Unit 6 - Learning Outcomes

Key issue: To what extent should we embrace nationalism?
Related Issue 4: Should individuals and groups in Canada embrace a national identity?
General Outcome: Students will understand the complexities of nationalism within a Canadian context.
Values and Attitudes Students will...
4.1	appreciate historical and contemporary attempts to develop a national identity
4.2	appreciate contrasting historical and contemporary narratives associated with national identity
4.3	respect the views of others on alternative visions of national identity
Knowledge and Understanding Students will…
4.4	explore multiple perspectives on national identity in Canada
4.5	examine methods used by individuals, groups, and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives)
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)
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)
4.8	analyze various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration)
4.9	develop personal and collective visions of national identity

DIMENSIONS OF THINKING Students will:

S.1 develop skills of critical thinking and creative thinking: 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 weaknesses of arguments identify seemingly unrelated ideas to explain a concept or event analyze current affairs from a variety of perspectives identify main ideas underlying a position or issue

S.2 develop skills of historical thinking: 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 impact 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

S.3 develop skills of geographic thinking: analyze the ways in which physical and human geographic features influence world events draw conclusions from maps and other geographic sources locate, gather, interpret and organize information, using historical maps assess the impact of human activities on the land and the environment use current, reliable information sources from around the world, including online atlases

S.4 demonstrate skills of decision making and problem solving: demonstrate skills needed to reach consensus, solve problems and formulate positions use inquiry processes 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 AS A DEMOCRATIC PRACTICE Students will:

S.5 demonstrate skills of cooperation, conflict resolution and consensus building: 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 points of view and perspectives of others identify and use a variety of strategies to resolve conflicts peacefully and equitably demonstrate cooperativeness in groups to solve problems

S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community: demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community promote and respect the contributions of team members when working as a team cooperate with others for the well-being of the community

RESEARCH FOR DELIBERATIVE INQUIRY Students will:

S.7 apply the research process: develop and express an informed position on an issue develop conclusions based on evidence 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 perspectives 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 Students will:

S.8 demonstrate skills of oral, written and visual literacy: communicate effectively in a variety of situations engage in respectful discussion use a variety of oral, visual and print sources to present informed positions on issues ask respectful and relevant questions of others to clarify viewpoints on an issue make 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)

S.9 develop skills of media literacy: 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 impact of various forms of media demonstrate discriminatory selection of electronically accessed information