Social Studies 6
Applications of Social Studies

Prescribed Learning Outcomes

It is expected that students will:

• identify and clarify a problem, issue, or inquiry
• research information using print, non-print, and electronic sources
• evaluate the credibility and reliability of various sources
• organize information from a variety of sources into a structured presentation using more than one form of representation
• support a position on a national issue by considering competing reasons from various perspectives
• design, implement, and assess detailed courses of action to address national problems or issues

To view the prescribed learning outcomes for Applications of Social Studies in other grades click on an icon below.

• Challenge students to use four different technologies (e.g., phone, fax machine, CD-ROM, the Internet) to research information on specific topics or questions (e.g., Canada's Spanish-speaking neighbours in the Pacific Rim).
• Simulate an historical or controversial event from two or more perspectives. Have students record their observations and interpretations, share them in small groups, and justify the different perspectives.
• Ask students to examine TV advertisements for underlying objectives and motives. Their analyses should look at claims of product or service superiority and examine the credibility and reliability of these claims. Ask: What weaknesses can be found in advertising claims?
• Challenge groups to work together to create reports and assemble them into a coherent class presentation, using an outline and a work plan. For example, have the class analyse a BC river in terms of conservation and resource management. Ask each group to report on one issue (e.g., industry by-products, erosion, fish habitats, river history).
• Ask students to design strategies to persuade Canadians to take a particular course of action (e.g., keep Canada united, reduce speeding). Then invite them to determine the feasibility of the strategies, select one, and implement it (e.g., send a class letter to the editor of a local paper explaining their position; present the strategy to local council; set up a web site and engage in an ongoing dialogue with respondents).

Suggested Assessment Strategies

• Check students' research work using four different technologies and note the extent to which they are able to:
  • use the technologies independently
  • persevere with research tasks
  • generate key words for information searches
  • locate required information
  • organize information from a variety of sources
• After students evaluate the credibility and reliability of TV advertisements, check that they are able to identify which claims can and cannot be proven. Note the extent to which students can identify advertisers' use of exaggeration, overgeneralization, and opinions as opposed to facts.
• Before students assemble reports for a class presentation (e.g., issues related to a BC river), develop a checklist for self-assessment that includes items such as:
  • outline clearly identifies the issues and lists specific subtopics or questions
  • research sources reflect various perspectives
  • includes some primary sources
  • relevant, accurate, and detailed information
  • information organized logically under topics and subtopics
  • appropriate visual representations (e.g., maps, graphs, charts, photographs) help to convey key information
  • each report is clear and easy to follow
• Work with students to create a checklist and rating scale for assessing their work on implementing a strategy to persuade Canadians to take a particular course of action. Criteria might include:
  • shows interest in the problem and approaches it actively
  • relates prior knowledge to the issues
  • uses several resources to gather information
  • formulates a feasible strategy