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Government Intervention in the Economy: How Far Should It Go?

  • Determine the significant differences between political parties in Canada and the United States.
  • Design an effective advertisement for a political party that reflects its position on an environmental issue.

Suggested Activities Assessment Outcomes References Related Resources


Assessment and Evaluation of Student Learning
The assessment support for this critical challenge has been adapted from Creating Persuasive and Effective Visuals (Modelling the Tools). This table identifies 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.

Learner Outcomes Criteria for Evaluation
Students provide evidence of their learning as they: General Outcome 9.2
Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity.
  • share key points about:
    • the issue
    • the party position
    • potential impact on quality of life
Specific Outcome 9.2.6
  • Students will assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues:
Specific Outcome
  • How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER)
  • communicate information through words and visuals
Specific Outcome 9.S.8.1
  • Students will communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration


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 formative assessment tool has been provided to support students with this critical challenge and in learning to give and receive feedback on their work in progress.

Students can use Student Self-reflection: Creating Persuasive and Effective Visuals (Assessment) to reflect on their work in progress and make any necessary adjustments before submitting work for marking. This tool could also be adapted for use in peer coaching.

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 Damage Control: A Call to Action (Assessment) to evaluate student performance on the various criteria of the task.


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

Last updated: July 1, 2014 | (Revision History)
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