ED 456G Intermediate / Senior Social Studies I (3 Credits) Spring/Summer 2014

University of Prince Edward Island Faculty of Education

ED 456G Intermediate / Senior Social Studies I (3 credits) Spring/Summer 2014

Course Syllabus:

Instructor: Casey Burkholder, Faculty of Education. Class time: Mondays and Wednesdays, (June 11th – July 16th). Class location: MH 417. Office hours: Please contact the instructor by e-mail to set up an appointment. Email: [email protected]

Course Description: This methodology course is intended for pre-service intermediate and senior school teachers to begin to think about the practice of teaching social studies in PEI, inclusive of: Canadian studies, history, economics, geography, global studies, law, and citizenship education. The goal of this course is to encourage students to become reflective and inquisitive secondary educators, by investigating historical ideas and moments, notions of law, economy, and citizenship, and geographical places and spaces as explored in the PEI intermediate/secondary social studies curriculum.

As described on the UPEI website, “this course promotes dynamic teaching methods and inclusive approaches to inspire learners in grades 7-12 and to elevate the quality of teaching and learning through Social Studies at the Intermediate/Senior levels. Grounded in the needs of twenty-first century learners, this course offers concrete ways to create more vibrant, engaging, playful, supportive and inviting environments for this core curriculum area to give all learners dignity and honour their diverse ways of learning” (see: http://www.upei.ca/programsandcourses/bachelor-education).

1 Learning Outcomes

In ED 456, learners will understand:

• That they should have a clear sense of the diversity of courses that make up Social Studies curricula within PEI, inclusive of: Canadian studies, history, economics, geography, global studies, law, and citizenship education. (K) • Students will have an understanding of the six concepts of historical thinking (see below). (K) • The needs of learners and how their well-being and progress are influenced by a range of factors including but not limited to development, socio-economic background, religion, culture, gender, politics, sexual orientation, and language. (K, 2) • The research-base of the key concepts and content of their discipline(s) and the related effective instructional methods and strategies. (K, 6) • A variety of teaching approaches, methods, and strategies that support and respond to diverse learners. (K, 13) • A range of instructional approaches, methods, and strategies to establish a safe and engaging learning environment. (K, 14) • The current and emergent technologies and resources as they apply to teaching and learning. (K, 15) • Learners will act as historians and geographers, and will be asked to use a variety of techniques and tools to develop their own personal histories, and make sense of the present. (S) • Use current and emerging technologies effectively to present and deliver content, communicate with others, conduct research, present and manage information, and keep records (S, 4) • Plan well organized, developmentally appropriate lessons/units of study that clearly identify how intended learning outcomes will be achieved by each learner and assessed (S, 7) • Use a variety of teaching methods/approaches including, but not limited to, co-operative learning, direction instruction, inquiry-based learning, Socratic dialogue, and experiential learning. (S, 9) • Access, modify, create, and use a variety of assessment methods appropriate to the learning outcomes. (S, 23) • Reflecting critically on their responsibility for improving their professional practice, their programs, and the profession. (A, 5)

Six Concepts of Historical Thinking

Seixas and Morton (2013) have articulated that there are six key concepts that are involved in historical thinking:

1. Historical significance 2. Evidence 3. Continuity and change 4. Cause and consequence 5. Historical perspectives 6. The ethical dimension 2

Our course will keep these concepts in mind, and examine these ideas through a variety of methods for the social studies classroom. Ultimately, Seixas and Morton (2013) ask a number of questions that we will work through during the course. Some of these questions include, “how do we decide what is important to learn about the past? How do we know what we know about the past?” and “how can history help us to live in the present?” (p. 4). We will address these queries within the context of teaching methods for the social studies classroom.

Required Readings and Viewings

• This course requires a great deal of learner engagement. Course readings are complemented by viewings of online materials. The course uses resources that are open-access: students will be expected to read the online articles, and resources (inclusive of: films, digital stories, soundscapes, videogames, etc.). Links to articles and online resources will be found in our course’s Moodle site.

• The course articles and digital resources are found in each week’s breakdown (below).

** Participants will be expected to download the curriculum guides as needed for this course. See Appendix I.

Class Expectations

As this course focuses on methodological concerns (i.e.: how to teach), students will be expected to show what they are learning, and to work collaboratively to create materials that will be useful when you get into the classroom. Regular practice will consist of a lecture, some small group work, large- group discussions, in-class activities, and individual writing tasks. Multiple modalities will be used and encouraged throughout the class to foster discussion, and add to the readings that we have completed.

Participants, for their part, are expected to have read the necessary chapters, articles, and have viewed the online materials before coming to class. I also expect that students will be active participants (reading, writing, speaking, and engaging with peers). Respectful exchange, professional behavior, and courtesy are required in this course. I look forward to engaging in respectful debate about the relevant concepts, notions, geographic locations, historical actors, events, and periods, as well as items relative to citizenship education that emerge throughout the semester.

3 Class Schedule

**NOTE: The schedule below provides a course outline, however the materials, readings, and themes are subject to change.

Date CLASS CONTENT AND RELATED ACTIVITIES

Class Topic: Beginnings

1 • Review of course syllabus.

• Introductory comments: exploring our assumptions about history, geography and Weds., citizenship. June • Organizing mini lesson presentations (For: classes 2-9). 11th Required Readings • Course Syllabus.

Class Topic: Knowing Me, Teaching You: Personal Histories

2 • Teacher reflexivity.

• Auto-ethnography (using the self as the site of research). Monday, • Collecting historical information, and inquiring about the self. June • Curriculum focus: Grade 7 Social Studies. 16th

Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings and Viewings • Seixas, P., Fromowitz, D., and Hill, P. (2002). History, memory and learning to teach. Encounters on Education, 3, 43-59. • Dorfman, A. (2012). Flawed. Toronto, ON: The National Film Board of Canada. Retrieved from: http://flawed.nfb.ca/#/flawed • Department of Education and Early Childhood Development. (2014). Grade 7 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026675&lang=E ASSIGNMENT # 1 (DUE between classes 2 – 9) – 30%: 10 Minute Mini Lessons

These mini-lessons are meant to be delivered during class time (and done individually). Your mini lesson should be for the grade-level that we are targeting during the class that you have chosen. (Ex: students who opt to give their mini lessons during class 2 would prepare something on the theme ‘personal histories’ for students in a grade 7 social studies class). Class Topic: Family Histories 3 • Linking to historical themes through family histories. • Understanding, synthesizing, and exploring our migration stories.

Weds. • Methods of inquiry: data collection and modes of interpretation. June • Exploring migrations, and where we have lived. 18th • Curriculum Focus: Grade 8 Social Studies. 4 Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings and Viewings • Vazir, N. (2006). Reflection in action: Constructing narratives of experience. Reflective Practice: International and Multidisciplinary Perspectives, 7(4), 445-454. • Watch: Obomsawin, D. (2006). Here and there. Toronto, ON: The National Film Board of Canada. Retrieved from: https://www.nfb.ca/film/here_and_there. • Watch, Read and Experience: Hobbs, A. (2013). The Last Hunt. Toronto, ON: The National Film Board of Canada. Retrieved from: http://thelasthunt.nfb.ca/#/thelasthunt. • Department of Education and Early Childhood Development. (2014). Grade 8 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026711&lang=E

Class Topic: Geographies: More than Colouring Maps

4 • Thinking about geography, and our connections to the land. • Geography, traditions, and lifestyles.

Monday, • Adapting developmentally appropriate materials to fit your classroom. June • Introduction to digital storytelling and soundscapes. 23rd • Curriculum Focus: Grade 9 Social Studies. ** Audiovisual Text: Sound Ecology**

Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings and Viewings • Jackson, P. (2006). Thinking geographically. Geography, 91(3), 199-204. • Watch: Cizek, K. (2013). A Short History of the Highrise. New York, NY and Toronto, ON: New York Times and the National Film Board of Canada. Retrieved from http://www.nytimes.com/high-rise. • Watch: Hagan, T. (2013). Similkameen Crossroads. Toronto: National Film Board of Canada. Retrieved from: http://crossroads.nfb.ca/#/crossroads. • Department of Education and Early Childhood Development. (2014). Social studies interim curriculum plan, grade 9. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1028436&lang=E

ASSIGNMENT # 2 DUE: PERSONAL HISTORIES – 30% (3 pages double-spaced in length).

Class Topic: Exploring Confederation: Perspectives, Histories, and Acknowledging 5 the Un-invited • Story-boarding, graphic novels, and exploring Confederation through drawing.

• Linking to contemporary notions of citizenship through an understanding of Confederation. Weds., • Methods of inquiry: data collection and modes of interpretation. June 25th • Creating and curating online content for the Guardians of Confederation Conference Curriculum Focus: Grade 10 Canadian Studies ** Audiovisual Text: New Confederation Canadian Logo Gets Criticism (Global News, 2014) **

http://globalnews.ca/video/1063157/new-confederation-canadian-logo-gets-criticism

5 Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings • Explore: Library and Archives Canada. (2014). Confederation for kids. Retrieved from: https://www.collectionscanada.gc.ca/confederation/kids/index-e.html • Wilson, I. (2008). The state of Canadian Confederation: To know ourselves. The Extraordinary Symons Lecture, Toronto, ON. Retrieved from: http://www.collectionscanada.gc.ca/about-us/012-216-e.html • Department of Education and Early Childhood Development. (2014). Canadian studies 401 curriculum guide (grade 10). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026817&lang=E

Class Topic: Digital Storytelling: Making Connections Between Histories and 6 Geographies • Connecting between the global and the local.

Weds., • Migrating through controversial interpretations, and modes of inquiry. July 2nd • Notions of global and local citizenship, history, and geography. • Curriculum Focus: Grade 10 Geography.

Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______Required Readings • Wellens, J., Berardi, A., Chalkley, B., Chambers, B., Healey, R., Monk, J. and Vender, J. (2006). Teaching geography for social transformation. Journal of Geography in Higher Education, 30(1), 117-131. • Clarkes, M. (2013). Island Green. [Trailer]. Retrieved from: https://www.nfb.ca/film/island_green • Department of Education and Early Childhood Development. (2014). Geography 421A curriculum guide (grade 10). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_geo421a.pdf

Class Topic: Using Fiction and Non-Fiction in the Social Studies Classroom 7 • Developing and assessing secondary students’ research in the Social Sciences classroom.

Monday, • Narrative, metaphors, and meaning-making. July 7th • Creating historical narratives, and encouraging and analyzing historical writing. • Curriculum Focus: Grade 11 Law and Grade 11 Geography • Class time for brainstorming RE: digital stories assignment. ** Audiovisual Text: Hyperlocal** Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______Required Readings • Marcus, A. (2010). “It is as it was”: Feature film in the history classroom. The Social Studies, 96(2), 61-67. Retrieved from: http://dx.doi.org/10.3200/TSSS.96.2.61-67. • Turk, D., Klein, E., and Dickstein, S. (2007). Mingling ‘fact’ with ‘fiction’: Strategies for integrating literature into history and social studies classrooms. The History Teacher, 40(3), 397-406. Retrieved from: http://www.jstor.org/stable/30036831. • Leaf, C. (1976). The street. Retrieved from: https://www.nfb.ca/playlists/ottawa-international-animation- festival/viewing/the_street • Department of Education and Early Childhood Development. (2014). Law 521A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026860&lang=E • Department of Education and Early Childhood Development. (2014). Geography 521A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO521A.pdf

6 Topic: Multimodalities in the Social Studies Classroom: Creating Digital Resources for Student Inquiry • Imagination, multimedia, and sparking secondary students’ interest. Class • Turning secondary students’ interests into inquiry. 8 • Methods of inquiry: how to find answers to the questions students’ ask. • Using multimodalities to inquire, assess, and learn about conceptions of time and place. Weds., • Curriculum Focus: Grade 12 Economics and Grade 12 Geography July 9th

Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings and Viewings • Watch, Read, Experience and Play: Desjardins, R. and Mondarie, R. (2012). The hole story. Toronto, ON: The National Film Board of Canada. Retrieved from: http://theholestory.nfb.ca/#/theholestory/interactive. • Watch: Trouve, S. (2009). Orange. Toronto, ON: The National Film Board of Canada. Retrieved from: http://www.nfb.ca/playlists/stop-motion-animation/viewing/hothouse_5_orange. • Li, D. D., & Lim, C. P. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers & Education, 50(4), 1394-1410. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0360131507000048 • Department of Education and Early Childhood Development. (2014). Economics 621A (grade 12). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1033314&lang=E • Department of Education and Early Childhood Development. (2014). Geography 621 A: Global studies (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_Geo621A-11.pdf

Topic: Teaching Respectful Disagreement- Making Conflict Work in/for your Classroom Class • Teaching discussion and debate in the secondary classroom. 9 • Using the present to engage secondary students in controversial issues. • Re-imagining events and creating alternate histories to enhance understanding. • Engaging secondary students in critical consciousness raising, and getting a sense of Monday, their historical consciousness. July 14th • Curriculum Focus: Grade 12 History

Mini Lesson Presenters: Name: ______Topic: ______Name: ______Topic: ______Name: ______Topic: ______

Required Readings • Parker, W. and Hess, D. (2001). Teaching with and for discussion. Teaching and Teacher Education, 17(3), 273-289. Retrieved from: http://dx.doi.org/10.1016/S0742-051X(00)00057-3 • Chartrand, D. (1992). The Orange. Toronto, ON: The National Film Board of Canada. Retrieved from: http://www.nfb.ca/playlists/learning-through-empathy-elementary/playback#playlistcontainer. • Chartrand, M. (2000). Black Soul. Toronto, ON: The National Film Board of Canada. Retrieved from: http://www.nfb.ca/playlists/speak_up/viewing/black_soul. • Department of Education and Early Childhood Development. (2014). History 621A: Canadian history (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_HIS621.pdf

7 Class Topic: Using the Arts to Teach Social Studies 10 • Arts-based methodologies to teach social studies: history, geography, and citizenship education.

Weds., • Incorporating multiple ways of knowing and representing knowledge into the social July 16th sciences classroom. • Using arts based texts (paintings, posters, soundscapes, films, digital stories, drawings) to make sense of the social sciences, and as a method of inquiry. • Expressing an understanding of history, geography, and citizenship through the arts. • Viewing/listening/experiencing students’ presentations of their online activities for the Guardians of Confederation conference. Required Readings and Viewings • Mendes, J. and Allison, L. (2012). Bear 71. Toronto, ON: National Film Board of Canada Retrieved from: http://bear71.nfb.ca/#/bear71 • Watch and Play: Dufresne, D. (2013). Episode 3: Winter Road. Fort McMoney. Toronto, ON: National Film Board of Canada Retrieved from: http://fortmcmoney.com/#/fortmcmoney.

ASSIGNMENT # 3 DUE:

***CREATION AND PRESENTATION OF AN ONLINE ACTIVITY FOR THE GUARDIANS OF CONFEDERATION CONFERENCE*** - 40%

Upload to Moodle, by 5:00 pm on July 14th

Description of Course Assignments

1) Mini lesson 30%

Learners are expected to deliver a 10-minute mini lesson during the tenure of the course. In our first class together, students will sign up for a particular day to deliver their mini lessons. Students are expected to plan a short lesson opener (or mini lesson) that touches on the particular grade level that we are examining that day (i.e.: if you choose to do your mini lesson in class 2, our topic will be Grade 7 Social Studies and personal histories. Therefore, your activity should be directed at a grade 7-level learners, and should be on the topic of personal histories).

Each student is expected to produce a one page single-spaced write up to accompany their mini lesson. This write-up should detail the following information: • Lesson title: • Grade level: • Lesson topic: • Mini lesson objectives: (What do you hope to achieve in the mini lesson. How does it relate to the curriculum guide for the grade level that you are targeting)? • Materials required: (What is needed for the lesson)? • Procedure: 8 (A short breakdown of what the teacher will do, and the steps needed to do this). • Suggestions for extension activities: (What should follow after your activity? Any assessments? Ideas for things to come, etc. Remember, this does not need to be particularly detailed, as the entire write-up should only be about one single-spaced page).

A rubric for this assignment will be posted to Moodle. Further, I will compile all of the students’ one page write-ups and post them to Moodle at the end of the course, so that we may share our creations (and have some quick lessons at hand for our future-teaching practices).

2) Autoethnography or Personal History (3 pages) 30%

Purpose: To develop reading, synthesizing, and analytical skills.

Autoethnography has been described by Ellis (2004) as the practice of connecting personal experience and autobiography with cultural, social and political realities. Ellis, Adams and Bochner (2011) state that autoethnography, “uses tenets of autobiography and ethnography to do and write autoethnography. Thus, as a method, autoethnography is both process and product.” To clarify, ethnography is the study of individuals, and it assumes that people (and their behaviors) are not separate from their environments or contexts (Wilson, 1977). People are impacted by their cultural, social and political realities. Autoethnography asks researchers to use themselves as the site of research. In this, I am asking you to inquire about yourself and your history, while acknowledging the cultural, social, and political realities that you have experienced in your life.

The autoethnography or personal history assignment asks you to complete an autoethnography (or a personal history) that is three pages in length (double-spaced), and attends to one of the following prompts. You could:

• A) (Autoethnography): Write yourself and your experiences into contemporary history by incorporating your personal history into larger cultural, social and political realities. • B) (Personal History): Write your entire life story from the moment you were born to June 23rd, 2014. (Remember, the assignment is three pages in length, so you will have to do some judicious editing). • C) (Personal History): Write the history of your name. How were you named? Who named you? How has your name affected your life experiences?

Keep in mind:

• The paper should not exceed more than 3 pages, double-spaced, Times New Roman, Font 12. • Use the latest APA referencing style guide for your reference sheet if you refer to outside texts. (Refer to the Writing Style section below for website links on the APA style. You may also talk to a librarian for further assistance).

9 3) Creation of an online activity for the Guardians of Confederation Conference 40 %

Purpose: To develop reading, digital literacy, synthesizing, and analytical skills.

In November 2014, there is going to be a conference in Charlottetown for high school students (grades 10-11) from across the province and the country, and which addresses the ways in which these students envision the state of Confederation (as is was, as it is, and where it is going in the future). The 50-or so students who will participate in the conference will have been chosen based on their participation in a video-based project about the way in which they envision citizenship. Through video technologies, these students have answered the question, “If you have the opportunity to form a new version of Canada, what would it look like?” (See: http://guardiansofconfederation.ca/front-page/guardians- contest/ for more information on the contest itself).

So, where do we come in? We are going to act as mentors for these Guardians of the Confederation, and develop a series of online activities for the Guardians to participate in before the conference takes place. I envision the creation of a website that similar to this one: http://learningtoloveyoumore.com/. Basically, we will create a series of challenges and activities that students can participate in, send us their responses, and then we can curate and post these responses online. Understanding that this is extra-curricular, our activities should be engaging, creative, and inspire these Guardians (and other Canadian youth) to think about Confederation, and citizenship more generally.

Here are two of my ideas:

• 1) Guardians could explore historical paintings and art that depicted Confederation (ie: The Fathers of Confederation- Harris, 1883). Students could photograph, draw or paint a response to the painting with respect to those who were not included at the table (ie: The Mothers of Confederation; indigenous nations/communities; African-Canadians, etc.)

(Harris, 1883, retrieved from: http://www.parl.gc.ca/About/House/collections/fine_arts/historical/609-e.htm) 10

• 2) Students could use twitter as a genre exercise in order to explore the main themes, challenges and oppositions to Confederation. (ie: explain the situation in 140 characters or fewer).

“Uniting Upper/Lower Canada is a great idea,” said white landowning men. #wherearethewomen? #wherearetheindigenous&african-canadianvoices?

What is expected of you in this assignment?

• In small groups (2-4), or individually, you should create a short prompt for an activity that would encourage these Guardians of Confederation to think about Confederation historically, or about present-day citizenship.

• You should provide an example that can be uploaded to show your groups’ response to the prompt (like my example Tweet above).

• You will present your activities to the class in Week 10, and guide us through an attempt of your activity (or a part of your activity). Each group will have 20 minutes to present.

• Collectively, we will attempt some of these activities in Week 10- and upload our efforts to the website.

A rubric for the evaluation of this assignment will be provided on our course Moodle website.

Course Assessment

Assignments Weighting Due Date Mini Lesson 30% Between Classes 2 and 9 Personal History 30% June 23rd, 2014 Creation of Online Resources 40% July 14th, 2014 for The Guardians of Confederation Conference Total 100%

Assessment Criteria

• Relevant grading rubrics will be available on Moodle in due time.

Grading

As the UPEI Bachelor of Education program employs a Pass/Fail grading scheme, it is important for me to articulate what this means for this course. I expect students to fulfil assignment objectives, consult the rubrics provided on

11 Moodle, and understand that in this course, 80% represents a Pass. I expect high-quality engagement with the readings, assignments, and in-class participation.

Important Additional Course Information

Statement on Safe Spaces As a teacher, and an empathetic person, I am committed to nurturing a space where learners, teaching assistants, lecturers, and professors can all engage in the exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe on account of biological sex, sexual orientation, gender identity or expression, race/ethnicity, religion, linguistic and cultural background, age, physical or mental ability, or any other aspect integral to one's personhood. I therefore recognize the responsibility, both individual and collective, to strive to establish and maintain an environment wherein all interactions are based on empathy and mutual respect for the person, acknowledging differences of perspectives, free from judgment, censure, and/or stigma. I envision this statement as a catalyst for both an initial and ongoing classroom conversation about this commitment to creating anti- oppressive teaching and learning environments. (Adapted from McGill University’s (2014) Commitment to Safe Spaces).

Attendance and Class Participation This course is designed and planned to create an inclusive learning space that values both voice and reflection and that further seeks to maximize student collaboration and professional development. For this purpose, regular class attendance is of utmost importance. Full engagement in discussion, inquiry, and group activities are of equal importance. In order to facilitate meaningful and critical discussion as well as active participation, it is an expectation that you will come to each class having read assigned core readings, and viewed online materials. Attendance means active participation for the entire class and students are expected to arrive on time and to remain for the full class period. Attendance will be taken at particular times in the class, and this time is subject to change. The instructor must be informed of any anticipated absences in advance by email. A written medical note must accompany absences due to illness. Regular, unexplained absences will not be tolerated.

Academic Dishonesty “As a community of scholars, the University of Prince Edward Island is committed to the principle of academic integrity among all its participants. Academic dishonesty as defined in this Regulation will not be tolerated and, within the constraints of this Regulation and Academic Regulation 12, the University supports instructors in their efforts to deal effectively with cases as they may arise from time to time.

1. Actions which constitute academic dishonesty are considered an offence within the University and include:

• plagiarism, which occurs when: a student submits or presents work of another person in such a manner as to lead the reader to believe that it is the student's original work; self-plagiarism is the submission of work previously submitted for academic credit without prior approval of the professor;

• cheating on tests or examinations, including giving false reasons for absence;

• falsifying records or submitting false documents, including falsifying academic records, transcripts or other University documents, or misrepresenting one’s credentials;

• other academic misconduct such as the unauthorized use of recording devices or the unauthorized acquisition of computer software or other copyright material.”

As cited in UPEI’s policy on Academic Dishonesty (see: http://www.upei.ca/programsandcourses/regulation-20-academic-dishonesty).

Moodle and Correspondence This course is supported by Moodle. You will need access to it in order to participate in the course: To receive announcements, to review course expectations, and assignment rubrics, etc. It is important to note that you must contact your instructor via Moodle.

A Note on Personal Technologies Generally, screens prove to be disruptive in a classroom. Discussion, engagement with course material, and consistent participation are essential goals for this class. If laptop, or smartphone usage prevents you from engaging fully with the class material, I urge you to go the old-fashioned paper and pen route.

Submission of Assignments/ Late Submission Policy All assignments, unless otherwise indicated, must clearly state the student's name and student number. Please note that all assignments should be submitted via Moodle. At the instructor’s discretion, extensions may be granted depending on the context of the request. Planning ahead is necessary for successful completion of this course.

Assignments must be double-spaced and typed. Please ensure APA citation style is followed for all assignments. For assistance with APA, please consult a citation guide or website (I find https://owl.english.purdue.edu/owl/resource/560/01/ to be particularly helpful).

It is the students’ responsibility to ensure that assignments are handed in on time, and given directly to the instructor via Moodle.

Writing style Please ensure that all assignments are typed/computer-generated. Handwritten work will not be marked. All written work must be double spaced and typed in 12pt font. Please use the APA style for all citations and references in your written work. To find descriptions and examples of this style, please look at: • http://library.upei.ca/psychology/citing (This site also offers assistance on academic writing). • http://owl.english.purdue.edu/ • http://psychology.vanguard.edu/faculty/douglas-degelman/apa-style/

As well, there are copies of the APA manual available in the Education Library. For further help with academic writing, please refer to: Giltrow, J. with Burgoyne, D., Gooding, R., & Sawatsky, M. (2005). Academic writing: An introduction. Peterborough, ON: Broadview Press. 13

Appendix I: Social Studies Curricula

o Department of Education and Early Childhood Development. (2014). Grade 7 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026675&lang=E o Department of Education and Early Childhood Development. (2014). Grade 8 social studies curriculum guide. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026711&lang=E

o Department of Education and Early Childhood Development. (2014). Social studies interim curriculum plan, grade 9. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1028436&lang=E

o Department of Education and Early Childhood Development. (2014). Canadian studies 401curriculum guide (grade 10). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026817&lang=E

o Department of Education and Early Childhood Development. (2014). Geography 421A curriculum guide (grade 10). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_geo421a.pdf

o Department of Education and Early Childhood Development. (2014). Law 521A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026860&lang=E

o Department of Education and Early Childhood Development. (2014). Law 531A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1026861&lang=E

o Department of Education and Early Childhood Development. (2014). Geography 521A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO521A.pdf

o Department of Education and Early Childhood Development. (2014). Geography 531A curriculum guide (grade 11). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO531A.pdf

o Department of Education and Early Childhood Development. (2014). Economics 621A. Retrieved from: http://www.gov.pe.ca/eecd/index.php3?number=1033314&lang=E

o Department of Education and Early Childhood Development. (2014). Geography 621 A: Global studies (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_Geo621A-11.pdf

14 o Department of Education and Early Childhood Development. (2014). Geography 621A: Student guide to the inquiry process (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO621AS.pdf

o Department of Education and Early Childhood Development. (2014). Geography 631A: Global issues (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO631A.pdf

o Department of Education and Early Childhood Development. (2014). Geography 631A: Student guide to the inquiry process (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_GEO631AS.pdf

o Department of Education and Early Childhood Development. (2014). History 621A: Canadian history (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_HIS621.pdf

o Department of Education and Early Childhood Development. (2014). History 621B: Prince Edward Island history (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_his621b.pdf

o Department of Education and Early Childhood Development. (2014). History 621B: The old stock (grade 12). Retrieved from: http://www.gov.pe.ca/photos/original/eecd_toshis621B.pdf