This outcome chart contains media education learning outcomes from the British Columbia, Grade 12 Social Studies curriculum, with links to supporting resources on the Media Awareness Network site.

It is expected that students will:

Defining Social Justice
Overall Expectations Demonstrate effective research skills, including: accessing information assessing information collecting data evaluating data organizing and presenting information Specific Expectations Access a range of information sources on selected topics, including sources: from a range of media types (e.g., print, broadcast, online) from a range of media producers, including mainstream, alternative, and specialized (e.g., advocacy networks, special interest groups, religious) representing a range of perspectives covering an appropriate timeframe that qualify as primary (e.g., original documents, interviews, surveys, court documents) and secondary (e.g., books, articles, reports, summaries) that deal specifically with social justice issues (e.g., community organizations, local and international NGOs, government and international bodies, government sources accessed via freedom of information requests) Explain the importance of accessing and considering a range of information sources (e.g., to acknowledge and challenge own beliefs and biases, to represent a range of viewpoints) assess the accuracy, reliability, and relevance of collected information by: determining examples of point of view, bias, and implicit/ explicit agenda deconstructing language (e.g., analysing connotations, double-speak, emotive conjugation, and euphemism) identifying the data collection methods used (e.g., poll, census, interview, survey) differentiating between primary and secondary sources checking references to determine the affiliations of the producer/author investigating funding sources or affiliations of the information determining currency of information assessing consistency with information obtained from other sources on the same topic	Lessons Bias     Bias in the News Fact Versus Opinion How to Analyze the News Propaganda Techniques on Hate Sites
Recognizing and Analysing Social Injustice
Overall Expectations Analyse social justice issues related to globalism and globalization Assess the contributions of particular individuals and groups who are identified with struggles for social justice Specific Expectations Describe a variety of ways in which people are connected globally (e.g., media, technology, economics) and the results of those connections (e.g., empathy, disaster relief, aid, war, immigration, urbanization) Analyse factors that perpetuate or mitigate global inequities (e.g., literacy, new technologies, outsourcing, economic protection zones, microcredit) Assess the role of the individual in globalization issues describe the circumstances (e.g., power dynamics, public opinion, individual circumstances) and methods (e.g., legal challenges, coalition building) that have enabled particular individuals and groups to effect positive change in societies Identify the contributions of particular groups associated with the struggle for social justice Identify the contributions of particular individuals associated with the struggle for social justice, and describe why their actions make them role models	Lessons Beyond Media Messages: Media Portrayal of Global Development Buy Nothing Day Celebrities and World Issues Challenging Hate Classroom Resources to Counter Cyberbullying - Portal Page Crime in the News Diversity Audit Ethnic and Visible Minorities in Entertainment Media Free Speech Versus the Internet Making Media for Democratic Citizenship Perceptions of Youth and Crime Suffragettes and Iron Ladies The Resource Racket:  A Global Perspective on Resources and Consumption The White Screen: Absent Voices in the Media   Too White: Minority Representation in the Media Understanding Online Hate Watching the Elections Teachable Moments And Now a Word From Our Sponsor  Captive Audience?   TERRORISM: 2001 09 11