Social Studies 10-4: Living in a Globalizing World
Print Download DOC Download PDF
← Back to Suggested Activities
 

What Can I Do?

Activity: Let's Do It!

Formative Assessment

Throughout this suggested activity, you will support students in achieving the following skill that is the focus for assessment:

The following formative assessment opportunity is provided to help students unpack and develop the focus skill for assessment. Feedback prompts are also provided to help students enhance their demonstration of the focus skill for this activity. Formative assessment support is not intended to generate a grade or score.

Formative Assessment: Assessment for Learning Opportunity

Implement and Evaluate the Plan

Involve students in a self-reflection on the effectiveness of the project. Use the feedback prompts below to provide structure in guiding students through this formative assessment opportunity.

Feedback Prompts:

  • What worked well?
  • What didn't work very well? What could I have done differently to ensure an even better outcome?
  • How do I know my project made a difference in addressing the issue?

These feedback prompts can be posted on an interactive white board or bulletin board, or incorporated into a feedback tool that can be copied for student use. Samples of tools created for a similar skill within a different formative assessment context may be found in the Social Studies 10-4 Formative Assessment Summary PDF.

Linking to the Summative Assessment Task

  • As students implement and evaluate the plan through the suggested activity Let's Do It!, they will have completed the Summative Assessment Task: What Can I Do? 
  • Students should consult the assessment task and the assessment task rubric  to ensure that they have provided the information required.
  • Encourage students to use feedback received through the formative assessment opportunity to make enhancements to their final product.
  • If necessary, continue to use the feedback prompts from the formative assessment opportunity to coach students toward completion of a quality product.
  • If student performance does not yet fall within the three levels described in the summative assessment task rubric, work with the student to formulate a plan to address the student's learning needs.

Students implement their planned social action project and then reflect on the experience and its impact.

Instructional Support

A number of possible tasks are provided in this suggested activity. It is not intended that you work through all of the tasks, but rather select those tasks and resources that will best meet the learning needs of your students. The focus should be on ensuring that students have the background and support to be successful with the skill that is the focus for assessment (implement and evaluate the plan).

Setting the Context for Learning

Having developed a plan for taking social action, students are now ready to implement their plan. This may happen in different ways at different times, depending on the plan of action developed by the student.

Implement and Evaluate the Plan

  • Discuss with students how a plan, like learning, is not finished until the process has been assessed. While it may seem tedious, the reflective process is actually where the most learning occurs because that's where the student transfers the learning to other situations.
  • Brainstorm with students the qualities of successful implementation of a social action plan; e.g.,
    • awareness of the issue was increased
    • money was raised to support the issue
    • further action was undertaken
    • individuals were affected in a positive way.
  • Encourage students to provide specific examples from their implementation as they evaluate their plan. They should consider what worked well and areas where they might improve next time.
  • Remind students that the evaluation of their project is based on their own project design and implementation, not on a comparison to other students' projects. For example, simply comparing the amount of money raised in one project to another should not be used as an indicator of the success of the project.

Suggested Supporting Resources

Textbook References

Student Basic Resource—Oxford University Press, Living in a Globalizing World:

  • Page 347 One Albertan Making a Difference
  • Page 359 Petitioning for Change

Student Basic Resource—McGraw-Hill Ryerson, Exploring Globalization:

  • Pages 368–370 What Does Global Citizenship Mean?
  • Pages 372–373 Developing Cross-cultural Understanding
  • Page 374 Irshad Manji: Speaking Out for Her Faith Show more
  • Pages 377–379 What Is My Role in the Globalizing World?

Teaching Resource—Oxford University Press, Living in a Globalizing World:

  • RM 0.3 Analyzing & Discussing Issues 
  • AM 2 Generating & Organizing Ideas Rubric
  • AM 3 Considering Multiple Perspectives Rating Scale

Web Resources

Knowledge and Employability Studio (Social Studies): 

Videos:

Distributed Learning/Tools4Teachers Resources:

Critical Challenges: