Learning Outcomes
| The following skills and processes are outcomes to be developed in Social Studies 20-2 and to be achieved by the end of Social Studies 30-2. Selected Information and Communication Technology (ICT) outcomes are suggested throughout the program. | |
| C - Citizenship; I - Identity; ER - Economics and Resources; LPP - Land, Places and People; GC - Global Connections; CC - Culture and Community; PADM - Power, Authority, and Decision-Making; TCC - Time, Continuity, and Change | |
| Related Issue 1: Should nation be the foundation of identity? | |
| Students will... | |
| 1.1 | appreciate that understandings of identity, nation, and nationalism continue to evolve (I, C) |
| 1.2 | appreciate the existence of alternative views on the meaning of nation (I, C) |
| 1.3 | appreciate how the forces of nationalism have shaped, and continue to shape Canada and the world (I, TCC) |
| 1.4 | appreciate why peoples seek to promote their identity through nationalism (I, C) |
| 1.5 | explore a range of expressions of nationalism (I, C) |
| 1.6 | develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic) (I, CC, LPP) |
| 1.7 | examine the relationship between nation and nation-state (TCC, PADM, C) |
| 1.8 | examine how the development of nationalism is shaped by historical, geographic, political, economic, and social factors ( French Revolution, contemporary examples) (ER, PADM, CC, TCC, LPP) |
| 1.9 | examine nationalism as an internalized feeling, collective consciousness, and/or identity shared by a people (French Revolution, Canadian nationalism, Québécois nationalism, First Nations and Métis nationalism, and Inuit perspectives) (I, TCC, C, CC) |
| 1.10 | analyze the relative importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Métis nationalism, ethnic nationalism in Canada, Québécois nationalism, Inuit perspectives on nationalism) (I, TCC, C) |
| 1.11 | analyze the relative importance of reconciling nationalism with contending non-nationalist loyalties (religion, region, culture, race, ideology, class, and other contending loyalties) (I, C, CC, LPP) |
|
Related Issue 2: Should
nations
pursue
national interest?
|
|
| Students will... | |
| 2.1 | appreciate that nations and states pursue national interest (TCC, GC, PADM) |
| 2.2 | appreciate that the pursuit of national interest has positive and negative consequences (TCC) |
| 2.3 | appreciate multiple perspectives related to the pursuit of national interest (TCC) |
| 2.4 | explore the concept of national interest (PADM, I, LPP) |
| 2.5 | explore the relationship between nationalism and the pursuit of national interest (PADM, I) |
| 2.6 | examine how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period) (PADM, TCC, ER, LPP) |
| 2.7 | examine similarities and differences between nationalism and ultranationalism (PADM, I) |
| 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) (PADM, TCC, GC, LPP) |
| 2.9 |
examine
ultranationalism
as a cause of
genocide
(the
Holocaust,
1932–1933 famine in Ukraine, contemporary examples) (TCC, PADM, GC)
|
| 2.10 | evaluate impacts of the pursuit of national self-determination (Québécois nationalism and sovereignty movement; First Nations, Métis, and Inuit self-government; contemporary examples) (PADM, TCC, ER, LPP) |
| Related Issue 3: Should internationalism be pursued? | |
| Students will... | |
| 3.1 | appreciate that nations and states engage in regional and global affairs for a variety of reasons (GC, C) |
| 3.2 | appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities (GC, C) |
| 3.3 | demonstrate a global consciousness with respect to the human condition and global affairs (C, GC) |
| 3.4 | examine the motives of nation and state involvement or noninvolvement in international affairs (economic stability, self-determination, peace, security, humanitarianism) (GC, LPP, TCC) |
| 3.5 | explore understandings of internationalism (GC, PADM) |
| 3.6 | examine how internationalism can be promoted through foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international law and agreements) (GC, PADM, ER) |
| 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) (GC, PADM, ER) |
| 3.8 | examine impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human rights) (GC, PADM, ER) |
| 3.9 | evaluate the extent to which nationalism must be sacrificed in the interest of internationalism (GC, PADM, ER) |
| Related Issue 4: Should individuals and groups in Canada embrace a national identity? | |
| Students will... | |
| 4.1 | appreciate historical and contemporary attempts to develop a national identity (I, TCC, C) |
| 4.2 | appreciate contrasting historical and contemporary narratives associated with national identity (I, C, TCC) |
| 4.3 | respect the views of others on alternative visions of national identity (I, C) |
| 4.4 | explore multiple perspectives on national identity in Canada (I, C, LPP) |
| 4.5 | examine methods used by individuals, groups, and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives) (I, C, LPP) |
| 4.6 | identify historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, 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) (I, CC, TCC, LPP) |
| 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) (I, C, CC) |
| 4.8 | analyze various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration) (I, C, CC) |
| 4.9 | develop personal and collective visions of national identity (I, C) |