Social Studies 4
Society and Culture

Prescribed Learning Outcomes

It is expected that students will:

• describe how people's basic needs are met in a variety of cultures
• demonstrate understanding of timelines
• demonstrate awareness and appreciation of various Aboriginal cultures in Canada
• demonstrate understanding of contributions of Aboriginal people to Canadian society

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

• Have students create visuals (e.g., collages, totem poles, coats of arms) that describe who they are (e.g., interests, recreational activities, ethnicity, beliefs, family). In groups, ask them to identify common elements in their visuals, to classify them into categories, and then share their work as a class. Discuss how these categories describe the class culture. Ask students to suggest what aspects of culture may have been omitted (e.g., rules, class organization, language, technology, roles, rights).
• In small groups, have students use components of culture (e.g., daily life, belief systems, power structures) to create an ideal culture within a given geographic setting. This might involve creation of symbols, an anthem, greetings, national food, and so on. Then invite groups to role-play scenes from daily life in their new cultures.
• Have each student interview an Aboriginal person or use materials created by Aboriginal people to explore traditions, stories, talents, and issues. Invite students to create stories, poems, dances, or plays to reflect their appreciation of Aboriginal cultures. Provide an opportunity for them to present their work in a Gallery Walk.
• Ask students to research and compare a BC Aboriginal group with another Aboriginal group in Canada.
• As a class, research and create a chart identifying contributions of Aboriginal people to Canadian society. Individuals could include Margo Kain (dancer), Mathew Coon Come (Grand Chief and lawyer), Elijah Harper (Manitoba Member of Parliament), and Gino Odjick (hockey player). Research should also focus on historical figures (e.g., Louis Riel, Chief Dan George, Pauline Johnson, George Clutesi, Piapot, Tecumseh). Then ask students to create portraits of these individuals with accompanying biographies.

Suggested Assessment Strategies

• Have students list people's basic needs and then prepare a class chart (using information gathered from research, mass media, and class discussions) showing how cultures meet these needs in different ways. Look for evidence that students understand the components of culture and people's basic needs.
• When students compare a BC Aboriginal group with another Aboriginal group in Canada, ask them to present the information in chart form. Work with students to determine what categories of information they should include (e.g., beliefs and symbols, family life, language, clothing, housing, art, tools). Assess the extent to which the charts include detailed and accurate information for each category.
• When students create stories, poems, dances, or plays to reflect their appreciation of Aboriginal cultures, look for evidence that they:
  • base their work on information and understanding rather than relying on stereotypes
  • incorporate details they have seen in other works
  • are interested and respectful of Aboriginal traditions, stories, and issues
• Encourage students to keep records of surprising or interesting facts about Aboriginal people using drawings, symbols, lists, and other forms of representation. Look for evidence that students demonstrate:
  • interest in Aboriginal cultures
  • awareness of the contribution of Aboriginal people to society
• Have students complete the phrase: "I think the most important contribution made by Aboriginal people to Canadian society is ‚‚‚‚‚‚‚‚‚‚‚ because ‚‚‚‚‚‚‚‚‚‚‚."