1. JUNIOR DIVISION SOCIAL STUDIES All courses build on the strands and topics taught in the primary division.

2. ACHIEVEMENT CHARTS Start at Grade 1 Start at Grade 1 Common achievement chart for Grades 1- 6 Social Studies and for Grades 7 and 8 History and Geography Common achievement chart for Grades 1- 6 Social Studies and for Grades 7 and 8 History and Geography Four categories of the Social Studies Achievement Chart include: Four categories of the Social Studies Achievement Chart include: - knowledge and understanding - knowledge and understanding - thinking - thinking - communication ( including map, globe, - communication ( including map, globe, and graphic skills) and graphic skills) - application - application * Note that 3 of the 4 achievement categories focus on process skills, and one focuses on content.

3. TEACHING APPROACHES Vague direction is provided… Vague direction is provided… - “grade and age appropriate activities - “grade and age appropriate activities and assignments” and assignments” - “ encourage mastery of basic concepts” - “ encourage mastery of basic concepts” - “…and development of history and - “…and development of history and research skills” research skills” - “…emphasize the relationship to the world - “…emphasize the relationship to the world outside of the school” outside of the school” - “…encourage students to recognize the value - “…encourage students to recognize the value and relevance of what they are learning” and relevance of what they are learning”

4. SPECIFIC STRATEGIES THAT ARE SUGGESTED Guest speakers Guest speakers Visits to local museums Visits to local museums Archeological digs Archeological digs Visits to areas of geographical features ( landforms, rivers, battlefields, etc.) Visits to areas of geographical features ( landforms, rivers, battlefields, etc.) Visits to art galleries Visits to art galleries Visits to festivals Visits to festivals

5. What do all of these suggested strategies have in common? What do all of these suggested strategies have in common?

6. They create a base of common experience. They create a base of common experience. A strong base of common experiences creates a strong basis for skill development. A strong base of common experiences creates a strong basis for skill development.

7. BRAINSTORMING TIME!!! What other rich, common experiences can be provided for students in a strong Junior Social Studies program? What other rich, common experiences can be provided for students in a strong Junior Social Studies program?

8. ORGANIZATION OF THE JUNIOR SOCIAL STUDIES PROGRAM Two strands: Two strands: 1. Heritage and Citizenship 1. Heritage and Citizenship 2. Canada and World 2. Canada and World Connections Connections

9. All units within these strands are based on a spiral curriculum model Within the strand Heritage and Citizenship, students study: Within the strand Heritage and Citizenship, students study: - Medieval Times - Medieval Times - Early Civilizations - Early Civilizations - First Nation Peoples and - First Nation Peoples and European Explorers European Explorers The “spiral” is based on common themes such as travel, clothing, foods, or farming.

10. Grade 4 Units Medieval Times Medieval Times Canada’s Provinces, Territories and Regions Canada’s Provinces, Territories and Regions This is the first Social Studies year where we begin to see a topical separation of History and Geography (but still referred to as Social Studies). This is the first Social Studies year where we begin to see a topical separation of History and Geography (but still referred to as Social Studies).

11. Grade 5 Units Early Civilizations Early Civilizations Aspects of Citizenship and Government in Canada Aspects of Citizenship and Government in Canada

12. Grade 6 Units First Nation Peoples and European Explorers First Nation Peoples and European Explorers Canada’s Links to the World Canada’s Links to the World

13. CHARACTERISTICS OF STRONG SOCIAL STUDIES INSTRUCTION FOR 9 – 12 YEAR OLDS ?

14. ACTIVE LEARNING ACTIVE LEARNING

15. Active Learning in Social Studies What does it look like? What does it look like? What does it sound like? What does it sound like?

16. OUR TASK Select one unit from one grade level. Select one unit from one grade level. Develop concentric circle plans to make a rough outline for this unit. Develop concentric circle plans to make a rough outline for this unit. - Unit title - Unit title - Knowledge and Understanding - Knowledge and Understanding Expectations Expectations - Connect K and U Expectations to - Connect K and U Expectations to process expectations under the three process expectations under the three other expectation headings in the other expectation headings in the guideline guideline - With both Knowledge/Understanding and process - With both Knowledge/Understanding and process expectations in mind, develop an outline of active expectations in mind, develop an outline of active strategies you would use with your students to strategies you would use with your students to achieve these expectations. achieve these expectations.