This curriculum policy replaces The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 2018. Beginning in September 2023, all social studies, history, and geography programs for Grades 1 to 8 will be based on the expectations outlined in The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 2023. The revisions for the 2023 curriculum policy focused on learning in Grades 1 to 3 and Grade 6 social studies.
Appendices
Appendix A. The Goals of the Additional Subjects in Canadian and World Studies
Charts identify the vision and overall goals of the elementary and secondary program in social studies, history, geography, and Canadian and world studies, as well as the specific goals for the three subjects that constitute the program in Grades 1 to 8 (social studies, history, and geography). This appendix identifies the goals of politics, law, and economics, the subjects that constitute (along with history and geography) the Canadian and world studies program in Grades 9 to 12. Although these five areas of study are separate subjects within Canadian and world studies, it is important to note that they are all represented to some extent in the interdisciplinary subject of social studies.
Goals of Politics – Developing a sense of responsibility
Where do I belong? How can I contribute? |
Goals of Law – Developing a sense of fairness and justice
What are our rights and responsibilities? How does society create its rules? What structures can people use to address conflict? |
Goals of Economics – Developing a sense of value
What do we value? How do we determine the worth of goods and services? What are their costs? |
Students will work towards:
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Students will work towards:
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Students will work towards:
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Appendix B. Citizenship Education Framework
The citizenship education framework that is represented in a circular graphic is recast here in tabular form, suitable for screen readers and potentially useful for teachers when preparing instruction. Each of the four main elements of citizenship education – active participation, identity, attributes, and structures – is addressed in a separate table. Readers are encouraged to refer to the introductory text in the Citizenship Education in the Social Studies, History and Geography section when using this appendix.
Structures – Power and systems within societies
Ways of Developing Citizenship Knowledge, Skills, Attitudes | Related Terms and Topics |
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Active Participation – Work for the common good in local, national, and global communities
Ways of Developing Citizenship Knowledge, Skills, Attitudes | Related Terms and Topics |
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Identity – A sense of personal identity as a member of various communities
Ways of Developing Citizenship Knowledge, Skills, Attitudes | Related Terms and Topics |
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Attributes – Character traits, values, habits of mind
Ways of Developing Citizenship Knowledge, Skills, Attitudes | Related Terms and Topics |
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Appendix C. Map, Globe, and Graphing Skills – A Continuum
The following charts identify a continuum for the purposeful introduction from Grade 1 through Grade 12 of (1) universal map and globe skills, and (2) universal graphing skills. Students need these skills in order to be spatially literate, to communicate clearly about “place”, and to develop a sense of place. The charts show the progression of spatial skills in the social studies, history, geography, and Canadian and world studies programs. The first chart, Map and Globe Skills, is divided into (A) Map Elements, and (B) Spatial Representation.
All these skills should be taught in an issue-based context, and not as an end in themselves. They can be used at many stages of the inquiry process, helping students gather, organize, and analyse data and information, both visual and written, and communicate their findings.
Map, globe, and graphing skills can be used in the following ways:
- to extract information and data: students read maps, globes, and graphs to locate information and/or data
- to analyse information and data: students process information and/or data from maps, globes, and graphs
- to construct maps and graphs: students create maps and graphs to help them analyse and communicate information and/or data and solve problems
It is important to note that map, globe, and graphing skills can be linked to skills related to literacy, mathematical literacy, and technology (see the discussion).
Map and Globe Skills
A. Map Elements
CATEGORY | Grade 1 | Grades 2–3 | Grades 4–6 | Grades 7–8 | Grade 9 | Grades 11–12 |
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Legend |
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Location |
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B. Spatial Representation
CATEGORY | Grade 1 | Grades 2–3 | Grades 4–6 | Grades 7–8 | Grade 9 | Grades 11–12 |
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Map types (e.g., sketch, thematic, topographic) |
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Image types |
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Geographic information systems (GIS) |
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Plan types |
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Globes |
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Projections and map perspectives |
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Graphing Skills
Grade 1 | Grades 2–3 | Grades 4–6 | Grades 7–8 | Grade 9 | Grades 11–12 |
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