General Curriculum Outcomes for all Grade Levels
Culture and Diversity (Conceptual Strand) - Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.
By the end of grade 3, students will be expected to
• identify some characteristics unique to one’s self and other characteristics that all humans share
• identify groups to which they belong
The curricula for grades primary to three have been reconfigured to align across grades and disciplines to support an integrated approach to learning. The renewed outcomes have been developed with indicators that align with the Essential Graduation Competencies and are inclusive of Acadian, African Nova Scotian, Gaelic, and Mi’kmaw cultures, and Treaty Education
Attitudes, Values, and Perspectives
Culture and Diversity (Conceptual Strand)
• appreciate the uniqueness of each individual
• value the positive interaction between individuals and groups
• appreciate and value the traditions of cultures
The Social Studies Learning Environment - The Effective Social Studies Classroom
Supporting Equity and Diversity - In order to contribute to the achievement of equity and the support of diversity in education, the social studies curriculum must
• reflect and affirm the racial/ethnocultural, gender, and social identities of students
• reflect students’ abilities, needs, interests, and learning styles
• provide materials and strategies that reflect accurately and fully the reality of Canada’s diversity, and that foster an understanding of multiple perspectives and group and individual similarities and differences
• address ability, cultural, racial, gender, lifestyle, linguistic, and socio-economic issues in an accurate, respectful, fair, analytical, and balanced manner
• reflect the variety of roles and wide range of experiences available to all members of society
• promote the concept that all people should have equal access to opportunity and outcomes
• expect that all students will be successful, regardless of gender, racial, ethnocultural or socio-economic background, lifestyle, or ability
• include assessment and evaluation tools and practices that take into account gender, ability, learning styles, and the diverse racial, cultural, and linguistic backgrounds of students To establish and maintain an effective social studies environment, teachers must
• recognize students as being intelligent in a number of different ways, and encourage them to explore other ways of knowing, both inside and beyond the classroom
• value the inclusive classroom and engage all learners in meaningful activities
• acknowledge and value the ways in which gender, race, ethnicity, and culture shape particular ways of viewing and knowing the world
• incorporate new approaches, methodologies, and technologies with established effective practices
• have an extensive repertoire of strategies from which to select those most appropriate to the specific learning task • use varied and appropriate resources to help students achieve the outcomes in a particular learning situation
• provide opportunities to integrate knowledge, skills, and attitudes
• provide frequent opportunities for reflection so that it becomes an integral part of the learning process
CONTEXTS FOR LEARNING AND TEACHING SOCIAL STUDIES CURRICULUM: GRADES PRIMARY–2,
To create a social studies environment inviting to all participants, instructional practices must
• foster a learning environment that is free from bias and unfair practices based on ability, race, ethnicity, culture, gender, or socioeconomic status
• promote opportunities to develop positive self-images that will enable students to transcend stereotypes and develop as individuals
• promote communication and understanding among those who differ in attitude, knowledge, points of view, and dialect, as well as among those who are similar
• help students explore and understand why different people have different perspectives
• encourage and enable students to question their own assumptions, and imagine, understand, and appreciate realities other than their own
• ensure the equitable sharing of resources, including teacher attention and support
• provide opportunities for students to work co-operatively in a variety of groupings
• enable students to examine and critique age-appropriate materials, resources, and experience that exhibit bias and prejudice
• use the multidisciplinary lens of social studies to examine historical and current equity and bias issues
• promote opportunities in non-traditional careers and occupations for both genders
• encourage students to challenge prejudice and discrimination that result in unequal opportunities for some members of society
An effective social studies learning environment ensures student achievement by enhancing students’ understanding, knowledge, and valuing of their own heritage and cultural background.
Primary: Connections
Unit One: Identity
Students will be expected to
P.1.1 demonstrate an understanding of themselves as unique and special
P.1.2 identify needs and wants that are common to all children P.1.3 identify and describe groups to which they belong
P.1.4 demonstrate an understanding that the need for co-operation is an important part of being a member of a group
Unit Two: Roots
Students will be expected to
P.2.1 demonstrate an understanding that families have historic roots
P.2.2 demonstrate an understanding of how the roles of family members change over time
P.2.3 recognize that families (local, national, and global) have varied traditions, rituals, and celebrations
Grade 1: Interactions
Unit One: Groups
Students will be expected to
1.1.1 demonstrate an understanding of the importance of interactions between people
1.1.2 demonstrate an understanding of the similarity and diversity of social and cultural groups
1.1.3 demonstrate an understanding that people within groups have rights and responsibilities
Grade 2 : Change
Unit One: People
Students will be expected to
2.1.1 describe changes in their lives and their reactions to these changes
2.1.2 demonstrate an understanding of how individuals and groups have contributed to change
2.1.3 explain how decisions made by individuals and diverse groups result in change (local, national, and global)
2.1.4 predict ways their community might change in the future and how they can contribute to that future
Grade 3
Outcome 2: Students will examine the origins of diverse peoples in their province and their expression of culture, including Acadians, African Nova Scotians, Gaels, Mi’kmaq, including Treaty Education, and additional cultural groups.
Performance Indicators:
- formulate questions and generate ideas for research and inquiry about diverse peoples and cultures in the province (CT, COM, PCD)
- deduct ideas and synthesize facts from sources about peoples and cultures in the province, including Acadians, African Nova Scotians, Gaels, Mi’kmaq, including Treaty Education, and additional cultural groups (CT, COM, PCD)
Outcome 3: Students will take action to promote positive interactions among people.
Performance Indicators:
- ask questions to gather information about positive interactions among people (CT, COM, CZ, PCD)
- identify issues that could be helped by an action plan to promote positive interactions among people (CZ, COM, CT)
- generate ideas for an action plan to promote positive action among people that includes research and inquiry in regards to peoples and cultures in the province, including Acadians, African Nova Scotians, Gaels, Mi’kmaq, and additional cultural groups (CT, COM, CZ, PCD, CI)
Grade 4
UNIT 4: EXPLORING THE LANDSCAPES OF CANADA
4.4.1 describe the physical landscape of Canada
4.4.2 examine the human landscape of Canada
4.4.3 describe the political landscape of Canada
4.4.4 examine symbols associated with Canada’s landscapes
Grade 5
UNIT FOUR: DECISION-MAKING
5.4.1 demonstrate an understanding of the diverse societies of First Nations and Inuit, in what later became Canada 5.4.2 examine decision-making practices in First Nations and Inuit societies in what later became Atlantic Canada
UNIT FIVE: INTERACTIONS
5.5.1 examine interactions between British and French and First Nations and Inuit in what later became Atlantic Canada
UNIT SIX: MY SOCIETY
5.6.1 illustrate the similarities and differences of past societies and your society
Conceptual Organizer: World Cultures
Students will be expected to
UNIT ONE: AN INTRODUCTION TO CULTURE
6.1.1 explore the concept of culture and demonstrate an understanding of its role in their lives classify elements of culture as material or non-material investigate how cultures are transmitted from generation to generation identify factors that shape culture
6.1.2 identify, locate, and map major cultural regions of the world recognize that there are various criteria for defining a cultural region, such as language, religion, location and place, shared traditions, and history use various criteria to identify, locate, and map cultural regions give examples of social and cultural diversity in the world
6.1.3 analyze the importance of cross-cultural understanding give examples that illustrate the impact of cross-cultural understanding or a lack of crosscultural understanding explain the concept of a stereotype examine the extent to which the mass media stereotype different cultural groups give examples of actions that are being taken to improve cross-cultural understanding (local, national, global)
6.1.4 identify and explain factors that are creating a more global culture around the world describe how the movement of people impacts on cultures explain how the spread of ideas and technology is creating a more global culture give examples that are illustrative of a global culture
UNIT TWO: ENVIRONMENT AND CULTURE
6.2.1 compare climate and vegetation in different types of physical regions of the world identify and locate on a world map types of physical regions, such as polar regions, rainforests, deserts, and grasslands give examples of the characteristics of climate and vegetation in these different types of physical regions give examples of similarities and differences of the climate and vegetation in these different types of physical regions
6.2.2 assess the relationship between culture and environment in a selected cultural region identify, locate, and map the cultural region selected and identify its physical environment(s) analyze how the way of life in this culture is influenced by its physical environment(s) evaluate the impact that culture has on the environment
6.2.3 compare the use of resources and sustainability practices between Canada and a selected country give examples of similarities and differences in the use of resources and sustainability practices between Canada and the selected country explain reasons for different perspectives on the use of resources and sustainability practices
UNIT THREE: SOME ELEMENTS OF CULTURE
6.3.1 examine how traditions relate to culture in a selected cultural region identify, locate, and map the selected region including examples of its major features describe how religious traditions influence the region’s culture describe how customs and rituals are reflected in the region’s culture analyze how change factors affect cultural traditions
6.3.2 describe how government relates to culture in a selected country identify, locate, and map the selected country including examples of its major features describe the government of the selected country give examples of how government influences, and has influenced, culture
6.3.3 explain how economic systems relate to cultures identify different economic systems examine the differences among different economic systems explain how the economic programs and services of a country influence its culture identify current economic trends that are influencing culture
UNIT FOUR: EXPRESSIONS OF CULTURE
6.4.1 analyze how the arts reflect beliefs and values in a selected cultural region identify visual arts, crafts, dance, and music practised in the region analyze how music and dance reflect the beliefs and values of the culture analyze how crafts and visual art reflect the beliefs and values of the culture
6.4.2 examine the importance of language, literature, and theatre arts as expressions of culture in a selected cultural region examine the extent to which language is important in preserving culture use examples of literature and oral tradition to explain how cultural values and beliefs are reflected demonstrate an understanding of the importance of theatre arts in expressing culture
6.4.3 analyze the extent to which sports and games are expressions of culture in a selected cultural region explore sports and games that reflect the geographic influences of the culture analyze how the sports and games reflect the beliefs and values of the culture examine whether current trends reflect increased globalization in sport
UNIT FIVE: WORLD ISSUES
6.5.1 analyze the effects of the distribution of wealth around the world use statistical data to represent the distribution of wealth around the world examine the effects of the uneven distribution of wealth on quality of life define poverty and give examples of its effects
6.5.2 examine selected examples of human rights issues around the world give examples of rights included in the United Nations Declaration of the Rights of the Child give examples of rights included in the United Nations Universal Declaration of Human Rights identify human rights issues related to rights of children examine selected examples of current human rights abuses
6.5.3 take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens explain the rights and responsibilities of being a global citizen support a position on a local/national/international issue after considering various perspectives plan and take age-appropriate actions to address local/national/international problems or issues
UNIT SIX: CANADA: REFLECTIONS ON A MULTICULTURAL MOSAIC
6.6.1 illustrate an understanding of how cultures from around the world have contributed to the development of Canada’s multicultural mosaic
All information on this page was taken directly from HRCE curriculum documents.