Grade 6 Saskatchewan Curriculum
Suggested Outcomes
Interactions and Interdependence
Dynamic Relationships
Power and Authority
Resources and Wealth
Dynamic Relationships
Power and Authority
Resources and Wealth
Discussing Current Events and Making Global ConnectionsIN6.1 – Evaluate and represent personal beliefs and values by determining how culture and place influence them.
f. Examine the beliefs and values of individuals discussed in case studies or of characters in literature highlighting youth, and represent the influential factors on the characters or subjects. Assess how these beliefs and values compare with those of local youth. IN6.2 – Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean. b. Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding. IN6.3 - Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean. a. Create an inventory of ways in which daily life is influenced by global interdependence. IN6.4 Explore aspects of cultural change over time, including: o reasons for cultural change o examples of cultural change o how cultural change affects youth o how youth respond to cultural change DR6.2 Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land. d. Conduct an inquiry into the nature of urbanization and examine the impact of urbanization on youth, including indigenous youth, in Canada and in a selection of countries bordering the Atlantic Ocean. PA6.1 Examine the relationship between an individual’s power and authority and the power and authority of others. c. Determine traits common to individuals who are perceived as effective leaders in a variety of contexts in the local, provincial, territorial, national or international arena. f. Explain choices young people must make in reconciling the tensions between the dominant social group and individual choice (drug and alcohol us; social relationships, career interests. PA 6.2 Analyze the distribution of power and privilege in Canada and a selection of countries bordering the Atlantic Ocean. d. Investigate the concept of white privilege, and assess the degree to which is exists within Canada and a selection of countries bordering the Atlantic Ocean. PA 6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled youth, and the ederly, may be affected by injustice or abuses of power. b. Research laws that specifically affect young people, minority groups, the disabled, and the elderly to determine the disposition of governments toward the status of these groups, and evaluate the reasons for and effectiveness of such laws. RW6.1 Examine and analyze factors that contribute to quality of life, including material and non-material factors. f. Assess ways in which technology influences the quality of life for youth in Canada and in a selection of countries bordering the Atlantic Ocean (access to energy, transportation, communication). h. Propose reasons which might explain differences in the quality of life of young people in Canada and in a selection of countries bordering the Atlantic Ocean. |
Presenting Social Research and CollaborationIN6.1 – Evaluate and represent personal beliefs and values by determining how culture and place influence them.
e. Plan, conduct, and evaluate an inquiry to illustrate how culture and place influence the beliefs and values of the local community. IN6.2 – Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean. d. Research and represent the historical and contemporary contributions to local communities by a variety of cultural groupings representative of Saskatchewan. IN6.3 - Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean. c. Create a multimedia presentation representing the impact of immigration on the worldviews of people (especially youth) in Canada and a selection of countries bordering the Atlantic Ocean, both indigenous citizens and immigrants. e.f.g – Investigate and represent the contribution of a Canadian, Canadian organization, individual not born in Canada, or Aboriginal Canadian toward enhancing human welfare in Canada. DR6.1 Anaylze the impact of the diversity of natural environments on the ways of life in Canada and a selection of countries bordering the Atlantic ocean. c. Investigate ways in which natural environments are reflected in the artistic expressions (music, dance, painting, sculpture, architecture) in Canada and in a selection of countries bordering the Atlantic Ocean. DR 6.4 Relate contemporary issues to their historical origins in Canada and a selection of countries bordering the Altantic Ocean. a. Construct a timeline or other graphic or digital representation to associate contemporary events with their historical origins in Canada and in a selection of countries bordering the Atlantic Ocean. (slavery, colonization, migration, indigenous peoples’ relationships). PA6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled, youth and the elderly, may be affected by injustice or abuses of power. d. Investigate the relationship between people and their governments in Canada and a selection of countries bordering the Atlantic Ocean. Include such things as human rights, treatment of minorities, history with indigenous peoples, infrastructure for health, and education (including reference to residential schools and the intergenerational impact of those experiences). RW6.2 Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability. b. Investigate how individual local consumer choices may affect people elsewhere in the world (e.g., child labour, enslavement, sweat shops, consumption of scarce resources, prosperity through employment). |