Social Studies History - Ministry of Education

2018 The Ontario Curriculum

REVISED

Social Studies

Grades 1 to 6

History and Geography

Grades 7 and 8

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CONTENTS

PREFACE

3

Elementary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Supporting Students' Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INTRODUCTION

6

The Vision and Goals of the Social Studies, History, and Geography Curriculum . . . . . . . . 6

The Importance of Social Studies, History, and Geography in the Curriculum . . . . . . . . . . 9

Citizenship Education Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Concepts Underlying the Social Studies, History, and Geography Curriculum . . . . . . . . . 13

Indigenous Education in Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Roles and Responsibilities in Social Studies, History, and Geography . . . . . . . . . . . . . . . . . 15

THE PROGRAM IN SOCIAL STUDIES, HISTORY, AND GEOGRAPHY

19

Curriculum Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The Strands in the Social Studies, History, and Geography Curriculum . . . . . . . . . . . . . . . . 22

The Inquiry Process in Social Studies, History, and Geography. . . . . . . . . . . . . . . . . . . . . . . . 23

Spatial Skills: Using Maps, Globes, and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

27

Basic Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

The Achievement Chart for Social Studies, History, and Geography. . . . . . . . . . . . . . . . . . . 31

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN SOCIAL STUDIES,

HISTORY, AND GEOGRAPHY

36

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Cross-Curricular and Integrated Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Planning Social Studies, History, and Geography Programs for Students with Special Education Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Environmental Education in Social Studies, History, and Geography. . . . . . . . . . . . . . . . . . 45

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Le curriculum de l'Ontario ? ?tudes sociales, de la 1re ? la 6e ann?e ? Histoire et g?ographie, 7e et 8e ann?e, 2018.

This publication is available on the Ministry of Education website, at ontario.ca/edu.

Healthy Relationships and Social Studies, History, and Geography . . . . . . . . . . . . . . . . . . . 46 Equity and Inclusive Education in Social Studies, History, and Geography. . . . . . . . . . . . . 47 Financial Literacy in Social Studies, History, and Geography . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Literacy, Mathematical Literacy, and Inquiry in Social Studies, History, and Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Critical Thinking and Critical Literacy in Social Studies, History, and Geography . . . . . . . 52 The Role of the School Library in Social Studies, History, and Geography Programs . . . . . 54 The Role of Information and Communications Technology in Social Studies, History, and Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Education and Career/Life Planning through the Social Studies, History, and Geography Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Health and Safety in Social Studies, History, and Geography . . . . . . . . . . . . . . . . . . . . . . . . . 57

SOCIAL STUDIES, GRADES 1 TO 6

59

The Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

The Concepts of Social Studies Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

The Social Studies Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

HISTORY, GRADES 7 AND 8

137

The Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

The Concepts of Historical Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

The Historical Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

History, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 History, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

GEOGRAPHY, GRADES 7 AND 8

169

The Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

The Concepts of Geographic Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

The Geographic Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Geography, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Geography, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

APPENDICES

A. The Goals of the Additional Subjects in Canadian and World Studies. . . . . . . . . . . . . 199 B. Citizenship Education Framework (table) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 C. Map, Globe, and Graphing Skills ? A Continuum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

GLOSSARY

211

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PREFACE

This document replaces The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 2013. Beginning in September 2018 all social studies, history, and geography programs for Grades 1 to 8 will be based on the expectations outlined in this document.

This edition of the curriculum includes a revision of the social studies and history curriculum,1 developed in collaboration with First Nations, M?tis, and Inuit educators, community members, and organizations. The revision was undertaken in response to the Truth and Reconciliation Commission of Canada's calls to action numbers 62 and 63.

ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

Ontario elementary schools strive to support high-quality learning while giving every student the opportunity to learn in the way that is best suited to their individual strengths and needs. The Ontario curriculum is designed to help every student reach their full potential through a program of learning that is coherent, relevant, and age appropriate. It recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum, that they see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse and helps all learners develop the knowledge, skills, and perspectives they need to become informed, productive, caring, responsible, and active citizens in their own communities and in the world.

SUPPORTING STUDENTS' WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students' health and well-being contribute to their ability to learn in all disciplines, including social studies, history, and geography, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth's well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only students' cognitive, emotional, social, and physical development but also their sense of self and spirit, their mental health, their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and in life.

1. This revision focused specifically on strands with content pertaining to history. Consequently, there may be some differences in terminology and style in revised and unrevised strands.

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