Empowering Connections: SCOs & the PEI Human … · are equal in dignity and human rights without...

Empowering Connections: SCOs & the PEI Human Rights Act

* Produced by the Prince Edward Island Human Rights Commission & Department of Education and Early Childhood Development. Project made possible by the Law Foundation of Prince Edward Island.

English Programs and Human Rights

Within each of the grades/courses below, DEECD Curriculum Specialists

specified SCOs embodying the spirit of the PEI Human Rights Act.

The PEI Human Rights Act = Valuable Teaching Tool

Grades K-3 Science .......................................................................2

Grades K-6 Physical Education ......................................................3

Grade 1 Social Studies ..................................................................4

Grade 1 Visual Arts .......................................................................5

Grades 1-3 Music ..........................................................................6

Grades 1-9 Health Programs .........................................................7



Grade 4 Science .......................................................................... 10

Grade 4 Visual Arts ..................................................................... 11

Grade 4-6 Music ......................................................................... 12

Grade 5 Science .......................................................................... 13


Grade 6 Science .......................................................................... 15


Grade 6 Social Studies ................................................................ 17

Grades 7-8 Social Studies ........................................................... 18

Grades 7-9 Physical Education .................................................... 19

Grades 7-9 Science ..................................................................... 20

Grades 7-12 Music ...................................................................... 21

Grade 9 Math ............................................................................. 22

Grade 10 Language Arts ............................................................. 23

Grades 10-12 Biology.................................................................. 24

Grades 10-12 Technology Education ........................................... 25



Grade 12 Environmental Science ................................................ 28

401A & 501A Art ........................................................................ 29

521A Law .................................................................................... 30

701A Drama ............................................................................... 31



Grades K-3 Science

Curriculum Specialist Ted Johnston suggests that achievement of the following SCOs

will enable students to gain knowledge, skills and attitudes necessary to demonstrate

respect and support for fundamental human rights. These are indentified in the Canadian

Charter of Rights and Freedoms and the PEI Human Rights Act:

405

Be open-minded in their

explorations.

406

Work with others in

exploring & investigating.

408

Show concern for their

safety and that of others in

carrying out activities and

using materials.

For additional curriculum information,

please consult the curriculum guide,

DEECD’s Philosophy of Education: Basic

Principles and/or Ted Johnston.

For additional information on the Act & the

PEI Human Rights Commission, please

contact Human Rights Officer Wendy

Marie Baker or Administrative/Intake

Officer Lorraine Buell.

It is recognized in Prince Edward Island as a fundamental principle that all persons

are equal in dignity and human rights without regard to age, color, creed, ethnic or

national origin, family status, marital status, physical or intellectual disability,

political belief, race, religion, sex, sexual orientation or source of income.

(Preamble, PEI Human Rights Act, 2008)

http://www.efc.ca/pages/law/charter/charter.text.html

http://www.gov.pe.ca/law/statutes/pdf/h-12.pdf

http://www.gov.pe.ca/photos/original/ed_gr1_sci.pdf

http://www.gov.pe.ca/eecd/index.php3?number=1028849&lang=E


mailto:[email protected]?subject=Public%20Education%20Outreach

http://www.gov.pe.ca/humanrights/index.php3






Grades K-6 Physical Education

Curriculum Specialist Cheryl Tanton suggests that achievement of the following SCOs will

enable students to gain the knowledge, skills and attitudes necessary to demonstrate respect and

support for fundamental human rights. These are indentified in the Canadian Charter of Rights

and Freedoms and the PEI Human Rights Act:

1.10 (p. 68)

Communicate and demonstrate an

understanding of self- control, a

consideration for others, and

a respect for differences among

people (e.g. abilities, interests,

likes and dislikes, gender, culture).

3.10 (p. 91)

Demonstrate, verbally and non-

verbally, consideration and respect for

all others (regardless of ideas,

abilities, worldviews, physical

characteristics, cultural backgrounds,

and gender).

6.15 (p. 126)

Examine, evaluate, and

represent the historical and

present impact of our World

neighbours on the development

of movement activity options as

a means of supporting the well-

being of self and others.

For additional curriculum information, please

consult the Curriculum Guide, DEECD’s

Philosophy of Education: Basic Principles

and/or Cheryl Tanton.

For additional information on the Act and the


contact Human Rights Officer Wendy Marie

Baker and/or Administrative/Intake Officer

Lorraine Buell.

It is recognized in Prince Edward Island as a fundamental principle that

all persons are equal in dignity and human rights without regard to age,

color, creed, ethnic or national origin, family status, marital status,

physical or intellectual disability, political belief, race, religion, sex,

sexual orientation or source of income.





http://www.gov.pe.ca/photos/original/eecd_phyeduK6.pdf


mailto:[email protected]?subject=SCOs%20&%20PEI%20Human%20Rights%20Act







Grade 1 Social Studies

Curriculum Specialist Laura Ann Noye suggests that achievement of the following

SCOs will enable students to gain the knowledge, skills and attitudes necessary to

demonstrate respect and support for fundamental human rights. These are indentified

in the Canadian Charter of Rights and Freedoms and the PEI Human Rights Act::

1.1.1 (p. 39)

Demonstrate an

understanding of the

importance of

interactions between

people.

1.1.2 (p. 39)

Demonstrate an


similarity and

diversity of social and

cultural groups.

1.1.3 (p. 39)

Demonstrate an

understanding that people

within groups

have rights and

responsibilities.

For additional curriculum informatio, please

consult the curriculum guide, DEECD’s


and/or Laura Ann Noye.

For additional information on the PEI

Human Rights Commission, please contact

Human Rights Officer Wendy Marie Baker

Administrative/Intake Officer Lorraine

Buell.








http://www.gov.pe.ca/photos/original/edu_socstudgr1.pdf


mailto:[email protected]?subject=SCOS/Human%20R



mailto:[email protected]?subject=SCOs%20&%20Human%20Rights





Grade 1 Visual Arts

Curriculum Specialist Vicki Allen-Cook suggests that achievement of the following SCOs will


support for fundamental human rights. These are identified in the Canadian Charter of Rights


RRA 1.3 Demonstrate an awareness

of the meaning of signs and

symbols encountered in

their lives and in works of

art.

(e.g., green is associated with

nature and sometimes with

envy or illness in PEI, Canada,

United States; red is associated

with stopping [traffic lights] in

PEI, Canada, and United States,

luck in China, success in

Cherokee culture, mourning in

South Africa)

It is recognized in Prince

Edward Island as a

fundamental principle that

all persons are equal in

dignity and human rights

without regard to age, color,

creed, ethnic or national

origin, family status, marital

status, physical or intellectual

disability, political belief,

race, religion, sex, sexual

orientation or source of

income.

(Preamble, PEI Human

Rights Act, 2008)

EC 1.2

Demonstrate an awareness

of a variety of works of art

and artistic traditions from

diverse communities, times,

and places.

(e.g., iconic architecture such as

the Province House, the Eiffel

Tower, the Taj Mahal; comics

from different countries;

decorations or patterns on crafts

or old artefacts; contemporary

and ancient clay sculptures;

paintings of family or

community events from

different cultures or from

previous eras)




and/or Vicki Allen-Cook.


PEI Human Rights Commission please



Lorraine Buell.












Grades 1-3 Music


enable students to gain knowledge, skills and attitudes necessary to demonstrate respect and



p. 81

Describing their thoughts and

feelings about music and

exploring ways in which

music expresses events and

experiences in their everyday

lives.

p. 81

Demonstrating an awareness of

cultural contexts of music,

including the music of Atlantic

Canada.

p. 81

Exploring different and

diverse musical cultures of

past and present.





For additional information on the Act & PEI



and/or Administrative/Intake Officer Lorraine

Buell.










http://www.gov.pe.ca/photos/original/ed_elem_music.pdf










Grades 1-9 Health Programs

Curriculum Specialist Cheryl Tanton suggests that achievement of the following SCOs will




Grade 3:

R 3.6 (p. 36)

Develop strategies to build

and enhance friendships.

Grade 4:

R 4.4 (p. 44)

Describe and demonstrate

communication skills and

behaviours that show respect

for the feelings of others.

Grade 8:

R 8.6 (p. 66)

Describe and provide

examples of ethical

behaviour in relationships.


consult the curriculum guides, DEECD’s


and/or Cheryl Tanton.





Lorraine Buell.











mailto:[email protected]?subject=SCOs%20&%20the%20Human%20Rights%20Act







Grade 2 Visual Arts









art.

(e.g., symbols and shapes

related to school, travel, and

the arts; sports or

institutional logos; symbols

from art works or heritage

crafts of family or

community significance)


Edward Island as a











income.


Rights Act, 2008)

EC 2.2





and places.

(e.g., depictions of nature, of

people doing things together,

or of people at work;

miniature paintings from

India; Aboriginal textiles,

ceramics, and petroglyphs;

contemporary Inuit drawings

of life in the North by Annie

Pootoogook)





For additional information on the Act and PEI




Buell.













Grade 3 Visual Arts









art.

(e.g., fonts or logos that

remind them of specific

companies, messages, or

moods; the meaning of

animals such as the orca in

Aboriginal clan symbols or

the Inukshuk in Aboriginal

art)


Edward Island as a











income.


Rights Act, 2008)

EC 3.2





and places.

(e.g., a picture book that tells a

story about people and the time

and place in which they work,

play, and build their

community; George

Littlechild=s book This Land Is

My Land; Daphne Odjig=s

historical mural The Indian in

Transition; Jacob Lawrence=s

paintings of African-Americans

working, playing, and

interacting; classical Greek

sculptures of sports figures, and

contemporary sports sculptures,

such as the fans in Michael

Snow=s The Audience)









Buell.






http://www.gov.pe.ca/humanrights/







Grade 4 Science

Curriculum Specialist Ted Johnston suggests that achievement of the following SCOs will




411 (p. 98) Recognize that women and

men of any cultural

background can contribute

equally to science.

418 (p. 99)

Work collaboratively while

exploring and investigating.

419 (p. 99)

Be sensitive and develop a

sense of responsibility for the

welfare of other people, other

living things, and the

environment.



Philosophy of Education: Basic Principles and/or

Ted Johnston.

For additional information on the Act and the PEI




Buell.




















Grade 4 Visual Arts





RRA 4.3 Demonstrate awareness of

the meaning of signs,

symbols, and styles in works

of art:

symbols representing

luck;

fonts typically used in

marketing;

heraldic symbols;

aboriginal totems

around the world;

Egyptian

hieroglyphics)


Edward Island as a











income.


Rights Act, 2008)

EC 4.2

Demonstrate an awareness of

a variety of art forms, styles,

and traditions, and describe

how they reflect the diverse

cultures, times, and places in

which they were made:

wax-resist batik as a

national art form in

Indonesia;

masks used in the

celebrations of

various cultures;

symbols, motifs, and

designs on totem

poles;

radial symmetry in

patterns in Islamic

art;

paintings in an art

gallery









Lorraine Buell.












Grade 4-6 Music





Students will be expected to

develop an appreciation of

the importance of music in

daily life and to respect the

role that music plays in their

heritage and culture by:

Demonstrating a respect for different and diverse musical cultures of the

past and present.


Edward Island as a











income.


Rights Act, 2008)


develop an appreciation of

the importance of music in

daily life and to respect the

role that music plays in their

heritage and culture by:

Demonstrating a respect for the environmental, historical, and social factors that influence

music of diverse cultures.









Buell.




http://www.gov.pe.ca/photos/original/ed_elem_music.pdf










Grade 5 Science





411 (p. 78)

Recognize that women and

men of any cultural

background can contribute

equally to science.

419 (p. 79)

Work collaboratively while

exploring and investigating.

419 (p. 79)

Be sensitive and develop a

sense of responsibility for the

welfare of other people, other

living things, and the

environment.




and/or Ted Johnston.





Lorraine Buell.



















Grade 5 Visual Arts





CP 5.1 Create two- and three-

dimensional art works that

express feelings and ideas

inspired by their own and

others’ points of view:

A painting based on a photo

montage about children’s

rights and responsibilities;

A coloured line drawing of

an underwater setting or the

view from an airplane that

addresses environmental

awareness by showing the

interconnectedness of

ecosystems;

A painting of someone in a

particular situation in which

empathy for him or her is

created through

characterization.


Edward Island as a











income.


Rights Act, 2008)

EC 5.2

Demonstrate an awareness of

ways in which visual arts

reflect the beliefs and

traditions of a variety of

peoples and of people in

different times and places:

The use of contemporary

Aboriginal art to support

cultural revitalization;

The use of images on ancient

Greek vases to reflect

narratives of daily life,

legends, and war;

The relationship between

public art and its location;

Exhibitions of the art of local

artists in local festivals;

Displays and exhibitions of

art works in galleries and

museums.









Lorraine Buell.












Grade 6 Science





422 (p. 84) Appreciate and respect that

science has evolved from different views held by women and men from a variety of societies and cultural back grounds.

429 (p. 84)

Value accuracy, precision, and

honesty.

431 (p. 84)

Work collaboratively in

carrying out investigations,

as well as in generating and

evaluating ideas.




and/or Ted Johnston.





Lorraine Buell.










http://www.gov.pe.ca/photos/original/educ_6ScienceCu.pdf









Grade 6 Visual Arts



support for fundamental human rights as indentified in the Canadian Charter of Rights and

Freedoms and the PEI Human Rights Act:

CP 6.1 Create two- and three-

dimensional art works that

explore feelings, ideas &

issues from a variety of

points of view:

Art work inspired by the

motifs in other art forms

[dance, music] or by hopes

and dreams;

A mixed-media piece or one-

minute video “short” about

adaptation and survival;

A still-life painting that

offers a social commentary

on fast-food packaging


Edward Island as a











income.


Rights Act, 2008)

EC 6.1

Identify and describe some

of the ways in which art

forms and styles reflect the

beliefs and traditions of a

variety of communities,

times, and places:

Art can represent ways in

which people view their

personal identity;

Contemporary Aboriginal

artists use their artistic

traditions to comment on

identity, society, and the

world;

Art can be a record of

human experience.









Lorraine Buell.












Grade 6 Social Studies

Curriculum Specialist Laura Ann Noye suggests that achievement of the following SCOs will




6.3.2 (p. 121)

Examine selected examples

of human rights issues

around the world.

Note:

Grade 6 Social Studies, in

addition to the curriculum

guide, may use the optional

resource Global Classroom

Initiative 6 to achieve this

Act/SCO-linked outcome.

6.1.1 (p. 125)

Demonstrate an

understanding of the concept

of culture and its role in their

lives.




and/or Laura Ann Noye.





Lorraine Buell.










http://www.gov.pe.ca/photos/original/eecd_Gr6SS11.pdf








Grades 7-8 Social Studies

Curriculum Specialist Bethany Doiron suggests that achievement of the following SCOs will




Grade 7: Empowerment

7.5.3 (p. 25)

Examine how women

became more empowered

through their role in the

social reform movements of

the late 19th and early 20th

centuries:

explain how women

gained more rights

and opportunities as a

result of their work

with social and

political reform;

analyse the impact of

these movements on

other women’s lives;

take age-appropriate

action on social

issues in our society

today .


Edward Island as a











income.


Rights Act, 2008)

Grade 8: Canadian Identity

8.4.1 (p. 24)

Take age-appropriate actions

that demonstrate the rights and

responsibilities of citizenship

(local, national and global):

examine the United

Nations Declaration of

Human Rights;

examine the concepts

of citizenship, rights &

responsibilities;

develop a definition of

responsible

citizenship; and

plan and carry out age-

appropriate actions that

demonstrate

responsible citizenship.


consult Curriculum Guides, DEECD’s


and/or Bethany Doiron.

For additional information on the PEI Human

Rights Commission please contact Human

Rights Officer Wendy Marie Baker and/or

Administrative/Intake Officer Lorraine Buell.


















Grades 7-9 Physical Education

Curriculum Specialist Cheryl Tanton suggests that achievement of the following



in the Canadian Charter of Rights and Freedoms and the PEI Human Rights Act:

Grade 7 (7.13)

Relationship Skills - Role

model and practice the

behaviours associated with

demonstrating responsibility

and caring for others to

support personal growth in

making positive connections

while participating in

movement activities.

Grade 8 (8.13)

Social Behaviour - Analyze

environmental influences

(e.g. family beliefs/ values,

culture, gender, role models,

workplace, peers,

advertising, television) to

assess their impact on

responsible social behaviour

in movement activity

settings.

Grade 9 (9.13)

Contemporary Culture - Identify

and analyze personal perspectives

on how to manage the

contemporary opportunities and

challenges that influence one's

ability to develop as a skillful

mover, to live a balanced, active

lifestyle, and to develop and

maintain safe and respectful

relationships.


please consult the draft curriculum guides,


Principles and/or Cheryl Tanton.

For additional information on the Act &

the PEI Human Rights Commission,

please contact Human Rights Officer

Wendy Marie Baker and/or


Buell.

















Grades 7-9 Science

Curriculum Specialist Ryan MacAleer suggests that achievement of the following SCOs will




Appreciation

Students willingly work with

new individuals regardless of

their age, their gender, or

their physical or cultural

characteristics.

of

Students will show

interest in the

contributions women

and men from many

cultural backgrounds

have made to the

development of science

and technology.

Science

Students will recognize that

others have a right to their

point of view.




and/or Ryan MacAleer.





Lorraine Buell.










http://www.gov.pe.ca/photos/original/ed_gr7_sciguide.pdf









Grades 7-12 Music

Curriculum Specialist Vicki Allen-Cook suggests that achievement of the following

SCOs will enable students to gain knowledge, skills and attitudes necessary to



Through the study of

music, our programs strive

to provide experiences

which enable the student

to:

Explore and develop an

understanding of cultural,

historical, and stylistic

perspectives in music.

(Understand Context)


Edward Island as a

fundamental principle that all

persons are equal in dignity

and human rights without

regard to age, color, creed,

ethnic or national origin,

family status, marital status,

physical or intellectual




income.

(Preamble, PEI Human Rights

Act, 2008)

Through the study of music,

our programs strive to

develop positive attitudes

and effective strategies of

learning. The goals of

Personal Development in

Music enable the student to:

Develop respect for

the abilities and efforts

of self and others:

Demonstrate

motivation both

individually and

collectively; and

Develop abilities to

cooperate and work

responsibly with

others in group

activities and

performances.


please consult the curriculum guides,


Principles and/or Vicki Allen-Cook.




Wendy Marie Baker


Buell.












Grade 9 Math

Curriculum Specialist Blaine Bernard suggests that achievement of the following SCOs will




SP1 (p. 61)

Describe the effect of:

bias;

use of language;

ethics;

cost;

time and timing;

privacy; and cultural

sensitivity.

SP2 (p. 64)

Select and defend the choice of

using either a population or a

sample of a population

to answer a question.

SP4 (p. 68)

Demonstrate an

understanding of the role of

probability in society.




and/or Blaine Bernard.





Lorraine Buell.

It is recognized in Prince Edward Island as a fundamental principle that all

persons are equal in dignity and human rights without regard to age, color,

creed, ethnic or national origin, family status, marital status, physical or

intellectual disability, political belief, race, religion, sex, sexual orientation or

source of income.





http://www.gov.pe.ca/photos/original/eecd_math9-10.pdf


mailto:[email protected]?subject=SCOs%20&%20the%20Human%20Rights%20Act







Grade 10 Language Arts

Curriculum Specialist Jennifer Connell suggests that achievement of the following


demonstrate respect and support for fundamental human rights as indentified in the

Canadian Charter of Rights and Freedoms and the PEI Human Rights Act:

Demonstrate active

listening and respect for

the needs, rights, and

feelings of others.

Demonstrate an

awareness that texts

reveal and produce

ideologies, identities, and

positions.

Evaluate ways in which

both genders and various

cultures and socio-

economic groups are

portrayed in media texts.




or Administrative/Intake Officer Lorraine

Buell.

It is recognized in Prince Edward Island as a fundamental principle that all persons are equal

in dignity and human rights without regard to age, color, creed, ethnic or national origin,

family status, marital status, physical or intellectual disability, political belief, race, religion,

sex, sexual orientation or source of income.



please consult the curriculum guide,


Principles and/or Jennifer Connell.








http://www.gov.pe.ca/photos/original/ed_langarts1012.pdf






Grades 10-12 Biology

Curriculum Specialist Ryan McAleer suggests that achievement of the following SCOs will




Biology 621A

118-6 (p. 53)

Construct arguments to

support a decision

concerning the use of genetic

engineering, using evidence

and recognizing various

perspectives.


Edward Island as a











income.


Rights Act, 2008)

Biology 621A

118-2 p. 79

Analyze from a biological,

social, ethical, and

environmental perspective the

risks and benefits of cloning

organisms.


consult the Curriculum Guides, DEECD’s


and/or Ryan McAleer.





Lorraine Buell.




http://www.gov.pe.ca/photos/original/eecd_bio621A.pdf









Grades 10-12 Technology Education

Curriculum Specialist John Stephens suggests that achievement of the following SCOs will


support for fundamental human rights as indentified in the Canadian Charter of Rights and

Freedoms and the PEI Human Rights Act:

GTO-C (p. 12)


demonstrate an

understanding of the history

and evolution of technology

and of its social and cultural

implications.


Edward Island as a











income.


Rights Act, 2008)

GTO-E (p. 12)


demonstrate an


consequences of the

technological choices.




and/or John Stephens.





Lorraine Buell.




http://www.gov.pe.ca/photos/original/ed_cit_grade8.pdf









Grade 11 Language Arts

Curriculum Specialist Jennifer Connell suggests that achievement of the following SCOs will




Demonstrate sensitivity

and respect in interaction

with peers and others in

both informal and formal

situations.


Edward Island as a











income.


Rights Act, 2008)

Reflect on their

responses to print and

media texts, considering

their own and others'

social and cultural

contexts.




and/or Jennifer Connell.





Buell.




http://www.gov.pe.ca/photos/original/ed_langarts1012.pdf










Grade 12 Environmental Science

Curriculum Specialist Ryan McAleer suggests that achievement of the following SCOs will




Environmental Science 621A

2.4 Elaboration

Appreciate that different

cultural or world views will

further complicate the

aesthetic or intrinsic

valuation of the

environment.


Edward Island as a











income.


Rights Act, 2008)

Environmental Science 621A

4.4 Elaboration

Compare and contrast the

different attitudes and actions

between Aboriginals and

European settlers with regards

to carrying capacity and land

use.


consult the Curriculum Guides, DEECD’s


and/or Ryan McAleer.





Lorraine Buell.












401A & 501A Art





401A

PR 10.1 (p. 15)

Critically view artwork and

use what they learn to inform

their own artwork

501A

PR 11.1

Continue to critically view

their own and other’s

artwork.

501A

PR 11.2

Create a visual that conveys

a social, political, or

environmental

issue/statement/message.








Wendy Marie Baker


Buell.

















521A Law

Curriculum Specialist Bethany Doiron suggests that achievement of the following SCOs will




1.3.1 (p. 15)

Assess the impact of the

Charter of Rights and

Freedoms on Canadians.

1.3.2 (p. 15)

Evaluate the impact of past and

present legislation concerning

Aboriginal peoples.

1.3.4 (p. 19)

Compare & contrast the

Canadian Human Rights Act

and the PEI Human Rights

Act.

For additional curriculum information , please



and/or Bethany Doiron.





Lorraine Buell.










http://www.gov.pe.ca/photos/original/ed_law521A_08.pdf









701A Drama





CP 10.1

Responds with

sensitivity and

respect to the ideas of

others.

CH 10.1

Reflect on ways in

which their work and

the work of others

reflect cultural

diversity.








Wendy Marie Baker


Buell.















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