Along the Arctic Coast, at the northmost point on American soil, we explore the inseparable bond between mother and child, the sacred and fragile moments after birth and the importance of protecting the place "Where Life Begins".

Biodiversity

Life on land

Climate change

Climate action

Sustainable consumption production

Responsible consumption and production

Cities

Sustainable cities and communities

Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding such issues as discrimination of various groups – women, indigenous people – throughout history and religious conflicts - the Middle East Peace process, the troubles between the United Kingdom and Northern Ireland, conflicts in Africa and genocide.

SOC.9-12.S.1.GLE.1.RA.1

Research current controversies regarding the extraction and use of geologic resources (e.g. causes of global warming, drilling for oil, safety and environmental impact of mining).

SCI.9-12.SG5.c

Analyze the effects that different world issues have on shaping international responses, such as rainforest conservation, pollution, climate change, and energy sources (oil drilling, coal, nuclear)

SOC.7.1.A.3.b

Evaluate the effect that international, national, and regional interests have on shaping environmental policy, such as logging forested areas, oil drilling, pollution, nuclear power, or alternative energy sources

SOC.9-12.1.A.3.e

What are competing ideas regarding purposes of governments and other governance systems? What purposes should governance systems serve?

SOC.9-12.I.A.1

What are essential characteristics of limited and unlimited governments? What importance do rule of law, civil society, political freedom, and economic freedom have under those systems?

SOC.9-12.I.A.2

What are/should be the nature, purposes, and uses of constitutions?

SOC.9-12.I.A.3

How are power and responsibility distributed, shared, and limited among the levels of government established by the United States Constitution? How are the local, state, and national governments organized in the United States?

SOC.9-12.I.A.4

How do people attain positions of power and leadership in governance systems? What factors support or limit their power?

SOC.9-12.I.A.5

What is the place of law in the American constitutional system? How does/should law protect the rights of individuals?

SOC.9-12.I.A.6

What values and principles are basic to American constitutional democracy? Where may they be found? How do/should they impact upon the practices of government?

SOC.9-12.I.A.7

Why do democratic values and principles sometimes come into conflict with one another? How do/should governments and citizens deal with such issues?

SOC.9-12.I.A.8

What implications follow from the world being organized as a system of nation-states?

SOC.9-12.I.A.9

develop questions to initiate and refine research

SOC.9-12.I.A.a

conduct research, including field inquiries, to answer questions and evaluate information and ideas

SOC.9-12.I.A.b

interpret information from sources (such as, documents, newspapers, videotapes, CD-ROMs, laser disks, on-line services, books, and direct observations)

SOC.9-12.I.A.c

Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment (e.g., commercial revolution, Columbian exchange, religious conversion, spread of Christianity, spread of disease, spread of technology, conquistadors, slave trade, encomienda system, enslavement of indigenous people, mixing of populations, etc.).

SOC.NCES.WH.H.5.3

Describe the location and extraction of natural resources that are used in manufacturing processes (e.g., harvesting, drilling and mining).

TEC.8.7.A.8

Determine and explain the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from indigenous people, ethnic and religious groups and other traditionally marginalized groups throughout the Eastern Hemisphere. (History)

SOC.3.7.20

Determine and explain the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from indigenous people, ethnic and religious groups and other traditionally marginalized groups throughout the Eastern Hemisphere.

SOC.6.7.20

Students show understanding of human interaction with the environment over time by Evaluating different viewpoints regarding resource use in the U.S. and world (e.g., debating drilling for oil in a national wildlife refuge)

SOC.7-8.H&SS7-8:12.3

Indo-Aryan people migrated into the area, creating a structured society (caste system) and blending their beliefs with those of the indigenous people.

SOC.8-9.WHI.4b.2

Heavy reliance on primary economic activity (oil drilling, agriculture, pastoralism)

SOC.9-12.WG.4.G 3.a

Economic characteristics Heavy reliance on primary economic activity (oil drilling, agriculture, pastoralism)

SOC.5-8.WG.10c.1.a

Explain how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery).

READ.9-10.2.3.1.e

Analyze a major historical event and how it is represented on timelines from different cultural perspectives, including those of indigenous people.

SOC.H1.6-8.4

identify ways in which people have modified the physical environment such as clearing land, building roads, using land for agriculture, and drilling for oil;

SOC.2.5.A

describe the tools and techniques for directional drilling;

AGRI.9-12.3.C

summarize the instruments and techniques used when logging and testing during the drilling and completion of a well;

AGRI.9-12.3.K

explain how human activities in their local region can have an impact on natural processes (e.g., vehicle use, chimney emissions, and barbecue and lawn mower usage contribute to smog and can change the acidity of lake water; blasting and
drilling may trigger land instability; removing
trees and paving over land change the amount
of water going into the soil and back into the air;
expansion of highways can lead to more animals
being struck by vehicles and can also disrupt
animal migration patterns and separate animals
from their food supplies, thus endangering their
populations)

B1.4 Natural Processes and Human
Activity

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on Canadian-U.S. relations; an essay on turning points for Indigenous people since 1960; a debate on whether Prime Minister Trudeau’s policies contributed to a “Just Society”; a presentation on the changing roles of women in Canada; a video on social conditions during the Great Depression; a role play on negotiations to patriate the constitution; a project to write the text for a wiki on developments in Canadian culture in the second half of the twentieth century; a blog from the perspective of a soldier in Afghanistan)

A1.7 Historical Inquiry

describe some key social changes in Canada during this period (e.g., social changes brought about by unemployment or the dustbowl during the Depression; new left- and right-wing social movements; the increasing influence of American culture; northern Indigenous people becoming more reliant on European material goods), and explain their main causes as well as their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities

C1.1 Social, Economic, and Political
Context

describe some key political developments and/or government policies that have affected Indigenous peoples in Canada since 1982 (e.g. the creation of Nunavut; Bill C-31 amending the Indian Act; the Royal Commission on Aboriginal Peoples; the Truth and Reconciliation Commission’s calls to action; the 2016 Canadian Human Rights Tribunal decision regarding inequalities in funding for child welfare for First Nations children; the National Inquiry into Missing and Murdered Indigenous Women and Girls; the United Nations Declaration on the Rights of Indigenous People), and assess their significance for First Nations, Métis, and Inuit individuals and communities

E1.4 Social, Economic, and Political
Context

describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., the development of new political parties; R. B. Bennett’s social welfare policies; the passing of the Padlock Act in Quebec; victory bonds; government policies on wartime rationing, propaganda, and censorship; the decision to intern Japanese Canadians during World War II), and explain how they affected the lives of non-Indigenous people in Canada

C1.45 Social, Economic, and Political
Context

analyse the impacts of tourism on the lands, cultures, and livelihoods of indigenous people in tourist destinations

E2.2 Impacts on Local Populations and Indigenous Peoples

analyse the impact of some key instances of social, economic, and/or political cooperation in various regions of the world during this period (e.g., trade along the Silk Road, cooperation between colonists and indigenous people, cultural exchange, expansion of trade)

B2.5 Communities, Conflict, and Cooperation

evaluate the strengths and weaknesses of international agreements in protecting various rights and freedoms (e.g., the rights of women, children, indigenous people; religious rights; animal rights)

E4.3 Emerging Legal Issues

analyse some of the general ways in which the natural environment of regions in Canada has affected the development of industry (e.g., how the characteristics of the Canadian Shield made possible the development of mining and smelting, forestry, fresh water fisheries, pulp and paper; how the characteristics of the Maritime provinces made possible the development of fisheries, coal mining, agriculture, off-shore oil drilling; how the topography and climate of the Prairies make the region suitable for large-scale farming and ranching)

Grade 4 Application: Industrial Development
and the Environment B1.1

explain how various groups and communities, including First Nations, Métis, and Inuit communities, have contributed to the goal of inclusiveness in Canada (e.g., with reference to the efforts of women’s rights, civil rights, Indigenous, or labour organizations, or of advocacy organizations for immigrants, disabled people, or various religious or ethnic groups; the Métis idea of and belief in respectful blending), and assess the extent to which Canada has achieved the goal of being an inclusive society (e.g., with reference to the policy of multiculturalism, the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Ontarians with Disabilities Act, freedom of religion, the recognition of gay marriage, the ratification of the United Nations Declaration on the Rights of Indigenous People)

Grade 6 .Application: Diversity, Inclusiveness,
and Canadian Identities A1.4

explain why Canada participates in specific international accords and organizations (e.g., the North American Free Trade Agreement [NAFTA]; Asia-Pacific Economic Cooperation [APEC]; the World Health Organization [WHO]; the North Atlantic Treaty Organization [NATO]; the United Nations [UN], including the Declaration on the Rights of Indigenous People and/or the Convention on the Rights of the Child), and assess the influence of some significant accords and/or organizations in which Canada participates

Grade 6 . Application: Canada and
International Cooperation B1.1

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Covenant Chain, 1677–1755; the Treaty of Portsmouth, 1713; the Peace and Friendship Treaties, 1713–60; the Treaty of Niagara and the Covenant Chain Wampum, 1764; the British-Inuit Peace Treaty, 1765; the Treaty of Fort Stanwix, 1784; the Haldimand Proclamation, 1784; the Jay Treaty, 1794; the Treaty of Greenville, 1795)

Grade 7 Understanding Historical Context:
Events and Their Consequences A3.2

identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Selkirk Treaty, 1817; the Huron Tract Treaty, 1827; the Saugeen Treaty, 1836; the Mississaugas of New Credit Land Cession Agreements; the Manitoulin Island Treaties, 1836 and 1862; the Robinson-Superior and RobinsonHuron Treaties, 1850)

Grade 7. Understanding Historical Context:
Events and Their Consequence B3.2

identify some key factors that contributed to the establishment of the residential school system (e.g., government and/or settler appropriation of Indigenous land; desire to impose Christianity on Indigenous peoples; government policies and church actions that repressed Indigenous cultures and resistance and/or sought to assimilate Indigenous people; beliefs within settler society about European cultural and race superiority; the drive to expand the British Empire), and explain the impact of this system on Indigenous individuals and communities (e.g., loss of Indigenous language, culture, and identity; disconnection of Indigenous children from family and community; intergenerational trauma and grief; changes in Indigenous children’s relationship to the land; internalization among Indigenous people of the world view of the colonizers; assimilation; exposure to disease; physical, sexual, and emotional abuse)