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Canadian History HIS621A Canadian History 621A ii PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A ACKNOWLEDGMENTS Acknowledgments The Prince Edward Island The Nova Scotia Department of Education gratefully acknowledges Department of Education and the contribution of the Canadian History 11 workgroup to the Early Childhood Development development of this curriculum guide. Members of the committee gratefully acknowledges the efforts include the following: of Nova Scotia in developing the History 11 curriculum, and Shawn Bernard granting permission for PEI to Hants East Rural High School adopt the curriculum and resource Chignecto-Central Regional School Board as Canadian History 621A for Island schools. Ruby Ann Cameron Barrington Municipal High School Tri-County District School Board Don Coates Horton District High School Annapolis Valley Regional School Board Bruce Fisher Cobequid Educational Centre Chignecto-Central Regional School Board Teresa Kewachuk Hants East Rural High School Chignecto-Central Regional School Board Chuck LeCain Bridgewater Jr.-Sr. High School South Shore District School Board Brian MacNeil Dr. John Hugh Gillis Regional School Strait Regional School Board Bob McCarron Sydney Academy Cape Breton-Victoria Regional School Board Wendy Whittleton Sackville High School Halifax Regional School Board PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A iii iv PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A TABLE OF CONTENTS Contents Introduction Background ...........................................................................1 Rationale ...............................................................................1 Purpose of Curriculum Guide ...............................................1 Guiding Principles.................................................................2 Program Design and Overview ...............................................................................3 Components Curriculum Outcomes ....................................................3 Essential Graduation Learnings and Canadian History 621A .....4 General Curriculum Outcomes and Canadian History 621A ....6 Processes ...............................................................................7 Attitudes, Values, and Perspectives ........................................8 By Conceptual Strand .....................................................8 By Process .......................................................................9 Course Overview Canadian History 621A.............................10 Key Principles in Canadian HIS621A ...................................10 Organization .........................................................................10 The Nature of Canadian History 621A ................................11 How to Use the Four-Column Layout ...................................12 Specifi c Curriculum Outcomes (SCO’s) ................................15 Contexts for Learning and The Social Studies Learning Environment ............................18 Teaching The Effective Social Studies Classroom ..........................18 Resource-based Learning ................................................19 Literacy Through Social Studies .....................................20 The Role of Technologies in HIS621A ................................22 Vision for the Integration of Communication and Information Technologies ...............................................22 Equity and Diversity ............................................................24 Principles of Learning ............................................................25 A Variety of Learning Styles and Needs ...........................27 The Senior High School Learning Environment....................28 Creating Community .....................................................28 Engaging all Students......................................................29 Learning Beyond the Classroom ............................................30 Meeting the Needs of All Students ..................................30 Assessing and Evaluating Introduction ..........................................................................34 Student Learning Assessment ............................................................................34 Evaluation .............................................................................35 Reporting ..............................................................................35 Guiding Principles.................................................................35 Modules Introductory SCOs ...............................................................41 Independent Study ................................................................47 Globalization .........................................................................55 Development .........................................................................75 PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A v TABLE OF CONTENTS Governance ...........................................................................99 Sovereignty ............................................................................119 Justice....................................................................................135 Appendices Appendix A: A Canadian History 621A Outcomes Framework ..155 Appendix B: Learning and Teaching History .........................165 Appendix C: Literacy and Canadian History 621A ...............167 Appendix D: Goals of History Teaching ................................171 Appendix E: Students Learning History ................................173 Appendix F: Perspectives and Interpretations .........................175 vi PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A INTRODUCTION Introduction Background The undertaking of renewal in curriculum documents is a process that typically involves many people, much deliberation, discussion, research, and time. The renewal of HIS621A Canadian History was based upon the need for an updated approach to the study of historical, geographical, and contemporary factors that form and continue to infl uence Canada’s identity. This curriculum document is based on the premises and principles that are set out in the Foundation for the Atlantic Canada Social Studies Curriculum (1999). Rationale Prince Edward Island is a place where learning is highly valued. All individuals have the opportunity to develop their full social, intellectual, economic, cultural and physical potential. The Department of Education is the leader in ensuring equitable opportunities for life long learning. This 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 in an increasingly interdependent world. The social studies curriculum provides the multidisciplinary lens through which students examine issues affecting their lives from personal, academic, pluralistic, and global perspectives. Purpose of Curriculum Guide The overall purpose of this curriculum guide is to advance social studies education and social studies teaching and learning, and at the same time, recognize and validate effective practices that already exist in many classrooms. More specifi cally, this curriculum guide • provides detailed curriculum outcomes to which educators and others can refer when making decisions about learning experiences, instructional techniques, and assessment strategies in the HIS621A social studies program • informs both educators and members of the general public about the philosophy and scope of social studies education for the senior level in the Atlantic provinces • promotes effective social studies learning and teaching for students in the HIS621A classrooms PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A 1 INTRODUCTION Guiding Principles All kindergarten to senior high curriculum and resources should refl ect the principles, rationale, philosophy, and content of the Foundation for the Atlantic Canada Social Studies Curriculum (1999) by • being meaningful, signifi cant, challenging, active, integrative, and issues-based • being consistent with current research on how children learn • incorporating multiple perspectives • promoting the achievement of essential graduation learnings (EGLs), general curriculum outcomes (GCOs), and key- stage curriculum outcomes (KSCOs) • refl ecting a balance of local, national, and global content • promoting achievement of the processes of communication, inquiry, and participation • promoting literacy through the social studies • developing knowledge, skills, and attitudes for lifelong learning • promoting the development of informed and active citizens • contributing to the achievement of equity and support of diversity • supporting the realization of an effective learning environment • promoting opportunities for cross-curricular connections • promoting resource-based learning • promoting the integration of technology in learning and teaching social studies • promoting the use of diverse teaching, learning, and assessment strategies 2 PRINCE EDWARD ISLAND SOCIAL STUDIES CURRICULUM: CANADIAN HISTORY 621A PROGRAM DESIGN AND COMPONENTS Program Design and Components Overview This social studies curriculum is based on The Foundation for the Atlantic Canada Social Studies Curriculum (1999). The social studies curriculum integrates concepts, processes, and ways of thinking drawn from the diverse disciplines of the humanities, social
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