Course+Learning+Outcomes

=**__AUTONOMY AND INTERNATIONAL INVOLVEMENT__ **=

The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:

-Describe Canada’s evolution as a politically autonomous nation -Identify and describe the significance of events contributing to national autonomy, such as -Creation of the Canadian Corps in WWI -Paris Peace Conference/League of Nations -Halibut Treaty -King/Byng Crisis -Statute of Westminster -Parliamentary vote to join WWII -Canadian flag -Patriation of the Constitution

-Assess Canada’s role in World War I and the war’s impact on Canada -Describe Canada’s military participation in WWI (e.g., Somme, Passchendaele, Vimy Ridge, Ypres, 100 Day Campaign) -Relate Canada’s war losses to the nature of warfare (e.g., attrition, trench warfare, submarines) -Explain the war’s impact on the home front (e.g., “enemy aliens,” conscription, Halifax explosion, Victory Bonds, rationing, //War Measures Act//) -Assess Canada’s role in World War II and the war’s impact on Canada -Describe Canada’s military participation in the allied war effort E.g., Dieppe, Italian Campaign, D-Day, Battle of the Atlantic,Hong Kong, liberation of the Netherlands, bomber command) -Explain the war’s impact on the home front E.g., arsenal of democracy, air training, total war, conscription, propaganda, “enemy aliens” -Assess Canada’s participation in world affairs with reference to -Human rights -United Nations -Cold War -Modern conflicts - Recognize the importance of both individual and collective action in addressing human rights issues E.g., response to the Holocaust, refugee policy, land mines treaty, Rwandan genocide - Evaluate Canada’s contributions to the UN E.g., peacekeeping, role on the Security Council, participation in the UN agencies -Describe Canada’s involvement in the Cold War E.g., Avro Arrow, NATO, NORAD, Dew Line, Bomarc missiles -Evaluate Canada’s response to modern conflicts E.g., Korean War, Suez Crisis, Bosnia, 1991 Gulf War

 =**__SOCIETY AND IDENTITY__ **=

It is expected that students will: The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:

-Assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights -Compare policies facing an immigrant to Canada in the early 20th century with those in place at the end of the 20th century (e.g., head tax and origin of immigrants versus point system) -Identify key milestones in the development of the welfare state (e.g., medicare, old age pension, employment insurance, workers’ compensation) and explain their significance -Give examples of Canada’s treatment of minorities (e.g.,internment of Japanese-Canadians, restrictions on voting, protection of minority rights in the //Charter of// Rights and Freedoms, and introduction of theMulticulturalism Act) -Explain economic cycles with reference to the Great Depression and the labour movement in Canada -Relate the terms //recession//, //depression//, //recovery//, //prosperity//, deficit, //inflation//, and //supply and demand// to economic cycles -Describe the effects of and various responses to the Great Depression (e.g., unemployment, government intervention, protest parties, soup kitchens) -Relate economic cycles to the development of the labour movement (e.g., One Big Union, Winnipeg General Strike, On-to-Ottawa Trek, Regina Manifesto) -Describe the role of women in terms of social, political, and economic change in Canada -Identify the contributions of women during the wars and to post-war Canada (e.g., increased industrial capacity, economic growth and employment, changing social attitudes) -Identify ways in which women have influenced Canadian society, including -Suffrage -Prohibition -Politics -Pay and employment equity -Assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity-represent the opposing views of two or more people (actual or hypothetical) who lived through the WWI or WWII conscription crisis -Analyse the impact of expressions of Quebec nationalism (e.g., Union Nationale, the Quiet Revolution, October Crisis, sovereignty referenda, PQ, and BQ) on Canadian unity -Describe the significance of the //Official Languages Act// (e.g., bilingual labelling, civil service hiring) -Define //regionalism// and relate it to alienation (e.g., National Energy Policy, collapse of the cod fishery) -Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to: -Residential schools -Reserves -Self-government -Treaty negotiations

-Describe the impact of the //Indian Act// on Aboriginal people (e.g., marginalization and dependency) -describe the impact of residential schools on Aboriginal people (e.g., destruction of lives and communities)

-identify various Aboriginal responses to challenges (e.g., negotiations, protests, and court cases with respect to land and resource issues; demand for self government)

-Formulate answers to questions such as the following: -What are the challenges and benefits for Aboriginal people living on and off reserves? -Why are Aboriginal people concerned about cultural appropriation?

-Represent what it means to be Canadian with reference to -Distinctive Canadian programs and policies -Important Canadian cultural and scientific achievements -Give examples of ways in which Canada is different from and similar to the United States (e.g., death penalty, gun control, healthcare, military, popular entertainment, civil rights)

-Identify measures Canada has taken to promote a distinct Canadian identity (e.g., CRTC, CBC, NFB, Canada Council) -Defend a personal definition of what it means to be Canadian 

=**__Skills & Processes__ **=  -Apply critical thinking—including questioning, comparing, summarizing, drawing conclusions, and defending a position—to make reasoned judgments about a range of issues, situations, and topics -Give examples of critical-thinking processes (e.g., questioning, hypothesizing, inferring, predicting, summarizing, verifying, identifying relationships and patterns, using analogies, comparing, classifying, drawing conclusions, defending a position, reassessing a position) -Recognize connections between events and their causes, consequences, and implications (e.g., relate current events to historical contexts) -Develop pertinent questions to define a topic, issue, or situation -Compare a range of points of view on an issue -Draw conclusions about an issue, situation, or topic -Defend a position on an issue, situation, or topic -Demonstrate effective research skills, including -Accessing information -Assessing information -Collecting data -Evaluating data -Organizing information -Presenting information -Citing sources

-Access a range of information sources on selected topics, including sources -From a range of media types (e.g., print news, broadcast news, online) -Representing a range of perspectives -That qualify as primary (e.g., original documents, political cartoons, interviews, surveys) and secondary (e.g., textbooks, articles, reports, summaries, historical monographs) -That deal specifically with Canadian social, cultural, political, legal, economic, and environmental issues (e.g., web sites for governments, NGOs, and interest groups; archives; libraries)

-Explain the importance of accessing and considering a range of information sources

-Assess the accuracy, reliability, and relevance of collected information by -Determining examples of bias and points of view in information -Identifying the data collection methods (e.g., poll, census, interview, survey) -Determining currency of information -Determining consistency with information obtained from other sources on the same topic (corroboration) IBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

-Collect and organize primary data (e.g., design and conduct surveys and interviews; extract data from web sites and archives) -Interpret and construct maps -Synthesize and evaluate collected data -Organize information effectively (e.g., outlines, summaries, notes, timelines, visual organizers) -Present and interpret data in a variety of forms appropriate for the purpose (e.g., written, oral, graphic) -Cite sources consistently and appropriately -Demonstrate effective written, oral, and graphic communication skills -Select a presentation form (e.g., written, oral, graphic) appropriate for the communication purpose -Clearly formulate and support a thesis -Communicate ideas, opinions, and arguments effectively: -Orally -Written -Graphically

-Demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collaboration -Identify attributes associated with active citizenship, including -Ethical behaviour (e.g., honesty, fairness, reliability) -Open-mindedness -Respect for diversity -Empathy -Questioning and promoting discussion -Tolerance for ambiguity -Individual and collective responsibility -Remaining informed over time -Advocating responsibly for own and others’ rights -Ongoing examination and reassessment of own beliefs -Willingness to participate

-Explain the value of attributes associated with active citizenship -Assess the influence of mass media on public opinion

-Demonstrate skills of collaboration and co-operation, including the ability to -Collaborate and consult with others -Respect and promote respect for the contributions ofother team members 