Title
Description |
| Subject area |
 Targeted |
 Adaptable |
|
| Grade range |
Targeted |
Adaptable |
|
|
A book about centres
In this two-part critical challenge, students review and choose a set of photographs showing a centre in the classroom in various states of tidiness. The use the photographs to create a booklet that describes the correct order and key steps in keeping the centre tidy. Students then use a chart at the back of the booklet to perform an ongoing self-evaluation of their contribution to keeping the centre tidy.
|
Social studies |
Primary (K-3) |
|
A charter of national duties
In this critical challenge, students draft a charter of a nation's duties that specifies the nature, obligations and limits of a nation's pursuit of its interests, and considers the impact on various stakeholders involved.
|
Social studies |
Senior (10-12) |
|
A land of riches
In this critical challenge, students research Canada's natural resources and select the three most valuable in an assigned region of Canada, according to personal, economic and environmental benefits with the fewest negative effects.
|
Geography Social studies |
Intermediate (4-6) |
|
A pageant of Alberta's past
In this two-part critical challenge, students research and create a profile of an assigned event and character in Alberta's history. Students then use the researched information to prepare and present a story of the event and its modern day legacy as part of the class Pageant of Alberta.
|
History Social studies |
Intermediate (4-6) |
|
A question of pride?
In this two-part critical challenge, students read the short story The Parsley Garden and make a judgment about a decision made by the main character. Students then learn to develop effective counter-arguments before re-evaluating their initial judgment.
|
English / Language arts |
Middle (7-9) Senior (10-12) |
|
A three-star community
In this critical challenge, students assemble evidence of contributions in their community. They then assess the evidence to assign a rating to their community, based on three levels of `community stardom.`
|
English / Language arts Social studies |
Primary (K-3) |
|
Aboriginal societies
In this critical challenge, students compare the social and economic structures of selected Aboriginal societies prior to the 16th century and determine the most significant similarities and differences in life within the communities.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Acknowledging contributions
In this critical challenge, students meet an adult who fills a particular role in the school. Students learn about what the person does in the school and identify the things that person does to help others. Students then select the person's most important contribution to the school.
|
Social studies |
Primary (K-3) |
|
Acknowledging the contributors
In this two-part critical challenge, students rate the effects of various impeding and contributing factors on a significant historical event (making safe and affordable birth control available to Canadian women). Students then rank order the most significant contributors to the event.
|
English / Language arts History Social studies |
Middle (7-9) Senior (10-12) |
|
Advise the curator
In this critical challenge, students work in pairs to select one or more documents from the collection of Library and Archives Canada and decide whether the document(s) should be kept or removed from the collection. The partners then share their recommendations and justifications with the class.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Alberta joins Confederation
In this critical challenge, students list and discuss key events in Alberta at the turn of the century, and their impact on the economic, cultural and social development of the people and places at the time. Based on this historical context, students then create and present a persuasive letter or oral statement, from the perspective of an assigned group, to convince others that Alberta should or should not join Confederation.
|
History Social studies |
Intermediate (4-6) |
|
Alberta's fossil heritage
In this two-part critical challenge, students use criteria to determine if the Royal Tyrrell Museum was appropriately named after Joseph Tyrrell, in light of the significance of Alberta's fossil heritage and the work done by the museum. Students then discuss who should own rare fossils and sacred objects found in the ground, considering what would be fair to everyone, as well as the importance of the object to various groups.
|
Geography Social studies |
Intermediate (4-6) |
|
Alberta's ultimate hot spot
In this two-part critical challenge, students first research an assigned region of Alberta to decide on the top three to five hot spots that best represent the heritage and identity of the region. Students then create a multimedia presentation to promote these hot spots to a visitor to Alberta.
|
History Social studies |
Intermediate (4-6) |
|
All Summer in a Day
In this critical challenge, students first listen to All Summer in a Day and then examine the unkind act committed by the children in the story, exploring the roles of all the participants. Students then discuss the consequences of bullying and develop and use criteria to generate ideas for effective interventions in bullying situations. Finally, students identify the most effective intervention that would stop the incident in the story.
|
English / Language arts |
Intermediate (4-6) |
|
Alternatives to modern liberalism
In this two-part critical challenge, students assess the extent to which contemporary alternatives to liberalism provide challenges to liberalist principles and values. Students then participate in a panel discussion to advocate for an assigned alternative to liberalism.
|
Social studies |
Senior (10-12) |
|
Analyzing a Canadian identity
In this critical challenge, students evaluate the success of individual and collective efforts to use symbols, myths, institutions or government programs to promote a Canadian national identity.
|
Social studies |
Senior (10-12) |
|
Analyzing a situation
In this critical challenge, students analyze a situation by identifying the relevant stakeholders, implied interests and significant underlying issues.
|
Social studies |
Middle (7-9) |
|
Appreciating differing ways of living
In this two-part critical challenge, students work in groups to first select up to four daily practices that are unique to a selected community or culture. Students then use criteria to create an effective presentation that helps others in the class appreciate how these practices contribute to the quality of life of the community or culture.
|
Social studies |
Primary (K-3) |
|
Appreciating perspective
In this two-part critical challenge, students design one outfit that would be acceptable to them, one that would be acceptable to their parents and one that is a reasonable compromise between the two perspectives.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Appreciating the legacies
In this critical challenge, students investigate the contributions made by selected groups living in Alberta during the 19th and early 20th centuries. Students then write a letter of appreciation to an appropriate cultural organization that describes the especially notable contributions of one of these groups.
|
History Social studies |
Intermediate (4-6) |
|
Are collectivism and individualism opposites?
In this critical challenge, students create a visual representation that accurately illustrates the extent to which individualism and collectivism contribute to the common good.
|
Social studies |
Senior (10-12) |
|
Artifact stories
In this two-part critical challenge, students first examine a collection of artifacts from a variety of communities to determine the story they tell about the life of early Albertans. Students then use criteria to select one artifact and write a persuasive letter to the curator of a museum, explaining why the artifact should be added to the museum's collection.
|
History Social studies |
Intermediate (4-6) |
|
Ashoka's conversion to Buddhism
In this critical challenge, students prepare an historically plausible story that explains the motivation for Indian Emperor Ashoka's conversion to Buddhism, following his bloody defeat of the king of Kalinga. Students then judge which of their stories provides the best explanation.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Ask a visitor about the past
In this critical challenge, students develop criteria for powerful questions. They then use the criteria to generate questions to ask an invited guest who will speak about people who have made historical and recent contributions in the community.
|
Social studies |
Primary (K-3) |
|
Asking powerful questions
In this critical challenge, students develop criteria for a powerful question and use the criteria to create powerful questions to ask a classroom visitor.
|
Social studies |
Primary (K-3) |
|
Assessing early anthropology
In this critical challenge, students rate the cultural sensitivity of selected anthropological observations about 16th and 17th century societies in New France.
|
Social studies |
Middle (7-9) |
|
Assimilation or accommodation?
In this two-part critical challenge, students assess the extent to which actions instituted by the national government since Confederation are consistent with the principles of pluralism. Students then write a historical diary or journal entry that reflects how one of these actions affected an immigrant group or founding nation.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Assuming responsibility for past injustices
In this critical challenge, students determine the degree to which current governments have an ethical responsibility to respond to the past injustices that are the legacies of historical globalization and imperialism.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Awarding certificates of merit
In this critical challenge, students first establish criteria for accountability, then apply the criteria to identify local and provincial politicians who demonstrate exemplary accountability. Students then design a certificate of merit to be awarded to those politicians who meet the criteria.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Back to the future
In this two-part critical challenge, students identify the themes in a selected Shakespeare play that also exist in contemporary society, and create a collage representing this relationship. Students then judge which of the themes in the play is most relevant today.
|
English / Language arts |
Middle (7-9) Senior (10-12) |
|
Balancing individual and collective rights
In this critical challenge, students participate in a structured discussion to determine the extent to which governments should balance individual and collective rights.
|
Social studies |
Senior (10-12) |
|
Balancing individual and collective rights: the charter
In this critical challenge, students assess the extent to which Canada\'s Charter of Rights and Freedoms has successfully reconciled the needs of the majority with the needs of individuals and collectives (official language and Aboriginal groups).
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Balancing individualism, collectivism and the common good
In this two-part critical challenge, students assess the degree to which individualism or collectivism, or a combination of the two, best promotes the common good. Students then create a plausible description of a fictional society in which one of the ideologies has become dominant.
|
Social studies |
Senior (10-12) |
|
Baseball is life... the rest is just details
In this critical challenge, students read the poem The Base Stealer, then explore its effectiveness as an extended metaphor by looking for the parallels between the poem and life, and by assessing the metaphor in light of agreed-upon criteria.
|
English / Language arts |
Middle (7-9) Senior (10-12) |
|
Battle of Balaclava: Valiant effort or fool's folly?
In this critical challenge, students interpret William Russell's dispatch at the time of the Battle of Balaclava and Lord Tennyson's poem The Charge of the Light Brigade in light of favourable and unfavourable perspectives on valour. Students then write two editorials-one to support and one to refute-of a statement describing the charge of the Light Brigade during the Battle of Balaclava as ‘That glorious blunder of which all Englishmen are justifiably proud.’
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Battle of Bunker Hill
In this critical challenge, students examine a detail from a painting depicting the death of General Warren at the Battle of Bunker Hill. After learning about bias in the writing of historical textbooks, students are shown the complete painting and are given background information about it. After identifying bias in a written account of the battle, students are challenged to write their own fair-minded version of the battle.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Be an anthropologist/archaeologist
In this critical challenge, students infer the story of an assigned First Nations, Métis or Inuit group using evidence found in artifact collections that include images, text and/or video.
|
Geography History Social studies |
Intermediate (4-6) |
|
Becoming a reporter
In this two-part critical challenge, students assume the role of investigative reporters as they identify five significant similarities and differences between Canada and Brazil, and develop five issue-based questions about the Brazilian rain forest.
|
English / Language arts Social studies |
Intermediate (4-6) |
|
Before and after Confederation
In this critical challenge, students research three key decisions surrounding Confederation and determine if they represented an extreme makeover or a paper change to life in Canada.
|
History Social studies |
Intermediate (4-6) |
|
Behind Canada's immigration policies
In this two-part critical challenge, students rank the five most significant influences on Canadian immigration policy from World War II to the present day, and determine whether the economic, political, social and intellectual benefits of immigration have outweighed the costs.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Being a friend in deed
In this critical challenge, students examine pictures of children in upsetting situations, offering suggestions of what someone could do to support them. After identifying the qualities of a friend, students return to the list of suggestions and decide which response best shows the qualities of a friendly person.
|
Social studies |
Primary (K-3) |
|
Belonging in groups
In this critical challenge, students create a collage showing how their identity is shaped by a group to which they belong.
|
Social studies |
Primary (K-3) |
|
Belonging in my class
In this critical challenge, students create a list of activities done by the class and use criteria to select those that are important. After selecting and illustrating six important activities, students use criteria to select the most important and create a booklet from the illustrations.
|
Social studies |
Primary (K-3) |
|
Black death and HIV/AIDS
In this critical challenge, students compare the effects of the Black Death in the Middle Ages with the HIV/AIDS epidemic and decide which disease is more devastating.
|
English / Language arts History Social studies |
Middle (7-9) |
|
Breaking down barriers to local food
In this two-part critical challenge, students first review the concept of local food and determine the four most significant barriers to local food availability from the perspective of three stakeholder groups in the food industry. Students then survey retailers in their community and use criteria to assess their level of commitment to making local foods available. Finally, students write to the retailers to congratulate them for supporting the local food movement or to encourage them to do more to support local foods.
|
Health / Career / Family studies |
Middle (7-9) Senior (10-12) |
|
Building structures
In this critical challenge, students build assigned structures that meet specific criteria set by the teacher. Students are asked to explain why their structures meet or fail to meet each of the criteria.
|
Mathematics Science |
Primary (K-3) |
|
Can the value of ecosystems and ecosystem goods and services be measured?
In this critical challenge, students explore monetary and non-monetary valuation methods used to determine the value of ecosystems and ecosystem goods and services (EGS). They identify environmental assets, goods and services in ecosystems and explore the concepts of use and non-use values. Finally, learners identify measures that could be used to estimate the value of EGS found within a particular ecosystem.
|
Geography Mathematics Science Social studies |
Middle (7-9) Post-secondary Senior (10-12) |
|
Canada's efforts at restitution
In this critical challenge, students assess the adequacy of the official response of the Government of Canada to the treatment of Aboriginal peoples in residential schools.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Canada's immigration policies
In this critical challenge, students assess the overall success of three sets of immigration policies in 19th century Canada - Sir John A. MacDonald\'s National Policy, Clifford Sifton\'s Immigration Policy and practices by religious communities and missionaries - based on their impact on various groups.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Canada's regional treasures
In this critical challenge, students identify the most remarkable geographical features and place names to use in creating a travel brochure or guidebook to promote a specific region of Canada.
|
Geography Social studies |
Intermediate (4-6) |
|
Canada's worst natural event
In this critical challenge, students examine the direct and indirect impacts of extreme weather events and other natural disasters on the Canadian environment, people and the economy. Students then research and identify Canada's worst natural event.
|
Geography Social studies |
Intermediate (4-6) |
|
Case studies in imperialism
In this critical challenge, students write a balanced account of the historical relations between an imperialistic power and local people in one region of the world. Students assess the long-term impact of the imperialist practices on local societies and cultures.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Celebrating a group
In this critical challenge, students design a poster celebrating the good things about belonging to a particular group.
|
Social studies |
Primary (K-3) |
|
Celebrating Alberta's achievements
In this two-part critical challenge, students first brainstorm the challenges faced by Albertans since 1905, then select the greatest challenge. Students then propose and create a Heritage Minute to celebrate the selected challenge.
|
History Social studies |
Intermediate (4-6) |
|
Celebrating my uniqueness
In this two-part critical challenge, students draw a picture of themselves that shows their gifts, talents, interests and characteristics. Students then use criteria to select their three most unique traits. After presenting their drawing to the class, students determine which of their three unique qualities is most unique.
|
Social studies |
Primary (K-3) |
|
Challenges to liberalism
In this two-part critical challenge, students identify the most significant complaints about liberal practices. Students then create a group or individual visual essay that represents the degree to which communism and fascism provide viable alternatives to liberalism.
|
Social studies |
Senior (10-12) |
|
Changes in the community
In this critical challenge, students work with a partner to gather and record information from supplied sources about changes over time regarding one aspect of their community. Students then identify the biggest differences in the community resulting from the changes and create a visual display of these differences.
|
Social studies |
Primary (K-3) |
|
Chicken or egg: Globalization and democratization
In this two-part critical challenge, students assess the extent to which globalization supports democracy and human rights and the extent to which democratization and respect for human rights contribute to globalization.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Christopher Columbus
In this critical challenge, students assess the reputation of Christopher Columbus, using biographical material presented from two points of view, and then prepare a position paper on Christopher Columbus as a ‘great’ historical figure.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Citizenship and the right to vote
In this critical challenge, students compare the legal requirements to vote and drive in Alberta, and write a persuasive letter to petition MLAs to retain, lower or raise the voting age in Alberta.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Clarify the problem
In this critical challenge, students define the problem that will be addressed in the planning and implementation of a social action project.
|
Social studies |
Intermediate (4-6) Middle (7-9) Senior (10-12) |
|
Classical liberalism and new ideologies
In this two-part critical challenge, students identify the most significant ideological challenges to classical liberal principles and values that emerged during the 19th century. Students then develop a time line that illustrates how classical liberalism evolved in response to these challenges.
|
Social studies |
Senior (10-12) |
|
Colonizing New France
In this critical challenge, students examine the impact of fur traders and missionaries on colonial development in New France and determine which group had a greater impact.
|
Social studies |
Middle (7-9) |
|
Commemorative stamp collection
In this critical challenge, students examine background information about the history of the North West Mounted Police (NWMP) and rate the significance of events during a specified time period. Students then create a stamp collection to commemorate the five most significant events.
|
History Social studies |
Middle (7-9) |
|
Commodore Perry and the opening of Japan
In this two-part critical challenge, students determine the most significant proposals regarding trade and relations made by American President Fillmore to Japanese Emperor Komei in 1852. Students then write a likely response by Emperor Komei's officials to President Fillmore, based on the Japanese perspective of the time.
|
Social studies |
Middle (7-9) |
|
Communication and transportation
In this critical challenge, students identify the most significant innovations in communication and transportation that impacted the political, economic, demographic and social landscapes of Canada.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Community history detectives
In this critical challenge, students look for clues in historical objects that tell about life in the past and changes over time. After drawing their own conclusions about an object, students are told what the object is and what it was used for.
|
Social studies |
Primary (K-3) |
|
Community history time capsule
In this critical challenge, students develop and use criteria to create a list of the most significant historical events, landmarks or people in the community. Students then work individually or in pairs to locate or create an artifact or picture that represents an assigned event, landmark or person from the list. The artifact or picture will be added to a time capsule about the growth of the community.
|
Social studies |
Primary (K-3) |
|
Community kids
In this critical challenge, students identify three ways that young children can best contribute to the community.
|
Social studies |
Primary (K-3) |
|
Community landmarks have stories to tell
In this critical challenge, students use the 5Ws as they investigate pictures of historical landmarks, natural landmarks and recent human landmarks to look for clues and draw conclusions about changes in the community.
|
Social studies |
Primary (K-3) |
|
Comparing aboriginal groups
In this critical challenge, students examine the ways of life of First Nations, Métis and Inuit peoples in Canada, including the culture, spiritual beliefs and relationship with the natural environment. Students then identify the most significant similarities and differences in the ways of life of Aboriginal peoples in each of the regions of Canada.
|
Geography History Social studies |
Intermediate (4-6) |
|
Comparing life then and now
In this two-part critical challenge, students first develop criteria for powerful questions and then use the criteria to select a powerful question to ask an invited community member about life in the past. Students select the most similar and the most different thing about life in the past and the present.
|
Social studies |
Primary (K-3) |
|
Competing nationalist loyalties
In this critical challenge, students reach consensus at a simulated national summit on how best to accommodate competing nationalist loyalties in Canada.
|
Social studies |
Senior (10-12) |
|
Confucious on child-parent relations
In this critical challenge, students examine the qualities that should govern the relationship between themselves and their parents and then compare these with the qualities espoused by Confucius. Finally, students decide whether or not Confucius would be a good parent.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Considering public opinion
In this critical challenge, students use the evidence in primary documents to determine public opinion, during a particular era, about who should be encouraged to immigrate to Canada. Students then write an editorial as it may have appeared in a newspaper during that era, arguing for the three most important attributes of prospective immigrants, according to public opinion.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Consumerism and quality of life
In this critical challenge, students develop a definition of consumerism and create a visual representation that shows the challenges and opportunities it presents for quality of life and identity in selected regions and communities in North America.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Consumerism to the nth degree
In this critical challenge, students prepare a press release that states a negotiated position on the extent to which consumerism should be embraced by an assigned region or community in North America.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Contemporary challenges and opportunities
In this two-part critical challenge, students identify the challenges and opportunities for globalization in five contemporary developments in an assigned topic. After sharing their findings with the rest of the class, students identify three important global lessons learned from their study.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Contributing to Alberta's development
In this critical challenge, students identify the most significant contribution of an assigned individual who played a prominent role in the economic, social, political or cultural development of Alberta.
|
History Social studies |
Intermediate (4-6) |
|
Contributing to our lifestyles
In this critical challenge, students first examine three factors that affect quality of life - geography, resources and climate - and decide which factor most strongly influences their own quality of life. Students then research the factors affecting quality of life in an assigned community in a different region of Canada, and examine similarities and differences with their own community.
|
Geography Social studies |
Intermediate (4-6) |
|
Contributions in pictures
In this critical challenge, students look for clues in photographs (depicting various community helpers) to answer the questions what, where, who and why. Students then use their findings to explain how the person in the photograph is contributing to the community.
|
English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Contributions to the community
In this critical challenge, students first examine pictures or oral descriptions of positive and negative interactions within their community to develop criteria for determining whether an action contributes to the community. Students then use the criteria to select, from an assembled list of examples, three actions that contribute most to the community.
|
Social studies |
Primary (K-3) |
|
Contributors to Canada
In this two-part critical challenge, students research and assess the most significant contribution made to pre-Confederation British North America by assigned historical figures, then write brief epitaphs that praise the involvement and contributions of three of these figures.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Creating a commemorative box
In this critical challenge, students research the identities and contributions of historical and contemporary individuals who moved to a new community. Students then decorate a commemorative box to show the influence of the individual on the community and the impact of that community on the person's identity.
|
History Social studies |
Intermediate (4-6) |
|
Creating a school song
In this critical challenge, students work as a class to create a song that shows how people in the school cooperate.
|
Social studies |
Primary (K-3) |
|
Creating an effective democracy
In this critical challenge, students prepare a list of recommendations that will assist a fictitious country in reforming its political system so it becomes a more effective democracy.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Creating sustainable prosperity
In this critical challenge, students classify 10 major globalizing events as either challenges or opportunities for sustainable prosperity, then rank the events they classified as opportunities.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Daily Life in Victoria before and after the Fraser Canyon Gold Rush
In this critical challenge, students review background information about colonial British Columbia before the Fraser Canyon Gold Rush (1858). Students then use evidence found in textual and visual sources to identify and rate the degree of continuity and change in daily life in Victoria before and after the gold rush.
|
History Social studies |
Senior (10-12) |
|
Death by association
In this critical challenge, students learn how to diagram the interdependent factors that contribute to an event, then use this strategy to determine which three characters are responsible for the death of Johnny in the novel The Outsiders.
|
English / Language arts |
Middle (7-9) Senior (10-12) |
|
Decipher the drawing
In this critical challenge, students compare life in ancient Egypt with that in modern Canada, and form hypotheses and conclusions about the people and events shown in a drawing depicting a scene in ancient Egypt.
|
English / Language arts Social studies |
Intermediate (4-6) Middle (7-9) |
|
Defining key factors
In this critical challenge, students select several pictures that best illustrate six factors—geography, culture, language, heritage, economics and resources—that influence life in a selected community.
|
Social studies |
Primary (K-3) |
|
Depicting the Edo or the Meiji worldview
In this two-part critical challenge, students decipher the implied worldview represented by a collection of artifacts (e.g., images, maps, documents, quotations, poems or other art forms) from the Edo or Meiji period, and select five artifacts that best reflect the worldview of the assigned period.
|
Social studies |
Middle (7-9) |
|
Designing a community flag
In this critical challenge, students first develop criteria for a representative symbol and then use the criteria to design and recommend a symbol that best represents an important aspect of their community's heritage. Students create a community flag, using selected symbols from those that were recommended.
|
Social studies |
Primary (K-3) |
|
Designing a family shield
In this critical challenge, students are first introduced to the concept of symbols by examining the Canadian and provincial coats of arms. Students then create a shield, using criteria to select symbols that represent their family's heritage.
|
Social studies |
Primary (K-3) |
|
Designing utopia
In this critical challenge, students recommend the ideal democratic system that best meets the needs of a fictitious country.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Developing a sense of past and present
In this critical challenge, students sort documents showing past and present pictures of rural and urban life into those that depict scenes from long ago and those that are recent images.
|
Social studies |
Primary (K-3) |
|
Developing Canada's resources
In this critical challenge, students use various information sources, including presentations created in the critical challenge Our most valuable resources, to determine the two resource industries Canada should further develop-and what that development might involve. At several points during the process, students are invited to rethink their choices.
|
Social studies |
Intermediate (4-6) |
|
Developing identity boxes
In this critical challenge, students create an identity box containing objects that represent how their family shapes who they are.
|
Social studies |
Primary (K-3) |
|
Did Angelique start the fire? Evaluating the evidence
In this critical challenge, students review background information about the 1734 trial of Angelique, a black slave in Montreal who was accused of starting a fire. After exploring the concept of proof beyond a reasonable doubt, students examine primary and secondary source documents to consider the evidence presented by witnesses at the trial and make their own judgement of guilt or innocence beyond a reasonable doubt, based on that evidence.
|
History Social studies |
Middle (7-9) |
|
Did Governor James Douglas deserve to be knighted?
In this critical challenge, students first review biographical information about Sir James Douglas and his time as governor of the Vancouver Island and British Columbia colonies during the mid-1800s. Students then examine primary and secondary sources from one of three assigned case studies to determine if Douglas' actions were worthy of a knighthood. Finally, students write a report to the British government presenting their conclusion and supporting it with evidence from the case studies.
|
History Social studies |
Senior (10-12) |
|
Discovering the influence of ideology
In this two-part critical challenge, students assess the extent to which actions and identities of selected personalities reflect specified ideologies. Students then create a concept map to show the relationship between ideology and identity.
|
Social studies |
Senior (10-12) |
|
Distinguishing nationalism and ultranationalism
In this two-part critical challenge, students categorize historical and contemporary examples of nationalism and ultranationalism and create a visual display to represent the turning point at which a nationalistic action becomes ultranationalistic.
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Social studies |
Senior (10-12) |
|
Distinguishing the forgery from the fake
In this critical challenge, students examine various descriptions of historical deceptions and determine which are forgeries and which are fakes. Students then select a specific piece of archival material from the collection of Library and Archives Canada to determine if it is a forgery or a fake.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Doing our share
In this two-part critical challenge, students develop criteria for assigning responsibility for household jobs, and use the criteria to allocate jobs in an imaginary family or in their own family. Students then decide on a new household or classroom job they will undertake.
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English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Doukhobors make good Canadians
In this critical challenge, students review background information about the Doukhobor community that was persecuted in Canada in the early twentieth century. After determining criteria for a good citizen, students apply the criteria as they examine primary source documents to find evidence to support the position that Doukhobors were good Canadian citizens. Students write a persuasive letter to the Minister of Immigration, arguing this position.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Dreams realized or shattered?
In this critical challenge, students examine primary documents to find evidence of the most significant challenges faced by immigrants in achieving their dreams after arriving in Canada. Students then use the evidence to create profiles of the immigrants most and least likely to realize their dreams, considering economic status, religious background, education / skill level, race and gender.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Dumb blondes, stupid jocks and four-eyed nerds
In this critical challenge, students brainstorm examples of stereotyping found in the novel The Pigman. Students look for examples of stereotyping in the media and everyday world, then work together to suggest ways to break down stereotypes.
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English / Language arts |
Middle (7-9) Senior (10-12) |
|
E-pal/Pen-pal exchange
In this critical challenge, students develop and use criteria to create a list of powerful questions to ask young people in another community about a particular aspect of life in that community.
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Social studies |
Primary (K-3) |
|
Each One Special
In this critical challenge, students first listen to Each One Special, in which Harry is affected dramatically by changes implemented by the new owner of the bakery where he works. Students then identify the positive and negative effects of these changes on the community and on Harry. Finally, students examine the concept of fairness as it relates to this situation and decide if the changes were fair.
|
English / Language arts |
Primary (K-3) |
|
Early colonization
In this critical challenge, students research and rate the colonizing efforts of church missionaries and fur traders in pre-Confederation Canada, then determine the most significant contributions that each group made to the development of what was to become New France.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Early Renaissance art
In this critical challenge, students learn about the symbolism used during the Renaissance as they discuss two paintings from the period. Students then use historically plausible symbols to represent some aspect of the Renaissance, explain the symbolism in their own work and comment on the symbolism in another student's work.
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Art English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Earnings and income of Canadians over the past quarter century
In this critical challenge, students explore evidence found in census data showing changes and trends in earnings and income, and the direct and indirect consequences of these trends. Students then develop a report card to assess the impact of the changes in earnings and income on the economic, social and political well-being of various stakeholders.
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Mathematics Social studies |
Middle (7-9) Senior (10-12) |
|
Effects of nationalism
In this critical challenge, students determine whether the impact of nationalist pursuits examined in various case studies has been positive or negative.
|
Social studies |
Senior (10-12) |
|
Enhancing cultural identities
In this critical challenge, students propose strategies to enhance the cultural identities of assigned groups in response to particular challenges and opportunities presented by globalization.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Enhancing our school
In this critical challenge, students develop a plan to make a significant contribution to enhancing their school.
|
Social studies |
Primary (K-3) |
|
Ethnic origins and visible minorities
In this critical challenge, students develop effective hypotheses regarding the existence of ethnocultural diversity in Canada and use statistical data to support or refute their hypotheses. Students then create a powerful metaphor that accurately reflects the ethnocultural diversity in Canada.
|
English / Language arts Mathematics Social studies |
Middle (7-9) Senior (10-12) |
|
European adversaries and North American effects
In this critical challenge, students write a newspaper article that describes the causes and consequences of three major conflicts during the 18th century, based on an assigned perspective - English Canadians, Canadiens, Acadians or Aboriginal peoples.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
European contact and the Thompson Natives
In this critical challenge, students first draw a freehand map of the world and consider the worldviews implied in their maps. Students then examine background information and determine the worldview implied in an early 19th century map of the world attributed to the Nlaka\'pamux people of British Columbia (also referred to as the Thompson Natives). Finally, students draw and explain a map showing the plausible changes in worldview in the 70 years after contact with Europeans.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Events that shape identity
In this critical challenge, students rate the impact of events on their personal identity and the identity of their school and community. As a class, students reach consensus on the most significant political and economic events that contributed to the identity of the community.
|
History Social studies |
Intermediate (4-6) |
|
Evolving communities
In this two-part critical challenge, students first use evidence found in archival images of a selected community to determine how the community has changed over time. Students then select the five images that best tell the story of how the community has grown and developed.
|
History Social studies |
Intermediate (4-6) |
|
Evolving identities in Canada
In this critical challenge, students create a collage or multimedia display that represents changes in the political, economic, demographic and social identities of an assigned group since Confederation.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Evolving worldview
In this critical challenge, students identify their own worldview and determine the extent to which the Renaissance worldview, as represented in the arts, science, religion, politics, exploration and philosophy, has shaped their personal worldview.
|
Social studies |
Middle (7-9) |
|
Examine ancient life
In this two-part critical challenge, students compare daily life in ancient Egypt with that in modern Canada. They examine pictures and drawings to form hypotheses and conclusions about an assigned aspect of Egyptian life, and consult with others to determine parallel practices in Canada. Students then decide the most significantly similar and different features of each aspect of life in the two civilizations.
|
English / Language arts Social studies |
Intermediate (4-6) Middle (7-9) |
|
Explain the pictures
In this critical challenge, students develop multiple hypotheses and then select the best explanation that answers the 5W questions about a picture depicting daily life in ancient Egypt. This is a follow-up to the critical challenge Decipher the drawing.
|
English / Language arts Social studies |
Intermediate (4-6) Middle (7-9) |
|
Explaining the mystery
In this critical challenge, students review background information about the case of a man known as Jerome who was found without legs and speechless on a Nova Scotia beach in 1863. Students then examine primary and secondary source documents to find evidence to support or contradict the ‘Frozen Man’ theory and use the evidence to determine if the theory offers a believable explanation of the man's identity.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Exploring methodologies for measuring ecosystem goods and services
In this three-part case study, students evaluate the methods used to determine the value of ecosystems and ecosystem goods and services as they examine experimental indicators used in a Statistics Canada publication and propose additional measures; identify limitations and issues associated with the publication, and; develop a letter to Statistics Canada recommending improvements.
|
Geography Science Social studies |
Post-secondary Senior (10-12) |
|
Exploring personal worldviews
In this critical challenge, students complete a personal worldview questionnaire, then compare their stated answers with their actual behaviour.
|
Social studies |
Middle (7-9) |
|
Exploring the effects of population change
In this critical challenge, students examine background information to gather statistical evidence of the factors that contribute to population change in Canada, and identify the possible economic, social and environmental effects of these trends on community life. Students then consider criteria for identifying significant impact and rank the degree of impact of each type of effect.
|
Geography Health / Career / Family studies History Mathematics Social studies |
Middle (7-9) Senior (10-12) |
|
Exploring the historical significance
In this critical challenge, students take on the persona of a museum curator, an economic historian or a social historian as they use criteria to select the 10 most historically significant items found in the attic of a fictitious family member.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Exploring understandings of liberalism
In this two-part critical challenge, students identify principles and values of liberalism that have remained constant over time, and the degree to which contemporary political figures reflect a liberal ideology.
|
Social studies |
Senior (10-12) |
|
Factors affecting the quality of life
In this two-part critical challenge, students determine the three most important factors that impact the quality of life of people living in a particular region of North America or in a First Nations, Métis, Inuit or Francophone community in Canada.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Family size
In this critical challenge, students establish the numeric range of members in small, medium and large-size families. After class discussion, groups of students list positive things about each family size. Based on criteria, each group then chooses the best thing about a particular family size.
|
Art English / Language arts Health / Career / Family studies Mathematics Social studies |
Primary (K-3) |
|
Family violence and the reluctance to speak up
In this critical challenge, students review background information about the abuse and death in 1920 of Aurore Gagnon, a ten-year-old girl living in a small rural community in Quebec. Students then examine primary source documents to find evidence of the factors that best explain the failure of key individuals to intervene on Aurore's behalf and use the evidence to create an interior monologue for a fictional character, explaining how he or she was able to overcome three factors that inhibited others from helping Aurore.
|
History Social studies |
Senior (10-12) |
|
Feathers and Fools
In this critical challenge, students first review the ideas of tolerance and celebrating differences and then listen to Feathers and Fools, in which a group of peacocks and swans are afraid of each other because of their differences. Students then use criteria to identify the most important lesson in the story and justify their decision.
|
English / Language arts |
Primary (K-3) |
|
Featuring local heroes
In this critical challenge, students select a person or group to research from a list of people who have contributed to the community. Students then prepare and deliver a brief news report, telling how the person or group contributed to the development of the community.
|
Social studies |
Primary (K-3) |
|
Finding a culture in the past and present
In this critical challenge, students find and then share information found in selected resources about a specific cultural group in the past and present. After selecting the most interesting information, students create a poster that illustrates the past and present contributions of the cultural group.
|
Social studies |
Primary (K-3) |
|
Finding others like me
In this critical challenge, students record their physical and personal features on a worksheet, then compare their responses with those of others in the class as they look for similar features and preferences.
|
Social studies |
Primary (K-3) |
|
Finding our way in the community
In this critical challenge, students first work together as a class to plan a route on a map and create a guide book showing the best route to a selected destination in the community. Students then work in small groups and use the same process to create a guide book for an assigned destination.
|
Social studies |
Primary (K-3) |
|
Finding the balance
In this critical challenge, students identify the responsibilities of Alberta's provincial and municipal governments and discuss the degree to which the current system makes Alberta an effective democracy. Students then write a persuasive paragraph arguing for or against changing the existing division of responsibilities.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
First-hand accounts
In this critical challenge, students rewrite a primary historical document from the Age of Discovery, based on an alternative point of view, to create a new `authentic` document.
|
Social studies |
Middle (7-9) |
|
Folk tales and worldview
In this critical challenge, students look for clues to identify the worldview of a historical society or a group reflected in traditional folk tales.
|
Social studies |
Middle (7-9) |
|
Frame research questions
In this critical challenge, students complete a research project on an invention from ancient Egypt by summarizing existing information, identifying needed information and using criteria to frame effective questions to guide their research.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Framing effective foreign policy
In this two-part critical challenge, students rate the effectiveness of various foreign policy responses to an assigned international issue. Students then represent a particular perspective at a mock United Nations summit as they attempt to reach consensus on a mutually beneficial response to three international issues.
|
Social studies |
Senior (10-12) |
|
From baby to now
In this critical challenge, students examine photographs of babies to create a list of general physical features. Using this list, students compare the baby photographs with those of kindergarten-aged students, looking for similarities and differences. Students then compare their own baby and current photographs, considering varying degrees of changes for each feature as well as the extent of overall change.
|
Social studies |
Primary (K-3) |
|
Gauging quality of life
In this two-part critical challenge, students create a list of indicators of quality of life and use it as they examine profiles of two young people to decide who has a better quality of life. Students then compare formal measures of quality of life with the class-generated list to find similarities and differences.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Getting into the picture
In this critical challenge, students use the 5W questions, in the context of a reporter's log, to describe and reflect upon three photographs of the Amazon River.
|
English / Language arts Social studies |
Intermediate (4-6) |
|
Giving thanks
In this critical challenge, students create and implement a new celebration for giving thanks in their school community.
|
Social studies |
Primary (K-3) |
|
Global media and identity
In this critical challenge, students compare the marketing strategies and products or services that multinational corporations offer in different cultural settings, and assess the degree to which the corporations promote cultural diversity or a homogenized culture.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Globalization and cultural identities
In this critical challenge, students prepare a set of effective questions and conduct surveys or interviews to gather information about the impacts of globalization on the identities of Canada's founding nations and cultural communities.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Globalization and free market conditions
In this critical challenge, students write an open letter to persuade the international community of the need for greater liberalization or for greater regulation of market forces.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Globalization and sustainable prosperity
In this critical challenge, students consider the opportunities and challenges presented by globalization in creating sustainable prosperity, then formulate and defend a position on the degree to which globalization should be embraced.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Globalization and women
In this critical challenge, students assess whether globalization presents greater opportunities or challenges for women in three economic systems, in relation to issues of quality of life, labour and entrepreneurship.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Globalization and young people
In this critical challenge, students assess the impact of globalization on the well-being of children and youth in a specific region of the world.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Government intervention in the economy: how far should it go?
In this two-part critical challenge, students determine the significant differences between the economic policies of major Canadian and American political parties, and create a powerful philosophical statement for an assigned party. Students then design an effective advertisement for the party that reflects its position on an environmental issue.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Great city-states of the Renaissance
In this critical challenge, students research and compare the Italian city-states of Venice, Florence and Genoa, then rank them in order of their influence in shaping a Renaissance worldview. Students provide specific evidence from their research to support their rankings.
|
Social studies |
Middle (7-9) |
|
Great historical Canadians
In this two-part critical challenge, students first research an assigned historical Canadian individual and assume the role of a public relations officer to convince class members that their assigned character should be recognized as a great early Canadian. Students then rank the contributions of various early Canadian historical figures in order of their importance to the French and British colonists and various Aboriginal peoples.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Greatest legacies
In this critical challenge, students first work in groups to research the cultural, social, economic, political or humanitarian contributions of an assigned group of people to the development of Canada. Students then determine the most significant legacy of the assigned group and create a coat of arms to honour those contributions.
|
|
Intermediate (4-6) |
|
Group artifact
In this two-part critical challenge, each student selects an artifact to bring to class that provides a clue about the identity of a group to which he or she belongs. As each student presents their artifact, the rest of the class asks questions about the artifact to determine which group the student belongs to.
|
Social studies |
Primary (K-3) |
|
Has anything changed?
In this critical challenge, students investigate the progress Canadian society has made toward becoming more inclusive since the 1907 riots in Vancouver.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Helping a stray animal
In this critical challenge, students learn to consider the interests of all who might be affected by an action as they decide on the best solution for dealing with a stray animal.
|
English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Helping with a practical problem
In this critical challenge, students generate and illustrate two possible solutions to both an imagined and actual problem at home or school. After assessing each option, using identified criteria, students select the better one and give reasons for their choice.
|
English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Historical perspectives of national identity
In this critical challenge, students determine the degree to which an assigned Canadian historical figure supported or resisted development of a Canadian national identity. Students then write a memorial to reflect the legacy of the figure, with regard to Canadian national identity.
|
Social studies |
Senior (10-12) |
|
Hobbes and Locke on government
In this critical challenge, students work in groups to critically evaluate the political philosophies of Thomas Hobbes and John Locke, and then decide which of the philosophers offers the more realistic theory of government for modern society. Students explain and defend their answers, based on their own experiences and knowledge of current events.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Holding them to task
In this two-part critical challenge, students assess the adequacy of Canada's methods of selecting and holding accountable elected and appointed federal government officials—Members of Parliament (MPs) and Senators. Students then write a persuasive paragraph in favour of or against the current methods.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Honesty: Is it the best policy?
In this critical challenge, students complete a questionnaire about their attitudes toward cheating, read the essay The 'High' of an Honest Win, and explore the reasons for and against cheating. Students then write a brief response essay.
|
English / Language arts |
Middle (7-9) Senior (10-12) |
|
How "globalized" are our lives?
In this two-part critical challenge, students rate the relative level of globalization of selected contemporary events, and then rate the extent of globalization in four categories of activity (social, political/legal, economic and environmental) in their own lives.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
How can the value of ecosystem goods and services be measured?
In this presentation, students analyze transportation options to explore non-monetary methods of quantifying and measuring benefits of ecosystem goods and services (EGS). They compare monetary and non-monetary methods to measure benefits. Finally, students suggest measures for determining the value of EGS portrayed in a sample ecosystem.
|
Geography Mathematics Science Social studies |
Middle (7-9) Senior (10-12) |
|
How democratic were ancient Athens and the Iroquois Confederacy?
In this critical challenge, students research the government of ancient Athens or the Iroquois Confederacy and use the evidence to assess the degree to which the democratic principles of equity, protection for freedoms, representation and justice were represented.
|
History Social studies |
Intermediate (4-6) Middle (7-9) |
|
How integral is leadership to active citizenship?
In this critical challenge, students select the most effective strategies and then develop action plans to address issues of local, national or global significance.
|
Social studies |
Senior (10-12) |
|
How much have things changed?
In this two-part critical challenge, students speculate on the comparison between the daily life and conditions of a marginalized group at a point in history (female prostitutes at the turn of the 20th century) and the experiences of the same group in Canada today. Students then research and rate the degree of difference between the two time periods before comparing their speculations with their concluding assessments.
|
English / Language arts History Social studies |
Middle (7-9) Senior (10-12) |
|
How responsible am I?
In this critical challenge, students review a list of classroom responsibilities and choose one that they think they will perform well. After discussing how they will know the selected responsibility has been fulfilled, they carry it out and are assessed on their performance.
|
Social studies |
Primary (K-3) |
|
I'm your MLA—here's my card!
In this critical challenge, students research the roles and responsibilities of a Member of the Legislative Assembly (either an MLA, a cabinet minister or the Leader of the Opposition). Students then design a business card that represents the most important roles and responsibilities of the MLA.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Identify yourself
In this critical challenge, students determine the most important features that shape personal identity and create a poster or a collage that represents the most important features of their own identity.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Identifying contributing factors
In this critical challenge, students determine the relative significance of five factors in the Spanish domination of the Aztec Empire and share their conclusions in the form of a pie chart.
|
Social studies |
Middle (7-9) |
|
Identifying positive interactions
In this critical challenge, students first create collages of pictures showing people interacting positively and share the collages with the class. Students then work in small groups to role-play positive interactions between community members, taking photographs of the demonstrations that the rest of the class will examine to identify the interaction shown. Finally, students select one action they could undertake to contribute to their classroom or school community.
|
Social studies |
Primary (K-3) |
|
Immigration to British North America
In this two-part critical challenge, students research and assess the levels of hardships experienced by various British immigrant groups and the significant contributions they made to British North America. Students then write a diary entry that reflects an immigrant's experience in the new land.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Immigration: The changing face of Canada
In this critical challenge, students examine background information to gather statistical evidence of factors attracting immigrants to particular provinces and territories in Canada, and use the evidence to rank the top three provinces/territories by the strength of their pull factors. Students then make recommendations to prospective immigrants regarding the places in Canada that would best meet their needs.
|
Geography History Mathematics Social studies |
Middle (7-9) Senior (10-12) |
|
Impact of the Klondike gold rush
In this critical challenge, students review background information and examine primary and secondary source documents to find evidence of economic, social and environmental changes brought about by the Klondike Gold Rush. Students then rank the changes in order of the significance of their impact, using evidence from the source documents to justify the ranking.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Important learning needs
In this two-part critical challenge, students think about their own early learning experiences as they listen to the story Franklin Goes to School. Students then develop and sort (by importance) a list of needs associated with the right to learn, and they select and draw a picture of the need that is most important for learning.
|
English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
In search of French
In this two-part critical challenge, each student selects an artifact to bring to class that provides a clue about the identity of a group to which he or she belongs. As each student presents their artifact, the rest of the class asks questions about the artifact to determine which group the student belongs to.
|
Social studies |
Primary (K-3) |
|
Increasing immigration and the aboriginal community
In this two-part critical challenge, students identify the three most significant impacts on Aboriginal peoples and communities of increasing immigration to Canada, and write a newspaper editorial urging the federal government to consider the impacts when shaping immigration policy.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Insect habitat
In this two-part critical challenge, students first observe various insects in the classroom or natural environment and gather information from books and films. Students then identify the criteria for a desirable insect habitat and use the criteria to design a habitat for an insect of their choice.
|
Science |
Primary (K-3) |
|
Intellectual ideas of the Middle Ages
In this critical challenge, students examine brief writings by three scholars of the late Middle Ages to learn about the intellectual changes that occurred during this period, and then adopt and defend a position on whether an intellectual revolution occurred during the Middle Ages.
|
English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
International relations and ideologies
In this two-part critical challenge, students research and assess the impact of various factors and events on 20th century international relations. Students then create a pie chart that depicts the relative influence of the factors.
|
Social studies |
Senior (10-12) |
|
Interpreting and reinterpreting visual images
In this two-part critical challenge, students interpret the explicit and implicit messages found in a drawing depicting early contact between Aboriginal peoples and Europeans in New France. Students then offer a revised interpretation of the events by presenting an implicit message that is more sensitive to the Aboriginal perspective.
|
Social studies |
Middle (7-9) |
|
Interpreting colonial conditions
In this critical challenge, students learn to draw inferences from data, from the first census taken in the five localities of New France in 1665-1666, and provide a profile of the prevailing social, economic and political conditions during that time.
|
Social studies |
Middle (7-9) |
|
Interpreting the past
In this two-part critical challenge, students examine a set of pictures depicting scenes of past and present community life, looking for clues to determine the sequence of the pictures and identify changes in the community from the past to the present.
|
Social studies |
Primary (K-3) |
|
Interviewing family members
In this critical challenge, students interview a family member or other adult, using three powerful questions to ask how the past has changed and shaped their family.
|
Social studies |
Primary (K-3) |
|
Introducing the Lieutenant Governor
In this critical challenge, students research the roles and responsibilities of the Lieutenant Governor in Alberta and determine the most important category of duty—constitutional, ceremonial or social. Students then prepare a formal introduction of the Lieutenant Governor that identifies the most important category.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Inuit past and present
In this two-part critical challenge, students examine photographs to learn how the Inuit currently meet different needs and the difficulties they face in meeting them. Students compare these findings with those from the critical challenge The Inuit's biggest challenges to determine the biggest difference between meeting each need in traditional and present-day Inuit life.
|
English / Language arts Social studies |
Intermediate (4-6) |
|
Investigating apathy
In this critical challenge, students explore the concept of apathy by considering the differences between young people who care about issues and take action and those who are apathetic. Students then identify and research issues that are important to them. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Middle (7-9) Senior (10-12) |
|
Investigating bullying
In this critical challenge, students explore the concept of bullying by distinguishing it from other types of actions. Students then conduct research to determine if "zero tolerance" is an effective and appropriate solution to bullying in schools. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating discrimination
In this critical challenge, students explore the meaning, contexts and causes of discrimination. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating lifestyle choices
In this critical challenge, students distinguish between constructive and destructive lifestyle choices, and consider possible reasons for destructive lifestyle choices. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating media/body image
In this critical challenge, students explore the impact of the media on attitudes toward body image, and determine criteria for a positive body image. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating peer pressure
In this critical challenge, students explore the positive and negative aspects of peer pressure and are made aware of the importance of resisting negative peer pressure. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating poverty
In this critical challenge, students explore the issue of poverty, consider the consequences faced by people living in poverty and determine actions that can break the cycle of poverty. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
|
Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
|
Investigating suspects in the death of Peter Verigin
In this critical challenge, students review background information about the railway coach explosion that killed the Doukhobor leader Peter Verigin and eight other passengers in British Columbia in 1924. After selecting one suspect to investigate, students examine primary and secondary source documents to determine if there is sufficient evidence to support further investigation of the selected suspect for the murder of Peter Verigin.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Investigating sustainability
In this critical challenge, students explore the concept of environmental, social and economic sustainability, and consider the long-term implications of their daily acts and decisions. Note: The tools referenced in this critical challenge are found in the Tools for Thought collection.
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Social studies |
Intermediate (4-6) Middle (7-9) Primary (K-3) Senior (10-12) |
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Is Buddhism a religion?
In this critical challenge, students establish criteria for determining if a set of beliefs is a religion and then apply the criteria to decide whether or not Buddhism is a religion.
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English / Language arts Social studies |
Intermediate (4-6) Middle (7-9) |
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Is Canada a good model of a democracy?
In this critical challenge, students look for evidence of the key principles of democracy in Canada\'s system and use the evidence to decide if Canada is a good model for democracy.
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History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Is Cape Cod the real Vinland?
In this critical challenge, students review background information (accessed online) about Vinland, a place where the Vikings travelled, and the theory that identifies Cape Cod as the likely site of Vinland.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Is it a family?
In this critical challenge, students brainstorm the needs met by a family. They are then introduced to the story The Tangerine Bear. Using the list of needs they brainstormed, students gather evidence from the story to determine if the toys and Mr. Winkle are a family.
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English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Is liberalism viable?
In this critical challenge, students identify and rank the impacts of contemporary issues on the viability of liberal principles or values. Students then determine the extent to which responses to the issues reflect liberal or nonliberal principles or values.
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Social studies |
Senior (10-12) |
|
Is Tshuanahusset guilty beyond a reasonable doubt?
In this critical challenge, students review background information (accessed online) about the 1868 murder of William Robinson and the subsequent conviction and hanging of an Aboriginal man named Tshuanahusset. Students then examine the evidence found in primary source documents to reach their own conclusion and prepare a written verdict explaining why the evidence does or does not provide proof beyond a reasonable doubt that Tshuanahusset is guilty.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Judging political cartoons
In this critical challenge, students first identify the techniques used by political cartoonists and consider the criteria for effective cartoons. Students use the criteria to examine cartoons depicting a particular historical or contemporary theme. They then judge the best cartoon, providing a justification for their selection. This critical challenge includes sample cartoons depicting 1902-1903 views of business-labour relations and 1885 views of minority groups in Canada.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Judging quality of life
In this two-part critical challenge, students explore the factors affecting quality of life, and rank order the quality of life of two young people profiled in stories.
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Social studies |
Intermediate (4-6) Middle (7-9) Senior (10-12) |
|
Kowtowing to the Chinese Emperor
In this critical challenge, students read about British-Chinese relations in the 19th century. They then assume the role of the most respected scholar on China of the time and prepare a recommendation to the king about whether or not the British ambassador should kowtow to the Emperor during an 1816 trade mission to China.
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English / Language arts Social studies |
Intermediate (4-6) Middle (7-9) |
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Learning about new groups
In this two-part critical challenge, students develop useful questions to ask classroom visitors who are members of a variety of groups in the school or community. After the visits, students develop and use criteria to select and illustrate the group that would be the best choice for them.
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Social studies |
Primary (K-3) |
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Learning from Aboriginal stories
In this critical challenge, students are first introduced to the importance and purpose of oral tradition in Aboriginal culture. Students then listen to or read an Aboriginal story, and consider what it reveals about the people and their knowledge, beliefs, values and relationship with the land.
|
|
Intermediate (4-6) |
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Learning from stories
In this critical challenge, students determine the most important lesson learned from the stories that have been read in class.
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Social studies |
Primary (K-3) |
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Leaving their mark
In this critical challenge, students research the connections between cultural groups and place names in Canada. Students then rank the place names that best represent the historical and modern cultural presence of an assigned group, and justify their rankings.
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Geography History Social studies |
Intermediate (4-6) |
|
Legal roles and responsibilities
In this critical challenge, students determine the five most important legal roles and responsibilities of Canadian citizens and design an information pamphlet that clearly identifies these roles and responsibilities.
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Social studies |
Middle (7-9) Senior (10-12) |
|
Legitimate pursuit of national interests
In this critical challenge, students determine whether various historical events are examples of the pursuit of legitimate national self-interest or ultranationalism.
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Social studies |
Senior (10-12) |
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Lessons from the past
In this critical challenge, students rate the degree to which the political systems of ancient Athens, the Iroquois Confederacy and present-day Canada reflected the elements of democracy. Students then create a powerful metaphor for significant elements of democracy in ancient Athens or the Iroquois Confederacy.
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History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Liberalism in contemporary contexts
In this two-part critical challenge, students assess the extent to which political and economic practices of assigned systems reflect the principles or values of liberalism. Students then rate political and economic systems according to the degree to which liberal principles or values are present.
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Social studies |
Senior (10-12) |
|
Life in rural Ontario during the late 19th century: Hardship or prosperity?
In this critical challenge, students review background information about the murders of five members of an Irish immigrant family (the Donnellys) in rural southwestern Ontario in 1880. Students then examine primary source documents to find evidence of the quality of life of farmers in rural Ontario during the mid- to late-1800s and use the evidence to write a letter to fictional Irish relatives that enthusiastically encourages them to move to southwestern Ontario, cautiously recommends they move, or suggests they remain in Ireland.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Life in the township
In this critical challenge, students review background information about the murders of five members of an Irish immigrant family (the Donnellys) in rural southwestern Ontario in 1880. Students then use the evidence found in the testimony of the only eyewitness to the murders to write a one-page background piece describing the economic, cultural and social life in of Biddulph Township at the time of the incident.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Living through the times
In this critical challenge, students first examine a fictionalized journal entry for evidence of the criteria for an `authentic` diary / journal. Students then apply the criteria as they write a journal entry about an assigned development challenge from the perspective of a fictional character, based on a real person chosen from a supplied set of images. Ideally, students will have previously completed one of the critical challenges Profile on quality of life or What has changed?
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Social studies |
Senior (10-12) |
|
Local food: myth or reality
In this three-part critical challenge, students first develop a definition of the concept of local food and debate the merits of the local food movement. Students then consider the influence and impact of global connections on food supply as they revise a recipe to meet the criteria of what constitutes ‘local food.’ Finally, students develop an action plan to enhance their family's local food choices.
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Health / Career / Family studies |
Middle (7-9) Senior (10-12) |
|
Local government makeover
In this critical challenge, students identify similarities and differences between municipal and provincial governments, and determine the three most important changes a municipal government would have to undergo to become a provincial government. Students then create advertisements informing the citizens about the changes.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Looking inward or outward in edo Japan
In this two-part critical challenge, students work in groups to prepare a petition to the shogun on the policy of isolationism from the perspective of an assigned group in Japanese society. Students then determine the three most important reasons for retaining, and the three most important reasons for abandoning, the policy of isolationism.
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Social studies |
Middle (7-9) |
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Making a lasting difference
This handbook includes background knowledge necessary for teachers to effectively implement social action projects and provides a case study of a social action project.
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Social studies |
Primary (K-3) |
|
Making someone happy
In this critical challenge, students learn to distinguish acts of kindness from jobs that people have a responsibility to carry out. After determining the criteria for an act of kindness, students choose and carry out an appropriate act toward a family or community member. Students then discuss their contributions to the happiness of others.
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Social studies |
Primary (K-3) |
|
Making someone happy (extended version)
In this critical challenge, students learn to distinguish acts of kindness from jobs that people have a responsibility to carry out. After determining the criteria for an act of kindness, students choose and carry out an appropriate act toward a family or community member. Students then discuss their contributions to the happiness of others.
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English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Malinche
In this critical challenge, students explore how events can be given different interpretations as they examine biographical information about Malinche - a controversial figure in Mexican history who is widely regarded as a traitor. Students then decide if Malinche was a victim or a traitor.
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English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
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Marketing Canada
In this critical challenge, students examine primary source documents to find the most powerful images, slogans and statements used in government campaigns to market Canada to immigrants. Students then compare these with the expectations of immigrants who came to Canada to determine their effectiveness in shaping the dreams of immigrants.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Media and ideologies
In this two-part critical challenge, students detect ideological bias in a selected media piece. Students then rework the piece so that it reflects a more balanced portrayal of ideological perspectives.
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Social studies |
Senior (10-12) |
|
Media Bias: The Chilcotin War
In this critical challenge, students review background information about the 1864 Chilcotin War between Aboriginal and white people. Students then examine primary and secondary source documents to determine the degree to which historical coverage of the conflict was biased. Students prepare an impartial account describing the Chilcotin War that could be used by fellow students in a study of First Nations-European contact in the 1860s.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Meet my family
In this two-part critical challenge, students develop two criteria for a good clue. They then use the criteria to create a series of four clues to identify a mystery family member. Students then present their clues to another student, who tries to guess the identity of the mystery family member by eliminating those members who do not match the clues.
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Art Social studies |
Primary (K-3) |
|
Meeting economic and social goals
In this critical challenge, students find evidence in primary documents to identify the Canadian government's economic and social objectives during an assigned time period, and determine how immigration policy helped to meet those objectives. Students then create a concept map illustrating the relationship between the government's economic and social goals and its immigration policy.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Meeting the needs of an aging population
In this critical challenge, students examine background information to gather statistical evidence of population trends in Canada, and use the evidence to predict how the age of the majority of Canadians will change in various geographic areas in 15 years. Students then identify potential challenges related to the predicted changes, and use criteria to select and rank the five most significant challenges.
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Geography Health / Career / Family studies History Mathematics Social studies |
Middle (7-9) Senior (10-12) |
|
Meeting the people
In this two-part critical challenge, students assume the persona of a notable person from New France and, in character, present their qualifications as the `greatest citizen of New France` to a panel of their peers. Each panel then recommends the strongest candidate for a short-list of nominees who attempt to convince the class that they deserve the award.
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Social studies |
Middle (7-9) |
|
Metaphorically speaking
In this critical challenge, students develop and use criteria to develop a powerful metaphor to represent the North West Mounted Police (NWMP) in western Canada. This is a culmination of the critical challenges The toughest day, Commemorative stamp collection and Relationship tableaux.
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History Social studies |
Middle (7-9) |
|
Money, fashion and power
In this critical challenge, students assess the degree to which money, fashion and power were motivating factors in the North American fur trade in the late 16th century. Note: This is a TC2-developed critical challenge that is hosted on an external site. TC2 is not responsible for maintaining external websites
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
More alike or different?
In this critical challenge, students work in pairs to identify similarities and differences in the way a particular factor affects quality of life in two communities. Students then share their findings with the class and determine whether all the communities studied are more alike or different.
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Social studies |
Primary (K-3) |
|
Moving to New France
In this two-part critical challenge, students assess the `push / pull` factors to determine the likelihood of a fictional person's decision to immigrate to New France in the 17th century. Students then analyze several Canadian immigration posters and create one that encourages or discourages immigration to New France.
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Social studies |
Middle (7-9) |
|
Multiple perspectives and ideologies
In this two-part critical challenge, students write a script for an interview with an iconic ideological figure that explores the degree to which ideologies impact collective and individual identities. Students then write a personal reflection on the extent to which ideology should be the foundation of identity.
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Social studies |
Senior (10-12) |
|
Multiple perspectives on national identity
In this two-part critical challenge, students create a visual to represent the vision of national identity of an assigned Canadian from a particular background. Students then examine and interpret the visuals created by others.
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Social studies |
Senior (10-12) |
|
My character traits
In this critical challenge, students distinguish positive character traits from those that are negative or mixed, and then choose three positive traits that reflect how others see them.
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Health / Career / Family studies Social studies |
Primary (K-3) |
|
My favourite activity
In this critical challenge, students explore the concepts of `need` and `want` as they draw a picture of a fun activity, two items needed to participate in the activity safely and two items that are nice to have but not necessary.
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English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
My most unique interest
In this critical challenge, students examine a list of the interests of the members of the class and define the common and unique interests on the list. Individually, students determine which of their own interests is most unique and share it with the class, explaining why they chose it.
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Social studies |
Primary (K-3) |
|
National interests and internationalism
In this two-part critical challenge, students propose a foreign policy response to a particular global challenge or opportunity from a designated perspective. Students then determine the extent to which nationalism should be sacrificed in the interests of internationalism.
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Social studies |
Senior (10-12) |
|
Nationalism and personal identity
In this critical challenge, students assess the relative significance of state, national and nonnational affiliations in influencing their personal identities and those of their classmates.
|
Social studies |
Senior (10-12) |
|
Negotiating global solutions
In this critical challenge, students negotiate a solution to a land-use problem involving economic, environmental and social interests of various stakeholder groups.
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Social studies |
Middle (7-9) Senior (10-12) |
|
News travels
In this two-part critical challenge, students first analyze selected news headlines to find clues about the connections between Canada and other selected countries. Students then look for patterns in the types of connections that exist to determine the most important connection with each country.
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Social studies |
Primary (K-3) |
|
Norse profiling
In this critical challenge, students review background information and examine primary and secondary source documents to find evidence of the characteristics of Norse society, politics, economy and culture. Students then use the evidence to create a realistic profile of a typical Norse man.
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History Social studies |
Middle (7-9) |
|
North American attraction
In this two-part critical challenge, students create six interview questions about the motives of specific Europeans in exploring and colonizing North America. Students then provide thoughtful answers to the interview questions, based on evidence about the historical figures.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Notable contributions
In this critical challenge, students create a multipronged advertising campaign that celebrates the most notable contributions of an assigned immigrant group or founding nation to the development of western Canada.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Objects have needs
In this critical challenge, students are introduced to the concepts of 'need' and 'want' as they examine functional objects, e.g., pencils, bicycles and cars, to determine the parts that are needed for the object to work and the parts that are nice to have.
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English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Oliver Cromwell
In this critical challenge, students use information about the English Civil War and the role of Oliver Cromwell to judge whether Cromwell was a man with high moral principles. After critiquing each other's arguments, students prepare a written assessment of Cromwell's character.
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English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
One hundred years to rant and rave
In this three-part critical challenge, students use briefing sheets and time lines to develop a profile of the most important aspects of the experiences of an assigned group (Aboriginal, Chinese, European Japanese or South Asian) in Canada from 1700 to 1907. Based on this profile, students assess the extent to which members of the group had a sense of 'Canadian-ness' as part of their identity and present their assessment in a speech to the rest of the class.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Opposition to slavery in New France
In this critical challenge, students review background information about life and slavery in New France in the 1700s. Students then gather evidence from primary and secondary source documents to draw inferences about the existence of objectors to slavery during this time. From the perspective of an eighteenth century person objecting to slavery in New France, students write a letter to their family explaining their opposition to slavery and why their family should free the slaves they have in their house.
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History Social studies |
Middle (7-9) Senior (10-12) |
|
Ordinary Mary's Extraordinary Deed
In this critical challenge, students first listen to Ordinary Mary's Extraordinary Deed, in which Mary, 'an ordinary kid' does one good deed that multiplies into many acts of kindness. Students consider what constitutes an act of kindness and the impact of a kind act when the recipient ‘pays it forward.’ Students then demonstrate their understanding of the concept of kindness by planning and implementing acts of kindness in their classroom and the community.
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English / Language arts |
Primary (K-3) |
|
Our community's unique qualities
In this critical challenge, students brainstorm a list of the features that make their community unique. After they develop criteria for the best feature, students work in pairs or small groups to select the feature they feel is most worthy of celebrating.
|
Social studies |
Middle (7-9) |
|
Our links to community groups
In this critical challenge, students create a web showing their strongest personal links to community groups.
|
Social studies |
Primary (K-3) |
|
Our most important resources
In this critical challenge, students discover the nature, location and uses of Alberta's natural resources by determining the two resources that provide the most important products found in students' homes.
|
Geography Social studies |
Intermediate (4-6) |
|
Our most valuable resources
In this two-part critical challenge, students work in groups to rank the three most valuable resources of their assigned province or territory, based on the personal, economic and environmental impact of each resource. Each group then presents and justifies their ranking to the class.
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Social studies |
Intermediate (4-6) |
|
Our own community adventure
In this critical challenge, students play two versions of a game in which they match places in their community with the services and people they could expect to find in each place. Students then write their own community adventure story, using two randomly assigned places and services.
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English / Language arts Social studies |
Primary (K-3) |
|
Our school's identity
In this critical challenge, students examine the political, economic, demographic and social factors that affect the identity of their school. Students then use criteria to select the three most important features of their school's identity.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Paranoia in political cartoons
In this critical challenge, students learn to recognize stereotypes, first in statements and then cartoons, before examining historical cartoons on immigration and determining any stereotypes they contain. Students then decide which of the cartoons presents the most xenophobic depiction of nonwhite immigrants to Canada in the early 20th century.
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Health / Career / Family studies Social studies |
Senior (10-12) |
|
Passing along a kindness
In this critical challenge, students develop criteria that they use to brainstorm a list of acts of kindness toward class members. Each student selects one act of kindness and performs it for an assigned class member. Students discuss how they have benefited from giving and receiving their kind acts, and then acknowledge each other's thoughtfulness in a letter of appreciation.
|
Social studies |
Primary (K-3) |
|
Passing along a kindness (extended version)
In this critical challenge, students develop criteria that they use to brainstorm a list of acts of kindness toward class members. Each student selects one act of kindness and performs it for an assigned class member. Students discuss how they have benefited from giving and receiving their kind acts, and then acknowledge each other's thoughtfulness in a letter of appreciation.
|
English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Patronage: Under what conditions?
In this critical challenge, students consider the benefits and disadvantages of a patronage system during the Renaissance and in the present day, and then determine the conditions, if any, under which sponsorship can be beneficial to education.
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English / Language arts History Social studies |
Intermediate (4-6) Middle (7-9) |
|
Perspectives on early contact
In this two-part critical challenge, students identify the perspective and message depicted in drawings of early contact between Europeans and First Nations people in pre-Confederation Canada. Students then redraw or describe the drawing, based on an alternative perspective.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Photo caption
In this two-part critical challenge, students take a photograph that depicts a previously chosen quality of their community. Their classmates then try to match the quality (displayed as a caption) with the photograph and explain how it is depicted.
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Art Social studies |
Primary (K-3) |
|
Photographing the act
In this two-part critical challenge, students take photographs of people in the classroom or school who are demonstrating an assigned example of cooperation. When the collection of photographs is displayed, students select the titles that best match the photographs and discuss the positive effects of cooperation.
|
Social studies |
Primary (K-3) |
|
Picking a school mascot
In this critical challenge, students create a class or school mascot that best represents the identified features of the selected group.
|
Social studies |
Primary (K-3) |
|
Picture book change over time
In this critical challenge, students create a picture book that shows changes in the community from varying perspectives-including those of children, women, men, various linguistic and cultural groups and business groups.
|
Social studies |
Primary (K-3) |
|
Picturing our community
In this critical challenge, students create a drawing or take a photograph that depicts a selected factor that influences the identity of their community (geography, culture, language, heritage, economics or resources). Students post their pictures to share with the class and identify the ways in which each factor might affect life in their community.
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Social studies |
Primary (K-3) |
|
Planning a vacation for the requirements of both people
In this two-part critical challenge, students first identify and evaluate various cities before selecting a suitable vacation destination for a young couple. Students then work in groups to reach consensus on a detailed itinerary that best satisfies both parties' requirements and share their itinerary with the class.
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Social studies |
Middle (7-9) Senior (10-12) |
|
Plotting Canada
In this critical challenge, students learn the names and locations of Canadian provinces and territories, and their capital cities, as they play a board game where they plot latitude and longitude coordinates in an effort to plan a continuous trip across the country.
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Social studies |
Intermediate (4-6) |
|
Plotting the course
In this critical challenge, students review background information and examine primary and secondary source documents to gather evidence about Viking navigation and travel. Students then plot and annotate a proposed route for the Norse people to have taken from Scandinavia to Vinland.
|
History Social studies |
Middle (7-9) |
|
Political and military conflicts
In this two-part critical challenge, students rate the lasting impact of a major political or military conflict - the Battle on the Plains of Abraham (i.e., Seven Years' War), the American Revolution, the War of 1812 or the rebellions of 1837 - on Aboriginal, Canadien and British peoples. Students then predict how British North American history might have changed if a selected conflict had ended differently.
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Social studies |
Intermediate (4-6) Middle (7-9) |
|
Political steps toward confederation
In this critical challenge, students assess the impact of four major political acts that led to Confederation, based on English, Canadien and First Nations perspectives.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Positive immigrant experiences
In this critical challenge, students share, in small groups, their research of the positive experiences of a family member or neighbour who immigrated to Canada. Each group nominates the story of the immigrant with the most powerful, positive experience. The nominated stories are shared with the entire class and students then vote individually on their favourites.
|
Social studies |
Senior (10-12) |
|
Positive long-term change
In this critical challenge, students first identify problems in their school or community and then use criteria to recommend a class project that would make a long-term positive change.
|
Social studies |
Primary (K-3) |
|
Powerful family memories
In this critical challenge, students first establish an understanding of `memories` and then generate memories of their own family events. After developing criteria for a powerful memory, students decide which one of their family memories is the most powerful and why.
|
Art English / Language arts Health / Career / Family studies Social studies |
Primary (K-3) |
|
Predicting a winner
In this critical challenge, students use clues in the text to predict the outcome of the story The Boxing Champion.
|
English / Language arts |
Primary (K-3) |
|
Preparing for the voyage
In this two-part critical challenge, students select five items to take on a conquistador voyage that would best help meet the goals of the voyage. Students then write a historical justification of their choices from the point of view of a member of Cortés' voyage to the Americas.
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Social studies |
Middle (7-9) |
|
Preserving Alberta's heritage
In this critical challenge, students first research buildings or sites in the community that are historically significant. Students complete an application form for historical designation, then, as mock representatives from the Ministry of Community Development, use criteria to determine which one(s) should be designated as a local or regional historic site.
|
History Social studies |
Intermediate (4-6) |
|
Preserving our natural areas
In this critical challenge, students express their views on the preservation of national parks, provincial parks and protected areas in Alberta by writing a persuasive letter directed to a specific group.
|
Geography Social studies |
Intermediate (4-6) |
|
Profile of an immigrant in 1904
In this critical challenge, students consider the techniques used in political cartoons as they examine the 1904 cartoon `Now Then, All Together!` to identify the attributes of the Canadian government's ideal immigrant at the beginning of the 20th century. Students then create an effective want ad for such an immigrant.
|
History Social studies |
Middle (7-9) Senior (10-12) |
|
Profile on quality of life
In this two-part critical challenge, students first work as a class to select six aspects of quality of life that are realistic possibilities for people living in developing countries. Students then work in small groups to examine a supplied briefing sheet and a set of images for evidence of the presence of selected aspects of quality of life of people confronting a specified development challenge. Finally, students assess the level to which each of the selected aspects of quality of life is likely to be present among people confronting the specified challenge, before selecting the most absent and most present aspects.
|
Social studies |
Senior (10-12) |
|
Promises of Confederation
In this critical challenge, students rate the political, economic, demographic and social impact of Confederation on an assigned province.
|
Social studies |
Intermediate (4-6) Middle (7-9) |
|
Promoting or challenging a Canadian identity
In this critical challenge, students examine current issues facing Canada to determine which factors support and which factors challenge a Canadian national identity.
|
Social studies |
Senior (10-12) |
|
Protecting our heritage
In this critical challenge, students write a persuasive letter to the United Nations Educational, Scientific and Cultural Organization (UNESCO) to promote the selection of one of Canada's proposed World Heritage sites.
|
Geography |
