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Check out our 12 teaching and learning materials, available in English and French, to support inquiry into local and Indigenous histories. The development of these lessons was made possible with generous funding from the Canada History Fund of the Government of Canada. ![]() |
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# | Title
Description |
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Intellectual tool
Type of lesson |
Format | ||||||
Choisir un sujet d’enquête
Utiliser des critères pour choisir un sujet d’enquête et de recherche
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Creating effective inquiry questions
Creating effective inquiry questions to learn about people, events, and places in a community
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![]() History ![]() Social studies |
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Créer des questions d’enquête efficaces
Créer des questions d’enquête efficaces pour me renseigner et approfondir ma connaissance de personnes, d’événements et de lieux qui font partie d’une communauté
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![]() History ![]() Social studies |
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14 |
Develop probing questions
Framing purposeful questions to seek out or clarify information following a presentation
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Distinguer les voix importantes
Déterminer les voix et les perspectives dont il faut tenir compte dans une recherche sur des anecdotes locales
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![]() History ![]() Social studies |
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14 |
Élaborer des questions d’approfondissement
Formuler des questions ciblées à la suite d’un exposé afi n d’obtenir des précisions ou des éclaircissements
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Identifying important voices
Identifying voices and perspectives that should be considered when learning about local histories
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![]() History ![]() Social studies |
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66 |
Inquiry-minded
Does not take everything at face value; is inclined to inquire into matters and to explore unanswered questions
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![]() Geography ![]() Science ![]() Art ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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38 |
Interviewing techniques
Using strategies to prepare and conduct interviews
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Poser des questions réceptives
Poser des questions faisant fond sur les idées d’autrui
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![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Science |
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17 |
Research questions
Preparing effective questions to guide research
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![]() Careers ![]() Politics / Civics / Activism ![]() Social studies ![]() Art ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Science ![]() Technology / Business education |
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51 |
Responsive questioning
Asking questions that build on the ideas of others
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![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Science ![]() Social studies |
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Selecting stories for inquiry
Using criteria to help select stories or questions for inquiry and investigation
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![]() History ![]() Social studies |
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Techniques d’entrevue
Utiliser des stratégies pour préparer et mener des entrevues
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Imaginer les sensations
Imaginer les sensations physiques et les sentiments associés à une situation particulière.
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![]() Art |
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73 |
Imagining "what if?"
Using "what if?" questions to deepen understanding of an event, concept or problem by imagining what might be different if a key feature was altered, added or removed
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![]() Science ![]() Art ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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71 |
Imagining by drawing analogies
Comparing one object or topic to another object or topic to generate diverse and unanticipated ideas, insights and connections
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![]() English / Language arts ![]() Art ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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72 |
Imagining design possibilities through shapes
Using simple shapes to generate ideas for new or improved products or designs
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![]() Art ![]() Mathematics ![]() Technology / Business education ![]() Science |
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76 |
Imagining through a superhero's powers
Developing imaginative and insightful understanding of and solutions to a social or physical problem by imagining how a superhero's special powers might be applied
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![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Family studies / Sociology ![]() Science ![]() Social studies ![]() Technology / Business education |
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70 |
Imagining through design components
Using the components or parts of an object or problem to prompt ideas for innovative products or services
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![]() Science ![]() Technology / Business education ![]() Art ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies |
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75 |
Imagining through exaggeration
Magnifying, shrinking, reversing or distorting the features of a problem or situation to help reveal new aspects or innovative solutions
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![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies ![]() Careers ![]() English / Language arts ![]() Science ![]() Technology / Business education |
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69 |
Imagining through the 5W questions
Using the 5W questions to deepen understanding of a complex social problem and to generate insightful solutions
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![]() Politics / Civics / Activism ![]() Social studies ![]() Art ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Technology / Business education |
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74 |
Imagining through the senses
Using the five senses to create vivid, evocative pictures, show feelings or deepen understanding of ideas or abstract concepts
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![]() Art ![]() English / Language arts ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Science ![]() Technology / Business education |
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30 |
Assessing website credibility
Judging the authority and credibility of information posted on the Internet
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![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Careers ![]() Health / Physical education ![]() History |
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25 |
Credibility of sources
Assessing whether or not sources of information are reliable
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![]() Geography ![]() History ![]() Science ![]() Social studies ![]() Careers ![]() Family studies / Sociology |
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Critically reading a source
Identifying intended and unintended purposes and messages of text and other sources when inquiring into local history
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![]() History ![]() Social studies |
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Interpréter les traces lors d’une enquête sur l’histoire d’une communauté
Analyser des éléments de preuve historiques afin de mieux comprendre l’historie locale
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![]() History ![]() Social studies |
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Lecture critique d’une source
Déterminer l’objet et les messages voulus et non voulus des textes et d’autres sources lorsqu’on enquête sur l’histoire locale
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![]() History ![]() Social studies |
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Reading traces when inquiring into local histories
Analyzing historical evidence to better understand local history
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![]() History ![]() Social studies |
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45 |
Relevant sources
Deciding whether or not an information source will be useful when researching a topic or question
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![]() Geography ![]() History ![]() Science ![]() Social studies ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Technology / Business education |
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Selecting useful sources for inquiry into local histories
Using criteria to select the most useful sources to support inquiry into local histories
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![]() History ![]() Social studies |
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Sélectionner des sources utiles aux fins d’une enquête sur l’histoire locale
Utiliser des critères pour sélectionner les sources les plus utiles aux fins d’une enquête sur l’histoire locale
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![]() History ![]() Social studies |
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Activité napperon
Prendre en note les réponses et les idées des membres du groupe et communiquer les réponses.
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![]() Family studies / Sociology ![]() History ![]() Technology / Business education ![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism |
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52 |
Analyze similarities and differences
Examining similarities and differences and identifying those that are significant
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![]() Art ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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24 |
Analyze the account
Analyzing secondary accounts to assess the credibility of sources, reasonableness of conclusions and balance of perspectives
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![]() History ![]() Social studies ![]() Geography ![]() Politics / Civics / Activism |
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41 |
Analyze two accounts
Analyzing two conflicting accounts of an issue or event to determine what really happened
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![]() English / Language arts ![]() History ![]() Social studies ![]() Politics / Civics / Activism |
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Assessing historical commemorations
Judging the appropriateness of a commemoration of a historically significant event or person
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![]() History ![]() Social studies |
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13 |
Assessing the evidence
Judging the adequacy of evidence offered to support a conclusion
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![]() Family studies / Sociology ![]() Science ![]() Technology / Business education ![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Classer les options
Classer les divers critères et justifier avec des preuves le classement proposé.
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![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Science |
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19 |
Compare versions
Finding similarities and differences between two versions of work about the same topic
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![]() Art ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Comparer les différences
Consigner les observations sur les similitudes et les différences entre deux personnes, objets, lieux ou activités.
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![]() English / Language arts ![]() Family studies / Sociology ![]() History ![]() Science ![]() Social studies ![]() Art ![]() Careers ![]() Geography ![]() Health / Physical education ![]() Mathematics ![]() Politics / Civics / Activism ![]() Technology / Business education |
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53 |
Consider significance
Using specific criteria to gather evidence about an event and judging its relative importance
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![]() History ![]() Social studies ![]() English / Language arts ![]() Geography ![]() Politics / Civics / Activism ![]() Science |
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59 |
Detect propaganda
Identifying various propaganda techniques used by an individual or group
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![]() English / Language arts ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Diagrammes de Venn
Illustrer à l’aide de diagrammes de Venn les relations entre deux ou plusieurs objets, idées, personnes ou évènements.
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Évaluer des commémorations historiques
Utiliser des critères pour juger de la pertinence d’une commémoration d’un personnage ou d’un événement historique
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![]() History ![]() Social studies |
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Évaluer les éléments de preuve
Juger de la justesse des éléments de preuve fournis pour étayer une conclusion
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![]() Family studies / Sociology ![]() History ![]() Technology / Business education ![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism |
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Évaluer l’impact
Évaluer les répercussions de certains facteurs ou conditions dans une situation donnée
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![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education ![]() Careers ![]() Science |
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Examiner les options
Examiner les mérites d'une ou de plusieurs possibilités, en fonction d'un ensemble de critères.
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![]() Careers ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Explaining the significance of historical events
Using criteria to explain the significance of a historically important person, place, event, or idea
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![]() History ![]() Social studies |
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Expliquer l’importance d’événements historiques
Utiliser des critères pour expliquer l’importance historique d’un personnage, d’un événement, d’un lieu ou d’une idée
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![]() History ![]() Social studies |
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Facteurs positifs et négatifs
Reconnaitre ou anticiper les implications négatives et positives liées à certaines conditions ou évènements.
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![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies ![]() Careers ![]() Geography ![]() Science ![]() Technology / Business education |
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Judging continuities and changes
Judging continuity and change in the history of a community
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![]() History ![]() Social studies |
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Juger des éléments de continuité et de changement
Juger des éléments de continuité et de changement dans l’histoire d’une communauté
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![]() History ![]() Social studies |
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50 |
Raising doubts
Being skeptical when presented with information
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![]() Health / Physical education ![]() History ![]() Social studies ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Science |
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56 |
Recognizing persuasion
Assessing the soundness of reasons that are frequently offered to influence our thinking and actions
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![]() English / Language arts ![]() Family studies / Sociology ![]() Politics / Civics / Activism ![]() Technology / Business education ![]() Health / Physical education ![]() History ![]() Social studies |
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58 |
Assembling evidence
Organizing evidence to create an effective argument
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![]() English / Language arts ![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Family studies / Sociology ![]() Health / Physical education ![]() History ![]() Technology / Business education |
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36 |
Connecting facts to conclusions
Writing well-structured paragraphs that organize facts and indicate how they support the overall conclusion
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![]() English / Language arts ![]() Family studies / Sociology ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Careers ![]() Geography ![]() Health / Physical education ![]() Technology / Business education |
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Créer un diagramme à secteurs
Illustrer le degré de responsabilité ou de culpabilité.
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![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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48 |
Evidence / reason / conclusion
The elements of an argument or justification used to persuade someone to adopt a position
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![]() Family studies / Sociology ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() History ![]() Technology / Business education |
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Explorer une vision du monde
Recueillir des informations au sujet de sa vision du monde et de celle d’autres personnes, en incluant les visions du monde implicites dans des œuvres artistiques et d’autres artéfacts historiques.
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![]() Art ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology |
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32 |
Inference
Former une nouvelle conclusion fondée uniquement sur ce que l’on connait déjà
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![]() English / Language arts ![]() Geography ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Art ![]() Careers ![]() Family studies / Sociology ![]() Health / Physical education ![]() Technology / Business education |
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32 |
Inference
Forming a new conclusion based solely on what is already known
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![]() English / Language arts ![]() Geography ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Art ![]() Careers ![]() Family studies / Sociology ![]() Health / Physical education ![]() Technology / Business education |
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Justifier les conclusions
Identifier des informations ou des éléments pour justifier diverses conclusions.
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![]() Art ![]() English / Language arts ![]() Family studies / Sociology ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Justifier un choix
Justifier une conclusion quant à la meilleure option ou à la meilleure position.
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![]() Careers ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Geography ![]() Mathematics ![]() Science ![]() Social studies ![]() Technology / Business education |
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10 |
Oral rebuttals/counter arguments
Preparing an argument to oppose the reasons presented in another argument
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![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() English / Language arts ![]() Health / Physical education ![]() Technology / Business education |
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44 |
Organizing supporting details
Using appropriate graphic organizers to arrange information, depending on the purpose
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![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Rassembler des éléments de preuve
Organiser les éléments de preuve pour formuler un argument convaincant
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![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Family studies / Sociology ![]() Health / Physical education ![]() History ![]() Technology / Business education |
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Recherche d’information
Recueillir des informations et les organiser autour de rubriques ou de thèmes.
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![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology ![]() Health / Physical education ![]() Science |
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62 |
Relevant details
Selecting the information or facts that are significant or useful for a specific research question and purpose
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![]() Health / Physical education ![]() History ![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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36 |
Relier les faits aux conclusions
Rédiger des paragraphes bien structurés qui présentent clairement les faits sur lesquels s’appuie la conclusion générale
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![]() English / Language arts ![]() Family studies / Sociology ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Careers ![]() Geography ![]() Health / Physical education ![]() Technology / Business education |
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Remettre un bulletin
Évaluer les contributions ou le bien-être de divers groupes, ou noter les mérites de certains produits ou actions.
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![]() Family studies / Sociology ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Science ![]() Technology / Business education |
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10 |
Répliques et contre-arguments oraux
Préparer un argument pour réfuter les motifs présentés à l’appui d’un autre argument
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![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() English / Language arts ![]() Health / Physical education ![]() Technology / Business education |
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Réseau des conséquences
Analyser des réactions en chaine ou les conséquences d’un problème, d’une condition ou d’une action.
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![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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35 |
Analyze a math problem and check the solution
Identifying the key features of a math problem and checking if the solution makes sense
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![]() Mathematics ![]() Science |
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Contrôler l’avancement d’un processus de résolution de problèmes
Vérifier votre compréhension et décider de la manière de résoudre un problème
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![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Family studies / Sociology |
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Être à l’écoute de ses émotions pendant l’apprentissage
Utiliser une stratégie pour identifier et réagir aux émotions qui peuvent survenir durant l’étude d’expériences ou d’événements historiques
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![]() History ![]() Social studies |
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55 |
Monitor problem-solving progress
Checking your understanding and deciding how to proceed while solving problems
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![]() Mathematics ![]() Science ![]() Family studies / Sociology ![]() History ![]() Social studies |
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Paying attention to emotions when learning
Use a strategy to identify and respond to emotions that may arise when learning about historical experiences or events
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![]() History ![]() Social studies |
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28 |
Reflective writing
Using writing as a tool to think constructively and insightfully about events, experiences and issues
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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63 |
Utiliser l’écriture réflexive en mathématiques et en sciences
Utiliser l’écriture réflexive pour approfondir la compréhension, clarifier des idées et fixer des objectifs d’apprentissage en mathématiques et en sciences
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![]() Mathematics ![]() Science ![]() Family studies / Sociology ![]() Health / Physical education |
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63 |
Write reflectively in mathematics and science
Using reflective writing to build understanding, clarify ideas and set learning goals in mathematics and science
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![]() Mathematics ![]() Science ![]() Family studies / Sociology ![]() Health / Physical education |
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4 |
Interpreting electronic messages
Uncover the hidden or non-obvious meaning of electronic text
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![]() Family studies / Sociology ![]() Technology / Business education ![]() English / Language arts |
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67 |
Previewing
Anticipating the content of text before reading; accessing prior knowledge to create a mindset for reading
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![]() Geography ![]() History ![]() Science ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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39 |
Read around the document (brief)
Identifying clues around the 'edges' of a historical document to learn about its author, audience, origin, purpose and type
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![]() English / Language arts ![]() History ![]() Social studies ![]() Politics / Civics / Activism ![]() Social studies |
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79 |
Read around the document (full)
Identifying clues around the 'edges' of a historical document to learn about its author, audience, origin, purpose and type
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![]() English / Language arts ![]() History ![]() Social studies ![]() Politics / Civics / Activism ![]() Social studies |
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12 |
Visualiser un problème mathématique
Utiliser la visualisation pour aider à faire comprendre et à résoudre des problèmes mathématiques
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![]() Mathematics |
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12 |
Visualize a math problem
Using visualization to help understand and solve mathematics problems
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![]() Mathematics |
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18 |
Analyze a cartoon
Uncovering the techniques used by an artist when creating a political cartoon to convey a particular message
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![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Décoder les images
Utiliser des indices visuels se trouvant dans des images pour en expliquer le contenu.
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![]() Art ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology |
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Évaluer l’explication
Déterminer si l’explication concernant le contenu d’une image est plausible.
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![]() Art ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology |
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3 |
Explain the image (brief)
Using visual clues to develop informative explanations of images
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![]() Art ![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Science |
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78 |
Explain the image (full)
Using visual clues to develop informative explanations of images
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![]() Art ![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Science |
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54 |
Focus on the senses
Identifying the sensory experiences represented in an image
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![]() History ![]() Technology / Business education ![]() Art ![]() English / Language arts ![]() Geography ![]() Science ![]() Social studies |
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60 |
Implicit messages in images
Interpreting the hidden or non-obvious messages the artist may be trying to convey about the people, events or objects in an image
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![]() Art ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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21 |
Interpreting symbols
Determining the intended messages represented by various kinds of symbols
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![]() Art ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education ![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() History |
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Lire des cartes
Comprendre les techniques utilisées pour la lecture de cartes.
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![]() Geography |
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11 |
Reflect on an image (brief)
Developing thoughtful reflections to extend or speculate on ideas raised by an image
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![]() Art ![]() Family studies / Sociology ![]() Geography ![]() English / Language arts ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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80 |
Reflect on an image (full)
Developing thoughtful reflections to extend or speculate on ideas raised by an image
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![]() Art ![]() Family studies / Sociology ![]() Geography ![]() English / Language arts ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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77 |
Annotate a time line
Creating a time line to outline a series of events that have impacted a certain field of study
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![]() History ![]() Social studies ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Science ![]() Technology / Business education |
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Carnet de notes du journaliste
À l’aide des questions “qui, quand, comment, pourquoi et où”, organiser les informations autour d’un sujet ou d’un thème.
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![]() Careers ![]() English / Language arts |
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26 |
Impact timeline
Visually demonstrating the sequence and span of related events and showing the impact of these events
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![]() English / Language arts ![]() History ![]() Social studies ![]() Geography |
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27 |
Organize information in a table
Presenting information in a table for ease of access and understanding
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![]() Mathematics ![]() Science ![]() Careers ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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Paraphraser les résultats d’une recherche
Rédiger des conclusions de recherche dans ses propres mots
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![]() Family studies / Sociology ![]() Geography ![]() History ![]() Technology / Business education ![]() Careers ![]() English / Language arts ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies |
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61 |
Paraphrasing research
Writing research findings in your own words
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![]() Family studies / Sociology ![]() Geography ![]() History ![]() Technology / Business education ![]() Careers ![]() English / Language arts ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies |
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40 |
Storyboards
Using a series of graphics and a few words to represent the main events, steps or phases described in a texts
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![]() English / Language arts ![]() Art |
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1 |
Active listening
Listening and responding to another person in ways that demonstrate you fully understand what was said
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology |
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64 |
Body talk
Using physical gestures, facial expressions and body posture to enhance your message when speaking
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![]() Family studies / Sociology ![]() English / Language arts ![]() Technology / Business education |
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Débat à quatre coins
Écouter attentivement et reconsidérer leur opinion en fonction des arguments et des informations présentés.
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![]() Family studies / Sociology ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Discussion en U
Examiner les mérites d’une variété de points de vue différents.
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![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Écoute active
Écouter une autre personne et lui répondre de manière à démontrer que ses propos sont entièrement compris
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![]() Careers ![]() Family studies / Sociology ![]() Health / Physical education |
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68 |
Responding in the moment
Deciding how and if to respond to inappropriate comments by others
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![]() Family studies / Sociology ![]() Politics / Civics / Activism ![]() Health / Physical education |
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6 |
Speaking notes
Preparing effective notes to use when delivering an oral presentation
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![]() English / Language arts ![]() Art ![]() Careers ![]() Family studies / Sociology ![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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8 |
Creating a tone in writing
Communicating the intended impression or underlying feeling when writing
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![]() Careers ![]() Politics / Civics / Activism |
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65 |
Evaluate a quotation
Using specific criteria to evaluate the effectiveness or significance of a quotation
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![]() English / Language arts ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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43 |
Impassioned writing
Writing with emotion and feeling
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![]() English / Language arts ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Family studies / Sociology ![]() Geography ![]() Social studies |
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16 |
Persuasive writing
Using literary devices to convince/persuade in a written piece
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![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Careers ![]() Family studies / Sociology ![]() History ![]() Technology / Business education |
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16 |
Rédiger des textes persuasifs
Utiliser des moyens littéraires pour convaincre ou persuader dans un texte écrit
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![]() English / Language arts ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Careers ![]() Family studies / Sociology ![]() History ![]() Technology / Business education |
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34 |
Resonating voice
Speaking in a way that connects with your audience
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![]() English / Language arts ![]() Family studies / Sociology ![]() Politics / Civics / Activism ![]() Social studies ![]() Careers ![]() Geography ![]() Health / Physical education ![]() History ![]() Science ![]() Technology / Business education |
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29 |
Vivid images
Using precise, evocative and descriptive words to enhance a written piece
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![]() Art ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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46 |
Writer's voice
Writing in the words and style of someone else
|
![]() English / Language arts ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Choisir des actions pour renforcer des relations
Trouver et élaborer des actions qui aideront à resserrer les liens et favoriseront la réconciliation entre les Autochtones et les non Autochtones au Canada
|
![]() History ![]() Social studies |
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E?couter les ai?ne?s et apprendre d’eux
Utiliser une stratégie avant, pendant et après l’écoute pour apprendre en faisant preuve d’une ouverture d’esprit et de coeur; prendre la responsabilité d’interpréter les notions apprises lorsque nous écoutons un(e) aîné(e)
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![]() History ![]() Social studies |
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31 |
Empathic
Sensing thoughts, feelings and experiences of others
|
![]() English / Language arts ![]() Family studies / Sociology ![]() Mathematics ![]() Social studies ![]() Technology / Business education ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism |
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37 |
Finding another perspective
Determining and actively seeking alternative perspectives to enhance our understanding of an issue
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![]() Geography ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education ![]() English / Language arts ![]() Family studies / Sociology ![]() Health / Physical education ![]() History ![]() Science |
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9 |
Identify leadership qualities
Determining the extent to which individuals demonstrate leadership qualities
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![]() Geography ![]() Politics / Civics / Activism ![]() Social studies ![]() Careers ![]() English / Language arts ![]() Health / Physical education ![]() History |
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15 |
Independent mindedness
Making up one's own mind rather than simply accepting what others believe
|
![]() English / Language arts ![]() Careers ![]() Family studies / Sociology ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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49 |
Inside someone's head
Using clues to figure out what someone is thinking, feeling or valuing
|
![]() English / Language arts ![]() Family studies / Sociology ![]() History ![]() Social studies ![]() Geography ![]() Politics / Civics / Activism |
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Listening and learning from Elders
Use a strategy before, during, and after listening to learn with an open mind and heart; take responsibility for making sense of learning when listening to an Elder
|
![]() History ![]() Social studies |
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33 |
Point of view
The settings, contexts and values from which we look at or consider the world
|
![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Art ![]() Health / Physical education ![]() Science ![]() Technology / Business education |
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5 |
Rate individual significance
Using specific criteria to examine the life and contributions of influential figures and determine their relative importance
|
![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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Rédiger avec la stratégie “RFAPS” (RAFTS)
Rédiger le profil d’un évènement à partir d’un point de vue précis ou d’une perspective précise.
|
![]() English / Language arts ![]() History ![]() Politics / Civics / Activism ![]() Social studies |
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Selecting actions to strengthen relationships
Identify and develop actions that will strengthen relationships and contribute to reconciliation among Indigenous and non-Indigenous peoples in Canada
|
![]() History ![]() Social studies |
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57 |
Uncover the issues
Identifying the stakeholders, interests and issues involved in a situation or research topic
|
![]() Family studies / Sociology ![]() Geography ![]() Politics / Civics / Activism ![]() Social studies ![]() English / Language arts ![]() Health / Physical education ![]() History ![]() Science ![]() Technology / Business education |
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7 |
Analyze solutions
Outlining potential solutions to a problem and determining the positive and negative effects of each
|
![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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47 |
Cause and consequence
The factors or circumstances that cause something to happen and the consequent results or impact on future events
|
![]() English / Language arts ![]() Geography ![]() History ![]() Politics / Civics / Activism ![]() Social studies ![]() Family studies / Sociology ![]() Health / Physical education ![]() Science ![]() Technology / Business education |
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2 |
Clarify a problem
Identifying the information necessary to clarify and define a problem
|
![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() Politics / Civics / Activism ![]() Social studies ![]() Technology / Business education |
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||||||
42 |
Dealing with ambiguity
Recognizing and accepting situations that are open to more than one interpretation
|
![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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20 |
Explore options
Generating new options to solve a problem
|
![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Mathematics ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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22 |
Rate the decision
Reaching a conclusion about the integrity of a decision, based on specified criteria
|
![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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23 |
State the problem
Describing a problem and judging the quality of the problem statement
|
![]() Careers ![]() English / Language arts ![]() Family studies / Sociology ![]() Geography ![]() Health / Physical education ![]() History ![]() Politics / Civics / Activism ![]() Science ![]() Social studies ![]() Technology / Business education |
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