DOCUMENT RESUME ED'238 781 SO 015 317 * AUTHOR Parsons, Jim,- Ed. And Othe'rs TITLE . A Canadian Social Studies. • INSTITUTION • Alberta Univ., Edmonton, Faculty of Education. BEPORT NO ISBN-0-88864-|45-2 ' ' ' • . , 1 /PUB DATE 83 y ; •'• • , 21\p.) Charts with small type and figures printed on ; I- NOTE dark ba'cKground may not reproduce clearly. Faculty I^blication Service^, 4-116 Education North AVAILABLE FROM Bldg., University of Alberta, Edmdnton, Alberta T66 2G5 ($12.50 or $10.00 for 5" or more copies). PUB TYPE iookS (010) — Colliacted Works - General (020) EDRS PRICE MEOl Plus .Postage. PC rt Available from EDRS. DESCRIPTORS Canada Natives; Child De^^el^pment; Comparative (^ Education; Concept Taachingy^Content Area Readlin ^ Definitions; Early Childhood E^cation; Educational History; Educational Ne'eds; *E.duca^onal Practices; ^Educational Trends; Elementary Secondary Education Exf^priential'Learning; Foreign Countries; Global Approach; Interdisciplinary Approaph; Learning Theories; Moral Oevelo{«nent;' Questioning Techniques Science .Instruction; ^Social Studies; Space; Teachi ng Methods; Technological Advancement; Time;' Values Education IDENTIFIERS •Canada ' ' ' • > , ABSTRACT . ' .. The many\ ways social studies is taught and learned in elementary and secondary\schools across Canada are examined. There * • ., 'are'five parts. Sart 1, *'The Nature'of the Social Studies,** discusses what social studies is, dc^scribes the educational history of Canadian, social studies, and examines the need and technigue's. for implementing -a-global perspective. The second part deals wi-thr*The-Contrerft~<yf • Social Studies," presenting-an argupi^nt rfor the teaching of history^^ looking at the variou^ approaches for'teaching geography', presenting examples of integrated approaches^to social education, and concluding with a dis^ssion'of| the values impact of science and technology on 'society, "^e Learning Experience in 'Social Studies'* is the focus of part 3. Examined ar,e how children learn about the concepts of space and time, social education in early childhood, and improving students' reading in social studies. Part 4 deals with "Methodology in Social Studies,** focusing on values education, moral development, questioning strategies,- concept teaching, and action learning. The. concluding part provides suggestions for teachiiig about Native Canadians. (RM) t ^ >.. ***********************'************************************************ * Reproductions supplied by jBDRS are the best that can be made * * from the original document. \ * ********«:******************^*********************************^********** • Hill. Ml LIU • MR— I. I V UJ. DCPAmMINT (OF iOUCATlM NATIONAL INSTITUTE OF'TPUCATION EDUCATIONALRESOURCES INFORMATION N. CENTSJ lERICl Q Thb document h» ,b««n rtpfoduced as recsived fiom the pettoh or organization joriginatlng it. S Minor chenges have been made to improve reproduction quali<Y, CO • Point* of vievf or opinions rated In thijdocu- ment do not necesarily represent official NIE position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY •HAS BEEr4 GRANTED BY •>• , LU Hojnj im €n fo^mphn TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." A CANADIAN sdciAL STUDIES. Editors: Jim Parsons . Geoff Mllbum' Max van Manen '^ ' - ^-_- -, z. - - - * ,. HrstpubTishedby Publtcation Services Fjculty of Education / . ^ University of Alberta 4-116 Education North * Edmonton, Attwrta, tanada T6G2G3 1983 1SBN0-88S64-945-2 copyright ® F'kculty of Education, University of Alberta 1983 • V t Canadian Cataloguingip Publication'Data • A Canadian'Social Studies ISBN 0-88864-945-2 1. Social sciences—Study and teac'Jrig—Canada— Addresses, e^ys, lectures. I. Parsons, Jim, 1948- • IT. MUburn, G. (Geoffrey), 1932-^111. Van Manen; ]V!ax. H62.5.C22C35 30O'.71O71 C83-091168-5 > "AH rights reserved. No part of this publication may be produced, stored in a retrieval system, or transmitted in any fonn, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission of the copyright owner. • Printed by " Universtty of Alberta Printing Services ^Edmonton,~Alberta, Canada— Cover Design by Instructional Technology Centre Faculty of Education University of Alberta - / ' TABLE OFCONTENTS Preface .-;..: \ (. '. m PART ONE: THE NATURE OF THE SOCIAL STUDIES' .^ 1 ' L What are the Social Studies? • Max van Manen and Jim Parsons 2 I 2. The Social S,tudies4n Canada s. George ^oihkins ! '. 12 ' 3. Toward a Global,Perspective , James A. Brown .?. 31 PART TWO: THE CONTENT OP SOCIAL STUDIES 53 ' •.- 4. InDsfenceof^l^istory -*. ' , <. KenOsbor'ni. ,. ...r. , 6S i C; 5. Geography In Social Science Education v. : ^ Jot^olforth ......70 . ;; 6. Integrated Approach toSocial Education: ' tj| Environmental Studies <s?i Paul B. Park... 83 ^ I 7. Integrated Approach to Social Education: ^^^ Interpreting Society Through Literature , . " " Don Gutteridge .'. ,. 101 8. Science, Technology, and the Social Studies: , A Survival Problem / Joe Kirman......... :....\, 110 \ , -V PART THREE: THE LEARNING EXPERIENCE IN SOCIAL STUDIES ; t' 119 9. Children in Time and Space "'' p.Milburn .^ i. 120 10..S£ft:ial Education in Early Childhood 1 Liilian Logan .'. 14^ , T 11. Improving Students' Readmg in Social Studies Jim Parsons., » 154 « PART FOUR: METHODOlCOGY IN SOCU;< STUDIES , 161 12. Teaching Values in the Social Studiea y f.' Ian Wright , ............;'. .•. .162 13. Toward Moral Development in Social Education D.William » ". 79 14. Questioning Strategies in Social Education: \ Inductive Mode . \ F.Simon 196 4 . • J • r • • ** 15. Teaching Concepts in Social Studies • » "* > D.Gray ,.....?. .^. ........^. .......207 16. Knowledge + Commitment = Action ' Chuck Chambenlin .....) 231 _ <> . • PART FIVEITHE SPECIAL CASE OF NATIVE ^ , • EDUCATION IN SOCIAL STUDlgS^r.?,^ .'. 249 ' 17. Teaching Aoout Indians,"Inuits, ana Met.- >;, A. J, Dyer .' .*......, 250 . CONTRiRUTORS -.. ^.....•.,.... 264 ' I t ' • • vm «*^_ , >? V , Preface > This boojc is the result of the collaboration ^ of sftciaf studies ^ educatojs at various .Canadian unjvetsities. The student of this text / ^ will recognize that'the \^rio*us,chapters "of thigbook reflect a braad V^ range of approaches of the^iway spM^l studies ijftaught knd learned in ' | elementary and secondary ''schools across Onadai . Some views ' * repjes6nted here m^. Be consi^red traditional itfbjtie jurisdiction ^nd irrelevant/or unscalistic in another juristfictioo. Suchls tfie'nature 0/ social studies curriculunp, that jhe vifews we encouhtei: in others cft^n ^ ' ourselves oflen become" the iQOst valuable occasiqn for initial reflection N^ on what we should t^ach our students and how pr why we should make, tliis kin^ of pedagogic conrtnitment. "^ • . ^\ Oneway for social studies teachers to engage in critiGal~re!]ec|ion is I) -—= to ask of any curriculum; what is.the nature of the preoccupatiori.of this ^ * ' Jcind of cufriculum? Dpes ft coftcern itself raainlj' with probleifisvof subject.matt^r, Icnovvledge.^pr content? Or does the curriculum focus ' » primarily oatl^e students-the^elves? On how they learn, on what is^^- - rr relevant to them, and. how it relates to tKeir lives? Oe is this curriculum motivated by a concern'withsoc^etQl issues or pressures? 6r, finally, is - this curriculum?'Innovative bscause it experimelits with a new instruction*}!, methodology? ' - ,/\ •' J' ' In any curriculum proposal we wiirffnd'implications.for the way it treats the nature of the subject tnaitefrthe learner, the Social context, • arid the teaching of the^sodal studfes. But ultimately we must ask: ^vhat is the end in view 6^,<3iis purrlculum? What vision does it hold for the education of ojir. ohildrton ahd'young people? And how does a teacher who emljodies this kin^Ssf curriculum show"tlte students that the ^a;^ he or she exhibits a personal style is-pdeed an invitation of an •• , example fra: the student, hojv a life is to be livfe"d? •' MVM • Hi O' b PART T^E,NATURE OF THE ^ ' ONE; ^ SOCIAL ,STUDIES * Introduction . \ V, . <- . - . ^ Pfobably n6 ot!5er_ school subject in m6st Western (jountries has proved as contentious as the social studies. Part of the history of the social, stucii^ is a history of conflict over what philosophical, political, and epistemological beliefs would dominate social studies teaching, currii-ulum, and policy. This 'vqlume attempts to set some of the conflicts in their Canadian setting. The firr^jdhapter in this sdcfion on the nature pf the social studies • makes problematic the idea of conflicting conceptions ^of social studies. Ii^this chapter, van Manen and Parsons provide an oveiyiew of different program types in social eduAatiqn, outlining each^ guiding concept in .terms of history and , curricular assumptions. What, for example,*does it mebi to teach social studies in an issues-oriented approach? How compatible would the issues^ orientation be' with a nio^e tjbditional history or geography . orientation? In what ways do different teachets exemplify different commitments tb certain conceptions of social studies? Tomking' chapter' "The Social Studies in Canada" traces the development of the Canadian-oriented social studies curriculum. Tomkins suggests that the social studies in Canada Ijas evolved parallel to the growth apd development of a Canadian fdentity. The initial influence of the British can be seen in the early texts. American influence has also touched Canadian social studies. For example, the "launch of Sputnik spurred the development