| Summary: | Thesis (M.Ed.), Memorial University of Newfoundland, 1998. Education Bibliography: leaves 166-168. -- Includes text of: Canadian History 1201 curriculum guide (Draft), prepared by the Canadian Studies Working Group. In September 1993, the Newfoundland Department of Education released A Curriculum Framework for Social Studies: Navigating the Future. This document was developed as a framework for further social studies curriculum development. It outlines the essential characteristics of a social studies curriculum, along with the different social studies strands which are categorized as understandings, competencies and dispositions. History, geography and economics are identified as the foundational concept-matrix for social studies. In its outline of the social studies curriculum, A Curriculum Framework for Social Studies: Navigating the Future lists a level one Canadian Geography and History course. At the time these courses did not exist and actions were taken to have them completed. -- In September 1993, the Division of Program Development in the Department of Education created the Canadian Studies Working Group. This committee consisted of teachers, district coordinators and representatives from the Department of Education. Among this group's curriculum development responsibilities was the task of creating a new Canadian History course for level one high school students. In anticipation of this new program Canadian History had been eliminated as a grade nine subject. The committee was instructed to develop, without reference to the grade nine course, a new history curriculum and supporting guide for high school students and teachers. The course would be entitled Canadian History 1201. The committee began its work in 1994 and completed its task in 1997. Canadian History 1201 will be implemented in the schools in the fall of 1998. -- This thesis describes and critically comment on the process of development that was followed in the creation of Canadian History 1201. The Department of Education prescribes and claims to follow an essentially deductive model for curriculum development. In chapter two of this thesis the literature on deductive curriculum models is reviewed to ascertain the theoretical framework for the deductive model. Chapter three of this thesis provides a detailed description of the actual development process followed for Canadian History 1201. It takes the reader "inside" the curriculum development process and provides a unique opportunity to see how an actual curriculum development committee operates. Chapter four of the thesis provides a critical reflection and commentary on this process. Three specific questions direct this critical reflection. They are: -- 1. To what extent was the deductive model of curriculum development adhered to in the creation of Canadian History 1201? -- 2. To what extent was the process collaborative as recommended by the Royal Commission? -- 3. How did the composition of the committee and the role relationship of the various committee members influence both the process and the product? -- The thesis concludes with a set of recommendations for improving the curriculum development process in Newfoundland and Labrador and for further study.
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