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Dakota, Devon, Don and Deanna

Social Studies Program of Studies

In order to build students identity and citizenship, here is a description of the six
strands of Social Studies found in all grades:

Social Studies
Overview:
Social studies creates
opportunities for students
to foster attitudes,
abilities, and knowledge
that will allow them to
become engaged, active,
informed and responsible
citizens. Acknowledging
and respect for individual
and collective identity is a
necessity in a pluralistic
and democratic society.
Social Studies aids
students to develop their
sense of self and
community, encouraging
them to solidify their place
as citizens in an inclusive,
democratic society.

Program Vision:
Social studies spanning
from Kindergarten to
Grade 12 is focused to
meet the needs of the 21st
century learner.
Citizenship and identity
are at the core which is
presented in the
Canadian context. The
program examines
multiple perspectives
which include Aboriginal and Francophone, these examinations add to Canadas evolving realities. The purpose is to
foster a society that is pluralistic, bilingual, multicultural, inclusive and democratic. Diversity and respect for difference as
well as the need for social cohesion are stressed heavily as they create an effective functioning society. This promotes
belonging and acceptance in students as they engage in citizenship at the local, provincial, national and international
level.
Albertas main focus on social studies is the recognition of the diversity of experiences and viewpoints and the
pluralistic nature of the Canadian society. Pluralism builds upon Canadas historical and constitutional foundations, which
reflect the nations Aboriginal heritage, bilingual nature and multicultural realties. The Canadian identity is shaped and
transformed by multitude of aspects such as culture, language, environment, gender, ideology, religion, spiritually and
philosophy.

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Dakota, Devon, Don and Deanna

General and Specific Learning Outcomes:

Within each of these strands students are expected to have mastered the General and Specific Learning Outcomes.
These outcomes are divided into three focuses:
1. Values and Attitudes
Are related to respect, personal and collective responsibility, and an appreciation of human interdependence. Students
develop an ethic of care toward self, others and the natural world. These vary depending on grade level.
2. Knowledge and Understanding
Are necessary for informed decision making. They are the information, concepts, evidence, ideas and opinions presented
in social studies. These vary depending on grade level.
3. Skills and Processes
Are where students will apply the things they learn in order to develop, practice and maintain skills. These GLOs span
over three grade years, so within the grades K-3, 4-6, 7-9 and 10-12 the GLOs are the same. The skills and processes
can be recognized by the S in the label (eg, SLO: 3.S.7). They also have suggested outcomes from the Information and
Communication Technology curriculum. The skills and processes GLOs are sub-categorized as follows: Dimensions of
Thinking, Research for Deliberative Inquiry, Social Participation as a Democratic Practice, and Communication.
Grade

General Learning Outcomes

Grade Rational

Being Together
K.1 I Am Unique
K.2 I Belong

Kindergarten sets foundations of an active and responsible

citizenship by developing identity, self-esteem and
belonging.

One

Citizenship: Belonging and Connecting

1.1 My World: Home, School, Community
1.2 Moving Forward with the Past: My Family,
My History and My Community

Grade one develops self-esteem by looking at diverse

groups in relation to their own identity.

Two

Communities in Canada
2.1 Canadas Dynamic Communities
2.2 A Community in the Past

Grade two fosters an appreciation of community and the

vastness and diversity in Canada and Alberta.

Three

Connecting with the World

3.1 Communities in the World
3.2 Global Citizenship

Grade three introduces global citizenship while providing

opportunities to explore diverse communities. Students
also learn the common human needs that contribute to
quality of life.

Four

Alberta: The Land, Histories and Stories

4.1 Alberta: A Sense of the Land
4.2 The Stories, Histories and People of Alberta
4.3 Alberta: Celebrations and Challenges

Grade four develops a sense of place, identity and

belonging within Alberta through reflection of the people,
places and stories.
Studies Alberta

Five

Canada: The Land, Histories and Stories

5.1 Physical Geography of Canada
5.2 Histories and Stories of Ways of Life in
Canada
5.3 Canada: Shaping an Identity

Grade five explores citizenship and identity within a

Canadian context using the diversity of stories and
experiences, and displaying the vastness of Canada.
Studies Canada

Six

Democracy: Action and Participation

6.1 Citizens Participating in Decision Making
6.2 Historical Models of Democracy: Ancient
Athens and the Iroquois Confederacy

Grade six examines democracy within Canada and

develops of an awareness of the democratic process, and
the active role that engaged citizens play in that process.
Studies Ancient Athens and Iroquois Confederacy

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Dakota, Devon, Don and Deanna
Seven

Canada: Origins, Histories and Movement of

People
7.1 Toward Confederation
7.2 Following Confederation: Canadian
Expansions

Grade seven explores Canadas evolution into a

multicultural, bilingual, pluralistic, and diverse society
through the examination of events preceding and following
Confederation.

Eight

Historical Worldviews Examined

8.1 From Isolation to Adaptation: Japan
8.2 Origins of a Western Worldview:
Renaissance Europe
8.3 Worldviews in Conflict: The Spanish and the
Aztecs

Grade eight develops historical thinking skills through an

examination of past societies in different parts of the world
to expand concepts of intercultural contact.
Studies Japan, Renaissance Europe, The Spanish and
the Aztecs.

Nine

Canada: Opportunities and Challenges

9.1 Issues for Canadians: Governance and
Rights
9.2 Issues for Canadians: Economic Systems in
Canada and the United States

Grade nine builds an appreciation of relationships among

governance, economics, quality of life, citizenship, and
identity.
Studies Canada and United States

Grade

General Learning Outcomes

10-1/20-1/30-1 Rational

Ten

10-1 Perspectives on Globalization

10-2 Living in a Globalized World
10-4 Living in a Globalizing World

10-1 emphasizes
globalization, and explores
local and global citizenship.
Students discuss emerging
issues related to
globalization.

10-2 emphasizes
globalization and develops
awareness of the impact
of globalization, Students
examines their roles as
responsible and active
citizens in a globalizing
world.

Eleven

20-1 Perspectives on Nationalism

20-2 Understandings of Nationalism
20-4 Nationalism in Canada and the World

20-1 examines nationalism

contributing to an
understanding and
appreciation of the
relationships among nation,
nationalism, internationalism,
globalization, citizenship and
identity. This develops
personal and civic responses
to emergent national issues.

20-2 emphasizes
nationalism and the
evolution of Canadian
nationalism. Students will
increase their awareness
of interrelationships
among nationalism,
internationalism,
citizenship and identity.

Twelve

30-1 Perspectives on Ideologies

30-2 Understandings of Ideologies

30-1 explore the history,

development and concepts
pertaining to various
ideologies in order to develop
active, informed and
responsible citizens. Students
will examine how these
ideologies are used to form
governments and worldviews.

30-2 emphasizes
liberalism, through
examining, analyzing, and
evaluating a variety of
political and economic
systems in order to
comprehend respond to
local, national and global
issues.

Notable Similarities and Differences between Grade Levels:

The progression of content goes from simple, self-driven ideals such as personal, family, and community identity
to larger broader contexts such as nationalism, global citizenship, and national involvement.
Throughout all grades the six strands are common content found in outcomes.

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Dakota, Devon, Don and Deanna

Notable Similarities and Differences between Grade Levels (contd):

Concepts of identity and citizenship on a local and global scale is maintained throughout all grades.(develops
over grade levels)
Grades 1-9 deals with concepts that can be linked and expanded having a wider range of GLOs where grades
10-12 have specific and structured content and GLOs.
At the high school level there is a distinction between courses (20-1, 20-2 ect.) allowing for room of learner
abilities in courses (Perspectives Vs. Understanding of concepts)
At the end of every grade level in the program of studies there is a glossary of key concepts and terms.

Example of Classroom Application of a Specific Learner Outcome for Grade 5

Program of Studies:

Applicable Activity taken from Learn Alberta:

Collect a number of photographs of life from pre-1900 to the
General Outcome 5.3: Canada: Shaping an Identity
end of World War II showing various aspects of Canada's
economy; e.g., industries, agriculture, urban and rural
Students will demonstrate an understanding of the
communities, transportation. Draw a timeline on the board and
events and factors that have changed the ways of life
in Canada over time and appreciate the impact of
ask students to sequence images at appropriate years to
these changes on citizenship and identity.
show how Canada's economy has changed. Ask them to
justify their decisions. Introduce the key economic booms and
Specific Outcome
crashes of the Great Depression of the 1930s. Assign
Knowledge and Understanding
students to research the event to discover the impacts
Students will:
positive and negativeon multiple aspects of economic life
5.3.4 : Assess, critically, how economic booms
and crashes affected ways of life in Canada by
e.g., agriculture, employment opportunities, urbanization,
exploring and reflecting upon the following
growth of cities movement etc. Suggest that students use a
questions and issues:
three-column organizer by listing the aspects of economic life
-In what ways did the Great Depression of the 1930s
down the left-hand column, and the positive and negative
affect ways of life in urban and rural communities?
effects in the other two columns. Create a wall-sized rating
(ER, LPP, TCC)
scale or a visual bar graph, and ask the class to rank the three
Citizenship
I-Identity
events in terms of the significance of their impact on
ER-Economics and Resources
LPP-The Land: Places
Canadians. Ask students to prepare a report card assessing
and People
GC-Global Connections
CC-Culture and Community
PADM- Power, Authority
the impact each event had on the economic well-being of
and Decision Making
TCC-Time, Continuity and Change
Canadians. Assign a letter grade, e.g., A, B, C, F, and provide
a rationale or evidence for their assessment.

Helpful Resources for Program of Studies Outcomes/Activities

Alberta Education Program of Studies- Social Studies:
http://education.alberta.ca/teachers/program/socialstudies.aspx
Learn Alberta Program of Studies- Social Studies: Great for looking up activities associated with learning outcomes,
easy to use for students and teachers
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#
(Activity link: http://www.learnalberta.ca/content/ssoc5/html/threedramaticevents_cc.html)
Focus on Inquiry: Find information and supports for implementing inquiry-based learning activities in the classroom. This
guide is designed to assist teachers working on their own or in teams, with or without the support of a teacher-librarian or
other library personnel.
http://education.alberta.ca/media/313361/focusoninquiry.pdf
Talk to your peers: Consider approaching Don, Deanna, Dakoda or Devon if you need more information or ideas when
teaching Social Studies in the future.