Social Studies 4
Applications of Social Studies

Prescribed Learning Outcomes

It is expected that students will:

• identify and clarify a problem, issue, or inquiry
• locate and record information from a variety of sources
• identify alternative interpretations from specific historical and contemporary sources
• assess at least two perspectives on a problem or an issue
• organize information into a presentation with a main idea and supporting details
• design and implement strategies to address school problems or projects

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

• Divide students into groups and have each group learn and practise a different research skill (e.g., use of table of contents, index, glossary, encyclopedia, electronic resources). Using a jigsaw approach, each group teaches other groups how to gather and record information using the learned skill.
• Divide the class in half and give each group data on a particular perspective related to an issue (e.g., clearcutting: logging company, environmentalists). Invite each group to list reasons for its perspective and to share these with the class. Each student then weighs the reasons given on each side and makes a decision on the issue, providing a main idea and two or more supporting facts.
• Provide students with two versions of the same event (e.g., Captain Cook's landing at Nootka Sound). Ask students to identify each author's point of view and to hypothesize reasons for each perspective.
• Have members of the Aboriginal community assist with a "potlatch" to celebrate name-giving. Assign specific responsibilities to groups of students: devise the name, identify and obtain gifts, create and send invitations, determine ceremonial elements (regalia, masks), arrange entertainment, generate a guest list (including arranging seating in order of importance), and clean up.
• Choose an appropriate school problem and have students brainstorm ways of addressing it. Ask them to determine possible effects of each strategy or solution. Groups of students then determine which strategy will be most effective, plan its implementation, and carry it out to determine its effectiveness.

Suggested Assessment Strategies

• As students work on research projects throughout the curriculum, look for evidence that they are able to:
  • express their topics as questions or series of questions
  • suggest a variety of relevant information sources
  • use basic research tools (e.g., table of contents, glossary, index, search engine)
  • choose and record information related to their questions
  • organize information around their research questions
• When students examine the same issue or event from different perspectives, look for evidence that they are able to:
  • clearly state the event or issue
  • articulate each point of view
  • generate reasons that support each point of view
  • decide which perspective they support and justify their choices
• After students determine strategies for solving a school problem, have them work in small groups to complete PMI charts (Plus, Minus, Interesting) for each possible strategy.

  Question: ‚‚‚‚‚‚‚‚‚‚‚
  +Pluses	-Minuses	Interesting Points
  My decision is ‚‚‚‚‚‚‚‚‚‚‚, because ‚‚‚‚‚‚‚‚‚‚‚.

  Note whether students are able to identify both positive and negative perspectives and whether their decisions are supported by logical reasoning.

• Invite students to think and talk about all the ways that they learn in social studies (e.g., reading books, hearing myths, interviewing people, visiting museums, watching videos). Ask them to use their journals to record the ways they learn best and to describe why these seem to work best.