SOCIAL STUDIES

KINDERGARTEN TO
GRADE 12

PROGRAM RATIONALE AND PHILOSOPHY

Social studies provides opportunities for students Canada’s historical and constitutional
to develop the attitudes, skills and knowledge that foundations, which reflect the country’s
will enable them to become engaged, active, Aboriginal heritage, bilingual nature and
informed and responsible citizens. Recognition multicultural realities. A pluralistic view
and respect for individual and collective identity is recognizes that citizenship and identity are shaped
essential in a pluralistic and democratic society. by multiple factors such as culture, language,
Social studies helps students develop their sense environment, gender, ideology, religion,
of self and community, encouraging them to spirituality and philosophy.
affirm their place as citizens in an inclusive,
democratic society. DEFINITION OF SOCIAL STUDIES
Social studies is the study of people in relation to
PROGRAM VISION
each other and to their world. It is an issues-
The Alberta Social Studies Kindergarten to focused and inquiry-based interdisciplinary
Grade 12 Program of Studies meets the needs and subject that draws upon history, geography,
reflects the nature of 21st century learners. It has ecology, economics, law, philosophy, political
at its heart the concepts of citizenship and identity science and other social science disciplines.
in the Canadian context. The program reflects Social studies fosters students’ understanding of
multiple perspectives, including Aboriginal and and involvement in practical and ethical issues
Francophone, that contribute to Canada’s evolving that face their communities and humankind.
realities. It fosters the building of a society that is Social studies is integral to the process of enabling
pluralistic, bilingual, multicultural, inclusive and students to develop an understanding of who they
democratic. The program emphasizes the are, what they want to become and the society in
importance of diversity and respect for differences which they want to live.
as well as the need for social cohesion and the
effective functioning of society. It promotes a THE ROLE OF SOCIAL STUDIES
sense of belonging and acceptance in students as
they engage in active and responsible citizenship Social studies develops the key values and
at the local, community, provincial, national and attitudes, knowledge and understanding, and skills
global level. and processes necessary for students to become
active and responsible citizens, engaged in the
Central to the vision of the Alberta social studies democratic process and aware of their capacity to
program is the recognition of the diversity of effect change in their communities, society and
experiences and perspectives and the pluralistic
world.
nature of Canadian society. Pluralism builds upon

Program Rationale and Philosophy Social Studies (K–12) /1

©Alberta Education, Alberta, Canada (2005)
VALUES AND ATTITUDES • understand the historical and contemporary
realities of Francophones in Canada
Social studies provides learning opportunities for • understand the multiethnic and intercultural
students to: makeup of Francophones in Canada
• value the diversity, respect the dignity and • understand the challenges and opportunities
support the equality of all human beings that immigration presents to newcomers and
• demonstrate social compassion, fairness and to Canada
justice • understand how social cohesion can be
• appreciate and respect how multiple achieved in a pluralistic society
perspectives, including Aboriginal and • understand how political and economic
Francophone, shape Canada’s political, socio- distribution of power affects individuals,
economic, linguistic and cultural realities communities and nations
• honour and value the traditions, concepts and • understand the role of social, political,
symbols that are the expression of Canadian economic and legal institutions as they relate
identity to individual and collective well-being and a
• thrive in their evolving identity with a sustainable society
legitimate sense of belonging to their • understand how opportunities and
communities, Canada and the world responsibilities change in an increasingly
• demonstrate a global consciousness with
interdependent world
respect to humanity and world issues
• demonstrate a consciousness for the limits of • understand that humans exist in a dynamic
the natural environment, stewardship for the relationship with the natural environment.
land and an understanding of the principles of
sustainability SKILLS AND PROCESSES
• value lifelong learning and opportunities for
careers in the areas of social studies and the Social studies provides learning opportunities for
social sciences. students to:
• engage in active inquiry and critical and
KNOWLEDGE AND UNDERSTANDING creative thinking
• engage in problem solving and conflict
Social studies provides learning opportunities for resolution with an awareness of the ethical
students to: consequences of decision making
• understand their rights and responsibilities in • apply historical and geographic skills to bring
order to make informed decisions and meaning to issues and events
participate fully in society • use and manage information and
• understand the unique nature of Canada and communication technologies critically
its land, history, complexities and current • conduct research ethically using varied
issues methods and sources; organize, interpret and
• understand how knowledge of the history of present their findings; and defend their
Alberta, of Canada and of the world, opinions
contributes to a better comprehension of • apply skills of metacognition, reflecting upon
contemporary realities what they have learned and what they need to
• understand historic and contemporary issues, learn
including controversial issues, from multiple • recognize and responsibly address injustices
perspectives as they occur in their schools, communities,
• understand the diversity of Aboriginal Canada and the world
traditions, values and attitudes • communicate ideas and information in an
• understand contemporary challenges and informed, organized and persuasive manner.
contributions of Aboriginal peoples in urban,
rural, cultural and linguistic settings

2/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
PROGRAM FOUNDATIONS The goal of social studies is to provide learning
opportunities for students to:
The program of studies provides a foundation of
• understand the principles underlying a
learning experiences that address critical aspects
democratic society
of social studies and its application. These critical
• demonstrate a critical understanding of
areas provide general direction for the program of
individual and collective rights
studies and identify major components of its
• understand the commitment required to
structure.
ensure the vitality and sustainability of their
changing communities at the local,
CORE CONCEPTS OF CITIZENSHIP provincial, national and global levels
AND IDENTITY • validate and accept differences that
contribute to the pluralistic nature of
The dynamic relationship between citizenship Canada
and identity forms the basis for skills and
• respect the dignity and support the equality
learning outcomes in the program of studies.
of all human beings.

Program Rationale and Philosophy Social Studies (K–12) /3

©Alberta Education, Alberta, Canada (2005)
The sense of being a citizen, enjoying individual • honouring and valuing the traditions, concepts
and collective rights and equitable status in and symbols that are the expression of their
contemporary society, impacts an individual’s identity
sense of identity. Individuals need to feel that • providing opportunities for students to express
their identities are viewed as legitimate before who they are with confidence as they interact
they can contribute to the public good and feel a and engage with others
sense of belonging and empowerment as citizens. • contributing to the development of active and
responsible members of groups and
Social studies provides learning opportunities for communities.
students to:
SOCIAL STUDIES AND
• understand the complexity of identity
formation in the Canadian context
FRANCOPHONE PERSPECTIVES AND
• understand how identity and self-esteem are EXPERIENCES
shaped by multiple personal, social, linguistic For historical and constitutional reasons, an
and cultural factors understanding of Canada requires an
• demonstrate sensitivity to the personal and understanding:
emotional aspects of identity
• demonstrate skills required to maintain • of Francophone perspectives
individuality within a group • of Francophone experiences
• understand that with empowerment comes • that Francophone students have particular
personal and collective responsibility for the needs and requirements.
public good.
Social studies occupies a central position in
SOCIAL STUDIES AND ABORIGINAL successful Francophone education in Alberta.
PERSPECTIVES AND EXPERIENCES Francophone schools are a focal point of the
Francophone community. They meet the needs
For historical and constitutional reasons, an and aspirations of parents by ensuring the vitality
understanding of Canada requires an of the community. For students enrolled in
understanding: Francophone schools, the social studies program
will:
• of Aboriginal perspectives
• strengthen Francophone self-esteem and
• of Aboriginal experiences
identity
• that Aboriginal students have particular needs
• encourage students to actively contribute to
and requirements.
the flourishing of Francophone culture,
Central to Aboriginal identity are languages and families and communities
cultures that link each group with its physical • promote partnerships among the home,
world, worldviews and traditions. The role of community and business world
Elders and community leaders is essential in this • engage students in participating in the
linkage. bilingual and multicultural nature of Canada.

The social studies program of studies provides PLURALISM: DIVERSITY AND

learning opportunities that contribute to the COHESION
development of self-esteem and identity in
Aboriginal students by: One of the goals of the social studies program is to
• promoting and encouraging a balanced and foster understanding of the roles and contributions
holistic individual and strengthening of linguistic, cultural and ethnic groups in Canada.
individual capacity Students will learn about themselves in relation to
others. Social studies helps students to function

4/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
as citizens in a society that values diversity and • shared values
cohesion. • democracy
• rule of law
A key component of effective social • diversity.
organizations, communities and institutions is
recognition of diversity of experiences and SOCIAL STUDIES: LEARNERS AND
perspectives. The program of studies emphasizes
LEARNING
how diversity and differences are assets that
enrich our lives. Students will have opportunities
to value diversity, to recognize differences as Students bring their own perspectives, cultures
positive attributes and to recognize the evolving and experiences to the social studies classroom.
nature of individual identities. Race, socio- They construct meaning in the context of their
economic conditions and gender are among lived experience through active inquiry and
various forms of identification that people live engagement with their school and community. In
with and experience in a variety of ways. this respect, the infusion of current events, issues
and concerns is an essential component of social
Social studies addresses diversity and social studies.
cohesion and provides processes that students can
use to work out differences, drawing on the Social studies recognizes the interconnections and
strengths of diversity. These processes include: interactions among school, community, provincial,
national and global institutions.
• a commitment to respecting differences and
fostering inclusiveness The Alberta program of studies for social studies
• an understanding and appreciation for shared provides learning opportunities for students to
values develop skills of active and responsible citizenship
• a respect for democratic principles and and the capacity to inquire, make reasoned and
processes for decision making such as informed judgments, and arrive at decisions for
dialogue and deliberation. the public good.

Diversity contributes to the development of a Students become engaged and involved in their
vibrant democratic society. Through the communities by:
interactions of place and historical processes of
• asking questions
change, diversity has been an important asset in
the evolution of Canadian society. Some key • making connections with their local
manifestations of this diversity include: community
• writing letters and articles
• First Nations, Inuit and Métis cultures • sharing ideas and understandings
• official bilingualism • listening to and collaborating and working
• immigration with others to design the future
• multiculturalism. • empathizing with the viewpoints and positions
of others
Accommodation of diversity is essential for • creating new ways to solve problems.
fostering social cohesion in a pluralistic society.
Social cohesion is a process that requires the ISSUES-FOCUSED APPROACH TO
development of the relationships within and TEACHING SOCIAL STUDIES
among communities. Social cohesion is
manifested by respect for: A focus on issues through deliberation is intrinsic
• individual and collective rights to the multidisciplinary nature of social studies
• civic responsibilities and to democratic life in a pluralistic society. An
issues-focused approach presents opportunities to

Program Rationale and Philosophy Social Studies (K–12) /5

©Alberta Education, Alberta, Canada (2005)
address learning outcomes by engaging students in • cultural celebrations
active inquiry and application of knowledge and • visits from dignitaries
critical thinking skills. These skills help students • special events.
to identify the relevance of an issue by guiding
them to develop informed positions and respect Controversial Issues
for the positions of others. This process enables
students to question, validate, expand and express Controversial issues are those topics that are
their understanding; to challenge their publicly sensitive and upon which there is no
presuppositions; and to construct their own points consensus of values or beliefs. They include
of view. topics on which reasonable people may sincerely
disagree. Opportunities to deal with these issues
The program of studies is designed to promote are an integral part of social studies education in
metacognition through critical reflection, Alberta.
questioning, decision making and consideration of
multiple perspectives on issues. Through this Studying controversial issues is important in
process, students will strive to understand and preparing students to participate responsibly in a
explain the world in the present and to determine democratic and pluralistic society. Such study
what kind of world they want in the future. provides opportunities to develop the ability to
think clearly, to reason logically, to open-
Current Affairs mindedly and respectfully examine different
points of view and to make sound judgments.
Social studies fosters the development of citizens
who are informed and engaged in current affairs. Controversial issues that have been anticipated by
Accordingly, current affairs play a central role in the teacher, and those that may arise incidentally
learning and are integrated throughout the during instruction, should be used by the teacher
program. Ongoing reference to current affairs to promote critical inquiry and teach thinking
adds relevance, interest and immediacy to social skills.
studies issues. Investigating current affairs from
multiple perspectives motivates students to engage STRANDS OF SOCIAL STUDIES
in meaningful dialogue on relevant historical and
contemporary issues, helping them to make Learning related to the core concepts of
informed and reasoned decisions on local, citizenship and identity is achieved through
provincial, national and global issues. focused content at each grade level. The six
strands of social studies reflect the
An issues-focused approach that incorporates interdisciplinary nature of social studies. The
multiple perspectives and current affairs helps strands are interrelated and constitute the basis for
students apply problem-solving and decision- the learning outcomes in the program of studies.
making skills to real-life and controversial issues.
Time, Continuity and Change
In order to allow opportunities for students to
engage in current affairs, issues and concerns of a
Understanding the dynamic relationships among
local nature, the program of studies provides the
time, continuity and change is a cornerstone of
flexibility to include these topics within the time
citizenship and identity. Considering multiple
allotted for social studies.
perspectives on history, and contemporary issues
within their historical context, enables students to
Opportunities may include:
understand and appreciate the social, cultural and
• current events in local communities political dimensions of the past, make meaning of
• issues with local, provincial, national and/or the present and make decisions for the future.
global relevance

6/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
The Land: Places and People Global Connections

Exploring the unique and dynamic relationship Critically examining multiple perspectives and
that humans have with the land, places and connections among local, national and global
environments affects decisions that students make issues develops students’ understanding of
and their understanding of perspectives, issues, citizenship and identity and the interdependent or
citizenship and identity. Students will examine conflicting nature of individuals, communities,
the impact of physical geography on the social, societies and nations. Exploring this
political, environmental and economic interdependence broadens students’ global
organization of societies. This examination also consciousness and empathy with world conditions.
affects students’ understanding of perspectives Students will also acquire a better comprehension
and issues as they consider how connections to the of tensions pertaining to economic relationships,
land influence their sense of place. sustainability and universal human rights.

Power, Authority and Decision Making Culture and Community

Examining the concepts of power, authority and Exploring culture and community allows students
decision making from multiple perspectives helps to examine shared values and their own sense of
students consider how these concepts impact belonging, beliefs, traditions and languages. This
individuals, relationships, communities and promotes students’ development of citizenship and
nations. It also broadens students’ understanding identity and understanding of multiple
of related issues, perspectives and their effect on perspectives, issues and change. Students will
citizenship and identity. A critical examination of examine the various expressions of their own and
the distribution, exercise and implications of others’ cultural, linguistic and social communities.
power and authority is the focus of this strand.
Students will examine governmental and political GENERAL AND SPECIFIC OUTCOMES
structures, justice and laws, fairness and equity,
conflict and cooperation, decision-making The general and specific outcomes provide an
processes, leadership and governance. This organizational structure for assessment of student
examination develops a student’s understanding of progress in the social studies program. These
the individual’s capacity in decision-making outcomes follow the progression of learning that
processes and promotes active and responsible occurs at each grade level.
citizenship.
General Outcomes
Economics and Resources
General outcomes identify what students are
Exploring multiple perspectives on the use, expected to know and be able to do upon
distribution and management of resources and completion of a grade/course. General outcomes
wealth contributes to students’ understanding of have been identified within each grade/course.
the effects that economics and resources have on
the quality of life around the world. Students will Specific Outcomes
explore basic economic systems, trade and the
effects of economic interdependence on Specific outcomes identify explicit components of
individuals, communities, nations and the natural values and attitudes, knowledge and
environment. Students will also critically understanding, and skills and processes that are
consider the social and environmental contained within each general outcome within
implications of resource use and technological each grade/course. Specific outcomes are
change. building blocks that enable students to achieve
general outcomes for each grade/course. Where

Program Rationale and Philosophy Social Studies (K–12) /7

©Alberta Education, Alberta, Canada (2005)
appropriate, examples have been identified as an
optional (e.g.) or required (i.e.) component of the
specific outcome. At the 10–12 levels, all
bracketed items are required components of the
specific outcome.

OUTCOMES RELATED TO VALUES AND

ATTITUDES

The goal of social studies is to foster the

development of values and attitudes that enable
students to participate actively and responsibly as
citizens in a changing and pluralistic society.
Attitudes are an expression of values and beliefs
about an issue or topic. Respect, a sense of
personal and collective responsibility, and an
appreciation of human interdependence are
fundamental to citizenship and identity within Dimensions of Thinking
local, national and global communities.
Developing an ethic of care toward self, others In social studies, students acquire and develop
and the natural world is central to these thinking strategies that assist them in making
commitments. connections to prior knowledge, in assimilating
new information and in applying learning to new
OUTCOMES RELATED TO KNOWLEDGE contexts. The following dimensions of thinking
AND UNDERSTANDING have been identified as key components in social
studies learning:
Outcomes related to knowledge and understanding
are fundamental to informed decision making. Critical Thinking
Knowledge and understanding involve the breadth Critical thinking is a process of inquiry, analysis
and depth of information, concepts, evidence, and evaluation resulting in a reasoned judgment.
ideas and opinions. Critical thinking promotes the development of
democratic citizenship. Students will develop
OUTCOMES RELATED TO SKILLS AND skills of critical thinking that include:
PROCESSES distinguishing fact from opinion; considering the
reliability and accuracy of information;
The specific outcomes for skills and processes determining diverse points of view, perspective
provide opportunities for students to apply their and bias; and considering the ethics of decisions
learning to relevant situations and to develop, and actions.
practise and maintain essential skills as their
learning evolves within a grade/course and from Creative Thinking
grade to grade/course to course. The skill Creative thinking occurs when students identify
outcomes are grouped into the following unique connections among ideas and suggest
categories for organizational purposes: insightful approaches to social studies questions
• Dimensions of Thinking and issues. Through creative thinking, students
• Social Participation as a Democratic Practice generate an inventory of possibilities; anticipate
outcomes; and combine logical, intuitive and
• Research for Deliberative Inquiry
divergent thought.
• Communication

8/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
Historical Thinking and-effect relationship between choices; and
Historical thinking is a process whereby students basing decisions on knowledge, values and
are challenged to rethink assumptions about the beliefs.
past and to reimagine both the present and the
future. It helps students become well-informed Problem-solving processes in social studies help
citizens who approach issues with an inquiring students develop the ability to identify or pose
mind and exercise sound judgment when problems and apply learning to consider the
presented with new information or a perspective causes and dimensions of problems. These skills
different from their own. Historical thinking skills help develop thinking strategies, allowing students
involve the sequencing of events, the analysis of to determine possible courses of action and
patterns and the placement of events in context to consequences of potential solutions for a problem
assist in the construction of meaning and that may have multiple or complex causes and that
understanding, and can be applied to a variety of may not have a clear solution. Activities such as
media, such as oral traditions, print, electronic simulations, debates, public presentations and
text, art and music. editorial writing foster the development of these
skills.
Historical thinking allows students to develop a
sense of time and place to help define their Metacognition
identities. Exploring the roots of the present Metacognition is “thinking about thinking.” It
ensures the transmission and sharing of values, involves critical self-awareness, conscious
and helps individuals to realize that they belong to reflection, analysis, monitoring and reinvention.
a civil society. Historical thinking develops Students assess the value of the learning strategies
citizens willing to engage in a pluralistic they have used, modify them or select new
democracy and to promote and support democratic strategies, and monitor the use of reinvented or
institutions. new strategies in future learning situations. In this
respect, students become knowledge creators and
Geographic Thinking contribute to a shared understanding of the world
Possessing geographic thinking skills provides we live in—a key feature of democratic life and
students with the tools to address social studies commitment to pluralism.
issues from a geographic perspective. Geographic
thinking skills involve the exploration of spatial Social Participation as a Democratic
orders, patterns and associations. They enable Practice
students to investigate environmental and societal
issues using a range of geographic information. Social participation skills enable students to
Developing these spatial skills helps students develop effective relationships with others, to
understand the relationships among people, events work in cooperative ways toward common goals
and the context of their physical environment, and to collaborate with others for the well-being
which will assist them to make choices and act of their communities. Students will develop
wisely when confronted with questions affecting interpersonal skills that focus on cooperation,
the land and water resources. conflict resolution, consensus building,
collaborative decision making, the importance of
Decision Making and Problem Solving responsibility and the acceptance of differences.
Students develop the ability to make timely and Development of these skills will enhance active
appropriate decisions by identifying the need for a participation in their communities. Activities in
decision, then weighing the advantages, this regard could include social action and
disadvantages and consequences of various community projects, e.g., church groups, Amnesty
alternatives. Decision making involves reserving International, Médecins sans frontières (Doctors
judgments until all the options and perspectives Without Borders).
have been explored; seeking clarity for a variety
of choices and perspectives; examining the cause-

Program Rationale and Philosophy Social Studies (K–12) /9

©Alberta Education, Alberta, Canada (2005)
Research for Deliberative Inquiry reading, writing, viewing and representing, as well
as the use of communication technologies for
Purposeful deliberation and critical reflection are acquiring and exchanging information and ideas.
essential skills and processes for democratic
citizenship and problem solving. In social studies, Oral, Written and Visual Literacy
the research process develops learners who are Through the language arts, human beings
independent, self-motivated problem solvers and communicate thoughts, feelings, experiences,
co-creators of knowledge. Developing research information and opinions and learn to understand
skills prepares students for the world of work, themselves and others. Speaking, writing and
post-secondary studies, lifelong learning and representing are used in the social studies program
citizenship in a complex world. These skills also to relate a community’s stories and to convey
enhance and enrich the process of identity knowledge, beliefs, values and traditions through
formation as students critically reflect on their narrative history, music, art and literature.
sense of self and relationship to others. The
foundations of the research process are the Reading, listening and viewing in social studies
application of acquired skills, the selection of enables students to extend their thinking and their
appropriate resources and the use of suitable knowledge and to increase their understanding of
technology. themselves and others. These skills provide
students with a means of accessing the ideas,
The Infusion of Technology perspectives and experiences of others.
Technology encompasses the processes, tools and
techniques that alter human activity. Information The language arts enable students to explore,
communication technology provides a vehicle for organize and clarify thoughts and to communicate
communicating, representing, inquiring, making these thoughts to others.
decisions and solving problems. It involves the
processes, tools and techniques for: Media Literacy Skills
Contemporary texts often involve more than one
• gathering and identifying information medium to communicate messages and as such,
• re-representations of dominant texts are often complex, having multi-layered meanings.
• expressing and creating Information texts include visual elements such as
• classifying and organizing charts, graphs, diagrams, photographs, tables,
• analyzing and evaluating pictures, collages and timelines. Media literacy
• speculating and predicting. skills involve accessing, interpreting and
evaluating mass media texts such as newspapers,
Selected curriculum outcomes from Alberta television, the Internet and advertising. Media
Learning’s Information and Communication literacy in social studies explores concepts in mass
Technology (ICT) Program of Studies are infused media texts, such as identifying key messages and
throughout the social studies program of studies multiple points of view that are being
and are indicated by this symbol ¾. Further communicated, detecting bias, and examining the
information regarding the Information and responsibility of citizens to respond to media
Communication Technology Program of Studies is texts.
contained within that program of studies.

Communication

Communication skills enable students to

comprehend, interpret and express information
and ideas clearly and purposefully. These skills
include the language arts of listening, speaking,

10/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
SCOPE AND SEQUENCE

The core concepts and six strands of the Alberta Social Studies Kindergarten to Grade 12 Program of
Studies are reflected in each grade/course. The structure provides continuity and linkages from grade to
grade/course to course. In addition, the general outcomes in each grade/course are components of the
one central theme reflected in the grade/course title.

Grade Grade Title and General Outcomes Linkages and Sequencing

Kindergarten Being Together Kindergarten emphasizes a strong sense of
K.1 I Am Unique identity and self-esteem and is a student’s
K.2 I Belong introduction to citizenship.
One Citizenship: Belonging and Connecting Grade 1 is an introduction to active and
1.1 My World: Home, School, Community responsible citizenship and introduces the
1.2 Moving Forward with the Past: My concept of community. The concept of
Family, My History and My Community historical thinking is applied to the study of
community.
Two Communities in Canada Grade 2 expands on the concept of community
2.1 Canada’s Dynamic Communities through an examination of specific
2.2 A Community in the Past characteristics of communities in Canada.
Building on the introduction of historical
thinking in Grade 1, Grade 2 students will
examine how a community changes over time.
Three Connecting with the World Grade 3 continues to build on the knowledge of
3.1 Communities in the World community and citizenship by examining
3.2 Global Citizenship diverse communities in the world. Grade 3
students will be introduced to the concepts of
global citizenship and quality of life.
Four Alberta: The Land, Histories and Stories Grade 4 introduces specific geographic skills
4.1 Alberta: A Sense of the Land through an examination of Alberta and its
4.2 The Stories, Histories and People of cultural and geographic diversity. Linkages to
Alberta literature and the continued development of
4.3 Alberta: Celebrations and Challenges historical thinking are reinforced through
stories and legends. Archaeology and
paleontology are also introduced in Grade 4 to
further develop historical thinking skills.
Five Canada: The Land, Histories and Stories Grade 5 examines the foundations of Canada
5.1 Physical Geography of Canada through its physical geography, the ways of life
5.2 Histories and Stories of Ways of Life in and heritage of its diverse peoples. Grade 5
Canada presents events and issues that have impacted
5.3 Canada: Shaping an Identify citizenship and identity in the Canadian context
over time.
Six Democracy: Action and Participation Grade 6 emphasizes the importance of active
6.1 Citizens Participating in Decision and responsible participation as the foundation
Making of a democratic society. Students will examine
6.2 Historical Models of Democracy: how the underlying principles of democracy in
Ancient Athens and the Iroquois Canada compare to those of Ancient Athens and
Confederacy the Iroquois Confederacy.

(continued)

Program Rationale and Philosophy Social Studies (K–12) /11

©Alberta Education, Alberta, Canada (2005)
(continued)
Grade Grade Title and General Outcomes Linkages and Sequencing
Seven Canada: Origins, Histories and Movement Grade 7 provides a comprehensive examination
of People of Canadian history preceding and following
7.1 Toward Confederation Confederation. The concept of intercultural
7.2 Following Confederation: Canadian contact is introduced through an examination of
Expansions migration and immigration. Grade 7 forms the
foundation for the continued dialogue on
citizenship and identity in Canada.
Eight Historical Worldviews Examined Grade 8 expands on the concept of intercultural
8.1 From Isolation to Adaptation: Japan contact and continues to develop historical
8.2 Origins of a Western Worldview: thinking skills through an examination of past
Renaissance Europe societies in different parts of the world.
8.3 Worldviews in Conflict: The Spanish
and the Aztecs
Nine Canada: Opportunities and Challenges Grade 9 focuses on citizenship, identity and
9.1 Issues for Canadians: Governance quality of life and how they are impacted by
and Rights political and legislative processes in Canada.
9.2 Issues for Canadians: Economic The role of economic systems in Canada and
Systems in Canada and the United States the United States will also be examined.

Grade Course Titles Linkages and Sequencing

Ten 10-1 Perspectives on Globalization Grade 10 explores the origins of globalization,
10-2 Living in a Globalizing World the implications of economic globalization and
the impact of globalization internationally on
lands, cultures, human rights and quality of life.
Eleven 20-1 Perspectives on Nationalism These are the proposed titles for the Grade 11
20-2 Understandings of Nationalism and Grade 12 programs of study, currently
under development.
Twelve 30-1 Perspectives on Ideology
30-2 Understandings of Ideologies

12/ Social Studies (K–12) Program Rationale and Philosophy

(2005) ©Alberta Education, Alberta, Canada
GRADE 4: Alberta: The Land, Histories and Stories

OVERVIEW RATIONALE

Grade 4 students will explore the geographic, As they reflect upon the people, places and stories
cultural, linguistic, economic and historical of Alberta, Grade 4 students will develop a sense
characteristics that define quality of life in Alberta. of place, identity and belonging within Alberta.
They will appreciate how these characteristics
reflect people’s interaction with the land and how TERMS AND CONCEPTS
physical geography and natural resources affect
quality of life. Through this exploration, students Aboriginal peoples, agriculture, archeology,
will also examine how major events and people cultural heritage, demographics, First Nations,
shaped the evolution of Alberta. fossils, Francophone, Francophonie, geology,
Métis Nation, Métis settlements, multiculturalism,
natural resources, paleontology, protected areas,
sustainability, treaties

General Outcome 4.1 General Outcome 4.2 General Outcome 4.3

Alberta: A Sense The Stories, Histories Alberta: Celebrations
of the Land and Peoples of Alberta and Challenges
Students will demonstrate an Students will demonstrate an Students will demonstrate an
understanding and appreciation understanding and appreciation understanding and appreciation
of how elements of physical of the role of stories, history of how Alberta has grown
geography, climate, geology and and culture in strengthening and changed culturally,
paleontology are integral to the communities and contributing economically and socially since
landscapes and environment of to identity and a sense of 1905.
Alberta. belonging.

Local and Current Affairs

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local
nature, the program of studies provides the flexibility to include these topics within the time allotted for
social studies.

Grade 4 Social Studies /1

©Alberta Education, Alberta, Canada (2006)
 Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of
Grade 6.

Dimensions of Thinking
critical thinking and assess significant local and current affairs from a variety of sources, with a
creative thinking focus on examining bias and distinguishing fact from opinion
historical thinking use primary sources to broaden understanding of historical events and issues
geographic thinking construct and interpret various types of maps (i.e., historical, physical,
political maps) to broaden understanding of topics being studied
decision making and propose and apply new ideas, strategies and options, supported with facts and
problem solving reasons, to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict demonstrate the skills of compromise in order to reach group consensus
resolution and
consensus building
age-appropriate demonstrate commitment to the well-being of the community by drawing
behaviour for social attention to situations of injustice where action is needed
involvement
Research for Deliberative Inquiry
research and determine the reliability of information, filtering for point of view and bias
information
Communication
oral, written and express opinions and present perspectives and information in a variety of
visual literacy forms, such as oral or written presentations, speeches or debates
media literacy detect bias present in the media

2/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada
4.1 Alberta: A Sense of the Land
General Outcome
Students will demonstrate an understanding and appreciation of how elements of physical geography,
climate, geology and paleontology are integral to the landscapes and environment of Alberta.

Specific Outcomes

Values and Attitudes

Students will:
4.1.1 value Alberta’s physical geography and natural environment:
• appreciate the diversity of elements pertaining to geography, climate, geology and
paleontology in Alberta (LPP)
• appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP)
• appreciate the variety and abundance of natural resources in Alberta (ER, LPP)
• appreciate the environmental significance of national and provincial parks and protected
areas in Alberta (ER, LPP)
• appreciate how land sustains communities and quality of life (ER, LPP)
• demonstrate care and concern for the environment through their choices and actions (LPP)

Knowledge and Understanding

Students will:
4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the
following questions and issues:
• Where is Alberta located in relation to the other provinces and territories of Canada? (LPP)
• What are the major geographical and natural vegetation regions, landforms and bodies of
water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)?
(LPP)
• What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude,
mountains)? (LPP)
• What are the significant natural resources in Alberta, and where are they located (e.g.,
mineral deposits, coal, natural gas and oil, forests)? (ER, LPP)
• How are Alberta’s provincial parks and protected areas and the national parks in Alberta
important to the sustainability of Alberta’s natural environment? (ER, LPP)

4.1.3 examine, critically, how geology and paleontology contribute to knowledge of Alberta’s
physical geography by exploring and reflecting upon the following questions and issues:
• How did archeologists and paleontologists discover the presence of dinosaurs in Alberta?
(LPP, TCC)
• What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills,
oil sands)? (LPP, ER)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

Grade 4 Social Studies /3

©Alberta Education, Alberta, Canada (2006)
 4.1.4 analyze how Albertans interact with their environment by exploring and reflecting upon
the following questions and issues:
• In what ways do the physical geography and natural resources of a region determine the
establishment of communities? (LPP)
• How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests,
coal)? (ER, LPP)
• How do Albertans deal with competing demands on land use (e.g., conservation, solar and
wind power, recreation, agriculture, oil exploration, forestry)? (ER, LPP)
• In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding
Alberta’s fossil heritage? (ER, LPP, TCC)
• How can ownership of a discovered artifact be determined? (C, ER, PADM)
• Whose responsibility should it be to ensure the preservation of national parks, provincial
parks and protected areas in Alberta? (C, LPP, PADM)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

4/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada
4.2 The Stories, Histories and Peoples of Alberta
General Outcome
Students will demonstrate an understanding and appreciation of the role of stories, history and culture in
strengthening communities and contributing to identity and a sense of belonging.

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share
information, values and attitudes about history, culture and heritage. Stories are communicated through
legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and
dramatic arts, traditions, and celebrations. They can include or be supported by biographies,
autobiographies, archives, news items, novels or short stories.

In social studies, stories provide students with opportunities to understand the dynamics of peoples,
cultures, places, issues and events that are integral to Alberta’s history and to contemporary society.

Specific Outcomes

Values and Attitudes

Students will:
4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories contributes to
their own sense of belonging and identity:
• recognize how stories of people and events provide multiple perspectives on past and
present events (I, TCC)
• recognize oral traditions, narratives and stories as valid sources of knowledge about the land,
culture and history (CC, TCC)
• recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s
culture and identity (CC, I, TCC)
• recognize the history of the French language and the vitality of Francophone communities as
integral parts of Alberta’s heritage (CC, I, TCC)
• recognize British institutions and peoples as integral parts of Alberta’s heritage (CC, I, TCC)
• recognize how the diversity of immigrants from Europe and other continents has enriched
Alberta’s rural and urban communities (CC, I, TCC)
• demonstrate respect for places and objects of historical significance (I, LPP, TCC)

Knowledge and Understanding

Students will:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has
evolved over time by exploring and reflecting upon the following questions and issues:
• Which First Nations originally inhabited the different areas of the province?
(CC, LPP, TCC)
• How is the diversity of Aboriginal peoples reflected in the number of languages spoken?
(CC, I, LPP)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

Grade 4 Social Studies /5

©Alberta Education, Alberta, Canada (2006)
 • What do the stories of Aboriginal peoples tell us about their beliefs regarding the
relationship between people and the land? (TCC)
• What movement or migration within Canada contributed to the populating of Alberta?
(LPP, TCC)
• In what ways did Francophones establish their roots in urban and rural Alberta
(i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)?
(CC, I, LPP, TCC)
• How did the Métis Nation and Métis settlements contribute to Alberta’s identity
(i.e., languages, accomplishments)? (CC, I, LPP, TCC)
• How did French and English become the two languages most used in business and politics in
Alberta during the 19th and early 20th centuries? (CC, I, PADM)
• How did British institutions provide the structure for the settlement of newcomers in Alberta
(i.e., North West Mounted Police, schools, lieutenant-governor, Assembly of the Northwest
Territories)? (GC, I, PADM, TCC)
• How did European immigration contribute to the establishment of communities in Alberta in
the late 19th century and early 20th century? (CC, GC, I, TCC)
• How did the arrival of diverse groups of people determine the establishment and continued
growth of rural and urban communities? (CC, GC, LPP)
• How are agriculture and the establishment of communities interconnected? (ER, LPP)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

6/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada
4.3 Alberta: Celebrations and Challenges
General Outcome
Students will demonstrate an understanding and appreciation of how Alberta has grown and changed
culturally, economically and socially since 1905.

Specific Outcomes

Values and Attitudes

Students will:
4.3.1 appreciate the factors contributing to quality of life in Alberta:
• value and respect their own and other cultural identities (C, I)
• demonstrate respect for the rights, opinions and perspectives of others (C, I)
• demonstrate respect for the cultural and linguistic diversity in Alberta (C, I)
• recognize global affiliations within the Alberta Francophonie (GC)
• appreciate the influence of the natural environment and resources on the growth and
development of Alberta (ER, LPP)
• value and respect their relationships with the environment (C, ER, LPP)

Knowledge and Understanding

Students will:
4.3.2 assess, critically, the challenges and opportunities that Alberta has faced in its growth and
development by exploring and reflecting upon the following questions and issues:
• What led to Alberta’s joining Confederation? (TCC, PADM)
• What key events have impacted the economy of Alberta (i.e., drought of the 1930s,
discovery of oil)? (ER, LPP, TCC)
• In what ways have occupations and commerce been affected by geography, climate and
natural resources in Alberta (i.e., forestry, agriculture, aviation, seasonal activities, tourism)?
(ER, LPP, TCC)

4.3.3 examine, critically, Alberta’s changing cultural and social dynamics by exploring and
reflecting upon the following questions and issues:
• In what ways has Alberta changed demographically since 1905 (i.e., population distribution
in rural and urban areas, arrival of diverse ethnic groups, languages spoken)?
(CC, I, LPP, TCC)
• In what ways have Aboriginal peoples and communities changed over time? (CC, I, TCC)
• How has multiculturalism in Alberta evolved over time? (CC, I, GC, LPP)
• How has the Alberta Francophonie become increasingly multicultural? (CC, I, GC)
• How do buildings, historic sites and institutions reflect the establishment and cultural
diversity of communities in Alberta (i.e., Glenbow Museum, Royal Alberta Museum,
Head-Smashed-In Buffalo Jump, Writing-on-Stone Provincial Park, Father Lacombe Chapel
Provincial Historic Site, Ukrainian Cultural Heritage Village)? (CC, I, LPP, TCC)
• How do the names of geographic places reflect the origins of the people who inhabited,
discovered or developed communities in these places? (CC, I, LPP, TCC)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

Grade 4 Social Studies /7

©Alberta Education, Alberta, Canada (2006)
 • In what ways have music, art, narratives and literature contributed to the vitality of the
culture, language and identity of diverse Alberta communities over time? (I, CC, LPP, TCC)
• How does living in a particular community, region or province help shape individual and
collective identity? (CC, I, LPP)

4.3.4 examine recreation and tourism in Alberta by exploring and reflecting upon the following
questions and issues:
• How do recreational sites and activities reflect Alberta’s heritage and strengthen
communities (e.g., festivals, fairs, celebrations, rodeos)? (C, CC, I, ER)
• How do physical geography and climate affect seasonal activities throughout Alberta?
(ER, LPP)
• To what extent do recreation and tourism foster appreciation of Alberta’s natural regions and
environment? (ER, LPP)
• In what ways do interests concerning tourism and the natural environment conflict?
(ER, LPP)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

8/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada
SKILLS AND PROCESSES FOR GRADE 4

Alberta Education’s Information and Communication Technology (ICT) curriculum is infused throughout
the social studies program of studies. Selected ICT outcomes are suggested throughout the program and
are indicated by this symbol ¾.

DIMENSIONS OF THINKING
Students will:
4.S.1 develop skills of critical thinking and creative thinking:
• evaluate significant local and current affairs, distinguishing between fact and opinion
• evaluate, critically, ideas, information and positions from multiple perspectives
• re-evaluate opinions to broaden understanding of a topic or an issue
• generate original ideas and strategies in individual and group activities
¾ seek responses to inquiries from various authorities through electronic media
4.S.2 develop skills of historical thinking:
• use photographs and interviews to make meaning of historical information
• use historical and community resources to understand and organize the sequence of local
historical events
• explain the historical context of key events of a given time period

4.S.3 develop skills of geographic thinking:

• use the scale on maps of Alberta to determine the distance between places
• construct graphs, tables, charts and maps to interpret information
• use historical maps to make meaning of historical events and issues
• use cardinal and intermediate directions to locate places on maps and globes
• identify the location of sources of nonrenewable resources (e.g., fossil fuels, minerals)

4.S.4 demonstrate skills of decision making and problem solving:

• contribute and apply new ideas and strategies, supported with facts and reasons, to decision
making and problem solving
• identify situations where a decision needs to be made and a problem requires attention
¾ select and use technology to assist in problem solving
¾ use data gathered from a variety of electronic sources to address identified problems
¾ solve problems requiring the sorting, organizing, classifying and extending of data, using
such tools as calculators, spreadsheets, databases or hypertext technology
¾ use graphic organizers, such as mind mapping/webbing, flowcharting and outlining, to
present connections among ideas and information in a problem-solving environment

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

Students will:
4.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate an awareness of the skills required for compromise and consensus building
• demonstrate the ability to deal constructively with diversity and disagreement
• consider the needs and points of view of others
• work collaboratively with others to complete a group task
¾ share information collected from electronic sources to add to a group task

Grade 4 Social Studies /9

©Alberta Education, Alberta, Canada (2006)
4.S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
• initiate projects that meet the particular needs or expectations of their school or community

RESEARCH FOR DELIBERATIVE INQUIRY

Students will:
4.S.7 apply the research process:
• develop the skills of skimming and scanning to gather relevant information
• organize and synthesize information gathered from a variety of sources
• use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
• draw and support conclusions, based on information gathered, to answer a research question
• formulate new questions as research progresses
• cite references as part of research
¾ access and retrieve appropriate information from the Internet by using a specific search path
or from given uniform resource locations (URLs)
¾ navigate within a document, compact disc or software application that contains links
¾ organize information gathered from the Internet or an electronic source by selecting and
recording the data in logical files or categories
¾ organize information by using tools such as databases, spreadsheets or electronic webbing

COMMUNICATION
Students will:
4.S.8 demonstrate skills of oral, written and visual literacy:
• organize and present information, taking particular audiences and purposes into consideration
• respond appropriately to comments and questions, using language respectful of human
diversity
• listen to others in order to understand their perspectives
¾ create visual images for particular audiences and purposes
¾ use selected presentation tools to demonstrate connections among various pieces of
information
¾ communicate effectively through appropriate forms, such as speeches, reports and
multimedia presentations, applying information technologies that serve particular audiences
and purposes

4.S.9 develop skills of media literacy:

• compare information on the same issue or topic from print media, television, photographs and
the Internet
• examine diverse perspectives regarding an issue presented in the media
¾ identify and distinguish points of view expressed in electronic sources on a particular topic

10/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada
Glossary of Terms and Concepts—Grade 4

The following terms and concepts are contained within the general and specific outcomes in the grade.
The definitions are provided to facilitate a better understanding and more effective application of the
social studies concepts presented.

Aboriginal peoples The descendants of the original inhabitants of North America. First Nations,
Inuit and Métis peoples have unique heritages, languages, cultural practices and
spiritual beliefs.

agriculture The sector of the economy that deals with farming.

archeology The study of the buildings, containers and other, usually buried, objects that
belonged to people who lived in the past.

cultural heritage The beliefs, customs, knowledge, values and historical experiences shared by a
given group.

demographics Information pertaining to the study of a population.

First Nations Refers to the various governments of the First Nations peoples of Canada. There
are over 630 First Nations across Canada, with 46 First Nations in Alberta.

fossils Remnants or traces of organisms (plants or animals) of a past geologic age, such
as skeletons embedded and preserved in the Earth’s crust.

Francophone A person for whom French is the first language learned and/or still in use;
a person of French language and culture.

Francophonie The entire Francophone community in a given region, province, territory or

country, or in the world. On a global level, La Francophonie is a group of
47 countries (representing approximately 150 million people) on five continents
in which French is an official or commonly used language.

geology The study of the origin, history and structure of the Earth.

Métis Nation A group of individuals who are associated with a recognized Métis family or
community and who self-identify as Métis people. The Métis Nation of Alberta
Association (MNAA) consists of an elected provincial president and vice-
president and an elected zone president and vice-president for each of the six
zones across Alberta. There are approximately 65 MNAA locals across Alberta.

Métis settlements Eight distinct geographic areas in northern Alberta, established in the 1930s as
corporate entities and similar to municipal corporations, with broad self-
governing powers. The settlements are governed locally by elected five-member
councils and collectively by the Métis Settlements General Council.

Grade 4 Social Studies /11

©Alberta Education, Alberta, Canada (2006)
multiculturalism The policy of recognizing and promoting the cultural diversity of a population
sharing a common territory.

natural resources Elements of the natural environment that are of use to humans. They include
nonrenewable and renewable resources. Nonrenewable resources, such as oil,
natural gas and minerals, are limited in quantity; renewable resources, such as
forests, water and fish, can be regenerated and can last indefinitely if used
carefully.

paleontology The study of the forms of life existing in prehistoric times.

protected areas Areas identified and legislated by federal, provincial and municipal governments
as needing particular care and protection for environmental and/or cultural
reasons.

sustainability The ability of land to maintain life and/or provide necessities or nourishment on a
continued and renewed basis for the organisms interacting with it and depending
on it.

treaties Legal documents between government and a First Nation that confer rights and
obligations on both parties. To First Nations peoples, the treaties are sacred
documents made by the parties and often sealed by a pipe ceremony.

12/ Social Studies Grade 4

(2006) ©Alberta Education, Alberta, Canada