1. Tools and Strategies to Help Achieve the Vision and Goals of the Social Studies Curriculum
1.1. The Citizenship education Framework
1.1.1. Active Participation: work for the common good in local, national and global communities
1.1.2. Identity: a sense of identity as a member of various communities
1.1.3. Attributes: character traits, values, habits of mind
1.1.4. Structures: power and systems within societies
1.2. the concepts of disciplinary thinking
1.3. the inquiry process
1.4. big ideas
1.5. framing questions
1.6. spatial skills
2. Social Studies Curriculum Vision
2.1. The Social Studies Program will enable students to become: responsible, critically thoughtful, informed and active citizens who value an inclusive society
3. Social Studies Curriculum Expectations
3.1. Grade 1-6 Social Studies Strands
3.1.1. Strand A: Heritage and Identity
3.1.1.1. Overall Expectations
3.1.1.1.1. Specific Expectations
3.1.2. Strand B: People and Environments
3.1.2.1. Overall Expectations
3.1.2.1.1. Specific Expectations
3.2. The Inquiry Process
3.2.1. formulating questions
3.2.2. gathering and organizing information, evidence, and/or data
3.2.3. interpreting and analyzing information, evidence, and/or data
3.2.4. evaluating information, evidence, and/or data and drawing conclusions
3.2.5. communicating findings
3.3. Spatial Skills
3.3.1. maps
3.3.2. globes
3.3.3. graphs
4. Social Studies Curriculum Goals
4.1. Developing a sense of who I am, and who we are
4.1.1. Develop an Understanding of:
4.1.1.1. responsible citizenship
4.1.1.2. diversity within local, national, and global communities in both past and present
4.1.1.3. interrelationships within and between the natural environment and human communities;
4.1.1.4. skills that lay the foundation for future studies in geography, history, economics, law, and politics;
4.1.1.5. personal attributes that foster curiosity and the skills that enable them to investigate developments, events, and issues.
5. Concepts Underlying the Social Studies Curriculum
5.1. Social Studies Concepts of Disciplinary Thinking
5.1.1. Significance
5.1.2. Cause and Consequence
5.1.3. Continuity and Change
5.1.4. Patterns and Trends
5.1.5. Interrelationships
5.1.6. Perspective
5.2. Big Ideas
6. Indigenous Education in Ontario
6.1. Cultural Safety
6.1.1. A culturally safe learning environment is one in which students feel comfortable about expressing their ideas, opinions, and needs and about responding authentically to topics that may be culturally sensitive.