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Alberta Curriculum Objectives

Grade 10 Social Studies 10
Grade 10 Social Studies 13
Grade 10 Aboriginal Studies 10
Grade 11 Aboriginal Studies 20


Grade 10 (Social Studies 10)

TOPIC A
THEME II: REGIONALISM
GENERALIZATION AND KEY UNDERSTANDINGS
Students will be expected to understand that:
a. Canada is a composed of geographic regions with diverse political, economic and cultural interests
CONCEPTS: pluralism, regional diversity
Related Facts and Content
Students will be expected to use the related facts and content to develop the generalizations, key understandings and concepts:
Examine the perception we have of ourselves:

  • symbols of nationalism

  • forces of nationalism (positive and negative)

  • self-concept

    • culture
    • sports
  • values; e.g., pluralism
    • attitudes (respect for others, respect for ourselves)


THEME III: IDENTITY
GENERALIZATION AND KEY UNDERSTANDINGS
Students will be expected to understand that:
b. the Canadian identity is shaped by our values, attitudes and cultures as they have emerged from our history and geography
CONCEPTS: nationalism
Related Facts and Content
Students will be expected to use the related facts and content to develop the generalizations, key understandings and concepts:
Examine regions of Canada by outlining the:

  • political, economic and cultural composition of Canada


Grade 10 (Social Studies 13)

TOPIC A
THEME I: DIVERSITY
GENERALIZATION AND KEY UNDERSTANDINGS
Students will be expected to understand that:
a. Canada is a pluralistic community with different political, social, cultural and economic dimensions
CONCEPTS: pluralism, diversity
Related Facts and Content
Students will be expected to use the related facts and content to develop the generalizations, key understandings and concepts:
Identify a variety of political, religious, economic, ethnic and cultural groups in Canada.

THEME III: IDENTITY
GENERALIZATION AND KEY UNDERSTANDINGS
Students will be expected to understand that:
a. the Canadian Identity is shaped by a variety of factors arising from our history and geography
CONCEPTS: cultural diversity
Related Facts and Content
Students will be expected to use the related facts and content to develop the generalizations, key understandings and concepts:
Examine the following factors as they relate to Cnadian identity:

  • Cultural Diversity
    • Aboriginal peoples (Inuit, First Nations, Métis)
    • two founding nations
    • other cultural groups
  • population distribution according to cultural background


Grade 10 (Aboriginal Studies 10)

THEME III: POLITICAL AND ECONOMIC ORGANI ZATION
GENERAL OUTCOME
Students will demonstrate an understanding of the diverse cultural characteristics, origins, and migration and settlement patterns of Aboriginal peoples.

SPECIFIC OUTCOMES
Students will:
1. demonstrate an understanding of different perspectives to the origin and settlement of Aboriginal peoples in North America:
• identify cultural characteristics to geographical features occupied by the first people on land
• examine oral cultural origins and settlement theory; e.g., research and compare Aboriginal Creation to one or both of the following: Beringia theory, Polynesian theory

4. recognize and demonstrate an understanding that Aboriginal peoples moved from place to place according to well-defined patterns:

  • research and trace settlement and migration patterns from a historical perspective, and describe reasons for cultural migrations; e.g., investigate and trace the reasons for: buffalo hunt, cultural migratory routes, landmarks and hunting routes, intertribal awareness, leaders, alliances/treaties

  • interpret, historically, that circular seasonal time frames were a major influence for moving from place to place

6. demonstrate an understanding that, historically, Aboriginal peoples were sovereign nations and Europeans and Aboriginal nations coexisted in a state of mutual recognition of sovereign status with mutual economic benefits from trades:1

  • research traditional Aboriginal governance and characteristics of organization; e.g., clans, families,bands, leaders/chiefs, councils of leaders/chiefs, leader/chief of council

  • analyze that economic prosperity came through trade and early European contact


Grade 11 (Aboriginal Studies 20)

THEME I: THE MÉTIS: CONFLICT AND CULTURAL CHANGE
GENERAL OUTCOME
Students will demonstrate an understanding of the Métis roles in the settlement of Western Canada.

SPECIFIC OUTCOMES
Students will:
1. demonstrate an understanding of the emergence of the Métis and how they evolved into a new Aboriginal culture in Canada:

  • develop an understanding of the term “Métis” by discussing its past and present meanings

  • examine how the culture of the Métis people emerged from the roles they played in the fur trade

  • evaluate and appreciate Métis people’s contributions

  • respond to the sensitivity of interrelated, interconnected and interdependent relationships by discussing “cultural mixing”

2. appreciate that conflict can arise among cultures because of differing political, economic and social perceptions and practices:

  • research and evaluate conflicts and cooperation between the Government of Canada and the emerging Métis Nation with respect to:

    • significance of the survey of the Red River settlement and the role of surveyors

    • characteristics of the lives of Métis and First Nations people

    • the impact of the disappearance of the buffalo and decline of the fur trade

    • the impact of “scrip” on Métis people

3. demonstrate an understanding of Métis history in Manitoba and Saskatchewan:

  • discuss the intentions and impact of the Canadian government’s efforts to build a strong and unified nation

  • identify and evaluate the reasons for the conflict in Manitoba surrounding the Manitoba Act of 1870

  • discuss the role of First Nations people in the Riel Resistance

  • evaluate the after-effects of the Riel Resistance on the lives of Métis people relative to changes in lifestyles

4. demonstrate an understanding of how Métis culture and lifestyles were affected as a result of the defeat of the Métis at Batoche:

  • research the early history of one of the Métis political organizations in Alberta and their journey for self-determination, and report on the following:

    • purpose of the Ewing Commission and its findings

    • reasons for the establishment of Métis colonies in Alberta

    • founding of the Métis Association and the role of Métis leadership as demonstrated by Joseph Dion, Malcolm Norris, James Brady, Felix Callihoo, Peter Tomkins
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