Back to Programs of Study Selection

Social Studies K - Grade 12 (2005)

Show Me:

Student Resources

Teacher Resources

Table of Contents

Program of Studies

Rationale & Philosophy

Program Rationale & Philosophy

Program Foundations

Outcomes

Kindergarten (2005)

	K.1: I Am Unique
	K.2: I Belong
	Skills & Processes for Kindergarten
	Glossary of Terms & Concepts - Kindergarten

Grade 1 (2005)

	1.1: My World: Home, School, & Community
	1.2: Moving Forward with the Past: My Family, My History & My Community
	Skills & Processes for Grade 1
	Glossary of Terms & Concepts - Grade 1

Grade 2 (2005)

	2.1: Canada's Dynamic Communities
	2.2: A Community in the Past
	Skills & Processes for Grade 2
	Glossary of Terms & Concepts - Grade 2

Grade 3 (2005)

	3.1: Communities in the World
	3.2: Global Citizenship
	Skills & Processes for Grade 3
	Glossary of Terms & Concepts - Grade 3

Grade 4 (2006)

	4.1: Alberta: A Sense of the Land
	4.2: The Stories, Histories & Peoples of Alberta
	4.3: Alberta: Celebrations & Challenges
	Skills & Processes for Grade 4
	Glossary of Terms & Concepts - Grade 4

Grade 5 (2007)

	5.1: Physical Geography of Canada
	5.2: Histories & Stories of Ways of Life in Canada
	5.3: Canada: Shaping an Identity
	Skills & Processes for Grade 5
	Glossary of Terms & Concepts - Grade 5

Grade 6 (2009)

	6.1: Citizens Participating in Decision Making
	6.2: Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy
	Skills & Processes for Grade 6
	Glossary of Terms & Concepts - Grade 6

Grade 7 (2006)

	7.1: Toward Confederation
	7.2: Following Confederation: Canadian Expansions
	Skills & Processes for Grade 7
	Glossary of Terms & Concepts - Grade 7

Grade 8 (2007)

	8.1: From Isolation to Adaptation: Japan
	8.2: Origins of a Western Worldview: Renaissance Europe
	8.3: Worldviews in Conflict: The Spanish & the Aztecs
	Skills & Processes for Grade 8
	Glossary of Terms & Concepts - Grade 8

Grade 9 (2009)

	9.1: Issues for Canadians: Governance & Rights
	9.2: Issues for Canadians: Economic Systems in Canada & the United States
	Skills & Processes for Grade 9
	Glossary of Terms & Concepts - Grade 9

Social Studies 10-1 (2007)

	Skills & Processes for Social Studies 10-1
	Key Issue: To what extent should we embrace globalization?
	Related Issue 1 (10-1)
	Related Issue 2 (10-1)
	Related Issue 3 (10-1)
	Related Issue 4 (10-1)

Social Studies 10-2 (2007)

	Skills & Processes for Social Studies 10-2
	Key Issue: To what extent should we embrace globalization?
	Related Issue 1 (10-2)
	Related Issue 2 (10-2)
	Related Issue 3 (10-2)
	Related Issue 4 (10-2)

Social Studies 20-1 (2008)

	Skills & Processes for Social Studies 20-1
	Key Issue: To what extent should we embrace nationalism?
	Related Issue 1 (20-1)
	Related Issue 2 (20-1)
	Related Issue 3 (20-1)
	Related Issue 4 (20-1)

Social Studies 20-2 (2008)

	Skills & Processes for Social Studies 20-2
	Key Issue: To what extent should we embrace nationalism?
	Related Issue 1 (20-2)
	Related Issue 2 (20-2)
	Related Issue 3 (20-2)
	Related Issue 4 (20-2)

Social Studies 30-1 (2009)

	Skills & Processes For Social Studies 30-1
	Key Issue: To what extent should we embrace an ideology?
	Related Issue 1 (30-1)
	Related Issue 2 (30-1)
	Related Issue 3 (30-1)
	Related Issue 4 (30-1)

Social Studies 30-2 (2009)

	Skills & Processes For Social Studies 30-2
	Key Issue: To what extent should we embrace an ideology?
	Related Issue 1 (30-2)
	Related Issue 2 (30-2)
	Related Issue 3 (30-2)
	Related Issue 4 (30-2)

There is 1 Teacher Resource related to the entire Program of Studies

Program Rationale & Philosophy

Social studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society. Social studies helps students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive, democratic society.

Program Vision

The Alberta Social Studies Kindergarten to Grade 12 Program of Studies meets the needs and reflects the nature of 21^st century learners. It has at its heart the concepts of citizenship and identity in the Canadian context. The program reflects multiple perspectives, including Aboriginal and Francophone, that contribute to Canada's evolving realities. It fosters the building of a society that is pluralistic, bilingual, multicultural, inclusive and democratic. The program emphasizes the importance of diversity and respect for differences as well as the need for social cohesion and the effective functioning of society. It promotes a sense of belonging and acceptance in students as they engage in active and responsible citizenship at the local, community, provincial, national and global level.

Central to the vision of the Alberta social studies program is the recognition of the diversity of experiences and perspectives and the pluralistic nature of Canadian society. Pluralism builds upon Canada's historical and constitutional foundations, which reflect the country's Aboriginal heritage, bilingual nature and multicultural realities. A pluralistic view recognizes that citizenship and identity are shaped by multiple factors such as culture, language, environment, gender, ideology, religion, spirituality and philosophy.

Definition Of Social Studies

Social studies is the study of people in relation to each other and to their world. It is an issues-focused and inquiry-based interdisciplinary subject that draws upon history, geography, ecology, economics, law, philosophy, political science and other social science disciplines. Social studies fosters students' understanding of and involvement in practical and ethical issues that face their communities and humankind. Social studies is integral to the process of enabling students to develop an understanding of who they are, what they want to become and the society in which they want to live.

The Role Of Social Studies

Social studies develops the key values and attitudes, knowledge and understanding, and skills and processes necessary for students to become active and responsible citizens, engaged in the democratic process and aware of their capacity to effect change in their communities, society and world.

Values & Attitudes

Social studies provides learning opportunities for students to:

value the diversity, respect the dignity and support the equality of all human beings
demonstrate social compassion, fairness and justice
appreciate and respect how multiple perspectives, including Aboriginal and Francophone, shape Canada's political, socio-economic, linguistic and cultural realities
honour and value the traditions, concepts and symbols that are the expression of Canadian identity
thrive in their evolving identity with a legitimate sense of belonging to their communities, Canada and the world
demonstrate a global consciousness with respect to humanity and world issues
demonstrate a consciousness for the limits of the natural environment, stewardship for the land and an understanding of the principles of sustainability
value lifelong learning and opportunities for careers in the areas of social studies and the social sciences.

Knowledge & Understanding

Social studies provides learning opportunities for students to:

understand their rights and responsibilities in order to make informed decisions and participate fully in society
understand the unique nature of Canada and its land, history, complexities and current issues
understand how knowledge of the history of Alberta, of Canada and of the world, contributes to a better comprehension of contemporary realities
understand historic and contemporary issues, including controversial issues, from multiple perspectives
understand the diversity of Aboriginal traditions, values and attitudes
understand contemporary challenges and contributions of Aboriginal peoples in urban, rural, cultural and linguistic settings
understand the historical and contemporary realities of Francophones in Canada
understand the multiethnic and intercultural makeup of Francophones in Canada
understand the challenges and opportunities that immigration presents to newcomers and to Canada
understand how social cohesion can be achieved in a pluralistic society
understand how political and economic distribution of power affects individuals, communities and nations
understand the role of social, political, economic and legal institutions as they relate to individual and collective well-being and a sustainable society
understand how opportunities and responsibilities change in an increasingly interdependent world
understand that humans exist in a dynamic relationship with the natural environment.

Skills & Processes

Social studies provides learning opportunities for students to:

engage in active inquiry and critical and creative thinking
engage in problem solving and conflict resolution with an awareness of the ethical consequences of decision making
apply historical and geographic skills to bring meaning to issues and events
use and manage information and communication technologies critically
conduct research ethically using varied methods and sources; organize, interpret and present their findings; and defend their opinions
apply skills of metacognition, reflecting upon what they have learned and what they need to learn
recognize and responsibly address injustices as they occur in their schools, communities, Canada and the world
communicate ideas and information in an informed, organized and persuasive manner.

Program Foundations

The program of studies provides a foundation of learning experiences that address critical aspects of social studies and its application. These critical areas provide general direction for the program of studies and identify major components of its structure.

Core Concepts Of Citizenship & Identity

The dynamic relationship between citizenship and identity forms the basis for skills and learning outcomes in the program of studies.

The goal of social studies is to provide learning opportunities for students to:

understand the principles underlying a democratic society
demonstrate a critical understanding of individual and collective rights
understand the commitment required to ensure the vitality and sustainability of their changing communities at the local, provincial, national and global levels
validate and accept differences that contribute to the pluralistic nature of Canada
respect the dignity and support the equality of all human beings.

The sense of being a citizen, enjoying individual and collective rights and equitable status in contemporary society, impacts an individual's sense of identity. Individuals need to feel that their identities are viewed as legitimate before they can contribute to the public good and feel a sense of belonging and empowerment as citizens.

Social studies provides learning opportunities for students to:

understand the complexity of identity formation in the Canadian context
understand how identity and self-esteem are shaped by multiple personal, social, linguistic and cultural factors
demonstrate sensitivity to the personal and emotional aspects of identity
demonstrate skills required to maintain individuality within a group
understand that with empowerment comes personal and collective responsibility for the public good.

Social Studies & Aboriginal Perspectives & Experiences

For historical and constitutional reasons, an understanding of Canada requires an understanding:

of Aboriginal perspectives
of Aboriginal experiences
that Aboriginal students have particular needs and requirements.

Central to Aboriginal identity are languages and cultures that link each group with its physical world, worldviews and traditions. The role of Elders and community leaders is essential in this linkage.

The social studies program of studies provides learning opportunities that contribute to the development of self-esteem and identity in Aboriginal students by:

promoting and encouraging a balanced and holistic individual and strengthening individual capacity
honouring and valuing the traditions, concepts and symbols that are the expression of their identity
providing opportunities for students to express who they are with confidence as they interact and engage with others
contributing to the development of active and responsible members of groups and communities.

Social Studies & Francophone Perspectives & Experiences

For historical and constitutional reasons, an understanding of Canada requires an understanding:

of Francophone perspectives
of Francophone experiences
that Francophone students have particular needs and requirements.

Social studies occupies a central position in successful Francophone education in Alberta. Francophone schools are a focal point of the Francophone community. They meet the needs and aspirations of parents by ensuring the vitality of the community. For students enrolled in Francophone schools, the social studies program will:

strengthen Francophone self-esteem and identity
encourage students to actively contribute to the flourishing of Francophone culture, families and communities
promote partnerships among the home, community and business world
engage students in participating in the bilingual and multicultural nature of Canada.

Pluralism: Diversity & Cohesion

One of the goals of the social studies program is to foster understanding of the roles and contributions of linguistic, cultural and ethnic groups in Canada. Students will learn about themselves in relation to others. Social studies helps students to function as citizens in a society that values diversity and cohesion.

A key component of effective social organizations, communities and institutions is recognition of diversity of experiences and perspectives. The program of studies emphasizes how diversity and differences are assets that enrich our lives. Students will have opportunities to value diversity, to recognize differences as positive attributes and to recognize the evolving nature of individual identities. Race, socio-economic conditions and gender are among various forms of identification that people live with and experience in a variety of ways.

Social studies addresses diversity and social cohesion and provides processes that students can use to work out differences, drawing on the strengths of diversity. These processes include:

a commitment to respecting differences and fostering inclusiveness
an understanding and appreciation for shared values
a respect for democratic principles and processes for decision making such as dialogue and deliberation.

Diversity contributes to the development of a vibrant democratic society. Through the interactions of place and historical processes of change, diversity has been an important asset in the evolution of Canadian society. Some key manifestations of this diversity include:

First Nations, Inuit and Métis cultures
official bilingualism
immigration
multiculturalism.

Accommodation of diversity is essential for fostering social cohesion in a pluralistic society. Social cohesion is a process that requires the development of the relationships within and among communities. Social cohesion is manifested by respect for:

individual and collective rights
civic responsibilities
shared values
democracy
rule of law
diversity.

Social Studies: Learners & Learning

Students bring their own perspectives, cultures and experiences to the social studies classroom. They construct meaning in the context of their lived experience through active inquiry and engagement with their school and community. In this respect, the infusion of current events, issues and concerns is an essential component of social studies.

Social studies recognizes the interconnections and interactions among school, community, provincial, national and global institutions.

The Alberta program of studies for social studies provides learning opportunities for students to develop skills of active and responsible citizenship and the capacity to inquire, make reasoned and informed judgments, and arrive at decisions for the public good.

Students become engaged and involved in their communities by:

asking questions
making connections with their local community
writing letters and articles
sharing ideas and understandings
listening to and collaborating and working with others to design the future
empathizing with the viewpoints and positions of others
creating new ways to solve problems.

Issues-Focused Approach to Teaching Social Studies

A focus on issues through deliberation is intrinsic to the multidisciplinary nature of social studies and to democratic life in a pluralistic society. An issues-focused approach presents opportunities to address learning outcomes by engaging students in active inquiry and application of knowledge and critical thinking skills. These skills help students to identify the relevance of an issue by guiding them to develop informed positions and respect for the positions of others. This process enables students to question, validate, expand and express their understanding; to challenge their presuppositions; and to construct their own points of view.

The program of studies is designed to promote metacognition through critical reflection, questioning, decision making and consideration of multiple perspectives on issues. Through this process, students will strive to understand and explain the world in the present and to determine what kind of world they want in the future.

Current Affairs

Social studies fosters the development of citizens who are informed and engaged in current affairs. Accordingly, current affairs play a central role in learning and are integrated throughout the program. Ongoing reference to current affairs adds relevance, interest and immediacy to social studies issues. Investigating current affairs from multiple perspectives motivates students to engage in meaningful dialogue on relevant historical and contemporary issues, helping them to make informed and reasoned decisions on local, provincial, national and global issues.

An issues-focused approach that incorporates multiple perspectives and current affairs helps students apply problem-solving and decision-making skills to real-life and controversial issues.

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Opportunities may include:

current events in local communities
issues with local, provincial, national and/or global relevance
cultural celebrations
visits from dignitaries
special events.

Controversial Issues

Controversial issues are those topics that are publicly sensitive and upon which there is no consensus of values or beliefs. They include topics on which reasonable people may sincerely disagree. Opportunities to deal with these issues are an integral part of social studies education in Alberta.

Studying controversial issues is important in preparing students to participate responsibly in a democratic and pluralistic society. Such study provides opportunities to develop the ability to think clearly, to reason logically, to open-mindedly and respectfully examine different points of view and to make sound judgments.

Controversial issues that have been anticipated by the teacher, and those that may arise incidentally during instruction, should be used by the teacher to promote critical inquiry and teach thinking skills.

Strands Of Social Studies

Learning related to the core concepts of citizenship and identity is achieved through focused content at each grade level. The six strands of social studies reflect the interdisciplinary nature of social studies. The strands are interrelated and constitute the basis for the learning outcomes in the program of studies.

Time, Continuity and Change

Understanding the dynamic relationships among time, continuity and change is a cornerstone of citizenship and identity. Considering multiple perspectives on history, and contemporary issues within their historical context, enables students to understand and appreciate the social, cultural and political dimensions of the past, make meaning of the present and make decisions for the future.

The Land: Places and People

Exploring the unique and dynamic relationship that humans have with the land, places and environments affects decisions that students make and their understanding of perspectives, issues, citizenship and identity. Students will examine the impact of physical geography on the social, political, environmental and economic organization of societies. This examination also affects students' understanding of perspectives and issues as they consider how connections to the land influence their sense of place.

Power, Authority and Decision Making

Examining the concepts of power, authority and decision making from multiple perspectives helps students consider how these concepts impact individuals, relationships, communities and nations. It also broadens students' understanding of related issues, perspectives and their effect on citizenship and identity. A critical examination of the distribution, exercise and implications of power and authority is the focus of this strand. Students will examine governmental and political structures, justice and laws, fairness and equity, conflict and cooperation, decision-making processes, leadership and governance. This examination develops a student's understanding of the individual's capacity in decision-making processes and promotes active and responsible citizenship.

Economics and Resources

Exploring multiple perspectives on the use, distribution and management of resources and wealth contributes to students' understanding of the effects that economics and resources have on the quality of life around the world. Students will explore basic economic systems, trade and the effects of economic interdependence on individuals, communities, nations and the natural environment. Students will also critically consider the social and environmental implications of resource use and technological change.

Global Connections

Critically examining multiple perspectives and connections among local, national and global issues develops students' understanding of citizenship and identity and the interdependent or conflicting nature of individuals, communities, societies and nations. Exploring this interdependence broadens students' global consciousness and empathy with world conditions. Students will also acquire a better comprehension of tensions pertaining to economic relationships, sustainability and universal human rights.

Culture and Community

Exploring culture and community allows students to examine shared values and their own sense of belonging, beliefs, traditions and languages. This promotes students' development of citizenship and identity and understanding of multiple perspectives, issues and change. Students will examine the various expressions of their own and others' cultural, linguistic and social communities.

General & Specific Outcomes

The general and specific outcomes provide an organizational structure for assessment of student progress in the social studies program. These outcomes follow the progression of learning that occurs at each grade level.

General Outcomes

General outcomes identify what students are expected to know and be able to do upon completion of a grade/course. General outcomes have been identified within each grade/course.

Specific Outcomes

Specific outcomes identify explicit components of values and attitudes, knowledge and understanding, and skills and processes that are contained within each general outcome within each grade/course. Specific outcomes are building blocks that enable students to achieve general outcomes for each grade/course. Where appropriate, examples have been identified as an optional (e.g.) or required (i.e.) component of the specific outcome. At the 10-12 levels, all bracketed items are required components of the specific outcome.

Outcomes Related to Values and Attitudes

The goal of social studies is to foster the development of values and attitudes that enable students to participate actively and responsibly as citizens in a changing and pluralistic society. Attitudes are an expression of values and beliefs about an issue or topic. Respect, a sense of personal and collective responsibility, and an appreciation of human interdependence are fundamental to citizenship and identity within local, national and global communities. Developing an ethic of care toward self, others and the natural world is central to these commitments.

Outcomes Related to Knowledge and Understanding

Outcomes related to knowledge and understanding are fundamental to informed decision making. Knowledge and understanding involve the breadth and depth of information, concepts, evidence, ideas and opinions.

Outcomes Related to Skills and Processes

The specific outcomes for skills and processes provide opportunities for students to apply their learning to relevant situations and to develop, practise and maintain essential skills as their learning evolves within a grade/course and from grade to grade/course to course. The skill outcomes are grouped into the following categories for organizational purposes:

Dimensions of Thinking
Social Participation as a Democratic Practice
Research for Deliberative Inquiry
Communication

Dimensions of Thinking

In social studies, students acquire and develop thinking strategies that assist them in making connections to prior knowledge, in assimilating new information and in applying learning to new contexts. The following dimensions of thinking have been identified as key components in social studies learning:

Critical Thinking

Critical thinking is a process of inquiry, analysis and evaluation resulting in a reasoned judgment. Critical thinking promotes the development of democratic citizenship. Students will develop skills of critical thinking that include: distinguishing fact from opinion; considering the reliability and accuracy of information; determining diverse points of view, perspective and bias; and considering the ethics of decisions and actions.

Creative Thinking

Creative thinking occurs when students identify unique connections among ideas and suggest insightful approaches to social studies questions and issues. Through creative thinking, students generate an inventory of possibilities; anticipate outcomes; and combine logical, intuitive and divergent thought.

Historical Thinking

Historical thinking is a process whereby students are challenged to rethink assumptions about the past and to reimagine both the present and the future. It helps students become well-informed citizens who approach issues with an inquiring mind and exercise sound judgment when presented with new information or a perspective different from their own. Historical thinking skills involve the sequencing of events, the analysis of patterns and the placement of events in context to assist in the construction of meaning and understanding, and can be applied to a variety of media, such as oral traditions, print, electronic text, art and music.

Historical thinking allows students to develop a sense of time and place to help define their identities. Exploring the roots of the present ensures the transmission and sharing of values, and helps individuals to realize that they belong to a civil society. Historical thinking develops citizens willing to engage in a pluralistic democracy and to promote and support democratic institutions.

Geographic Thinking

Possessing geographic thinking skills provides students with the tools to address social studies issues from a geographic perspective. Geographic thinking skills involve the exploration of spatial orders, patterns and associations. They enable students to investigate environmental and societal issues using a range of geographic information. Developing these spatial skills helps students understand the relationships among people, events and the context of their physical environment, which will assist them to make choices and act wisely when confronted with questions affecting the land and water resources.

Decision Making and Problem Solving

Students develop the ability to make timely and appropriate decisions by identifying the need for a decision, then weighing the advantages, disadvantages and consequences of various alternatives. Decision making involves reserving judgments until all the options and perspectives have been explored; seeking clarity for a variety of choices and perspectives; examining the cause-and-effect relationship between choices; and basing decisions on knowledge, values and beliefs.

Problem-solving processes in social studies help students develop the ability to identify or pose problems and apply learning to consider the causes and dimensions of problems. These skills help develop thinking strategies, allowing students to determine possible courses of action and consequences of potential solutions for a problem that may have multiple or complex causes and that may not have a clear solution. Activities such as simulations, debates, public presentations and editorial writing foster the development of these skills.

Metacognition

Metacognition is "thinking about thinking." It involves critical self-awareness, conscious reflection, analysis, monitoring and reinvention. Students assess the value of the learning strategies they have used, modify them or select new strategies, and monitor the use of reinvented or new strategies in future learning situations. In this respect, students become knowledge creators and contribute to a shared understanding of the world we live in--a key feature of democratic life and commitment to pluralism.

Social Participation as a Democratic Practice

Social participation skills enable students to develop effective relationships with others, to work in cooperative ways toward common goals and to collaborate with others for the well-being of their communities. Students will develop interpersonal skills that focus on cooperation, conflict resolution, consensus building, collaborative decision making, the importance of responsibility and the acceptance of differences. Development of these skills will enhance active participation in their communities. Activities in this regard could include social action and community projects, e.g., church groups, Amnesty International, Médecins sans frontières (Doctors Without Borders).

Research for Deliberative Inquiry

Purposeful deliberation and critical reflection are essential skills and processes for democratic citizenship and problem solving. In social studies, the research process develops learners who are independent, self-motivated problem solvers and co-creators of knowledge. Developing research skills prepares students for the world of work, post-secondary studies, lifelong learning and citizenship in a complex world. These skills also enhance and enrich the process of identity formation as students critically reflect on their sense of self and relationship to others. The foundations of the research process are the application of acquired skills, the selection of appropriate resources and the use of suitable technology.

The Infusion of Technology

Technology encompasses the processes, tools and techniques that alter human activity. Information communication technology provides a vehicle for communicating, representing, inquiring, making decisions and solving problems. It involves the processes, tools and techniques for:

gathering and identifying information
re-representations of dominant texts
expressing and creating
classifying and organizing
analyzing and evaluating
speculating and predicting.

Selected curriculum outcomes from Alberta Learning's Information and Communication Technology (ICT) Program of Studies are infused throughout the social studies program of studies and are indicated by this symbol . Further information regarding the Information and Communication Technology Program of Studies is contained within that program of studies.

Communication

Communication skills enable students to comprehend, interpret and express information and ideas clearly and purposefully. These skills include the language arts of listening, speaking, reading, writing, viewing and representing, as well as the use of communication technologies for acquiring and exchanging information and ideas.

Oral, Written and Visual Literacy

Through the language arts, human beings communicate thoughts, feelings, experiences, information and opinions and learn to understand themselves and others. Speaking, writing and representing are used in the social studies program to relate a community's stories and to convey knowledge, beliefs, values and traditions through narrative history, music, art and literature.

Reading, listening and viewing in social studies enables students to extend their thinking and their knowledge and to increase their understanding of themselves and others. These skills provide students with a means of accessing the ideas, perspectives and experiences of others.

The language arts enable students to explore, organize and clarify thoughts and to communicate these thoughts to others.

Media Literacy Skills

Contemporary texts often involve more than one medium to communicate messages and as such, are often complex, having multi-layered meanings. Information texts include visual elements such as charts, graphs, diagrams, photographs, tables, pictures, collages and timelines. Media literacy skills involve accessing, interpreting and evaluating mass media texts such as newspapers, television, the Internet and advertising. Media literacy in social studies explores concepts in mass media texts, such as identifying key messages and multiple points of view that are being communicated, detecting bias, and examining the responsibility of citizens to respond to media texts.

Scope & Sequence

The core concepts and six strands of the Alberta Social Studies Kindergarten to Grade 12 Program of Studies are reflected in each grade/course. The structure provides continuity and linkages from grade to grade/course to course. In addition, the general outcomes in each grade/course are components of the one central theme reflected in the grade/course title.

Grade	Grade Title & General Outcomes	Linkages & Sequencing
Kindergarten	Being Together K.1 I Am Unique K.2 I Belong	Kindergarten emphasizes a strong sense of identity and self-esteem and is a student's introduction to citizenship.
One	Citizenship: Belonging and Connecting 1.1 My World: Home, School, Community 1.2 Moving Forward with the Past: My Family, My History and My Community	Grade 1 is an introduction to active and responsible citizenship and introduces the concept of community. The concept of historical thinking is applied to the study of community.
Two	Communities in Canada 2.1 Canada's Dynamic Communities 2.2 A Community in the Past	Grade 2 expands on the concept of community through an examination of specific characteristics of communities in Canada. Building on the introduction of historical thinking in Grade 1, Grade 2 students will examine how a community changes over time.
Three	Connecting with the World 3.1 Communities in the World 3.2 Global Citizenship	Grade 3 continues to build on the knowledge of community and citizenship by examining diverse communities in the world. Grade 3 students will be introduced to the concepts of global citizenship and quality of life.
Four	Alberta: The Land, Histories and Stories 4.1 Alberta: A Sense of the Land 4.2 The Stories, Histories and People of Alberta 4.3 Alberta: Celebrations and Challenges	Grade 4 introduces specific geographic skills through an examination of Alberta and its cultural and geographic diversity. Linkages to literature and the continued development of historical thinking are reinforced through stories and legends. Archaeology and paleontology are also introduced in Grade 4 to further develop historical thinking skills.
Five	Canada: The Land, Histories and Stories 5.1 Physical Geography of Canada 5.2 Histories and Stories of Ways of Life in Canada 5.3 Canada: Shaping an Identity	Grade 5 examines the foundations of Canada through its physical geography, the ways of life and heritage of its diverse peoples. Grade 5 presents events and issues that have impacted citizenship and identity in the Canadian context over time.
Six	Democracy: Action and Participation 6.1 Citizens Participating in Decision Making 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy	Grade 6 emphasizes the importance of active and responsible participation as the foundation of a democratic society. Students will examine how the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy.
Seven	Canada: Origins, Histories and Movement of People 7.1 Toward Confederation 7.2 Following Confederation: Canadian Expansions	Grade 7 provides a comprehensive examination of Canadian history preceding and following Confederation. The concept of intercultural contact is introduced through an examination of migration and immigration. Grade 7 forms the foundation for the continued dialogue on citizenship and identity in Canada.
Eight	Historical Worldviews Examined 8.1 From Isolation to Adaptation: Japan 8.2 Origins of a Western Worldview: Renaissance Europe 8.3 Worldviews in Conflict: The Spanish and the Aztecs	Grade 8 expands on the concept of intercultural contact and continues to develop historical thinking skills through an examination of past societies in different parts of the world.
Nine	Canada: Opportunities and Challenges 9.1 Issues for Canadians: Governance and Rights 9.2 Issues for Canadians: Economic Systems in Canada and the United States	Grade 9 focuses on citizenship, identity and quality of life and how they are impacted by political and legislative processes in Canada. The role of economic systems in Canada and the United States will also be examined.

Senior High Course Titles	Linkages & Sequencing
10-1 Perspectives on Globalization 10-2 Living in a Globalizing World	Grade 10 explores multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on identity, lands, cultures, economies, human rights and quality of life.
20-1 Perspectives on Nationalism 20-2 Understandings of Nationalism	Grade 11 explores the complexities of nationalism in Canadian and international contexts and includes study of the origins of nationalism and the influence of nationalism on regional, international and global relations.
30-1 Perspectives on Ideology 30-2 Understandings of Ideologies	Grade 12 explores the origins and complexities of ideologies. Students will investigate, analyze and evaluate government policies and actions and develop individual and collective responses to contemporary local, national and global issues.

Kindergarten

Being Together

Overview

Kindergarten students will explore who they are in relation to others in their world. They will be given opportunities to become aware of who they are as unique individuals and to express themselves by sharing their personal stories. Students will discover how they are connected to other people and to their communities and will be encouraged to express interest, sensitivity and responsibility in their interactions with others. Through inquiry into their social, physical, cultural and linguistic environments, students will see themselves as part of the larger world.

Rationale

In order to develop the foundations of active and responsible citizenship, social studies in Kindergarten emphasizes the development of a strong sense of identity, self-esteem and belonging.

Terms and Concepts

community, culture, environment, group, individual, past, respect, uniqueness

General Outcome K.1 I Am Unique	General Outcome K.2 I Belong
Students will demonstrate an understanding and appreciation of the multiple social, physical, cultural and linguistic factors that contribute to an individual's unique identity.	Students will demonstrate an understanding and appreciation of the characteristics and interests that unite members of communities and groups.
Local and Current Affairs
Opportunities to discuss issues and concerns of a local nature should be provided to allow students to engage in current affairs.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3.

Dimension of Thinking
critical thinking and creative thinking	evaluate ideas and information from different points of view
historical thinking	correctly apply terms related to time, including past, present, future
geographic thinking	create and use a simple map to locate communities studied in the world
decision making and problem solving	apply new ideas and strategies to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
age appropriate behaviour for social involvement	participate in projects that improve or meet the particular needs of their school or community
Research for Deliberative Inquiry
research and information	make connections between cause-and-effect relationships from information gathered from varied sources
Communication
oral, written and visual literacy	organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
media literacy	compare information on the same issue or topic from print media, television, photographs and the Internet

K.1: I Am Unique

General Outcome

Students will demonstrate an understanding and appreciation of the multiple social, physical, cultural and linguistic factors that contribute to an individual's unique identity.

Specific Outcomes: Values and Attitudes

Students will:

K.1.1 - value their unique characteristics, interests, gifts and talents
Identity

K.1.2 - appreciate the unique characteristics, interests, gifts and talents of others:

appreciate feelings, ideas, stories and experiences shared by others
Citizenship | Identity
value oral traditions of others
Citizenship
appreciate that French and English are Canada's official languages
Citizenship | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

K.1.3 - examine what makes them unique individuals by exploring and reflecting upon the following questions for inquiry:

What are my gifts, interests, talents and characteristics?
Identity
How do my gifts, interests, talents and characteristics make me a unique individual?
Identity
How do culture and language contribute to my unique identity?
Identity | Citizenship
What is the origin and/or significance of my given names?
Identity

K.1.4 - explore how we demonstrate respect for ourselves and others by exploring and reflecting upon the following questions for inquiry:

What are the origins of the people in our school, groups or communities?
Citizenship | The Land: Places and People
How can we show interest and sensitivity toward social, physical, cultural and linguistic diversity in the school, groups and communities?
Culture and Community | Identity
Why is speaking French and/or English important in our school, groups, or communities?
Citizenship | Culture and Community
How can we show respect and acceptance of people as they are?
Citizenship | Identity

K.2: I Belong

General Outcome

Students will demonstrate an understanding and appreciation of the characteristics and interests that unite members of communities and groups.

Specific Outcomes: Values and Attitudes

Students will:

K.2.1 - value how personal stories express what it means to belong
Identity

K.2.2 - value and respect significant people in their lives:

appreciate the important contributions of individuals at home, at school and in the community
Citizenship | Culture and Community

K.2.3 - appreciate how their participation in their communities affects their sense of belonging
Culture and Community | Identity

develop an awareness of the importance of sharing the responsibility for caring for the environment
Citizenship | The Land: Places and People
appreciate the impact that group members have on each other
Citizenship | Culture and Community
demonstrate respect for the diverse ways individuals cooperate, work and play together
Citizenship | Power, Authority and Decision Making
assume responsibility for personal actions, words and choices
Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

K.2.4 - examine the characteristics and interests that bring people together in groups by exploring and reflecting upon the following questions for inquiry:

What brings people together in a group?
Culture and Community
What might we share with people in other groups?
Culture and Community
Can we belong to several groups at one time?
Identity | Global Connections
How do we know that we belong to groups or communities?
Culture and Community | Identity
Does everyone belong to a group or a community?
Culture and Community
How does living and participating in your community affect your sense of belonging?
Culture and Community | Identity

K.2.5 - examine ways in which people create a climate of cooperation by exploring and reflecting upon the following questions for inquiry:

What are the rules at home, at school and in the community?
Power, Authority and Decision Making
Are there similar rules at home, at school and in the community?
Power, Authority and Decision Making
What are the benefits of working cooperatively with others?
Culture and Community
What are challenges that groups face in creating a peaceful atmosphere?
Citizenship | Culture and Community
In what ways can people contribute to a group or community?
Culture and Community
What actions show care and concern for the environment?
Citizenship | The Land: Places and People

Skills & Processes for Kindergarten

Dimensions of Thinking

Students will:

K.S.1 - develop skills of critical thinking and creative thinking:

consider ideas and information from varied sources
compare and contrast information provided

K.S.2 - develop skills of historical thinking:

recognize that some activities or events occur at particular times of the day or year
differentiate between events and activities that occurred recently and long ago

K.S.3 - develop skills of geographic thinking:

recognize familiar places or points of reference in their surroundings
ask geographic questions, such as asking for directions

K.S.4 - demonstrate the skills of decision making and problem solving:

provide ideas and strategies to contribute to decision making and problem solving

Social Participation as a Democratic Practice

Students will:

K.S.5 - demonstrate the skills of cooperation, conflict resolution and consensus building:

consider the needs of others
work and play in harmony with others to create a safe and caring environment
demonstrate a willingness to share space and resources

K.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

being a classroom helper

Research for Deliberative Inquiry

Students will:

K.S.7 - apply the research process:

ask questions to make meaning of a topic
gather information on a particular topic from a variety of sources, e.g., illustrations, photographs, videos, objects, auditory cues

Communication

Students will:

K.S.8 - demonstrate skills of oral, written and visual literacy:

listen to others in a socially appropriate manner
respond appropriately to comments and questions, using language respectful of human diversity

K.S.9 - develop skills of media literacy:

determine the main points or ideas in a media presentation

Glossary of Terms & Concepts - Kindergarten

The following terms and concepts are contained within the general and specific outcomes in the grade. The definitions are provided to facilitate a better understanding and more effective application of the social studies concepts presented.

community - A group of people with commonalities that may include culture, language, values and beliefs, interests, practices and ways of life, history, and/or geographically defined shared space.

culture - The beliefs, values, socially transmitted behaviours and traditions, language, arts and other human endeavours considered together as being characteristics of a particular community, period or people.

environment - What constitutes immediate surroundings and can include physical, human and natural elements.

group - People who are together and connected by shared interests and characteristics.

individual - One human being.

past - The time before now and today.

respect - Willingness to show consideration or appreciation.

uniqueness - Characteristic of something that is one of a kind.

Grade 1

Citizenship: Belonging & Connecting

Overview

Through inquiry into their social, physical, cultural and linguistic environments, Grade 1 students will see themselves as part of the larger world. They will have opportunities to share their personal stories and explore traditions and symbols that are reflected in their groups or communities. They will enhance their understanding of the diverse needs of others and how they can contribute as individuals to the well-being of the groups to which they belong. Students will explore roles and responsibilities they have as citizens in schools, groups and their own communities. They will be encouraged to care for the natural environment and to show concern for other people in their relationships, groups and communities.

Rationale

Grade 1 students will be given opportunities to further develop self-esteem by examining their own identity in relationship to groups and communities. Learning about the well-being, growth and vitality of the diverse groups to which they belong will help to build the foundations of active and responsible citizenship.

Terms and Concepts

characteristics, community, cooperation, decision making, family, interests, responsibility, role, traditions, vitality

General Outcome 1.1 My World: Home, School, and Community	General Outcome 1.2 Moving Forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their world and how active members in a community contribute to the well-being, growth and vitality of their groups and communities.	Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their families and communities are today.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3.

Dimension of Thinking
critical thinking and creative thinking	evaluate ideas and information from different points of view
historical thinking	correctly apply terms related to time, including past, present, future
geographic thinking	create and use a simple map to locate communities studied in the world
decision making and problem solving	apply new ideas and strategies to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
age appropriate behaviour for social involvement	participate in projects that improve or meet the particular needs of their school or community
Research for Deliberative Inquiry
research and information	make connections between cause-and-effect relationships from information gathered from varied sources
Communication
oral, written and visual literacy	organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
media literacy	compare information on the same issue or topic from print media, television, photographs and the Internet

1.1: My World: Home, School, & Community

General Outcome

Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their world and how active members in a community contribute to the well-being, growth and vitality of their groups and communities.

Specific Outcomes: Values and Attitudes

Students will:

1.1.1 - value self and others as unique individuals in relation to their world:

appreciate how belonging to groups and communities enriches an individual's identity
Identity
appreciate multiple points of view, languages, cultures and experiences within their groups and communities
Citizenship | Culture and Community
demonstrate respect for their individual rights and the rights of others
Citizenship | Identity
recognize and respect how the needs of others may be different from their own
Citizenship

1.1.2 - value the groups and communities to which they belong:

demonstrate a willingness to share and cooperate with others
Citizenship | Power, Authority and Decision Making
appreciate how their actions might affect other people and how the actions of others might affect them
Citizenship
demonstrate a willingness to resolve issues and/or problems peacefully
Citizenship | Power, Authority and Decision Making
assume responsibility for their individual choices and actions
Culture and Community | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

1.1.3 - examine how they belong and are connected to their world by exploring and reflecting upon the following questions for inquiry:

What different types of communities or groups do you belong to?
Culture and Community
What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)?
Culture and Community
In what ways do we belong to more than one group or community at the same time?
Culture and Community | Identity
In what ways do we benefit from belonging to groups and communities?
Citizenship | Culture and Community | Identity
What are our responsibilities and rights at home, at school, in groups and in communities?
Citizenship | Culture and Community | Identity

1.1.4 - determine what makes their communities thrive by exploring and reflecting upon the following questions for inquiry:

In what ways do people cooperate in order to live together peacefully?
Citizenship | Identity
How do groups make decisions?
Power, Authority and Decision Making
In what ways do people help one another at home, at school and in groups to ensure the vitality of their community?
Citizenship
How do our actions and decisions contribute to the well-being of groups and communities?
Citizenship | Identity | Power, Authority and Decision Making
How does caring for the natural environment contribute to the well being of our community?
Citizenship | The Land: Places and People

1.1.5 - distinguish geographic features in their own community from other communities by exploring and reflecting upon the following questions for inquiry:

What are some familiar landmarks and places in my community?
Culture and Community | Time, Continuity and Change
Why are these landmarks and places significant features of the community?
Culture and Community | Identity | Time, Continuity and Change
What are some differences between rural and urban communities?
Culture and Community | The Land: Places and People
Where is my community on a map or on a globe?
The Land: Places and People

1.2: Moving Forward with the Past: My Family, My History & My Community

General Outcome

Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their families and communities are today.

Specific Outcomes: Values and Attitudes

Students will:

1.2.1 - appreciate how stories and events of the past connect their families and communities to the present:

recognize how their families and communities might have been different in the past than they are today
Culture and Community | Time, Continuity and Change
appreciate how the languages, traditions, celebrations and stories of their families, groups and communities contribute to their sense of identity and belonging
Culture and Community | Identity | Time, Continuity and Change
recognize how their ancestors contribute to their sense of identity within their family and communities
Time, Continuity and Change | Identity
appreciate people who have contributed to their communities over time
Culture and Community | Identity | Time, Continuity and Change
recognize how diverse Aboriginal and Francophone communities are integral to Canada's character
Culture and Community | Identity
acknowledge and respect symbols of heritage and traditions in their family and communities
Culture and Community | Identity | Time, Continuity and Change

Specific Outcomes: Knowledge and Understanding

Students will:

1.2.2 - analyze how their families and communities in the present are influenced by events or people of the past by exploring and reflecting upon the following questions for inquiry:

How have changes affected my family over time (e.g., births, deaths, moves)?
Culture and Community | Time, Continuity and Change
What is my family's past in our community?
Culture and Community | Identity | Time, Continuity and Change
In what ways has my community changed over time (e.g., original inhabitants, ancestors, generations, ways of life)?
Culture and Community | Time, Continuity and Change
How have changes over time affected their families and communities in the present?
Identity | Time, Continuity and Change
In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the origins and evolution of their communities over time?
Culture and Community | Identity | Time, Continuity and Change
What connections do we have to the Aboriginal, Francophone and diverse cultures found in our communities?
Culture and Community | Identity | Time, Continuity and Change
What are some examples of traditions, celebrations and stories that started in the past and continue today in their families and communities?
Culture and Community | Identity | Time, Continuity and Change

Skills & Processes for Grade 1

Alberta Learning's Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol.

Dimensions of Thinking

Students will:

1.S.1 - develop skills of critical thinking and creative thinking:

examine ideas and information from varied sources
choose and justify a course of action
compare and contrast information from similar types of electronic sources

1.S.2 - develop skills of historical thinking:

recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

1.S.3 - develop skills of geographic thinking:

use a simple map to locate specific areas within the school and community
ask geographic questions, such as asking for directions
understand that globes and maps are visual representations of the world
locate Canada on a globe or map

1.S.4 - demonstrate skills of decision making and problem solving:

collaborate with others to devise strategies for decision making and problem solving
apply ideas and strategies to contribute to decision making and problem solving

Social Participation as a Democratic Practice

Students will:

1.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

consider the ideas and suggestions of others
work and play in harmony with others to create a safe and caring environment
demonstrate a willingness to share space and resources

1.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

behaviour in accordance with classroom, school and community expectations

Research for Deliberative Inquiry

Students will:

1.S.7 - apply the research process:

ask questions to make meaning of a topic
compare and contrast information gathered
navigate within an electronic document
access and retrieve appropriate information from electronic sources, when available, for a specific inquiry
process information from more than one source to retell what has been discovered
draw conclusions from organized information
make predictions based on organized information

Communication

Students will:

1.S.8 - demonstrate skills of oral, written and visual literacy:

interact with others in a socially appropriate manner
respond appropriately, verbally and in written forms, using language respectful of human diversity
listen to others in order to understand their point of view
create visual images using paint and draw programs

1.S.9 - develop skills of media literacy:

identify key words in a media presentation to determine the main idea

Glossary of Terms & Concepts - Grade 1

characteristics - The particular combination of qualities in a person or place that makes that person or place different from others.

cooperation - To act or work together for a particular purpose, or to help someone willingly when help is requested.

decision making - The process of making a choice after careful consideration of all available options and potential consequences.

family - A social group of people that care for and support one another, often consisting of a parent, or parents, and their children, siblings and sometimes grandparents, uncles, aunts and other caregivers.

interests - Particular characteristics that motivate people to become involved with or participate in something.

responsibility - Having control and authority over something or someone and the duty of taking care of it or him/her.

role - The position of a person or group of people in a particular situation, or the duty which someone is expected to perform.

traditions - Beliefs, principles or ways of acting which people in a particular society or group have continued to follow for a long time, or all of the beliefs, principles or ways of acting in a particular group or society.

vitality - The capacity of a group or community to connect with its heritage and establish the institutions necessary for its functioning, growth and empowerment.

Grade 2

Communities In Canada

Overview

Grade 2 students will investigate life in three diverse communities within Canada. Based on their understanding of their own communities, students will explore characteristics of selected rural and urban communities in Canada: an Inuit community, a prairie community and an Acadian community. They will apply their understanding of various aspects that define communities, such as geography, culture, language, heritage, economics and resources, in their investigation of how communities are connected. Students will discover how people live in each of these communities and will reflect upon the vastness of Canada and the diversity of Canadian communities.

Students will also be given the opportunity to study the past of their own or one of the other communities studied. Throughout the study, emphasis will be on the contribution of individuals and groups to a community.

Rationale

Grade 2 students will develop a process for identifying characteristics of communities within Canada. They will inquire into the defining characteristics of a variety of communities in Canada to foster an appreciation of what makes a community and of each community's contributions to Canada as a nation. Through these explorations, students will develop an appreciation of and respect for the vastness of Canada and the diversity of Canadian communities.

Terms and Concepts

Acadians, goods, human geography, Inuit, physical geography, services, cultural diversity, rural, urban

General Outcome 2.1 Canada's Dynamic Communities	General Outcome 2.2 A Community in the Past
Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada's communities.	Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of their community.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3.

Dimension of Thinking
critical thinking and creative thinking	evaluate ideas and information from different points of view
historical thinking	correctly apply terms related to time, including past, present, future
geographic thinking	create and use a simple map to locate communities studied in the world
decision making and problem solving	apply new ideas and strategies to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
age appropriate behaviour for social involvement	participate in projects that improve or meet the particular needs of their school or community
Research for Deliberative Inquiry
research and information	make connections between cause-and-effect relationships from information gathered from varied sources
Communication
oral, written and visual literacy	organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
media literacy	compare information on the same issue or topic from print media, television, photographs and the Internet

2.1: Canada's Dynamic Communities

General Outcome

Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canada's communities.

Specific Outcomes: Values and Attitudes

Students will:

2.1.1 - appreciate the physical and human geography of the communities studied:

appreciate how a community's physical geography shapes identity
Identity | The Land: Places and People
appreciate the diversity and vastness of Canada's land and peoples
Culture and Community | The Land: Places and People
value oral history and stories as ways to learn about the land
The Land: Places and People | Time, Continuity and Change
acknowledge, explore and respect historic sites and monuments
Culture and Community | The Land: Places and People | Time, Continuity and Change
demonstrate care and concern for the environment
Citizenship | The Land: Places and People | Economics and Resources

Specific Outcomes: Knowledge and Understanding

Students will:

2.1.2 - investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting the following questions for inquiry:

Where are the Inuit, Acadian and prairie communities located in Canada?
The Land: Places and People
How are the geographic regions different from where we live?
The Land: Places and People
What are the major geographical regions, landforms and bodies of water in each community?
The Land: Places and People
What are the main differences in climate among these communities?
The Land: Places and People
What geographic factors determined the establishment of each community (e.g., soil, water and climate)?
The Land: Places and People | Time, Continuity and Change
How does the physical geography of each community shape its identity?
Culture and Community | Identity
What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)?
Culture and Community | Identity | The Land: Places and People
How does the vastness of Canada affect how we connect to other Canadian communities?
Culture and Community | Identity | The Land: Places and People

2.1.3 - investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a prairie community in Canada by exploring and reflecting upon the following questions for inquiry:

What are the cultural characteristics of the communities (e.g., special symbols, landmarks, languages spoken, shared stories or traditions, monuments, schools, churches)?
Culture and Community | The Land: Places and People | Time, Continuity and Change
What are the traditions and celebrations in the communities that connect the people to the past and to each other?
Culture and Community | The Land: Places and People | Time, Continuity and Change
How are the communities strengthened by their stories, traditions and events of the past?
Culture and Community | Time, Continuity and Change
What are the linguistic roots and practices in the communities?
Culture and Community
What individuals and groups contributed to the development of the communities?
Culture and Community
How do these communities connect with one another (e.g., cultural exchanges, languages, traditions, music)?
Culture and Community
How do the cultural and linguistic characteristics of the communities studied contribute to Canada's identity?
Culture and Community | Identity

2.1.4 - investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following questions for inquiry:

What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)?
Economics and Resources | The Land: Places and People
What are the occupations in each of the communities?
Economics and Resources
What kinds of goods and services are available in the communities?
Economics and Resources
What impact does industry have on the communities (i.e., agriculture, manufacturing)?
Economics and Resources | The Land: Places and People

2.2: A Community in the Past

General Outcome

Students will demonstrate an understanding and appreciation of how a community emerged, and of how the various interactions and cooperation among peoples ensure the continued growth and vitality of the community.

Specific Outcomes: Values and Attitudes

Students will:

2.2.1 - appreciate how stories of the past connect individuals and communities to the present
Citizenship | Identity | Time, Continuity and Change

2.2.2 - appreciate how Aboriginal and Francophone peoples have influenced the development of the student's community
Citizenship | Culture and Community | Identity

2.2.3 - appreciate the importance of collaboration and living in harmony
Citizenship | Power, Authority and Decision Making

2.2.4 - appreciate how connections to a community contribute to one's identity
Identity

2.2.5 - appreciate how cultural and linguistic exchanges connect one community to another
Culture and Community

Specific Outcomes: Knowledge and Understanding

Students will:

2.2.6 - analyze how the community being studied emerged, by exploring and reflecting upon the following questions for inquiry:

What characteristics define their community?
Culture and Community | Identity
What is unique about their community?
Culture and Community | Identity
What are the origins of their community?
Time, Continuity and Change
What were the reasons for the establishment of their community (e.g., original fur trade fort, original inhabitants)?
Culture and Community | Time, Continuity and Change
What individuals or groups contributed to the development of their community?
Culture and Community | Time, Continuity and Change

2.2.7 - examine how the community being studied has changed, by exploring and reflecting upon the following questions for inquiry:

In what ways has our community changed over time (e.g., changes in transportation, land use)?
Culture and Community | Time, Continuity and Change
What has caused changes in their community?
Culture and Community | Time, Continuity and Change
How has the population of their community changed over time (e.g., ethnic mix, age, occupations)?
Culture and Community | The Land: Places and People | Time, Continuity and Change
How have the people who live in the community contributed to change in the community?
Culture and Community | The Land: Places and People | Time, Continuity and Change
How is the presence of Aboriginal and/or Francophone origins reflected in the community today?
Culture and Community

Skills & Processes for Grade 2

Dimensions of Thinking

Students will:

2.S.1 - develop skills of critical thinking and creative thinking:

distinguish between a fictional and a factual account about Canadian communities
choose and justify a course of action
compare and contrast information from similar types of electronic sources, such as information collected on the Internet.

2.S.2 - develop skills of historical thinking:

correctly apply terms related to time (i.e., long ago, before, after)
arrange events, facts and/or ideas in sequence

2.S.3 - develop skills of geographic thinking:

use a simple map to locate communities studied in Canada
determine distance on a map, using relative terms such as near/far, here/there
apply the concept of relative location to determine locations of people and places
use cardinal directions to locate communities studied in relation to one's own community

2.S.4 - demonstrate skills of decision making and problem solving:

apply ideas and strategies to decision making and problem solving
propose new ideas and strategies to contribute to decision making and problem solving

Social Participation as a Democratic Practice

Students will:

2.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate the ability to deal constructively with diversity and disagreement
work and play in harmony with others to create a safe and caring environment
consider the needs and ideas of others
share information collected from electronic sources to add to a group task

2.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

participate in activities that enhance their sense of belonging within their school and community

Research for Deliberative Inquiry

Students will:

2.S.7 - apply the research process:

participate in formulating research questions
develop questions that reflect a personal information need
follow a plan to complete an inquiry
access and retrieve appropriate information from electronic sources for a specific inquiry
navigate within a document, compact disc or other software program that contains links
organize information from more than one source
process information from more than one source to retell what has been discovered
formulate new questions as research progresses
draw conclusions from organized information
make predictions based on organized information

Communication

Students will:

2.S.8 - demonstrate skills of oral, written and visual literacy:

prepare and present information in their own words, using respectful language
respond appropriately to comments and questions, using respectful language
interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
display data in a problem-solving context
use technology to support a presentation

2.S.9 - develop skills of media literacy:

identify key words from gathered information on a topic or issue
compare information on the same topic or issue from print media, television and photographs

Glossary of Terms & Concepts - Grade 2

Acadians - Descendants of approximately 100 French families who settled along the shores of the Baie française (now the Bay of Fundy) in the area now known as New Brunswick, Nova Scotia and Prince Edward Island.

cultural diversity - Differences in groups having a variety of languages, ethnicity, nationalities, within a shared space.

goods - Items that are produced and have an economic value.

human geography - The branch of geography that pertains specifically to how humans adapt to their environment.

Inuit - A member of any of several Aboriginal peoples who live in coastal regions of the Canadian Arctic and in Greenland.

physical geography - The study of the physical characteristics of the environment, for example, landforms, climate and bodies of water.

rural - Relating to agricultural; or sparsely populated; of or relating to people who live in the country

services - Physical or intellectual labour.

urban - Relating to cities or city life.

Grade 3

Connecting With The World

Overview

Grade 3 students will investigate life in four diverse communities around the world. The contemporary communities examined will be drawn from India, Tunisia, Ukraine and Peru. Students will inquire into how geographic, social, cultural and linguistic factors affect quality of life in communities in the world. Students will enrich their awareness and appreciation of how people live in other places. Their understanding of global citizenship will be further developed and they will recognize Canada's involvement in other parts of the world.

Rationale

Grade 3 provides opportunities to explore the defining and diverse nature of communities around the world. There will be an exploration of how common human needs are met and how they contribute to quality of life. Grade 3 also introduces students to global citizenship.

Terms and Concepts

equator, export, global, global citizenship, goods, hemisphere, import, poles, quality of life, relative location, resources, services

General Outcome 3.1 Communities in the World	General Outcome 3.2 Global Citizenship
Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.	Students will demonstrate an understanding and appreciation of Canada's roles and responsibilities in global citizenship in relationship to communities in India, Tunisia, Ukraine and Peru.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3.

Dimension of Thinking
critical thinking and creative thinking	evaluate ideas and information from different points of view
historical thinking	correctly apply terms related to time, including past, present, future
geographic thinking	create and use a simple map to locate communities studied in the world
decision making and problem solving	apply new ideas and strategies to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
age appropriate behaviour for social involvement	participate in projects that improve or meet the particular needs of their school or community
Research for Deliberative Inquiry
research and information	make connections between cause-and-effect relationships from information gathered from varied sources
Communication
oral, written and visual literacy	organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
media literacy	compare information on the same issue or topic from print media, television, photographs and the Internet

3.1: Communities in the World

General Outcome

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.1.1 - appreciate similarities and differences among people and communities:

demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other than their own
Culture and Community

Specific Outcomes: Knowledge and Understanding

Students will:

3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

What determines quality of life?
Culture and Community
How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)?
Culture and Community | Economics and Resources | Global Connections
How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)?
Economics and Resources | Global Connections | Power, Authority and Decision Making
What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)?
Culture and Community | Global Connections | Time, Continuity and Change
How is identity reflected in traditions, celebrations, stories and customs in the communities?
Culture and Community | Identity | Time, Continuity and Change
How are the various leaders chosen in the communities (e.g., within families, within schools, within communities, within government)?
Global Connections | Power, Authority and Decision Making
How are decisions made in the communities? Who is responsible for making the decisions?
Culture and Community | Power, Authority and Decision Making
How do the individuals and groups in the communities maintain peace?
Global Connections | Power, Authority and Decision Making
How do the individuals and groups in the communities cooperate and share with other group members?
Citizenship | Culture and Community
How is cultural diversity expressed within each community?
Culture and Community | Identity

3.1.3 - examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

Where, on a globe and/or map, are the communities in relation to Canada?
The Land: Places and People
In what ways do the people in the communities depend on, adapt to and change the environment in which they live and work?
Economics and Resources | The Land: Places and People
In what ways do the communities show concern for their natural environment?
Global Connections | The Land: Places and People
How does the physical geography influence the human activities in the communities (e.g., availability of water, climate)?
Culture and Community | The Land: Places and People

3.1.4 - examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

What are the main goods and services produced by the communities studied (i.e., agricultural activities, manufacturing activities)?
Economics and Resources | Global Connections
What goods and services do the communities import from and export to other parts of the world?
Economics and Resources | Global Connections
What are the main forms of technologies, transportation and communication in the communities?
Economics and Resources | Global Connections

3.2: Global Citizenship

General Outcome

Students will demonstrate an understanding and appreciation of Canada's roles and responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.2.1 - appreciate elements of global citizenship:

recognize how their actions might affect people elsewhere in the world and how the actions of others might affect them
Citizenship | Global Connections
respect the equality of all human beings
Citizenship | Global Connections | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

3.2.2 - explore the concept of global citizenship by reflecting upon the following questions for inquiry:

How are the rights, responsibilities and roles of citizens in communities around the world the same or different than those of Canadian citizens?
Citizenship | Global Connections
What are some environmental concerns that Canada and communities around the world share?
Economics and Resources | Global Connections
In what ways can individuals and groups contribute to positive change in the world?
Citizenship | Global Connections | Power, Authority and Decision Making
How do international organizations support communities in need throughout the world (e.g., UNICEF, Red Cross, Development and Peace)?
Citizenship | Global Connections
What are examples of international organizations formed by individuals (e.g., Free the Children, Médecins sans frontières (Doctors Without Borders))?
Citizenship | Global Connections
What are examples of international organizations formed by nations (e.g., UN)?
Citizenship | Global Connections | Power, Authority and Decision Making

Skills & Processes for Grade 3

Dimensions of Thinking

Students will:

3.S.1 - develop skills of critical thinking and creative thinking:

evaluate ideas and information from different points of view
choose and justify a course of action
generate original ideas and strategies in individual and group activities
compare and contrast information from similar types of electronic sources, such as information collected on the Internet

3.S.2 - develop skills of historical thinking:

correctly apply terms related to time, including past, present, future
arrange events, facts and/or ideas in sequence

3.S.3 - develop skills of geographic thinking:

create and use a simple map to locate communities studied in the world
use cardinal and intermediate directions to locate places on maps and globes
apply the concept of relative location to determine locations of people and places
apply the terms hemisphere, poles, equator

3.S.4 - demonstrate skills of decision making and problem solving:

apply new ideas and strategies to contribute to decision making and problem solving
support proposed ideas, strategies and options with facts and reasons
collaborate with others to devise strategies for dealing with problems and issues
use technology to organize and display data in a problem-solving context

Social Participation as a Democratic Practice

Students will:

3.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
demonstrate willingness to seek consensus among members of a work group
consider the needs and points of view of others
work and play in harmony with others to create a safe and caring environment
share information collected from electronic sources to add to a group task

3.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

participate in projects that improve or meet the particular needs of their school or community

Research for Deliberative Inquiry

Students will:

3.S.7 - apply the research process:

make connections between cause-and-effect relationships from information gathered from varied sources
evaluate whether information supports an issue or a research question
develop questions that reflect a personal information need
follow a plan to complete an inquiry
access and retrieve appropriate information from electronic sources for a specific inquiry
navigate within a document, compact disc or other software program that contains links
organize information from more than one source
process information from more than one source to retell what has been discovered
draw conclusions from organized information
make predictions based on organized information
formulate new questions as research progresses

Communication

Students will:

3.S.8 - demonstrate skills of oral, written and visual literacy:

organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
listen to others in order to understand their points of view
interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
use technology to support and present conclusions

3.S.9 - develop skills of media literacy:

compare information on the same issue or topic from print media, television, photographs and the Internet
identify key words from information gathered from a variety of media on a topic or issue

Glossary of Terms & Concepts - Grade 3

equator - The imaginary circle around the Earth that is the same distance from the North and South Poles and divides the Earth into the northern and southern hemispheres.

export - To sell goods and services to another country.

global - Relating to the whole world.

global citizenship - A feeling of responsibility, beyond a country's borders, toward humanity.

goods - Items that are produced and have an economic value.

hemisphere - One half of the Earth, especially a half north or south of the equator or west or east of the Prime Meridian.

import - To buy or bring in products and services from another country, or to introduce new goods, customs or ideas to one country from another.

poles - North or South Pole: either of the two points on the Earth, the North and South Poles, that are the endpoints of its axis of rotation, are farthest from the equator, and are surrounded by icecaps.

quality of life - The sense of safety, comfort, security, health and happiness that a person has in his or her life.

relative location - A geographic location that is described by comparing its location to another location.

resources - Useful or valuable possessions or qualities of a country, organization or person.

services - Work done for somebody else: work done by somebody for somebody else as a job, a duty or a favour

Grade 4

Alberta: The Land, Histories & Stories

Overview

Grade 4 students will explore the geographic, cultural, linguistic, economic and historical characteristics that define quality of life in Alberta. They will appreciate how these characteristics reflect people's interaction with the land and how physical geography and natural resources affect quality of life. Through this exploration, students will also examine how major events and people shaped the evolution of Alberta.

Rationale

As they reflect upon the people, places and stories of Alberta, Grade 4 students will develop a sense of place, identity and belonging within Alberta.

Terms and Concepts

Aboriginal peoples, agriculture, archeology, cultural heritage, demographics, First Nations, fossils, Francophone, Francophonie, geology, Métis Nation, Métis settlements, multiculturalism, natural resources, paleontology, protected areas, sustainability, treaties

General Outcome 4.1 Alberta: A Sense of the Land	General Outcome 4.2 The Stories, Histories and Peoples of Alberta	General Outcome 4.3 Alberta: Celebrations and Challenges
Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta.	Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging.	Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 6.

Dimensions of Thinking
critical thinking and creative thinking	assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion
historical thinking	use primary sources to broaden understanding of historical events and issues
geographic thinking	construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied
decision making and problem solving	propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate the skills of compromise in order to reach group consensus
age-appropriate behaviour for social involvement	demonstrate commitment to the well-being of the community by drawing attention to situations of injustice where action is needed
Research for Deliberative Inquiry
research and information	determine the reliability of information, filtering for point of view and bias
Communication
oral, written and visual literacy	express opinions and present perspectives and information in a variety of forms, such as oral or written presentations, speeches or debates
media literacy	detect bias present in the media

4.1: Alberta: A Sense of the Land

General Outcome

Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta.

Specific Outcomes: Values and Attitudes

Students will:

4.1.1 - value Alberta's physical geography and natural environment:

appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta
The Land: Places and People
appreciate how Alberta's fossil heritage contributes to the province's unique character
The Land: Places and People
appreciate the variety and abundance of natural resources in Alberta
Economics and Resources | The Land: Places and People
appreciate the environmental significance of national and provincial parks and protected areas in Alberta
Economics and Resources | The Land: Places and People
appreciate how land sustains communities and quality of life
Economics and Resources | The Land: Places and People
demonstrate care and concern for the environment through their choices and actions
The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

4.1.2 - examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and issues:

Where is Alberta located in relation to the other provinces and territories of Canada?
The Land: Places and People
What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)?
The Land: Places and People
What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)?
The Land: Places and People
What are the significant natural resources in Alberta, and where are they located (e.g., mineral deposits, coal, natural gas and oil, forests)?
Economics and Resources | The Land: Places and People
How are Alberta's provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta's natural environment?
Economics and Resources | The Land: Places and People

4.1.3 - examine, critically, how geology and paleontology contribute to knowledge of Alberta's physical geography by exploring and reflecting upon the following questions and issues:

How did archeologists and paleontologists discover the presence of dinosaurs in Alberta?
The Land: Places and People | Time, Continuity and Change
What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)?
The Land: Places and People | Economics and Resources

4.1.4 - analyze how Albertans interact with their environment by exploring and reflecting upon the following questions and issues:

In what ways do the physical geography and natural resources of a region determine the establishment of communities?
The Land: Places and People
How are natural resources used by Albertans (i.e., agriculture, oil and natural gas, forests, coal)?
Economics and Resources | The Land: Places and People
How do Albertans deal with competing demands on land use (e.g., conservation, solar and wind power, recreation, agriculture, oil exploration, forestry)?
Economics and Resources | The Land: Places and People
In what ways does the Royal Tyrrell Museum contribute to scientific knowledge regarding Alberta's fossil heritage?
Economics and Resources | The Land: Places and People | Time, Continuity and Change
How can ownership of a discovered artifact be determined?
Citizenship | Economics and Resources | Power, Authority and Decision Making
Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta?
Citizenship | The Land: Places and People | Power, Authority and Decision Making

4.2: The Stories, Histories & Peoples of Alberta

General Outcome

Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging.

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions, and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.

In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Alberta's history and to contemporary society.

Specific Outcomes: Values and Attitudes

Students will:

4.2.1 - appreciate how an understanding of Alberta's history, peoples and stories contributes to their own sense of belonging and identity:

recognize how stories of people and events provide multiple perspectives on past and present events
Identity | Time, Continuity and Change
recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history
Culture and Community | Time, Continuity and Change
recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta's culture and identity
Culture and Community | Identity | Time, Continuity and Change
recognize the history of the French language and the vitality of Francophone communities as integral parts of Alberta's heritage
Culture and Community | Identity | Time, Continuity and Change
recognize British institutions and peoples as integral parts of Alberta's heritage
Culture and Community | Identity | Time, Continuity and Change
recognize how the diversity of immigrants from Europe and other continents has enriched Alberta's rural and urban communities
Culture and Community | Identity | Time, Continuity and Change
demonstrate respect for places and objects of historical significance
Identity | The Land: Places and People | Time, Continuity and Change

Specific Outcomes: Knowledge and Understanding

Students will:

4.2.2 - assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues:

Which First Nations originally inhabited the different areas of the province?
Culture and Community| The Land: Places and People | Time, Continuity and Change
How is the diversity of Aboriginal peoples reflected in the number of languages spoken?
Culture and Community | Identity | The Land: Places and People
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land?
Time, Continuity and Change
What movement or migration within Canada contributed to the populating of Alberta?
The Land: Places and People | Time, Continuity and Change
In what ways did Francophones establish their roots in urban and rural Alberta (i.e., voyageurs, missionary work, founding institutions, media, politics, commerce)?
Culture and Community | Identity | The Land: Places and People | Time, Continuity and Change
How did the Métis Nation and Métis settlements contribute to Alberta's identity (i.e., languages, accomplishments)?
Culture and Community | Identity | The Land: Places and People | Time, Continuity and Change
How did French and English become the two languages most used in business and politics in Alberta during the 19th and early 20th centuries?
Culture and Community | Identity | Power, Authority and Decision Making
How did British institutions provide the structure for the settlement of newcomers in Alberta (i.e., North West Mounted Police, schools, lieutenant-governor, Assembly of the Northwest Territories)?
Global Connections | Identity | Power, Authority and Decision Making | Time, Continuity and Change
How did European immigration contribute to the establishment of communities in Alberta in the late 19^th century and early 20^th century?
Culture and Community | Global Connections | Identity | Time, Continuity and Change
How did the arrival of diverse groups of people determine the establishment and continued growth of rural and urban communities?
Culture and Community | Global Connections | The Land: Places and People
How are agriculture and the establishment of communities interconnected?
Economics and Resources | The Land: Places and People

4.3: Alberta: Celebrations & Challenges

General Outcome

Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905.

Specific Outcomes: Values and Attitudes

Students will:

4.3.1 - appreciate the factors contributing to quality of life in Alberta:

value and respect their own and other cultural identities
Citizenship | Identity
demonstrate respect for the rights, opinions and perspectives of others
Citizenship | Identity
demonstrate respect for the cultural and linguistic diversity in Alberta
Citizenship | Identity
recognize global affiliations within the Alberta Francophonie
Global Connections
appreciate the influence of the natural environment and resources on the growth and development of Alberta
Economics and Resources | The Land: Places and People
value and respect their relationships with the environment
Citizenship | Economics and Resources | The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

4.3.2 - assess, critically, the challenges and opportunities that Alberta has faced in its growth and development by exploring and reflecting upon the following questions and issues:

What led to Alberta's joining Confederation?
Time, Continuity and Change | Power, Authority and Decision Making
What key events have impacted the economy of Alberta (i.e., drought of the 1930s, discovery of oil)?
Economics and Resources | The Land: Places and People | Time, Continuity and Change
In what ways have occupations and commerce been affected by geography, climate and natural resources in Alberta (i.e., forestry, agriculture, aviation, seasonal activities, tourism)?
Economics and Resources | The Land: Places and People | Time, Continuity and Change

4.3.3 - examine, critically, Alberta's changing cultural and social dynamics by exploring and reflecting upon the following questions and issues:

In what ways has Alberta changed demographically since 1905 (i.e., population distribution in rural and urban areas, arrival of diverse ethnic groups, languages spoken)?
Culture and Community | Identity | The Land: Places and People | Time, Continuity and Change
In what ways have Aboriginal peoples and communities changed over time?
Culture and Community | Identity | Time, Continuity and Change
How has multiculturalism in Alberta evolved over time?
Culture and Community | Identity | Global Connections| The Land: Places and People
How has the Alberta Francophonie become increasingly multicultural?
Culture and Community | Identity | Global Connections
How do buildings, historic sites and institutions reflect the establishment and cultural diversity of communities in Alberta (i.e., Glenbow Museum, Royal Alberta Museum, Head-Smashed-In Buffalo Jump, Writing-on-Stone Provincial Park, Father Lacombe Chapel Provincial Historic Site, Ukrainian Cultural Heritage Village)?
Culture and Community | Identity | The Land: Places and People | Time, Continuity and Change
How do the names of geographic places reflect the origins of the people who inhabited, discovered or developed communities in these places?
Culture and Community | Identity | The Land: Places and People | Time, Continuity and Change
In what ways have music, art, narratives and literature contributed to the vitality of the culture, language and identity of diverse Alberta communities over time?
Identity | Culture and Community | The Land: Places and People | Time, Continuity and Change
How does living in a particular community, region or province help shape individual and collective identity?
Culture and Community | Identity | The Land: Places and People

4.3.4 - examine recreation and tourism in Alberta by exploring and reflecting upon the following questions and issues:

How do recreational sites and activities reflect Alberta's heritage and strengthen communities (e.g., festivals, fairs, celebrations, rodeos)?
Citizenship | Culture and Community | Identity | Economics and Resources
How do physical geography and climate affect seasonal activities throughout Alberta?
Economics and Resources | The Land: Places and People
To what extent do recreation and tourism foster appreciation of Alberta's natural regions and environment?
Economics and Resources | The Land: Places and People
In what ways do interests concerning tourism and the natural environment conflict?
Economics and Resources | The Land: Places and People

Skills & Processes for Grade 4

Alberta Education's Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

4.S.1 - develop skills of critical thinking and creative thinking:

evaluate significant local and current affairs, distinguishing between fact and opinion
evaluate, critically, ideas, information and positions from multiple perspectives
re-evaluate opinions to broaden understanding of a topic or an issue
generate original ideas and strategies in individual and group activities
seek responses to inquiries from various authorities through electronic media

4.S.2 - develop skills of historical thinking:

use photographs and interviews to make meaning of historical information
use historical and community resources to understand and organize the sequence of local historical events
explain the historical context of key events of a given time period

4.S.3 - develop skills of geographic thinking:

use the scale on maps of Alberta to determine the distance between places
construct graphs, tables, charts and maps to interpret information
use historical maps to make meaning of historical events and issues
use cardinal and intermediate directions to locate places on maps and globes
identify the location of sources of nonrenewable resources (e.g., fossil fuels, minerals)

4.S.4 - demonstrate skills of decision making and problem solving:

contribute and apply new ideas and strategies, supported with facts and reasons, to decision making and problem solving
identify situations where a decision needs to be made and a problem requires attention
select and use technology to assist in problem solving
use data gathered from a variety of electronic sources to address identified problems
solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
use graphic organizers, such as mind mapping/webbing, flowcharting and outlining, to present connections among ideas and information in a problem-solving environment

Social Participation as a Democratic Practice

Students will:

4.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate an awareness of the skills required for compromise and consensus building
demonstrate the ability to deal constructively with diversity and disagreement
consider the needs and points of view of others
work collaboratively with others to complete a group task
share information collected from electronic sources to add to a group task

4.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

initiate projects that meet the particular needs or expectations of their school or community

Research for Deliberative Inquiry

Students will:

4.S.7 - apply the research process:

develop the skills of skimming and scanning to gather relevant information
organize and synthesize information gathered from a variety of sources
use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
draw and support conclusions, based on information gathered, to answer a research question
formulate new questions as research progresses
cite references as part of research
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
navigate within a document, compact disc or software application that contains links
organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories
organize information by using tools such as databases, spreadsheets or electronic webbing

Communication

Students will:

4.S.8 - demonstrate skills of oral, written and visual literacy:

organize and present information, taking particular audiences and purposes into consideration
respond appropriately to comments and questions, using language respectful of human diversity
listen to others in order to understand their perspectives
create visual images for particular audiences and purposes
use selected presentation tools to demonstrate connections among various pieces of information
communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

4.S.9 - develop skills of media literacy:

compare information on the same issue or topic from print media, television, photographs and the Internet
examine diverse perspectives regarding an issue presented in the media
identify and distinguish points of view expressed in electronic sources on a particular topic

Glossary of Terms & Concepts - Grade 4

Aboriginal peoples - The descendants of the original inhabitants of North America. First Nations, Inuit and Métis peoples have unique heritages, languages, cultural practices and spiritual beliefs.

agriculture - The sector of the economy that deals with farming.

archeology - The study of the buildings, containers and other, usually buried, objects that belonged to people who lived in the past.

cultural heritage - The beliefs, customs, knowledge, values and historical experiences shared by a given group.

demographics - Information pertaining to the study of a population.

First Nations - Refers to the various governments of the First Nations peoples of Canada. There are over 630 First Nations across Canada, with 46 First Nations in Alberta.

fossils - Remnants or traces of organisms (plants or animals) of a past geologic age, such as skeletons embedded and preserved in the Earth's crust.

Francophone - A person for whom French is the first language learned and/or still in use; a person of French language and culture.

Francophonie - entire Francophone community in a given region, province, territory or country, or in the world. On a global level, La Francophonie is a group of 47 countries (representing approximately 150 million people) on five continents in which French is an official or commonly used language.

geology - The study of the origin, history and structure of the Earth.

Métis Nation - A group of individuals who are associated with a recognized Métis family or community and who self-identify as Métis people. The Métis Nation of Alberta Association (MNAA) consists of an elected provincial president and vice-president and an elected zone president and vice-president for each of the six zones across Alberta. There are approximately 65 MNAA locals across Alberta.

Métis settlements - Eight distinct geographic areas in northern Alberta, established in the 1930s as corporate entities and similar to municipal corporations, with broad self-governing powers. The settlements are governed locally by elected five-member councils and collectively by the Métis Settlements General Council.

multiculturalism - The policy of recognizing and promoting the cultural diversity of a population sharing a common territory.

natural resources - Elements of the natural environment that are of use to humans. They include nonrenewable and renewable resources. Nonrenewable resources, such as oil, natural gas and minerals, are limited in quantity; renewable resources, such as forests, water and fish, can be regenerated and can last indefinitely if used carefully.

paleontology - The study of the forms of life existing in prehistoric times.

protected areas - Areas identified and legislated by federal, provincial and municipal governments as needing particular care and protection for environmental and/or cultural reasons.

sustainability - The ability of land to maintain life and/or provide necessities or nourishment on a continued and renewed basis for the organisms interacting with it and depending on it.

treaties - Legal documents between government and a First Nation that confer rights and obligations on both parties. To First Nations peoples, the treaties are sacred documents made by the parties and often sealed by a pipe ceremony.

Grade 5

Canada: The Land, Histories & Stories

Overview

Grade 5 students will examine how the ways of life of peoples in Canada are integral to Canadian culture and identity. They will explore the geographic vastness of Canada and the relationships between the land, places and people. As they reflect upon the stories of diverse Aboriginal, French, British and immigrant experiences in Canada over time, students will develop a sense of place and an awareness of how these multiple stories contribute to students' sense of citizenship and identity.

Rationale

Grade 5 students will be provided with opportunities to explore how the diversity of stories and experiences, and the vastness of Canada, affect citizenship and identity in the Canadian context.

Terms and Concepts

Aboriginal, anthropology, archaeology, Canadian Charter of Rights and Freedoms, Confederation, coureurs des bois, cultural heritage, demographics, Elder, First Nations, Francophone, fur trade, Great Depression, Great Migration, habitants, immigration, industrialization, Inuit, Métis, New France, reserve, seigneurial system, treaties, voyageurs

General Outcome 5.1 Physical Geography of Canada	General Outcome 5.2 Histories and Stories of Ways of Life in Canada	General Outcome 5.3 Canada: Shaping an Identity
Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians.	Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada's heritage.	Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 6.

Dimensions of Thinking
critical thinking and creative thinking	assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion
historical thinking	use primary sources to broaden understanding of historical events and issues
geographic thinking	construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied
decision making and problem solving	propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate the skills of compromise in order to reach group consensus
age-appropriate behaviour for social involvement	demonstrate commitment to the well-being of the community by drawing attention to situations of injustice where action is needed
Research for Deliberative Inquiry
research and information	determine the reliability of information, filtering for point of view and bias
Communication
oral, written and visual literacy	express opinions and present perspectives and information in a variety of forms, such as oral or written presentations, speeches or debates
media literacy	detect bias present in the media

5.1: Physical Geography of Canada

General Outcome

Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians.

Specific Outcomes: Values and Attitudes

Students will:

5.1.1 - value Canada's physical geography and natural environment:

appreciate the variety and abundance of natural resources in Canada
Economics and Resources| The Land: Places and People
appreciate the diversity of geographic phenomena in Canada
The Land: Places and People
appreciate the environmental significance of national parks and protected areas in Canada
Economics and Resources | The Land: Places and People
appreciate how the land sustains communities and the diverse ways that people have of living with the land
Global Connections | The Land: Places and People
appreciate the influence of the natural environment on the growth and development of Canada
The Land: Places and People
demonstrate care and concern for the environment through their choices and actions
Global Connections | The Land: Places and People
appreciate the geographic vastness of Canada
The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

5.1.2 - examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:

What are the major geographical regions, landforms and bodies of water in Canada?
The Land: Places and People
How do landforms, bodies of water and natural resources affect the quality of life in Canada?
The Land: Places and People
How have natural disasters and severe weather been part of Canada's physical geography?
The Land: Places and People | Time, Continuity and Change
What are the differences and similarities among the geographical regions of Canada?
The Land: Places and People
How is the geographical region they live in different from other regions of Canada?
The Land: Places and People
What are the factors that determine climate in the diverse geographical regions of Canada (e.g., latitude, water, mountains)?
The Land: Places and People
How are Canada's national parks and protected areas important to the sustainability of Canada's natural environment?
Economics and Resources | The Land: Places and People

5.1.3 - analyze how people in Canada interact with the environment by exploring and reflecting upon the following questions and issues:

In what ways do natural resources and the physical geography of a region determine the establishment of communities?
Economics and Resources | The Land: Places and People
How are natural resources used, exchanged and conserved in Canada?
Economics and Resources | The Land: Places and People
Whose responsibility should it be to ensure the preservation of Canada's national parks and protected areas?
Citizenship | Economics and Resources | The Land: Places and People

5.2: Histories & Stories of Ways of Life in Canada

General Outcome

Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada's heritage.

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.

In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Canada's history and contemporary society.

Specific Outcomes: Values and Attitudes

Students will:

5.2.1 - appreciate the complexity of identity in the Canadian context:

recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
Identity | Time, Continuity and Change
acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history
Culture and Community | Identity | Time, Continuity and Change
acknowledge the roots of Francophone identity and presence in Canada
Culture and Community | Identity | Time, Continuity and Change
acknowledge British influence and presence in Canada
Culture and Community | Identity | Time, Continuity and Change
acknowledge the contributions made by diverse cultural groups to the evolution of Canada
Culture and Community | Identity | Time, Continuity and Change
recognize how changes in society can affect identity
Culture and Community | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

5.2.2 - examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues:

What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land?
Identity | Culture and Community | Time, Continuity and Change | The Land: Places and People
How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada?
Identity | Culture and Community | Time, Continuity and Change
How were the natural environment and geography of each region of Canada determining factors of the diversity among Aboriginal groups (e.g., languages, symbolism)?
The Land: Places and People | Time, Continuity and Change
What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast?
Identity | Culture and Community | The Land: Places and People
In what ways do anthropology and archaeology contribute to our understanding of First Nations, Métis and Inuit peoples?
Culture and Community | The Land: Places and People | Time, Continuity and Change

5.2.3 - examine, critically, ways of life in New France by exploring and reflecting upon the following questions and issues:

How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone history, culture and presence throughout Canada?
Identity | Culture and Community | Time, Continuity and Change
What do stories about the habitants tell us about Francophone history, culture and presence in Canada?
Identity | Culture and Community | Time, Continuity and Change

5.2.4 - examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:

How are the stories of the Métis people, their culture and heritage rooted in the fur trade?
Culture and Community | Identity | Time, Continuity and Change
How do stories about ways of life in fur trade forts reflect the British influence in Canada?
Culture and Community | Time, Continuity and Change | Power, Authority and Decision Making
What were the main languages spoken by fur traders and their families in the fur trade forts?
Identity | Culture and Community | Time, Continuity and Change | Economics and Resources

5.2.5 - examine, critically, ways of life of the United Empire Loyalists by exploring and reflecting upon the following questions and issues:

What do stories of the United Empire Loyalists tell us about British culture and presence in Canada?
Culture and Community | Identity | Time, Continuity and Change
How did the diversity of United Empire Loyalists contribute to Canadian diversity?
Identity | Culture and Community | Time, Continuity and Change | The Land: Places and People

5.2.6 - examine, critically, the ways of life of immigrants from the British Isles during the Great Migration by exploring and reflecting upon the following questions and issues:

What do stories of Irish and Scottish immigrants tell us about their heritage and presence in Canada?
Culture and Community | Identity | Time, Continuity and Change
What do stories of British peoples tell us about the British history, culture and presence in Canada?
Culture and Community | Identity | Time, Continuity and Change

5.2.7 - examine, critically, how the North West Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions and issues:

What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada?
The Land: Places and People | Power, Authority and Decision Making
How have stories of the North West Mounted Police shaped identity in western and northern Canada?
Identity | Time, Continuity and Change | Power, Authority and Decision Making

5.2.8 - examine, critically, ways of life of non-European immigrants by exploring and reflecting upon the following questions and issues:

How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada?
Culture and Community | Identity | Time, Continuity and Change
What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada?
Culture and Community | Identity | Time, Continuity and Change | The Land: Places and People
How do stories of immigrants from India contribute to an understanding of diversity in Canada?
Culture and Community | Identity

5.2.9 - examine, critically, how European immigrants shaped ways of life in western Canada by exploring and reflecting upon the following questions and issues:

What do stories of immigrants from Ukraine, Poland, Russia and Germany tell us about their history and presence in western Canada?
Culture and Community | Identity | Global Connections | The Land: Places and People | Time, Continuity and Change
How were European immigrants affected by pressures to conform in western Canada?
Citizenship | Culture and Community | Identity | Global Connections | The Land: Places and People | Time, Continuity and Change

5.3: Canada: Shaping an Identity

General Outcome

Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.

Specific Outcomes: Values and Attitudes

Students will:

5.3.1 - appreciate how changes impact citizenship and identity:

recognize how economic and political changes impact ways of life of citizens
Citizenship | Economics and Resources | Identity | Power, Authority and Decision Making
recognize the effects of Confederation on citizenship and identity from multiple perspectives
Citizenship | Identity | Power, Authority and Decision Making | Time, Continuity and Change
recognize the historical significance of French and English as Canada's official languages
Citizenship | Identity | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

5.3.2 - assess, critically, the changes that occurred in Canada immediately following Confederation by exploring and reflecting upon the following questions and issues:

How did John A. Macdonald and George-Étienne Cartier contribute as partners of Confederation?
Time, Continuity and Change | Power, Authority and Decision Making
How did the circumstances surrounding Confederation eventually lead to French and English becoming Canada's two official languages?
Identity | Citizenship | Power, Authority and Decision Making
How did the building of Canada's national railway affect the development of Canada?
Culture and Community | Economics and Resources | Power, Authority and Decision Making
Why were Aboriginal peoples excluded from the negotiations surrounding Confederation?
Time, Continuity and Change | Power, Authority and Decision Making

5.3.3 - assess, critically, how the Famous Five brought about change in Canada by exploring and reflecting upon the following questions and issues:

Who were the Famous Five?
The Land: Places and People | Time, Continuity and Change
How did they identify the need for change in Canadian laws?
Citizenship | Identity | Power, Authority and Decision Making
How did the changes brought on by their actions affect individual rights in Canada?
Citizenship | Identity | Power, Authority and Decision Making

5.3.4 - assess, critically, how economic booms and crashes affected ways of life in Canada by exploring and reflecting upon the following questions and issues:

How did the First World War contribute to the industrialization and urbanization of Canada?
Economics and Resources | The Land: Places and People
In what ways did the Great Depression of the 1930s affect ways of life in urban and rural communities?
Economics and Resources | The Land: Places and People | Time, Continuity and Change
How did the economic boom immediately following the Second World War affect ways of life in Canada?
Culture and Community | Economics and Resources | Time, Continuity and Change

5.3.5 - assess, critically, how historical events shaped collective identity in the Canadian context by exploring and reflecting upon the following questions and issues:

How was the Statute of Westminster a recognition of Canada as a country?
Citizenship | Identity | Time, Continuity and Change
How did Lester B. Pearson's initiative within the United Nations contribute to Canada's identity as a peacekeeping country?
Global Connections | Identity | Power, Authority and Decision Making
How did the adoption of the Canadian flag affect collective identity within Canada?
Identity | The Land: Places and People
How was the patriation of the Constitution in 1982 a step toward nationhood?
Global Connections | Identity | Power, Authority and Decision Making
How is the Canadian Charter of Rights and Freedoms a symbol of Canada's emerging identity?
Identity | Power, Authority and Decision Making
What factors led to the creation of Nunavut?
Identity | Culture and Community | The Land: Places and People | Power, Authority and Decision Making

Skills & Processes for Grade 5

Dimensions of Thinking

Students will:

5.S.1 - develop skills of critical thinking and creative thinking:

analyze significant local and current affairs from a variety of sources, distinguishing between fact and opinion
evaluate ideas, information and positions from multiple perspectives
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate original ideas and strategies in situations of individual and group activities
seek responses to inquiries from various authorities through electronic media
recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

5.S.2 - develop skills of historical thinking:

use photographs and interviews to make meaning of historical information
use historical and community resources to understand and organize the sequence of national historical events
explain the historical context of key events of a given time period
organize information, using such tools as a database, spreadsheet or electronic webbing

5.S.3 - develop skills of geographic thinking:

use latitude and longitude to determine the absolute location of places in Canada on maps and globes
construct maps, diagrams and charts to display geographic information
use historical maps to make meaning of historical events and issues
use cardinal and intermediate directions and simple grids to locate places on maps and globes
use the scale on maps and globes to determine the distance between places
list, map and discuss major waterways that have been significant in the establishment of communities in Canada (e.g., St. Lawrence River, Great Lakes, St. Lawrence Seaway, Red River)

5.S.4 - demonstrate skills of decision making and problem solving:

determine when a decision needs to be made in dealing with problems and issues
collaborate with others to apply strategies for decision making and problem solving
select and use technology to assist in problem solving
use data gathered from a variety of electronic sources to address identified problems
solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
generate alternative solutions to problems by using technology to facilitate the process

Social Participation as a Democratic Practice

Students will:

5.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

consider multiple points of view while attempting to reach group consensus
demonstrate the ability to deal constructively with diversity and disagreement
work collaboratively with others to achieve a common goal
record group brainstorming, planning and sharing of ideas by using technology
retrieve data from available storage devices, such as a shared folder, to which a group has contributed

5.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate commitment to the well-being of the school or community by volunteering to help where needed

Research for Deliberative Inquiry

Students will:

5.S.7 - apply the research process:

determine themes, patterns and trends from information gathered
use graphs, tables, charts and Venn diagrams to interpret information
draw and support conclusions, based on information gathered, to answer a research question
cite references as part of research
design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)
navigate within a document, compact disc or other software program that contains links
organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories
organize information, using such tools as a database, spreadsheet or electronic webbing
use a variety of technologies to organize and synthesize researched information
reflect on and describe the processes involved in completing a project

Communication

Students will:

5.S.8 - demonstrate skills of oral, written and visual literacy:

select appropriate forms of delivery for written and oral information, taking particular audiences and purposes into consideration
respond appropriately to comments and questions, using language respectful of human diversity
listen to others to understand their perspectives
create visual images for particular audiences and purposes
identify and distinguish points of view expressed in electronic sources on a particular topic
extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail
communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

5.S.9 - develop skills of media literacy:

examine how various people might interpret a media message differently
examine diverse perspectives regarding an issue presented in the media

Glossary of Terms & Concepts - Grade 5

Aboriginal - The descendants of the original inhabitants of North America. First Nations, Inuit and Métis peoples have unique heritages, languages, cultural practices and spiritual beliefs. Aboriginal is also a term used in other parts of the world to refer to the first inhabitants of a given area.

anthropology - The study of the human race, its cultures and societies, and their physical development.

archaeology - The study of the buildings, containers and other, usually buried, objects that belonged to people who lived in the past.

Canadian Charter of Rights and Freedoms - Document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.

Confederation - The passage of the British North America Act by the British Parliament in 1867, uniting the four provinces of Ontario, Québec, New Brunswick and Nova Scotia.

coureurs des bois - Young men who left the villages of New France to live among Aboriginal peoples; they made trading agreements and collected furs, learned native languages, and became skilled at wilderness travel and the native way of life.

cultural heritage - The beliefs, customs, knowledge, values and historical experiences shared by a given group.

demographics - Information pertaining to the study of a population.

Elder - Any person regarded or chosen by an Aboriginal group to be the keeper and teacher of its oral tradition and knowledge. This is a person who is recognized for his or her wisdom about spirituality, culture and life. Not all Elders are "old." An Aboriginal community and/or Aboriginal individuals will typically seek the advice and assistance of Elders regarding traditional as well as contemporary issues.

First Nations - Refers to the various governments of the First Nations peoples of Canada. There are over 630 First Nations across Canada, with 46 First Nations in Alberta.

Francophone - A person for whom French is the first language learned and/or still in use; a person of French language and culture.

fur trade - An important economic activity that took place in British North America between the 16th and 19th centuries, involving the buying and selling of animal pelts, primarily beaver.

Great Depression - Severe, prolonged period of low economic activity and high unemployment that existed in the 1930s.

Great Migration - The period between 1815 and 1850 during which large numbers of British immigrants immigrated to Canada.

habitants - Tenant farmers of New France who held land under the seigneurial system.

immigration - Movement of people intending to establish a home and gain citizenship in a country that is not their native country.

industrialization - The movement toward the use of machinery to collect and manufacture raw materials.

Inuit - Aboriginal peoples in northern Canada, most of whom live above the tree line in the Northwest Territories, northern Québec and Labrador.

Métis - People of mixed First Nations and European ancestry who identify themselves as Métis people. They are distinct from First Nations, Inuit and non-Aboriginal peoples. The Métis history and culture draws on diverse ancestral origins, such as Scottish, Irish, French, Ojibway and Cree.

New France - All the territory in North America claimed by France from the 1520s to 1763. This vast territory, from the Hudson Strait to the Gulf of Mexico, included Acadia, Louisiana and the Mississippi Valley. The largest French population was concentrated in the St. Lawrence Valley.

reserve - An area of land that is protected and set aside by the federal government for Aboriginal peoples in accordance with treaties.

seigneurial system - Name for the system by which land was held in New France. The Royal government in France granted large blocks of land in New France to French nobles, army officers, merchants and government officials, who became known as seigneurs (meaning "lords" or "landlords"). The seigneurs were required to either farm their land themselves or lease much of it to farmers (known as habitants).

treaties - Legal documents between a government and a First Nation that confer rights and obligations on both parties. To First Nations peoples, the treaties are sacred documents made by the parties and often sealed by a pipe ceremony.

voyageurs - Adventurers who ventured west by canoe from Montréal to the interior to trade with Aboriginal peoples for furs.

Grade 6

Democracy: Action & Participation

Overview

Grade 6 students will examine how participation in the democratic process is a means for governments and citizens to effect change in their communities. They will explore how democratic principles and ideals are reflected in the structure and functions of their local and provincial governments. Students will examine how ancient Athens and the Iroquois Confederacy have influenced Canada's democratic processes.

Rationale

Grade 6 students will broaden their understanding of democracy in the Canadian experience and develop an awareness of the active role that engaged citizens can play within the democratic process.

Terms and Concepts

ACFA, Canadian Charter of Rights and Freedoms, collective identity, consensus, democracy, electorate, equity, fairness, FNA, justice, local government, MLA, MNAA, official language minorities, provincial government, representative democracy, Treaty of La Grande Paix de Montréal, Wampum Treaty

General Outcome 6.1 Citizens Participating in Decision Making	General Outcome 6.2 Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy
Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process.	Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 6.

Dimensions of Thinking
critical thinking and creative thinking	assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion
historical thinking	use primary sources to broaden understanding of historical events and issues
geographic thinking	construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied
decision making and problem solving	propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate the skills of compromise in order to reach group consensus
age-appropriate behaviour for social involvement	demonstrate commitment to the well-being of the community by drawing attention to situations of injustice where action is needed
Research for Deliberative Inquiry
research and information	determine the reliability of information, filtering for point of view and bias
Communication
oral, written and visual literacy	express opinions and present perspectives and information in a variety of forms, such as oral or written presentations, speeches or debates
media literacy	detect bias present in the media

6.1: Citizens Participating in Decision Making

General Outcome

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process.

Specific Outcomes: Values and Attitudes

Students will:

6.1.1 - recognize how individuals and governments interact and bring about change within their local and national communities:

recognize and respect the democratic rights of all citizens in Canada
Citizenship | Identity
value the role of the Canadian Charter of Rights and Freedoms in protecting individual and collective rights and freedoms
Identity | Power, Authority and Decision Making
recognize the influence of historical events and legislation on democratic decision making in Canada
Time, Continuity and Change | Power, Authority and Decision Making
value citizens' participation in a democratic society
Citizenship
value the contributions of elected representatives in the democratic process
Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

6.1.2 - demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues:

What is democracy (i.e., justice, equity, freedoms, representation)?
Citizenship | Power, Authority and Decision Making
What are the similarities and differences between direct and representative democracy?
Power, Authority and Decision Making
What are the rights and responsibilities of citizens living in a representative democracy?
Citizenship | Power, Authority and Decision Making
How does Canada's justice system help protect your democratic and constitutional rights?
Citizenship | Power, Authority and Decision Making

6.1.3 - analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by exploring and reflecting upon the following questions and issues:

How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians?
Identity | Power, Authority and Decision Making
How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)?
Identity | Power, Authority and Decision Making
How did the Treaty of La Grande Paix de Montréal address collective identity and collective rights?
Identity | Power, Authority and Decision Making | Time, Continuity and Change
How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights and Freedoms compare in the way that each addresses individual and collective identity and collective rights?
Power, Authority and Decision Making | Time, Continuity and Change | Identity
Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution?
Citizenship | Identity | Power, Authority and Decision Making

6.1.4 - analyze the structure and functions of local governments in Alberta by exploring and reflecting upon the following questions and issues:

How are representatives chosen to form a local government (i.e., electoral process)?
Power, Authority and Decision Making
What are the responsibilities of local governments (i.e., bylaws, taxes, services)?
Power, Authority and Decision Making
How are local governments structured differently in rural and urban settings?
Power, Authority and Decision Making
What role is played by school boards (i.e., public, separate, Francophone) within local communities?
Power, Authority and Decision Making

6.1.5 - analyze the structure and functions of Alberta's provincial government by exploring and reflecting upon the following questions and issues:

How is the provincial government structured?
Power, Authority and Decision Making
What is the role and status of the Lieutenant Governor within the provincial government?
Global Connections | Power, Authority and Decision Making
What are the responsibilities of the provincial government (i.e., laws, taxes, services)?
Power, Authority and Decision Making
How are representatives chosen at the provincial level of government (i.e., electoral process)?
Power, Authority and Decision Making
What are the differences between the responsibilities of a Member of the Legislative Assembly (MLA) and a cabinet minister?
Power, Authority and Decision Making

6.1.6 - analyze how individuals, groups and associations within a community impact decision making of local and provincial governments by exploring and reflecting upon the following questions and issues:

How can individuals, groups and associations within a community participate in the decision-making process regarding current events or issues (i.e., lobbying, petitioning, organizing and attending local meetings and rallies, contacting elected representatives)?
Citizenship | Power, Authority and Decision Making
How do associations such as the Association canadienne-française de l'Alberta (ACFA), the Métis Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA) provide their members with a voice, at local and provincial levels, exercising historical and constitutional rights?
Citizenship | Identity | Power, Authority and Decision Making
In what ways do elected officials demonstrate their accountability to the electorate (e.g., respond to constituents, participate in local events, represent and express in government meetings the concerns of constituents)?
Citizenship | Power, Authority and Decision Making

6.2: Historical Models of Democracy: Ancient Athens & the Iroquois Confederacy

General Outcome

Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy.

Specific Outcomes: Values and Attitudes

Students will:

6.2.1 - appreciate the relationship between the values of a society and the model of government adopted within a society
Power, Authority and Decision Making

6.2.2 - value the role of participation by citizens in diverse democratic societies
Citizenship | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

6.2.3 - analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting upon the following questions and issues:

How was the government of ancient Athens structured?
Power, Authority and Decision Making
How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making?
Citizenship | Power, Authority and Decision Making
How did identity, status and class structure impact citizenship in ancient Athens?
Citizenship | Identity
How did the social structure of ancient Athens impact its political structure?
Culture and Community | Power, Authority and Decision Making
To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens?
Identity | Power, Authority and Decision Making

6.2.4 - analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues:

How was the Iroquois Confederacy structured?
Power, Authority and Decision Making
What was the role and status of women within the Iroquois Confederacy?
Identity | Power, Authority and Decision Making
What are the advantages and disadvantages of consensus as a decision-making model for government?
Power, Authority and Decision Making
How did the Six Nations use the consensus-building process?
Power, Authority and Decision Making
How did the Wampum Belt address collective identity?
Identity | Power, Authority and Decision Making
How did the social structure of the Iroquois Confederacy impact its political structure?
Culture and Community | Power, Authority and Decision Making
To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness?
Power, Authority and Decision Making

Skills & Processes for Grade 6

Dimensions of Thinking

Students will:

6.S.1 - develop skills of critical thinking and creative thinking:

assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion
critically evaluate ideas, information and positions
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate original ideas and strategies in individual and group activities
seek responses to inquiries from various authorities through electronic media

6.S.2 - develop skills of historical thinking:

use primary sources to interpret historical events and issues
use historical and community resources to understand and organize the sequence of historical events
explain the historical contexts of key events of a given time period
use examples of events to describe cause and effect and change over time
organize information, using such tools as a database, spreadsheet or electronic webbing

6.S.3 - develop skills of geographic thinking:

construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied
use geographic tools, including software, that assist in preparing graphs and maps
use cardinal and intermediate directions to locate places on maps and globes
use scales to determine the distance between places on maps and globes
identify geographic problems and issues and pose geographic questions

6.S.4 - demonstrate skills of decision making and problem solving:

propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving
consider multiple perspectives when dealing with issues, decision making and problem solving
collaborate with others to devise strategies for dealing with problems and issues
select and use technology to assist in problem solving
use data gathered from a variety of electronic sources to address identified problems
solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment
solve issue-related problems, using such communication tools as a word processor or e-mail to involve others in the process
generate alternative solutions to problems by using technology to facilitate the process

Social Participation as a Democratic Practice

Students will:

6.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate the skills of compromise to reach group consensus
work collaboratively with others to achieve a common goal
record group brainstorming, planning and sharing of ideas by using technology
extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail

6.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

demonstrate commitment to the well-being of their community by drawing attention to situations of injustice where action is needed

Research for Deliberative Inquiry

Students will:

6.S.7 - apply the research process:

determine reliability of information filtering for point of view and bias
formulate questions to be answered through the research process
use graphs, tables, charts and Venn diagrams to interpret information
draw and support conclusions based on information gathered to answer a research question
include references in an organized manner as part of research
formulate new questions as research progresses
design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)
organize information, using such tools as a database, spreadsheet or electronic webbing
use a variety of technologies to organize and synthesize researched information
reflect on and describe the processes involved in completing a project

Communication

Students will:

6.S.8 - demonstrate skills of oral, written and visual literacy:

express opinions and present perspectives and information in a variety of forms such as oral or written presentations, speeches or debates
express reasons for their ideas and opinions, in oral or written form
use skills of informal debate to persuasively express differing viewpoints regarding an issue
respond appropriately to comments and questions, using language respectful of human diversity
listen to others to understand their perspectives
organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories
communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

6.S.9 - develop skills of media literacy:

detect bias present in the media
examine and assess diverse perspectives regarding an issue presented in the media
analyze significant current affairs
identify and distinguish points of view expressed in electronic sources on a particular topic
use selected presentation tools to demonstrate connections among various pieces of information
recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Glossary of Terms & Concepts - Grade 6

ACFA - Association canadienne-française de l'Alberta (French-Canadian Association of Alberta); a provincial association founded in 1926 to represent the needs of Franco-Albertans relating to education, health, politics, media, culture and communities.

Canadian Charter of Rights and Freedoms - Document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.

collective identity - Sense of belonging to a community or group, established and strengthened through common characteristics and interests. Culture and language are determining factors in the formation of collective identity.

consensus - The achievement of agreement through a process of consultation, in which all parties affected by a decision have equal power and equal voice.

democracy - Political system in which citizens have a voice in decision making (government of the people, for the people, by the people).

electorate - Group of qualified voters.

equity - The state or quality of being just and impartial, respecting individual and collective rights.

fairness - Justice; equity; the state of being consistent with rules, logic or ethics.

FNA - First Nations Authorities; local governing authorities for all First Nations in Alberta, made up of First Nations Chiefs and Councils. All First Nations in Alberta are a member of one of three treaty organizations: Treaty 8 First Nations of Alberta, the Confederacy of Treaty 6 First Nations or the Treaty 7 First Nations.

justice - Upholding just, fair and equitable treatment, and providing due reward in accordance with honour, standards or law.

local government - The level of government empowered by the provincial or territorial government, whose mandate is to make decisions and bylaws relating to local issues and services.

MLA - Elected member of the legislative assembly, representing a specific constituency within the province.

MNAA - Métis Nation of Alberta Association; consists of an elected provincial president and vice-president, six elected zone presidents and six vice-presidents from each of six zones across Alberta. There are approximately 65 MNAA locals across Alberta.

official language minorities - Groups for whom one official language of Canada is their first language and who live within a larger group for whom the other official language of Canada is the first language. Section 23 of the Charter helps ensure the protection of Canada's two official languages by providing minority groups of both official languages with education in their mother tongue, thereby contributing to the vitality of their communities.

provincial government - The level of government whose constitutional mandate is to make decisions and pass legislation relating to provincial issues and services.

representative democracy - Political system whereby citizens elect their representatives to govern and make decisions on their behalf.

Treaty of La Grande Paix de Montréal - Treaty signed in Montréal in 1701 by the representatives of the government of France and representatives of 39 North American Aboriginal nations, including five Iroquois nations. The Aboriginal representatives were from the Great Lakes region, New York State, the shores of the Mississippi, Acadia and the Saint-Lawrence region.

Wampum Treaty - Treaty representing a peaceful, parallel co-existence between the Iroquois Confederacy and Europeans. This treaty, symbolized by the Two Row Wampum Belt, is a relationship of mutuality in which neither side can act unilaterally without consultation.

The Two Row Wampum Belt symbolizes the relationship between the Aboriginal peoples of North America and the Europeans. One purple row of beads represents the path of the Aboriginals' canoe, which contains their customs and laws. The other row represents the path of the Europeans' vessel, the sailing ship, which contains their customs and laws. The two-row wampum captures the original values that governed the relationship between the Aboriginal peoples and the Europeans--equality, respect, dignity and a sharing of the river that both groups travel on.

Grade 7

Canada: Origins, Histories & Movement Of Peoples

Overview

Grade 7 students will explore the origins, histories and movement of peoples who forged the foundations of Canadian Confederation. They will examine how the political, demographic, economic and social changes that have occurred since Confederation have influenced ways in which contemporary Canada has evolved.

Rationale

Through an examination of events preceding and following Confederation, Grade 7 students will acquire an understanding of how Canada has evolved into a multicultural, bilingual, pluralistic and diverse society; and they will appreciate how these dimensions of Canada have affected citizenship and identity over time.

Terms and Concepts

assimilation, colony, demographics, Great Deportation, immigration, imperialism, migration, National Policy, settlement, Treaty of Paris, urbanization

General Outcome 7.1 Toward Confederation	General Outcome 7.2 Following Confederation: Canadian Expansions
Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.	Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 9.

Dimensions of Thinking
critical thinking and creative thinking	determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
historical thinking	analyze selected issues and problems from the past, placing people and events in a context of time and place
geographic thinking	interpret thematic maps to analyze economic and political issues
decision making and problem solving	take appropriate action and initiative, when required, in decision-making and problem-solving scenarios
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within the community
Research for Deliberative Inquiry
research and information	reflect on changes of perspective or opinion based on information gathered and research conducted
Communication
oral, written and visual literacy	communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
media literacy	examine techniques used to enhance the authority and authenticity of media messages

7.1: Toward Confederation

General Outcome

Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.

Specific Outcomes: Values and Attitudes

Students will:

7.1.1 - appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation
Citizenship | Identity | Time, Continuity and Change

7.1.2 - appreciate the challenges of co-existence among peoples
Citizenship | Culture and Community | Identity | The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

7.1.3 - compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-Confederation Canada by exploring and reflecting upon the following questions and issues:

What were the different ways in which Aboriginal societies were structured (i.e., Iroquois Confederacy, Ojibwa, Mi'kmaq)?
Culture and Community | Identity | The Land: Places and People
How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)?
Culture and Community | Time, Continuity and Change | Power, Authority and Decision Making
What were the social and economic factors of European imperialism?
Culture and Community | Identity | Time, Continuity and Change
In what ways did European imperialism impact the social and economic structures of Aboriginal societies?
Economics and Resources | Global Connections | Power, Authority and Decision Making | Time, Continuity and Change
How was European imperialism responsible for the development of Acadia, New France and British settlements?
Identity | Global Connections | Power, Authority and Decision Making
Who were the key figures in the French exploration and settlement of North America?
Culture and Community | The Land: Places and People | Time, Continuity and Change
What roles did the Royal Government and the Catholic Church play in the social structure of New France (i.e., governor, intendant, Jesuits, religious congregations)?
Economics and Resources | Global Connections | Power, Authority and Decision Making | The Land: Places and People
Who were the key figures in the British exploration and settlement of North America?
Culture and Community | The Land: Places and People | Time, Continuity and Change
What role did the British government play in the settlement of North America?
Power, Authority and Decision Making | Economics and Resources | The Land: Places and People | Global Connections

7.1.4 - assess, critically, the economic competition related to the control of the North American fur trade by exploring and reflecting upon the following questions and issues:

How did the First Nations, French, British and Métis peoples interact with each other as participants in the fur trade?
Time, Continuity and Change | Economics and Resources | The Land: Places and People
How did the fur trade contribute to the foundations of the economy in North America?
Economics and Resources | The Land: Places and People | Time, Continuity and Change
How was Britain's interest in the fur trade different from that of New France?
Time, Continuity and Change | Economics and Resources | Global Connections
How was economic development in New France impacted by the changing policies of the French Royal Government?
Power, Authority and Decision Making | Economics and Resources | Global Connections | Time, Continuity and Change
What was the role of mercantilism before and after the 1763 Treaty of Paris?
Economics and Resources | Time, Continuity and Change

7.1.5 - assess, critically, the political competition between the French and the British in attempting to control North America by exploring and reflecting upon the following questions and issues:

In what ways did conflicts between the French and the British in Europe impact North America?
Time, Continuity and Change | The Land: Places and People
How did conflicts between the French and the British in Europe become factors in the Great Deportation of the Acadians in 1755?
Identity | Citizenship | The Land: Places and People | Global Connections
To what extent was the Battle of the Plains of Abraham the key event in achieving British control over North America?
Time, Continuity and Change | The Land: Places and People | Global Connections
How was British North America impacted by rebellion in the 13 colonies and by the subsequent Loyalist migration?
The Land: Places and People | Economics and Resources | Time, Continuity and Change

7.1.6 - assess, critically, how political, economic and military events contributed to the foundations of Canada by exploring and reflecting upon the following questions and issues:

What was the role and intent of Chief Pontiac in controlling British forts?
Power, Authority and Decision Making | Time, Continuity and Change
How was the Royal Proclamation of 1763 an attempt to achieve compromise between the Aboriginal peoples, the French and the British?
Power, Authority and Decision Making | Time, Continuity and Change
How did the Québec Act of 1774 contribute to the foundations of Canada as an officially bilingual country?
Power, Authority and Decision Making | Time, Continuity and Change
What was the role of Chief Tecumseh in the War of 1812?
Power, Authority and Decision Making | Time, Continuity and Change
How did the War of 1812 contribute to British identity in Canada?
Identity | The Land: Places and People | Time, Continuity and Change
How did the War of 1812 contribute to defining Canada's political boundaries?
The Land: Places and People | Time, Continuity and Change | Identity
How was the Great Migration of 1815-1850 in Upper Canada and Lower Canada an attempt to confirm British identity in the Province of Canada?
The Land: Places and People | Identity | Time, Continuity and Change
How was the Act of Union of 1840 an attempt to resolve the issues raised by the 1837 and 1838 Rebellions in Lower Canada and Upper Canada?
Power, Authority and Decision Making | The Land: Places and People | Identity | Time, Continuity and Change
To what extent was Confederation an attempt to provide the populations of Québec and Ontario with increased control over their own affairs?
Power, Authority and Decision Making | The Land: Places and People | Time, Continuity and Change
To what extent was Confederation an attempt to strengthen the Maritime colonies?
Global Connections | Time, Continuity and Change | The Land: Places and People

7.2: Following Confederation: Canadian Expansions

General Outcome

Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.

Specific Outcomes: Values and Attitudes

Students will:

7.2.1 - recognize the positive and negative aspects of immigration and migration
Global Connections | The Land: Places and People | Citizenship | Identity

7.2.2 - recognize the positive and negative consequences of political decisions
Power, Authority and Decision Making

7.2.3 - appreciate the challenges that individuals and communities face when confronted with rapid change
Identity | Culture and Community | The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

7.2.4 - assess, critically, the role, contributions and influence of the Red River Métis on the development of western Canada by exploring and reflecting upon the following questions and issues:

What factors led to Louis Riel's emergence as the leader of the Métis?
Time, Continuity and Change | Power, Authority and Decision Making | Identity | Culture and Community
What similarities and differences exist between the causes of the Red River Resistance in 1869 and the causes of the second Métis uprising in 1885?
Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People
How did the Government of Canada's response to the Red River Resistance and the second Métis uprising solidify Canada's control of the West?
Time, Continuity and Change | Power, Authority and Decision Making
To what extent were the Red River Resistance and the second Métis uprising means to counter assimilation?
Power, Authority and Decision Making | Identity | Citizenship
What were the Métis, First Nations, French and British perspectives on the events that led to the establishment of Manitoba?
Time, Continuity and Change | Power, Authority and Decision Making | Identity | Culture and Community
How was the creation of Manitoba an attempt to achieve compromise between the Métis, First Nations, French and British peoples?
Time, Continuity and Change | Power, Authority and Decision Making | Identity | The Land: Places and People
To what extent were the Manitoba Schools Act and evolving educational legislation in the Northwest Territories attempts to impose a British identity in western Canada?
Identity | Power, Authority and Decision Making | Time, Continuity and Change

7.2.5 - evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:

What factors led to the purchase of Rupert's Land in 1869?
Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People
How did the National Policy determine the economic and demographic aspects of Canadian expansion?
Time, Continuity and Change | Economics and Resources | Power, Authority and Decision Making | The Land: Places and People
How did changing demographics resulting from Clifford Sifton's immigration policies affect the collective identity of Francophones in communities across western Canada?
Identity | Time, Continuity and Change | Power, Authority and Decision Making
How did Asian immigrants contribute to the development of Canada (i.e., Chinese railway workers)?
Time, Continuity and Change | Culture and Community | The Land: Places and People
In what ways did the building of the Canadian Pacific Railway affect the growth of Canada?
Time, Continuity and Change | Power, Authority and Decision Making | Economics and Resources | The Land: Places and People
What was the role of the North West Mounted Police in the development of western Canada?
Power, Authority and Decision Making | Time, Continuity and Change
What strategies were used by the government to encourage immigration from Europe?
Global Connections | The Land: Places and People | Time, Continuity and Change
What strategies were used by religious communities and missionaries to encourage migration and immigration to western Canada from eastern Canada and the United States?
Time, Continuity and Change | The Land: Places and People | Global Connections
What impact did immigration have on Aboriginal peoples and on communities in Canada?
Global Connections | Culture and Community | Identity | Time, Continuity and Change
How did communities, services and businesses established by Francophones contribute to the overall development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)?
Economics and Resources | Time, Continuity and Change | Culture and Community | Power, Authority and Decision Making
How did immigrants from eastern Europe contribute to the development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)?
Culture and Community| Economics and Resources | Time, Continuity and Change | Power, Authority and Decision Making
To what extent was agricultural activity a key factor in the population growth of western Canada?
Time, Continuity and Change | The Land: Places and People | Economics and Resources
What factors led to British Columbia's joining Confederation?
Time, Continuity and Change | The Land: Places and People | Power, Authority and Decision Making
What factors led to Prince Edward Island's joining Confederation?
Time, Continuity and Change | The Land: Places and People | Power, Authority and Decision Making
How were the needs of varied populations considered through the creation of Alberta and of Saskatchewan?
The Land: Places and People | Time, Continuity and Change | Power, Authority and Decision Making
What were the underlying reasons for the negotiation of the numbered treaties?
Citizenship | Identity | The Land: Places and People | Time, Continuity and Change

7.2.6 - assess, critically, the impacts of social and political changes on individual and collective identities in Canada since 1918 by exploring and reflecting upon the following questions and issues:

What were the reasons for, and the consequences of, Newfoundland's joining Confederation?
Power, Authority and Decision Making | Time, Continuity and Change | Identity
How did joining Confederation impact the citizens of Newfoundland?
Citizenship | Identity | Power, Authority and Decision Making
What are the social and economic effects of the changing roles and images of women in Canadian society (i.e., right to vote, working conditions, changing family structures)?
Economics and Resources | Identity
What challenges and opportunities have emerged as a result of increases in the Aboriginal population in western Canada?
The Land: Places and People | Culture and Community | Citizenship | Identity
How has the Official Languages Act contributed to bilingualism in Canada?
Power, Authority and Decision Making | Citizenship | Identity
How have Canadian immigration policies contributed to increased diversity and multiculturalism within the Canadian population?
Power, Authority and Decision Making | Global Connections | Citizenship | Identity
What strategies and conditions are needed for the Franco-Albertan community to counter assimilation?
Culture and Community | Identity | Power, Authority and Decision Making

7.2.7 - assess, critically, the impact of urbanization and of technology on individual and collective identities in Canada by exploring and reflecting upon the following questions and issues:

What impact has increased urbanization had on rural communities in Canada?
The Land: Places and People | Culture and Community
How did the emergence of large factories in Canada contribute to the development of Canada's economy?
Economics and Resources | Power, Authority and Decision Making
In what ways did technological advances contribute to the development of Canada (e.g., aviation, farming equipment, radio transmissions, electronics, multimedia)?
Economics and Resources | Power, Authority and Decision Making
What effects have La Société Radio-Canada (SRC) and the Canadian Broadcasting Corporation (CBC) had on Canadian identity?
Identity

Skills & Processes for Grade 7

Dimensions of Thinking

Students will:

7.S.1 - develop skills of critical thinking and creative thinking:

determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
evaluate, critically, ideas, information and positions from multiple perspectives
demonstrate the ability to analyze local and current affairs
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics, using appropriate technologies

7.S.2 - develop skills of historical thinking:

analyze historical issues to form or support an opinion
use historical and community resources to organize the sequence of historical events
explain the historical contexts of key events of a given time period
distinguish cause, effect, sequence and correlation in historical events, including the long-and short-term causal relations of events
create a simulation or a model, using technology that permits the making of inferences
identify patterns in organized information

7.S.3 - develop skills of geographic thinking:

construct and interpret maps to broaden understanding of issues, places and peoples of Canada (i.e., elevation, latitude and longitude, population density, waterways)
use geographic tools, such as geographical information system (GIS) software, to assist in preparing graphs and maps
interpret historical maps to broaden understanding of historical events
define geographic challenges and issues that lead to geographic questions
access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS

7.S.4 - demonstrate skills of decision making and problem solving:

predict outcomes of decision-making and problem-solving scenarios from multiple perspectives
propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making
articulate clearly a plan of action to use technology to solve a problem
identify appropriate materials and tools to use in order to accomplish a plan of action
use networks to brainstorm, plan and share ideas with group members
evaluate choices and progress in problem solving, then redefine the plan of action as necessary

Social Participation as a Democratic Practice

Students will:

7.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

assume various roles within groups, including roles of leadership where appropriate
identify and use a variety of strategies to resolve conflicts peacefully and equitably
consider the needs and perspectives of others

7.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

support and participate in activities and projects that promote the well-being and meet the particular needs of their community

Research for Deliberative Inquiry

Students will:

7.S.7 - apply the research process:

develop a position that is supported by information gathered through research
draw conclusions based upon research and evidence
determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification
organize and synthesize researched information
formulate new questions as research progresses
integrate and synthesize concepts to provide an informed point of view on a research question or an issue
practise the responsible and ethical use of information and technology
include and organize references as part of research
plan and conduct a search, using a wide variety of electronic sources
demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available through electronic sources
evaluate the relevance of electronically accessed information to a particular topic
make connections among related, organized data and assemble various pieces into a unified message
refine searches to limit sources to a manageable number
analyze and synthesize information to produce an original work

Communication

Students will:

7.S.8 - demonstrate skills of oral, written and visual literacy:

communicate information in a clear, persuasive and engaging manner, through written and oral means
use skills of informal debate to persuasively express differing viewpoints regarding an issue
elicit, clarify and respond appropriately to questions, ideas and multiple points of view in discussions
listen to others in order to understand their perspectives
offer reasoned comments related to a topic of discussion
use selected presentation tools to demonstrate connections among various pieces of information

7.S.9 - develop skills of media literacy:

analyze the impact of television, the Internet, radio and print media on a particular current affairs issue
detect bias on issues presented in the media
examine techniques used to enhance the authority and authenticity of media messages
examine the values, lifestyles and points of view represented in a media message
identify and distinguish points of view expressed in electronic sources on a particular topic
recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Glossary of Terms & Concepts - Grade 7

assimilation - Process by which an individual or minority group loses its original culture when absorbed into another culture; in the context of colonialism, a policy of total integration of colonies into the colonizing country.

colony - Territory that is dominated by a foreign country.

demographics - Data that pertains to the population of a given region or country.

Great Deportation - British uprooting of up to 12 000 Acadians from their homes in Nova Scotia in October 1755. Confiscation of the land, homes, cattle and other belongings of Acadians was authorized by the British Crown.

immigration - Movement of people intending to establish a home and gain citizenship in a country that is not their native country.

imperialism - Policy of a country or empire to extend its authority or domination by political, economic or military means.

migration - Movement of people from one region of a country to another.

National Policy - Policy put in place by the government of John A. Macdonald, consisting of three major elements: a) the implementation of a series of tariffs to protect Canadian producers and products; b) the launching of the Canadian Pacific Railway to connect the central provinces to the Pacific coast by railroad; and c) the establishment of immigration policies aimed specifically at populating western Canada.

settlement - Establishment of people in a newly colonized region.

Treaty of Paris - Also known as the Royal Proclamation, the treaty signed in 1763 to mark the end of the Seven Years' War. Through this treaty, France ceded its North American territories to England, with the exception of St. Pierre and Miquelon.

urbanization - An increase in the number of people residing in cities and an extension of urban boundaries to include areas that were previously rural.

Grade 8

Historical Worldviews Examined

Overview

Grade 8 students will examine issues related to contact between societies with differing worldviews. They will explore elements of worldviews and how these views are expressed by people living in different times and in different places. Through this inquiry, students will reflect on their own worldviews and assess the influence that the past has had on the present. Examples will be drawn from Japan, Renaissance Europe and Spanish and Aztec societies.

Rationale

Grade 8 students will learn how intercultural contact between societies leads to significant change and alters each society's worldview.

Terms and Concepts

adaptation, contact, expansionist, humanist, imperialism, intercultural, isolation, Renaissance, social structures, society, worldview

General Outcome 8.1 From Isolation to Adaptation: Japan	General Outcome 8.2 Origins of a Western Worldview: Renaissance Europe	General Outcome 8.3 Worldviews in Conflict: The Spanish and the Aztecs
Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society's isolation or adaptation.	Through an examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the Western world.	Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 9.

Dimensions of Thinking
critical thinking and creative thinking	determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
historical thinking	analyze selected issues and problems from the past, placing people and events in a context of time and place
geographic thinking	interpret thematic maps to analyze economic and political issues
decision making and problem solving	take appropriate action and initiative, when required, in decision-making and problem-solving scenarios
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within the community
Research for Deliberative Inquiry
research and information	reflect on changes of perspective or opinion based on information gathered and research conducted
Communication
oral, written and visual literacy	communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
media literacy	examine techniques used to enhance the authority and authenticity of media messages

8.1: From Isolation to Adaptation: Japan

General Outcome

Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society's isolation or adaptation.

Specific Outcomes: Values and Attitudes

Students will:

8.1.1 - appreciate the roles of time and geographic location in shaping a society's worldview
Citizenship | Identity | Time, Continuity and Change | The Land: Places and People

8.1.2 - appreciate how a society's worldview can foster the choice to remain an isolated society
Citizenship | Identity | Time, Continuity and Change

8.1.3 - appreciate how models of governance and decision making reflect a society's worldview
Citizenship | Identity | Time, Continuity and Change | Power, Authority and Decision Making

8.1.4 - appreciate how a society's worldview shapes individual citizenship and identity
Citizenship | Identity | Time, Continuity and Change

Specific Outcomes: Knowledge and Understanding

Students will:

8.1.5 - analyze the effects of cultural isolation during the Edo period by exploring and reflecting upon the following questions and issues:

In what ways did Japan isolate itself from the rest of the world?
Power, Authority and Decision Making | The Land: Places and People | Culture and Community
How did isolation during the Edo period lead to changes in Japan?
Culture and Community | Power, Authority and Decision Making
How did the changes resulting from isolation affect Japan economically, politically and socially during the Edo period?
Economics and Resources | Power, Authority and Decision Making | Culture and Community | Identity
How did the physical geography of Japan affect its worldview?
The Land: Places and People | Power, Authority and Decision Making | Time, Continuity and Change
How did the shogun use the feudal system and the hierarchical social classes to maintain control of Japan?
Power, Authority and Decision Making | Culture and Community

8.1.6 - analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and reflecting upon the following questions and issues:

What were the motivations for the radical changes in Japan's model of organization during the Meiji period?
Economics and Resources | Culture and Community | Power, Authority and Decision Making
How did Japan adapt to changes brought on by the transition from feudal to modern models of organization?
Culture and Community | Time, Continuity and Change | Identity
How did the changes resulting from adaptation affect Japan economically, politically and socially during the Meiji period?
Economics and Resources | Culture and Community | Power, Authority and Decision Making
In what ways did changes resulting from isolation in the Edo period compare to changes resulting from adaptation in the Meiji period?
Culture and Community | Time, Continuity and Change | Identity
What challenges emerged for the Japanese in maintaining traditional cultural aspects of their society while undergoing rapid change?
Culture and Community | Identity | Time, Continuity and Change

8.2: Origins of a Western Worldview: Renaissance Europe

General Outcome

Through an examination of Renaissance Europe, students will demonstrate an understanding and appreciation of how the exchange of ideas and knowledge contributed to shaping the worldview of the Western world.

Specific Outcomes: Values and Attitudes

Students will:

8.2.1 - appreciate how Renaissance Europe formed the basis for the worldview of the Western world
Citizenship | Time, Continuity and Change

8.2.2 - demonstrate a willingness to consider differing beliefs, values and worldviews
Citizenship | Identity

8.2.3 - recognize how beliefs and values are shaped by time, geographic location and societal context
Citizenship | Time, Continuity and Change | The Land: Places and People

Specific Outcomes: Knowledge and Understanding

Students will:

8.2.4 - examine, critically, the factors that shaped the worldview evolving in western Europe during the Renaissance by exploring and reflecting upon the following questions and issues:

What was the Renaissance?
Time, Continuity and Change | The Land: Places and People
How did the Renaissance spark the growth and exchange of ideas and knowledge across Europe (i.e., astronomy, mathematics, science, politics, religion, arts)?
Time, Continuity and Change | Economics and Resources | Power, Authority and Decision Making | Global Connections
How did the physical geography of Renaissance Europe affect trade and competition among European countries?
The Land: Places and People | Time, Continuity and Change
How did increased trade lead to the emergence of powerful city-states (i.e., Florence, Venice, Genoa)?
Time, Continuity and Change | Culture and Community | Economics and Resources
In what ways did thinkers and philosophers influence society in the development of a humanist worldview during the Renaissance?
Global Connections | Identity
In what ways were the Age of Discovery and the rise of imperialism expressions of an expansionist worldview?
Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People
In what ways did exploration and intercultural contact during the Renaissance affect the citizenship and identity of Europeans?
Citizenship | Identity | The Land: Places and People | Time, Continuity and Change

8.3: Worldviews in Conflict: The Spanish & the Aztecs

General Outcome

Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.

Specific Outcomes: Values and Attitudes

Students will:

8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societies
Citizenship | Identity

8.3.2 - appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact
Time, Continuity and Change | Global Connections | Identity

8.3.3 - appreciate and recognize how rapid adaptation can radically change a society's beliefs, values and knowledge
Time, Continuity and Change | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

8.3.4 - assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and issues:

What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?
Time, Continuity and Change | Identity | Culture and Community
How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs?
Time, Continuity and Change | Culture and Community | Power, Authority and Decision Making
What key elements of Spain's worldview led to the desire to expand the Spanish empire?
Time, Continuity and Change | Identity | Power, Authority and Decision Making
In what ways did factors such as technology and disease contribute to the dominance of the Spanish over the Aztec civilization?
Economics and Resources | The Land: Places and People
To what extent were the divergent worldviews of the Spanish and Aztecs factors in the dominance of one nation over the other?
Time, Continuity and Change | Culture and Community | Global Connections | Power, Authority and Decision Making

Skills & Processes for Grade 8

Dimensions of Thinking

Students will:

8.S.1 - develop skills of critical thinking and creative thinking:

analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding of a topic or an issue
evaluate ideas, information and positions from multiple perspectives
demonstrate the ability to analyze local and current affairs
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics by using appropriate technologies

8.S.2 - develop skills of historical thinking:

distinguish cause, effect, sequence and correlation in historical events, including the long-and short-term causal relations
use historical and community resources to organize the sequence of historical events
analyze the historical contexts of key events of a given time period
create a simulation or a model by using technology that permits the making of inferences
identify patterns in organized information

8.S.3 - develop skills of geographic thinking:

interpret historical maps to broaden understanding of historical events
use thematic maps to describe cultural and political regions
construct and interpret various maps to broaden understanding of given topics
define geographic problems and issues and pose geographic questions
use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and maps
access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS

8.S.4 - demonstrate skills of decision making and problem solving:

demonstrate skills of compromise and devise strategies to reach group consensus
propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making
propose and apply strategies or options to solve problems and deal with issues
participate in and predict outcomes of problem-solving and decision-making scenarios
articulate clearly a plan of action to use technology to solve a problem
identify the appropriate materials and tools to use in order to accomplish a plan of action
evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate
use networks to brainstorm, plan and share ideas with group members

Social Participation as a Democratic Practice

Students will:

8.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

identify and use a variety of strategies to resolve conflicts peacefully and fairly
consider the needs and perspectives of others
demonstrate leadership within groups where appropriate
access, retrieve and share information from electronic sources, such as common files

8.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

volunteer with organizations, projects and activities that ensure the growth and vitality of their community

Research for Deliberative Inquiry

Students will:

8.S.7 - apply the research process:

integrate and synthesize concepts to provide an informed point of view on a research question or an issue
develop a position that is supported by information gathered through research
draw conclusions based upon research and evidence
determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification
organize and synthesize researched information
formulate new questions as research progresses
practise the responsible and ethical use of information and technology
include and organize references as part of research
plan and conduct a search, using a wide variety of electronic sources
demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available through electronic sources
evaluate the relevance of electronically accessed information to a particular topic
make connections among related, organized data, and assemble various pieces into a unified message
refine searches to limit sources to a manageable number
analyze and synthesize information to create a product
access and retrieve information through the electronic network

Communication

Students will:

8.S.8 - demonstrate skills of oral, written and visual literacy:

communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
use skills of informal debate to persuasively express differing viewpoints regarding an issue
elicit, clarify and respond appropriately to questions, ideas and multiple points of view presented in discussions
offer reasoned comments related to a topic of discussion
listen to others to understand their points of view

8.S.9 - develop skills of media literacy:

examine techniques used to enhance the authority and authenticity of media messages
examine the values, lifestyles and points of view represented in a media message
analyze the impact of television, the Internet, radio and print media on a particular current affairs issue

Glossary of Terms & Concepts - Grade 8

adaptation - Changing attitudes and behaviours to suit a new situation.

contact - Connection or interaction, communication, association or relationship.

expansionist - Political attitude and actions of a country whose goal is to expand its power and/or its territory, usually by force.

humanist - Pertaining to humanism: a system of thought that centres on humans and their values, capacities and worth; concern with the interests, needs and welfare of humans.

imperialism - Policy of a country or empire to extend its authority or domination by political, economic or military means; policy of a state/government whose goal is for another state/government to become dependent on it politically or economically.

intercultural - Of, relating to, involving or representing different cultures.

isolation - Relating to isolationism: foreign policy whereby a nation resists participating in the affairs of the international community by abstaining from any international, political or economic relationship.

Renaissance - The humanistic revival of classical art, architecture, literature and learning that originated in Italy in the 14^th century.

social structures - Organization models within a society that reflect the values and interests of that society's members.

society - Group of persons linked by common activities or interests and sharing public space.

worldview - A collection of beliefs about life and the universe held by an individual or group; the lens through which the world is viewed by an individual or group; the overall perspective from which the world is interpreted.

Grade 9

Canada: Opportunities & Challenges

Overview

Grade 9 students will analyze the relationship between Canada's political and legislative processes and their impact on issues pertaining to governance, rights, citizenship and identity. Students will also explore issues of economics and their impact on quality of life, citizenship and identity in Canada and the United States.

Rationale

Grade 9 students will broaden their understanding and appreciation of the relationships among governance, economics, quality of life, citizenship and identity.

Terms and Concepts

Canadian Charter of Rights and Freedoms, consumerism, executive branch, governance, Indian Act, judicial branch, legislative branch, market economy, mixed economy, social programs, tax base, underground economy

General Outcome 9.1 Issues for Canadians: Governance and Rights	General Outcome 9.2 Issues for Canadians: Economic Systems in Canada and the United States
Students will demonstrate an understanding and appreciation of how Canada's political processes impact citizenship and identity in an attempt to meet the needs of all Canadians.	Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.

Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 9.

Dimensions of Thinking
critical thinking and creative thinking	determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
historical thinking	analyze selected issues and problems from the past, placing people and events in a context of time and place
geographic thinking	interpret thematic maps to analyze economic and political issues
decision making and problem solving	take appropriate action and initiative, when required, in decision-making and problem-solving scenarios
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within the community
Research for Deliberative Inquiry
research and information	reflect on changes of perspective or opinion based on information gathered and research conducted
Communication
oral, written and visual literacy	communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
media literacy	examine techniques used to enhance the authority and authenticity of media messages

9.1: Issues for Canadians: Governance & Rights

General Outcome

Students will demonstrate an understanding and appreciation of how Canada's political processes impact citizenship and identity in an attempt to meet the needs of all Canadians.

Specific Outcomes: Values and Attitudes

Students will:

9.1.1 - appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in Canada
Citizenship | Identity | Power, Authority and Decision Making

9.1.2 - appreciate the various effects of government policies on citizenship and on Canadian society
Citizenship | Identity | Power, Authority and Decision Making

9.1.3 - appreciate how emerging issues impact quality of life, citizenship and identity in Canada
Citizenship | Identity | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

9.1.4 - examine the structure of Canada's federal political system by exploring and reflecting upon the following questions and issues:

How are laws passed in the federal political system?
Power, Authority and Decision Making
What is the relationship between the executive, legislative and judicial branches of Canada's federal political system?
Power, Authority and Decision Making
What processes are used to determine Members of Parliament (MPs) and Senators?
Power, Authority and Decision Making
To whom are Members of Parliament and Senators accountable?
Power, Authority and Decision Making | Citizenship
What is the role of political parties within Canada's federal political system?
Power, Authority and Decision Making | Citizenship
What is the role of the media in relation to political issues?
Power, Authority and Decision Making | Citizenship
How do lobby groups impact government decision making?
Power, Authority and Decision Making | Citizenship
To what extent do political and legislative processes meet the needs of all Canadians?
Power, Authority and Decision Making | Citizenship

9.1.5 - analyze the role that citizens and organizations play in Canada's justice system by exploring and reflecting upon the following questions and issues:

How do citizens and organizations participate in Canada's justice system (i.e., jury duty, knowing the law, advocacy, John Howard Society, Elizabeth Fry Society)?
Citizenship | Power, Authority and Decision Making
What are citizens' legal roles and their responsibilities?
Citizenship | Power, Authority and Decision Making
What is the intention of the Youth Criminal Justice Act?
Citizenship | Power, Authority and Decision Making

9.1.6 - assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the legislative process in Canada by exploring and reflecting upon the following questions and issues:

In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of individual rights in Canada?
Power, Authority and Decision Making | Identity
How does the Canadian Charter of Rights and Freedoms support individuals in exercising their rights?
Power, Authority and Decision Making | Citizenship | Identity
In what ways has the Canadian Charter of Rights and Freedoms affected conditions in the workplace (i.e., issues of gender, age, race, religion)?
Power, Authority and Decision Making | Identity | Citizenship
What is the relationship between the rights guaranteed in the Canadian Charter of Rights and Freedoms and the responsibilities of Canadian citizens?
Power, Authority and Decision Making | Citizenship

9.1.7 - assess, critically, how the increased demand for recognition of collective rights has impacted the legislative process in Canada by exploring and reflecting upon the following questions and issues:

In what ways has the Canadian Charter of Rights and Freedoms fostered recognition of collective rights in Canada?
Power, Authority and Decision Making | Identity
In what ways does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in minority settings?
Identity | Power, Authority and Decision Making
To what extent does the Canadian Charter of Rights and Freedoms meet the needs of Francophones in Québec?
Power, Authority and Decision Making | Identity | Citizenship
To what extent should federal and provincial governments support and promote the rights of official language minorities in Canada?
Power, Authority and Decision Making | Identity | Citizenship
How does the Indian Act recognize the status and identity of Aboriginal peoples?
Power, Authority and Decision Making | Identity | Citizenship
How does legislation such as Treaty 6, Treaty 7 and Treaty 8 recognize the status and identity of Aboriginal peoples?
Identity | Power, Authority and Decision Making | The Land: Places and People
How do governments recognize Métis cultures and rights through legislation (i.e., treaties, governance, land claims, Métis Settlements in Alberta)?
Power, Authority and Decision Making | Identity | Culture and Community | The Land: Places and People

9.1.8 - assess, critically, how legislative processes attempt to address emerging issues of immigration by exploring and reflecting upon the following questions and issues:

What factors influence immigration policies in Canada (i.e., economic, political, health, security)?
Citizenship | Economics and Resources | Power, Authority and Decision Making
How are changes to Canadian policies on immigration and refugees a reflection of world issues?
Power, Authority and Decision Making | Global Connections | Citizenship | Identity
What impact does increasing immigration have on Aboriginal peoples and communities?
Citizenship | Identity | Global Connections | Power, Authority and Decision Making
How are provincial governments able to influence and implement immigration policies?
Power, Authority and Decision Making | Global Connections
How is the implementation of immigration policies in Québec an attempt to strengthen the French language in North America?
Power, Authority and Decision Making | Global Connections | Citizenship | Identity
What is the relationship between immigration policies in Canada and the rights guaranteed in the Canadian Charter of Rights and Freedoms?
Identity | Power, Authority and Decision Making
To what extent does Canada benefit from immigration?
Global Connections | Power, Authority and Decision Making

9.2: Issues for Canadians: Economic Systems in Canada & the United States

General Outcome

Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity.

Specific Outcomes: Values and Attitudes

Students will:

9.2.1 - appreciate the values underlying economic decision making in Canada and the United States
Citizenship | Economics and Resources

9.2.2 - appreciate the relationship between consumerism and quality of life
Citizenship | Culture and Community

9.2.3 - appreciate the impact of government decision making on quality of life
Citizenship | Culture and Community | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

9.2.4 - compare and contrast the principles and practices of market and mixed economies by exploring and reflecting upon the following questions and issues:

What are the principles of a market economy?
Economics and Resources
Why do governments intervene in a market economy?
Economics and Resources | Power, Authority and Decision Making
Why is Canada viewed as having a mixed economy?
Economics and Resources | Power, Authority and Decision Making
What is the role of the consumer in market and mixed economies?
Economics and Resources
To what extent do consumer actions reflect individual and collective identity?
Economics and Resources | Identity
How has the emergence of labour unions impacted market and mixed economies?
Economics and Resources
What are some similarities and differences in the way governments in Canada and the United States intervene in the market economies?
Economics and Resources | Power, Authority and Decision Making | Global Connections
How do the economic systems of Canada and the United States differ in answering the basic economic question of scarcity?
Economics and Resources | Power, Authority and Decision Making | Global Connections

9.2.5 - assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues:

What are the indicators of quality of life?
Power, Authority and Decision Making | Economics and Resources
How does individual consumer behaviour impact quality of life (e.g., environmental issues)?
Power, Authority and Decision Making | Economics and Resources
How does marketing impact consumerism?
Economics and Resources
How does consumerism provide opportunities for and limitations on impacting quality of life?
Power, Authority and Decision Making | Economics and Resources
How is consumerism used as a power of a collective (e.g., boycotts)?
Economics and Resources | Power, Authority and Decision Making | Citizenship
To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America?
Power, Authority and Decision Making | Economics and Resources | Global Connections | Identity
What societal values underlie social programs in Canada and the United States?
Power, Authority and Decision Making | Economics and Resources | Global Connections | Identity

9.2.6 - assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues:

How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)?
Economics and Resources | Power, Authority and Decision Making
How is a political party's philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)?
Economics and Resources | Power, Authority and Decision Making
How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)?
Economics and Resources | Power, Authority and Decision Making | Citizenship
How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)?
Power, Authority and Decision Making | Economics and Resources

Skills & Processes for Grade 9

Dimensions of Thinking

Students will:

9.S.1 - develop skills of critical thinking and creative thinking:

determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue
evaluate, critically, ideas, information and positions from multiple perspectives
demonstrate the ability to analyze current affairs from multiple perspectives
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics by using appropriate technologies
assemble and organize different viewpoints in order to assess their validity

9.S.2 - develop skills of historical thinking:

analyze selected issues and problems from the past, placing people and events in a context of time and place
distinguish cause, effect, sequence and correlation in historical events and issues, including the long- and short-term causal relations
use historical and community resources to organize the sequence of historical events
analyze the historical contexts of key events of a given time period
create a simulation or a model by using technology that permits the making of inferences
identify patterns in organized information

9.S.3 - develop skills of geographic thinking:

interpret thematic maps to analyze economic and political issues
use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and maps
construct diagrams, charts, graphs and tables to analyze geographic information
define geographic problems and issues and pose geographic questions
access and operate multimedia applications and technologies from stand-alone and online sources (e.g., GIS)

9.S.4. - demonstrate skills of decision making and problem solving:

take appropriate action and initiative when required in decision-making and problem-solving scenarios
participate in and predict outcomes of problem-solving and decision-making scenarios
propose and apply strategies or options to solve problems and deal with issues
propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making
articulate clearly a plan of action to use technology to solve a problem
identify the appropriate materials and tools to use in order to accomplish a plan of action
evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate

Social Participation as a Democratic Practice

Students will:

9.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably
demonstrate a positive attitude regarding the needs and perspectives of others
access, retrieve and share information from electronic sources, such as common files
use networks to brainstorm, plan and share ideas with group members

9.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within their community

Research for Deliberative Inquiry

Students will:

9.S.7 - apply the research process:

reflect on changes of perspective or opinion based on information gathered and research conducted
integrate and synthesize concepts to provide an informed point of view on a research question or an issue
develop a position supported by information gathered during research
draw conclusions based upon research and evidence
determine how information serves a variety of purposes and that the accuracy or relevance may need verification
organize and synthesize researched information
formulate new questions as research progresses
practise responsible and ethical use of information and technology
include and organize references as part of research
create a plan for an inquiry that includes consideration of time management
demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of "and" or "or" between search topics and the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available through electronic sources
evaluate the relevance of electronically accessed information to a particular topic
make connections among related, organized data, and assemble various pieces into a unified message
refine searches to limit sources to a manageable number
analyze and synthesize information to create a product

Communication

Students will:

9.S.8 - demonstrate skills of oral, written and visual literacy:

communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
use skills of informal debate to persuasively express differing viewpoints regarding an issue
elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented in discussions
make reasoned comments relating to the topic of discussion
listen to others to understand their perspectives

9.S.9 - develop skills of media literacy:

examine techniques used to enhance the authority and authenticity of media messages
examine the values, lifestyles and points of view represented in a media message
analyze the impact of television, Internet, radio and print media on a particular current affairs issue

Glossary of Terms & Concepts - Grade 9

Canadian Charter of Rights and Freedoms - Document entrenched in the Constitutional Act, 1982 that lists and describes the fundamental rights and freedoms guaranteed to Canadians.

consumerism - Economic theory concerned specifically with the purchase and/or use of goods and services.

executive branch - Government body that ensures the administration of laws and of the country, comprised of the Prime Minister of Canada and the Cabinet.

governance - The act, process or power of governing.

Indian Act - Law pertaining to the rights and status of Aboriginal peoples; initially enacted in 1876 and amended several times.

judicial branch - Government body that ensures the interpretation of laws, comprised of the Supreme Court of Canada.

legislative branch - Government body that is authorized to pass federal laws/legislation, comprised of the House of Commons and the Senate.

market economy - Economic system in which individuals are free to make their own decisions with little or no intervention from the government and where resources are the private property of persons or companies.

mixed economy - Economic system in which both the public and the private sectors play a significant role in the economy and where some resources are owned by the private sector and some by the public sector.

social programs - Programs established by the government to reduce economic inequalities and to promote the well-being of citizens.

tax base - Total amount of taxes paid to the government by citizens and companies used to finance economic and social programs and the functioning of government.

underground economy - Pertaining to secretive economic activities that are not within the law, often referred to as the "black market."

Social Studies 10-1

Perspectives on Globalization

Overview

Students will explore multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on lands, cultures, economies, human rights and quality of life. Students will examine the relationships among globalization, citizenship and identity to enhance skills for citizenship in a globalizing world. The infusion of multiple perspectives will allow students to examine the effects of globalization on peoples in Canada and throughout the world, including the impact on Aboriginal and Francophone communities.

Rationale

Globalization, the process by which the world's citizens are becoming increasingly connected and interdependent, demands that students explore responsibilities associated with local and global citizenship and formulate individual responses to emergent issues related to globalization. Recognizing and appreciating the influence of globalization will lead students to develop individual and collective responses to emergent issues.

Key Issue	Key Outcome
To what extent should we embrace globalization?	Students will understand, assess and respond to the complexities of globalization.
Related Issues	General Outcomes
1. To what extent should globalization shape identity?	Students will explore the impacts of globalization on their lives.
2. To what extent should contemporary society respond to the legacies of historical globalization?	Students will assess the impacts of historical globalization on Indigenous and non-Indigenous peoples.
3. To what extent does globalization contribute to sustainable prosperity for all people?	Students will assess economic, environmental and other contemporary impacts of globalization.
4. To what extent should I, as a citizen, respond to globalization?	Students will assess their roles and responsibilities in a globalizing world.

Senior High School Social Studies Course Organizer

Social Studies 10-1 Course Organizer

Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-1.

Dimensions of Thinking
critical thinking and creative thinking	evaluate ideas and information from multiple sources
historical thinking	analyze multiple historical and contemporary perspectives within and across cultures
geographic thinking	analyze the impact of physical and human geography on history
decision making and problem solving	demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that enhance personal and community well-being
Research for Deliberative Inquiry
research and information	develop, express and defend an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively to express a point of view in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes for Social Studies 10-1

The following skills and processes are outcomes to be achieved within the contexts of Social Studies 10-1. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

evaluate ideas and information from multiple sources
determine relationships among multiple and varied sources of information
assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
predict likely outcomes based on factual information
evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
synthesize information from contemporary and historical issues to develop an informed position
evaluate the logic of assumptions underlying a position
assemble seemingly unrelated information to support an idea or to explain an event
analyze current affairs from a variety of perspectives

S.2 - develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
analyze similarities and differences among historical narratives
evaluate the impact of significant historical periods and patterns of change on the contemporary world
discern historical facts from historical interpretations through an examination of multiple sources
identify reasons underlying similarities and differences among historical narratives
develop a reasoned position that is informed by historical and contemporary evidence
demonstrate an understanding of how changes in technology can benefit or harm society--in the context of the present, the future and various historical time periods
use current, reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the impact of physical and human geography on history
make inferences and draw conclusions from maps and other geographical sources
locate, gather, interpret and organize information, using historical maps
develop and assess geographical representations to demonstrate the impact of factors of geography on world events
assess the impact of human activities on the land and the environment
assess how human interaction impacts geopolitical realities
use current, reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
develop inquiry strategies to make decisions and solve problems
generate and apply new ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
participate in persuading, compromising and negotiating to resolve conflicts and differences
interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding
demonstrate leadership during discussions and group work
respect the points of view and perspectives of others
collaborate in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that enhance personal and community well-being
acknowledge the importance of multiple perspectives in a variety of situations

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop, express and defend an informed position on an issue
reflect on changes of points of view or opinion based on information gathered and research conducted
draw pertinent conclusions based on evidence derived from research
demonstrate proficiency in the use of research tools and strategies to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues
integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
develop, refine and apply questions to address an issue
select and analyze relevant information when conducting research
plan and perform complex searches, using digital sources
use calendars, time management or project management software to assist in organizing the research process
generate new understandings of issues by using some form of technology to facilitate the process
record relevant data for acknowledging sources of information, and cite sources correctly
respect ownership and integrity of information

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively to express a point of view in a variety of situations
use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
ask respectful and relevant questions of others to clarify viewpoints
listen respectfully to others
use a variety of oral, written and visual sources to present informed positions on issues
apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
use appropriate presentation software to demonstrate personal understandings
compose, revise and edit text
apply general principles of graphic layout and design to a document in process
understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)
apply principles of graphic design to enhance meaning and engage audiences

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
evaluate the validity of various points of view presented in the media
appraise information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

Key Issue: To what extent should we embrace globalization?

Key Outcome: Students will understand, assess and respond to the complexities of globalization.

Related Issue 1 (10-1)

To what extent should globalization shape identity?

General Outcome

Students will explore the impacts of globalization on their lives.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - acknowledge and appreciate the existence of multiple perspectives in a globalizing world

Global Connections | Culture and Community

1.2 - appreciate why peoples in Canada and other locations strive to promote their cultures, languages and identities in a globalizing world

Identity | Culture and Community | Global Connections

1.3 - appreciate how identities and cultures shape, and are shaped by, globalization

Identity | Culture and Community | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

1.4 - explore ways in which individuals and collectives express identities (traditions, language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling)

Identity | Culture and Community | The Land: Places and People

1.5 - explore understandings and dimensions of globalization (political, economic, social, other contemporary examples)

Power, Authority and Decision Making | Economics and Resources | Culture and Community

1.6 - examine the impact of communications technology and media on diversity (universalization of pop culture, hybridization, diversification)

Identity | Culture and Community | Global Connections

1.7 - analyze opportunities presented by globalization to identities and cultures (acculturation, accommodation, cultural revitalization, affirmation of identity, integration)

Identity | Culture and Community | Global Connections

1.8 - analyze challenges presented by globalization to identities and cultures (assimilation, marginalization, accommodation, integration, homogenization)

Identity | Culture and Community | Global Connections

1.9 - evaluate efforts to promote languages and cultures in a globalizing world (language laws, linguistic rights, cultural content legislation, cultural revitalization, linguistic revitalization)

Identity | Culture and Community

Related Issue 2 (10-1)

To what extent should contemporary society respond to the legacies of historical globalization?

General Outcome

Students will assess the impacts of historical globalization on indigenous and non-indigenous peoples.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies

Time, Continuity and Change | Culture and Community | Identity | Global Connections

2.2 - exhibit a global consciousness with respect to the human condition

Global Connections | Citizenship

2.3 - accept social responsibilities associated with global citizenship

Citizenship | Global Connections

2.4 - recognize and appreciate the validity of oral histories

Time, Continuity and Change | Culture and Community

2.5 - recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism

Time, Continuity and Change | Culture and Community | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

2.6 - examine impacts of cultural contact between Indigenous and non-Indigenous peoples (exchange of goods and technologies, depopulation, influences on government and social institutions)

Time, Continuity and Change | Culture and Community | Global Connections

2.7 - explore the foundations of historical globalization (rise of capitalism, industrialization, imperialism, Eurocentrism)

Time, Continuity and Change | Economics and Resources | Power, Authority and Decision Making

2.8 - explore the relationship between historical globalization and imperialism

Time, Continuity and Change | Economics and Resources | The Land: Places and People | Power, Authority and Decision Making

2.9 - examine multiple perspectives on the political, economic and social impacts of historical globalization and imperialism

Identity | The Land: Places and People | Power, Authority and Decision Making

2.10 - examine imperialist policies and practices that affected Indigenous peoples (British rule in India, British and French rule in Canada, post-colonial governments in Canada)

Time, Continuity and Change | Power, Authority and Decision Making | Global Connections

2.11 - analyze contemporary global issues that have origins in policies and practices of post-colonial governments in Canada and other locations (consequences of residential schools, social impact on Indigenous peoples, loss of Indigenous languages, civil strife)

Global Connections | Culture and Community | Time, Continuity and Change | Identity

2.12 - evaluate various attempts to address consequences of imperialist policies and practices on Indigenous peoples in Canada and other locations

Global Connections | Power, Authority and Decision Making | Time, Continuity and Change

2.13 - examine legacies of historical globalization and imperialism that continue to influence globalization

Time, Continuity and Change | Global Connections

Related Issue 3 (10-1)

To what extent does globalization contribute to sustainable prosperity for all people?

General Outcome

Students will assess economic, environmental and other contemporary impacts of globalization.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization

Global Connections | Economics and Resources | Power, Authority and Decision Making

3.2 - recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment

Global Connections | Economics and Resources | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

3.3 - explore understandings of contemporary economic globalization

Global Connections | Economics and Resources

3.4 - examine the foundations of contemporary globalization (F. A. Hayek, Bretton Woods Conference, Milton Friedman)

Time, Continuity and Change | Power, Authority and Decision Making | Economics and Resources

3.5 - analyze factors contributing to the expansion of globalization since the Second World War (international agreements, international organizations, transnational corporations, media and transportation technologies)

Time, Continuity and Change | Global Connections | Economics and Resources | Power, Authority and Decision Making

3.6 - analyze political and economic challenges and opportunities of globalization (trade liberalization, foreign investment, economic growth, privatization, outsourcing, knowledge economy)

Economics and Resources | Power, Authority and Decision Making | Global Connections

3.7 - explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship, sustainability, resource development)

The Land: Places and People | Culture and Community | Economics and Resources | Global Connections

3.8 - evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource development agreements, environmental legislation)

The Land: Places and People | Economics and Resources | Global Connections

3.9 - analyze multiple perspectives on sustainability and prosperity in a globalizing world

Economics and Resources | The Land: Places and People | Global Connections

Related Issue 4 (10-1)

To what extent should I, as a citizen, respond to globalization?

General Outcome

Students will assess their roles and responsibilities in a globalizing world.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - recognize and appreciate the impact of globalization on the quality of life of individuals and communities

Global Connections | Citizenship | Culture and Community

4.2 - recognize and appreciate the importance of human rights in determining quality of life

Global Connections | Citizenship

4.3 - accept political, social and environmental responsibilities associated with global citizenship

Citizenship | Global Connections | Economics and Resources

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore various understandings of quality of life

Global Connections

4.5 - analyze impacts of globalization on children and youth (awareness of global issues, employment issues, identity)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources | Identity

4.6 - analyze impacts of globalization on women (gender issues, labour issues, opportunities for entrepreneurship)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources | Identity

4.7 - evaluate relationships between globalization and democratization and human rights

Global Connections | Power, Authority and Decision Making

4.8 - analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues)

Global Connections | The Land: Places and People

4.9 - explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses may have in addressing opportunities and challenges presented by globalization

Global Connections | Citizenship | Power, Authority and Decision Making

4.10 - evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources

4.11 - develop strategies to demonstrate active, responsible global citizenship

Citizenship | Global Connections | Power, Authority and Decision Making | Economics and Resources

Social Studies 10-2

Living In A Globalizing World

Overview

Students will explore historical aspects of globalization as well as the effects of globalization on lands, cultures, human rights and quality of life. Students will explore the relationships among globalization, citizenship and identity. The infusion of multiple perspectives will allow students to examine the effects of globalization on peoples in Canada and other locations, including the impact on Aboriginal and Francophone communities. Students will develop skills to respond to issues emerging in an increasingly globalized world.

Rationale

By examining opportunities and challenges associated with globalization, the process by which the world is becoming increasingly connected and interdependent, students will develop awareness of the impacts of globalization. Recognizing and appreciating the influence of globalization will lead students to examine their roles as responsible and active citizens in a globalizing world.

Key Issue	Key Outcome
To what extent should we embrace globalization?	Students will understand, assess and respond to the complexities of globalization.
Related Issues	General Outcomes
1. Should globalization shape identity?	Students will explore the impacts of globalization on their lives.
2. Should people in Canada respond to the legacies of historical globalization?	Students will understand the effects of historical globalization on Indigenous and non-Indigenous peoples.
3. Does globalization contribute to sustainable prosperity for all people?	Students will understand economic, environmental and other impacts of globalization.
4. Should I, as a citizen, respond to globalization?	Students will examine their roles and responsibilities in a globalizing world.

Senior High School Social Studies Course Organizer

Social Studies 10-2 Course Organizer

Benchmark Skills & Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-2.

Dimensions of Thinking
critical thinking and creative thinking	analyze ideas and information from multiple sources
historical thinking	understand diverse historical and contemporary perspectives within and across cultures
geographic thinking	analyze the ways in which physical and human geographic features influence world events
decision making and problem solving	demonstrate skills needed to reach consensus, solve problems and formulate positions
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community
Research for Deliberative Inquiry
research and information	develop and express an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes for Social Studies 10-2

The following skills and processes are outcomes to be achieved within the contexts of Social Studies 10-2. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

analyze ideas and information from multiple sources
determine relationships among multiple sources of information
determine the validity of information based on context, bias, sources, objectivity, evidence or reliability
suggest likely outcomes based on factual information
evaluate personal assumptions and opinions
determine the strengths and weaknesses of arguments
identify seemingly unrelated ideas to explain a concept or event
analyze current affairs from a variety of perspectives
identify main ideas underlying a position or issue

S.2 - develop skills of historical thinking:

understand diverse historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
compare and contrast historical narratives
identify and describe the impact of significant historical periods and patterns of change on society today
understand the difference between historical facts and historical interpretations
compare alternative historical narratives
develop reasoned arguments supported by historical and contemporary evidence
describe how changes in technology can benefit or harm society
use current, reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the ways in which physical and human geographic features influence world events
draw conclusions from maps and other geographic sources
locate, gather, interpret and organize information, using historical maps
assess the impact of human activities on the land and the environment
use current, reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate skills needed to reach consensus, solve problems and formulate positions
use inquiry processes to make decisions and solve problems
apply ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences
make meaningful contributions to discussion and group work
identify behaviours and attitudes that contribute or pose obstacles to cross-cultural understanding
consider the needs and perspectives of others
identify and use a variety of strategies to resolve conflicts peacefully and equitably
demonstrate cooperativeness in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community
promote and respect the contributions of team members when working as a team
cooperate with others for the well-being of the community

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop and express an informed position on an issue
develop conclusions based on evidence gathered through research of a wide variety of sources
use research tools and methods to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied viewpoints on particular issues
revise questions on an issue as new information becomes available
select relevant information when conducting research
cite sources correctly to respect the ownership and integrity of information
use calendars, time management or project management software to assist in organizing the research process
plan and perform searches, using digital sources
generate understandings of issues by using some form of technology to facilitate the process

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively in a variety of situations
engage in respectful discussion
use a variety of oral, written and visual sources to present informed positions on issues
ask respectful and relevant questions of others to clarify viewpoints on an issue
make respectful and reasoned comments on the topic of discussion
use technology to compose, revise and edit text
employ technologies to adapt information for context (situation, audience and purpose)

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
analyze the validity of various points of view in media messages
analyze information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media
demonstrate discriminatory selection of electronically accessed information

Key Issue: To what extent should we embrace globalization?

Key Outcome: Students will understand, assess and respond to the complexities of globalization.

Related Issue 1 (10-2)

Should globalization shape identity?

General Outcome

Students will explore the impacts of globalization on their lives.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - acknowledge and appreciate the existence of multiple perspectives in a globalizing world

Global Connections | Culture and Community

1.2 - appreciate why peoples in Canada and other locations strive to promote their cultures, languages and identities in a globalizing world

Identity | Culture and Community | Global Connections

1.3 - appreciate how identities and cultures shape, and are shaped by, globalization

Identity | Culture and Community | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

1.4 - identify the various ways that people in Canada express their identities (traditions, language, religion, spirituality, the arts, attire, relationship to land, role modelling)

Identity | Culture and Community | The Land: Places and People

1.5 - explore understandings and dimensions of globalization (political, economic, social, other contemporary examples)

Power, Authority and Decision Making | Economics and Resources | Culture and Community

1.6 - explore the impact of communications technology and media on diversity (universalization of pop culture, hybridization, diversification)

Identity | Culture and Community | Global Connections

1.7 - examine opportunities presented by globalization to identities and cultures of peoples in Canada (acculturation, accommodation, cultural revitalization, affirmation of identity, integration)

Identity | Culture and Community | Global Connections

1.8 - examine challenges presented by globalization to identities and cultures of peoples in Canada (assimilation, marginalization, accommodation, integration, homogenization)

Identity | Culture and Community | Global Connections

1.9 - analyze the efforts to promote languages and cultures in Canada in response to globalization (language and cultural legislation, revitalization of language and culture)

Identity | Culture and Community

Related Issue 2 (10-2)

Should people in Canada respond to the legacies of historical globalization?

General Outcome

Students will understand the effects of historical globalization on indigenous and non-indigenous peoples.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - recognize and appreciate historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies

Time, Continuity and Change | Culture and Community | Identity | Global Connections

2.2 - exhibit a global consciousness with respect to the human condition

Global Connections | Citizenship

2.3 - accept social responsibilities associated with global citizenship

Citizenship | Global Connections

2.4 - recognize and appreciate the validity of oral histories

Time, Continuity and Change | Culture and Community

2.5 - recognize and appreciate various perspectives regarding the prevalence and impacts of Eurocentrism

Time, Continuity and Change | Culture and Community | Identity

Specific Outcomes: Knowledge and Understanding

Students will:

2.6 - identify the effects of cultural contact between Europeans and Indigenous peoples in Canada and one other location (exchange of goods and technologies, depopulation, influences on government)

Time, Continuity and Change | Culture and Community | Global Connections

2.7 - explore the foundations of historical globalization (rise of capitalism, industrialization, imperialism, Eurocentrism)

Time, Continuity and Change | Economics and Resources | Power, Authority and Decision Making

2.8 - explore the relationship between historical globalization and imperialism

Time, Continuity and Change | Economics and Resources | The Land: Places and People | Power, Authority and Decision Making

2.9 - examine multiple perspectives on the political, economic and social impacts of imperialism in Canada

Identity | The Land: Places and People | Power, Authority and Decision Making

2.10 - examine the consequences of imperialism in Canada for Aboriginal Peoples (Indian Act, consequences of residential schools, social impact on Indigenous peoples)

Culture and Community | Time, Continuity and Change | Identity | Global Connections

2.11 - analyze various attempts to address the consequences of imperialism in Canada (Royal Commission on Aboriginal Peoples, contemporary examples)

Time, Continuity and Change | Global Connections | Power, Authority and Decision Making

2.12 - identify legacies of historical globalization and imperialism that continue to influence globalization

Time, Continuity and Change | Global Connections

Related Issue 3 (10-2)

Does globalization contribute to sustainable prosperity for all people?

General Outcome

Students will understand economic, environmental and other impacts of globalization.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - recognize and appreciate multiple perspectives that exist with respect to the relationships among economics, politics, the environment and globalization

Global Connections | Economics and Resources | Power, Authority and Decision Making

3.2 - recognize and appreciate impacts of globalization on the interdependent relationships among the economy, people and the environment

Global Connections | Economics and Resources | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

3.3 - explore various understandings of contemporary economic globalization

Global Connections | Economics and Resources

3.4 - identify foundations of contemporary globalization (Bretton Woods Conference)

Time, Continuity and Change | Power, Authority and Decision Making | Economics and Resources

3.5 - identify factors contributing to the expansion of globalization since the Second World War (international agreements, international organizations, media and transportation technologies, transnational corporations)

Time, Continuity and Change | Global Connections | Economics and Resources | Power, Authority and Decision Making

3.6 - examine the political and economic challenges and opportunities of globalization (trade liberalization, foreign investment, economic growth, outsourcing, knowledge economy)

Economics and Resources | Power, Authority and Decision Making | Global Connections

3.7 - explore multiple perspectives on relationships among people, the land and globalization (spirituality, stewardship, sustainability, resource development)

The Land: Places and People | Culture and Community | Global Connections | Economics and Resources

3.8 - analyze the impact of actions and policies associated with globalization on the environment (land and resource use, resource development agreements, environmental legislation)

The Land: Places and People | Economics and Resources | Global Connections

3.9 - examine multiple perspectives on sustainability and prosperity in a globalizing world

Economics and Resources | The Land: Places and People | Culture and Community

Related Issue 4 (10-2)

Should I, as a citizen, respond to globalization?

General Outcome

Students will examine their roles and responsibilities in a globalizing world.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - recognize and appreciate the impact of globalization on the quality of life of individuals and communities

Global Connections | Citizenship

4.2 - recognize and appreciate the importance of human rights in determining quality of life

Global Connections | Citizenship

4.3 - accept political, social and environmental responsibilities associated with global citizenship

Citizenship | Global Connections | Economics and Resources

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore various understandings of quality of life

Global Connections

4.5 - examine impacts of globalization on children and youth (awareness of global issues, employment issues, identity)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources

4.6 - examine impacts of globalization on women (gender issues, labour issues, opportunities for entrepreneurship)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources

4.7 - analyze relationships between globalization and democratization and human rights

Global Connections | Power, Authority and Decision Making

4.8 - examine how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues)

Global Connections | The Land: Places and People

4.9 - explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses in Canada may have in addressing the opportunities and challenges presented by globalization

Global Connections | Citizenship | Power, Authority and Decision Making

4.10 - analyze means by which individuals, governments, organizations and businesses in Canada could address the opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility)

Global Connections | Citizenship | Power, Authority and Decision Making | Economics and Resources

4.11 - develop strategies to demonstrate active, responsible global citizenship

Citizenship | Global Connections | Power, Authority and Decision Making | Economics and Resources

Social Studies 20-1

Perspectives On Nationalism

Overview

Students will explore the complexities of nationalism in Canadian and international contexts. They will study the origins of nationalism and the influence of nationalism on regional, international and global relations. The infusion of multiple perspectives will allow students to develop understandings of nationalism and how nationalism contributes to the citizenship and identities of peoples in Canada.

Rationale

While nationalism has historically examined the relationship of the citizen to the state, contemporary understandings of nationalism include evolving individual, collective, national and state realities. Exploring the complexities of nationalism will contribute to an understanding and appreciation of the interrelationships among nation, nationalism, internationalism, globalization, and citizenship and identity. Developing understandings of the various points of view associated with nationalism as well as an appreciation for the perspectives of others will encourage students to develop personal and civic responses to emergent issues

Key Issue	Key Outcome
To what extent should we embrace nationalism?	Students will understand, assess and respond to the complexities of nationalism.
Related Issues	General Outcomes
1. To what extent should nation be the foundation of identity?	Students will explore the relationships among identity, nation and nationalism.
2. To what extent should national interest be pursued?	Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest.
3. To what extent should internationalism be pursued?	Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
4. To what extent should individuals and groups in Canada embrace a national identity?	Students will assess strategies for negotiating the complexities of nationalism within the Canadian context.

Senior High School Social Studies Course Organizer

Social Studies 20-1 Course Organizer

Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-1.

Dimensions of Thinking
critical thinking and creative thinking	evaluate ideas and information from multiple sources
historical thinking	analyze multiple historical and contemporary perspectives within and across cultures
geographic thinking	analyze the impact of physical and human geography on history
decision making and problem solving	demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that enhance personal and community well-being
Research for Deliberative Inquiry
research and information	develop, express and defend an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively to express a point of view in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes for Social Studies 20-1

The following skills and processes are outcomes to be achieved within the contexts of Social Studies 20-1 and to be achieved by the end of Social Studies 30-1. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

evaluate ideas and information from multiple sources
determine relationships among multiple and varied sources of information
assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
predict likely outcomes based on factual information
evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
synthesize information from contemporary and historical issues to develop an informed position
evaluate the logic of assumptions underlying a position
assemble seemingly unrelated information to support an idea or to explain an event
analyze current affairs from a variety of perspectives

S.2 - develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
analyze similarities and differences among historical narratives
evaluate the impact of significant historical periods and patterns of change on the contemporary world
discern historical facts from historical interpretations through an examination of multiple sources
identify reasons underlying similarities and differences among historical narratives
develop a reasoned position that is informed by historical and contemporary evidence
demonstrate an understanding of how changes in technology can benefit or harm society--in the context of the present, the future and various historical time periods
use current, reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the impact of physical and human geography on history
make inferences and draw conclusions from maps and other geographical sources
locate, gather, interpret and organize information, using historical maps
develop and assess geographic representations to demonstrate the impact of factors of geography on world events
assess the impact of human activities on the land and the environment
assess how human interaction impacts geopolitical realities
use current, reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
develop inquiry strategies to make decisions and solve problems
generate and apply new ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
participate in persuading, compromising and negotiating to resolve conflicts and differences
interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding
demonstrate leadership during discussions and group work
respect the points of view and perspectives of others
collaborate in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that enhance personal and community well-being
acknowledge the importance of multiple perspectives in a variety of situations

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop, express and defend an informed position on an issue
reflect on changes of points of view or opinion based on information gathered and research conducted
draw pertinent conclusions based on evidence derived from research
demonstrate proficiency in the use of research tools and strategies to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues
integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
develop, refine and apply questions to address an issue
select and analyze relevant information when conducting research
plan and perform complex searches, using digital sources
use calendars, time management or project management software to assist in organizing the research process
generate new understandings of issues by using some form of technology to facilitate the process
record relevant data for acknowledging sources of information, and cite sources correctly
respect ownership and integrity of information

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively to express a point of view in a variety of situations
use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
ask respectful and relevant questions of others to clarify viewpoints
listen respectfully to others
use a variety of oral, visual and print sources to present informed positions on issues
apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
use appropriate presentation software to demonstrate personal understandings
compose, revise and edit text
apply general principles of graphic layout and design to a document in process
understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)
apply principles of graphic design to enhance meaning and engage audiences

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
evaluate the validity of various points of view presented in the media
appraise information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

Key Issue: To what extent should we embrace nationalism?

Key Outcome: Students will understand, assess and respond to the complexities of nationalism.

Related Issue 1 (20-1)

To what extent should nation be the foundation of identity?

General Outcome

Students will explore the relationships among identity, nation and nationalism.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - appreciate that understandings of identity, nation and nationalism continue to evolve

Identity | Citizenship

1.2 - appreciate the existence of alternative views on the meaning of nation

Identity | Citizenship

1.3 - appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world

Identity | Time, Continuity and Change | Global Connections

1.4 - appreciate why peoples seek to promote their identity through nationalism

Identity | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

1.5 - explore a range of expressions of nationalism

Identity | Citizenship

1.6 - develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic)

Identity | Culture and Community | The Land: Places and People

1.7 - analyze the relationship between nation and nation-state

Time, Continuity and Change | Power, Authority and Decision Making | Citizenship

1.8 - analyze how the development of nationalism is shaped by historical, geographic, political, economic and social factors (French Revolution and Napoleonic era, contemporary examples)

Economics and Resources | Power, Authority and Decision Making | Culture and Community | Time, Continuity and Change | The Land: Places and People

1.9 - analyze nationalism as an identity, internalized feeling and/or collective consciousness shared by a people (French Revolution and Napoleonic era, Canadian nationalism, Québecois nationalism, American nationalism, First Nations and Métis nationalism, Inuit perspectives)

Identity | Time, Continuity and Change | Citizenship | Culture and Community

1.10 - evaluate the importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Métis nationalism, ethnic nationalism in Canada, civic nationalism in Canada, Québecois nationalism, Inuit perspectives on nationalism)

Identity | Time, Continuity and Change| Citizenship

1.11 evaluate the importance of reconciling nationalism with contending non-nationalist loyalties (religion, region, culture, race, ideology, class, other contending loyalties)

Identity | Citizenship | Culture and Community | The Land: Places and People

Related Issue 2 (20-1)

To what extent should national interest be pursued?

General Outcome

Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - appreciate that nations and states pursue national interest

Time, Continuity and Change | Global Connections | Power, Authority and Decision Making

2.2 - appreciate that the pursuit of national interest has positive and negative consequences

Time, Continuity and Change | Global Connections | Power, Authority and Decision Making

2.3 - appreciate multiple perspectives related to the pursuit of national interest

Time, Continuity and Change | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

2.4 - explore the relationship between nationalism and the pursuit of national interest

Power, Authority and Decision Making | Identity | The Land: Places and People

2.5 - analyze how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period)

Power, Authority and Decision Making | Time, Continuity and Change | Economics and Resources | The Land: Places and People

2.6 - analyze the relationship between nationalism and ultranationalism

Power, Authority and Decision Making | Identity

2.7 - analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars, ultranationalism in Japan, internments in Canada, conscription crises)

Power, Authority and Decision Making | Time, Continuity and Change | Global Connections | The Land: Places and People

2.8 - analyze ultranationalism as a cause of genocide (the Holocaust, 1932-1933 famine in Ukraine, contemporary examples)

Time, Continuity and Change | Power, Authority and Decision Making | Global Connections

2.9 - analyze impacts of the pursuit of national self-determination (successor states; decolonization; Québecois nationalism and sovereignty movement; First Nations, Métis and Inuit self-government; contemporary examples)

Power, Authority and Decision Making | Time, Continuity and Change | Economics and Resources | The Land: Places and People

Related Issue 3 (20-1)

To what extent should internationalism be pursued?

General Outcome

Students will assess impacts of the pursuit of internationalism in contemporary global affairs.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - appreciate that nations and states engage in regional and global affairs for a variety of reasons

Global Connections | Citizenship | Power, Authority and Decision Making

3.2 - appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities

Global Connections | Citizenship

3.3 - demonstrate a global consciousness with respect to the human condition and global affairs

Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

3.4 - analyze the motives of nation and state involvement or noninvolvement in international affairs (economic stability, self-determination, peace, security, humanitarianism)

Global Connections | Time, Continuity and Change | Power, Authority and Decision Making

3.5 - explore understandings of internationalism

Global Connections | Power, Authority and Decision Making

3.6 - analyze how internationalism can be promoted through foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international law and agreements)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.7 - evaluate the extent to which selected organizations promote internationalism (United Nations, World Council of Indigenous Peoples, European Union, l'Organisation internationale de la Francophonie, Arctic Council, contemporary examples)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.8 - analyze impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human rights)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.9 - evaluate the extent to which nationalism must be sacrificed in the interest of internationalism

Global Connections | Power, Authority and Decision Making | Economics and Resources

Related Issue 4 (20-1)

To what extent should individuals and groups in Canada embrace a national identity?

General Outcome

Students will assess strategies for negotiating the complexities of nationalism within the Canadian context.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - appreciate historical and contemporary attempts to develop a national identity

Identity | Time, Continuity and Change | Citizenship

4.2 - appreciate contrasting historical and contemporary narratives associated with national identity

Identity | Citizenship | Time, Continuity and Change

4.3 - respect the views of others on alternative visions of national identity

Identity | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore multiple perspectives on national identity in Canada

Identity | Citizenship | The Land: Places and People

4.5 - analyze methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives)

Identity | Citizenship | The Land: Places and People

4.6 - examine historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Con federation, First Nations treaties and the Indian Act, Métis and Inuit self-governance, Louis Riel, Sir Clifford Sifton, Henri Bourassa, French-Canadian nationalism, Pierre Trudeau, National Indian Brotherhood)

Identity | Citizenship | Time, Continuity and Change | The Land: Places and People

4.7 - evaluate the challenges and opportunities associated with the promotion of Canadian national unity (Québec sovereignty, federal-provincial-territorial relations, Aboriginal self-determination and land claims, bilingualism, multiculturalism)

Identity | Citizenship | Culture and Community

4.8 - evaluate various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration)

Identity | Citizenship | Culture and Community

4.9 - develop personal and collective visions of national identity

Identity | Citizenship

Social Studies 20-2

Understandings Of Nationalism

Overview

Students will examine historical and contemporary understandings of nationalism in Canada and the world. They will explore the origins of nationalism as well as the impacts of nationalism on individuals and communities in Canada and other locations. Examples of nationalism, ultranationalism, supranationalism and internationalism will be examined from multiple perspectives. Students will develop personal and civic responses to emergent issues related to nationalism.

Rationale

As perspectives on personal identity continue to evolve, so do understandings of nationalism and what it means to be a member of a collective, community, state and nation. This evolution is significant in the Canadian context as nationalism continues to shape visions of identity and nation. Understanding the significance of nationalism contributes to an appreciation and awareness of the interrelationships among nationalism, internationalism, citizenship and identity.

Key Issue	Key Outcome
To what extent should we embrace nationalism?	Students will understand, assess and respond to the complexities of nationalism.
Related Issues	General Outcomes
1. Should nation be the foundation of identity?	Students will explore the relationships among identity, nation and nationalism.
2. Should nations pursue national interest?	Students will understand impacts of nationalism, ultranationalism and the pursuit of national interest.
3. Should internationalism be pursued?	Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
4. Should individuals and groups in Canada embrace a national identity?	Students will understand the complexities of nationalism within the Canadian context.

Senior High School Social Studies Course Organizer

Social Studies 20-2 Course Organizer

Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-2.

Dimensions of Thinking
critical thinking and creative thinking	analyze ideas and information from multiple sources
historical thinking	understand diverse historical and contemporary perspectives within and across cultures
geographic thinking	analyze the ways in which physical and human geographic features influence world events
decision making and problem solving	demonstrate skills needed to reach consensus, solve problems and formulate positions
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community
Research for Deliberative Inquiry
research and information	develop and express an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes for Social Studies 20-2

The following skills and processes are outcomes to be achieved within the contexts of Social Studies 20-2. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

analyze ideas and information from multiple sources
determine relationships among multiple sources of information
determine the validity of information based on context, bias, sources, objectivity, evidence or reliability
suggest likely outcomes based on factual information
evaluate personal assumptions and opinions
determine the strengths and weaknesses of arguments
identify seemingly unrelated ideas to explain a concept or event
analyze current affairs from a variety of perspectives
identify main ideas underlying a position or issue

S.2 - develop skills of historical thinking:

understand diverse historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
compare and contrast historical narratives
identify and describe the impact of significant historical periods and patterns of change on society today
understand the difference between historical facts and historical interpretations
compare alternative historical narratives
develop reasoned arguments supported by historical and contemporary evidence
describe how changes in technology can benefit or harm society
use current reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the ways in which physical and human geographic features influence world events
draw conclusions from maps and other geographic sources
locate, gather, interpret and organize information, using historical maps
assess the impact of human activities on the land and the environment
use current reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate skills needed to reach consensus, solve problems and formulate positions
use inquiry processes to make decisions and solve problems
apply ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences
make meaningful contributions to discussion and group work
identify behaviours and attitudes that contribute or pose obstacles to cross-cultural understanding
consider the points of view and perspectives of others
identify and use a variety of strategies to resolve conflicts peacefully and equitably
demonstrate cooperativeness in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community
promote and respect the contributions of team members when working as a team
cooperate with others for the well-being of the community

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop and express an informed position on an issue
develop conclusions based on evidence gathered through research of a wide variety of sources
use research tools and methods to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues
revise questions on an issue as new information becomes available
select relevant information when conducting research
cite sources correctly to respect the ownership and integrity of information
use calendars, time management or project management software to assist in organizing the research process
plan and perform searches using digital sources
generate understandings of issues by using some form of technology to facilitate the process

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively in a variety of situations
engage in respectful discussion
use a variety of oral, visual and print sources to present informed positions on issues
ask respectful and relevant questions of others to clarify viewpoints on an issue
make respectful and reasoned comments on the topic of discussion
use technology to compose, revise and edit text
employ technologies to adapt information for context (situation, audience and purpose)

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
evaluate the validity of various points of view in media messages
analyze information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media
demonstrate discriminatory selection of electronically accessed information

Key Issue: To what extent should we embrace nationalism?

Key Outcome: Students will understand, assess and respond to the complexities of nationalism.

Related Issue 1 (20-2)

Should nation be the foundation of identity?

General Outcome

Students will explore the relationships among identity, nation and nationalism.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - appreciate that understandings of identity, nation and nationalism continue to evolve

Identity | Citizenship

1.2 - appreciate the existence of alternative views on the meaning of nation

Identity | Citizenship

1.3 - appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world

Identity | Time, Continuity and Change | Global Connections

1.4 - appreciate why peoples seek to promote their identity through nationalism

Identity | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

1.5 - explore a range of expressions of nationalism

Identity | Citizenship

1.6 - develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic)

Identity | Culture and Community | The Land: Places and People

1.7 - examine the relationship between nation and nation-state

Time, Continuity and Change | Power, Authority and Decision Making | Citizenship

1.8 - examine how the development of nationalism is shaped by historical, geographic, political, economic and social factors (French Revolution, contemporary examples)

Economics and Resources | Power, Authority and Decision Making | Culture and Community | Time, Continuity and Change | The Land: Places and People

1.9 - examine nationalism as an identity, internalized feeling and/or collective consciousness shared by a people (French Revolution, Canadian nationalism, Québecois nationalism, First Nations and Métis nationalism, Inuit perspectives)

Identity | Time, Continuity and Change | Citizenship | Culture and Community

1.10 - analyze the importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Métis nationalism, ethnic nationalism in Canada, Québecois nationalism, Inuit perspectives on nationalism)

Identity | Time, Continuity and Change | Citizenship

1.11 - analyze the importance of reconciling nationalism with contending non-nationalist loyalties (religion, region, culture, race, ideology, class, other contending loyalties)

Identity | Citizenship | Culture and Community | The Land: Places and People

Related Issue 2 (20-2)

Should nations pursue national interest?

General Outcome

Students will understand impacts of nationalism, ultranationalism and the pursuit of national interest.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - appreciate that nations and states pursue national interest

Time, Continuity and Change | Global Connections | Power, Authority and Decision Making

2.2 - appreciate that the pursuit of national interest has positive and negative consequences

Time, Continuity and Change

2.3 - appreciate multiple perspectives related to the pursuit of national interest

Time, Continuity and Change

Specific Outcomes: Knowledge and Understanding

Students will:

2.4 - explore the concept of national interest

Power, Authority and Decision Making | Identity | The Land: Places and People

2.5 - explore the relationship between nationalism and the pursuit of national interest

Power, Authority and Decision Making | Identity

2.6 - examine how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period)

Power, Authority and Decision Making | Time, Continuity and Change | Economics and Resources | The Land: Places and People

2.7 - examine similarities and differences between nationalism and ultranationalism

Power, Authority and Decision Making | Identity

2.8 - analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars, internments in Canada, conscription crises)

Power, Authority and Decision Making | Time, Continuity and Change | Global Connections | The Land: Places and People

2.9 - examine ultranationalism as a cause of genocide (the Holocaust, the 1932-1933 famine in Ukraine, contemporary examples)

Time, Continuity and Change | Power, Authority and Decision Making | Global Connections

2.10 - evaluate impacts of the pursuit of national self-determination (Québecois nationalism and sovereignty movement; First Nations, Métis and Inuit self-government; contemporary examples)

Power, Authority and Decision Making | Time, Continuity and Change | Economics and Resources | The Land: Places and People

Related Issue 3 (20-2)

Should internationalism be pursued?

General Outcome

Students will assess impacts of the pursuit of internationalism in contemporary global affairs.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - appreciate that nations and states engage in regional and global affairs for a variety of reasons

Global Connections | Citizenship

3.2 - appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities

Global Connections | Citizenship

3.3 - demonstrate a global consciousness with respect to the human condition and global affairs

Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

3.4 - examine the motives of nation and state involvement or noninvolvement in international affairs (economic stability, self-determination, peace, security, humanitarianism)

Global Connections | The Land: Places and People | Time, Continuity and Change

3.5 - explore understandings of internationalism

Global Connections | Power, Authority and Decision Making

3.6 - examine how internationalism can be promoted by foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international law and agreements)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.7 - analyze the extent to which selected organizations promote internationalism (United Nations, World Council of Indigenous Peoples, European Union, l'Organisation internationale de la Francophonie, Arctic Council)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.8 - examine impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human rights)

Global Connections | Power, Authority and Decision Making | Economics and Resources

3.9 - evaluate the extent to which nationalism must be sacrificed in the interest of internationalism

Global Connections | Power, Authority and Decision Making | Economics and Resources

Related Issue 4 (20-2)

Should individuals and groups in Canada embrace a national identity?

General Outcome

Students will understand the complexities of nationalism within the Canadian context.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - appreciate historical and contemporary attempts to develop a national identity

Identity | Time, Continuity and Change | Citizenship

4.2 - appreciate contrasting historical and contemporary narratives associated with national identity

Identity | Citizenship | Time, Continuity and Change

4.3 - respect the views of others on alternative visions of national identity

Identity | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore multiple perspectives on national identity in Canada

Identity | Citizenship | The Land: Places and People

4.5 - examine methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives)

Identity | Citizenship | The Land: Places and People

4.6 - identify historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Confederation, First Nations treaties and the Indian Act, Métis and Inuit self-governance, Louis Riel, French Canadian nationalism, Pierre Trudeau, National Indian Brotherhood)

Identity | Culture and Community | Time, Continuity and Change | The Land: Places and People

4.7 - explore the challenges and opportunities associated with the promotion of Canadian national unity (Québec sovereignty, federal-provincial-territorial relations, Aboriginal self-determination and land claims, bilingualism, multiculturalism)

Identity | Citizenship | Culture and Community

4.8 - analyze various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration)

Identity | Citizenship | Culture and Community

4.9 - develop personal and collective visions of national identity

Identity | Citizenship

Social Studies 30-1

Perspectives On Ideology

Overview

Students will explore the origins and complexities of ideologies and examine multiple perspectives regarding the principles of classical and modern liberalism. An analysis of various political and economic systems will allow students to assess the viability of the principles of liberalism. Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues.

Rationale

The principles of liberalism have played a significant role in the development of modern democratic societies. Developing a comprehensive understanding of the evolution of modern liberal thought and the tenets of competing ideologies is important in the development of active, informed and responsible citizens. This understanding will enable students to effectively investigate, analyze and evaluate government policies and actions and develop individual and collective responses to contemporary local, national and global issues.

Key Issue	Key Outcome
To what extent should we embrace an ideology?	Students will understand, assess and respond to the complexities of ideologies.
Related Issues	General Outcomes
1. To what extent should ideology be the foundation of identity?	Students will explore the relationship between identity and ideology.
2. To what extent is resistance to liberalism justified?	Students will assess impacts of, and reactions to, principles of liberalism.
3. To what extent are the principles of liberalism viable?	Students will assess the extent to which the principles of liberalism are viable in a contemporary world.
4. To what extent should my actions as a citizen be shaped by an ideology?	Students will assess their rights, roles and responsibilities as citizens.

Senior High School Social Studies Course Organizer

Social Studies 30-1 Course Organizer

Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-1.

Dimensions of Thinking
critical thinking and creative thinking	evaluate ideas and information from multiple sources
historical thinking	analyze multiple historical and contemporary perspectives within and across cultures
geographic thinking	analyze the impact of physical and human geography on history
decision making and problem solving	demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that enhance personal and community well-being
Research for Deliberative Inquiry
research and information	develop, express and defend an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively to express a point of view in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes For Social Studies 30-1

The following skills and processes are outcomes to be achieved by the end of Social Studies 30-1. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

evaluate ideas and information from multiple sources
determine relationships among multiple and varied sources of information
assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
predict likely outcomes based on factual information
evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
synthesize information from contemporary and historical issues to develop an informed position
evaluate the logic of assumptions underlying a position
assemble seemingly unrelated information to support an idea or to explain an event
analyze current affairs from a variety of perspectives

S.2 - develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
compare similarities and differences among historical narratives
evaluate the impact of significant historical periods and patterns of change on the contemporary world
discern historical facts from historical interpretations through an examination of multiple sources
identify reasons underlying similarities and differences among historical narratives
develop a reasoned position that is informed by historical and contemporary evidence
demonstrate an understanding of how changes in technology can benefit or harm society-in the context of the present, the future and various historical time periods
use current, reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the impact of physical and human geography on history
make inferences and draw conclusions from maps and other geographical sources
locate, gather, interpret and organize information, using historical maps
develop and assess geographic representations to demonstrate the impact of factors of geography on world events
assess the impact of human activities on the land and the environment
assess how human interaction impacts geopolitical realities
use current, reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
develop inquiry strategies to make decisions and solve problems
generate and apply new ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
participate in persuading, compromising and negotiating to resolve conflicts and differences
interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding
demonstrate leadership during discussions and group work
respect the needs and perspectives of others
collaborate in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that enhance personal and community well-being
acknowledge the importance of multiple perspectives in a variety of situations

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop, express and defend an informed position on an issue
reflect on changes of perspective or opinion based on information gathered and research conducted
draw pertinent conclusions based on evidence derived from research
demonstrate proficiency in the use of research tools and strategies to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied viewpoints on particular issues
integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
develop, refine and apply questions to address an issue
select and analyze relevant information when conducting research
plan and perform complex searches, using digital sources
use calendars, time management or project management software to assist in organizing the research process
generate new understandings of issues by using some form of technology to facilitate the process
record relevant data for acknowledging sources of information, and cite sources correctly
respect ownership and integrity of information

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively to express a point of view in a variety of situations
use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
ask respectful and relevant questions of others to clarify viewpoints
listen respectfully to others
use a variety of oral, visual and print sources to present informed positions on issues
apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
use appropriate presentation software to demonstrate personal understandings
compose, revise and edit text
apply general principles of graphic layout and design to a document in process
understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics
apply principles of graphic design to enhance meaning and engage audiences

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
evaluate the validity of various points of view presented in the media
appraise information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

Key Issue: To what extent should we embrace an ideology?

Key Outcome: Students will understand, assess and respond to the complexities of ideologies.

Related Issue 1 (30-1)

To what extent should ideology be the foundation of identity?

General Outcome

Students will explore the relationship between identity and ideology.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - appreciate various perspectives regarding identity and ideology

Power, Authority and Decision Making | Time, Continuity and Change | Identity

1.2 - appreciate various perspectives regarding the relationship between individualism and common good

Power, Authority and Decision Making | Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

1.3 - explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)

Identity | Citizenship | The Land: Places and People

1.4 - examine historic and contemporary expressions of individualism and collectivism

Identity | Citizenship | The Land: Places and People | Time, Continuity and Change

1.5 - examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future)

Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People

1.6 - explore themes of ideologies (nation, class, relationship to land, environment, religion, progressivism)

Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People

1.7 - analyze individualism as a foundation of ideology (principles of liberalism: individual rights and freedoms, self-interest, competition, economic freedom, rule of law, private property)

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.8 - analyze collectivism as a foundation of ideology (principles of collectivism: collective responsibility, collective interest, cooperation, economic equality, adherence to collective norms, public property)

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.9 - analyze the dynamic between individualism and common good in contemporary societies

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.10 - evaluate the extent to which personal identity should be shaped by ideologies

Identity | Citizenship

Related Issue 2 (30-1)

To what extent is resistance to liberalism justified?

General Outcome

Students will assess impacts of, and reactions to, principles of liberalism.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - appreciate Aboriginal contributions to the development of ideologies

Citizenship | The Land: Places and People | Power, Authority and Decision Making

2.2 - appreciate how citizens and citizenship are impacted by the promotion of ideological principles

Citizenship | Time, Continuity and Change

2.3 - appreciate that individuals and groups may adhere to various ideologies

Identity | Citizenship | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

2.4 - explore Aboriginal contributions to the development of liberalism

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

2.5 - examine the relationship between the principles of liberalism and the origins of classical liberal thought (John Locke, Montesquieu, Adam Smith, John Stuart Mill)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.6 - analyze the impacts of classical liberal thought on 19^th century society (laissez-faire capitalism, industrialization, class system, limited government)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.7 - analyze ideologies that developed in response to classical liberalism (classic conservatism, Marxism, socialism, welfare capitalism)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.8 - analyze the evolution of modern liberalism as a response to classical liberalism (labour standards and unions, universal suffrage, welfare state, protection of human rights, feminism)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.9 - evaluate ideological systems that rejected principles of liberalism (Communism in the Soviet Union, fascism in Nazi Germany)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.10 - analyze how ideological conflict shaped international relations after the Second World War (expansionism, containment, deterrence, brinkmanship, détente, nonalignment, liberation movements)

Power, Authority and Decision Making | Time, Continuity and Change | The Land: Places and People

2.11 - analyze perspectives on the imposition of the principles of liberalism (Aboriginal experiences, contemporary events)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.12 - analyze the extent to which modern liberalism is challenged by alternative thought (Aboriginal collective thought, environmentalism, religious perspectives, neo-conservatism, postmodernism extremism)

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

2.13 - evaluate the extent to which resistance to the principles of liberalism is justified

Power, Authority and Decision Making | Economics and Resources | Global Connections

Related Issue 3 (30-1)

To what extent are the principles of liberalism viable?

General Outcome

Students will assess the extent to which the principles of liberalism are viable in a contemporary world.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - appreciate various perspectives regarding the viability of the principles of liberalism

Power, Authority and Decision Making | Economics and Resources

3.2 - appreciate various perspectives regarding the promotion of liberalism within political and economic systems

Power, Authority and Decision Making | Economics and Resources | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

3.3 - explore the extent to which governments should reflect the will of the people

Power, Authority and Decision Making | Citizenship

3.4 - explore the extent to which governments should encourage economic equality

Power, Authority and Decision Making | Economics and Resources | Citizenship

3.5 - analyze the extent to which the practices of political and economic systems reflect principles of liberalism (consensus decision making, direct and representative democracies, authoritarian political systems, traditional economies, free market economies, command economies, mixed economies)

Power, Authority and Decision Making | Economics and Resources | Citizenship

3.6 - analyze the extent to which liberal democracies reflect illiberal thought and practice (Canada, contemporary examples)

Power, Authority and Decision Making | Economics and Resources

3.7 - analyze why the practices of governments may not reflect principles of liberalism

Power, Authority and Decision Making | Economics and Resources | Citizenship

3.8 - evaluate the extent to which governments should promote individual and collective rights (American Bill of Rights; Canadian Charter of Rights and Freedoms; Québec Charter of Human Rights and Freedoms; First Nations, Métis and Inuit rights; language legislation; emergencies and security legislation)

Power, Authority and Decision Making | Citizenship | Culture and Community

3.9 - evaluate the extent to which the principles of liberalism are viable in the context of contemporary issues (environment concerns, resource use and development, debt and poverty, racism, pandemics, terrorism, censorship, illiberalism)

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

Related Issue 4 (30-1)

To what extent should my actions as a citizen be shaped by an ideology?

General Outcome

Students will assess their rights, roles and responsibilities as citizens.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - appreciate the relationship between citizenship and leadership

Citizenship | Identity

4.2 - exhibit a global consciousness with respect to the human condition and world issues

Citizenship | Global Connections

4.3 - accept responsibilities associated with individual and collective citizenship

Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore the relationship between personal and collective worldviews and ideology

Citizenship | Identity | Global Connections

4.5 - explore how ideologies shape individual and collective citizenship

Citizenship | Power, Authority and Decision Making | Global Connections

4.6 - analyze perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, dissent, civility, political participation, citizen advocacy)

Citizenship | Power, Authority and Decision Making | Economics and Resources

4.7 - analyze perspectives on the rights, roles and responsibilities of the individual during times of conflict (humanitarian crises, civil rights movements, antiwar movements, McCarthyism, pro-democracy movements, contemporary examples)

Citizenship | Power, Authority and Decision Making | Global Connections

4.8 - evaluate the extent to which ideology should shape responses to contemporary issues

Identity | Citizenship | Global Connections

4.9 - develop strategies to address local, national and global issues that demonstrate individual and collective leadership

Citizenship | Global Connections

4.10 - explore opportunities to demonstrate active and responsible citizenship through individual and collective action

Citizenship | Global Connections

Social Studies 30-2

Understandings Of Ideologies

Overview

Students will examine the origins, values and components of competing ideologies. They will explore multiple perspectives regarding relationships among individualism, liberalism, common good and collectivism. An examination of various political and economic systems will allow students to determine the viability of the values of liberalism. Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues.

Rationale

Democratic and capitalist societies are founded upon the key values of individualism and liberalism. Active and responsible citizenship requires citizens to have knowledge and skills to examine, analyze and evaluate a variety of political and economic systems. An awareness of the evolution of ideologies is key to comprehending and responding to local, national and global issues.

Key Issue	Key Outcome
To what extent should we embrace an ideology?	Students will understand, assess and respond to the complexities of ideologies.
Related Issues	General Outcomes
1. Should ideology be the foundation of identity?	Students will explore the relationship between identity and ideology.
2. Is resistance to liberalism justified?	Students will understand impacts of, and reactions to, liberalism.
3. Are the values of liberalism viable?	Students will understand the extent to which the values of liberalism are viable in a contemporary world.
4. Should my actions as a citizen be shaped by an ideology?	Students will understand their rights, roles and responsibilities as citizens.

Senior High School Social Studies Course Organizer

Social Studies 30-2 Course Organizer

Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of Social Studies 30-2.

Dimensions of Thinking
critical thinking and creative thinking	analyze ideas and information from multiple sources
historical thinking	understand diverse historical and contemporary perspectives within and across cultures
geographic thinking	analyze the ways in which physical and human geographic features influence world events
decision making and problem solving	demonstrate skills needed to reach consensus, solve problems and formulate positions
Social Participation as a Democratic Practice
cooperation, conflict resolution and consensus building	demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
age-appropriate behaviour for social involvement	demonstrate leadership by engaging in actions that enhance personal and community well-being
Research for Deliberative Inquiry
research and information	develop, express and defend an informed position on an issue
Communication
oral, written and visual literacy	communicate effectively to express a point of view in a variety of situations
media literacy	assess the authority, reliability and validity of electronically accessed information

Skills & Processes For Social Studies 30-2

The following skills and processes are outcomes to be achieved by the end of Social Studies 30-2. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program and are indicated by this symbol .

Dimensions of Thinking

Students will:

S.1 - develop skills of critical thinking and creative thinking:

analyze ideas and information from multiple sources
determine relationships among multiple sources of information
determine the validity of information based on context, bias, sources, objectivity, evidence or reliability
suggest likely outcomes based on factual information
evaluate personal assumptions and opinions
determine the strengths and weaknesses of arguments
identify seemingly unrelated ideas to explain a concept or event
analyze current affairs from a variety of perspectives
identify main ideas underlying a position or issue

S.2 - develop skills of historical thinking:

understand diverse historical and contemporary perspectives within and across cultures
analyze connections among patterns of historical change by identifying cause and effect relationships
compare and contrast historical narratives
identify and describe the impact of significant historical periods and patterns of change on society today
understand the difference between historical facts and historical interpretations
compare alternative historical narratives
develop reasoned arguments supported by historical and contemporary evidence
describe how changes in technology can benefit or harm society
use current, reliable information sources from around the world

S.3 - develop skills of geographic thinking:

analyze the ways in which physical and human geographic features influence world events
draw conclusions from maps and other geographic sources
locate, gather, interpret and organize information, using historical maps
assess the impact of human activities on the land and the environment
use current, reliable information sources from around the world, including online atlases

S.4 - demonstrate skills of decision making and problem solving:

demonstrate skills needed to reach consensus, solve problems and formulate positions
use inquiry processes to make decisions and solve problems
apply ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Participation as a Democratic Practice

Students will:

S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences
make meaningful contributions to discussion and group work
identify behaviours and attitudes that contribute or pose obstacles to cross-cultural understanding
consider the points of view and perspectives of others
identify and use a variety of strategies to resolve conflicts peacefully and equitably
demonstrate cooperativeness in groups to solve problems

S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community
promote and respect the contributions of team members when working as a team
cooperate with others for the well-being of the community

Research for Deliberative Inquiry

Students will:

S.7 - apply the research process:

develop and express an informed position on an issue
develop conclusions based on evidence gathered through research of a wide variety of sources
use research tools and methods to investigate issues
consult a wide variety of sources, including oral histories, that reflect varied viewpoints on particular issues
revise questions on an issue as new information becomes available
select relevant information when conducting research
cite sources correctly to respect the ownership and integrity of information
use calendars, time management or project management software to assist in organizing the research process
plan and perform searches, using digital sources
generate understandings of issues by using some form of technology to facilitate the process

Communication

Students will:

S.8 - demonstrate skills of oral, written and visual literacy:

communicate effectively in a variety of situations
engage in respectful discussion
use a variety of oral, visual and print sources to present informed positions on issues
ask respectful and relevant questions of others to clarify viewpoints on an issue
make respectful and reasoned comments on the topic of discussion
use technology to compose, revise and edit text
employ technologies to adapt information for context (situation, audience and purpose)

S.9 - develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
analyze the validity of various points of view in media messages
analyze information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence
analyze the impact of various forms of media
demonstrate discriminatory selection of electronically accessed information

Key Issue: To what extent should we embrace an ideology?

Key Outcome: Students will understand, assess and respond to the complexities of ideologies.

Related Issue 1 (30-2)

Should ideology be the foundation of identity?

General Outcome

Students will explore the relationship between identity and ideology.

Specific Outcomes: Values and Attitudes

Students will:

1.1 - appreciate various perspectives regarding identity and ideology

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

1.2 - appreciate various perspectives regarding the relationship between individualism and common good

Power, Authority and Decision Making | Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

1.3 - explore factors that may influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion, spirituality, ideology)

Identity | Citizenship | The Land: Places and People

1.4 - identify historic and contemporary expressions of individualism and collectivism

Identity | Citizenship | The Land: Places and People | Time, Continuity and Change

1.5 - examine the characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the structure of society, visions for the future)

Time, Continuity and Change | Power, Authority and Decision Making | Culture and Community

1.6 - identify themes of ideologies (nation, class, relationship to land, environment, religion)

Time, Continuity and Change | Power, Authority and Decision Making | The Land: Places and People

1.7 - examine individualism as a key value of ideology (values of liberalism: individual rights and freedoms, self-interest, competition, economic freedom, rule of law, private property)

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.8 - examine collectivism as a foundation of ideology (values of collectivism: collective responsibility, collective interest, cooperation, economic equality, adherence to collective norms, public property)

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.9 - examine the relationship between individualism and common good in contemporary societies

Power, Authority and Decision Making | Economics and Resources | Citizenship

1.10 - analyze the extent to which personal identity should be shaped by ideologies

Identity | Citizenship

Related Issue 2 (30-2)

Is resistance to liberalism justified?

General Outcome

Students will understand impacts of, and, reactions to, liberalism.

Specific Outcomes: Values and Attitudes

Students will:

2.1 - appreciate Aboriginal contributions to the development of ideologies

Citizenship | The Land: Places and People | Power, Authority and Decision Making

2.2 - appreciate how citizens and citizenship are impacted by the promotion of ideological principles

Citizenship | Time, Continuity and Change

2.3 - appreciate that individuals and groups may adhere to various ideologies

Identity | Citizenship | Power, Authority and Decision Making

Specific Outcomes: Knowledge and Understanding

Students will:

2.4 - explore Aboriginal contributions to the development of liberalism

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

2.5 - explore the relationship between the values of liberalism and the origins of liberal thought (Adam Smith, John Stuart Mill)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.6 - examine the impacts of liberal thought on 19^th century society (laissez-faire capitalism, industrialization, class system, limited government)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.7 - examine ideologies that developed in response to liberalism (socialism, Marxism)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.8 - examine the growth of liberalism (labour standards and unions, voting rights, welfare state, protection of human rights, feminism)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.9 - analyze ideological systems that rejected liberalism (Communism in the Soviet Union, fascism in Nazi Germany)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.10 - examine how ideological conflict shaped international relations after the Second World War (expansionism, containment, deterrence, brinkmanship, détente, liberation movements)

Time, Continuity and Change | Power, Authority and Decision Making | Economics and Resources

2.11 - examine perspectives on the imposition of liberalism (Aboriginal experiences, contemporary events)

Power, Authority and Decision Making | Economics and Resources | Time, Continuity and Change

2.12 - examine the extent to which modern liberalism is challenged by alternative thought (Aboriginal collective thought, environmentalism, religious perspectives, extremism)

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

2.13 - evaluate the extent to which resistance to liberalism is justified

Power, Authority and Decision Making | Economics and Resources | Global Connections

Related Issue 3 (30-2)

Are the values of liberalism viable?

General Outcome

Students will understand the extent to which the values of liberalism are viable in a contemporary world.

Specific Outcomes: Values and Attitudes

Students will:

3.1 - appreciate various perspectives regarding the viability of the values of liberalism

Power, Authority and Decision Making | Economics and Resources

3.2 - appreciate various perspectives regarding the promotion of liberalism within political and economic systems

Power, Authority and Decision Making | Economics and Resources | Citizenship

Specific Outcomes: Knowledge and Understanding

Students will:

3.3 - explore the extent to which governments should reflect the will of the people

Power, Authority and Decision Making | Citizenship

3.4 - explore the extent to which governments should encourage economic equality

Power, Authority and Decision Making | Economics and Resources | Citizenship

3.5 - examine the extent to which the practices of political and economic systems reflect the values of liberalism (consensus decision making, direct and representative democracies, authoritarian political systems, free market economy, command economy, mixed economy)

Power, Authority and Decision Making | Economics and Resources | Citizenship

3.6 - examine why government practices may not reflect values of liberalism (Canada, contemporary examples)

Power, Authority and Decision Making | Economics and Resources

3.7 - explore the extent to which governments should promote individual and collective rights (Canadian Charter of Rights and Freedoms; Québec Charter of Human Rights and Freedoms; First Nations, Métis and Inuit rights; emergencies and security legislation)

Power, Authority and Decision Making | Citizenship | Culture and Community

3.8 - evaluate the extent to which the values of liberalism are viable in the context of contemporary issues (environment concerns, resource use and development, debt and poverty, racism, pandemics, terrorism, censorship)

Power, Authority and Decision Making | Economics and Resources | The Land: Places and People

Related Issue 4 (30-2)

Should my actions as a citizen be shaped by an ideology?

General Outcome

Students will understand their rights, roles and responsibilities as citizens.

Specific Outcomes: Values and Attitudes

Students will:

4.1 - appreciate the relationship between citizenship and leadership

Citizenship | Identity

4.2 - exhibit a global consciousness with respect to the human condition and world issues

Citizenship | Global Connections

4.3 - accept responsibilities associated with individual and collective citizenship

Citizenship | Global Connections

Specific Outcomes: Knowledge and Understanding

Students will:

4.4 - explore how ideologies shape individual and collective citizenship

Citizenship | Power, Authority and Decision Making | Global Connections

4.5 - examine perspectives on the rights, roles and responsibilities of the individual in a democratic society (respect for law and order, protest, civil disobedience, political participation)

Citizenship | Power, Authority and Decision Making | Economics and Resources

4.6 - examine perspectives on the rights, roles and responsibilities of the individual during times of conflict (humanitarian crises, antiwar movements, pro-democracy movements, contemporary examples)

Citizenship | Power, Authority and Decision Making | Global Connections

4.7 - analyze the extent to which ideology should shape responses to contemporary issues

Identity | Citizenship | Global Connections

4.8 - develop strategies to address local, national and global issues that demonstrate individual and collective leadership

Citizenship | Global Connections

4.9 - explore opportunities to demonstrate active and responsible citizenship through individual and collective action

Citizenship | Global Connections

One moment.

Social Studies K - Grade 12 (2005)

Resources to support:

One moment.