Unit 1 Outcomes

Key Issue: Should globalization shape identity?

Values and Attitudes

The student will...

• acknowledge and appreciate the existence of alternative viewpoints in a globalizing world
  
• appreciate why people strive to promote their cultures, languages, and identities in a globalizing world
  
• appreciate how identities and cultures shape and are shaped by the forces of globalization
  

Knowledge and Understandings

The student will...

• identify the various ways that people in Canada express their identities (traditions, language, religion, spirituality, the arts, attire, relationship to land, role modelling)
  
• explore understandings and dimensions of globalization (political, economic, social, other contemporary examples)
  
• explore the effect of communications technology on diversity (universalization of pop culture, hybridization, diversification)
  
• examine opportunities presented by globalization to identities and cultures of peoples in Canada (acculturation, accommodation, cultural revitalization, affirmation of identity, integration)
  
• examine challenges presented by globalization to identities and cultures of peoples in Canada (assimilation, marginalization, accommodation, integration, homogenization))
  
• analyze the efforts to promote languages and cultures in Canada in response to globalization (language and cultural legislation, revitalization of language and culture)
  

Dimensions of Thinking

Critical and Creative Thinking Skills

The student will...

• 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 weakness of arguments
  
• identify seemingly unrelated ideas to explain concepts or events
  
• analyze current affairs from various perspectives
  
• identify main ideas underlying positions or issues
  

Historical Thinking Skills

The student will...

• 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 effect 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
  

Geographic Thinking Skills

The student will...

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

Decision-Making Skills and Problem-Solving

The student will...

• demonstrate skills needed to reach consensus, solve problems, and formulate positions
  
• develop inquiry strategies 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 Skills of cooperation, conflict resolution, and consensus building

The student will...

• 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 various strategies to resolve conflicts peacefully and equitably
  
• demonstrate cooperation in groups to solve problems
  

Social Involvement as Responsible Citizens

The student will...

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

Research for Deliberative Inquiry

The Research Process

The student will...

• develop and express an informed position on an issue
  
• develop conclusions based on information 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

Skills of Oral, Visual, and Textual Literacy

The student will...

• communicate effectively in various situations
  
• engage in respectful discussion
  
• use various oral, written, and visual sources to present informed positions on issues
  
• ask 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)
  

Skills of Media Literacy

The student will...

• 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 effect of various forms of media
  
• demonstrate discriminatory selection of electronically-accessed information