SOCIAL9-2

__ **home** __ __ **9.2 Issues for Canadians: Economic Systems in Canada and the** **United States** __

** General Outcome **
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.

**Specific Outcomes**
= 􀀗Values and Attitudes = Students will: 9.2.1 appreciate the values underlying economic decision making in Canada and the United States (C, ER)

9.2.2 appreciate the relationship between consumerism and quality of life (C, CC)

9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM)

Students will: 9.2.4 compare and contrast the principles and practices of market and mixed economies by exploring and reflecting upon the following questions and issues: • What are the principles of a market economy? (ER) • Why do governments intervene in a market economy? (ER, PADM) • Why is Canada viewed as having a mixed economy? (ER, PADM) • What is the role of the consumer in market and mixed economies? (ER) • To what extent do consumer actions reflect individual and collective identity? (ER, I) • How has the emergence of labour unions impacted market and mixed economies? (ER) • What are some similarities and differences in the way governments in Canada and the United States intervene in the market economies? (ER, PADM, GC) • How do the economic systems of Canada and the United States differ in answering the basic economic question of scarcity? (ER, PADM, GC)
 * 􀀗Knowledge and Understanding **

9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: • What are the indicators of quality of life? (PADM, ER) • How does individual consumer behaviour impact quality of life (e.g., environmental issues)? (PADM, ER) • How does marketing impact consumerism? (ER) • How does consumerism provide opportunities for and limitations on impacting quality of life? (PADM, ER) • How is consumerism used as a power of a collective (e.g., boycotts)? (ER, PADM, C) 6/ Social Studies Grade 9 (2007) ©Alberta Education, Alberta, Canada C Citizenship I Identity ER Economics and Resources LPP The Land: Places and People GC Global Connections CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change • To what extent do perspectives regarding consumerism, economic growth and quality of life differ regionally in North America? (PADM, ER, GC, I) • What societal values underlie social programs in Canada and the United States? (PADM, ER, GC, I)

9.2.6 assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: • How do the economic platforms of political parties differ from one another (i.e., Democrat versus Republican; Liberal versus Conservative)? (ER, PADM) • How is a political party’s philosophy reflected in its platform (i.e., social programs, specific taxes, taxation model)? (ER, PADM) • How does the underground economy impact the federal and provincial tax base and social programs (i.e., tax evasion, black market)? (ER, PADM, C) • How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER) This part I am unsure of

SKILLS AND PROCESSES FOR GRADE 9

Alberta Education’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol 􀂾.

DIMENSIONS OF THINKING Students will:

9.S.1 develop skills of critical thinking and creative thinking: • determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue • evaluate, critically, ideas, information and positions from multiple perspectives • demonstrate the ability to analyze current affairs from multiple perspectives • re-evaluate personal opinions to broaden understanding of a topic or an issue • generate creative ideas and strategies in individual and group activities 􀂾 access diverse viewpoints on particular topics by using appropriate technologies 􀂾 assemble and organize different viewpoints in order to assess their validity

9.S.2 develop skills of historical thinking: • analyze selected issues and problems from the past, placing people and events in a context of time and place • distinguish cause, effect, sequence and correlation in historical events and issues, including the long- and short-term causal relations • use historical and community resources to organize the sequence of historical events • analyze the historical contexts of key events of a given time period 􀂾 create a simulation or a model by using technology that permits the making of inferences 􀂾 identify patterns in organized information

9.S.3 develop skills of geographic thinking: • interpret thematic maps to analyze economic and political issues • use geographic tools, such as Geographic Information Systems (GIS) software, to assist in preparing graphs and maps • construct diagrams, charts, graphs and tables to analyze geographic information • define geographic problems and issues and pose geographic questions 􀂾 access and operate multimedia applications and technologies from stand-alone and online sources (e.g., GIS)

9.S.4. demonstrate skills of decision making and problem solving: • take appropriate action and initiative when required in decision-making and problem-solving scenarios • participate in and predict outcomes of problem-solving and decision-making scenarios • propose and apply strategies or options to solve problems and deal with issues • propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making 􀂾 articulate clearly a plan of action to use technology to solve a problem 􀂾 identify the appropriate materials and tools to use in order to accomplish a plan of action 􀂾 evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate Grade 9 Social Studies /7 ©Alberta Education, Alberta, Canada (2007) SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE Students will:

9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: • demonstrate leadership in groups, where appropriate, to achieve consensus and resolve conflicts peacefully and equitably • demonstrate a positive attitude regarding the needs and perspectives of others 􀂾 access, retrieve and share information from electronic sources, such as common files 􀂾 use networks to brainstorm, plan and share ideas with group members

9.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as: • develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within their community RESEARCH FOR DELIBERATIVE INQUIRY Students will:

9.S.7 apply the research process: • reflect on changes of perspective or opinion based on information gathered and research conducted • integrate and synthesize concepts to provide an informed point of view on a research question or an issue • develop a position supported by information gathered during research • draw conclusions based upon research and evidence • determine how information serves a variety of purposes and that the accuracy or relevance may need verification • organize and synthesize researched information • formulate new questions as research progresses • practise responsible and ethical use of information and technology • include and organize references as part of research 􀂾 create a plan for an inquiry that includes consideration of time management 􀂾 demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic 􀂾 develop a process to manage volumes of information that can be made available through electronic sources 􀂾 evaluate the relevance of electronically accessed information to a particular topic 􀂾 make connections among related, organized data, and assemble various pieces into a unified message 􀂾 refine searches to limit sources to a manageable number 􀂾 analyze and synthesize information to create a product 8/ Social Studies Grade 9 (2007) ©Alberta Education, Alberta, Canada COMMUNICATION Students will:

9.S.8 demonstrate skills of oral, written and visual literacy: • communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration • use skills of informal debate to persuasively express differing viewpoints regarding an issue • elicit, clarify and respond appropriately to questions, ideas and diverse points of view presented in discussions • make reasoned comments relating to the topic of discussion • listen to others to understand their perspectives

9.S.9 develop skills of media literacy: • examine techniques used to enhance the authority and authenticity of media messages • examine the values, lifestyles and points of view represented in a media message • analyze the impact of television, Internet, radio and print media on a particular current affairs