Social Studies Curriculum Guide: Grade One-Grade Seven. [Revised.]

Institution	British Columbia Dept. of Education, Victoria. Curriculum Development Branch.
Titel	Social Studies Curriculum Guide: Grade One-Grade Seven. [Revised.]
Quelle	(1983), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7719-9078-2
Schlagwörter	Leitfaden; Unterricht; Lehrer; Area Studies; Basic Skills; Canada Natives; Community Study; Course Content; Curriculum Development; Educational Objectives; Educational Philosophy; Elementary Education; Evaluation; Family Life; Junior High Schools; Questioning Techniques; Skill Development; Social Studies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Landeskunde; Basic skill; Grundfertigkeit; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Elementarunterricht; Evaluierung; Sekundarstufe I; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Gemeinschaftskunde
Abstract	The following major adjustments called for by the British Columbia Social Studies Assessment of 1977 are reflected in this elementary-junior high school guide: a broader interpretation of social studies; a greater specificity in what is to be taught; a greater emphasis on the study of Canada; a closer match between content and student needs; and a stronger emphasis on teaching students to apply the knowledge they gained to the real world. Social studies courses in grade 1 focus on families; grade 2, communities; grade 3, interaction of communities; grade 4, Canada, its native people and explorers; grade 5, the past, present, and future of Canada; grade 6, Canadians and their world neighbors; and grade 7, people and places. Information provided for each grade level includes: grade focus; grade goals; topics to be examined; the understandings which are derived from basic concepts and from the grade content; sample questions which will require students to apply and extend their knowledge, skills, and understandings; and skills to be developed. There are also discussions concerning the program philosophy and rationale, overall program goals and learning outcomes, program flow, sequence of instruction, and evaluation. The appendix contains an extensive chart outlining the specific skills to be developed in grades 1-11. (RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC