° knowledge - so that students are able to organize, interpret, and communicate information about the social studies;

° skills/abilities - so that students understand those skills/abilities necessary in organizing, interpreting and communicating social studies information; and,

° values - so that students are able to evaluate the ideas and beliefs facing citizens of a democratic society.

Themes for the Social Studies, 1-12

The Reference Committee has outlined a set of twelve themes, one for each grade level. The themes present a content sequence designed to guide students from the familiar to the unfamiliar and from a local to a global view of the world. The themes for grades 1-12 are:

Grade 1: Families Grade 2: Local Community Grade 3: Community Comparisons Grade 4: Saskatchewan Grade 5: Canada Grade 6: Canada's Global Neighbours

Grade 7: Canada and the World Community Grade 8: The Individual in Society Grade 9: The Roots of Society Grade 10: Social Organizations Grade 11: World Issues Grade 12: Canadian Studies

Core Curriculum

The major components of Core Curriculum are the Required Areas of Study and the Common Essential Learnings. Core Curriculum also provides for Locally-Determined Options to meet needs at the local level and the Adaptive Dimension which provides opportunities for teachers to individualize instruction.

Core Curriculum is intended:

...to provide all Saskatchewan students with an education that will reinforce the teaching of basic skills and introduce an expanded range of new skills to the curriculum. It will also encompass the processes and knowledge needed to achieve broader goals as identified by the Curriculum and Instruction Review Committee.

Adapted from: Saskatchewan Education. (1987). Core Curriculum: Plans for Implementation. Regina, SK: Author, p. 3.

The seven required areas of study within the Core Curriculum are language arts, mathematics, science, social studies, health education, arts education, and physical education.

Six common essential learnings (C.E.L.s) have been defined and are incorporated into social studies teaching as perspectives which influence how social studies is taught. The C.E.L.s are to be taught and evaluated as part of the social studies courses. The Common Essential Learnings (C.E.L.s) are summarized below.

Independent Learning involves the creation of opportunities and experiences necessary for students to become capable, self-reliant, self-motivated, and life-long learners who see learning as an empowering activity of great personal and social worth.

Personal and Social Values and Skills deals with the personal, moral, social, and cultural aspects of each school subject and has as a major objective the development of responsible and compassionate citizens who understand the rational basis for moral claims.

Critical and Creative Thinking is intended to help students develop the ability to create and critically evaluate ideas, processes, experiences, and objects related to the social studies.

Communication focuses on improving students' understanding of language used in the social studies.

Numeracy involves helping students to develop a level of competence which would allow them to use mathematical concepts in the social sciences.

Technological Literacy helps students appreciate that technological systems are integral to social systems and cannot be separated from the culture within which they are shaped.

Indian and Métis Curriculum Perspectives

The integration of Indian and Métis content and perspectives within the K-12 curriculum fulfils a central recommendation of Directions (1983), the Five Year Action Plan for Native Curriculum Development (1984) and the Indian and Métis Education Policy from Kindergarten to Grade 12 (1995).

Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples occupying a unique and rightful place in society. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis students, and that changes to existing programs are also necessary for the benefit of all students.

Saskatchewan Education. (1995). Indian and Métis Education Policy from Kindergarten to Grade 12. Regina, SK: Author, p.2.

The inclusion of Indian and Métis perspectives benefits all students in a pluralistic society. Cultural representation in all aspects of the school environment empowers children with a positive group identity. Indian and Métis resources foster a meaningful and culturally identifiable experience for Indian and Métis students, and promote the development of positive attitudes in all students towards Indian and Métis peoples. This awareness of one's own culture and of the cultures of others develops self-concept, enhances learning, promotes an appreciation of Canada's pluralistic society and supports universal human rights.

Saskatchewan Indian and Métis students come from varied cultural backgrounds and social environments including northern, rural, and urban areas. Teachers must understand the diversity of the social, cultural, and linguistic backgrounds of Saskatchewan Indian and Métis students. All educators need cross-cultural education, and increased awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language. Teachers must use a variety of teaching strategies that match and build upon the knowledge, cultures, learning styles, and strengths which Indian and Métis students possess. Responsive adaptations are necessary to all curriculum for effective implementation.

The following points summarize Saskatchewan Education's expectations for the appropriate inclusion of Indian and Métis content in curriculum and instruction.

• Curricula and materials will concentrate on positive images of Indian, Métis, and Inuit peoples.
• Curricula and materials will reinforce and complement the beliefs and values of Indian, Métis, and Inuit peoples.
• Curricula and materials will include historical and contemporary issues.
• A strong curriculum emphasis will be given to Indian/Métis Studies, Indian languages, and English language development.
• Curricula and materials will reflect the legal, cultural, historical, political, social, economic, and regional diversity of Indian, Métis, and Inuit peoples.

Saskatchewan Education. (1995). Indian and Métis Education Policy from Kindergarten to Grade 12. Regina, SK: Author, p.10.

Saskatchewan teachers are responsible for integrating into the appropriate units resources that reflect accurate and sufficient Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.

Gender Equity

Saskatchewan Education is committed to providing quality education for all students in the K-12 system. Expectations based primarily on gender limit students' ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Although many schools have tried to provide equal opportunity for male and female students, continued efforts are required so that equality of benefit or outcome may be achieved. It is the responsibility of schools to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender balanced material and non-sexist teaching strategies. Both girls and boys need encouragement to explore non-traditional as well as traditional options.

To meet the goal of gender equity in the K to 12 system, Saskatchewan Education is committed to the reduction of gender bias which restricts the participation and choices of all students. It is important that the Saskatchewan curriculum reflects the variety of roles and the wide range of behaviours and attitudes available to all members of our society. The new curriculum strives to provide gender balanced content, activities, and teaching strategies described in inclusionary language. These actions will assist teachers to create an environment free of stereotyping and enable both girls and boys to share in all experiences and opportunities which develop their abilities and talents to the fullest.

Resource-Based Learning

Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning. Resource-based instruction means that the teacher, and teacher-librarian, if available, will plan units which integrate resources with classroom assignments, and teach students the processes needed to find, analyze, and present information.

It is intended that secondary social studies students will use a variety of learning resources in order to develop both knowledge and skills. Resource-based instruction is an approach to curriculum which uses all types of resources. Some possible resources are books, magazines, films, audiotapes and videotapes, computer software and databases including Internet, manipulable objects, commercial games, maps, community resources, museums, field trips, pictures and study prints, real objects and artifacts, and media production equipment.

Social studies teachers should introduce current events whenever possible. A vertical file, containing current pamphlets, articles and newspaper clippings is needed. Ideally, this file is housed, circulated and maintained through the school library. On-line newspapers, available through Internet, can supplement the vertical file. With some time and patience a classroom teacher may develop a file for social studies using headings from a standardized list such as Sears List of Subject Headings (1991), and Sears List of Subject Headings: Canadian Companion (1987).

The following points will help teachers use resource-based teaching and learning:

• Discuss the objectives for the unit or assignment with students. Incorporate needed research skills into the activities in the unit, so that skills are always used at the time they are taught. Work with your teacher-librarian, if available.
• Planning with the library staff well ahead of time. This will ensure that adequate resources are available and will allow you and the library staff to make decisions about shared teaching responsibilities.
• Show students that you are a researcher who seeks out sources of knowledge by using a variety of resources in your classroom teaching. Discuss sources of information with students and encourage them to use other libraries, government departments, museums and other community resources when they are doing research. Many such resources can be accessed on World Wide Web sites, on Internet, maintained by the originating agency.
• Provide resource lists and bibliographies to support specific units of study.
• Encourage students to ask the teacher-librarian to help them identify multi-media or multi-mode resources related to their assignment or unit.
• Increase your knowledge about integrating resources into regular classroom by attending planning and inservice sessions.
• Identify quality curricular resources that might be added to the school library collection, or that might be accessed through electronic means.
• Support the important role of the library resource centre when you talk with colleagues, principals, and directors.

Multicultural Education

Multicultural education is an interdisciplinary educational process which fosters understanding, acceptance, empathy, and constructive and harmonious relations among peoples of diverse cultures. It encourages learners of all ages to view different cultures as a source of learning and enrichment.

Multicultural education:

• is broadly conceptualized and comprehensive;
• first develops an awareness or recognition of one's own culture and ethnicity;
• develops an understanding of similarities and differences among cultures;
• stresses the acquisition of skills in analysis, communication and inter-group relations, which enables one to function effectively in varying cultural environments;
• includes the ability to formulate creative and novel solutions to personal and social issues; and,
• fosters positive attitudes towards self and other ethnocultural and racial groups.

The public education system has a responsibility to prepare students for living in this multicultural environment. It must address a variety of issues ranging from ethnocentrism to unity through acceptance and understanding, from discrimination to equality of experience and opportunity. Sound teaching practices, such as being aware of a child's social and psychological background, encouraging the development of self-esteem and security in identity, and responding to individual needs, are consistent with the philosophy underlying multicultural education.