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Integrated Unit – Fire Grade 10

It is a powerful force and a giver of life. Knowledge around the world is transmitted around fire and our history has been recounted in its presence. We must find balance with Fire and respect it for its strength. It is what connects us to the cosmos and reminds us that we are part of a greater Universe.

Sample Cross Curricular Integrated Unit – Grade 10

Residential Schools: Do we have the collective responsibility to respond based on controversial actions in the past and present?

Recently, the Truth and Reconciliation Commission (TRC) gave its recommendations for how we are going to reconcile the past and tell the true history of Canada. One of the recommendations is that students in BC Schools are educated on the history of the residential schools in an effort towards reconciliation. What is our responsibility as Canadians in regard to this history and moving forward as a society?

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Big Idea
Political decision-making and societal change are influenced by interactions between individuals, groups, and institutions.

Competency

  • Assess the significance of people, places, events, and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)
  • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments (cause and consequence)
  • Make reasonable ethical judgements about controversial actions in the past and present, and whether we have a responsibility to respond (ethical judgement)

Content

  • Injustice, oppression, and societal change in the development of human rights
  • Conflict and cooperation in local, national, and global contexts

Activity Synopsis
Review the recommendations of the TRC in terms of education. Create an action plan for each of the recommendations.

Big Idea
The arts develop innovative thinking and problem-solving skills by encouraging multi-dimensional solutions in resolving challenges.

Competency

  • Exploring and creating
    • Develop discipline-specific vocabulary, skills, and techniques
  • Reasoning and reflecting
    • Work cooperatively to find solutions to challenges
  • Communicating and documenting
    • Experience, express, and communicate ideas and emotions through the arts
  • Connecting and Expanding
    • Create artistic works to reflect personal and cultural identity in connection with a specific time and place

Content

  • The influence of time and place on the emergence of artistic forms
  • Traditional and contemporary Worldviews and cross-cultural perspectives as communicated through the arts

Activity Synopsis
Students will participate in the Project of Heart. They will use art to communicate with residential school survivors. They will create a mural that represents their perspective of the residential school system.

Social Responsibility

Competency Profile: Valuing Diversity

Students value diversity, defend human rights, advocate for others, and act with a sense of ethics in interactions, including online.

Sample “I” Statements:

  • With some direction, I can demonstrate respectful and inclusive behaviour.
  • I can explain when something is unfair.
  • I can advocate for others.
  • I can take action to support diversity and defend human rights, and can identify how diversity is beneficial for my community, including online.

Unit Overview:

Core Competencies are a new approach in British Columbia to Expected Learning Outcomes beyond content to developing the ‘Educated Citizen.’ They focus on Personal and Social, Thinking, and Communication. An integrated unit that interweaves these competencies is a valuable way to use learning.

The basis of this unit is rooted in the area of Social Studies. Several other curriculum strands have been incorporated to extend thinking and incorporate multiple intelligences into content delivery.

Direct content connections can include:

  • Injustice
  • Oppression
  • Societal change
  • Conflict and cooperation
  • Worldview
Aboriginal connections include:

  • Traditional governance
  • Loss of language and culture
  • Residential Schools
  • The Indian Act
Process learning connections can include:

  • Inquiry – Gathering, Analyzing, Summarizing, Predicting, and Presenting
  • Making meaning – questioning, exploring, planning and conducting

Fire Related Resources

The following resources are from the ERAC Evaluated and Approved collection accessible at bcerac

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