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#2 ss overview 2010 Presentation Transcript

  • 1. Dr. Camille Rutherford camille.rutherford@BrockU.ca X5344 EDUC 8Y29 Junior/Intermediate Social Studies
  • 2. Agenda Review: Why Social Studies History Topics Grades 1 - 10 Geography Topics Grades 1 - 10 Activity: Social Studies Connections Junior Curriculum Review Intermediate Curriculum Review How to make Social Studies engaging Activity: Comparing Lesson Plan Descriptions
  • 3. History Grade 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 I Page 8 Ministry curriculum guide
  • 4. Geography Grade 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
  • 5. 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.
  • 6. Grade 4 Canada’s Provinces, Medieval Times Territories & Regions
  • 7. Grade 4 Medieval Times Canada’s Provinces, Territories & Regions ‣ Identify & describe major features of daily life and social organization in ‣ Name and locate the various physical medieval European societies from regions, provinces, and territories of 500-1500 C.E. Canada and identify the chief natural resource of each. ‣ Use a variety of resources and tools to investigate the major events and ‣ Use a variety of resources and tools influences of the era and determine to determine the influence of how they shaped medieval society. physical factors on the economies and cultures of Ontario and the ‣ Relate significant elements of other provinces and territories. medieval society to comparable aspects of contemporary Canadian ‣ Identify, analyse, and describe communities. economic and cultural relationships that link communities and regions within Ontario and across Canada.
  • 8. Grade 5 Early Civilizations Citizenship & Government
  • 9. Grade 5 Early Civilizations Aspects of Citizenship & Government ‣ Summarize the structures, functions, ‣ Identify and compare the ways in and interactions of Canada’s federal which people in various early provincial/territorial, and municipal governments, and identify and civilizations met their physical and describe significant Canadian social needs, including how they symbols, ceremonies, buildings, and interacted with and used the natural political figures. environment. ‣ Use a variety of resources and tools to gather and analyse information about ‣ Use a variety of tools to investigate government processes. The rights of characteristics of a number of early groups and individuals, and the responsibilities of citizenship in civilizations, including their significant Canada, including participation in the innovations and technological electoral process. advances. ‣ Identify,concrete examples of how government plays a role in ‣ Show how innovations made by a contemporary society and of how the various early civilizations have rights of groups and individuals and influenced the modern world. the responsibilities of citizenship apply to their own lives.
  • 10. Grade 6 First Nation Peoples Canada’s Link & European Explorers to the World
  • 11. Grade 6 First Nation Peoples & European Canada’s Link to the World Explorers ‣ Describe characteristics of pre-contact ‣ Identify and describe Canada’s First Nation cultures across Canada, economic, political, social, and including their close relationship with physical links with the United States the natural environment; the motivations and attitudes of the and other regions of the world. European explorers; and the effects of contact on both the receiving and the ‣ Use a variety of resources and tools incoming groups. to gather, process, and communicate ‣ Use a variety of resources and tools to information about the domestic and investigate historical points of view about the positive and negative effects international effects of Canada’s link of early contact between First Nations with the United States and other people and European explorers. regions of the world. ‣ Analyse examples of interactions between First Nation peoples and European explorers to identify and ‣ Explain the relevance to Canada of report on the effects of cooperation current global issues and influences. and the reason for disagreements between the two groups.
  • 12. Grade 7 New France - British North America - Conflict & Change
  • 13. Grade 7 New 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.
  • 14. Grade 7 Geographic Inquiry - Physical Geography - Natural Resources
  • 15. Grade 7 Themes 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.
  • 16. Grade 8 Confederation - Development of Western Canada - Changing Society
  • 17. Grade 8 Confederation ‣ 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.
  • 18. Grade 8 Human Geography - Economic Systems - Migration
  • 19. Grade 8 Patterns 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.
  • 20. Grade 9 - Geography Geographic 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.
  • 21. Grade 10 - History Communities: 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.
  • 22. Grade 10 - Civics Informed 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.
  • 23. Instructional Strategies
  • 24. Instructional Strategies How can we ensure that our Social Studies lessons are engaging?
  • 25. Instructional Strategies How can we ensure that our Social Studies lessons are engaging?
  • 26. Instructional Strategies How can we ensure that our Social Studies lessons are engaging?
  • 27. Bloom’s Taxonomy Learning Behaviours Evaluation Synthesis/Create Analysis Application Comprehension Knowledge
  • 28. Lesson Description Using the lesson description template provided, create a lesson description for an engaging Social Studies lesson that has a cross-curricular connection and addresses a 21st century 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%
  • 29. Ministry Curriculum Guide
  • 30. Achievement Chart Page 12
  • 31. Lesson Description: Rubric
  • 32. Lesson Description: Rubric
  • 33. Think - Pair - Share How would you evaluate Lesson Lesson Description A and A Lesson Description B? Note the instructional strategies that are being used. Lesson Which lesson is more engaging? B
  • 34. Lesson Plan Critique: Lessons Learned 1. . 2. . 3. . 4. . 5. . 6.
  • 35. Lesson Plan Critique: Helpful Hints
  • 36. Lesson Plan Critique: Helpful Hints Start with the end in mind
  • 37. Lesson Plan Critique: Helpful Hints
  • 38. Lesson Plan Critique: Helpful Hints Start with the end in mind Put yourself in the students’ seat - Teacher Directed
  • 39. Lesson Plan Critique: Helpful Hints
  • 40. Lesson Plan Critique: Helpful Hints Start with the end in mind Put yourself in the students’ seat - Teacher Directed Bloom’s Questioning is key -
  • 41. Lesson Plan Critique: Helpful Hints Bloom’s
  • 42. Lesson Plan Critique: Helpful Hints Start with the end in mind Put yourself in the students’ seat - Teacher Directed Bloom’s Questioning is key - Don’t try to do TOO MUCH
  • 43. 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)
  • 44. Next Week
  • 45. Next Week Start thinking about your Lesson Description assignment. Read chapters 3 & 7 Contribute to the online discussions