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Grade 3 Social Studies Curriculum Guide (2011)

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Grade 3 Social Studies Curriculum Guide (2011) Social Studies Grade 3 Interim Edition Curriculum Guide 2011 TABLE OF CONTENTS Table of Contents Acknowledgements.......................................................................................................................... i Introduction. Background............................................................................................................................................................. 1 Aims.of.Social.Studies............................................................................................................................................. 1 Purpose.of.Curriculum.Guide.................................................................................................................................. 1 Guiding.Principles.................................................................................................................................................... 2 Program.Design.and.Outcomes. Overview................................................................................................................................................................. 3 Essential.Graduation.Learnings............................................................................................................................... 4 General.Curriculum.Outcomes............................................................................................................................... .6 Processes................................................................................................................................................................. 8 Attitudes,.Values,.and.Perspectives......................................................................................................................... 9 Contexts.for.Learning.and.Teaching. The.Learner........................................................................................................................................................... 11 Equity.and.Diversity.............................................................................................................................................. 14 Principles.Underlying.the.Social.Studies.Curriculum............................................................................................. 15 The.Social.Studies.Learning.Environment............................................................................................................. 16 Assessing.and.Evaluating.Student.Learning.......................................................................................................... 23 Curriculum.Overview. Entry–9.Social.Studies.Program............................................................................................................ 27 Grade.Three.Conceptual.Framework.................................................................................................... 27 Course.Outcomes.and.Delineations...................................................................................................... 28 Pacing.Guidelines.................................................................................................................................. 31 How.to.Use.the.Four.Column.Curriculum.Layout................................................................................. 32 Curriculum.Outcomes Course.Summary................................................................................................................................................... 35 Integrated.Concepts.and.Processes...................................................................................................................... 37 Unit.1:.Place.......................................................................................................................................................... 45 Unit.2:.Peoples...................................................................................................................................................... 56 Unit.3:.Citizenship................................................................................................................................................. 73 GRADE THREE SOCIAL STUDIES CURRICULUM GUIDE (2011, INTERIM) TABLE OF CONTENTS Appendices. Appendix.A:.Concepts.in.Entry–9.Social.Studies................................................................................................... 85 Appendix.B:.Process-Skills.Matrix......................................................................................................................... 87 Appendix.C:.Inquiry.Approach.to.Organizing.Thinking.Concepts.and.Skills..........................................................95 Appendix.D:.Studying.Provincial.Identity.............................................................................................................. 96 Appendix.E:.Terminology.and.Teaching.Structures............................................................................................. 107 Appendix.F:.Physical.Features.in.Newfoundland.and.Labrador..........................................................................109 Appendix.G:.Student.Response.Journals............................................................................................................. 113 Appendix.H:.Portfolio.Assessment...................................................................................................................... 115 Appendix.I:.Rubrics.in.Assessment...................................................................................................................... 119 GRADE THREE SOCIAL STUDIES CURRICULUM GUIDE (2011, INTERIM) ACKNOWLEDGEMENTS Acknowledgements The Departments of Education acknowledge the work of the social studies consultants in Atlantic Canada who cooperated through CAMET to develop this curriculum. New Brunswick Nova Scotia Barbara Hillman Jennifer Burke Newfoundland and Labrador Prince Edward Island Darryl Fillier Laura Ann Noye Marie Louise Green The Department of Education also acknowledge the contribution of all the educators who served on provincial curriculum working groups, and who reviewed or piloted this curriculum. Deanne Burton Debbie Pelley Wester School District Western School District Arlene Goodyear Renee Piercey Nova Central School District Eastern School District Tonia Lane Diane Vey-Morawski Nova Central School District Nova Cenreal School District Daphne Mercer Eastern School District GRADE THREE SOCIAL STUDIES CURRICULUM GUIDE (2011, INTERIM) i ACKNOWLEDGEMENTS ii GRADE THREE SOCIAL STUDIES CURRICULUM GUIDE (2011, INTERIM) INTRODUCTION Introduction The Atlantic Canada social studies curriculum was planned and developed Background by regional committees whose deliberations were guided by consideration of the learners and input from teachers. The regional committees con- sisted of teachers, other educators, and consultants with a diverse range of experiences and backgrounds in education. Each curriculum level was strongly influenced by current social studies research and developmentally appropriate pedagogy. The vision for the Atlantic Canada social studies curriculum is to enable and Aims of Social encourage students to examine issues, respond critically and creatively, and make informed decisions as individuals and as citizens of Canada and of an Studies increasingly interdependent world. An effective social studies curriculum prepares students to achieve all essential graduation learnings. In particular, social studies, more than any other curriculum area, is vital in developing citizenship. Social studies em- bodies the main principles of democracy, such as freedom, equality, human dignity, justice, rule of law, and civic rights and responsibilities. The social studies curriculum provides opportunities for students to ex- plore multiple approaches that may be used to analyze and interpret their own world and the world of others. Social studies presents unique and particular ways for students to view the interrelationships among Earth, its people, and its systems. The knowledge, skills, and attitudes developed through the social studies curriculum empower students to be informed, responsible citizens of Canada and the world, and to participate in the democratic process to improve society. In particular, the social studies curriculum: • integrates the concepts, processes, and ways of thinking drawn from the diverse disciplines of the social sciences (including history, geogra- phy, economics, political science, sociology, and anthropology). It also draws from literature and the pure sciences; • provides the multidisciplinary lens through which students examine is- sues affecting their lives from personal, provincial, national, academic, pluralistic, and global perspectives. The overall purpose of this curriculum guide is to advance social studies Purpose of education and social studies teaching and learning, and at the same time, recognize and validate effective practices that already exist in many class- Curriculum Guide rooms. More specifically, this curriculum guide: • provides detailed curriculum outcomes to which educators and others can refer when making decisions concerning learning; experiences, in- structional techniques, and assessment strategies in the grade 3 social studies program; • informs both educators and members of the general public about the philosophy and scope of social studies education for grade three; GRADE THREE SOCIAL STUDIES CURRICULUM GUIDE (2011, INTERIM) 1 INTRODUCTION • promotes the effective learning and teaching of social studies for stu-
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