CC4b+Outcomes


 * Specific Outcome 5.2.1.1 || - || Students will recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I, TCC) ||
 * Specific Outcome 5.2.1.3 || - || Students will acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC) ||
 * Specific Outcome 5.2.1.4 || - || Students will acknowledge British influence and presence in Canada (CC, I, TCC) ||
 * Specific Outcome 5.2.1.5 || - || Students will acknowledge the contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC) ||
 * Specific Outcome 5.2.3.1 || - || How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone history, culture and presence throughout Canada? (I, CC, TCC) ||
 * Specific Outcome 5.2.3.2 || - || What do stories about the habitants tell us about Francophone history, culture and presence in Canada? (I, CC, TCC) ||
 * Specific Outcome 5.2.4.1 || - || How are the stories of the Métis people, their culture and heritage rooted in the fur trade? (CC, I, TCC) ||
 * Specific Outcome 5.2.4.2 || - || How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM) ||
 * Specific Outcome 5.2.4.3 || - || What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER) ||
 * Specific Outcome 5.2.5.1 || - || What do stories of the United Empire Loyalists tell us about British culture and presence in Canada? (CC, I, TCC) ||
 * Specific Outcome 5.2.5.2 || - || How did the diversity of United Empire Loyalists contribute to Canadian diversity? (I, CC, TCC, LPP) ||
 * Specific Outcome 5.2.6.1 || - || What do stories of Irish and Scottish immigrants tell us about their heritage and presence in Canada? (CC, I, TCC) ||
 * Specific Outcome 5.2.6.2 || - || What do stories of British peoples tell us about the British history, culture and presence in Canada? (CC, I, TCC) ||
 * Specific Outcome 5.2.7.1 || - || What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada? (LPP, PADM) ||
 * Specific Outcome 5.2.7.2 || - || How have stories of the North West Mounted Police shaped identity in western and northern Canada? (I, TCC, PADM) ||
 * Specific Outcome 5.2.8.1 || - || How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? (CC, I, TCC) ||
 * Specific Outcome 5.2.8.2 || - || What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada? (CC, I, TCC, LPP) ||
 * Specific Outcome 5.2.8.3 || - || How do stories of immigrants from India contribute to an understanding of diversity in Canada? (CC, I) ||
 * Specific Outcome 5.2.9.1 || - || What do the stories of immigrants from Ukraine, Poland, Russia and Germany tell us about their history and presence in western Canada? (CC, I, GC, LPP, TCC) ||
 * Specific Outcome 5.2.9.2 || - || How were European immigrants affected by pressures to conform in western Canada? (C, CC, I, GC, LPP, TCC) ||
 * Specific Outcome 5.S.2.2 || - || Students will use historical and community resources to understand and organize the sequence of national historical events ||
 * Specific Outcome 5.S.3.3 || - || Students will use historical maps to make meaning of historical events and issues ||
 * Specific Outcome 5.S.7.4 || - || Students will cite references as part of research ||
 * Specific Outcome 5.S.8.4 || - || Students will create visual images for particular audiences and purposes ||