Subject: Social Studies 6 Outcome: in6. 1 Evaluate and represent personal beliefs and values by determining how culture and place influence them

Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.

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  Explain the difference between needs and wants.
  
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  Compare and contrast the needs and wants of Canadian youth with those of youth in a selection of countries bordering the Atlantic Ocean.
  
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  Recognize the variation in value placed on quality of life indicators in varying locations, cultures, and time periods.
  
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  Investigate the indigenous concept of abundance as it relates to the western concept of wealth.
  
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  Explain factors that affect the quality of life of youth in Canada and a selection of countries bordering the Atlantic Ocean.
  
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  Assess ways in which technology influences the quality of life for youth in Canada and in a selection of countries bordering the Atlantic Ocean.
  
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  Compare and contrast the quality of life in Canada with the quality of life in a selection of countries bordering the Atlantic Ocean using various sources of data including a quality of life index, maps, graphs, and charts.
  
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  Propose reasons which might explain the differences in the quality of life of young people in Canada and in a selection of countries bordering the Atlantic Ocean.
  
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  Research sources of wealth in Canada and a selection of countries bordering the Atlantic Ocean.
  
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  Recognize and assess the relationship between wealth and resources and the distribution of power and authority in Canada and a selection of countries bordering the Atlantic Ocean.
  

Subject: Social Studies 6 Outcome: RW6.2 Contribute to initiating and guiding change in local and global communities regarding environmental, social, and economic sustainability.
Beginning – 1 I need help.	Approaching – 2 I have a basic understanding.	Proficiency – 3 My work consistently meets expectations.	Mastery – 4 I have a deeper understanding.
I can identify a sustainable action with assistance.	I can demonstrate how local consumer choices may affect people elsewhere in the world.	I can compare and contrast how local and/or regional consumer choices affect people elsewhere in the world.	I am able to formulate an action plan that harmonizes personal lifestyle with social, environmental and economic needs.

Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.

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  Represent through visual art, music, dance, writing, or other representation the contribution of individuals and communities to initiate change that supports sustainability.
  
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  Investigate how individual local consumer choices may affect people elsewhere in the world.
  
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  Develop an action plan for harmonizing one’s personal lifestyle with collective needs regarding social, environmental, and economic sustainability.