SECTION FOUR

Alignment to Curriculum & Professional Standards

Introduction
Being an educator is a task that is not meant for everyone. It is a huge undertaking, and it
involves complying to a number of standards in order to ensure that students are being treated
fair, being taught in line with their capabilities, being catered to through relatable teachings, and
so on. There is a great deal of considerations and competencies that go into being an educator,
and a number of these are laid out for us under different organizations, institutions, and councils.
The standards included in this section are: A. Interstate New Teacher Assessment Support
Consortium Standards (INTASC), B. New York State (NYS) Code of Ethics for Educators, C.
The Ontario Ethical Teacher Standards, D. P 12 New York State (NYS) Common Core
Learning Standards for ELA, Math and Social Studies, E. New York State (NYS) Learning
Standards, F. Ontario Ministry of Education Expectations, G. Division of Education TEAC
(Teacher Education Accreditation Council)/CAEP (Council for Accreditation for Educator
Preparation), H. International Society for Technology Education for Teachers and Students
(ISTE) and lastly, I. Council for Exceptional Children (CEC). This Section will be aligning each
of the artifacts to the standards that apply to them, and furthermore, it will represent the
standards in the form of a chart, which will provide a visual reference for your convenience.
These standards are vital to educators and are to be upheld throughout the teaching and learning
processes in any classroom.

Curriculum & Professional Educational Standards

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INTASC Standards.
The INTASC Standards are linked to every artifact discussed in Section four. These
standards are laid out to ensure that each student learns new knowledge and skills. In order for
this to happen, teacher must recognize that a number of learning and developmental patterns vary
among children, learners are unique in their learning processes, and that in order to thrive,
learners need to be provided supportive and safe environments.
The first artifact is the Weebly teacher website, which demonstrates standard 1k, The
teacher values the input and contributions of families, colleagues, and other professionals in
understanding and supporting each learners development, through the page that provides a
contact form for families to get in touch with the teacher. It also aligns with standard 4g The
teacher uses supplementary resources and technologies effectively to ensure accessibility and
relevance for all learners, and lastly standard 3n, The teacher is committed to working with
learners, colleagues, families, and communities to establish positive and supportive learning
environments.
Artifact Two supports INTASC Standard 7 The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context. It does this mainly because it is an engaging lesson using the SMART
Board, where student will become familiar with using technology and students of multiple
intelligences will benefit from this activity.
Artifact Three adheres to Standard 9 under INTASC, which states, The teacher engages
in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other

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professionals, and the community), and adapts practices to meet the needs of each learner. This
artifact is all about differentiated instruction, and showing tolerance towards students who have
special needs or suffer from a number of disabilities, in this case, blindness. By continually
learning how to make accommodations for these students, the educator will be working towards
a classroom that is highly inclusive and provides an adaptive and enriching learning environment
for all. Artifact Four connects to the same Standard as Artifact Three (Standard 9), in that it
demonstrates professional development strides made in order to create a safe and successful
classroom for each student.
Artifact Five is the Guided Reading Lesson Plan, and it specifically aligns with Standard
2 The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high
standards. No matter what their background, the educator will cater the teaching of this lesson
to the child in order to make their learning more relatable to them. It also encompasses Standard
8 The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
NYS Code of Ethics for Educators.
The NYS Code of Ethics for Educators is a public statement by educators that sets clear
expectations and principles to guide practice and inspire professional excellence. There are 6
principles, and all of the artifacts presented in Section Three fall in line with the Principles listed.
Artifact One supports Principle 2 of the NYS Code of Ethics for Educators, which says,
Educators create support and maintain challenging learning environments for all. This is done
in many ways through the Weebly teacher website because it engages students and their families

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into the learning that is happening in the classroom and it points students to various resources
that are helpful to them to promote their individual learning.
Artifact Two focuses more on Principle 1 and Principle 3, which respectively mention,
Educators nurture the intellectual, physical, emotional, social and civic potential of every
student, and Educators commit to their own learning in order to develop their practice. The
SMART Board Author Presentation caters to students of all multiple intelligences, and since it is
a program that offers training in order to effectively be used, it shows devotion on the educators
part to their own professional development. Artifact Three was the Pecha Kucha, which was
closely linked to Principle 3 as well. It displays commitment to teacher practice in a different
way, however, in that educators will have to be well read when it comes to teaching students with
disabilities or special needs.
Artifact Four aligns with Principle 6 Educators advance an intellectual and ethical
foundation of the learning community. This training certification is intended to foster a
classroom environment that is free from discrimination, where every child can feel safe and
accepted as they are. Artifact Five takes us back to Principle 2 stating, Educators create support
and maintain challenging learning environments. This is evident because it is a lesson that
tailors to students varied reading levels, and many accommodations are made for students in
order to further improve and succeed.
Artifact Six connects to Principle 2, as well as Principle 1, which states, Educators
nurture intellectual, physical, emotional, social and civic potential of every student. This is an
important unit for students to learn and be engaged with because there are many real life
applications that they will be able to draw from and apply in their day-to-day living. Artifact
Seven also draws from Principle 1, as well as Principle 4, which is Educators collaborate with

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parents and community, building trust and confidentiality. This is quite evident in the fact that
there is a field trip proposal that involves going out to visit a different community to gain an
understanding of how their lives were in contrast to how each of the students live their own lives.
Lastly, Artifact Eight commits to Principle 4 as well as Principle 3 Educators commit to their
own learning in order to develop their practice. This is done throughout the process of acquiring
data to complete the survey, and draw conclusions from the results. This artifact may not be
directly dealing with the students; however, it still demonstrates initiative on the part of the
educator.
Ontario Teacher Ethical Standards.
The Ontario Ethical Standards are named by their character, rather than labeled by
principles or standards. There are four of them, including CARE, RESPECT, TRUST and
INTEGRITY. Each carry a great deal of weight to them, and educators are expected to adhere to
these standards in almost everything that they do. CARE includes compassion, acceptance,
interest and insight for developing students potential. Members express their commitment to
students well-being and learning through positive influence, professional judgment and empathy
in practice. RESPECT is intrinsic to trust and fair-mindedness. Members honour human dignity,
emotional wellness and cognitive development. In their professional practice, they model respect
for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the
environment. TRUST embodies fairness, openness and honesty. Members professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
Lastly, INTEGRITY is embodied by honesty, reliability and moral action. Continual reflection
assists members in exercising integrity in their professional commitments and responsibilities.
All of the above ethical teacher standards are exemplified in the Artifacts presented in the

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previous Section. There is intent and purpose to each of them, and ultimately they are presented
as items that are in place to benefit the learning experience of each child.
P-12 NYS Common Core Learning Standards (ELA, Math and
Social Studies).
Artifact Two:
Skill: Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social
studies, science and technical texts in the grade 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Skill: Measurement & Data
10. Draw a picture and a bar graph (with single-unit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart and compare problems' using information
presented in a bar graph
Major Understanding: The Physical Setting
3.2a. Matter exists in three states: solid, liquid or gas
- Solids have a definite shape and volume
- Liquids do not have a definite shape but have a definite volume
-Gases do not hold their shape or volume
Domain 10: The Human Body: Building Blocks and Nutrition
1. Identify the five senses and associated body parts
Artifact Five:
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why and how to demonstrate
understanding of key details to a text
2. Recount stories, including fables and folktakes from diverse cultures, and determine their
central message, lesson, or moral
3. Describe how characters in a story respond to major events and challenges
Integration of Knowledge and Ideas
7. Use information gained from the illustration and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot
Artifact Six:
Key Ideas and Details
1. Ask and answer such questions as who, what, where, when, why and how to demonstrate
understanding of key details to a text
2. Recount stories, including fables and folktakes from diverse cultures, and determine their
central message, lesson, or moral
3. Describe how characters in a story respond to major events and challenges
Integration of Knowledge and Ideas

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7. Use information gained from the illustration and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot
NYS Learning Standards.
The New York State Learning Standards are outlined under the NYSED Curriculum &
Instruction. They include standards under The Arts, Career Development and Occupational
Studies, English Language Arts, Health, Physical Education and Family Consumer Science,
Languages Other Than English, Mathematics, Science and Technology, and lastly, Social
Studies. Several of the artifacts make connections to these standards.
Artifact One follows standards under Career Development and Occupational Studies,
namely Standard 3a Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace, as well as Standard 3b Students who
choose a career major will acquire the career specific technical knowledge/skills necessary to
progress toward gainful employment, career advancement, and success in postsecondary
programs. Working with a classroom website familiarizes children at a young age with the
world of technology, which plays a great role in our emerging technologically sound generation.
Artifact Two lands on Standard 1 under English Language Arts, which states, Students
will listen, speak, read, and write information and understanding. As listeners and readers,
students will collect data, facts, and ideas; discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written and electronically produced texts. As speakers
and writers, they will use oral and written language that follows the accepted conventions of the
English language to acquire, interpret, apply and transmit information. It also subscribes to
Standard 2 under Mathematics, Science and Technology Education, stating Students will access,
generate, and transfer information using appropriate technologies. Artifact Five also upholds
Standard 1 under English Language Arts. Lastly, Article 6 draws from Standard 3 under

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Mathematics, Science and Technology, which writes, Students will understand the concepts of
and become proficient with the skills of mathematics, communicate and reason mathematically;
become problem solvers by using appropriate tools and strategies; through the integrated study
of number sense and operations, algebra, geometry, measurement, and statistics and probability.
This happens throughout the entire Mathematics unit as students continue to build upon their
knowledge about the concepts they are learning.
Ontario Ministry of Education Expectation.
Artifact Two:
Strand: Reading
1. Read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning
1.3. (Comprehension Strategies) identify several reading comprehension strategies and use them
before, during and after reading to understand texts
Strand: Data Management and Probability
Overall Expectation(s): Collect and organize categorical or discrete primary date and display
the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other
graphic organizers, with labels ordered appropriately alone horizontal axes, as needed
Specific Expectation(s): collect and organize primary data that is categorical or discrete and
display the data using one-to=one correspondence in concrete graphs, and other graphic
organizers, with appropriate titles and labels and with labels ordered appropriately along
horizontal axes, as needed
Stand: Understanding Matter and Energy Properties of Liquids and Solids
3. Demonstrate an understanding of the properties of liquids and solids
3.1. identify objects in the natural and built environment as solids or liquids
Strand: Understanding Life Systems
2. Investigate needs and characteristics of plants and animals, including humans
2.5. investigate characteristics of parts of the human body, including the five sense organs, and
explain how those characteristics help humans meet their needs and explore the world around
them
Artifact Five:
Overall Expectation:
1. Read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning,
Specific Expectation:
1.3. Comprehension Strategies identify several reading comprehension strategies and use them
before, during and after reading to understand texts
Artifact Six:

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Overall Expectation:
By the end of Grade 3, students will read, represent, compare and order whole numbers to 1000,
and use concrete materials to represent fractions and money amounts to $10
Specific Expectation:
Students will estimate, count, and represent (using $ symbol) the value of a collection of coins
and bills with a maximum of $10
Artifact Seven:
Heritage and Identify: Communities in Canada, 1780 1850
By the end of Grade 3, the students will:
- Compare ways of life among some specific groups in Canada around the beginning of the
nineteenth century, and describe some of the changes between that era and the present day (A1.
Application).
- Use the social studies inquiry process to investigate some of the major challenges that different
groups and communities faced in Canada from around 1780 to 1850 and key measures taken to
address these challenges (A2. Inquiry).
- Identify some of the communities in Canada around the beginning of the nineteenth century,
and describe their relationships to the land and to each other (A3. Understanding Context).
TEAC/CAEP Claims.
The TEAC/CAEP claims are commitments of the Division of Education of Medaille
College that support graduates from the College as they go out in to the field. The claims
emphasize that Medaille college graduates 1) know the subject matter in their certification
area(s), 2) meet the needs of diverse learners through effective pedagogy and best teaching
practices, and 3) are caring graduates. Each of the artifacts presented in Section Three align
themselves with the three claims discussed.
International Society for Technology Education for Teachers
and Students (ISTE).
The International Society for Technology Education (ISTE) is an important emerging
organization. It is intent on transforming education with the guidance of the global standards for
learning, teaching and leading in the digital age. They recognize how vital it is for technologies
to become a part of our learning, as a tool alongside strategies and techniques that we use. The

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ISTE Standards are differentiated for Teachers and for Students. Many of the artifacts that I
shared throughout the previous section have incorporated standards from the ISTE.
Artifact One ascribes to Standard 3b for Teachers, which states, Collaborate with
students, peers, parents, and community members using digital tools and resources to support
student success and innovation. This is evident in the fact that the Weebly website is meant to
bring everyone together, in a united manner, to ensure that the parents, students and the teacher
can proceed on the same page. The same standard applies to Artifact Two, along with Standard
1a and 1b, which write, Promote, support, and model creative and innovative thinking and
inventiveness, and Engage students in exploring real world issues and solving authentic
problems using digital tools and resources. Artifact Two is supported by Standard 2c as well,
Customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources.
Council for Exceptional Children (ECE).
The Council for Exceptional Children embraces professional standards and ethics for the
field of special education. The CEC develops standards, ethics and practices and guidelines to
assure that individuals with exceptionalities have well-prepared, career-oriented special
educators. There are a number of artifacts that have a strong foundation in many of the Principles
discussed by the CEC.
Artifact One associates with Principle C. Promoting meaningful and inclusive
participation of individuals with exceptionalities. This is evident because the Weebly teacher
website caters to all students, including students with exceptionalities and their different
capabilities. Artifact Three specifically aligns with Standard 1.1 under Teaching and Assessment,
which writes, Systematically individualize instructional variables to maximize the learning

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outcomes of individuals with exceptionalities. The same standard applies to Artifact Five
because both artifacts demonstrate differentiated modes of instruction intended to cater to all
students, especially students with exceptionalities.
Artifact Four supports Principle B Maintaining a high level of professional competence
and integrity and exercising professional judgment to benefit individuals with exceptionalities
and their families. It also adheres to Principle C, which states, Promoting meaningful and
inclusive participation of individuals with exceptionalities. Both Principles are indicative of the
fact that this artifact promotes a tolerant, safe, and effective classroom where all students will be
able to thrive. Artifact Six goes back and supports Principle A Maintaining challenging
expectations for individuals with exceptionalities to develop the highest possible learning
outcomes and quality of life potential in ways that respect their dignity, culture, language and
background.
Artifacts Seven and Eight both ascribe to Principle F Using evidence, instructional data,
research, and professional knowledge to inform practice. Artifact Seven delves a little deeper and
aligns itself with Standard 1.4 as well, which states, Create safe, effective, and culturally
responsive learning environments which contribute to fulfillment of needs, stimulation of
learning, and realization of positive self-concepts. These standards are highly important in
trying to foster a learning environment that appeals to all types of students, and prompts them to
reach their highest potentials.
Curriculum and Professional Standards Chart
The Curriculum and Professional Standards Chart is found below. It presents the
standards discussed above in a more succinct and visually composed manner. The standards are
represented by subheadings or keywords that provide a sense of what it encompasses. Providing

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this chart enables you as the reader to easily reference each of the artifacts to the specific
standards that are covered. It is clear and concise, and it provides a framework for the Section
three as well as this section. This chart is a clear indicator of how clearly the artifacts listed
above draw upon a number of standards, which exhibits well-informed teaching practices and
pedagogies. It is a great tool for educators to use continually, allowing them to engage with these
standards and ensure they are familiarizing themselves and upholding the standards under each
one.
Conclusion
The standards seen throughout this Section are the pillars of successful teaching. They
draw upon various aspects in the realm of teaching, and educators are encouraged to continually
strive to master these standards in assorted manners. These standards engage with concepts of
planning, modes of instruction, ethical practices, and the principles behind teaching and learning.
All these contributions will profit both the educator and the students in the classroom, as it seeks
to underline fair, tolerant, intellectual and encouraging practices. The artifacts presented in
Section Three align with a number of Standards that are clearly indicated in this Section. They
are presented in both written and chart form to widely display the connections between each
artifact and the standards that support it.

[Back to Table of Contents]

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14

SECTION FOUR
Alignment to Curriculum & Professional Standards Chart
Artifact Title

Weebly Website

SMART Board Author

Presentation

INTASC
Standards

Standard 1k:
Learner
Development,
Standard 4g:
Content
Knowledge,
Standard 3n:
Learning
Environments:
Standard 7:
Planning for
Instruction

NYS Code of
Ethics
Standards for
Educators

NYS
P-12 Common
Core Learning
Standards

NYS
Learning
Standards

TEAC Claims

Principle 2:
Supportive and
Challenging
Learning
Environment

N/A

Standard 3a:
Universal
Foundational
Skills, Standard
3b: Career
Majors

Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators

Principle 1:
Nurture Student
Potential,
Principle 3:
Commitment to
Develop Teacher
Practice

Skill: Range of
Reading and
Level of Text
Complexity

Standard 1:
English
Language Arts
Standard 2:
Mathematics,
Science, and
Technology
Education

Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators

10. By the end of

the year, read
and comprehend
informational
texts, including
history/social
studies, science
and technical
texts in the
grade 2-3 text
complexity band
proficiently, with
scaffolding as
needed at the
high end of the
range.
Skill:
Measurement &
Data
10. Draw a
picture and a bar
graph (with
single-unit scale)
to represent a

ISTE
Standards
for Teachers
and/or
Students
Standard 3b
(Teachers):
Model Digital
Age Work and
Learning:,

Standard 1a
and 1b
(Teachers):
Facilitate and
Inspire
Student
Learning and
Creativity,
Standard 2c
(Teachers):
Design and
Develop
Digital Age
Learning
Experience
and
Assessments,
Standard 3c
(Teachers):
Model Digital
Age and
Learning

CEC
Standards

Onta
Curricu
Standa

Principle C:
Inclusion

N/A

N/A

Strand: R
1. Read an
demonstra
understan
a variety o
literary, gr
and
informatio
texts, usin
range of
strategies
construct
meaning
1.3.
(Comprehe
Strategies
identify se
reading
comprehe
strategies
use them
during and
reading to
understan
Strand: D
Manageme
Probability
Overall
Expectati

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15
data set with up
to four
categories. Solve
simple puttogether, takeapart and
compare
problems' using
information
presented in a
bar graph
Major
Understanding:
The Physical
Setting
3.2a. Matter
exists in three
states: solid,
liquid or gas
- Solids have a
definite shape
and volume
- Liquids do not
have a definite
shape but have a
definite volume
-Gases do not
hold their shape
or volume
Domain 10: The
Human Body:
Building Blocks
and Nutrition
1. Identify the
five senses and
associated body
parts

Collect and
organize
categorica
discrete pr
date and d
the data, u
tally chart
concrete g
pictograph
plots, simp
graphs, an
other grap
organizers
labels orde
appropriat
alone horiz
axes, as n
Specific
Expectati
collect and
organize p
data that i
categorica
discrete an
display the
using oneto=one
correspond
in concrete
graphs, an
other grap
organizers
appropriat
and labels
with labels
ordered
appropriat
along hori
axes, as n
Stand:
Understan
Matter and
Energy
Properties
Liquids an
Solids
3. Demons
an unders
of the prop

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16

of liquids a
solids
3.1. identi
objects in
natural an
environme
solids or li
Strand:
Understan
Life System

2. Investig
needs and
characteri
plants and
animals,
including
humans

2.5. inves
characteri
parts of th
human bo
including t
sense orga
and explai
those
characteri
help huma
meet their
and explor
world arou
them
Pecha Kucha

Standard 9:
Professional
Learning and
Ethical Practice

Principle 3:
Commitment to
Develop Teacher
Practice

N/A

N/A

DASA Certification

Standard 9:
Professional
Learning and
Ethical Practice

Principle 6:
Intellectual and
Ethical
Foundation of
Learning

N/A

N/A

Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators
Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:

N/A

Standard 1.1:
Teaching and
Assessment

N/A

N/A

Principle B:
Professional
Competency
Principle C:
Inclusion

N/A

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17

Guided Reading Lesson Plan

Standard 2:
Learning
Differences,
Standard 8:
Instructional
Strategies

Principle 2:
Supportive and
Challenging
Learning
Environment

Key Ideas and

Details
1. Ask and
answer such
questions as
who, what,
where, when,
why and how to
demonstrate
understanding of
key details to a
text
2. Recount
stories, including
fables and
folktakes from
diverse cultures,
and determine
their central
message, lesson,
or moral
3. Describe how
characters in a
story respond to
major events and
challenges
Integration of
Knowledge and
Ideas
7. Use
information
gained from the
illustration and
words in a print
or digital text to
demonstrate
understanding of
its characters,
setting, or plot

Standard 1:
English
Language Arts

Unit Plan (Mathematics)

Standard 1:
Learner
Development
Standard 7:
Planning for
Instruction

Principle 1:
Nurture Student
Potential
Principle 2:
Supportive and
Challenging
Learning

Measurement
Strand (Units)
3.M.7. Count and
represent
combined coins
and dollars, using
currency symbols

Standard 3:
Mathematics,
Science and
Technology

Caring
Educators
Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators

Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring

N/A

Standard 1.1:
Teaching and
Assessment

Overall
Expectatio
1. Read an
demonstra
understan
a variety o
literary, gr
and
informatio
texts, usin
range of
strategies
construct
meaning,
Specific
Expectatio
1.3.
Comprehe
Strategies
identify se
reading
comprehe
strategies
use them
during and
reading to
understan

N/A

Principle A:
Challenging
Expectations
for Individuals
with
Exceptionalitie
s

Overall
Expectatio
By the end
Grade 3,
students w
read, repre
compare a

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Cultural Awareness Proposal

Standard 2:
Learning
Differences
Standard 10:
Leadership and
Collaboration

18
Environment

($0.00)

Principle 1:
Nurture Student
Potential
Principle 4:
Collaborative
Teaching

N/A

Educators

N/A

Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators

order who
numbers t
1000, and
concrete
materials
represent
fractions a
money am
to $10
Specific
Expectatio
Students w
estimate,
and repres
(using $ sy
the value
collection
coins and
with a max
of $10

N/A

Principle F:
Informed
Teaching
Practices
Standard 1.4:
Teaching and
Assessment

Heritage a
Identify:
Communit
Canada, 1
1850
By the end
Grade 3, t
students w
- Compare
of life amo
some spec
groups in C
around the
beginning
nineteenth
century, a
describe s
the chang
between t
and the pr
day (A1.
Application
- Use the s
studies inq
process to
investigate

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Survey Assignment

Standard 9:
Professional
Learning and
Ethical Practice
Standard 10:
Leadership and
Collaboration

19

Principle 3:
Commitment to
Develop Teacher
Practice
Principle 4:
Collaborative
Teaching

N/A

N/A

Claim 1:
Subject Matter
Claim 2:
Pedagogy and
Best Practices,
Claim 3:
Caring
Educators

N/A

Principle F:
Informed
Teaching
Practices

of the maj
challenges
different g
and comm
faced in C
from aroun
1780 to 18
and key
measures
to address
challenges
Inquiry).
- Identify s
the comm
in Canada
around the
beginning
nineteenth
century, a
describe th
relationshi
the land a
each other
Understan
Context).
N/A