Social Studies - Suggested Guidelines (Grade 4)

DRAFT

 

SNC - SOCIAL STUDIES

Curriculum Guidelines (Grade 4)

 

Domain 1: Citizenship

Standard 1: All students will develop an understanding of citizenship, good character, responsibilities, diversity, and tolerance by observing some common etiquettes.

Student Learning Outcomes:

1. Students will be able to explain the rights and responsibilities of a citizen and global citizen, and practise digital/cyber citizenship.

2. Students will be able to identify basic human rights.

Knowledge:

Students will:

Define and identify the difference between the terms/concept citizen, global citizen, and digital/cyber citizenship.

Define the term ‘Human Rights’.

Differentiate between rights and responsibilities.

Skills:

Students will be able to…

Differentiate between the terms/concept citizen, global citizen, and digital/cyber citizenship

Assessments

 

Formative Assessments

 

Short answer question: Ask students to differentiate between rights and responsibilities between citizen, global citizen and digital citizenship.  This will help teachers to identify the clarity with which students have grasped the distinctiveness of each term.

 

 

Summative Assessments

 

Situation-based question: Teachers share multiple scenarios with interactions between two or more people. Students are then asked about the following:

“Can you recognize the rights and responsibilities of different people involved in this scene?”

Learning Activities

 

Converting needs into actions: Students can write things that they think are important in their classroom. This means drinking water, paper, and pencil as well as intangible things like being heard when they speak and having the time to think before answering, etc. The students can then sort out the needs or ‘rights’ of an individual. They can then be asked to convert them into responsibilities for students in the classroom.

 

 

Students Learning Outcomes: Students will be able to distinguish between various forms of communication and assess their advantages and disadvantages.

Knowledge:

Students will define:

 

The term communication.

Means of communication – Letter, radio, phone, television, internet etc.

Skills:

Students will be able to…

 

Investigate how forms of communication have evolved over time.

Assess the advantages and disadvantages of various forms of communication

Assessments

 

Formative Assessments

Present students with multiple items in a row of objects such as television with phones, radio, and computer. Ask students the following: “Can you identify the means of communications in the rows of objects shown below?”

 

Summative Assessments

Numbering/Ordering: Teachers can present students with randomly ordered means of communication over a period of time. Students can be asked, “Can you re-order these forms of communications to show how they evolved/which came first?”

Learning Activities

 

Writing a letter: Students can write a letter to someone in the past e.g. Graham Bell to tell them how communication has changed over the years. What do we have now that they did not have in their respective times?

OR

Students can write a letter to their future self to tell them how they think means of communication will evolve further. Teachers can encourage their students to be as creative as they can and think out of the box during this activity.

 

 

 

Students Learning Outcomes: Students will be able to identify common etiquette for peace and harmony in society.

Students will be able to identify and explain the importance of Civic sense (traffic rules, keep the environment clean, WASH).

Knowledge:

Students will define:

 

The term ‘Tolerance’.

The concept of peace and conflict.

The advantages of living in harmony with groups of people of different gender, religion, ethnicity, and ability while practising  etiquettes. 

Civic Sense with examples (traffic rules, keep the environment clean, WASH).

Skills:

Students will be able to…

 

Identify the causes of disagreements at different levels such as personal, peer, neighbourhood and within a community

Present their view point on how to resolve conflict at different levels

Identify and practice common etiquettes for example good manners, politeness, respect for elders, helping others, the dignity of labor, and discipline.

Assessments

 

Formative Assessments

 

Creative writing/speaking:

 Ask students the following question: “Can you share a story/an incident that you have seen where a problem/conflict was happening and how the people involved came up with a solution? Was it the best way to resolve it and why?”

Ask students to share their thoughts and can also come up with a creative writing on resolving conflicts.

 

Summative Assessments

 

Situation-based questions: Various scenarios are shared with students where they are asked to identify the peace maker or peace breaker characteristics. Students are asked to share reasons for their choice

 

Learning Activities

 

Celebrating diversity: Fill in the blanks – divide into pairs/groups and ask students to get to know each other and how they are different (skills, hobbies, favourite food, subject, etc).

 

 

 

 

 

 

Domain 2: Culture and Diversity

Standard 2: All students will learn about the coexistence of diverse groups of people in Pakistan as a nation.

Student Learning Outcomes:

1)Students will to be able to explain the concept of nation and nationalism.

 2) Students will be able to recognise the importance of diversity in cultures, religion and people with different abilities in all the provinces of Pakistan

Knowledge:

Students will:

 

Define the terms ‘Nation’ and ‘Nationalism’.

Describe culture and its components.

describe the Eelements of culture (crafts, languages, festivals, clothing, popular events, folk songs, food, and art)

Define the term ‘diversity’ and key characteristics of Pakistani society comprising of people with mixed abilities, in different religious and  ethnic groups. 

Recall the diverse cultural groups living in Pakistan.

Skills:

Students will be able to…

 

Relate with being a proud part of a nation.

 

Illustrate the cultural diversity of Pakistan with examples (religion, crafts, languages, festivals, clothing, popular events, folk songs, food, and art).  

Classify the major diverse groups and their key characteristics in Pakistani society.

Recognize how different minorities celebrate their festivals.

Explain how diversity aids society to prosper.

Assessments

 

Formative Assessments

 

Wheels of Provinces: Teachers prepare a spinning wheel that has multiple provinces/regions on the wheel. Next, the class is divided into groups. Each group spins the wheel and whatever province it lands on, they have to share cultural elements of that province such as dresses, foods, languages, etc.

 

Summative Assessments

 

Factual Informative Essay: Students write a factual report with examples on the various cultural and religious groups of Pakistan living in peace and harmony.

Learning Activities

 

Organise a full scale drama highlighting the events that led to the creation of Pakistan. Show scenarios how people with diverse backgrounds, religions in Pakistan live in peace and harmony.

 

 

 

 

Domain 3: State and Government

Standard 3: All students will identify the purpose of a government and constitution, and describe the components of a democratic government used to make decisions, seek consensus, and resolve conflicts.All students will identify the purpose of a government and describe the components of a democratic government used to make decisions, seek consensus, and resolve conflicts.

Students Learning Outcomes: Students will be able to explain in simple terms how a democratic government operates.

Knowledge:

Students will define:

 

 Define and differentiate between ‘state’ and ‘government’.

Describe the concept of a constitution.

Define the term ‘General Elections’.

Describe the term ‘leader’.

‘State’,  constitution and ‘government’

And explain the process of ‘General Elections’.

The term ‘leader’

 

Skills:

Students will be able to…

 

 

Explain the voting process and how the government is formed.

Differentiate between ‘state’ and ‘government’.

Classify the qualities of a good leader.

 

Assessments

 

Formative Assessments

 

Role-play: Organise elections in the classroom by making 3 groups of 2/3 people who will act as political parties and nominate a candidate – these candidates can share their strengths with an audience of voters and ballot voting will determine the winner. Observe whether each student understands their role and can perform related duties. Teachers can also ask concept clarifying questions in between e.g. “What happens now that we have our candidates?” or “What should we do with these votes that we have?”

 

Spot the differences: Ask students to detect three or more differences between state and government.

 

Summative Assessments

 

Situation-based questions: Students will have situations/interactions shared with them where one individual is acting well or poorly in the scenario such as lying, taking bribes, or placing an undeserving family member in an important position, and the prompt can ask students to decipher “Is this a characteristic of a good leader or bad leader?”

Learning Activities

 

Whom will you vote for?

Ask students to interview their parents and other adults to determine what are the main factors that are considered when they are voting. Students share this list with the class and try to come up with their own list of factors for choosing who to vote for.

 

 

 

 

Domain 4: History

Standard 4: All students will learn major historical events chronologically and enlist key historical events from pre-historic man and early civilizations to date. The students will also be able to recognize the international and national events and personalities.

Students Learning Outcomes: Students will be able to trace the advent of civilisations, their timelines, and the chronology of major historical events.

Knowledge:

Students will:

 Define ‘history’ and recognize the importance of history.
 

Describe significant aspects of daily life, society and culture of the Indus Valley Civilization

Define civilisations and explain about major civilisations along the major rivers of the world (Mesopotamia/Nile Valley, Egyptian/Indus Valley/Gandhara) with their timelines.

Describe significant aspects of daily life and homes of the Indus Valley Civilisation

Skills:

Students will be able to…

 

Illustrate ancient civilizations along major rivers of the world such as Mesopotamia/Nile Valley Egyptian/ Indus valley on a timeline

Illustrate ancient civilisations along major rivers of the world such as Mesopotamia/Nile Valley Egyptian/Indus valley/Gandhara on a timeline/map

Identify and analyze the unique accomplishments of the Indus Valley civilization

Compare the life styles and homes of Indus Valley Civilisation with the modern day life and list the similarities and differences

Assessments

 Formative Assessments

 

Learning with maps: Show students the world map and ask to locate the rivers along which major ancient civilisations. Explain how all civilisations grew near the rivers.

Draw a timeline on the board and write time intervals of ancient civilisations. Students need to identify major events of that time interval.

 

 

Summative Assessments

 

Extended response questions:

Ask students to describe the daily life of the Indus Valley civilisation. They will illustrate the artifacts/objects used in daily life/buildings and make inferences about the use/purpose/beliefs of those things, e.g., what does the toy cart symbolise? What might be the role of the Priest King? State the purpose of building the Great Bath?

Learning Activities

 Learning Activity 1:

Show pictures of Indus Valley Civilisation. (A video on the civilisation can also be played if teachers and students have access to it) Explain students how it was a modern civilisation for its time and how people lived and have built resources for a better lifestyle. Ask students to identify the similarities with today’s world by looking at pictures.

 

Ask students to design a poster presentation highlighting the lifestyle, trade, toys and gems of the civilisation.

 

Mapping Skills:

Identify the Indus Valley Civilisation and explain why it is known as one of the most important and developed civilisations in the world?

 

 

Students Learning Outcomes: 

  1. Students will be able to explain the key role of the historical personalities of Quaid e Azam Muhammad Ali Jinnah, Allama Muhammad Iqbal, Mohtarma Fatima Jinnah.main events and major contributions that led to the formation of Pakistan.
  1. Students will be able to recognise the role of minorities and regions/provinces in the formation of Pakistan.

Knowledge:

Students will:

 

be able to describe the role of following key personalities in the creation of Pakistan: Quaid e Azam Muhammad Ali Jinnah, Allama Muhammad Iqbal, Mohtarma Fatima Jinnah.

Describe events briefly that led to the creation of Pakistan with a focus on regional and provincial contributions.

Describe the role of certain historical personalities in the creation of Pakistan (Sir Syed A. Khan, Allama Iqbal, Maulana Mohammad Ali Johar, Fatima Jinnah, Liaqat Ali Khan etc).[1] 

Recognise the role of minorities in the creation of Pakistan.

Additional/Advanced SLO:

Describe the major historical events of the province or area (AJK, GB, ICT)

Identify contributions (social, political, religious) of key personalities for the development of the province or area (AJK, GB, ICT)

 

Skills:

Students will be able to…

 

Analyze and discuss the role of the following key personalities in the creation of Pakistan: Quaid e Azam Muhammad Ali Jinnah, Allama Muhammad Iqbal, Mohtarma Fatima Jinnah.

State the main events that led to the creation of Pakistan.

Explain the regions’/provinces’ contribution to the creation of Pakistan.

Explain the role of minorities in the creation of Pakistan.

Examine the role of two historical personalities in the creation of Pakistan (Sir Syed Ahmed Khan, Allama Iqbal, Maulana Mohammad Ali Johar, Liaquat Ali Khan, Fatima Jinnah )[2] 

Assessments

 

Formative Assessments

 

 Ask students to:

  • Complete a chronological timeline of the historical events that led to the creation of Pakistan on the board. 
  • Appreciate the participation of the minorities in the creation of Pakistan.
  • Name the important personalities of the Pakistan movement.

 

 

Summative Assessments

 

Encourage students to:

  • Describe key historical events in their notebooks. Explain the significance of these events and how they led to the creation of Pakistan.
  • Assess the role of minorities in the creation of Pakistan.
  • Explain how each of the historical personalities (Sir Syed A. Khan, Mualana Mohammad Ali Johar, Fatima Jinnah, and Liaqat Ali Khan) contributed towards the formation of Pakistan.

Learning Activities

 

Research on Pakistan Movement: Research from newspapers, books, etc. about some other key personalities of the Pakistan Movement (including minorities) from different provinces.

Students listen/read Quaid-e-Azam’s speeches and select one to read aloud in their classes.

 

Role-play: Organise a role-play about the Pakistan Movement with the help of their teachers on Pakistan Day or Independence Day.

 

 

Domain 5: Geography

Standard 5: Students will learn to read the globe/map, along with the ability to use it to enhance their understanding of geography, landforms, and various physical features of Pakistan. They will understand the interaction between land and its people, weather, and climate. They will develop an awareness of the prevalence and management of natural disasters and the required safety measures. Students will be able to develop an understanding of population and its implications. Teachers will adopt standards and benchmarks according to the individual needs of the students.

Students Learning Outcomes:  Find and locate places on a map using BOLTSS, scale, longitudes, and latitudes.

Knowledge:

Students will:

Describe the terms: maps and globes.

Enlist the uses of maps and globes.

Identify the key elements in a map/globe.

Learn to read and interpret information from maps and a globe.

Describe the key features of maps i.e.continents and oceans.

Develop the concept of BOLTS, use of compass and cardinal points.

 

Skills:

Students will be able to…

 

List down the uses of maps and globes.

Learn to read and interpret information from maps and a globe.

Locate and mark various continents and major oceans/seas.

Recognise the concept of directions with the help of cardinal points and compass.

Describe and label borders, orientation, legend, title, scale and source or BOLTSS with the help of a map.

Assessments

 

Formative Assessments

 

Teacher will

  • Bring a world map or a globe to class and ask students to tell the uses of maps.
  • Ask students to name the key elements of the map and tell what BOLTSS stands for.
  • Ask students to locate the five oceans and seven continents of the world on the map or the globe.
  • Ask students to tell the purpose of using a compass while reading a map.
  • Name the cardinal directions and give examples using a map.

 

 

 

Summative Assessments

 

Students will

  • Describe the uses of maps giving examples of situations from their daily life.
  • Locate the oceans and continents on a blank map of the world.
  • Label the cardinal directions of different places shown on a map.
  • Draw a map of their neighborhood and apply the concept of BOLTSS.

 

 

Learning Activities

 

Learning with maps: Use a city guide map to locate different places around the school.

 

Pakistan and neighbouring countries: Study the political map of Pakistan on an atlas and locate the neighbouring countries. Ask them to identify the directions where the neighbouring countries are located, e.g. Afghanistan is located in the West of Pakistan; China is located in the north-east of Pakistan, etc.

 

 

Students Learning Outcomes:

Students will be able to identify various landforms in Pakistan and their distinctive features.

Knowledge:

Students will:

 Identify major landforms and their types in Pakistan.

Explain physical regions of Pakistan.

Identify major landforms and their types in Pakistan: plains, plateaus, mountains, valleys, hills, deserts, glaciers, rivers, islands etc

Skills:

Students will be able to…

 

Classify major landforms, their types and physical regions of Pakistan. with their  distinctive characteristics.

Assessments

 

Formative Assessments

 

Maps:

  • Show the physical map of Pakistan in an atlas or online and ask students to locate the various physical regions of Pakistan.
  • Ask students to use the legend of the map and tell the height of different physical features of Pakistan.

 

Summative Assessments

 

Labelling on maps:

  • Label the physical features of Pakistan on a given map of Pakistan.
  • Describe the types of the physical features (plain, plateau, mountain, valley, hill, desert, glacier, river, and island) in terms of their height, vegetation, the lifestyle of people, etc.

Learning Activities

 

Picture identification: Teachers will bring pictures of mountains, plains, plateaus, rivers, deserts, valleys, islands, etc to class or show them online. Students will work in groups and note down their observations in terms of the type of the landform (U-shaped or V-shaped valley, etc.), type of land (fertile, barren), etc.

 

Field trip: Teachers will organize a field trip for students to observe the physical features of the region they live in. Students will record their observations, in the form of notes, sketches, photographs, etc. They will use this information to create a presentation.

 

 

Students Learning Outcomes:

Explain how the physical environment affects the lifestyle of people.

Determine how people affect the physical environment.

Knowledge:

Students will:

 

Define and distinguish between weather and climate.

Describe the effects of physical environment on the lifestyle of people in Pakistan.

Identify ways in which human activities can have a positive and negative impact on the environment.

Describe the importance and interconnectedness of Water Sanitation and Hygiene (WASH).

Skills:

Students will be able to…

 

Differentiate between weather and climate.

Explain the effect of the physical environment on the lifestyle of people in Pakistan.

Demonstrate an understanding of how human activities have changed the natural environment e.g. deforestation, building dams, industry, etc (positive and negative impact).

Identify the importance and interconnectedness of Water Sanitation and Hygiene (WASH).

 

 

Additional/Advanced SLOs

Emphasise the importance of sustainability and global warming in how people interact with their natural environment.

Describe the consequences of non-sustainable actions.

Assessments

 

Formative Assessments

 

Ask students to:

  • Tell what they understand by the terms weather and climate.
  • Give examples from their daily life of how the physical environment affects their lifestyle, e.g. types of clothes, food, jobs, etc.
  • Give at least one example of the positive and one of the negative impacts of human activities on the environment.
  • Ask students what they understand by WASH.

 

Summative Assessments

 

Students will:

  • Write the definitions of weather and climate in their notebooks.
  • Give examples of different regions of Pakistan to show how the physical environment affects the lifestyle of the people, e.g. people in the mountains do not have flat land to grow crops so they mostly rear domestic animals. People living near the coasts are engaged in fishing, etc.
  • Make a list of at least three human activities that harm the environment.
  • Make a list of at least three human activities that benefit the environment.
  • Explain the importance of Water, Sanitation, and Hygiene for a healthy lifestyle. Give examples to show how these are linked to each other.

Learning Activities

 

Recording the weather: Ask students to record the weather of their city and another city of their choice for 2 weeks. Compare the weather of these cities and describe how it is similar or different.

OR

Pictures that show the weather, people, types of houses, vegetation, etc of all regions of Pakistan. Draw inferences from these pictures about how the physical environment affects the lifestyle of people, e.g., the children in Gilgit-Baltistan are wearing woollen caps because the climate is cold for most of the year.

 

Research: Ask students to create a presentation about human activities that impact the environment positively and negatively.

OR

Research in groups about the United Nations WASH programme in Pakistan. Write the actions that can solve the problem of poor sanitation in Pakistan.

 

 

Students Learning Outcomes:  Students will be able to explain the effects of overpopulation and scarcity of resources. Give examples of other highly populated countries like China, Japan etc and how they are managing their resources with huge populations

Knowledge:

Students will:

Define the terms ‘Population’ and ‘Census’.

Define the term ‘Growth Rate’ and ‘Population Density’.

Describe the factors affecting population increase in Pakistan.

Determine the impact of population increase on the quality of daily life in the students’ community.Define:

‘Population’,‘Census’,Growth Rate and Population Density and their importance

 

Describe the factors and problems affecting population and the problems caused by overpopulation

 

 

 

 

 

 

 

Skills:

Students will be able to…

 

Explain the importance of ‘census’.

Survey the distribution of population in the region and give a map of the region/province.

State the factors affecting population increase in Pakistan.

Enlist the major problems caused by overpopulation.

Classify the impact of population increase on the quality of daily life in the students’ community.

Assessments

 

Formative Assessments

Ask students to:

  • Tell what they understand about census and population.
  • Define the terms growth rate and population density.
  • Give at least 2 examples of factors affecting the population.
  • Give at least 2 examples of problems caused by overpopulation.
  • Locate the areas with high population density using a population density map in an atlas or online.

 

Summative Assessments

  • Describe the importance of the census for a country.
  • Differentiate between densely and scarcely populated areas.
  • Describe the factors that cause an increase in the population.
  • List the problems caused by overpopulation.

Learning Activities

  • Conduct a census in class.
  • Show a population density map of the world and ask students to identify the densely populated countries of the world.
  • Research the impact of a growing population on food and water supply, availability of jobs, etc.

 

 

 

 

 

Domain 6: Economics

Standard 6: All students will describe how resources and choices regarding production, distribution and consumption of goods and services affect the well-being of the individual and society.[3] 

Student Learning Outcomes: Students will be able to:

Explain how people and societies make economic decisions.

Identify key elements of an economy (goods and services, producers, and consumers)

Knowledge:

Students will:

Recall the concept of scarcity.

Define the terms ‘goods’ and ‘services’, and list some examples.

Identify the function of consumers and producers.

Differentiate between producers and consumers.

Define,

‘goods’ and ‘services’, ‘scarcity’

 Identify the relation between needs and resources.

 

 

Skills:

Students will be able to…

 

Recognise how choices are made according to one’s personal needs and resources.

Examine the function of consumers and producers.

Differentiate between producers and consumers.

Additional/Advanced SLOs

Demonstrate the interdependence of consumers and producers.

Assessments

 

Formative Assessments

 

Spot the difference: Show students two images, one of which is a need and the other is a want, with some basic context. This can be a bottle of water or a toy. Students are told that they have only Rs. 10 for example and can only buy one item. Which of the two should they buy? How did they decide?

 

Summative Assessments

 

Situation-based questions: Students are given scenarios that explain various situations with limited resources and multiple choices. Teachers will ask the students to make their choice and explain their reasons for doing so. Students are marked based on their reasoning and how well they can support their choice.

Learning Activities

 

Set up a marketplace in the classroom:

Ask students to volunteer to pick an item from home that they want to sell to their classroom. They will set up stalls and the rest of the students will be given fake paper money to help them purchase an item they like. This active marketplace will help students understand how there are producers and consumers and how their interaction takes place.

 

 

 

 

 

 

 

Students Learning Outcomes:

 Students will be able to:

 Inquire what is ‘entrepreneurship’ and demonstrate their entrepreneurial skills.

Discuss the importance of money management and how banks help in this process.

Knowledge:

Students will:

Define the concept of banking and identify the services provided by bank

Learn and identify different types of entrepreneurship (production, trade, services, manufacturing).

State success stories of at least one male and one female entrepreneur from Pakistan and/or from the world.

 

 

 

 

 

 

 

 

Skills:

Students will be able to…

 

Differentiate between different types of entrepreneurship (production, trade, services, manufacturing) with examples of businesses from Pakistan.

Describe the role and importance of money in peoples’ lives.

Apply economics and money management in personal life (pocket money, expenditure, and savings).

Assessments

 

Formative Assessments

 

Case study with successful businesses: Provide students with a few interesting case studies (age-appropriate) and ask them to identify the type of entrepreneurship it is based on, the key success elements etc

Summative Assessments

Extended response question: Students develop a response to the following questions: “Identify the role of money using examples from your day-to-day life.”

Learning Activities

 

Spending and Saving: Divide students into groups and given them fake money in different quantities. Share price of some important items on the board encouraging students to come up with a budget for buying the necessary items only. Explain how people earn money in different quantities. Some earn more and some less and based on that necessities change and it is essential to save money for difficult times.

Ask them to pick up their necessities based on the money they have and the budget they have designed.

 


suggestion is to remove these personalities from here to make space for the regional contributions.

suggestion is to remove from here and take it to grade 5.

Standard 2 for economics as given in PG is missing in CT.