Social Studies 7 M U Empowerment L U - Gnb.ca

PROGRAM DESIGN AND OUTCOMESPROGRAM DESIGN AND OUTCOMESOverviewThis social studies curriculum is based on Foundation for the Atlantic CanadaSocial Studies Curriculum (1999). Specific curriculum outcomes (SCOs) weredeveloped to be congruent with key-stage curriculum outcomes (KSCOs),general curriculum outcomes (GCOs), and essential graduation learnings(EGLs). In addition, the processes, as well as the attitudes, values, andperspectives, of social studies are embedded in the SCOs.ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 73

PROGRAM DESIGN AND OUTCOMESEssentialGraduationLearningsThe Atlantic provinces worked together to identify abilities and areas ofknowledge considered essential for students graduating from high school.These are referred to as essential graduation learnings. Some examples oflearning in social studies which help students move towards attainment ofthe essential graduation learnings are given below.Aesthetic ExpressionGraduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.By the end of grade 9, students will be expected to compare and analyze how culture is preserved, modified, andtransmittedCitizenshipGraduates will be able to assess social, cultural, economic andenvironmental interdependence in a local and global context.By the end of grade 9, students will be expected to explain the origins and main features of the Canadianconstitutional systemCommunicationGraduates will be able to use the listening, viewing, speaking, reading,and writing modes of language(s) as well as mathematical and scientificconcepts and symbols to think, learn, and communicate effectively.By the end of grade 9, students will be expected to identify and use concepts associated with time, continuity, andchangePersonalDevelopmentGraduates will be able to continue to learn and to pursue an active,healthy lifestyle.By the end of grade 9, students will be expected to explain how economic factors affect people’s incomesProblem SolvingGraduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.By the end of grade 9, students will be expected to analyze how the movement of people, goods, and ideas haveshaped, and continue to shape, political, cultural, and economicactivity4ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 7

PROGRAM DESIGN AND OUTCOMESTechnologicalCompetenceGraduates will be able to use a variety of technologies, demonstratean understanding of technological applications, and applyappropriate technologies for solving problems.By the end of grade 9, students will be expected to explain how values and perspectives influence interactionsamong people, technology, and the ands)The general curriculum outcomes (GCOs) for the social studiescurriculum are organized around six conceptual strands. Thesegeneral curriculum outcomes statements identify what students areexpected to know and be able to do upon completion of study insocial studies. Specific social studies concepts are found within theconceptual strands (see Appendix A). Examples of key-stagecurriculum outcomes, by the end of grade 9, are given for eachgeneral curriculum outcome.Citizenship,Power, andGovernanceStudents will be expected to demonstrate an understanding of therights and responsibilities of citizenship and the origins, functions,and sources of power, authority, and governance.By the end of grade 9, students will be expected to analyze the distribution of power and privilege in society andthe sources of authority in the lives of citizens explain the origins and continuing influence of the mainprinciples of Canadian democracyCulture andDiversityStudents will be expected to demonstrate an understanding ofculture, diversity, and world view, recognizing the similarities anddifferences reflected in various personal, cultural, racial, and ethnicperspectives.By the end of grade 9, students will be expected to compare the ways cultures meet human needs and wants explain how and why perspectives influence the ways in whichexperiences are interpretedIndividuals,Societies, andEconomicDecisionsStudents will be expected to demonstrate the ability to makeresponsible economic decisions as individuals and as members ofsociety.By the end of grade 9, students will be expected to explain how government policies, expenditures, regulations, andtrade agreements influence productivity and living standards explain how consumer decisions affect economyATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 75

PROGRAM DESIGN AND OUTCOMESInterdependenceStudents will be expected to demonstrate an understanding of theinterdependent relationship among individuals, societies, and theenvironment—locally, nationally, and globally—and the implicationsfor a sustainable future.By the end of grade 9, students will be expected to explain the complexity that arises from the interdependentnature of relationships among individuals, nations, humanorganizations, and natural systems analyze selected issues to illustrate interdependencePeople, Place, andEnvironmentStudents will be expected to demonstrate an understanding of theinteractions among people, places, and the environmentBy the end of grade 9, students will be expected to use geographic tools, technologies, representations to interpretpose and answer questions about natural and human systems analyze ways in which social, political, economic, and culturalsystems develop in response to the physical environmentTime, Continuity,and ChangeStudents will be expected to demonstrate an understanding of thepast and how it affects the present and the futureBy the end of grade 9, students will be expected to identify and analyze trends that could shape the future demonstrate an understanding that the interpretation of historyreflects perspectives, frames of reference, and biasesProcessesThe social studies curriculum consists of three major processes:communication, inquiry, and participation (see Appendix B for aProcess-Skills Matrix). The processes are reflected in the Suggestionfor Learning and Teaching, and the suggestions for assessment foundin social studies curriculum guides. These processes constitute manyskills - some of these skills are responsibilities shared acrosscurriculum areas whereas others are critical to social studies.CommunicationCommunication requires that students listen, read, interpret,translate, and express ideas and information.InquiryInquiry requires that students formulate and clarify questions,investigate problems, analyze relevant information, and developrational conclusions supported by evidence.ParticipationParticipation requires that students act both independently andcollaboratively in order to solve problems, make decisions, andnegotiate and enact plans for action in ways that respect and valuethe customs, beliefs, and practices of others.6ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 7

PROGRAM DESIGN AND OUTCOMESAttitudes,Values, andPerspectivesListed below are major attitudes, values and perspectives in middleschool social studies that have been organized according to the sixconceptual strands and the three processes of the foundation document.Some attitudes, values, and perspectives are embedded in more than onestrand or process—this is consistent with the integrative nature of socialstudies.By ConceptualStrandCitizenship, Power, and Governance appreciate the varying perspectives on the effects of power, privilegeand authority on Canadian citizens develop attitudes that balance rights with responsibilities value decision-making that results in positive changeCulture and Diversity recognize and respond in appropriate ways to stereotyping/discrimination appreciate that there are different world views appreciate the different approaches of cultures to meeting needs andwantsIndividuals, Societies and Economic Decisions appreciate the wide range of economic decisions that they make andtheir effects recognize the varying impact of economic decisions on individualsand groups recognize the role that economics plays in empowerment anddisempowermentInterdependence appreciate and value the struggle to attain universal human rights recognize the varying perspectives on the interdependence amongsociety, the economy and the environment appreciate the impact of technological change on individuals andsocietyPeople, Place, and the Environment appreciate the varying perspectives of regions value maps, globes and other geographic representations as valuablesources of information and learning appreciate the relationship between attributes of place and culturalvaluesTime, Continuity, and Change value their society’s heritage appreciate that there are varying perspectives on a historical issue recognize the contribution of the past to present-day societyATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 77

PROGRAM DESIGN AND OUTCOMESBy ProcessCommunication read critically respect other points of view use various forms of group and interpersonal communicationInquiry recognize that there are various perspectives in the area of inquiry recognize bias in others and in themselves appreciate the value of critical and creative thinkingParticipation take responsibility for individual and group work respond to class, school, community, or national public issues value the importance of taking action to support responsiblecitizenship8ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 7

CONTEXTS FOR LEARNING AND TEACHINGCONTEXTS FOR LEARNING AND TEACHINGAdolescentLearners:Characteristicsand NeedsThe adolescent years between the ages of 10 and 14 represent adevelopmental stage that leads to maturity or adulthood. Becauseeducators have an important role in helping young people preparefor the adult world, they need to know and appreciate adolescentcharacteristics and their application to learning.During the middle years, the adolescent learner experiences rapidand significant change with respect to physical, emotional, social,intellectual, and moral development. These changes are oftenintense and varied and, therefore, need to be acknowledged by thosewho direct and foster adolescents’ development and learning.While some general characteristics for adolescents have beenidentified, it should be recognized that these characteristics vary ateach grade and age. Each adolescent is a unique individual and anyattempt to classify must be regarded as extremely general.Nonetheless, the following scheme highlights for the educator thecharacteristics of young adolescents and outlines their implicationsfor learning.Physical DevelopmentAdolescent development is marked by accelerated and variablegrowth rates. Strength, energy levels, stamina, and sexual maturityof boys and girls occur at different times and rates. Physicalchanges alter the way young adolescents perceive themselves, butthese perceptions differ for boys and girls. The acceleration ofgrowth and related physical changes make demands on the energiesof early adolescents. In learning how to adjust to their “new body,”they experience periods of over-activity and listlessness - a tendencythat overtires them until they learn to moderate their activity.Early adolescents need experiences and opportunities that helpthem understand their own physical development. School shouldprovide opportunities for constructive social interaction, andestablish a healthy, stable classroom environment. To channel theirenergy, young adolescents require a variety of physical activities thatstress skill improvement and accommodates differences in size,weight, strength, and endurance. Because of the wide ranges inphysical development between boys and girls, what is taught andhow it is taught should reflect the range of needs and interests ofstudents.Social DevelopmentYoung adolescents are searching for greater independence as theyattempt to define themselves independent of the family unit. Asthey become more socially interactive, many engage in risk-takingbehaviours, family allegiance diminishes and peer relationships takeon increased importance. Conformity to the dress, speech, andbehaviour of their peer group is quite common. They appear tofluctuate between a demand for independence and a desire forguidance and direction. At this time authority still remains primarilyATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 79

CONTEXTS FOR LEARNING AND TEACHINGwith the family, but the adolescent will exercise the right to questionor reject suggestions from adults.Parental involvement in the lives of young adolescents is still crucialand should be encouraged. There is a need for many positive socialinteractions with peers and adults. Young adolescents benefit fromopportunities to work with peers in collaborative and small-grouplearning activities, since a tremendous amount of their learningoccurs in a social context. Yet, they require structure and clearlimits as well as opportunities for setting standards for behaviourand establishing realistic goals. Activities such as role-playing andsociodramas allow them to explore ways of dealing with varioussituations that may arise.Emotional DevelopmentYoung adolescents display widely different and often conflictingemotions. Their moods, temperaments and behaviours areprofound and intense. They seem to change from one moment tothe next, are often unpredictable, and their feelings tend to shiftbetween superiority and inferiority. Appraisals of self are oftenoverly critical and negative as they frequently make comparisons andsee themselves deficient in many ways. This age group is extremelysensitive to criticism of any kind and is easily offended. Feelings ofinadequacy, coupled with fear of rejection by their peer groupcontribute to low self-esteem. Adolescents see their problems asunique and they often exaggerate simple occurrences.To develop emotional confidence, adolescents need opportunitiesthat allow them to release emotional stress and develop decisionmaking skills. Learning activities should be designed to enhanceself-esteem, to recognize student accomplishments, and toencourage the development of positive attitudes. Youngadolescents need opportunities to test their strengths andweaknesses as they explore issues and learning activities that are ofconcern to them.IntellectualDevelopmentIntellectual development varies tremendously among earlyadolescents. While some are learning to handle more abstract andhypothetical concepts and to apply problem-solving approaches tocomplex issues, a great many are still in the stage of concreteoperations. Adolescents have a present focus as opposed to afuture orientation. During this stage they retain a certainegocentrism, which leads them to believe that they are unique,special, even invulnerable to harm. Adolescents may be unaware ofthe consequences of risk-taking behaviour. As their ability toprocess and relate information increases, there is atendency to search for an understanding of rules and conventionsand to question the relevance of what is taught.Young adolescents need opportunities to develop their formalthinking skills and strategies if they are to move from concrete toabstract thinking. To develop the skills of critical analysis anddecision-making, young adolescents should be exposed toexperiential learning where they can apply skills to solve real-life10ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 7

CONTEXTS FOR LEARNING AND TEACHINGproblems, and question and analyze significant issues.Equity andDiversityThe Atlantic Canada social studies curriculum is designed to meetthe needs and interests of all students. The curriculum shouldprovide for the inclusion of the interests, values, experiences, andlanguage of each student and of the many groups within our local,regional, national, and global communities.The society of Atlantic Canada, like all of Canada, reflects a diversityof race, ethnicity, gender, ability, values, lifestyles, and languages.Schools should foster the understanding of such diversity. Socialstudies curriculum promotes a commitment to equity by valuing,appreciating, and accepting the diverse and multicultural nature ofour society, as well as by fostering awareness and critical analysis ofindividual and systemic discrimination.In a school setting characterized by mutual trust, acceptance, andrespect, student diversity is both recognized and valued. All studentsare entitled to be respected and valued and, in turn, are responsiblefor respecting and valuing all other people. They are entitled to aneducational system that affirms their gender, racial, ethnic, andcultural identity, and promotes the development of a positive selfimage. Educators should ensure that classroom practices andresources positively and accurately reflect diverse perspectives andreject prejudiced attitudes and discriminatory behaviours.PrinciplesUnderlying theSocial StudiesCurriculumEmpowering and effective social studies is meaningful, significant,challenging, active, integrative, and issues-based. Meaningful social studies encourages students to learn throughpurposeful experiences designed around stimulating ideas, socialissues and themes, and discourages the memorization ofdisconnected pieces of information. Significant social studies is student-centred and age-appropriate.Superficial coverage of topics is replaced by emphasis on thetruly significant events, concepts, and principles that studentsneed to know and be able to apply in their lives. Challenging social studies occurs when teachers model highexpectations for their students and themselves, promote athoughtful approach to inquiry, and demand well-reasonedarguments. Active social studies encourages students to assume increasingresponsibility for managing their own learning. Exploration,investigation, critical and creative thinking, problem solving,discussion and debate, decision making, and reflection areessential elements of this principle. This active process ofconstructing meaning encourages lifelong learning.ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 711

CONTEXTS FOR LEARNING AND TEACHING Integrative social studies crosses disciplinary borders to exploreissues and events, while using and reinforcing informational,technological, and application skills. This approac

Rick MacDonald, Social Studies Consultant (1999-2002) Mary Fedorchuk, Program Co-ordinator P-12 (2002-2003) Bruce Fisher, Social Studies Consultant (2003-) Newfoundland and Labrador Smita Joshi, Social Studies Consultant (1999-2001) Victor Kendall, Social Studies Consultant (2001-) Jim Crewe, Independent Social Studies Consultant (1998-)