Social Studies

There are sound reasons for the order in which units appear in this curriculum, but that order does not have to be entirely prescriptive. Units 4 to 5 may be sequenced according to teacher preference and professional judgment. Unit 1 is intended to be an introductory unit in which students are introduced to the concept and process of dialectical evaluation. Unit 1 also is intended to give students an introductory historical overview of the major events that led to the formation of Canadian society.

The order as outlined in the social studies curriculum:

Unit 1 - Change	Canadian society has been forced to make choices about change throughout its history.
Unit 2 - Economic Development	Canadian economic development policy has been guided by a number of different models throughout Canadian history. Students will examine the merits of the different approaches.
Unit 3 - Culture	Canada has, throughout its history, attempted the difficult task of accepting people from many different cultures and classes and bringing them together under one sovereign, national state. Canadians have struggled with the best approach to this problem.
Unit 4 - Governance	Canada is a large, geographically diverse nation with a culturally diverse population. Canada as a pluralistic, culturally diverse, regional nation is difficult to govern. Canadians have struggled to find a constitutional formula that accommodates these diverse needs.
Unit 5 - Globalization	Canada has been and is now an international nation. Canadians have always had to trade for a living. Canadians have played an active role in international political affairs.

Alternatively, the units could be taught in this order:

Unit 1 - Change	Canadian society has been forced to make choices about change throughout its history.
Unit 4 - Governance	Canada is a large, geographically diverse nation with a culturally diverse population. Canada as a pluralistic, culturally diverse, regional nation is difficult to govern. Canadians have struggled to find a constitutional formula that accommodates these diverse needs.
Unit 3 - Culture	Canada has, throughout its history, attempted the difficult task of accepting people from many different cultures and classes and bringing them together under one sovereign, national state. Canadians have struggled with the best approach to this problem.
Unit 2 - Economic Development	Canadian economic development policy has been guided by a number of different models throughout Canadian history. Students will examine the merits of the different approaches.
Unit 5 - Globalization	Canada has been and is now an international nation. Canadians have always had to trade for a living. Canadians have played an active role in international political affairs.

History

The order in which the units appear in the curriculum has a chronological framework. Each unit stresses several key themes and concepts which focus study on a series of events and time periods. The magnitude of the course will require teachers to be knowledgeable about the foundational objectives, skills and values of this course. The choice of curriculum content and instructional strategies by the teacher should reflect those objectives, skills and values.

The foundational objectives have been designed on the belief that all societies will evolve a worldview that includes assumptions and practices that surround certain key societal relationships, including:

• the relationship between the members of a society and the societal decision-making processes that impact their lives;
• the relationship among the members of the society;
• the relationship of the society towards other societies; and,
• the relationship between the peoples and the land.

The units provide a historical description of how succeeding generations of Canadians have evolved assumptions and practices, surrounding those relationships. It is, therefore, possible for teachers to implement a thematic approach to the curriculum on the basis of those key societal relationships.

Such an approach would allow teachers to either:

• focus on contemporary issues surrounding those relationships and then undertake a study of the historical roots of the associated issues; or,
• undertake the study of those relationships through a historical-chronological approach.

Native Studies

When it has been determined that students require an overall introduction to Native Studies, it is recommended that the optional Introduction Unit be the starting point. If students have a basic understanding in Native Studies, teachers should begin by ensuring that students have a sound understanding of Unit One as outlined by the foundational objectives. Students require specific knowledge of who the Canadian Aboriginal peoples are; philosophy and worldview; and Aboriginal and treaty rights before moving to subsequent units.

It is recommended that all units be delivered; however, student abilities, needs, and interests, and community priorities and resources, should determine the order in which content will be implemented.

For printing and copying these templates Require Acrobat Reader

• Unit Planning Guide
• Lesson Planning Guide