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Notes:

1. The Junior Lesson is designed for Grades 5, 6 and 7. The Intermediate Lesson is designed for Grades 8, 9 and 10. The Senior Lesson is designed for Grades 11 and 12.
2. Quality of the fit is represented by one * for a possible fit, two ** for a good fit and three*** for an excellent fit.
3. All of the courses are Social Studies unless indicated with (H) for History, (G) for Geography,(CS) for Canadian Studies and (WI) for World or Global Issues.
4. The Atlantic Provinces share much the same curriculum based on the Foundation for the Atlantic Canada Social Studies Curriculum. Curriculum outcomes are stated as what students will learn by the end of Grades 3, 6, 9, and 12.
5. Yukon Territories is included with BC because their curriculum is essential the same. This is also true for Alberta and the Northwest Territories.
6. This is the African Studies an optional course.
7. Applies to both the Global History and Global Geography courses.
8. Canadian History and Politics Since 1945 course.
9. No fits were found from the limited curriculum material available on the Nunavut website.

Units, Themes, Specific Outcomes, Objectives or expectations from the Provincial and Territorial Curricula that have a fit with the Lesson Plans for Blessed Be the Children.

Please note: The Junior Lesson is designed for Grades 5, 6 and 7. The Intermediate Lesson is designed for Grades 8, 9 and 10.The Senior Lesson is designed for Grades 11 and 12.

British Columbia:

Grade 6 Social Studies - It is expected that students will:

• demonstrate understanding of global citizenship
• demonstrate awareness of United Nations' human rights initiatives

Grade 7 Social Studies
Applications of Social Studies - It is expected that students will:

• identify and clarify a problem, issue, or inquiry
• defend a position on a global issue by considering competing reasons from various perspectives
• organize information into a formal presentation using several forms of representation
• design, implement, and assess detailed courses of action to address global problems or issues

Grade 11 Social Studies - Political Issues II: It is expected that students will describe and assess Canada's participation in world affairs.

Alberta and the Northwest Territories:

Grade 6 Social Studies - Outcome 6.2: Quality of Life Around the World. Students will demonstrate an understanding of the multiple factors that affect the quality of life in communities around the world, and appreciate how these factors impact human rights.

Grade 9 Social Studies - 9.4.7 Students will assess how emerging global issues will affect Canadians.

Grade 10 Social Studies 10 - Theme 1: Sovereignty. Examine Canada's involvement in the global community...Canada and the developing world: -CIDA and selected examples of non-government organizations.

Grade 11 Social Studies 20 - The Growth of the Global Perspective: Topic B - Interdependence in the Global Community. Theme III: Quality of Life...-human rights considerations. Theme IV: Alternative Futures: Possibilities For Change sections a., b., and c.

Grade 11 Social Studies 30 - The Contemporary World. Topic B: Global Interactions. Theme 1b. -International cooperation arises from a variety of motives and results in different forms of cooperation.

Saskatchewan:

Grade 5 Social Studies:Students will:

• identify and apply rights and responsibilities.
• practice decision making

Grade 7 Social Studies: Unit 3: Power.

Appreciate that the use of power must respect human dignity and the rights of individuals and societies to be treated fairly.

Grade 10 Social Studies 10: Social Organizations - Unit 5: International Political Organizations
In this unit students will examine the concept ofinternational politics. They will study some of the international organizations that influence relationships between nations. Students will examine how nations exercise their political power, the impact the goals of nations can have on the lives of people, and how these goals can affect the collective security of the global community.

Grade 11 Social Studies 20: World Issues Unit Five: Foundational Objectives Concept: Global Issues
Knowledge Objectives The student will:

• Know that some challenges or issues are global in nature because they affect the entire earth and will require global involvement to find solutions.
• Know that paradigms that surround a particular challenge or issue will affect the responses to that challenge or issue and the choice of strategies adopted to respond to it.
• Know that human rights are those rights that an individual is entitled to simply because he or she is human.

Grade 12 Canadian Studies 30: Unit 5 - Social Studies: The central concept of this unit is globalization. Canada is living in an increasingly interdependent world that limits the ability of Canadians to make decisions for themselves. Students will learn that environmental and economic changes are beyond the power of individual nations to control and that difficult choices need to be made between international interests and domestic interests.

Manitoba:

Grade 7 Social Studies: Spaceship earth - Unit 4: Patterns and People Around the World. 1. Selected countries from the Developed and the Developing World.

Grade 9, Senior 1 Canada Today: Unit V, Canada and The World. 2. Canada’s Relationship to the Developing World. What are the major challenges facing the people of the Developing World? How are Canadians helping to meet these challenges through various government and non-government programmes?

Grade 11, Senior 3 Canada - A Social and Political History:
Unit VI - External Relations. 3. Canada’s Involvement in International Affairs.

Grade 12, Senior 4: World Geography - A Human Perspective:
Unit VI - World Interdependence.

Grade 12, Senior 4: World Issues: Unit 1 - The Role of the Media in World Issues. Child labour practices in developing countries?
Unit III: Quality of Life Perceptions. 3. Quality of Life in Developing Countries.

Ontario:

Grade 8, History and Geography:Overall Outcome: Describe the economic relationship between Canada and the global community (e.g., with respect to harvesting resources, manufacturing goods, the provision of services worldwide);

Grade 11, Canadian History and Politics Since 1945: Canada in the World Community -By the end of this course, students will:

• assess the effectiveness of major international aid and relief agencies and programs in which the Canadian government played a leading role (e.g., Colombo Plan, Canadian University Services Overseas, Canadian International Development Agency);
• evaluate the participation and achievement of Canadians in non-governmental aid, relief, and human rights organizations (e.g., Oxfam, CARE, Médecins Sans Frontières, Unitarian Service Committee, Amnesty International);

Grade 12, World Geography: Human Patterns and Interactions: Global Connections - Specific Expectation:

• Explain the role of international organizations (e.g., United Nations, World Bank, World Health Organization, Red Cross, Amnesty International) in fostering contact between world peoples.
• explain how people in different countries can work together to solve international problems (e.g., the Land Mine Treaty campaign);

Grade 12, Canadian and World Issues: A Geographic Analysis: Global Connections. Specific Expectations:

• demonstrate an understanding of how the work of the United Nations and other organizations on poverty, disease, and the environment is directly related to their own lives.

Grade 12, Canada: History, Identity, and Culture: Communities Local, National and Global - Specific Expectations:

• describe the nature of Canada’s role in international organizations in the twentieth century (e.g., development of the United Nations Charter, John Humphrey and the Universal Declaration of Human Rights, the Commonwealth, la Francophonie);
• evaluate the extent to which Canada’s reputation as a humanitarian nation is merited (e.g., Canadian treatment of Aboriginal peoples, Canada as a destination for escaping slaves in the nineteenth century and refugees in the twentieth century, peacekeeping efforts, United Nations rankings);

Quebec:

Teaching method: Project-based learning

The Quebec school program recommends two teaching methods: project-based learning and skill-based learning.

The concept of skill is defined as follows: "A know-how based on the efficient gathering and utilization of a set of resources." Thus, the students must combine their experiences with the knowledge acquired in a school or life setting.

Project-based learning is a teaching method which gives the student the chance to be fully involved in the acquisition of knowledge through interaction with his or her peers and environment. The teacher is asked to act as a special educational mediator between the student and the subject matter that represents the knowledge the student must acquire. Hence, students will be expected to manipulate knowledge and see the need to learn within the framework of a project; they will actively pursue learning and understand the logic of what they do. They will recognise and question facts, rather than blindly absorbing a senseless and scattered knowledge given by an omniscient authority, as in traditional education.

BLESSED BE THE CHILDREN

Grade	Quebec
3 & 4	*
5 & 6	***

Quality of the fit is represented by one * for a possible fit, two ** for a good fit and three *** for an excellent fit.

Expectations at the end of the cycle of moral instruction:

Students should be able to:

• explain in their own words how they understand the links, values, rules and restrictions guiding activity within a group. (2nd cycle: 4th grade)
• consider various ways of looking at people, values, restrictions, rules, standards and rights guiding action towards different people. (3rd cycle: 6th grade)
• compare their own reality and references with those of children their age in other cultures. (3rd cycle: 6th grade)
• express what they have learned to guide their actions with different people, and show how their acquired knowledge could promote a better living for them and the community. (3rd cycle: 6th grade)

New Brunswick:

Grade 6 Social Studies: World Cultures: Unit 5 Global Issues - Expectations:

• Demonstrate an understandIing of the effects of the uneven distribution of wealth and power around the world
• Identify and describe examples of human rights issues around the world
• Take age appropriate actions to demonstrate their responsibilities as global citizens.

Grade 8 Social Studies, Canadian Identity: Unit Four: Citizenship - Expectation:

• Demonstrate an understanding of the rights and responsibilities of citizenship (local, national, global).

Grade 9 Social Studies, Interdependence: Unit Five: Interdependence: Expectation:

• Examine how Atlantic Canadians are members of the global community through different interconnected systems.

Grade 11 Modern World History 112: Examines widening global contacts of the contemporary world.

Grade 12 World Issues 120: Examines various issues that are global in nature and that require a global solution.

Nova Scotia:

Grades 6, 8 and 9 have the same curriculum as New Brunswick, which is based on the Foundation for the Atlantic Canada Social Studies Curriculum.

Grade 11 African Studies: Unit 4 Part B: Challenges Facing Today’s Youth

Grade 12 Global Geography: Unit 3: The Peopled Planet: Standing Room Only

Grade 12 Global History: Unit 1 - North South: The origins and consequences of Economic Disparity.

Prince Edward Island:

Grades 6, 7 ,8 and 9 have the same curriculum as New Brunswick, which is based on the Foundation for the Atlantic Canada Social Studies Curriculum.

Grade 10 Canadian Studies: Major Theme - Canada’s role in world affairs.

Grade 11 Global Studies: Theme - "...investigate significant world regions."

Grade 12 Global Issues: Theme - "...will provide a global perspective on contemporary issues."

Newfoundland:

Grade 6 Social Studies: GCO 10 - Increasing global interdependence and technological change affect sustainable living and cultural empathy.

Grade 8 Social Studies: To appreciate the importance of humanitarianism, interdependence, and cooperation to world cultures.

Grade 9 Atlantic Canada In The Global Community:

Theme Five: Interdependence

The Student will be expected to: 5.1 explore his/her concept of world view and explain the factors that influence and are influenced by it

5.2 examine and analyze how Atlantic Canadians are members of the global community through different interconnected systems

5.3 assess the individual qualities and attributes Atlantic Canadians need to become contributing members of the global community

5.4 demonstrate an understanding that the future well-being of Atlantic Canada involves co-operation with the national and global communities

Grade 10 Canadian Issues 1209: Outcome 13 - To understand how private Canadian citizens can contribute to a better world.

Grade 11/12 Global Issues 3205:

THEME 1 Human Rights

Specific Curriculum Outcome

1.1 Students will examine the nature of and need for human rights

Grade 11/12World History 3201: Theme 6, Emergence of The New World Order- Specific Curriculum Outcomes:

1. demonstrate an understanding of the successes and challenges faced by the newly-independent nations

2. demonstrate an understanding of the vast discrepancies in wealth and power of the world's nation states

3. demonstrate an understanding of the nature of international relations

THEME 7 History in the Making

Specific Curriculum Outcome

It is expected that students will: 1.2 demonstrate an understanding of the political and economic changes which have occurred throughout the world since the end of the Cold War

1.3 demonstrate an understanding of selected problems throughout the world at the turn of the millennium