Using the identified theme for Related Issue 1 (Explore relationships among nation, identity and nationalism by examining examples of what it means to be "Canadian"), the suggested activities for What Makes Canada "Canada"? and Contending Nationalist Loyalties provide supports for teaching and learning and focuses for assessment of outcomes. Learning outcomes that are addressed in Related Issue 1 have been designated in the table that follows as Outcomes for Instruction and Outcomes for Assessment (Outcomes for Assessment include both formative and summative assessment).
While learning outcomes appear in the program of studies as discrete statements, those selected as learning targets for assessment have been clustered in this resource around a skills focus or "assessment focus." The assessment focus statements have been written in student-friendly language and recur throughout this resource. They appear in tables at the beginning of each related issue and will assist you in planning for instruction and assessment. The assessment focus statements also allow you to be flexible and responsive to the emerging learning and assessment needs of students.
The links below lead to detailed listings of outcomes for each assessment focus in Related Issue 1.
V&A Values and Attitudes K&U Knowledge and Understanding S&P Skills and Processes |
A Outcomes for Assessment I Outcomes for Instruction |
Number | Specific Outcomes | What Makes Canada "Canada"? | Contending Nationalist Loyalties |
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V&A |
Students will: |
I | I |
20-4.1b |
appreciate the existence of alternative viewpoints on the meaning of nation |
I | I |
20-4.1c |
appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world |
I | I |
20-4.1d |
appreciate why peoples seek to promote their identity through nationalism |
A | A |
K&U |
Students will: |
I | I |
20-4.1f |
develop understandings of nation and nationalism; e.g., relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, religious |
I | |
20-4.1g |
examine relationships among nations, states and nation–states |
I | |
20-4.1h |
examine nationalism as an internalized feeling, collective consciousness and/or identity shared by a people; e.g., Canadian nationalism, Québécois nationalism, First Nations and Métis nationalism, Inuit perspectives |
A | A |
20-4.1i |
examine the relative importance of reconciling contending nationalist loyalties; e.g., First Nations and Métis nationalism, Inuit perspectives, ethnic nationalism in Canada, Canadian nationalism |
A | |
S&P 1 S.1.1 |
Students will:
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A | A |
S.1.2 |
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I | I |
S.1.3 |
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A | A |
S.1.4 |
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S.1.5 |
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I | I |
S.1.6 |
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I | |
S.1.7 |
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I | |
S&P 2 S.2.1 |
Students will:
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A | |
S.2.2 |
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S.2.3 |
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S.2.4 |
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S.2.5 |
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S&P 3 S.3.1 |
Students will:
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S.3.2 |
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S.3.3 |
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S.3.4 |
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S.3.5 |
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I | I |
S.3.6 |
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S&P 4 S.4.1 |
Students will:
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I | I |
S.4.2 |
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I | I |
S.4.3 |
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S.4.4 |
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I | |
S.4.5 |
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I | I |
S.4.6 |
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I | I |
S&P 5 S.5.1 |
Students will:
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I | I |
S.5.2 |
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I | I |
S.5.3 |
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I | I |
S.5.4 |
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I | I |
S.5.5 |
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S.5.6 |
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S.5.7 |
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I | I |
S&P 6 S.6.1 |
Students will:
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I | |
S.6.2 |
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S.6.3 |
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S.6.4 |
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S.6.5 |
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I | I |
S&P 7 S.7.1 |
Students will:
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S.7.2 |
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S.7.3 |
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S.7.4 |
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S.7.5 |
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S.7.6 |
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S.7.7 |
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I | |
S.7.8 |
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S.7.9 |
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I | |
S.7.10 |
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S.7.11 |
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S.7.12 |
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I | I |
S.7.13 |
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S.7.14 |
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I | |
S.7.15 |
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S.7.16 |
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I | |
S.7.17 |
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S.7.18 |
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S.7.19 |
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I | I |
S.7.20 |
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I | I |
S.7.21 |
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I | I |
S.7.22 |
|
I | I |
S&P 8 S.8.1 |
Students will:
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I | I |
S.8.2 |
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I | I |
S.8.3 |
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I | I |
S.8.4 |
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I | I |
S.8.5 |
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I | I |
S.8.6 |
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S.8.7 |
|
I | I |
S.8.8 |
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I | I |
S.8.9 |
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I | I |
S&P 9 S.9.1 |
Students will:
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A | |
S.9.2 |
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S.9.3 |
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S.9.4 |
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A | |
S.9.5 |
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S.9.6 |
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A | |
S.9.7 |
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S.9.8 |
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A | |
S.9.9 |
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