Social Studies Education 9 2009 PDF

Saskatchewan
Curriculum
Social
Studies
2009
9
Social Studies 9
ISBN 978-1-926631-41-7
1. Study and teaching (Middle school) - Saskatchewan - Curricula. 2. Competency-based education
- Saskatchewan.
Saskatchewan. Ministry of Education. Curriculum and E-Learning. Science and Technology Unit.
All rights are reserved by the original copyright owners.
Social Studies 9
Table of Contents
Acknowledgements................................................................................................ iii
Introduction.............................................................................................................. 1
Core Curriculum........................................................................................................ 2
Broad Areas of Learning.......................................................................................... 2
Building Lifelong Learners.............................................................................. 2
Building a Sense of Self and Community..................................................... 2
Building Engaged Citizens.............................................................................. 3
Cross-curricular Competencies.............................................................................. 3
Developing Thinking........................................................................................ 4
Developing Identity and Interdependence................................................. 4
Developing Literacies....................................................................................... 5
Developing Social Responsibility.................................................................. 5
Aim and Goals of Social Studies and the Social Sciences................................. 6
Teaching Social Studies........................................................................................... 7
Grade Nine – The Roots of Society................................................................. 9
Teaching and Learning Principles.................................................................. 9
Teaching Controversial Issues....................................................................... 11
Multicultural Content, Perspectives, and Resources................................ 12
Portrayal of Persons with Disabilities.......................................................... 13
Worldview in Social Studies and Social Sciences Curricula..................... 14
Inquiry in Social Studies................................................................................ 15
Creating Questions for Inquiry in Social Studies...................................... 17
Outcomes and Indicators...................................................................................... 19
Assessment and Evaluation of Student Learning............................................ 26
Connections with Other Areas of Study............................................................. 27
Social Studies • Grade 9 | i

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Glossary.................................................................................................................... 28
References............................................................................................................... 29
Feedback Form........................................................................................................ 31
ii | Social Studies • Grade 9

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Acknowledgements
The Ministry of Education wishes to acknowledge the professional guidance of focus groups of
teachers and other educators and reviewers. A special thank you is extended to the Elders, as well
as teachers, of the Northwest School Division, Prince Albert Separate School Division, and North
East School Division, who reviewed and provided advice to strengthen the curriculum.
The Ministry of Education also recognizes the work of the Western and Northern Canadian
Protocol for Collaboration in Education, upon which social studies curriculum outcomes and
achievement indicators are based.
Social Studies • Grade 9 | iii

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Introduction
Social studies is a Required Area of Study in Saskatchewan’s Core
Curriculum. The provincial requirement for Middle Level social
studies is 150 minutes per week (Core Curriculum: Principles, Time
Allocations, and Credit Policy, 2007).
Social studies education can be defined as the study of
people and their relationships with their social, physical, and
technological environments. The study of those relationships
becomes most relevant when students are encouraged to
make connections to their own lives as they explore and apply
knowledge, skills, thinking processes, and values.
The social studies program provides opportunity for students
to develop a sense of themselves as active participants in
their world (personal, local, national, and global). The program
encourages students to use the understandings developed
to explore and clarify values, discuss issues, question and
investigate the world, solve problems, make decisions, and
interact with others. Social studies provides students with
opportunities to make connections between their own and
others’ communities, cultures, and environments, and to take
action in relevant and meaningful ways that give students a
sense of accomplishment and a belief that they can make a
difference.
This curriculum includes the following information to support
social studies education in Saskatchewan schools:
• Core Curriculum
• Broad Areas of Learning
• Cross-curricular Competencies
• K - 12 Aim and Goals for Social Studies and Social Sciences
education
• Teaching Social Studies
• Outcomes and Indicators for Grade 9
• Assessment and Evaluation
• Connections to Other Areas of Study
• Glossary.
Support materials available online will include:
• instructional support materials
• assessment and evaluation support materials
• listing of recommended resources.
Social Studies • Grade 9 | 1

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Core Curriculum
Core Curriculum is intended to provide all Saskatchewan students
with an education that will serve them well regardless of their
choices after leaving school. Through its various components
and initiatives, Core Curriculum supports the achievement of the
Goals of Education for Saskatchewan. For current information
regarding Core Curriculum, please refer to Core Curriculum:
Principles, Time Allocations, and Credit Policy (August 2007) found
on the Saskatchewan Ministry of Education website.
The Broad Areas of Learning and Cross-curricular Competencies
connect the specificity of the areas of study and the day-to-
day work of teachers with the broader philosophy of Core
Curriculum and the Goals of Education for Saskatchewan.
Broad Areas of Learning

There are three Broad Areas of Learning that reflect
Saskatchewan’s Goals of Education. Social studies contributes
to the Goals of Education through helping students achieve
knowledge, skills, and attitudes related to these Broad Areas of
Learning.
Building Lifelong Learners

Students engaged in constructing and applying social studies
knowledge naturally build a positive disposition towards
Related to the following Goals learning. Throughout their study of social studies, students
of Education: bring a natural curiosity about their world. This curiosity
ŘŘ Basic Skills provides the motivation to discover and explore their personal
ŘŘ Lifelong Learning interests more deeply. Positive values and attitudes about
ŘŘ Self Concept Development learning involve curiosity and interest with respect to social
ŘŘ Positive Lifestyle studies questions, and a sense of wonder regarding the human
and natural environments. A spirit of inquiry and the enjoyment
of the pursuit of knowledge are integral to social studies
education. As students engage in the learning process, they
enhance their appreciation of the significance and relevance of
questions and issues related to social studies.
Building a Sense of Self and Community

Related to the following Goals Diversity is a fundamental aspect of human interaction. Living
of Education: together as members of society requires understanding and
ŘŘ Understanding & Relating appreciation of human diversity and diverse perspectives.
to Others
ŘŘ Self Concept Development Diverse perspectives are reflected throughout social studies
ŘŘ Positive Lifestyle curricula and enable students to develop an awareness of
ŘŘ Spiritual Development differing understandings and worldviews. As students think
2 | Social Studies • Grade 9

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critically about contemporary and historical ideas, events,

and issues from diverse perspectives, students gain a richer
understanding of themselves and of the complexity of cultures,
communities, and societies. This understanding enables
students to interact with others with sensitivity and open-
mindedness, and to respect their own and others’ ways of seeing
the world. As students consider diverse perspectives in their
choices, decisions, and actions, they will be better able to live
with others in a pluralistic society (WNCP, 2002, K-9 framework
of social studies outcomes, p. 19).
Building Engaged Citizens

The development of values and attitudes, knowledge and
Related to the following Goals
understanding, and skills and processes that support active of Education:
and responsible citizenship is fundamental to social studies ŘŘ Understanding & Relating
education. As active and responsible citizens, students engage to Others
in discussions and take action as members of communities ŘŘ Positive Lifestyle
– locally, nationally, and globally. The concept of citizenship ŘŘ Career and Consumer
Decisions
provides a foundation that enables students to understand and ŘŘ Membership in Society
become committed to democratic ideals. ŘŘ Growing with Change
Citizenship involves the ability and willingness to contribute
to collective well-being through personal and collective
decisions and actions. Students will explore historical and
contemporary issues and ideas related to citizenship to develop
an understanding of citizenship in the local, national, and
global contexts. Students will engage in discussion, negotiation,
consensus building, and conflict resolution. As students
interact and explore diverse perspectives, they will build the
competencies required for active and responsible citizenship in
the Canadian context. Values and attitudes that support active
and responsible citizenship are central to social studies learning.
These include respect for democratic ideals such as justice
and equality, and appreciation of the rights, privileges, and
responsibilities of citizenship. Active citizenship also involves
willingness to engage in discussion, negotiation, debate, and
action regarding Canadian and global social issues. Students will
examine the contribution individuals can make to the economic,
environmental, and social sustainability of communities.
Cross-curricular Competencies
The Cross-curricular Competencies are four interrelated areas
containing understandings, values, skills, and processes which
are considered important for learning in all areas of study. These
competencies reflect the Common Essential Learnings and are

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intended to be addressed in each area of study at each grade

level.
Developing Thinking
Learners construct knowledge to make sense of the world
around them. In social studies, students develop understanding
ŘŘ thinking and learning by building on what is already known and use processes such
contextually
ŘŘ thinking and learning as thinking contextually, initiating and engaging in inquiry,
creatively thinking creatively, and thinking critically. This curriculum is
ŘŘ thinking and learning inquiry-based and students use their thinking skills to explore
critically a range of questions, topics, issues, and themes in a variety
of contexts. Thinking contextually, creatively, and critically
enables students to make observations and decisions and to
solve problems. These skills involve making connections among
concepts and applying a variety of cognitive tools. Creative
thinking emphasizes divergent thinking, the generation of ideas
and possibilities, and the exploration of diverse approaches
to questions. Critical thinking involves the use of criteria and
evidence to make reasoned judgements. These judgements
include distinguishing fact from opinion, evaluating information
and ideas, identifying perspectives and bias, and the
consideration of the consequences of decisions and actions.
Developing Identity and Interdependence

A strong sense of identity is a necessary foundation for
interpersonal relationships, and contributes to students’ abilities
ŘŘ understanding, valuing,
and caring for oneself
to participate in their communities as active and responsible
ŘŘ understanding, valuing, citizens. Identities are shaped by many factors including culture,
and respecting human language, ethnic heritage, spiritual beliefs, socio-economic
diversity and human rights situation, gender identity, personal characteristics, time, and
and responsibilities place. Identity formation is an ongoing process that involves
ŘŘ understanding and valuing observation, reflection, and interaction with others. Individuals
social and environmental
interdependence and affirm who they are by becoming aware of what distinguishes
sustainability themselves from others, as well as what connects themselves
to others. Social studies learning provides opportunities
for students to develop self-awareness, and to enrich their
personal identities and self-esteem. Focusing on identity and
interdependence strengthens students’ understanding of who
they are as individuals and as social beings. As students reflect
on and express who they are, they build upon their identities
as contributing members of interdependent groups and
communities.
An appreciation of the dependence of human beings upon
nature and respect for the natural environment are also
important values in social studies. An attitude of stewardship

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for the land implies a willingness to adapt one’s lifestyle in

order to contribute to the well-being of the environment. An
awareness of the impact of human societies and activities on
the environment enables students to make decisions that reflect
concern for present and future quality of life.
Developing Literacies
Multiple literacies involve a continuum of interrelated skills,
strategies, and knowledge that contribute to the development
ŘŘ constructing knowledge
of an individual’s ability to participate in a variety of roles and related to various literacies
situations in the school, home, and community. Literacies ŘŘ exploring and interpreting
provide a variety of ways, including the use of language and the world through various
technology, to interpret the world and express understanding literacies
ŘŘ expressing understanding
of it through words, numbers, images, sounds, movements, and communicating
or other representations. In social studies, development of meaning using various
literacies related to the various social science disciplines (e.g., literacies
cultural literacy, economic literacy, geographic literacy, historical
literacy) complements development of literacies in other areas
of study.
Developing Social Responsibility

Social studies supports students in participating actively and
responsibly in a changing pluralistic society. Important values ŘŘ using moral reasoning
and attitudes in social studies relate to self, others, community, processes
environment, and citizenship. Positive values and attitudes ŘŘ engaging in
communitarian thinking
concerning self involve a sense of personal worth and efficacy.
and dialogue
The belief that one can contribute to collective well-being and ŘŘ contributing to the well-
make a positive difference in society begins with self-esteem being of self, others, and the
and is supported by a sense of connectedness to others. This natural world
belief supports the development of values such as respect,
integrity, responsibility, and commitment.
Attitudes with respect to others are grounded in respect for

the value and dignity of all human beings. This is reflected in a
concern for quality of life and a willingness to understand and
respect diversity in individuals, groups, cultures, communities,
and societies. Appreciating human diversity implies a critical
consideration of one’s own and others’ perspectives. Such
a consideration involves acknowledging the limitations
of personal perspectives in understanding the world, and
enables students to identify and speak out against intolerance,
prejudice, racism, and other forms of discrimination. Social
studies helps students become informed, active, and

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responsible members of communities. Positive values and

attitudes regarding community involve a sense of belonging
and membership. A sense of belonging enables students to
make choices that are motivated by concern for collective well-
being. Values such as respect, a sense of personal and collective
responsibility, and an appreciation of human interdependence
within local, national, and global communities are fundamental
to social studies education.
Aim and Goals of Social Studies and

the Social Sciences
The purpose of Kindergarten to Grade 12 Social Studies is to
help students know and appreciate the past, understand the
present, influence the future, and make connections between
events and issues of the past, the present, and the future.
Further, its purpose is to make students aware that, just as
contemporary events have been shaped by actions taken by
people in the past, they have the opportunity to shape the
future. The ultimate aim is for students who have a sense of
themselves as active participants and citizens in an inclusive,
culturally diverse, interdependent world.
Goals are broad statements identifying what students are
expected to know and be able to do upon completion of the
learning in a particular area of study. The four goals of K-12
Social Studies and Social Sciences education are to:
• examine the local, indigenous, and global interactions and
interdependence of individuals, societies, cultures, and
nations (IN)
• analyze the dynamic relationships of people with land,
environments, events, and ideas as they have affected the
past, shape the present, and influence the future (DR)
• investigate the processes and structures of power and
authority, and the implications for individuals, communities,
and nations (PA)
• examine various worldviews about the use and distribution
of resources and wealth in relation to the needs of
individuals, communities, nations, and the natural
environment, and contribute to sustainable development
(RW).

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Physical Education
Language Health
Interactions and Arts Education
Interdependence Identity and
Thinking Interdependence
Self and
Dynamic Community
Relationships
Social Lifelong Engaged Arts
Studies Learners Citizens Education
Power and
Authority
Social Literacies
Resources Responsibility
and Wealth Mathematics Science
Career
Education
The Interactions and Interdependence goal (IN) recognizes and

encompasses the disciplines of anthropology, archaeology,
philosophy, psychology, and sociology within the social studies
and social sciences, while the Dynamic Relationships goal (DR)
recognizes and encompasses the disciplines of geography and
history. As well, the Power and Authority goal (PA) recognizes and
encompasses the disciplines of political science and law, while the
Resources and Wealth goal (RW) recognizes and encompasses the
disciplines of economics and environmental studies.
Teaching Social Studies

The role of social studies education is to help students develop
the values and attitudes, knowledge and understanding, and
skills and processes necessary to become active and responsible
citizens, engaged in the practice of democratic ideals and aware
of their capacity to effect change. Social studies supports active
and responsible citizenship by enabling students to:
• understand their rights and responsibilities in order to
participate fully in society
• demonstrate a critical understanding of the role of social,
political, economic, and legal institutions as they relate to
individual and collective well-being
• understand and appreciate the unique nature of Canada, its
land, history, complexities, and current issues
• understand and honour the traditions, concepts, and
symbols that are the expression of Canadian identities

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• thrive in their evolving cultural and Canadian identities

with a legitimate sense of belonging to their communities,
Canada, and the world
• appreciate and respect diverse Canadian cultural
perspectives, including Aboriginal and Francophone, and
understand how these perspectives have shaped Canada’s
political and cultural realities
• value the diversity, respect the dignity, and support the
equality of all human beings
• develop a sense of social compassion, fairness, and justice
• recognize, speak out, and take action against injustice as it
occurs in their schools, communities, Canada, and the world
• understand Canadian and world history, to better
comprehend the present and to influence the future wisely
for the well-being of all
• critically consider and understand historic and
contemporary issues, including controversial issues, from
diverse perspectives
• develop a global consciousness with respect to the human
condition and world issues
• understand how political and economic distributions
of power affect individuals, communities, nations, and
environments
• understand geographic concepts and skills, and that
humans exist in a dynamic relationship with the natural
environment
• develop a consciousness and sense of stewardship for
the land, as well as an understanding of the principles of
sustainability
• engage in problem solving and conflict resolution with an
awareness of the ethical consequences of decision making
• engage in active inquiry and critical and creative thinking
• conduct research ethically using diverse methods and
sources, and organize, interpret, and present their findings,
and defend their opinions
• use and manage information and communication
technologies
• develop effective communication skills
• develop collaborative and cooperative skills.
(WNCP, 2002, K-9 framework of social studies outcomes, p. 7)

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Grade Nine – The Roots of Society

Grade 9 students will explore worldviews of past societies Themes for Grades 6-9 Social
and connections between the past and the present. Students Studies:
will consider how worldviews are shaped and how they are ŘŘ Grade 6 – Canada and Our
expressed by people living in particular times and places. They Atlantic Neighbours
ŘŘ Grade 7 – Canada and
will examine issues related to contact between societies with Our Pacific and Northern
differing worldviews. Students will explore diverse sources of Neighbours
historical information, including oral histories, images, literature, ŘŘ Grade 8 – The Individual in
and the arts. Through this inquiry into past societies, students Canadian Society
will reflect upon their own worldviews, assess the influences ŘŘ Grade 9 – The Roots of
of the past on the present, and further develop their historical Society.
consciousness. Students will explore at least one historical
indigenous society of North America, as well as Mesopotamia or
Ancient Egypt; Ancient Greece or Rome; Aztec, Incan, or Mayan
civilizations; Medieval Europe or Renaissance Europe; Ancient
China or Japan.
Teaching and Learning Principles

The following principles are fundamental beliefs intended
to guide and support decisions related to teaching and
learning – decisions about curriculum, classroom environment,
resource selection, instruction, and assessment and evaluation.
The following principles, based upon current research and
knowledge about teaching and learning, are designed to guide
instruction and learning in Middle Level social studies.
Learning Teaching
Students learn most effectively in Instructional strategies that facilitate active learning include
environments that promote active exploration, inquiry, problem solving, decision making,
learning through purposeful and discussion, debate, and reflection. Topics should be personally,
challenging experiences. as well as academically, meaningful.
Students learn and develop in Instructional strategies that appeal to a variety of learning
different ways and at varying rates. styles provide opportunities for interaction and collaboration,
as well as for independent learning. Assessment criteria
should be identified for both process and product.
Students learn most effectively Instruction should provide opportunities for students to learn
when they know and actively a variety of strategies for understanding, generating, and
select and apply strategies to applying new knowledge, skills, and attitudes.
develop understanding and make
meaning.

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Learning Teaching
Students learn most effectively Instruction should clearly establish connections between
when they find personal relevance what is taught and students’ current lives and situations,
in the concepts, knowledge, skills, supporting meaningful connections between the students’
and values being taught. prior knowledge and experiences and newly acquired
knowledge and experiences.
Students learn to be effective Instruction should provide opportunities to develop, value,

citizens, locally and globally, when and practise citizenship skills as students explore, reflect on
they see themselves as active issues, construct thoughtful points of view, and recommend
participants in an interdependent and engage in appropriate actions based upon adequate
world. knowledge and consideration.
Students develop a sound Assessment and evaluation should be continuous, and

understanding of their abilities consist of a variety of methods of collecting, sharing, and
and needs when assessment using data. Teachers should provide frequent opportunities
and evaluation are integral for students to assess and evaluate their own learning and
components of the learning performance, and to set goals for further learning. Assessment
process. and evaluation must address skills and processes, as well as
content and products.
Students develop and clarify Instruction should use a variety of strategies to encourage
their own views and values, and students to examine, clarify, and reflect upon their values
come to understand and respect and viewpoints, as well as to consider and discuss several
the views and values of others perspectives regarding a variety of concepts, issues, and
through opportunities to reflect topics. In addition, teachers should encourage students to
on information and ideas from a celebrate their Canadian identity, while fostering multicultural
variety of perspectives. and global perspectives that help students to respect and
understand other people’s cultures and viewpoints.
Students’ language skills and Instruction should engage students in the language
abilities are integral to their processes of listening, speaking, reading, writing, viewing,
learning, both independently and and representing, and should provide support for students as
collaboratively. they use these processes to develop concepts and clarify and
extend their understanding of subject-specific material and
vocabulary.
Students at the Middle Level Instruction is most successful with Middle Level students
display unique developmental if their characteristics are acknowledged and taken into
characteristics. While no two consideration when planning or implementing learning
individuals are the same, in situations and activities.
general, these students are
experiencing physical, emotional,
moral, ethical, social, and
intellectual growth and change at
a rate more rapid than at any other
stage of their lives.

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Teaching Controversial Issues

The teaching of value-laden issues has generated much
controversy. Some argue that, in a pluralistic society, there
can be no broad consensus on values. People who adopt this
assumption argue that social studies education has to be
objective and value free in order to avoid offending certain
points of view. A second position is to provide students with
opportunities to clarify their personal values, contemplate the
consequences of those values, and decide for themselves what
they will or will not accept. A third position is to argue that there
is some basic consensus on fundamental moral and ethical
values in Canadian society and that these values can be taught
in a meaningful way.
It is assumed in social studies that there are fundamental values
on which there is agreement. It is also assumed that there are “Social issues can be one of the
most interesting and important
many disagreements and that students need to learn to deal
components of the social
with diverse beliefs. The social studies and social sciences studies curriculum. They add
curricula provide students with learning experiences that help vitality to the curriculum and
identify some of the fundamental value positions of society help make it significant for both
and understand how these arose. In order to achieve the K-12 students and teachers.”
goals of social studies and social sciences curricula, students Banks & Banks,1999, p. 196
must be exposed to a variety of viewpoints and beliefs. This
does not suggest, however, that any belief is as good as any
other belief. Canadian society does not accept that premise, and
that impression should not be given to students. Therefore, this
curriculum makes no attempt to be value free.
Social studies provides students with opportunities to
examine controversial issues. Contemplating these issues will
provide students with the opportunity to apply concepts and
higher order thinking skills in organizing, interpreting, and
communicating information meaningfully. In this process,
students can begin to understand the role of values as the
basis for making inferences. It is, then, a natural progression to
understanding that values provide us with evaluative criteria
and we depend upon the traditions of Canadian society to
provide us with guidelines. A short list of these criteria would
include human dignity, basic rights, and responsibilities as
defined in the Canadian Charter of Rights and Freedoms, and
respect and acceptance of individual differences.
When addressing values in the classroom, teachers should be
aware of family and community standards. Teachers should
also consult the Renewed Objectives for the Common Essential
Learnings of Critical and Creative Thinking (CCT) and Personal and
Social Development (PSD) for support in addressing controversial

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issues. Educational decisions related to values in the classroom

should reflect these standards as well as those in the Canadian
Charter of Rights and Freedoms. If a controversy arises between
positions taken by family and community and that of the
Charter, students should be encouraged to engage in dialectical
thinking about the various positions before arriving at their
personal value position.
Multicultural Content, Perspectives, and

Resources
Multicultural education fosters understanding, acceptance,
empathy, and constructive and harmonious relations among
people of diverse cultures. It encourages learners of all ages to
“Multiculturalism is a view cultures different from their own as sources of learning and
recognition of the diversity of enrichment.
cultural differences which exist
in a pluralistic society and an While the first and most lasting influence on children and youth
endorsement of a society in is that of the home environment, educators and educational
which individuals of all cultures institutions have a responsibility to prepare children to function
are accepted and accorded in our culturally diverse society. The educational system must
respect.”
address a variety of issues with cultural diversity in mind:
Saskatchewan Education,
1994, p. 1 additional language programming, teaching and learning
styles, curriculum and resource materials, teacher attitudes
and expectations, student groupings, and assessment and
evaluation. Sound teaching practices such as being aware of a
student’s social and psychological background, encouraging
the development of self-esteem, and responding to individual
needs are consistent with the philosophy underlying
multicultural education.
Multicultural Education and Heritage Language Education Policies
(Saskatchewan Education, 1994) identifies goals that provide a
foundation for multicultural education in the classroom. These
goals, exemplified below, include self-concept development,
understanding and relating to others, spiritual development,
and membership in society.
To demonstrate and promote cultural respect and
understanding, teachers can:
• affirm each student as unique and important
• accept and respect the language that each student brings to
the classroom
• become educated about the cultural backgrounds of their
students
• determine if unexpected behaviours and actions reflect a
student’s culture
• respect students’ knowledge about their own cultures

Social Studies 9
• build a classroom environment that encourages inclusion

and validation of students’ language usage and abilities, and
varied cultural and ethnic backgrounds
• deal with racist incidents in a direct manner, if they occur
• view students of all cultures as having equal potential
• become informed about a variety of cultures and inform
their students
• help students to understand that individual identities
are shaped by many factors, one of which is cultural
background
• give students opportunities to select and respond to
resources listened to, read, and viewed
• encourage students to read, view, and listen to a variety of
resources and media representative of cultural groups with
which students do and do not identify
• encourage students to take risks when expressing
themselves in spoken and written forms
• use interpreters for second language speakers (e.g., parents,
community members)
• use a variety of instructional and assessment strategies to
accommodate students’ cultural learning preferences and
backgrounds
• develop students’ collaborative and cooperative skills and
attitudes through group work, problem-solving discussions,
and consensus activities
• encourage students to talk and write about their
experiences and places where students have lived or
travelled
• provide opportunities for students to tell their stories orally,
in writing, or through other representations
• choose resources and media selections that represent a
diversity of cultures and cultural perspectives
• discuss stereotypical beliefs and cultural biases in resources
and media.
The inclusion of multicultural content, perspectives, and
resources in social studies helps students to develop
multicultural perspectives that prepare students to live
more enriched and compassionate lives while contributing
harmoniously to a pluralistic society.
Portrayal of Persons with Disabilities

Persons with disabilities have often been depicted inaccurately
in print, media, and other classroom resources. Stereotypical
depictions have served to give readers, listeners, and viewers
inappropriate information and have engendered attitudes
ranging from feelings of pity or revulsion to expectations of

Social Studies 9
superhuman powers of intellect. It is critical that social studies

teachers use materials that portray persons with disabilities
realistically and fairly.
Wherever possible, ability rather than disability should be
emphasized. Instructional materials should convey respect for
“It is important to be aware
that literature, the media, and the individuality of all persons, including those with disabilities.
other resources frequently When evaluating material for use in the social studies classroom,
portray people with disabilities the teacher should consider the following:
in a stereotypical way.” • Accurate and up-to-date information should be used in
Heim, 1994, p. 140 the resource to describe the disability. The best approach
is one where aspects of the disability are revealed, not as
the main focus of the text, but through the unfolding of the
documentary or story.
• Stereotypes frequently found in media portrayals of people
with disabilities include: pitiable and pathetic, objects of
violence, or burdens who are incapable of fully participating
in everyday life. Materials that include characters or people
with disabilities should provide an insight into the feelings and
thoughts of the individuals with disabilities. The characters
or people should not be used to provoke certain feelings and
thoughts in the reader, listener, or viewer (e.g., pity).
Worldview in Social Studies and Social

Sciences Curricula
A worldview is a description of reality providing natural
and believable knowledge which is generally accepted by
the members of a cultural group, because it meets their
needs, creates order and coherence, and provides a basis for
predictions. A worldview acts as a template providing people
with a set of beliefs about the reality in which people find
themselves. Critical attributes include:
• spiritual beliefs defining the meaning and purpose of
existence
“Worldview is a comprehensive • moral beliefs about people’s rights and obligations
view or philosophy of life, • social beliefs about the organization of individuals into a
the world and the universe. society
Worldview can be described as • intellectual beliefs about determining truth and beauty
a philosophy or view of life that
shapes how we interact and • economic beliefs about creating and distributing wealth
respond to the world around us. • political beliefs about making and enforcing decisions
Our own worldview influences, within society.
shapes and interprets what we
experience, and provides us Societal belief systems play an important role in guiding human
with a sense of vision for the behaviour. Individuals in societies use beliefs to guide behaviour
future.” because they provide authority, stability, and predictability
Office of the Treaty regarding issues that are important and/or controversial.
Commissioner, 2008, p. 60
Each society has fundamental belief systems from which

Social Studies 9
people draw the core of their personal beliefs and behaviours.

These collective belief systems are the basis for a society’s
worldview. Compatible worldviews are necessary for the orderly
functioning of a society because they determine:
• what things are worth working for (purposes)
• what things are worth believing (values)
• those ideas that are acceptable (based on values)
• those things considered beautiful, pleasurable, fun, tragic,
and/or comic (aesthetics)
• those things that are worth enforcing (rules and laws).
Through social studies and social sciences curricula, students
investigate the worldviews of various societies and cultures
in their achievement of the K-12 goals and grade specific
outcomes.
Inquiry in Social Studies

Inquiry learning provides students with opportunities to build
knowledge, abilities, and inquiring habits of mind that lead to
deeper understanding of their world and human experience.
Inquiry is more than a simple instructional method. It is a
philosophical approach to teaching and learning, grounded in
constructivist research and methods, which engages students
in investigations that lead to disciplinary and transdisciplinary
understanding.
Inquiry builds on students’ inherent sense of curiosity and
wonder, drawing on their diverse backgrounds, interests, and
experiences. The process provides opportunities for students
to become active participants in a collaborative search for
meaning and understanding. Students who are engaged in
inquiry:
• construct knowledge and deep understanding rather than
passively receiving it
• are directly involved and engaged in the discovery of new “Inquiry is a philosophical
stance rather than a set of
knowledge strategies, activities, or a
• encounter alternative perspectives and differing ideas particular teaching method.
that transform prior knowledge and experience into deep As such, inquiry promotes
understandings intentional and thoughtful
• transfer new knowledge and skills to new circumstances learning for teachers and
children.”
• take ownership and responsibility for their ongoing learning Mills & Donnelly, 2001, p. xvii
and mastery of curriculum content and skills.
(Adapted from Kuhlthau & Todd, 2008, p. 1)
An important part of any inquiry process is student reflection
on their learning and the documentation needed to assess the
learning and make it visible. Student documentation of the

Social Studies 9
inquiry process in social studies and the social sciences may take
the form of works-in-progress, reflective writing, reports, notes,
three-dimensional models, arts expressions, photographs, video
footage, action plans, and various other representations.
Inquiry learning is not a step-by-step process, but rather a
cyclical process, with various phases of the process being
revisited and rethought as a result of students’ discoveries,
insights, and construction of new knowledge. Experienced
inquirers will move back and forth among various phases as
new questions arise and as students become more comfortable
with the process. The following graphic shows various phases of
this cyclical inquiry process.
Constructing Understanding Through Inquiry
Curriculum Outcomes What are the things we wonder

about and want to know more about?
What questions do we have about
the deeper mysteries or aspects of life?
Interpret
Collaborate Conclude
Analyze
Plan Investigate
Reflect and Reflect and
Revise How are we going to get there? Revise
Explore Create
Observe Synthesize
Resources
Acknowledge Sources Document Processes
What have we discovered and how

will we show our deeper understanding?
How are we going to use what we have
discovered (e.g., apply, act,
implement)?
Inquiry focuses on the development of questions to initiate

and guide the learning process. These questions are formulated
by teachers and students to motivate inquiries into topics,
problems, and issues related to curriculum content and
outcomes.
Well-formulated inquiry questions are broad in scope and rich
in possibilities. Such questions encourage students to explore,
observe, gather information, plan, analyze, interpret, synthesize,
problem solve, take risks, create, conclude, document, reflect on
learning, and develop new questions for further inquiry.

Social Studies 9
Creating Questions for Inquiry in Social

Studies
Teachers and students can begin their inquiry at one or more
curriculum entry points; however, the process may evolve
into transdisciplinary integrated learning opportunities, as
reflective of the holistic nature of our lives and interdependent
global environment. It is essential to develop questions that
are evoked by student interests and have potential for rich and
deep learning. These questions are used to initiate and guide
the inquiry and give students direction for investigating topics,
problems, ideas, challenges, or issues under study. The process
of constructing questions for deep understanding can help
students grasp the important disciplinary or transdisciplinary
ideas that are situated at the core of a particular curricular
“… questions stimulate
focus or context. These broad questions lead to more specific thought, provoke inquiry, and
questions that can provide a framework, purpose, and direction spark more questions—not
for the learning activities in a lesson, or series of lessons, just pat answers . . . . The
and help students connect what they are learning to their best questions point to and
experiences and life beyond school. highlight the big ideas.”
Wiggins & McTighe,
Questions give students some initial direction for uncovering 2005, p. 106
the understandings associated with a unit of study. Questions
can help students grasp the big disciplinary ideas surrounding
a focus or context and related themes or topics. They provide a
framework, purpose, and direction for the learning activities in
each unit and help students connect what they are learning to
their experiences and life beyond the classroom. They also invite
and encourage students to pose their own questions for deeper
understanding. When devising essential questions that lead to
deeper understanding, teachers and students should note that
these questions should:
• cause genuine and relevant inquiry into the key ideas and
core content
• provide for thoughtful, lively discussion, sustained inquiry,
and new understanding as well as more questions
• require students to consider alternatives, weigh evidence,
support their ideas, and justify their answers
• stimulate vital, ongoing rethinking of big ideas,
assumptions, and prior lessons
• spark meaningful connections with prior learning, personal
experiences, and ways of knowing
• naturally recur, creating opportunities for transfer to other
situations and subjects.
(Adapted from Wiggins & McTighe, 2005, p. 110)

Social Studies 9
Effective questioning is
Social studies inquiry involves the exploration of issues,
essential for teaching questions, or problems. The inquiry process begins with
and student learning and the natural curiosity of students and draws upon their prior
should be an integral part knowledge. Throughout the process, students engage in
of planning in social studies. creative and critical thinking, carry out research, and design
Questioning should also be creative responses to questions. Students use a variety of
used to encourage students to
reflect on the inquiry process strategies to plan inquiry and analyze issues, and to make
and the documentation and decisions or devise innovative approaches to problems that may
assessment of their own or may not have solutions.
learning.
Through the inquiry process, students strive to understand
and explain the world. They pose problems or seek information
about relevant issues or questions. It is important that students
consider diverse perspectives as they evaluate alternatives and
explore consequences. Central to this process is an awareness of
the complexity and change inherent in issues related to social
studies.
As students inquire into issues, they explore diverse choices
and possibilities, and may make decisions or take action. Where
resolution is not possible, students may pose new questions or
plan alternative approaches. An important part of this process is
a consideration of the beliefs, values, and implications of various
alternatives. This complex process includes weighing priorities,
predicting consequences, negotiating compromises, and
making decisions or exploring possibilities.
Questions for deep understanding in social studies are the key
to initiating and guiding students’ investigations and critical
thinking, problem solving, and reflection on their own learning.

Social Studies 9
Outcomes and Indicators
Goal: To examine the local, indigenous, and global interactions and

interdependence of individuals, societies, cultures, and nations. (IN)
Outcomes (What students are Indicators (Students who have achieved this outcome should
expected to know and be able be able to:)
to do.)
IN9.1 Explain what constitutes a. Relate the functions and services of institutions in the
a society. community (e.g., schools, churches, local governments,
parents, Elders, traditional knowledge keepers) to the needs
of the people in that community.
b. Investigate the roles of individuals in the institutions of
the local community, including the expectations attached
to those roles (e.g., school: student, principal, teacher,
caretaker, secretary; hospital: doctor, nurse, traditional healer,
receptionist, paramedic, medical technician, patient).
c. Research a list of characteristics and attributes that formulate
a definition of a society.
d. Compare two different societies studied including the
attributes of leaders, the roles of various individuals, cultural
traditions and ceremonies, and means of sustenance.
e. Apply the definition of society to one of the civilizations
studied, and detail ways in which the civilization meets
the criteria to be considered a society (e.g., How can
Mesopotamia be called a society according to the formulated
definition? Would Aboriginal groupings of the plains and
woodlands in North America meet the criteria?).
f. Investigate diverse historical views regarding the terms
‘primitive’ and ‘civilized’, and analyze the effect of the
perceptions of the concepts on ethnocentrism in colonizers.
g. Analyse the effects of ethnocentrism on indigenous peoples.

Social Studies 9
Outcomes Indicators
IN9.2 Compare the factors a. Explore personal student beliefs about some contemporary
that shape worldviews in a issues or problems (e.g., making friends; the role of technology
society, including time and in daily life; affordable housing; intergenerational families;
place, culture, language, global warming; post-secondary education; participating in
religion, gender identity, religious or cultural ceremonies; designer clothing; healthy
socio-economic situation, and food choices; drinking and driving; violence).
education.
b. Define the concept of worldview.
c. Hypothesize about the reasons underlying the similarities
and differences between the worldview of one individual and
that of another person.
d. Construct a comparison of the worldviews of the societies
studied.
e. Determine reasons for the similarities and differences
between the worldviews of two societies studied.
f. Illustrate the similarities and differences between a personal
modern worldview and that of a society studied, and
speculate why these similarities and differences occur.
IN9.3 Analyze the ways a a. Distinguish the worldviews represented in the literature of a
worldview is expressed in the society studied.
daily life of a society.
b. Identify the architectural features which communicate the
worldview of a society studied.
c. Analyze how works of art of a society studied reveal elements
of that society’s worldview.
d. Examine the role of education in perpetuating the worldview
of a society studied.
e. Investigate the worldview of the local community as
represented through features including literature, the arts,
cultural celebrations and traditions, education (including
Elders’ teachings of indigenous peoples), sports and
recreation, and architecture.
IN9.4 Determine the influence a. Explain the influence of worldview on personal choices,
of worldview on the choices, decisions, and interactions (e.g., choice of friends, choice of
decisions, and interactions in fashion, the significance of education, participation or non-
a society. participation in events, choice of pastimes and recreational
activities, approaches to nature and ecology, approaches to
consumerism).
b. Analyse the influence of worldviews upon attitudes toward
territorial expansion, colonization, or empire-building in the
societies studied, and assess the impact of such activities on
the indigenous cultures and peoples.

Social Studies 9
Outcomes Indicators
IN9.4 continued c. Explain how the worldview of Canadian First Nations,

including the value placed on harmony and trust, led to the
signing of Treaties.
d. Judge the influence and impact of worldview on the progress
or decline of the societies studied.
Goal: To analyze the dynamic relationships of people with land, environments,

events, and ideas as they have affected the past, shape the present, and
influence the future. (DR)
to do.)
DR9.1 Examine the challenges a. Analyze the advantages and disadvantages of oral accounts
involved in obtaining as sources of information about historical events.
information about societies of
b. Describe the role of archaeology in obtaining information
the past.
about societies of the past.
c. Explain various technologies used in archaeology (e.g.,
shovels, brushes, carbon dating, GPS cartography, satellite
imagery).
d. Present results obtained and techniques used in ongoing
archaeological digs (e.g., Wanuskewin, Eagle Creek; Point-à
Callières, Montréal; Pompéi, Italy; Dufferine Terrace, Québec
City; Fort Temiscaming, Québec; Ahu o rongo, Easter Island).
e. Investigate the role of literature, visual arts, music,
newspapers, photographs, and other artifacts in obtaining
information about past societies.
f. Recognize the dynamic nature of historical knowledge
by identifying examples of changes occurring in the
interpretation of history as a result of new information
uncovered or acknowledged.
DR9.2 Synthesize the a. Represent in a timeline the key historical events in the
significance of key historical societies studied.
events in societies studied. b. Relate the origins and the repercussions of an event in the
history of the societies studied.
c. Judge the importance of an event in the history of the
societies studied to the people in the society, in historical
context as well as to the current era.

Social Studies 9
Outcomes Indicators
DR9.3 Assess the relationship a. Explain the influence of the major water systems, the
of the natural environment in topography, and the climate on the ways of life and
the development of a society. worldviews in the societies studied.
b. Connect the characteristics of the natural environment with
the settlement and movement of people in the societies
studied.
c. Give examples of ways in which the natural environment
influenced technological development in the societies
studied.
d. Give examples of ways in which the development of societies
studied impacted the natural environment.
e. Explain the effect of the natural environment in the progress
or decline of the societies studied.
f. Analyze the influence of the natural environment on the
territorial expansion, colonization, or empire-building in the
societies studied.
g. Analyze the effects of colonization, territorial expansion, and
empire-building on the natural environment.
DR9.4 Determine the a. Identify ideas, images, and symbols in contemporary life that
influence of societies of the have their roots in societies of the past (e.g., political, artistic,
past on contemporary life in recreational, technological, mathematical, and scientific).
Canada. b. Analyze the impact of knowledge acquired from historical
events on the future of contemporary societies (e.g., the
decline of the Roman Empire; the attempted annihilation
of indigenous cultures and languages, the power of the
church; ethnocentrism; the concentration of power in the
organization of large corporations; the contribution of
indigenous peoples to the survival of newcomers at the
time of contact, and the willingness to share the bounty and
abundance of the land, sometimes through sophisticated
arrangements known as Treaties).
c. Construct an inventory of references to traditional oral
narratives found in current popular media, and determine the
relevance of traditional narratives to contemporary society.

Social Studies 9
Goal: To investigate the processes and structures of power and authority, and
the implications for individuals, communities, and nations. (PA)
to do.)
PA9.1 Examine concepts of a. Differentiate the essential characteristics of various systems
power and authority in the of government, including democracy, consensus, monarchy,
governance of the societies autocracy, and military regime.
studied. b. Investigate and classify the systems of government in place
at different periods in the history of the societies studied (e.g.,
democracy, consensus, monarchy, autocracy, military regime).
c. Interpret the effect of the system of government on the
worldview of the societies studied, in terms of who had power,
and how government leaders obtained power (e.g., Iroquois
chiefs chosen by clan mothers, European leaders selected by
elite males) and how power was exercised.
d. Explain the reasons underlying the existence of a particular
system of government at a specific moment in the history of
the societies studied.
e. Define the concept of the rule of law and trace its origins in
the societies studied.
f. Draw conclusions about the effect of the rule of law on the
worldview of the societies studied.
g. Compare the distribution of power and the application of
authority of a society studied to contemporary Canadian
society.
PA9.2 Analyze the impact a. Research the imperial activities of a society studied, and
of empire-building and critique the reasons for imperialism in the context of the
territorial expansion on time period (e.g., Macedonia, Rome, England, Spain, France,
indigenous populations and Mongolia).
other groups in the societies
b. Assess the treatment of indigenous populations by the
studied.
imperialists in the societies studied.
c. Conduct an inquiry regarding the initial interaction of North
American Aboriginal peoples with Europeans, comparing the
worldviews of the two.
d. Evaluate the authenticity and validity of information sources
used in the inquiry process.

Social Studies 9
Outcomes Indicators
PA9.3 Investigate the roles a. Differentiate the criteria for citizenship in the societies
and responsibilities of studied with that in contemporary Canadian society.
members of the societies
b. Investigate examples of the oppression of rights of particular
studied and those of citizens
groups or individuals in societies studied including examples
in contemporary Canada.
in Canada (e.g., slavery, limited franchise, restrictions on
property ownership).
c. Examine the rights and responsibilities of people as they
existed within the societies studied, and compare findings to
contemporary Canadian society.
d. Explain the means to achieving rights in the societies studied,
and compare this to contemporary Canadian society.
e. Compile an inventory of the diverse roles and responsibilities
of people within the societies studied, according to various
classifications (e.g., gender, age, vocation, social class).
f. Compare roles within societies studied to those in
contemporary Canadian society.
Goal: To examine various worldviews about the use and distribution of

resources and wealth in relation to the needs of individuals, communities,
nations, and the natural environment and contribute to sustainable
development. (RW)
to do.)
RW9.1 Compare differing a. Investigate the strategies used to acquire and distribute
perspectives regarding the resources in the societies studied.
acquisition and distribution b. Compare the perspectives regarding the distribution of
of resources and wealth in the resources in the societies studied, and assess the results in
societies studied. terms of consequences for the populations of the societies.
c. Research the processes for decision making regarding
production and distribution of wealth and resources in the
societies studied.
d. Infer the values of the societies studied according to categories
of acquisition and distribution of resources and wealth.
RW9.2 Appraise the a. Analyse the impact of physical geography on modes of
significance of trade and transportation in the societies studied.
transportation in the
b. Investigate motives for trade, approaches to trade, and
development of the societies
trading patterns of societies studied, to assess the effects on
studied.
the economy and prosperity of that society.

Social Studies 9
Outcomes Indicators
RW9.2 continued c. Compare the prosperity of societies studied, and infer reasons
for similarities and differences.
d. Assess the importance of trade relations and transportation
systems for prosperity in the societies studied, and make
generalizations with reference to contemporary Canada.
RW9.3 Determine the a. Illustrate on a timeline the significant scientific, mathematical,
influence of technologies technological, artistic, and cultural achievements of past
of past societies studied on societies.
contemporary society.
b. Explain the impact of tools and other technologies developed
in past societies on the economies and lifestyles of those
societies.
c. Discern the influence of the tools and other technologies of
one society studied upon another society studied.
d. Represent achievements and technologies of the
contemporary world that have their origins in the
achievements and technologies of societies studied (e.g.,
weapons, dyes, medications, tools, transportation methods,
navigation instruments, architecture, printing, mathematics).

Social Studies 9
Assessment and Evaluation of

Student Learning
Assessment and evaluation require thoughtful planning and
implementation to support the learning process and to inform
teaching. All assessment and evaluation of student achievement
must be based on the outcomes in the provincial curriculum.
“Assessment is basically a Assessment involves the systematic collection of information

formative process in which about student learning with respect to:
information on students’ 55 achievement of provincial curricula outcomes
knowledge, skills, and 55 effectiveness of teaching strategies employed
understandings is fed back into 55 student self-reflection on learning.
the instructional process and
used to improve instruction Evaluation compares assessment information against criteria
and students learning. based on curriculum outcomes for the purpose of communicating
Evaluation is basically a
summative process in which to students, teachers, parents/caregivers, and others about
teachers use information on student progress and to make informed decisions about the
students’ knowledge, skills, and teaching and learning process. Reporting of student achievement
understandings to make value must be based on the achievement of curriculum outcomes.
judgements about student
performance.” There are three interrelated purposes of assessment. Each type
Banks and Banks, 1999, p. 464 of assessment, systematically implemented, contributes to an
overall picture of an individual student’s achievement:
Assessment for learning involves the use of information about
student progress to support and improve student learning,
inform instructional practices, and:
• is teacher-driven for student, teacher, and parent use
• occurs throughout the teaching and learning process, using
a variety of tools
• engages teachers in providing differentiated instruction,
feedback to students to enhance their learning, and
information to parents in support of learning.
Assessment as learning actively involves student reflection on
learning, monitoring of her/his own progress, and:
• supports students in critically analyzing learning related to
curricular outcomes
• is student-driven with teacher guidance
• occurs throughout the learning process.
Assessment of learning involves teachers’ use of evidence
of student learning to make judgements about student
achievement and:
• provides opportunity to report evidence of achievement
related to curricular outcomes
• occurs at the end of a learning cycle using a variety of tools
• provides the foundation for discussion on placement or
promotion.

Social Studies 9
Connections with Other Areas of

Study
The curriculum is more relevant when connections are made to
students’ lives and previous learning. Although some learning
outcomes or subject area knowledge may be better achieved
through discipline-specific instruction, deeper understanding
may be attained through the integration of disciplines. Some
outcomes for each area of study complement each other and
offer opportunities for subject area integration.
By using a particular context and identifying a common
theme to use as an organizer, the outcomes from more than
one subject area can be achieved and students can make
connections. Integrated, interdisciplinary instruction in a
thematic unit, however, must be more than just a series
of activities. An integrated unit must facilitate students’
learning of the related disciplines and their understanding
of the conceptual connections. The unit must achieve each
individual subject area’s outcomes and ensure that in-depth
learning occurs. If deep understanding is to occur, the unit
cannot be based on superficial or arbitrarily connected activities
(Brophy & Alleman, 1991). Further, the outcomes and activities
of one area of study must not be obscured by the outcomes
or activities of another area of study (Education Review Office,
1996, p. 13).
Physical Education
Language Health
Arts Education
Thinking
Identity and
Self and Interdependence
Community
Social Arts
Studies Lifelong Engaged Education
Learners Citizens
Social
Responsibility
Mathematics Literacies Science
Career Practical and Applied

Education Arts Survey

Social Studies 9
Glossary
Authority is power that is recognized by both those who possess it and those who are subject to
it.
Citizenship is full membership in a community, including political rights and obligations.
Culture is a learned way of living that is shared by a group of people.
Globalization is international economic integration, particularly in terms of production and
distribution of goods and services.
Inquiry involves students in some type of “research” on a specific topic, problem, or issue for
learning and action. Inquiry is a way of opening up spaces for students’ interests and involving
them in as many different aspects of a topic, problem, or issue as students can find.
Multiculturalism is a policy supporting the existence of many distinct cultural groups in one
society.
Place refers to the human, physical, and environmental characteristics of a location that
distinguish it from any other.
Power is the ability to exert control over people and situations.
Resources are the raw materials or component parts of a finished product that may include
natural resources, human resources, and capital resources (equipment and buildings).
Society is a structured community of people bound together by similar traditions, institutions, or
nationality.
Technology is a creative human activity (a way of knowing nature) concerned with solving
practical problems that arise from human/social needs, particularly the need to adapt to the
environment and to fuel a nation’s economy.

Social Studies 9
References
Banks & Banks. (1999). Teaching strategies for the social studies, 5th edition. Don Mills ON: Addison
Wesley Longman.
Brophy, J. & Alleman, J. (1991). A caveat: Curriculum integration isn’t always a good idea.
Educational Leadership, 49(2). Alexandria VA: Association for Supervision and Curriculum
Development.
Education Review Office. (1996). Science in schools – Implementing the 1995 science curriculum
(5). Wellington: Crown Copyright.
Heim, A.B. (1994). Beyond the stereotypes. School Library Journal, 40(9). New York NY: Reed
Business.
Kuhlthau, C. C. & Todd, R. J. (2008). Guided inquiry: A framework for learning through school
libraries in 21st century schools. Newark NJ: Rutgers University.
Mills, H. & Donnelly, A. (2001). From the ground up: Creating a culture of inquiry. Portsmouth NH:
Heinemann Educational Books, Ltd.
Ministry of Education (2008). Renewed objectives for the common essential learnings of critical
and creative thinking (CCT) and personal and social development (PSD). Regina SK:
Ministry of Education.
Office of the Treaty Commisioner. (2008). The First Nations struggle to be recognized: Teaching
treaties in the classroom, a treaty resource for grade 6. Canada: OTC.
Saskatchewan Education. (2007). Core curriculum: Principles, time allocations, and credit policy.
Regina SK: Saskatchewan Learning.
Saskatchewan Education. (1994). Multicultural education and heritage language education
policies. Regina SK: Saskatchewan Education, Training and Employment.
Western and Northern Canadian Protocol (WNCP) for Collaboration in Basic Education. (2002). The
common curriculum framework for social studies, kindergarten to grade 9. Winnipeg MB:
Manitoba Education Training and Youth.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria VA: Association for
Supervision and Curriculum Development.

Social Studies 9
Feedback Form
The Ministry of Education welcomes your response to this curriculum and invites you to complete
and return this feedback form.
Document Title: Social Studies Grade 9 Curriculum
1. Please indicate your role in the learning community:
parent teacher resource teacher
guidance counsellor school administrator school board trustee
teacher librarian school community council member
other ___________________________________________________
What was your purpose for looking at or using this curriculum?
2. a) Please indicate which format(s) of the curriculum you used:

print
online
b) Please indicate which format(s) of the curriculum you prefer:
print
online
3. How does this curriculum address the needs of your learning community or organization?
Please explain.
4. Please respond to each of the following statements by circling the applicable number.
The curriculum content is: Strongly Agree Agree Disagree Strongly

Disagree
appropriate for its intended purpose 1 2 3 4
suitable for your use 1 2 3 4
clear and well organized 1 2 3 4
visually appealing 1 2 3 4
informative 1 2 3 4

Social Studies 9
5. Explain which aspects you found to be:

Most useful:
Least useful:
6. Additional comments:
7. Optional:
Name: _______________________________________________________________________________
School: ______________________________________________________________________________
Phone:_____________________________________ Fax: ____________________________________
Thank you for taking the time to provide this valuable feedback.
Please return the completed feedback form to:
Executive Director
Curriculum and E-Learning Branch
Ministry of Education
2220 College Avenue
Regina SK S4P 4V9
Fax: 306-787-2223

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Saskatchewan

Social Studies • Grade 9 | i

ii | Social Studies • Grade 9

Social Studies • Grade 9 | iii

Social Studies • Grade 9 | 1

Broad Areas of Learning

Building Lifelong Learners

Building a Sense of Self and Community

2 | Social Studies • Grade 9

critically about contemporary and historical ideas, events,

Building Engaged Citizens

Social Studies • Grade 9 | 3

intended to be addressed in each area of study at each grade

Developing Identity and Interdependence

4 | Social Studies • Grade 9

for the land implies a willingness to adapt one’s lifestyle in

Developing Social Responsibility

Attitudes with respect to others are grounded in respect for

Social Studies • Grade 9 | 5

responsible members of communities. Positive values and

Aim and Goals of Social Studies and

6 | Social Studies • Grade 9

The Interactions and Interdependence goal (IN) recognizes and

Teaching Social Studies

Social Studies • Grade 9 | 7

• thrive in their evolving cultural and Canadian identities

8 | Social Studies • Grade 9

Grade Nine – The Roots of Society

Teaching and Learning Principles

Social Studies • Grade 9 | 9

Students learn to be effective Instruction should provide opportunities to develop, value,

Students develop a sound Assessment and evaluation should be continuous, and

10 | Social Studies • Grade 9

Teaching Controversial Issues

Social Studies • Grade 9 | 11

issues. Educational decisions related to values in the classroom

Multicultural Content, Perspectives, and

12 | Social Studies • Grade 9

• build a classroom environment that encourages inclusion

Portrayal of Persons with Disabilities

Social Studies • Grade 9 | 13

superhuman powers of intellect. It is critical that social studies

Worldview in Social Studies and Social

14 | Social Studies • Grade 9

people draw the core of their personal beliefs and behaviours.

Inquiry in Social Studies

Social Studies • Grade 9 | 15

Curriculum Outcomes What are the things we wonder

What have we discovered and how

Inquiry focuses on the development of questions to initiate

16 | Social Studies • Grade 9

Creating Questions for Inquiry in Social

Social Studies • Grade 9 | 17

18 | Social Studies • Grade 9

Outcomes and Indicators

Goal: To examine the local, indigenous, and global interactions and

Social Studies • Grade 9 | 19

20 | Social Studies • Grade 9

IN9.4 continued c. Explain how the worldview of Canadian First Nations,