Social Studies Kindergarten to Grade 4 Curriculum Social Studies An educated adult citizen living in 1989, hearing the news that the Berlin Wall is being dismantled, should not be asking herself: “What wall? There’s a wall in Berlin?” Rather, an informed citizen should have sufficient general knowledge to respond in a way that resembles this: “Ah, that ugly wall is finally coming down. I know what this means: that the totalitarian regime of East Germany is cracking up after all these years – the wall that the Communist government built in the early 1960s to keep people from fleeing to the West. I’m pretty sure some people died trying to get across No Man’s Land from the East Zone. People have long dreamed of this moment. It might even mean the end of the Cold War.” Yes, it is true that a superficial grasp of the “Berlin Wall” could be obtained from a quick internet search. But in order to truly understand what the internet tells us – especially about major local, national, and international issues and events – we need context and background that cannot be gleaned in a few minutes or hours. In order for new information to make sense, in order to understand what we are witnessing today, we need to have building blocks, facts and understanding stored in our long-term memory.1 How does it get there? To continue with the same example, to understand the collapse of the Berlin Wall, we need to know that after World War II, Germany was divided into two countries at the insistence of the Soviet Union; that after many years of East German citizens seeking a better life in West Germany, the Communist government in 1961 built a wall of concrete, asbestos, and barbed wire cutting through the heart of Berlin; that Berlin is the historic capital of Germany (but was not always); and that the Western Allies, including military forces of the United States and Canada that were based in West Germany, stood on the brink of war over the wall’s construction. The wall became a symbol of the brutal divide between East and West. That much would be a good basic knowledge. But there remain deeper questions still. If Germany is still a leading country in Europe, politically and economically, who are the Germans, apart from people who speak German? Was their country always united? Were there people in the West who sincerely believed that the East German regime, if flawed, was at least an alternative non-capitalist vision of the good society? How would I evaluate that belief? What elements of the Cold War and the East Bloc are related somehow to Nazi Germany’s invasion of the Soviet Union (Operation Barbarossa) during World War II? In turn are these events in any way connected to the First World War, Bismarck the “Iron Chancellor,” Prussia, Napoleon, the German Confederation, the Holy Roman Empire, conflict with the Papacy, Frederick the Great (whose nickname was “Barbarossa” or “Red Beard”) and his conquests? What about earlier history going back even to the Germanic invasions of the Roman Empire across the Rhine and Danube Rivers? There is no quick fix to establish what should really be ordinary general knowledge, a sequence of basic events and issues, without having committed some facts to memory and knowing how they fit together. And such understanding and context can only be built up over many years. The earlier students can start to put building blocks in place, the better and more sophisticated, layered, and textured will be their perspective as citizens of a complex world when they graduate from high school. The same reflection can be applied to contemporary local issues such as the state of oil and gas industry in Alberta today, or Alberta’s relationship with other provinces and with the Federal Government; to the status of First Nations, Métis, and Inuit people, and other minorities; or any other local or national issue. As Amy von Heyking has written in her submission, strong Social Studies knowledge and understanding are a requirement for “deep understandings about significant questions,” and in order to “come to well-reasoned judgments about issues they will face as citizens.” Moreover, Social Studies in the past has not been particularly demanding or content-rich. Students have not been asked to know or understand very much information. To quote von Heyking, “Historically, Social Studies programs have been general, even vague, in purpose and diffuse in content, so that students (and teachers) were not clear about why the content should matter to them.” Apart from current events, there is the overarching need to have well-informed graduates with a cultivated sense of what is true, good, and beautiful; citizens who are an example to the country and to the world around us. To achieve that goal, Social Studies needs to draw from specific subject matter in economics, geography, history, political science (“civics”), and cultural knowledge including basic philosophical and religious literacy, that should be part of general knowledge. 1 Deans for Impact. (2015). The science of learning. Austin, TX: Dean for Impact. https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf Pinkham, A.M., Kaefer, T., & Neuman, S.B. (Eds). (2012). Knowledge development in early childhood: Sources of learning and classroom implications. New York: The Guilford Press. Social Studies K–4 Curriculum April 2020 Page 1 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Students and teachers need explicit knowledge outcomes in order to open the door for students to understand the world we live in, to be capable of integrating new information and new skills into a foundation of knowledge and understanding built up over many years of learning, eager to acquire more and to take pride in knowing and appreciating many things. We cannot understand other people’s cultures unless we have a deep understanding of our own. History and geography in particular rely on a framework of integrated facts and understanding. The earlier that students’ memory can be trained and exercised by remembering basic building blocks, the sooner they will be able to take pride in learning and retaining a significant body of information that grows into a coherent and broad-minded knowledge base. History is a window into the complexity of people, ideas, and events where there are often no easy answers but a need to be cognizant of diversity, change, and the fragility of order and civility in a society. History shows that nothing should be taken for granted when it comes to rights and freedoms, prosperity and peace in a world where dictatorship, poverty, and war are often the norm rather than the exception. As citizens in our own rapidly changing technological society, we need to know the origins of the ideas and actions that have formed our civilization. Part of that is an extensive knowledge of local and world geography, economics, politics (civics), and a strong knowledge and appreciation of the rise and fall of Ancient, Medieval, and pre-modern civilizations and worldviews that went before us. After all, shouldn’t people have some knowledge of how civilizations rise and fall, if only to ensure that we ourselves do not repeat the tragic mistakes of the past? Elementary age children have a phenomenal capacity for memory tailored for rapid language acquisition. Many oral and written traditions have practices of memorizing long poems or stories by heart, and to retell and perform them with great pleasure and panache, for example, the recitations of the Quran without knowing Arabic, or Panini Grammar prior to knowing Sanskrit.2 An enduring window into Ancient Roman virtues is Macaulay’s poem “Horatius at the Bridge.” Students can and should start early in training their “memory muscles” just as they do in mathematics. Just as basic math facts are the necessary foundation for understanding math and thinking mathematically for the rest of one’s life, facts and understanding serve as a foundation for a growing body of Social Studies knowledge. Starting in Grade 2, I have proposed that students memorize four dates in Canadian and Albertan history; in Grade 3 they learn 14 new dates and in Grade 4 a further 18 dates for a total of 36 by the end of Grade 4. That is not so very many, given how absorbent young people’s memories are. Grade 4 is the year in which I propose that they create a cumulative time chart with all dates learned and reviewed so far in Grade 2, 3 and 4. Having a few historical dates in their long-term memory accomplishes a few things: (1) it exercises the “memory muscles”; (2) when reviewing their knowledge a Grade later and recalling a date they have learned, they already feel a sense of accomplishment: “I know this!”; (3) chronological dates provide rungs on the ladder on which new historical knowledge coheres and makes sense as they go through Grades 5 and up; and (4) knowing places, people, and dates complements their overall sense that accuracy, sequence, and context in history are important things to know in themselves as life-long learners. This is not a call to return to the days of rote memorization or “drill and kill.” On the contrary, memorization has been out of fashion for many decades. But there is no need to throw the baby out with the bathwater. Reasonable memory work (active and satisfying, not passive and stultifying), can be combined through fun quiz-based and even competitive-team repetition with a love of learning. That solid base of knowledge sets up graduates to emerge into the world as critical, independent, reflective thinkers and democratic citizens, well equipped for what the world may throw at them because, in a sense, they have seen it all before in Social Studies class. Students will graduate as true lifelong learners, well on the way to being informed and responsible citizens, provided they have been given the opportunity during their twelve brief years in school to develop, as early as possible, a lasting sense of wonder, curiosity and a love of inquiry. With this, a sense of joy and accomplishment in learning and discussing many things will empower them to take on the world and make it a better place. 2 https://www.thenational.ae/uae/education/meet-the-teenage-girls-who-can-recite-the-quran-flawlessly-despite-speaking-no-arabic-1.759990 Social Studies K–4 Curriculum April 2020 Page 2 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Kindergarten Essential Understanding Grade 1 Grade 2 Civics: Understanding the ideas and institutions of our systems of governance, and their origins, helps us know our rights and responsibilities as citizens, and enables our communities to flourish Guiding Questions How can I be a good citizen of my school and community? How can I grow as a good citizen of my school and community? Learning Outcomes Students know that living according to fair rules makes it possible to live together well in a community. Students know that participation and laws and customs can help individuals and groups contribute to communities. Explicit Knowledge Conceptual Understanding Perceptual Understanding Explicit Knowledge Conceptual Understanding Procedural Understanding Explicit Knowledge Conceptual Understanding Procedural Understanding Students will know: In order to understand: And do: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Social Studies K–4 Curriculum April 2020 Page 3 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum There are rules in a classroom that help us to get along with each other, enjoy the day in peace, and learn something. (This begins to introduce the concepts of “participation” and “law” in Grades 1 and 2) Social Studies K–4 Curriculum April 2020 Page 4 Classification: Protected A There are rules and routines in the classroom and the school that help us to get along with each other, enjoy the day peacefully, and learn something. Who makes the rules in our classroom? Do we decide together? Who follows the rules (everyone) The roles and responsibilities of students, teachers, staff and principal. How do those in each role help with learning? Participation: good citizenship starts in the classroom. Students have a responsibility towards the teacher, and their classmates, just as they do towards parents. Appropriately engage in learning and classroom and school activities independently and with others Cooperation: to get along together best, we often need people to have different roles and authority levels Demonstrate skills of cooperation and peaceful conflict resolution during work and play with others Decision-making: Some kinds of Leaders in the local decisions are best communities (e.g. Mayor, made by leaders Reeve, Tribal Chief; city, that we agree to county, tribal councillors) respect. In Canada, rules apply to everyone. Leaders have to follow the rules too. Would it be fair if rulers did not have to follow the rules? Canada’s ruler is The Queen of Canada, Her Majesty, Elizabeth II, and she lives in Buckingham Palace in England. She is Queen of England and she is also Queen of Canada, Australia, New Zealand, Fiji, and many other countries too. (I suggest they learn about the Governor General and LG’s in a later grade) The Crown represents “unity in diversity”: even though there are many different people with different ideas, beliefs, and backgrounds, they are united in and under (in the protective sense) the Crown. Identify Canada has a Parliament, community in Ottawa: Gothic Revival leaders who are buildings similar in style to chosen by the Parliament of citizens. Westminster (London, UK) (Students do not have to understand fully what Parliament is, just the concept that people meet there to “argue peacefully” about what should be done. Instead of fighting about things and Identify hurting people, we workers who disagree peacefully in keep their Parliament. People with Workers in their Responsibilities: community safe profoundly different ideas Some people work and beliefs can and must community who keep in public service live together in peace.) them safe (eg. to do hard jobs Again, the “unity in Firefighters, EMTs, that keep us all diversity” – many different Police) safer. people in one Parliament; Generate ways many different people in to participate one Legislature Responsibilities: in building-up My family and my school thinking of others the local Alberta has a Legislature, are “schools of and the natural community and in Edmonton. It is a Beauxcitizenship” where I learn and built regularly find Arts building with Greek to be responsible little by environment ways of acting and Roman influences. It is little and to think of makes our accordingly built by the site of the communities (e.g., Clean up original Fort Edmonton. others around me, not better. playground and People meet there to just myself. Everyone can Some students may already about kings and queens, etc. from fairy tales, e.g. the Blue Fairy Book, Pink Fairy Book etc. edited by Andrew Lang. They may understand Queen Elizabeth II in this way at first, and that is quite harmless. explore various ways individuals and groups contribute to local communities and enhance well-being Laws are made by and for the people in the name of the Queen Canadians elect Representatives to Laws and customs can be a Legislature, which makes as simple as “Please” and laws “Thank you” and not leaving garbage in the Law is a way of living park. By stages students together in peace and get a more sophisticated safety idea of law and custom. The idea of memorizing pictures of Parliament and the Legislature, and other famous places, is to implant in the imagination the elegant image of an important building or place. We learn by stages that these buildings are ours and are intimately connected to our citizenship. They are constructed beautifully to inspire us with hope and confidence that what we do is important and that we can always improve things. For now, the pictorial impression of dignity and beauty is a foundation, as is supported by the references to beauty in the 2020 MO. Just as the school has a principal and teachers, people in a country organize themselves in systems of government The idea of “Law” Just as there are rules in a school or a game of “Simon Says”, people live according to Law explore various roles in communities reflect on actions taken and whether or not they have been effective ensure all voices are heard in collaborative discussions examine the ideas and suggestions of others Social Studies Kindergarten to Grade 4 Curriculum playground and neighbourhood, help neighbours, donate food to food bank, volunteer at animal shelter) Competency(ies) • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Literacy • • • • • • Access Audience Background Knowledge Clarity Comprehension Strategies Vocabulary Students and families can take part in activities in local communities → recreational People want to have a voice in how they are ruled / governed individuals and groups contribute to communities in various ways through roles including classroom, family, and community member, worker, builder, donor, volunteer. individuals and groups can take action to enhance community wellbeing participation involves active listening to consider multiple views • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being • • • • • • • • • Access Audience Background Knowledge Clarity Comprehension Strategies Evaluate Participation Purpose Vocabulary Numeracy Kindergarten Grade 1 Grade 2 Essential Understanding Civics/Politics: Understanding the ideas and institutions of our systems of governance, and their origins, helps us know our rights and responsibilities as citizens, and enables our communities to flourish Guiding Questions We have rules of behaviour in our classroom. What are they? Why do we have rules? Who makes the rules? Who follows them? (everyone, including teacher) Learning Outcomes [This was blank, so not quite sure whether it is needed.] Social Studies K–4 Curriculum April 2020 Page 5 Classification: Protected A What is Law? How do we make Laws? Social Studies Kindergarten to Grade 4 Curriculum Conceptual and Procedural Knowledge Competency(ies) Literacy Numeracy Kindergarten Grade 1 Grade 2 Essential Understanding Economics: Understanding the nature of work, resources, and our market economy helps us make responsible choices about how to build stronger, flourishing communities. Guiding Questions What are needs? How can needs and wants differ? How can needs and wants be addressed? Learning Outcomes Children identify and explain needs that are essential for life and wants. Students will examine how family and community helps them meet their needs and wants. Students will examine how work and trade help them meet their needs and wants. Explicit Knowledge Explicit Knowledge Perceptual Understanding Explicit Knowledge Procedural Understanding Explicit Knowledge Students will know: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Students will know: In order to understand: Conceptual Understanding Social Studies K–4 Curriculum April 2020 Page 6 Classification: Protected A Conceptual Understanding Conceptual Understanding Procedural Understanding And do: Social Studies K–4 Curriculum April 2020 Page 7 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum needs can include food, water, sleep, clean air, medicine, clothing, and shelter needs can be social, including love, friendship, care, and learning How did one local Indigenous group provide for its needs before the arrival of newcomers? Students can describe from memory: - - - The name of one group or nation indigenous to their area How they lived What kind of work did they have to do? What tools did they use? What they hunted / gathered / ate Did animals have to work too? What clothing they wore How did they survive the cold? The heat? How they viewed /dealt with others (trade, barter, competition, warfare) Some of this may be informed by First Nations, Métis, and Inuit Needs are the things we must have to survive Needs and wants can be similar Wants are what people prefer according to their tastes Wants are nice to have but are not required Adults have jobs so that they can meet their needs and wants, help others in their communities, and use their talents discuss different types of needs describe one local indigenous group’s needs and how they met them Study and copy painting of the buffalo hunt using ‘wolf skin mask’ (Smithsonian Museum) Students should gain some knowledge of spiritual traditions via depictions in art and descriptions of ceremonial actions If you need or want something, what is Explain how our families and the right way to communities help get it? us meet our needs Hunting and Distinguish gathering was between needs and adopted by early humans a very long wants time ago (1 million Explain which jobs years) before the they think are emergence of interesting and agriculture important in their The theme of rules community continues: only as discuss why some a community needs may be more regulated by custom could First important than Nations, Métis, and others Inuit people survive in Canada’s determine how harsh environment needs and wants differ e.g. Baboo: Spiritual side of The Story of Sir hunting: the idea John A. that animals Macdonald’s “sacrifice disabled Daughter themselves to feed (Encapsulates little their human kin” girl Baboo’s needs and how her What is work? What parents and friends is barter? Trade? met them) → trade → sharing → community resources → land needs and wants determine how can be addressed people address in a variety of ways needs and wants → trade → sharing Students can name a few key products of the Alberta Economy. What does Alberta export, what does Alberta need from outside that is not produced here? What does it mean to produce things? Students can identify major commodities that are traded by Canada with other countries. How are certain things made? How do goods and services get in and out of Alberta? - Trucks - Trains - Aircraft - Ships (via ports that are not located in Alberta) - Pipelines - Digital These can be understood in the simplest terms but students should be able to name them from memory. Students see how needs and wants of people in a neighborhood create an opportunity for entrepreneurs to start businesses. What things come from the land? What do people in Alberta produce? Why does Alberta produce these things? (Other people want them; people in China, people in the USA, etc.) What does it mean to “export” things? “Import?” Again the theme of participation in a collective activity: millions individuals and groups carry out their own daily activities and the aggregate is the Alberta economy. Memorization of products and services implants familiarity and receptivity to knowledge, strengthens recall, and sets a longterm building block for knowledge to be added later. Some general terms of financial literacy: needs and wants, neighborhood, job, money, scarcity, shelter, skills, Social Studies Kindergarten to Grade 4 Curriculum met them) Students know what a community is and the variety of careers that people have in a community. Learners understand that To demonstrate knowledge and understanding learners plants, animals, and people have needs describe how needs for plants, animals, and people are addressed needs must be addressed in order to survive Individual and group needs can be met in variety of ways → community resources land consider how costs impact decisions related to needs and wants Students learn how the needs and wants of people in a neighborhood create an opportunity for entrepreneurs to start businesses that provide goods and services. addressing needs and wants involves costs (?) Competency(ies) • Communication • Critical Thinking • Personal Growth and Well-being • Problem Solving Literacy • • • • • Communication • Critical Thinking • Cultural and Global Citizenship • Problem Solving • Managing Information • Personal Growth and Well-being • Problem Solving Background Knowledge Clarity Comprehension Strategies Vocabulary • • • • • • Access Background Knowledge Clarity Comprehension Strategies Evaluate Vocabulary • Magnitude Numeracy Kindergarten Essential Understanding • Communication • Critical Thinking • Personal Growth and Well-being • • • • • Access Background Knowledge Clarity Comprehension Strategies Vocabulary • Estimation • Task Analysis Grade 1 Grade 2 Geography: Understanding the relationships between people, place, and environment enables us to know the nature and impact of diversity, what we have in common and how we differ. Social Studies K–4 Curriculum April 2020 Page 8 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Guiding Questions What is land? In what ways can we come to know land? What is place? Learning Outcomes Children learn about people, land, and animals Students learn about land, animals, and people’s ideas about origins Students examine and explain how place and people are connected. Explicit Knowledge Explicit Knowledge Conceptual Understanding Perceptual Understanding Explicit Knowledge Conceptual Understanding Procedural Understanding Explicit Knowledge Conceptual Understanding Procedural Understanding Students will know: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Social Studies K–4 Curriculum April 2020 Page 9 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum land encompasses all water, earth, and air Is this a type of religion that is being proposed? explore the makeup of land know some geographical features and habitats Social Studies K–4 Curriculum April 2020 Page 10 Classification: Protected A Children know the names of many animals, plants, and geographic features that they see in pictures They can identify the sounds of animals: a lion’s roar, some distinctive bird calls, an elephant’s trumpeting etc. (coordinate with Science) They know something about Dinosaurs and Prehistoric Humans Children listen to, memorize, and tell a number of First Nations and Inuit Creation stories Children listen to, memorize, and tell parts of the JudeoChristian Creation story (Genesis) about the creation of stars, sun and moon, water and earth, birds and animals, plants etc. All of this coordinated horizontally with Science content. Bible and First Nations creation verses should be respectfully taught as Sociology/ poetry (A disclaimer makes clear that this is not being taught as doctrine, but as tradition, poetry, literature; it is for parents to Students begin to see how wonderful and vast is the world around them: geographical features, plants, animals, birds, stars and moon and sun. (coordinate with Science) Consider what can be learned from the natural world People (and animals) tend to live near water: why? Children know the names of animals, plants, and certain landmarks of Alberta The goal is a sense of wonder at the beauty and variety of the world of Some animals are nature fast; some live in trees; some live The following underground sounds like mysticism: Wonder generates land can offer love of knowledge many teachings and a great desire oral history to learn more → → stories Memorizing the → agriculture pictures of land sustains animals, as well as everything, of famous places, → people, implants animals, familiarity with many things in the plants, places world, strengthens → communities recall, and sets a → diverse ways long-term building that people block for have of living knowledge to be with the land added later. One could equally say “water sustains everything”, or “the fire of the Sun”, or “Oxygen”, or “the Holy Ghost”. All would be true in their way. Students can match these towns with their location on a map: ! Edmonton ! Calgary ! Red Deer ! Lethbridge ! Medicine Hat ! Grande Prairie ! Fort McMurray ! Lloydminster ! Jasper ! Banff Students know the population of: ! Canada: 35 million ! Alberta: 4 million Alberta’s four largest cities are: ! Calgary 1 million+ ! Edmonton <1 million ! Red Deer ! Lethbridge Alberta’s largest First Nations by population* : ! Blood (Kainai) ! Saddle Lake Cree ! Samson Cree ! Bigstone Cree ! Siksika * both on and off reserve (Later they will learn the difference between onreserve / offreserve pop.) place is where people live, work, and interact sense of place can be formed through stories, memories, and experiences land and place can be understood through experiences To demonstrate knowledge and understanding learners describe how sense of place can foster a connection between people and place explore place created by settlers of various ethnic natural and built origins, e.g. features in familiar Francophones to places hold live and interact as meaning a community explore how First Nations, Métis, or Inuit experiences are connected to land and place create a simple map of familiar places using cardinal directions, simple legends, and names create a simple map of familiar places using cardinal directions, simple legends, and names Social Studies Kindergarten to Grade 4 Curriculum land can include people, animals, and plants Where Canada and Alberta are on a globe A map is a visual representation of a real place Where their community is on a map of Alberta A globe is a representation of the earth Important landforms and bodies of water in their community (e.g. rivers, lakes, mountains, coulees) The location of important places, landmarks, services, features in the community Important landmarks, services and places in their community (e.g. city hall, school, library, grocery store, parks, recreation centre, war memorial, other monument) Learners understand that To demonstrate knowledge and understanding learners people are connected to land discuss ways individuals can connect to land Social Studies K–4 Curriculum April 2020 Page 11 Classification: Protected A The services in our community that help us meet our needs The places or monuments that make our community special, and give us a sense of identity and belonging caring for land is a shared responsibility people are deeply connected to land: (This is ideological / religious, but I understand that some people do believe it.) Social Studies Kindergarten to Grade 4 Curriculum Competency(ies) • Communication • Critical Thinking • Managing Information Literacy • • • • Background Knowledge Clarity Comprehension Strategies Vocabulary • • • • Communication Critical Thinking Cultural and Global Citizenship Personal Growth and Well-being • • • • • • Communication Creativity and Innovation Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being • • • • • Access Background Knowledge Clarity Comprehension Strategies Vocabulary • • • • • • Access Clarity Comprehension Strategies Intent Text Organization Vocabulary Numeracy • Communication • Interpretation and Representation of Spatial Information • Location and Direction Kindergarten Grade 1 Grade 2 Essential Understanding Culture, Philosophy and Religions: Thinking about philosophy, religions, and cultural traditions helps us to understand ourselves and others while connecting us to great minds and original sources of wisdom Guiding Questions What is kinship? How can kinship influence individuals? How can kinship extend to the community? Learning Outcomes Children explore and describe kinship. Students learn how they belong in and contribute to family, groups and communities. Students recognize and describe how kinship can help contribute to a sense of belonging within communities. Explicit Knowledge Explicit Knowledge Perceptual Understanding Explicit Knowledge Procedural Understanding Explicit Knowledge Students will know: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Students will know: In order to understand: Conceptual Understanding Social Studies K–4 Curriculum April 2020 Page 12 Classification: Protected A Conceptual Understanding Conceptual Understanding Procedural Understanding And do: Social Studies Kindergarten to Grade 4 Curriculum kinship exists between family and extended family illustrate personal kinship in familiar contexts Social Studies K–4 Curriculum April 2020 Page 13 Classification: Protected A A family lineage can be drawn as a “tree” or pasted or drawn in an album A Family Tree can be expanded beyond parents to grandparents and great grandparents (by some) Close eyes and recognize various famous sounds of the world (e.g. played as a short mp3 or Youtube): - - - - Accordion music from Paris A marching band from Buckingham Palace The sound of various languages being spoken “Fado” singing from Portugal First Nations Drum-Singing Métis Fiddling Acadian Fiddling Quebec Folk Songs from the “Virtual Gramophone” ( bac-lac.gc.ca) Irish folk music Spanish guitar Black gospel singing Tibetan monks chanting Old Church Slavonic chant in Alberta Traffic in a busy downtown area Birdsong at kinship fosters self- Create a simple knowledge and family tree responsibility for describe ways that others kinship supports Baboo: The Story collaboration with of Sir John A. others Macdonald’s discuss personal disabled Daughter and community Symbols can roles and represent people’s responsibilities to togetherness and respect plants and exclusiveness too animals kinship includes roles and responsibilities to family, community, and land, including plants and animals Different simple sounds from all over the world convey the diversity of the human family in an emotionally engaging way. The diversity of sounds prepares the senses to appreciate the pluralistic world that we live in. describe ways that kinship supports collaboration with others discuss personal and community roles and responsibilities to respect plants and animals See Civics / Politics (above) for Royal kinship fosters Family Tree study mutual care Review famous sounds of the world and e.g. add to them Students can identify the imagery on the Shield of Alberta (e.g. fill in the blanks) - Wheat field - Prairie landscape - Green hills - Rocky Mountains - Blue sky - St George Cross of England (i.e. most Albertans speak English) They understand this shield is on the flag of Alberta kinship is supported by roles and responsibilities of everyone in the family/community kinship is a way of sharing messages and teachings within community kinship fosters a sense of belonging identify how various roles and responsibilities in communities help individuals connect with and support one another reflect on shared stories within community discuss ways kinship can foster a sense of belonging Social Studies Kindergarten to Grade 4 Curriculum Learners understand that To demonstrate knowledge and understanding learners Members of family and extended family and the traditional ways of naming extended family members (as relevant to context) Kinship refers to ties that hold people together. Kinship fosters a sense of self, belonging and responsibility for others Some of the groups to which people can belong (e.g. Language communities, faith communities, community organizations, teams etc.) Groups can provide a sense of belonging and support (for good or ill, peer pressure, bullying/ tyranny, democracy, loving family). People can belong to more than one group Some significant symbols of their community and/or groups (e.g. City or community flag and crest; Alberta and Canadian flag; school crest; religious symbols) Some important family, community, cultural and/or religious traditions relevant for their context kinship refers to ties that hold people together Competency(ies) • • • • • Symbols represent communities and/ or groups, and things they value Traditions are an important way to celebrate our families and communities, and share teachings discuss ways that people can be connected to one another Communication Creativity and Innovation Critical Thinking Cultural and Global Citizenship Personal Growth and Well-being Social Studies K–4 Curriculum April 2020 Page 14 Classification: Protected A • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Create a representation of the groups to which they belong Work with others to create a representation of their classroom community • • • • • • Collaboration Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Social Studies Kindergarten to Grade 4 Curriculum Literacy • • • • • • Background Knowledge Clarity Comprehension Strategies Modes and Media Text Organization Vocabulary • Clarity • Comprehension Strategies • Vocabulary • • • • • Background Knowledge Clarity Comprehension Strategies Participation Vocabulary Numeracy Kindergarten Essential Understanding Grade 1 Grade 2 Culture, Philosophy and Religions: Thinking about philosophy, religions, and cultural traditions helps us to understand ourselves and others while connecting us to great minds and original sources of wisdom Guiding Questions How does tradition support communities? How do traditions contribute to our common life? Learning Outcomes Students know some foundational traditions in Alberta Students understand more deeply how traditions support communities. Explicit Knowledge Conceptual Understanding Procedural Understanding Explicit Knowledge Conceptual Understanding Procedural Understanding Students will know: In order to understand: And do: Students will know: In order to understand: And do: Explicit Knowledge Conceptual Understanding Students will know: In order to understand: Social Studies K–4 Curriculum April 2020 Page 15 Classification: Protected A Perceptual Understanding And do: Social Studies K–4 Curriculum April 2020 Page 16 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Students can name three great religions that worship one God: - Judaism - Christianity - Islam All three of these religions came from the Middle East / Near East (Palestine/Judea and Arabia) All three are built on the idea that God revealed himself to humans (“revelation”) who have the capacity to discover the truth about Him experience can be linked to events, celebrations, and practices → languages → traditions → celebrations and events → stories → families, groups and communities 
 experience is connected to what has happened experience is unique to individuals but can also be shared in community and handed down across multiple generations Simple religious literacy is introduced Students can describe Métis life and traditions - history / stories explore how events, - religion celebrations, and - depiction in art practices can be - food part of an - dance and song individual’s - clothing experience explore events and traditions are celebrations held by “inherited Francophone Students can conventions, social identify their forms, modes of symbols: government or - Star of David social institutions [that] have evolved - The Cross - Star & Crescent over time as effective Students know a adaptations to the bit about the needs of people, stories behind: and therefore have a default - Passover authority.” (Oxford - Yom Kippur Dictionary of - Christmas Philosophy) - Easter - Al-Eid - Ramadan First Nations, Metis and Inuit culture and experience via story robes, oral traditions, and winter counts Thousands of years ago, the Ancient Egyptians, Greeks, and Romans believed there were many gods, not one great God. The first people Students can describe Ukrainian life and traditions - history / stories - religion - depiction in art - food - dance and song - clothing (Note: the sadness of Internment Camps will be covered later, not at this stage) Students know that Edmonton, Calgary, Lethbridge and Medicine Hat have a “Chinatown”, a part of the city that has Chinese people, culture, and traditions but most Chinese Albertans today do not live in these Chinatowns. There were Black fur traders and settlers, and Black Albertans have a Experience can be individual or shared → languages → traditions → celebrations and events → stories families, groups and communities distinguish between individual and shared experience First Nations, Métis, and Inuit share experience through community activities explain how people are impacted by experiences in positive and negative ways Francophone communities are connected through language identify how experiences can influence interests and attitudes explore how diverse communities can have shared experience Non-francophone, non-indigenous, non-Métis, and non-Inuit people also have deep and interesting traditions that may have originated in Europe or elsewhere experience can affect people in various ways The story of John Ware is available in age-appropriate books such as Howdy, I’m John Social Studies Kindergarten to Grade 4 Curriculum Howdy, I’m John Ware (Red Barn Books) Competency(ies) • • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Personal Growth and Well-being Literacy • • • • • • Access Background Knowledge Clarity Comprehension Strategies Participation Vocabulary • • • • • Access Background Knowledge Clarity Comprehension Strategies Vocabulary Numeracy Kindergarten Grade 1 Grade 2 Essential Understanding History: Knowing and understanding the people, events, and ideas of the past helps us think differently, understand who we are, where we came from, change and continuity, and our place in time. Guiding Questions How can time be represented? How can people and events be represented in time? How can time be understood and represented? Learning Outcomes Children explore and explain how time is reflected in observable events in familiar contexts. Students examine and represent how time is connected to change. Students see that people, places, and events can be represented on a time line. Explicit Knowledge Explicit Knowledge Perceptual Understanding Explicit Knowledge Procedural Understanding Explicit Knowledge Students will know: Students will know: In order to understand: And do: Students will know: In order to understand: And do: Students will know: In order to understand: Conceptual Understanding Social Studies K–4 Curriculum April 2020 Page 17 Classification: Protected A Conceptual Understanding Conceptual Understanding Procedural Understanding And do: Social Studies K–4 Curriculum April 2020 Page 18 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum → past, present, future, long ago, now, soon → seasons → milestone events Milestone events in family (births, deaths, moves) Recognize the sound of the chimes of Big Ben (Westminster chimes) These chime every 15 minutes, and toll each hour of the day time can be described in various ways → past, present, future, long ago, now, soon → seasons → milestone events How time is represented and connected to change Time can be represented on a rudimentary time line This morning, lunchtime, this afternoon, tonight These are the same chimes that sound from the Peace Tower in Ottawa, the capital of Canada. Last week The day before yesterday Yesterday – Today – Tomorrow (e.g. listen and compare) There is a wide, wide world to discover and it’s funny and amazing Obtain information from photographs and stories to answer questions about life in their community in the past. e.g. a building or place as it appeared in 1905 and as it appears today. Learners understand that events are related to one another Causes and consequences of change time can show what stays the same and what changes Evidence of change and continuity describe events using time related vocabulary, including past, present, future, long ago, now, soon Photographs and stories can help us come to know the past Compare different sounds that tell the time: compare recordings of the UK and Canadian Parliament clock tower chimes: the effect is a kind of magical sense that time passes and is inevitable and important Students develop wonder at the variety of sounds and places in the world, and concrete knowledge of the name & appearance of these places To demonstrate knowledge and understanding learners discuss relationships between events that happened, past and present: “I ate a bad grape at lunch today, now I feel funny in my tummy.” illustrate how people and places have changed or stayed the same over time Review places and sounds from Grade 1 Students know that: 1497 John Cabot crossed the ocean from England on the Matthew – “about 500 years ago” 1535 Jacques Cartier sailed up the St Lawrence River from France on the Grande Hermine 1608 Champlain built a fort at Quebec to live in (the church of Notre-Dame-desVictoires is now on that site) 1905 Alberta became a Province of Canada (“dates are a way to tell the time”) (Note: They do not need to understand fully the significance of these dates, just memorize them as building blocks for later. They will be very happy to possess this knowledge when they start learning history later. Can be done in 10 to 20 minutes per day as e.g. flash cards, slide show, or a fun quiz. If useful they could identify e.g. a picture of the ship, or the significance is determining certain people, places, and events that are important significance refers to the lasting impact of people, places, and events in local communities significance is determining how the past relates to the present Students create a very simple timeline with a few historical dates, carefully illustrated The Past: 1400 1500 1600 1700 1800 1900 2000 Today Memory work implants familiarity and receptivity to knowledge, strengthens recall, and sets a longterm building block for knowledge to be added later. determine significant people, places, and events in what is now Canada discuss the lasting impact of people, places, or events of significance in what is now Canada examine changes that continue to impact people and places in Canada Social Studies Kindergarten to Grade 4 Curriculum Learners understand that To demonstrate knowledge and understanding learners time can be related to events and activities describe when events and activities occurred in time, including before and after time can be represented in stories Social Studies K–4 Curriculum April 2020 Page 19 Classification: Protected A over time Photographs and stories can help us come to know the past Time vocabulary: days of the week, months of the year, seasons Past, present, future Long ago, now, soon How time is represented and connected to change Sequence days of the week, months of the year and seasons Sequence historical (family, community) photos as past/present, long ago/now Explain the importance of family milestones Analyze how their family roles, Social Studies Kindergarten to Grade 4 Curriculum references to time contribute to meaning of events or activities identify differences between events or activities of today and those of the past Social Studies K–4 Curriculum April 2020 Page 20 Classification: Protected A Milestone events in family (births, deaths, moves) How families (roles, responsibilities, ways of life) have changed over time* Note: Students should explore the First Nation(s) in their local community, settler families in their community, and could explore their parents’ or grandparents’ childhood experiences. These should focus on how people in the past met their needs Important events, holidays and landmarks in their community that remember, celebrate or commemorate the past Note: these may include national holidays, as well as local events and landmarks Causes and consequences of change Analyze how their family roles, responsibilities and way of life differ from and are similar to families in the past Analyze how the importance of some needs and wants have changed over time Explain the meaning of important events, holidays and landmarks in their community that are connected to the past Social Studies Kindergarten to Grade 4 Curriculum Competency(ies) • Communication • Critical Thinking • Managing Information Literacy • • • • • Numeracy • Time Background Knowledge Clarity Comprehension Strategies Evaluate Vocabulary Communication Creativity and Innovation Critical Thinking Cultural and Global Citizenship Managing Information • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information • • • • Clarity Comprehension Strategies Modes and Media Vocabulary • • • • • Access Clarity Comprehension Strategies Evaluate Vocabulary • Purpose • Time Kindergarten Essential Understanding • • • • • Grade 2 Grade 1 History: Knowing and understanding the people, events, and ideas of the past helps us think differently, understand who we are, where we came from, change and continuity, and our place in time. Guiding Questions What are stories? Learning Outcomes Students examine stories of significance. Explicit Knowledge Conceptual Understandi ng Perceptual Understanding Explicit Knowledge Conceptual Understanding Explicit Knowledge Conceptual Understanding Perceptual Understanding Students will know: In order to understand: And do: Students will know: In order to understand: Students will know: In order to understand: And do: Social Studies K–4 Curriculum April 2020 Page 21 Classification: Protected A Social Studies Kindergarten to Grade 4 Curriculum Students can tell a story to the class from memory: - stories can be told in many ways First Nations and Inuit Stories Things like content, delivery, timing, projection can make about Creation a story more compelling (Note: These repeat content from the Civics section above) What makes a story easy to remember? - European Stories about Creation (crossover with stories tell what happened to Geography and Literature) people and places - Pioneer, Settler, and other stories can be made up or tell Immigrant Stories about events that actually - Hungarian, Romanian, happened over time Ukrainian - John Ware First Peoples tell stories - Violet King-Henry about themselves and their - (Famous Five to be covered Creator in Grade 5) - Mounted Police Stories First Peoples migrated from Asia so long ago that no one can remember This could take the form of a public speaking competition stories can hold meaning Can be integrated with ELA stories they are learning. Competency(ies) • • • • Communication Critical Thinking Cultural and Global Citizenship Managing Information Literacy • • • • Access Clarity Comprehension Strategies Vocabulary Numeracy • Time Social Studies K–4 Curriculum April 2020 Page 22 Classification: Protected A Read and have read to them historical stories of majority English-speaking Alberta heritage, e.g. explorers, fur traders, settlers, mounted police, etc. as well as First Nations, Métis, or Inuit and Francophone communities Student know how to tell a story to the class from memory with drama and expression and how to listen and appreciate a story told by another student share stories and artifacts of significance