#2 ss overview 2010
TRANSCRIPT
AgendaReview: Why Social StudiesHistory Topics Grades 1 - 10Geography Topics Grades 1 - 10Activity: Social Studies ConnectionsJunior Curriculum ReviewIntermediate Curriculum ReviewHow to make Social Studies engagingActivity: Comparing Lesson Plan Descriptions
HistoryGrade 1: Relationships, Rules, and Responsibilities
Grade 2: Traditions & Celebrations
Grade 3: Early Settlements in Upper Canada
Grade 4: Medieval Times
Grade 5: Early Civilizations
Grade 6: First Nations Peoples & European Explorers
Grade 7: New France, British North America, Conflict & Change
Grade 8: Confederation, Western Canada, Canada: A Changing Society
Grade 10: Civics
Grade 10: Canadian History Since World War IPage 8 Ministry curriculum guide
GeographyGrade 1: The Local Community
Grade 2: Features of Communities Around the World
Grade 3: Urban & Rural Communities
Grade 4: Canada’s Provinces, Territories, and Regions
Grade 5: Aspects of Citizenship & Government in Canada
Grade 6: Canada’s Links to the World
Grade 7: Geographic Inquiry, Physical Geography, Natural Resources
Grade 8: Human Geography, Economic Systems, Migration
Grade 9: Geography of Canada
Page 8 Ministry curriculum guide
Social Studies Connections
For each grade level reflect on how the topic:
I. Connects to the rest of Social Studies curriculum.
II. Connects to the real world.
III.Connects to students’ lives.
Grade 4Medieval Times
Canada’s Provinces, Territories & Regions
Grade 4Medieval Times
‣ Identify & describe major features of daily life and social organization in medieval European societies from 500-1500 C.E.
‣ Use a variety of resources and tools to investigate the major events and influences of the era and determine how they shaped medieval society.
‣ Relate significant elements of medieval society to comparable aspects of contemporary Canadian communities.
Canada’s Provinces, Territories & Regions
‣ Name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resource of each.
‣ Use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories.
‣ Identify, analyse, and describe economic and cultural relationships that link communities and regions within Ontario and across Canada.
Grade 5Early Civilizations Citizenship & Government
Grade 5Early Civilizations
‣ Identify and compare the ways in which people in various early civilizations met their physical and social needs, including how they interacted with and used the natural environment.
‣ Use a variety of tools to investigate characteristics of a number of early civilizations, including their significant innovations and technological advances.
‣ Show how innovations made by a various early civilizations have influenced the modern world.
Aspects of Citizenship & Government‣ Summarize the structures, functions,
and interactions of Canada’s federal provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures.
‣ Use a variety of resources and tools to gather and analyse information about government processes. The rights of groups and individuals, and the responsibilities of citizenship in Canada, including participation in the electoral process.
‣ Identify,concrete examples of how government plays a role in contemporary society and of how the rights of groups and individuals and the responsibilities of citizenship apply to their own lives.
Grade 6First Nation Peoples
& European ExplorersCanada’s Link to the World
Grade 6First Nation Peoples & European Explorers
‣ Describe characteristics of pre-contact First Nation cultures across Canada, including their close relationship with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups.
‣ Use a variety of resources and tools to investigate historical points of view about the positive and negative effects of early contact between First Nations people and European explorers.
‣ Analyse examples of interactions between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reason for disagreements between the two groups.
Canada’s Link to the World
‣ Identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world.
‣ Use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canada’s link with the United States and other regions of the world.
‣ Explain the relevance to Canada of current global issues and influences.
Grade 7New France - British North America - Conflict & Change
Grade 7New France
‣ Outline the reasons why settlers came to New France; identify the social, political, religious, and economic factors that shaped the colony; and describe how settlers and fur traders interacted with the First Nation peoples.
‣ Identify and explain similarities and differences in the goals and interests of various groups in New France, including French settlers, First Nations peoples, and both French and English fur traders.
British North America
‣ Explain the origins of English settlement in British North America after the fall of New France, describe the migration and settlement experiences of the various groups of settlers, and outline the causes, events, and results of the War of 1812.
‣ Identify some themes and personalities from the period, and explain their relevance to contemporary Canada.
Conflict & Change
‣ Describe the causes, personalities, and results of the rebellion of 1837-38 in Upper and Lower Canada in relation to themes of conflict and change.
‣ Compare methods of conflict resolution in both historical and contemporary situations.
Grade 7Geographic Inquiry - Physical Geography - Natural Resources
Grade 7Themes of Geographic Inquiry
‣ Identify and explain the themes of geographic inquiry: location/place, environment, region, interaction, and movement.
‣ Analyse current environmental issues or events from the perspective of one or more of the themes of geographic inquiry.
Patterns in Physical Geography
‣ Identify patterns in physical geography and explain the factors that produce them.
‣ Explain how patterns of physical geography affect human activity around the world.
Natural Resources
‣ Describe how humans acquire, manage, and use natural resources, and identify factors that affect the importance of those resources.
‣ Describe positive and negative ways in which human activity can affect resource sustainability and health of the environment.
Grade 8Confederation - Development of Western Canada - Changing Society
Grade 8Confederation
‣ Describe the internal and external political factors, key personalities, significant events, and geographical realities that led to the creation of the Dominion of Canada in 1867, and to the growth of Canada as other provinces and territories joined Confederation.
‣ Compare Canada as it was in 1867 to the Canada of today, including political, social, and other issues facing the country in both periods.Development of Western Canada
‣ Outline the main factors contributing to the settlement and development of the Prairie provinces, British Columbia, and Yukon, and describe the effects of development on various groups of people in the region from a variety of perspectives.
‣ Show how the history of the Canadian west has influenced both artistic/imaginative works and Canadian institutions.Canada: A Changing Society
‣ Describe key characteristics of Canada between 1885 and 1915, including social and economic conditions, the roles and contributions of various people and groups, internal and external pressures for change, and the political response to these pressures.
‣ Compare living and working conditions, technological developments, and social roles near the beginning of the 20th century with similar aspects of life in present-day Canada.
Grade 8Human Geography - Economic Systems - Migration
Grade 8Patterns in Human Geography
‣ Identify the main patterns of human settlement and identify the factors that influence population distribution and land use.
‣ Compare living and working conditions in countries with different patterns of settlement, and examine how demographic factors could affect their own lives in the future.Economic Systems
‣ Describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development.
‣ Compare the economies of different communities, regions, or countries, including the influence of factors such as industries, access to resources, and access to markets.Migration
‣ Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian Society.
‣ Connect the real experience of Canadians to information about the causes and effects of migration.
Grade 9 - GeographyGeographic Foundations: Space & Systems
‣ Identify patterns and diversity in Canada’s natural and human systems.‣ Describe the components and patterns of Canada’s spatial organization‣ Describe issues that affect natural and human systems in Canada.‣ Analyse local and regional factors that affect Canada’s natural and human systems.
Human-Environment Interactions‣ Explain the relationship of Canada’s renewable and non-renewable resources to the
Canadian economy.‣ Analyse the ways in which natural systems interact with human systems and make
predictions about the outcomes of these interactions‣ Evaluate various ways of ensuring resource sustainability in Canada.
Global Connections‣ Describe how Canada’s diverse geography affects its economic, cultural, and
environmental links to other countries.‣ Analyse connections between Canada and other countries.‣ Report on global issues that affect Canadians.
Understanding and Managing Change‣ Explain how natural and human systems change over time and from place to place‣ Predict how current or anticipated changes in the geography of Canada will affect the
country’s future economic, social, and environment well-being.‣ Explain how global economic and environmental factors affect individual choices.
Grade 10 - HistoryCommunities: Local, National, Global
‣ Explain how local, national, and global influences have helped shaped Canadian identity.‣ Analyse the impact of external forces and events on Canada and its policies since 1914.‣ Analyse the development of French-English relations in Canada, with reference to key
individuals, issues and events.‣ Assess Canada’s participation in war and contributions to peacekeeping and security.
Change and Continuity‣ Analyse changing demographic patterns and their impact on Canadian society since 1914‣ Analyse the impact of scientific and technological developments on Canadians‣ Explain how and why Canada’s international status and foreign policy have changed since
1914.Citizenship and Heritage
‣ Analyse the contributions of various social and political movements in Canada since 1914.
‣ Assess how individual Canadians contributed to the development of Canada and the country’s emerging sense of identity.Social, Economic, and Political Structures
‣ Analyse how changing economic and social conditions have affected Canadians since‣ Analyse the changing responses of federal and provincial governments to social and
economic pressures since 1914.
Grade 10 - CivicsInformed Citizenship
‣ Demonstrate an understanding of the need for democratic decision making.‣ Explain the legal rights and responsibilities associated with Canadian citizenship.‣ Describe the main structures and functions of municipal, provincial, and federal
governments in Canada.‣ Explain what it means to be a “global citizen” and why it is important to be one.
Purposeful Citizenship‣ Demonstrate an understanding of the beliefs and values underlying democratic
citizenship and explain how they guide citizens’ actions.‣ Describe the diversity of beliefs and values of various individuals and groups in
Canadian society.‣ Analyse responses, at the local, national, and international levels, to civic issues that
involve multiple perspectives and differing civic purposes.Active Citizenship
‣ Apply appropriate inquiry skills to the research of questions and issues of civic importance.
‣ Demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.
Instructional Strategies
Instructional StrategiesHow can we ensure that our Social Studies lessons are engaging?
Instructional StrategiesHow can we ensure that our Social Studies lessons are engaging?
Instructional StrategiesHow can we ensure that our Social Studies lessons are engaging?
Bloom’s TaxonomyLearning BehavioursEvaluation
Synthesis/Create
Analysis
Application
Comprehension
Knowledge
Lesson DescriptionUsing the lesson description template provided, create alesson description for an engaging Social Studies lesson thathas a cross-curricular connection and addresses a 21stcentury learning skill.The lesson description must list the curriculum expectations, lesson learning goals, assessment strategies and tools, required materials and resources as well as a description of the instructional plan (Setting the stage, core learning activity, lesson consolidation, apply new learning, debrief). The lesson description should include enough information so that it can be used to easily create a detailed lesson plan that adheres to the Brock lesson plan template.
Submit via Sakai.Evaluation: 25%
Ministry Curriculum Guide
Achievement Chart
Page 12
Lesson Description: Rubric
Lesson Description: Rubric
Think - Pair - Share
How would you evaluateLesson Description A and
Lesson Description B?
Note the instructional strategies that are being used.
Which lesson is more engaging?
Lesson A
Lesson B
Lesson Plan Critique: Lessons Learned
1. .
2. .
3. .
4. .
5. .
6.
Lesson Plan Critique: Helpful Hints
Lesson Plan Critique: Helpful Hints
Start with the end in mind
Lesson Plan Critique: Helpful Hints
Lesson Plan Critique: Helpful Hints
Start with the end in mind
Put yourself in the students’ seat - Teacher Directed
Lesson Plan Critique: Helpful Hints
Lesson Plan Critique: Helpful Hints
Start with the end in mind
Put yourself in the students’ seat - Teacher Directed
Questioning is key - B
loom
’s
Lesson Plan Critique: Helpful Hints
Blo
om’s
Lesson Plan Critique: Helpful Hints
Start with the end in mind
Put yourself in the students’ seat - Teacher Directed
Questioning is key -
Don’t try to do TOO MUCH
Blo
om’s
Lesson Plan Critique: Helpful Hints
1. Start with the end in mind
2. Put yourself in the students’ seat
3. Questioning is key
4. Don’t try to do too much
5. Challenge students to use their higher-order thinking skills (Analyze, create, evaluate)
Next Week
Next Week
Start thinking about your Lesson Description assignment.
Read chapters 3 & 7
Contribute to the online discussions