Skill Descriptor: Locate the Atlantic region in relation to other regions.

Global Competencies: CM, CTPS

Achievement Indicators:

• Describe the role of relative location, absolute location, latitude, longitude, coordinates, scale, time zone, physical feature, and cultural feature in mapping
• Describe the location of the four Atlantic provinces relative to local and global coordinates using a map, globe, or selected technologies
• Locate Wabanaki territories using a map, globe, or selected technologies
• Identify a variety of systems used for location and navigation

Skill Descriptor: Investigate the physical features and weather patterns of the Atlantic region.

Global Competencies: CM, CTPS

Achievement Indicators:

• Identify each of the major landforms and water forms for a selected region using a physical features map
• Identify the boundaries in the Atlantic region that are defined by physical features
• Compare a physical map of the Atlantic region with a political map
• Identify the impact of climate change on the physical features and weather patterns of the Atlantic region

Skill Descriptor: Examine contemporary cultures in the Atlantic region and their connections to other global cultures.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Discuss the significance and value of regional cultural traditions in the Atlantic region
• Identify perceptions of the Atlantic region in other parts of Canada, North America, and the world
• Identify some of the factors, including physical environment, that have shaped cultures in the Atlantic region

Skill Descriptor: Investigate the cultural, ethnic, and linguistic groups in the Atlantic region.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Identify some of the cultural, ethnic, and linguistic groups that exist in the Atlantic region
• Research the purpose of festivals or special occasions that take place in the Atlantic region and how they build community
• Identify cultural traditions in the Atlantic region that are undergoing a renewal and suggest reasons for this trend
• Describe opportunities and barriers people in the Atlantic region have in expressing their cultures

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Investigate the history of cross-cultural understanding in the Atlantic region.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Outline the cultural diversity that exists within the Atlantic region
• Evaluate the influence that cultural groups have on one another
• Define prejudice, discrimination, social injustice, ethnocentrism, stereotype, antisemitism, racism, multiculturalism, and anti-racism
• Discuss how these issues affect peoples in the Atlantic region, including antisemitism, anti-Indigenous discrimination, anti-Black racism, and linguistic discrimination

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Explain how peoples in the Atlantic region shape political culture by exercising power and influencing political decisions.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Describe the role of lobby groups, NGOs, power of the ballot, political activism, and party politics
• Research examples of efforts by peoples in the Atlantic region to achieve political and social change
• Investigate civic action taken by youth in the Atlantic region at the local, regional, and national levels

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Explain how peoples in the Atlantic region are members of global communities.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Define what is meant by system and interdependence
• Outline ways in which political, economic, technological, and cultural systems create interdependence in the world today
• Research major factors influencing migration to the Atlantic region
• Evaluate how improvements in transportation and communication systems have led to increased global awareness

Skill Descriptor: Explore the impacts of reconciliation in the Atlantic region.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Discuss what reconciliation means
• Identify examples of reconciliation in own communities and other Atlantic Canadian communities
• Discuss the responsibilities of non-Indigenous people to be allies and support reconciliation
• Describe the ways in which Wabanaki Peoples demonstrate their worldview

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss the role of economics in the Atlantic region.

Global Competencies: CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Discuss what budgets tell us about government priorities
• Evaluate the impact government has on own lives by examining federal, provincial, and municipal services
• Assess the impact of taxation on social services in the Atlantic region
• Discuss the role of entrepreneurship and new economic opportunities in the future of the Atlantic region

Skill Descriptor: Analyze local, regional, and global economic patterns and related issues that are challenging the Atlantic region.

Global Competencies: CM, CTPS, ICE, SGC

Achievement Indicators:

• Identify economic opportunities available to the youth of the Atlantic region
• Analyze a selected global economic issue affecting the local area and develop some possible solutions
• Assess the role of government, individuals, and groups in dealing with the economic challenges facing the Atlantic region
• Predict how global environmental concerns and issues may affect future economic development in the Atlantic region

Skill Descriptor: Research trade and other economic linkages among the Atlantic region and national and global communities.

Global Competencies: CM, CTPS, ICE, SGC

Achievement Indicators:

• Determine the extent to which the global economies affect the lives of students
• Discuss the effect of import goods on employment and economy vs. local manufacturing in the Atlantic region
• Identify businesses in their area that reflect new opportunities in the global economy
• Predict the impact that global interdependence may have on the future economic climate in the Atlantic region

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Assess how worldview and culture influence identity.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Describe how the seven elements of worldview and culture influence personal, community, and cultural identities
• Examine surface, shallow, and deep culture
• Provide examples of culture in own lives
• Research how culture is expressed and sustained
• Assess elements of culture as material or non-material

Skill Descriptor: Investigate the importance of cross-cultural understanding.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Give examples of the impact of cross-cultural understanding or a lack of cross-cultural understanding
• Describe the impacts of colonization on languages, emotional and mental health, social connections, etc.
• Discuss the extent to which mass media stereotype different cultural groups
• Research examples of actions that are being taken to improve cross-cultural understanding (local, national, and global)
• Evaluate how the spread of ideas and technology is creating a more global culture, here and around the world

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Research historically diverse regions of the world.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe how migration influences cultures
• Investigate how cultures change and shift from generation to generation
• Identify factors that have created a more global culture around the world, including colonization and trade
• Research the African Diaspora
• Discuss ways in which Black, Indigenous, and other racialized peoples have protected and preserved their cultures

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Examine selected issues relating to human rights legislation around the world.

Global Competencies: CL, CM, CTPS, SGC

Achievement Indicators:

• Research the Holocaust and the human rights decisions that followed
• Give examples of rights included in the United Nations Declaration of the Rights of the Child, the United Nations Universal Declaration of Human Rights, and the United Nations Declaration on the Rights of Indigenous Peoples
• Outline selected examples of current human rights violations
• Research grassroots movements and advocacy efforts to achieve social change
• Discuss institutionalized segregation and resistance including Apartheid in South Africa and segregation in Canada and the United States

Skill Descriptor: Take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Discuss the rights and responsibilities of being a global citizen
• Support a position on local, national, or international issues after considering various perspectives
• Plan and take age-appropriate actions to address local, national, or international problems or issues

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Discuss the worldviews, languages, cultures, and traditions of Wabanaki Peoples with respect.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Discuss Indigenous knowledges and ways of knowing
• Describe ceremonial medicines
• Discuss the role of oral tradition in teaching us about ourselves, the land, how to care for others, and the world around us
• Describe and give examples of the difference between appropriation and appreciation

Skill Descriptor: Analyze the effects of the distribution of wealth around the world.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Represent the distribution of economic wealth around the world using data
• Propose the causes and effects of uneven distribution of economic wealth on quality of life
• Describe the impact displacement had on Indigenous quality of life
• Define poverty, examine the systems that sustain poverty, and give examples of its effects
• Discuss colonialism as a system that sustains poverty across the globe
• Assess who within the British Empire benefitted and who was harmed by the practice of enslavement in the 17th–20th centuries
• Connect income inequality to enslavement, segregation and discrimination

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Describe, using primary and secondary sources, the living conditions for peoples living in British North America.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Map the various lands and colonies circa 1850 in what is now Canada
• Describe what Mi’kmaw, Wolastoqey and Peskotomuhkati people were doing to exercise their Treaty Rights and responsibilities up to the mid-1800s
• Investigate and describe religious, health, educational organizations, recreation, and employment opportunities that were available to various classes, genders, and diverse peoples in urban and rural areas in the mid-1800s
• Map the history of Black settlement and Loyalist arrivals in early Atlantic Canada

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Analyze the causes and consequences of Confederation.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Identify the British North American colonies’ perspectives on Confederation, including New Brunswick
• Identify the key individuals with power and explain their involvement in making Confederation happen
• Explain the extent to which external factors affected the Confederation debates
• Analyze the structure of the Canadian government after Confederation
• Compare and contrast the power given to the different levels of government by the BNA Act

Skill Descriptor: Research the lives of early Black inhabitants in the Atlantic region.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe emancipation and abolitionism across the British Commonwealth
• Examine Black Loyalists’ lives and experiences
• Examine examples of resistance to colonialism
• Describe the role and purpose of the Book of Negroes

Skill Descriptor: Explain how the expansion and development of Canada affected various peoples and regions.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe the political growth of Canada in the early 1870s
• Explain the key factors and outcomes of the Red River Resistance of 1870 and the Northwest Resistance of 1885
• Describe the pass system and why it was implemented
• Explain how the National Policy empowered and disempowered peoples and regions of Canada
• Describe Canada’s role in WWI and its effect on Canadian communities

Skill Descriptor: Analyze the struggle for empowerment by groups immigrating to Canada.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Identify the various cultural groups who came to Canada between 1870 and 1914
• List the factors that brought these groups to Canada and the conditions they faced in Canada
• Research the Komagata Maru incident and the Chinese Head Tax
• Evaluate the ways groups became more empowered or less empowered by moving to Canada
• Identify examples of prejudice in Canada’s immigration policies during the 20th century, including antisemitism and anti-Black racism

Skill Descriptor: Develop a concept of empowerment.

Global Competencies: CM, CTPS, ICE, SGC

Achievement Indicators:

• Define power and authority, and explain how each influences their own lives
• Identify and categorize sources of power and authority
• Explain the role of the individual in the democratic process in Canada
• Identify groups that have been empowered and disempowered in Canadian society (local, national, and global)
• Describe ways in which individuals and groups have persevered and thrived

Skill Descriptor: Analyze how Wabanaki governance empowered Wabanaki peoples.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Identify the Wabanaki nations in Atlantic Canada during the late 19th Century
• Describe the decision-making process in Wabanaki governance prior to contact with Europeans (the Mi’kmaq Grand Council, The Santé Mawio’mi, the Wabanaki Confederacy, and the Clan System)
• Explain Wampum Belt Teachings and Wabanaki diplomacy
• Describe the purpose for, and the rights and responsibilities included in, the treaty relationship

Skill Descriptor: Research the development of rights and social reform movements in Canada.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Describe the impact of industrialization on industry and workers across Canada
• Discuss the social reform movements that occurred in the late 19th and early 20th centuries
• Identify key individuals and groups active in promoting these social changes
• Compare empowerment for white and racialized Canadians during this time

Skill Descriptor: Take age-appropriate action to demonstrate understanding of social, political, or cultural issues facing youth today.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Assess perspectives on a contemporary local, national, or international issue
• Identify the historical roots of a selected issue
• Compare with examples of empowerment and disempowerment discussed in this course
• Support an informed position on this issue and undertake a course of action

Skill Descriptor: Describe the impact of contact and colonization on Wabanaki empowerment.

Global Competencies: CL, CM, CTPS, SASM, SGC

Achievement Indicators:

• Assess how national policies, treaties, and the Indian Act impacted Wabanaki Peoples, including connections to the natural world
• Research Wabanaki experiences of displacement and poverty
• Describe the impacts of colonization on languages and emotional and mental health
• Identify the purposes for and the harm caused by Indian Residential and Indian Day Schools

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: No skill descriptor for this grade.

Skill Descriptor: Assess practices and commodities that lead to economic empowerment.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Outline the importance of land and natural resources as commodities in Canada’s history
• Research commodities that have been valued over time
• Analyze the global use and sustainability of natural resources in the Global South
• Analyze trends that could impact future economic empowerment

Skill Descriptor: No skill descriptor for this grade.