Western Canadian Protocol

(Common Curriculum Framework for Social Studies)

The Western Canadian Protocol Common Curriculum Framework for Social Studies, is a draft document likely to be adopted by Alberta, British Columbia, Manitoba, Saskatchewan, the Northwest Territories, Nunavut and the Yukon. In this framework students in grades 5-8 are expected to acquire a set of learning outcomes on various thematic issue, including those that are consistent with the What Kind of WorldÖ? programme content and delivery approach:

Grade 5

• generating a variety of possible causes contributing to racism, prejudice, and stereotypes in everyday life;
• demonstrating respect for the rights and opinions of others;
• participating in role-plays or discussions that involve diverse points of view;
• taking part in making and abiding by rules and group decisions in collaborative work;
• respecting group decisions and expressing disagreement appropriately;
  
• resolving conflict through negotiation;
• respecting diversity and promoting the equality of all humans;
• appreciating the richness and contributions of diverse ethnic and cultural groups to the development of
  Canadian society;
  
• demonstrating an appreciation that Canada's diverse population has connections with many different places in the world; and
• identifying global influences that affect Canadian decisions.
  
  

• assessing media influence and bias when examining human rights and environmental issues in other parts of
  the world;
• posing questions about issues affecting youth in selected regions of the world;
• designing and assessing possible courses of action to address global problems or issues;
• assessing possible causes contributing to racism, prejudice, and stereotypes in everyday life;
• participating in making and following rules for collaborative tasks;
• participating in a role-play taking the point of view of another;
  
• taking a stand against discriminatory practices and behaviours;
• resolving conflicts through negotiations and other democratically acceptable means;
• planning and evaluating actions to support fairness, justice, and equality;
• demonstrating a proactive attitude toward justice and citizenship locally, nationally and globally;
• respecting the rights and opinions of others within the context of a democratic society;
• investigating the roles played by international agencies in monitoring and safeguarding the welfare of young people globally (e.g., United Nations, Amnesty International);
  
• describing the value of volunteer work locally, nationally, and globally;
• demonstrating an awareness of the concept of global identity;
• respecting and valuing all other people;
• considering important contemporary issues from the perspective of youth of other regions of the world
• appreciating universal human rights and the dignity of all individuals and peoples;
• describing global rights and responsibilities as defined by the U.N. Declaration of Human Rights, UN Convention on the Rights of the Child, and demonstrating an awareness of the universal human rights issues that affect youth; and
  
• identifying various international leaders (e.g., UN Secretary-General, Canadian Prime Minister, U.S. president).
  

• evaluating new ideas and testing them against prior knowledge;
• considering diverse points of view in group discussions;
• participating in a situation from another point of view through role-play;
  
• demonstrating the ability to find common ground for cross-cultural discussions;
• exploring a variety of options in order to build consensus;
• deciding how and when compromise is appropriate;
• valuing the idea of mutual dependence in relationships with peers and others; and
  
• respecting and valuing cultural diversity.

• identifying the impact and influence of personal values in interactions with individuals of other cultures;
• recognizing the connections between ideas, worldviews and actions;
• being aware of ways in which worldviews can affect one's decision-making process;
  
• detecting racism or prejudice in research sources;
• interacting appropriately with others in discussions involving beliefs, values and worldviews;
• demonstrating respect for the ideas and opinions of others;