Foundation for Atlantic Canada Curriculum Links
Essential Graduation Learnings
Aesthetic Expression: Graduates will be expected to respond with critical awareness to
various forms of the arts and be able to express themselves through the arts.
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Demonstrate understanding of the ideas, perceptions and feelings of others as
expressed in various art forms;

Demonstrate understanding of the significance of cultural resources such as theatres,
museums, galleries.

Express views on social issues through various forms of the arts beyond the
traditional written format

Examine how artists have expressed their views
Citizenship: Graduates will be expected to assess social and cultural interdependence in a
local and global context

Demonstrate understanding of Canada’ political, social and economic systems in a
global context

Demonstrate understanding of the social, political and economic forces that have
shaped the past and present

Determine the principles and actions of just, pluralistic and democratic societies.
Communication: Graduates will be expected to use the listening, viewing, speaking,
reading and writing modes of language...to think, learn and communicate effectively.
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Demonstrate a knowledge of the second official language

Interpret, evaluate and express data in everyday language

Critically reflect on and interpret ideas presented through a variety of media

Students will be required to listen critically to others; to evaluate and respond to
arguments; to heighten their visual literacy; to identify perceptions and bias.

Students are required to take positions on past and current issues and to defend those
positions in writing, through discussion and through presentations using various
mediums.
Problem Solving: Graduates will be expected to use the strategies and processes needed to
solve a wide variety of problems
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Acquire, process and interpret information critically to make informed decisions
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Use a variety of strategies and perspectives with flexibility and creativity for solving
problems

Formulate tentative ideas and questions their own assumptions and those of others

Solve problems individually and collaboratively

Ask questions, observe relationships, make inferences and draw conclusions

Identify, describe and interpret different points of view and distinguish fact from
opinion.
 Recognize the variety of perspectives that have to be considered in developing an
acceptable solution.
General Curriculum Outcomes-Social Studies
The Founding Father: His Story. Our Canada. and The Quest for Canada are interwoven with
two key strands of the general curriculum outcomes: Citizenship, Power and Governance as
well as Time, Continuity and Change.
Furthermore, participation in the debate (The Quest for Canada) will utilize skills from all
three processes:
Communication: employ active listening techniques; communicate ideas and information to
a specific audience; express and support a point of view; using forms of group and
interpersonal communication such as debating.
Inquiry: recognize significant issues and perspectives in an area of inquiry
Participation: reflect upon, assess and enrich learning processes; respond to class, school,
community or national public issues.
Key Stage Curriculum Outcomes (by the end of grade 12)
Attendance and participation at The Founding Father: His Story. Our Canada. and The Quest
for Canada will support attainment in the following curriculum outcomes in Social Studies:
Citizenship, Power and Governance:

Analyse the origins, development and current condition of the main principles of
democracy

Analyse the origins, purpose, function and decision-making processes of Canadian
governments

Analyse and evaluate how Canadian…political and legal systems establish order and
security while meeting the needs and desires of citizens

Identify and evaluate various strategies for influencing public policy
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Evaluate public issues, taking into account multiple perspectives
Culture and Diversity:
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Evaluate group, institutional and media influences on people and society in both
historical and contemporary settings
Individuals, Societies and Economic Decisions:
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Students will assess the difficulties and dilemmas in developing private or public
policies and the need to achieve individual and societal goals.
Interdependence:
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Evaluate and propose possible solutions to issues resulting from interactions among
individuals, groups and societies.
Time, Continuity and Change:

Apply concepts associated with time, continuity and change-an understanding of the
past and how it affects the present and the future.
 Analyse and compare events of the past to the present in order to make informed,
creative decisions about issues.
General Curriculum Outcomes-English Language Arts
Sir John A. Macdonald was infamous for his wit and his ability to gather an audience, no
matter if he was in the House of Commons, at a fundraiser, an afternoon tea or in a tavern.
Participating in The Quest For Canada, students will be ensconced in how he used
language to his advantage to unify his audience and eventually, a country. While we will
support all three strands of the general curriculum outcomes, more focus will land in
Speaking and Listening as well as Writing and Other Ways of Representing within The
Quest for Canada (debate) while Reading and Viewing will be supported by The Founding
Father: His Story. Our Canada.
Key Stage Curriculum Outcomes (by the end of grade 12)
Attendance and participation at The Founding Father: His Story. Our Canada. and The Quest
for Canada will support attainment in the following curriculum outcomes in English
Language Arts:
Speaking ad Listening:

Examine others’ ideas and synthesize what is helpful to clarify and extend their own
understanding.

Articulate, advocate and justify positions on an issue or text in a convincing manner,
showing an understanding of a range of opposing viewpoints

Listen critically to analyse and evaluate concepts, ideas and information.

Interact in both leadership and support roles in a range of situations, some of which
are characterized by complexity of purpose, procedure and subject matter.
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Adapt language and delivery for a variety of audiences and purposes in informal and
formal contexts.
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Reflect critically on and evaluate their own and others’ use of language in a range of
contexts, recognizing elements of verbal and non-verbal messages that produce
powerful communication.
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Demonstrate how spoken language influences and manipulates and reveals ideas,
values and attitudes.
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Address the demands of a variety of speaking situations, making critical language
choices, especially of tone and style.
Reading and Viewing:
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Critically evaluate the information they access

Show the relationships among the language, topic, purpose, context and audience.

Respond critically to complex and sophisticated texts.
Writing and Other Ways of Representing
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Use writing and other ways of representing to extend, explore and reflect on their
experiences with and insights into texts; the processes and strategies used.

Demonstrate an understanding that particular forms require the use of specific
features, structures and patterns.

Make critical choices of form, style and content to address demands of different
audiences and purposes.
General Curriculum Outcomes-Arts Education
Confederation Centre of the Arts, the producer of The Sir John A. Tour is a living memorial
to the founding fathers of this country. What better way to educate, inform and entertain
our nation than with a piece of performance art examining our first father, our first Prime
Minister? Both The Founding Father: His Story. Our Canada. and The Quest for Canada fully
support the vision of the arts education curriculum to enable and encourage students to
engage in the creative, expressive and responsive processes of the arts. The theatre piece
encompasses three arts disciplines: drama, music and visual arts, allowing students to not
only learn in the art, but through the art as well. The connections lie mainly within two
strands of the Arts Education curricula: Understanding and connecting contexts of time,
place and community; Perceiving, Reflecting and Responding.
Key Stage Curriculum Outcomes (by the end of grade 12)
Attendance and participation at The Founding Father: His Story. Our Canada. and The Quest
for Canada will support attainment in the following curriculum outcomes in English
Language Arts:
Understanding and connecting contexts of time, place and community:

Analyse, understand and value the influence of drama in creating and reflecting
culture.
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Demonstrate an understanding of the role of drama as a record of human experience
that connects to their own lives.

Evaluate and synthesize how cultural, historical and political information to support
artistic choices.

Apply understanding of the relationship between drama and the physical space, and
of the roles that technologies play in creating environments.

Analyse, understand and value the influence of music in creating and reflecting
culture, both historical and present-day.
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Demonstrate an understanding of the power of music to shape, express and
communicate ideas.
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Analyse and make decisions about the relationship between music and other arts.
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Develop knowledge, understanding, and an appreciation of art and design in
historical and contemporary cultures

Determine the relationship among the visual arts and the other disciplines of arts by
viewing.
Perceiving and Responding
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Review and critique presentations using appropriate terminology

Critique the use of technical elements and technologies in drama presentations.
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Evaluate the physical, emotional, social and intellectual portrayal of a character.
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Compare the ways in which musical theatre, theatre, visual art and music can be used
to realise artistic intent.
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Analyse and respond personally to a variety of musical styles, forms and genres.
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Describe, analyse, interpret and evaluate art works
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Investigate how the sensory qualities of media affect an image and our response to it.