Alberta

ALBERTA CURRICULUM CONNECTIONS

Social Studies 10-1 and Social Studies 10-2

Social Studies 20-1 and Social Studies 20-2

Social Studies 30-1 and Social Studies 30-2

  • In keeping with the overall goals of Alberta’s social studies program, the study of the Holodomor provides students with a case study that exemplifies the differences between Canada’s democratic institutions and those of a totalitarian regime. Through this, students will gain a greater appreciation and understanding of citizenship and identity in a Canadian context, these being the ultimate learning objectives of Alberta’s social studies curriculum. A case study of the Holodomor meets much of the curriculum’s overall criteria in the following areas: values and attitudes, knowledge and understanding, skills and processes, core concepts of citizenship and identity and finally pluralism: diversity and cohesion.

 

 

Social Studies 10-1: Perspectives on Globalization

Social Studies 10-2: Living in a Globalizing World

  • Although many consider globalization a recent phenomenon, the Soviet Union had as its primary goal the spreading of Communism across the world. To prove that Communism was superior to capitalism, the USSR implemented ambitious industrialization and educational targets. The USSR attempted to integrate all of its republics linguistically, culturally and economically. The Holodomor is a prime example of how the USSR responded to any serious threats to its vision. Study of the Holodomor addresses Key Outcomes of Social 10-1 and 10-2 curriculum as students will better understand the complexities of globalization. The Holodomor also enables students to assess the impact of globalization on indigenous peoples and what the individual can do to influence globalization.
  1. Alberta, Alberta Education, Social Studies 20-1 and 20-2. [Alberta, Canada], 2007. 1-9, http://www.education.alberta.ca/media/774373/soc20.pdf. Note: each of the PDFs provided on Alberta Education’s web page begin with the same preamble on the program rationale and philosophy.
  2. Alberta, Alberta Education, Social Studies 10-1. [Alberta, Canada],2007, 13, http://www.education.alberta.ca/media/773701/soc10_1.pdf; Alberta, Alberta Education, Social Studies 10-2. [Alberta, Canada], 2007, 27, http://www.education.alberta.ca/media/773705/soc10_2.pdf.

 

Social Studies 20-1: Perspectives on Nationalism

Social Studies 20-2: Understandings of Nationalism

  • The Holodomor was in many ways the result of the conflict between national and ultra- national identities. As such, it lends itself well to the key and general outcomes of the Social 20 curriculum. In terms of Key Outcomes, it enables students to understand the complexity of nationalism as one people struggles for self-determination while another tries to build a multi-national state. In terms of General Outcomes, the Holodomor is useful in demonstrating the impact that the pursuit of nationalism has on national interests.

 

Social Studies 30-1: Perspectives on Ideology

Social Studies 30-2: Understandings of Ideology

  • The USSR was a revolutionary state founded on the principles of Marxism-Leninism, an ideology radically different from that of liberalism. In fact, much of the twentieth century may be characterized as a decades-long struggle between these two belief systems. The Holodomor represents the pinnacle of an ideology overstepping respect for human life. Moreover, the genocidal actions of the Soviets provide a stark example of the differences between Stalinism and liberalism. Through the examination of the Holodomor, students will gain skills in assessing ideologies — the differences between words and actions — thus meeting the Key Outcomes for Social 30-1 and 2. The Holodomor best meets the general outcome criteria as it identifies the link between identity and ideology.
    For an overview of the contents of Alberta’s Social Studies programs of study, please go to: http://www.education.alberta.ca/teachers/program/socialstudies/programs.aspx