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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.4. Social Emotional Learning Skills, Healthy Relationships: Apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity.
As students participate in the Power and Privilege Imbalance Challenges, they come to understand that power and privilege affect their mental health, relationships, sense of belonging and opportunities in life.  This will help to foster empathy and an understanding of the diversity among their classmates.(Achieved in the SET and GO activity)
Social Studies
A1.1. Heritage and Identity: Communities in Canada, Past and Present; Application: Diversity, Inclusiveness, and Candian Identity: Explain how various features, including built, physical, and social features of communities, can contribute to identities in and images of a territory and/or country and assess the contribution of some of these features to images of and identities in Canada
By participating in the Power and Privilege Imbalance Challenges, as well as the pre and post discussions, students identify some of the social constructs that exist within society and they reflect on how these constructs have an impact on their own, as well as others’, rights and privileges. This lesson focuses on bringing awareness to social features of communities that may shape the beliefs and ideas that students hold, and define the opportunities or resources that are available to these communities. (Achieved in the GO activity)
Social Studies
A1.3. Heritage and Identity: Communities in Canada, Past and Present; Application: Diversity, Inclusiveness, and Candian Identity: Explain how various groups have contributed to the goal of inclusiveness in Canada, and assess the extent to which Canada has achieved the goal of being an inclusive society
During this lesson, students are challenged to consider and reflect upon the ways in which the identified privileges exist within Canada. They will make connections to the ways in which certain groups within Canada have more privilege than others and what the effect of this might be. Students then have the opportunity to discover how they can directly contribute to the creation of a more inclusive class and school community. Moving forward, students can apply their knowledge and skills in the larger community to work towards the goal of inclusiveness in Canada.(Achieved in SET and GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Power and Privilege Imbalance Challenges)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding
[A1.4]
Demonstrates a limited understanding of how power and privilege affect relationships
Demonstrates some understanding of how power and privilege affect relationships

E.g. Recognizes and agrees to what other students bring forward with regards to the effect of power and privilege on relationships

Demonstrates understanding of how power and privilege affect relationships

E.g. With prompting and guided questions, understands the effect of power and privilege on relationships and contributes a personal example

Demonstrates thorough understanding of how power and privilege affect relationships

E.g. Actively contributes to the discussion and uses personal examples/experiences to support their opinion and demonstrate their understanding of the effect of power and privilege on relationships

Assessment of Social Studies Learning Outcomes, Grade 6 (Power and Privilege Imbalance Challenges)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding & Application
[A1.1]
Demonstrates a limited understanding of how social features (
E.g. social norms and values) contribute to Canada and Canadian identity
Demonstrates some understanding of how social features (
E.g. social norms and values) contribute to Canada and Canadian identity

E.g. Contributes to making the list of factors affecting power by staying actively engaged, asking questions for clarification, and offering ideas
Demonstrates understanding of how social features (
E.g. social norms and values) contribute to Canada and Canadian identity

E.g. Contributes to making the list of factors affecting power by identifying at least one new factor and thinking about the high and low power groups for some factors
Demonstrates a thorough understanding of how social features (
E.g. social norms and values) contribute to Canada and Canadian identity

E.g. Enthusiastically contributes to making the list of factors affecting power by identifying many new factors and recognizing the high and low power groups for each factor
Application
[A1.3]
Explains the ways in which Canada and groups within Canada are inclusive, or lack privilege and power, with limited effectiveness
Explains the ways in which Canada and groups within Canada are inclusive, or lack privilege and power, with some effectiveness

E.g. Identifies at least one community or group of people in Canada who lack privilege and power

Explains the ways in which Canada and groups within Canada are inclusive, or lack privilege and power, with effectiveness

E.g. Identifies some communities or groups of people in Canada who lack privilege and power; Tries to grow their knowledge by participating in the discussions and asking questions
Explains the ways in which Canada and groups within Canada are inclusive, or lack privilege and power, with a high degree of effectiveness

E.g. Identifies communities or groups of people in Canada who lack privilege and power, and explains historical or present circumstances that have led to this power imbalance
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