# data[].attributes.headline
		
	
	
		
			
				
					... the pedagogy is quite a bit different. It really does lend itself to inquiry, in fact
it demands it. So for me that’s the major change. It’s not the content; it’s how it’s
delivered. 
				
			
		

# data[].attributes.subject
		
	
	
		
			
				
					... the pedagogy is quite a bit different. It really does lend itself to inquiry, in fact
it demands it. So for me that’s the major change. It’s not the content; it’s how it’s
delivered. 
				
			
		

# data[].attributes.body
(Gibson, 2012)

# data[].attributes.body
Where is Tunisia? It bothers me that they picked a country that there's not a lot of information on

# data[].attributes.body
The teachers talked about the new curriculum being more “student centred” and “connected to the children’s lives”. (Gibson, 2012)

# data[].attributes.body
Listening to our students’ voices about how they make sense of their school experiences is an important first step in understanding the impact of what happens in our classrooms (Erickson, et al., 2008; Thiessen & Cook, 2007 as cited in Gibson, 2012))

# data[].attributes.headline
…because if we didn’t have social studies we wouldn’t know where our past have
been. Like what has changed…cause sometimes our past tells stuff about us like
what we have done in the past, like what has been like the good stuff and like the
bad stuff. 

# data[].attributes.subject
…because if we didn’t have social studies we wouldn’t know where our past have
been. Like what has changed…cause sometimes our past tells stuff about us like
what we have done in the past, like what has been like the good stuff and like the
bad stuff. 

# data[].attributes.headline
“Good teachers possess a clear vision of education and of
what it will do for their students. They are not simply technicians who take a prescribed
curriculum or textbook and work their students through it”

# data[].attributes.subject
“Good teachers possess a clear vision of education and of
what it will do for their students. They are not simply technicians who take a prescribed
curriculum or textbook and work their students through it”

# data[].attributes.body
I like the idea about teaching about other cultures and being aware of life in other countries; however, not all children at this age can understand these concepts.

# data[].attributes.body
To "develop our children's understanding about what it is to be a good citizen." (Gibson, 2012)

# data[].attributes.headline
I think it’s really important to learn about other communities in the world because
in case you have any relatives from there and you know why they do things like
my uncle he’s Scottish so I know why he wears a kilt. (Grade three student) (Gibson, 2012) 

# data[].attributes.subject
I think it’s really important to learn about other communities in the world because
in case you have any relatives from there and you know why they do things like
my uncle he’s Scottish so I know why he wears a kilt. (Grade three student) (Gibson, 2012) 

# data[].attributes.body
"Curricular -Instructional Gatekeepers"

Teachers required to concern themselves with the bigger picture and not just with transmitting the officially sanctioned knowledge in the curriculum (curriculum as planned vs. curriculum in the real world

(Gibson, 2012)

# data[].attributes.headline
Contextual understanding and relevance to the real world tends to be lost during lessons; the understanding of the teacher does not transfer to the students.

# data[].attributes.subject
Contextual understanding and relevance to the real world tends to be lost during lessons; the understanding of the teacher does not transfer to the students.

# data[].attributes.headline
"zone of between : 
		
	
	
		
			
				
					One world is the curriculum as planned; the other is the curriculum as
lived in the classroom" (Gibson, 2012)

# data[].attributes.subject
"zone of between : 
		
	
	
		
			
				
					One world is the curriculum as planned; the other is the curriculum as
lived in the classroom" (Gibson, 2012)

# data[].attributes.headline
The "human" in humanities seems to be forgotten somehow. The heart and personal connection feels like it hasn't/isn't being made...

# data[].attributes.subject
The "human" in humanities seems to be forgotten somehow. The heart and personal connection feels like it hasn't/isn't being made...

# data[].attributes.body
"Learning to be a good citizen is rarely mentioned..."

# data[].attributes.headline
Teachers need to concern themselves with the bigger picture

# data[].attributes.subject
Teachers need to concern themselves with the bigger picture

# data[].attributes.headline
"So you can get good on your tests" (Gibson, 2012)

# data[].attributes.subject
"So you can get good on your tests" (Gibson, 2012)

# data[].attributes.body
Hard for teachers and students to move beyond  specific content and towards citizenship/identity more broadly

# data[].attributes.headline
Gap between what is taught and what ought to be learned.

# data[].attributes.subject
Gap between what is taught and what ought to be learned.

# data[].attributes.body
(facts vs. what it means to be a good citizen)

# data[].attributes.body
The purpose of social studies is described as providing "opportunities for students to develop the attributes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens" who are "aware of their capacity to effect change in their communities, society, and the world.

# data[].attributes.headline
		
	
	
		
			
				
					"A number of research studies consistently
found that social studies is often the least liked course that children and youth take in
school and the one that they feel most lacks relevance to their lives" (Gibson, 2012). 
				
			
		

# data[].attributes.subject
		
	
	
		
			
				
					"A number of research studies consistently
found that social studies is often the least liked course that children and youth take in
school and the one that they feel most lacks relevance to their lives" (Gibson, 2012). 
				
			
		