Subject: Social Studies 7
Outcome: IN7.1 Investigate examples of conflict, cooperation, and interdependence between
Canada and circumpolar and Pacific Rim countries.
Beginning – 1
I need help.
I can create an inventory
illustrating interdependence
between Canada and the other
countries and with support I can
identify examples of conflict and
conflict.
Approaching – 2
I have a basic
understanding.
I can identify examples of
conflict, cooperation and
interdependence between
Canada, and circumpolar and
Pacific Rim countries.
Proficiency – 3
My work consistently
meets expectations.
I can investigate examples of
conflict, cooperation and
interdependence between
Canada, and circumpolar and
Pacific Rim countries.
Mastery – 4
I have a deeper
understanding.
I can analyze various examples
of conflict, cooperation and
interdependence between
Canada, and circumpolar and
Pacific Rim countries.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Examine the mission, goals, and structure of an organization whose mandate is national or international co-operation.
Critique the influence of an organization with a mandate for national or international co-operation in terms of its contributions toward
conflict, cooperation, self-reliance, and interdependence.
Diagnose reasons for a current or historical conflict involving Canada and a circumpolar or Pacific Rim country.
Create an inventory illustrating the interdependence of Canada and circumpolar and Pacific Rim countries.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: IN7.2 Examine the effects of globalization on the lives of people in Canada and in
circumpolar and Pacific Rim countries.
Beginning – 1
I need help.
I can define globalization and
with assistance I can examine its
effects on Canada and
circumpolar and Pacific Rim
countries.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I can define globalization and
I can articulate the effects of
identify examples of globalization globalization on Canada and
in Canada.
circumpolar and Pacific Rim
countries. I can interpret the
arguments for and against
globalization.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify the countries of origin of people, or of personal objects or tools.
Investigate the international links of a Saskatchewan business.
Define globalization, and identify examples of globalization in the local community.
Analyze the economic impact of globalization in relation to the effects on the environment.
Articulate and interpret the main arguments for and against globalization.
Conduct an inquiry to determine the effects of globalization on the local community.
Refer to Saskatchewan Guide Social Studies 7
Mastery – 4
I have a deeper
understanding.
I can use my understanding of
globalization to examine the
extent to which globalization can
be found in Canada and in
circumpolar and Pacific Rim
countries.
Subject: Social Studies 7
Outcome: IN7.3 Analyze the relationship of technology to globalization.
Beginning – 1
I need help.
I can identify technological
connections with my life and
with assistance I can consider the
relationship between technology
and globalization.
Approaching – 2
I have a basic
understanding.
I can identify technological
connections to my life and
examine the relationship
between technology and
globalization.
Proficiency – 3
My work consistently
meets expectations.
I can analyze the relationship
between technology and
globalization focusing on the
risks and benefits of various
technologies.
Mastery – 4
I have a deeper
understanding.
I can use my analysis of the
relationship between technology
and globalization to review the
extent to which they have
impacted on different societies.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify technological connections that exist in the student’s life, and classify them as local, national, or international.
Analyze the risks and benefits related to various technologies.
Develop an argument that addresses the impact of technology and globalization on societies.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: DR7.1 Analyze and use various types of maps (that provide differing perspectives and
information for differing purposes) in order to situate current issues in Canada, and in a selection
of Pacific Rim and northern circumpolar countries.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic
My work consistently
I have a deeper
understanding.
meets expectations.
understanding.
I can locate different physical
features on maps and with
support can connect that
information to current issues.
I can use different maps, charts
and graphs to describe the
physical, political and population
geography of Canada to identify
current issues.
I can use different maps, charts
and graphs to describe the
physical, political and population
geography of Canada, other
countries and relate that
information to current issues.
I can use my analysis from
different maps, charts and graphs
to compare and explain current
issues in Canada and Pacific Rim
and northern circumpolar
countries.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Locate the continents and significant physical features on a world map.
Identify the major population clusters in Canada, and in a selection of Pacific Rim and northern circumpolar countries and locate them on
a map.
Locate and identify Treaty territories on a map of Canada.
Examine maps of various projections and scales in order to determine the characteristics and application of each map.
Examine and propose the advantages, limitations, and potential uses of a variety of types of maps.
Describe the nature of the physical, political, and population geography of Pacific and northern Canada, and of a selection of
Pacific Rim and circumpolar countries using data from various maps, charts, and graphs.
Construct generalizations about the nature of the physical, political, and population geography in Pacific and northern Canada,
and in a selection of Pacific Rim and circumpolar countries.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: DR7.2 Appraise the impact of human habitation on the natural environment in Canada,
and in a selection of Pacific Rim and northern circumpolar countries.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I can identify the physical
features and natural resources of
different locations in the Pacific
and northern Canada. With
assistance I can identify the
impact of human habitation on
the natural environment.
I can outline the impact of human
habitation on the natural
environment and the indigenous
people who live there.
I can evaluate the impact of
human habitation on the natural
environment and the indigenous
people who live there.
Mastery – 4
I have a deeper
understanding.
I can use the impact of human
habitation on the natural
environment to suggest future
issues and solutions.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify the influence of physical features such as water bodies, topography, and natural resources on the location of people in
Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries.
Examine the effects of humans and their technology on the natural environment in Canada, and in a selection of Pacific Rim and
circumpolar countries, including the consequences for indigenous peoples who inhabit those regions.
Explore situations where changes in the environment, induced naturally or by humans, have resulted in the relocation of peoples in
Canada, and in a selection of Pacific Rim and circumpolar countries, including indigenous peoples who inhabit those regions. Explain the
reasons for the relocation and its consequences.
Trace examples of current effects of climate change on the movement of peoples and hypothesize about the potential effects of climate
change on the movement of peoples in the future.
Explore the Treaty relationship and the values and beliefs associated with sharing the land.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: DR7.3 Analyze the relationship between current and historical events and the physical
and social environments in Pacific and northern Canada and in a selection of Pacific Rim and
circumpolar countries.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic
My work consistently
I have a deeper
understanding.
meets expectations.
understanding.
With assistance I can identify
geographical, political, social and
economic events in Canada,
circumpolar and Pacific Rim
countries.
I can describe the relationship
between geographical, political,
social and economic events in
Canada, circumpolar and Pacific
Rim countries.
I can analyze the relationship
between geography, politics,
social events and economic
activity both historically and in
the present in Canada, the
circumpolar and Pacific Rim
countries.
I can use my knowledge of the
relationship between geography,
politics, social events and
economic activity to project
future relationships and events.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Relate current issues to location by using physical maps, political maps, and population maps of Canada, and a selection of
Pacific Rim and circumpolar countries in order to understand the role of geography in shaping political events and economic
activity in Canada, and a selection of Pacific Rim and circumpolar countries.
Examine the effects of natural or human catastrophes on affected populations, and, by extension, on the history of human habitation of
the region.
Analyze the influence of contact with another culture on the Aboriginal peoples of Canada, circumpolar countries, and a selection of
Pacific Rim countries.
Assess the effects of relocations and deportations of affected groups in Canada, and in circumpolar and Pacific Rim countries.
Conduct an inquiry synthesizing the link between historical events, population dynamics, and environment.
Investigate relationships within and among select circumpolar and Pacific Rim countries to determine reasons for current
political and economic relationships.
Debate the positions of circumpolar and Pacific Rim countries with respect to climate change.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: PA7.1 Compare the sources of power for individuals, nations, and regions in a selection of
Pacific Rim and circumpolar countries.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
With assistance I can identify the
different sources of power at the
individual, organizational,
national level.
I can identify and describe
different sources of power at the
individual, organizational,
national level.
Proficiency – 3
My work consistently
meets expectations.
I can compare the different
sources of power at the
individual, organizational,
national level and explain their
impact on myself and my
community.
Mastery – 4
I have a deeper
understanding.
I can demonstrate an individual’s
ability to interact with different
sources of power at the
individual, organizational,
national level to create a change
in my community.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Describe the source of power and forms of power used by individuals in a position of leadership in the local community or a
local organization.
Analyze the sources of power, including organization, resources and numbers, evidenced in the exercise of power by an
individual, organization, or nation as described in a current events article.
Assess the sources of power held by the First Nations and the Europeans respectively in the negotiations of the treaty which governs the
local area.
Identify examples of the use of co-operation balance and harmony as a sources of power used to effect change in the local, provincial,
national, or international community/
Analyze the sources of power of a national leader of a Pacific Rim or circumpolar country.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: PA7.2 Investigate the structures and processes of democratic government in Canada.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
With assistance I can identify the
different levels of government in
Canada.
I can identify and describe the
different levels of government in
Canada.
Proficiency – 3
My work consistently
meets expectations.
I can investigate the different
levels of government in Canada
and explain their impact on my
community and myself.
Mastery – 4
I have a deeper
understanding.
I can demonstrate an individual’s
ability to interact with different
levels of government in Canada
to create a change in my
community.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Survey the principles of democracy as defined by family, school, and community members, and synthesize into a definition of democracy.
Compare the responsibilities of municipal, provincial or territorial, and federal and First Nations governments in Canada.
Describe the roles of the elected representatives in the local, provincial or territorial federal, First Nations system of
government and Métis governance structures.
Investigate the federal, provincial or territorial, or local election processes in Canada.
Chart the structures of Canadian government at the local, provincial, and national levels.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: PA7.3 Compare the strengths and weaknesses of oligarchy, dictatorship, and democracy
as systems of government.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I can with assistance understand
that there are different systems
of government.
I can identify and describe
different systems of government.
I can explain different systems of
government and compare their
strengths and weaknesses.
Mastery – 4
I have a deeper
understanding.
I can demonstrate how different
forms of governments’ decisionmaking processes will impact
their citizens.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Examine the systems of government of circumpolar or Pacific Rim countries, which are not democracies.
Contrast the systems of government of the non-democracies in circumpolar and Pacific Rim countries with Canada’s system of
government.
Identify the criteria by which countries are described as dictatorships, oligarchies, or democracies.
Analyze the strengths and weaknesses of democracy, oligarchy, and dictatorship as systems of government.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: RW7.1 Explain the role of barter, trade, and sharing in traditional economies in Canada
and the circumpolar and Pacific Rim countries.
Beginning – 1
I need help.
I with assistance I can identify
the concepts of barter, trade, and
sharing.
Approaching – 2
I have a basic
understanding.
I can identify the characteristics
of barter, trade, and sharing.
Proficiency – 3
My work consistently
meets expectations.
I can explain barter, trade, and
sharing and how each has
influenced the economy of my
community.
Mastery – 4
I have a deeper
understanding.
I can design a plan for how a
manufactured or designed
community could operate under
barter, trade, or sharing.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Role play the practices of barter, trade, and sharing used to obtain goods and services.
Describe examples of barter, trade, and sharing in the local community.
Present the experiences of Elders and senior citizens in the local community regarding barter, sharing, and trade.
Question whether economies based on barter, trade, and sharing are sustainable.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: RW7.2 Investigate the influence of resources upon economic conditions of peoples in
circumpolar and Pacific Rim countries.
Beginning – 1
I need help.
I with assistance I can
understand the difference
between renewable and nonrenewable resources.
Approaching – 2
I have a basic
understanding.
I can understand the difference
between renewable and nonrenewable resources.
Proficiency – 3
My work consistently
meets expectations.
I can investigate the influence of
renewable and non-renewable
resources have on my community
and myself.
Mastery – 4
I have a deeper
understanding.
I can demonstrate the impact
that access to renewable and
non-renewable resources will
have on my community or
country in the future.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Formulate a definition of a natural resource, and differentiate between renewable and non-renewable resources.
Identify the locations of natural resources of circumpolar and Pacific Rim countries using appropriate maps, and analyze the impact of
the resources on local communities.
Differentiate between primary, secondary, and tertiary industry.
Correlate the presence of resources and industries to the gross national product of circumpolar and Pacific Rim countries.
Draw conclusions about the standard of living of people in Pacific Rim and circumpolar countries using material wealth
measures and non-material measures.
Refer to Saskatchewan Guide Social Studies 7
Subject: Social Studies 7
Outcome: RW7.3 Assess the ecological stewardship of economies of Canada and the circumpolar
and Pacific Rim countries.
Beginning – 1
I need help.
With assistance I can identify
how the economy will impact the
environment.
Approaching – 2
I have a basic
understanding.
I can explain how the economy
impacts the environment.
Proficiency – 3
My work consistently
meets expectations.
I can assess the role of ecological
stewardship and why it is
important to the economy of my
community.
Mastery – 4
I have a deeper
understanding.
I can advocate as an ecological
steward to influence change in
my community to maintain the
environment while still being
economically prosperous.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Research and illustrate the origins and current meanings of the words “steward” and “stewardship”.
Define the word “sustainable”, and discriminate between the concepts of sustainable and unsustainable as they apply to
resources and industry.
Examine the sustainability of the economies of a selection of circumpolar and Pacific Rim countries, and propose practices
which. might increase the level of sustainability.
Refer to Saskatchewan Guide Social Studies 7