social studies scope and sequence,2018

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

How we organize ourselves Human systems and economic • recognize the elements
activities of major political systems
An inquiry into the (for example, monarchy,
interconnectedness of human- Social organization and culture democracy, dictatorship)
made systems and communities;
the structure and function of Social studies skills • examine how the rights
organizations; societal decision- of a person in a particular
making; economic activities and a. Formulate and ask society directly affect their
their impact on humankind and questions about the responsibilities
the environment. past, the future, places
and society • identify and describe
Central idea means by which citizens
b. Use and analyse can monitor and
Governmental systems and evidence from a influence actions of their
decisions can promote or deny variety of historical, governments and vice
equal opportunities and social geographical and versa
justice. societal sources
• explore a range of political
Key concepts c. Orientate in relation to systems (for example,
place and time local, regional, national
• Function or international) and
• Responsibility d. Identify roles, rights the impact they have on
Related concepts and responsibilities in individuals, groups and
society society.
• Equality
• Government or e. Assess the accuracy,
validity and possible
governance bias of sources
Lines of inquiry

• Types of governance
• Principles of human rights

and social justice
• The effect of institutional

behaviours and attitudes
on social justice

Social studies scope and sequence 41

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

Sharing the planet Human and natural • explain how human
environments activities can have positive
An inquiry into rights and or adverse effects on local
responsibilities in the struggle Social studies skills and other environments
to share finite resources with (for example, agriculture,
other people and with other a. Formulate and ask industry).
living things; communities questions about the past,
and the relationships within the future, places and
and between them; access to society
equal opportunities; peace and
conflict resolution. b. Use and analyse
evidence from a
Central idea variety of historical,
geographical and
Biodiversity relies on societal sources
maintaining the interdependent
balance of organisms within c. Orientate in relation to
systems. place and time

Key concepts d. Identify roles, rights
and responsibilities in
• Connection society

• Responsibility e. Assess the accuracy,
Related concepts validity and possible bias
of sources
• Balance

• Biodiversity

• Interdependence
Lines of inquiry

• Interdependence within
ecosystems, biomes and
environments

• Ways in which organisms
are interconnected in
nature

• How human interaction
with the environment
can affect the balance of
systems

Please note: this unit is also included in the Science scope and sequence.

42 Social studies scope and sequence

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

Where we are in place and Human systems and economic • identify the reasons why
time activities people feel compelled to
explore the unknown
An inquiry into orientation Continuity and change through
in place and time; personal time • investigate the impact of
histories; homes and journeys; exploration on people
the discoveries, explorations Human and natural in the past, present and
and migrations of humankind; environments future
the relationships between
and the interconnectedness Social studies skills • analyse how available
of individuals and civilizations, technology influences
from local and global a. Formulate and ask people’s abilities to
perspectives. questions about the navigate
past, the future, places
Central idea and society • demonstrate an
understanding of
Exploration leads to b. Use and analyse methods of navigation (for
discovery and develops new evidence from a example, stars, compasses,
understandings. variety of historical, satellites).
geographical and
Key concepts societal sources

• Form c. Orientate in relation to
place and time
• Perspective
d. Identify roles, rights and
• Reflection responsibilities in society
Related concepts
e. Assess the accuracy,
• Consequences validity and possible bias
of sources
• Discovery

• Geography
Lines of inquiry

• Reasons for exploration
(historical and personal)

• Feelings and attitudes
associated with
exploration

• What we learn through
exploration

• Methods of navigation

Please note: this unit is also included in the Science scope and sequence.

Social studies scope and sequence 43

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

How we express ourselves Social organization and culture • identify and describe
ways that family, groups
An inquiry into the ways in Social studies skills and community influence
which we discover and express personal choices
ideas, feelings, nature, culture, a. Formulate and ask
beliefs and values; the ways in questions about the • explore how cultures may
which we reflect on, extend past, the future, places have certain expectations
and enjoy our creativity; our and society of how to act and dress,
appreciation of the aesthetic. and the ways this may
b. Use and analyse differ according to private
Central idea evidence from a and public contexts
variety of historical,
People’s outward appearance geographical and • describe advantages and
can lead to perceptions and societal sources disadvantages of cultural
misconceptions. and individual diversity
c. Orientate in relation to
Key concepts place and time • reflect on his or her own
misconceptions about
• Function d. Identify roles, rights and people (for example,
• Perspective responsibilities in society relating to age, race,
• Reflection gender, disability).
Related concepts e. Assess the accuracy,
validity and possible
• Creativity bias of sources
• Diversity
• Stereotypes
Lines of inquiry

• Personal adornments,
clothing and identity

• Reasons for what people
wear

• Impact of first impressions
• Countering

misconceptions

44 Social studies scope and sequence

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

How we organize ourselves Human systems and economic • identify and describe
activities examples in which
An inquiry into the technology has changed
interconnectedness of human- Continuity and change through the lives of people
made systems and communities; time
the structure and function of • examine the impact of
organizations; societal decision- Social studies skills particular technologies on
making; economic activities and sustainability
their impact on humankind and a. Formulate and ask
the environment. questions about the • describe the connection
past, the future, places between human
Central idea and society needs and wants
and technological
Technology impacts on the b. Use and analyse evidence development
world of work and leisure. from a variety of historical,
geographical and societal • explain the relevance
Key concepts sources of various inventions
in relation to the time
• Change c. Orientate in relation to period in which they were
• Connection place and time developed
• Responsibility
Related concepts d. Identify roles, rights • reflect on the role of
and responsibilities in technology in his or her
• Communication society own life.
• Systems
• Ethics e. Assess the accuracy,
Lines of inquiry validity and possible bias
of sources
• Technology and inventions
of the home, workplace
and leisure activities

• Circumstances that lead
to the development of
important inventions and
their impact

• How technology supports/
impacts sustainability

Please note: this unit is also included in the Science scope and sequence.

Social studies scope and sequence 45

Social studies scope and sequence: 9–12 years

Learning will include the development of the following Possible learning outcomes in
knowledge, concepts and skills social studies

Transdisciplinary theme Social studies strand(s) The student will be able to:

Sharing the planet Human systems and economic • practise techniques of
activities mediation and negotiation
An inquiry into rights and within the class and/or
responsibilities in the struggle Resources and the environment school community
to share finite resources with
other people and with other Social studies skills • document examples of
living things; communities conflict (local and global)
and the relationships within a. Formulate and ask and identify the causes
and between them; access to questions about the and consequences
equal opportunities; peace and past, the future, places
conflict resolution. and society • evaluate effectiveness
of real-life conflict
Central idea b. Use and analyse management (for example,
evidence from a research and analyse a
Finding peaceful solutions to variety of historical, global conflict situation)
conflict leads to a better quality geographical and
of human life. societal sources • reflect on his or her own
strategies in dealing with
Key concepts c. Orientate in relation to situations of personal
place and time conflict.
• Causation
• Perspective d. Identify roles, rights
• Responsibility and responsibilities in
Related concepts society

• Conflict e. Assess the accuracy,
• Diversity validity and possible
• Justice bias of sources
Lines of inquiry

• Causes of conflict
• Conflict resolution and

management
• Living and working

together peacefully

46 Social studies scope and sequence