In order to build students identity and citizenship, here is a description of the six strands of Social Studies found in all grades: Social Studies Overview: Social studies creates opportunities for students to foster attitudes, abilities, and knowledge that will allow them to become engaged, active, informed and responsible citizens. Acknowledging and respect for individual and collective identity is a necessity in a pluralistic and democratic society. Social Studies aids students to develop their sense of self and community, encouraging them to solidify their place as citizens in an inclusive, democratic society.
Program Vision: Social studies spanning from Kindergarten to Grade 12 is focused to meet the needs of the 21 st
century learner. Citizenship and identity are at the core which is presented in the Canadian context. The program examines multiple perspectives which include Aboriginal and Francophone, these examinations add to Canadas evolving realities. The purpose is to foster a society that is pluralistic, bilingual, multicultural, inclusive and democratic. Diversity and respect for difference as well as the need for social cohesion are stressed heavily as they create an effective functioning society. This promotes belonging and acceptance in students as they engage in citizenship at the local, provincial, national and international level. Albertas main focus on social studies is the recognition of the diversity of experiences and viewpoints and the pluralistic nature of the Canadian society. Pluralism builds upon Canadas historical and constitutional foundations, which reflect the nations Aboriginal heritage, bilingual nature and multicultural realties. The Canadian identity is shaped and transformed by multitude of aspects such as culture, language, environment, gender, ideology, religion, spiritually and philosophy.
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General and Specific Learning Outcomes: Within each of these strands students are expected to have mastered the General and Specific Learning Outcomes. These outcomes are divided into three focuses: 1. Values and Attitudes Are related to respect, personal and collective responsibility, and an appreciation of human interdependence. Students develop an ethic of care toward self, others and the natural world. These vary depending on grade level. 2. Knowledge and Understanding Are necessary for informed decision making. They are the information, concepts, evidence, ideas and opinions presented in social studies. These vary depending on grade level. 3. Skills and Processes Are where students will apply the things they learn in order to develop, practice and maintain skills. These GLOs span over three grade years, so within the grades K-3, 4-6, 7-9 and 10-12 the GLOs are the same. The skills and processes can be recognized by the S in the label (eg, SLO: 3.S.7). They also have suggested outcomes from the Information and Communication Technology curriculum. The skills and processes GLOs are sub-categorized as follows: Dimensions of Thinking, Research for Deliberative Inquiry, Social Participation as a Democratic Practice, and Communication.
Grade General Learning Outcomes Grade Rationale K Being Together K.1 I Am Unique K.2 I Belong Kindergarten sets foundations of an active and responsible citizenship by developing identity, self-esteem and belonging. One Citizenship: Belonging and Connecting 1.1 My World: Home, School, Community 1.2 Moving Forward with the Past: My Family, My History and My Community Grade one develops self-esteem by looking at diverse groups in relation to their own identity. Two Communities in Canada 2.1 Canadas Dynamic Communities 2.2 A Community in the Past Grade two fosters an appreciation of community and the vastness and diversity in Canada and Alberta. Three Connecting with the World 3.1 Communities in the World 3.2 Global Citizenship Grade three introduces global citizenship while providing opportunities to explore diverse communities. Students also learn the common human needs that contribute to quality of life. Four Alberta: The Land, Histories and Stories 4.1 Alberta: A Sense of the Land 4.2 The Stories, Histories and People of Alberta 4.3 Alberta: Celebrations and Challenges Grade four develops a sense of place, identity and belonging within Alberta through reflection of the people, places and stories. Studies Alberta Five Canada: The Land, Histories and Stories 5.1 Physical Geography of Canada 5.2 Histories and Stories of Ways of Life in Canada 5.3 Canada: Shaping an Identity Grade five explores citizenship and identity within a Canadian context using the diversity of stories and experiences, and displaying the vastness of Canada. Studies Canada Six Democracy: Action and Participation 6.1 Citizens Participating in Decision Making 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy Grade six examines democracy within Canada and develops of an awareness of the democratic process, and the active role that engaged citizens play in that process. Studies Ancient Athens and Iroquois Confederacy
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Seven Canada: Origins, Histories and Movement of People 7.1 Toward Confederation 7.2 Following Confederation: Canadian Expansions Grade seven explores Canadas evolution into a multicultural, bilingual, pluralistic, and diverse society through the examination of events preceding and following Confederation. Eight Historical Worldviews Examined 8.1 From Isolation to Adaptation: Japan 8.2 Origins of a Western Worldview: Renaissance Europe 8.3 Worldviews in Conflict: The Spanish and the Aztecs Grade eight develops historical thinking skills through an examination of past societies in different parts of the world to expand concepts of intercultural contact. Studies Japan, Renaissance Europe, The Spanish and the Aztecs. Nine Canada: Opportunities and Challenges 9.1 Issues for Canadians: Governance and Rights 9.2 Issues for Canadians: Economic Systems in Canada and the United States Grade nine builds an appreciation of relationships among governance, economics, quality of life, citizenship, and identity. Studies Canada and United States Grade General Learning Outcomes 10-1/20-1/30-1 Rational Ten 10-1 Perspectives on Globalization 10-2 Living in a Globalized World 10-4 Living in a Globalizing World 10-1 emphasizes globalization, and explores local and global citizenship. Students discuss emerging issues related to globalization. 10-2 emphasizes globalization and develops awareness of the impact of globalization, Students examines their roles as responsible and active citizens in a globalizing world. Eleven 20-1 Perspectives on Nationalism 20-2 Understandings of Nationalism 20-4 Nationalism in Canada and the World 20-1 examines nationalism contributing to an understanding and appreciation of the relationships among nation, nationalism, internationalism, globalization, citizenship and identity. This develops personal and civic responses to emergent national issues. 20-2 emphasizes nationalism and the evolution of Canadian nationalism. Students will increase their awareness of interrelationships among nationalism, internationalism, citizenship and identity. Twelve 30-1 Perspectives on Ideologies 30-2 Understandings of Ideologies 30-1 explores the history, development and concepts pertaining to various ideologies in order to develop active, informed and responsible citizens. Students will examine how these ideologies are used to form governments and worldviews. 30-2 emphasizes liberalism, through examining, analyzing, and evaluating a variety of political and economic systems in order to comprehend respond to local, national and global issues.
Notable Similarities and Differences between Grade Levels: The progression of content goes from simple, self-driven ideals such as personal, family, and community identity to larger broader contexts such as nationalism, global citizenship, and national involvement. Throughout all grades the six strands are common content found in outcomes.
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Notable Similarities and Differences between Grade Levels (contd): Concepts of identity and citizenship on a local and global scale is maintained throughout all grades.(develops over grade levels) Grades 1-9 deals with concepts that can be linked and expanded having a wider range of GLOs where grades 10-12 have specific and structured content and GLOs. At the high school level there is a distinction between courses (20-1, 20-2 ect.) allowing for room of learner abilities in courses (Perspectives Vs. Understanding of concepts) At the end of every grade level in the program of studies there is a glossary of key concepts and terms.
Example of Classroom Application of a Specific Learner Outcome for Grade 5 Program of Studies: Applicable Activity taken from Learn Alberta: Collect a number of photographs of life from pre-1900 to the end of World War II showing various aspects of Canada's economy; e.g., industries, agriculture, urban and rural communities, transportation. Draw a timeline on the board and ask students to sequence images at appropriate years to show how Canada's economy has changed. Ask them to justify their decisions. Introduce the key economic booms and crashes of the Great Depression of the 1930s. Assign students to research the event to discover the impactspositive and negativeon multiple aspects of economic life e.g., agriculture, employment opportunities, urbanization, growth of cities movement etc. Suggest that students use a three-column organizer by listing the aspects of economic life down the left-hand column, and the positive and negative effects in the other two columns. Create a wall-sized rating scale or a visual bar graph, and ask the class to rank the three events in terms of the significance of their impact on Canadians. Ask students to prepare a report card assessing the impact each event had on the economic well- being of Canadians. Assign a letter grade, e.g., A, B, C, F, and provide a rationale or evidence for their assessment.
Helpful Resources for Program of Studies Outcomes/Activities Alberta Education Program of Studies- Social Studies: http://education.alberta.ca/teachers/program/socialstudies.aspx Learn Alberta Program of Studies- Social Studies: Great for looking up activities associated with learning outcomes, easy to use for students and teachers http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423# (Activity link: http://www.learnalberta.ca/content/ssoc5/html/threedramaticevents_cc.html) Focus on Inquiry: Find information and supports for implementing inquiry-based learning activities in the classroom. This guide is designed to assist teachers working on their own or in teams, with or without the support of a teacher-librarian or other library personnel. http://education.alberta.ca/media/313361/focusoninquiry.pdf Talk to your peers: Consider approaching Don, Deanna, Dakoda or Devon if you need more information or ideas when teaching Social Studies in the future. General Outcome 5.3: Canada: Shaping an Identity Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity. Specific Outcome Knowledge and Understanding Students will: 5.3.4 : Assess, critically, how economic booms and crashes affected ways of life in Canada by exploring and reflecting upon the following questions and issues: -In what ways did the Great Depression of the 1930s affect ways of life in urban and rural communities? (ER, LPP, TCC) I-Identity C- Citizenship ER-Economics and Resources LPP-The Land: Places and People GC-Global Connections CC-Culture and Community PADM- Power, Authority and Decision Making TCC-Time, Continuity and Change