British Columbia · Grade 4

Social Studies 4

British Columbia’s Grade 4 social studies course, from First Contact and the Fur Trade to Canada's Land and Resources.

Units
5
Lessons
10
Skills
10
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 2 skills

First Contact and the Fur Trade

First Peoples and European Peoples Meet

  • Contact, trade, co-operation, and conflict

    I can describe how First Peoples and European peoples met, traded, cooperated, and sometimes clashed.

The Fur Trade Builds a Colony

  • The fur trade in early Canada and BC

    I can explain how the fur trade connected peoples and built the earliest settlements in pre-Confederation Canada and BC.

The official wording · 2 outcomes
1.1
early contact, trade, co-operation, and conflict between First Peoples and European peoples
1.2
the fur trade in pre-Confederation Canada and British Columbia

Key ideas

  1. European explorers like Cabot, Frobisher, Hudson, Cartier, and Champlain — and later Cook and Vancouver on the west coast — met First Peoples who had lived on this land for thousands of years.

  2. Fur trading companies — especially the Hudson's Bay Company and its rival the North West Company — competed fiercely for furs, sometimes called the Beaver Wars, and eventually merged.

  3. Both sides traded useful goods (like muskets given to First Peoples, and horses that spread onto the Prairies), sometimes intermarried, and sometimes formed alliances — but sometimes fought, like the wars between Maquinna of the Nuu-chah-nulth and the Cook expedition.

  4. Explorers like Simon Fraser, Alexander Mackenzie, and David Thompson mapped rivers and mountain routes across what became BC while working for fur companies, and Russian and Spanish traders were also active on the coast.

  5. Geography shaped where explorers went and what they were looking for — like a faster route to Asia, or specific resources.

Watch out for

  • Thinking First Peoples had no organized societies, trade networks, or technology before Europeans arrived.
  • Thinking the fur trade was only a European activity, when First Peoples trappers, guides, and traders were essential partners in it.
  • Assuming contact was either all-friendly or all-violent, when it was really a mix of trade, cooperation, and conflict depending on time and place.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 3 skills

A Colony Takes Shape

A Changing Population

  • How BC's population changed

    I can explain how and why the population of pre-Confederation BC changed, for both First Peoples and non-First Peoples communities.

Money, Furs, and Gold: The Economic Story

  • Economic factors in BC's colonization

    I can explain the economic factors — furs, gold, settlement, and debt — that shaped the colonization of British Columbia.

Why BC Joined Confederation

  • Political factors and BC's entry into Confederation

    I can explain the political factors that led British Columbia to enter Confederation and join Canada.

The official wording · 3 outcomes
2.1
demographic changes in pre-Confederation British Columbia in both First Peoples and non–First Peoples communities
2.2
economic and political factors that influenced the colonization of British Columbia
2.3
factors that influenced the colonization of British Columbia and its entry into Confederation

Key ideas

  1. New diseases brought by Europeans, which First Peoples had no immunity to, caused devastating population loss in many First Peoples communities.

  2. The fur trade brought the first steady flow of money and settlers, and its forts became the seeds of the colony.

  3. The Oregon boundary dispute was an argument between Britain and the United States over where the border would lie — it settled where BC's southern boundary is today.

  4. European and American settlement and migration steadily increased the non-First Peoples population, while raids and conflict caused population decreases in some places.

  5. The gold rush caused a population boom as thousands of prospectors arrived — and later a bust when the gold ran out, leaving some towns nearly empty.

Watch out for

  • Thinking population change only affected First Peoples, when settler migration was also reshaping the colony's population.
  • Thinking the gold rush only made BC richer, when the bust left towns like Barkerville nearly abandoned once the gold ran out.
  • Thinking BC joined Confederation for only one simple reason, when it was a mix of the railway promise, help with debt, and settling its borders.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 2 skills

The Impact of Colonization

How Colonization Changed First Peoples' Lives

  • Broad impacts of colonization

    I can describe the broad impacts of colonization on First Peoples societies — population, territory, and culture.

Laws That Harmed First Peoples

  • Government laws and policies affecting First Peoples

    I can describe the government laws and policies that harmed First Peoples, honestly and age-appropriately, and explain why they still matter.

The official wording · 2 outcomes
3.1
the impact of colonization on First Peoples societies in British Columbia and Canada
3.2
the impact of colonization on First Peoples societies in British Columbia and Canada

Key ideas

  1. New diseases and hard conditions caused huge population loss in many First Peoples communities (disease and demographics).

  2. The Indian Act was a law that let the government control many parts of First Peoples' lives, including where they could live and how communities were governed.

  3. As settlers and governments claimed land, First Peoples lost much of their traditional territory and were pushed onto much smaller areas.

  4. The potlatch ban made an important First Peoples ceremony illegal, and the reserve system moved communities onto small pieces of land, away from much of their traditional territory.

  5. Colonization also affected First Peoples languages and cultures, as newcomer ways were pushed and traditional practices were disrupted.

Watch out for

  • Thinking the only impact of colonization was disease, when loss of territory and harm to language and culture were also major, lasting effects.
  • Thinking these were fair or helpful laws, when the Indian Act, potlatch ban, reserve system, and residential schools were harmful to First Peoples.
  • Believing these impacts are only in the past, when their effects on land, language, and community are still felt today.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 1 skill

Our Local Community

The Story of Our Community

  • The history of our local community

    I can investigate the history of my own local community and of local First Peoples communities.

The official wording · 1 outcomes
4.1
the history of the local community and of local First Peoples communities

Key ideas

  1. Local archives and museums hold records, photos, and objects that reveal who lived in a community first and how it has changed over time.

  2. Every community sits on the traditional territory of a local First Peoples community, whose history stretches back long before the town or city was founded.

  3. Comparing old photos, maps, or records to today reveals what has changed and what has stayed the same.

Watch out for

  • Assuming a local community's history starts when non-Indigenous settlers arrived, ignoring the much longer history of the local First Peoples community.
  • Thinking history is only found in books, when local archives, museums, and elders are also important sources.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 2 skills

Canada's Land and Resources

Canada's Landforms

Canada's Natural Resources

  • Canada's natural resources

    I can identify natural resources found across Canada and consider how they shape settlement and ways of life.

The official wording · 2 outcomes
5.1
physiographic features
5.2
natural resources of Canada

Key ideas

  1. Physiographic features are the major physical landforms of a country — Canada's include mountain ranges (like the Rockies and Coast Mountains), the flat interior plains, long coastlines on three oceans, and vast forest regions.

  2. Natural resources are materials found in nature that people use — Canada has forests for lumber, rich fishing waters, minerals, and energy sources like oil, gas, and hydro power.

  3. These features are found in different regions across the country, and each shapes the landscape and climate around it.

  4. Where a natural resource is found often shapes where towns and cities grew and what work people do there — a fishing village, a mining town, a forestry community.

Watch out for

  • Thinking Canada's landscape looks the same everywhere, instead of recognizing distinct regions of mountains, plains, coastlines, and forests.
  • Thinking natural resources are unlimited or unaffected by how people use them.
  • Confusing a physiographic feature (a landform) with a political feature like a province border.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Social Studies 4.

BC's Curriculum, Social Studies Grade 4, Content learning standardsProvince of British Columbia · curriculum.gov.bc.ca · Read July 26, 2026

Textbooks

In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page

Study it in MapleMind

MapleMind teaches Social Studies 4 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Social Studies 4 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
30
Fillable fields
1,160
Price
$4.99
See the Course Companion

Questions about Social Studies 4

What is Social Studies 4?

British Columbia’s Grade 4 social studies course: 5 units and 10 skills, from First Contact and the Fur Trade to Canada's Land and Resources.

What units are in Social Studies 4?

1. First Contact and the Fur Trade, 2. A Colony Takes Shape, 3. The Impact of Colonization, 4. Our Local Community and 5. Canada's Land and Resources.

Is there a provincial exam for Social Studies 4?

No. British Columbia gives no provincial exam for Social Studies 4.

What textbook does Social Studies 4 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Social Studies 4?

Social Studies 5.

Can MapleMind help with Social Studies 4?

Yes. MapleMind teaches every skill of Social Studies 4, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Social Studies 4

Practise every skill of Social Studies 4 in MapleMind, free with daily limits.