Social Studies
Reasoning through Grade 7
Purpose:
 What is the main purpose of
the Social Studies program at
this grade level?
Hint: examine the grade heading,
overview and rationale
Question-at-issue:
 What key questions is the
program addressing at this
grade level?
Hint: turn the GLOs into questions
Information:
 What information do students
learn at this grade level?
Hint: review the Knowledge and
Understanding SLOs and the strands
associated with them
The main purpose of the Grade 7 Social Studies program
is to provide a comprehensive examination of Canadian
history both before and after Confederation. By looking
extensively at the history of Canada, students will gain an
understanding of how Canada has evolved into a
multicultural, bilingual, pluralistic, and diverse society, as
well as appreciate how these dimensions of Canada have
affected citizenship and identity over time.
What are the distinct roles of, and relationships among,
the Aboriginal, French, and British peoples in the
foundations of Canadian Confederation?
In what ways have the political, demographic, economic,
and social changes that have occurred since
Confederation presented challenges and opportunities
for the different individuals and communities in Canada?
 Structure of Aboriginal societies (Iroquois
Confederacy, Ojibwa, Mi’kmaq)
 Decision making in Aboriginal societies
 Effects of European imperialism
 Key figures in French exploration and settlement
of North America
 Roles of the Royal Government and Catholic
church in New France
 British governments roles in the settlement of
North America
 The Fur Trade
 French-British conflict in North America
 The Great Deportation
 Battle of the Plains of Abraham
 Loyalist migration
 Economic and military events that contributed to
the foundations of Canada
 Chief Pontiac

Perspectives:
 How does the program attend
to aboriginal, francophone
and pluralist perspectives at
this grade level?
Fundamental and powerful
concepts:
 What key concepts or big
ideas does the course
introduce?
 What key concepts is the
content of the grade level
organized around?
Adapted from Nosich, G. (2012). Learning to Think Things Through: A Guide to Critical Thinking
Across the Curriculum. New York, NY: Pearson.
 Quebec Act of 1774
 Royal Proclamation
 Chief Tecumseh
 War of 1812
 Act of Union
 Purposes behind Confederation
 Red River Metis
 Louis Riel and the Red River Resistance
 FNMI perspectives on Manitoba
 Manitoba Schools Act
 Rupert’s Land
 Clifford Sifton’s immigration policies
 Asian immigration and the CPR
 Canadian Pacific Railway
 The role of the North West Mounted Police
 Immigration after Confederation
 BC and PEI joining Confederation
 Numbered Treaties
 Newfoundland joining Confederation
 Women in Canadian society
 Increase in Indigenous population
 Urbanization and its impacts
 Technological advances in Canada
 La Societe Radio-Canada and the Canadian
Broadcasting Corporation
The program is extremely focused on Aboriginal,
Francophone, and pluralist perspectives in grade 7. It is a
continuous theme throughout the program, and is
attended to in almost every outcome.
 The course introduces the concept of citizenship
and identity that will be thoroughly discussed
throughout later grades
 Other key concepts:
o Assimilation
o Colony
o Demographics
o Great Deportation

Conclusions:
What should a student be like,
know and be able to do by the end
of the course?
 What are the important values
and attitudes we would expect
students to demonstrate at
the end of this course?
 What are the essential
understandings or key
conclusions of this Social
Studies course?
 What important skills should
students have by the end of
the course?
Adapted from Nosich, G. (2012). Learning to Think Things Through: A Guide to Critical Thinking
Across the Curriculum. New York, NY: Pearson.
o Immigration
o Migration
o Imperialism
o National Policy
o Settlement
o Treaty of Paris
o Urbanization
Students should:
 Appreciate the influence of diverse Aboriginal,
French, and British peoples on the development of
Canada
 Appreciate the challenges of co-existence among
peoples
 Recognize the pros and cons of immigration and
migration
 Recognize the consequences of political decisions
 Appreciate the challenges that come when
individuals and communities are confronted with
rapid change
 Develop critical, creative, historical, and
geographic thinking skills
 Demonstrate decision making and problem-
solving skills
 Work well in groups and independently
 Develop behavior for social involvement as
responsible and contributing citizens
 Develop research skills
 Demonstrate oral, written, visual, and media
literacy