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, Conļ¬ict & 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: Canadaās Provinces, Territories, and Regions
Grade 5: Aspects of Citizenship & Government in Canada
Grade 6: Canadaās 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 reļ¬ect on how the
topic:
I. Connects to the rest of Social Studies
curriculum.
II. Connects to the real world.
III. Connects to studentsā lives.
6. Grade 4
Canadaās Provinces,
Medieval Times Territories & Regions
7. Grade 4
Medieval Times Canadaās Provinces, Territories &
Regions
ā£ Identify & describe major features of
daily life and social organization in ā£ 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.
ā£ Use a variety of resources and tools
to investigate the major events and ā£ Use a variety of resources and tools
inļ¬uences of the era and determine to determine the inļ¬uence of
how they shaped medieval society. physical factors on the economies
and cultures of Ontario and the
ā£ Relate signiļ¬cant elements of other provinces and territories.
medieval society to comparable
aspects of contemporary Canadian ā£ Identify, analyse, and describe
communities. economic and cultural relationships
that link communities and regions
within Ontario and across Canada.
9. Grade 5
Early Civilizations Aspects of Citizenship & Government
ā£ Summarize the structures, functions,
ā£ Identify and compare the ways in and interactions of Canadaās federal
which people in various early provincial/territorial, and municipal
governments, and identify and
civilizations met their physical and describe signiļ¬cant Canadian
social needs, including how they symbols, ceremonies, buildings, and
interacted with and used the natural political ļ¬gures.
environment. ā£ Use a variety of resources and tools to
gather and analyse information about
ā£ 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 signiļ¬cant Canada, including participation in the
innovations and technological electoral process.
advances. ā£ Identify,concrete examples of how
government plays a role in
ā£ Show how innovations made by a contemporary society and of how the
various early civilizations have rights of groups and individuals and
inļ¬uenced the modern world. the responsibilities of citizenship apply
to their own lives.
10. Grade 6
First Nation Peoples Canadaās Link
& European Explorers to the World
11. Grade 6
First Nation Peoples & European Canadaās Link to the World
Explorers
ā£ Describe characteristics of pre-contact ā£ Identify and describe Canadaās
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 ā£ Use a variety of resources and tools
incoming groups.
to gather, process, and communicate
ā£ 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 Canadaās link
of early contact between First Nations with the United States and other
people and European explorers.
regions of the world.
ā£ Analyse examples of interactions
between First Nation peoples and
European explorers to identify and ā£ Explain the relevance to Canada of
report on the effects of cooperation current global issues and inļ¬uences.
and the reason for disagreements
between the two groups.
13. Grade 7
New France
ā£ 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.
ā£ 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
ā£ 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.
ā£ Identify some themes and personalities from the period, and explain their relevance
to contemporary Canada.
Conļ¬ict & Change
ā£ Describe the causes, personalities, and results of the rebellion of 1837-38 in Upper
and Lower Canada in relation to themes of conļ¬ict and change.
ā£ Compare methods of conļ¬ict resolution in both historical and contemporary
situations.
15. Grade 7
Themes of Geographic Inquiry
ā£ Identify and explain the themes of geographic inquiry: location/place, environment,
region, interaction, and movement.
ā£ Analyse current environmental issues or events from the perspective of one or more
of the themes of geographic inquiry.
Patterns in Physical Geography
ā£ Identify patterns in physical geography and explain the factors that produce them.
ā£ Explain how patterns of physical geography affect human activity around the world.
Natural Resources
ā£ Describe how humans acquire, manage, and use natural resources, and identify
factors that affect the importance of those resources.
ā£ Describe positive and negative ways in which human activity can affect resource
sustainability and health of the environment.
17. Grade 8
Confederation
ā£ Describe the internal and external political factors, key personalities, signiļ¬cant
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.
ā£ 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
ā£ 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.
ā£ Show how the history of the Canadian west has inļ¬uenced both artistic/imaginative
works and Canadian institutions.
Canada: A Changing Society
ā£ 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.
ā£ 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.
19. Grade 8
Patterns in Human Geography
ā£ Identify the main patterns of human settlement and identify the factors that inļ¬uence
population distribution and land use.
ā£ 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
ā£ Describe the characteristics of different types of economic systems and the factors
that inļ¬uence them, including economic relationships and levels of industrial
development.
ā£ Compare the economies of different communities, regions, or countries, including the
inļ¬uence of factors such as industries, access to resources, and access to markets.
Migration
ā£ Identify factors that affect migration and mobility, describe patterns and trends of
migration in Canada, and identify the effects of migration on Canadian Society.
ā£ Connect the real experience of Canadians to information about the causes and effects
of migration.
20. Grade 9 - Geography
Geographic Foundations: Space & Systems
ā£ Identify patterns and diversity in Canadaās natural and human systems.
ā£ Describe the components and patterns of Canadaās spatial organization
ā£ Describe issues that affect natural and human systems in Canada.
ā£ Analyse local and regional factors that affect Canadaās natural and human systems.
Human-Environment Interactions
ā£ Explain the relationship of Canadaās renewable and non-renewable resources to the
Canadian economy.
ā£ Analyse the ways in which natural systems interact with human systems and make
predictions about the outcomes of these interactions
ā£ Evaluate various ways of ensuring resource sustainability in Canada.
Global Connections
ā£ Describe how Canadaās diverse geography affects its economic, cultural, and
environmental links to other countries.
ā£ Analyse connections between Canada and other countries.
ā£ Report on global issues that affect Canadians.
Understanding and Managing Change
ā£ Explain how natural and human systems change over time and from place to place
ā£ Predict how current or anticipated changes in the geography of Canada will affect the
countryās future economic, social, and environment well-being.
ā£ Explain how global economic and environmental factors affect individual choices.
21. Grade 10 - History
Communities: Local, National, Global
ā£ Explain how local, national, and global inļ¬uences have helped shaped Canadian identity.
ā£ Analyse the impact of external forces and events on Canada and its policies since 1914.
ā£ Analyse the development of French-English relations in Canada, with reference to key
individuals, issues and events.
ā£ Assess Canadaās participation in war and contributions to peacekeeping and security.
Change and Continuity
ā£ Analyse changing demographic patterns and their impact on Canadian society since 1914
ā£ Analyse the impact of scientiļ¬c and technological developments on Canadians
ā£ Explain how and why Canadaās international status and foreign policy have changed since
1914.
Citizenship and Heritage
ā£ Analyse the contributions of various social and political movements in Canada since
1914.
ā£ Assess how individual Canadians contributed to the development of Canada and the
countryās emerging sense of identity.
Social, Economic, and Political Structures
ā£ Analyse how changing economic and social conditions have affected Canadians since
ā£ Analyse the changing responses of federal and provincial governments to social and
economic pressures since 1914.
22. Grade 10 - Civics
Informed Citizenship
ā£ Demonstrate an understanding of the need for democratic decision making.
ā£ Explain the legal rights and responsibilities associated with Canadian citizenship.
ā£ Describe the main structures and functions of municipal, provincial, and federal
governments in Canada.
ā£ Explain what it means to be a āglobal citizenā and why it is important to be one.
Purposeful Citizenship
ā£ Demonstrate an understanding of the beliefs and values underlying democratic
citizenship and explain how they guide citizensā actions.
ā£ Describe the diversity of beliefs and values of various individuals and groups in
Canadian society.
ā£ Analyse responses, at the local, national, and international levels, to civic issues that
involve multiple perspectives and differing civic purposes.
Active Citizenship
ā£ Apply appropriate inquiry skills to the research of questions and issues of civic
importance.
ā£ Demonstrate an understanding of the various ways in which decisions are made and
conļ¬icts resolved in matters of civic importance, and the various ways in which
individual citizens participate in these processes.
29. 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%
35. 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
42. Lesson Plan Critique:
Helpful Hints
Start with the
end in mind
Put yourself in the studentsā seat
- Teacher Directed
Bloomās
Questioning is key -
44. Lesson Plan Critique:
Helpful Hints
Start with the
end in mind
Put yourself in the studentsā seat
- Teacher Directed
Bloomās
Questioning is key -
Donāt try to do TOO MUCH
45. Lesson Plan Critique:
Helpful Hints
1. Start with the end in mind
2. Put yourself in the studentsā seat
3. Questioning is key
4. Donāt try to do too much
5. Challenge students to use their higher-order
thinking skills (Analyze, create, evaluate)
