Social Studies Draft Scope And Sequence - Abcee
DRAFT Kindergarten to Grade 12 Social Studies Scope and ve citizenship builds inclusive, respectful and resilient communities in which diverse people live well together.Guiding Questions How can storiesteach me aboutothers andbeing together?Why do myactions matter,and how dothey affectothers?Why should we How can wevalue the voices create change?of others in ourcommunities?In what wayshave individualsand groups inwhat is nowCanada takenaction to effectchange?How and whyshouldindividuals andgroupsadvocate fortheir rights andthe rights ofothers?How and whydo globalconnectionsand interactionsinfluence theactions ofcitizens?How canevents, groupsand individualsshape views onfreedom,responsibilities,rights andreconciliation?To what degreeshould diversecommunitieswithin a societyshare acommonworldview?How and whydo citizensparticipate inlocal and globalmovements?To what extenthaveunderstandingsof diverseCanadianidentities andissuesstrengthenedcommunities?To what extenthave citizensplayed a role inshaping social,political andeconomicsystems?To what extentdo ideologiesshape how andwhy citizenstake action inresponse tolocal and globalissues?Possible Conceptsand Procedures engaging ininquiry engaging inactivecitizenship discussingcommunityaffairs personalchoices andresponsibilities cooperation connections respect forothers culturalawareness engaging ininquiry engaging inactivecitizenship discussingcommunityaffairs listening personal voice officialbilingualism ideas andneeds of others experiences engaging incritical inquiry engaging inactivecitizenship connecting tocurrent events welcomingothers actions in thecommunity stories of FirstPeoples andsettlers opportunitiesand challenges treaty andagreementrelationships engaging incritical inquiry engaging inactivecitizenship analyzingcurrent events taking actionfor self andothers communityaction individual andcollective rights human rights equity justice resiliency engaging incritical inquiry engaging inactivecitizenship analyzingcurrent events respectingdiversity influence cause andeffect types ofinteractions Indigenousrights andactivism interdependence migration climate change engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events causation freedom andsecurity selfdetermination conflict cooperation human rights engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events factors thatshapeworldviews Indigenousworldviews social cohesion recognition andaccommodation conformity andassimilation officiallanguages engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events origins of localand globalmovements Indigenousrights and selfdetermination types of localand globalmovements forms ofparticipationand protest revolution responsiblecitizenship engaging incritical inquiry engaging inactivecitizenship assessingcurrent events dialogue communitywell-being diversenationalidentities democraticvalues communityvitality officialbilingualism pluralism engaging incritical inquiry engaging inactivecitizenship assessingcurrent events types of social,political andeconomicsystems roles andresponsibilities agents ofchange contributionsof FirstNations, Métisand Inuitgovernancestructures activeengagement apathy resilience engaging incritical inquiry engaging inactivecitizenship assessingcurrent events multipleperspectives onideologies Indigenousrights globally responding toissues activism implications ofideologies ethicalcitizenship engaging ininquiry engaging inactivecitizenship discussingcommunityaffairs listening personalresponsibility respect for self respect forothers belonging oral tradition engaging ininquiry engaging inactivecitizenship connecting tocurrent events modellingrespect individualactions participation contributions equality reconciliation social justiceNOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence 2017 Alberta Education1
DRAFT Kindergarten to Grade 12 Social Studies Scope and SequenceK123456789101112Guiding QuestionsHow canpeople’schoices shapetheircommunities?To what extentarecommunities inCanadainfluenced bytheir globalconnections?To what extentshould peoplebalanceindividualfreedoms withthe commongood inCanada?To what extenthave ideas ofcommunityengagementchanged overtime?To what extenthave local gsof citizenship?To what extentcanreconciliationrenewrelationshipsamong andwithincommunities?To what extenthave ideologiesinfluenced theroles, valuesand actions ofcitizens?To what extentdo contendingideologiesinfluencerelationshipswithin andamong nationsand countries?Possible Conceptsand Procedures engaging ininquiry engaging inactivecitizenship discussingcommunityaffairs compromise cause andconsequence sense ofbelonging types ofrelationships individual andcollectiveresponsibilities engaging incritical inquiry engaging inactivecitizenship analyzingcurrent events cultural,linguistic andsocialinfluences historicalinfluences Indigenousrights globally origins ofsettlerpopulations communicationandtransportation internationalroles engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events democraticvalues intent andspirit oftreaties andagreements human rights fundamentalfreedoms individualrights collective rights collectiveresponsibilities common good engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events contributionsto and bydiversecommunities forms ofcommunityengagement evolving values communityresponsibilities duty to consult engaging incritical inquiry engaging inactivecitizenship interpretingcurrent events buildingconnections demonstratingempathy evolutionaryandrevolutionarychange Indigenousselfgovernment solidarity isolationism perspectives oncitizenship engaging incritical inquiry engaging inactivecitizenship assessingcurrent events buildingconsensus reciprocity culturalreconciliation engaging incritical inquiry engaging inactivecitizenship assessingcurrent events assessingideologies reflecting onpersonal values evolving rolesandresponsibilities genocide indoctrination patriotism patriarchy matriarchy engaging incritical inquiry engaging inactivecitizenship assessingcurrent events perspectives onnation sovereignty nationalism domestic andforeign policy perspectives onreconciliation national andinternationalconflict national andinternationalcooperation expressions ofnation andnationhoodNOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence 2017 Alberta Education2
DRAFT Kindergarten to Grade 12 Social Studies Scope and oring diverse historical narratives informs actions and decisions to promote pluralism and reconciliation.Guiding Questions Who was herebefore me, andwhat are theirstories?What is acommunity?Why havecommunitieschanged overtime?What can welearn fromstories of thepast?What are thediverse storiesabout the past,and why mightthey differ?How candiverse storiesabout the pastshapeunderstandingsabout Canadaand peoples onthis land today?In what wayscan peoplevalue thestories andexperiences ofothers?To what extentdo treaties,agreements andotherinteractionsamong diversepeoples inCanada shapeemergingissues?To what extenthave historicalforces shapedworldviews?How haveevents, ideasand peoplecontributed tothedevelopment oflocal and globalmovements?Whosenarratives,historical andcontemporary,have shapedCanada andwhy?To what extentdo social,political andeconomicsystems varywithin andacross diversecommunities?To what degreedo ideologieschange overtime, and whatcan shape thischange?Possible Conceptsand Procedures engaging ininquiry foundations ofhistoricalthinking discussingcommunityaffairs uniqueness belonging relationships respect traditions connections tothe land engaging ininquiry foundations ofhistoricalthinking discussingcommunityaffairs then and now origins ofcommunitymembers sense of place promises andagreements oral tradition personallysignificantevents,artifacts andplaces types ofcommunities engaging ininquiry foundations ofhistoricalthinking connecting tocurrent events migration treaty andagreement oral tradition,ceremony andbeliefs events andartifacts diverse groupsof settlers communitybuilding engaging incritical inquiry engaging inhistoricalthinking connecting tocurrent events events, places,artifacts anddevelopments migrationpatterns movement ofpeoples contributionsof FirstNations, Métisand Inuit contributionsofFrancophones contributionsof settlers anddiverse groups engaging incritical inquiry engaging inhistoricalthinking analyzingcurrent events historicalcontexts andaccounts oral historiesand traditions exploration ancestors colonization presence ofFrancophones engaging incritical inquiry engaging inhistoricalthinking analyzingcurrent events credibility,reliability andauthenticity primarysources bias oral histories remembranceandcommemoration historicalinterpretations history ofresidentialschools andtheir legacy engaging incritical inquiry engaging inhistoricalthinking interpretingcurrent events immediate andunderlyingcauses progress anddecline consultationand diplomacy internationaland domesticconflict spirit andintent oftreaties andagreements selfgovernment interculturalcontact engaging incritical inquiry engaging inhistoricalthinking interpretingcurrent events causal relationsandcorrelations conflict andcooperation Indigenousexperiences economic,social,environmentaland politicalforces historicalperiods anderas discrimination colonialism andimperialism engaging incritical inquiry engaging inhistoricalthinking interpretingcurrent events types ofmovements global disparity selfdetermination revolution power andprivilege social,economic andenvironmentaljustice engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events diverse storiesof treaties andagreements historicalcolonialism neocolonialism disenfranchisement resistance todiscrimination immigration assimilation rights offoundingnations historical andcontemporaryperspectives engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events diversity democraticgovernance Indigenousgovernance social order culturalexpressions power andinfluence engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events reconciliation revolution ideologicalexchange ideologicalconflict dominantcultures minoritygroups environmentalimpact ofideologies engaging ininquiry foundations ofhistoricalthinking discussingcommunityaffairs before andafter uniqueness relationships information ancestors creation storiesNOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence 2017 Alberta Education3
DRAFT Kindergarten to Grade 12 Social Studies Scope and SequenceK123456789101112Guiding QuestionsWhy are storiesof the past andpresentimportant tocommunities?In what waysdid treatiesbetween theCrown and FirstNations andagreementsshaperelationshipsamong allCanadians?In what wayshave treatiesand agreementsaffected andcontinue toaffect peoplesin Canada?Why are allpeople inCanada treatypeople, andwhat rights andresponsibilitiesdo we have astreaty people?To what extenthave differingworldviewssupportedsocialcohesion?How and whyhave local andglobalmovementsevolved overtime?To what degreecan diversehistorical andcontemporarynarratives ofCanadacontribute toreconciliation?To what extenthave changes insocial, politicaland economicsystems shapeddiverse nations,countries andcommunities?To what extentcan theimposition ofone ideologyover anotherlead tointended andunintendedconsequences?Possible Conceptsand Procedures engaging ininquiry foundations ofhistoricalthinking discussingcommunityaffairs before andafter kinship ancestors stories oral tradition engaging incritical inquiry engaging inhistoricalthinking connecting tocurrent events nation-tonationnegotiations honouringintent andterms oftreaties andagreements reciprocity legislation andpolices land ownership engaging incritical inquiry engaging inhistoricalthinking analyzingcurrent events laws andgovernance inherent rights status reserve system Métis andothersettlements land claims settlers engaging incritical inquiry engaging inhistoricalthinking analyzingcurrent events historicalcontexts intent, spiritand legacy oftreaties andagreements traditionalterritories foundingnations,settlers andimmigrants treaty rights honouringagreements engaging incritical inquiry engaging inhistoricalthinking interpretingcurrent events commonvalues, beliefsand interests collectivenorms common good inclusivity assimilation compromiseand consensus engaging incritical inquiry engaging inhistoricalthinking interpretingcurrent events evaluatingperspectives historical andcontemporarynarratives inequality environmentalissues resistance toauthority economicdisparity rights andfreedoms Indigenousselfdetermination engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events nation-tonationagreements diversenarrativeperspectives honouringtreaties andagreements perspectives onnation acts ofreconciliation perspectives onreconciliation calls to action engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events political andeconomicdecisionmaking social, politicaland economicdevelopment democraticgovernance authoritarianpower oppression resistance tochange status quo policies andlegislation engaging incritical inquiry engaging inhistoricalthinking assessingcurrent events evaluatingperspectives imposition ofideologies social,economic andpolitical control rise ofterrorism genocide intergenerational trauma domestic andinternationalcontextsGuiding QuestionsHow mightevolvingworldviewsaffect howtreaties andagreements arehonoured?How e Conceptsand Procedures engaging incritical inquiry engaging inhistoricalthinking engaging incritical inquiry engaging inhistoricalthinkingNOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence 2017 Alberta Education4
DRAFT Kindergarten to Grade 12 Social Studies Scope and SequenceK1234567891011 interpretingcurrent events historical andmoderntreaties andagreements patterns ofchange andcorrelation values andbeliefs perspectives onresources protocols ways ofknowing recognition ofinherent 12 assessingcurrent events evolvingsignificance ofpeople, eventsor places forms ofreconciliation diverseperspectives onreconciliation ideologicalconflict andcooperation social justice9101112Stories of place and knowing the land and how it sustains us foster a sense of belonging and personal and collective responsibility to be stewards of the land.Guiding Questions What can Ilearn fromnature?In what wayscan we come toknow the landand its stories?In what wayscan individualand groupchoices affectthe land?In what wayshave peoplerelied on thisland to meettheir needs?In what wayscan resourceuse reflectrelationshipswith the land?To what extenthave differingviews on placeand people’srelationship tothe landaffecteddecision makingin Canada?How cansustainablepractices buildrelationshipswith the land?How and whyshouldindividuals takeresponsibilityfor stewardshipof the land?To what extenthave diverseworldviewsshapedrelationshipswith the land?To what degreehave local andglobalmovementsinfluenced howsocietiesaddresssustainabledevelopment?To what extentdo perspectiveson relationshipswith the landinfluenceresource useand approachestodevelopment?To what extenthave politicaland economicideologiesinfluencedrelationshipswith the land?To what extentdo ideologiessupportenvironmentalsustainabilityand influencerelationshipswith the land?Possible Conceptsand Procedures engaging ininquiry foundations ofgeographicalthinking foundations ofecologicalthinking discussingcommunityaffairs observing land literacy engaging ininquiry foundations ofgeographicalthinking foundations ofecologicalthinking discussingcommunityaffairs consequencesof actions engaging ininquiry foundations ofgeographicalthinking foundations ofecologicalthinking connecting tocurrent events sustainability choices engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking connecting tocurrent events stewardship kinship withthe land engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking analyzingcurrent events ecologicalissues engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking analyzingcurrent events sustainableways of life engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking interpretingcurrent events geographicalchallenges andissues engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking interpretingcurrent events historical andthematicgeographical engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking interpretingcurrent events perspectives onsustainabledevelopment engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking assessingcurrent events perspectives ondevelopment engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking assessingcurrent events perspectives onresource use engaging incritical inquiry engaging ingeographicalthinking engaging inecologicalthinking assessingcurrent events evaluation ofperspectives on engaging ininquiry foundations ofgeographicalthinking foundations ofecologicalthinking discussingcommunityaffairs observingNOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence 2017 Alberta Education5
DRAFT Kindergarten to Grade 12 Social Studies Scope and SequenceK1 kinship withthe land directions stories of placeand land stories of placeand land identity kinship withthe land seasons2 spatialsignificance Indigenousnatural law stewardship34 contributions interrelationto life and wellshipsbeing renewable and interrelationnon-renewableshipsresources land use environmentalchange settlers Indigenousnatural law environment567 human andenvironmentalinterconnections individual andcollectiveresponsibilities stewardshipandconservation protected sites causes ofclimate change renewingconnections tothe land revitalization reciprocity humanepractices protocols andceremonies kinship withthe land significance ofplace impacts ofclimate change responses toenvironmentalissues resource use,distributionanddevelopment sustainablepractices traditionalperspectives onland use actions onclim
DRAFT Kindergarten to Grade 12 Social Studies Scope and Sequence . NOTE: We are in the early stages of framing what students will learn (scope) and when they will learn it (sequence). Learning outcomes will be developed once this draft is validated.
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
Chapter 5 Project Scope Management Chapter 5 Project Scope Management 5.1 Plan Scope Management 5.1 Colect Requirements 5.2 Collect Requirements 5.2 Define Scope 5.3 Define Scope 5.3 Create WBS 5.4 Create WBS 5.4 Verify Scope 5.5 Validate Scope 5.5 Control Scope 5.6 Control Scope PMBOK 5th Edition
Scope 2 market-based. 1. Scope 2 location-based. 1. Scope 3 Purchased goods and services. 2. Capital goods. 2. Fuel and energy-related activities Employee commuting Waste generated in operations Total Scope 1, Scope 2 market-based, Scope 3 GHG intensity (Scope 1 and Scope 2 mtCO2e/sq ft) 3. 1,560 10,523 11,171 121,817 89,963 3,522 3,677 15,388 .
Social Studies Grade 5 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
Social Studies Grade 2 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
Social Studies Grade 6 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
Rick MacDonald, Social Studies Consultant (1999-2002) Mary Fedorchuk, Program Co-ordinator P-12 (2002-2003) Bruce Fisher, Social Studies Consultant (2003-) Newfoundland and Labrador Smita Joshi, Social Studies Consultant (1999-2001) Victor Kendall, Social Studies Consultant (2001-) Jim Crewe, Independent Social Studies Consultant (1998-)
Advanced Engineering Mathematics Dr. Elisabeth Brown c 2019 1. Mathematics 2of37 Fundamentals of Engineering (FE) Other Disciplines Computer-Based Test (CBT) Exam Specifications. Mathematics 3of37 1. What is the value of x in the equation given by log 3 2x 4 log 3 x2 1? (a) 10 (b) 1(c)3(d)5 E. Brown . Mathematics 4of37 2. Consider the sets X and Y given by X {5, 7,9} and Y { ,} and the .
