Social Studies 20-4: Nationalism in Canada and the World
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Learning Targets: Outcomes for Instruction and Assessment

Using the identified theme for Related Issue 4 (Explore the complexities of nationalism by examining past, present and future visions of Canada), the suggested activities for Exploring the Person Behind the Name and Visions of Canada's Past, Present and Future provide supports for teaching and learning and focuses for assessment of outcomes. Learning outcomes that are addressed in Related Issue 4 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).

Although 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 4.

Depending on your instructional choice and the needs of your students, you may choose to include, within Related Issue 4, content from the third activities overview in Related Issue 2, Nationalism and Self-determination.

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 Exploring the Person Behind the Name Visions of Canada's Past, Present and Future

V&A
20-4.4a

Students will:
appreciate historical and contemporary attempts to develop a national identity

A A

20-4.4b

appreciate contrasting historical and contemporary narratives associated with national identity

 I I

20-4.4c

respect the views of others on alternative visions of national identity

 A  

K&U
20-4.4d

Students will:
explore multiple perspectives on national identity in Canada

 A A

20-4.4e

explore methods used by individuals, groups and governments in Canada to promote a national identity; e.g., national symbols, institutions, government programs

 A  

20-4.4f

identify historical perspectives of Canada as a nation; e.g., Fathers of Confederation, First Nations treaties and the Indian Act, Métis and Inuit self-governance, Pierre Trudeau

   A

20-4.4g

explore the challenges and opportunities associated with the promotion of Canadian national unity; e.g., Québec sovereignty, federal–provincial–territorial relations, Aboriginal self-determination and land claims, bilingualism and multiculturalism

 A  

20-4.4h

examine various perspectives on future visions of Canada; e.g., pluralism, multination model, separatism, global leader, Aboriginal self-determination, North American integration

   A

20-4.4i

develop personal and collective visions of national identity

 A 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

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

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

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

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

S&P 2
 

S.2.1

Students will:
develop skills of historical thinking:

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

S.2.2

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

S.2.3
  • examine historical events/issues and their relationships with the present
 I I

S.2.4

  • examine the difference between various historical facts and interpretations
 I  

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

S&P 3
 

S.3.1

Students will:
develop skills of geographic thinking:

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

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

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

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 I

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

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

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

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

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

S&P 5
 

S.5.1

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

  • consider the needs and perspectives of others
 A  

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

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

S.5.4
  • listen attentively to others
 I 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
 I I

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

S.7.2

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

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

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

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

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

S.7.7

  • plan and perform searches using more than one electronic source
I I

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

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

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

S.7.11

  • identify and record the main ideas in information sources
 I 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

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

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

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 I

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

S.7.18
  • draw conclusions about cause and effect
A  

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

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

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

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

S.8.3
  • engage in respectful discussions
I I

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

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

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

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
 I I

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