Social Studies 2 to 3
Applications of Social Studies

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

collect and record information from a variety of sources and experiences
draw simple interpretations from personal experiences, oral sources, and visual and written representations
identify an issue and provide several reasons to support a position
organize information into sequenced presentations that include a beginning, middle, and end
identify and implement strategies to address class problems or projects

To view the prescribed learning outcomes for Applications of Social Studies in other grades click on an icon below.

Suggested Instructional Strategies

Applications of Social Studies provides students with a framework of developmental skills and processes that will be used throughout the curriculum. At this level, students undertake community field studies in which they set priorities; record, interpret, and sequence information; and solve problems.

As a class, brainstorm questions for students to ask about jobs in the community. Have them set priorities and choose the most useful questions for obtaining the information they want. Use these questions to create a class framework or chart to record the data they will gather. Have students work in pairs to practise asking their questions, then use the questions to survey community workers.
Invite each student to tell, dramatize, or write two short storiesãone real and one fictional. Students present their stories, and the class decides which ones are real.
In small groups, ask students to brainstorm and list school issues. Groups should each select one issue that is important to them and support their positions by providing several reasons.
Divide the class into groups. Give each group three randomly ordered parts of a story about British Columbia or Canada. Each group then works to assemble the story into the correct sequence and present it to the class.
Provide students with a problem in which a piece of classroom or school equipment has to be shared (e.g., a computer). Ask students to brainstorm solutions, consider the consequences of each solution, and then decide which solution is best.

Suggested Assessment Strategies

Students should demonstrate social studies skills and processes in all of their classroom activities, not just the ones that focus on the outcomes in this organizer.

As a class, have students list important issues in the school or the community. In small groups, ask students to choose one issue, collect information from three sources, and determine their positions. Have groups present their findings to the class. As students present, note the extent to which they:
- accurately collect information from a variety of sources and experiences
- clarify their positions
- provide facts
- provide personal interpretations
- present information in a logical sequence
Have students write newspaper articles on issues in the school or community. Ask them to submit their articles as well as a summary of the events in graphic format. Look for evidence that students are able to:
- accurately identify issues in the school or community
- include a beginning, middle, and end in their submissions
- sequence events chronologically
Have students work in small groups to retell a familiar story. Look for evidence that students are able to organize their information into sequenced presentations.
As students discuss solutions to an equipment sharing problem, note the extent to which they are able to:
- identify logical strategies to solve the problem
- justify choices of strategies
- implement their solutions
- make connections to personal experiences

Observe students as they share equipment. Look for evidence that they are able to apply their sharing strategies.

Recommended Learning Resources

Print Materials

My Painted House, My Friendly Chicken, and Me

Revised: January 28, 1999