Breaking the Silence

 

General outcomes

Social studies fosters the development of attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens, centrally by helping students develop their sense of self and community, and encouraging them to affirm their place as citizens in an inclusive, democratic society.

 

Grade 8 students will examine issues related to contact between societies with differing worldviews. They will explore elements of worldviews and how these views are expressed by people living in different times and in different places. Through this inquiry, students will reflect on their own worldviews and assess the influence that the past has had on the present. (1)

 

Core Concepts of Citizenship and Identity

The sense of being a citizen, enjoying individual and collective rights and equitable status in contemporary society, impacts an individual’ s sense of identity. Individuals need to feel that their identities are viewed as legitimate before they can contribute to the public good and feel a sense of belonging and empowerment as citizens. (p. 4)
Social studies provides learning opportunities for students to:
•    understand the complexity of identity formation in the Canadian context
•    understand how identity and self-esteem are shaped by multiple personal, social, linguistic and cultural factors
•    demonstrate sensitivity to the personal and emotional aspects of identity
•    demonstrate skills required to maintain individuality within a group
•    understand that with empowerment comes personal and collective responsibility for the public good. (4)

 

Dimensions of Thinking
In social studies, students acquire and develop thinking strategies that assist them in making connections to prior knowledge, in assimilating new information and in applying learning to new contexts. The following dimensions of thinking have been identified as key components in social studies learning:
Dimensions of Thinking: Critical, Creative, Historical, Geographic, Decision Making and Problem Solving, and Metacognition (which can lead to happiness through the deliberation of “critical self-awareness, conscious reflection, analysis, monitoring and reinvention”) (pp. 8-9, 9).
 

Social Participation as a Democratic Practice
Social participation skills enable students to develop effective relationships with others, to work in cooperative ways toward common goals and to collaborate with others for the well-being of their communities. Students will develop interpersonal skills that focus on cooperation, conflict resolution, consensus building, collaborative decision making, the importance of responsibility and the acceptance of differences. Development of these skills will enhance active participation in their communities. Activities in this regard could include social action and community projects, e.g., church groups, Amnesty International, Médecins sans frontières (Doctors Without Borders). (p. 9)
 

Research for Deliberative Inquiry
Purposeful deliberation and critical reflection are essential skills and processes for democratic citizenship and problem solving. In social studies, the research process develops learners who are independent, self-motivated problem solvers and co-creators of knowledge. Developing research skills prepares students for the world of work, post-secondary studies, lifelong learning and citizenship in a complex world. These skills also enhance and enrich the process of identity formation as students critically reflect on their sense of self and relationship to others. The foundations of the research process are the application of acquired skills, the selection of appropriate resources and the use of suitable technology. (p. 10)

 

Communication

Speaking, writing and representing are used in the social studies program to relate a community’s stories and to convey knowledge, beliefs, values and traditions through narrative history, music, art and literature. (p. 10)

 

Specific outcomes

8.1.1 appreciate the roles of time and geographic location in shaping a society’s worldview

8.1.4 appreciate how a society’s worldview shapes individual citizenship an identity

8.1.5 and 8.1.6 appreciate how isolation and adaptation affected Japan economically, politically and socially during the Edo and Meiji periods

8.2.1 appreciate how Renaissance Europe formed the basis for the worldview of the Western world

8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews

8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context

8.2.4 examine, critically, the factors that shaped the worldview evolving in western Europe during the Renaissance by exploring and reflecting upon the following questions and issues:
• How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?

• In what ways did exploration and intercultural contact during the Renaissance affect the citizenship and identity of Europeans?

8.3.1 appreciate how a society’s worldview influences the society’s choices, decisions and interactions with other societies

8.3.2 appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact

8.3.3 appreciate and recognize how rapid adaptation can radically change a society’s beliefs, values and knowledge

8.3.4 assess, critically, how the Aztecs were affected by the Spanish worldview by exploring to what extent the divergent worldviews of the Spanish and Aztecs factored in the dominance of one nation over the other (pp. 4-6)

 

Skills and Processes

8.S.1 develop skills of critical thinking and creative thinking:
• analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding of a topic or an issue
• evaluate ideas, information and positions from multiple perspectives
• demonstrate the ability to analyze local and current affairs
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate creative ideas and strategies in individual and group activities

access diverse viewpoints on particular topics by using appropriate technologies
 

8.S.8 demonstrate skills of oral, written and visual literacy:
• communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
• use skills of informal debate to persuasively express differing viewpoints regarding an issue
• elicit, clarify and respond appropriately to questions, ideas and multiple points of view presented in discussions
 

8.S.9 develop media literacy skills:

examine techniques used to enhance the authority and authenticity of media messages

examine the values, lifestyles and points of view represented in a media message

analyze the impact of television, the Internet, radio and print media on a particular current affairs issue (pp. 6-8)

 

Reference

Alberta Education (2007). Social studies: kindergarten to grade 12. Retrieved from https://education.alberta.ca/media/773697/ss8.pdf