Introduction

Social Studies Education

Social Studies education can be defined as the study of people and their relationships with their social, physical and technological environments. The study of those relationships becomes most relevant when students are encouraged to make connections to their own lives, as they explore and apply knowledge, skills, thinking processes and values.

At the Middle Level, the Social Studies program provides opportunity for students to develop a sense of themselves as active participants in their world (personal, local, national and global). The program encourages them to use the understandings they develop to explore and clarify values, discuss issues, question and investigate their world, solve problems, make decisions and interact with others. It provides them with opportunities to make connections between their own and others' communities, cultures and environments, and to take action in relevant and meaningful ways that give them a sense of accomplishment and a belief that they can make a difference.

Program Aim

The purpose of kindergarten to grade 12 Social Studies is to help students know and appreciate the past, understand the present, influence the future and make connections between events and issues of the past, the present and the future. Further, its purpose is to make students aware that, just as contemporary events have been shaped by actions taken by people in the past, they have the opportunity to shape the future. The ultimate aim is to graduate students who have a sense of themselves as active participants in and citizens of an interdependent world.

Goals

The general goals of Social Studies education are:

to develop students' knowledge of concepts, generalizations and theories so that they are able to make reflective decisions and participate in society as responsible citizens
to develop students' thinking, inquiry, academic and group skills
to develop students' attitudes and values regarding human dignity, equality and diversity, and to enhance their ability to take action consistent with those attitudes and values
to develop students' critical understanding of events of the past and present as they affect the future, and to help them recognize that they have the opportunity to shape their future
to develop students' perspectives on their own lives so that they recognize themselves as members of the larger society (local, national, global).

Principles

Curriculum principles are fundamental beliefs intended to guide and support decisions related to teaching and learning-decisions about curriculum, classroom environment, resource selection, instruction, and assessment and evaluation. The following principles, based upon current research and knowledge about teaching and learning, are designed to guide instruction and learning in Middle Level Social Studies.

Curriculum Principles

Learning	Teaching
Students learn most effectively in environments that promote active learning through purposeful and challenging experiences.	Instructional strategies that facilitate active learning include exploration, inquiry, critical and creative thinking, problem solving, decision making, discussion, debate, and reflection. Topics should be personally, as well as academically, meaningful.
Students learn and develop in different ways and at varying rates.	Instructional strategies that appeal to a variety of learning styles provide opportunities for interaction and collaboration, as well as for independent learning. Assessment criteria should be identified for both process and product.
Students learn most effectively when they know and actively select and apply strategies to develop understanding and make meaning.	Instruction should provide opportunities for students to learn a variety of strategies for understanding, generating and applying new knowledge, skills and attitudes.
Students learn most effectively when they find personal relevance in the concepts, knowledge, skills and values being taught.	Instruction should clearly establish connections between what is taught and students' current lives and situations, encouraging them to make meaningful connections between their prior knowledge and experiences and newly acquired knowledge and experiences.
Students learn to be effective citizens, locally and globally, when they see themselves as active participants in an interdependent world.	Instruction should provide opportunities to develop, value and practise citizenship skills as students explore, reflect on and assess issues, construct thoughtful points of view, and recommend and engage in appropriate actions based upon adequate knowledge and consideration.
Students develop a sound understanding of their abilities and needs when assessment and evaluation are integral components of the learning process.	Assessment and evaluation should be continuous, and consist of a variety of methods of collecting, sharing and using data. Teachers should provide frequent opportunities for students to assess and evaluate their own learning and performance, and to set goals for further learning. Assessment and evaluation must include skills and processes, as well as content and products.
Students develop and clarify their own views and values, and come to understand and respect the views and values of others, through opportunities to reflect on information and ideas from a variety of perspectives.	Instruction should use a variety of strategies to encourage students to examine, clarify and reflect upon their values and viewpoints, as well as to consider and discuss several perspectives regarding a variety of concepts, issues and topics. In addition, teachers should encourage students to celebrate their Canadian identity, while fostering multicultural and global perspectives that help them to respect and understand other people's cultures and viewpoints.
Students' language skills and abilities are integral to their learning, both independently and collaboratively.	Instruction should engage students in the language processes of listening, speaking, reading and writing and should provide support for them as they use these processes to develop concepts and clarify and extend their understanding of subject-specific material and vocabulary.
Students at the Middle Level display unique developmental characteristics. While no two individuals are the same, in general these students are experiencing physical, emotional, moral, ethical, social and intellectual growth and change at a rate more rapid than at any other stage of their lives.	Instruction is most successful with Middle Level students if their characteristics are acknowledged and taken into consideration when planning or implementing learning situations and activities.

Developmental Characteristics of Middle Level Students and Instructional Implications

General Developmental Characteristics of Middle Level Students	Instructional Implications
Physical characteristics: include rapid growth, sexual maturation, hormonal changes body image is important	keep students actively involved in their learning provide opportunity for physical movement vary the activity several times in each one-hour period
Emotional characteristics: include mood swings, self-criticism, fragile self-concept, focus on self seek attention but do not like to be singled out build strong bond with same sex friends form cultural identities	provide a "safe" learning environment that affirms diversity and encourages risk-taking provide positive opportunities for releasing emotions provide opportunities for students to experience success provide validation for diverse cultural backgrounds avoid sarcasm and judgemental statements encourage acceptable work, behaviour, efforts, attitudes and achievements by giving immediate and relevant feedback
Moral and ethical characteristics: exhibit feelings about fairness and values in others but perhaps not in self unable to maintain an objective perspective often show concern for others in need or pain	incorporate opportunities to explore and develop values provide anti-racist and anti-sexist learning environments and experiences provide opportunities for students to become objective, reflective and critical thinkers expect students to accept responsibility for their actions and attitudes encourage cultural sensitivity and acceptance of varied viewpoints
Social characteristics: allegiance to peers takes precedence over family and other adults peers and media are sources of standards and views become interested in opposite sex desire independence but fear taking risks alone	provide for meaningful interaction with peers and adults as students learn provide opportunities for students to "show off" in productive and positive ways encourage and model positive and constructive ways of resolving interpersonal conflict keep in contact with parents and involve them when possible
Intellectual characteristics: moving from being concrete to abstract thinkers curious prefer active over passive learning activities prefer interaction with peers during learning need learning to be relevant	use concrete examples to develop abstract concepts set short-term goals encourage self-expression and critical thinking provide active rather than passive learning opportunities provide for a variety of peer and group learning interactions recognize and address the varied levels of ability and learning styles