Grade 1 Social Studies - Manitoba Education

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Grade 1Social StudiesConnecting and BelongingA Foundation forImplementation

GRADE 1 SOCIAL STUDIESCONNECTING AND BELONGINGA Foundation forImplementation2005Manitoba Education, Citizenshipand Youth

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data372.8971 Grade 1 social studies : connecting and belonging :a foundation for implementationIncludes bibliographical references.ISBN 0-7711-3240-91. Community—Study and teaching (Primary).2. Canada—Study and teaching (Primary).3. Social sciences—Study and teaching (Primary).4. Social sciences—Study and teaching (Primary)—Manitoba.I. Manitoba. Manitoba Education, Citizenship and Youth.II. Title: Connecting and belonging : a foundation for implementationCopyright 2005, the Crown in Right of Manitoba as represented by the Minister of Education,Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division,1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9.Every effort has been made to acknowledge original sources and to comply with copyright law. Ifcases are identified where this has not been done, please notify Manitoba Education, Citizenshipand Youth. Errors or omissions will be corrected in a future edition. Sincere thanks to the authorsand publishers who allowed their original material to be adapted or reproduced. Some images 2004

GRADE1AcknowledgementsAcademic AdvisorsRobin BrownlieProfessor of HistoryUniversity of ManitobaLuc CotéProfessor of HistoryCollège universitaire de SaintBonifaceRichard HarbeckProfessor of EducationUniversity of ManitobaBill NortonProfessor of GeographyUniversity of ManitobaKen OsborneProfessor Emeritus, Faculty of EducationUniversity of ManitobaKindergarten to Grade 4 Foundation for Implementation Writing TeamMary-Anna Aaldyk-DoerksenSouthwood ElementaryGarden Valley S.D.Norma ArmstrongBairdmore SchoolPembina Trails S.D.Sharon Conway (writer)Aboriginal Curriculum Support TeacherWinnipeg S.D.Shauna CornwellÉcole Laura-SecordWinnipeg S.D.Sophia de WittCrestview SchoolSt. James-Assiniboia S.D.Jacqueline FieldGrosvenor SchoolWinnipeg S.D.Irene HudekBeausejour ElementarySunrise S.D.Craig LalukÉcole MacneillMountain View S.D.Val MowezWellington SchoolWinnipeg S.D.Bev SmithWhyte Ridge SchoolPembina Trails S.D.Sid WilliamsonÉcole Laura-SecordWinnipeg S.D.Manitoba Social Studies Steering CommitteeLinda ConnorJoseph Wolinsky CollegiateIndependentArnold DysartManitoba Associationof School SuperintendentsFrontier S.D.Darcy KowalchukStrathclair Community SchoolPark West S.D.Alan MasonManitoba Teachers’ SocietyPembina Trails S.D.Linda McDowellFaculty of EducationUniversity of WinnipegMervin McKayWapanohk-EastwoodCommunity SchoolMystery Lake S.D.Sharon MoolchanMapleton SchoolLord Selkirk S.D.Dave NajduchManitoba Social ScienceTeachers’ AssociationWinnipeg S.D.Bill NortonDepartment of GeographyUniversity of ManitobaSynthia WrightMeadows SchoolBrandon S.D.Doug ZintelManitoba Associationof Parent CouncilsLouis Riel S.D.iv

GRADE1AcknowledgementsManitoba Cultural Advisory TeamOscar CalixManitoba Association of Teachers of SpanishGemma DalayoanManitoba Association of Filipino TeachersWinnipeg S.D.Diane DwarkaSchool Programs DivisionManitoba Education,Citizenship and YouthJody HagartyColony Educators of ManitobaBorder Land S.D.Rick HeschSocial Planning Council of WinnipegBeryle Mae JonesManitoba Multicultural Resource Centreand Canadian Citizenship FederationByron JonesBlack Educators Association of ManitobaRiver East-Transcona S.D.Walter KampenManitoba Teachers of GermanRiver East-Transcona S.D.Manju LodhaManitoba Association for Multicultural EducationGlenn MatsumotoManitoba Japanese Canadian Cultural CentreValerie PriceManitoba Association for Rights and LibertiesSaira RahmanManitoba Islamic AssociationMyron TarasiukManitoba Teachers of UkrainianJames TeohWinnipeg Chinese Cultural CentreHersch ZentnerB’nai Brith Canada, League for Human RightsRiver East-Transcona S.D.Manitoba Education, Citizenship and Youth StaffCecile Alarie-SkeneConsultantBureau de l’éducation françaisemanitobaineBruce BackhouseConsultantDistance Learning and InformationTechnologies UnitProgram Development BranchLouise BoissonneaultPublications EditorProduction Support UnitProgram Development BranchLee-Ila BotheCoordinatorProduction Support UnitProgram Development BranchDiane CooleyProject Manager(until July 2004)Curriculum UnitProgram Development BranchKen HortonConsultantTest Development UnitAssessment and Evaluation BranchLarry LabelleConsultantCurriculum UnitProgram Development BranchRay LaveryConsultantCurriculum UnitProgram Development BranchSusan LetkemannPublications EditorProduction Support UnitProgram Development Branchv

GRADE1AcknowledgementsManitoba Education, Citizenship and Youth Staff (continued)Janet LongDesktop PublisherProduction Support UnitProgram Development BranchLinda MlodzinskiProject LeaderCurriculum UnitProgram Development BranchGrant MoorePublications EditorProduction Support UnitProgram Development BranchAileen NajduchProject Manager(after July 2004)Curriculum UnitProgram Development BranchLinda PalmaAdministrative AssistantCurriculum UnitProgram Development BranchCyril ParentDesktop PublisherProduction Support UnitProgram Development BranchTim PohlDesktop PublisherProduction Support UnitProgram Development BranchTony TavaresConsultantCurriculum UnitProgram Development Branchvi

al Studies and the Creation of a Democratic Learning CommunityBackground1A Brief History of the Social Studies Curriculum1Contents of the Document2Overview13Social Studies in Manitoba—A Kindergarten to Senior 4 Overview3Definition3Vision3Goals of Social Studies3Citizenship as a Core Concept in Social Studies6Rationale for Citizenship Education6Active Democratic Citizenship in Canada7Canadian Citizenship for the Future7Citizenship in the Global Context8Environmental Citizenship8General Learning Outcomes9Social Studies Skills12Guiding Principles for Social Studies Learning, Teaching and Assessment14Social Studies and the Learning Process14Instructional Strategies for Active Learning14Resource-Based Learning15Role of the Social Studies Teacher16Dealing with Controversial Issues16Social Studies as a Curriculum of and for Diversity and Equity17Inclusive Social Studies Classrooms17Towards a Pedagogy for Social Justice19The Transformative Curriculum: Education for Social Justice20Diversity and Inequity: The Historical Context20Identity, Culture, and Race21Towards an Inclusive and Anti-Bias Identity21Towards an Anti-Bias/Anti-Racist Identity22Applying Racial Identity Development Concepts in the Classroom22Isolation and Identity23Strategies to Develop Positive Attitudes towards Diversity24Points to Consider When Using Multicultural Resources in the Classroom24vii

GRADE1ContentsSocial Studies and Classroom-Based Assessment26Purpose of Assessment26Assessment and the Stages of Learning27Collecting Assessment Information29Assessment Tools and Strategies29Self-Assessment and Reflection31A Social Studies Model for Classroom-Based Assessment33Document Components and Structure34Conceptual Map34Document Components35Core Concept35Diverse Perspectives35General and Specific Learning Outcomes35Skills Learning Outcomes35Knowledge and Values Learning Outcomes36Distinctive Learning Outcomes36Document Structure36Kindergarten to Grade 8 Social Studies: Skill Categories and Cluster TitlesGuide to Reading the Learning Outcome Code39Guide to Reading a Learning Experience4038Grade One: Connecting and Belonging41Grade Overview42Cluster Descriptions43Grade 1 Skills44Active Democratic Citizenship44Managing Information and Ideas44Critical and Creative Thinking45Communication45Core Concept: Citizenship—Knowledge and Values Specific Learning OutcomesGeneral Learning Outcomes—Knowledge and Values Specific Learning OutcomesIdentity, Culture, and Community47The Land: Places and People48Historical Connections49Global Interdependence50Power and Authority51Economics and Resources52viii4647

GRADEContentsCluster 1: I Belong53Cluster 1 Learning Experiences: Overview54Cluster Assessment: Tools and Processes56Cluster Description56Engaging Students in the Cluster57Learning Experiences Summary571.1.1 Personal Identity581.1.2 Cultural Expressions621.1.3 Connections to the Past661.1.4 Remembrance Day70Cluster 1 – Connecting and Reflecting75Cluster 2: My Environment77Cluster 2 Learning Experiences: Overview78Cluster Assessment: Tools and Processes80Cluster Description80Engaging Students in the Cluster81Learning Experiences Summary811.2.1 Globes and Maps821.2.2 My Province and Country861.2.3 My Address921.2.4 My Community961.2.5 The Natural Environment1041.2.6 Needs and Wants108Cluster 2 – Connecting and Reflecting114Cluster 3: Connecting with Others115Cluster 3 Learning Experiences: Overview116Cluster Assessment: Tools and Processes118Cluster Description118Engaging Students in the Cluster119Learning Experiences Summary1191.3.1 Diversity1201.3.2 Respect, Responsibility, Rights1261.3.3 Living with Others1301.3.4 Getting Along1341.3.5 Conflict Resolution1381.3.6 Global Connections144Cluster 3 – Connecting and Reflecting148ix1

icesAppendix A: Skills AssessmentAppendix B: Blackline MastersAppendix C: Charts and ChecklistsAppendix D: Vocabulary StrategiesAppendix E: Kindergarten to Grade 4 Cumulative Skills ChartAppendix F: Recommended Learning Resourcesx

GRADEIntroduction1SOCIAL STUDIES AND THE CREATION OF A DEMOCRATIC LEARNING COMMUNITYelcome to the world of social studies, where studentshave opportunities to interact with each other indemocratic groups and communities, and to acquire theknowledge, values, and skills they need to become active,responsible citizens within our Canadian society. As they grow andlearn the skills of citizenship, they not only contribute to theirlearning communities, but also contribute to the betterment of oursociety.WWhat do active, responsible citizens look like? They are aware ofthe world in which they live, and they care about people aroundthem—the people with whom they share this planet, both near and far away. They know thattheir actions affect others. They have informed opinions, and think critically about issues thatconcern themselves and others. They have the confidence to make their voices heard, to takea stand on issues, and to engage in social action when necessary. They are concerned with thewell-being of the environment, and live their lives in ways that reflect that concern.BackgroundThis document was produced by Manitoba Education, Citizenship and Youth, in collaborationwith Manitoba educators. It includes the core concept citizenship, and identifies general andspecific learning outcomes. It integrates the four foundation skill areas of literacy andcommunication, problem solving, human relations, and technology, and provides ideas andstrategies to support the implementation of social studies. It is mandated for use in all schoolsin Manitoba.A Brief History of the Social Studies CurriculumJust as knowing oneself means knowing one’s history, fullyunderstanding the new social studies curriculum requires knowingsomething of its history. The Manitoba curriculum was createdthrough a culturally collaborative process; diverse voices guidedthe process, and the result is a social studies curriculum that betterreflects the cultural reality of Canada.The first stage of the process was the creation of the *WesternCanadian Protocol (WCP) Common Curriculum Framework forSocial Studies, Kindergarten to Grade 9 (2002). This was the first inter-provincial/territorialcurriculum project to include both Aboriginal and francophone representatives as full andequal partners in the development process.* In November 2003 the name was changed to the Western and Northern Canadian Protocol (WNCP) forCollaboration in Basic Education.1

GRADE1 IntroductionManitoba Advisory GroupsSocial Studies Steering CommitteeK to S4 Framework Development TeamCultural Advisory TeamManitoba’s involvement in the Western and Northern CanadianProtocol project, and in the next stage of adapting the WCPFramework to produce Kindergarten to Grade 8 Social Studies:Manitoba Curriculum Framework of Outcomes, was guided bythree advisory groups: The Manitoba Social Studies Steering Committee, consistingof representatives from Manitoba educational stakeholders The Manitoba Kindergarten to Senior 4 FrameworkDevelopment Team, comprising Early, Middle, and SeniorYears teachers from English, Français, and French ImmersionPrograms, as well as Aboriginal educators and consultants, anduniversity advisors in history, geography, and education The Manitoba Cultural Advisory Team, with representativesfrom 15 ethnocultural organizations in Manitoba(See the Acknowledgments section for a listing of teammembers and organizations.)Manitoba also solicited feedback from educational stakeholders during the development ofthe WCP and Manitoba frameworks. Regional consultations took place, as did a provincewide mailout, resulting in feedback from hundreds of Manitoba educators and stakeholders,including the Manitoba First Nation Education Resource Centre and the Manitoba MétisFederation.Contents of the DocumentThis document contains the following sections: Introduction: The introduction describes the purpose, background, and contents of thisdocument. Social Studies in Manitoba—A Kindergarten to Senior 4 Overview: This sectionpresents an overview of the Kindergarten to Senior 4 social studies program in Manitoba. Document Components and Structure: This section presents the components of theManitoba social studies curriculum and explains how the learning outcomes and strategiesfor teaching, learning, and assessment are organized within this document. Grade 1: Connecting and Belonging: This section contains the grade overview; clusterdescriptions; skills, knowledge, and values learning outcomes; suggested strategies forassessment; and strategies to activate, acquire, and apply learning. References Appendices: This section contains the following appendices: A: Skills Assessment;B: Blackline Masters; C: Charts and Checklists; D: Vocabulary Strategies;E: Kindergarten to Grade 4 Cumulative Skills Chart; and F: Recommended LearningResources.2

GRADEOverview1SOCIAL STUDIES IN MANITOBA—A KINDERGARTEN TO SENIOR 4 OVERVIEWDefinitionocial studies is the study of people in relation to each otherand to the world in which they live. In Manitoba, socialstudies comprises the disciplines of history and geography,draws upon the social sciences, and integrates relevant contentfrom the humanities. As a study of human beings in their physical,social, and cultural environments, social studies examines the pastand present and looks toward the future. Social studies helpsstudents acquire the skills, knowledge, and values necessary tobecome active democratic citizens and contributing members oftheir communities, locally, nationally, and globally.SVisionSocial studies has at its foundation the concepts of citizenship andidentity in the Canadian and global contexts. Intended to reflectthe many voices and stories that comprise the Canadianexperience, past and present, the social studies curriculum isinclusive of Aboriginal, francophone, and diverse culturalperspectives.Social studies engages students in the continuing debate concerning citizenship and identityin Canada and the world. Through social studies, students are encouraged to participateactively as citizens and members of communities, and to make informed and ethical choiceswhen faced with the challenges of living in a pluralistic democratic society.Goals of Social StudiesSocial studies enables students to acquire the skills, knowledge, and values necessary tounderstand the world in which they live, to engage in active democratic citizenship, and tocontribute to the betterment of society.The goals of social studies learning span Kindergarten to Senior 4, and are divided into fivecategories: Canada The World The Environment Democracy General Skills and Competencies3

GRADE1OverviewWith respect to Canada, social studies enables students to acquire knowledge and understanding of Canadian history andgeography appreciate the achievements of previous generations whoseefforts contributed to the building of Canada critically understand Canadian political structures and processesand the institutions of Canadian society fulfill their responsibilities and understand their rights asCanadian citizens understand and respect the principles of Canadian democracy, including social justice,federalism, bilingualism, and pluralism analyze Canadian public issues and take rationally and morally defensible positions develop a sense of belonging to their communities and to Canadian society respect Aboriginal perspectives, francophone perspectives, and the perspectives of themany cultural groups that have shaped Canada, past and presentWith respect to the world, social studies enables students to acquire knowledge and understanding of world history andgeography respect the world’s peoples and cultures through a commitmentto human rights, equity, and the dignity of all persons develop global awareness and a sense of global citizenship understand and appreciate the role of international organizations analyze global issues and take rationally and morally defensiblepositions develop a commitment to social justice and quality of life for all the world’s peoples assess questions of national self-interest and the interests of other countries and the worldas a wholeWith respect to the environment, social studies enables students to acquire and apply geographic skills, knowledge, andunderstanding recognize that a sustainable natural environment is essential tohuman life assess the impact of human interaction with the environment propose possible solutions to environmental problems live in ways that respect principles of environmental stewardshipand sustainability4

GRADEOverview1With respect to democracy, social studies enables students to critically understand the history, nature, and implications ofdemocracy assess alternatives to democracy, past and present understand the history and foundations of parliamentarydemocracy in Canada demonstrate a commitment to democratic ideals and principles,including respect for human rights, principles of social justice,equity, freedom, dissent and differences, and willingness to takeaction for the public good participate in public affairs in accordance with democratic principles critically understand the role of various institutions in civil society recognize that democracy involves negotiation and that political and social problems donot always have simple solutions identify ways in which Canadian democracy could be improved, and work to improve it participate as informed citizens in the ongoing debates that characterize democracy inCanada and the world take a stand on matters of fundamental principle or individual conscienceWith respect to general skills and competencies, social studiesenables students to engage in disciplined inquiry, applying research skills, criticalthinking, and decision making think historically and geographically critically analyze and research social issues, includingcontroversial issues work collaboratively and effectively with others solve problems and address conflicts in creative, ethical, andnon-violent ways develop openness to new ideas and think beyond the limits of conventional wisdom apply effective communication skills and enhance media literacy use and manage information and communication technologies5

GRADE1OverviewCITIZENSHIP AS A CORE CONCEPT IN SOCIAL STUDIESitizenship is the core concept that provides the learningfocus for social studies at all grades. To identify theknowledge, values, and skills that students will need asacti

1 Contents GRADE Social Studies and Classroom-Based Assessment 26 Purpose of Assessment 26 Assessment and the Stages of Learning 27 Collecting Assessment Information 29 Assessment Tools and Strategies 29 Self-Assessment and Reflection 31 A Social Studies Model for Classroom-Based Assessment 33 Document Components and Structure 34 Conceptual Map 34 Document Components 35

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