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) 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.
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| 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.
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| 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.
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| 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. |
| 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. |
| 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:``````````````````
