Introduction to Social Studies K to 7: Planning for Instruction

When planning for social studies instruction, teachers are encouraged to consider:

various ways of integrating prescribed learning outcomes
providing opportunities for critical thinking
selecting a variety of resources that offer a range of perspectives

Integrating Learning Outcomes

Teachers are encouraged to organize instruction in a variety of ways that integrate prescribed learning outcomes from each of the curriculum organizers. The Sample Units chart on page 6 describes five different approaches to organizing units of instruction and includes several sample topics for each approach. Teachers might also decide to combine approaches.

When developing units of instruction, it might help to consider the following questions:

What are the main ideas I want to focus on?
Which type of unit organizer will best support this focus?
Which specific learning outcomes can I include in this unit?
Can I integrate learning outcomes from other subject areas in ways that support student mastery of the learning outcomes for social studies?

Applying Critical Thought and Analysis

The Critical Thought and Analysis chart on page 7 illustrates the relationship of critical thinking to the learning outcomes and strategies in the organizer Applications of Social Studies. These learning outcomes create a developmental framework for the curriculum.

In addition, there are several professional resources and ministry publications available to assist teachers in employing various models of critical thinking (e.g., Thinking in the Classroom and the reference set Evaluating Problem Solving Across Curriculum).

Selecting Resources

Teachers are encouraged to use resources that help students view past and present issues, events, and ideas from multiple perspectives. Resources (e.g., texts, electronic information, audio-visual material, people, and mass media) should be combined to reflect appropriate gender balance and cultural diversity. Resources should also address the needs of all students, including those with special needs and students of English as a Second Language. When using resources related to culture, it is important to be sensitive to cultural protocols. Field studies also help provide a strong local focus and can forge co-operative relationships in the community.

Teachers are encouraged to make use of the ministry resource, Integrating BC First Nations Studies. In addition, teachers may wish to make use of "Selected Strategies for Instruction" from Career and Personal Planning: A Resource for Schools, which describes and gives examples for a range of instructional strategies, many of which are used in this curriculum.

Overview of Social Studies K to 7

Applications of Social Studies	Identifying a problem or issue: determining and clarifying a problem, issue, or inquiry that is relevant to the student. Gathering information: making use of a wide range of information sources (e.g., libraries, the Internet, mass media, and government services). Interpreting information: drawing inferences from maps, documents, and other primary and secondary sources, both historical and contemporary. Analysing information: developing and defending positions on historical and contemporary issues. Presenting information: using various oral and visual media to communicate in small- and large-group settings. Practising active citizenship: taking a public stand on matters of personal concern.			Please note: In this IRP the term Aboriginal people refers to all indigenous people in Canada, including Indians (status and non-status), Métis, and Inuit (as defined in the Constitution Act of 1982). First Nations refers to the self-determined political and organizational unit of the Aboriginal community that has power to negotiate on a government-to-government basis with BC and Canada; Métis is a term for people of mixed Aboriginal and European ancestry; and Inuit has replaced the term Eskimo.
	Grades K to 1	Grades 2 to 3	Grade 4	Grade 5	Grade 6	Grade 7
Society and Culture	needs and wants role of change purposes of families similarities and differences between families community characteristics	community support change in the school and community history of BC communities diversity of heritage in British Columbia and Canada	relationship of culture to needs timelines past and present Aboriginal cultures contributions of Aboriginal people	Canadian culture preservation and transmission of culture contributions of various peoples to Canada immigration to Canada	relationship of culture to needs and environment study and appreciation of world cultures: daily life, family structure, gender roles, and artistic expression	ancient world civilizations and cultures chronology contact and conflict between ancient cultures connections between ancient and contemporary cultures cultural adaptation and preservation
Politics and Law	roles, rights, and responsibilities in school purpose and function of schools awareness of Canada	roles, rights, and responsibilities in the community function of and people in local government Canadian symbols	"discovery and exploration" of North America BC government traditional and contem- porary Aboriginal governments	citizenship, equality, and fairness purpose of various levels of government the Canadian constitution bilingualism and multilingualism in Canada Aboriginal rights	systems of government and rights and responsibilities in various countries the United Nations--human rights global citizenship	evolution of citizenship, laws, and government power and authority contributions of ancient systems to present-day legal systems
Economy and Technology	money as a means of exchange occupations in the community influences of technology	use and value of money community interdependence and development natural resources and related occupations technological influences influence of mass media on consumers	various systems of exchange factors affecting exploration Aboriginal people, European explorers, and technology stereotypes in mass media	communities and their relationships to population, resources, transportation, and technology portrayals of Canada in mass media, and the influence of mass media	economics, technology, urbanization, and migration in various countries economic relationships between Canada and other countries, including the Pacific Rim mass media stereotyping of cultural groups	economic systems, trade, exploration, technology, and the physical environments of ancient civilizations evolution of communications media
Environment	picture maps interaction with human and natural environments care of the environment	simple mapping activities geography of British Columbia and Canada environmental influences on human activity	grids, scales, and legends continents and oceans interactions of people with their environments--past and present	topographical and thematic maps; latitude and longitude physical and political features of Canada natural resources in Canada sustainability and stewardship effect of lifestyles and industry on the environment	major world geographic and political features time zones settlement and population patterns in various countries relationships among environments, economies, and resources	interpretation of current and historical data and maps ancient cultures and environ- mental changes over time impact of past human activities on today's environment natural disasters and impact of human-induced changes on communities

Sample Units

Unit Descriptions	Sample Topics
Theme A theme is a common idea, concept, or feature that unifies a study.	places (e.g., community, Ancient Egypt) events (e.g., My First Years, the Gold Rush, Confederation) historical time period (e.g., Roman civilization) generalizations (e.g., environmental influences on culture) entities (e.g., buildings, cities)
Issue An issue identifies a specific question whose answer is a value judgment about what is most desir- able or what ought to be the case.	Should students have a greater say in how schools are run? Should Canada increase its quota on immigrants? Should Aboriginal people such as the Wet-suwet-en have control over fisheries?
Inquiry An inquiry identifies a specific question whose answer is a description of how things actually were, are, or are likely to become.	What will our community be like 50 years from now? In what ways do Aboriginal people interact with their environment? Is the United Nations representative of all countries around the world?
Problem A problem presents a situation that requires investigation and a solution.	What is global warming and how can we prevent it? What can elementary students do to promote global understanding?
Project A project involves creating a product of some kind.	Write and present a play about the history of our community. Research and prepare an audio-visual presentation on Canadian identity. Create a pamphlet on career opportunities related to social studies.

Critical Thought and Analysis

Critical-Thinking Tools	Samples
Background Knowledge Information needed for thoughtful reflection.	Identifying a problem or issue: Do students have the background information to effectively select a relevant problem, issue, or inquiry? Gathering information: Do students know the main types of reference aids (e.g., indices, card catalogues, on-line search tools) and the key features of each? Interpreting information: Do students know that documents can be read beyond their surface meaning? Analysing information: Do students know how other groups view a particular situation? Presenting information: Do students know the types of media available for making group presentations? Practising active citizenship: Do students know the consequences of the proposed solution for various groups?
Criteria for Judgment Criteria for deciding which of several alternatives is the most reasonable or appropriate.	Identifying a problem or issue: Have students identified criteria to determine the reasonableness or appropriateness of a problem, issue, or inquiry? Locating information: Is the information source reliable, current, and easily accessible? Interpreting information: Is the explanation plausible, given what is generally known about the situation, and supportable throughout the document? Analysing information: Are points of view supported with evidence? Presenting information: Is the mode of presentation suitable for the audience and appropriate for the material being communicated? Practising active citizenship: Is the proposed solution feasible for the situation?
Language and Thought Skills needed to understand and distinguish terms.	Identifying a problem or issue: Can students distinguish between a problem, issue, or inquiry? Locating information: Can students distinguish between primary and secondary sources? Interpreting information: Can students distinguish fact from fiction? Analysing information: Can students distinguish a premise from the conclusion, and a cause from an effect? Presenting information: Can students distinguish literal representations from figurative ones (e.g., political cartoons)? Practising active citizenship: Can students distinguish between bias (or prejudice) and point of view?
Strategies Strategies and organizing devices.	Identifying a problem or issue: Do students use organizational strategies (e.g., web chart) to select problems, issues, or inquiries? Gathering information: Do students use a repertoire of graphic organizers (e.g., web charts, diagrams, pro and con charts) to record their findings? Interpreting information: Do students attempt to place themselves in the author's time and location when interpreting a work? Presenting information: Do students do "dry runs" when preparing for presentations? Analysing information: Do students use models or checklists to guide them when analysing issues? Practising active citizenship: Do students use models or sets of procedures to guide them through considering factors when they solve problems?
Attitudes and Values Attitudes and values of a careful and conscientious thinker.	Identifying a problem or issue: Have students thought carefully about all aspects of a problem, issue, or inquiry? Gathering information: Are students willing to expend the effort to complete tasks competently and thoroughly? Interpreting information: Are students inclined to question the soundness of their interpretations? Analysing information: Are students willing to consider a variety of perspectives on an issue? Presenting information: Are students willing to stand up for their firmly held beliefs? Practising active citizenship: Are students willing to become actively involved in projects?

Revised: January 28, 1999

BC Ministry of Education Home Page