Social Studies
Grade Six
Canada and Its Atlantic Neighbours is the fourth of a series of new social studies curriculum guides developed by Saskatchewan Education. The curriculum revision process began with the work of the Social Studies Task Force in 1981. The Task Force consisted of people representing various sectors of Saskatchewan society. It solicited ideas from the public and on the basis of its findings compiled a report outlining a philosophy for social studies education.
In October, 1982 the Minister of Education established a Social Sciences Reference Committee. The Committee developed a plan of action based on the recommendations of the Task Force to give specific direction to the planned course revisions. The Committee outlined the fundamentals of social studies education, stating:
Social studies in Saskatchewan schools is included within the context of basic education. It is defined for the purpose of this report as a study of people and their relationships with their social and physical environments. The knowledge, skills, and values developed in social studies help students to know and appreciate the past, to understand the present and to influence the future. Therefore, social studies in the school setting has a unique responsibility for providing students with the opportunity to acquire knowledge, skills and values to function effectively within their local and national society which is enmeshed in an interdependent world (p. 1).
Saskatchewan Education (1983). Report of the social sciences reference committee.
At the same time as social studies education was under review, the Minister of Education initiated a general review of education in Saskatchewan. The result of that review was a report entitled Directions (1984).
Core Curriculum was the result of this review. Core Curriculum was designed to provide all Saskatchewan students with an education that stresses the teaching of conceptual knowledge and basic skills/abilities, and introduces an expanded range of new skills, abilities and processes to the curriculum. The major components of Core Curriculum are the Required Areas of Study and the Common Essential Learnings. Provision in Core Curriculum has also been made for Locally Determined Options to meet needs at the local level and the Adaptive Dimension which provides opportunities for teachers to meet the diverse needs of all students.
Indian and Métis Curriculum
Perspectives
Saskatchewan Education has established policy that provides a mandate for including material in its curricula on Indian and Métis People. This policy is intended to raise the awareness of students about these important issues.
The integration of Indian and Métis content and perspectives within the K-12 curriculum fulfils a central recommendation of Directions (1984), the Five Year Action Plan for Native Curriculum Development (1984) and the Indian and Métis Education Policy from Kindergarten to Grade XII (1989). In general, the policy states:
Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and M‚tis peoples, and that changes to existing programs are also necessary for the benefit of all students. (p. 6)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 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 different 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 socio-linguistics, first and second language acquisition theory, and standard and non-standard usage of language. Teachers must utilize a variety of teaching strategies that match and build upon the knowledge, cultures, learning styles, and strengths that Indian and Métis students possess.
The Department's expectations for the appropriate inclusion of Indian and Métis content in curriculum and instruction are summarized in the following four points.
Indian and Métis Education Policy from Kindergarten to Grade XII, p. 12Saskatchewan teachers are responsible for integrating into the appropriate units of their programs, 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. Where schools have
endeavoured 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 that 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.
Saskatchewan teachers are responsible for integrating into the program resources that reflect gender balance, and practices that provide equal opportunities for both girls and boys. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.
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 that utilize multiple types of resources, and teach
students the processes needed to find, analyze and present
information.
It is intended that Elementary and Middle Years 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 that utilizes all types of resources. Some possible resources are books, magazines, films, audio and video tapes, computer software and data bases, 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 in addition to those places in the guide where they are specifically mentioned. It is suggested that students and teachers keep a vertical file containing current pamphlets, articles and newspaper clippings. Ideally, this material is housed, circulated and maintained through the school library. 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, and Sears Canadian Companion.
The following points will help teachers use resource-based teaching and learning:
Social Studies offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand the subject matter content under study and prepares them for their future learning both within and outside the K-12 educational system. The decision to focus on one or more C.E.L.s within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout a unit, it is intended that each Common Essential Learning be developed to the fullest extent possible.
It is important to incorporate the C.E.L.s in an authentic manner. For example, some subject areas may offer many opportunities to develop the understandings, values, skills and processes related to a number of the Common Essential Learnings. The development of a particular C.E.L., however, may be limited by the nature of the subject matter under study.
It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, foundational objectives for the C.E.L.s are included in the unit overviews within this guide. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective may contribute to the development of others. For example, many of the processes, skills, understandings and abilities required for the C.E.L.s of Communication, Numeracy and Critical and Creative Thinking are also needed for the development of Technological Literacy.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit that has focused on developing the C.E.L.s of Communication and Critical and Creative Thinking should also reflect this focus when assessing student learning. Exams or assignments should allow students to demonstrate their understanding of important concepts in the unit and show how these concepts are related to each other or to previous learning. Questions can be structured so that evidence or reasons must accompany student explanations. If students are encouraged to think critically and creatively throughout a unit, then teachers need to develop assessment strategies for the unit which require students to think critically and creatively. The Common Essential Learnings are to be integrated, accommodated and incorporated into the evaluation of the content area.
It is anticipated that teachers will build from the suggestions in this guide and from their personal reflections in order to better incorporate the Common Essential Learnings into Social Studies.