Program of Studies
Social Studies Grade 2
2.1 Canada’s Dynamic Communities
General Outcome
Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada’s communities.
Specific Outcomes
Values and Attitudes
Students will:
2.1.1 appreciate the physical and human geography of the communities studied:
• appreciate how a community’s physical geography shapes identity (I, LPP)
• appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP)
• value oral history and stories as ways to learn about the land (LPP, TCC)
• acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC)
• demonstrate care and concern for the environment (C, ER, LPP)
��Knowledge and Understanding
Students will:
2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie community in
Canada by exploring and reflecting the following questions for inquiry:
• Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
• What are the major geographical regions, landforms and bodies of water in each community? (LPP)
• What are the main differences in climate among these communities? (LPP)
• What geographic factors determined the establishment of each community (e.g., soil, water and climate)? (LPP, TCC)
• How does the physical geography of each community shape its identity? (CC, I)
• What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I, LPP)
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie community in Canada by exploring and reflecting upon the following questions for
inquiry:
• What are the linguistic roots and practices in the communities? (CC)
2.1.4 investigate the economic characteristics of communities in Canada by exploring and
reflecting upon the following questions for inquiry:
• What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)? (ER, LPP)
• What are the occupations in each of the communities? (ER)
• What kinds of goods and services are available in the communities? (ER)
• What impact does industry have on the communities (i.e., agriculture, manufacturing)?
(ER, LPP)
2.2 A Community in the Past
General Outcome
Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community.
Specific Outcomes
Values and Attitudes
Students will:
2.2.3 appreciate the importance of collaboration and living in harmony (C, PADM)
2.2.4 appreciate how connections to a community contribute to one’s identity (I)
Knowledge and Understanding
Students will:
2.2.6 analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:
• What is unique about their community? (CC, I)
• What are the origins of their community? (TCC)
• What were the reasons for the establishment of their community (e.g., original fur trade
fort, original inhabitants)? (CC, TCC)
SKILLS AND PROCESSES FOR GRADE 2
Alberta Learning’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol *.
DIMENSIONS OF THINKING
Students will:
2.S.1 develop skills of critical thinking and creative thinking:
• distinguish between a fictional and a factual account about Canadian communities
2.S.2 develop skills of historical thinking:
• correctly apply terms related to time (i.e., long ago, before, after)
• arrange events, facts and/or ideas in sequence
2.S.3 develop skills of geographic thinking:
• use a simple map to locate communities studied in Canada
• use cardinal directions to locate communities studied in relation to one’s own community
2.S.4 demonstrate skills of decision making and problem solving:
• apply ideas and strategies to decision making and problem solving
• propose new ideas and strategies to contribute to decision making and problem solving
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
2.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate the ability to deal constructively with diversity and disagreement
• work and play in harmony with others to create a safe and caring environment
• consider the needs and ideas of others
*share information collected from electronic sources to add to a group task
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
2.S.7 apply the research process:
• participate in formulating research questions
*develop questions that reflect a personal information need
*follow a plan to complete an inquiry
*access and retrieve appropriate information from electronic sources for a specific inquiry
*navigate within a document, compact disc or other software program that contains links
*organize information from more than one source
*process information from more than one source to retell what has been discovered
*formulate new questions as research progresses
*draw conclusions from organized information
COMMUNICATION
Students will:
2.S.8 demonstrate skills of oral, written and visual literacy:
• prepare and present information in their own words, using respectful language
• respond appropriately to comments and questions, using respectful language
• interact with others in a socially appropriate manner
*use technology to support a presentation
2.S.9 develop skills of media literacy:
• identify key words from gathered information on a topic or issue |
