Skill Descriptor: Locate New Brunswick in the Atlantic region, Canada, North America, and the world.

Global Competencies: CM

Achievement Indicators:

• Describe the location of NB in relation to other places using the cardinal directions (i.e., N, S, E, and W) and very basic grid systems (e.g., B3, C6, F2)
• Compare the size of NB compared to other locations
• Describe the size of their hometown compared to other locations
• Illustrate the distance between NB and other locations
• Describe the distance between their hometown and other locations

Skill Descriptor: Represent the actual size of places on maps and globes using scale.

Global Competencies: CM, CTPS

Achievement Indicators:

• Compare the size of NB with other locations
• Describe the size of their hometown compared to other locations
• Illustrate the distance between NB and other locations
• Describe the distance between their hometown and other locations

Skill Descriptor: Locate Wolastoqey, Mi’kmaq, and Peskotomuhkati nations in New Brunswick.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe the location of Wolastoqey, Mi’kmaq, and Peskotomuhkati communities in NB in relation to other places using the cardinal directions (i.e., N, S, E, and W) and very basic grid systems (e.g., B3, C6, F2)

Skill Descriptor: Use evidence to investigate major physical features, climates, and vegetation of New Brunswick and the Atlantic region.

Global Competencies: CM, CTPS

Achievement Indicators:

• Map the major physical features of their province and the Atlantic region
• Describe basic climatic and vegetation patterns of the Atlantic region
• Compare the vegetation in New Brunswick with other Atlantic provinces

Skill Descriptor: Explain the importance of a particular human-made or natural landmark in New Brunswick.

Global Competencies: CM, CTPS

Achievement Indicators:

• Examine criteria used to determine whether a landmark is important
• Discuss what makes a local landmark important to the region

Skill Descriptor: Define the concepts of urban and rural.

Global Competencies: CM, CTPS

Achievement Indicators:

• Examine criteria used to determine urban and rural locations
• Determine which locations in NB are urban and which are rural
• Provide audio, visual, or written examples of differences between urban and rural locations

Skill Descriptor: Describe Wabanaki Peoples’ relationships with the natural environment.

Global Competencies: CM, SGC

Achievement Indicators:

• Describe Wabanaki connections to the land, the interconnectedness of all things, and responsibility to the natural world and to each other

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Research the diverse peoples in New Brunswick, including first and founding peoples.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Discuss the many diverse peoples in NB and the variety of reasons why people migrate(d) to NB
• Discuss the ways people express their cultures
• Differentiate between ethnicity, race, and culture

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Illustrate how the diversity of New Brunswick has changed over time.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Use a variety of sources to find evidence that the diversity of New Brunswick has changed over time
• Make choices about what to share based on the evidence
• Create a timeline to demonstrate the changes over time

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Describe the purpose, function, and structure of governments.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Discuss how the different levels and forms of government in NB interact with citizens and each other
• Outline how governments represent citizens
• State why groups make rules or laws
• Discuss some situations where citizens may choose not to follow the law

Skill Descriptor: Describe the rights and responsibilities of citizens.

Global Competencies: CM, SASM, SGC

Achievement Indicators:

• Discuss the concepts of citizenship, rights, and responsibilities
• Illustrate the responsibilities of provincial vs. municipal governments
• Discuss the New Brunswick Human Rights Act and Canadian Charter of Rights and Freedoms
• Explore the rights contained within the United Nations Convention on the Rights of the Child (child-friendly version)

Skill Descriptor: Describe how citizens participate in public decision-making.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Describe two methods of decision-making (majority vote and consensus)
• Examine how citizens can influence public decisions using examples from across countries and cultures
• Discuss why it is important for citizens to be involved in public decision-making

Skill Descriptor: Describe the Peace and Friendship treaties and discuss their importance.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• List the signatories to the Peace and Friendship Treaties
• Describe some of the rights and responsibilities included in the treaty relationship
• Discuss the importance of promises and their connection to treaty-making
• List ways to improve and build positive relationships with friends, family, and communities

Skill Descriptor: Discuss the Truth and Reconciliation Commission’s Calls to Action.

Global Competencies: CM, SASM, SGC

Achievement Indicators:

• Describe the difference between Indian Residential and Day Schools
• Outline the Truth and Reconciliation Commission of Canada, its role in reconciliation, and the Calls to Action (Spirit Bear version)
• Describe the need for reconciliation with Indigenous Peoples

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss New Brunswick’s natural resources.

Global Competencies: CM, SGC

Achievement Indicators:

• Identify the natural resources that New Brunswick produces
• Identify the communities these resources come from

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Explain the importance of major physical features of the world.

Global Competencies: CM, CTPS

Achievement Indicators:

• Describe major physical features of the world using the language of location, direction, distance, and size
• Discuss why physical features are important to locations
• Discuss the shared characteristics of different types of landmarks (e.g., mountains, rivers, bridges)
• Assess the geographic importance of the exploration of a particular location

Skill Descriptor: Compare the defining characteristics of Canada’s seven physiographic regions.

Global Competencies: CM, CTPS

Achievement Indicators:

• Examine the climate, vegetation, and natural resources found in each of Canada’s seven physiographic regions.
• Discuss the physical, economic, and demographic differences between the regions

Skill Descriptor: Describe the seven districts of Mi’kma’ki and the traditional territory of Wolastoqiyik and Peskotomuhkatiyik.

Achievement Indicators:

• Describe the features of the regions (both land and water) where Wabanaki Peoples live
• Describe the social, political, and economic features of a chosen Wolastoqey, Mi’kmaq, or Peskotomuhkati nation in NB

Skill Descriptor: Describe the relationship between humans and the physical environment.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Discuss how and why humans impact the environment and why people need to be sensitive to the impacts they have
• Describe how the environment impacts where people live, how they live, and how they meet the challenges posed by the environment
• Analyze how humans have changed physical environments over time
• Discuss the sustainability of environmental practices

Skill Descriptor: Describe Wabanaki Peoples’ relationships with the natural environment.

Global Competencies: CM, SGC

Achievement Indicators:

• Describe Wabanaki connections to the land, the interconnectedness of all things, and responsibility to the natural world and to each other

Skill Descriptor: Describe the stories of various explorers of land, ocean, space, and ideas.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Discuss the concept that all people (including themselves) can be explorers
• Describe the many different types of exploration
• List motivations for and challenges of exploration
• Discuss whose perspectives are missing in some exploration stories

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Use primary and secondary source evidence to examine explorations and discoveries.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Explain how we know explorations and discoveries took place
• Examine where sources of information about explorations and discoveries come from

Skill Descriptor: Evaluate the impact of European explorations over time.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe how exploration has both positive and negative consequences, and for whom
• List effects of exploration on Indigenous North Americans and African peoples specific to colonization
• Discuss the intended and unintended consequences of a particular exploration

Skill Descriptor: Use criteria to identify why a scientific innovation/discovery was significant.

Achievement Indicators:

• Describe the criteria for determining significance
• Assess the significance of a chosen discovery
• Discuss why different innovations or discoveries might be important to different people or groups

Skill Descriptor: Describe the political landscape of Canada.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Discuss federal and provincial government responsibilities
• List reasons why we have laws and who advocates for new laws
• Discuss why some laws have remained the same over time while others have changed
• Evaluate old laws that may not be needed anymore and some new laws that may be needed

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss contributions to the development of Canada made by citizens and residents.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Research the contributions of a specific Canadian civic innovator or trailblazer
• Illustrate the contributions of Black and Indigenous Peoples to the development of Canada (politics, economics, innovations, etc.)
• Explore own potential contributions to Canada

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss Wabanaki cultures and traditions.

Global Competencies: CL, CM, SASM, SGC

Achievement Indicators:

• Discuss Wabanaki worldviews
• Describe Wabanaki traditions and ceremonies in daily practices and special occasions
• Discuss how oral traditions shape who we are and connect us to the past, present, and future
• Identify the valuable principles for living represented in the oral traditions of Koluskap and Elder stories

Skill Descriptor: Discuss the impact of colonization and dispossession of explored land on Indigenous Peoples and Nations.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Discuss differences in Wabanaki life pre- and post-contact with European settlers

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Outline population patterns, communication and transportation networks, and employment across Canada.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Research where people live, why they live there, how they make a living, and how they interact with each other
• Describe how communication and transportation networks connect Canadians, including online
• Discuss how where people live and why they live there in Canada has changed over time

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Identify evidence of British and French presence in Atlantic Canada.

Global Competencies: CM, CTPS

Achievement Indicators:

• Describe evidence of British and French presence in Atlantic Canada

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Describe interactions between the first and founding peoples of Atlantic Canada.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Explain why the British and French settlers and Black arrivants came to Atlantic Canada
• Investigate the daily lives and experiences of different groups coming to Atlantic Canada
• Discuss the consequences of the British and French coming to Atlantic Canada for Wabanaki Peoples and other Indigenous Peoples
• Research historic Black communities in New Brunswick and the other Atlantic Provinces
• Explain the causes and consequences of Le Grand Dérangement (the Acadian Deportation)

Skill Descriptor: Describe the diverse societies of Wabanaki and other Indigenous Peoples in what later became Canada.

Global Competencies: CM, SGC

Achievement Indicators:

• Describe how the environment influenced daily life and seasonal practices
• Discuss how clothing, dwellings, food, and tools show the influence of the environment
• Examine decision-making practices and governance in what later became the Atlantic region
• Investigate how social structure influenced societies’ decision-making

Skill Descriptor: Discuss how to answer questions about the past using historical thinking concepts.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Describe the difference between history and the past
• Describe a familiar historical narrative and where it comes from
• Discuss how we know what we know about the past
• Examine the types of questions historians ask in order to craft historical narratives

Skill Descriptor: Discuss how historians use primary and secondary sources to create an historical narrative.

Global Competencies: CM, CTPS

Achievement Indicators:

• Describe primary and secondary sources of evidence and their uses
• Compare primary and secondary sources
• Ask questions about a variety of information sources
• Corroborate inferences about an historical claim

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Describe the governance structure and role of the Wabanaki Confederacy.

Global Competencies: CM, SGC

Achievement Indicators:

• List the member nations of the Wabanaki Confederacy
• Outline the protections and benefits of the Wabanaki Confederacy
• Describe how the Wabanaki Confederacy operated

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss contact and colonization from Wabanaki perspectives.

Global Competencies: CL, CM, SASM, SGC

Achievement Indicators:

• Describe Wabanaki contact with Europeans to help Europeans survive the Canadian climate and the alliances formed
• Discuss the process of treaty-making
• Explain how the Treaty of 1760 sought to establish peace and established a trading relationship

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss worldview using the seven elements of worldview.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Articulate one’s own developing worldview
• Discuss the role of worldview in decision-making
• Discuss settler and Indigenous worldviews

Skill Descriptor: Explain how different worldviews lead to different approaches to economic decision-making.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Investigate the economic motivations for European governments to settle in what later became Atlantic Canada
• Discuss how differing worldviews affected the relationship between settler and First Nations Peoples
• Discuss the worldviews that informed the enslavement and trafficking of peoples from the African continent to North America