Summer 2023 - EDUC 414 E100

Designs for Learning: Secondary Social Studies (4)

Class Number: 4412

Delivery Method: In Person


  • Course Times + Location:

    May 8 – Aug 4, 2023: Thu, 1:30–5:20 p.m.

  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.



Focuses on teaching secondary school social studies and addresses aspects of the theory and practice of social studies education. Students examine their own thinking about social studies education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for young adults within a consistent framework using appropriate instructional materials and methods.


This course is designed for teachers to expand their understanding of social studies education and its place as a subject in secondary schools.  Students will explore the foundational aspects of social studies, various strategies for teaching social studies, and curriculum implementation of this vast and complex subject.  Recognizing there are many possibilities for how teachers can teach social studies, the importance of creating a personal vision and learning how to construct a solid curriculum will be emphasized throughout the course. 

The course is divided into three distinct but overlapping sections:

a/ foundational aspects of social studies

– What is social studies? Why do we teach it?

b/ teaching strategies

– How do we teach social studies? What are the possibilities?

c/ curriculum design & implementation

– How do we design a social studies curriculum?


-  understand the underlying objectives of social studies education in Canadian high schools

-  become familiar with the British Columbia secondary social studies curriculum

-  explore possibilities for practice including teaching strategies and content delivery

-  establish and justify a personal vision of social studies

-  experience curriculum planning (lessons & units) for social studies classes

-  learning to work collaboratively and cooperatively with other professionals


  • Working Group Seminar Facilitation (self & peer evaluation) 25%
  • Working Group Seminar Participation (facilitator evaluation) 5%
  • Written Response (instructor evaluation) 25%
  • Curriculum & Unit Plan Assignment (group & instructor evaluation) 30%
  • Unit Plan Participation & Contribution (peer evaluation) 5%
  • Class Participation & Contribution (self & instructor evaluation) 10%


Attendance and Absences: Weekly classes involve a lot of in-class discussions, activities, and group work, so it is pertinent that you attend, fully participate and contribute each week.  For each class missed without an appropriate reason, 2% will be deducted from your overall mark.  In cases where there is a valid reason to miss a class, marks will not be deducted but you will be required to do an additional written assignment.  The additional assignment will be discussed on an individual basis.



Case, R., & Clark, P. (2020).  Learning to Inquire in History, Geography, and Social Studies: An Anthology for Secondary Teachers. ISBN: 978-1-9991413-3-2

ISBN: 978-1-9991413-3-2

Ministry of Education, Social Studies Curriculum:

Additional readings will be available in a folder on Canvas.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at:

Registrar Notes:


SFU’s Academic Integrity website is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university.


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.