acknowledgements - nova scotia department of …2 foundation for the atlantic canada social studies...

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AcknowledgementsThe Departments of Education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and PrinceEdward Island gratefully acknowledge the contributions of the following groups and individuals toward thedevelopment of this document.

The regional social studies curriculum committee has provided direction with respect to the drafting of thisfoundation document. Members included the following:

Acknowledgments

PROVINCE OF NEW BRUNSWICKKimberly Bauer, Kindergarten Teacher,Frank L. Bower School, 1998

Kim Evans, Department Head of Social Studies,Moncton High School, 1995–98

Avis Fitton, Social Studies Consultant,Department of Education, 1995–98

PROVINCE OF NEWFOUNDLANDAND LABRADORJames Dobson, Vice-Principal, Grand Falls AcademyHigh School, 1996–97

Joan Dohey, French Immersion Teacher,Vanier Elementary School, 1998

Smita Joshi, Enterprise and Social Studies ProgramDevelopment Specialist, Department of Education,1996–97

Chris Wright, Social Studies Program DevelopmentSpecialist, Department of Education, 1995–98

• Provincial working groups, comprising teachers and other educators in New Brunswick, Newfoundland andLabrador, Nova Scotia, and Prince Edward Island, provided input and feedback to the document during thedevelopment process.

• The APEF Evaluation Directors Committee helped in the development of the section entitled Assessing andEvaluating Student Learning

• Jim Petrie, of the Learning for Sustainable Futures Project, provided feedback in development of the learningoutcomes.

• Teachers, other educators, parents, and stakeholders contributed many hours to the validation process thatled to the finalization of the Foundation for the Atlantic Canada Social Studies Curriculum

The regional social studies committee acknowledges the invaluable reference material provided to the writersof this document by the National Council for the Social Studies in Curriculum Standards for Social Studies:Expectations of Excellence (Bulletin 89, Washington, NCSS, 1994).

PROVINCE OF NOVA SCOTIABarry Corbin, Program Consultant,Annapolis Valley Regional School Board, 1995–96

Susan LeBel, Program Consultant,Annapolis Valley Regional School Board, 1995–98

Rick MacDonald, Social Studies Consultant,Department of Education and Culture, 1997–98

PROVINCE OFPRINCE EDWARD ISLANDSheila Bacon, Grade 3–4 Teacher,Grand Tracadie School, 1998

Perley MacNeill, Secondary Education Co-ordinator,Department of Education, 1995–97

Willard Moase, Social Studies Consultant,Department of Education, 1996–97

Wanda Whitlock, Social Studies and Race RelationsConsultant, Department of Education, 1997–98

iiiOutcomesTable of Contents

Table of ContentsVision ......................................................................................................................................................... v

IntroductionPurpose of Document ................................................................................................................................ 1Curriculum Focus ....................................................................................................................................... 1The Nature of Social Studies ...................................................................................................................... 2A Common Approach ................................................................................................................................ 3

OutcomesEssential Graduation Learnings................................................................................................................... 5Curriculum Framework ............................................................................................................................ 10General Curriculum Outcomes ................................................................................................................ 12Processes ................................................................................................................................................. 13Key-Stage Curriculum Outcomes ............................................................................................................. 15

Contexts for Learning and TeachingPrinciples Underlying the Social Studies Curriculum ................................................................................. 29The Learning Environment ....................................................................................................................... 29Resource-Based Learning ......................................................................................................................... 30Equity and Diversity ................................................................................................................................. 31Assessing and Evaluating Student Learning .............................................................................................. 33

ResourcesIntroduction ............................................................................................................................................ 39Print Resources ........................................................................................................................................ 39Visual Resources ....................................................................................................................................... 39Experiential Resources .............................................................................................................................. 40Technological Resources .......................................................................................................................... 40

References ............................................................................................................................................ 41

Bibliography ........................................................................................................................................ 43

vOutcomesVision

VisionThe Atlantic Canada social studies curriculum will enable and

encourage students to examine issues, respond critically and creatively,

and make informed decisions as individuals and as citizens of Canada

and of an increasingly interdependent world.

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T

Introduction

he Foundation for theAtlantic Canada SocialStudies Curriculum

provides a framework for socialstudies programs in the Atlanticprovinces. The framework reflectscurrent provincial, national, andinternational research and theoryon the nature and scope of apowerful and meaningful socialstudies curriculum and on whatall students must learn to beconsidered literate in socialstudies. It provides a coherentview of the curriculum, which isintegrative, active, and experien-tial.

This document provides anoutline of the nature of socialstudies education in the Atlantic

region; outcome statements ofwhat students are expected todemonstrate at key stages in theirsocial studies education; princi-ples of assessment and evaluation;and a description of the learningenvironment that will fosterinquiry, reflection, and decisionmaking within the communitiesof classroom and school.

This document is intended toadvance social studies educationand to improve social studiesteaching and learning, whilerecognizing and validating theeffective practices that alreadyexist in many classrooms.

This document is not intended tobe used as a curriculum guide.

Introduction

PURPOSE OF DOCUMENT

1. to serve as a framework forsocial studies program designfrom entry through grade 12that will guide and direct thesubsequent development ofdetailed social studies cur-riculum guides

2. to provide a framework ofcurriculum outcomes to whicheducators and others can referwhen making decisions con-cerning learning experiences,instructional techniques, andassessment strategies in socialstudies

3. to inform both educatorsand members of the generalpublic of the philosophy andscope of social studieseducation in the Atlanticprovinces

Within this context, the Foundation for the Atlantic Canada Social Studies Curriculum has three purposes:

A

CURRICULUMFOCUS

n effective socialstudies curricu-lum prepares

students to achieve all essentialgraduation learnings. In particu-lar, social studies, more than anyother curriculum area, is vital indeveloping citizenship. Socialstudies embodies the mainprinciples of democracy, such asfreedom, equality, human dignity,justice, rule of law, and civic rightsand responsibilities. The socialstudies curriculum promotesstudents’ growth as individualsand as citizens of Canada and ofan increasingly interdependentworld. It provides opportunitiesfor students to explore multipleapproaches that may be used toanalyse and interpret their ownworld and the world of others.Social studies presents unique andparticular ways for students to

2 Foundation for the Atlantic Canada Social Studies Curriculum

THE NATURE OFSOCIAL STUDIES

The social studies curriculumintegrates concepts, processes,and ways of thinking drawnfrom the diverse disciplines ofthe humanities, social sciences,and pure sciences.

Social studies provides co-ordinated, systematic study,drawing upon such disciplines asanthropology, economics, geog-raphy, history, political science,psychology, and sociology, as wellas appropriate content from thehumanities, mathematics, and thenatural sciences. Social studiesrecognizes and validates theimportance of the individualdisciplines in providing avenuesand perspectives to help studentsunderstand issues and problems.

The social studies curriculumprovides the multidisciplinarylens through which studentsexamine issues affecting theirlives from personal, academic,pluralistic, and global perspec-tives.

view the interrelationships amongEarth, its people, and its systems.The knowledge, skills, and atti-tudes developed through thesocial studies curriculum empowerstudents to be informed, responsi-ble citizens of Canada and theworld and through participationin the democratic process im-prove society.

This curriculum is designed tohelp each learner construct ablend of personal, academic,pluralistic, and global perspec-tives. Social studies helps studentsconstruct a personal perspectiveas they consider the implicationof events and issues for them-selves, their families, and theircommunities. Students constructan academic perspective throughthe study and application of thesocial studies disciplines. Studentsconstruct a pluralistic perspectiveas they respect diversity ofidentity, beliefs, and practices andincorporate diverse points of viewinto their understanding of issues.Students construct a globalperspective as they seek equita-ble, sustainable, and peacefulsolutions to issues that confrontour culturally diverse world.

In addition to the development ofeach learner’s own perspectives,this curriculum emphasizesdevelopment of the individual’scapacity to listen, understand,and respect the perspectives ofothers.

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General curriculumoutcomesare statements that identifywhat students are expectedto know and be able to doupon completion of study ina curriculum area.

A COMMON APPROACH

tee at designated decision points;all provinces have equal weight indecision making. Each provincehas established procedures andmechanisms for communicatingand consulting with educationpartners, and it is the responsibil-ity of the provinces to ensure thatstakeholders have input intoregional curriculum development.

Each foundation documentincludes statements of essentialgraduation learnings, generalcurriculum outcomes for that coreprogram, and key-stage curricu-lum outcomes (entry–grade 3,grades 4–6, grades 7–9, grades10–12). Essential graduationlearnings and curriculum out-comes provide a consistent visionfor the development of a rigorousand relevant core curriculum.

I n 1993, work began onthe development ofcommon curricula in

specific core programs. TheAtlantic ministers’ primary pur-poses for collaborating in curricu-lum development are to

• improve the quality of educa-tion for all students throughshared expertise and resources

• ensure that the educationstudents receive across theregion is equitable

• meet the needs of bothstudents and society

Under the auspices of the AtlanticProvinces Education Foundation,development of Atlantic commoncore curricula follows a consistentprocess. Each project requiresconsensus by a regional commit-

Key-stage curriculumoutcomesare statements that identifywhat students are expected toknow and be able to do by theend of grades 3,6, 9, and 12,as a result of their cumulativelearning experience in acurriculum area.

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Essential graduationlearningsare statements describing theknowledge, skills, and attitudesexpected of all students whograduate from high school.Achievement of the essentialgraduation learnings willprepare students to continueto learn throughout their lives.These learnings describeexpectations not in terms ofindividual school subjects butin terms of knowledge, skills,and attitudes developedthroughout the curriculum.They confirm that studentsneed to make connections anddevelop abilities across subjectboundaries if they are to beready to meet the shifting andongoing demands of life, work,and study today and in thefuture. Essential graduationlearnings are cross-curricular,and curriculum in all subjectareas is focussed to enablestudents to achieve theselearnings. Essential graduationlearnings serve as a frameworkfor the curriculumdevelopment process.

ESSENTIAL GRADUATION LEARNINGS

Curriculum outcomesare statements articulating what students are expected to know and beable to do in particular subject areas. These outcome statements alsodescribe what knowledge, skills, and attitudes students are expected todemonstrate at the end of certain key stages in their education as aresult of their cumulative learning experiences at each grade level in theentry-graduation continuum. Through the achievement of curriculumoutcomes, students demonstrate the essential graduation learnings.

Outcomes

FIGURE 1 – Relationship among Essential GraduationLearnings, Curriculum Outcomes & Levels of Schooling


GAesthetic Expression

raduates will be expected to respondwith critical awareness to variousforms of the arts and be able toexpress themselves through the arts.

Graduates will be expected for example, to

• use various art forms as a means of formulatingand expressing ideas, perceptions, and feelings

• demonstrate understanding of the contributionof the arts to daily life, cultural identity anddiversity, and the economy

• demonstrate understanding of the ideas,perceptions, and feelings of others as ex-pressed in various art forms

• demonstrate understanding of the significanceof cultural resources such as theatres, muse-ums, galleries, cinemas, and libraries

Social studies provides numerous opportunities torealize outcomes related to aesthetic expression.In social studies classes, students can be encour-aged to express their views on social issuesthrough various forms of the arts beyond thetraditional written format. In addition, they areprovided opportunities to examine how artistshave expressed their views about the world overtime. Whether analysing historical artifacts orinterpreting music and literature from variouscountries, and cultures, students develop anappreciation of the role the arts play in interpret-ing our world and the world of others.

Example: In the curriculum outcomes that follow,by the end of grade 3, students will be expectedto identify the material and non-material elementsof a culture. In another example, by the end ofgrade 6, students will be expected to describehow a culture is preserved, modified, and trans-mitted.

G raduates will be able to demonstrate knowledge, skills, and attitudes inthe following essential graduation learnings. Provinces may addadditional essential graduation learnings as appropriate.

Social studies provides diverse opportunities to achieve theessential graduation learnings. The following gives a rationaleand examples of key-stage curriculum outcomes to demon-strate the close links between the essential graduation learnings and social studiesoutcomes.

ESSENTIAL GRADUATION LEARNINGS

GCitizenship

raduates will be expected to assesssocial, cultural, economic, andenvironmental interdependence ina local and global context.


• demonstrate understanding of sustainabledevelopment and its implications for theenvironment

• demonstrate understanding of Canada’spolitical, social, and economic systems in aglobal context

• demonstrate understanding of the social,political, and economic forces that haveshaped the past and present and apply thoseunderstandings in planning for the future

• examine human rights issues and recognizeforms of discrimination

• determine the principles and actions of just,pluralistic, and democratic societies

• demonstrate understanding of their own andothers’ cultural heritage and cultural identityand the contribution of diverse cultures tosociety

Social studies plays a prominent role in enablingstudents to develop as responsible citizens. By itsvery nature, social studies provides numerousopportunities to develop the various elements ofcitizenship education. From the social studiesdisciplines come the integral features of citizen-ship education—students’ acceptance andfulfilment of roles as active and informed citizensin a pluralistic and democratic society.

As students develop an understanding of theforces that shape society, they develop a frameof reference to consider the future. They are led

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Gto consider the principles of human rights andstudy the variety of beliefs and practices that existin the world. They develop criteria for a just,pluralistic, and democratic society and learn torecognize the hybrid nature of their culture andthe interdependent nature of our world.

Example: The curriculum outcomes anticipate that,by the end of grade 3, students will be expectedto demonstrate an understanding of equality,human dignity, and justice. In another example, bythe end of grade 12, students will be expected toanalyse major issues involving the rights, responsi-bilities, roles, and status of individual citizens andgroups in a local, national, and global context.

Communication

raduates will be expected to usethe listening, viewing, speaking,reading, and writing modes oflanguage(s), as well as math-ematical and scientific concepts andsymbols, to think, learn, andcommunicate effectively.


• explore, reflect on, and express their ownideas, learnings, perceptions, and feelings

• demonstrate understanding of facts andrelationships presented through words,numbers, symbols, graphs, and charts

• present information and instructions clearly,logically, concisely, and accurately for a varietyof audiences

• demonstrate a knowledge of the secondofficial language

• access, process, evaluate, and share informa-tion

• interpret, evaluate, and express data in every-day language

• critically reflect on and interpret ideas pre-sented through a variety of media

Social studies requires the student to listencritically to others; to evaluate and respond totheir arguments; to read for comprehension; tounderstand cause and effect; to heighten theirvisual literacy through viewing pictures, videos,and artifacts; to distinguish between the relevantand the irrelevant; and to identify perceptions andbias. Students are required to take positions onpast and current issues and to defend thosepositions in writing, through discussion, andthrough presentations using various mediums.The communication process is a key requirementof social studies. Social studies students are askedto speak, listen, read, view, think, write, drama-tize, and articulate their thoughts.

Example: The curriculum outcomes expect that,by the end of grade 3, students will identify anduse primary and secondary sources to learn andcommunicate about the past and that, by the endof grade 6, students will be expected to usemaps, globes, pictures, models, and technologiesto represent and describe physical and humansystems.

Citizenship (continued)


G G

Personal Development

raduates will be expected tocontinue to learn and to pursue anactive, healthy lifestyle.


• demonstrate preparedness for the transition towork and further learning

• make appropriate decisions and take responsi-bility for those decisions

• work and study purposefully both independ-ently and in groups

• demonstrate understanding of the relationshipbetween health and lifestyle

• discriminate among a wide variety of careeropportunities

• demonstrate coping, management, andinterpersonal skills

• demonstrate intellectual curiosity, an entrepre-neurial spirit, and initiative

• reflect critically on ethical issues

Personal development requires that individualsfirst know who they are—that they have a senseof identity, and that they know where they fit inthe scheme of things. Social studies topics con-tribute much to the development of these con-cepts. As students explore immediate and ex-panding environments, they learn about them-selves in the context of the world around them.Many of the ethical issues that confront today’sstudents must be examined from the criticalperspective provided through the social studies.An appreciation of the changing nature of ourworld is implicit in this study.

Example: By the end of grade 6, students will beexpected to describe the influences that shapepersonal identity; while, by the end of grade 9,students will be expected to analyse the personal,social, and economic implications of paid andunpaid labour.

Problem Solving

raduates will be expected to usethe strategies and processesneeded to solve a wide variety ofproblems, including those requir-ing language, mathematical, andscientific concepts.


• acquire, process, and interpret informationcritically to make informed decisions

• use a variety of strategies and perspectiveswith flexibility and creativity for solvingproblems

• formulate tentative ideas and question theirown assumptions and those of others

• solve problems individually and collabora-tively

• identify, describe, formulate, and reformulateproblems

• frame and test hypotheses

• ask questions, observe relationships, makeinferences, and draw conclusions

• identify, describe, and interpret differentpoints of view and distinguish fact fromopinion

Social studies provides a laboratory in which toexplore the possible consequences of variouspolicies in response to particular problems.Through this process, a frame of reference isdeveloped that enables students to analysecontemporary problems. An examination of suchproblems requires that students examine theirassumptions, recognize the variety of perspec-tives that have to be considered in developingan acceptable solution, separate relevant fromirrelevant information and bias from fact, as wellas frame and test hypotheses. Social studieshelps students to respond as citizens to theproblems that confront the world today, withreference to their historical, social, economic,political, and geographic context.

Example: By the end of grade 9, students will beexpected to explain how values and perspectivesinfluence interactions among people, technol-ogy, and the environment, and by the end ofgrade 12, students will be expected to proposeand evaluate strategies that will promote apreferred future.

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GTechnological Competence

raduates will be expected to use avariety of technologies, demon-strate an understanding of techno-logical applications, and applyappropriate technologies for solvingproblems.


• locate, evaluate, adapt, create, and shareinformation, using a variety of sources andtechnologies

• demonstrate understanding of and useexisting and developing technologies

• demonstrate understanding of the impact oftechnology on society

• demonstrate understanding of ethical issuesrelated to the use of technology in a local andglobal context

Social studies provides opportunities for studentsto explore and employ various technologicalsources and tools. As students use word process-ing, CD-ROMs, the Internet, and various multi-media resources to discover the world past andpresent, they will experience the role of technol-ogy in our own age and weigh the relativemerits of this technology. The means by whichthey explore various social studies topics willillustrate the critical role that technology playstoday and has played through history.

Social studies is replete with opportunities tostudy the effect technological development hason society. Students are required to analyse thesocial and economic consequences of techno-logical innovation from the influence of thewheel and the impact of gunpowder to theimplications of genetic engineering. Recognizingthe complex issues raised by old and newtechnologies is critical to achieving technologicalcompetence.

Example: By the end of grade 6, students will beexpected to identify and describe examples ofpositive and negative interactions amongpeople, technology, and the environment. By theend of grade 12, students will be expected toselect and use appropriate geographic represen-tations, tools, and technologies to evaluateproblems and issues.


CURRICULUM FRAMEWORK

The framework for the socialstudies curriculum outlinesgeneral curriculum outcomes,organized in terms of concep-tual strands, as well as proc-esses, with attitudes embeddedwithin both.

This organization clarifies forstudents, teachers, parents, andadministrators the attitudes,knowledge, and skills that stu-dents are expected to develop atkey stages in their education.

Attitudes relate to the ways inwhich people view something orbehave toward it, often in an

evaluative way. Social studiesfosters the understanding of howattitudes are formed and howthey influence individual behav-iour. In Atlantic Canada, socialstudies promotes the develop-ment of attitudes that valuecitizenship, the democraticprocess, fundamental humanrights and freedoms, diversity,and the learning process. Stu-dents clarify these attitudes asthey examine issues, communi-cate, and participate with eachother within their schools andtheir local, national, and globalcommunities.

Knowledge may range fromspecific facts to complex con-cepts. Knowledge is constructedby learners as they incorporatenew understandings into theirexisting knowledge base. In socialstudies, curriculum draws widelyfrom a number of disciplines torelate new knowledge to existingunderstandings.

Skills consist of abilities andactions that are used to acquire

and utilize understandings. Skillsshould be used as an intercon-nected framework in which eachskill is dependent upon andenriched by all other skills. Theyare more than a fragmented listof things students should do, andthey can not be effectivelyacquired in isolation. Skills areintegral to the development ofconceptual understanding. Theywill prepare students to face thechallenges of the informationexplosion and better equip themto be lifelong learners.

Social studies is composed ofthese three interrelated andinseparable components. In thisdocument knowledge is organ-ized within six conceptualstrands. Skills are organized andelaborated upon in three proc-esses. The development andunderstanding of attitudes isembedded within both thestrands and the processes.

VISIONThe Atlantic Canada social

studies curriculum will enableand encourage students toexamine issues, respond

critically and creatively, andmake informed decisions asindividuals and as citizens of

Canada and of an increasinglyinterdependent world.

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The above diagram illustrates the relationship between the conceptual strands, the processes, and theattitudes, values, and perspectives, that are inextricably linked throughout the social studies curriculum.


CITIZENSHIP, POWER,AND GOVERNANCE

GCO: Students will be expectedto demonstrate an understandingof the rights and responsibilitiesof citizenship and the origins,functions, and sourcesof power, authority, and govern-ance.

CULTURE ANDDIVERSITY

GCO: Students will be expectedto demonstrate an understandingof culture, diversity, and worldview, recognizing the similaritiesand differences reflected invarious personal, cultural, racial,and ethnic perspectives.

GENERAL CURRICULUM OUTCOMES

The general curriculum outcomes (GCOs) for the social studies curriculum are organized around six conceptualstrands. These general curriculum outcomes statements identify what students are expected to know and beable to do upon completion of study in social studies.

PEOPLE, PLACE, ANDENVIRONMENT

GCO: Students will be expectedto demonstrate an understandingof the interactions among people,places, and the environment.

TIME, CONTINUITY,AND CHANGE

GCO: Students will be expectedto demonstrate an understandingof the past and how it affects thepresent and the future.

INDIVIDUALS,SOCIETIES, ANDECONOMIC DECISIONS

GCO: Students will be expectedto demonstrate the ability tomake responsible economicdecisions as individuals and asmembers of society.

INTERDEPENDENCE

GCO: Students will be expectedto demonstrate an understandingof the interdependent relationshipamong individuals, societies, andthe environment—locally, nation-ally, and globally—and theimplications for a sustainablefuture.

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COMMUNICATION

Communication requires thatstudents listen to, read, interpret,translate, and express ideas andinformation.

Students will be expected forexample, to

• read critically

• employ active listeningtechniques

• communicate ideas andinformation to a specificaudience

• express and support a point ofview

• select media and styles appro-priate to a purpose

• use a range of media andstyles to present information,arguments, and conclusions

• present a summary, report, orargument

• use various forms of groupand interpersonal communica-tion, such as debating, negoti-ating, establishing consensus,clarifying, and mediatingconflict

INQUIRY

Inquiry requires that studentsformulate and clarify questions,investigate problems, analyserelevant information, and developrational conclusions supported byevidence.


• frame questions or hypothesesthat give clear focus to aninquiry

• solve problems creatively andcritically

• apply a variety of thinkingskills and strategies

• recognize significant issuesand perspectives in an area ofinquiry

• identify sources of informationrelevant to the inquiry

• gather, record, evaluate, andsynthesize information from arange of primary and second-ary sources and a range ofmedia

• interpret meaning and thesignificance of information andarguments

• analyse and evaluate informa-tion for logic and bias

• test data, interpretations,conclusions, and argumentsfor accuracy and validity

• draw conclusions that aresupported by evidence

PARTICIPATION

Participation requires that studentsact both independently andcollaboratively in order to solveproblems, make decisions, andnegotiate and enact plans foraction in ways that respect andvalue the customs, beliefs, andpractices of others.


• engage in a variety of learningactivities that include bothindependent study and collabo-ration

• function in a variety of group-ings, using collaborative and co-operative skills and strategies

• reflect upon, assess, and enrichtheir learning process

• use appropriate conflict resolu-tion and mediation skills

• relate to others in peaceful,respectful, and non-discrimina-tory ways

• respond to class, school, com-munity, or national public issues

• relate to ecosystems in sustain-able ways and promote sustain-able practices on a local,regional, national, and globallevel

PROCESSES

The skills for the social studies curriculum are organized and elaborated upon in the processes of communica-tion, inquiry, and participation.

The processes of inquiry, communication, and participation will be introduced, developed, and further refinedas students work toward achievement of the key-stage curriculum outcomes in the conceptual strands.

15Outcomes

Key-stage curriculum outcomesare statements that identify whatstudents are expected to knowand be able to do by the end ofgrades 3, 6, 9, and 12, as a resultof their cumulative learningexperiences in social studies.

Outcomes at the four key stagesreflect a continuum of learning.While there may appear to besimilarities in outcomes at differ-ent key stages, teachers willrecognize the increase in expecta-tions for students at the variouskey stages, according to

• the developmental nature ofthe learning process

• students’ maturity of thinkingand interests

• students’ increasing independ-ence as learners

• the complexity and sophistica-tion of ideas, issues, tasks, andresources

• the level or depth of students’engagement with ideas, issues,tasks, and resources

• the range of personal andsocial experiences and therepertoire of strategies andskills students apply to thoseexperiences

KEY-STAGE CURRICULUM OUTCOMES

For each key stage, the orderingof outcomes is not intended tosuggest any priority, hierarchy, orinstructional sequence. Whilethese outcomes provide a frame-work on which educators maybase decisions concerning instruc-tion and assessment, they are notintended to limit the scope oflearning experiences in any keystage. Although it is expectedthat most students will be able toattain the key-stage curriculumoutcomes, some students’ needsand performance will rangeacross key stages. Teachersshould take this variation intoconsideration as they plan learn-ing experiences and assessstudents’ achievement of thevarious outcomes. Students’attitudes, experiences, knowl-edge, abilities, and engagementin learning will also influence theirability to achieve the key-stagecurriculum outcomes.


KEY-STAGE CURRICULUM OUTCOMES

By the end of grade 3, students will be expected to

identify examples of their rights and responsibili-ties as citizens

demonstrate an understanding of equality, humandignity, and justice

recognize power and authority in their lives

select examples of decisions that are made bygovernments that affect their personal lives

recognize that laws influence their personal lives

demonstrate how individuals and groups caninfluence decision making

recognize that individuals and groups have differ-ent perspectives on public issues

take age-appropriate actions to demonstrate theirresponsibilities as citizens

Elaboration:The empowered Canadian citizen understands personal rights and responsibilities and the interplayamong authority systems, citizens, and public policy. An understanding of the various ideologies andforms of power; the origins, functions, and sources of government power; and the roles played byindividuals and groups is critical to informed citizenship. Students will examine how power is gained,used, and justified and how the protection of individual rights and freedoms is ensured within thecontext of constitutional democracy.

By the end of grade 6, students will have achievedthe outcomes for entry–grade 3 and will also beexpected to

identify and explain the rights and responsibilitiesof individual citizens in a local, national, andglobal context

give examples of the influence of freedom, equal-ity, human dignity, justice, and civic rights andresponsibilities in Canadian society

identify the distribution of power and privilege inCanadian society and the sources of authority inthe lives of citizens

describe the purpose, function, powers, anddecision-making processes of Canadian govern-ments

recognize the purpose of laws within the Canadiancontext

explain ways that individuals and groups caninfluence public policy in Canada

recognize how and why individuals and groupshave different perspectives on public issues

describe the main features of the Canadian consti-tution


Citizenship, Power, and GovernanceStudents will be expected to demonstrate an understanding of the rights andresponsibilities of citizenship and the origins, functions, and sources of power,authority, and governance.

17Outcomes


identify and explain persistent issues involving therights, responsibilities, roles, and status of indi-vidual citizens and groups in a local, national, andglobal context

explain the origins and continuing influence of themain principles of Canadian democracy

analyse the distribution of power and privilege insociety and the sources of authority in the lives ofcitizens

explain the origins, purpose, function, and deci-sion-making processes of Canadian governmentsand how their powers are acquired, used, andjustified

explain how the Canadian political and legalsystem establishes order and manages conflictwhile meeting the needs and desires of citizens

explain, analyse, and compare the effectiveness ofvarious methods of influencing public policy

analyse and explain various perspectives onselected public issues

explain the origins and main features of theCanadian constitutional system



analyse major issues involving the rights, responsi-bilities, roles, and status of individual citizens andgroups in a local, national, and global context

analyse the origins, development, and currentcondition of the main principles of democracy

compare and evaluate the distribution of power insocieties and the sources of authority in the lives ofcitizens

analyse the origins, purpose, function, and deci-sion-making processes of Canadian governmentsand how their powers are acquired, used, andjustified

analyse and evaluate how Canadian and otherpolitical and legal systems establish order andsecurity while meeting the needs and desires ofcitizens

identify and evaluate various strategies for influ-encing public policy

evaluate public issues, taking into account multipleperspectives

analyse different political systems and comparethem with Canada’s


Citizenship, Power, and GovernanceStudents will be expected to demonstrate an understanding of the rights andresponsibilities of citizenship and the origins, functions, and sources of power,authority, and governance.

Elaboration:The empowered Canadian citizen understands personal rights and responsibilities and the interplayamong authority systems, citizens, and public policy. An understanding of the various ideologies andforms of power; the origins, functions, and sources of government power; and the roles played byindividuals and groups is critical to informed citizenship. Students will examine how power is gained,used, and justified and how the protection of individual rights and freedoms is ensured within the contextof constitutional democracy.


Culture and DiversityStudents will be expected to demonstrate an understanding of culture, diversity, andworld view, recognizing the similarities and differences reflected in various personal,cultural, racial, and ethnic perspectives.


identify some characteristics unique to one’s selfand other characteristics that all humans share

identify groups to which they belong

give examples of how groups, institutions, andmedia influence people

identify the material and non-material elements ofa culture

identify similarities and differences in the wayscultures meet human needs and wants

give examples of how experiences are interpreteddifferently

give examples of stereotypes, discrimination, andpressures to conform and how they affect anindividual

give examples of how culture is transmitted

give examples of contributions made to Canadaby various individuals, groups, and cultures


describe the influences that shape personal iden-tity

identify examples of informal and formal groupsto which they belong and describe the function ofthose groups

describe how groups, institutions, and mediainfluence people and society

use examples of material and non-material ele-ments of culture to explain the concept of culture

explain why cultures meet human needs andwants in diverse ways

describe how perspectives influence the ways inwhich experiences are interpreted

discuss why and how stereotyping, discrimination,and pressures to conform can emerge and howthey affect an individual

describe how culture is preserved, modified, andtransmitted

describe the multicultural, multiracial, and multi-ethnic character of Canadian society

Elaboration:Social studies provides students with a lens through which they can examine the cultural experiences ofpeople in their neighbourhoods, Canada, and the world. Appreciation of culture is integral to anunderstanding of one’s self, of one’s country, and of others who share the world. The study of cultureopens to students a diversity of perspective about traditions, beliefs, and values. With this understanding,students are better equipped to recognize the similarities of their cultural traditions to those of others andto understand the reasons for the differences. A study of culture enables students to evaluate howcultures are formed, sustained, and transformed by power structures, systems, and individuals withinsociety.

19Outcomes


explore the factors that influence one’s percep-tions, attitudes, values, and beliefs

analyse how individuals and formal and informalgroups can influence each other

analyse how groups, institutions, and mediainfluence people and society

compare examples of material and non-materialelements of culture in different societies

compare the ways cultures meet human needsand wants

explain how and why perspectives influence theways in which experiences are interpreted

demonstrate acceptance of self and others byconsidering alternative views and strategies forcoping with situations that arise from conflictingvalues and beliefs

compare and analyse how culture is preserved,modified, and transmitted

explain the concept of multiculturalism as itapplies to race, ethnicity, diversity, and nationalidentity in Canadian society


analyse the factors that contribute to the percep-tion of self and the development of a world view

analyse how the function of a group may beinfluenced by such factors as ethnicity, age,gender, and status

evaluate group, institutional, and media influenceson people and society in both historical andcontemporary settings

explain why cultures develop various expressionsof material and non-material culture

analyse and explain the ways cultures addresshuman needs and wants

evaluate the causes and consequences of differingworld views

analyse cases and personal values regardingstereotyping, discrimination, and conformity andhow they affect individuals and groups

evaluate patterns for preserving, modifying, andtransmitting culture while adapting to environ-mental or social change

evaluate the policy of multiculturalism and itsimplication for Canada

Culture and DiversityStudents will be expected to demonstrate an understanding of culture, diversity, andworld view, recognizing the similarities and differences reflected in various personal,cultural, racial, and ethnic perspectives.

Elaboration:Social studies provides students with a lens through which they can examine the cultural experiences ofpeople in their neighbourhoods, Canada, and the world. Appreciation of culture is integral to anunderstanding of one’s self, of one’s country, and of others who share the world. The study of cultureopens to students a diversity of perspective about traditions, beliefs, and values. With this understanding,students are better equipped to recognize the similarities of their cultural traditions to those of others andto understand the reasons for the differences. A study of culture enables students to evaluate howcultures are formed, sustained, and transformed by power structures, systems, and individuals withinsociety.


Individuals, Societies, and Economic DecisionsStudents will be expected to demonstrate the ability to make responsible economicdecisions as individuals and as members of society.


distinguish between needs and wants

give examples of economic decisions made byindividuals and families

recognize that producers have to consider whatthey will provide (goods or services), how they willproduce it, and who will buy it

give examples of paid and unpaid work

explain the role of money in everyday life and giveexamples of how people earn, save, and spendincome

give examples of goods and services provided bygovernments

describe the relationship of price to supply anddemand

identify various factors that influence their deci-sions as consumers


give examples that show how scarcity and oppor-tunity cost govern the economic decisions madeby individuals and governments

give examples of various institutions that make upeconomic systems

explain the role of the private and public sectors inthe production and distribution of goods andservices

examine and explain the role of paid and unpaidwork in our economy

explain why people’s incomes may change andthe impact of that change on their lifestyle

explain how a government’s policies affect theliving standards of all its citizens

explain how supply and demand affect their lives

analyse their decisions as informed consumers

explain some consequences of Canada’s connec-tions to the global economy

Elaboration:Social studies provides students with the knowledge and skills necessary to make personal economicdecisions and to participate in the process of societal economic decision making. Students will assess thedifficulties and dilemmas in developing private or public policies and the need to achieve individual andsocietal goals. The study of economic concepts, principles, and systems enables students to understandhow economic decisions affect their lives as individuals and members of society.

21Outcomes


explain how economic decisions are made byindividuals, organizations, and governments,based on scarcity and opportunity cost

explain the roles of economic institutions andexamine their impact on individuals and onprivate and public organizations

explain how societies have developed economicsystems that guide production, distribution, andconsumption

analyse the personal, social, and economic impli-cations of paid and unpaid labour

explain how economic factors affect people’sincomes

explain how government policies, expenditures,regulations, and trade agreements influenceproductivity and living standards

use economic concepts to help explain economicdevelopment in their province, the Atlantic region,Canada, and the world

explain how consumer decisions affect theeconomy

explain the concept of the market in the local,national, and global economy


analyse how economic decisions are made byindividuals, organizations, and governments,based on scarcity and opportunity cost

assess the role played by economic institutionsand examine their impact on individuals and onprivate and public organizations

evaluate the differences among traditional, com-mand, and market economic systems and explainthe development of “mixed” economies

analyse the personal, social, and economic impli-cations of paid and unpaid labour

evaluate factors that influence the distribution ofwealth locally, nationally, and internationally

analyse how government monetary and fiscalpolicies, regulations, and trade agreements influ-ence production and distribution of wealth

apply knowledge of economic concepts in devel-oping a response to current economicissues such as disparity and sustainability

evaluate the consequences of the consumer-oriented society

analyse the dynamics of the market in the local,national, and global economy

identify the criteria that one might use to judgethe health or success of the economy

Individuals, Societies, and Economic DecisionsStudents will be expected to demonstrate the ability to make responsible economicdecisions as individuals and as members of society.

Elaboration:Social studies provides students with the knowledge and skills necessary to make personal economicdecisions and to participate in the process of societal economic decision making. Students will assess thedifficulties and dilemmas in developing private or public policies and the need to achieve individual andsocietal goals. The study of economic concepts, principles, and systems enables students to understandhow economic decisions affect their lives as individuals and members of society.


InterdependenceStudents will be expected to demonstrate an understanding of the interdependentrelationship among individuals, societies, and the environment—locally, nationally,and globally—and the implications for a sustainable future.


recognize and describe the interdependent natureof relationships

identify and explore interactions among individu-als, groups, and societies

identify and describe some human organizationsand natural systems

identify and describe examples of interactionsamong people, technology, and the environments

demonstrate an understanding of the concept ofsustainability

explore and describe universal human rights andother selected global issues

plan and evaluate age-appropriate actions tosupport peace and sustainability in our interde-pendent world


recognize and explain the interdependent natureof relationships among individuals, societies, andthe environment

examine and explain the causes and consequencesof interactions among individuals, groups, andsocieties

explain the interrelationships within selectedhuman organizations and natural systems

identify and describe examples of positive andnegative interactions among people, technology,and the environment

identify and explain the key characteristics ofsustainable practices

identify causes, consequences, and possiblesolutions to universal human rights and otherselected global issues


Elaboration:Social studies provides students with opportunities to analyse, appreciate, and act on the globalchallenges of an increasingly interdependent world. It offers students an avenue and perspective fromwhich to survey the impact of technological change on societies and the environment. Through socialstudies, students learn to appreciate the environment and develop a disposition toward protection andwise use of resources so as to ensure a sustainable future. As students recognize the interdependence ofEarth’s peoples and the finite nature of Earth’s resources, they develop strategies and systems that respectdiversity and promote collaborative problem solving.

23Outcomes


explain the complexity that arises from the inter-dependent nature of relationships among indi-viduals, nations, human organizations, and naturalsystems

analyse examples of societies’ responses to interac-tions among individuals, groups, and societies

analyse and explain the interrelationships amongselected organizations

explain how values and perspectives influenceinteractions among people, technology, and theenvironment

analyse selected issues to illustrate the interde-pendence among society, the economy, and theenvironment

analyse causes, consequences, and possiblesolutions to universal human rights and otherselected global issues



analyse and evaluate the opportunities and chal-lenges of an increasingly interdependent world

evaluate and propose possible solutions to issuesresulting from interactions among individuals,groups, and societies

assess the effectiveness of interrelationships withinand among selected organizations and systems

evaluate current technological developments andtheir potential impact on society and the environ-ment

articulate and justify a personal vision of a sustain-able future

evaluate causes, consequences, and possiblesolutions to universal human rights and otherselected global issues


InterdependenceStudents will be expected to demonstrate an understanding of the interdependentrelationship among individuals, societies, and the environment—locally, nationally,and globally—and the implications for a sustainable future.

Elaboration:Social studies provides students with opportunities to analyse, appreciate, and act on the globalchallenges of an increasingly interdependent world. It offers students an avenue and perspective fromwhich to survey the impact of technological change on societies and the environment. Through socialstudies, students learn to appreciate the environment and develop a disposition toward protection andwise use of resources so as to ensure a sustainable future. As students recognize the interdependence ofEarth’s peoples and the finite nature of Earth’s resources, they develop strategies and systems that respectdiversity and promote collaborative problem solving.


People, Place, and EnvironmentStudents will be expected to demonstrate an understanding of the interactionsamong people, places, and the environment.


ask basic geographic questions; acquire, organize,and analyse geographic information; and answergeographic questions at an age-appropriate level

use maps, globes, and pictures to describe loca-tion and place

use location, distance, scale, direction, and size todescribe place

identify some of the basic physical processes thathave shaped the earth

describe some of the physical and human charac-teristics of their local communities

identify ways people depend on, modify, and areinfluenced by the physical environment

describe the movement of goods, people, andideas within their community


ask geographic questions; acquire, organize, andanalyse geographic information; and answergeographic questions at an age-appropriate level

use maps, globes, pictures, models, and technolo-gies to represent and describe physical and humansystems

use location, distance, scale, direction, and size todescribe where places are and how they aredistributed

explain how physical processes have shaped andaffected the landscape and human systems

identify and describe how people create placesthat reflect human needs, values, and ideas

describe how the environment affects humanactivity and how human activity endangers orsustains the environment

identify and explain how goods, people, and ideasmove among communities

Elaboration:Social studies examines the interaction of humans within their spatial environments and the effects on thelocation and development of place and region. The study of humans and their environments in thesocial studies is focussed on answering four primary questions: Where is it? Why is it there? How is itorganized? and Why is that significant?

25Outcomes


ask complex geographic questions; acquire,organize, and analyse geographic information;and answer geographic questions

use geographic tools, technologies, and represen-tations to interpret, pose, and answer questionsabout natural and human systems

use location, distance, scale, direction, density,shape, and size to describe and explain the loca-tion and distribution patterns of physical andhuman phenomena

describe and analyse how ecosystems are created,influenced, and sustained by physical processes

use multiple criteria to identify and define types ofregions

analyse the influences of human and physicalsystems on the development of distinctive charac-teristics of place

analyse how the movement of people, goods, andideas have shaped, and continue to shape, politi-cal, cultural, and economic activity

analyse ways in which social, political, economic,and cultural systems develop in response to thephysical environment


evaluate complex issues by asking and answeringgeographic questions and by acquiring, organiz-ing, and analysing geographic information

select and use appropriate geographic representa-tions, tools, and technologies to evaluate prob-lems and issues

use spatial concepts and models to interpret andmake decisions about the organization, distribu-tion, and interaction of physical and humanphenomena

evaluate issues concerning the diversity andsustainability of Earth’s ecosystems

analyse the interactions within and betweenregions

evaluate how physical and human systems shapethe features, uses, and perceptions of place

evaluate how movement patterns create andaffect interdependence

analyse the causes and consequences of humanmodification of the environment on systemswithin the environment

evaluate the role of perspective, power, andauthority in the use of and development of poli-cies to manage Earth’s resources

People, Place, and EnvironmentStudents will be expected to demonstrate an understanding of the interactionsamong people, places, and the environment.

Elaboration:Social studies examines the interaction of humans within their spatial environments and the effects on thelocation and development of place and region. The study of humans and their environments in the socialstudies is focussed on answering four primary questions: Where is it? Why is it there? How is it organized?and Why is that significant?


Time, Continuity, and ChangeStudents will be expected to demonstrate an understanding of the past and how itaffects the present and the future.


use basic concepts and vocabulary associated withtime, continuity, and change

identify and use primary and secondary sources tolearn and communicate about the past

demonstrate an understanding that views of thepast are shaped by diverse perspectives

ask questions associated with historical methodol-ogy to answer: What happened? How do we knowwhat we know? and Why is it important?

demonstrate an understanding of cause and effectand change over time

use knowledge of the past to assist in decisionmaking

communicate ideas about their vision for thefuture

By the end of grade 6, students will have achieved theoutcomes for entry–grade 3 and will also be expectedto

demonstrate an understanding of the conceptsand vocabulary associated with time, continuity,and change

identify, evaluate, and use appropriate primary andsecondary sources to learn and communicateabout the past

research and describe historical events and ideasfrom different perspectives

apply historical methodology to interpret andunderstand time, continuity, and change at anage-appropriate level

describe examples of cause and effect and changeover time

identify and compare events of the past to thepresent in order to make informed, creative deci-sions about issues

identify trends that may shape the future

Elaboration:An understanding of the dynamics of change is critical in social studies. A study of time, continuity, andchange enables students to understand their Canadian heritage, who they are, and why their societyespouses the values it does through its governments, its institutions, and its culture. History is to societywhat memory is to the individual. It provides a frame of reference for testing the merits of ideas,philosophies, and beliefs. Through its study, students learn to recognize and evaluate differentperspectives and biases in historical writing.

Understanding develops through critical analysis of the events of the past, their effects on today, and theirties with the future. Historical study develops capacities for critical and creative thinking, issues analysis,values clarification, and an examination of perspective. In essence, history provides a window on Canadaand the world, serving to broaden our understanding of the interdependent nature of society on anational and global level.

27Outcomes


identify and use concepts associated with time,continuity, and change

identify, evaluate, and use primary and secondarysources to investigate historical questions

demonstrate an understanding that the interpreta-tion of history reflects perspectives, frames ofreference, and biases


analyse and explain the effects of causality andchange over time

analyse and evaluate historical and contemporarydevelopments in order to make informed, creativedecisions about issues

identify and analyse trends that may shape thefuture


apply concepts associated with time, continuity,and change

identify and use primary and secondary sources toevaluate questions

demonstrate an understanding that historians areselective in the questions they seek to answer andthe evidence they use and that this influences theirinterpretation of history


interpret and predict patterns of causality andchange over time

analyse and compare events of the past to thepresent in order to make informed, creativedecisions about issues

propose and evaluate strategies that will promotea preferred future

Time, Continuity, and ChangeStudents will be expected to demonstrate an understanding of the past and how itaffects the present and the future.

Elaboration:An understanding of the dynamics of change is critical in social studies. A study of time, continuity, andchange enables students to understand their Canadian heritage, who they are, and why their societyespouses the values it does through its governments, its institutions, and its culture. History is to societywhat memory is to the individual. It provides a frame of reference for testing the merits of ideas,philosophies, and beliefs. Through its study, students learn to recognize and evaluate differentperspectives and biases in historical writing.

Understanding develops through critical analysis of the events of the past, their effects on today, andtheir ties with the future. Historical study develops capacities for critical and creative thinking, issuesanalysis, values clarification, and an examination of perspective. In essence, history provides a window onCanada and the world, serving to broaden our understanding of the interdependent nature of society ona national and global level.

29Contexts for Learning and Teaching

Contexts for Learningand Teaching

Empowering and effective socialstudies is meaningful, significant,challenging, active, integrative,and issues-based.

Meaningful social studies discour-ages the memorization of discon-nected pieces of information andencourages students to learnthrough purposeful experiencesdesigned around stimulatingideas, social issues, and themes.

Significant social studies is stu-dent-centred and age-appropri-ate. Superficial coverage of topicsis replaced by emphasis on thetruly significant events, concepts,and principles that students needto know and be able to apply intheir lives.

Challenging social studies occurswhen teachers model highexpectations for their studentsand themselves, promote athoughtful approach to inquiry,and demand well-reasonedarguments.

Active social studies encouragesstudents to assume increasingresponsibility for managing theirown learning. Exploration,investigation, critical and creativethinking, problem solving,

PRINCIPLES UNDERLYING THE SOCIALSTUDIES CURRICULUM

discussion and debate, decisionmaking, and reflection areessential elements of this princi-ple. This active process of con-structing meaning encourageslifelong learning.

Integrative social studies crossesdisciplinary borders to exploreissues and events, while using andreinforcing informational, techno-logical, and application skills. Thisapproach facilitates the study ofthe physical and cultural environ-ment by making appropriate,meaningful, and evident connec-tions to the human disciplinesand to the concepts of time,space, continuity, and change.

Issues-based social studies consid-ers the ethical dimensions ofissues and addresses controversialtopics. It encourages considera-tion of opposing points of view,respect for well-supportedpositions, sensitivity to culturalsimilarities and differences, and acommitment to social responsibil-ity and action.

THE LEARNINGENVIRONMENT

With the accelerating pace ofchange, today’s students cannotexpect facts learned in isolation toequip them for life. Problemsolving, critical and creativethinking, and informed decisionmaking are essential for success inthe future. The social studieslearning environment mustsupport the development of thesecritical attributes to preparestudents as lifelong learners.

Today’s students come withincreasingly diverse backgroundsand experiences. An effectiveinstructional environment mustincorporate principles and strate-gies that support this diversity,while recognizing and accommo-dating the varied learning styles,multiple intelligences, andabilities of individual students.

Teaching approaches and strate-gies must actively engage allstudents in the learning process,through their involvement in awide variety of experiences. Thenature and scope of social studiesprovide unique opportunities todo this.


Therefore an effective social studieslearning environment must be

• student centred

• inviting and inclusive

• respectful of diversity

• participatory, interactive, andcollaborative

• engaging and relevant

• integrative

• challenging

• inquiry based and issuesoriented

• reflective

To establish and maintain such anenvironment, teachers must

• recognize students as beingintelligent in a number ofdifferent ways and encouragethem to explore other ways ofknowing, both inside andbeyond the classroom

• value the inclusive classroomand engage all learners inmeaningful activities

• acknowledge and value theways in which gender, race,ethnicity, and culture shapeparticular ways of viewing andknowing the world

• incorporate new approaches,methodologies, and technolo-gies with established effectivepractices

• have an extensive repertoire ofstrategies from which to selectthose most appropriate to thespecific learning task

• use varied and appropriateresources to help studentsachieve the outcomes in aparticular learning situation

• provide opportunities tointegrate knowledge, skills,and attitudes

• provide repeated opportunitiesfor reflection so that it be-comes an integral part of thelearning process

As a result, an effective socialstudies learning environmentensures student achievement by

• enhancing students’ under-standing, knowledge, andvaluing of their own heritageand cultural backgrounds

• emphasizing inquiry anddiscovery by students ratherthan teacher presentation ofinformation, facts, and conclu-sions

• encouraging student responsi-bility for involvement andparticipation in the learningprocess

• providing students with directand vicarious experiences andopportunities to develop andto apply social studies skills,strategies, and processes inreal, purposeful situations

• teaching students how toprocess and act upon informa-tion about the world in arational and critical manner

• encouraging the effective useof various technologies and ofcommunity, media, and printresources in appropriatesituations

RESOURCE-BASEDLEARNING

Effective social studies teachingand learning are resource based.Resource-based learning activelyinvolves students, teachers, andteacher librarians in the effectiveuse of a wide range of print, non-print, and human resources.

Resource-based learning fostersthe development of individualstudents by accommodating theirdiverse backgrounds, variouslearning styles, needs, andabilities. Students who use a widerange of resources in variousmediums of learning have theopportunity to approach a theme,issue, or topic of study in waysthat allow for differences inlearning styles and abilities.

Resource-based learning supportsstudents as they develop informa-tion literacy. Information literacyis the ability to access, interpret,evaluate, organize, select, pro-duce, and communicate informa-tion in and through a variety ofmedia technologies and contextsto meet diverse learning needsand purposes. When studentsengage in their own research withappropriate guidance, they aremore likely to take responsibilityfor their learning and to retain theinformation they gather forthemselves.

In a resource-based learningenvironment, students andteachers make decisions aboutappropriate sources of informa-tion, tools for learning and howto access them. A resource-basedapproach raises the issues of


selecting and evaluating a widevariety of information sources.The development of the criticalskills needed for these tasks isessential to the social studiesprocesses.

Resource-based learning impliesthe need to provide appropriateresources and professionaldevelopment for teachers. Guide-lines and policies for the selectionof appropriate materials shouldalso be in place.

It is necessary that administrators,teachers, teacher librarians, otherlibrary/resource/media centrestaff, parents, and communityagencies collaborate to ensurestudents’ access to availableresources to support resource-based teaching and learning.

The Atlantic Canada social studiescurriculum is designed to meetthe needs and interests of allstudents. The curriculum shouldprovide for the inclusion of theinterests, values, experiences, andlanguage of each student and ofthe many groups within our local,regional, national, and globalcommunities.

The society of Atlantic Canada,like all of Canada, is linguistically,racially, culturally, and sociallydiverse. Our society includesdifferences in race, ethnicity,gender, ability, values, lifestyles,and languages. Schools shouldfoster the understanding of suchdiversity. Social studies curriculumpromotes a commitment toequity by valuing, appreciating,and accepting the diverse andmulticultural nature of oursociety, as well as by fosteringawareness and critical analysis ofindividual and systemic discrimi-nation.

In a school setting characterizedby mutual trust, acceptance, andrespect, student diversity is bothrecognized and valued. Allstudents are entitled to berespected and valued and areresponsible for respecting andvaluing all other people. Allstudents are entitled to aneducational system that affirmstheir gender, racial, ethnic, andcultural identity. The educationalsystem should promote thedevelopment of students’ positiveself-image that includes pride intheir identity. Educators shouldensure that classroom practices

and resources positively andaccurately reflect diverse perspec-tives and reject prejudicedattitudes and discriminatorybehaviours.

In order to contribute to theachievement of equity and tosupport diversity in education, thesocial studies curriculum must

• reflect and affirm the racial/ethnocultural, gender, andsocial identities of students

• reflect students’ abilities,needs, interests, and learningstyles

• provide materials and strate-gies that reflect accurately andfully the reality of Canada’sdiversity and that foster anunderstanding of multipleperspectives and group andindividual similarities anddifferences

• address ability, cultural, racial,gender, lifestyle, linguistic, andsocio-economic issues in anaccurate, respectful, fair,analytical and balancedmanner

• reflect the variety of roles andwide range of experiencesavailable to all members ofsociety

• promote the concept that allpeople should have equalaccess to opportunity andoutcome

• expect that all students will besuccessful, regardless ofgender; racial, ethnocultural orsocio-economic background;lifestyle; or ability

EQUITY AND DIVERSITY


• include assessment andevaluation tools and practicesthat take into account gender,ability, learning styles, and thediverse racial, cultural, andlinguistic backgrounds ofstudents

Instructional practices must

• foster a learning environmentthat is free from bias andunfair practices based onability, race, ethnicity, culture,gender, or socio-economicstatus

• promote opportunities todevelop positive self-imagesthat will enable students totranscend stereotypes anddevelop as individuals

• promote communication andunderstanding among thosewho differ in attitude, knowl-edge, points of view, anddialect, as well as among thosewho are similar

• help students explore andunderstand why differentpeople have different perspec-tives

• encourage and enable stu-dents to question their ownassumptions and to imagine,understand, and appreciaterealities other than their own

• ensure the equitable sharing ofresources, including teacherattention and support

• provide opportunities forstudents to work co-opera-tively in a variety of groupings

• enable students to examineand critique age-appropriatematerials, resources, andexperiences that exhibit biasand prejudice

• use the multidisciplinary lensof social studies to examinehistorical and current equityand bias issues

• promote opportunities in non-traditional careers and occupa-tions for students of bothgenders

• encourage students to chal-lenge prejudice and discrimi-nation which result in unequalopportunities for some mem-bers of society

The Atlantic provinces, throughthe APEF and their departmentsof education, are committed tousing accepted equity principlesand practices in approving newsocial studies curricula andresources.


ASSESSING AND EVALUATING STUDENT LEARNING

Assessmentis the systematic process ofgathering information onstudent learning.

INTRODUCTION

Assessment and evaluation areessential components of teachingand learning in social studies.Without effective assessment andevaluation, it is impossible toknow whether students havelearned, whether teaching hasbeen effective, and how best toaddress student learning needs.The quality of assessment andevaluation in the educationalprocess has a profound and well-established link to student per-formance. Research consistentlyshows that regular monitoringand feedback are essential toimproving student learning. Whatis assessed and evaluated, how itis assessed and evaluated, andhow results are communicatedsend clear messages to students

and others about what is reallyvalued: what is worth learning,how it should be learned, whatelements of quality are consideredmost important, and how wellstudents are expected to perform.

Teacher-developed assessmentsand evaluations have a widevariety of uses, such as

• providing feedback to improvestudent learning

• determining if curriculumoutcomes have been achieved

• certifying that students haveachieved certain levels ofperformance

• setting goals for future studentlearning

• communicating with parentsabout their children’s learning

• providing information toteachers on the effectivenessof their teaching, the pro-gram, and the learningenvironment

• meeting the needs of guid-ance and administrationpersonnel

ASSESSMENT

To determine how well studentsare learning, assessment strategieshave to be designed to systemati-cally gather information on theachievement of the curriculumoutcomes. In planning assess-ments, teachers should use abroad range of strategies in anappropriate balance to givestudents multiple opportunities todemonstrate their knowledge,skills, and attitudes. Many typesof assessment strategies can beused to gather such information,including, but not limited to,

• formal and informal observa-tions

• work samples

• anecdotal records

• conferences

• teacher-made and other tests

• portfolios

• learning journals

• questioning

• performance assessment

• peer and self-assessment

Evaluationis the process of analysing,reflecting upon, andsummarizing assessmentinformation and makingjudgments or decisions basedupon the information gathered.


EVALUATION

Evaluation involves teachers andothers in analysing and reflectingupon information about studentlearning gathered in a variety ofways. This process requires

• developing clear criteria andguidelines for assigning marksor grades to student work

• synthesizing information frommultiple sources

• weighing and balancing allavailable information

• using a high level of profes-sional judgment in makingdecisions based upon thatinformation

REPORTING

Reporting on student learningshould focus on the extent towhich students have achieved thecurriculum outcomes. Reportinginvolves communicating thesummary and interpretation ofinformation about studentlearning to various audiences whorequire it. Teachers have theresponsibility to explain accu-rately what progress studentshave made in their learning andto respond to parent and studentinquiries about learning.

Narrative reports on progress andachievement can provide infor-mation on student learning thatletter or number grades alonecannot. Such reports might, forexample, suggest ways in whichstudents can improve theirlearning and identify ways inwhich teachers and parents canbest provide support.

Effective communication withparents regarding their children’sprogress is essential in fosteringsuccessful home-school partner-ships. The report card is onemeans of reporting individualstudent progress. Other meansinclude the use of conferences,notes, and phone calls.

GUIDING PRINCIPLES

In order to provide accurate,useful information about theachievement and instructionalneeds of students, certain guidingprinciples for the development,administration, and use of assess-ments must be followed. Principlesfor Fair Student Assessment Prac-tices for Education in Canadaarticulates five basic assessmentprinciples.

• Assessment strategies shouldbe appropriate for and com-patible with the purpose andcontext of the assessment.

• Students should be providedwith sufficient opportunity todemonstrate the knowledge,skills, attitudes, or behavioursbeing assessed.

• Procedures for judging orscoring student performanceshould be appropriate for theassessment strategy used andbe consistently applied andmonitored.

• Procedures for summarizingand interpreting assessmentresults should yield accurateand informative representa-tions of a student’s perform-ance in relation to the curricu-lum outcomes for the report-ing period.

• Assessment reports should beclear, accurate, and of practi-cal value to the audience forwhom they are intended.

These principles highlight theneed for assessment that ensuresthat

• the best interests of thestudent are paramount

• assessment informs teachingand promotes learning

• assessment is an integral andongoing part of the learningprocess and is clearly relatedto the curriculum outcomes

• assessment is fair and equita-ble to all students and involvesmultiple sources of informa-tion

While assessments may be usedfor different purposes and audi-ences, all assessments must giveeach student optimal opportunityto demonstrate what he/sheknows and can do.


There should be a congruence between what is taught, how it is taught, and the emphasis in the evaluationprocess. Social studies educators should recognize that “ . . . quality programming and instruction are neithercontent-based nor process-based, but a wise and judicious mixture of both.” (Frost 1989 ,11.)

ASSESSING AND EVALUATING STUDENT LEARNING IN THESOCIAL STUDIES CLASSROOM

(Adapted from The Evaluation of Students in the Classroom: A Handbook and Policy Guide,Department of Education, Government of Newfoundland and Labrador, 1990)

CurriculumOutcomes

Assessment andEvaluation

InstructionalApproaches

and Resources

The assessment of student learning must be aligned with the curriculum outcomes and the types of learningopportunities made available to students.


Evaluation in social studies empha-sizes assessment activities thatincorporate the skills, perspectives,and knowledge of the many fieldsand disciplines within the socialstudies.

Instruction and evaluation arecentred around outcomes. Notonly are outcomes used in provid-ing structured teaching andlearning, but they also provide aframework for assessment andevaluation.

Assessment in the social studies isan integral and ongoing part ofthe learning process. Assessmentcan be used to shape instructionto better ensure student success.Assessment strategies shouldinform the daily instructionalprocess. Moreover, studentsrequire frequent opportunities toassess and evaluate their ownlearning and performance.

In the social studies classroom,there should be a balancedapproach to assessment in whichemphasis is given to the learningprocess as well as the products oflearning. Assessment in socialstudies should reflect the follow-ing practices:

• assessing rich, well-structuredknowledge

• assessing social studies proc-esses

• designing assessment tasks inways that recognize variouslearning styles

• engaging students in ongoingassessment of their work andthat of others

• assessing the learning process

• assessing a variety of products

• assessing to inform effectiveplanning and instruction

These practices should be re-flected in the variety of teachingand assessment strategies thatteachers use. The following, inaddition to the assessmentstrategies listed on p. 31, form anon-exhaustive list of methodscontributing to balanced assess-ment practices:

• case studies

• interviews

• rubrics

• simulations

• checklists

• reports

• questionnaires

• oral presentations

• role plays

• debates

• panel discussions

• learning contracts

• demonstrations

• interpretation and creation ofgraphical representations

• reflective writing

• written forms such as essays

The Foundation for Atlantic Cana-dian Social Studies Curriculumenvisions a shift in focus thatreinforces and complements theprinciples underlying socialstudies and the learning environ-ment that will result in a betterbalance between process andproduct.

EXTERNAL ASSESSMENT

Administration of externallyprepared assessments is on alarge scale in comparison toclassroom assessments and ofteninvolves hundreds, sometimesthousands, of students, allowingfor use of results at the provincial,district, and/or school levels.Depending on the comprehen-siveness of the assessment,information can be used for all ofthe same purposes as classroom-based assessment, but it can alsoserve additional administrativeand accountability purposes, suchas for admissions, placement,student certification, educationaldiagnosis, and program evalua-tion. External assessments offercommon standards for assess-ment and for administration,scoring, and reporting, whichallow for comparison of resultsover time.

As part of the regional agenda,development of external assess-ments in the core curriculumareas is being undertaken. Gener-ally, external assessment includesassessments prepared by depart-ments of education, national andinternational assessment groups,publishers, and research groups.Each provincial department ofeducation makes decisions onwhether or not to administerexternal assessments.


PROGRAM AND SYSTEMEVALUATION

The results from both externaland internal assessments ofstudent achievement can be usedto varying degrees for programand system evaluation. Externalassessment results, however, aremore comparable across variousgroups and are therefore morecommonly the basis for thesetypes of evaluation.

In essence, the main differencebetween student evaluation andprogram and system evaluation isin how the results are used. Inprogram evaluation, marks orscores for individual students arenot the primary focus of theassessment—it is the effectivenessof the program that is evaluated,and the results are used to showthe extent to which the manyoutcomes of the program areachieved.

When results are used for systemevaluation, the focus is on howthe various levels and groupswithin the system, such as class-rooms, schools, districts, and soon, are achieving the intendedoutcomes. In many ways, studentand program evaluation are verymuch the same, in that bothemphasize obtaining studentinformation concerning theextent to which students haveachieved curriculum outcomes.


INTRODUCTION

This framework envisages anetwork of material and humanresources extending throughoutthe school, into the communityand to provincial, national, andglobal resources accessiblethrough information and commu-nication technologies. No singleresource can provide sufficientmaterial to nurture the develop-ment of any learner or group oflearners for any extended periodof time. The range of resourcesmust

• reflect the diversity of learners’interests, needs, abilities, andexperiences

• support the achievement ofthe curriculum outcomes

• be available to all learners

This document emphasizes thediversity of resources that cansupport and enhance the learningenvironment of the social studiesclassroom.

The range of possible resourcesincludes print, visual, experiential,and technological.

ResourcesPRINT RESOURCES

Print materials are a significant typeof resource for social studiesteaching and learning. Severalcategories of print materials areavailable to social studies teachersand students.

EXAMPLES OFPRIMARY SOURCES

• diaries

• letters

• census reports

• newspapers (first-hand ac-counts)

• Hansard

• business documents (manifests,ledgers, etc.)

• ships’ logs

Primary documents provideopportunities for students tointerpret, analyse, and drawconclusions using authenticsources.

EXAMPLES OFSECONDARY SOURCES

• textbooks

• periodicals

• biographies

• literature

• song lyrics

• newspapers (commentary,editorials)

• atlases

• encyclopedias

Secondary sources provideopportunities for students toexamine various interpretationsby writers.

VISUALRESOURCES

Documents can be viewed as therecorded history of a society.Visuals, including works of art,charts, satirical cartoons, illustra-tions, photographs, pictures,prints, film, and architecture, canprovide a comprehensive repre-sentation of a society. Theseresources can provide studentswith the opportunity to study thehistory, values, and beliefs ofsociety through the products ofthat society.

Photographs, paintings, andother visual resources can conveyimmense detail at a glance—detail that would take pages oftext to describe. Students need tovalue them as data sources thatcan be examined from a criticalperspective. They are not onlyrich sources of information butthey also present underlyingmessages and meanings that canpromote inquiry in students.

Resources


EXPERIENTIALRESOURCES

The experiential dimension ofsocial studies is enhanced whenstudents can manipulate theartifacts of a society. Artifacts,whether introduced in theclassroom setting or in a mu-seum, can be the starting pointfor meaningful inquiry and canprovide students with a tangiblelink to a society’s past or present.

The community is a key compo-nent of experiential resources.Interviews, guest speakers, fieldstudies, and museum visitsconnect students to people andplaces in the larger communityand broaden students’ under-standing of themselves, theircommunity, and their relation-ships.

The use of community resourcesmust be related to curriculumoutcomes. Students must haveclear purposes in mind whenembarking on a communityexperience and a curricularcontext in which to place it, inorder for the experience to bemeaningful and worthwhile.

TECHNOLOGICALRESOURCES

Technology should have a majorrole in the teaching and learningof social studies.

Computers and related technolo-gies have become valuableclassroom tools for the acquisi-tion, analysis, presentation, andcommunication of data in waysthat allow students to becomemore active participants inresearch and learning.

Computers and related technol-ogy (digital cameras, software,databases, Internet, bulletinboard, e-mail, CD-ROM players,videodisk players) afford numer-ous possibilities for enhancinglearning and teaching. Computerand other technologies mustenhance the social studies curricu-lum and not replace essentialsocial studies learning. In thatcontext, technological resourcescan provide a variety of opportu-nities.

• CD-ROMs and the Internetincrease access to information.This gives teachers andstudents quicker and easieraccess to extensive andcurrent information. However,research skills are key toefficient use of these resources.Questions of validity, accuracy,bias, and interpretation muststill be applied to informationavailable on the Internet andCD-ROMs.

• Direct e-mail conversations,student-created websites, andlistservs provide connectionsto students and cultures fromaround the world. This expo-sure to first-hand informationwill enable students to directlyemploy inquiry skills.

• Students can present whatthey have learned in a widevariety of forms (e.g., graphs,maps, text, graphic organizers,websites, multi-media presen-tations) that fit their learningstyles. These presentations canbe shared with others, both intheir classroom and beyond.

• opportunities for students tobecome more actively in-volved in their learning byallowing for student control ofinformation gathering,processing, and presentation.For example, GeographicSystems (GIS) software canenable students to collect dataon a community, plot the datausing global positioningsystems (GPS), analyze andpresent their findings bycreating maps that demon-strate their learnings.


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