(show how these goals for dealing with information and data are enhanced by the internet access)
e.g. many more primary sources, institutions info etc. - Make list of digital skills learned in the process of learning:
extract info from a database
us an interactive map data base
have access to many points of view (
Grade 10" Students are expected to be able to do the following:
- Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
- Assess the significance of people, places, events, or developments,
and compare varying perspectives on their significance at particular times and places, and from group to group (significance) - Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data (evidence)
- Compare and contrast continuities and changes for different groups at particular times and places (continuity and change)
- Assess how underlying conditions and the actions of individuals or groups influence events, decisions, or developments, and analyze multiple consequences (cause and consequence)
- Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews,
and beliefs (perspective)
Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond (ethical judgment)
- Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas and data; and communicate
findings and decisions:
Key skills:
- Draw conclusions about a problem, an issue, or a topic.
- Assess and defend a variety of positions on a problem, an issue, or a topic.
- Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue.
- Identify and clarify a problem or issue.
- Evaluate and organize collected data (e.g., in outlines, summaries, notes, timelines, charts).
- Interpret information and data from a variety of maps, graphs, and tables.
- Interpret and present data in a variety of forms (e.g., oral, written, and graphic).
- Accurately cite sources.
- Construct graphs, tables, and maps to communicate ideas and information, demonstrating appropriate use of grids, scales, legends,
and contours.
- Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance
at particular times and places, and from group to group (significance):
Key questions:
- How relevant is Canadian content in a global digital world?
- What is the role of place in Canadians’ sense of belonging and identity?
Sample activities:
- Select significant people to include in a museum display on women’s suffrage.
- Determine how the significance of Vimy Ridge has changed since the dedication of the Vimy Memorial.
- Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy
of evidence, including data (evidence):
Key question:
- Whose stories are told and whose stories are missing in the narratives of Canadian history?
Sample activities:
- Assess the coverage of significant political decisions from different media outlets.
- Recognize implicit and explicit ethical judgments in a variety of sources.
- Compare and contrast multiple accounts of the same event and evaluate their usefulness as historical sources.
- Examine what sources are available and what sources are missing and evaluate how the available evidence shapes your perspective
on the people, places, events, or developments studied.