ICT: social studies, jr. high

Alberta Learning ICT outcomes: Junior high social studies

The following occur across junior high social studies:

F1 (3.1) — Demonstrate an understanding that information can be transmitted through a variety of media.
F1 (3.2) — Explain the concept of software and hardware compatibility.
F1 (3.3) — Apply terminology appropriate to the technology being used at this division level.
F1 (3.4) — Demonstrate an understanding that digital technology follows a logical order of operations.
F1 (3.5) — Explain the difference between digital and analog data on communication systems.
F1 (3.6) — Explain how the need for global communication affects technology around the world.
F1 (3.7) — Demonstrate the ability to troubleshoot technical problems.
F1 (3.8) — Demonstrate an understanding that technology is a process, technique or tool used to alter human activity.

F2 (3.1) — Describe the impact of communication technologies on past, present and future workplaces, lifestyles and the environment.
F2 (3.2) — Identify potential technology-related career paths.
F2 (3.3) — Identify the cultural impact of global communication.
F2 (3.4) — Evaluate the driving forces behind various technological inventions.
F2 (3.5) — Make inferences regarding future trends in the development and impact of communication technologies.
F2 (3.6) — Explain ways in which technology can assist in the monitoring of local and global environmental conditions.
F2 (3.7) — Analyze and assess the impact on society of having limitless access to information.
F2 (3.8) — Identify the manner in which telecommunications technology affects time and distance.

F3 (3.1) — Use time and resources on the network wisely.
F3 (3.2) — Explain the issues involved in balancing the right to access information with the right to personal privacy.
F3 (3.3) — Understand the need for copyright legislation.
F3 (3.4) — Cite sources when using copyright and/or public domain material.
F3 (3.5) — Download and transmit only materials that comply with the established network use policies and practices.
F3 (3.6) — Model and assume personal responsibility for ethical behaviour and attitudes and acceptable use of information technologies and sources in local and global contexts.

F4 (3.1) — Identify aspects of style in a presentation.
F4 (3.2) — Understand the nature of various media and how they are consciously used to influence an audience.
F4 (3.3) — Identify specific techniques used by the media to elicit particular responses from an audience.
F4 (3.4) — Recognize that the ability of technology to manipulate images and sound can alter the meaning of a communication.

F5 (3.1) — Identify risks to health and safety that result from improper use of technology.
F5 (3.2) — Identify and apply safety procedures required for the technology being used.

F6 (3.1) — Connect and use audio, video and digital equipment.
F6 (3.2) — Perform routine data maintenance and management of personal files.
F6 (3.3) — Demonstrate proficiency in uploading and downloading text, image, audio and video files.
F6 (3.4) — Demonstrate the ability to control devices electronically.
F6 (3.5) — Describe the steps involved in loading software.
F6 (3.6) — Identify and apply safety procedures, including antivirus scans and virus checks, to maintain data integrity.

a. The teacher knows how to facilitate the communication of ideas and information using computer software writing tools such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students write a position paper on the implications and advantages of a mixed economy or the ethical issues surrounding privacy, robots or genetic alteration. (Grade 9 Topic C: Canada: Responding to Change)	- Categorize information to develop concepts–technology, mixed economy, quality of life (SO, gr. 9). - Make generalizations by stating relationships among concepts about technological change and its effect on quality of life (SO, gr. 9). - Identify and define topic(s) (SO, gr. 9). - Identify possible sources and location of information (print, non-print, interviews, surveys); use the Reader’s Guide to Periodical Literature and other indexes (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Differentiate between main and related ideas (SO, gr. 9). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, message and intended audience of visual communications (SO, gr. 9). - Read and interpret maps to uncover relationships between geography and industrialization in Canada (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9).	P1 (3.1) - Design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index. P1 (3.2) - Use advanced word processing menu features to accomplish a task; for example, insert a table, graph or text from another document. P1 (3.4) - Use appropriate communication technology to elicit feedback from others. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P1 (3.3) - Revise text documents based on feedback from others P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students write a script for a role-play activity in which a Soviet minister explains the FiveYear Plan (Modernization or Collectivization) to workers. (Grade 9 Topic B Economic Growth. USSR)	- Categorize information to develop concepts–geography, industrialization, centrally planned economy, quality of life, economic change. - Make generalizations by stating relationships among concepts about economic growth within a centrally planned economy (SO, gr. 9). - Identify and define topic(s) (SO, gr. 9). - Identify possible sources and location of information (print, non-print, interviews, surveys); use the Reader’s Guide to Periodical Literature and other indexes (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Differentiate between main and related ideas (SO, gr. 9). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, message and intended audience of visual communications (SO, gr. 9). - Read and interpret maps to uncover relationships between geography and industrialization in the former Soviet Union (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9).	C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P1 (3.1) - Design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index. P1 (3.3) - Revise text documents based on feedback from others P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.

b. The teacher knows how to explore social studies concepts using multimedia resources such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students use atlas software or online geography sites to construct required and relevant maps. (Grade 8 Topic A: Geography of Canada and USA; Grade 9 Topic B: Economic Growth in USSR)	- Read and interpret historical maps to uncover the relationships between human and physical geography on the development of the Canadian nation (SO, gr. 8). - Draw conclusions about the relationship of geography to the patterns of life in Canada and the United States (SO, gr. 8). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on the relationship of geography to patterns of life in Canada and the United States (SO, gr. 8). - Read and interpret maps to uncover relationships between geography and industrialization in the former Soviet Union (SO, gr. 9).	P6 (3.2) - demonstrate proficiency in accessing local area network, wide area network and Internet services, including uploading and downloading text, image, audio and video files. C1 (3.4) - Access and retrieve information through the electronic network. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students use multimedia resources that promote cross-cultural awareness and sensitivity to cultures. (Grade 7 Topic B: Cultural Transition--Case Study of Japan)	- Draw conclusions about cultural transition in Japan (SO, gr. 7). - Categorize information to develop concepts–agents of change, transition, cultural retention (SO, gr. 7). - Make generalizations by stating relationships among concepts about cultural transition (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on cultural transition in Japan (SO, gr. 7). - Identify and define topic(s) (SO, gr. 7). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7). - Differentiate between main and related ideas (SO, gr. 7). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 7). - Identify relationships among variables within charts, graphs and tables (SO, gr. 7). - Identify the purposes, message and intended audience of visual communications (SO, gr. 7). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing–with teacher assistance (SO, gr. 7).	C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. P3 (3.1) - Create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location. P3 (3.2) - Create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students use multimedia resources to study future trends and transitions. (Gr. 7-9)	- Identify and define topic(s) (SO, gr. 7-9). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 7-9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7-9). - Draw conclusions about cultural transition in Japan (SO, gr. 7). - Categorize information to develop concepts–agents of change, transition, cultural retention (SO, gr. 7). - Make generalizations by stating relationships among concepts about cultural transition (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on cultural transition in Japan (SO, gr. 7). - Convey thoughts, feelings and information in an oral presentation, speech or debate to classroom groups on cultural transition (SO, gr. 7).	C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.

c. The teacher knows how to enhance communication and research skills using the Internet such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students explore attitudes about language, culture, and recreation by accessing Internet sites that provide information about the regions of Canada or by communicating electronically with students in other schools to formulate discussion questions on language and culture policy.(Grade 7 Topic C: Canada: A Bilingual and Multicultural Country)	- Draw conclusions about the basic aspects of the bilingual and of the multicultural nature of Canada (SO, gr. 7). - Categorize information to develop concepts–cultural heritage, cultural groups, bilingualism, multiculturalism (SO, gr. 7). - Make generalizations about bilingualism and multiculturalism (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on bilingualism and multiculturalism in Canada (SO, gr. 7). - Create a graph to show the cultural and ethnic origins of the present Canadian population (SO, gr. 7). - Write, from a single point of view (from the perspective of the student as writer), a clear and effective letter, short report or explanation to support a position on bilingualism and multiculturalism, emphasizing direct experience and background knowledge as sources of information (SO, gr. 7). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading, utilizing community resources, and using newspapers (SO, gr. 7). - Observe the courtesies of group discussion, such as speaking in turn, using appropriate tone and giving feedback in a non-threatening manner (SO, gr. 7). - Contribute to the group (leader, recorder, member) and group processes–staying on topic, extending the ideas of others, paraphrasing, and working toward a consensus or a decision (SO, gr. 7).	C5 (3.2) - Use networks to brainstorm, plan and share ideas with group members. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. P6 (3.1) - Communicate with a targeted audience, within a controlled environment, by using such communication technologies as email and web browsers. P6 (3.2) - Demonstrate proficiency in accessing local area network, wide area network and Internet services, including uploading and downloading text, image, audio and video files.
Students make a virtual tour of an immigrant's homeland by visiting sites on the Internet and, thereby, creating respect for immigrants. (Grade 7 Topic A Culture; Topic C: Canada: A Bilingual and Multicultural Country)	- Draw conclusions about basic aspects of culture (SO, gr. 7). - Make generalizations by stating relationships among concepts about culture (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on culture (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing–with teacher assistance (SO, gr. 7).	C1 (3.4) - Access and retrieve information through the electronic network. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action.
Students use online data banks such as those maintained by Statistics Canada and Industry Canada to make judgments about technology and trade as they relate to NAFTA. (Grade 8 Topic A: Geography of Canada and the USA	- Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory (SO, gr. 8). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts) (SO, gr. 8). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 8). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 8). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 8).	C3 (3.1) - Evaluate the authority and reliability of electronic sources. P4 (3.1) - Integrate information from a database into a text document. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P4 (3.2) - Integrate database reports into a text document. P4 (3.3) - Emphasize information, using placement and colour.

d. The teacher knows how to collect, process, organize, and report data using spreadsheet and database programs such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students create charts to compare 'material' and 'non-material' cultural components or artifacts, plotting data on X-Y axis for visual interpretation. (Grade 7 Topic A: Culture)	- Identify relationships among variables within charts, graphs and tables (SO, gr. 7). - Categorize information to develop concepts–communication, socialization, beliefs/values, roles (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7). - Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory (SO, gr. 7).	P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C6 (3.5) - Create a simulation or a model by using technology that permits the making of inferences. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students create graphs or tables of population facts from numerical databases. They also chart population distribution, ethnicity, settlement patterns, language spoken and so on. (Grade 7 Topic C: Canada: A Bilingual - Multi-Cultural Country)	- Identify relationships among variables within charts, graphs and tables (SO, gr. 7). - Categorize information to develop concepts–communication, socialization, beliefs/values, roles (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7). - Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory (SO, gr. 7).	P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. P4 (3.1) - Integrate information from a database into a text Document. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE. P4 (3.2) - Integrate database reports into a text document. P4 (3.3) - Emphasize information, using placement and colour.
Students explore environmental responsibilities, through charting of viewpoints, under headings such as 'Jobs vs Parks', 'Preservation vs Use', and 'Protection vs Development'.	- Categorize information to develop concepts–regions, location, place, movement, environmental interaction (SO, gr. 8). - Make generalizations by stating relationships among concepts about interactions of people with their physical environment (SO, gr. 8). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 7-9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 7-9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 7-9).	C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE.
Students make timelines of key events of colonization, settlement and confederation. (Grade 8 Topic B: Canada: History to the Twentieth Century)	- Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory (SO, gr. 8). - Draw conclusions about the historical development of Canada (SO, gr. 8). - Make generalizations by stating relationships among concepts about significant events and contributions of individuals in Canadian history (SO, gr. 8). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on the historical development of Canada (SO, gr. 8). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 8). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 8). - Identify relationships among variables within charts, graphs and tables (SO, gr. 8).	C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. P3 (3.1) - Create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students identify and analyze relationships between settlement patterns in Amazonia and compare them with forest fire size and distribution. (Grade 8 Topic C: South America: Case Study Brazil)	- Read and interpret historical maps to uncover the relationship between human and physical geography on the development of Brazil (SO, gr. 8). - Draw conclusions about basic relationships between physical and human geography in Brazil (SO, gr. 8). - Categorize information to develop concepts–settlement patterns, human geography (SO, gr. 8). - Make generalizations by stating relationships among concepts about interactions of people with their physical environment (SO, gr. 8). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on relationships between history and geography in Brazil (SO, gr. 8). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 8). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 8). - Identify relationships among variables within charts, graphs and tables (SO, gr. 8).	C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.4) - Access and retrieve information through the electronic network. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students create graphs and tables of data comparing home and industrial production to establish how technology has a "multiplier effect" upon output. (Grade 9 Topic A: Economic Growth: USA)	- Draw conclusions about economic growth within a market economy (SO, gr. 9). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts) (SO, gr. 9). - Categorize information to develop concepts–industrialization, market economy, quality of life (SO, gr. 9). - Make generalizations by stating relationships among concepts about economic growth within a market economy (SO, gr. 9). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on economic growth in the United States (SO, gr. 9). - Identify and define topic(s) (SO, gr. 9). - Identify possible sources and location of information (print, non-print, interviews, surveys); use the Reader’s Guide to Periodical Literature and other indexes (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, message and intended audience of visual communications (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9).	C1 (3.5) - Analyze and synthesize information to create a product. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE.
Students create graphs and tables of data to explore the concept of "economy of scale" in which principles of mass production, automation, innovation, quantity and price become key principles. (Grade 9 Topic A: Economic Growth: USA)	- Draw conclusions about economic growth within a market economy (SO, gr. 9). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts) (SO, gr. 9). - Categorize information to develop concepts–industrialization, market economy, quality of life (SO, gr. 9). - Make generalizations by stating relationships among concepts about economic growth within a market economy (SO, gr. 9). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on economic growth in the United States (SO, gr. 9). - Identify and define topic(s) (SO, gr. 9). - Identify possible sources and location of information (print, non-print, interviews, surveys); use the Reader’s Guide to Periodical Literature and other indexes (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, message and intended audience of visual communications (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9).	C1 (3.5) - Analyze and synthesize information to create a product. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE.
Students create graphs and tables of data on economic growth to analyze the growing power of USA in the early twentieth century. (Grade 9 Topic A: Economic Growth: USA)	- Draw conclusions about economic growth within a market economy (SO, gr. 9). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts) (SO, gr. 9). - Categorize information to develop concepts–industrialization, market economy, quality of life (SO, gr. 9). - Make generalizations by stating relationships among concepts about economic growth within a market economy (SO, gr. 9). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on economic growth in the United States (SO, gr. 9). - Identify and define topic(s) (SO, gr. 9). - Identify possible sources and location of information (print, non-print, interviews, surveys); use the Reader’s Guide to Periodical Literature and other indexes (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, message and intended audience of visual communications (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9).	C1 (3.5) - Analyze and synthesize information to create a product. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE.
Students explore the advantages and disadvantages of regulated and unregulated economies such as Cuba and North Korea, comparing their attitudes to technology with other similar nations. (Grade 9 Topic B: Economic Growth: USSR)	- Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory; detect bias (SO, gr. 9). - Draw conclusions about economic growth within a centrally planned economy (SO, gr. 9). - Make generalizations by stating relationships among concepts about economic growth within a centrally planned economy (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and using community resources (SO, gr. 9). - Identify and critically evaluate the relationship among the purposes, messages and intended audience of visual communications (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading, and while listening and observing (SO, gr. 9).	C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C3 (3.1) - Evaluate the authority and reliability of electronic sources. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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.

Students engage in model-making and electronic data collection by following the performance of a selected portfolio of stocks.(Grade 9 topic C: Canada-- Responding to Change)	- Draw conclusions about technological change and its effect on quality of life (SO, gr. 9). - Categorize information to develop concepts–technology, mixed economy, quality of life (SO, gr. 9). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing (SO, gr. 9). - Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory; detect bias (SO, gr. 9). - Make generalizations by stating relationships among concepts about technological change and its effect on quality of life (SO, gr. 9). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on responding to change (SO, gr. 9).	C1 (3.4) - Access and retrieve information through the electronic network. C6 (3.5) - Create a simulation or a model by using technology that permits the making of inferences. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.5) - Analyze and synthesize information to create a product. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C6 (3.4) - Pose and test solutions to problems by using computer applications, such as computer-assisted design or simulation/modelling software. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message.
In all assignments, students generalize meaning and conclusions through inquiry into their assembled data.	- Draw conclusions about basic aspects of culture, cultural transitions in Japan and the bilingual and of the multicultural nature of Canada (SO, gr. 7). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts) (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on culture, cultural transition in Japan and bilingualism and multiculturalism in Canada. (SO, gr. 7). - Draw conclusions about the relationship of geography to the patterns of life in Canada and the United States, about the historical development of Canada and between physical and human geography in Brazil. (SO, gr. 8). - Determine values underlying a position (identify, define, describe–value priorities, value conflicts), (SO, gr. 8). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on the relationship of geography to patterns of life in Canada and the United States, on the historical development of Canada., (SO, gr. 8). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7-9). - Differentiate between main and related ideas (SO, gr. 7-9). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 7-9). - Identify relationships among variables within charts, graphs and tables (SO, gr. 7-9). - Identify the purposes, message and intended audience of visual communications (SO, gr. 7-9). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing–with teacher assistance (SO, gr. 7-9).	C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.5) - Analyze and synthesize information to create a product. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C2 (3.1) - Access diverse viewpoints on particular topics by using appropriate technologies. C2 (3.2) - Assemble and organize different viewpoints in order to assess their validity. C2 (3.3) - Use information technology to find facts that support or refute diverse viewpoints. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C4 (3.1) - Create a plan for an inquiry that includes consideration of time management. C4 (3.2) - Develop a process to manage volumes of information that can be made available through electronic sources. C4 (3.3) - 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. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action. C6 (3.3) - Evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate. C6 (3.4) - Pose and test solutions to problems by using computer applications, such as computer-assisted design or simulation/modelling software. C6 (3.5) - Create a simulation or a model by using technology that permits the making of inferences. C7 (3.1) - Identify patterns in organized information. P2 (3.1) - Design, create and modify a database for a specific purpose. P2 (3.2) - Design, create and modify a spreadsheet for a specific purpose, using functions such as SUM, PRODUCT, QUOTIENT, and AVERAGE. P2 (3.3) - Use a variety of technological graphing tools to draw graphs for data involving one or two variables. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.

e. The teacher knows how to represent knowledge through the creation of multimedia presentations such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students use presentation software to communicate Japanese cultural transitions to an audience of their peers. (Grade 7 Topic B: Cultural Transition, A Case Study of Japan)	- Identify the purposes, message and intended audience of visual communications (SO, gr. 7). - Draw conclusions about basic aspects of culture (SO, gr. 7). - Make generalizations by stating relationships among concepts about culture (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on culture (SO, gr. 7). - Identify and define topic(s) (SO, gr. 7). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7).	C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. P1 (3.2) - Use advanced word processing menu features to accomplish a task; for example, insert a table, graph or text from another document. P3 (3.1) - Create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location. P3 (3.2) - Create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.5) - Analyze and synthesize information to create a product. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P1 (3.1) - Design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index. P4 (3.1) - Integrate information from a database into a text document. P4 (3.2) - Integrate database reports into a text document. P4 (3.3) - Emphasize information, using placement and colour. P5 (3.2) - Demonstrate proficient use of various information retrieval technologies.
Students write a personal position essay on Japan's evolution from ethno-culture to techno-culture, by choosing elements that define this shift. They research and assemble the story line or script for a multimedia presentation that may be called "From Samurai to Sony". (Grade 7 Topic B: Cultural Transition, A Case Study of Japan)	- Compare information about a topic drawn from two or more sources to see if it is identical, similar, parallel or inconsistent, unrelated or contradictory (SO, gr. 7). - Draw conclusions about cultural transition in Japan. - Categorize information to develop concepts–agents of change, transition, cultural retention (SO, gr. 7). - Make generalizations by stating relationships among concepts about cultural transition (SO, gr. 7). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on cultural transition in Japan (SO, gr. 7). - Identify and define topic(s) (SO, gr. 7). - Identify possible sources and location of information (print, non-print, interviews, surveys) (SO, gr. 7). - Acquire information to find answers to questions through listening, observing, reading and utilizing community resources (SO, gr. 7). - Identify points of view expressed in cartoons, pictures, photographs (SO, gr. 7). - Identify relationships among variables within charts, graphs and tables (SO, gr. 7). - Identify the purposes, message and intended audience of visual communications (SO, gr. 7). - Make notes (jottings, point form, webbing) that outline the main and related ideas from reading and while listening and observing–with teacher assistance (SO, gr. 7).	C1 (3.5) - Analyze and synthesize information to create a product. P1 (3.1) - Design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index. P1 (3.2) - Use advanced word processing menu features to accomplish a task; for example, insert a table, graph or text from another document. P3 (3.1) - Create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location. C1 (3.1) - Plan and conduct a search, using a wide variety of electronic sources. C1 (3.2) - Refine searches to limit sources to a manageable number. C1 (3.3) - Access and operate multimedia applications and technologies from stand-alone and online sources. C1 (3.4) - Access and retrieve information through the electronic network. C1 (3.6) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose. C3 (3.1) - Evaluate the authority and reliability of electronic sources. C3 (3.2) - Evaluate the relevance of electronically accessed information to a particular topic. C5 (3.1) - Access, retrieve and share information from electronic sources, such as common files. C7 (3.1) - Identify patterns in organized information. C7 (3.2) - Make connections among related, organized data, and assemble various pieces into a unified message. P1 (3.3) - Revise text documents based on feedback from others P3 (3.2) - Create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources. P4 (3.3) - Emphasize information, using placement and colour.

f. The teacher knows how to develop social studies concepts using specialized software such that:

Possible Student Activities	Correlation to the Curriculum in Social Studies (Division 3 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 3
Students will use global positioning systems (G.P.S.) to define location, place, latitude, and longitude locations. The G.P.S. will be used to position school, home, best routes and so on. (Grade 8 Topic A: Geography of Canada and the USA)	- Categorize information to develop concepts–regions, location, place, movement, environmental interaction (SO, gr. 8). -Make generalizations by stating relationships among concepts about interactions of people with their physical environment (SO, gr. 8). - Identify and evaluate alternative answers, conclusions, solutions or decisions regarding questions and issues used for inquiry and research on the relationship of geography to patterns of life in Canada and the United States (SO, gr. 8).	P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. P6 (3.2) - demonstrate proficiency in accessing local area network, wide area network and Internet services, including uploading and downloading text, image, audio and video files.
Students use scanners and software to integrate both photographs and print.	- Identify points of view expressed in cartoons, pictures, photographs (SO, g. 7-9).	P5 (3.2) - Demonstrate proficient use of various information retrieval technologies. C6 (3.1) - Articulate clearly a plan of action to use technology to solve a problem. C6 (3.2) - Identify the appropriate materials and tools to use in order to accomplish a plan of action.