Course Profile
Canadian Politics and
Citizenship, Grade 11, Open, Catholic and Public
Unit 5: The Common Good
Time: 20 hours
Students
explore the concept of the common good from a variety of angles. Students trace
the origins of the concept and examine its impact on
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1:
Discerning the Common Good |
3 hours |
DMV.03,
DM3.01, DM3.02, DM3.05 CGE1d,
3c, 7e |
Knowledge/
Understanding Thinking/Inquiry |
Case
studies |
|
2: The
Common Good within |
6 hours |
CDV.03,
DMV.02, DMV.02, VBV.02, CD2.01, CD3.01, CD3.02, DM2.01, DM2.02, DM3.04,
VB2.01 CGE1e,
2c, 2d |
Knowledge/
Understanding Thinking/Inquiry Communication |
Mini-presentations |
|
3: The
Common Good within the World |
6 hours |
DMV.03,
PIV.02, DM3.02, DM3.05, PI1.01 CGE1d,
1i, 7b |
Knowledge/
Understanding Thinking/Inquiry Communication |
Newspaper
assignment |
|
4: Mock
Trial |
5 hours |
CDV.03,
PIV.01, PIV.02, PIV.03, CD1.01, PI1.01, PI2.01, PI3.01 CGE5b,
7f CGE7g |
Communication Application |
Mock
trial |
Time: 180 minutes
In this
activity, students understand that decisions for the common good are based on
the notion that we are by nature social beings and, therefore, naturally
members of society. Students understand that society not only seeks to protect
our personal rights and freedoms, but as members of society we are individuals
who discover our identity as part of a larger community. The common good is
found, therefore, in a society where decisions are made to foster the good of
all: a society that envisions and fashions its societal systems in such a way
as to seek the benefit of all. Students analyse the idea conceptually and then
relate it to aspects of the Canadian experience. This activity serves as the
mortar with which the Mock Trial activity is built.
Overall
Expectations
DMV.03 -
describe the extent to which political and economic systems and institutions
meet people’s needs and promote the common good.
Specific
Expectations
DM3.01 -
demonstrate an understanding that there are political, economic, and cultural
challenges in governing a complex society like that of
DM3.02 -
explain the implications of choices made in
DM3.05 -
describe recommendations for making the Canadian political system function in a
more democratic way.
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human
solidarity, and the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
Students
should have working knowledge of the common good as revealed in the Grade 10
History and Civic courses.
·
The
teacher arranges for a Member of Parliament or local politician to speak to the
class.
·
The
teacher determines the availability of the principal to participate in class
discussion.
·
The
teacher should review the teaching of the Catholic Church on the notion of the
Common Good, specifically chapter two; articles I, II, and III of the Catechism of the Catholic Church.
(Emphasis is placed on article II, The Common Good.)
·
The
teacher should present to the class a suggested list of examples and/or cases,
which could be used to form a discussion and group activity.
1. Present to the class the following: “The
common good is that good which allows all people in a society to reach their
fulfillment, both as individuals and as a group.” Discuss in terms of the
following: What rights are necessary for individuals to reach their respective
fulfillment? (human rights, respect for the dignity of the person, privacy, freedom
of religion, freedom of speech, education, etc.). What rights are necessary for
any group to attain their fulfillment? (family, employment, culture, religious
affiliation, political affiliation, etc,). What further requirements are
necessary in order to sustain and establish the good of both the individual and
the group? (social peace, law and order, government, personal and collective
security, equality, social justice, guaranteed rights and freedoms, etc.).
2. In groups, students address the following:
How is the good of each person related to the good of the community? How does
the community benefit from the participation of each of its members? Should the
common good ever exclude its weakest members? How does the community serve to
help the individuals? Create a definition for the common good, incorporating
the best possible good for both the individual and community. What would be the
function of a democratic society?
3. Have a group representative share the
conclusions with the entire class. Have the school principal discuss this topic
in relation to the functioning of the school community.
4. Lead
the class in a brainstorming activity to describe the role of government in
attaining the common good.
5. In groups, students apply their definition of
the common good to the school. Outline what duties the administration,
teachers, students, and other staff members would have to do in order to
realize the common good. Discuss the notion of active participation for each.
Do all persons benefit? In your model, is priority put on community or the
individual? To what extent does your model require solidarity in order to
attain the good? Invite the principal to comment on student models and to offer
his or her own view of the common good.
6. In the second part of this exploration, move
students into the Canadian experience. Have them identify factors that would
influence the common good in Canadian society. List these factors on the board
(e.g., economics, poverty, political leanings, education, religion, culture,
beliefs).
7. Discuss how these factors complicate the
Canadian quest for the common good. What challenges does Canadian society have
in order to achieve a common good in the light of these factors? Further, when
might the pursuit of individual fulfillment injure the common good,
particularly in the areas of economics, health care, downsizing, etc.?
8. Working in groups, students make
recommendations to insure that our democracy functions in a way that insures
more citizens partake of the common good. Each group highlights three of their
strongest recommendations for the class, which are posted in the classroom.
9. Challenge: Students respond in writing to the
following. The Catholic view asserts that the modern emphasis of the common
good is placed on the individual whereby “the common good is chiefly guaranteed
when personal rights and duties are maintained” (Pacem in Terris). The Catholic view rejects this notion of the
common good because it can only be achieved when individuals benefit
personally. This is a critique of contemporary society. The same teaching
asserts later that the common good entails the duty to protect the human rights
of all. Thus freedom, dignity, and opportunity must be safeguarded and
nourished by the community in a way that all persons share mutually in the
benefits derived by social advancement. Do you think that our society tends to
favour individual good over the communal good? Provide examples with your
answer.
10. As a culminating activity, invite an MP or
local politician in to speak to the class on the topic
·
Evaluate
challenge exercise for knowledge through assessing student written responses.
·
Evaluate
group work for understanding and communication of the common good. Sample rubric
frameworks can be found in Resources under Activity 4.
·
Informal
teacher observation
·
Refer
to exceptional students’ IEPs to ensure that recommendations developed to meet
individual needs are being carried.
·
Provide
alternative questions, board notes, and activities to engage students in both
dialogue and writing.
·
Provide
enrichment activities for students wishing to study the concept further.
Canadian
Conference of Catholic Bishops. Catechism
of the Catholic Church.
(Par.1905-1942)
Pope
John XXIII. Pacem in Terris.
Sheridan,
E.F. Love Kindness: Social Teaching of
the Canadian Catholic Bishops, 1958-1989.
Time: 360 minutes
Students
identify key challenges facing the common good within
Overall
Expectations
CDV.03 -
explain ways in which family, religion, gender, ethnicity, nationality,
socio-economic class, and other aspects of social and cultural identity
influence citizens’ political participation;
DMV.02 -
evaluate the role and influence of key participants in Canadian government
decision making;
DMV.03 -
describe the extent to which political and economic systems and institutions
meet people’s needs and promote the common good;
VBV.02 -
evaluate the major historical, geographic, economic, and cultural influences
that shape Canadian political ideologies.
Specific
Expectations
CD2.01 -
identify opportunities for citizens to participate in governmental and
non-governmental political decision making at the community, municipal,
provincial, federal, and international levels;
CD3.01 -
evaluate the extent to which various segments of Canadian society (e.g., women,
Aboriginal peoples, racial minorities, rural and northern communities)
participate in the formal political process and informal political bodies
(e.g., parent councils, neighbourhood associations);
CD3.02 -
evaluate
DM3.04 -
evaluate the extent to which Canadian decision-making systems and institutions
reflect and foster
VB2.01 -
describe Aboriginal, French, British, and American influences on past and
present Canadian political values.
CGE1e -
speaks the language of life…“recognizing that life is an unearned gift and that
a person entrusted with life does not own it but that one is called to protect
and cherish it (Witness to Faith); ”
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of
·
Students
should have an understanding of previous ideas covered; particularly the
concepts in the Political Socialization and Government: Form and Function
units.
·
Students
should possess political literacy skills such as the ability to politically
analyse problems and seek equitable solutions for all parties involved.
·
Students
should have a general understanding of the major political challenges facing
themselves and Canadians.
·
The
teacher should familiarize himself/herself with key pieces of legislation that
deal with this activity, such as the Canadian Charter of Rights and Freedoms,
The Canada Health Act, etc.
·
The
teacher should seek out information from local police and community groups
concerning such programs as RIDE, MADD, etc.
·
Ensure
that a range of newspapers is available for the class to peruse.
·
Due
to the large range of topics possible within this activity the teacher and
student may find it useful to collaboratively select key issues facing
·
Review
the school’s Internet policy with students if necessary.
·
Encourage
students to be active learners in their own learning process through a number
of activities such as discussions, mini-presentations, and self-/peer
evaluation.
1. Keeping in mind the culminating activity of
Unit 6, it may be prudent to continue the use of mini-presentations and jigsaw
activities to strengthen students’ interpersonal working skills. Again,
assessment rubric frameworks can be found in Resources under Activity 4.
2. Due to the vast array of topics possible
under this heading, the teacher and students should select what they
collectively determine to be the key issues facing
3. This course may not have an associated text;
book a large block of time in the Library/Resource Centre and time on the
Internet. The Internet should be used as a viable source to complete this
activity. Begin with a brainstorming session in which students and teacher
collectively identify key challenges facing the common good within
4. Local challenges facing the common good could
include ideas such as the increasing shortage of landfill sites providing funds
for library or sport teams. Such sub-topics as the
5. As a group, discuss the public purpose of
traffic lights in relation to the working definition of the common good
developed in Activity 5.1. Then expand this discussion to include the Canadian
Charter of Rights and Freedoms. Ask students what rights and freedoms are
guaranteed under the Charter. List them on an overhead along with others
students may not know. Discuss how these rights and freedoms may impact upon us
at the local level. On the board, record students’ suggestions. At this
junction, introduce local papers into the discussion again. In their
provincial/territorial groups, students complete the Local Newspaper Assignment
chart (Appendix 5.1) on Charter-based issues found in local papers in their
assigned regions of
6. Discuss the question: Is the Charter in line
with the principles found in the ideals of the common good? Together, read the
online article from the Hamilton
Spectator on the use of wire taps by CSIS. Students write a one-paragraph
response answering the question: “In
7. Provincially, some key issues facing
8. Federally, some key issues facing
9. To conclude this activity, an examination of
some civil liberty groups and their activities would prove useful. The
·
Roving
conferences to ensure that all students are on task and to aid any who may need
extra help, see Canadian History in
the Twentieth Century, Grade 10, Academic.
·
Peer
marking and feedback on various presentations
·
Informal
teacher observation
·
Randomly
asking questions of students to ensure comprehension of material
·
Checking
that students are dividing up their work among themselves equitably
·
Refer
to exceptional students’ IEPs on an ongoing basis to ensure that
recommendations developed to meet individual student needs are being carried.
·
Provide
alternative sources at varied levels of difficulty for students whose native
tongue is not English.
·
Students
who require enrichment activities may be encouraged to read material that the
teacher deems appropriate, such as Drum
Beat: Anger and Renewal In Indian Country.
Books
Richardson,
Boyce, ed. Drum Beat: Anger and Renewal
In Indian Country.
Internet
BC
Civil Liberties Association – http://www.bccla.org
Canadian
Charter of Rights and Freedoms
– http://insight.mcmaster.ca/org/efc/pages/law/charter/charter.text.html#7
Canadian Environmental Assessment Agency –
http://www.ceaa.gc.ca/site_e.htm
Canadian
Immigration and Refugee Board – http://www.cisr.gc.ca
Canadian
Local Newspapers – http://www.ccna.ca/
Canadian
Native Law Cases – http://library.usask.ca/native/cnlch.html
Chiefs
of
Cree-Naskapi
Commission – http://ppp.atreide.net/cnc/
CSIS
– http://www.csis-scis.gc.ca/
Great
Whale Project – http://kafka.uvic.ca/~vipirg/SISIS/sov/allcree.html
Inuit
Tapirisat
Manitoba
Association for Rights and Liberties – http://www.winnipeg.freenet.mb.ca/marl/
Sioux
Lookout Anti-Racism Committee – http://www.bloorstreet.com/200block/sindact.htm
Time: 300 minutes
Students
understand that
Overall
Expectations
DMV.03 -
describe the extent to which political and economic systems and institutions
meet people’s needs and promote the common good;
PIV.02 -
draw supportable conclusions about political events, issues, and trends and
their relationship to social, economic, and cultural systems.
Specific
Expectations
DM3.02 -
explain the implications of choices made in
DM3.05 -
describe recommendations for making the Canadian political system function in a
more democratic way;
PI1.01 -
formulate meaningful questions that lead to a deeper understanding of a
political issue and of the different ways to approach an issue.
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human
solidarity, and the common good;
CGE1i -
integrates faith with life;
CGE7b -
accepts accountability for one’s own actions.
·
Students
should understand previous ideas and implications of the common good.
·
Students
should have an understanding of Canadian participation in the United Nations,
globalization, and peacekeeping as discussed in the Grade 10 History course.
·
Review
the sections of the Grade 10 History and Civic courses that address
·
Book
time in the Library/Resource Centre for Internet use.
·
Ensure
that a TV and VCR are available in the classroom.
·
Catholic
teachers should become familiar with the Church’s teaching on social justice.
·
Teachers
should become aware of the United Nations proposal for change under the
heading: A New International Economic Order.
1. Create a mind map regarding
2. List the ways
3. Show the film It takes a Child: Craig Kielburger’s Story, A Journey into Child Labour.
Students formulate specific questions the film raises with regard to the
following: human rights, worker rights, child rights, economic oppression, and
government inaction. Discuss the questions and the challenges Craig Kielburger
poses for the realization of the common good internationally.
4. Provide examples of how
5. Hold a class discussion on the following
questions: How does the notion of profit at any price conflict with the common
good? Should companies and corporations be permitted to operate without
regulation or social responsibility? What does Craig mean by political will?
What would it take for students to become proactive in regard to
6. Delving
deeper: Present the following critique of free-market economics to the
class:
As international corporations gain more economic control over
resources and markets the effect of free trade and globalization places more
control in the hands of fewer but more powerful people. This in turn has
weakened the common good. As the more powerful companies of the Northern
Hemisphere exact more profits from the
As such the rich get richer and the poor get poorer, and the gap
between rich and poor grows.
Discuss the meaning and implications of this statement for Canadians. (The teacher may need to modify the statement for understanding.)
7. Distribute
a copy of Document 51 from Do Justice:
The Social Teaching of the Canadian Catholic Bishops, entitled “Towards a
New International Economic Order,” pp. 365-366. Assign each group one
paragraph. Each group should appoint a note-keeper/writer. The teacher should
ensure that each group is composed of students of varying abilities. In
writing, the groups explain how the message of the criticism in Strategy 6 and
their assigned paragraph speak to the problem of poverty and the failure to provide
for the common good. Students formulate recommendations to the government about
making Canadian politics function in a more democratic way. Recommendations
could be posted and later used as a springboard when deciding whom to invite as
guest speakers for the Political Awareness Day.
8. Each student submits a ten-point list
outlining the most important challenges
9. As a concluding activity, each group
contacts/researches a social justice organization, which they could report on
to the class (e.g., Free the Children, Development and Peace, Amnesty
International, Denise House, Covenant House, etc.).
·
Assess
each group presentation for knowledge (content) and understanding, using a
quiz.
·
Individual
written assignment to be assessed for thinking and communication
·
Informal
teacher observation. The teacher assesses and advises.
·
Peer
evaluation of written work/research
·
Refer
to exceptional students’ IEPs to ensure that recommendations developed to meet
individual needs are being carried.
·
Provide
alternative questions and activities where necessary.
·
Provide
enrichment activities for students who would benefit from additional
challenges.
Books
Dorr,
Donald. Option For the Poor. A Hundred
Years of Catholic Social Teaching.
Internet
The
Social
Watch – www.socwatch.org
International
Council on Social Welfare – www.icsw.org
Citizens
for Public Justice – www.web.net/~cpi
Ten
Days for Global Justice – www.web.net/~tendays
Graig
Kielburger’s Story A Journey into Child Labour – mcnabbconnolly@homeroom.ca
Films
Kielburger, Craig. It Takes a Child: Craig Kielburgers’s Story, A Journey into Child
Labour. Judy Films Inc., 1998.
Sparks,
Richard. Making Sense of Christian
Morality; The Gospel is a Social Message. A Fisher Production, NY.
Time: 300 minutes
Using the
knowledge they have acquired thus far, students research and perform a mock
trial related to a common good issue. Students are responsible for researching
the roles and writing an appropriate script.
Overall
Expectations
CDV.03 -
explain ways in which family, religion, gender, ethnicity, nationality,
socio-economic class, and other aspects of social and cultural identity
influence citizens’ political participation;
PIV.01 -
correctly use social science methods to gather, organize, and synthesize
information;
PIV.02 -
draw supportable conclusions about political events, issues, and trends and
their relationship to social, economic, and cultural systems;
PIV.03 -
communicates knowledge, beliefs, and interpretations of politics and
citizenship, using a variety of formats.
Specific
Expectations
CD1.01 -
explain the importance of democratic principles such as decision making for the
common good; the rule of law; and universal human rights, freedoms, and
responsibilities;
PI1.01 -
formulate meaningful questions that lead to a deeper understanding of a
political issue and of the different ways to approach an issue;
PI2.01 -
distinguishes among opinions, facts, and arguments in sources;
PI3.01 -
present ideas, understandings, and arguments effectively in a variety of
contexts (e.g., in role plays, interviews, simulations, debates, group
presentations, seminars), using graphic organizers and displays (e.g., graphs,
charts, images).
CGE5b -
thinks critically about the meaning and purpose of work;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and culture;
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
·
Students
must review terms associated with political ideology, such as fascism,
democracy, corporatism, and unionism, as well as studied concepts relating to
the common good.
·
Students
should possess research, interpersonal, and organizational skills in order to
investigate their role in the trial and other issue-related materials.
·
Students
should possess presentation skills and skills in critical analysis.
·
Teachers
should familiarize themselves with clothing manufacturers’ role in developing
nations, and related aspects of American Labour Law, as well as the Canadian
Charter of Rights and Freedoms.
·
Teachers
should seek out information from human rights organizations and one or more
manufacturers.
·
Students
must understand the consequences and impact of the issues.
·
Teachers
should create a list of defendants, lawyers, prosecution and defense witnesses,
including a brief synopsis of each particular role. These lists can be tailored
to individual class sizes.
·
Teachers
should investigate the available resources in the Library/Resource Centre.
1. Ask students questions about the
controversies concerning athletic shoe companies and workers in the developing
world. Provide students with handouts outlining the major arguments on both
sides. Magazine, Internet, and/or newspaper resources would best serve this
purpose. A working list may be found in Resources.
2. Students create a chart listing the key
arguments made in each source, allowing them to have an understanding of the
roots of the controversy and providing clues for the issues, ideas, and
questions to be raised in the trial.
3. Provide students with the list of roles that
have been created for the case. Take the time to read over each of the roles in
order to ensure that students understand the importance of each portrayal.
Attempt to make the witness list on both sides equal in number.
4. The teacher may wish to provide students with
a list of available resources with which they can garner more information on
their particular character or on the issue itself. Students should be reminded
that independent research is an expectation of this activity.
5. Review with students the protocol of a courtroom
and the accepted “order of events” that a case should follow. Students should
also recognize the responsibilities of lawyers, witnesses, defendants, etc. A
useful site reviewing this topic is found in Resources.
6. Students write scripts for their characters.
These scripts should address their role, the role of their witnesses, and
questions for their witnesses and their opponents’ witnesses. The teacher
reviews the questions and answers to deem them appropriate and effective in
arguing the case before the trial begins. The teacher may select students to
review their own work and that of peers.
7. Review with students the criteria for an
effective presentation. This can be done with a simple handout or with footage
or transcripts of an actual court proceeding.
8. Each side rehearses its role and its
witnesses’ roles.
9. The teacher may want to sit as the sole judge
or, depending on the size of the class, may select to have students form a
jury. A viable means of encouraging effort and excellence is to have the class
perform before another class.
·
Roving
conferences to ensure that all students are on task and to aid any who might
need extra help
·
Collection
and evaluation of argument charts or written scripts
·
Peer
evaluation and feedback on performances during the presentation
·
Purposefully
asking questions of students to ensure comprehension of the material
·
Performance
assessment rubrics as developed by teacher and, if possible, with student input
·
Informal
teacher observation
·
Provide
alternative sources at varied levels of difficulty for students whose native
tongue is not English.
·
Students
with oral communication difficulties can be assigned to the jury or be given a
role that requires less dialogue and research.
·
Students
who would benefit from enrichment can be assigned one of the lawyer, defendant,
or major witness roles.
Books
Estes,
Ralph. Tyranny of the Bottom Line: Why
Corporations Make Good People Do Bad Things.
Rubrics
“BLM
1 Roleplay Assessment Rubric” in Civics
Today: Teacher’s Resource Guide.
“BLM
2 Debating Assessment Rubric” in Civics
Today.
“BLM
3 Argumentative Paragraph/Position Paper Assessment Rubric” in Civics Today.
“BLM
B Group Skills Assessment” in Civics:
Participating in a Democratic Society – Teacher’s Resource Guide.
“BLM C My
Collaboration Skills” in Civics.
Internet
“Newsfront”
SEE Magazine – www.greatwest.ca/see/Issues/1998/0416/news2.html
Stages of
a Trial – www.bradley.edu/campusorg/trial/basic_info/stages/
Group
Members:
|
Province: Location: Paper: |
Summary
of Issues |
Impact
on Local Environment |
Possible
Solution (students’ ideas) |
|
Province: Location: Paper: |
Summary
of Issues |
Impact
on Local Environment |
Possible
Solution (students’ ideas) |
|
Province: Location: Paper: |
Summary
of Issues |
Impact
on Local Environment |
Possible
Solution (students’ ideas) |
|
Province: Location: Paper: |
Summary
of Issues |
Impact
on Local Environment |
Possible
Solution (students’ ideas) |
Course Overview
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