The Social Studies Curriculum

1. Conceptual Teaching
2. Major Concepts
3. Curriculum Structure

Children will not truly understand a concept until they have had an opportunity to re-invent it for themselves.

Humans organize information into meaningful patterns using concepts. Objects or ideas which have in common certain characteristics or attributes can be placed in the same category and given a label. These labelled categories are concepts. A concept can range from a category of things as concrete as chairs to a category of relationships as abstract as power. Learning to understand and build concepts enables the student to simplify and organize material into meaningful patterns.

The achievement of the various objectives outlined by the Social Studies Task Force (1983), the Reference Committee and Core Curriculum as well as the other mandates outlined previously requires that social studies educators construct concrete learning experiences that will allow students to think about information, discuss and evaluate issues, and to process information in a creative, meaningful fashion. In order to achieve these objectives the students will need to acquire knowledge, develop skills/abilities, and internalize some basic human values. Student evaluation should reflect these objectives and should utilize a variety of instruments and criteria so that equal priority is given to knowledge and skills/abilities objectives. Conceptual teaching allows for a fusion of these goals.

Conceptual teaching may be illustrated as follows:

Developing stage -

Students are introduced to basic concepts from the present or concrete perspective so that learning can start with where the student is at that time.

Applying stage -

The teacher leads the students to apply what they know and have experienced to new data, broadening the students' understanding of the concept as they learn new information.

Reflecting stage -

The students are then challenged to draw inferences, considering how the information they have studied is significant to their lives.

Social studies grades 1 through 12 will focus on 20 major concepts. The following chart indicates at what grade levels the concepts receive major emphasis.

Concept	Elementary					Middle				Secondary
	1	2	3	4	5	6	7	8	9	10	11	12
Beliefs								x	x	x	x	x
Causality									x	x	x	x
Change	x		x			x	x	x	x	x	x	x
Conflict										x	x	x
Culture	x			x				x	x	x	x	x
Decision Making			x	x	x			x	x	x	x	x
Distribution					x		x					x
Diversity		x	x	x	x	x			x	x	x	x
Environment		x	x						x		x	x
Identity	x			x	x	x		x	x		x	x
Institution				x	x	x				x	x	x
Interaction						x	x		x		x	x
Location				x		x	x			x		x
Needs					x	x	x	x		x
Power							x		x	x	x	x
Resources					x		x				x	x
Technology				x					x		x	x
Time		x			x	x			x	x
Values				x	x	x	x	x	x	x	x	x

Curriculum Structure

Themes

The K to 12 curriculum is designed around a set of twelve themes each of which corresponds to one 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:

Skills/Abilities

Having a skill or ability means that one has attained proficiency in performing a particular task. Tasks related to dealing with social studies information require both technical skills and cognitive abilities. Being able to find information in a library, to participate in a group task, and to find a city on a map are some examples of abilities important in social studies.

Students require skills/abilities in order to find and process information, achieve concept attainment, learn new skills, and gain understanding of values and beliefs.

Skill/ability development requires systematic instruction within a meaningful context, followed immediately with the opportunity to practise. Instruction that is isolated from context and practise is a waste of time. For example, teachers have found that when students are taught "library skills" in scheduled "library" classes quite separate from content oriented classes, transfer does not usually occur. Any instruction on how to use a card catalogue or on-line catalogue, as a more specific example, should be given within the context of the students looking for specific information, and should allow the students the opportunity to practise, with appropriate supervision, immediately after the instruction.

Skill attainment requires sequential learning in a developmental sequence. Skills and abilities are introduced according to the developmental level of the student and are cumulative. They are extended and become more complex as the child matures.

Various scope and sequence charts for the social sciences have identified literally hundreds of skills/abilities that may be developed. Many educators believe, however, that students are unable to acquire more than a few skills during any one year of their development. With this in mind, Saskatchewan Education has identified twelve major abilities to be developed within the context of the social sciences and other subjects as may be appropriate. One of these skills/abilities will receive major emphasis at each grade level. At that grade level this major ability will be formally taught and practised in a variety of ways ranging from a large group situation with teacher guidance to each student demonstrating independent competence with the skill/ability.

The major skills/abilities identified for Grades 4, 5 and 6 are locating, gathering and organizing information. Because these skills are very broad in scope and actually include many sub-skills, it is suggested that major emphasis be given as follows:

• Grade 4 - Locating Information
• Grade 5 - Gathering Information
• Grade 6 - Organizing Information

This does not mean that the skill/ability will necessarily be taught and/or practised exclusively at that grade level. For example, the focus identified for Grade 8 is "compare and contrast". This does not mean that teachers in the lower grades should avoid having students compare and contrast information. In fact, it is difficult to imagine a year in kindergarten without any comparing and contrasting activities. Practising the skill, ability or process at various levels should not be seen as a conflict but rather a valuable experience that will facilitate student competence at the designated grade level.

On the other hand, a teacher should not assume that all students have achieved independence in a skill/ability identified at a lower grade level. Students do not automatically apply previously acquired abilities to new materials and/or new circumstances. Teachers will need to make diagnostic assessments on an on-going basis and thoroughly develop skills/abilities as necessary.

The chart (p. 13 - 14) lists some of the abilities students will require in dealing with social studies information. Keeping in mind that students will practise and develop the skills identified throughout their lives, the chart indicates when the skills may be introduced and practised, when independence may be expected, and when the skill may be practised so that it is maintained and/or extended. The chart should be used as a general guide. It is not intended to represent the definitive word on skill attainment.

Virtually any skill can be practised at various levels of sophistication. For the purpose of this document, it is assumed that a teacher's expectations be consistent with the students' developmental level.

As part of the evaluation of the social studies concepts, content, and other student learnings, skill attainment should also be evaluated.

There are many approaches to effective teaching of skills, abilities and process, each with its advantages and disadvantages. One that is useful because of its "common sense" approach is that devised by Beyer (1984). Beyer works from the following assumptions which are built into the teaching strategies of the curriculum.

A skill, ability or process is learned best when students:

• Are consciously aware of what they are doing and how they do it
• Are not distracted by other inputs competing for attention
• See the skill modeled
• Engage in frequent, but intermittent (not massed), practise of the skill
• Use feedback received during this practice to correct their use of the skill
• Talk about what they did as they engaged in the skill
• Receive guidance on how to use a skill at a time when they need the skill to accomplish a content related goal
• Receive guided opportunities to practise the skill in contexts other than that in which the skill was introduced.

Phi Delta Kappan, 65(7), 486 - 490

What this means for teaching is that students will acquire skills and abilities only when teachers are prepared to use definite strategies aimed at achieving independence.

• Skills should be introduced in a way that shows the student these skills can accomplish tasks related to dealing with subject matter. The purpose of this is to demonstrate to the student the usefulness of a particular ability or process.
• Next the teacher should explain the skill in detail showing the student exactly what it is, its purpose, and the procedures involved in using it. The teacher should demonstrate the process preferably by modelling it in a class situation.
• Once these steps have been completed, students should be given opportunities to apply and practise the skill using the course content they are studying. (Note: Research indicates clearly that skills have to be learned in the context of actual course content. Skills learned in isolation of content will not automatically transfer to any content that may be selected later.)
• As part of their practice, students should be given:

  Coaching in the use of the process or skill.

  Opportunities to think about the effective use of the skill.

Scope and Sequence of Skill/Ability development in dealing with Social Studies information

Skills/Abilities Receiving Major Emphasis:

Grade 4: Locate, gather and organize information.
Grade 5: Locate, gather and organize information.
Grade 6: Locate, gather and organize information.
Grade 7: Summarize information.
Grade 8: Compare and contrast.
Grade 9: Draw inferences from reliable data.

Skill/Ability Development and Grade Level

I = Introduce
P = Practise
A = Achieve Independence
M = Maintain/Extend

Skills/Abilities	Grade Level
Locating Information	I	P	A	M
Limits a topic and chooses appropriate subject headings	4	4	4	5
Uses the card catalogue or on-line catalogue	4	4	4	5
Identifies title, author, publisher and copyright date of various print material	4	4	4	5
Locates and uses the tables of contents and the indexes of various books	4	4	4	5
Locates and uses resources that are appropriate for the student's comprehension level	4	4	4	5
Locates and uses dictionaries, encyclopedias, atlases, and other reference sources	4	4	4	5
Locates and uses access tools such as indexes, glossaries and bibliographies	4	4	5	6
Locates and uses vertical files, picture files, newspapers, directories, film catalogues, computer programs or database information, yearbooks, almanacs, audio-visual material, and other appropriate resource materials	4	5	6	7
Locates and uses resources outside a school or local library using techniques such as letter writing, interviews, guest speakers, field trips, museum visits, and other libraries	4	5	6	7

Note: It is assumed that a teacher's expectations be consistent with the students' developmental level.

Skill/Ability Development and Grade Level

I = Introduce
P = Practise
A = Achieve Independence
M = Maintain/Extend

Skills/Abilities	Grade Level
Gathering and Analysing Information	I	P	A	M
Generates a list of questins or an outline that will guide the research process	4	5	6	7
Selects material pertinent to topics under study	4	5	6	7
Uses key words to skim, scan, listen and view for information	4	5	6	7
Differentiates between main and subordinate ideas	5	6	7	8
Reads globes and maps for information	4	5	6	6
Reads graphs, charts, tables, diagrams and timelines for information	4	5	6	7
Interprets materials accurately	5	6	7	+
Evaluates the adequacy and reliability of data	5	6	7	+
Records data effficiently by using jot notes within a prepared format	4	5	6	7
Keeps a record of sources of information	4	6	7	+
Identifies differing points of view	5	6	7	+
Recognizes bias and stereotyping	5	6	7	+
Percieves cause and effect relationships	5	6	7	+

Skills/Abilities	Grade Level
Organizing and Creating	I	P	A	M
Using jot notes to write in own words	5	6	7	8
Organizes ideas/information by topic and in a logical manner to show valid	4	5	6	6
Uses the technigues such as webbing, concipt mapping, outlining to bring together	4	5	6	7
Classifies information	+	6	6	7
Writes journal etries in response to qualitative questions regarding issues under	+	6	6	7
Uses information obtained from one context(e.g. encyclopedia) within another	+	6	6	7
Makes use of maps, charts, tables and graphs t0 record information	+	6	7	8
Paraphrases information to answer questions	+	6	6	7
Generalizes and draws tentative conclusions	+	6	7	8
Proofreads own work	+	6	7	8
List sources of information	+	6	7	8
Summarizes information	+	7	7	7
Compares and Contrasts Information	+	8	8	8

+ Denotes grade levels other than Grades 4 to 8.

Communicating and Sharing:

The following are abilities that each Elementary and Middle Years student should develop. They should be taught and emphasized at each grade level.

• Contributes ideas and/or information to a small or large group discussion
• Listens attentively and critically to the points of view or contributions of others
• Gives and accepts positive criticism
• Participates in various roles, including leadership, within a group
• Assists a group in setting goals, defining a task, solving problems, and working efficiently
• Shares responsibility, follows directions, participates enthusiastically, and perseveres to the completion of the task
• Presents material in a pleasing, clear and concise manner.

Oral presentations:

speech, report, reading, riddle, music, story, poem, description, question/answer

Written products:

report, story, poem, editorial, journal entry, essay, log, test, book, advertisement, letter, book review, puzzle

Visual displays:

models, dioramas, artifacts, charts, tables, posters, maps, graphs, pictures, puzzles, mobiles, cartoons, webs, concept maps, advertisements, bulletin board, mural

Presentations involving media:

audio recording, video recording, filmstrip, film, overhead projections, slides, photographs, computer activity

Group participation/presentations:

discussion, interview, dramatization, puppet show, panel discussion, song, simulation activity, food preparation, field trip, debate, survey, brainstorming, pantomime, role-play, contextual drama

Long term projects:

timeline, newspaper, theme scrapbooks

Evaluation should reflect not only the quality of the student product, but also the skills, abilities and processes involved in its creation. A teacher-librarian may provide valuable assistance with planning, teaching and evaluating various projects.

The chart below illustrates a Grade 4 to 12 development sequence.

Adapted from Hannah, L. & Michaelis, J. (1977). A comprehensive framework for instructional objectives:

The chart above does not mean that an ability assigned to one grade level would not be used in another. All the abilities (and others as necessary) will be used to some degree at each grade level. The intent of the chart is to provide a scope and sequence that is developmental so that the abilities that are formally introduced in one year will serve as the basis for those to be developed in subsequent years. The objective is for students at each grade level to develop one or two cognitive abilities to a level where they can begin to use the ability independently. It will be necessary to reinforce and build on the achievements of the previous year so that students' abilities grow over their school careers.

Student Evaluation

Evaluation in Social Studies is an integral part of the total program. The following illustrates the connections:

Evaluation should meet the following criteria:

• It should be part of both the planning and delivery phases of the program. In planning a unit of work, the teacher identifies how students will be evaluated. The specific criteria may change or have to be adjusted during the unit, but it should be part of the initial plan.
• It should reflect the teaching/learning objectives of the program. If an objective of some lessons has been the development of a particular skill/ability, then the evaluation should measure the level to which that ability has been attained. It is unfair to the students as well as the program to evaluate knowledge attainment only. There should be a balance as to what is evaluated.
• It should involve students - prior to, during and after evaluation. Students may at times have input in determining the evaluation criteria. They should have the opportunity to reflect on their own achievements and possibly participate in an exercise of self or peer evaluation. They should certainly know before beginning an activity how they will be evaluated and should be aware throughout the year of "how they are doing". There should be no surprises when it comes to student evaluation.
• It should involve a variety of instruments and techniques.
• It should include all three types of evaluation. Diagnostic evaluation provides the teacher with information regarding the needs, abilities and interests of the students. It is most useful at the beginning of a unit of work. Formative evaluation analyzes the progress the students are making in relation to the goals. The information will help the teacher take corrective action early in the program. It is most useful during the course of a unit of work. Summative evaluation generally comes at the end of a unit of work. It helps the teacher make judgments about the student's achievement.