How does the Royal Proclamation impact land claims in BC?

• I can explain why Aboriginal land claims in BC are complex and controversial.
• I can consider different perspectives on the Royal Proclamation of 1763.
• I can refute biased opinions with arguments based on the principle of fairness.

How did the Treaty of the Great Peace of Montreal address collective identity and collective rights?

• I can discuss the impact of alliances between Europeans and First Nations.
• I can analyze an historic treaty and compare it to the Charter.
• I can give examples of individual rights and collective rights.

How did the fur trade lead to the development of Canada?

• I can summarize key ideas about how fur trading started and developed in Canada.
• I can analyze how the fur trade created relationships between Indigenous peoples and Europeans.
• I can consider what life would have been like for various participants in the fur trade.

What can we do to make the world a better place?

• I can tell a variety of ways I have changed over time and how my needs have changed. 
• I can consider my rights as a Canadian citizen and what responsibilities I have to myself, my family, and others in my community.
• I can think of ways I can help others in my community to make our world better.

How do we ensure everyone has been included and represented?

• I can connect and engage with others.
• I can solve problems using kindness and empathy.
• I can identify how my actions affect others.

How can we recognize, appreciate and celebrate our differences?

• I can see different points of view.
• I can explain my thinking about equality and equity.
• I can participate in activities that make my school and community a better place.

What is the contribution of the labour movement in achieving many social programs, policies, and laws in Canada?

• I can name benefits that we enjoy today because of the labour movement.
• I can analyze the causes and consequences of milestones in workers’ rights.
• I can consider my personal opinions about unions and workers’ rights.

What have been the turning points for women’s rights in Canada?

• I can identify Canadian women who were trailblazers for women’s rights.
• I can analyze significant turning points in women’s rights in Canada.
• I can explain what needs to be done to remove barriers to gender equality in Canada today.

How are youth offenders treated differently than adult offenders?

• Students can collaborate effectively with others to deliver and present knowledge about the Youth Criminal Justice Act.
• Students can challenge assumptions and reflect on views on youth offenders from throughout the learning experience.
• Students can demonstrate empathy, personal responsibility, and listening skills during the restorative justice circle activity.