The Social Studies Processes

• Processes Aim, Achievement Objectives and Indicators
• How the processes interrelate
• The three processes
  • Inquiry;
  • Values Exploration; and
  • Social Decision Making

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Processes Aim, Achievement Objectives, and Indicators

The three social studies processes share one achievement aim. There are three achievement objectives for the social studies processes, one for each process. Each achievement objective is derived from the achievement aim and covers all eight levels.

One set of indicators is provided for each achievement objective at levels 1-2, 3-4, 5-6, and 7-8. These indicators reflect the main elements of the particular process at increasingly complex and sophisticated levels and provide examples of what students will be able to do as a result of their learning experiences at these levels. The sets of indicators provided for each process are not exclusive. Further indicators may be devised by teachers to supplement those provided. The indicators for the processes at all levels are intended to be used in combination with the achievement objectives and indicators for the strands.

How the Processes Interrelate

Students may work with one, two, or all three of the social studies processes in any appropriate order during a particular study. In some studies, students may focus on the process of Inquiry without extending their investigation into exploring values or considering possible decisions about action. However, because values are so fundamental to the actions of people and society, Values Exploration is likely to occur to some degree in most studies. And, in some studies, students will find it desirable or necessary to make decisions about what could or should be done about the issues that they are investigating. This will mean that students extend their study into the Social Action process. Within one unit of work, students may move from Inquiry to Values Exploration and back again several times. Similarly, Social Decision Making may be considered more than once during a particular study.

Throughout all the processes, it is important that students reflect upon their thinking and findings and evaluate them.

The processes of Inquiry, Values Exploration, and Social Decision Making interrelate and complement each other

The Three Processes

Rapua te ara tika mou ake.
Search for the path in life that is right for you.

ACHIEVEMENT AIM

Inquiry

The Inquiry process involves students in collecting and analysing information about people, groups, communities, and societies. Inquiry is focused through the use of questions or hypotheses. Students collect information and process it in relation to the inquiry focus. From the processed information, they make generalisations, draw conclusions, and communicate them. They reflect upon the process and their findings and evaluate them.

Inquiry can be undertaken at varying stages of learner independence and is not necessarily sequential. For example, once the inquiry has begun and information has been gathered, students may need to return to the original questions or hypothesis, which may need to be modified in the light of the information collected.

Values Exploration

The Values Exploration process involves students in examining and clarifying their own values and those of others in relation to issues in society. Students will also examine the collective values upon which social structures and systems are based.

Students will be challenged to think clearly and critically about human behaviour, and to explore different values and viewpoints. Such learning will help them to clarify their own values and to make informed judgments. Commonly held values, such as concern for social justice and the welfare of others, acceptance of cultural diversity, and respect for the environment will be fostered ...

The New Zealand Curriculum Framework, page 14

Values Exploration usually begins with students identifying and explaining a range of values positions in relation to a concept or issue. By identifying and explaining these values positions, students can critique particular viewpoints and reflect on their own position, re-evaluating it in the light of their findings. They can also come to an understanding of the ways in which communities and societies attempt to deal with values conflict and seek to come to some agreement on underlying values in order to establish a basis for people and groups to live and work together.

When students explore values, they are challenged to think about the nature of social justice, the welfare of others, acceptance of cultural diversity, and respect for the environment. They come to recognise that people's values are formed by many influences and that they may change over time. Throughout the process of Values Exploration, students will reflect upon and evaluate their thinking and their findings.

Social Decision Making

The Social Decision Making process involves students in applying their knowledge and developing their skills, as they make decisions about actions that could be taken on a range of issues and problems in society.

Students identify and clarify a social issue, and then suggest a range of possible strategies to address the issue. They establish criteria against which these strategies can be evaluated. They select strategies on the basis of the criteria and decide what action should be taken. Throughout the process of Social Decision Making, students will reflect upon and evaluate their thinking and their findings.