Social Studies 4
Politics and Law

Prescribed Learning Outcomes

It is expected that students will:

• compare the "discovery" and "exploration" of North America from European and Aboriginal people's perspectives
• describe the structure and functions of the BC provincial government
• describe a traditional and a contemporary Aboriginal form of government

To view the prescribed learning outcomes for Politics and Law in other grades click on an icon below.

• Provide students with a case study about contact between a particular explorer or colonist and a specific Aboriginal group. Have them fill in PMI charts (Plus, Minus, Interesting) based on the case study (e.g., Plus--trade, exchange of technology and ideas; Minus--racism, disease; Interesting--bartering). Students then write letters or journal entries from the perspectives of both parties.
• Ask each student to create a two-column chart on the BC government using the headings Structure and Function. Students research information to complete the charts and then present them to the class. Presentations should address the following questions:
  • What does cabinet do?
  • What does the opposition do?
  • What do MLAs do?
  • What could be done to improve the structure and function of government?
  To extend this activity, students could invite their local MLA to discuss the function of government.
• Invite students to work in groups and ask each group to research a traditional form of Aboriginal government. Then have students contact a local band office and invite a current member of the council to describe its form of government. Students should prepare questions in advance. (e.g., How does your current form of government compare with a traditional form of Aboriginal government? How does your decision-making process differ from that used by the BC government?)

Suggested Assessment Strategies

• When students write journal entries or letters from the point of view of an explorer or a colonist and a member of an Aboriginal group, note and encourage their attempts to:
  • maintain a consistent point of view (e.g., use "I"; tell only what that person would know)
  • base their writing on factual information
  • clearly differentiate between the two points of view
  • show some insight into how each individual might have felt
  • When students present their charts of information on the BC government, look for evidence that they:
  • provide accurate, relevant, and complete information about cabinet, the opposition, and MLAs
  • offer and support at least one logical suggestion for improving government structure and function
  • respond to questions with accurate and relevant information
• After researching forms of government in various traditional Aboriginal cultures and interviewing a band member to find out about their form of government, ask students to work in pairs or small groups to summarize what they have learned. Ask each to create a Venn diagram comparing the contemporary form of government with one of the traditional forms they have studied or with the BC provincial government. Establish with students how many points of comparison they should aim for (at this level, it should be a relatively small number such as four to seven). Look for evidence that they:
  • include accurate and relevant information about the form and function of both governments
  • make logical decisions about which items are similar and which are different