Grade 5 Social Studies
12 units matched to the Ontario Curriculum.
Overall expectations
- A1 Application: The Impact of Interactions: Analyse some key short- and long-term consequences of interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Cause and Consequence; Continuity and Change)
- A2 Inquiry: Perspectives on Interactions: Use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada, from the perspectives of the various groups involved (FOCUS ON: Interrelationships; Perspective)
- A3 Understanding Context: Significant Characteristics and Interactions: Describe significant features of and interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Significance; Interrelationships)
- B1 Application: Governments and Citizens Working Together: Assess responses of governments in Canada, including First Nations, Métis, and Inuit governments, to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues (FOCUS ON: Interrelationships; Cause and Consequence)
- B2 Inquiry: Differing Perspectives on Social and Environmental Issues: Use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including those of Indigenous peoples as well as of the level (or levels) of government responsible for addressing the issues (FOCUS ON: Perspective)
- B3 Understanding Context: Roles and Responsibilities of Government and Citizens: Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada, including First Nations, Métis, and Inuit governments (FOCUS ON: Significance)
Units
Unit 1
Nations of Canada
Who First Nations, Métis and Inuit are, some major nations and the regions they are connected to, and how nations traded and made agreements. Wording says 'some' and 'many' because each nation is different. Needs review with Indigenous partners.
Expectation: A3.1, A3.2 · major Indigenous nations and regions, and relationships among nations before and during early contact
Unit 2
Explorers and Settlers
Norse voyages, Cabot, Cartier, Champlain and Hudson, and why Europeans came: routes to Asia, fishing, the fur trade, claiming land and spreading religion, from the point of view that Indigenous peoples already lived here.
Expectation: A3.3 · motives for European exploration and settlement before 1713
Unit 3
Life in New France
How New France was governed by the king, governor, bishop and intendant, how the seigneurial system worked, and the role of the Church.
Expectation: A3.4 · key offices and institutions in New France
Unit 4
The Fur Trade
Who traded what and why, what each side gained, the harm of disease and lost land, and how the Métis people emerged. Needs review with Indigenous partners.
Expectation: A1.1, A1.2, A3.5, A3.6 · the fur trade, its benefits and harms, and the ethnogenesis of the Métis
Unit 5
Rivals and Allies
How rivalry between France and England pulled Indigenous nations into conflicts, the Great Peace of Montreal in 1701, and the Treaty of Utrecht in 1713.
Expectation: A3.8 · effects of European conflicts on Indigenous peoples and on Acadia
Unit 6
Treaties and Today
What treaties and land claims are, why they still matter today, and what it means for governments to consult First Nations, Métis and Inuit. Needs review with Indigenous partners.
Expectation: A1.3, B3.6 · treaties, land claims and the duty to consult
Unit 7
Levels of Government
Federal, provincial/territorial, municipal and Indigenous governments: who leads them, what each looks after, and how they're funded.
Expectation: B3.2, B3.4 · the levels of government, what each looks after, and shared responsibilities
Unit 8
Who Does What?
Which level of government (municipal, provincial or territorial, federal, band council, school board) provides which service, and issues such as water, health and transportation that need several levels to work together.
Expectation: B3.2, B3.4, B3.7 · who provides which services, and responsibilities shared between governments
Unit 9
Making Laws
How a bill becomes law in Parliament, elections and ridings, local bylaws, and how young people can take part in democracy.
Expectation: B3.5, B3.9 · elections, how laws are made, and ways citizens can take part
Unit 10
Rights & Freedoms
The main parts of the Canadian Charter of Rights and Freedoms, applying them to real situations, and the responsibilities that come with rights.
Expectation: B3.1 · citizens' rights and responsibilities, including the Canadian Charter of Rights and Freedoms
Unit 11
Taking Action
How citizens can vote, petition, speak at meetings and make plans, and why groups can see the same issue differently.
Expectation: B1.2, B1.3, B3.5, B3.8, B3.9 · different perspectives on issues, how the public is heard, and how citizens can act
Unit 12
Investigate It
Sorting primary and secondary sources, checking a source, asking good inquiry questions and reading maps.
Expectation: A2.2–A2.4, A2.6, B2.2–B2.4, B2.6 · primary and secondary sources, perspectives, maps and vocabulary
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