Social Studies 10-4: Living in a Globalizing World
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Learning Targets: Outcomes for Instruction and Assessment

Using the identified theme for Related Issue 2 (Explore how Canada has responded to the effects of historical globalization by examining experiences regarding residential schools), the suggested activities for Perspectives on First Contact, Reflecting on Residential Schools in Canada and Building a Positive Future provide supports for teaching and learning and focuses for assessment of outcomes. Learning outcomes that are addressed in Related Issue 2 have been designated in the table that follows as Outcomes for Instruction and Outcomes for Assessment (Outcomes for Assessment include both formative and summative assessment).

While learning outcomes appear in the program of studies as discrete statements, those selected as learning targets for assessment have been clustered in this resource around a skills focus or "assessment focus." The assessment focus statements have been written in student-friendly language and recur throughout this resource. They appear in tables at the beginning of each related issue and will assist you in planning for instruction and assessment. The assessment focus statements also allow you to be flexible and responsive to the emerging learning and assessment needs of students.

The links below lead to detailed listings of outcomes for each assessment focus in Related Issue 2.

V&A Values and Attitudes 
K&U Knowledge and Understanding
S&P Skills and Processes 		A Outcomes for Assessment
I Outcomes for Instruction
Number Specific Outcomes Perspectives on First Contact Reflecting on Residential Schools in Canada Building a Positive Future

V&A
10-4.2a

Students will:
recognize and appreciate the historical and contemporary consequences of European contact, historical globalization and imperialism on Aboriginal societies

 A A I

10-4.2b

exhibit a global consciousness with respect to the human condition

 

 

 I

10-4.2c

accept social responsibilities associated with global citizenship

 

 

 I

10-4.2d

recognize and appreciate the validity of histories that are presented in a variety of ways; e.g., oral histories, artwork and illustrations

 A

 

 

10-4.2e

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

 A A I

K&U
10-4.2f

Students will:
identify the effects of cultural contact between Europeans and indigenous peoples in Canada; e.g., exchange of goods and technologies, depopulation, influences on government

 A

 

 

10-4.2g

identify the foundations of historical globalization; e.g., rise of capitalism, industrialization, imperialism, Eurocentrism

 A

 

 

10-4.2h

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

 A A

 

10-4.2i

examine the consequences for Aboriginals of a heritage of imperialism in Canada; e.g., Indian Act, consequences of residential schools, social impacts on indigenous peoples

 

 A

 

10-4.2j

examine attempts to address the consequences of imperialism in Canada; e.g., Royal Commission on Aboriginal Peoples, contemporary examples

 

 

 A

10-4.2k

examine the legacies of historical globalization and imperialism that continue to influence globalization

 

 A

 

S&P 1

 
S.1.1

Students will:
develop skills of critical and creative thinking:

  • use an issue-analysis model to identify and define an issue or question, examine and evaluate several positions and formulate and defend a personal position

 

 

 A

S.1.2
  • re-evaluate their personal assumptions and opinions to reflect a broadened understanding of a topic or issue

 

 I I

S.1.3
  • identify the main ideas underlying a position or issue
 I

 

 

S.1.4
  • investigate local and global current events from a variety of perspectives and examine how these perspectives can shape understanding

 

 

 A

S.1.5
  • examine the validity of information, based on context, bias, sources, objectivity, evidence and reliability

 

 

 

S.1.6
  • demonstrate informed and ethical decision-making skills

 

 I I

S.1.7
  • examine ways in which a society's culture may be reflected in a variety of forms; e.g., artwork, oral stories and dance

 

 

 

S&P 2


S.2.1

Students will:
develop skills of historical thinking:

  • examine diverse historical and contemporary perspectives within and across cultures
 A

 

 

S.2.2

  • summarize the key events of a specific time period and place those events in historical contexts; e.g., timelines and charts
 A A

 

S.2.3
  • examine historical events/issues and their relationship to the present
 A

 

 A

S.2.4

  • examine the difference between various historical facts and interpretations

 

 

 

S.2.5
  • use current, reliable information sources from around the world

 

 

 

S&P 3


S.3.1

Students will:
develop skills of geographic thinking:

  • examine ways in which natural and man-made geographic features influence world events

 

 

 

S.3.2
  • use, construct and interpret maps to broaden their understanding, using technology as appropriate

 

 I

 

S.3.3
  • draw conclusions from maps and other geographic sources

 

 I

 

S.3.4
  • examine the impact of human activities on the land and the environment

 

 

 

S.3.5
  • access and operate multimedia applications and technologies from stand-alone and online sources

 

 

 

S.3.6
  • use a variety of technologies to assist in the preparation of maps

 

 

 

S&P 4

 
S.4.1

Students will:
demonstrate skills of decision making and problem solving:

  • use a problem-solving model to identify the problem/issue, identify alternative solutions, consider the consequences of acting on each and choose, plan and defend a course of action and/or a decision

 

 

 I

S.4.2
  • reflect on their own and others' past actions when determining future actions and choices

 

 

 A

S.4.3
  • recognize that some problems may not have apparent or visible solutions

 

 

 A

S.4.4
  • describe a plan of action that uses technology to solve a problem

 

 

 

S.4.5
  • use the appropriate tools and materials required to accomplish a plan of action

 

 

 

S.4.6
  • evaluate the appropriateness of the technology used to investigate or solve a problem

 

 

 

S&P 5

 

S.5.1

Students will:
demonstrate skills of cooperation, conflict resolution and consensus building:

  • consider the needs and perspectives of others

 

 

 I

S.5.2
  • reflect on their own perspectives, based on new information from other perspectives

 

 

 I

S.5.3
  • work positively and collaboratively with others
 I I I

S.5.4
  • listen attentively to others

 

 

 I

S.5.5
  • demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences to reach group consensus

 

 

 

S.5.6
  • identify and use appropriate strategies to resolve conflicts peacefully and equitably

 

 

 

S.5.7
  • use peer and self-evaluations to set attainable goals to improve learning
 I I I

S&P 6

 

 S.6.1

Students will:
demonstrate age-appropriate behaviour for social involvement as respectful and responsible citizens contributing to the community:

  • respond respectfully to the inherent meanings of artistic, musical, literary and other representations of culture and history

 

 

 

S.6.2
  • participate in a community to protect and affirm their identities, as appropriate

 

 

 

S.6.3
  • plan, evaluate and implement actions that support fairness, justice and equality

 

 

 I

S.6.4
  • support environmental stewardship; e.g., recycling, reducing consumption

 

 

 

S.6.5
  • develop a plan of action to use technology to solve a problem

 

 

 

S&P 7


S.7.1

Students will:
apply research processes:

  • pose questions to direct inquiry and research processes and formulate new questions as research progresses

 

 

 

S.7.2

  • access and select different points of view, using a variety of sources
 A A

 

S.7.3
  • locate information by using the various parts of an information source; e.g., glossary, table of contents and index

 

 

 

S.7.4
  • draw upon visual, literary, musical and auditory sources, e.g., Aboriginal experiences, when inquiring into questions and issues
 A

 

 

S.7.5
  • demonstrate responsible and ethical use of information and technology
 A I I

S.7.6
  • conduct a plan for an inquiry that includes time management

 

 

 

S.7.7

  • plan and perform searches using more than one electronic source

 

 I

 

S.7.8
  • use calendars and time and/or project management software to assist in organizing the research process

 

 

 

S.7.9
  • refine searches to limit sources to a manageable number

 

 

 

S.7.10
  • select information from appropriate sources, including primary and secondary sources
 A

 

 

S.7.11

  • identify and record main ideas
 A

 

 I

S.7.12
  • organize information using a variety of strategies and tools; e.g., graphs, charts, graphic organizers and technology as appropriate
 I I I

S.7.13
  • distinguish fact from opinion in a variety of information sources; e.g., media reports and accounts

 

 

 

S.7.14
  • compare various interpretations, using a variety of evidence; e.g., photographs, artifacts, storytellers and interviews

 

 

 

S.7.15
  • observe and interpret trends and relationships using tables and graphs

 

 

 

S.7.16
  • interpret ideas and information to compare and contrast perspectives; e.g., bias, racism, prejudice, validity and authenticity

 

 I

 

S.7.17
  • reflect on the ways in which shared stories connect to personal experiences

 

 

 

S.7.18
  • draw conclusions about cause and effect
 A A

 

S.7.19
  • recognize the need to change their point of view, decision or conclusion in light of new evidence

 

 

 

S.7.20
  • analyze and synthesize information to create a product

 

 I

 

S.7.21
  • record relevant data to acknowledge sources of information
 I

 

 

S.7.22
  • use appropriate presentation software to demonstrate personal understandings

 

 I I

S&P 8

 
S.8.1

Students will:
demonstrate skills of oral, visual and textual literacy:

  • communicate and interact effectively in a variety of situations
 I I I

S.8.2
  • use appropriate strategies to determine understanding and clarify viewpoints; e.g., paraphrasing, summarizing and questioning
 I

 

 

S.8.3
  • engage in respectful discussions
 I I I

S.8.4
  • communicate in an engaging manner, using a variety of strategies and skills, e.g., speeches, multimedia presentations and written and oral reports, and consider particular audiences and purposes

 

 A A

S.8.5
  • make respectful and reasoned comments on the topic of discussion

 

 

 I

S.8.6
  • use communication technology to interact with others

 

 

 

S.8.7
  • use technology to compose, revise and edit text

 

 I I

S.8.8
  • create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from a variety of sources

 

 

 

S.8.9
  • employ technology to adapt information to a situation, audience and purpose

 

 

 

S&P 9


S.9.1

Students will:
develop skills of media literacy:

  • examine the values, lifestyles and points of view represented in media messages

 

 

 

S.9.2
  • recognize that differences in perspectives can exist in media sources

 

 I

 

S.9.3
  • examine the impact media has on human thought

 

 

 

S.9.4
  • understand the nature of various media and the ways in which they are consciously used to influence an audience

 

 

 

S.9.5
  • assess the authority, reliability and validity of electronically accessed information

 

 

 

S.9.6
  • analyze the validity of various points of view in media messages

 

 

 

S.9.7
  • analyze information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence

 

 

 

S.9.8
  • analyze the impact of various forms of media

 

 

 

S.9.9
  • demonstrate discriminatory selection of electronically accessed information