Social Studies Grade Five

Planning and Teaching the Course

In Unit one, students will use maps, charts, graphs, and other tools to develop an understanding of Canada and Canadians today. Unit two looks back to explore the historical factors that contributed to our present identity. Unit three focuses on interdependence in present day Canada. Unit four focuses on decision-making as it applies to the federal government as well as individuals.

The teacher may choose to work through the four units of study sequentially, as developed. Circumstances may, however, provide opportunities for an alternate sequence.

Portions of any unit may be taught within the context of other units. For example, at the beginning of the year the teacher might like to deal with rights and responsibilities as they apply to the classroom. In that case, some of the material in Unit 4, Module 2 might be useful.
Significant events and local circumstances may dictate a different sequence, for example teachers may wish to teach all or part of Unit 4 in the fall if there is an election.
Teachers may choose to teach Unit 3 as a logical sequence to Unit 1, expanding on the geographic material dealt with in that unit. Some teachers may prefer to use a chronological approach and begin with Unit 2.
Teachers are encouraged to integrate social studies with other subjects, for example, social studies understandings about natural resources could be developed in a science unit on resources.
Availability of resources may dictate a different sequence.

However the teacher decides to plan the program, care should be taken to NOT omit any of the units. In a K to 12 program that is based on the development of concepts and is spiral in design, it is most important that the major concepts are dealt with at each grade level as identified by the curriculum.

Ongoing Activities

The program may benefit from some ongoing projects planned by the teacher and students. For example:

Communicate (possibly through computer networking) with a Grade 5 class in another province or territory for purposes of exchanging information and promoting understanding and friendship.
In small groups, have students at the beginning of the year brainstorm a list of things they believe are advantages and disadvantages to living in Canada. Keep the lists. Repeat the brainstorm at the end of the school year. Return their lists to the students at that time and compare.