happily decides she would rather have a sled dog than a pet
INDIVIDUAL EXTRA RESOURCES
Canadian Biographies Bundle
Who are the significant characters in various areas of Canada’s story?
Canada Through Maps: Map Book 1, Grades 2-3
Using themes based on provincial social studies curricula, the book employs a variety of maps of Canada cultural, historical, physical and political - to help students develop and practice there cornerstone skills. The
numerous maps also help students explore Canada's geography and history.
Life in a Forestry Community( Mackenzie, BC)
McKenzie in British Columbia, Canada, is a community based on timber mills, timber supply and tourism. This
series looks at continuity and change in the rural community.
and/or
Life in a Fishing Community (Lunenburg, NS)
This title looks at offshore fishing, continuity and change, and cause and consequence. Nova Scotia once had a
huge fishing industry. The community grew until the fishing industry largely stopped. Since then, the community
has had to reinvent itself.
GRADE 2 – SOCIAL STUDIES
CORE LEARNING COMPETENCIES (ALL SUBJECTS)
COMMUNICATION:
The set of abilities students use to impart and exchange information, experiences and ideas, to
explore the world around them, and to effectively engage in the use of digital media.
THINKING:
The ability students have to take subject-specific concepts and transform them into new understanding which
includes specific thinking skills as well as habits of mind and awareness.
CREATIVE THINKING:
Creative thinking involves the generation of new ideas that have value to the individual or
others, and the development of these ideas and concepts from thought to reality.
CRITICAL THINKING:
Critical thinking is the ability to examine one’s own thinking, and that of others, about
information that they receive through observation, experience, and communication.
PERSONAL AND SOCIAL
Personal and social competency is the set of abilities that relate to students' identity in the world, both as
individuals and as members of their community and society.
POSITIVE PERSONAL AND CULTURAL IDENTITY
The positive personal and cultural identity competency involves the awareness,
understanding, and appreciation of all the facets that contribute to a healthy sense of
oneself including family background, beliefs, and perspectives in a pluralistic society.
PERSONAL AWARENESS AND RESPONSIBILITY
Personal awareness and responsibility includes the skills and strategies in staying healthy
and active, setting goals, monitoring progress, regulating emotions, respecting their own
rights and the rights of others, managing stress, and persevering in difficult situations.
SOCIAL RESPONSIBILITY
Social responsibility involves the ability to understand interdependence of people with each
other and the natural environment; to contribute positively to family, community, society,
and the environment; to resolve problems peacefully; to empathize and maintain healthy
relationships.
GRADE 2 – SOCIAL STUDIES
CURRICULAR COMPETENCIES (SOCIAL STUDIES SPECIFIC)
The added assignments in this supplement to Canada, My Country will help even the youngest child begin to
learn and practice historical thinking skills and Social Studies inquiry processes. The elements of historical
thinking provide a framework for deeper, coherent and truthful inquiry in the analysis of historical accounts and
projections for the future. These thought processes help children explore their own connection to the past,
empower them to imagine possible futures, and encourage them to be critical readers of historical narratives.
SIGNIFICANCE
Explain why people, events, and places are significant to various individuals and groups
x
x
Why do people have different opinions on what people and events are more significant than others?
Are there people, events, and places that everyone thinks are significant? Explain why or why not?
EVIDENCE
Ask questions, make inferences, draw conclusions about the content and features of different types of sources
x
Examine evidence by looking at photographs, or visiting a community museum.
CONTINUITY AND CHANGE
Sequence objects, images, and events, and explain why some aspects change and others stay the same
x
x
x
How has Canada changed over time?
How have people’s needs and wants changed over time?
What needs and wants have changed and which have stayed the same?
CAUSE AND CONSEQUENCE
Recognize the causes and consequences of events, decisions, and developments
x
x
What would happen if people did not take care of their local environment?
What would happen if there was nobody leading a community or country?
PERSPECTIVE
Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on
people, places, issues, and events
x
x
Does everyone agree on the importance of conservation?
Who should make decisions about the future of the community or country?
ETHICAL JUDGEMENTS
Make value judgements about events, decisions, and actions and suggest lessons that can be learned
x
x
What should be done about the distribution of natural resources?
Should more wealthy countries help out less prosperous countries?
GRADE 2 – SOCIAL STUDIES
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GRADE 2 – SOCIAL STUDIES
UNIT ONE - CANADA’S DIVERSE REGIONS &
COMMUNITIES
Big Idea: Canada is made up of many diverse regions and communities.
RESOURCES
Canada, My Country – Lessons 1-11
Canada Through Maps: Map Book 1
It is suggested that students complete one lesson per year for a year’s study.
Canada by Tanya Lloyd or other photo book(s) showing landforms of Canada
Canada Map by Unique Media or other map showing physical landform
Canada’s Animals Bundle by Chelsea Donaldson (titles below) or other books about animals in Canada.
Canada’s Arctic Animal; Canada’s Coastal Animals; Canada’s Mountain Animals; Canada’s Prairie
Animals; Canada’s Wetland Animals; Canada’s Woodland Animals
Sled Dog for Moshi (First Peoples link)
Use one or both of the following: Life in a Fishing Community - Lunenburg, NS (Lesson 5) or Life in a Forestry
Community - Mackenzie, BC (Lesson 10)
CONTENT
ƒ Diverse features of the environment in other parts of Canada and the world
ƒ Relationships between people and the environment in different communities
ƒ Diverse characteristics of communities and cultures in Canada and around the world, including at least
one Canadian First Peoples community and culture
ƒ How people’s needs and wants are met in communities
INQUIRY PROCESS
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Use cardinal directions to identify relative locations on simple maps (e.g. the school is north of the park)
Interpret symbols and legends on maps to identify given locations in the community
Create simple maps of familiar locations
Use simple graphic organizers (e.g. charts, webs) to record relevant information from selected source
KEY QUESTIONS
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What are the climates, landforms, bodies of water, plants and animals?
What types of environmental challenges do people face in different communities?
What does community mean to you?
How do the local environment and culture affect the goods and services available in your community?
How do different communities help people who can’t meet their basic needs?
GRADE 2 – SOCIAL STUDIES
UNIT 1: LESSONS 1-4: POLITICAL MAP & MAPPING
View: What is a Community? (Easy Links > Canada, My Country > p. 7)
Activity: Visit a local museum and look at how various tools and home
items have changed over time.
Discuss: What does community mean to you? How did people in the past survive in your community?
UNIT 2: LESSONS 5-11: PHYSICAL MAP & REGIONS
LESSON 5: EAST COAST AND APPALACHIAN MOUNTAINS
Coastal Animals: Choose one or more of the coastal animals to read about.
Woodland Animals: Choose any one of more of the woodland animals to read about. Read: Life in a Fishing Community (Lunenburg, N.S. was named a UNESCO site because it
has preserved the community and culture of the offshore Atlantic fishery on which the
town was based.)
View: Old Town Lunenburg (Easy Links > Canada, My Country > p. 18 )
Discuss: In what ways did the Atlantic fishery influence the community of Lunenburg? What has stayed
the same in Lunenburg, and what has changed? How is the community of Lunenburg different than your
community?
LESSON 8: THE ARCTIC
Arctic Animals: Choose one or more of the arctic animals to read about.
Read: Sled Dog for Moshi (First Peoples Link)
View: Boy Among Polar Bears - Following in His Father’s Footsteps (Easy Links > Canada, My Country > p. 24)
Discuss: What does Moshi’s father tell her about dogs and their relationship to Inuit people? How have
modes of transportation changed in the Arctic? What is different and what is the same? What might
have been the consequences if Nuna did not help the girls? How is the way the Inuit view dogs different
from how you view dogs?
LESSON 10: THE WESTERN MOUNTAINS
Mountain Animals: Choose one of more of the mountain animals to read about.
Read: Life in a Forestry Community (Mackenzie, B.C., named after the explorer, Sir Alexander
MacKenzie, was established by a logging company and a sawmill company.)
View: Forestry in Canada (Easy Links > Canada, My Country > p. 28)
Discuss: What would happen if governments and citizens did not look after the forests of Canada? How
is the community of Mackenzie different than your community? Do you know of views about forestry
different than the ones presented in the two resources above? Why might someone have a different
view?
Read about various animals from the Canada’s Animals Bundle in additional lessons in this unit
Easy Links can be found at www.donnaward.net > Easy Links (top tab)
GRADE 2 – SOCIAL STUDIES
UNIT TWO – RIGHTS, RESPONSIBILITES &
CONSEQUENCES
Big Idea: Local actions have global consequences-global actions have local consequences.
Big Idea: Individuals have rights and responsibilities as global citizens.
RESOURCES
Canada, My Country – Lessons 12-28
Our Canadian Flag by Maxine Trottier or Our Flag, The Story of Canada’s Maple Leaf by Ann-Maureen Owens
Optional: Terry Fox, A Story of Hope by Maxine Trottier; Canadian Biographies Bundle by Maxine Trottier
CONTENT
ƒ Rights and responsibilities of individuals regionally and globally
ƒ Roles and responsibilities of regional governments
KEY QUESTIONS
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How are decisions made in your region?
Should everyone be responsible for helping others in their community?
What are the connections between your community and communities around the world?
INQUIRY PROCESS
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Draw simple interpretations from personal experiences, oral sources, and visual and written sources
Use selected communication forms (e.g. software, models, maps, oral, written) for presentation
Brainstorm and compare a variety of responses to a given problem
Predict the possible results of various solutions to a problem
Demonstrate willingness to consider diverse points of view
UNIT 3: LESSONS 12-15
LESSON 12: THE MAPLE LEAF FOREVER
Activity: Think of a time when you have felt lonely or fearful and someone has helped
you, or think of a time you have helped someone else. Create a picture you can use to
tell of this experience. You might draw a picture showing the people involved or create a picture symbol
to represent this event. First Peoples often painted symbols called pictographs on rocks to tell stories or
events. It would be fun to create stone art by painting your picture on a rock. (First Peoples link)
LESSON 13: THE CANADIAN FLAG
Following the lesson, read a book about Canada’s Flag.
Activity: Download (see EasyLinks) and print some flags, colour, and use to proudly decorate your space.
Discuss: How do citizens show respect for their country and for each other in the use of the national
flag? How can flags be used as a means of communication? Do you think the maple leaf recognized
around the world as a unique symbol of Canada? Why or why not?
GRADE 2 – SOCIAL STUDIES
Discussion Prompts: Proper flag etiquette shows respect for the flag and respect for the country
represented by the flag. Flags flown at half-mast show respect and honour for a person who has died.
Canada’s maple leaf symbol is globally recognized as it is prominent on Canada’s flag and displayed
proudly on sporting attire, travel gear, and as part of badges of the Canadian Armed Forces.
LESSON 14: CANADA’S COAT OF ARMS
Activity: Create a coat of arms to describe your family.
LESSON 15: CANADA’S MONARCH
Discuss: Why do you think Canada got a new flag instead of continuing to use the
Union Jack? Is the Union Jack present on any flags in Canada today?
Discussion Prompts: Canadians wanted a flag to represent their unique identity. The Union Jack is still
part of the flags of some of the provinces (BC, MB, ON) The Great Flag Debate was prompted by a
disagreement between some citizens who wanted a uniquely Canadian flag, and others who wanted to
maintain ties with the United Kingdom and represent that with the Union Jack.
LESSON 16: GOVERNMENT IN CANADA
View: Levels of Government (Easy Links > Canada, My Country > p. 45)
Activity: If you live near your provincial capital, take a tour of the Legislative
buildings (online search ‘provincial legislature tours’). Contact your MPP, mayor or
municipal representative to inquire about arranging a meeting. Think of questions to ask them (see
suggestions in Canada, My Country p. 47) including, what they think is their greatest contribution on
behalf of your community. Ask which issue provides the greatest debate because of varying
perspectives. Come up with a creative idea to show appreciation for their work on behalf of your
community (e.g. bake cookies or make a card).
Discuss: What would be the consequences if your community did not have leaders.
Discussion Prompts: What are some of the services you enjoy which are directed by government.
LESSON 18: THE HAPPY TAXPAYER
Activity: Purchase something and notice the tax that is charged on your item.
Discuss: What should we do if we do not like how our taxes are spent?
LESSONS 20-23: FREEDOMS IN CANADA
LESSONS 24-28: OUTSTANDING CANADIANS
Optional: Terry Fox, A Story of Hope by Maxine Trottier; Canadian
Biographies Bundle by Maxine Trottier
Discuss: How do we decide which people, events and places are significant and to whom?
Activity: Make a short presentation to your family to describe someone you admire, why you think they
are important to know about, and who this person is important to (the world, the nation, the province,
the community, family etc.).
Donna Ward/Northwoods Press
Grade 2
Bundles
Curriculum
[email protected]
www.donnaward.net