Critical thinking challenges

Critical thinking challenge is a team competition,Individual students, from grades 3 – 6, in order cal application of mathematics, ence, and increase their learning skills, all while. Of adults "strongly agree" that k-12 schools critical students, according to a gallup poll on des toward public education. Total: 50 critical thinking questions (or more if needed), which increase in difficulty as teams advance. Test paper & test test question is available only at your local eye level learning the nearest test location for your test enter your email al thinking e eye level -directed learning of learning level math level literary kingdom: ion -critical thinking h taste in eye of learning level math ration level literary t info / ration -critical thinking > services > al thinking solving the problem below and take the very first step to becoming a critical thinker! Thinking solving the problem below and take the very first step to becoming a critical thinker! Thinking challenge solving the problem below and take the very first step to becoming a critical thinker! Thinking challenge solving the problem below and take the very first step to becoming a critical thinker! Thinking challenge solving the problem below and take the very first step to becoming a critical thinker! More information,Hundreds of fully developed lesson plans that engage students in thinking about the content of the curriculum in a wide range of subjects and grade the the g for information. S efforts at 's immigration 's regional 's worst natural studies in ating alberta's ating my nges to s in the n or egg: globalization and nship and the right to cal liberalism and new zing new orative stamp ore perry and the opening of ication and ity history ity history time ity landmarks have stories to ing aboriginal ing life then and ing nationalist ious on child-parent ering public erism and quality of erism to the nth porary challenges and buting to alberta's buting to our butions in butions to the butors to ng a commemorative ng a school ng an effective ng sustainable life in victoria before and after the fraser canyon gold ing the edo or the meiji ing a community ing a family ping a sense of past and ping canada's ping identity angelique start the fire? Conflit religieux et la recherche des causes publicité mensongè the critical h/language studies/ and physical cs/civics/ hit "return/enter". This two-part critical challenge, students review and choose a set of photographs showing a centre in the classroom in various states of tidiness. Charter of national this critical challenge, students draft a charter of a nation's duties that specifies the nature, obligations and limits of a nation's pursuit of its interests, and considers the impact on various stakeholders this critical challenge, students research canada's natural resources and select the three most valuable in an assigned region of canada, according to personal, economic and environmental benefits with the fewest negative physocial studies. Pageant of alberta's this two-part critical challenge, students research and create a profile of an assigned event and character in alberta's history. Students then use the researched information to prepare and present a story of the event and its modern day legacy as part of the class pageant of ysocial this two-part critical challenge, students read the short story the parsley garden and make a judgment about a decision made by the main character. Language artssocial this critical challenge, students compare the social and economic structures of selected aboriginal societies prior to the 16th century and determine the most significant similarities and differences in life within the ediate (4-6)middle (7-9). This critical challenge, students meet an adult who fills a particular role in the school. Students then select the person's most important contribution to the ledging the this two-part critical challenge, students rate the effects of various impeding and contributing factors on a significant historical event (making safe and affordable birth control available to canadian women). This critical challenge, students work in pairs to select one or more documents from the collection of library and archives canada and decide whether the document(s) should be kept or removed from the collection. Joins this critical challenge, students list and discuss key events in alberta at the turn of the century, and their impact on the economic, cultural and social development of the people and places at the time. Based on this historical context, students then create and present a persuasive letter or oral statement, from the perspective of an assigned group, to convince others that alberta should or should not join ysocial a's fossil this two-part critical challenge, students use criteria to determine if the royal tyrrell museum was appropriately named after joseph tyrrell, in light of the significance of alberta's fossil heritage and the work done by the museum. Students then discuss who should own rare fossils and sacred objects found in the ground, considering what would be fair to everyone, as well as the importance of the object to various physocial a's ultimate hot this two-part critical challenge, students first research an assigned region of alberta to decide on the top three to five hot spots that best represent the heritage and identity of the region. Students then create a multimedia presentation to promote these hot spots to a visitor to ysocial this critical challenge, students first listen to all summer in a day and then examine the unkind act committed by the children in the story, exploring the roles of all the participants. Finally, students identify the most effective intervention that would stop the incident in the h / language atives to modern this two-part critical challenge, students assess the extent to which contemporary alternatives to liberalism provide challenges to liberalist principles and values. Students then participate in a panel discussion to advocate for an assigned alternative to ing a canadian this critical challenge, students evaluate the success of individual and collective efforts to use symbols, myths, institutions or government programs to promote a canadian national ing a this critical challenge, students analyze a situation by identifying the relevant stakeholders, implied interests and significant underlying iating differing ways of this two-part critical challenge, students work in groups to first select up to four daily practices that are unique to a selected community or culture. Students then use criteria to create an effective presentation that helps others in the class appreciate how these practices contribute to the quality of life of the community or iating this two-part critical challenge, students design one outfit that would be acceptable to them, one that would be acceptable to their parents and one that is a reasonable compromise between the two ediate (4-6)middle (7-9). The this critical challenge, students investigate the contributions made by selected groups living in alberta during the 19th and early 20th centuries. This critical challenge, students create a visual representation that accurately illustrates the extent to which individualism and collectivism contribute to the common this two-part critical challenge, students first examine a collection of artifacts from a variety of communities to determine the story they tell about the life of early albertans. Students then use criteria to select one artifact and write a persuasive letter to the curator of a museum, explaining why the artifact should be added to the museum's ysocial 's conversion to this critical challenge, students prepare an historically plausible story that explains the motivation for indian emperor ashoka's conversion to buddhism, following his bloody defeat of the king of kalinga. They then use the criteria to generate questions to ask an invited guest who will speak about people who have made historical and recent contributions in the powerful this critical challenge, students develop criteria for a powerful question and use the criteria to create powerful questions to ask a classroom ing early this critical challenge, students rate the cultural sensitivity of selected anthropological observations about 16th and 17th century societies in new lation or accommodation? This two-part critical challenge, students assess the extent to which actions instituted by the national government since confederation are consistent with the principles of pluralism. Responsibility for past this critical challenge, students determine the degree to which current governments have an ethical responsibility to respond to the past injustices that are the legacies of historical globalization and (7-9)senior (10-12). Certificates of this critical challenge, students first establish criteria for accountability, then apply the criteria to identify local and provincial politicians who demonstrate exemplary accountability. This two-part critical challenge, students identify the themes in a selected shakespeare play that also exist in contemporary society, and create a collage representing this relationship. Individual and collective this critical challenge, students participate in a structured discussion to determine the extent to which governments should balance individual and collective ing individual and collective rights: the this critical challenge, students assess the extent to which canada\'s charter of rights and freedoms has successfully reconciled the needs of the majority with the needs of individuals and collectives (official language and aboriginal groups). Individualism, collectivism and the common this two-part critical challenge, students assess the degree to which individualism or collectivism, or a combination of the two, best promotes the common good. The rest is just this critical challenge, students read the poem the base stealer, then explore its effectiveness as an extended metaphor by looking for the parallels between the poem and life, and by assessing the metaphor in light of agreed-upon h / language (7-9)senior (10-12). This critical challenge, students interpret william russell's dispatch at the time of the battle of balaclava and lord tennyson's poem the charge of the light brigade in light of favourable and unfavourable perspectives on valour. Of bunker this critical challenge, students examine a detail from a painting depicting the death of general warren at the battle of bunker hill. An anthropologist/ this critical challenge, students infer the story of an assigned first nations, métis or inuit group using evidence found in artifact collections that include images, text and/or phyhistorysocial this two-part critical challenge, students assume the role of investigative reporters as they identify five significant similarities and differences between canada and brazil, and develop five issue-based questions about the brazilian rain h / language artssocial and after this critical challenge, students research three key decisions surrounding confederation and determine if they represented an extreme makeover or a paper change to life in ysocial canada's immigration this two-part critical challenge, students rank the five most significant influences on canadian immigration policy from world war ii to the present day, and determine whether the economic, political, social and intellectual benefits of immigration have outweighed the (7-9)senior (10-12). A friend in this critical challenge, students examine pictures of children in upsetting situations, offering suggestions of what someone could do to support them. After identifying the qualities of a friend, students return to the list of suggestions and decide which response best shows the qualities of a friendly this critical challenge, students create a collage showing how their identity is shaped by a group to which they ing in my this critical challenge, students create a list of activities done by the class and use criteria to select those that are important. After selecting and illustrating six important activities, students use criteria to select the most important and create a booklet from the death and hiv/ this critical challenge, students compare the effects of the black death in the middle ages with the hiv/aids epidemic and decide which disease is more h / language artshistorysocial ng down barriers to local this two-part critical challenge, students first review the concept of local food and determine the four most significant barriers to local food availability from the perspective of three stakeholder groups in the food industry. This critical challenge, students build assigned structures that meet specific criteria set by the teacher. This critical challenge, students explore monetary and non-monetary valuation methods used to determine the value of ecosystems and ecosystem goods and services (egs). S efforts at this critical challenge, students assess the adequacy of the official response of the government of canada to the treatment of aboriginal peoples in residential (7-9)senior (10-12).

S immigration this critical challenge, students assess the overall success of three sets of immigration policies in 19th century canada - sir john a. S regional this critical challenge, students identify the most remarkable geographical features and place names to use in creating a travel brochure or guidebook to promote a specific region of physocial 's worst natural this critical challenge, students examine the direct and indirect impacts of extreme weather events and other natural disasters on the canadian environment, people and the economy. Students then research and identify canada's worst natural physocial studies in this critical challenge, students write a balanced account of the historical relations between an imperialistic power and local people in one region of the world. This critical challenge, students design a poster celebrating the good things about belonging to a particular ating alberta's this two-part critical challenge, students first brainstorm the challenges faced by albertans since 1905, then select the greatest challenge. Students then propose and create a heritage minute to celebrate the selected ysocial ating my this two-part critical challenge, students draw a picture of themselves that shows their gifts, talents, interests and characteristics. After presenting their drawing to the class, students determine which of their three unique qualities is most nges to this two-part critical challenge, students identify the most significant complaints about liberal practices. Students then create a group or individual visual essay that represents the degree to which communism and fascism provide viable alternatives to s in the this critical challenge, students work with a partner to gather and record information from supplied sources about changes over time regarding one aspect of their community. Students then identify the biggest differences in the community resulting from the changes and create a visual display of these n or egg: globalization and this two-part critical challenge, students assess the extent to which globalization supports democracy and human rights and the extent to which democratization and respect for human rights contribute to (7-9)senior (10-12). This critical challenge, students assess the reputation of christopher columbus, using biographical material presented from two points of view, and then prepare a position paper on christopher columbus as a ‘great’ historical h / language artshistorysocial ediate (4-6)middle (7-9). And the right to this critical challenge, students compare the legal requirements to vote and drive in alberta, and write a persuasive letter to petition mlas to retain, lower or raise the voting age in ediate (4-6)middle (7-9). This critical challenge, students define the problem that will be addressed in the planning and implementation of a social action ediate (4-6)middle (7-9)senior (10-12). Liberalism and new this two-part critical challenge, students identify the most significant ideological challenges to classical liberal principles and values that emerged during the 19th century. Students then develop a time line that illustrates how classical liberalism evolved in response to these zing new this critical challenge, students examine the impact of fur traders and missionaries on colonial development in new france and determine which group had a greater orative stamp this critical challenge, students examine background information about the history of the north west mounted police (nwmp) and rate the significance of events during a specified time period. Students then create a stamp collection to commemorate the five most significant ysocial ore perry and the opening of this two-part critical challenge, students determine the most significant proposals regarding trade and relations made by american president fillmore to japanese emperor komei in 1852. Students then write a likely response by emperor komei's officials to president fillmore, based on the japanese perspective of the ication and this critical challenge, students identify the most significant innovations in communication and transportation that impacted the political, economic, demographic and social landscapes of ediate (4-6)middle (7-9). History this critical challenge, students look for clues in historical objects that tell about life in the past and changes over time. After drawing their own conclusions about an object, students are told what the object is and what it was used ity history time this critical challenge, students develop and use criteria to create a list of the most significant historical events, landmarks or people in the community. The artifact or picture will be added to a time capsule about the growth of the this critical challenge, students identify three ways that young children can best contribute to the ity landmarks have stories to this critical challenge, students use the 5ws as they investigate pictures of historical landmarks, natural landmarks and recent human landmarks to look for clues and draw conclusions about changes in the ing aboriginal this critical challenge, students examine the ways of life of first nations, métis and inuit peoples in canada, including the culture, spiritual beliefs and relationship with the natural environment. Students then identify the most significant similarities and differences in the ways of life of aboriginal peoples in each of the regions of phyhistorysocial ing life then and this two-part critical challenge, students first develop criteria for powerful questions and then use the criteria to select a powerful question to ask an invited community member about life in the past. Students select the most similar and the most different thing about life in the past and the ing nationalist this critical challenge, students reach consensus at a simulated national summit on how best to accommodate competing nationalist loyalties in ious on child-parent this critical challenge, students examine the qualities that should govern the relationship between themselves and their parents and then compare these with the qualities espoused by confucius. Public this critical challenge, students use the evidence in primary documents to determine public opinion, during a particular era, about who should be encouraged to immigrate to canada. And quality of this critical challenge, students develop a definition of consumerism and create a visual representation that shows the challenges and opportunities it presents for quality of life and identity in selected regions and communities in north (7-9)senior (10-12). To the nth this critical challenge, students prepare a press release that states a negotiated position on the extent to which consumerism should be embraced by an assigned region or community in north (7-9)senior (10-12). Challenges and this two-part critical challenge, students identify the challenges and opportunities for globalization in five contemporary developments in an assigned topic. To alberta's this critical challenge, students identify the most significant contribution of an assigned individual who played a prominent role in the economic, social, political or cultural development of ysocial buting to our this critical challenge, students first examine three factors that affect quality of life - geography, resources and climate - and decide which factor most strongly influences their own quality of life. Students then research the factors affecting quality of life in an assigned community in a different region of canada, and examine similarities and differences with their own physocial butions in this critical challenge, students look for clues in photographs (depicting various community helpers) to answer the questions what, where, who and why. Students then use their findings to explain how the person in the photograph is contributing to the h / language artshealth / career / family studiessocial butions to the this critical challenge, students first examine pictures or oral descriptions of positive and negative interactions within their community to develop criteria for determining whether an action contributes to the community. Students then use the criteria to select, from an assembled list of examples, three actions that contribute most to the butors to this two-part critical challenge, students research and assess the most significant contribution made to pre-confederation british north america by assigned historical figures, then write brief epitaphs that praise the involvement and contributions of three of these ediate (4-6)middle (7-9). A commemorative this critical challenge, students research the identities and contributions of historical and contemporary individuals who moved to a new community. Students then decorate a commemorative box to show the influence of the individual on the community and the impact of that community on the person's ysocial ng a school this critical challenge, students work as a class to create a song that shows how people in the school ng an effective this critical challenge, students prepare a list of recommendations that will assist a fictitious country in reforming its political system so it becomes a more effective ediate (4-6)middle (7-9). Sustainable this critical challenge, students classify 10 major globalizing events as either challenges or opportunities for sustainable prosperity, then rank the events they classified as (7-9)senior (10-12). Life in victoria before and after the fraser canyon gold this critical challenge, students review background information about colonial british columbia before the fraser canyon gold rush (1858). Students then use evidence found in textual and visual sources to identify and rate the degree of continuity and change in daily life in victoria before and after the gold ysocial this critical challenge, students learn how to diagram the interdependent factors that contribute to an event, then use this strategy to determine which three characters are responsible for the death of johnny in the novel the h / language (7-9)senior (10-12). This critical challenge, students compare life in ancient egypt with that in modern canada, and form hypotheses and conclusions about the people and events shown in a drawing depicting a scene in ancient h / language artssocial ediate (4-6)middle (7-9). This critical challenge, students select several pictures that best illustrate six factors—geography, culture, language, heritage, economics and resources—that influence life in a selected ing the edo or the meiji this two-part critical challenge, students decipher the implied worldview represented by a collection of artifacts (e. Images, maps, documents, quotations, poems or other art forms) from the edo or meiji period, and select five artifacts that best reflect the worldview of the assigned ing a community this critical challenge, students first develop criteria for a representative symbol and then use the criteria to design and recommend a symbol that best represents an important aspect of their community's heritage. Students create a community flag, using selected symbols from those that were ing a family this critical challenge, students are first introduced to the concept of symbols by examining the canadian and provincial coats of arms. Students then create a shield, using criteria to select symbols that represent their family's this critical challenge, students recommend the ideal democratic system that best meets the needs of a fictitious ediate (4-6)middle (7-9). A sense of past and this critical challenge, students sort documents showing past and present pictures of rural and urban life into those that depict scenes from long ago and those that are recent ping canada's this critical challenge, students use various information sources, including presentations created in the critical challenge our most valuable resources, to determine the two resource industries canada should further develop-and what that development might involve. At several points during the process, students are invited to rethink their ping identity this critical challenge, students create an identity box containing objects that represent how their family shapes who they angelique start the fire? Evaluating the this critical challenge, students review background information about the 1734 trial of angelique, a black slave in montreal who was accused of starting a fire. This critical challenge, students first review biographical information about sir james douglas and his time as governor of the vancouver island and british columbia colonies during the mid-1800s. Finally, students write a report to the british government presenting their conclusion and supporting it with evidence from the case ysocial ering the influence of this two-part critical challenge, students assess the extent to which actions and identities of selected personalities reflect specified ideologies. Students then create a concept map to show the relationship between ideology and guishing nationalism and this two-part critical challenge, students categorize historical and contemporary examples of nationalism and ultranationalism and create a visual display to represent the turning point at which a nationalistic action becomes guishing the forgery from the this critical challenge, students examine various descriptions of historical deceptions and determine which are forgeries and which are fakes. This two-part critical challenge, students develop criteria for assigning responsibility for household jobs, and use the criteria to allocate jobs in an imaginary family or in their own family. Students then decide on a new household or classroom job they will h / language artshealth / career / family studiessocial bors make good this critical challenge, students review background information about the doukhobor community that was persecuted in canada in the early twentieth century.

This critical challenge, students examine primary documents to find evidence of the most significant challenges faced by immigrants in achieving their dreams after arriving in canada. Blondes, stupid jocks and four-eyed this critical challenge, students brainstorm examples of stereotyping found in the novel the pigman. Pal/pen-pal this critical challenge, students develop and use criteria to create a list of powerful questions to ask young people in another community about a particular aspect of life in that this critical challenge, students first listen to each one special, in which harry is affected dramatically by changes implemented by the new owner of the bakery where he works. Finally, students examine the concept of fairness as it relates to this situation and decide if the changes were h / language this critical challenge, students research and rate the colonizing efforts of church missionaries and fur traders in pre-confederation canada, then determine the most significant contributions that each group made to the development of what was to become new ediate (4-6)middle (7-9). Renaissance this critical challenge, students learn about the symbolism used during the renaissance as they discuss two paintings from the period. And income of canadians over the past quarter this critical challenge, students explore evidence found in census data showing changes and trends in earnings and income, and the direct and indirect consequences of these trends. Of this critical challenge, students determine whether the impact of nationalist pursuits examined in various case studies has been positive or ing cultural this critical challenge, students propose strategies to enhance the cultural identities of assigned groups in response to particular challenges and opportunities presented by (7-9)senior (10-12). This critical challenge, students develop a plan to make a significant contribution to enhancing their origins and visible this critical challenge, students develop effective hypotheses regarding the existence of ethnocultural diversity in canada and use statistical data to support or refute their hypotheses. Adversaries and north american this critical challenge, students write a newspaper article that describes the causes and consequences of three major conflicts during the 18th century, based on an assigned perspective - english canadians, canadiens, acadians or aboriginal ediate (4-6)middle (7-9). Contact and the thompson this critical challenge, students first draw a freehand map of the world and consider the worldviews implied in their maps. That shape this critical challenge, students rate the impact of events on their personal identity and the identity of their school and community. As a class, students reach consensus on the most significant political and economic events that contributed to the identity of the ysocial this two-part critical challenge, students first use evidence found in archival images of a selected community to determine how the community has changed over time. Students then select the five images that best tell the story of how the community has grown and ysocial ng identities in this critical challenge, students create a collage or multimedia display that represents changes in the political, economic, demographic and social identities of an assigned group since ediate (4-6)middle (7-9). This critical challenge, students identify their own worldview and determine the extent to which the renaissance worldview, as represented in the arts, science, religion, politics, exploration and philosophy, has shaped their personal this two-part critical challenge, students compare daily life in ancient egypt with that in modern canada. This critical challenge, students develop multiple hypotheses and then select the best explanation that answers the 5w questions about a picture depicting daily life in ancient egypt. This is a follow-up to the critical challenge decipher the h / language artssocial ediate (4-6)middle (7-9). The this critical challenge, students review background information about the case of a man known as jerome who was found without legs and speechless on a nova scotia beach in 1863. Personal this critical challenge, students complete a personal worldview questionnaire, then compare their stated answers with their actual ing the effects of population this critical challenge, students examine background information to gather statistical evidence of the factors that contribute to population change in canada, and identify the possible economic, social and environmental effects of these trends on community life. The historical this critical challenge, students take on the persona of a museum curator, an economic historian or a social historian as they use criteria to select the 10 most historically significant items found in the attic of a fictitious family ysocial (7-9)senior (10-12). Understandings of this two-part critical challenge, students identify principles and values of liberalism that have remained constant over time, and the degree to which contemporary political figures reflect a liberal s affecting the quality of this two-part critical challenge, students determine the three most important factors that impact the quality of life of people living in a particular region of north america or in a first nations, métis, inuit or francophone community in (7-9)senior (10-12). This critical challenge, students establish the numeric range of members in small, medium and large-size families. Based on criteria, each group then chooses the best thing about a particular family lish / language artshealth / career / family studiesmathematicssocial violence and the reluctance to speak this critical challenge, students review background information about the abuse and death in 1920 of aurore gagnon, a ten-year-old girl living in a small rural community in quebec. Students then examine primary source documents to find evidence of the factors that best explain the failure of key individuals to intervene on aurore's behalf and use the evidence to create an interior monologue for a fictional character, explaining how he or she was able to overcome three factors that inhibited others from helping ysocial this critical challenge, students first review the ideas of tolerance and celebrating differences and then listen to feathers and fools, in which a group of peacocks and swans are afraid of each other because of their differences. Students then use criteria to identify the most important lesson in the story and justify their h / language ing local this critical challenge, students select a person or group to research from a list of people who have contributed to the community. Students then prepare and deliver a brief news report, telling how the person or group contributed to the development of the g a culture in the past and this critical challenge, students find and then share information found in selected resources about a specific cultural group in the past and present. After selecting the most interesting information, students create a poster that illustrates the past and present contributions of the cultural g others like this critical challenge, students record their physical and personal features on a worksheet, then compare their responses with those of others in the class as they look for similar features and g our way in the this critical challenge, students first work together as a class to plan a route on a map and create a guide book showing the best route to a selected destination in the community. Students then work in small groups and use the same process to create a guide book for an assigned this critical challenge, students identify the responsibilities of alberta's provincial and municipal governments and discuss the degree to which the current system makes alberta an effective democracy. This critical challenge, students rewrite a primary historical document from the age of discovery, based on an alternative point of view, to create a new `authentic` tales and this critical challenge, students look for clues to identify the worldview of a historical society or a group reflected in traditional folk research this critical challenge, students complete a research project on an invention from ancient egypt by summarizing existing information, identifying needed information and using criteria to frame effective questions to guide their ediate (4-6)middle (7-9). Effective foreign this two-part critical challenge, students rate the effectiveness of various foreign policy responses to an assigned international issue. Students then represent a particular perspective at a mock united nations summit as they attempt to reach consensus on a mutually beneficial response to three international this critical challenge, students examine photographs of babies to create a list of general physical features. Students then compare their own baby and current photographs, considering varying degrees of changes for each feature as well as the extent of overall g quality of this two-part critical challenge, students create a list of indicators of quality of life and use it as they examine profiles of two young people to decide who has a better quality of life. Into the this critical challenge, students use the 5w questions, in the context of a reporter's log, to describe and reflect upon three photographs of the amazon h / language artssocial this critical challenge, students create and implement a new celebration for giving thanks in their school media and this critical challenge, students compare the marketing strategies and products or services that multinational corporations offer in different cultural settings, and assess the degree to which the corporations promote cultural diversity or a homogenized (7-9)senior (10-12). And cultural this critical challenge, students prepare a set of effective questions and conduct surveys or interviews to gather information about the impacts of globalization on the identities of canada's founding nations and cultural (7-9)senior (10-12). And free market this critical challenge, students write an open letter to persuade the international community of the need for greater liberalization or for greater regulation of market (7-9)senior (10-12). And sustainable this critical challenge, students consider the opportunities and challenges presented by globalization in creating sustainable prosperity, then formulate and defend a position on the degree to which globalization should be (7-9)senior (10-12). And this critical challenge, students assess whether globalization presents greater opportunities or challenges for women in three economic systems, in relation to issues of quality of life, labour and (7-9)senior (10-12). And young this critical challenge, students assess the impact of globalization on the well-being of children and youth in a specific region of the (7-9)senior (10-12). This two-part critical challenge, students determine the significant differences between the economic policies of major canadian and american political parties, and create a powerful philosophical statement for an assigned party. City-states of the this critical challenge, students research and compare the italian city-states of venice, florence and genoa, then rank them in order of their influence in shaping a renaissance worldview. Students provide specific evidence from their research to support their historical this two-part critical challenge, students first research an assigned historical canadian individual and assume the role of a public relations officer to convince class members that their assigned character should be recognized as a great early canadian. This critical challenge, students first work in groups to research the cultural, social, economic, political or humanitarian contributions of an assigned group of people to the development of canada. Students then determine the most significant legacy of the assigned group and create a coat of arms to honour those this two-part critical challenge, each student selects an artifact to bring to class that provides a clue about the identity of a group to which he or she belongs. This critical challenge, students investigate the progress canadian society has made toward becoming more inclusive since the 1907 riots in ysocial (7-9)senior (10-12). A stray this critical challenge, students learn to consider the interests of all who might be affected by an action as they decide on the best solution for dealing with a stray h / language artshealth / career / family studiessocial g with a practical this critical challenge, students generate and illustrate two possible solutions to both an imagined and actual problem at home or school. After assessing each option, using identified criteria, students select the better one and give reasons for their h / language artshealth / career / family studiessocial ical perspectives of national this critical challenge, students determine the degree to which an assigned canadian historical figure supported or resisted development of a canadian national identity. Students then write a memorial to reflect the legacy of the figure, with regard to canadian national and locke on this critical challenge, students work in groups to critically evaluate the political philosophies of thomas hobbes and john locke, and then decide which of the philosophers offers the more realistic theory of government for modern society.

This two-part critical challenge, students assess the adequacy of canada's methods of selecting and holding accountable elected and appointed federal government officials—members of parliament (mps) and senators. This critical challenge, students complete a questionnaire about their attitudes toward cheating, read the essay the 'high' of an honest win, and explore the reasons for and against cheating. This two-part critical challenge, students rate the relative level of globalization of selected contemporary events, and then rate the extent of globalization in four categories of activity (social, political/legal, economic and environmental) in their own (7-9)senior (10-12). This critical challenge, students research the government of ancient athens or the iroquois confederacy and use the evidence to assess the degree to which the democratic principles of equity, protection for freedoms, representation and justice were ysocial ediate (4-6)middle (7-9). This critical challenge, students select the most effective strategies and then develop action plans to address issues of local, national or global much have things changed? This two-part critical challenge, students speculate on the comparison between the daily life and conditions of a marginalized group at a point in history (female prostitutes at the turn of the 20th century) and the experiences of the same group in canada today. This critical challenge, students review a list of classroom responsibilities and choose one that they think they will perform well. This critical challenge, students research the roles and responsibilities of a member of the legislative assembly (either an mla, a cabinet minister or the leader of the opposition). This critical challenge, students determine the most important features that shape personal identity and create a poster or a collage that represents the most important features of their own (7-9)senior (10-12). Contributing this critical challenge, students determine the relative significance of five factors in the spanish domination of the aztec empire and share their conclusions in the form of a pie fying positive this critical challenge, students first create collages of pictures showing people interacting positively and share the collages with the class. Finally, students select one action they could undertake to contribute to their classroom or school ation to british north this two-part critical challenge, students research and assess the levels of hardships experienced by various british immigrant groups and the significant contributions they made to british north america. The changing face of this critical challenge, students examine background information to gather statistical evidence of factors attracting immigrants to particular provinces and territories in canada, and use the evidence to rank the top three provinces/territories by the strength of their pull factors. Of the klondike gold this critical challenge, students review background information and examine primary and secondary source documents to find evidence of economic, social and environmental changes brought about by the klondike gold rush. Learning this two-part critical challenge, students think about their own early learning experiences as they listen to the story franklin goes to school. Students then develop and sort (by importance) a list of needs associated with the right to learn, and they select and draw a picture of the need that is most important for h / language artshealth / career / family studiessocial this two-part critical challenge, each student selects an artifact to bring to class that provides a clue about the identity of a group to which he or she belongs. As each student presents their artifact, the rest of the class asks questions about the artifact to determine which group the student belongs sing immigration and the aboriginal this two-part critical challenge, students identify the three most significant impacts on aboriginal peoples and communities of increasing immigration to canada, and write a newspaper editorial urging the federal government to consider the impacts when shaping immigration (7-9)senior (10-12). This two-part critical challenge, students first observe various insects in the classroom or natural environment and gather information from books and films. Students then identify the criteria for a desirable insect habitat and use the criteria to design a habitat for an insect of their ectual ideas of the middle this critical challenge, students examine brief writings by three scholars of the late middle ages to learn about the intellectual changes that occurred during this period, and then adopt and defend a position on whether an intellectual revolution occurred during the middle h / language artshistorysocial ediate (4-6)middle (7-9). Relations and this two-part critical challenge, students research and assess the impact of various factors and events on 20th century international relations. Students then create a pie chart that depicts the relative influence of the reting and reinterpreting visual this two-part critical challenge, students interpret the explicit and implicit messages found in a drawing depicting early contact between aboriginal peoples and europeans in new france. Students then offer a revised interpretation of the events by presenting an implicit message that is more sensitive to the aboriginal reting colonial this critical challenge, students learn to draw inferences from data, from the first census taken in the five localities of new france in 1665-1666, and provide a profile of the prevailing social, economic and political conditions during that reting the this two-part critical challenge, students examine a set of pictures depicting scenes of past and present community life, looking for clues to determine the sequence of the pictures and identify changes in the community from the past to the iewing family this critical challenge, students interview a family member or other adult, using three powerful questions to ask how the past has changed and shaped their ucing the lieutenant this critical challenge, students research the roles and responsibilities of the lieutenant governor in alberta and determine the most important category of duty—constitutional, ceremonial or social. Past and this two-part critical challenge, students examine photographs to learn how the inuit currently meet different needs and the difficulties they face in meeting them. Students compare these findings with those from the critical challenge the inuit's biggest challenges to determine the biggest difference between meeting each need in traditional and present-day inuit h / language artssocial this critical challenge, students explore the concept of apathy by considering the differences between young people who care about issues and take action and those who are apathetic. Note: the tools referenced in this critical challenge are found in the tools for thought (7-9)senior (10-12). This critical challenge, students explore the concept of bullying by distinguishing it from other types of actions. Note: the tools referenced in this critical challenge are found in the tools for thought ediate (4-6)middle (7-9)primary (k-3)senior (10-12). Lifestyle this critical challenge, students distinguish between constructive and destructive lifestyle choices, and consider possible reasons for destructive lifestyle choices. Media/body this critical challenge, students explore the impact of the media on attitudes toward body image, and determine criteria for a positive body image. Peer this critical challenge, students explore the positive and negative aspects of peer pressure and are made aware of the importance of resisting negative peer pressure. This critical challenge, students explore the issue of poverty, consider the consequences faced by people living in poverty and determine actions that can break the cycle of poverty. Suspects in the death of peter this critical challenge, students review background information about the railway coach explosion that killed the doukhobor leader peter verigin and eight other passengers in british columbia in 1924. This critical challenge, students explore the concept of environmental, social and economic sustainability, and consider the long-term implications of their daily acts and decisions. This critical challenge, students establish criteria for determining if a set of beliefs is a religion and then apply the criteria to decide whether or not buddhism is a h / language artssocial ediate (4-6)middle (7-9). This critical challenge, students look for evidence of the key principles of democracy in canada\'s system and use the evidence to decide if canada is a good model for ysocial ediate (4-6)middle (7-9). This critical challenge, students review background information (accessed online) about vinland, a place where the vikings travelled, and the theory that identifies cape cod as the likely site of ysocial (7-9)senior (10-12). This critical challenge, students identify and rank the impacts of contemporary issues on the viability of liberal principles or values. This critical challenge, students review background information (accessed online) about the 1868 murder of william robinson and the subsequent conviction and hanging of an aboriginal man named tshuanahusset. Political this critical challenge, students first identify the techniques used by political cartoonists and consider the criteria for effective cartoons. This critical challenge includes sample cartoons depicting 1902-1903 views of business-labour relations and 1885 views of minority groups in ysocial (7-9)senior (10-12). Quality of this two-part critical challenge, students explore the factors affecting quality of life, and rank order the quality of life of two young people profiled in ediate (4-6)middle (7-9)senior (10-12). To the chinese this critical challenge, students read about british-chinese relations in the 19th century. About new this two-part critical challenge, students develop useful questions to ask classroom visitors who are members of a variety of groups in the school or community. After the visits, students develop and use criteria to select and illustrate the group that would be the best choice for ng from aboriginal this critical challenge, students are first introduced to the importance and purpose of oral tradition in aboriginal culture. Students then listen to or read an aboriginal story, and consider what it reveals about the people and their knowledge, beliefs, values and relationship with the ng from this critical challenge, students determine the most important lesson learned from the stories that have been read in this critical challenge, students research the connections between cultural groups and place names in canada. Students then rank the place names that best represent the historical and modern cultural presence of an assigned group, and justify their phyhistorysocial roles and this critical challenge, students determine the five most important legal roles and responsibilities of canadian citizens and design an information pamphlet that clearly identifies these roles and (7-9)senior (10-12). Pursuit of national this critical challenge, students determine whether various historical events are examples of the pursuit of legitimate national self-interest or s from the this critical challenge, students rate the degree to which the political systems of ancient athens, the iroquois confederacy and present-day canada reflected the elements of democracy.

In contemporary this two-part critical challenge, students assess the extent to which political and economic practices of assigned systems reflect the principles or values of liberalism. This critical challenge, students review background information about the murders of five members of an irish immigrant family (the donnellys) in rural southwestern ontario in 1880. Through the this critical challenge, students first examine a fictionalized journal entry for evidence of the criteria for an `authentic` diary / journal. Ideally, students will have previously completed one of the critical challenges profile on quality of life or what has changed? Food: myth or this three-part critical challenge, students first develop a definition of the concept of local food and debate the merits of the local food movement. Government this critical challenge, students identify similarities and differences between municipal and provincial governments, and determine the three most important changes a municipal government would have to undergo to become a provincial government. Inward or outward in edo this two-part critical challenge, students work in groups to prepare a petition to the shogun on the policy of isolationism from the perspective of an assigned group in japanese society. Students then determine the three most important reasons for retaining, and the three most important reasons for abandoning, the policy of a lasting handbook includes background knowledge necessary for teachers to effectively implement social action projects and provides a case study of a social action this critical challenge, students learn to distinguish acts of kindness from jobs that people have a responsibility to carry out. This critical challenge, students learn to distinguish acts of kindness from jobs that people have a responsibility to carry out. Students then discuss their contributions to the happiness of h / language artshealth / career / family studiessocial this critical challenge, students explore how events can be given different interpretations as they examine biographical information about malinche - a controversial figure in mexican history who is widely regarded as a traitor. This critical challenge, students examine primary source documents to find the most powerful images, slogans and statements used in government campaigns to market canada to immigrants. Students then rework the piece so that it reflects a more balanced portrayal of ideological bias: the chilcotin this critical challenge, students review background information about the 1864 chilcotin war between aboriginal and white people. Students then present their clues to another student, who tries to guess the identity of the mystery family member by eliminating those members who do not match the g economic and social this critical challenge, students find evidence in primary documents to identify the canadian government's economic and social objectives during an assigned time period, and determine how immigration policy helped to meet those objectives. The needs of an aging this critical challenge, students examine background information to gather statistical evidence of population trends in canada, and use the evidence to predict how the age of the majority of canadians will change in various geographic areas in 15 years. Students then identify potential challenges related to the predicted changes, and use criteria to select and rank the five most significant phyhealth / career / family studieshistorymathematicssocial (7-9)senior (10-12). This two-part critical challenge, students assume the persona of a notable person from new france and, in character, present their qualifications as the `greatest citizen of new france` to a panel of their peers. Each panel then recommends the strongest candidate for a short-list of nominees who attempt to convince the class that they deserve the orically this critical challenge, students develop and use criteria to develop a powerful metaphor to represent the north west mounted police (nwmp) in western canada. This is a culmination of the critical challenges the toughest day, commemorative stamp collection and relationship ysocial , fashion and this critical challenge, students assess the degree to which money, fashion and power were motivating factors in the north american fur trade in the late 16th century. Note: this is a tc2-developed critical challenge that is hosted on an external site. This critical challenge, students work in pairs to identify similarities and differences in the way a particular factor affects quality of life in two communities. Students then share their findings with the class and determine whether all the communities studied are more alike or this two-part critical challenge, students assess the `push / pull` factors to determine the likelihood of a fictional person's decision to immigrate to new france in the 17th century. Students then analyze several canadian immigration posters and create one that encourages or discourages immigration to new le perspectives and this two-part critical challenge, students write a script for an interview with an iconic ideological figure that explores the degree to which ideologies impact collective and individual identities. Students then write a personal reflection on the extent to which ideology should be the foundation of le perspectives on national this two-part critical challenge, students create a visual to represent the vision of national identity of an assigned canadian from a particular background. Students then examine and interpret the visuals created by this critical challenge, students distinguish positive character traits from those that are negative or mixed, and then choose three positive traits that reflect how others see / career / family studiessocial favourite this critical challenge, students explore the concepts of `need` and `want` as they draw a picture of a fun activity, two items needed to participate in the activity safely and two items that are nice to have but not h / language artshealth / career / family studiessocial most unique this critical challenge, students examine a list of the interests of the members of the class and define the common and unique interests on the list. Individually, students determine which of their own interests is most unique and share it with the class, explaining why they chose al interests and this two-part critical challenge, students propose a foreign policy response to a particular global challenge or opportunity from a designated perspective. Students then determine the extent to which nationalism should be sacrificed in the interests of alism and personal this critical challenge, students assess the relative significance of state, national and nonnational affiliations in influencing their personal identities and those of their ating global this critical challenge, students negotiate a solution to a land-use problem involving economic, environmental and social interests of various stakeholder (7-9)senior (10-12). This two-part critical challenge, students first analyze selected news headlines to find clues about the connections between canada and other selected countries. Students then look for patterns in the types of connections that exist to determine the most important connection with each this critical challenge, students review background information and examine primary and secondary source documents to find evidence of the characteristics of norse society, politics, economy and culture. Students then use the evidence to create a realistic profile of a typical norse ysocial american this two-part critical challenge, students create six interview questions about the motives of specific europeans in exploring and colonizing north america. This critical challenge, students create a multipronged advertising campaign that celebrates the most notable contributions of an assigned immigrant group or founding nation to the development of western ediate (4-6)middle (7-9). This critical challenge, students are introduced to the concepts of 'need' and 'want' as they examine functional objects, e. Pencils, bicycles and cars, to determine the parts that are needed for the object to work and the parts that are nice to h / language artshealth / career / family studiessocial this critical challenge, students use information about the english civil war and the role of oliver cromwell to judge whether cromwell was a man with high moral principles. Hundred years to rant and this three-part critical challenge, students use briefing sheets and time lines to develop a profile of the most important aspects of the experiences of an assigned group (aboriginal, chinese, european japanese or south asian) in canada from 1700 to 1907. To slavery in new this critical challenge, students review background information about life and slavery in new france in the 1700s. Mary's extraordinary this critical challenge, students first listen to ordinary mary's extraordinary deed, in which mary, 'an ordinary kid' does one good deed that multiplies into many acts of kindness. Students then demonstrate their understanding of the concept of kindness by planning and implementing acts of kindness in their classroom and the h / language community's unique this critical challenge, students brainstorm a list of the features that make their community unique. After they develop criteria for the best feature, students work in pairs or small groups to select the feature they feel is most worthy of links to community this critical challenge, students create a web showing their strongest personal links to community most important this critical challenge, students discover the nature, location and uses of alberta's natural resources by determining the two resources that provide the most important products found in students' physocial most valuable this two-part critical challenge, students work in groups to rank the three most valuable resources of their assigned province or territory, based on the personal, economic and environmental impact of each resource. Each group then presents and justifies their ranking to the own community this critical challenge, students play two versions of a game in which they match places in their community with the services and people they could expect to find in each place. Students then write their own community adventure story, using two randomly assigned places and h / language artssocial school's this critical challenge, students examine the political, economic, demographic and social factors that affect the identity of their school. In political this critical challenge, students learn to recognize stereotypes, first in statements and then cartoons, before examining historical cartoons on immigration and determining any stereotypes they contain. Students then decide which of the cartoons presents the most xenophobic depiction of nonwhite immigrants to canada in the early 20th / career / family studiessocial g along a this critical challenge, students develop criteria that they use to brainstorm a list of acts of kindness toward class members. This critical challenge, students develop criteria that they use to brainstorm a list of acts of kindness toward class members. This critical challenge, students consider the benefits and disadvantages of a patronage system during the renaissance and in the present day, and then determine the conditions, if any, under which sponsorship can be beneficial to h / language artshistorysocial ediate (4-6)middle (7-9). On early this two-part critical challenge, students identify the perspective and message depicted in drawings of early contact between europeans and first nations people in pre-confederation canada. This two-part critical challenge, students take a photograph that depicts a previously chosen quality of their community. Their classmates then try to match the quality (displayed as a caption) with the photograph and explain how it is raphing the this two-part critical challenge, students take photographs of people in the classroom or school who are demonstrating an assigned example of cooperation.

When the collection of photographs is displayed, students select the titles that best match the photographs and discuss the positive effects of g a school this critical challenge, students create a class or school mascot that best represents the identified features of the selected e book change over this critical challenge, students create a picture book that shows changes in the community from varying perspectives-including those of children, women, men, various linguistic and cultural groups and business ing our this critical challenge, students create a drawing or take a photograph that depicts a selected factor that influences the identity of their community (geography, culture, language, heritage, economics or resources). Students post their pictures to share with the class and identify the ways in which each factor might affect life in their ng a vacation for the requirements of both this two-part critical challenge, students first identify and evaluate various cities before selecting a suitable vacation destination for a young couple. This critical challenge, students learn the names and locations of canadian provinces and territories, and their capital cities, as they play a board game where they plot latitude and longitude coordinates in an effort to plan a continuous trip across the this critical challenge, students review background information and examine primary and secondary source documents to gather evidence about viking navigation and travel. Students then plot and annotate a proposed route for the norse people to have taken from scandinavia to ysocial cal and military this two-part critical challenge, students rate the lasting impact of a major political or military conflict - the battle on the plains of abraham (i. Steps toward this critical challenge, students assess the impact of four major political acts that led to confederation, based on english, canadien and first nations ediate (4-6)middle (7-9). Immigrant this critical challenge, students share, in small groups, their research of the positive experiences of a family member or neighbour who immigrated to canada. The nominated stories are shared with the entire class and students then vote individually on their ve long-term this critical challenge, students first identify problems in their school or community and then use criteria to recommend a class project that would make a long-term positive ul family this critical challenge, students first establish an understanding of `memories` and then generate memories of their own family events. After developing criteria for a powerful memory, students decide which one of their family memories is the most powerful and lish / language artshealth / career / family studiessocial this critical challenge, students develop criteria for a powerful question and use the criteria to create powerful questions to ask a classroom this critical challenge, students use clues in the text to predict the outcome of the story the boxing h / language ing for the this two-part critical challenge, students select five items to take on a conquistador voyage that would best help meet the goals of the voyage. Students then write a historical justification of their choices from the point of view of a member of cortés' voyage to the ving alberta's this critical challenge, students first research buildings or sites in the community that are historically significant. Students complete an application form for historical designation, then, as mock representatives from the ministry of community development, use criteria to determine which one(s) should be designated as a local or regional historic ysocial ving our natural this critical challenge, students express their views on the preservation of national parks, provincial parks and protected areas in alberta by writing a persuasive letter directed to a specific physocial e of an immigrant in this critical challenge, students consider the techniques used in political cartoons as they examine the 1904 cartoon `now then, all together! On quality of this two-part critical challenge, students first work as a class to select six aspects of quality of life that are realistic possibilities for people living in developing countries. Finally, students assess the level to which each of the selected aspects of quality of life is likely to be present among people confronting the specified challenge, before selecting the most absent and most present es of this critical challenge, students rate the political, economic, demographic and social impact of confederation on an assigned ediate (4-6)middle (7-9). Or challenging a canadian this critical challenge, students examine current issues facing canada to determine which factors support and which factors challenge a canadian national ting our this critical challenge, students write a persuasive letter to the united nations educational, scientific and cultural organization (unesco) to promote the selection of one of canada's proposed world heritage physocial ting the nation? This critical challenge, students review background information about the conflict between the chilcotin people and developers determined to access the rich resources in central british columbia in 1864. The this critical challenge, students listen for punctuation clues in a song whose lyrics are written in lower case and without punctuation. The poetic this critical challenge, students explore how a concrete poem arranges words visually to communicate a theme. Of a good this two-part critical challenge, students are first introduced to the idea that positive and negative feelings can describe the concept of quality of life. Students then listen to a story to find evidence of the quality of life of the characters and choose the factors that would make the most difference to their quality of adaptation in the meiji this two-part critical challenge, students write a newspaper article describing the most significant political, social, economic and cultural changes affecting japanese society during the meiji period. Students then write a response in the form of an editorial about the desirability of one of the the confederation this two-part critical challenge, students rate the success of the confederation recipe, based on an understanding of aboriginal, canadien or british perspectives. The effectiveness of the canadian and american economic this critical challenge, students compare command, market and mixed economies, then design and complete a report card to assess the effectiveness of the canadian and american economic systems in ensuring a good quality of life for the greatest number of (7-9)senior (10-12). This three-part critical challenge, students first review the concept of local food and identify two prime target markets for a local food campaign. Of immigrant this two-part critical challenge, students work in teams to research and assess the reception of a particular group of immigrants to canada. After each team has shared its findings, students rank order the relative treatment of the groups and look for patterns in canada's reception of immigrant izing this critical challenge, students formulate a balanced explanation of globalization and the main challenges and opportunities it presents for canadians and people in other (7-9)senior (10-12). The scene of the this critical challenge, students review background information about the railway coach explosion that killed the doukhobor leader peter verigin and eight other passengers in british columbia in 1924. The this critical challenge, students write a story or song that describes how the cultural identity and way of life of a particular francophone group in alberta has ysocial gn canada's coat of this critical challenge, students redesign canada\'s coat of arms to reflect a collective identity that balances the national and nonnational loyalties of canadian ing early this two-part critical challenge, students interpret the explicit and implicit messages found in a drawing depicting early contact between aboriginal peoples and europeans in new france. Students then offer a revised interpretation of the events by presenting an implicit message that is more sensitive to the aboriginal ing the franklin this critical challenge, students will learn about the franklin expedition and attitudes towards the events, people and places. Specifically, students identify the explicit meanings and implicit attitudes found in an artist’s representation of the franklin expedition and redraw the illustration to include inuit perspectives on both the character traits of the men involved in the expedition and the qualities of the ysocial eing fairness: the role of the this critical challenge, students research the roles and responsibilities of the ombudsman in alberta and assess whether it is an effective way to ensure that the provincial government treats citizens ediate (4-6)middle (7-9). A past without this critical challenge, students imagine how present conditions for aboriginal peoples would be different if a specified imperialist practice in canada had not (7-9)senior (10-12). During the fur this two-part critical challenge, students gather evidence to rate the extent to which four conditions for peaceful co-existence were present for an assigned group - first nations, métis, french or british - during the fur trade of the 1700s. This critical challenge, students examine background information about the cultural differences and challenges experienced as north west mounted police (nwmp) recruits and aboriginal peoples met in the west between 1870 and 1920. Students then create and photograph five tableaux that depict the relationship between the nwmp and first nations and metis ysocial ous conflict and the search for historical this critical challenge, students review background information about the murders of five members of an irish immigrant family (the donnellys) in rural southwestern ontario in 1880. Students then examine primary and secondary source documents to find evidence to support the theory that religious hatred was an underlying cause of the conflict and determine if there is sufficient evidence to justify a more extensive examination of this ysocial ous this critical challenge, students read two accounts of individuals who willingly sacrificed their lives for their religious beliefs and then decide whether these were principled deaths or crazed h / language artssocial ediate (4-6)middle (7-9). The this two-part critical challenge, students research, gather and analyze historical artifacts that represent an assigned element of the aztec worldview. Students then select artifacts to include in a collection that best represents all elements of the aztec sance and contemporary this critical challenge, students compare renaissance and contemporary views of the ideals of education and how best to promote these ideals. Alberta's natural this critical challenge, students interpret maps to discover the diverse natural features found in each of the six natural regions of alberta, and use this information to create a new, more representative name for an assigned physocial for duty or resist? This critical challenge, students develop and apply criteria to judge the appropriateness of individual or collective civic action during times of enting the doukhobors in the this critical challenge, students review background information about the doukhobor community in canada in the early twentieth century. At school and this critical challenge, students look at products found at school and home and identify the natural resource(s) from which each was made. After using a point system to judge the importance of the products, students determine the two most important resources found in the h / language artssocial t for this two-part critical challenge, students learn about respecting diversity as they determine which of six traditional inuit practices is most unique. Students then select the most respectful response to two situations involving h / language artssocial ting the doukhobors' rights in british this critical challenge, students review background information about the doukhobor community that was persecuted in canada in the early twentieth century. After developing criteria for an effective contribution to the environment, students select a problem to address and identify actions that would contribute to a pleasing school this critical challenge, students select the two most effective decision-making practices of three organizations in giving voice to the people and helping them exercise their ediate (4-6)middle (7-9). This critical challenge, students generate a class list of responses to a dilemma involving people from different cultural groups. This critical challenge, students first examine primary and secondary source documents to find evidence of the level of diversity the canadian government and the general public hoped to find in immigrants to canada during an assigned time period. Historical this critical challenge, students rewrite a pre-confederation canadian event, based on a specific perspective, using relevant and available ediate (4-6)middle (7-9). This critical challenge, students rewrite a historical account of an incident related to the impact of imperialism on indigenous peoples, based on an alternative perspective. This two-part critical challenge, students first listen to a story in which the father of a young swan steals a trumpet to provide the voiceless swan with a way to communicate. They then reassess their h / language artshealth / career / family this critical challenge, students develop a list of rules at home and explore the merits of each.

Students then select and illustrate the three best rules for promoting a safe and cooperative environment in their at school and this critical challenge, students develop a list of rules at school and explore the merits of each. This critical challenge, students compare and contrast the structure and function of urban and rural municipal governments, and decide if a rapidly growing rural community should revise its governance structure to reflect an urban municipal ediate (4-6)middle (7-9). This critical challenge, students select the four school features that they value the ng provincial immigration this critical challenge, students write a speech, from the point of view of a policy advisor to the premier of alberta, recommending an action plan to influence federal policy on a contemporary immigration issue of interest to (7-9)senior (10-12). Francophone this critical challenge, students first discuss the sights and sounds related to francophone culture in their community and then create a collage of images related to the contributions of francophones to life in canada, their province or their ive reading of historical this critical challenge, students assess the cultural sensitivity of selected historical documents that involve judgments about other (7-9)senior (10-12). Canada's immigration this critical challenge, students are assigned to one of eight interest groups and then participate in a mock parliamentary committee to learn about the competing factors affecting the numbers and categories of immigrants accepted into this critical challenge, students examine primary documents to find evidence of the push and pull factors that led people to immigrate to canada. Civic this two-part critical challenge, students assess the level of responsibility of various groups to realize the opportunities and minimize the challenges presented by globalization. Environmental this critical challenge, students generate a list of canadians' environmental concerns and conduct research to acquire background information about the nature and causes of the problems. Students then work in groups to propose several solutions to a particular problem and use criteria to recommend a g my gifts and this critical challenge, students follow the example in the story what's the most beautiful thing you know about horses? After identifying their own gifts or talents that are helpful in the classroom, students illustrate three of these and select the one that is most helpful to others in the this critical challenge, students work in groups to create a powerful visual representation of the most significant impact on canada of a particular group of people (first nations, métis or inuit; francophones in western canada; british immigrants; european immigrants or non-european immigrants). This critical challenge, students review background information and examine primary and secondary source documents to identify the challenges and opportunities presented by the klondike gold rush. This two-part critical challenge, students determine criteria for selecting curriculum resources and use the criteria to assess the appropriateness of a selected piece of literature. Family or community this two-part critical challenge, students first develop criteria for a significant event and then use the criteria to identify, with the help of an adult, significant events in their family or community over the past three generations. Students organize these events on an individual or class time y in new this critical challenge, students review background information (accessed online) about the society of new france in the early 1700s, including the practice of slavery. Problems this critical challenge, students select an effective and fair way to solve typical problems that arise in the ng into the this critical challenge, students examine a picture and script a plausible conversation between ancient athenians or members of the iroquois confederacy that accurately reflects the relationship between their societal values and their model of ysocial ediate (4-6)middle (7-9). And stones: symbolism in the alberta this critical challenge, students locate and photograph symbols of democracy in alberta found in the legislature building. Of alberta's this critical challenge, students select the best stories for inclusion in a collection of educational and inspiring stories that would help other students learn about and become interested in the history of ysocial ts and barriers to realizing this critical challenge, students examine primary sources to find four powerful statements that are evidence of the most important opportunities and challenges affecting immigrants' realization of their dreams after arriving in ysocial (7-9)senior (10-12). And collective this two-part critical challenge, students first examine and explain how the wampum belt provides insights into the collective identity of the iroquois. Responsible this critical challenge, students prepare a feasible and effective personal plan of action that would allow them to make a difference in the (7-9)senior (10-12). This three-part critical challenge, students rate the effectiveness of political cartoons portraying featured topics (business-labour relations, cultural minorities and prohibition). This critical challenge, students first use criteria to rank the significance of the impact on quality of life of five geographical features and five natural resources in canada. Students then write and perform a creative work that highlights the most significant features and physocial "richest" this critical challenge, students compare the civilizations they are studying and use agreed-upon criteria to determine which is the "richer" ediate (4-6)middle (7-9). American revolution and liberty for this critical challenge, students consider how women and black americans derived few constitutional freedoms for their efforts in the american war for independence. Biggest this critical challenge, students develop criteria for an important contribution and then use the criteria to determine the most important contribution made by several influential individuals in the branches of canada's federal this critical challenge, students create an illustrated concept map explaining the roles of the executive, legislative and judicial branches of government and the relationships and tensions that exist between (7-9)senior (10-12). Changing nature of work, employment and education in this critical challenge, students use evidence found in the 2006 census results to create headlines that identify and summarize the challenges and opportunities associated with changes in work, employment and education in canada. Students then assess and make recommendations to improve government plans to address these challenges and aticssocial (7-9)senior (10-12). Chick and the this two-part critical challenge, students listen to the story the chick and the duckling, then consider the ways in which the two characters are similar and different before determining if they are more alike or more different. Students then consider ways the characters might play together, given their this critical challenge, students listen to the story jack and the meanstalk, in which a professor discovers a way of dramatically increasing the size of plants. Students brainstorm possible consequences of this discovery, and weigh the pros and cons, before deciding whether or not the professor should share his discovery with the rest of the h / language effectiveness of international this critical challenge, students assess the effectiveness of an assigned international organization in promoting internationalism and addressing global this critical challenge, students investigate the contributions of the famous five in canada. Students decide which change was the most significant contribution to individual rights, then create a placard urging greater respect for a right that is or was inadequately respected in ysocial first nations, métis and inuit peoples of this critical challenge, students create population pyramids illustrating the growth of aboriginal and non-aboriginal populations in canada, and use them to draw inferences about the social and economic needs of a young and growing aboriginal population. This two-part critical challenge, students work in groups to reach consensus on a vision of canadian national identity. Students then determine if individuals and groups in canada should embrace a national future of collective and individual this critical challenge, students determine the extent to which globalization should shape collective and individual (7-9)senior (10-12). This two-part critical challenge, students first examine the gardener that is presented as a series of letters. This critical challenge, students interview adults who were the students' age 50 or more years ago to learn about quality of life in the past. Students then compare life in the past with their life now to determine whether the good old days were better than, as good as or worse than ysocial great canadian ad this critical challenge, students examine primary source documents to find evidence of immigrants\' impressions of canada and challenges they faced when they arrived, then compare these findings with the portrayal of canada in government marketing campaigns. Great fuzz this critical challenge, students first listen to the great fuzz frenzy, in which some prairie dogs discover a strange yellow object in their underground home. Finally, students use criteria to identify the most important lesson in the story and justify their h / language this two-part critical challenge, students learn about the relative historical significance of key events as they select the five most significant events in canada during a specified period (1960-1985). History of ensuring equity and fairness in this critical challenge, students examine the canadian charter of rights and freedoms and the treaty of la grande paix de montréal to determine the two most significant contributions of each document in the protection of collective and individual rights. Horrors of this two-part critical challenge, students rate the extent to which incidents of genocide were caused by ultranationalist actions and policies. Students then create a visual presentation to inform audiences of the dangers of ultranationalism and to suggest ways to prevent human rights impact of this critical challenge, students research french and british imperialist policies in the colonization of north america and assess the impact of these policies on the social and economic well-being of european settlers and aboriginal ediate (4-6)middle (7-9). Impacts of liberalism in the 19th this two-part critical challenge, students identify the impact of the introduction of liberalism on various groups in 19th century european society. Students then rank the significance of the political, social and economic impacts of liberal influence of the party, the media and lobby this critical challenge, students assess the extent to which political parties, lobby groups and the media influence decision making in the federal system of canada. Intent of the youth criminal justice this critical challenge, students determine whether the youth criminal justice act best serves the interests of society at large, the criminal justice system, the victim and the (7-9)senior (10-12). Inuit's biggest this two-part critical challenge, students first examine drawings to learn how the inuit traditionally met different needs and the challenges they faced in meeting them. Students then decide which challenge was the h / language artssocial this two-part critical challenge, students use class-developed criteria to take effective notes as they read about the inuit's use of the caribou and seal. Students then consolidate their data and decide which of the two animals contributed more to inuit h / language artssocial justice system and this critical challenge, students summarize the ways the justice system protects the rights of citizens, supported with local and current examples, and draw attention to situations of injustice where action is ediate (4-6)middle (7-9). Knowledge this two-part critical challenge, students research major renaissance developments in an assigned field (astronomy, mathematics, science, politics, religion, art, literature, philosophy or exploration) and rate the impact of those developments on worldviews.

Students then create an illustrated presentation or a display to explain the most significant developments and impacts and the reasons for their merits of direct and representative this two-part critical challenge, students explore the concepts of direct and representative democracies, and assess the merits of both by recommending a decision-making process for use in a given situation. Most beautiful this critical challenge, students follow the example in the story what\'s the most beautiful thing you know about horses? After investigating their beautiful features, they use criteria to select the most beautiful and share it with the rest of the most important this two-part critical challenge, students first examine the lives of fictional characters to generate a list of the factors that determine quality of life, and then use criteria to select the most important most influential this critical challenge, students first summarize an assigned key event in canadian history, and share their research with the class. Students then rate the impact of each of the events and design and create a painting or poster depicting the two events that most influenced canada's collective ysocial motives for international this two-part critical challenge, students identify the top reasons for involvement or noninvolvement in an assigned international issue. Students then rank the top five reasons for involvement and noninvolvement in international origins of this two-part critical challenge, students examine evidence found in primary documents to identify the ideas and conditions that were most significant in influencing the development of classical liberalism. Students then create a plausible traveller's account of the political, economic and social conditions in the 18th century that influenced the development of classical this two-part critical challenge, students offer an initial assessment of the character of joan of arc after hearing a few details about her life. Finally, students write a five- to six-paragraph biographical account that explains her 'true' h / language artshistorysocial roots of this critical challenge, students rank the influence of historical, political, economic, social and geographic factors in the development of nationalist sentiment in various historical and contemporary status of women in new this critical challenge, students review background information about the 1734 trial of angelique, a black slave in montreal who was accused of starting a fire. Students then tell a story about life in albertas past, based on the evidence found in the ysocial story behind the this two-part critical challenge, students research and present the story behind the name of an assigned site in the community. Students then use criteria to recommend a historically meaningful name for an unnamed site in the ysocial story of this two-part critical challenge, students first listen to the story of ferdinand, in which five men misinterpret the actions of ferdinand the bull and select him as an ideal candidate to take part in the bullfights of madrid. Finally, students brainstorm ways to avoid jumping to conclusions in real-life h / language this critical challenge, students research the origins of their name, then share stories with the rest of the class about their name and other facts about their cultural and linguistic background that tell who they story within the this critical challenge, students learn about alberta's diverse natural features, and about the value of maps, by using assigned mapping techniques to extract physocial this critical challenge, students first listen to the three questions, in which a young boy named nikolai searches for the answers to three questions in his quest to become a better person and is led to find the answers within himself. Students examine the events in the story to discover how nikolai's questions were h / language tools of economic this critical challenge, students develop policy guidelines on the use of strategies for economic globalization that attempt to maximize the opportunities and minimize the challenges for various groups who may be (7-9)senior (10-12). This critical challenge, students examine background information about the roles and responsibilities of members of the north west mounted police (nwmp) and identify indicators of success and barriers to success in meeting these expectations. This critical challenge, students review background information about the 1868 murder of william robinson and the subsequent conviction and hanging of an aboriginal man named tshuanahusset. True story of the three little this critical challenge, students examine the wolf's character in the traditional story of the three little pigs and then investigate a nontraditional retelling of this story. Students then use evidence found in this story to determine if the wolf was telling the h / language value of ecosystem goods and services in changing this critical challenge, students use images and data sources to explore ecosystem changes in canada, the impact of changes on ecosystem goods and services (egs) and potential strategies for increasing the value of phymathematicssciencesocial (7-9)post-secondarysenior (10-12). This critical challenge, students brainstorm possible activities that involve one of the curricular learning outcomes related to money. After discussing the criteria for a good demonstration task, they select an activity that best reflects these web of national this critical challenge, students identify the key stakeholders, interests and underlying issues at the heart of a conflict involving the pursuit of self-determination by a group in canada or elsewhere in the more: saint or sadist? This critical challenge, students are presented with conflicting portrayals of sir thomas more and asked to create a composite portrayal. Dramatic this critical challenge, students research the positive and negative impacts of one of three economic crashes and booms on several aspects of economic life in canada. Students then rate the impact of their assigned event on the well-being of the nation, and the class ranks the significance of each of the three ysocial this critical challenge, students learn to ask probing questions that lead to the design and re-design of a questionnaire to uncover seniors' attitudes toward teenagers. This is a follow-up to the critical challenge dumb blondes, stupid jocks and four-eyed h / language (7-9)senior (10-12). This critical challenge, students research and rate the locations of several trading centres in renaissance europe, before determining the ideal location and justifying their ional inuit this critical challenge, students work in groups to develop multiple hypotheses and conclusions to answer the 5w questions about a drawing depicting traditional inuit hunting practices. Students post their explanations, with supporting evidence, for consideration by other h / language ational corporations and the interests of the this two-part critical challenge, students rate the extent to which the actions and policies of an assigned transnational corporation support the basic responsibilities of a country to its citizens. The this critical challenge, students create a detailed travelogue or itinerary that highlights alberta's natural features for a family travelling through an assigned area of the physocial ring the this two-part critical challenge, students learn to analyze a situation by uncovering the relevant stakeholders, interests and underlying issues related to the economy, environment or people of the brazilian rain forest. Students then create an effective and informative poster that represents their assigned topic, and complete a reporter's log on what they have learned from the lish / language artssocial ying factors in the operation of colonial this critical challenge, students review background information (accessed online) about the 1868 murder of william robinson and the subsequent conviction and hanging of an aboriginal man named tshuanahusset. Historical this critical challenge, students explain how the worldviews presented in selected historical accounts are representative of the assumptions, beliefs and values of the historical time and (7-9)senior (10-12). Our rights and this critical challenge, students examine the canadian charter of rights and freedoms and prepare a guide to responsible citizenship that identifies the three most important ways citizens can act responsibly in a representative ediate (4-6)middle (7-9). Political offices in this critical challenge, students research four political offices in alberta to determine the most important contribution made by each to the democratic process. In the this critical challenge, students research the events and results of the red river resistance of 1869 and the second metis uprising of 1885. And this critical challenge, students use the evidence found in archival photographs and statistical information to determine the most significant changes to canadians' collective identities as a result of increased urbanization and industrialization between over the past 100 or more ediate (4-6)middle (7-9). This critical challenge, students create a persuasive and informative visual designed to convince a particular group to take action on an issue related to the opportunities or challenges presented by (7-9)senior (10-12). An artifact to tell about my this critical challenge, students develop criteria for powerful memories and then use the criteria to select their most powerful positive family memory. Students illustrate the memory and share the illustration with the class as they refer to the criteria to explain why the memory is this critical challenge, students listen to a story exploring a rite of passage, among some inuit families, that requires sending a young person alone into coastal ice caves to collect mussels. This critical challenge, students review background information about a clash between a white road building crew and aboriginal peoples in 1864 in the chilcotin area of british columbia. This critical challenge, students review background information about the treatment of the mentally ill during the 1800s, then learn about the case of a man known as jerome who was found on a nova scotia beach in 1863. This critical challenge, students listen to a story about a newcomer to a school or country and suggest possible solutions for each problem he or she encountered. This critical challenge, students review background information about the transfer of land ownership negotiated between aboriginal leaders and government officials with the douglas treaties (1850-1854) and the numbered treaties (1871-1877). This critical challenge, students first develop criteria for a significant artifact and then use the criteria to select an artifact from home that best represents a strong positive family memory. Students present their artifact to the class, explaining how the family memory links the past to the this two-part critical challenge, students examine or create an annotated time line to identify patterns in key political, economic and social changes in japan during the edo and the meiji periods. This critical challenge, students find facts and images that represent the diverse geographical features in an assigned region of canada. This critical challenge, students identify the relationships among worldview, ideology and citizenship, and create a recipe card that summarizes the essential ingredients of citizenship in a democratic this critical challenge, students first explore children\'s rights and examine 14 specific rights. Students then select a right they think is especially important and create an individual slide to be included in a class slide show presentation, showing the importance of ensuring these this two-part critical challenge, students examine photographs for evidence of the quality of life of those struggling with an assigned development challenge, and of those who are participating in development projects. Ideally, students will have previously completed the critical challenge profile on quality of this critical challenge, students listen to raffi`s song `all i really need` as a starting point for creating an ongoing list of needs people have the right to expect will be met. This critical challenge, students brainstorm a list of the most important factors contributing to quality of life, and then work in groups to look for evidence of these factors in collections of images assembled for selected communities. The groups then share their findings with the rest of the this critical challenge, students examine background information to gather statistical evidence of how canadian families have changed over time, and examine the factors that contribute to changing family and household structures. This critical challenge, students are introduced to the concept of a right as something that is fair to expect.

This critical challenge, students will learn about the franklin expedition and attitudes towards the events, people and places. This critical challenge, students identify the two lessons from japanese cultural isolation during the edo period and rapid adaptation during the meiji period that are most valuable in shaping current canadian policy on foreign and domestic this critical challenge, students use criteria to determine if individuals shown in images are members of a group. Students then identify reasons why they themselves belong to a this critical challenge, students develop and use criteria to select artifacts that represent their personal identities. This critical challenge, students will learn about the motivations of those involved in the franklin expedition, including franklin, crew members, and the british government and admiralty. This critical challenge, students examine examples of medieval and renaissance paintings, sculpture, architecture or music to find evidence of the most significant change in worldviews between the two historical were the real reasons for creating the colony of british columbia? This critical challenge, students review the factors that led to the creation of the colony of british columbia in 1858, then use evidence found in primary and secondary source documents to rank order the importance of the causes. This critical challenge, students first brainstorm various features of their community and select four people, places, things and activities that they value. Students then select and draw one aspect from each category that they would miss most if their family had to move from the community, giving reasons for their this critical challenge, students generate clues and guesses about the contents of a mug, and the contents of a box containing selected teacher mementos. After checking their guesses against the clues, students offer their best h / language artshealth / career / family studiessocial this two-part critical challenge, students interpret images of typical scenes from ancient aztec and spanish conquistador societies to find evidence of similarities and differences in the worldviews of each. Students then use evidence found in the images to predict the most likely outcome of a meeting between the two this critical challenge, students use clues involving cardinal directions, different modes of transportation and travel times to identify the route to a mystery community located on a map of do i draw my line? This critical challenge, students identify and justify the point at which they would feel personally responsible to ensure the basic rights of others through direct or indirect (7-9)senior (10-12). This two-part critical challenge, students formulate powerful questions to ask of a class visitor about the cultural and linguistic groups to which he or she belongs. The linguistic, cultural and regional groups represented in the class are listed and recorded on a this critical challenge, students use clues from pictures to identify the natural regions where first nations people lived before europeans ysocial to put the people? This critical challenge, students consider criteria, based on such factors as transportation, natural resources, geography and climate, to determine the best location for a new community in an assigned region of physocial organization will i support? This critical challenge, students work in groups to present information to the rest of the class about a local or international aid group. As a class, students then develop criteria that they use to individually select the organization they would most likely this critical challenge, students prepare a charade of a role found in an assigned place in the community. Their classmates then guess the role portrayed in the h / language artssocial this critical challenge, students read the short story the moose and the sparrow and examine the evidence to determine whether the death of the character moose maddon was accidental or deliberate. This critical challenge, students work in groups to share what they learned about how an assigned character in a story helped others and the results of his or her actions. This critical challenge, students examine objects that serve as clues to the identity of a mystery person. This critical challenge, students review background information about the abuse and death in 1920 of aurore gagnon, a ten-year-old girl living in a small rural community in québec. This critical challenge, students review background information about the start of the klondike gold rush. This critical challenge, students will learn about the various reasons motivating the ongoing search for the franklin expedition. This critical challenge, students will learn about the different resources, tools and skills used by europeans and inuit to address arctic environmental conditions in the mid-nineteenth century. They will: identify challenges posed by arctic environmental conditions; use primary sources to compare how europeans and inuit in the past used different resources, tools and skills to address arctic challenges on a daily basis; explain which strategies used by europeans and inuit allowed them to be successful or unsuccessful, and; make recommendations to europeans about what they could have learned from inuit about daily life in the ysocial (7-9)senior (10-12). Students then select and draw one aspect from each category that they would miss most if their family had to move from the community, giving reasons for their hunts in renaissance this critical challenge, students read about factors that contributed to the witch hunts in renaissance europe, generate hypotheses then identify and justify the most instrumental factor(s) that fuelled the witch h / language artshistorysocial ediate (4-6)middle (7-9). This two-part critical challenge, students work in pairs to portray an interview between a significant person from the renaissance period and a modern-day journalist. Students then work individually to determine the three renaissance individuals who contributed most to shaping the western g women in new this critical challenge, students review background information and examine primary and secondary source documents to learn about the jobs that were available to women in new france. Students then write a letter to a fictional cousin, explaining and justifying their recommendation for the most appropriate job she should undertake when she arrives in new ysocial this critical challenge, students look for clues to identify the implied worldview presented in selected newspaper editorials and opinion this critical challenge, students review background information about the case of a man known as jerome who was found without legs and speechless on a nova scotia beach in 1863. This two-part critical challenge, students assume the role of a reporter to answer the 5ws as they look for clues in a photograph depicting a cultural event (e. Conflit religieux et la recherche des causes ce défi d'analyse critique, les élèves examinent des textes informatifs à propos du meurtre de cinq membres d’une famille d'immigrants irlandais (les donnellys) dans un village du sud-ouest de l'ontario en publicité mensongè ce défi d'analyse critique, les élèves examinent des sources primaires sur les immigrants au canada pour trouver des informations sur leurs premières impressions ainsi que leurs ée eye level -directed learning of learning level math level literary kingdom: ion -critical thinking h taste in eye of learning level math ration level literary t info / ration -critical thinking > services > al thinking solving the problem below and take the very first step to becoming a critical thinker! Brief history of the idea of critical al thinking: basic questions & conception of critical ’s definition of critical ch in critical al societies: thoughts from the ate this page from english... We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking. Critical thinking as defined by the national council for excellence in critical thinking, 1987 a statement by michael scriven & richard paul, presented at the 8th annual international conference on critical thinking and education reform, summer 1987. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking. Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor. Another brief conceptualization of critical thinking critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest. They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. They embody the socratic principle:   the unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world.

But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. A definition critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. The result a well cultivated critical thinker: raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems. Taken from richard paul and linda elder, the miniature guide to critical thinking concepts and tools, foundation for critical thinking press, 2008) critical thinking defined by edward glaser in a seminal study on critical thinking and education in 1941, edward glaser defines critical thinking as follows “the ability to think critically, as conceived in this volume, involves three things: ( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. Glaser, an experiment in the development of critical thinking, teacher’s college, columbia university, 1941) back to viewing articles in our online library, please contribute to our work.