Many Voices Combined-Grade Correlation Package

Many Voices Combined-Grade Correlation Package Grade Three / Grade Four © 2006 Pearson Education Canada Inc. Teaching Combined Grades Linkages and Sequencing The materials in Many Voices reflect the following linkages and sequencing inherent in the Alberta Social Studies Program of Studies. These provide continuity that assists teachers in planning a combined-grades program. (Please see table below.) The following strategies reflect ways in which some teachers approach the teaching of Social Studies in a combined-grades classroom. Separate Programming • Use teaching assistants and parent volunteers whenever possible. • Use cross-grade “buddies” to assist with tasks. • Place independent extension activities for both grades at centres. • Partner with another teacher. Integrated Programming • Use peer modelling and cooperative learning. • Alternate programs (e.g., for a Grade 1–2 classroom, teach the Grade 1 program one year and use the Grade 2 program the following year). • Choose one grade’s program to use as the basic program and then modify up or down for the other grade. • Use the core concepts of citizenship and identity and the program strands as organizers, and integrate the content of each grade where possible. • Find some common strands or related outcomes and choose appropriate activities and support materials. See the related outcomes below as an example. • Examine the skills within each grade level. Combine the skills when planning instructional activities for both classes. This supports planning for Differentiated Instruction. For example, when presenting mini-lessons on a particular skill such as geographical thinking, highlight the outcomes in both grades to the entire class. Some students will be able to work at grade level and others will have the opportunity to work on this skill below or above grade level. © 2006 Pearson Education Canada Inc. 1 Grade 1 Outcomes Grade 2 Outcomes Outcome 1.2.2 Outcome 2.2.7 • How have changes affected my family over time (e.g., births, deaths, • In what ways has our community changed over time? moves)? • What caused changes in our community? • In what ways has my community changed over time (e.g., original • How has the population of our community changed over time? inhabitants, ancestors, generations, ways of life)? • How have the people who live in the community contributed to change • How have changes over time affected their families and communities in in the community? the present? Scope and Sequence The core concepts and six strands of the Alberta Social Studies Kindergarten to Grade 12 Program of Studies are reflected in each grade. The structure provides continuity and linkages from grade to grade. In addition, the General Outcomes in each grade are components of the one central theme reflected in the grade title. Grade Theme Grade Title Linkages and Sequencing K.1 I Am Unique Kindergarten emphasizes a strong sense Students will demonstrate an understanding and appreciation of the multiple of identity and self-esteem and is a social, physical, cultural, and linguistic factors that contribute to an individual’s student’s introduction to citizenship. unique identity. Kindergarten Being Together K.2 I Belong Students will demonstrate an understanding and appreciation of the characteristics and interests that unite members of communities and groups. 1.1 My World: Home, School, Community Grade 1 is an introduction to active and Students will demonstrate an understanding and appreciation of how identity and responsible citizenship and introduces the self-esteem are enhanced by their sense of belonging in their world and how concept of community. The concept of active members in a community contribute to the well-being, growth, and vitality historical thinking is applied to the study Citizenship: of their groups and communities. of community. Grade 1 Belonging and Connecting 1.2 Moving Forward with the Past: My Family, My History, and My Community Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their families and communities are today. 2.1 Canada’s Dynamic Communities Grade 2 expands on the concept of Students will demonstrate an understanding and appreciation of how geography, community through an examination of culture, language, heritage, economics, and resources shape and change Canada’s specific characteristics of communities in communities. Canada. Building on the introduction of Communities in historical thinking in Grade 1, Grade 2 Grade 2 Canada 2.2 A Community in the Past students will examine how a community Students will demonstrate an understanding and appreciation of how a community changes over time. emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community. © 2006 Pearson Education Canada Inc. 2 3.1 Communities in the World Grade 3 continues to build on the Students will demonstrate an understanding and appreciation of how knowledge of community and citizenship geographical, social, cultural, and linguistic factors affect quality of life in by examining diverse communities in the communities in India, Tunisia, Ukraine, and Peru. world. Grade 3 students will be Connecting with Grade 3 introduced to the concepts of global the World 3.2 Global Citizenship citizenship and quality of life. Students will demonstrate an understanding and appreciation of Canada’s roles and responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine, and Peru. 4.1 Alberta: A Sense of the Land Grade 4 introduces specific geographical Students will demonstrate an understanding and appreciation of how elements of skills through an examination of Alberta physical geography, climate, geology, and paleontology are integral to the and its cultural and geographical landscapes and the environment of Alberta. diversity. Linkages to literature and the continued development of historical Alberta: The 4.2 The Stories, Histories, and People of Alberta thinking are reinforced through stories Grade 4 Land, Histories, Students will demonstrate an understanding and appreciation of the role of stories, and legends. Archaeology and and Stories history, and culture in strengthening communities and contributing to identity and paleontology are also introduced in a sense of belonging. Grade 4 to further develop historical thinking skills. 4.3 Alberta: Celebrations and Challenges Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically, and socially since 1905. Source: Alberta Learning, Alberta, Canada. Social Studies (K–9) Validation Draft—September 2003, p. 11. © 2006 Pearson Education Canada Inc. 3 Alberta Social Studies Outcomes Related to Skills and Processes Skills and Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Processes Dimensions of Thinking Critical Thinking • consider ideas and • examine ideas and • distinguish between a • evaluate ideas and • evaluate significant and Creative information from varied information from varied fictional and factual information from local and current sources sources account about Canadian different points of affairs, distinguishing Thinking communities view between fact and opinion • compare and contrast ¾ compare and contrast ¾ compare and contrast information from • critically evaluate information provided information from similar types of electronic sources, such as ideas, information and similar types of information collected on the Internet positions from multiple electronic sources perspectives • generate original • re-evaluate opinions ideas and strategies in to broaden individual and group understanding of a activities topic or an issue • choose and justify a course of action • generate original ideas and strategies in individual and group activities ¾ seek responses to inquiries from various authorities through electronic media Historical • recognize that some • recognize that some • correctly apply terms • correctly apply • use photographs and Thinking activities or events occur at activities or events related to time (i.e., terms related to time, interviews to make particular times of the day occur on a seasonal long ago, before, after) including past, meaning of provincial or year basis present, future historical information • differentiate between events and activities that • arrange events, facts, and/or ideas in sequence • use historical and occurred recently and long ago community resources to understand and organize the sequence of local historical events • explain the historical context of key events of a given time period © 2006 Pearson Education Canada Inc. 4 Skills and Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Processes Geographical • recognize familiar places • use a simple map to • use a simple map to • create and use a • use a scale to Thinking or points of reference in locate specific areas locate communities simple map to locate determine the distance their surroundings within the school and studied in Canada communities studied between places on community in the world maps of Alberta • ask geographical questions, such as asking for • determine distance • use cardinal and • construct graphs, directions on a map, using intermediate tables, charts and relative terms such as directions to locate maps to interpret near/far, here/there places on maps and information globes • understand that • apply the concept of relative location to • use historical maps globes and maps are determine

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