Students will be able to independently use their learning to…

• Determine how personal experience, communities and institutions such as the government shape identity through personal connections with family, community, and protocol and how institutional policies affect one’s identity on a personal, communal  and political level.

UNIT UNDERSTANDINGS:

Students will understand that…

• N/A

ESSENTIAL QUESTIONS:

Students will keep considering…

• Who defines a person’s identity, the individual, the community or institutions?

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CURRICULAR COMPETENCIES

Students will be skilled at…

Social Studies 10

• Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance)
• Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) 
• Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)

 

BC First Peoples 12 

• Compare and contrast continuities and changes for different groups in different time periods and places (continuity and change)
• Determine and assess the long- and-short term causes and consequences, and the intended and unintended consequences, of an event, decision, or development (cause and consequence)
• Explain different perspectives on past or present people, places, issues, and events, and distinguish between worldviews of today and the past (perspective)
• Recognize implicit and explicit ethical claims in a variety of sources (ethical judgment)
• Recognize and understand that some knowledge is considered sacred and only shared with permission and/or in certain situations, with certain people (ethical judgment)
• Make reasoned ethical claims about actions in the past and present after considering the context and values of the times (ethical judgment)

 

Comparative Cultures 12  

• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• Assess and compare the significance of cultural expressions at particular times and places (historical significance)
• Evaluate inferences about the content, origins, purposes, context, reliability, and usefulness of multiple sources from the past and present (evidence)
• Analyze continuities and changes in diverse cultures at different times and places (continuity and change)
• Assess the development and impact of the thought, artistic expressions, power and authority, and technological adaptations of diverse cultures (cause and consequence)
• Explain different perspectives on past and present cultures (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)

 

Contemporary Indigenous Studies 

• Use holistic, experiential, reflective, and relational experiences to better understand connectedness and the reciprocal relationship of First Peoples and the sense of place.
• Recognize the consequences of our actions (cause and consequence)
• Assess and compare the significance of the interconnections between people, places, events, and developments at a particular time and place, and determine what they reveal about issues in the past and present (significance)
• Ask questions and corroborate inferences of Elders and other local knowledge keepers through oral traditions, indigenous knowledge, memory, history, and story (evidence)
• Compare and contrast continuities and changes for different groups in different time periods and places (continuity and change)
• Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences of an event, decision, or development (cause and consequence)
• Explain different perspectives on past or present people, places, issues, and events, and distinguish between worldviews of today and the past (perspective)
• Recognize implicit and explicit ethical claims in a variety of sources (ethical judgment)
• Recognize and understand that some knowledge is considered sacred and only shared with permission, and/or in certain situations, with certain people (ethical judgment)
• Make reasoned ethical claims about actions in the past and present after considering the context and values of the times (ethical judgment)

 

Comparative World Religions

• Explain the significance of texts, philosophies, events, or developments at particular times and places within various belief systems (significance)

 

Law Studies

• Gather, interpret, and analyze legal concepts, issues, and procedures; and communicate findings and decisions
• Assess and compare the significance and impact of legal systems and codes (significance)
• Assess the justification for differing legal perspectives after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)
• Analyze continuities and changes in legal systems and thought during different time periods and across jurisdictions (continuity and change)
• Assess the development and impact of legal systems and ideas of justice (cause and consequence)
• Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
• Make reasoned ethical judgments about controversial decisions, legislation, or policy (ethical judgment)

 

Social Justice

• Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance)
• Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources and multiple perspectives (evidence)
• Compare and contrast continuities and changes for different groups and individuals at different times and places (continuity and change)
• Determine and assess the long- and short-term causes and consequences, and the intended and unintended consequences, of an event, legislative and judicial decision, development, policy, and movement (cause and consequence)
• Explain different perspectives on past and present people, places, issues, and events, and distinguish between worldviews of the past or present (perspective)
• Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)
• Make reasoned ethical judgments about controversial actions in the past or present after considering the context and standards of right and wrong (ethical judgment)

CONTENT

Students will know…

Social Studies 10

• The development, structure, and function of Canadian and other political institutions, including First Peoples governance affect people’s sense of identity.

BC First Peoples 12

• Role of oral tradition for BC First Peoples practices, and materials among local BC First Peoples and with non-indigenous peoples provincial and federal governmental policies and practices that have affected, and continue to affect, BC First Peoples responses to colonialism the resistance of BC First Peoples to colonialism
• Role and significance of media in challenging and supporting the continuity of culture, language, and self-determination of BC First Peoples
• Commonalities and differences between traditional and contemporary BC First Peoples governance systems
• Contemporary challenges facing BC First Peoples, including legacies of colonialism

Comparative Cultures 12

• Definitions of culture and how these have changed over time
• Elements of culture and cultural expressions
• Conflict and conflict resolution within and between cultures
• Systems of power, authority, and governance
• Role of value systems and belief systems in the development of cultures
• Interactions and exchanges between cultures
• Interactions between cultures and the natural environment

Contemporary Indigenous Studies

• The varied identities and worldviews of indigenous peoples, and the importance of the interconnection of family, relationships, language, culture, and the land
• Factors that sustain and challenge the identities and worldviews of indigenous peoples
• The resilience and survival of indigenous peoples in the face of colonialism
• Community development, partnerships, and control of economic opportunities
• Responses to inequities in the relationships of indigenous peoples with governments in Canada and around the world
• Restoring balance through truth, healing, and reconciliation in Canada and around the world

Comparative World Religions

• Core beliefs, practices, and ethics of world religions, including spirituality in First Peoples cultures
• Approaches to doctrines or belief systems
• Institutional and social structures
• Sacred texts, traditions, and narratives

Law Studies

• The Constitution of Canada and the Canadian Charter of Rights and Freedoms
• Legislation concerning First Peoples

Social Justice

• Connections between self-identity and an individual’s relationship to others in society
• Connections between social justice issues
• Past and present social injustices in Canada and in the world, their possible causes, and their lasting impact on individuals, groups, and society

 

CORE COMPETENCIES

Which Core Competencies will be integrated into the unit? 

Positive Personal & Cultural Identity

• Awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself. It includes awareness and understanding of one’s family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society.

Communication

• Acquire, interpret, and present information (includes inquiries)

Critical Thinking

• Analyze and critique
• Question and investigate

The unit will make connections with:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Learning recognizes the role of indigenous knowledge.

Learning is embedded in memory, history, and story.

Learning involves patience and time. Learning requires exploration of one’s identity.

Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.