Integrated Occupational Program, Social Studies : program of studies, grades 8 and 9 PDF
Preview Integrated Occupational Program, Social Studies : program of studies, grades 8 and 9
CURRGDHT I Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/integratedoccupaOOinte Integrated Occupational Program Social Studies Program of Studies Grades and 8 9 INTERIM 1991 P courses for Grades 8, 9, 10 and 11 have interim approval and are being CURRICULUM ented as follows: .8 and 9 - Provincial implementation, September 1989 H 62 10 - Provincial implementation, September 1990 A325 11 - Provincial implementation, September 1991. gr.8-9 CURE HIST Ex LIBRIS UNIVERSITATIS ALBERT/ENSIS IOP SOCIAL STUDIES GRADES AND 8 9 PROGRAM RATIONALE AND PHILOSOPHY A. RATIONALE and needs, have taken the Integrated Occupational Program. The certificate will In recognition that the needs of both the recognize their achievement in that program." individual and society may best be served (p. 23) through school experiences designed to meet student needs and abilities, the Secondary The Integrated Occupational Program is Education in Alberta policy statement, 1985 designedtoenable studentsto: directs that a program be developed for students • become responsible membersofsociety who have experienced difficulty in learning. • develop entry-levelvocational abilities This program, beginning in Grade 8, is the • recognize the needforlifelong learning. Integrated Occupational Program and will articulate with a similar program in the senior The Integrated Occupational Social Studies high school. The policy statement states that: Program is designed for students who have experienced difficulty with social studies in the ". . . the goals of the secondary schools are to regular program, and focuses on the need of the assist students to . . . become aware of the learnertoexperience success. expectations, and be prepared for the — opportunities of the workplace expectations The IOP Social Studies, Grades 8 and 9 provides that will be faced as employees or employers; the essential knowledge, skills and attitudes expectations that will be faced as entrepreneurs needed for students to become responsible orvolunteers ."(p. 12) citizens and contributing members of society. . . Major emphasis is placed on the development of Thepolicy alsostatesthevalue ofthe community process, communication and participation skills, inthe educationalprocess: and inquiry strategies in order to enhance student ability to answer questions, make "Opportunities must be provided to involve the decisions, solve problems and adjust to changing community in secondary education programs circumstances. The programisintendedtofoster and to recognize and support learning an appreciation of social studies for its experiences which take place outside ofschools." usefulness and relevance, and thus motivate (p. 8) students to participate in the learning process. The program assists students to transfer and Inaddition, thepolicy statementdirectsthat: apply specific process, communication and participation skills and inquiry strategies to "The Certificate ofAchievement will be awarded more generalized situations in everyday life and to those students who, because of their abilities the world ofwork. IOP Social Studies (Grades 8 and 9) /l (Interim 1991) In a rapidly changing technological society, There are patterns and predictability to students require effective critical'creative, children's learning sequences. However, each problem-solvingand decision-making skills. The student's style and pace is unique, reflectingpast social studies program enhances student ability experiences. Though seen as "exceptional" in to apply skills and strategies in unfamiliar their learning needs, these children nonetheless situations, make intelligent choices, monitor fall within the normal range of learning behaviour, and understand that one must live potential; thus every effort must be made to offer with the consequences of personal decisions. experiences that provide equitable opportunities Students are encouraged to develop realistic toparticipate in all aspectsoflife. aspirations regarding their future endeavours and responsible attitudes toward citizenship. Social studies is a school subject that assists The course content is the context in which skills students to acquire the knowledge, skills and and attitudes are developed and comprises positive attitudes needed to be responsible history, geography, economics, current affairs citizens andcontributing membersofsociety. and the social sciences. The Integrated Occupational Social Studies Prescribed content in the IOP Social Studies, Program focuses first and foremost on individual Grades 8 and 9, reflects an emphasis on life growth and the needs ofthe learner. As attitude skills, and has been determined on the basis of and self-esteem are powerful influences over the abilities and needs ofstudents for whom the learning, the program must foster in each courses were designed. Nevertheless, the student a positive self-concept and a positive philosophy, goals and directions established in attitude toward learning. The knowledge, skills the Integrated Occupational Social Studies and attitudes addressed within the program Program are consistent with those of other must: regular program social studies courses. This • provide meaningful and relevant learning consistency will assist students in their experiences transition from a regular program to the IOP, • be appropriatetostudentability andfrom the IOP toa regularprogram. • provide forstudentsuccess Within appropriate contexts, the social studies • enable students to understand and function program is designed to mediate, reinforce and effectively intheirpersonal environments. extendknowledge, skills and attitudes addressed Students vary in the way they receive, process, in preceding social studies courses. In addition, recall, apply and communicate information. new knowledge, skills and attitudes will be Each student has apreferred way ofapproaching introduced and developed in keeping with learning tasks. Instructional planning must abilities, needsand interestsofstudents. include careful assessment of each student's developmental characteristics, knowledge, skills PHILOSOPHY and preferredwayoflearning. Inorder to ensure that individual student needs are being met, The need to develop programs for exceptional instructionalplansmayoften needto be adjusted students is based on a fundamental belief about ormodified. children, as expressed in the government's Secondary Education in Alberta policy The Integrated Occupational Social Studies statement, June 1985: "... a respect for the Program provides opportunities to promote unique nature and worth of each individual." further understanding of traditional social (p. 7) studies as itrelates to an appropriate knowledge base and the changing family, community, The Integrated Occupational Program rests on a provincial, country and world environments. In number of additional beliefs and assumptions addition,this social studies program expands the about the way children learn, the overall concept of "social" to include the personal and potential ofchildren, and their learning needs in interpersonal skills necessary for students to relation to societal demands. These beliefs and develop into responsible citizens at home, at assumptions have a tremendous impact on school, in the workplace and in the global programgoals, design and implementation. community. IOP Social Studies (Grades 8and 9) 12 (Interim 1991) The Integrated Occupational Social Studies Although students are at various stages of Program takes the followingfactors into account. cognitive development, most will continue to use concrete operational thinking. Students will • Nature and needs of the learner. The depend on personal experience and personalized program is designed to accommodate the content to link new ideas with prior knowledge. abilities, needs, interests, cultural heritage As the process of analysis must be based on and learningstylesofeach student. tangible experience, learning activities should begin atthe concrete level, with a high emphasis • Nature and needs of a changing society. placed on experiential learning. Specific The program is designed to develop concepts and skills should be developed after knowledge, skills and attitudes that will establishing a need for their use through enable students to become responsible learning activities involving three levels of members of society. Responsible citizens instructionaltechnique: apply critical and creative thinking skills to make decisions based on input from a wide • concrete; e.g., useofmodels variety of sources, respect the behaviours, • transitional; e.g., pictorial representation cultures and opinions of other individuals • formal; e.g., symbolicrepresentation. and groups, and participate positively in society. Process, communication and Strategies that will assist the learner in participation skills, and inquiry strategies progressingfromthe concrete level ofthinkingto will prepare students to adapt to a changing the more abstract thought processes are provided world. in the program of studies/curriculum guide and corresponding teacher resource manual • Nature of knowledge in each area of (available for each IOP course from the Learning social studies. History, geography, Resources DistributingCentre). economics and social sciences are incorporated as determined by the abilities and needsofstudents. • Learning environment. Teachers are encouraged to adapt delivery and design of the prescribed program in keeping with the abilities, needs, interests, learning styles and cultural heritage ofstudents. School and community resources are to be considered and teachers are encouraged to enhance program delivery through a variety of activities that promote community involvement and recognition of cultural groupswithinthe community. The social studies program will enhance students'abilitiesto: • become self-motivated and self-directed decisionmakers • gain confidence in taking risks, accepting challengesandmakingdecisions • develop confidence and a sense of self-worth intheir ability to participate responsibly in a changing society. IOP Social Studies (Grades 8 and 9) /3 (Interim 1991) GENERAL LEARNER EXPECTATIONS B. Students in the Integrated Occupational Social • apply critical/creative thinking skills and Studies Program will be expectedtoparticipate problem-solving/decision-making responsibly in society. Responsible citizenship strategiestoavariety oflife situations involves becoming knowledgeable, having purpose and making informed choices. A • respect the dignity and worth of self and democratic society, such as Canada's, requires others the understanding and the exercising ofrights andresponsibilities byindividuals and groups. • acquire the personal and interpersonal skillsthatwill enablethemto: To facilitate the development of responsible function appropriately in a variety of citizenship, students will beexpectedto: settings developa positive self-concept • develop the essential knowledge, skills and experience social acceptance. attitudes necessary for responsible participation at home, at school, in the Specific Learner Expectations communityand in the workplace Specific learner expectations (learning • develop positive attitudes toward lifelong objectives) have been identified for Social learning and responsible citizenship Studies, Grade 8 and Social Studies, Grade 9 in the StatementofContent, whichfollows. IOP Social Studies (Grades 8 and 9) /4 (Interim 1991) STATEMENT OF CONTENT C. PROGRAM FRAMEWORK The three faces of the developmental model provide the basis for an integrated program. The Integrated Occupational Junior High The three dimensions of the social studies Social Studies Program is a two-year sequence: program are: Social Studies 8 and Social Studies 9. The framework is illustrated by the developmental • knowledge, skillsandattitudes modelbelow. • learningcontexts • themes. The thematic units are placed on the front face of the model to highlight their importance in planningintegrated social studies activities. KNOWLEDGE, SKILLS, ATTITUDES Grade 8 You and Your Physical Cultural Community Grade 9 You and Your Social Economic Community Grade 8 Comparative Study. Canada and Brazil en w Grade 9 Comparative Study Canada USA. and USSR. S w a Grade 8 Canada Colonization to Confederation Grade 9 Citizenship in Canada Grade 8 Careerwatch 8 Grade 9 Careerwatch 9 IOP Social Studies (Grades8 and 9) /5 (Interim 1991) Knowledge, Skills and Attitudes Communication Skills to enable the student to receive, Knowledge, skills and attitudes reflect the translate and prescribed learner expectations of the social transmit knowledge studies program. The knowledge, skills and Participation Skills to enable the attitudes that are identified are appropriate for learner to interact lifelong learning and are intended to foster withothers. responsible citizenship within the home, school, workplace, community, province, country and Inquiry Strategies - to enable the student to world. combine skills into specific patterns to facilitate critical/creative thinking, problem solving and Responsible citizenship involves becoming decision making. informed about the present and future by drawing on history and the social science Attitude objectives describe ways of thinking, disciplines. Knowledge objectives for social feeling or behaving and are developed through a studies consider the history of our community, variety of learning experiences that encompass the growth of democratic society, and an knowledge and skill objectives. These understanding of human nature, changing experiences include participation in specific social, political, technological and economic activities, the development of positive attitudes environments. Knowledge objectives are toward one another and learning in an organized through generalizations, key atmosphere of free and open inquiry. Attitude understandings, concepts and facts. A objectives should receive continuous and generalization is a rule or principle that shows informal evaluation. relationships among two or more concepts. A Learning Contexts key understanding is a statement of a major understanding related to the content of the The value and meaning of learning increases course. A concept is an idea or meaning when students understand the affect of course represented by a word, term or other symbol that content on their personal lives. To enhance constitutes a class or group of things. Facts are understanding, the contexts for instruction in parts of information that apply to specific social studies begin with self (i.e., the student's situations; for example, specific statements current knowledge andexperience) andextendto aboutpeople, things, events or ideas. situations within the family, community and province with which the student can readily Skill objectives of the program are intended to identify. As students become comfortable with provide opportunities for students to develop and knowledge, skills and attitudes applied to these apply process, communication and participation familiar contexts, instruction is then extended skills, as well as inquiry strategies. The skills and applied to the less familiar contexts of and strategies addressed in social studies will countryandworld. enhance personal and interpersonal development, and address the goals of Learningbeginswith what the studentcurrently responsible citizenship. Skills are best taught in knows, extends through the world as a whole the contextofuse,ratherthan in isolation. and returnstothe studenttoenhancerelevancy. ^r *^ The skills/strategies to be developmentally Ffaammiillyy addressed at each grade level throughout the social studiesprogram are: Process Skills to enable the WorTAld -^x*. SErLF*r^* CC0oIkmrmunity learner to gather, \J organize, evaluate / v. and apply knowledge Country n w Province IOP Social Studies(Grades 8 and 9) /6 (Interim 1991)
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