Social studies scope and

Physics
sequence
guide
First examinations 2009
Social studies scope and sequence
 Primary Years Programme
Social studies scope and sequence

Published July 2008

Updated December 2018

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 IB learner profile I
profile IB learner p
arner profile IB lea
ile IB learner profi
IB learner profile I HE
IB L E AR
N

ER
er profile IB learne

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
research. We know how to learn independently and with others. as well as the values and traditions of others. We seek and evaluate
We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
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and ideas that have local and global significance. in the lives of others and in the world around us.

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of people everywhere. We take responsibility for our actions rience. We work to understand our strengths and weaknesses in
and their consequences. order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.

© International Baccalaureate Organization 2017

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Contents

Social studies in the Primary Years Programme 1

Beliefs and values in social studies 1
Effective social studies practice 1
How social studies practices are changing 3
Knowledge and skills in social studies 3
Social studies strands 4
Key concepts in the PYP: What do we want students to understand about social studies? 5
Examples of questions that illustrate the key concepts 6
Overall expectations in social studies 7
Developing a school’s social studies scope and sequence 8
How to use the PYP social studies scope and sequence 9

Overall expectations in social studies: 3–5 years 11

Social studies scope and sequence: 3–5 years 12

Overall expectations in social studies: 5–7 years 16

Social studies scope and sequence: 5–7 years 17

Overall expectations in social studies: 7–9 years 25

Social studies scope and sequence: 7–9 years 26

Overall expectations in social studies: 9–12 years 34

Social studies scope and sequence: 9–12 years 35

Social studies scope and sequence

Social studies in the Primary Years Programme

Beliefs and values in social studies

Social studies education aims to enable students to participate in a changing
society as informed, confident, and responsible citizens.
Social Studies in the New Zealand Curriculum, Ministry of Education (1997)
In the PYP, social studies is viewed as the study of people in relation to their past, their present and
their future, their environment and their society. Social studies encourages curiosity and develops an
understanding of a rapidly changing world. Through social studies, students develop an understanding of
their personal and cultural identities. They develop the skills and knowledge needed to participate actively
in their classroom, their school, their community and the world: to understand themselves in relation to
their communities.

The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals
and their values and traditions. In support of the IB mission statement, the social studies component of the
PYP curriculum will encourage students to “understand that other people, with their differences, can also
be right”. Therefore, there is a strong emphasis on the reduction of prejudice and discrimination within the
classroom, the school, the community and the world.

The IB learner profile is integral to learning and teaching social studies in the PYP because it represents
the qualities of effective learners and internationally minded students. The learner profile, together with
the other elements of the programme—knowledge, concepts, skills and action—informs planning and
teaching in social studies.

Social studies learning guides students towards a deeper understanding of themselves and others, and of
their place in an increasingly global society. It provides opportunities for students to look at and think about
human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with
social studies therefore opens doors to key questions about life and learning. Evidence of student learning
will be apparent in their willingness and ability to take action in order to make a difference in the world.

Effective social studies practice

In the PYP, a wide variety of strategies and learning experiences can be used to teach social studies, but the
philosophy and pedagogy of the PYP should inform all planning and teaching of the subject. Decisions about
content in social studies will be dependent on the school’s location, context and curriculum requirements.
Through relating content to significant and universal concepts common to all societies, times and places,
the social studies component of the curriculum becomes international. Social studies learning and teaching
takes place within the programme of inquiry.

Guided inquiry is the way in which students learn best, and the starting point should always be students’
prior and current understanding. Teachers work with colleagues to plan authentic learning experiences that
address the central idea and inquiry points of the unit. This collaboration enhances the transdisciplinary
nature of the units. Resources are selected on the basis of the multiple perspectives that they present.

Social studies scope and sequence 1

Social studies in the Primary Years Programme

Learning that allows for a variety of learning needs and language levels is planned, encouraging students
to ask and answer their own questions. Through their interaction with the resources and dialogue with
each other, students consider different points of view, develop skills and attitudes, and gain knowledge and
conceptual understanding. Students apply skills and concepts in new contexts, and transfer new skills and
concepts to familiar contexts.

The social studies component of the curriculum provides opportunities for students to:

• learn how to ask compelling and relevant questions that can be researched
• gain a secure understanding of their own identity and their place in the world
• develop an understanding of other cultural groups and an appreciation of other ideas and beliefs
• gain knowledge that is of genuine importance in understanding the human condition through the
exploration of themes that have significance for all students in all cultures
• gain conceptual understanding through participating in learning experiences that foster sensitivity,
creativity and initiative, including socially responsible action
• gain a sense of time and place in relation to their own experience and the experience of other people
• gain an understanding of humankind’s role in, and dependence on, the natural and constructed
world, and learn to apply this knowledge in responsible ways.
As a result of their learning, students share with each other and take action. Students and teachers develop
and define clear criteria with which the process and product will be assessed.

A PYP teacher’s personal knowledge of social studies is of key importance. What teachers themselves
understand shapes which resources they choose, what learning experiences they design and how effectively
they teach. The teacher’s own interest in, and development of, the subject is maintained through regular
professional development, reading of professional journals and, especially, through regular contact with
colleagues who share their commitment to teaching social studies through inquiry. Commercially available
resources for teaching social studies are carefully evaluated to ensure that they meet the needs of the
teacher and the students, and the requirements of the programme.

The role of social studies in the programme of inquiry

It is recognized that learning and teaching social studies as a subject, while necessary, is not sufficient. Of
equal importance is the need to learn social studies in context, exploring content relevant to students, and
transcending the boundaries of the traditional subject.

It is worthwhile to note that there will be occasions that present themselves for student-initiated,
spontaneous social studies inquiries that are not directly related to any planned units of inquiry. These are
valuable learning and teaching experiences in themselves and they provide teachers and students with the
opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations.

Schools that have local and/or national curriculum requirements in social studies should articulate how best
this predetermined knowledge (or skills) can be incorporated into their programme of inquiry to the fullest
possible extent.

If successful learning in social studies has taken place, students should be able to select key ideas and
significant understanding from the data acquired for a unit of inquiry. They should be able to frame genuine,
open-ended questions worthy of sustained research. As they conduct their inquiries, they should be able to
provide accurate information and valid explanations. They should be able to identify the possible causes of
an issue, choose a solution, and determine appropriate action to be taken. A willingness and ability to take
action demonstrates evidence of learning. Through these processes, students should develop the habits
and attitudes of successful lifelong learners.

2 Social studies scope and sequence

 Social studies in the Primary Years Programme

How social studies practices are changing

Guided inquiry is the main approach to learning and teaching social studies in the PYP. However, it is
recognized that many educational innovations (or, more accurately, educational reworkings) suffer from the
advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and
inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be
accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

As an aid to reflection, the following set of subject-specific examples of effective practice has been
produced. It is believed that these examples are worthy of consideration by anyone committed to
continuous improvement.

How are social studies practices changing?

Increased emphasis on: Decreased emphasis on:

a coherent, articulated school-wide programme of topics chosen by individual teachers; favourite

inquiry, based on agreed significant and relevant topics; topics that have always been done in the
contents grade level or that are well resourced

using multiple sources and presenting multiple relying on single sources and presenting narrow
perspectives (global, social, cultural and gender) perspectives (national, religious, political,
stereotypical)

planning units of inquiry that lend themselves to planning units based on single disciplines such as
transdisciplinary investigations across the areas of history, geography or society
the curriculum

planning units that build in local, multicultural and planning units that focus on Western civilization
global dimensions and the developed world

using a variety of primary social studies sources textbooks and worksheets as the predominant
and documentation (people, artifacts, field trips, resources in social studies
surveys and interviews) as well as sources such as
media and technology

factual information as a vehicle to conceptual factual information (such as dates and names of
development within units of inquiry that people or countries) as an end in itself
focus on students constructing meaning, and
expanding and deepening their knowledge and
understanding of the world

supporting students to be responsible and to take teaching about responsibility and the need for
action in our world today. action in our world today.

Knowledge and skills in social studies

In the PYP, social studies is essentially about people: how they think, feel and act; how they interact with
others; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or
lived); how they interact with their environment; the work they do; and how they organize themselves.

Social studies scope and sequence 3

Social studies in the Primary Years Programme

All curriculum areas provide an opportunity to utilize the approaches to learning. The social studies
component of the curriculum also provides opportunities for students to:

• formulate and ask questions about the past, the future, places and society
• use and analyse evidence from a variety of historical, geographical and societal sources
• orientate in relation to place and time
• identify roles, rights and responsibilities in society
• assess the accuracy, validity and possible bias of sources.
Social studies scope and sequence aims to provide information for the whole school community about
the learning that is going on in social studies through the transdisciplinary programme of inquiry. All
curriculum areas provide an opportunity to utilize the approaches to learning. The knowledge component
of social studies in the PYP is arranged into five strands: human systems and economic activities, social
organization and culture, continuity and change through time, human and natural environments
and resources and the environment. These strands do not have fixed boundaries; many areas will
necessarily overlap with each other and with other subjects such as mathematics, arts, and personal, social
and physical education (PSPE). Students should be made aware of the inevitable links to other areas of the
curriculum in order to understand the interconnected nature of the subjects, both with one another and
with the transdisciplinary themes.

Social studies strands

What do we want students to know?
Human systems and The study of how and why people construct organizations and systems; the
economic activities ways in which people connect locally and globally; the distribution of power
and authority.
Related concepts: communications, conflict, cooperation, education,
employment, freedom, governments, justice, legislation, production,
transportation, truth.

Social organization and The study of people, communities, cultures and societies; the ways in which
culture individuals, groups and societies interact with each other.
Related concepts: artifacts, authority, citizenship, communication, conflict,
diversity, family, identity, networks, prejudice, religion, rights, roles, traditions.

Continuity and change The study of the relationships between people and events through time; the
through time past, its influences on the present and its implications for the future; people
who have shaped the future through their actions.
Related concepts: chronology, civilizations, conflict, discovery, exploration,
history, innovation, migration, progress, revolution.

Human and natural The study of the distinctive features that give a place its identity; how people
environments adapt to and alter their environment; how people experience and represent
place; the impact of natural disasters on people and the built environment.
Related concepts: amenities, borders (natural, social and political),
dependence, geography, impact, landscape, locality, ownership, population,
regions, settlements.

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 Social studies in the Primary Years Programme

Resources and the The interaction between people and the environment; the study of how
environment humans allocate and manage resources; the positive and negative effects of
this management; the impact of scientific and technological developments
on the environment.
Related concepts: conservation, consumption, distribution, ecology, energy,
interdependence, pollution, poverty, sustainability, wealth.

Related concepts: While the key concepts have been identified, related concepts could provide further
links to the transdisciplinary programme of inquiry or further understanding of the subject. Here, examples
of some possible related concepts have been provided for each of the strands. Schools may choose to
develop their own related concepts.

Key concepts in the PYP: What do we want students

to understand about social studies?
Central to the philosophy of the PYP is the principle that guided inquiry is a powerful vehicle for learning
that promotes meaning and understanding, and challenges students to engage with significant ideas.
Hence in the PYP there is also a commitment to a concept-driven curriculum as a means of supporting
that inquiry. There are clusters of ideas that can usefully be grouped under a set of overarching concepts,
each of which has major significance within and across subjects, regardless of time or place.

These key concepts are one of the elements of the PYP framework. It is accepted that these are not, in any
sense, the only concepts worth exploring. Taken together they form a powerful curriculum component that
drives the teacher- and/or student-constructed inquiries that lie at the heart of the PYP curriculum.

When viewed as a set of questions, the concepts form a research tool that is manageable, open-ended
and more readily accessible to students. It is these questions, used flexibly by teachers and students when
planning an inquiry-based unit, that shape that unit, giving it direction and purpose.

The following table explains each concept from both the generic perspective and the social studies
perspective.

Concept Generic perspective Social studies perspective

Form Everything has a form with The recognizable features of

What is it like? recognizable features that individuals, groups, historical
can be observed, identified, periods and environments.
described and categorized.

Function Everything has a purpose, a role The workings of the events,

How does it work? or a way of behaving that can be systems and relationships in
investigated. societies and the natural world.

Causation Things do not just happen. The causes and effects of human
Why is it like it is? There are causal relationships and natural events.
at work, and actions have
consequences.

Social studies scope and sequence 5

Social studies in the Primary Years Programme

Concept Generic perspective Social studies perspective

Change Change is the process of The nature of human, societal

How is it changing? movement from one state to and environmental change over
another. It is universal and time.
inevitable.

Connection We live in a world of interacting The interactions that affect

How is it connected to other systems in which the actions of humans and the environment;
things? any individual element affect the ways in which our past,
others. present and future are all
connected.

Perspective Knowledge is moderated The ways in which humans

What are the points of view? by perspectives. Different connect knowledge and
perspectives lead to different experience that lead to diverse
interpretations, understandings understanding.
and findings. Perspectives may
be individual, group, cultural or
disciplinary.

Responsibility People make choices based on People’s individual and

What is our responsibility? their understandings, and the collective responsibility towards
actions they take as a result do themselves, groups and the
make a difference. environment.

Examples of questions that illustrate the key concepts

The following table provides sample teacher/student questions that illustrate the key concepts, and that
may help to structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-led
programme.

Concept Sample teacher/student questions

Form • What kinds of work did people do?

What is it like? • What are the main occupations of people living in the town?
• What is the landscape like?

Function • What rules of behaviour did people adopt?

How does it work? • How have people adapted to living here?
• How do people celebrate?
• What happens to waste?

Causation • What motivated individuals or groups to act the way they did?
Why is it like it is? • What caused certain cultures to disappear?
• Why did people settle here?
• In what ways have conflict and its resolution shaped the society?

6 Social studies scope and sequence

 Social studies in the Primary Years Programme

Concept Sample teacher/student questions

Change • Why did things change the way they did?

How is it changing? • In what ways does the built environment result from the natural
environment?
• What is the role of technology in shaping the society?
• How has technology modified the natural environment?
• What societal factors cause growth, migration or resource
management?

Connection • What, if any, connections exist between society then and society
How is it connected to today?
other things? • When a connection between two or more peoples existed, how
equitable and just was it?
• How have natural disasters affected the lives of people?
• What kinds of beliefs, values and attitudes encourage connections
with other peoples?

Perspective • How do people decide on who they want as a leader?

What are the points of • Might this opinion be biased? Why?
view?
• Why do people have different points of view about preserving the
environment?
• What might my lifestyle be if I lived in another culture?

Responsibility • Why should we care about the past?

What is our • How can we act to prevent further damage to the natural
responsibility? environment?
• What does it mean to be a world citizen?
• What rights should all children have throughout the world?
• How is conflict resolved?

Overall expectations in social studies

Social studies scope and sequence identifies the expectations considered appropriate in the PYP. It does this
by looking at the central ideas presented in the sample programme of inquiry published in Developing a
transdisciplinary programme of inquiry (2008) and identifying the overall understandings being developed
within each age range.

These expectations (outlined here) are not a requirement of the programme. However, schools need to be
mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts,
or develops, its own scope and sequence documents for each PYP subject, the level of overall expectation
regarding student achievement expressed in these documents at least matches that expressed in the PYP
scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations
in Social studies scope and sequence are presented as broad generalities, it is recommended that schools
undertake a careful consideration of their own scope and sequence document in order to identify the
overall expectations in social studies for their students.

Social studies scope and sequence 7

Social studies in the Primary Years Programme

Developing a school’s social studies scope and

sequence
The social studies scope and sequence should ensure that schools are building developmentally appropriate
units of inquiry. Moreover, as the programme of inquiry, PYP planners and scope and sequences form
the basis of a school’s written curriculum, the development of all these documents becomes an iterative
process. For example, it may be that the process of planning and reflecting on the units of inquiry will
highlight the need for more concept-driven learning outcomes in the scope and sequence. Similarly, it may
become apparent when developing or revising the social studies scope and sequence document that social
studies content has not been incorporated to the fullest extent possible in a school’s programme of inquiry.

All learning and teaching provides an opportunity to utilize and develop the transdisciplinary skills
identified in Making the PYP happen: A curriculum framework for international primary education (2007). In
addition to these, the social studies component of the curriculum also provides opportunities for students
to develop a range of social studies skills and processes. In the list that follows, each of those skills, taken
from the subject annex in Making the PYP happen: A curriculum framework for international primary education
(2007), is accompanied by some specific examples of how the skills might manifest themselves in the
classroom. These examples vary in their degree of complexity and are intended to show progression in the
development of each skill. When developing their own social studies scope and sequence, schools may add
their own relevant level of detail to illustrate each skill.

a. Formulate and ask questions about the past, the future, places and society (for example, students
will express wonderings, show curiosity or ask questions about a person or event of personal significance;
express wonderings, show curiosity or ask questions about the natural and physical environment; ask
questions to extend understanding of how others have constructed or represented the past, the human
and natural environment and society; formulate questions and identify problems that will enable them
to make links between prior learning, new situations and further actions; formulate questions that
promote the transfer of knowledge and make connections across their learning).
b. Use and analyse evidence from a variety of historical, geographical and societal sources
(for example, students will draw information from, and respond to, stories about the past from
geographical and societal sources; access a broad range of first- and second-hand sources of
information such as people, maps, surveys, direct observation, books, museums and libraries; identify
appropriate technology tools and sources of information to support research; predict future events by
analysing reasons for events in the past and present).
c. Orientate in relation to place and time (for example, students will explore and share instances of
change and continuity in personal lives, family and local histories; investigate directions and distances
within the local environment; distinguish between past, present and future time; explore similarities
and differences between the past and the present; sequence events, routines, personal histories in
chronological order; interpret place and time using tools such as maps and timelines).
d. Identify roles, rights and responsibilities in society (for example, students will define own roles
and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and
responsibilities in society; reflect on the rights and responsibilities of children in other societies and
make comparisons; examine how the rights of a person directly affect their responsibilities; investigate
how services and systems influence societal rights and responsibilities; examine the responsibility of
people towards the environment; reflect on opportunities to contribute actively to the community at
a range of levels, from local to global).
e. Assess the accuracy, validity and possible bias of sources (for example, students will examine
and interpret simple evidence such as artifacts; compare the validity of statements from a variety of
different sources; distinguish between fact and opinion; piece together evidence to explain, report
or persuade; analyse and synthesize information; make predictions in order to test understanding;
develop a critical perspective regarding information and the reliability of sources).

8 Social studies scope and sequence

 Social studies in the Primary Years Programme

How to use the PYP social studies scope and sequence

This scope and sequence aims to provide information for the whole school community about the learning
that is going on in the subject of social studies through the transdisciplinary programme of inquiry. In
addition it is a tool that will support teaching, learning and assessment of social studies within the context
of units of inquiry.

The sample programme of inquiry published in Developing a transdisciplinary programme of inquiry (2008)
provides the context and the content for the Social studies scope and sequence. The subject-specific
knowledge and skills identified in the subject area annex of Making the PYP happen: A curriculum framework
for international primary education (2007) are also reflected in this document.

This scope and sequence document contains the following.

For each age range:

• overall expectations by age range.

For each unit selected from the PYP sample programme of inquiry:

• transdisciplinary theme
• central idea
• key concepts and related concepts
• lines of inquiry.
Specific reference to subject knowledge and skills:

• knowledge strands for social studies

• subject-specific skills for social studies
• possible learning outcomes for each unit of inquiry
• cross-reference to science scope and sequence document (where appropriate).
At the start of each age range, the overall expectations provide broad, summative descriptions of what
a PYP student could have achieved in social studies by the end of each age range. The possible learning
outcomes in the tables that follow are an extension of these overall expectations and relate directly to
the units of inquiry from the PYP sample programme of inquiry. Verbs such as “analyse”, “describe” or
“identify” are used at the start of each possible learning outcome in order to focus the planning, teaching
and assessment on what is demonstrable and observable, and to place the focus on the conceptual
understanding of a particular central idea.

The annotated diagram (figure 1) explains the content of the Social studies scope and sequence.

Social studies scope and sequence 9

Social studies in the Primary Years Programme

The first column comes directly The second column lists The possible learning
from the sample programme the social studies strands outcomes in column three have
of inquiry and includes the applicable to this unit of been developed to reflect the
transdisciplinary theme title and inquiry. Full social studies knowledge, concepts and skills
descriptor and the central idea. strand descriptions are from columns one and two as
The key and related concepts found in the introduction well as being developmentally
and lines of inquiry are also listed to this scope and sequence appropriate for the intended
here. This encourages schools to document. age group. They also take into
keep in mind the transdisciplinary account the attitudes and the
nature of learning, and reminds attributes of the IB learner profile
them that they should utilize and transdisciplinary skills.
the subject-specific concepts,
knowledge and skills to support
learning that transcends the
confines of the subject.

Reflecting a “less
is more” principle,
the number of
learning outcomes
has been carefully
considered and
limited in terms of
what is achievable
and assessable in
each unit of inquiry.

The second column lists the social studies

skills that have been identified in the subject
annex of Making the PYP happen: A curriculum
framework for international primary education
(2007). Those social studies skills that might be
easier to teach and observe for each unit are
marked in bold text.

This box notifies users when possible learning

outcomes for science have been developed for
this unit. These outcomes can be found in the
Science scope and sequence.

Figure 1
An explanation of the Social studies scope and sequence content

10 Social studies scope and sequence

Overall expectations in social studies: 3–5 years

Students will explore their understanding of people and their lives, focusing on themselves, their friends
and families, and their immediate environment. They will practise applying rules and routines to work and
play. They will gain an increasing awareness of themselves in relation to the various groups to which they
belong and be conscious of systems by which they organize themselves. They will develop their sense of
place, and the reasons why particular places are important to people. They will also develop their sense of
time, and recognize important events in their own lives, and how time and change affect people. They will
explore the role of technology in their lives.

Social studies scope and sequence 11

Social studies scope and sequence: 3–5 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 Social organization and culture • identify changes he or she
time has undergone from birth
Continuity and change through
to present (for example,
An inquiry into orientation time
discuss with classmates
in place and time; personal
Social studies skills what changes their
histories; homes and journeys;
a. Formulate and ask families have undergone in
the discoveries, explorations
questions about the their lifetimes)
and migrations of humankind;
the relationships between past, the future, places • use primary sources
and the interconnectedness and society (such as parents and
of individuals and civilizations, b. Use and analyse evidence grandparents) to identify
from local and global from a variety of historical, reasons for documenting
perspectives. geographical and societal personal history
sources • talk about the different
Central idea
c. Orientate in relation to ways in which family
Documenting personal histories history can be
place and time
allows us to reflect on and documented
celebrate who we are and where d. Identify roles, rights and
responsibilities in society • place events from his or
we have come from. her life in chronological
e. Assess the accuracy,
Key concepts order (for example, using
validity and possible
personal photos).
• Causation bias of sources
• Change
Related concepts
• Development (growth)
• Family
Lines of inquiry
• Ways of documenting
personal history
• Personal change from
birth to present: self and
family
• Reflecting on past
experience

12 Social studies scope and sequence

 Social studies scope and sequence: 3–5 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 the communities
activities he or she belongs to
An inquiry into the
(for example, draw and
interconnectedness of human- Social organization and culture
describe pictures of the
made systems and communities;
Social studies skills various groups they form a
the structure and function of
a. Formulate and ask part of)
organizations; societal decision-
making; economic activities and questions about the • talk about the reasons that
their impact on humankind and past, the future, places rules are necessary in the
the environment. and society various communities to
b. Use and analyse evidence which he or she belongs
Central idea
from a variety of historical, • suggest some suitable
Communities function more geographical and societal rules and routines for the
effectively when rules and sources class
routines are shared with all • demonstrate ability to
c. Orientate in relation to
members. apply existing rules and
place and time
Key concepts d. Identify roles, rights routines to work and play
and responsibilities in with others.
• Causation
society
• Responsibility
e. Assess the accuracy,
• Reflection
validity and possible bias
Related concepts of sources
• Community
• Systems
Lines of inquiry
• Various communities we
belong to
• Purpose of rules and
routines
• Reaching agreement

Social studies scope and sequence 13

Social studies scope and sequence: 3–5 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 • reflect on a journey he or
time activities she has taken and what
was learned from it
An inquiry into orientation Continuity and change through
in place and time; personal • represent some of the
time
histories; homes and journeys; journeys he or she has
the discoveries, explorations Social studies skills made (for example,
and migrations of humankind; a. Formulate and ask through drawing or role
the relationships between questions about the play)
and the interconnectedness past, the future, places • identify the chronological
of individuals and civilizations, and society steps necessary in making
from local and global b. Use and analyse evidence a journey
perspectives. from a variety of historical, • determine types of
Central idea geographical and societal questions that are useful
sources in planning and making a
Journeys create change and can journey.
lead to new opportunities. c. Orientate in relation to
place and time
Key concepts
d. Identify roles, rights and
• Causation responsibilities in society
• Change e. Assess the accuracy,
Related concept validity and possible bias
of sources
• Choice
Lines of inquiry
• Types of journeys people
make
• Choices and decisions
involved in making a
journey
• Changes experienced
because of a journey

14 Social studies scope and sequence

 Social studies scope and sequence: 3–5 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 • demonstrate a positive
activities attitude towards learning
An inquiry into the
interconnectedness of human- Social organization and culture • exhibit skills and strategies
made systems and communities; for organizing his or her
Social studies skills
the structure and function of time and belongings
organizations; societal decision- a. Formulate and ask • recognize how his or her
making; economic activities and questions about the past, choices and behaviours
their impact on humankind and the future, places and affect learning in the
the environment. society classroom (for example,
Central idea b. Use and analyse evidence respond to various picture
from a variety of historical, and story prompts to
People use a variety of skills explain how one person’s
geographical and societal
and strategies that contribute actions can impact others).
sources
to their role in a community of
learners. c. Orientate in relation to
place and time
Key concepts
d. Identify roles, rights
• Function and responsibilities in
• Responsibility society
Related concepts e. Assess the accuracy,
validity and possible bias
• Citizenship of sources
• Independence
Lines of inquiry
• Being part of a community
of learners
• Skills, strategies and
attitudes
• Making contributions to a
community

Social studies scope and sequence 15

Overall expectations in social studies: 5–7 years

Students will increase their understanding of their world, focusing on themselves, their friends and families
and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill
and the different ways that people interact within groups. They will recognize connections within and
between systems by which people organize themselves. They will broaden their sense of place and the
reasons why particular places are important to people, as well as how and why people’s activities influence,
and are influenced by, the places in their environment. Students will start to develop an understanding
of their relationship with the environment. They will gain a greater sense of time, recognizing important
events in their own lives, and how time and change affect people. They will become increasingly aware of
how advances in technology affect individuals and the environment.

16 Social studies scope and sequence

Social studies scope and sequence: 5–7 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 Social organization and culture • describe and compare the
time various communities to
Continuity and change through
which he or she belongs
An inquiry into orientation time
in place and time; personal • explain how communities
Social studies skills have natural and
histories; homes and journeys;
the discoveries, explorations a. Formulate and ask constructed features
and migrations of humankind; questions about the • recognize the components
the relationships between past, the future, places of a local community
and the interconnectedness and society • identify the contributions
of individuals and civilizations, b. Use and analyse of different members of a
from local and global evidence from a community
perspectives. variety of historical, • create and share his or her
Central idea geographical and own story about being a
societal sources community member.
Communities are enriched by
c. Orientate in relation to
their members and the different
place and time
perspectives they bring.
d. Identify roles, rights
Key concepts and responsibilities in
• Change society
• Perspective e. Assess the accuracy,
validity and possible bias
Related concepts
of sources
• Continuity
• Diversity
Lines of inquiry
• What a community is
• People within a
community
• The personal stories of
community members

Social studies scope and sequence 17

Social studies scope and sequence: 5–7 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 • explain why a particular
celebration is important in
An inquiry into the ways in Continuity and change through
his or her own life
which we discover and express time
ideas, feelings, nature, culture, • suggest reasons for
Social studies skills various celebrations
beliefs and values; the ways in
which we reflect on, extend a. Formulate and ask • identify and compare
and enjoy our creativity; our questions about the past, traditions and celebrations
appreciation of the aesthetic. the future, places and observed by others in the
society class
Central idea
b. Use and analyse • use a variety of sources to
People recognize important evidence from a gain information about
events through celebrations and variety of historical, celebrations from both a
traditions. geographical and historical and a cultural
Key concepts societal sources perspective
c. Orientate in relation to • create graphs and charts
• Form
place and time to organize and interpret
• Perspective
d. Identify roles, rights and information.
Related concepts responsibilities in society
• Beliefs e. Assess the accuracy,
• Culture validity and possible bias
• Values of sources

Lines of inquiry
• What traditions are
• How and why people
celebrate
• Similarities and differences
between various
celebrations

18 Social studies scope and sequence

 Social studies scope and sequence: 5–7 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 • explore how systems
activities influence lifestyle and
An inquiry into the
community
interconnectedness of human- Continuity and change through
made systems and communities; time • compare transportation
the structure and function of systems within the local
Resources and the environment community to those in
organizations; societal decision-
making; economic activities and Social studies skills other communities
their impact on humankind and a. Formulate and ask • explain how and why
the environment. questions about the changes in transport have
past, the future, places occurred over time
Central idea
and society • examine the impact of
Transportation systems are technological advances
directly related to the needs of a b. Use and analyse
evidence from a in transport on the
community. environment.
variety of historical,
Key concepts geographical and
• Function societal sources
• Connection c. Orientate in relation to
place and time
Related concept
d. Identify roles, rights and
• Systems responsibilities in society
Lines of inquiry e. Assess the accuracy,
• Specific purposes of validity and possible bias
different transportation of sources
systems
• Factors that affect the
kinds of systems that can
be developed
• Relationship between
transportation systems
and the environment

Social studies scope and sequence 19

Social studies scope and sequence: 5–7 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 • describe the natural
environments features of local and other
An inquiry into rights and
environments
responsibilities in the struggle Resources and the environment
to share finite resources with • analyse ways in which
Social studies skills humans use the natural
other people and with other
living things; communities a. Formulate and ask environment (for example,
and the relationships within questions about the recreation, settlements)
and between them; access to past, the future, places • identify or generate a
equal opportunities; peace and and society question or problem to
conflict resolution. b. Use and analyse evidence be explored in relation
from a variety of historical, to human impact on the
Central idea
geographical and societal local, natural environment.
People interact with, use and sources
value the natural environment in
c. Orientate in relation to
different ways.
place and time
Key concepts d. Identify roles, rights
• Causation and responsibilities in
society
• Responsibility
e. Assess the accuracy,
• Reflection
validity and possible bias
Related concepts of sources
• Conservation
• Interdependence
• Order
Lines of inquiry
• Local natural environment
• Human use of the local
environment
• Actions that benefit
or harm the local
environment

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

20 Social studies scope and sequence

 Social studies scope and sequence: 5–7 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:
Who we are Social organization and culture • express his or her
understanding of what a
An inquiry into the nature of Human and natural
home is
the self; beliefs and values; environments
personal, physical, mental, • research and compare
Resources and the environment homes in different cultures
social and spiritual health;
human relationships including Social studies skills • identify factors that
families, friends, communities a. Formulate and ask influence where people
and cultures; rights and questions about the past, live and what their homes
responsibilities; what it means to the future, places and are like
be human. society • present the type of home
Central idea b. Use and analyse that reflects who he or
evidence from a she is.
Homes reflect personal identity
and local culture. variety of historical,
geographical and
Key concepts societal sources
• Form c. Orientate in relation to
• Connection place and time
• Perspective d. Identify roles, rights and
responsibilities in society
Related concepts
e. Assess the accuracy,
• Creativity validity and possible bias
• Diversity of sources
Lines of inquiry
• The concept of home
• Different types of homes
• Circumstances that
determine where people
live

Social studies scope and sequence 21

Social studies scope and sequence: 5–7 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 and describe the
time activities functions of various public
places in the community
An inquiry into orientation Social organization and culture
in place and time; personal • demonstrate how various
Human and natural public places serve the
histories; homes and journeys;
environments needs of people in a
the discoveries, explorations
and migrations of humankind; Social studies skills community
the relationships between a. Formulate and ask • compare and contrast the
and the interconnectedness questions about the functions of public and
of individuals and civilizations, past, the future, places private places.
from local and global and society
perspectives.
b. Use and analyse evidence
Central idea from a variety of historical,
Public areas strengthen geographical and societal
communities and provide sources
people with opportunities to c. Orientate in relation to
connect. place and time

Key concepts d. Identify roles, rights

and responsibilities in
• Function society
• Connection e. Assess the accuracy,
Related concepts validity and possible bias
of sources
• Cooperation
• Ownership
Lines of inquiry
• Different public areas and
their functions
• How public areas develop
• How these places differ
from our homes

22 Social studies scope and sequence

 Social studies scope and sequence: 5–7 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 ways to organize
activities himself or herself on a
An inquiry into the
daily basis
interconnectedness of human- Social studies skills
made systems and communities; • plan and create a system
a. Formulate and ask of organization (for
the structure and function of
questions about the example, for his or her
organizations; societal decision-
past, the future, places desk, classroom, school)
making; economic activities and
and society
their impact on humankind and • suggest improvements
the environment. b. Use and analyse evidence to organizational systems
from a variety of historical, already in place in his or
Central idea geographical and societal her home or school.
Systems need to be in place sources
to maintain organization in c. Orientate in relation to
communities. place and time
Key concepts d. Identify roles, rights and
responsibilities in society
• Connection
e. Assess the accuracy,
• Responsibility validity and possible bias
Related concepts of sources
• Interdependence
• Organization
• Systems
Lines of inquiry
• The concept of
organization
• Different systems of
organization that we use
personally
• Different systems of
organization in our
community
• Collection, storage and
use of information for
organization

Social studies scope and sequence 23

Social studies scope and sequence: 5–7 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 • discuss what is meant by a
activities “limited resource”
An inquiry into rights and
responsibilities in the struggle Resources and the environment • create a list of practices
to share finite resources with that could be used to
Social studies skills maintain natural resources
other people and with other
living things; communities a. Formulate and ask at home and in school
and the relationships within questions about the • critique the methods
and between them; access to past, the future, places of waste management
equal opportunities; peace and and society in his or her immediate
conflict resolution. b. Use and analyse environment
Central idea evidence from a • explain the different roles
variety of historical, of people in the recycling
People can establish practices geographical and process
in order to sustain and maintain societal sources • reflect on and self-assess
the Earth’s resources.
c. Orientate in relation to his or her personal use of
Key concepts place and time natural resources.
• Change d. Identify roles, rights
and responsibilities in
• Responsibility
society
• Reflection
e. Assess the accuracy,
Related concepts validity and possible
• Lifestyle bias of sources
• Resources
Lines of inquiry
• Limited nature of the
Earth’s resources
• Personal choices that
can help sustain the
environment
• Reusing and recycling
different materials
• Reducing waste

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

24 Social studies scope and sequence

Overall expectations in social studies: 7–9 years

Students will extend their understanding of human society, focusing on themselves and others within
their own community as well as other communities that are distant in time and place. They will investigate
how and why groups are organized within communities, and the ways in which communities reflect the
cultures and customs of their people. They will recognize the interdependency of systems and their function
within local and national communities. They will increase their awareness of how people influence, and are
influenced by, the places in their environment. Students will explore the relationship between valuing
the environment and protecting it. They will extend their understanding of time, recognizing important
events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden
their understanding of the impact of advances in technology over time, on individuals, society and the
environment.

Social studies scope and sequence 25

Social studies scope and sequence: 7–9 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 Continuity and change through • locate on a globe or map
time time his or her place in the
world, and its relationship
An inquiry into orientation Human and natural
to various other places
in place and time; personal environments
histories; homes and journeys; • use a variety of resources
Social studies skills and tools to gather and
the discoveries, explorations
and migrations of humankind; a. Formulate and ask process information
the relationships between questions about the past, about various regions
and the interconnectedness the future, places and and different ways of
of individuals and civilizations, society representing the world
from local and global b. Use and analyse • explain how people’s
perspectives. evidence from a perceptions and
variety of historical, representations of place
Central idea
geographical and have changed over time
The development of global societal sources • explore the evidence
perspectives is supported that helps people learn
c. Orientate in relation to
through understanding our about places and their
place and time
place in the world in relation to inhabitants.
others. d. Identify roles, rights and
responsibilities in society
Key concepts
e. Assess the accuracy,
• Connection validity and possible
• Perspective bias of sources
Related concepts
• Context
• Location
• Orientation
Lines of inquiry
• How we represent place
• Representations of place
through time
• The relationship of our
location to other parts of
the world

26 Social studies scope and sequence

 Social studies scope and sequence: 7–9 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 the world works Human and natural • compare the design of
environments structures in various
An inquiry into the natural world
locations in relation to the
and its laws; the interaction Resources and the environment
natural environment
between the natural world
Social studies skills • identify geographical and
(physical and biological) and
human societies; how humans a. Formulate and ask environmental factors
use their understanding of questions about the past, that influence the design
scientific principles; the impact the future, places and of structures in various
of scientific and technological society locations
advances on society and on the b. Use and analyse • critique the impact of a
environment. evidence from a structure on the natural
variety of historical, environment
Central idea
geographical and • explain people’s
The design of buildings and societal sources responsibilities regarding
structures is dependent upon the use of resources from
c. Orientate in relation to
the environment and available the environment.
place and time
materials.
d. Identify roles, rights and
Key concepts responsibilities in society
• Connection e. Assess the accuracy,
• Responsibility validity and possible
bias of sources
Related concepts
• Structure
• Sustainability
• Transformation
Lines of inquiry
• Considerations to take into
account when building a
structure
• How building impacts on
the environment
• Indigenous architecture

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

Social studies scope and sequence 27

Social studies scope and sequence: 7–9 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 responsibilities
activities people have in different
An inquiry into the
workplaces
interconnectedness of human- Human and natural
made systems and communities; environments • explain the purpose of
the structure and function of rules and responsibilities in
Social studies skills a workplace
organizations; societal decision-
making; economic activities and a. Formulate and ask • construct visual
their impact on humankind and questions about the representations (for
the environment. past, the future, places example, graphs, charts,
and society diagrams, timelines,
Central idea
b. Use and analyse evidence pictorial maps) to clarify
In a workplace people share from a variety of historical, relationships within a
responsibility towards a geographical and societal workplace
common purpose. sources • work in a group to
Key concepts c. Orientate in relation to establish a shared vision
place and time and purpose for the class.
• Function
d. Identify roles, rights
• Causation
and responsibilities in
• Connection society
Related concepts e. Assess the accuracy,
• Cooperation validity and possible bias
• Employment of sources

Lines of inquiry
• Purpose of a workplace
• Interconnectedness of
people in a workplace
• Importance of a shared
vision or common purpose

28 Social studies scope and sequence

 Social studies scope and sequence: 7–9 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 Social organization and culture • explore how families
time influence the individual
Continuity and change through
An inquiry into orientation time • describe how artifacts,
in place and time; personal heirlooms and rituals
Social studies skills are evidence of cultural
histories; homes and journeys;
the discoveries, explorations a. Formulate and ask identity
and migrations of humankind; questions about the • represent people, events
the relationships between past, the future, places and places chronologically
and the interconnectedness and society • compare and contrast
of individuals and civilizations, b. Use and analyse current family experiences
from local and global evidence from a with those of a previous
perspectives. variety of historical, generation.
Central idea geographical and
societal sources
Family histories provide an
c. Orientate in relation to
insight into cultural and
place and time
personal identity.
d. Identify roles, rights and
Key concepts responsibilities in society
• Change e. Assess the accuracy,
• Reflection validity and possible bias
of sources
Related concepts
• Chronology
• History
• Tradition
Lines of inquiry
• Family ancestry
• Artifacts, heirlooms or
rituals that have meaning
in a family
• Similarities and differences
between generations
within a family

Social studies scope and sequence 29

Social studies scope and sequence: 7–9 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 Human systems and economic • explore a variety of signs
activities and symbols and interpret
An inquiry into the ways in
their messages
which we discover and express Social organization and culture
ideas, feelings, nature, culture, • identify the cultural and
Social studies skills historical context in which
beliefs and values; the ways in
which we reflect on, extend a. Formulate and ask signs and symbols develop
and enjoy our creativity; our questions about the past, • describe the impact
appreciation of the aesthetic. the future, places and of communications
society technology on everyday
Central idea
b. Use and analyse communication
A variety of signs and symbols evidence from a • demonstrate how non-
facilitates local and global variety of historical, verbal communication
communication. geographical and allows people to transcend
Key concepts societal sources language barriers.
c. Orientate in relation to
• Form
place and time
• Connection
d. Identify roles, rights and
Related concepts responsibilities in society
• Culture e. Assess the accuracy,
• Media validity and possible
• Pattern bias of sources

Lines of inquiry
• Signs and symbols
• Reasons for the
development of
communication systems
• Specialized systems of
communication

30 Social studies scope and sequence

 Social studies scope and sequence: 7–9 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 the world works Continuity and change through • identify the evidence that
time the Earth has changed (for
An inquiry into the natural world
example, land formations
and its laws; the interaction Human and natural
in local environment)
between the natural world environments
(physical and biological) and • use a variety of primary
Social studies skills and secondary sources
human societies; how humans
use their understanding of a. Formulate and ask to investigate the ways
scientific principles; the impact questions about the past, that humans respond to
of scientific and technological the future, places and the Earth’s changes (for
advances on society and on the society example, relocation of
environment. b. Use and analyse population; strengthening
evidence from a defences; redesigning
Central idea buildings)
variety of historical,
Human survival is connected geographical and • explore scientific
to understanding the continual societal sources and technological
changing nature of the Earth. developments that help
c. Orientate in relation to
Key concepts place and time people understand and
respond to the changing
• Causation d. Identify roles, rights and
Earth.
responsibilities in society
• Change
e. Assess the accuracy,
• Connection
validity and possible
Related concepts bias of sources
• Erosion
• Geology
• Tectonic plates
• Movement
Lines of inquiry
• How the different
components of the Earth
are interrelated
• How the Earth has
changed and is continuing
to change
• Why the Earth changes
• Human response to the
Earth’s changes

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

Social studies scope and sequence 31

Social studies scope and sequence: 7–9 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 the services and
activities the users of these services
An inquiry into the
in the local community
interconnectedness of human- Social studies skills
made systems and communities; • compare availability of
a. Formulate and ask services in two or more
the structure and function of
questions about the different communities
organizations; societal decision-
past, the future, places
making; economic activities and • analyse the reasons for
and society
their impact on human kind and different services in place
the environment. b. Use and analyse evidence in a community
from a variety of historical,
Central idea • make connections
geographical and societal
between different services
Communities provide sources
in the community
interconnected services c. Orientate in relation to
• gather data (for example,
designed to meet people’s place and time
survey) in order to identify
needs. d. Identify roles, rights current and future needs
Key concepts and responsibilities in to support the community
society
• Function • apply his or her knowledge
e. Assess the accuracy, to plan services for the
• Causation validity and possible bias local community.
• Connection of sources
Related concept
• Networks
Lines of inquiry
• Reasons people live in the
local community
• Services needed to
support a community
• Planning services for a
community

32 Social studies scope and sequence

 Social studies scope and sequence: 7–9 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 Resources and the environment • explain why fresh water is
a limited resource
An inquiry into rights and Social studies skills
responsibilities in the struggle • describe the relationships
a. Formulate and ask between the location of
to share finite resources with
questions about the water and population
other people and with other
past, the future, places distribution
living things; communities
and society
and the relationships within • analyse systems of water
and between them; access to b. Use and analyse storage and usage, both
equal opportunities; peace and evidence from a natural and human-made
conflict resolution. variety of historical,
• identify water issues and
geographical and
Central idea propose strategies for
societal sources
responsible, equitable
Water is essential to life, and c. Orientate in relation to water use.
is a limited resource for many place and time
people. d. Identify roles, rights
Key concepts and responsibilities in
society
• Function
e. Assess the accuracy,
• Responsibility validity and possible bias
Related concepts of sources
• Conservation
• Equity
• Processes
Lines of inquiry
• Sources of water and how
water is used
• What happens to water
after we have used it
• Distribution and
availability of usable water
• Responsibilities regarding
water

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

Social studies scope and sequence 33

Overall expectations in social studies: 9–12 years

Students will recognize different aspects of human society, focusing on themselves and others within
their own community as well as groups of people that are distant in time and place. They will extend their
understanding of how and why groups are organized within communities, and how participation within
groups involves both rights and responsibilities. They will understand the interdependency of systems
and their function within local and national communities. Students will gain an appreciation of how
cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their
awareness of how people influence, and are influenced by, places in the environment. They will realize
the significance of developing a sense of belonging and stewardship towards the environment, valuing
and caring for it, in the interests of themselves and future generations. Students will consolidate their
understanding of time, recognizing how ideas and actions of people in the past have changed the lives
of others, and appreciating how the past is recorded and remembered in different ways. They will gain an
understanding of how and why people manage resources. They will understand the impact of technological
advances on their own lives, on society and on the world, and will reflect on the need to make responsible
decisions concerning the use of technologies.

34 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:
Who we are Social organization and culture • distinguish between
personal beliefs and belief
An inquiry into the nature of Continuity and change through
systems
the self; beliefs and values; time
personal, physical, mental, • identify the source of
Social studies skills beliefs
social and spiritual health;
human relationships including a. Formulate and ask • reflect upon how beliefs
families, friends, communities questions about the affect the individual and
and cultures; rights and past, the future, places society.
responsibilities; what it means to and society
be human. b. Use and analyse
Central idea evidence from a
variety of historical,
What we believe is a part of who geographical and
we are. societal sources
Key concepts c. Orientate in relation to
place and time
• Perspective
d. Identify roles, rights and
• Reflection
responsibilities in society
Related concepts
e. Assess the accuracy,
• Diversity validity and possible
• Perception bias of sources
Lines of inquiry
• What we believe
• How beliefs influence the
way we behave
• The impact of religion
and spiritual traditions on
society

Social studies scope and sequence 35

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 reasons why
time activities people migrate
An inquiry into orientation Continuity and change through • analyse ways that people
in place and time; personal time adapt when they move
histories; homes and journeys; from one place to another
Resources and the environment
the discoveries, explorations • identify the long-term
and migrations of humankind; Social studies skills and short-term effects of
the relationships between a. Formulate and ask migration
and the interconnectedness questions about the past, • assess settlement
of individuals and civilizations, the future, places and patterns and population
from local and global society distribution in selected
perspectives. regions, areas or countries
b. Use and analyse
Central idea evidence from a • compare and contrast two
variety of historical, or more different human
Human migration is a response
geographical and migrations.
to challenges, risks and
opportunities. societal sources
c. Orientate in relation to
Key concepts
place and time
• Causation d. Identify roles, rights
• Change and responsibilities in
• Perspective society
Related concepts e. Assess the accuracy,
validity and possible bias
• Population of sources
• Settlement
Lines of inquiry
• The reasons why people
migrate
• Migration throughout
history
• Effects of migration on
communities, cultures and
individuals

36 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 • analyse how individuals’
activities and communities’ needs
An inquiry into the
and/or wants are met
interconnectedness of human- Resources and the environment
made systems and communities; • evaluate the equity
Social studies skills of different economic
the structure and function of
organizations; societal decision- a. Formulate and ask systems and marketplaces
making; economic activities and questions about the • develop criteria for ethical
their impact on humankind and past, the future, places practices regarding
the environment. and society products and services
Central idea b. Use and analyse • explain how supply and
evidence from a demand are affected
Marketplaces depend on the variety of historical, by population and the
ability to produce goods and geographical and availability of resources.
supply services that can be societal sources
exchanged.
c. Orientate in relation to
Key concepts place and time
• Function d. Identify roles, rights
and responsibilities in
• Connection
society
Related concepts
e. Assess the accuracy,
• Interdependence validity and possible bias
• Supply and demand of sources
Lines of inquiry
• Medium of exchange in
various marketplaces
• Ethics of the marketplace
• How and in what ways we
depend on people in other
places
• How global movement
and communication affect
the availability of goods
and services

Social studies scope and sequence 37

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 Social organization and culture • explore issues relating to
children’s rights, roles and
An inquiry into rights and Social studies skills
responsibilities in relation
responsibilities in the struggle
a. Formulate and ask to his or her own and other
to share finite resources with
questions about the cultures
other people and with other
past, the future, places • analyse a variety of
living things; communities
and society sources that describes the
and the relationships within
and between them; access to b. Use and analyse risks and challenges that
equal opportunities; peace and evidence from a children face
conflict resolution. variety of historical, • describe how
geographical and organizations and
Central idea societal sources individuals meet the needs
Children worldwide face a c. Orientate in relation to and wants of children
variety of challenges and risks. place and time • suggest ways in which an
Key concepts d. Identify roles, rights individual can overcome
and responsibilities in adversity.
• Function society
• Reflection e. Assess the accuracy,
Related concepts validity and possible
• Equality bias of sources

• Rights
Lines of inquiry
• Challenges and risks that
children face
• How children respond to
challenges and risks
• Ways in which individuals,
organizations and nations
work to protect children
from risk

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

38 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 • analyse information
time activities about past technological
advances and societal
An inquiry into orientation Social organization and culture
systems
in place and time; personal
Continuity and change through • assess which aspects of
histories; homes and journeys;
time past civilizations have
the discoveries, explorations
and migrations of humankind; Social studies skills had the most impact on
the relationships between the present day, using
a. Formulate and ask
and the interconnectedness evidence from a variety of
questions about the
of individuals and civilizations, sources
past, the future, places
from local and global and society • predict societal and
perspectives. technological changes in
b. Use and analyse
the future.
Central idea evidence from a
Past civilizations shape present variety of historical,
day systems and technologies. geographical and
societal sources
Key concepts
c. Orientate in relation to
• Causation place and time
• Change d. Identify roles, rights and
• Perspective responsibilities in society
Related concepts e. Assess the accuracy,
validity and possible bias
• Continuity of sources
• Progress
• Technology
Lines of inquiry
• Aspects of past
civilizations that have
survived
• Reasons these systems and
technologies developed
• Why modern societies
continue to use
adaptations of these
systems and technologies
• Implications for the future

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

Social studies scope and sequence 39

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 the
components of culture
An inquiry into the ways in Social studies skills
which we discover and express • recognize how rituals and
a. Formulate and ask traditions contribute to
ideas, feelings, nature, culture,
questions about the past, cultural identity
beliefs and values; the ways in
the future, places and
which we reflect on, extend • interpret cultural beliefs
society
and enjoy our creativity; our and values using the
appreciation of the aesthetic. b. Use and analyse evidence provided by
evidence from a rituals, traditions and
Central idea variety of historical, artifacts
Rituals, traditions and artifacts geographical and
• reflect on the influence of
provide a window into the societal sources
the arts and technology
beliefs and values of cultures. c. Orientate in relation to throughout history in the
place and time representation of culture.
Key concepts
d. Identify roles, rights and
• Function responsibilities in society
• Perspective e. Assess the accuracy,
• Reflection validity and possible
Related concepts bias of sources

• Beliefs
• Diversity
Lines of inquiry
• What constitutes a culture
• Significance of rituals and
traditions
• How artifacts symbolize
beliefs and values

40 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 • 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;
Social studies skills • examine how the rights
the structure and function of
organizations; societal decision- a. Formulate and ask of a person in a particular
making; economic activities and questions about the society directly affect their
their impact on humankind and past, the future, places responsibilities
the environment. and society • identify and describe
b. Use and analyse means by which citizens
Central idea
evidence from a can monitor and
Governmental systems and variety of historical, influence actions of their
decisions can promote or deny geographical and governments and vice
equal opportunities and social societal sources versa
justice. • explore a range of political
c. Orientate in relation to
Key concepts place and time systems (for example,
d. Identify roles, rights local, regional, national
• Function
and responsibilities in or international) and
• Responsibility the impact they have on
society
Related concepts individuals, groups and
e. Assess the accuracy,
society.
• Equality validity and possible
• Government or bias of sources
governance
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
a. Formulate and ask (for example, agriculture,
other people and with other
questions about the past, industry).
living things; communities
the future, places and
and the relationships within
society
and between them; access to
equal opportunities; peace and b. Use and analyse
conflict resolution. evidence from a
variety of historical,
Central idea geographical and
Biodiversity relies on societal sources
maintaining the interdependent c. Orientate in relation to
balance of organisms within place and time
systems. d. Identify roles, rights
Key concepts and responsibilities in
society
• Connection
e. Assess the accuracy,
• Responsibility validity and possible bias
Related concepts 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
Human and natural in the past, present and
the discoveries, explorations
environments future
and migrations of humankind;
the relationships between Social studies skills • analyse how available
and the interconnectedness a. Formulate and ask technology influences
of individuals and civilizations, questions about the people’s abilities to
from local and global past, the future, places navigate
perspectives. and society • demonstrate an
Central idea b. Use and analyse understanding of
evidence from a methods of navigation (for
Exploration leads to example, stars, compasses,
discovery and develops new variety of historical,
geographical and satellites).
understandings.
societal sources
Key concepts
c. Orientate in relation to
• Form place and time
• Perspective d. Identify roles, rights and
• Reflection responsibilities in society
Related concepts e. Assess the accuracy,
validity and possible bias
• Consequences 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
a. Formulate and ask personal choices
ideas, feelings, nature, culture,
questions about the • explore how cultures may
beliefs and values; the ways in
past, the future, places have certain expectations
which we reflect on, extend
and society of how to act and dress,
and enjoy our creativity; our
appreciation of the aesthetic. b. Use and analyse and the ways this may
evidence from a differ according to private
Central idea variety of historical, and public contexts
People’s outward appearance geographical and • describe advantages and
can lead to perceptions and societal sources disadvantages of cultural
misconceptions. c. Orientate in relation to and individual diversity
place and time • reflect on his or her own
Key concepts
d. Identify roles, rights and misconceptions about
• Function responsibilities in society people (for example,
• Perspective e. Assess the accuracy, relating to age, race,
• Reflection validity and possible gender, disability).
Related concepts bias of sources

• Creativity
• 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
Social studies skills particular technologies on
organizations; societal decision-
making; economic activities and a. Formulate and ask sustainability
their impact on humankind and questions about the • describe the connection
the environment. past, the future, places between human
and society needs and wants
Central idea
b. Use and analyse evidence and technological
Technology impacts on the from a variety of historical, development
world of work and leisure. geographical and societal • explain the relevance
Key concepts sources of various inventions
c. Orientate in relation to in relation to the time
• Change
place and time period in which they were
• Connection developed
d. Identify roles, rights
• Responsibility and responsibilities in • reflect on the role of
Related concepts society technology in his or her
e. Assess the accuracy, own life.
• Communication
• Systems validity and possible bias
of sources
• Ethics
Lines of inquiry
• 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
Social studies skills • document examples of
other people and with other
living things; communities a. Formulate and ask conflict (local and global)
and the relationships within questions about the and identify the causes
and between them; access to past, the future, places and consequences
equal opportunities; peace and and society • evaluate effectiveness
conflict resolution. b. Use and analyse of real-life conflict
evidence from a management (for example,
Central idea
variety of historical, research and analyse a
Finding peaceful solutions to geographical and global conflict situation)
conflict leads to a better quality societal sources • reflect on his or her own
of human life. strategies in dealing with
c. Orientate in relation to
Key concepts place and time situations of personal
d. Identify roles, rights conflict.
• Causation
and responsibilities in
• Perspective
society
• Responsibility
e. Assess the accuracy,
Related concepts validity and possible
• Conflict bias of sources
• Diversity
• Justice
Lines of inquiry
• Causes of conflict
• Conflict resolution and
management
• Living and working
together peacefully

46 Social studies scope and sequence