Project Canada West. Identity in a Canadian Urban Community.

Autor/inn/en	Allen, Charles L.; Burke, Marguerite V.
Institution	Western Curriculum Project on Canada Studies, Edmonton (Alberta).
Titel	Project Canada West. Identity in a Canadian Urban Community.
Quelle	(1971), (156 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Objectives; Cognitive Objectives; Community Study; Concept Teaching; Conceptual Schemes; Curriculum Design; Curriculum Development; Elementary Education; Ethnic Studies; Inquiry; Interdisciplinary Approach; Models; Older Adults; Projects; Self Concept; Social Problems; Social Studies; Urban Culture; Values; Values Education; Canada + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Analogiemodell; Älterer Erwachsener; Selbstkonzept; Social problem; Soziales Problem; Gemeinschaftskunde; Stadtkultur; Wertbegriff; Werterziehung; Kanada
Abstract	The overall objective of this project is to develop an interdisciplinary social science curriculum to encourage elementary school children to view, in an historical perspective, the emergence of a Canadian identity and its relationship to continuing Canadian concerns; and, to examine his own identity and values, the identity of others, and his relationship with others in society. The child is challenged to develop an understanding of Canadian society which is pluralistic, economically and strategically exposed, divided regionally, and rapidly becoming urbanized. Contact experience with the inquiry approach should help the student to define soical issues, select and implement appropriate modes of inquiry, interpret data, and propose solutions. The basis for the curriculum development is Dr. T. Aoki's Curriculum and Instructional Design Model. The development system is based on the cultural content consisting of disciplined knowledge, or John I. Goodlad's funded knowledge', and non-disciplined knowledge referring to value concepts adopted by a society as described by Goodlad's conventional wisdom. The authors have attempted to identify the major Canadian values and outline them in a conceptual framework. An Intended Learning Outcome matrix is also described. Examples of sequential learning experiences are given, including interviews and field trips, and the "Wilson Retirement Plan" simulation game is explained and evaluated. (Author/SBE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC