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Socstud Grade 8 Draft Atlantic Canada Social Studies Curriculum Education English Program Services M U L Social Studies 8 U Implementation Draft August 2006 C I R R U C Atlantic Canada Social Studies Curriculum: Social Studies 8 Implementation Draft August 2006 Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and is not responsible for the accuracy, legality, or content of the referenced websites or for that of subsequent links. Referenced website content may change without notice. School boards and educators are required under the department’s Public School Programs’ Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to [email protected]. Atlantic Canada Social Studies Curriculum: Social Studies 8, Implementation Draft, August 2006 © Crown copyright, Province of Nova Scotia, 2006 The contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education. ACKNOWLEDGMENTS Acknowledgments The Departments of Education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge the contributions of the following individuals in the development of this social studies curriculum guide. Prince Edward Island Bethany Doiron, Social Studies Consultant (2003–present) Allan MacRae, Social Studies Consultant (2002–2003) Frank Hennessey, Social Studies Consultant (1999–2000) New Brunswick John Hildebrand, Social Studies Consultant (2004–present) Kim Evans, Social Studies Consultant (2003–2004) Sandra Mitchell, Social Studies Consultant (2003–2004) Bev Locker-French, Social Studies Consultant (2004) Avis Fitton, Social Studies Consultant (1999–2003) Nova Scotia Bruce Fisher, Social Studies Consultant (2003–present) Mary Fedorchuk, Social Studies Consultant (2002–2003) Rick MacDonald, Social Studies Consultant (1999–2002) Newfoundland and Labrador Victor Kendall, Social Studies Consultant (2001–2005) Smita Joshi, Social Studies Consultant (1999–2001) Regional Social Studies Committee Grades 7–9 Greer Coe, Prince Edward Island Kim Evans, New Brunswick Pat Rhodenizer, Nova Scotia ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: SOCIAL STUDIES 8, IMPLEMENTATION DRAFT, AUGUST 2006 i CONTENTS Contents Introduction Background ........................................... 1 Aims of Social Studies . .................................. 1 Purpose of the Curriculum Guide . ......................... 2 Guiding Principles ...................................... 2 Program Design and Overview ............................................. 3 Components Essential Graduation Learnings (EGLs) . 4 General Curriculum Outcomes (GCLs) .. .. .. .. 5 Processes . ............................................ 6 Attitudes, Values, and Perspectives .. .. .. .. .. 7 Contexts for Learning Adolescent Learners: Characteristics and Needs . 9 and Teaching Equity and Diversity . .................................. 11 Principles Underlying the Social Studies Curriculum . 11 The Social Studies Learning Environment.. 12 Assessing and Evaluating Student Learning . 17 Curriculum Overview Grades Primary–9 Social Studies Program . 21 Grade 8: Canadian Identity . ............................. 21 Grade 8 Specific Curriculum Outcomes. 22 How to Use the Four-Column Curriculum Layout.. 26 Grade 8—Year Overview ................................ 28 Grade 8 Curriculum Unit 1: An Introduction to Canadian Identity. 31 Unit 2: Geographic Influences. ........................... 39 Unit 3: Decades of Change............................... 77 Unit 4: Citizenship.................................... 139 Unit 5: Challenges and Opportunities.. 167 Unit 6: Reflections on Canadian Identity. 203 Appendices Appendix A: Concepts in Grades Primary–9 Social Studies. 211 Appendix B: Process-Skills Matrix . ....................... 213 Appendix C: Graphic Organizers. ........................ 219 Appendix D: Studying Local History .. 221 Appendix E: Using Primary Sources in the Classroom . 225 Appendix F: Examining Issues in History. 229 Appendix G: Student Response Journals . 231 Appendix H: Portfolio Assessment ........................ 233 Appendix I: Rubrics in Assessment. ....................... 237 Appendix J: Rubrics for Writing, Reading/Viewing, Listening, and Speaking . ................................ 239 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: SOCIAL STUDIES 8, IMPLEMENTATION DRAFT, AUGUST 2006 iii INTRODUCTION Introduction Background The Atlantic Canada social studies curriculum was planned and developed by regional committees whose deliberations were guided by consideration of the learners and input from teachers. The regional committees consisted 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 as well as developmentally appropriate pedagogy. Aims of Social The vision for the Atlantic Canada social studies curriculum is to enable and encourage students to examine issues, respond critically Studies and creatively, and make informed decisions as individuals and as citizens of Canada and of an 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 embodies the main principles of democracy, such as freedom, equality, human dignity, justice, rule of law, and civic rights and responsibilities. The social studies curriculum promotes students’ growth as individuals and citizens of Canada and an increasingly interdependent world. It provides opportunities for students to explore multiple approaches that may be used to analyse 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 history and the social sciences (including geography, economics, political science, sociology and anthropology), the humanities, literature, and the pure sciences • provides the multidisciplinary lens through which students examine issues affecting their lives from personal, provincial, national, academic, pluralistic, and global perspectives ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: SOCIAL STUDIES 8, IMPLEMENTATION DRAFT, AUGUST 2006 1 INTRODUCTION Purpose of The overall purpose of this curriculum guide is to advance social studies education and social studies teaching and learning, and, at the Curriculum Guide same time, recognize and validate effective practices that already exist in many classrooms. More specifically, this curriculum guide • provides detailed curriculum outcomes to which educators and others can refer when making decisions concerning learning experiences, instructional techniques, and assessment strategies in the grade 9 social studies program • informs both educators and members of the general public about the philosophy and scope of social studies education for the middle school level in the Atlantic provinces • promotes the effective learning and teaching of social studies for students enrolled in grade 9 classrooms • Guiding Principles All kindergarten to grade 9 curriculum and resources should reflect the principles, rationale, philosophy, and content of the Foundation for the Atlantic Canada Social Studies Curriculum (1999) by • being meaningful, significant, challenging, active, integrative, and issues based • being consistent with current research pertaining to how children learn • incorporating multiple perspectives • promoting the achievement of Essential Graduation Learnings (EGLs), General Curriculum Outcomes (GCOs), and Key-Stage Curriculum Outcomes (KSCOs) • reflecting 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 supporting 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 learning and assessment strategies 2 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: SOCIAL STUDIES 8, IMPLEMENTATION DRAFT, AUGUST 2006 PROGRAM DESIGN AND COMPONENTS Program Design and Components Overview This social studies curriculum is based on Foundation for the Atlantic Canada Social Studies Curriculum (1999). Specific curriculum outcomes (SCOs)
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