Grade 4 Social Studies
6 units matched to the Newfoundland and Labrador Curriculum. Kids see this subject as “Our World”.
Learning focus
- Citizenship, power and governance. Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.
- Culture and diversity. Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.
- Individuals, societies and economic decisions. Students will be expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.
- Interdependence. Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment—locally, nationally, and globally—and the implications for a sustainable future.
- People, place and environment. Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.
- Time, continuity and change. Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.
Units
Unit 1
Peoples of Newfoundland and Labrador
Practises the Indigenous peoples and the newcomers who have made their homes in Newfoundland and Labrador, and how cultures have shaped the province. The Indigenous content is light, in the present tense, and needs review by Innu, Inuit, Mi'kmaq and Southern Inuit partners.
Curriculum outcome: Culture and diversity (by Grade 6) · the Indigenous peoples and the newcomers who have made their homes in Newfoundland and Labrador, and how cultures have shaped the province
Unit 2
Why People Explore
Grade 4 social studies asks what exploration is, why people have explored and what happened because of it. Ask your child what place they would most like to explore, and what they would need to bring.
Curriculum outcome: Time, continuity and change (by Grade 6) · what exploration is, why people explore, and its positive and negative results
Unit 3
Explorers’ Stories
Grade 4 social studies meets explorers from many places and times, from Marco Polo to Canadian astronauts. Ask your child which explorer they would like to have travelled with, and why.
Curriculum outcome: Time, continuity and change (by Grade 6) · explorers of land, sea and space, long ago and today, and what they found
Unit 4
Maps & Tools of Exploration
Grade 4 social studies uses maps, directions and scale, and compares the tools explorers used long ago with those used today. Ask your child to find north at home and to read a map legend together.
Curriculum outcome: People, place and environment (by Grade 6) · using maps, globes, directions and scale, and the tools explorers used long ago and use today
Unit 5
Provinces & Regions
Canada's 10 provinces and 3 territories and their capitals, and its physical regions (like the Cordillera, Interior Plains and Canadian Shield) and their natural resources.
Curriculum outcome: People, place and environment (by Grade 6) · Canada's provinces, territories and regions, and the political landscape of Canada
Unit 6
People & the Land
How rivers, deserts, mountains, forests and Arctic seasons shaped food, homes and travel for societies such as ancient Egypt, Greece, the Haudenosaunee and the Inuit, and how to investigate this with maps and evidence.
Curriculum outcome: People, place and environment (by Grade 6) · how people use the land and are affected by the physical environment
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