Beyond the Map | Education

LEARNING OUTCOMES CHART

The following chart matches specific learning outcomes with Beyond the Map vignettes.

Grade Eight Social Studies – Prescribed Learning Outcomes

Beyond the Map addresses the following prescribed learning outcomes of the Grade 8 Social Studies course.

Note: This course focuses on the development of Western civilization (500 to 1600) but lends itself to a compare and contrast format with BC First Nations and parallel development of Chinese and Japanese society, culture, politics, law, economy, technology, and environment.

General Comment

The Applications of Social Studies sub-organizer for Grades 8, 9, and 10 contain identical learning outcomes. All of these outcomes can be achieved through the Beyond the Map virtual museum. For example, the web site contains references to primary and secondary sources providing working material for bullets two and three below.

Application of Social Studies

identify and clarify a problem, an issue, or an inquiry
gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources
interpret and evaluate a variety of primary and secondary sources [refer to Correspondence, Journal Entries, and Expedition notes for each of the explorers]
assess a variety of positions on controversial issues
plan, revise, and deliver written and oral presentations
co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified
Educators are reminded that Grade 8, 9, 10 students are undergoing significant physiological brain development and, as such, presentation and expectations must be adjusted to appropriate levels. For example, the average Grade 8 student is still a concrete thinker while the average Grade 10 student is capable of more abstract thinking.

Prescribed Learning Outcomes	Corresponding Vignettes
Society and Culture: Civilizations from 500 to 1600 identify factors that influence the development and decline of world civilizations compare daily life, family structures, and gender roles in a variety of civilizations describe a variety of diverse cultural traditions and world religions demonstrate awareness of artistic expression as a reflection of the culture in which it is produced describe how societies preserve identity, transmit culture, and adapt to change	2, 4, 7, 11, 13, 19, 40, 41
Politics and Law: Civilizations from 500 to 1600 assess the impact of contact, conflict, and conquest on civilizations	4,5,6,13,14,16,19, 40, 41
Economy and Technology: Civilizations from 500 to 1600 compare basic economic systems and different forms of exchange analyze the effect of commerce on trade routes, settlement patterns, and cultural exchanges describe the impact of technological innovation and science on political, social, and economic structures	4, 7, 11, 13,14,19, 40, 40 41
Environment: Civilizations from 500 to 1600 construct, interpret, and use graphs, tables, grids, scales, legends, and various types of maps locate and describe major world landforms, bodies of water, and political boundaries on maps locate and describe current and historical events on maps describe how physical geography influenced patterns of settlement, trade, and exploration analyze how people interacted with and altered their environments, in terms of population settlement patterns resource use cultural development	3,4,5,6,7,13,40

Grade Nine Social Studies Prescribed Learning Outcomes

Grade Nine Social Studies begins the shift from a European historical focus to a North American historical focus. As a result, the content of Beyond the Map is ideal for achieving the learning outcomes under each sub-organizer.

Application of Social Studies

General Comment

The Applications of Social Studies sub-organizer for Grades 8, 9, and 10 contain identical learning outcomes. All of these outcomes can be achieved through the Beyond the Map virtual museum. For example, the web site contains references to primary and secondary sources providing working material for bullets two and three below.

identify and clarify a problem, an issue, or an inquiry
gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources
interpret and evaluate a variety of primary and secondary sources [refer to Correspondence, Journal Entries, and Expedition notes for each of the explorers]
assess a variety of positions on controversial issues
plan, revise, and deliver written and oral presentations
co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified
Educators are reminded that Grade 8, 9, 10 students are undergoing significant physiological brain development and, as such, presentation and expectations must be adjusted to appropriate levels. For example, the average Grade 8 student is still a concrete thinker while the average Grade 10 student is capable of more abstract thinking.

Prescribed Learning Outcomes

Corresponding Vignettes

Society and Culture: Europe and North America from 1500 to 1815

analyze the relationship between Aboriginal people and Europeans and explain the role of each in the development of Canada
describe daily life in Aboriginal communities, New France, and British North America
assess how identity is shaped by a variety of factors, including:

family
gender
belief systems
ethnicity
nationality

describe how different forms of artistic expression reflect the society in which they are produced
analyze roots of present-day regional, cultural, and social issues within Canada

6,7,11,19,20,39, 40, 41,42,43,45,
46,50,73,74,75,76,77,79,81, 123, 124,125,126,127

- all explorer vignettes: Capt. Cook 83-87, Captains Bering and Chirikov 93-97, Capt. Malaspina 98-102, Captain Bodega y Quadra 103-107, Captains Galiano and Valdés 108-112, and Alexander Mackenzie 113-117.

Politics and Law: Europe and North America from 1500 to 1815

define colonialism, imperialism, and nationalism
evaluate the changing nature of law and its relation to social conditions of the time.

6,7,11,13,14,15,16,19,39,40,41,42,
43,44,45,46,48,49,50, 74,75,76,77,
78,79,80,81

Economy and Technology: Europe and North America from 1500 to 1815

assess how economic systems contributed to the development of early Canada
analyze reasons for the initial exploration and settlement of North America
assess the impact of the fur trade on exploration and settlement
identify factors that influenced growth and development of industry

6,7,8,11,13,14,15,16,19,20,21,22,23,
24,25,26,27, 39,40,41,42,43,44,45,48, 49,74,75,76,77,78,79,80,81

Environment: Europe and North America from 1500 to 1815

demonstrate understanding of the ways in which Aboriginal people interact with their environment
explain the role of Aboriginal people in the fur trade and in the exploration of North America
assess the role of geographical factors in the development of trade and settlement in Canada and other colonies

7,11,13,19,21,23,24,25,26,27,39,
43,73,74,78,79,80,81, 123, 124,125,126,127

Grade Ten Social Studies Prescribed Learning Outcomes

The Grade 10 Social Studies course emphasizes an historical period well passed the age of early exploration. However, Beyond the Map provides compare and contrast material particularly as it relates to Economy and Technology: Canada from 1815 to 1914.

General Comment

The Applications of Social Studies sub-organizer for Grades 8, 9 and 10 contain identical learning outcomes. All of these outcomes can be achieved through the Beyond the Map virtual museum. For example, web site contains references to primary and secondary sources providing working material for bullets two and three below.

Application of Social Studies

identify and clarify a problem, an issue, or an inquiry
gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources
interpret and evaluate a variety of primary and secondary sources [refer to Correspondence, Journal Entries, and Expedition notes for each of the explorers]
assess a variety of positions on controversial issues
plan, revise, and deliver written and oral presentations
co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified
Educators are reminded that Grade 8, 9, 10 students are undergoing significant physiological brain development and as such presentation and expectations must be adjusted to appropriate levels. For example, the average Grade 8 student is still a concrete thinker while the average Grade 10 student is capable of more abstract thinking.

Prescribed Learning Outcomes

Corresponding Vignettes

Society and Culture: Canada from 1815 to 1914

assess the interaction between Aboriginal people and Europeans
describe contributions made by Aboriginal people, the French, and the British to the development of Canada

7,13,22,27,

123, 124,125,126,127

Politics and Law: Canada from 1815 to 1914 (I)

analyze political, economic, social, and geographical factors that led to Confederation

Politics and Law: Canada from 1815 to 1914 (II)

no learning outcomes are applicable

Economy and Technology: Canada from 1815 to 1914

analyze the impact of the National Policy on western expansion
identify and describe the effects of technological innovation on settlement and employment patterns within regions of Canada
identify factors that contribute to the economy of British Columbia
assess changing economic relationships between British Columbia and its major trading partners

22,26,27

Environment: Canada from 1815 to 1914

construct, interpret, and use graphs, tables, grids, scales, legends, contours, and various types of maps
identify and describe the physiographic regions of Canada and processes that formed these regions
analyze how geography influenced the economic, historical, and cultural development of western Canada

Grade Eleven Social Studies Prescribed Learning Outcomes

The Grade 11 Social Studies course proceeds through a series of sub-organizers that educates about contemporary Canada and stimulates critical thinking skills. Beyond the Map provides a strong historical framework for achieving the learning outcomes and allows students a perspective for considering contemporary issues. Specifically, how has the country today been impacted by early explorations on the West Coast?

Prescribed Learning Outcomes

Corresponding Vignettes

Skills and Processes I

identify and use approaches from the social sciences and humanities to examine Canada and the world
communicate effectively in written and spoken language of other forms of expression, as appropriate to social sciences
demonstrate the ability to think critically, including the ability to define an issue of problem and develop hypotheses and supporting arguments
gather relevant information from appropriate sources
assess the reliability, currency, and objectivity of evidence
develop and express appropriate responses to issues of problems
reassess their responses to issues on the basis of new information
assess the influence of mass media on public opinion
develop, express, and defend a position on an issue, and explain how to put the ideas into action

6,8,9,10,11,13,22,39,44,50,73 123, 124,125,126,127

Skills and Processes II

demonstrate skills associated with active citizenship, including the ability to:

collaborate and consult with others
respect and promote respect for other team members
interact confidently

assess the role of values, ethics, and beliefs in decision making
demonstrate appropriate research skills, including the ability to:

develop pertinent questions about a topic, an issue, or a situation
collect original data
use a range of research tools and resources
compile and document task-specific information from a wide variety of print and electronic sources
present and interpret data in graphic form
evaluate and interpret data for accuracy, reliability, bias and point of view
understand the nature of and appropriate uses for primary and secondary sources

recognize connections between events and their causes, consequences, and implications
demonstrate mapping skills, including the ability to organize and synthesize various types of mapping data
demonstrate awareness of current geographical technology
demonstrate awareness of the value of social studies education in their daily lives and careers

6,8,9,10,11,19,20,44,50,73

Social Issues I

identify elements that contribute to the regional, cultural, and ethnic diversity of Canadian society
identify major Canadian social policies and programs and their impacts on Canadian society.

6,7,11,13,19,23,24,25,26,40,41,42, 43,44,45,48,49,73

Social Issues II

compare and contrast forces that have united and divided Canadians during the 20th Century, including Quebec separatism
devise and defend a personal definition of what it means to be Canadian

Cultural Issues

describe the history and contributions of Canada’s French and English cultures in shaping Canadian identity
describe the role of Canada’s First Nations peoples in shaping Canadian identity
describe the role of cultural pluralism in shaping Canadian identity
identify the contributions of the arts in reflecting and shaping Canadian identity

4,7,13,14,15,16,19,40,41,42,
43,46,48,49,73,123, 124,125,126, 127

Political Issues I

describe Canada’s evolution as an independent nation
demonstrate understanding of the history and present status of Aboriginal land claims and self-government in Canada

11,19,48,49,50,74,75,76,77,78,79,80,81, 123, 124,125,126,127

Political Issues II
Legal Issues
Economic Issues

The learning outcomes under Political Issues II, Legal Issues, and Economic Issues are contemporary in nature and therefore, Beyond the Map has no direct applicability.

Environmental Issues

explain the environmental impact of economic activity, population growth, urbanization and standard of living
apply the following terms of geography to relevant issues:

location, place, movement, regions, human and physical interaction

identify the geographical forces shaping Canada’s position among nations
identify and assess the environmental issues facing Canadians

9,12,19,22,27

BC First Nations Studies 12 Prescribed Learning Outcomes
Beyond the Map deals specifically with the exploration of the British Columbia coast by First Nations peoples and earliest European and Asian contact by land and sea.

Note: The study of world cultures, international expansionism, North American and Canadian early history, and British Columbia exploration and settlement would be incomplete without a serious examination of the life style and extensive travels of BC First Nations peoples. In this regard, vignettes 123-127 are relevant across grades and across courses for an in-depth understanding of each and all learning outcomes. To quote vignette 123, “A proper understanding of exploration in the Pacific Northwest includes the stories of the First Nations peoples who paddled their canoes past the breakers and into the ocean beyond.”

Prescribed Learning Outcomes	Corresponding Vignettes
Skills and Processes demonstrate the ability to think critically, including the ability to: define an issue or problem develop hypotheses and supporting arguments gather relevant information from appropriate sources assess the reliability, currency, and objectivity of evidence assess the role of values, ethics, and beliefs recognize cause and effect relationships and the implications of events demonstrate appropriate research and oral and written presentation skills, including the ability to: access and interpret material from a wide variety of primary and secondary sources, including print sources, electronic sources, and First Nations oral traditions present in oral and written form design, construct, compose, and perform create and interpret maps present and interpret data in graphic form	2 and 6
Land and Relationships I Land and Relationships II analyze the relationship of First Nations people with the natural world by relating the traditional settlement and lifestyle patterns of a local First Nation to the environment identify the traditional territories of the First Nations of British Columbia relate First Nations concepts of land and resource ownership to spiritual and other cultural dimensions, including language describe traditional BC First Nations technologies, including the uses of plants and animals identify how members of First Nations communities were traditionally educated and what they were expected to learn compare current and traditional First Nations resource use and management describe the exchanges of ideas, practices, and materials among First Nations analyze the exchange of ideas, practices, and materials between First Nations and other cultures, in historical and contemporary contexts, with reference to: governance economics environment	3,5,12,13,19,21,25,26,27,41 42,43,48,49,50,123, 124,125,126,127
Contact, Colonialism, and Resistance I describe the impact of contact between First Nations and Europeans on demographics in BC explain the intent of various government policies related to BC First Nations before and after Confederation assess the impacts of contact and colonialism on social organization, spiritual beliefs, and government among BC First Nations	5,6,7,11,13,19,20,22,23,24,25,26,27, 41,42,48, 49,50,73,74,75,76,77,78, 79,80, 81 - all explorer vignettes: Capt. Cook 83-87, Captains Bering and Chirikov 93-97, Capt. Malaspina 98-102, Captain Bodega y Quadra 103-107, Captains Galiano and Valdés 108-112, and Alexander Mackenzie 113-117.
Contact, Colonialism and Resistance II Not applicable as the time period for these learning outcomes is past the time frame of Beyond the Map
Cultural Expressions, Oral Traditions and Literature analyze stereotypical and authentic portrayals of First Nations people in various works, both historical and contemporary	6,76,77,123, 124,125,126,127 - all explorer vignettes: Capt. Cook 83-87, Captains Bering and Chirikov 93-97, Capt. Malaspina 98-102, Captain Bodega y Quadra 103-107, Captains Galiano and Valdés 108-112, and Alexander Mackenzie 113-117.
Cultural Expressions, Artistic Traditions	81,123, 124,125,126,127
Leadership and Self-Determination I	79,123, 124,125,126,127
Leadership and Self-Determination II	79,123, 124,125,126,127

History 12

The Grade 12 History course is specific to the historical developments of the 20th Century. As such, the earlier period of colonial exploration and development is simply a foundation for later changes and challenges. However, the first sub-section, The Study of History, is directly applicable to a consideration of the material in this virtual museum. It provides young minds with a comparison framework to assess and consider history as progress and or lack of such. Students at the Grade 12 level are capable of and interested in considering the larger macro issues of human development.

Prescribed Learning Outcomes

Corresponding Vignettes

The Study of History

analyze historical evidence to:

distinguish between primary and secondary sources
identify bias and point of view
corroborate evidence
assess responsibility

demonstrate the ability to conduct research using print, non-print, and electronic sources
evaluate the significance of cause-effect relationships
develop and present logical arguments
evaluate the significance of economic and geographical influences on history
draw conclusions about the influence of individuals and mass movements on historical developments
demonstrate historical empathy (the ability to understand the motives, intentions, hopes, and fears of people in other times and situations)
apply knowledge of history to current issues
demonstrate an awareness of career opportunities related to the study of history

6,8,9,10,11,13,14,15,16,17,19,20,
22,24,27,39,40,41,42,44,45,46,49,
50,73,81,123, 124,125,126,127

Comparative Civilizations12
The Beyond the Map visual museum provides Comparative Civilization 12 students with a reference and comparison point. Specific aspects of culture, values, and the foundations of civilization can be considered from a comparative stand point between European and Asian powers vying for control of the British Columbia coast and the clash of cultures between First Nations peoples and the new visitors from afar. Whereas Comparative Civilizations may examine the details of cultural life within home countries, this site provides another context for consideration as cultures are introduced in new locations raising assimilation and conflict issues. Specifically, Comparative Civilization 12 students can access Beyond the Map to learn the following outcomes:

Prescribed Learning Outcomes

Corresponding Vignettes

Research and Presentation (I)

generate ideas, and gather and process information about cultures from a variety of sources, including electronic sources
interpret and evaluate information from artifacts, oral tradition, and other primary and secondary sources

4,13,23,45,46,49,79,81,123, 124,125,126,127

Research and Presentation (II)

generate and defend a personal point of view about culture based on their research
demonstrate an ability to present learning about cultures in a variety of ways, including performing, designing, constructing, and composing
research career possibilities in related fields

2,6,8,13,15,39,40,49,123, 124,125,

126,127

Foundations of Civilization

demonstrate an understanding of concepts of time in a variety of cultures
demonstrate an understanding of the concepts of civilization and culture
create and apply strategies to compare elements of various world cultures
describe the relationship between natural environments and the development of civilizations

2,4,6,9,10,11,13,14,15,16,17,
23,25,40,43,44,45,46,49,79,123, 124, 125,126,127

Culture and Art

identify and apply basic skills of aesthetic inquiry to examine, interpret, and compare works of art as expressions of culture
identify and describe major cultural elements of various world civilizations and explain how these are expressed in the arts
describe ways in which art and artifacts mirror and shape society

44,46,81,123, 124,125,126,127

Culture and Values (I)

demonstrate an understanding of various value systems within and among cultures
describe and explain the values expressed by a culture to which they do not belong

4,23,24,42,44,45,46,73,
76,77,79,81,123, 124,125,126,127

Culture and Values (II)

investigate civilizations and their social structures in the context of their times and world views
demonstrate an understanding of how the cultural expressions of various civilizations reflect social roles and values

4,23,24,39,41,42,44,
49,50,73,78,81, 123, 124,125,126,127

Geography 12
The Geography 12 course is technical in terms of its emphasis on systems and resources of the earth. However, the initial organizers of Geography 12 refer to the nature of geography and the application of geography themes, systems, and skills to everyday life. The age of exploration and colonialism covered in Beyond the Map provides a case study for achieving the learning outcomes of the first three Geography 12 organizers:

Prescribed Learning Outcomes

Corresponding Vignettes

The Nature of Geography (Themes)

apply the following geography themes to relevant issues:

location (position on the earth’s surface)
place (the physical and human characteristics that make a location unique)
movement (the varied patterns in the movement of life forms, ideas, and materials)
regions (basic units of study that define an area with certain human and physical characteristics)
human and physical interaction (the way humans depend on, adapt to, and modify the environment)

describe the applications of geography to present and future careers
explain how an understanding of geographic knowledge, skills, and attitudes can assist in daily decision making

8,9,12,13,14,15,16,17,18,
19,21,22,23,25,27,42,44, 123, 124,125,126,127

The Nature of Geography (Systems)

identify the physical components of the atmosphere, biosphere, hydrosphere, and lithosphere
describe the major interactions among the atmosphere, biosphere, hydrosphere, and lithosphere
identify the social, economic, cultural, and political components of human systems
explain how physical and human systems interact within an ecosystem

123, 124,125,126,127

The Nature of Geography (Skills)

interpret classroom and field data by applying concepts of scale, area, distance, gradient, direction, grid references, topographic profiles, contour lines, and map symbols
demonstrate an ability to access, interpret, and present geographic information using topographic maps, aerial and satellite images, photographs, charts, diagrams, graphs, and tables
describe the application of current computer technologies to a relevant geographic issue

Information Technology 8 to 10 Prescribed Learning Outcomes

Prescribed Learning Outcomes

Corresponding Vignettes

Beyond the Map provides educators with an excellent resource to be used as an exemplar for investigating and practicing all sub categories of the prescribed learning outcomes; Foundations, Process, and Presentation in Grades 8, 9, 10.

9,10

Information Technology 11 and 12 Prescribed Learning Outcomes

Information Technology 11 and 12 are sophisticated courses related to Network Planning, Programming, Process (Electronic Communications), and Presentation (Multimedia). It is in the area of Presentation (Multimedia) that Beyond the Map could serve as an exemplar for investigation of the following prescribed learning outc

Prescribed Learning Outcomes

Corresponding Vignettes

Grade 11

analyze the effectiveness of media elements used in presentation
analyze the effectiveness of a multimedia document used in specific presentation

9,10

Grade 12

evaluate the effectiveness of presentations delivered through traditional and multimedia forms
analyze the effectiveness of media elements used in presentation
analyze the effectiveness of a multimedia document used in presentation
analyze a digital media presentation for its impact on the intended audience in terms of productivity, utility, and social consequences

9,10

Conclusion:
Beyond the Map offers educators a valuable resource to meet British Columbia Ministry of Education learning outcomes. This brief document outlines specific applicability at the secondary level, but the resource has interest and applicability to all learners. Professional teachers will be able to apply the information to a wide range of study for young elementary students to young adults, regardless of jurisdiction.