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Challenges to Liberalism

  • Identify the most prominent complaints about liberal practices.
  • Create a visual essay that represents a position on the viability of communism and fascism.

Suggested Activities Assessment Outcomes References Related Resources

Assessment

Assessment and Evaluation of Student Learning
The tables for 30-1 and 30-2 identify only learning outcomes that are assessed by using the summative student task. Other outcomes for this critical challenge are addressed through instruction. The full list of learning outcomes can be found in the Outcomes section of this critical challenge.

Social Studies 30-1

Criteria for Evaluation Learner Outcomes
Related Issue 2
To what extent is resistance to liberalism justified?
Students provide evidence of their learning as they: General Outcome
Students will understand impacts of, and reactions to, liberalism.
  • analyze the rise of ideologies
Specific Outcome
2.2
  • Students will appreciate how citizens and citizenship are impacted by the promotion of ideological principles (C, TCC)
Specific Outcome
2.9
  • Students will evaluate ideological systems that rejected principles of liberalism (Communism in the Soviet Union, fascism in Nazi Germany) (PADM, ER, TCC)
Specific Outcome
S.1.1
  • Students will analyze ideas and information from multiple sources
Specific Outcome
S.2.2
  • Students will analyze connections among patterns of historical change by identifying cause and effect relationships
Specific Outcome
S.7.8
  • Students will select and analyze relevant information when conducting research
Specific Outcome
S.7.12
  • Students will record relevant data for acknowledging sources of information, and cite sources correctly
  • create visual essay to support thesis statement
Specific Outcome
S.1.6
  • Students will synthesize information from contemporary and historical issues to develop an informed position
Specific Outcome
S.2.7
  • Students will develop a reasoned position that is informed by historical and contemporary evidence
Specific Outcome
S.7.3
  • Students will draw pertinent conclusions based on evidence derived from research
Specific Outcome
S.7.6
  • Students will integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
Specific Outcome
S.8.5
  • Students will use a variety of oral, visual and print sources to present informed positions on issues
Specific Outcome
S.8.10
  • Students will understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)
  • communicate information through visual
Specific Outcome
S.8.9
  • Students will apply general principles of graphic layout and design to a document in process

 

Social Studies 30-2

Criteria for Evaluation Learner Outcomes
Related Issue 2
Is resistance to liberalism justified?
Students provide evidence of their learning as they: General Outcome
Students will understand impacts of, and reactions to, liberalism.
  • analyze the rise of ideologies
Specific Outcome
2.2
  • Students will appreciate how citizens and citizenship are impacted by the promotion of ideological principles (C, TCC)
Specific Outcome
2.9
  • Students will analyze ideological systems that rejected liberalism (Communism in the Soviet Union, fascism in Nazi Germany) (PADM, ER, TCC)
Specific Outcome
S.1.1
  • Students will analyze ideas and information from multiple sources
Specific Outcome
S.2.2
  • Students will analyze connections among patterns of historical change by identifying cause and effect relationships
Specific Outcome
S.7.6
  • Students will collect relevant information when conducting research
Specific Outcome
S.7.7
  • Students will cite sources correctly to respect the ownership and integrity of information
  • create visual essay to support thesis statement
Specific Outcome
S.2.1
  • Students will understand diverse historical and contemporary perspectives within and across cultures
Specific Outcome
S.2.7
  • Students will develop reasoned arguments supported by historical and contemporary evidence
Specific Outcome
S.7.2
  • Students will develop conclusions based on evidence gathered through research of a wide variety of sources
Specific Outcome
S.7.6
  • Students will select relevant information when conducting research
Specific Outcome
S.8.3
  • Students will use a variety of oral, visual and print sources to present informed positions on issues
Specific Outcome
S.8.7
  • Students will employ technologies to adapt information for context (situation, audience and purpose)
  • communicate information through visual
Specific Outcome
S.8.6
  • Students will use technology to compose, revise and edit text

 

Assessment for Learning (Formative)
Formative assessment provides opportunities for students to receive feedback. Formative feedback is used solely to help students improve their performance.

A number of tools have been provided to support students with this critical challenge and in learning to give and receive feedback on their work in progress. Select the tools that you feel will best support student learning, based on the needs of your students and their experience with self and peer reflection.

Students can use the Peer Coaching Feedback: Feedback on my Analysis (Assessment) to reflect on their work in progress and make any necessary adjustments prior to submitting work for marking.

Students can use the Student Self-reflection: My Visual Essay (Assessment) to reflect on their work in progress and make any necessary adjustments prior to submitting work for marking.

Students can use the Student Self-reflection: Communicating Effectively in a Visual Essay (Assessment) to reflect on their work in progress and make any necessary adjustments before submitting work for marking.

Assessment of Learning (Summative)
Summative assessment takes place after instruction and after students have had a chance to practise and receive specific, descriptive feedback on their work. Summative assessment provides an opportunity for students to demonstrate what they know and can do.

Use the Rubric for Lessons from the Past (Assessment) to evaluate student performance on the various criteria of the task.

Credits

Assessment support provided by the Alberta Assessment Consortium (AAC).

Last updated: January 30, 2009 | (Revision History)
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