Education and Early Childhood Learning

Knowledge Learning Outcomes

• 5-KI-004 Describe First Peoples’ stories of their origins, as well as current theories of migration to the North American continent.

• 5-KI-005 Describe characteristics of diverse First Peoples’ cultures before contact with Europeans.

• 5-KI-006 Compare daily life in diverse First Peoples communities (e.g., food, clothing, shelter; roles of men, women, children, Elders).

• 5-KL-014 Describe the impact of the ice age on the land.

• 5-KL-015 Locate on a map of Canada the major physical regions, vegetation zones, and bodies of water.

• 5-KL-016 Locate on a map of North America the traditional territories of First Peoples.

• 5-KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and the natural environment.

• 5-KH-024 Relate First Peoples’ stories of their pre-contact and early contact with Europeans.

• 5-KP-046 Compare types of leadership in diverse First Peoples communities (e.g., hereditary right, matriarchy, democracy).

• 5-KE-050 Describe various ways in which First Peoples communities interacted with each other (e.g., trade, cooperation, conflicts).

Values Learning Outcomes

• 5-VH-008 Value oral tradition as an important source of knowledge about First Peoples.

• 5-VP-014 Value diverse approaches to leadership.

Knowledge Learning Outcomes

• 5-KI-007 Describe daily life in early French and British settlements in Atlantic Canada.

• 5-KI-008 Describe the organization and daily life of Nouvelle-France (e.g., seigneurial system, agriculture, religion, les Filles du Roi).

• 5-KL-018 Locate on a map of Canada places of historical significance during early European colonization. Include L’Anse aux Meadows, L’Acadie, and La Nouvelle-France.

• 5-KL-019 Identify factors that influenced the movement and settlement of Europeans in early Canada. Include natural environment, fur trade, and military posts.

• 5-KH-025 Relate stories of European explorers and traders in their search for new lands or the Northwest Passage (e.g., Leif Eriksson, Giovanni Caboto, Henry Hudson, Jacques Cartier, Martin Frobisher, David Thompson).

• 5-KH-026 Give examples of the impact of interactions between First Peoples and European explorers, colonists, and missionaries (e.g., shared technologies, trade, spread of disease).  

• 5-KH-027 Describe the impact of European wars on First Peoples and on French and British colonies in early Canada. Include First Peoples alliances.

• 5-KH-028 Describe the reasons for and the impact of the Acadian deportation.

• 5-KH-029 Describe the major events and impact of the British conquest of Nouvelle-France. Include Battle of the Plains of Abraham (1759), Treaty of Paris (1763), and impact on First Peoples.

• 5-KH-033 Describe contributions of individuals in the settlement of Nouvelle-France. Include Samuel de Champlain, Jean Talon, Louis de Buade, comte de Frontenac, and Marguerite Bourgeoys.

• 5-KG-043 Identify European countries that established colonial empires, and locate on a world map their areas of colonization. Include Portugal, Spain, France, England, and Holland.

• 5-KP-047 Identify reasons why Europeans expanded their territories to include North America (e.g., international competition, resources, religion, trade).

• 5-KP-048 Describe the organization of the royal government in Nouvelle-France.

• 5-KE-051 Compare First Peoples’ and European approaches to natural resource use in early Canada (e.g., hunting and fishing, agriculture, trade, landholding and ownership).

Values Learning Outcomes

• 5-VH-009 Appreciate the contributions of First Peoples to the development of Canada.

• 5-VH-011 Appreciate the Indigenous, French, and British heritage of Canada.

• 5-VH-012 Demonstrate empathy for the struggles of the peoples of early Canada.

• 5-VE-015 Be willing to consider diverse approaches to resource and land use.

Knowledge Learning Outcomes

• 5-KI-009 Describe daily life and challenges for various groups involved in the fur trade (e.g., coureurs de bois, trappers, trading post employees, voyageurs, factors, women).

• 5-KL-020 Locate on a map of Canada places and regions of historical significance to the fur trade and the Red River Métis.

• 5-KL-021 Give examples of ways in which the fur trade operations were influenced by the land (e.g., location of posts, transportation, food, clothing).

• 5-KH-030 Describe the influence of the fur trade on the historical development of Canada. Include Hudson’s Bay and North West Companies, and the creation of Rupert’s Land and the western expansion of Canada.

• 5-KH-031 Describe factors that led to the development and expansion of the fur trade into the west and north of Canada.

• 5-KH-032 Relate stories of the people and events of the fur trade (e.g., coureurs de bois, Pierre-Esprit Radisson and Médard Chouart Des Groseilliers, Pierre Gaultier de Varennes, sieur La Vérendrye, Henry Kelsey, Simon Fraser, James McGill).

• 5-KH-034 Describe the historical significance of Canadian place names.

• 5-KH-035 Describe events related to the origins and rise of the Red River Métis.

• 5-KH-036 Give examples of the impact of interactions between First Peoples and European traders and settlers (e.g., shared technologies, cultural change, spread of disease).

• 5-KG-044 Identify global factors that influenced the fur trade in Canada (e.g., European fashion, wars in Europe).

• 5-KP-049 Give examples of conflicting priorities between the demands of the fur trade and agricultural settlement. Include Selkirk and Métis settlements of the Red River.

• 5-KE-052 Describe how the fur trade was dependent on the men and women of the First Nations and Red River Métis.

• 5-KE-053 Compare and contrast the operations of the Hudson’s Bay and the North West Companies and describe the competition between them.

Values Learning Outcomes

• 5-VI-003 Appreciate the contributions of various groups involved in the fur trade to the historical development of Canada.

• 5-VL-007 Appreciate the significance of the land and natural resources in the development of Canada.

Knowledge Learning Outcomes

• 5-KC-001 Give examples of the responsibilities and rights of citizens of Canada in 1867.

• 5-KC-002 Identify differences in citizenship rights for various groups in 1867. Include First Nations, French, British, and women.

• 5-KC-003 Compare what it meant to be a citizen of Canada in 1867 to what it means today.

• 5-KI-010 Describe the cultural diversity of pre-Confederation Canada (e.g., English, First Nations, French, German, Inuit, Irish, Métis, Scottish).

• 5-KI-011 Describe ways in which migration to another country or contact with other cultures may affect identities.

• 5-KI-012 Describe how European views of First Peoples changed from 1763 to 1867 (e.g., First Peoples regarded as dependents and inferiors rather than allies and equals).

• 5-KI-013 Compare daily life in Canada East and Canada West. Include language, religion, government, and laws.

• 5-KL-022 Locate on a map of Canada the four provinces of Confederation in 1867.

• 5-KL-023 Locate on a map of western Canada traditional Métis lands and communities.

• 5-KH-037 Give reasons for the migration of the United Empire Loyalists, and describe their impact on Canada. Include American Revolution, hardships, settlement areas, and cultural diversity of the Loyalists.

• 5-KH-038 Identify the causes, major events, and results of the War of 1812.

• 5-KH-039 Describe the reasons for, main events of, and impact of the Selkirk Settlement of the Red River.

• 5-KH-040 Identify people, events, and results of the 1837 to 1838 Rebellions and explain their impact on the development of Canada. Include Durham Report, Act of Union, establishment of responsible government, and French-English relations.

• 5-KH-041 Describe the origins of Confederation and give arguments for and against Canadian Confederation. Include significance of the British North America Act, and resistance of Prince Edward Island, Newfoundland, and Nova Scotia to Confederation.

• 5-KH-042 Describe the roles of individuals in building Canadian Confederation. Include John A. Macdonald, Georges Étienne Cartier, Charles Tupper, Thomas D’Arcy McGee, George Brown, Samuel Tilley, and John H. Gray.

• 5-KG-045 Identify global factors that influenced immigration to Canada (e.g., political and social issues, European famine, increasing European populations).

Values Learning Outcomes

• 5-VC-001 Respect the rights, opinions, and perspectives of others.

• 5-VC-002 Be willing to contribute to their groups and communities.

• 5-VI-004 Appreciate Canadian history and geography as important contributors to personal identity.

• 5-VI-005 Value the contributions of First Nations, Inuit, Métis, French, British, and diverse cultural communities to the development of Canada.

• 5-VI-006 Appreciate the historical roots of the multicultural nature of Canada.

• 5-VH-010 Value history as a way of understanding contemporary Canada.

• 5-VG-013 Appreciate the connections Canadians have with various places in the world.

Skills for Active Democratic Citizenship

• 5-S-100 Collaborate with others to establish and carry out group goals and responsibilities.

• 5-S-101 Use a variety of strategies to resolve conflicts peacefully and fairly (e.g., clarification, negotiation, compromise).

• 5-S-102 Make decisions that reflect fairness and equality in their interactions with others.

• 5-S-103 Make decisions that reflect care, concern, and responsibility for the environment.

• 5-S-104 Negotiate constructively with others to build consensus and solve problems.

• 5-S-105 Recognize bias and discrimination and propose solutions.

• 5-S-106 Treat places and objects of historical significance with respect (e.g., burial grounds, memorials, artifacts).

Skills for Managing Information and Ideas

• 5-S-200 Select information from oral, visual, material, print, or electronic sources (e.g., maps, atlases, art, songs, artifacts, narratives, legends, biographies, historical fiction).

• 5-S-201 Organize and record information in a variety of formats (e.g., maps, charts, outlines, concept maps), and reference sources appropriately.

• 5-S-202 Distinguish between primary and secondary information sources for research.

• 5-S-203 Select and use appropriate tools and technologies to accomplish tasks.

• 5-S-204 Create timelines and other visual organizers to sequence and represent historical figures, relationships, or chronological events.

• 5-S-205 Construct maps that include a title, legend, compass rose, grid, and scale.

• 5-S-206 Interpret maps that include a title, legend, compass rose, grid, and scale.

• 5-S-207 Use latitude and longitude to locate and describe places on maps and globes.

• 5-S-207A Use Traditional Knowledge to read the land.

• 5-S-208 Orient themselves by observing the landscape, using Traditional Knowledge, or using a compass or other tools and technologies.

Skills for Critical and Creative Thinking

• 5-S-300 Plan topics and goals for historical inquiry and research.

• 5-S-301 Evaluate the advantages and disadvantages of solutions to a problem.

• 5-S-302 Draw conclusions based on research and evidence.

• 5-S-303 Evaluate personal assumptions based on new information and ideas.

• 5-S-304 Distinguish fact from opinion and interpretation.

• 5-S-305 Observe and analyze material or visual evidence for research (e.g., artifacts, photographs, works of art).

• 5-S-306 Assess the validity of information sources (e.g., purpose, context, authenticity, origin, objectivity, evidence, reliability).

• 5-S-307 Compare differing accounts of historical events.

• 5-S-308 Compare diverse perspectives in a variety of information sources.

• 5-S-309 Interpret information and ideas in a variety of media (e.g., art, music, historical fiction, drama, primary sources).

• 5-S-310 Recognize that interpretations of history are subject to change as new information is uncovered or acknowledged.

Skills for Communication

• 5-S-400 Listen to others to understand their perspectives.

• 5-S-401 Use language that is respectful of human diversity.

• 5-S-402 Support their ideas and opinions with information or observations.

• 5-S-403 Present information and ideas orally, visually, concretely, or electronically.

• 5-S-404 Elicit and clarify questions and ideas in discussions.

• 5-S-405 Articulate their beliefs and perspectives on issues.