OESSTA News

February 2012- Financial Literacy

2012-02-02T22:19:00.019-05:00

Financial Literacy Units

The Ontario Ministry of Education has supported the development of Financial Literacy lessons to support the integration of financial literacy in the curriculum. This is not new curriculum. Rather, we are highlighting the aspects of financial literacy that exist in different curricular areas.

The Working Group (of the Ministry of Education) found significant agreement as to the specific topics that need to be covered in financial education programs. They include understanding:
• the concepts of income, money, earning, saving, spending, investing, budgeting, credit and
borrowing, risks and rewards, compound interest, pensions, insurance, taxes, and planning ahead;
• how the financial system works;
• the difference between wants and needs;
• consumer awareness and advertising;
• fraud and its consequences;
• future consequences of financial decisions;
• how to plan for life after high school.

OESSTA and the Ontario Association of Junior Educators produced the following units:
(all units will be uploaded Feb. 2012)

OESSTA (Ontario Elementary Social Studies Teachers’ Association)

http://oessta.blogspot.com/

OAJE (Ontario Association of Junior Educators) http://www.oaje.org/

Financial Literacy

Thinking Nationally, Eating/Celebrating Locally

Grade 4 - Social Studies: Canada and World Relations

This inquiry unit, including four lessons and a culminating task

focuses on food industries and cultural events within different regions

of Canada. Students examine how the physical characteristics of

regions influence the economy.

The enduring understanding is “where I live influences how I live”. In addition, students determine that communities are linked through economic and cultural events.

Medieval Times – Grade 4 -- Heritage and Citizenship

Through this series of lessons, students will learn about the hierarchical structure of medieval society, as well as how people lived and worked during the medieval European economy (circa 1100 CE). As they inquire into the lives of people during these times, students will focus on the daily life of children and their families. Students will explore how the hierarchical structure and daily life (both work and leisure time) had a direct impact on the economic well-being of individuals and their families. The inquiry will lead them to an understanding of the concepts of “continuity and change” as elements of historical thinking, with a focus on individual and community “needs and wants,” as well as the economic inter-relationships of individuals in the medieval community.

Grade 5 - Social Studies:

Aspects of Citizenship and Government in Canada

Description of Lesson Series

In this lesson series, students explore how government affects our lives, and the

roles, rights and responsibilities of citizens specifically related to being an informed consumer.

Grade 6 - Social Studies:

Heritage and Citizenship: First Nations Peoples and European Explorers

This unit provides students with the opportunity to develop an understanding of the role of trade in the relationships between European explorers and First Nations Peoples.

Through this inquiry, students will explore the consequences of financial decisions with specific focus on how cooperation between First Nations groups and early European explorers provided both benefits and consequences to each participant.

From this perspective, students will also consider the differences between needs and wants, and develop greater understanding of how the financial system works.

Grade 6 - Social Studies :

Canada and World Connections – Canada’s Links to the World

Students develop understanding that current economic and environmental issues are interconnected “global events” which impact nations in complex ways.

Students examine the concept of global citizenship, how Canada’s actions within the global community may impact the environment, and that sustainable trade

is important for all nations. At the end of the unit, students participate in a simulation of a G-20 Summit consolidating their skills, concepts, and knowledge.

Grade 6 - Social Studies:

Canada and World Connections – Canada’s Links to the World

This unit provides students with the opportunity to develop understanding of Canada’s trade relationship with other countries.

Throughout this inquiry, students examine Canada’s most valuable exports

and top trading partners. Students discover how financial systems work

through learning about concepts such as: goods, services, imports, exports, international and domestic trade

Grade 8 - Geography: Economic Systems

Students develop understanding that current economic, human rights and environmental issues are interconnected “global events” which impact nations in complex ways.

Students examine the concept of global citizenship, how Canada’s actions within the global community may impact human rights and the environment. They investigate and explain the advantages and disadvantages of Canada’s involvement in

major trade agreements/associations

At the end of the unit, students participate in a simulation of a G-20 Summit,

consolidating their skills, concepts, and knowledge.

Grade 8 – History: Canada: A Changing Society

This unit explores the products, purchasing processes, and

consumer influences available to Canadians in the early 1900s through the lens of early mail-order catalogues.

Students are invited to develop their own research questions,

and to gather evidence, and organize and analyze information

using an inquiry-based learning model.

Each lesson guides students through the process of conducting

historical inquiry by being aligned to the four steps of the inquiry process:

• developing questions (lesson one);

• gathering evidence (lesson two);

• analyzing data (lesson three); and,

• communicating learning (the culminating task).

The new Ontario Elementary Social Studies Teachers' Association (OESSTA) http://oessta.blogspot.com/ is conducting this survey to determine the response of elementary teachers to the new 2011 Curriculum draft.

1) Curriculum Review (Survey due date - February 22, 2011)

Our survey is posted at http://www.surveymonkey.com/s/SSGH_curriculum_review

See Document Links below:

Executive Summary Primary Junior Intermediate

Inquiry Model 1-6 Inquiry Model 7-8 Grade 7/8 Comparisons

``````````````````

Update 2011

2011-02-06T07:18:00.003-05:00

OESSTA News Jan 2011

Hello teachers, this is our final chance to let the Ministry of Education hear us about the Social Studies, Geography and History Curriculum Draft.

OESSTA (Ontario Elementary Social Studies Teachers’ Association) is composed of teachers from public and Catholic School Boards and we have members from different regions in the province. Our goal is support educators who teach Social Studies and Geography and History (grade 7&8).

1) Curriculum Review (Survey due date - February 22, 2011)

Our survey is posted at http://www.surveymonkey.com/s/SSGH_curriculum_review

Links to the curriculum

Please share this with your peers.

Executive Summary Primary Junior Intermediate

Inquiry Model 1-6 Inquiry Model 7-8 Grade 7/8 Comparisons

The Ministry has heard the following from teachers and other stakeholders. The curriculum should include:

Concept Clarity (a “big picture” going beyond information and knowledge based content

Relevant And Meaningful Issues

Engaging Multiple Perspectives

Skills Focused

Action Oriented “Doing the Discipline”

We can consider the following when reviewing the draft:

• Assess the revised expectations

• Check for clarity, coherence, and balance

• Provide suggestions

Please look at a grade or a division and add your comments. Feel free to answer some or all of the questions. We will submit a report to the Ministry on your behalf.

2) Conference for Junior Educators

If you are in the GTA area you are invited to InteGreat!

Integrated Curricular Planning for the Junior Grades

Hosted by the Ontario Association of Junior Educators

Wednesday February 23, 2011, from 4:30 to 7:30

OISE/UT

252 Bloor Street West, Toronto, Ontario M5S 1V6

Deadline for registering is February 22, 2011

$25 for general admission including a light dinner

4:30-5:30 Keynote

Integration Matters: What does it mean?

Jim Strachan instructional leader from TDSB, responsible for the teacher induction program

5:30-6:00 Light Dinner (provided)

6:00-7:30 Breakout sessions focused on integrated planning facilitated by subject specialists.

Starting with Math: Considering Integration of Mathematical Learning

Cathy Marks-Krpan.

A Place for Drama: Considering Integration of the Arts

Larry Swartz

Social Studies as the content to build literacy

Byron Stevenson and Kevin Phillips

HOT (Higher Order Thinking) Health Lessons that Integrate Mathematical and Media Literacy

Julie Anderson

3) The OLA (Ontario Library Association) Super Conference workshop

February 5, at 10:45

Social Studies Success!

Margaret Geare, Teacher-Librarian, Peel DSB, Vice-President OESSTA; Byron Stevenson, Toronto DSB, President OESSTA

Learn how to effectively teach students to apply historical thinking skills through a successful inquiry process. Students learn how to analyze issues or individuals of personal significance by generating questions and examining information that reflects different perspectives and a variety of resources (primary/secondary sources). Explore the Heritage Fair process that engages students as they create personally meaningful projects and presentations for a class, school or regional Heritage Fair based on the project-based inquiry process. Strategies, rubrics and resources will be provided.

Institute for History TeachersBenchmarks of Historical

2010-03-12T19:25:00.001-05:00

A 1-Week Summer Institute for History TeachersBenchmarks of Historical ThinkingOrganized by the Faculty of Education, University of British Columbia, together with The History Education Network and Library and Archives CanadaLocation: OttawaDates: July 5-10, 2010Website: http://eplt.educ.ubc.ca/programs/institutes/bht.phpThe ProgramThis unique bilingual program will include lectures, breakout groups, and visits to Ottawa sites rich in historical value such as Library and Archives Canada (conference venue), the Canadian War Museum, and the Canadian Museum of Civilization. The institute will bring together history teachers as well as educators from museums and historic sites across Canada. This is an excellent opportunity to expand your knowledge while enjoying the beautiful and historic National Capital Region.Assignments will involve using historical thinking concepts to design active, hands-on learning experiences for students and visitors to museums and historic sites.Register NowThe registration deadline for the institute is Thursday, April 1, 2010. The program can be taken for credit or non-credit. To take the course for credit, you must first apply for admission to UBC (see the website for instructions). Cost: Non-credit: $500. Credit: See website.Learn MoreFor additional information and to apply, visit http://eplt.educ.ubc.ca/programs/institutes/bht.php or contact Jo-Anne Chilton at joanne.chilton@ubc.ca (toll-free 1-888-492-1122).

sshg-cws summer Writing application board

2010-02-26T12:49:00.001-05:00

Curriculum Review: Summer Writing Team Application

Social Studies, Grades 1-6; History and Geography, Grades 7-8

Canadian and World Studies, Grades 9-12

(Geography, History, Civics, Law, Politics, Economics)

The curriculum review processes for Social Studies, Grades 1-6; History and Geography, Grades 7-8 and the Canadian and World Studies, Grades 9-12 began in September 2009. Preparations for the writing of revisions are underway.

The revision writing for Social Studies, History and Geography; and Canadian and World Studies (Geography, History, Civics, Law, Politics and Economics) is scheduled for July 12, 2010 to July 30, 2010, with teams working Monday to Friday each week. (Lead Writers will be responsible for coordinating a team within a specific strand or group of courses and will be required for additional days for training and follow-up including July 5-9, and August 3-6, 2010). Participants must be available for all working days of the session from 8:30 am - 4:30 pm. All writing will be done at 900 Bay Street, Toronto.

Qualifications/experience in the following areas will be considered in the selection process:

1. Demonstrated knowledge, skill and expertise in delivering quality programs based on Ministry expectations in the Social Studies, History and Geography or the Canadian and World Studies curriculum policy.

2. Teaching experience across specific divisions, courses and/or pathway destinations.

3. Demonstrated knowledge, skill and expertise in writing effective resources such as units of study and/or board/authority support materials, exemplars, course profiles, and/or Locally Developed Compulsory Courses (LDCC), based on Ministry expectations in the Social Studies, History and Geography and Canadian and World Studies curriculum policy.

4. Strength and experience with assessment and evaluation based on Ministry policy.

5. Specific expertise and experience related to any of the following: English Language Learners, Special Education, Equity and Inclusive Education, Aboriginal Education, French language ability, Environmental Education, or Student Success initiatives.

6. Effective team work skills.

7. Word processing, data processing and electronic communication skills.

8. Support the President or Chair of the Subject or Division Association.

9. Employed in a publicly funded Ontario school board (district school board or Catholic district school board)

Writers will be required to sign a Letter of Agreement on the first day of writing. This Letter of Agreement includes terms related to ownership of materials, fees, timelines, confidentiality and conflict of interest. Specifically, regarding Confidentiality and Conflict of Interest, all materials must remain confidential until such time that the documents are released. Writers involved in the summer writing may not be involved in the writing or production of any teaching resources using information from the summer writing before the documents are released.

Writing team participants* will be paid a per diem rate of $300.00 plus expenses for meals, accommodation (for those whose home address is a minimum 200km return from Toronto), and transportation according to government guidelines (See attached).

*Lead Writers will receive $350.00 per diem plus expenses as above.

Applications are due at the Ministry from your school board or school authority by April 1, 2010. Please follow the guidelines you are given for meeting internal deadlines from your school board or school authority.

Note: The Ministry thanks all applicants, however only successful applicants will be notified of their acceptance by April 30, 2010. Other applications will remain on file.

For more information please contact:

Elementary: Stan Hallman-Chong (Stanley.Hallman-chong@ontario.ca 416-325-2085), Curriculum and Assessment Policy Branch.

Secondary: Kim Wallace (Kim.Wallace@ontario.ca 416-325-0888), Curriculum and Assessment Policy Branch

Curriculum Review: Social Studies History and Geography; Canadian and World Studies

Application for Curriculum Revision Writing- Summer 2010

Applicant’s Name: ________________________________________

I am applying for:

q Elementary: Social Studies, q Secondary: Canadian and World

History, and Geography team Studies team (Geography, History, Civics, Law, Politics, Economics)

q Check here if you wish to be considered for a Lead Writer position.

Board/School Authority:
Principal/Supervisor:
School/Site Address:
School/Site Phone:
School/Site Fax:
Home Address:
Home Phone:
E-mail:

First References:

Name
Position
Board / Organization
Phone
E-mail

Second Reference:

Name
Position
Board / Organization
Phone
E-mail

I agree that Ministry of Education personnel may contact the above names as my references.

Signature: ____________________________________________________

Applicant’s Name: _________________________________________

Elementary applicants:

a) Check your preferred area for writing.

q Primary Social Studies q Junior Social Studies q Intermediate History

q Intermediate Geography

b) Identify the number of years taught for each specific grade / course, including the years for the grades you do not prefer to write:

Grade

Grade 7

History

Grade 7

Geography

Grade 8 History

Grade 8

Geography

Secondary Applicants:

a) Identify first, second and third choice for preferred area of writing.

q Geography grade___ q History grade___ q Civics q Economics q Law q Politics

b) On the corresponding line, please indicate the number of times you have taught a particular course within the last five years. (Please include all courses, not just the ones you would prefer to write.)

Geography

History

Civics

Economics

Law

Politics

CGC1D___

CGC1P___ CGD3M___ CGF3M___ CGT3E___ CGG3O___ CGW4U___ CGU4U___ CGR4M___ CGO4M___ CGU4C___ CGR4E___

CHC2D___ CHC2P___ CHA3U___ CHW3M___ CHH3C ___ CHH3E ___ CHT3O___

CHI4U___ CHY4U___ CHY4C___ CHM4E___

CHV2O___

CIE3M___

CIC3E___

CIA4U___

CLU3M___ CLU3E___ CLN4U___

CPC3O___

CPW4U___

State any positions of additional responsibility you hold or have held, e.g. coordinator, consultant/ instructional leader, curriculum leader, coach etc.

(Please identify your role, responsibilities, and the number of years that you held the position)

The number of years I have been teaching is:_____________________

Other relevant qualifications:

French language expertise: q yes qno Aboriginal education expertise: q yes qno

Special Education: q yes qno English as a Second Language: q yes qno

Additional Qualifications (including Honours Specialist) in: ___________________

q Special Education (Please indicate level completed – Part 1, 2 and/or 3)

q ESL/ELD (Please indicate level completed – Part 1, 2 and/or 3)

q Guidance and Career Education (Please indicate level completed – Part 1, 2 and/or 3)

q Other _________________________ (Please indicate level completed – Part 1, 2 and/or 3)

List any writing teams in which you have participated and your role on the team, where resources were written to support Ministry curriculum expectations. (Consider school, board, regional, or provincial writing.)

All Candidates: Please describe briefly your qualifications and experience outlined on page one of this application as well as other leadership experiences related to the implementation of the current Social Studies, History and Geography; and the Canadian and World Studies curricula.

Candidates applying for Lead Writer positions: In addition to above, outline your background and suitability for this role. Note the additional dates and coordinating responsibilities required for this position.

Page 1 of 4

Curriculum Writers Applications

2010-02-26T12:15:00.003-05:00

The Ministry of Education is calling for applications for Curriculum Writers.
Each Board of Education will be able to nominate people. In addition, our association will be able to nominate people. OESSTA members may submit their applications to oessta@gmail.com.
Click here for the application.

OESSTA Survey

2010-02-26T12:14:00.000-05:00

The new Ontario Elementary Social Studies Teachers' Association (OESSTA) http://oessta.blogspot.com/ is conducting this survey to obtain information to share with the Ministry of Education. The results will inform the writers who will be working on the new curriculum this summer.

Please respond by March 9, 2010. Feel free to share the survey with other elementary teachers.

Click here to complete the survey http://www.surveymonkey.com/s/CPC7RRH

How do we Know About the Past?

2009-09-24T06:54:00.001-04:00

Archaeology is an excellent way into mysteries as I hope the activities here demonstrate. But they’re not just about interest. Activities like Digging up a Mystery introduce pupils to the processes of history and archaeology, how sources trigger questions and hypotheses which then need to be tested against other sources and how conclusions are often more ‘probably’ than ‘certainly’. The simulated discovery has a lot of potential, not just when dealing with the early periods normally associated with archaeology – as any industrial archaeologist will be only too keen to point out.

Authentic Inquiries

2009-06-10T12:56:00.002-04:00

Here is a draft resource that will be introduced this summer at the summer institutes in Ottawa and London. We will be showing how to teach the environmental education aspect of Social Studies through authentic inquiries that promote thinking and not just facts.

New Strategies for Teaching Social Studies

2009-04-24T11:45:00.004-04:00

Tracy Thomson from Keele Street Public School has used this powerpoint successfully to teach her grade 4 class. http://www.slideshare.net/hallmanchong/medieval-artefacts-mystery

Also the OTF sponsored Summer Camps are now available for registration. Two are available, one in Ottawa and the other in London.

SOCIAL STUDIES CAMPS

Both offered by ONTARIO ELEMENTAR Y SOCIAL STUDIES TEACHERS ’ ASOCIATION

July 21-23, Ottawa
Assessing Junior Social Sciences through the Arts and Media Literacy
Environmental and Equity Education are the content of Social Studies. However, in order
to go beyond a regurgitation of important facts, the Arts and Media Literacy are essential
in developing and assessing the thinking component Social Studies. Learn how to systematically integrate your program and account for differentiated assessments in classroom practices.
Key Items to be covered are:
• Environmental Education
• Equity Education
• Differentiated Instruction
• Assessment and Evaluation
• The Arts and Media Literacy

August 10-12, London
Social Studies as Detective Investigations
Junior Social Studies should be about more than learning facts. Learn how to teach students to
be detectives and to discover Medieval, African, and Aboriginal societies in the junior units by
being detectives and interpreting evidence. Participants will systematically integrate the Arts,
differentiated assessments, and Media literacy in classroom practices.
Key items to be covered are:
• Environmental Education
• Equity Education
• Differentiated Instruction
• Assessment and Evaluation
• The Arts
• Media Literacy

to register go to: https://event-wizard.com/secured/EWV3.01/Forms/reg1.asp?ClientCode=otffeo&Ecode=campotf2009&Lang=English

2009-03-13T12:58:00.009-04:00

OESSTA is planning to hold summer workshops in 3 locations, London, Ottawa, and Toronto. There will be a large focus on using Media Literacy and the Arts to assess social studies. We will also show how Environmental Education can be the content in the Junior Social Studies units. Registration will come on this site by the end of April.

Lots of free resources and books will be given to registering teachers!

More info can be found on http://www.teachingmatters.on.ca/site/camp/documents/camp_otf2009_flyer.pdf

2009-02-20T12:36:00.003-05:00

The February 13th conference was very successful drawing lively discussions about the future of Social Studies in Ontario. To view the powerpoint that introduced the day, you can paste the following link into the address bar of your browser.

http://www.slideshare.net/hallmanchong/social-justice-and-the-ontario-social-studies-curriculum

2009-01-26T11:50:00.008-05:00

February 13th in Toronto
9:00 – 12:00
2009 Winter Conference

Islington Junior Middle School
44 Cordova Avenue Islington, 2 blocks north of Islington Subway Station
Social Justice, Critical Thinking
& the New Social Studies Curriculum

E-mail or Fax registrations to:
Stan Hallman-Chong,
Toronto District School Board

stanley.hallman-chong@tel.tdsb.on.ca
Fax 416-394-6420

Grade specific Workshops
Grade 4: Class Conflict in Medieval Times
Grade 5: The Unhiding of Early African Civilizations
Grade 6: Canada’s Environmental Responsibilities

2009-01-15T19:48:00.008-05:00

Background:
Unlike other subjects such as Math, Science, the Arts etc., Social Studies has had no elementary teacher organization to represent it as the Ministry and the Ontario College of Teachers design courses. Although other educators associations have often been consulted on age-appropriate curriculum for children, these organizations are not dedicated to bringing specific research on Social Studies education to the table.
During the last two decades, there has been a groundswell of research showing that children are capable of understanding very complex social science problems and issues. At the same time, research also shows common misconceptions that thwart understanding. It is by teaching specific skills and concepts that are based on disciplines such as geography and history that such misconceptions can be addressed. Furthermore, given our complex, multicultural, multinational, environment and gender and class aware society, Social Studies need to address timely topics. It is in this context that our organization was formed.

Purpose:
The "ONTARIO ELEMENTARY SOCIAL STUDIES TEACHERS ASSOCIATION” hereinafter called OESSTA is dedicated to the education of all elementary students of Social Studies and to the professional development of all elementary Social Studies teachers.

Goals:
• To support Social Studies Education at the Elementary Level in French and English.
• To ensure members are well informed and consulted about current issues and initiatives in Social Studies Education.
• To review and provide members with opportunities to examine relevant research
and teaching materials.
• To act as an advocacy body to promote higher order thinking in students and to
promote curriculum that is in keeping with the values of our members.
• To support the development of resources and research by/for our members.
• To provide a forum for discussion, debate and response to issues, initiatives and
research in Social Studies Education.
• To provide professional development for Social Studies Education.
• To maintain links with other professional and community groups with a special
interest in Social Studies Education, such as Ontario Association of Geographical
and Environmental Educators, Ontario History and Social Sciences Teachers Association, Ontario Black History Society, resource publishers etc.
• To maintain strong links with education institutions including all branches of the
Ministry of Education and other institutions involved in the education of
elementary students, including the Teachers' Federations and the Faculties of
Education.

Membership:
• Membership is granted to all educators interested in and/or responsible for Social
Studies Education in Ontario and have proven to the Executive that they have
engaged in in-services and or reading research about the discipline of Social Studies
Education.
• The Executive shall be experienced elementary teachers and will review the
membership requirements annually.

Executive Structure:
President
Stan Hallman-Chong,
Social Studies, Elementary History/Geography Instructional LeaderToronto District School Board1 Civic Centre Court,Toronto , Ontario M9C 2B3(416) 394-7266 (business) (416) 394-6420 (FAX)

Vice President,
Margaret Geare,
Peel District School Board

Treasurer,
Byron Stevenson,
Toronto District School Board

Other executive members include responsibilities for communication,
French issues, support material review, development, and distribution, conference/program chairing, etc.

Please visit this page in February to find a survey so you can voice your views on the future of curriculum renewal for Social Studies. The Ministry plans to begin this process in the fall of 2009 and it is important that you share your experience and wisdom.