Grade 6 Social Studies curriculum focuses on the importance of active and responsible participation in a democratic society. Students will examine the underlying principles of democracy in this country and compare Canadian democracy to Ancient Athens and to the Iroquois Confederacy.
For Social Studies grade 6, I chose the following five principal outcomes for Knowledge & Understanding: 6.1.2 demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues: • What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM) • What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM) 6.1.3 analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by exploring and reflecting upon the following questions and issues: • How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? (I, PADM) 6.1.5 analyze the structure and functions of Alberta’s provincial government by exploring and reflecting upon the following questions and issues: • How is the provincial government structured? (PADM) 6.1.6 analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following questions and issues: • How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? (C, PADM) • For the Skill & Processes outcomes, I chose seven outcomes as I believe that the grade 6 skills and processes are a large part of the skill set needed for the higher grades in middle school: 6.S.1 develop skills of critical thinking and creative thinking: • assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion 6.S.2 develop skills of historical thinking: • use primary sources to interpret historical events and issues 6.S.3 develop skills of geographic thinking: • construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied 6.S.4. demonstrate skills of decision making and problem solving: • propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving • consider multiple perspectives when dealing with issues, decision making and problem solving • collaborate with others to devise strategies for dealing with problems and issues ¾ select and use technology to assist in problem solving
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“It is not the consciousness of men that determines their being, but, on the contrary, their social being that determines their consciousness.”
― Karl Marx, A Contribution to the Critique of Political Economy To me, the Alberta Social Studies curriculum is an exploration of the past, a discussion of the present, and a knowledgeable estimation of our future. According to the Alberta Education program, the study of social offers students values & attitudes, knowledge & understanding, and skills & processes to understand others in relation to themselves and their world. Effective teaching encourages students to explore the student's individuality and collective thoughts that reflect their place in our democratic society. How would I create an effective teaching experience to encourage my students to explore their thoughts? My belief that the most effective way to engage students is to make real connections between their identity and their citizenship in Canada. Real connections come from teaching an understanding of democracy, individual and collective rights, levels of government, pluralistic society, and respect and dignity of all people. Real connections can be made through reflections of our past history, being engaged in current affairs, tackling controversial issues, and examining Canada's future in a global perspective. In the classroom, I would certainly offer both PBL and UBD projects IF my students were at their required grade level both academically and emotionally. As discussed in our EDES 366 class today, our instructor reminded us that an entire class of students is rarely at a required grade level. The perfect classroom would be a balanced classroom within the spectrum challenge we were given. This balanced classroom would be ideal to teach project based learning. However, when considering teaching styles of academic vs personal and societal transformation vs conservative, and the various learning styles of students, I would target to teach a balance of these teaching styles to offer a variety of perspectives to my students. Citation: Alberta Learning. (2005). Social Studies (K-12) [Program of Studies]. [Edmonton], Canada: Alberta Learning. Good, Mr. Nathan. "Introduction to Course and to Social Studies" Lecture - Monday, September 11, 2017 at 5:30 pm. Red Deer College, Canada. |
Lorie PennerCurrently, I am enrolled as an undergraduate Education student in the U of A/RDC Collaborative Program in Alberta. ArchivesCategories |