Curriculum Analysis

Kyle Masson

001161525

EDUC 3700

Aaron Stout
Grade 5/Canada: The Land, History & Stories - students will examine how the ways of life of
peoples in Canada are integral to Canadian culture and identity. They will explore the
geographic vastness of Canada and the relationships between the land, places and people. As
they reflect upon the stories of diverse Aboriginal, French, British and immigrant experiences in
Canada over time, students will develop a sense of place and an awareness of how these multiple
stories contribute to students' sense of citizenship and identity.

 General Outcome 5.1: Physical Geography of Canada: Students will demonstrate an

understanding and appreciation of how the physical geography and natural resources of
Canada affect the quality of life of all Canadians.
 General Outcome 5.2: Histories & Stories of Ways of Life in Canada: Students will
demonstrate an understanding of the people and the stories of Canada and their ways of
life over time, and appreciate the diversity of Canada's heritage.
 General Outcome 5.3: Canada: Shaping an Identity: Students will demonstrate an
understanding of the events and factors that have changed the ways of life in Canada
over time and appreciate the impact of these changes on citizenship and identity.

What are the major themes within the Grade 5 Program of Studies?
In regard to the main objectives of this grade (Physical geography, history and stories,
shaping an identity), three major themes arise within the Grade 5 social studies curriculum. The
first theme includes understanding the connections and differences between the physical regions,
natural resources and people. This theme encourages students to explore how the vast majority of
regions across Canada are interconnected as well as how they pose opposite features. For
instance, citizens living in Alberta and Saskatchewan are susceptible to similar geographical
features such as the prairie’s as well as similar job occupations (i.e., farming). Furthermore, these
provinces also share similar natural resources such as oil. Now, take these physical features
located in Western Canada and compare them to regions out East such as the maritime provinces.
Atlantic Canada possesses many differences compared to some provinces out West. Being
located so close to the ocean, fishing has made a tremendous economic impact in this region.
Forestry and mining have also played a big role in the development of Canadian history.
However, this is where connections are established across the various regions. Take forestry for
example. Forestry is a tremendous natural resource both out in Eastern as well as Western
Canada (i.e., British Columbia). Even though these regions are on direct opposite ends of the
country, they still share similar features that affect the quality of life for these Canadian citizens.
The second theme involves understanding the historical significance of the stories of Canada,
while appreciating the diversity of the people and how these stories help shape who we are
today. This theme will introduce students to encourage and explore the history as well as discuss
these stories which will eventually lead to an understanding of the dynamics revolved around the
various peoples, cultures, places, issues and events that all prove to integral to Canada’s history
and contemporary society. The third theme that arises from this grade level is understanding of
the events and factors that have impacted ways of life in Canada over time. This theme allows
students to recognize how economic and political changes impacts Canadian ways of life.
Furthermore, this theme also allows students to not only assess, but critically analyze how these
changes affect Canadian identity by exploring various questions and issues. In turn, this theme
will help students develop a greater understanding and close the gaps in terms of who, what,
when, why, and how these changes affect ways of life in Canada, both in the past and the
present.

How does it connect with the subject’s core concepts of citizenship and identity?
Within the Alberta Program of Studies, the rationale reveals that students will be
provided with opportunities to explore how the diversity of stories and experiences, and the
vastness of Canada, affect citizenship and identity in the Canadian context. In relation to the
concept of citizenship, the Grade 5 curriculum uses historical stories focusing on the diversity of
Aboriginal, French, British, and immigrant experiences to contribute to students’ perspectives on
what it means to be a Canadian citizen. All of this historical context has shaped the land we live
in, the values we inherit today and how we ultimately view Canada as a whole. Furthermore,
these stories also highlight the diverse interactions amongst different peoples (i.e., Europeans &
First Nations), but more specifically, how these people influenced life in Canada. By exploring
this topic, students are provided the opportunity to reflect on these stories and understand why
people believed certain aspects and made the decisions they did. In learning about these stories,
students are able to approach the thinking revolved these historical contexts and discover the
perspectives these people had. Therefore, this ultimately allows students to approach the thinking
revolved around Canadian citizenship, both within their own individual perspective and other
historical viewpoints as well.
In company with citizenship, students will reflect on the concept of identity by comparing
historical events and factors with current ways of life in Canada today. Furthermore, students
will draw these comparisons by examining the changes in Canada following confederation, how
the famous five brought about change in Canada, and how economic booms and crashes affected
Canadian ways of life. A great example that exemplifies this notion of identity becomes evident
through the specific outcome of critically assessing how historical events shaped collective
identity in the Canadian context. Through this, students will explore, reflect and analyze the
national semblance of the statue of Westminster, how Lester B. Pearson’s initiative contributed
to Canada’s peacemaking identity, how the adoption of the Canadian flag affected identity, and
how the Canadian Charter of Rights and Freedoms serves as a symbol for Canadian identity. By
inspecting these specific questions and issues, students will not only reflect but rather, relate
these historical aspects to their own individual and collective identities. In addition, students will
be able to discover why their identity in today’s age represents whatever it may be and
eventually develop a sense of closure in terms of what their individual identity represents and
what their collective identity embodies. In turn, both citizenship and identity become inter-
related within this grade level as students may be offered the opportunity to reflect and ask
themselves; what were Canadian citizens willing to do in order to keep their sense of identity?

How does it attend to Aboriginal, Francophone, and pluralist perspectives?

A large portion of specific outcomes embedded within the second general outcome (5.2:
Histories & Stories of Ways of Life in Canada), involves students critically examining the ways
of life in Canada for Aboriginal, fur traders, United Empire Loyalists, the Royal Canadian
Mountain Police, as well as life in New France. This suggests that the Grade 5 curriculum and
outcomes creates numerous opportunities for students critically examine and reflect upon
Canadian perspectives in a historical context. More specifically, the program offers students to
think more deeply about how these past perspectives differ from our own perspectives. By
examining what, why and how these people chose the life they did, students will compare these
ways of life, to their own ways of life. Therefore, the grade 5 curriculum offers opportunities for
students to not only to examine, but critically interpret why these people endured the ways of life
they chose, as well as how it affects life in Canada today.
The smaller portion of specific outcomes, under the second general outcome, students are
asked to recognize, distinguish and critically resolve both positive and negative facet’s in relation
to immigration, as well as how these perspectives helped shape the ways of life in Canadian
development. In turn, students will discover the perspectives as it relates to both European (i.e.,
Ukraine, Poland, Russia & Germany), and non-European (i.e., Chinese), people and how the
country of Canada has been shaped and sculpted by people from several different countries that
envision various beliefs, values, while inhibiting a unique sense of culture. Therefore, the grade
5 curriculum offers opportunities for students to not only to examine, but critically interpret why
these people endured the ways of life they chose, as well as how it affects life in Canada today. It
provides students an opportunity to explore multiple, historical stories that contribute to building
the bigger picture; where students can take other people’s perspectives into consideration, rather
than solely their own.

What challenges does this Grade five curricula present to teaching and learning?
This set of curriculum and objectives is filled with a lot of historical information (i.e.,
stories), that is both important and imperative in educating well-rounded and informed Canadian
citizens. As lots of these ‘stories’ are filled with interesting topics, a lot of these stories are also
very ‘sensitive’ in nature. For instance, concepts surrounding First Nations may be Students may
be curious and ask the teacher lots of questions. It’s very important for the teacher to approach
these concepts with an open mindset, which in turn, will rub off their students to establish a
sense of full and fair mindset when considering another people’s context.
In relation to students learning about how historical context has shaped Canadian identity
today, the grade 5 curriculum is embedded with heavy loads of information associated with
Canadian history. Since these historical contexts can be a lot to take in, it can be expected that
students may become overwhelmed in terms of concepts, terms, policies, as well as properly
distinguishing how these people affected Canada in different ways. Therefore, it’s very important
for the Social Studies teacher to properly assess where each of their students are at and develop
some potential teaching strategies that allows all students to move at an equal, but applicable
pace.
What unique opportunities might the grade five curricula provide for powerful teaching and
learning?

Many unique opportunities are offered both to students and teachers within Grade 5
social studies. However, the most unique opportunity revolves around developing and enhancing
specifically the various dimensions of thinking. Within the grade 5 program of studies, students
are presented ample opportunities to creatively, critically, geographically and historically think
about various concepts embedded within the curriculum. In regard to creative thinking, not only
will students broaden their understanding but will also identify unique connections as it relates to
both historical and present-day issues. Critical thinking will become evident as students examine
the reliability and accuracy of information as it relates to historical contexts studies throughout
the curriculum. As this grade discusses and explores historic events such as the development of
Canada’s railway, how the first world war contributed to the industrialization and urbanization in
Canada, and how the great depression in the 1930’s affected both urban and rural communities,
students are invited to think critically about how these events have shaped ways of life in Canada
today. Students will think geographically in terms of distinguishing the physical regions across
Canada; what features each region possesses and where each region is located. Finally, students
are invited to think historically through the means of immersing themselves within the stories
presented in the program of studies. By immersing and interacting with students about Canada’s
diverse nature, not only the students, but the teacher can also practice historical thinking as well.