Alberta Programs of Study — Grade 11


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20-1.1.1.

Students will appreciate that understandings of identity, nation and nationalism continue to evolve (I, C)

20-1.1.10.

Students will evaluate the importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Mtis nationalism, ethnic nationalism in Canada, civic nationalism in Canada, Qubcois nationalism, Inuit perspectives on nationalism) (I, TCC, C)

20-1.1.11.

Students will evaluate the importance of reconciling nationalism with contending non-nationalist loyalties (religion, region, culture, race, ideology, class, other contending loyalties) (I, C, CC, LPP)

20-1.1.2.

Students will appreciate the existence of alternative views on the meaning of nation (I, C)

20-1.1.3.

Students will appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world (I, TCC, GC)

20-1.1.5.

Students will explore a range of expressions of nationalism (I, C)

20-1.1.6.

Students will develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic) (I, CC, LPP)

20-1.1.7.

Students will analyze the relationship between nation and nation-state (TCC, PADM, C)

20-1.1.8.

Students will analyze how the development of nationalism is shaped by historical, geographic, political, economic and social factors (French Revolution and Napoleonic era, contemporary examples) (ER, PADM, CC, TCC, LPP)

20-1.1.9.

Students will analyze nationalism as an identity, internalized feeling and/or collective consciousness shared by a people (French Revolution and Napoleonic era, Canadian nationalism, Qubcois nationalism, American nationalism, First Nations and Mtis nationalism, Inuit perspectives) (I, TCC, C, CC)

20-1.2.1.

Students will appreciate that nations and states pursue national interest (TCC, GC, PADM)

20-1.2.2.

Students will appreciate that the pursuit of national interest has positive and negative consequences (TCC, GC, PADM)

20-1.2.3.

Students will appreciate multiple perspectives related to the pursuit of national interest (TCC, PADM)

20-1.2.4.

Students will explore the relationship between nationalism and the pursuit of national interest (PADM, I, LPP)

20-1.2.5.

Students will analyze how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period) (PADM, TCC, ER, LPP)

20-1.2.6.

Students will analyze the relationship between nationalism and ultranationalism (PADM, I)

20-1.2.7.

Students will analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars, ultranationalism in Japan, internments in Canada, conscription crises) (PADM, TCC, GC, LPP)

20-1.2.8.

Students will analyze ultranationalism as a cause of genocide (the Holocaust, 19321933 famine in Ukraine, contemporary examples) (TCC, PADM, GC)

20-1.2.9.

Students will analyze impacts of the pursuit of national self-determination (successor states; decolonization; Qubcois nationalism and sovereignty movement; First Nations, Mtis and Inuit self-government; contemporary examples) (PADM, TCC, ER, LPP)

20-1.3.1.

Students will appreciate that nations and states engage in regional and global affairs for a variety of reasons (GC, C, PADM)

20-1.3.2.

Students will appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities (GC, C)

20-1.3.3.

Students will demonstrate a global consciousness with respect to the human condition and global affairs (C, GC)

20-1.3.4.

Students will analyze the motives of nation and state involvement or noninvolvement in international affairs (economic stability, self-determination, peace, security, humanitarianism) (GC, TCC, PADM)

20-1.3.5.

Students will explore understandings of internationalism (GC, PADM)

20-1.3.6.

Students will analyze how internationalism can be promoted through foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international law and agreements) (GC, PADM, ER)

20-1.3.7.

Students will evaluate the extent to which selected organizations promote internationalism (United Nations, World Council of Indigenous Peoples, European Union, lOrganisation internationale de la Francophonie, Arctic Council, contemporary examples) (GC, PADM, ER)

20-1.3.8.

Students will analyze impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human rights) (GC, PADM, ER)

20-1.3.9.

Students will evaluate the extent to which nationalism must be sacrificed in the interest of internationalism (GC, PADM, ER)

20-1.4.1.

Students will appreciate historical and contemporary attempts to develop a national identity (I, TCC, C)

20-1.4.2.

Students will appreciate contrasting historical and contemporary narratives associated with national identity (I, C, TCC)

20-1.4.3.

Students will respect the views of others on alternative visions of national identity (I, C)

20-1.4.4.

Students will explore multiple perspectives on national identity in Canada (I, C, LPP)

20-1.4.5.

Students will analyze methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives) (I, C, LPP)

20-1.4.6.

Students will examine historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Confederation, First Nations treaties and the Indian Act, Mtis and Inuit self-governance, Louis Riel, Sir Clifford Sifton, Henri Bourassa, French-Canadian nationalism, Pierre Trudeau, National Indian Brotherhood) (I, CC, TCC, LPP)

20-1.4.7.

Students will evaluate the challenges and opportunities associated with the promotion of Canadian national unity (Qubec sovereignty, federalprovincialterritorial relations, Aboriginal self-determination and land claims, bilingualism, multiculturalism) (I, C, CC)

20-1.4.8.

Students will evaluate various perspectives of future visions of Canada (pluralism, multination model, separatism, Aboriginal self-determination, global leadership, North American integration) (I, C, CC)

20-1.4.9.

Students will develop personal and collective visions of national identity (I, C)

20-1.S.1.1.

Evaluate ideas and information from multiple sources

20-1.S.1.2.

Determine relationships among multiple and varied sources of information

20-1.S.1.3.

Assess the validity of information based on context, bias, sources, objectivity, evidence or reliability

20-1.S.1.5.

Evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue

20-1.S.1.6.

Synthesize information from contemporary and historical issues to develop an informed position

20-1.S.1.7.

Evaluate the logic of assumptions underlying a position

20-1.S.1.9.

Analyze current affairs from a variety of perspectives

20-1.S.2.1.

Analyze multiple historical and contemporary perspectives within and across cultures

20-1.S.2.2.

Analyze connections among patterns of historical change by identifying cause and effect relationships

20-1.S.2.3.

Analyze similarities and differences among historical narratives

20-1.S.2.4.

Evaluate the impact of significant historical periods and patterns of change on the contemporary world

20-1.S.2.5.

Discern historical facts from historical interpretations through an examination of multiple sources

20-1.S.2.6.

Identify reasons underlying similarities and differences among historical narratives

20-1.S.2.7.

Develop a reasoned position that is informed by historical and contemporary evidence

20-1.S.2.8.

Demonstrate an understanding of how changes in technology can benefit or harm society in the context of the present, the future and various historical time periods

20-1.S.2.9.

Use current, reliable information sources from around the world

20-1.S.3.1.

Analyze the impact of physical and human geography on history

20-1.S.3.2.

Make inferences and draw conclusions from maps and other geographical sources

20-1.S.3.3.

Locate, gather, interpret and organize information, using historical maps

20-1.S.3.4.

Develop and assess geographic representations to demonstrate the impact of factors of geography on world events

20-1.S.3.5.

Assess the impact of human activities on the land and the environment

20-1.S.3.6.

Assess how human interaction impacts geopolitical realities

20-1.S.3.7.

Use current, reliable information sources from around the world, including online atlases

20-1.S.4.1.

Demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues

20-1.S.4.2.

Develop inquiry strategies to make decisions and solve problems

20-1.S.4.3.

Generate and apply new ideas and strategies to contribute to decision making and problem solving

20-1.S.4.4.

Describe a plan of action to use technology to solve a problem

20-1.S.4.5.

Use appropriate tools and materials to accomplish a plan of action

20-1.S.5.1.

Demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably

20-1.S.5.2.

Participate in persuading, compromising and negotiating to resolve conflicts and differences

20-1.S.5.3.

Interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding

20-1.S.5.4.

Demonstrate leadership during discussions and group work

20-1.S.5.5.

Respect the points of view and perspectives of others

20-1.S.5.6.

Collaborate in groups to solve problems

20-1.S.6.1.

Demonstrate leadership by engaging in actions that enhance personal and community well-being

20-1.S.6.2.

Acknowledge the importance of multiple perspectives in a variety of situations

20-1.S.7.1.

Develop, express and defend an informed position on an issue

20-1.S.7.10.

Use calendars, time management or project management software to assist in organizing the research process

20-1.S.7.11.

Generate new understandings of issues by using some form of technology to facilitate the process

20-1.S.7.12.

Record relevant data for acknowledging sources of information, and cite sources correctly

20-1.S.7.13.

Respect ownership and integrity of information

20-1.S.7.2.

Reflect on changes of points of view or opinion based on information gathered and research conducted

20-1.S.7.3.

Draw pertinent conclusions based on evidence derived from research

20-1.S.7.4.

Demonstrate proficiency in the use of research tools and strategies to investigate issues

20-1.S.7.5.

Consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues

20-1.S.7.6.

Integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry

20-1.S.7.7.

Develop, refine and apply questions to address an issue

20-1.S.7.8.

Select and analyze relevant information when conducting research

20-1.S.7.9.

Plan and perform complex searches, using digital sources

20-1.S.8.1.

Communicate effectively to express a point of view in a variety of situations

20-1.S.8.10.

Understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)

20-1.S.8.11.

Apply principles of graphic design to enhance meaning and engage audiences

20-1.S.8.2.

Use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue

20-1.S.8.3.

Ask respectful and relevant questions of others to clarify viewpoints

20-1.S.8.4.

Listen respectfully to others

20-1.S.8.5.

Use a variety of oral, visual and print sources to present informed positions on issues

20-1.S.8.6.

Apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues

20-1.S.8.7.

Use appropriate presentation software to demonstrate personal understandings

20-1.S.8.8.

Compose, revise and edit text

20-1.S.9.1.

Assess the authority, reliability and validity of electronically accessed information

20-1.S.9.2.

Evaluate the validity of various points of view presented in the media

20-1.S.9.3.

Appraise information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence

20-1.S.9.4.

Analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification

20-1.S.9.5.

Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

20-2.1.1.

Students will appreciate that understandings of identity, nation and nationalism continue to evolve (I, C)

20-2.1.10.

Students will analyze the importance of reconciling contending nationalist loyalties (Canadian nationalism, First Nations and Mtis nationalism, ethnic nationalism in Canada, Qubcois nationalism, Inuit perspectives on nationalism) (I, TCC, C)

20-2.1.11.

Students will analyze the importance of reconciling nationalism with contending non-nationalist loyalties (religion, region, culture, race, ideology, class, other contending loyalties) (I, C, CC, LPP)

20-2.1.2.

Students will appreciate the existence of alternative views on the meaning of nation (I, C)

20-2.1.3.

Students will appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world (I, TCC, GC)

20-2.1.5.

Students will explore a range of expressions of nationalism (I, C)

20-2.1.6.

Students will develop understandings of nation and nationalism (relationship to land, geographic, collective, civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic) (I, CC, LPP)

20-2.1.7.

Students will examine the relationship between nation and nation-state (TCC, PADM, C)

20-2.1.8.

Students will examine how the development of nationalism is shaped by historical, geographic, political, economic and social factors (French Revolution, contemporary examples) (ER, PADM, CC, TCC, LPP)

20-2.1.9.

Students will examine nationalism as an identity, internalized feeling and/or collective consciousness shared by a people (French Revolution, Canadian nationalism, Qubcois nationalism, First Nations and Mtis nationalism, Inuit perspectives) (I, TCC, C, CC)

20-2.2.1.

Students will appreciate that nations and states pursue national interest (TCC, GC, PADM)

20-2.2.10.

Students will evaluate impacts of the pursuit of national self-determination (Qubcois nationalism and sovereignty movement; First Nations, Mtis and Inuit self-government; contemporary examples) (PADM, TCC, ER, LPP)

20-2.2.2.

Students will appreciate that the pursuit of national interest has positive and negative consequences (TCC)

20-2.2.3.

Students will appreciate multiple perspectives related to the pursuit of national interest (TCC)

20-2.2.4.

Students will explore the concept of national interest (PADM, I, LPP)

20-2.2.5.

Students will explore the relationship between nationalism and the pursuit of national interest (PADM, I)

20-2.2.6.

Students will examine how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period) (PADM, TCC, ER, LPP)

20-2.2.7.

Students will examine similarities and differences between nationalism and ultranationalism (PADM, I)

20-2.2.8.

Students will analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and ultranationalism from the First and Second World Wars, internments in Canada, conscription crises) (PADM, TCC, GC, LPP)

20-2.2.9.

Students will examine ultranationalism as a cause of genocide (the Holocaust, the 19321933 famine in Ukraine, contemporary examples) (TCC, PADM, GC)

20-2.3.1.

Students will appreciate that nations and states engage in regional and global affairs for a variety of reasons (GC, C)

20-2.3.2.

Students will appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities (GC, C)

20-2.3.3.

Students will demonstrate a global consciousness with respect to the human condition and global affairs (C, GC)

20-2.3.4.

Students will examine the motives of nation and state involvement or noninvolvement in international affairs (economic stability, self-determination, peace, security, humanitarianism) (GC, LPP, TCC)

20-2.3.5.

Students will explore understandings of internationalism (GC, PADM)

20-2.3.6.

Students will examine how internationalism can be promoted by foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international law and agreements) (GC, PADM, ER)

20-2.3.7.

Students will analyze the extent to which selected organizations promote internationalism (United Nations, World Council of Indigenous Peoples, European Union, lOrganisation internationale de la Francophonie, Arctic Council) (GC, PADM, ER)

20-2.3.8.

Students will examine impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human rights) (GC, PADM, ER)

20-2.3.9.

Students will evaluate the extent to which nationalism must be sacrificed in the interest of internationalism (GC, PADM, ER)

20-2.4.1.

Students will appreciate historical and contemporary attempts to develop a national identity (I, TCC, C)

20-2.4.2.

Students will appreciate contrasting historical and contemporary narratives associated with national identity (I, C, TCC)

20-2.4.3.

Students will respect the views of others on alternative visions of national identity (I, C)

20-2.4.4.

Students will explore multiple perspectives on national identity in Canada (I, C, LPP)

20-2.4.5.

Students will examine methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives) (I, C, LPP)

20-2.4.6.

Students will identify historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the Fathers of Confederation, First Nations treaties and the Indian Act, Mtis and Inuit self-governance, Louis Riel, French Canadian nationalism, Pierre Trudeau, National Indian Brotherhood) (I, CC, TCC, LPP)

20-2.4.7.

Students will explore the challenges and opportunities associated with the promotion of Canadian national unity (Qubec sovereignty, federalprovincialterritorial relations, Aboriginal self-determination and land claims, bilingualism, multiculturalism) (I, C, CC)

20-2.4.9.

Students will develop personal and collective visions of national identity (I, C)

20-2.S.1.1.

Analyze ideas and information from multiple sources

20-2.S.1.2.

Determine relationships among multiple sources of information

20-2.S.1.3.

Determine the validity of information based on context, bias, sources, objectivity, evidence or reliability

20-2.S.1.4.

Suggest likely outcomes based on factual information

20-2.S.1.5.

Evaluate personal assumptions and opinions

20-2.S.1.6.

Determine the strengths and weaknesses of arguments

20-2.S.1.8.

Analyze current affairs from a variety of perspectives

20-2.S.1.9.

Identify main ideas underlying a position or issue

20-2.S.2.1.

Understand diverse historical and contemporary perspectives within and across cultures

20-2.S.2.2.

Analyze connections among patterns of historical change by identifying cause and effect relationships

20-2.S.2.3.

Compare and contrast historical narratives

20-2.S.2.4.

Identify and describe the impact of significant historical periods and patterns of change on society today

20-2.S.2.5.

Understand the difference between historical facts and historical interpretations

20-2.S.2.6.

Compare alternative historical narratives

20-2.S.2.7.

Develop reasoned arguments supported by historical and contemporary evidence

20-2.S.2.8.

Describe how changes in technology can benefit or harm society

20-2.S.2.9.

Use current, reliable information sources from around the world

20-2.S.3.1.

Analyze the ways in which physical and human geographic features influence world events

20-2.S.3.2.

Draw conclusions from maps and other geographic sources

20-2.S.3.3.

Locate, gather, interpret and organize information, using historical maps

20-2.S.3.4.

Assess the impact of human activities on the land and the environment

20-2.S.3.5.

Use current, reliable information sources from around the world, including online atlases

20-2.S.4.1.

Demonstrate skills needed to reach consensus, solve problems and formulate positions

20-2.S.4.2.

Use inquiry processes to make decisions and solve problems

20-2.S.4.3.

Apply ideas and strategies to contribute to decision making and problem solving

20-2.S.4.4.

Describe a plan of action to use technology to solve a problem

20-2.S.4.5.

Use appropriate tools and materials to accomplish a plan of action

20-2.S.5.1.

Demonstrate leadership by persuading, compromising and negotiating to resolve conflicts and differences

20-2.S.5.2.

Make meaningful contributions to discussion and group work

20-2.S.5.3.

Identify behaviours and attitudes that contribute or pose obstacles to cross-cultural understanding

20-2.S.5.4.

Consider the points of view and perspectives of others

20-2.S.5.5.

Identify and use a variety of strategies to resolve conflicts peacefully and equitably

20-2.S.5.6.

Demonstrate cooperativeness in groups to solve problems

20-2.S.6.1.

Demonstrate leadership by engaging in actions that will enhance the well-being of self and others in the community

20-2.S.6.2.

Promote and respect the contributions of team members when working as a team

20-2.S.6.3.

Cooperate with others for the well-being of the community

20-2.S.7.1.

Develop and express an informed position on an issue

20-2.S.7.10.

Generate understandings of issues by using some form of technology to facilitate the process

20-2.S.7.2.

Develop conclusions based on evidence gathered through research of a wide variety of sources

20-2.S.7.3.

Use research tools and methods to investigate issues

20-2.S.7.4.

Consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues

20-2.S.7.5.

Revise questions on an issue as new information becomes available

20-2.S.7.6.

Select relevant information when conducting research

20-2.S.7.7.

Cite sources correctly to respect the ownership and integrity of information

20-2.S.7.8.

Use calendars, time management or project management software to assist in organizing the research process

20-2.S.7.9.

Plan and perform searches, using digital sources

20-2.S.8.1.

Communicate effectively in a variety of situations

20-2.S.8.2.

Engage in respectful discussion

20-2.S.8.3.

Use a variety of oral, visual and print sources to present informed positions on issues

20-2.S.8.4.

Ask respectful and relevant questions of others to clarify viewpoints on an issue

20-2.S.8.5.

Make respectful and reasoned comments on the topic of discussion

20-2.S.8.6.

Use technology to compose, revise and edit text

20-2.S.8.7.

Employ technologies to adapt information for context (situation, audience and purpose)

20-2.S.9.1.

Assess the authority, reliability and validity of electronically accessed information

20-2.S.9.2.

Analyze the validity of various points of view in media messages

20-2.S.9.3.

Analyze information from multiple sources, evaluating each source in terms of the author's perspective or bias and use of evidence

20-2.S.9.4.

Analyze the impact of various forms of media

20-2.S.9.5.

Demonstrate discriminatory selection of electronically accessed information