IOP Social studies grades 8 to 11 : [program of studies]

62 Pages·2003·3.3 MB·English

by  Integrated Occupational Program

UniversityofAlbertaLibrary
1620 1914 2718
IOP SOCIAL STUDIES
GRADES
8 to 11
PROGRAM RATIONALE AND Central to the vision of the Alberta social studies
PHILOSOPHY program is recognition of the diversity of
experiences and perspectives, and the pluralistic
Social studies provides opportunities for students nature ofCanadian society. Pluralism builds upon
to develop the attitudes, skills and knowledge that Canada's historical and constitutional
will enable them to become engaged, active, foundations, which reflect the country's
informed and responsible citizens. Recognition Aboriginal heritage, bilingual nature and
and respect for individual and collective identity is multicultural realities. A pluralistic view
essential in a pluralistic and democratic society. recognizes that citizenship and identity are shaped
Social studies helps students develop their sense by multiple factors, such as culture, language,
of self and community, encouraging them to environment, gender, ideology, religion,
affirm their place as citizens in an inclusive, spirituality and philosophy.
democratic society.
Definition ofSocial Studies
Program Vision
Social studies is the study ofpeople in relation to
This program of studies meets the needs of each other and to their world. It is an issues-based
Integrated Occupational Program (IOP) learners interdisciplinary subject that draws upon history,
and reflects the nature of what is required to be geography, ecology, economics, law, philosophy,
successful in 21st century. It has at its heart the political science and other social science
concepts of citizenship and identity in the disciplines. With an emphasis on critical inquiry,
Canadian context. The program reflects multiple social studies fosters students' understanding of
perspectives, including Aboriginal and and involvement in practical and ethical issues
Francophone, which contribute to Canada's that face their communities and humankind.
evolving realities. It fosters the building of a Social studies is integral to the process ofenabling
society that is pluralistic, bilingual, multicultural, students to develop an understanding ofwho they
|e and democratic. The program are, what they want to become and the society in
Izes the importance of diversity and which they want to live.
for differences as well as the need for
bhesion and the effective functioning of The Role ofSocial Studies
It promotes a sense of belonging and
nee in students as they engage in active Social studies develops the key values, attitudes,
esponsible citizenship at the local, knowledge, understandings, skills and processes
uity, provincial, national and global levels. necessary for students to become active and
ilidation Draft IOP Social Studies. Grades 8 to 1 1 /l
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.earning, Alberta,Canada (September2003)
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1620 1914 2718
IOP SOCIAL STUDIES
GRADES
8 to 11
PROGRAM RATIONALE AND Central to the vision ofthe Alberta social studies
PHILOSOPHY program is recognition of the diversity of
experiences and perspectives, and the pluralistic
Social studies provides opportunities for students nature ofCanadian society. Pluralism builds upon
to develop the attitudes, skills and knowledge that Canada's historical and constitutional
will enable them to become engaged, active, foundations, which reflect the country's
informed and responsible citizens. Recognition Aboriginal heritage, bilingual nature and
and respect for individual and collective identity is multicultural realities. A pluralistic view
essential in a pluralistic and democratic society. recognizes that citizenship and identity are shaped
Social studies helps students develop their sense by multiple factors, such as culture, language,
of self and community, encouraging them to environment, gender, ideology, religion,
affirm their place as citizens in an inclusive, spirituality and philosophy.
democratic society.
Definition ofSocial Studies
Program Vision
Social studies is the study ofpeople in relation to
This program of studies meets the needs of each other and to their world. It is an issues-based
Integrated Occupational Program (IOP) learners interdisciplinary subject that draws upon history,
and reflects the nature of what is required to be geography, ecology, economics, law, philosophy,
successful in 21st century. It has at its heart the political science and other social science
concepts of citizenship and identity in the disciplines. With an emphasis on critical inquiry,
Canadian context. The program reflects multiple social studies fosters students' understanding of
perspectives, including Aboriginal and and involvement in practical and ethical issues
Francophone, which contribute to Canada's that face their communities and humankind.
evolving realities. It fosters the building of a Social studies is integral to the process ofenabling
society that is pluralistic, bilingual, multicultural, students to develop an understanding ofwho they
inclusive and democratic. The program are, what they want to become and the society in
emphasizes the importance of diversity and which they want to live.
respect for differences as well as the need for
social cohesion and the effective functioning of The Role ofSocial Studies
society. It promotes a sense of belonging and
acceptance in students as they engage in active Social studies develops the key values, attitudes,
and responsible citizenship at the local, knowledge, understandings, skills and processes
community, provincial, national and global levels. necessary for students to become active and
Field Validation Draft IOP Social Studies, Grades 8 to 1 1 1
©AlbertaLearning, Alberta, Canada (September2003)
1
Ex
LlBRIS
Universitatis
Albertensis
responsible citi: diversity of Aboriginal
process and av id attitudes
change in theirCx, mporary cchhaalllleennggeess and
contributions of Aboriginal peoples in urban,
Values and Attitudes airal, cultural and linguistic settings
• understand the historical and contemporary
Social studies provides learning opportunities for realities ofFrancophones in Canada
students to: • understand the multiethnic and intercultural
• value the diversity, respect the dignity and makeup ofFrancophones in Canada
support the equality ofall human beings • understand the challenges and opportunities
• demonstrate social compassion, fairness and that immigration presents to newcomers and
to Canada
justice
• appreciate and respect how multiple • understand how social cohesion can be
perspectives, including Aboriginal and achieved in a pluralistic society
Francophone, shape Canada's political, socio- • understand how political and economic
economic, linguistic and cultural realities distribution of power affects individuals,
communities and nations
• honour and value the traditions, concepts and
symbols that are the expression of Canadian • understand the role of social, political,
economic and legal institutions as they relate
identity
to individual and collective well-being and a
• thrive in their evolving identity with a
sustainable society
legitimate sense of belonging to their
communities, Canada and the world • understand how opportunities and
• demonstrate a global consciousness with responsibilities change in an increasingly
interdependent world
respect to humanity and world issues
• demonstrate consciousness ofthe limits ofthe • understand that humans exist in a dynamic
relationship with the natural environment.
natural environment, stewardship for the land
and an understanding of the principles of
Skills and Processes
sustainability
• value lifelong learning and become aware of
opportunities for careers in the areas ofsocial Social studies provides learning opportunities for
studies and the social sciences. students to:
• engage in active inquiry, and critical and
Knowledge and Understanding creative thinking
• engage in problem solving and conflict
Social studies provides learning opportunities for resolution with an awareness of the ethical
students to: consequences ofdecision making
• understand their rights and responsibilities in • apply historical and geographic thinking skills
order to make informed decisions and and processes to bring meaning to issues and
events
participate fully in society
• use and manage information and
• understand the unique nature of Canada and
communication technologies critically
its land, history, complexities and current
• conduct research ethically using varied
issues
methods and sources; organize, interpret and
• understand the history of Alberta, of Canada
and of the world, so as to better comprehend present their findings; and defend their
opinions
contemporary realities
• understand historic and contemporary issues, • apply skills of metacognition, reflecting upon
what they have learned and what they need to
including controversial issues from multiple
learn
perspectives
2/ IOP Social Studies, Grades 8 to 1 Field Validation Draft
(September 2003) ©AlbertaLearning, Alberta, Canada
recognize and responsibly address injustices
as they occur in their schools, communities,
Canada and the world
communicate ideas and information in an
informed, organized and persuasive manner.
TRANSFERABILITY TO THE SOCIAL
STUDIES K-12 PROGRAM
To ensure a reasonable level oftransferability that
will enable students to progress to the next level
of the IOP and/or to a higher level course in the
social studies K-12 program, the IOP parallels the
learning structure ofthe K-12 program. The IOP
is consistent in rationale and philosophy, program
foundations and the strands ofsocial studies. The
IOP values and attitudes, and the general
outcomes by and large reflect the enduring
understandings' developed in the K-12 program.
The study of specific outcomes developed in the
IOP social studies program are critical to the
comprehension of those enduring understandings
and reflect a developmental level appropriate for
the IOP student. The skills and process outcomes
are also structured in a parallel format, however
the IOP further specifies developmentally
appropriate outcomes in the research process. The
skills acquired in the research process are also
consistent with the infused information and
communication technology outcomes and
employability skills.
Wiggins, C, and McTighe, J., Understandingby
Design, 2001
Field Validation Draft IOP Social Studies, Grades 8 to 1 1 /3
©Alberta Learning,Alberta,Canada (September 2003)
1
PROGRAM FOUNDATIONS The goal ofsocial studies is to provide learning
opportunities for students to:
The program of studies provides learning
• understand the principles underlying a
experiences that address critical aspects of social
democratic society
studies and its application. These critical areas
• demonstrate a critical understanding of
provide general direction for the program of
individual and collective rights
studies and identify major components of its
• understand the commitment required to
structure.
ensure the vitality and sustainability oftheir
CORE CONCEPTS OF CITIZENSHIP changing communities at the local,
AND IDENTITY provincial, national and global levels
• validate and accept differences that
contribute to the pluralistic nature of
The dynamic relationship between citizenship
Canada
and identity forms the basis for skills and
• respect the dignity and support the equality
learning outcomes in the program ofstudies.
ofall human beings.
4/ IOP Social Studies, Grades 8 to 1 Field Validation Draft
(September2003) ©AlbertaLearning, Alberta,Canada
1>N1V€RSITY LIBRARY1
UNIVERSITY OFALBERTA
The sense of being a citizen, enjoying individual • honouring and valuing the traditions, concepts
and collective rights and equitable status in and symbols that are the expression of their
contemporary society, impacts an individual's identity
sense of identity. Individuals need to feel that • providing opportunities for students to express
their identities are viewed as legitimate before who they are with confidence as they interact
they can contribute to the public good, and feel a and engage with others
sense ofbelonging and empowerment as citizens. • contributing to the development ofactive and
responsible members of groups and
Social studies provides learning opportunities for
communities.
students to:
SOCIAL STUDIES AND THE
• understand the complexity of identity
FRANCOPHONE EXPERIENCE
formation in the Canadian context
• understand how identity and self-esteem are
For historical and constitutional reasons, an
shaped by multiple personal, social, linguistic
understanding of Canada requires an
and cultural factors
understanding:
• demonstrate sensitivity to the personal and
emotional aspects ofidentity • ofFrancophone experiences
• demonstrate skills required to maintain • ofFrancophone perspectives
individuality within a group • that Francophone students have particular
• understand that with empowerment comes needs and requirements.
personal and collective responsibility for the
public good. Social studies occupies a central position in
successful Francophone education in Alberta.
SOCIAL STUDIES AND THE Francophone schools are a focal point of the
ABORIGINAL EXPERIENCE Francophone community. They meet the needs
and aspirations ofparents by ensuring the vitality
For historical and constitutional reasons, an of the community. For students enrolled in
understanding of Canada requires an Francophone schools, the social studies program
understanding: will:
• ofAboriginal experiences • strengthen Francophone self-esteem and
• ofAboriginal perspectives identity
• that Aboriginal students have particular needs • encourage students to actively contribute to
and requirements. the flourishing of Francophone culture,
families and communities
Central to Aboriginal identity are languages and • promote partnerships among the home,
cultures that link each group with its physical community andbusiness world
world, worldviews and traditions. The role of • engage students in participating in the
Elders and community leaders is essential in this bilingual and multicultural nature ofCanada.
linkage.
PLURALISM: DIVERSITY
The social studies program of studies provides AND COHESION
learning opportunities that contribute to the
development of self-esteem and identity in One ofthe goals ofthe social studies program is to
Aboriginal students by: foster understanding ofthe roles and contributions
• promoting and encouraging balanced and oflinguistic, cultural and ethnic groups in Canada.
Students will learn about themselves in relation to
holistic individuals, and strengthening
others. Social studies helps students function as
individual capacity
Field Validation Draft IOP Social Studies, Grades 8 to 1 1 5
©AlbertaLearning, Alberta, Canada (September2003)
1
citizens in a society that values diversity and
cohesion.
A key component of effective social SOCIAL STUDIES: LEARNERS
organizations, communities and institutions is AND LEARNING
recognition of diversity of experiences and
perspectives. The program of studies emphasizes
Students bring their own perspectives, cultures
how diversity and differences are assets that
and experiences to the social studies classroom.
enrich our lives. Students will have opportunities
They construct meaning in the context of their
to value diversity, recognize differences as
lived experience through active inquiry and
positive attributes and recognize the evolving
engagement with their schools and communities.
nature of individual identities. Race, socio-
In this respect, the infusion of current events,
economic conditions and gender are among
issues and concerns is an essential component of
various forms of identification that people live
social studies.
with and experience in a variety ofways.
Social studies recognizes the interconnections and
Social studies addresses diversity and social
interactions among school, community, provincial,
cohesion, and provides processes students can use
national and global institutions.
to work out differences, drawing on the strengths
ofdiversity. These processes include:
The IOP program of studies for social studies
• a commitment to respecting differences and provides learning opportunities for students to
fostering inclusiveness develop skills ofactive and responsible citizenship
• an understanding and appreciation of shared and the capacity to inquire, make reasoned and
values informed judgements, and arrive at decisions for
• a respect for democratic principles and the public good. Students will apply these skills
processes for decision making, such as within the home, school, community and
dialogue and deliberation. workplace.
Diversity contributes to the development of a Students become engaged and involved in their
vibrant democracy and has been an important communities by:
asset in the evolution ofCanadian society. Some
• asking questions
key manifestations ofthis diversity include:
• making connections with their local
• First Nations, Inuit and Metis cultures communities
• official bilingualism • writing letters and articles
• immigration • sharing ideas and understandings
• multiculturalism. • listening to, and collaborating and working
with others to design the future
Accommodating diversity is essential for fostering • empathizing with the viewpoints and positions
social cohesion in a pluralistic society. Social ofothers
cohesion is a process that requires developing • creating new ways to solve problems.
relationships within and among communities.
Social cohesion is manifested byrespect for:
individual and collective rights
civic responsibilities
shared values
democracy
rule oflaw
diversity.
6/ IOP Social Studies, Grades 8 to 1 Field Validation Draft
(September2003) ©AlbertaLearning, Alberta, Canada
ISSUES-FOCUSED APPROACH In order to allow opportunities for students to
TO TEACHING SOCIAL STUDIES engage in current affairs, issues and concerns ofa
local nature, the program of studies provides
Issues may emerge from differing perspectives flexibility to include these topics within the time
and points of view. Issues can affect behaviour, allotted for social studies.
decisions and policies in the public space. A
focus on issues through deliberation is intrinsic to Opportunities include:
the multidisciplinary nature of social studies and
• current events in local communities
to democratic life in a pluralistic society. Issues
• issues with local, provincial, national and/or
present opportunities to address learning outcomes
global relevance
by engaging students in active inquiry, and
application of knowledge and critical-thinking • cultural celebrations
skills. These skills help students identify the • visits from dignitaries
relevance ofan issue by guiding them to develop • special events.
informed positions and respect for the positions of
others. This process enables students to question, Controversial Issues
validate, expand and express their understanding,
challenge their presuppositions, and construct Controversial issues are those topics that are
their own points ofview. The core concepts and publicly sensitive and upon which there is no
strands of the social studies program form the consensus of values or beliefs. They include
context within which issues are examined. topics on which reasonable people may sincerely
disagree. Opportunities to deal with these issues
The program of studies is designed to promote are an integral part of social studies education in
metacognition through critical reflection, Alberta.
questioning, decision making and consideration of
multiple perspectives on issues. Through this Studying controversial issues is important in
process, students strive to understand and explain preparing students to participate responsibly in a
the world in the present and determine what kind democratic and pluralistic society. Such study
ofworld they want in the future. provides opportunities to develop the ability to
think clearly, reason logically, open-mindedly and
Current Affairs respectfully examine different points ofview, and
make soundjudgements.
Social studies fosters the development ofcitizens
who are informed and engaged in current affairs. Controversial issues anticipated by teachers, and
Accordingly, current affairs play a central role in those that arise incidentally in the course of
learning and are integrated throughout the instruction, should be used to promote critical
program. Ongoing reference to current affairs inquiry rather than advocacy and to teach students
adds relevance, interest and immediacy to social how to think rather than what to think.
studies issues. Investigating current affairs from
STRANDS OF SOCIAL STUDIES
multiple perspectives motivates students to engage
in meaningful dialogue on relevant historical and
contemporary issues, helping them make informed Learning related to the core concepts of
and reasoned decisions on local, provincial, citizenship and identity is achieved through
national and global issues. focused content at each grade level. The six
strands of social studies reflect the
An issues-focused approach that incorporates interdisciplinary nature of social studies. The
multiple perspectives and current affairs helps strands are interrelated and constitute the basis for
students apply problem-solving and decision- the learning outcomes in the program ofstudies.
making skills to real-life and controversial issues.
Field Validation Draft IOP Social Studies, Grades 8 to 1 1 7
©AlbertaLearning, Alberta, Canada (September 2003)
1
Time, Continuity and Change Economics and Resources
Understanding the dynamic relationships among Exploring multiple perspectives on the use,
time, continuity and change is a cornerstone of distribution and management of resources and
citizenship and identity. Considering multiple wealth contributes to students' understanding of
perspectives on history, and contemporary issues the effects that economics and resources have on
within their historical context, enables students to the quality of life around the world. Students
understand and appreciate the social, cultural and explore basic economic systems, trade and the
political dimensions ofthe past, make meaning of effects of economic interdependence on
the present and make decisions forthe future. individuals, communities, nations and the natural
environment. Students critically consider the
The Land: People and Places social and environmental implications ofresource
use and technological change.
Exploring the unique and dynamic relationship
that humans have with the land, places and Global Connections
environments affects decisions smdents make, and
their understanding of perspectives, issues, Critically examining multiple perspectives and
citizenship and identity. Students examine the connections among local, national and global
impact of physical geography on the social, issues develops students' understanding of
political, environmental and economic citizenship and identity, and the interdependent or
organization of societies. This examination also conflicting nature of individuals, communities,
affects students' understanding of perspectives societies and nations. Exploring this
and issues as they consider how connections to the interdependence broadens students' global
land influence their sense ofplace. consciousness and empathy with world conditions.
Students also acquire a better comprehension of
Power, Authority and Decision Making tensions pertaining to economic relationships,
sustainability and universal human rights.
Examining the concepts of power, authority and
decision making from multiple perspectives helps Culture and Community
students consider how these concepts impact
individuals, relationships, communities and Exploring culture and community allows students
nations. It also broadens students' understanding to examine shared values, and their own sense of
ofrelated issues and perspectives, and their effect belonging, beliefs, traditions and languages. This
on citizenship and identity. A critical examination promotes students' development ofcitizenship and
of the distribution, exercise and implications of identity, and understanding of multiple
power and authority is the focus of this strand. perspectives, issues and change. Students
Students examine governmental and political examine the various expressions oftheir own and
structures, justice, laws, fairness, equity, conflict, others' cultural, linguistic and social communities.
cooperation, decision-making processes,
leadership and governance. This examination GENERAL AND SPECIFIC OUTCOMES
develops students' understanding of the
individual's capacity in decision-making The general and specific outcomes provide an
processes, and promotes active and responsible
organizational structure for assessing student
citizenship. progress in the social studies program. These
outcomes follow the progression of learning that
occurs at each grade level.
8/ IOP Social Studies, Grades 8 to 1 Field Validation Draft
(September2003) ©AlbertaLearning, Alberta, Canada