Curriculum

LANGUAGE ARTS

Students will:
4.S.7 apply the research process:
• develop the skills of skimming and scanning to gather relevant information
• organize and synthesize information gathered from a variety of sources
• use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
• draw and support conclusions, based on information gathered, to answer a research question
• formulate new questions as research progresses
􀂾 access and retrieve appropriate information from the Internet by using a specific search path
or from given uniform resource locations (URLs)
􀂾 navigate within a document, compact disc or software application that contains links
􀂾 organize information gathered from the Internet or an electronic source by selecting and
recording the data in logical files or categories
COMMUNICATION
Students will:
4.S.8 demonstrate skills of oral, written and visual literacy:
• organize and present information, taking particular audiences and purposes into consideration
• respond appropriately to comments and questions, using language respectful of human
diversity
• listen to others in order to understand their perspectives
􀂾 create visual images for particular audiences and purposes
􀂾 use selected presentation tools to demonstrate connections among various pieces of
information
􀂾 communicate effectively through appropriate forms, such as speeches, reports and
multimedia presentations, applying information technologies that serve particular audiences
and purposes

SOCIAL STUDIES

 

 - Students will recognize how stories of people and events provide multiple perspectives on past and present events

 

 - Students will recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history

 

 - Students will recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity

 

 - Students will recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta’s heritage

 

 - Students will recognize British institutions and peoples as integral parts of Alberta’s heritage

 

 
- Students will recognize how the diversity of immigrants from Europe and other continents has enriched  - -Alberta’s rural and urban communities

 

 - Students will demonstrate respect for places and objects of historical significance

 

 

 - What movement or migration within Canada contributed to the populating of Alberta?

 

  - In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politicians).

 

 - How did the Métis Nation and Métis settlements contribute to Alberta’s identity (i.e., languages, accomplishments)?

 

 - How did French and English become the two languages most used in business and politics in Alberta during the 19th and early 20th centuries?

 

 - How did British institutions provide the structure for the settlement of newcomers in Alberta (i.e., North West Mounted Police, schools, lieutenant-governor)

 

 - How did European immigration contribute to the establishment of communities in Alberta in the late 19th century and early 20th century?

 

 - How did the arrival of diverse groups of people determine the establishment and continued growth of rural and urban communities?

 

 - How are agriculture and the establishment of communities interconnected?